Besides, a good skill of organizing information is fundamental in this strategy to maximize the students’ effort in answering the TOEFL questions during the test. It can be deduced that this technique might not be appropriate for large classes as it demands individual assistance. Then in cycle 2, there was a significant increase reaching 45.11 (which is the minimum TOEFL standard for the university). The result from cycle one showed no increase since the average only incline to 38.58. The participants were 17 Economics students who are taking TOEFL Preparation course at Universitas Syiah Kuala, Aceh, Indonesia. A technique named Notetaking technique was implemented during two cycles of classroom action research. This study investigated a technique to help students increase their reading ability in TOEFL reading section. There are still a number of less skilled readers in higher degree education where academic texts are staple needs (Hellekjaer, 2009). The students’ proficiency levels found in this study showed that, on average, they were able to pass the universities’ TOEFL graduation requirement but still fall short for abroad scholarship admission. Regarding the skills proficiency, on average, the students achieved the B2 (upper intermediate) level in the first section, which was higher than the remaining two sections that averaged on the B1 (intermediate) level. Individually, there were four students in the A2 (elementary) level, 15 students in the B1 (intermediate) level, ten students in the B2 (upper intermediate) level, and one student in the C1 (advanced) level of proficiency. The total TOEFL scores gathered showed that, on average, the students placed in the B1 (intermediate) level of English proficiency. The scores gathered from the organised TOEFL test were analysed according to the CEFR reference levels to categorise the English proficiency level of the students. The samples for this descriptive quantitative study consisted of 30 English Education Department students from Syiah Kuala University and Ar-Raniry State Islamic University. The purpose of this study was to describe the proficiency level of English for Foreign Language (EFL) students based on their TOEFL scores.
The study concludes by offering some implications for relevant stakeholders and opening up some avenues for further research. The findings offered strong evidence that PIM can be implemented in the Indonesian classes to foster EFL learners’ proficiency. This improvement was particularly seen in the participants’ grammar knowledge and speaking skills. Findings revealed that the English proficiency of the participants who received instructions based on the principles and procedures of PIM significantly improved at the end of the interventions. The participants went through a pre-test, an intervention, and a post-test procedures. Hasanuddin University, Indonesian Moslem University situated in Makassar, and the Muhammadiyah University of Pare-Pare, were selected using a purposive sampling technique.
For this purpose, a total of 90 first-year English students from three renowned universities in South Sulawesi, i.e.
Therefore, the present study was an attempt to disclose the effects of PIM on fostering Indonesian EFL learners’ proficiency compared to the Grammar-Translation Method (GTM). One of the approaches that may fill in this lacuna is Pair-Interaction Model (PIM). This long-lasting problem makes it essential for English practitioners to seek alternative approaches paving the ground for the EFL learners to reach more promising achievements. The phenomenon of poor English language proficiency among Indonesian students suggests revisiting the instructional methods that have long been commonly used in English as a foreign language (EFL) classrooms.
0 kommentar(er)
