Students’ Perceptions of TOEFL Preparation Classes at Universitas Advent Indonesia
DOI:
https://doi.org/10.31154/isc12.v12i3.86.587-599Keywords:
TOEFL preparation, student perceptions, teaching methods, motivation, English proficiencyAbstract
This study explores students’ perceptions of TOEFL preparation classes at Universitas Advent Indonesia (UNAI), focusing on four key areas: teaching methods, skill improvement, learning challenges, and motivation. Given the importance of English proficiency for academic success, TOEFL classes serve as critical platforms for language development and standardized test readiness. The study adopted a quantitative descriptive design using a structured questionnaire distributed via Google Forms. A total of 125 students who had completed at least one semester of TOEFL preparation were selected through purposive sampling. Data were analyzed using SPSS to generate descriptive statistics.
The results, presented in Figures 1–4 and Tables 1–4, revealed that the majority of students perceived the teaching methods as effective (Figure 1), with over 80% agreeing that the instruction was clear, organized, and engaging. In terms of skill improvement (Figure 2), students reported gains in listening (mean = 4.21), grammar (mean = 4.12), reading (mean = 4.09), and vocabulary (mean = 4.25). However, students also reported facing challenges such as time pressure, anxiety, and unfamiliar vocabulary (Figure 3), with 63% indicating moderate to high difficulty. Motivation was a strong positive factor (Figure 4), with 78% of respondents agreeing that TOEFL preparation increased their enthusiasm and confidence in using English.
These findings highlight both the strengths and areas for improvement in TOEFL instruction at UNAI. The study contributes to the growing literature on English language learning in higher education and provides actionable insights for curriculum enhancement and student support services.
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