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Quantitative processing with SPSS shows students consider TOEFL necessary for entering professional life but not for continuing study, indicating the need to reconsider its use for exit requirements.",{"@graph":14,"@context":72},[15,34,55],{"@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/research-report/","Research & 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(CONAPLIN 2018)  \nThe Validity of TOEFL as Entry and Exit College  \nRequirements:  \nStudents’ perception  \nClara Herlina Karjo*, Darwin Ronaldo  \nEnglish Department  \nBina Nusantara University  \nJakarta, Indonesia  \n*[clara2666@binus.ac.id](clara2666@binus.ac.id), [darwinronaldo@gmail.com](darwinronaldo@gmail.com)  \nAbstract—In many countries, including Indonesia, TOEFL test is used as entry as well as exit requirement for university education. TOEFL is chosen because it is the most well-known criterion reference test for foreign language learners. This paper aims to find out university students’ perception regarding the obligation to take TOEFL as the exit college requirement. To answer the research question, we conducted a survey towards our university graduates. The respondents were 90 graduates of English Department Bina Nusantara University, batch 2016 and 2017. The data were taken from the questioner results regarding their perception towards the TOEFL as exit test requirement. The data then were processed quantitatively using SPSS program. Results revealed that students believed that TOEFL is necessary for entering professional life but not for continuing the study. The results of this study implied a reconsideration of using TOEFL for exit college requirements.  \nKeywords—TOEFL; admission test; test-taker perception; exit test  \nI. INTRODUCTION  \nGlobalization has made it possible for students who want to pursue their education outside their home countries. Most international students come in English-speaking countries such as USA, Australia or United Kingdom to study in higher institutions. Because of this, universities in English speaking countries face a major challenge in identifying students who can meet their admission requirements and who are likely to succeed in completing their academic program [1] . In order to achieve these aims, the vast majority of these universities rely on standardized test’ (such as TOEFL and IELTS) for making decisions on the admission of the students and for predicting their academic success in the university [2] .  \nTOEFL and IELTS are the two well-known are the most frequently used tests to measure the English proficiency of EFL (English for Foreign Language) and ESL (English as Second Language) learners who want to continue their education at higher institutions. Both tests are so popular that Leung et al. claim that they are “almost the household of professional circle” [3] . These tests measure the students’ four skills in English, i.e. Reading, Writing, Listening, and Speaking. However, the emphasis, the way of scoring and the  \npurposes differ in these tests. The IELTS test measures academic and general language proficiency. The academic testis addressed for those willing to pursue their study at a postsecondary institution in an English-speaking country; while the general training test is for people willing to work, go to secondary school or migrate to English speaking countries. Moreover, IELTS is required for entering universities in the UK and other countries affiliated with Britain such as Australia and New Zealand. Meanwhile, Gu et al. mention that Educational Testing Service (ETS) created TOEFL test for measuring English proficiency of EFL/ESL students intending to continue their education at higher institutions in America and other English-speaking countries which adopt American standard [4] . Thus, TOEFL is only used to measure the ability of non-native speakers of English to use and understand English in an academic context [2] . TOEFL, however, is gaining more popularity because it is used by more than 85,000 academic institutions in 130 countries, which majority are located in the US [5] .  \nOne of the countries that apply TOEFL to measure the students’ English proficiency is Indonesia, although English isnot the main language of instruction in univ","cbCaisR17gWFFXyM","https://ap.wps.com/l/cbCaisR17gWFFXyM","pdf",375478,"English","# Abstract\n# I. Introduction\n## Globalization and standardized testing\n## TOEFL and IELTS: purposes and differences\n## TOEFL in Indonesia: admission and graduation\n## TOEFL as entrance vs exit requirement","[{\"question\":\"What was the study’s main objective?\",\"answer\":\"To determine university students’ perceptions of the requirement to take TOEFL as an exit college requirement.\"},{\"question\":\"How were the research data collected and analyzed?\",\"answer\":\"A survey was conducted with 90 English Department graduates (Bina Nusantara University, batches 2016 and 2017), and the results were processed quantitatively using SPSS.\"},{\"question\":\"What did students believe about TOEFL as an exit requirement?\",\"answer\":\"Students believed TOEFL is necessary for entering professional life but not necessary for continuing the study, suggesting TOEFL should be reconsidered for exit college requirements.\"}]","The Validity of TOEFL as Entry and Exit College Requirements - Students’ perception | PDF",1790810945,13]