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This descriptive qualitative research examines how TOEFL listening is taught and evaluated at TEST English School. Data are collected from listening TOEFL teachers, the school director, and students attending the listening course through interviews, observation, and documentation. Findings cover teacher preparation, classroom implementation, and evaluation schedules and practices.",{"@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/the-implementation-of-teaching-listening-toefl-at-test-english-school/494717/",{"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/the-implementation-of-teaching-listening-toefl-at-test-english-school/494717.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is TOEFL listening preparation important for English education students?","Question",{"text":112,"@type":113},"TOEFL listening is part of graduation requirements set by universities, and a minimum TOEFL score is expected. The study also treats TOEFL learning as an ability standard for further study and teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What method and data sources are used in the research?",{"text":117,"@type":113},"The research uses a descriptive qualitative method. Data sources include listening TOEFL teachers, the director, and 50% of the students learning listening TOEFL.",{"name":119,"@type":110,"acceptedAnswer":120},"How is the TOEFL listening teaching process implemented at TEST English School?",{"text":121,"@type":113},"Teachers prepare through syllabus, lesson plans, and media such as audio via WhatsApp, projector, speakers, songs, and a Cambridge online dictionary. 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From that situation, choose the right school to learn listening TOEFL. TEST English School is one of School or Course that focuses on the TOEFL preparation. This research conducted to describe the implementation of the TOEFL listening teachers at TEST English school in teaching TOEFL listening TOEFL. Descriptive qualitative method is used by this research. The data sources are the teachers of listening TOEFL, the director and 50 % students that learn listening TOEFL. Data collection technique in this research are interview, observation and documentation and three instrument there are interview guides, observation checklist and documentation. The data analysis technique in this research are reduction, data display and drawing conclusion. The result of this research are: 1) the teacher preparation in teaching listening TOEFL are syllabus, lesson plan and media, such as laptop, WhatsApp audio listening, projector, speaker, songs and Cambridge online dictionary, 2) the teachers do warming up before teaching, check the students’ homework, teaching by using clear explanation, good interaction with the students, solve the students’ problem, give the tips in doing the test and increase the students’ listening and give motivation to the students. 3) The evaluation done in every morning by doing test or scoring and done discuss the students’ problem in learning or doing the test in every Friday.  \nKeywords : Teaching, Listening and TOEFL.  \nINTRODUCTION  \nTeaching in the old paradigm is the process of conveying information or knowledge from teachers to students, that statement according to Asrar (2020) . This paradigm implies that everything is determined by the teacher. Teachers is a center learning, the teacher is as a learning resource. The Teacher have a very important role to improve student’ ability. According to Herreid ( 2006 ) the problem of having many students are attendance, dicipline and lack of motivation. Giving motivation is the teacher’s job. Morover in teaching TOEFL program. Preparation is the important one for the student. This problem address because of lectures’teaching methode in TOEFL preparation. It can be conclude that teaching TOEFL need some strategies to achieve the goal.  \nTOEFL (Test of English as a Foreign Language) test is one of the requirements which has to be fulfilled by English education department students before getting their graduation. This policy is determined by some universities in  \nIndonesia including Faculty of teacher training and education of Mataram University. It requires students to have minimum TOEFL score 500 (the score standard can be different in each university) . This policy is made as an English ability standard which is believed that at this level, the students are ready to graduate, study aboard or continue study to the higher level and also for teaching. Hence, taking TOEFL test is needed for graduation.  \nAudio listening that is used during TOEFL learning has 3 types, namely short dialogues, long conversation and talks. According to Yuliandani (2014) found to her research entitled Analyzing Studens' TOEFL Listening Comprehension Test Performance at Tanjungpura. That research used descriptive study. The result of her research is the most difficult test in listening comprehension is short dialogue. It can be concluded that students in Tanjungpura when carrying out the TOEFL listening test experienced one difficulty out of three kinds of listening comprehension, namely short dialogue. That problem happen because the teacher had wrong strategy in teaching listening.  \nThe students often get problems in learning listening. The p","cbCaiccRI7PTmUq6","https://ap.wps.com/l/cbCaiccRI7PTmUq6","pdf",208011,"English","# Introduction\n## TOEFL as a university requirement\n## Listening materials and learning difficulties\n## Research problem focus","[{\"question\":\"Why is TOEFL listening preparation important for English education students?\",\"answer\":\"TOEFL listening is part of graduation requirements set by universities, and a minimum TOEFL score is expected. The study also treats TOEFL learning as an ability standard for further study and teaching.\"},{\"question\":\"What method and data sources are used in the research?\",\"answer\":\"The research uses a descriptive qualitative method. Data sources include listening TOEFL teachers, the director, and 50% of the students learning listening TOEFL.\"},{\"question\":\"How is the TOEFL listening teaching process implemented at TEST English School?\",\"answer\":\"Teachers prepare through syllabus, lesson plans, and media such as audio via WhatsApp, projector, speakers, songs, and a Cambridge online dictionary. During teaching, they run warming up, check homework, explain clearly, interact well, solve students’ problems, provide test tips, improve listening practice, and motivate students.\"}]","THE IMPLEMENTATION OF TEACHING LISTENING TOEFL AT TEST ENGLISH SCHOOL | PDF",1790895345,18]