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Implementation of Problem-Based Learning Model in TOEFL Preparation Program at Khairun University

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 4 No. 4 (2021) · pp. 424–430

DOI
10.34050/elsjish.v4i4.18611
ISSN
2621-0835, 2621-0843
Published
2021-12-08
Publisher
Hasanuddin University
Language
en
License
creativecommons.org/licenses/by-nc-sa/4.0

Abstract

This study aimed to measure the effectiveness of the implementation of TOEFL Preparation in order to increase the students’ TOEFL test scores, then the scores can be used for academic purposes. The research conducted was an experimental study with a paired-sample t-test. Participants consisted of 20 selected students at Khairun University, namely through pretest, treatment (listening, structure, reading), and posttest. The research method used two types of instruments: pre-test, which used to measure the TOEFL test initial score, and post-test, which was used to measure the final score. The data collected from both the pre-test and post-test is then analyzed by using the paired-sample t-test in SPSS. The result showed that there were significant differences between students' scores in the pre-test and post-test in the three sections: Listening, Structure and written Expression, and Reading Comprehension. It also showed that the overall TOEFL preparation class students have increased scores. The part that has the biggest difference was the reading skill compared to the previous two sections. The students’ maximum score increased in the post-test in all three sections which means there was an increase of the score. The effectiveness of this program was strongly supported by the implemented learning model, namely PBL. The implementation of PBL in this program is very relevant because students are guided to identify the problems that usually arise in TOEFL questions and how to solve them.

Keywords

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Sartika Putri SailuddinAffiliation unknown1
Dwi Adi NugrohoAffiliation unknown1
Muthmainnah Bahri A. BohangAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, first harvested 3 Nov 2026, last seen 3 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Implementation of Problem-Based Learning Model in TOEFL Preparation Program at Khairun University</dc:title>
	<dc:creator xml:lang="en">Adam, Sutisno</dc:creator>
	<dc:creator xml:lang="en">Magfirah, Sulmi </dc:creator>
	<dc:subject xml:lang="en">Effectiveness</dc:subject>
	<dc:subject xml:lang="en">Problem Based Learning</dc:subject>
	<dc:subject xml:lang="en">Toefl Preparation</dc:subject>
	<dc:description xml:lang="en">This study aimed to measure the effectiveness of the implementation of TOEFL Preparation in order to increase the students’ TOEFL test scores, then the scores can be used for academic purposes. The research conducted was an experimental study with a paired-sample t-test. Participants consisted of 20 selected students at Khairun University, namely through pretest, treatment (listening, structure, reading), and posttest. The research method used two types of instruments: pre-test, which used to measure the TOEFL test initial score, and post-test, which was used to measure the final score. The data collected from both the pre-test and post-test is then analyzed by using the paired-sample t-test in SPSS. The result showed that there were significant differences between students' scores in the pre-test and post-test in the three sections: Listening, Structure and written Expression, and Reading Comprehension. It also showed that the overall TOEFL preparation class students have increased scores. The part that has the biggest difference was the reading skill compared to the previous two sections. The students’ maximum score increased in the post-test in all three sections which means there was an increase of the score. The effectiveness of this program was strongly supported by the implemented learning model, namely PBL. The implementation of PBL in this program is very relevant because students are guided to identify the problems that usually arise in TOEFL questions and how to solve them.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2021-12-08</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/18611</dc:identifier>
	<dc:identifier>10.34050/elsjish.v4i4.18611</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 4 No. 4 (2021): DECEMBER; 424-430</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/elsjish.v4i4</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/18611/7544</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2021 Sutisno Adam, Sulmi  Magfirah</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
</oai_dc:dc>