[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-495011-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-495011-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-changes-of-students-toefl-score-after-one-year-learning","The Changes of Students’ TOEFL Score After One Year Learning","","Research examines changes in BINUS students’ TOEFL scores after one year of TOEFL course learning. The study compares entrance test results with final paper-based TOEFL results for 121 participants. Descriptive statistics, mean comparisons, and correlation analysis are used, supported by questionnaires. Results show a significant score increase from entrance to final testing, with low achievers improving more than high achievers; motivation and background support learning, while listening is identified as the biggest problem.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-changes-of-students-toefl-score-after-one-year-learning/495011/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-changes-of-students-toefl-score-after-one-year-learning/495011.png","ImageObject",300,407,{"name":42,"@type":43},"pop out","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-02",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study measure about BINUS students’ TOEFL performance?","Question",{"text":63,"@type":64},"It measures differences between students’ TOEFL scores at entrance testing and their TOEFL scores after one year of TOEFL course learning at BINUS.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the data analyzed in the research?",{"text":68,"@type":64},"The research uses descriptive statistics, comparisons of means, and correlation analysis, supported by a set of questionnaires.",{"name":70,"@type":61,"acceptedAnswer":71},"What learning areas and student groups showed notable results?",{"text":72,"@type":64},"TOEFL scores increased significantly in the final test, with low achievers showing better improvement than high achievers; listening is identified as the most problematic skill.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},495011,1791024720,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":55,"slug":125},"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","THE CHANGES OF STUDENTS’ TOEFL SCORE AFTER ONE YEAR LEARNING  \nIenneke Indra Dewi1 ; Darna2 ; Djuria Suprato3  \n1, 2, 3English Department, Faculty of Humanities, BINUS University  \nJln. Kemanggisan Ilir III No. 45, Kemanggisan – Palmerah, Jakarta 11480  \n[1](1ienneke@binus.edu)[ienneke@binus.edu](1ienneke@binus.edu); [2](2darna.d1878@binus.ac.id)[darna.d1878@binus.ac.id](2darna.d1878@binus.ac.id); [3](3djuria@yahoo.com)[djuria@yahoo.com](3djuria@yahoo.com)  \nABSTRACT  \nBINUS students are supposed to increase their English competence indicated by their TOEFL scores. This paper aims to observe the differences between studens TOEFL scores obtained when they entered BINUS and the scores after they joined TOEFL courses at BINUS for one year. The participants were 121 students. The data for the entrance test were taken from the BINUS data center and the final test data were taken from their final test at English class. The data were analysed using statistics especially the descriptive statistics, comparing means, and correlation. To support the quantative data, a set of questionnaires was distributed to those 121 students. The results show that the students’ TOEFL scores have increased significantly in the final test compared to those in the entrance test. The low achiever students showed a better performance than the higher ones. Students’ motivation and background support their English study. Students proved to have the most problem in listening. The results of the research are expected to be the input for English lecturers to improve their teaching especially the existence of SALLC (Self Access Language Learning Center).  \nKeywords: English competence, TOEFL scores, Self Access Language Learning Center  \nABSTRAK  \nMahasiswa BINUS diharapkan dapat meningkatkan kemampuan bahasa Inggris yang diukur melaluihasil nilai TOEFL. Penelitian ini bertujuan untuk melihat perubahan nilai TOEFL mahasiswa dari tes masuk dan setelah mengambil satu tahun mengikuti pelajaran TOEFL. Sejumlah 121 mahasiswa BINUS belajar bahasa Inggris TOEFL selama satu tahun. Data TOEFL untuk tes masuk diambil dari Pusat Data di BINUS dan data tes akhir diambil dari nilai tes akhir semester yang berupa data Paper Based Test. Metode kuantitatif, yaitu statistik deskriptif dan T-test dipakai untuk melihat tingkat signifikansi nilai mahasiswa tersebut. Hasil penelitian menunjukkan bahwa ada peningkatanyang signifikan antara tes masuk dan tes akhir. Mahasiswa low achievers lebih menunjukkan kemajuan yang lebih tinggi dibandingkan mahasiswa high achievers. Tingkat pencapaian dengan kategori sangat tinggi ada pada mahasiswa low achievers, sedangkan tingkat pencapaian dengan kategori sangat rendah ada pada high achievers. Motivasi dan latar belakang mahasiswa cukup mendukung, hanya mereka berpendapat bahwa bahan yang diajarkan cukup sulit. Diharapkan, hasil yang adadapat dipakai untuk meningkatkan mutu pembelajaran dan acuan untuk evaluasi pengajaran, baik bahan, metode, dan teknik pengajaran bahasa Inggris di BINUS University.  \nKata kunci: TOEFL, kemampuan bahasa Inggris, pengajaran bahasa Inggris  \nThe Changes of Students’…. . (Ienneke Indra Dewi; dkk) 507  \nINTRODUCTION  \nBina Nusantara University is a university that has a visión to be a world class university. Therefore students are expected to have sufficient English language skills. Before the first semester begins, new students are tested English as entrance test. The form of the entrance test was taken from the TOEFL test. Students whose entrance English test results are below 500 will join English Entrant class in the first semester, English In Focus in the second semester and English Savvy in the third semester.  \nMaterials given are the same as the skills tested in the TOEFL iBT test which consist of Listening, Reading, Speaking and Writing. Teaching techniques for English Entrant and English In Focus are the same, they aim to improve students’ TOEFL scores. The discussions in the Speaking class cover the topi","cbCaisgOCOEXTzcJ","https://ap.wps.com/l/cbCaisgOCOEXTzcJ","pdf",169541,13,"English","# Abstract\n# Introduction\n## TOEFL-based entrance testing\n## Course structure and learning activities\n## Research background and purpose","[{\"question\":\"What does the study measure about BINUS students’ TOEFL performance?\",\"answer\":\"It measures differences between students’ TOEFL scores at entrance testing and their TOEFL scores after one year of TOEFL course learning at BINUS.\"},{\"question\":\"How was the data analyzed in the research?\",\"answer\":\"The research uses descriptive statistics, comparisons of means, and correlation analysis, supported by a set of questionnaires.\"},{\"question\":\"What learning areas and student groups showed notable results?\",\"answer\":\"TOEFL scores increased significantly in the final test, with low achievers showing better improvement than high achievers; listening is identified as the most problematic skill.\"}]","The Changes of Students’ TOEFL Score After One Year Learning | PDF",1790901435,33]