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The Washback of Intensive TOEFL Training Program (ITTP) on Student’s Learning Motivation

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 5 No. 4 (2022) · pp. 593–597

DOI
10.34050/elsjish.v5i4.24570
ISSN
2621-0835, 2621-0843
Published
2022-12-23
Publisher
Hasanuddin University
Language
en
License
creativecommons.org/licenses/by-nc-sa/4.0

Abstract

This study attempts to quantify the washback effect of the intense TOEFL training program in order to inspire students' learning through improved test scores. The TOEFL results can then be used for academics objectives and faculty requirements. The study was experimental and included a paired-sample t-test and qualitative descriptive design through interviews (a mixed method). Forty (40) students were chosen from any of the departments at IAIN Parepare to participate, and this was done through pretest, treatments, and posttest. The pre-test and post-test employed in the research procedure were both used to determine the students' beginning scores as well as their final scores. The paired-sample t-test in SPSS is then used to assess the data gathered from the pre-test and post-test. The participants are questioned based on the program's experiences in order to acquire information about the students' learning motivation. The outcome revealed that there were sizable variations between the pre-test and post-test scores of the students. It was evident that participants' total TOEFL scores had improved as a result of the intense training. Also, the data from interview illustrated that the students were well-motivated during the training program. This program can enable the participants to have good self-study, nice self-learning preparation, and more desirably confident to learn English or TOEFL.

Keywords

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8 authors · 11 co-authorship links

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Co-authorOrganisationJoint articles
Abd HalimAffiliation unknown2
Zalfa AqilahAffiliation unknown1
HikmahAffiliation unknown1
Zahraini Fajri NurAffiliation unknown1
La SunraAffiliation 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">The Washback of Intensive TOEFL Training Program (ITTP) on Student’s Learning Motivation</dc:title>
	<dc:creator xml:lang="en">Sardi, Ahmed</dc:creator>
	<dc:creator xml:lang="en">Surahmat, Zulkifli</dc:creator>
	<dc:creator xml:lang="en">Nur, Sahril</dc:creator>
	<dc:subject xml:lang="en">Washback</dc:subject>
	<dc:subject xml:lang="en">Intensive TOEFL Training Program</dc:subject>
	<dc:subject xml:lang="en">ITTP</dc:subject>
	<dc:subject xml:lang="en">Learning Motivation</dc:subject>
	<dc:description xml:lang="en">This study attempts to quantify the washback effect of the intense TOEFL training program in order to inspire students' learning through improved test scores. The TOEFL results can then be used for academics objectives and faculty requirements. The study was experimental and included a paired-sample t-test and qualitative descriptive design through interviews (a mixed method). Forty (40) students were chosen from any of the departments at IAIN Parepare to participate, and this was done through pretest, treatments, and posttest. The pre-test and post-test employed in the research procedure were both used to determine the students' beginning scores as well as their final scores. The paired-sample t-test in SPSS is then used to assess the data gathered from the pre-test and post-test. The participants are questioned based on the program's experiences in order to acquire information about the students' learning motivation. The outcome revealed that there were sizable variations between the pre-test and post-test scores of the students. It was evident that participants' total TOEFL scores had improved as a result of the intense training. Also, the data from interview illustrated that the students were well-motivated during the training program. This program can enable the participants to have good self-study, nice self-learning preparation, and more desirably confident to learn English or TOEFL.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2022-12-23</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/24570</dc:identifier>
	<dc:identifier>10.34050/elsjish.v5i4.24570</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 5 No. 4 (2022): December; 593-597</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/elsjish.v5i4</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/24570/8979</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2022 Ahmed Sardi, Zulkifli Surahmat, Sahril Nur</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
</oai_dc:dc>