Peer-Discussion in TOEFL Preparation Class

Abstract

The aim of this study was to see whether the technique of peer-discussion during the TOEFL preparation class benefits the students in increasing their score in Section Two of TOEFL Test, Structure and Written Expression. According to Porter et al. (2001), during the process of students’ interaction with their peer(s), students have more open chances to ask conceptual questions; and as their peer(s) respond, they can understand more correctly and individually the questions. This study adopted quasi-experimental design involving one class consisting of 24 second semester college students at Economics Faculty, Syiah Kuala University, Aceh, Indonesia. The result showed that the technique posed positive result on the students’ score in Section Two of TOEFL. The findings revealed that the Ha is accepted for the tvalue is 0.37 (df 22, α=0.05, -0.404 ≤ t ≥ 0.404 ). Also, it is significant for the sigvalue is 0.9 (sigvalue ≥ α=0.05). Hopefully, the result can contribute to the theoretical gap in the TOEFL domain since there have not been many experimental studies about this technique used in TOEFL class. The technique indeed helps the students in overcoming the problems that they face in the Section Two of TOEFL. Besides, it can also boost their motivation in preparing for the TOEFL test. ABSTRAK Tujuan dari studi ini adalah untuk melihat apakah diskusi dengan teman selama kelas persiapan TOEFL dapat memberi manfaat kepada siswa dalam meningkatkan skor mereka di bagian kedua tes TOEFL, yakni Structure and Written Expression. Seperti dikatakan oleh Porter et al. (2001) bahwa selama proses interaksi dengan teman, siswa mempunyai lebih banyak kesempatan untuk menanyakan pertanyaan konseptual; dan diwaktu mereka merespon, mereka mampu untuk mengerti dengan lebih baik dan secara individu pertanyaan tersebut. Studi ini menggunakan desain quasi-experimental yang melibatkan satu kelas yang terdiri dari 24 siswa dari semester 2 di Fakultas Ekonomi, Universitas Syiah Kuala University, Aceh, Indonesia. Hasil penelitian ini menunjukkan bahwa teknik ini mempunyai hasil positif terhadap skor siswa dalam bagian kedua tes TOEFL. Hasil yang didapat menerima Ha dengan nilai t 0.37 (df 22, α=0.05, -0.404 ≤ t ≥ 0.404 ). Dan hasil ini juga signifikan dengan nilai signifikansi 0.9 (sigvalue ≥ α=0.05). Diharapkan hasil dari studi ini dapat memberi kontribusi kepada kajian teoritis dalam karena masih belum banyak studi eksperiment tentang ini dalam pengajaran TOEFL. Teknik ini mampu membantu siswa dalam menghadapi masalah dalam TOEFL di bagian kedua. Di samping itu, teknik ini juga mampu meningkatkan motivasi siswa di dalam menghadapi tes TOEFL. How to Cite: Ismail, N. M. Wahyuni, S. (2017). Peer-Discussion in TOEFL Preparation Class. IJEE (Indonesian Journal of English Education), 4(1), 63-70 doi:10.15408/ijee.v4i1.4837.DOI: http://dx.doi.org/10.15408/ijee. v4i1.4837

The Impact of Digital Comic-based Modules on Students’ Achievement in English Proficiency Test

“…Regarding the above-mentioned issues, many studies suggested a preparation class as an ideal solution to deal with the problems (Akmal et al, 2020;Alek et al, 2019;Ismail & Wahyuni, 2018;Manan et al, 2020;Masfufah, 2018;Mousavi et al, 2014;Roza, 2019;Simanjuntak, 2018;Sudrajat & Astuti, 2018;Suryani, 2021). There are at least three primary reasons why a preparation class can increase students' scores including improving students' understanding of the materials, reducing students' stress and anxiety levels, and providing effective strategies in answering each section.…”

Is Toefl Subject Necessary for English Education Study Program? Lecturers’ Perspective

“…PBT is kind of TOEFL that being focused in this study. Listening, structure and written expression, and reading are the three elements of the paper-based test (Ismail & Wahyuni, 2018). The Test of Written English (TWE) is used at several colleges to assess writing abilities, although it is still uncommon in Indonesia (Ismail & Wahyuni, 2018).…”

“…The computer-based and internet-based examinations, on the other hand, offer more complex test instructions since they include all skills-speaking, listening, reading, and writing (Ismail & Wahyuni, 2018). In addition, in these two forms of TOEFL examinations, integrated teaching models are used (Ismail & Wahyuni, 2018).…”

“…The computer-based and internet-based examinations, on the other hand, offer more complex test instructions since they include all skills-speaking, listening, reading, and writing (Ismail & Wahyuni, 2018). In addition, in these two forms of TOEFL examinations, integrated teaching models are used (Ismail & Wahyuni, 2018). Furthermore, According to Silviyanti et al (2014), who made the TOEFL score a primary requirement, standardization of English competence is tested in phases by a TOEFL score.…”

The English teachers’ challenges in TOEFL preparation for senior high school students

“…Their TOEFL scores have improved from 439, 34 to 506,6 within one year. As for Ismail and Wahyuni (2018) for advanced students, peer-discussion might not work very well compared to the beginners. The situation is not so different in Vietnam from the overall context world-wide.…”