The EFL Students’ Problems in Answering the Test of English as a Foreign Language (TOEFL): A Study in Indonesian Context

Sep 30, 2026

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The paper explores EFL students’ problems when answering the TOEFL, examining how difficulties reflect their English proficiency in an Indonesian learning environment. Using a descriptive design, the study draws data from in-depth semi-structured interviews and classroom observation. Participants were graduate-program students from three classes at a state university in Makassar. Findings indicate that students’ main difficulties stem from fewer basic skills, limited practice, reduced motivation, and individual differences, including age and social status.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Introduction

Background of English learning and proficiency

Role and purpose of language testing (TOEFL)

Abstract

ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 4, No. 12, pp. 2581-2587, December 2014 © 2014 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/tpls.4.12.2581-2587 The EFL Students’ Problems in Answering the Test of English as a Foreign Language (TOEFL): A Study in Indonesian Context Murni Mahmud FBS UNM Makassar, Indonesia Abstract—The focus of this paper is to explore the students’ problems in answering the TOEFL (Test of English as a Foreign Language). TOEFL is a type of language testing to reveal the students’ English proficiency. This is a descriptive study based on in-depth semi-structured interview and classroom observation. The subject of this research was the students of Graduate Program at one state university in Makassar, Indonesia. This study took three classes as sample, namely one from English education department, one from Social Science, and one from Natural Science. To gain data, the three classes were observed and twelve (12) representatives of the three classes were interviewed. Findings showed that the main problems of the students in answering the TOEFL test were due to several conflicting reasons, such as fewer basic skills, less practice, less motivation, and students’ individual differences such as age and social status. Index Terms—TOEFL, TOEFL preparation course, language testing, language teaching, and English proficiency I. INTRODUCTION The need to master English is absolutely very crucial. Functioning as international language for communication, people are expected to know English either for daily communication or for public use. The functions of English as a major tool for communication have been globally recognized. English is important not only in education, but also in other public sectors in which people are interacting. English is used widely in the world and studied as a foreign language or as a second language in several countries (Erdem-Keklik, 2011; Sindhedkar, 2012) . A study by Sindkhedkar, for example,(2012, p. 2) confirmed the position of English language as a major tool for communication in India and states that English “occupies the position of associate official language” and widely used as “a link language in offices and among the educated people”. It is further stated that English is “not only a compulsory subject at school, college and university but is also the medium of instruction to the large extent”. English has functioned as “the language of science and technology”. Erdem-Keklik (2011) also mentioned that English is the most popular foreign language taught in Turkish schools. Therefore, English becomes important subjects either in schools or in universities in every country. Indonesia, a country in Southeast Asia, also sets the important roles of English education. This brings the ideas that English should be taught from Junior high Schools to Universities, including in state universities in Makassar, South Sulawesi, Eastern Indonesia. For the sake of developing and maintaining the English capabilities, plenty of efforts are required in teaching English. The success in teaching English is influenced by many factors, such as the teachers, materials, and methods. That is the roles of the teachers in the classroom to integrate good materials and methods. In addition, factors from students should be highly considered. That is also the roles of the teachers to organize teaching materials and methods that are suitable with the needs and interests ofthe students. One of the aspects in the teaching process is the language testing. Issues in language testing had been the focus of research in educations in different countries and different contexts. Pan (2009) examined the roles of test as an exit requirement in China and Fahim et al. (2010) explored the test takers’ ability in reading test of the TOEFL in relation to critical thinking. Another study by Zareva (2005) examined the new format for the TOEFL test. Arabsarhangi and Noroozi (

FAQs

What is the focus of the study on TOEFL problems?

The study focuses on the problems EFL students face when answering the TOEFL and how these problems relate to their English proficiency. It investigates difficulties as they occur in practice within an Indonesian context.

How were data collected in this research?

The research used in-depth semi-structured interviews and classroom observation. Three classes were observed, and twelve representatives from these classes were interviewed.

What are the main reasons behind students’ difficulties in answering TOEFL?

The findings attribute the main problems to fewer basic skills, less practice, less motivation, and individual differences such as age and social status.

Sep 30, 2026

Upload by Adam