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Conducted as a natural qualitative case study, it involved three English Education lecturers as participants at a state university in North Sumatera, Indonesia. Data were collected through telephone interviews and analyzed using percentage calculations, then classified by their origin. Findings show differing views: two lecturers argue TOEFL should not be a subject because it emphasizes tips and tricks rather than knowledge, while one recommends adding TOEFL to the curriculum in specific credit subjects.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/is-toefl-subject-necessary-for-english-education-study-program-lecturers-perspective/494899/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/is-toefl-subject-necessary-for-english-education-study-program-lecturers-perspective/494899.png","ImageObject",300,407,{"name":92,"@type":93},"Patrick","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of TOEFL in an English education context?","Question",{"text":112,"@type":113},"TOEFL measures non-native English speakers’ proficiency to use and understand English in academic settings, including listening and reading skills.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the lecturers’ perspective data collected in the study?",{"text":117,"@type":113},"Three lecturers were interviewed through telephone interviews, and their responses were analyzed using percentage calculation and then classified by origin.",{"name":119,"@type":110,"acceptedAnswer":120},"Do the lecturers agree on whether TOEFL should be included as a subject?",{"text":121,"@type":113},"No. Two lecturers stated TOEFL should not be included because they view it as tips-and-tricks based rather than knowledge-based, while one lecturer argued it should be added to help students master reading aspects via a specific credit subject.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},494899,1791841568,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},549758146520,"https://ap-avatar.wpscdn.com/avatar/80002397d8c0411e94?_k=1775819394049821470","VISION JOURNAL  \n[http://jurnaltarbiyah.uinsu.ac.id/vision](http://jurnaltarbiyah.uinsu.ac.id/vision)  \nE-ISSN 2745-7982  \nIS TOEFL SUBJECT NECESSARY FOR ENGLISH EDUCATION STUDY PROGRAM? LECTURERS’ PERSPECTIVE Benni Ichsanda Rahman Hz  \n[Email](Email: benni.ichsanda@uinsu.ac.id)[:](Email: benni.ichsanda@uinsu.ac.id)[ ](Email: benni.ichsanda@uinsu.ac.id)[benni.ichsanda@uinsu.ac.id](Email: benni.ichsanda@uinsu.ac.id)  \nDepartment of English Education, State Islamic University of North Sumatera Medan  \n\n| Keywords | Abstract |\n| --- | --- |\n| Keywords: TOEFL,\u003Cbr>perspective, test, assessment | This study attempts to investigate the lecturer’s perspective, whether TOEFL subject is necessary for English education study program or not. This study is a case study approach that is naturally qualitative. The study involved three lecturers of English Education Study Program as participants.. This study was conducted at one State University on North Sumatera, Indonesia, majoring in English Education. The participants were interviewed through interview via telephone. The lecturers were asked and interviewed about their opinions about the existence and the implementation of TOEFL subjects in the study program. The data were analyzed by using percentage calculation. After the participants answered the interview, the data were then classified according to its origin. The respondents have different perspective on this study. Two respondents stated that TOEFL should not be included as a subject to be studied by the English Education students in case TOEFL is tips and trick skill based, not knowledge base. In contrary, one of the respondent stated that TOEFL is required tobe added to the curriculum, in case the students have not understood all aspects in reading which then TOEFL should be learned by students in specific credit subject. |\n\nFaculty of Tarbiyah and Teacher Training, 1st Floor Jalan Willem Iskandar Psr V Medan, 20731  \nTelp. 061-6622925 – Fax. 061 – 6615685  \nINTRODUCTION  \nTOEFL which is an acronym for Test of English as a Foreign Language, is one of the measuring tools to measure each individual's English proficiency. TOEFL however, aims to measure the ability of non-native speakers of English to use and understand English as it is spoken, written and heard in academic setting (Alderson, 2009) .  \nThe history of TOEFL was began at 1961 (Alderson, 2009) . Since 1965, TOEFL has been administered and designed by Educational Testing Service (ETS), the institution that administers and designs the assessments. The TOEFL test was created by an American commission in 1962 as a foreign language on English testing. TOEFL was created by Dr. Charles A. Ferguson, a linguistics professor at Stanford University's Center for Applied Linguistics, under the auspices of Stanford University's Center for Applied Linguistics. The Modern Language Association initially used the TOEFL test in 1964, with funding from the Ford Foundation and the Danforth Foundation.  \nMoreover, The TOEFL is a standardized test that assesses non-native English speakers'English abilities. In the early years of 1962, an American Council established this exam for the goal of assessing English as a foreign language (Sulistyo, 2009) . Since its conception, TOEFL has developed into many variations because to differing ideas on the nature of language (Ananda, 2016) .  \nThe variation of TOEFL test has developed periodically. Nowadays, there are three kinds of TOEFL: Paper Based Test, Computer Based Test, and Internet Based Test. The first is Paper Based Test (PBT). PBT is kind of TOEFL that being focused in this study. Listening, structure and written expression, and reading are the three elements of the paper-based test (Ismail & Wahyuni, 2018) . The Test of Written English (TWE) is used at several colleges to assess writing abilities, although it is still uncommon in Indonesia (Ismail & Wahyuni, 2018) . The computer-based and internet-based examinations, on the other hand, offer ","cbCaia9uZ8XxfREE","https://ap.wps.com/l/cbCaia9uZ8XxfREE","pdf",804467,"English","# Introduction\n## TOEFL definition and purpose\n## TOEFL history and development\n## Types of TOEFL tests\n## TOEFL score requirements and policy\n# Study context\n## Interview-based case study approach\n## Views on including TOEFL as a subject","[{\"question\":\"What is the purpose of TOEFL in an English education context?\",\"answer\":\"TOEFL measures non-native English speakers’ proficiency to use and understand English in academic settings, including listening and reading skills.\"},{\"question\":\"How was the lecturers’ perspective data collected in the study?\",\"answer\":\"Three lecturers were interviewed through telephone interviews, and their responses were analyzed using percentage calculation and then classified by origin.\"},{\"question\":\"Do the lecturers agree on whether TOEFL should be included as a subject?\",\"answer\":\"No. Two lecturers stated TOEFL should not be included because they view it as tips-and-tricks based rather than knowledge-based, while one lecturer argued it should be added to help students master reading aspects via a specific credit subject.\"}]","IS TOEFL SUBJECT NECESSARY FOR ENGLISH EDUCATION STUDY PROGRAM? - Lecturers’ Perspective | PDF",1790899145]