OPTIMALISASI SKOR TOEFL MELALUI ONLINE STUDY GROUP  PADA SISWA SMA BOJONEGORO

Faridatul Istighfaroh; Septi Wulandari; Ervina Layli Nurizzakiya

doi:10.31764/jmm.v9i4.33104

OPTIMALISASI SKOR TOEFL MELALUI ONLINE STUDY GROUP PADA SISWA SMA BOJONEGORO

Faridatul Istighfaroh, Septi Wulandari, Ervina Layli Nurizzakiya

Abstract

Abstrak: Kebutuhan siswa SMA untuk memiliki sertifikat kemampuan Bahasa Inggris yang resmi sebagai bekal melanjutkan pendidikan ke jenjang lebih tinggi maupun untuk menghadapi persaingan global semakin meningkat. Namun, keterbatasan akses bimbingan intensif untuk mendapatkan sertifikat Bahasa Inggris seperti TOEFL menjadi kendala utama. Tujuan dari kegiatan pengabdian ini adalah untuk meningkatkan skor TOEFL dan untuk belajar secara kolaboratif melalui online study group sehingga berpengaruh pada nilai TOEFL mereka secara positif. Metode yang digunakan adalah workshop trik dan tips mengerjakan TOEFL secara luring, lalu dilanjutkan secara daring dengan memanfaatkan platform digital WhatsApp group. Jumlah siswa yang terlibat adalah 15 orang dari kelas X dan XI di sekolah SMA Negeri 4 di kabupaten Bojonegoro yang secara selektif dipilih oleh guru mata pelajaran Bahasa Inggris. Untuk mengetahui dampak dari workshop dan online study group, instrumen yang digunakan adalah pretest TOEFL tepat setelah sesi workshop dan posttest sesudah penerapan online study group dengan menggunakan soal TOEFL berjumlah sama yakni 140 soal yang terdiri dari listening 50 soal, structure 40 soal dan reading 50 soal. Hasilnya menunjukkan bahwa adanya peningkatan skor TOEFL rata-rata sebesar 7,13% atau 31 poin dari 435 ke 466 setelah mengikuti workshop dan bergabung dengan online study group.

Abstract: The need for senior high school students to have an official English proficiency certificate as preparation for pursuing higher education or facing global competition is increasing. However, limited access to intensive guidance for obtaining English certificates such as the TOEFL remains a major obstacle. The purpose of this community service activity is to increase TOEFL score and to learn collaboratively through an online study group, which is expected to have a positive impact on their TOEFL scores. The method used consists of an offline workshop providing tips and tricks for taking the TOEFL, followed by online sessions via the WhatsApp digital platform. A total of 15 students from grades X and XI at SMA Negeri 4 in Bojonegoro Regency were selected by their English teacher to participate. To measure the impact of the workshop and online study group, a TOEFL pre-test was administered immediately after the workshop session and a post-test was given after the online study group implementation by using the TOEFL test with the same number of questions, 140 questions, consisting of 50 listening, 40 structure and 50 reading questions. The results showed an increase in TOEFL average scores with 7,13% or 31 points from 435 to 466 after participating in the workshop and joining the online study group.

Keywords

English Skill; TOEFL; English Certificate.

Full Text:

DOWNLOAD [PDF]

References

Arsyad, S., Waluyo, B., & Maisarah, I. (2024). Enhancing TOEFL Performance and Student Motivation through Integrated Flipped and Gamified Learning in Online Settings. Human Behavior and Emerging Technologies, 2024, 1–14. https://doi.org/10.1155/2024/1054242

Baghaei, S., Bagheri, M. S., & Yamini, M. (2020). Analysis of IELTS and TOEFL reading and listening tests in terms of Revised Bloom’s Taxonomy. Cogent Education, 7(1).1-23. https://doi.org/10.1080/2331186X.2020.1720939

Bania, A. S. (2024). Evaluating Toefl Prediction Test Proficiency Among Lecturers And Students At The University Of Samudra. English Review: Journal of English Education, 12(1), 157–166. https://doi.org/10.25134/erjee.v12i1.8594

Butler, T., Schueler, J., & Lucker, J. R. (2022). Changes in Auditory Processing After Completing The Listening Program Training. International Journal of Listening, 36(1), 44–52. https://doi.org/10.1080/10904018.2020.1772071

De Vega, N. (2018). Meningkatkan Skor Toefl Listening Mahasiswa Melalui Group Investigation Bagi Mahasiswa Semester Empat Jurusan Pendidikan Bahasa Inggris Universitas Borneo Tarakan. Jurnal Borneo Humaniora, 1(2). https://doi.org/https://doi.org/10.35334/borneo_humaniora.v1i2.868

Golubovich, J., Tolentino, F., & Papageorgiou, S. (2018). Examining the Applications and Opinions of the TOEFL ITP ® Assessment Series Test Scores in Three Countries. ETS Research Report Series, 2018(1), 1–30. https://doi.org/10.1002/ets2.12231

Hidayat, D. N., Fitriah, F., Mahlil, M., & Mason, J. (2023). Factors impacting English teachers’ creativity in teaching English as a foreign language in Indonesia. Studies in English Language and Education, 10(1), 155–173. https://doi.org/10.24815/siele.v10i1.26145

INDRAWATI, D. W. (2021). Penerapan Model Pembelajaran Daring Google Classroom , Google Meet Dan Instagram Dalam Meningkatkan Keaktifan Belajar Siswa Saat Pandemi Covid 19 Di Sma Negeri 1 Candiroto. EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi, 1(2), 134–139. https://doi.org/10.51878/edutech.v1i2.458

Istighfaroh, F., Dzulfikri, & Nisa, I. K. (2022). Does listening habit influence students ’ listening comprehension on TOEFL? focusing on University students ’ perspectives. UHAMKA International Conference on ELT and CALL (UICELL), 6(1) December, 22–23.

Istighfaroh, F., Elfiyanto, S., & Ubaidillah, M. F. (2023). The parental language policy on children’s language acquisition: a case of international family. Journal on English as a Foreign Language, 13(2), 499–523. https://doi.org/10.23971/jefl.v13i2.6339

Istighfaroh, F., Kumalasari, A., Pradita, T., & Septiana, V. N. (2025). Sosialisasi Penggunaan Aplikasi Duolingo Dalam Meningkatan Kemampuan Bahasa Inggris Di SMP. JMM (Jurnal Masyarakat Mandiri), 9(2), 2127. https://doi.org/10.31764/jmm.v9i2.29723

Istighfaroh, F., Mustofa, M., & Rifiyani, A. J. (2023). Can Learningapps.Org Enhance Students’ Toefl Structure Scores?: Focusing On Self Assessment. Premise: Journal of English Education, 12(1), 110. https://doi.org/10.24127/pj.v12i1.5423

Jailani, A., & Kamaliasari, S. (2025). Workshop TOEFL untuk Meningkatkan Kompetensi Guru Pesantren dan Calon Guru Bahasa Inggris. Indonesian Journal of Society Engagement, 6(1). https://doi.org/10.33753/ijse.v6i1.209

Maharani, M. S., & Putro, N. H. P. S. (2021). Evaluation of TOEFL preparation course program to improve students’ test score. Jurnal Penelitian Dan Evaluasi Pendidikan, 25(1). https://doi.org/10.21831/pep.v25i1.39375

Muliasari, D., & Efendi, T. F. (2024). Peran Pembelajaran Toefl Dalam Meningkatkan Kemampuan Bahasa Inggris Mahasiswa Di Era Digital. Jurnal Ilmiah EDUNOMIKA, 8(3). https://doi.org/https://doi.org/10.29040/jie.v8i3.16416

Phillips, D. (2001). Longman Introductory Course for the TOEFL Test. Longman Addison-Wesley Publishing Co.

Supriadi, & Marpaung, F. D. N. (2024). Pelatihan Test Toefl Kepada Para Siswa Kelas XII SMAN 1 Gebang Kabupaten Langkat Pada Tahun Ajaran 2023/2024. Jurnal Abdimas Maduma, 3(1), 16–25. https://doi.org/10.52622/jam.v3i1.226

Suryani, N. Y. (2021). The Effectiveness of Virtual Classroom in TOEFL Preparation. Acitya: Journal of Teaching and Education, 3(2), 198–209. https://doi.org/10.30650/ajte.v3i2.2199

Syakur, A., Junining, E., & Sabat, Y. (2019). Application of E-Learning as a Method in Educational Model to Increase The TOEFL Score in Higher Education. Journal Of Development Research, 3(2), 111–116. https://doi.org/https://doi.org/10.28926/jdr.v3i2.88

Triyoga, A., Hidayati, R. N., & Widyanesti, S. (2024). Teaching English in the Philippine: Journey: Journal of English Language and Pedagogy, 7(1), 146–160. https://doi.org/10.33503/journey.v7i1.873

Wang, Y., & Huang, B. H. (2020). Washback of TOEFL Preparation Courses on Students’ Attitudes and Score Improvement. International Journal of Linguistics, 12(3), 84. https://doi.org/10.5296/ijl.v12i3.16940

DOI: https://doi.org/10.31764/jmm.v9i4.33104