NOVICE STUDENTS’ EXPERIENCE OF TAKING TOEIC PREPARATION CLASS: A PHENOMENOLOGICAL CASE STUDY
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Published:
Oct 30, 2022
Keywords:
phenomenological case study, test preparation, TOEIC, vocational higher institution, washback
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Abstract
This study aims to investigate how novice non-English department students in Indonesia describe their lived experiences of EFL learning in a TOEIC preparation class. The study included eighteen novice students from one vocational higher education in Jakarta who enrolled in a TOEIC preparation class using purposive sampling. Prior to the course, the participants took prediction tests, and their scores fell to the novice learners, and they were required to take a forty-hour preparation class. The participants have taken part in forty-hour TOEIC preparation classes. The primary source of data was semi-structured, in-depth phenomenological interviews. The data were analyzed using thematic analysis. According to the findings, several themes were elaborated. The findings uncovered what students gained and learned from the class, their learning difficulties, their learning strategies, and their plan to improve their English. In this study, the themes were broken down into several sub-themes to better elaborate on the participant's lived experiences and how they made meaning of their experiences. The findings strongly suggest policymakers such as EFL teachers, program and curriculum developers, and other stakeholders pay more attention to the students' voices stating that EFL learning goes to a unique and complex process. Thus, successful English learning cannot be achieved unless their needs and voices are taken into consideration.
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Rahayu, N., Hamied, F. A., Sukyadi, D., & Yusuf, F. N. (2022). NOVICE STUDENTS’ EXPERIENCE OF TAKING TOEIC PREPARATION CLASS: A PHENOMENOLOGICAL CASE STUDY. English Review: Journal of English Education, 10(3), 1023-1034. https://doi.org/10.25134/erjee.v10i3.6648
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References
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Azhari, T., Sari, D. K., & Rasyimah, R. (2020). TOEFL requirement: Students’ and lecturers’ perspectives. International Journal of Language Studies, 14(3), 67–84.
Blazar, D., & Pollard, C. (2017). Does test preparation mean low-quality instruction? Educational Researcher, 46(8), 420–433. https://doi.org/10.3102/0013189X17732753
Dari, A. L. W. (2021). An analysis of the vocational high school students’ problems in answering TOEIC reading and listening test [Doctoral thesis, IAIN Bengkulu]. Repository IAIN Bengkulu.
Demir, K., & Qureshi, A. M. (2019). Pakistani science teachers’ experiences of professional development: A phenomenological case study. Journal of Science Teacher Education, 30(8), 838–855. https://doi.org/10.1080/1046560X.2019.1607707
Direktorat Pembinaan SMK. (2020). Pedoman pelaksanaan fasilitasi peningkatan kompetensi bahasa asing siswa SMK. Direktorat Sekolah Menengah Kejuruan Dirjen Vokasi Kementerian Pendidikan dan Kebudayaan.
Djamereng, J., Yusuf, F., & Nirwana. (2021). The implementation of TOEFL practicum class toward the result of students’ TOEFL score in English and literature department. Elstic-IJ, 1(2), 60–72.
Dong, M. (2021). Differential washback effects of a high-stakes test on students’ English learning process: Evidence from a large-scale stratified survey in China. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2021.1918057
English First. (2019). English first: English proficiency Index 2019. EF. www.ef.com/epiwww.ef.com/epiwww.efset.org%0Awww.ef.com/epi
Gebril, A., & Eid, M. (2017). Test preparation beliefs and practices in a high-stakes context: A teacher’s perspective. Language Assessment Quarterly, 14(4), 360–379. https://doi.org/10.1080/15434303.2017.1353607
Hampp, P. L., Kumayas, T. A., & Lengkoan, F. (2021). Synthesizing grammar and structure problems faced by Indonesian TOEFL participants. Jurnal Pendidikan Bahasa Inggris Undiksha, 9(1), 64. https://doi.org/10.23887/jpbi.v9i1.33811
Hu, R., & Trenkic, D. (2021). The effects of coaching and repeated test-taking on Chinese candidates’ IELTS scores, their English proficiency, and subsequent academic achievement. International Journal of Bilingual Education and Bilingualism, 24(10), 1486–1501. https://doi.org/10.1080/13670050.2019.1691498
Knoch, U., Huisman, A., Elder, C., Kong, X., & McKenna, A. (2020). Drawing on repeat test takers to study test preparation practices and their links to score gains. Language Testing, 37(4), 550–572. https://doi.org/10.1177/0265532220927407
Komariah, E., Hidayat, M., & Nurlaili. (2017). Improving students’ TOEFL score through blended learning: A pilot study in teachers training and education faculty, Unsyiah. Proceedings of the 1st National Conference on Teachers’ Professional Development, 280–288.
Ma, H., & Chong, S. W. (2022). Predictability of IELTS in a high-stakes context: A mixed methods study of Chinese students’ perspectives on test preparation. Language Testing in Asia, 12(1). https://doi.org/10.1186/s40468-021-00152-3
Ma, J., & Cheng, L. (2018). Preparing students to take tests. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Wiley-Blackwell. https://doi.org/10. 1002/9781118784235.eelt0321.
Maulana, R., Irwan, I., Hanum, M. C., Mujiburrahman, M., & Lidiana, L. (2022). The effectiveness of TOEFL app for final-year students of Marine and Fisheries Faculty Universitas Syiah Kuala, Indonesia. E3S Web of Conferences, 339, 06005. https://doi.org/10.1051/e3sconf/202233906005
Miller, R. M., Chan, C. D., & Farmer, L. B. (2018). Interpretative phenomenological analysis: A contemporary qualitative approach. Counselor Education and Supervision, 57(4), 240–254. https://doi.org/10.1002/ceas.12114
Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspectives on Medical Education, 8(2), 90–97. https://doi.org/10.1007/s40037-019-0509-2
Nguyen, H., & Gu, Y. (2020). Impact of TOEIC listening and reading as a university exit test in Vietnam. Language Assessment Quarterly, 17(2), 147–167. https://doi.org/10.1080/15434303.2020.1722672
Oroh, E. Z., Giroth, P. S., & Mamentu, A. C. (2021). TOEFL takers in Indonesia: Purpose, strategy, problem and expectation (A systematic review). Virtual International Conference on English Language Teaching 2021, 63–78. http://www.ufrgs.br/actavet/31-1/artigo552.pdf
Rahayu, N. (2019). Students ’ perceptions on the application of standardized English language proficiency test as graduation requirement in tourism higher education in Indonesia (A case study at Trisakti School of Tourism). Tourism Research Journal, 3(2), 153–166.
Renandya, W. A. (2018). English language proficiency in Indonesia: Issues and prospects. Journal of Asia TEFL, 15(3), 618–629. https://doi.org/10.18823/asiatefl.2018.15.3.4.618
Renandya, W. A., Hamied, F. A., & Nurkamto, J. (2018). English language proficiency in Indonesia: Issues and prospects. Journal of Asia TEFL, 15(3), 6118–6629. https://doi.org/10.18823/asiatefl.2022.19.1.10.163
Rionaldi, & Saputra, B. (2019). Improving students’ TOEFL-like score through Student Team Achievement Division (STAD). INOVISH Journal, 4(1), 38–47.
Saif, S., Ma, J., May, L., & Cheng, L. (2019). Complexity of test preparation across three contexts: Case studies from Australia, Iran and China. Assessment in Education: Principles, Policy and Practice, 28(3), 1–18. https://doi.org/10.1080/0969594X.2019.1700211
Sari, M. (2019). English language teachers’ self-reported perceptions on TOEFL preparation program in senior high school [Unpublished Doctoral Dissertation]. Islam Negeri Ar-Raniry Banda Aceh, Indonesia.
Satria, A., & Zahraa, S. A. (2018). The influence of internal factors and external factors toward TOEIC passing grades in TOEIC intensive course for final year students. CelSciTech-UMRI 2018, 20–24.
Soler, S. C. G., Nisperuza, G. L. B., & Idárraga, P. H. (2020). Test preparation and students’ performance: The case of the Colombian high school exit exam. Cuadernos de Economia (Colombia), 39(79), 31–72. https://doi.org/10.15446/cuad.econ.v39n79.77106
Sukyadi, D., Spolsky, B., & Sung, K. (2015). The teaching of English at secondary schools in Indonesia. In Secondary School English education in Asia. Taylor & Francis.
Wagner, I., & Koch, U. (2021). Differences in teachers’ test preparation methods depending on their functional perception and acceptance of low-stakes performance testing. Unterrichtswissenschaft, 49(3), 373–394. https://doi.org/10.1007/s42010-021-00096-w
Wibowo, A. H. (2020). The lecturers ’ challenges and strategies to teach TOEFL preparation in the college for Qur ’ an study and science Al-Ishlah, Sendangagung, Paciran Lamongan. Lintang Songo: Jurnal Pendidikan, 3(1), 7–17. https://journal.unusida.ac.id/index.php/jls/article/download/212/194
Wijayanti, P. R., Suwartono, T., & Kusuma, L. (2022). Perception of vocational school students towards online learning and their TOEIC scores. International Journal for Educational and Vocational Studies, 4(1), 35-41. https://doi.org/10.29103/ijevs.v4i1.5734
Winke, P., & Lim, H. (2017). The effects of test preparation on second-language listening test performance. Language Assessment Quarterly, 14(4), 380–397. https://doi.org/10.1080/15434303.2017.1399396
Zahruni, N. A., Fahmi, F., & Pratolo, B. W. (2020). The challenges of taking TOEIC test and how to overcome: Perception of Indonesian vocational students. Ethical Lingua: Journal of Language Teaching and Literature, 7(1), 82–91. https://doi.org/10.30605/25409190.167
Zein, S., & Stroupe, R. (2017). English and language-in-education policy in the ASEAN Plus Three Forum. Asian Englishes, 19(3), 193–196. https://doi.org/10.1080/13488678.2017.1389061
Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011-2019). Language Teaching, 53(July), 491–523. https://doi.org/10.1017/S0261444820000208
Zou, S., & Xu, Q. (2017). A washback study of the test for English Majors for Grade Eight (TEM8) in China—From the perspective of university program administrators. Language Assessment Quarterly, 14(2), 140–159. https://doi.org/10.1080/15434303.2016.1235170
Azhari, T., Sahputri, J., & Rasyimah. (2022). Analysis of student perceptions on the implementation of required TOEFL test before graduation. Proceedings of the 2nd International Conference on Social Science, Political Science, and Humanities, 648(ICoSPOLHUM 2021), 125–130. https://doi.org/10.2991/assehr.k.220302.019
Azhari, T., Sari, D. K., & Rasyimah, R. (2020). TOEFL requirement: Students’ and lecturers’ perspectives. International Journal of Language Studies, 14(3), 67–84.
Blazar, D., & Pollard, C. (2017). Does test preparation mean low-quality instruction? Educational Researcher, 46(8), 420–433. https://doi.org/10.3102/0013189X17732753
Dari, A. L. W. (2021). An analysis of the vocational high school students’ problems in answering TOEIC reading and listening test [Doctoral thesis, IAIN Bengkulu]. Repository IAIN Bengkulu.
Demir, K., & Qureshi, A. M. (2019). Pakistani science teachers’ experiences of professional development: A phenomenological case study. Journal of Science Teacher Education, 30(8), 838–855. https://doi.org/10.1080/1046560X.2019.1607707
Direktorat Pembinaan SMK. (2020). Pedoman pelaksanaan fasilitasi peningkatan kompetensi bahasa asing siswa SMK. Direktorat Sekolah Menengah Kejuruan Dirjen Vokasi Kementerian Pendidikan dan Kebudayaan.
Djamereng, J., Yusuf, F., & Nirwana. (2021). The implementation of TOEFL practicum class toward the result of students’ TOEFL score in English and literature department. Elstic-IJ, 1(2), 60–72.
Dong, M. (2021). Differential washback effects of a high-stakes test on students’ English learning process: Evidence from a large-scale stratified survey in China. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2021.1918057
English First. (2019). English first: English proficiency Index 2019. EF. www.ef.com/epiwww.ef.com/epiwww.efset.org%0Awww.ef.com/epi
Gebril, A., & Eid, M. (2017). Test preparation beliefs and practices in a high-stakes context: A teacher’s perspective. Language Assessment Quarterly, 14(4), 360–379. https://doi.org/10.1080/15434303.2017.1353607
Hampp, P. L., Kumayas, T. A., & Lengkoan, F. (2021). Synthesizing grammar and structure problems faced by Indonesian TOEFL participants. Jurnal Pendidikan Bahasa Inggris Undiksha, 9(1), 64. https://doi.org/10.23887/jpbi.v9i1.33811
Hu, R., & Trenkic, D. (2021). The effects of coaching and repeated test-taking on Chinese candidates’ IELTS scores, their English proficiency, and subsequent academic achievement. International Journal of Bilingual Education and Bilingualism, 24(10), 1486–1501. https://doi.org/10.1080/13670050.2019.1691498
Knoch, U., Huisman, A., Elder, C., Kong, X., & McKenna, A. (2020). Drawing on repeat test takers to study test preparation practices and their links to score gains. Language Testing, 37(4), 550–572. https://doi.org/10.1177/0265532220927407
Komariah, E., Hidayat, M., & Nurlaili. (2017). Improving students’ TOEFL score through blended learning: A pilot study in teachers training and education faculty, Unsyiah. Proceedings of the 1st National Conference on Teachers’ Professional Development, 280–288.
Ma, H., & Chong, S. W. (2022). Predictability of IELTS in a high-stakes context: A mixed methods study of Chinese students’ perspectives on test preparation. Language Testing in Asia, 12(1). https://doi.org/10.1186/s40468-021-00152-3
Ma, J., & Cheng, L. (2018). Preparing students to take tests. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Wiley-Blackwell. https://doi.org/10. 1002/9781118784235.eelt0321.
Maulana, R., Irwan, I., Hanum, M. C., Mujiburrahman, M., & Lidiana, L. (2022). The effectiveness of TOEFL app for final-year students of Marine and Fisheries Faculty Universitas Syiah Kuala, Indonesia. E3S Web of Conferences, 339, 06005. https://doi.org/10.1051/e3sconf/202233906005
Miller, R. M., Chan, C. D., & Farmer, L. B. (2018). Interpretative phenomenological analysis: A contemporary qualitative approach. Counselor Education and Supervision, 57(4), 240–254. https://doi.org/10.1002/ceas.12114
Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspectives on Medical Education, 8(2), 90–97. https://doi.org/10.1007/s40037-019-0509-2
Nguyen, H., & Gu, Y. (2020). Impact of TOEIC listening and reading as a university exit test in Vietnam. Language Assessment Quarterly, 17(2), 147–167. https://doi.org/10.1080/15434303.2020.1722672
Oroh, E. Z., Giroth, P. S., & Mamentu, A. C. (2021). TOEFL takers in Indonesia: Purpose, strategy, problem and expectation (A systematic review). Virtual International Conference on English Language Teaching 2021, 63–78. http://www.ufrgs.br/actavet/31-1/artigo552.pdf
Rahayu, N. (2019). Students ’ perceptions on the application of standardized English language proficiency test as graduation requirement in tourism higher education in Indonesia (A case study at Trisakti School of Tourism). Tourism Research Journal, 3(2), 153–166.
Renandya, W. A. (2018). English language proficiency in Indonesia: Issues and prospects. Journal of Asia TEFL, 15(3), 618–629. https://doi.org/10.18823/asiatefl.2018.15.3.4.618
Renandya, W. A., Hamied, F. A., & Nurkamto, J. (2018). English language proficiency in Indonesia: Issues and prospects. Journal of Asia TEFL, 15(3), 6118–6629. https://doi.org/10.18823/asiatefl.2022.19.1.10.163
Rionaldi, & Saputra, B. (2019). Improving students’ TOEFL-like score through Student Team Achievement Division (STAD). INOVISH Journal, 4(1), 38–47.
Saif, S., Ma, J., May, L., & Cheng, L. (2019). Complexity of test preparation across three contexts: Case studies from Australia, Iran and China. Assessment in Education: Principles, Policy and Practice, 28(3), 1–18. https://doi.org/10.1080/0969594X.2019.1700211
Sari, M. (2019). English language teachers’ self-reported perceptions on TOEFL preparation program in senior high school [Unpublished Doctoral Dissertation]. Islam Negeri Ar-Raniry Banda Aceh, Indonesia.
Satria, A., & Zahraa, S. A. (2018). The influence of internal factors and external factors toward TOEIC passing grades in TOEIC intensive course for final year students. CelSciTech-UMRI 2018, 20–24.
Soler, S. C. G., Nisperuza, G. L. B., & Idárraga, P. H. (2020). Test preparation and students’ performance: The case of the Colombian high school exit exam. Cuadernos de Economia (Colombia), 39(79), 31–72. https://doi.org/10.15446/cuad.econ.v39n79.77106
Sukyadi, D., Spolsky, B., & Sung, K. (2015). The teaching of English at secondary schools in Indonesia. In Secondary School English education in Asia. Taylor & Francis.
Wagner, I., & Koch, U. (2021). Differences in teachers’ test preparation methods depending on their functional perception and acceptance of low-stakes performance testing. Unterrichtswissenschaft, 49(3), 373–394. https://doi.org/10.1007/s42010-021-00096-w
Wibowo, A. H. (2020). The lecturers ’ challenges and strategies to teach TOEFL preparation in the college for Qur ’ an study and science Al-Ishlah, Sendangagung, Paciran Lamongan. Lintang Songo: Jurnal Pendidikan, 3(1), 7–17. https://journal.unusida.ac.id/index.php/jls/article/download/212/194
Wijayanti, P. R., Suwartono, T., & Kusuma, L. (2022). Perception of vocational school students towards online learning and their TOEIC scores. International Journal for Educational and Vocational Studies, 4(1), 35-41. https://doi.org/10.29103/ijevs.v4i1.5734
Winke, P., & Lim, H. (2017). The effects of test preparation on second-language listening test performance. Language Assessment Quarterly, 14(4), 380–397. https://doi.org/10.1080/15434303.2017.1399396
Zahruni, N. A., Fahmi, F., & Pratolo, B. W. (2020). The challenges of taking TOEIC test and how to overcome: Perception of Indonesian vocational students. Ethical Lingua: Journal of Language Teaching and Literature, 7(1), 82–91. https://doi.org/10.30605/25409190.167
Zein, S., & Stroupe, R. (2017). English and language-in-education policy in the ASEAN Plus Three Forum. Asian Englishes, 19(3), 193–196. https://doi.org/10.1080/13488678.2017.1389061
Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011-2019). Language Teaching, 53(July), 491–523. https://doi.org/10.1017/S0261444820000208
Zou, S., & Xu, Q. (2017). A washback study of the test for English Majors for Grade Eight (TEM8) in China—From the perspective of university program administrators. Language Assessment Quarterly, 14(2), 140–159. https://doi.org/10.1080/15434303.2016.1235170