The Evaluation of the TOEFL Preparation Program in an Indonesian University
DOI:
https://doi.org/10.24256/ideas.v13i1.6731Keywords:
CIPP, evaluation, TOEFL, TOEFL preparation programAbstract
Many university learners from non-English department have difficulties during the TOEFL preparation program. This research aims to evaluate the implementation of the TOEFL preparation program in an Indonesian University based on context, input, process, and product. The research participants were a TOEFL instructor and 121 management students in the seventh semester. This research was evaluation research. The research instruments were online observation, checklist, and one-on-one interview. The results indicated that the TOEFL preparation program had not fulfilled the context because there was no curriculum in the TOEFL preparation program. Then, the input was good because the instructor used the structured lesson plan, the TOEFL books, the TOEFL software, structured schedule, qualified human resource, and clear budget. The process was moderate because the instructor could explain the materials clearly, gave questions-answers and exercises to check students’ understanding of the material, but he still used teacher-centred learning. The product was in low category. Most students’ TOEFL scores were under 400. The researcher suggests that the instructor designs the TOEFL curriculum, uses student-centred learning, encourage learners to participate actively in the class, uses team teaching, emphasize vocabulary, and give more exercises to improve the quality of the TOEFL preparation program.
References
Akmal, S., Rasyid, M. N. A., Masna, Y., & Soraya, C. N. (2020). EFL learners’ difficulties in the structure and written expression section of TOEFL test in an Indonesian university. Englisia: Journal of Language, Education, and Humanities, 7(2), 156–180.
Aprilliandari, D. I., & Sugiharto, P. A. (2023). Toefl preparation training program to enhance students’ toefl score. Jurnal Education and Development, 11(1), 487–490. https://doi.org/10.37081/ed.v11i1.4327
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education (8th ed.). Wadsworth Cengage Learning.
Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (fourth). Pearson Education.
Diharja, U., Machrawinayu, I., & Ritonga, M. G. A. (2023). Evaluasi model CIPP dalam peningkatan mutu pembelajaran pada program kampung Cambridge Mutiara Cendekia. Jurnal Basicedu, 7(6), 3989–4002. https://doi.org/10.31004/basicedu.v7i6.6580
Fitria, T. N. (2021). An analysis of the students’ difficulties in toefl prediction test of listening section. ENGLISHFRANCA : Academic Journal of English Language and Education, 5(1), 95–110. http://dx.doi.org/10.29240/ef.v5i1.2212
Furwana, D., Muin, F. R., Zainuddin, A. A., & Mulyani, A. G. (2024). Unlocking the Potential: Exploring the Impact of Online Assessment in English Language Teaching. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 12(1), 653-662.
Ginting, D. A., Rosmen, Hassan, M., & Marpaung, F. D. N. (2024). The role of learning facilities in enhancing toefl test preparation among university students. Professional Journal of English Education, 7(2), 580–588.
Girsang, A. L. (2019). An analysis of reading comprehension difficulties in toefl test by high school students. Linguistic, English Education and Art (LEEA) Journal, 3(1), 132–141. https://doi.org/10.31539/leea.v3i1.1002
Herman, Silalahi, D. E., Sinaga, Y. K., & Silaban, G. C. (2023). An analysis of students’ difficulties in learning TOEFL at seventh semester of universitas HKBP Nommensen Pematangsiantar. Ideas: Jurnal Pendidikan, Sosial, Dan Budaya, 9(3), 805–812. https://doi.org/10.32884/ideas.v9i3.1391
Juliana. (2021). Improving students’ toefl listening skill through task-based learning approach. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 4(1), 231–242. https://doi.org/10.33258/birci.v4i1.1586
Kaniadewi, N., & Asyifa, D. I. (2022). The effect of toefl preparation course on efl undergraduate students’ toefl scores. Linguistic, English Education and Art Journal, 6(1), 12–20. https://doi.org/10.31539/leea.v6i1.4365
La’biran, R., & Dewi, R. (2023). Exploring students’ difficulties in toefl listening. English Franca : Academic Journal of English Language and Education, 7(2), 343–356. https://doi.org/10.29240/ef.v7i2.8065
Maharani, M. S., & Putro, N. H. P. S. (2021). Evaluation of toefl preparation course program to improve students’ test score. Jurnal Penelitian Dan Evaluasi Pendidikan, 25(1), 63–76. https://doi.org/10.21831/pep.v25i1.39375
Malik, E., Ai-Chun, Y., & Te-Sheng, C. (2023). Students language performance and toefl preparation program, are they connected? ELS Journal on Interdisciplinary Studies in Humanities, 6(2), 245–250. https://doi.org/10.34050/elsjish.v6i2.23562
Muliawati, I. (2020). Gender issue in toefl test: does it make significant difference? Journal of Language Teaching and Linguistics, 1(1), 47–54.
Pranoto, Y. H., Inharjanto, A., Leovani, E., Clara, C., & Ismadi, F. H. (2025). A portrait of teachers in teaching toefl reading. Esteem Journal of English Education Study Programme, 8(1), 291–300. https://doi.org/10.31851/esteem.v8i1.18257
Prayogo, D. (2022). CIPP evaluation model and its effect on e-learning. Al-Ishlah: Jurnal Pendidikan, 14(1), 177–188. https://doi.org/10.35445/alishlah.v14i1.1071
Rama, A., Ambiyar, A., Rizal, F., Jalinus, N., Waskito, W., & Wulansari, R. E. (2023). Konsep model evaluasi context, input, process dan product (CIPP) di sekolah menengah kejuruan. Jurnal Riset Tindakan Indonesia, 8(1), 82–86. https://doi.org/10.29210/30032976000
Rifiyanti, H., Dewi, D. U., & Putra, F. M. (2023). The role of toefl preparation courses in improving test score. Foremost Journal, 4(2), 99–104. https://doi.org/10.33592/foremost.v4i2.3615
Rina, P., & Tiarina, Y. (2021). An analysis of English department students’ difficulties in answering toefl test of listening comprehension. Journal of English Language Teaching, 10(1), 28–35. https://doi.org/10.24036/jelt.v9i3.109297
Supriani, N., & Dardjito, H. (2019). Evaluating 2013-curriculum implementation on english subject of junior high school in Yogyakarta, Indonesia. Tamansiswa International Journal in Education and Science, 1(1), 1–8.
Usman, N., Hendrik, H., & Madehang, M. (2024). Difficulties in understanding the TOEFL reading test of english language education study program at university. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 12(1), 755-773.
Yuliarti, Riansi, E. S., Sultoni, A., Sohnui, S., & Sumarwati. (2021). Evaluasi program model CIPP pada proses pembelajaran MKU Bahasa Indonesia. Jurnal Membaca, 6(2), 169–178. http://dx.doi.org/10.30870/jmbsi.v6i2.13005
Zalha, F. B., Alfiatunnur, A., & Kamil, C. A. T. (2020). Strategies in dealing with the reading section of toefl prediction: a case of Aceh efl learners. Indonesian Journal of English Education, 7(2), 159–171. https://doi.org/10.15408/ijee.v7i1.17622
Zhang, G., Zeller, N., Griffith, R., Metcalf, D., Williams, J., Shea, C., & Misulis, K. (2011). Using the Context, Input, Process, and Product Evaluation Model (CIPP) as a Comprehensive Framework to Guide the Planning, Implementation, and Assessment of Service-learning Programs. Journal of Higher Education Outreach and Engagement, 15(4), 57–84.
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2025 Tri Jampi Setiyorini
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
