FORESTRY STUDY PROGRAM STUDENTS’ PERCEPTION TOWARD JUELT TEST AS A GRADUATION REQUIREMENT
A THESIS
Submitted as Partial Fulfilment for the Requirements to obtain the Degree of Bachelor of Education in English Education Study Program
WRITTEN BY:
FAIRUZ FAKHIRAH PUTRI (A1B219012)
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
JAMBI UNIVERSITY
2023
ADVISORS APPROVAL
This thesis entitled “Forestry Study Program Students’ Perception toward JUELT Test as a Graduation Requirement” written by Fairuz Fakhirah Putri, student’s number A1B219012, has been corrected and approved to be examined in front of the board of examiners.
LETTER OF RATIFICATION
DECLARATION OF ORIGINALITY
I, Fairuz Fakhirah Putri, A1B219012, clarify that this thesis is my own work and has not been submitted in any form for another degree or diploma at any universities or other institutes or tertiary educations. Information derived from the published and unpublished work of others has been acknowledged in the text and list or references are given in the bibliography.
Jambi, January, 2023
Fairuz Fakhirah Putri A1B219012
MOTTO
“All our dreams can come true, if we have the courage to pursue them.”
Walt Disney
“Live as if you were die tomorrow. Learn as if you were live forever.”
Mahatma Gandhi
DEDICATION
This thesis is dedicated to:
Supardi and Atiah, my beloved parents
Naila Syifa Ur-Rahmah, my gorgeous sister
ABSTRACT
Putri, Fairuz Fakhirah. 2022. Forestry Study Program Students’ Perception toward JUELT Test as a Graduation Requirement. Thesis. English Education Study Program. Faculty of Teacher Training and Education of Jambi University in Academic Year 2022/2023.
The first supervisor is Dr. Yanto, S.Pd., M.Ed. The second supervisor is Dra. Radiatan Mardiah, M.Hum.
Key words: graduation requirements, JUELT, challenges
The purposes of this qualitative study were to describe the Forestry study program students’ views toward JUELT test as a graduation requirement at Jambi University and to describe their challenges and preparation in taking the test. Data for this study were collected through an interview. The interviews data were analysed using thematic analysis. There were six students of Forestry study program participating in the interview. Based on the research results, almost all participants in this study agreed with the application of JUELT as a graduation requirement at Jambi University, because this test had positive impact for them toward their proficiency in English language, pushed them to study hard to pass the test, and prepared them for the future life. Four suggestions are found from the analysis, there are 1) It is suggested for Forestry study program students to provide an introduction to JUELT, 2) Forestry study program students to Jambi University is that JUELT certificate to be validated nationally as well as TOEFL certificate. 3) For the test-takers, in order to achieve the minimum score of 400 or even more, they should be well-prepared before taking the test to enrich their knowledge by learning about JUELT, 4) It is recommended that each faculty at Jambi University to provide the preparation class, course, and books so that students can be more prepared before taking JUELT test as a graduation requirement at Jambi University, and 5) This research was a qualitative approach; it was advisable that the future researcher extrapolates into the form of quantitative research to get more concrete information about the difficulties faced by the test-takers that is presented with numbers.
ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim
Alhamdulillahirobbil’alamin, this thesis is finally done in the right time with a long process. Firstly, I would like to say thank to Allah the Almighty for endowing the constant blessing and power to me in finishing this thesis. I realize that I would never have been success in passing through all the challenges without His blessing and guidance. Peace and blessing be on the Prophet Muhammad SAW, who always leads us in this life.
In accomplishing this thesis, I have received a great amount of beneficial help, support, suggestion, and guidance that meant a lot to me as the researcher. Thus, I would like to address my sincere gratitude and my deepest appreciation to:
1. My beloved family especially for my mother and father, Atiah and Supardi Sastra, S.P., for their pray, love, and everything in my life. I also thank to my beloved sister, Naila Syifa Ur-Rahmah, who has given me support.
2. Mr. Dr. Yanto, S.Pd., M.Ed. as my first supervisor and Mrs. Dra. Radiatan Mardiah, M.Hum. as my second supervisor for their guidance and solutions in writing this thesis.
3. Mr. Drs. Saharudin, M.Ed., M.App.Sc., Ph.D., Mrs. Dr. Dra. Rosinta Norawati, M.A., and Mrs. Dr. Ella Masita, S.Pd., M.Pd., M.Sc., as my examiners who had given valuable advices, revision, and suggestions for the thesis.
4. Mr. Dedy Kurniawan, S.S., M.A. as the head of English Education Study Program who has given me suggestions and supported me with kindness.
5. Mrs. Nely Arif, S.Pd., M.Pd. as my academic supervisor who has given help and guidance during study.
6. All lecturers of English Education Study Program who have taught and guided me during my study in Faculty of Teacher Training and Education at University of Jambi.
7. Kak Yayuk, Kak Tatik, Bang Mukhtar and his wife as staffs of English Education Study Program who have helped me during my study and thesis process.
8. Fahlian Yusuf as my support system that have given me advices, motivations, and patience during my study and supported me to finish my thesis.
9. My beloved friend, Sasa, Nabila, Yasmin, and Silvia, who often helped, joked, listened, supported and share anything together since high school until now.
10. Nazmelia Indah Putri and Melda Nifia Putri as my best friend during my college life who have been helped, shared, joked, supported and lived the life together through ups and downs.
11. Dimas Budi Satria and Fiza Ikramullah as my internship partners who have supported me during my study.
12. My Twitter friend, Kira, Irma, Jorgi, Hafiz, and Iyan who have supported me during my study.
13. All of Independent Community of English administrator that cannot be mentioned one by one. Thank you for let me be part of ICE and supported me for every occasions.
14. My PLP team, thank you for the unforgettable moment at SMK N 4 Jambi City and for the support that have given to me.
15. At last, I want to thank myself for surviving this college journey until end.
Jambi, January, 2023
Fairuz Fakhirah Putri
TABLE OF CONTENT
ADVISORS APPROVAL ... ii
LETTER OF RATIFICATION ... iii
DECLARATION OF ORIGINALITY ... iv
MOTTO ... v
DEDICATION... vi
ABSTRACT ... vii
ACKNOWLEDGEMENTS ... viii
LIST OF TABLES ... 2
LIST OF FIGURE ... 3
LIST OF APPENDICIES ... 4
CHAPTER I ... 5
INTRODUCTION... 5
1.1 Background of the Study ... 5
1.2 Research Questions ... 8
1.3 Purposes of the Study ... 8
1.4 Significance of the Study ... 9
1.5 Limitation of the Study ... 9
1.6 Definition of key terms ... 10
CHAPTER II ... 12
REVIEW OF RELATED LITERATURE ... 12
2.1 TOEFL ... 12
2.3 TOEFL as a Requirement in University ... 21
2.4 Forestry Study Program Jambi University ... 24
2.5 Previous Research ... 25
CHAPTER III ... 27
RESEARCH METHOD ... 27
3.1 Research Design ... 27
3.2 Sampling Procedure and Participants ... 28
3.3 Technique of Data Collection ... 29
3.4 Trustworthiness ... 32
3.5 Technique of Data Analysis ... 33
CHAPTER IV... 35
FINDINGS AND DISCUSSION ... 35
4.1 Overview ... 35
4.2 Biographical Descriptions of Participants ... 36
4.3 Findings ... 37
4.3.1Experience ... 37
4.3.2Preparation ... 38
4.3.3The benefit of JUELT ... 38
4.3.4Challenges ... 39
4.3.5Impacts ... 41
4.3.6Suggestions ... 41
4.3 Discussion ... 42
CHAPTER V ... 48
CONCLUSIONS AND SUGGESTIONS ... 48
5.1 Conclusions ... 48
5.2 Suggestions ... 49 REFERENCES ... 50
LIST OF TABLES
Table 1 Participant Criteria ... 28
Table 2 Question Grid ... 32
Table 3 Participants Initial ... 36
Table 4 Participants Profile ... 36
LIST OF FIGURE
Figure 1 Technique of Data Collection ... 29
LIST OF APPENDICIES
Appendix 1. Interview Protocol ... 51
Appendix 2. Consent Form ... 51
Appendix 3 Interview Questions ... 51
Appendix 4 Research Permission Letter ... 51
CHAPTER I
INTRODUCTION
The chapter discusses about a brief description of the whole content of the research. It covers background of the study, research questions, purposes of the study, significance of the study, limitation of the study, and definition of terms.
1.1 Background of the Study
In today's era, which is the era of globalization, the need to master English is very crucial thing for Indonesian people. English is important not only in education, but also public sectors in which people are interacting. English language proficiency has already become one of the requirements for many activities. It proved that the English language proficiency by running a test named TOEFL. Test of English as the Foreign Language (TOEFL) is the standardized test applied to measure the ability of non-native English speakers in the English language. According to Educational Testing Service (2005) , TOEFL test was first formed in the 19th century exactly in 1962. The test score is accepted in moreover 11.000 universities, institutions, agencies and others in around 165 countries worldwide (ETS). The test-takers can take the TOEFL test in almost all over the countries where the TOEFL accessible. Based on Educational Testing Service (ETS), there are approximately 165 countries and territories with 4500 TOEFL testing centres that available worldwide. The TOEFL test is conducted at least 50 times a year by the ETS (Educational Testing Service) TOEFL test has been applied internationally, including in Indonesia.
TOEFL is also conducted in Indonesia to measure English Language proficiency.
Originally, the TOEFL test was conducted by the English Language System (ELS) in
Indonesia. ELS is a specific institution that holds the TOEFL test, called Institutional TOEFL. Indonesia, a country that is not an English’s speaking country, does not use English as the main language but uses Indonesian as the first language. According to the English Proficiency Index (2021) report, Indonesia is in the 80th position out of 112 countries listed in the 2021 English proficiency ranking with a score of 466, which is in the low proficiency category. This is also sustainable with the TOEFL test. Even though the Indonesian people are quite familiar with the TOEFL test, this has not become a big influence for the Indonesian people to get a high score and meet a good average on the TOEFL test, but most of them still get a low score in the TOEFL test.
Poor average of English proficiency gives an impact for the fresh graduate students in Indonesia. Most of the fresh graduates in Indonesia were having difficulties to continue their study after graduating from university because they did not reach the standard score that are required (Saukah, 2000). In order to reach the requirements by obtaining the minimum score, the basic study of TOEFL should be applied in Indonesian college’s curriculum. Many institutions in Indonesia have decided some types of testing for undergraduate students to graduate from universities as one of the requirements for graduation, this is a demand for them to carry out the TOEFL test to prove the proficiency in the English language skills, which of course makes it easier to communicate and carry out social life in English speaking countries. The grade of TOEFL is mostly used as indicator in academic life around the world.
One of the requirements needed to graduate from university is passing the TOEFL test.
It means that passing the minimum score of TOEFL is a must and important thing that should be done to graduate from university. Besides that, there are other general requirements to graduate from university, such as: write the thesis, do the thesis defence,
computer test, and etc. Those are all the general requirements to graduate from university.
If the requirements do not fulfil, it means that the graduation will not happen.
TOEFL is one of a graduation requirement in universities in Indonesia, including Jambi University. Jambi University creates its abbreviation of the TOEFL test JUELT (Jambi University English Language Test). JUELT test system is also the same as the TOEFL test in general. The students have to take the JUELT test with the certain minimum score required to graduate from Jambi University. This requirement is based on the Rector's regulation number 9, 2020 about Jambi University Academic Rules 2020, article 51 of chapter X (ten) about evaluating learning outcomes. The rules stated that a student is declared to have passed the undergraduate program after fulfilling the following requirements in point (f), namely passed the English Language Proficiency test or JUELT with a minimum score of 400, which has been carried out by UNJA or other institutions recognized and proven by a certificate. Test results must be valid for a minimum of 2 years from the issue date. This requirement applies for all students at Jambi University, including English students and non-English students.
Forestry students, who do not have major in English, also required pass the JUELT test as a graduation requirement. They have to have a minimum 400 JUELT score by certificate of JUELT. Meanwhile, non-English students especially Forestry students learn English only at the first semester of their study as the introduction for their major course.
Although non-English students might not use English in their daily life, they still have to use English at their workplace or even if they want to continue to study abroad.
According to the Rector's regulation number 9, 2020 about Jambi University Academic Rules 2020, article 51 of chapter X (ten) about evaluating learning outcomes, this makes Jambi University implements JUELT as the proficiency test to measure someone’s ability
in using English and Forestry study program in Jambi University has also used this test for this requirement.
From the consideration above, the researcher is interest in raising title of study
“Forestry Study Program Students’ Perception toward JUELT Test as a Graduation Requirement” where the researcher focuses on the Forestry Study Program students’
views toward the JUELT test and their preparations and challenges in taking JUELT as a graduation requirement.
1.2 Research Questions
Based on the background of the study above, researcher conducted the research to answer the following questions:
1. What are the Forestry study program students’ views toward JUELT test as a graduation requirement at Jambi University?
2. How is the Forestry study program students’ preparations and challenges in taking JUELT test as a graduation requirement at Jambi University?
1.3 Purposes of the Study
Based on the research questions above, the purposes of the study are:
1. To describe the Forestry study program students’ views toward JUELT as a graduation requirement at Jambi University.
2. To describe the Forestry Study Program students’ preparations and challenges in taking JUELT test as a graduation requirement at Jambi University.
1.4 Significance of the Study
The results of this research are expected to be useful and provide the theoretical and practical advantages which are included in these following sections.
1. Theoretically
This study is expected to enrich the literature of this research and give some more information regarding the Forestry Study Program students’ views toward JUELT test as a graduation requirement and the preparation and challenges of the Forestry study program students in taking JUELT test as a graduation requirement at Jambi University.
2. Practically
The results of this study aim to provide the information and suggestion about the Forestry study program students’ views toward JUELT test as a graduation requirement and the preparation of Forestry Study Program students in taking JUELT test as a graduation requirement at Jambi University by giving the report to the head of Forestry Study Program. For the researcher, the results of this study aim to provide knowledge about research.
1.5 Limitation of the Study
As the researcher’s experience of having quite a lot of friends that are studying in Forestry study program that keep asking about JUELT therefore, the researcher focuses the participants of this study on Forestry Study Program students’ views toward the application of JUELT test, and also the preparations before taking the test and the challenges faced in taking JUELT. Researcher chooses students that will be participant
for this study from the Forestry Study Program students’ year 2018 who ever followed JUELT test before.
1.6 Definition of key terms
To define the key terms used in this study, some key terms definition can be seen below.
1. TOEFL
TOEFL (Test of English as a Foreign Language) is a standardized test which is used in measuring the capability of non-native speakers to know the proficiency level in English language. The test is found and developed by Educational Testing Service (ETS). This test is used for any inquiries such as enrolling in abroad universities, applying job, and et cetera. In general, there are three types of TOEFL, thus are Paper-Based Test (PBT, Computer-Based Test (CBT) and Internet-Based Test (IBT). The most common test type that is used at Jambi University is Computer- Based Test.
2. JUELT
JUELT is the abbreviation of Jambi University English Language Test. It is still the same kind as TOEFL but in different name. JUELT is the test that is held by Jambi University as a graduation requirement. All students from all faculties and study program must take this test as the requirement to graduate before doing the thesis defence.
3. Graduation
Graduation defined as “the act of successfully completing a university degree, or studies at an American High School. It is a ceremony at which degrees in school, colleges, or university when the study has finished
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter explains about the theories which become the foundation of this research. It discusses about TOEFL, the impact of TOEFL, TOEFL as a requirement in university, Forestry students and previous studies related to the implementation of the TOEFL test.
2.1 TOEFL
2.1.1 TOEFL Overview
TOEFL has come from the abbreviation of "Test of English as Foreign Language." Some experts have given brief definitions of TOEFL. They all use different words, phrases, and sentences to state the definitions of TOEFL. Even if they stated the definition with different sentences, it could be generally defined that TOEFL is the standardized test applied to measure the ability of non-native English speakers in the English language. TOEFL is a test that is the most frequently used to measure English proficiency. TOEFL is debatably the most commonly used in large-scale language assessment and is well-known worldwide. TOEFL was first established and developed by Educational Testing Service (ETS). ETS has been conducted the TOEFL test at least 50 times a year.
TOEFL (Test of English as a Foreign Language) was first formed in 1962 with representative members of more than 30 private organizations and government agencies concerned with the English proficiency of non-native English speakers who are willing to continue studying at colleges and universities that is native English speakers. Brown (2004) defines a proficiency test as the test that has the function to assess the general knowledge or skills commonly required or
prerequisite to entry into (or exemption from) a group of similar institutions. Aziz (2016) defines the importance of TOEFL which is often used to determine a person’s ability to speak English. The organization developed the TOEFL program by grants funds from the Ford and Danforth Foundation and was first administrated by the Modern Language Association. In 1965, the TOEFL program was under the responsibility of the Educational Testing Service (ETS).
Test of English as a Foreign Language (TOEFL) is designed to measure the English proficiency of people whose native language is not English. TOEFL score can be used to continue studying in English language universities, apply for a job, and graduate from college, institution, and other inquiries. The test score is acceptable in moreover 11.000 universities, institutions, agencies, and others in around 165 countries around the world. Based on (ETS, Countries Where the TOEFL iBT Test Is Available), the test-takers can take the TOEFL test that is approximately available in 165 countries and territories with 4.500 TOEFL testing centres. Most of the native English universities such as American universities, England universities, and Australian universities needed TOEFL scores as the registration and graduation requirements. Bhakti and Marwanto (2014) states that another importance of TOEFL is that TOEFL can be used as on of the requirements of job admission in the government institutions as well as in the government and private companies. Besides that, it also can be used as one of school admission as well as a graduation requirement. The requirements are required for international students for either undergraduate or graduate programs.
Most of students considered TOEFL as an important requirement for graduation as it gives many benefits. Alek (2019) stated that through TOEFL the students will be
TOEFL testing centre makes the test-takers no need to take the test in the country they are heading to. They can wait for the test result, and it will be accepted internationally, and the test-takers can directly apply the score together with the other requirements. According to Tsai and Tsou (2009), setting a graduation benchmark seems to be a good way to monitor students’ English learning outcomes or to promote the quality of foreign language education.
Three skills are tested in TOEFL, including listening comprehension, structure, and written expression, and reading comprehension. In the listening comprehension part, there are 50 multiple-choice questions that are completed with four answer choices. The available duration for listening comprehension is approximately 30- 40 minutes. The following section is structure. Structure and written expression contains 40 multiple-choice questions with four answer choices that must be done for about 25 minutes duration. The last section is reading comprehension. In the last section, there are 50 questions that type multiple-choice, followed by four answer choices with an available time of about 55 minutes. In total, 140 multiple choices questions must be answered for about 2 hours or 120 minutes. Carson (1990) stated that there are four levels of TOEFL score thus are: 310-420 for elementary level; 420-480 is low intermediate level; 480-520 is high intermediate level; and 525-677 is the advanced level.
2.1.2 Types of TOEFL
Since it was introduced in 1964, the growth of TOEFL nowadays has proliferated. There are three types of TOEFL tests, thus are:
1. Paper-Based Test (PBT)
2. Computer-Based Test (CBT)
3. Internet-Based Test (IBT)
The test was firstly established by using Paper-Based Test (PBT) into Internet-Based Test (IBT). The growth of technology nowadays has a significant impact on the TOEFL system, which turns the Computer-Based Test (CBT) and the Internet-Based Test (IBT) has been used more often than the Paper-Based Test (PBT). According to Educational Testing Service (2005, p. 3), TOEFL Computer-Based Test (CBT) was discontinued after a period of overlap to ensure a smooth transition to TOEFL Internet-Based Test (IBT). The Internet-Based Test (IBT) version was launched in 2005 and was progressively rolled out around the world to replace the Paper-Based Test (PBT) and the Computer- Based Test (Education First, 2022). The Internet-Based Test (IBT) is considered the TOEFL system's innovation.
The explanation of types of TOEFL is down below.
1. Paper-Based Test (PBT)
Paper-Based Test (PBT) is a type of TOEFL test that uses pencil and paper as the test media. It is a kind of traditional examination that is usually occurring. This type of test has been used since 1964. The popularity of the Paper-Based Test (PBT) is only valid in a short period because of the growth of technology that was also developing the system of TOEFL into a more accessible and more effective way. Even though the TOEFL paper-based test
(PBT) is already left behind from the other TOEFL test system, the paper- based test (PBT) is still available in limited countries and areas where the Computer-Based Test (CBT) and Internet-Based Test (IBT) are not available.
The Paper-Based Test (PBT) was still available in those particular areas until 2017, and the Paper-Delivered Test replaced it.
There is an exception to the Paper-Based Test (PBT). The score of the Paper-Based Test (PBT) nowadays is not acceptable internationally. The score can only be accepted in the institutions or colleges where the test-takers took the test. Same as the other TOEFL system, the Paper-Based Test scores are valid for two years. It also consists of 3 test sections, thus are the listening section, structure and written expression, and reading comprehension section. The explanation of three sections of TOEFL will be explained below.
a. Listening section
The listening section in the Paper-Based Test uses external audio to support the question. The listening section consists of 3 parts. The first part contains 30 questions with short conversation audio. The second has eight questions with more extended conversations. Lastly, it contains 12 questions about lectures or passage talks. The duration to answer the listening questions is around 30-40 minutes.
b. Structure and Written Expression Section
The duration of the structure and written expression section is 25 minutes approximately. This section consists of 35 questions that are
divided into two parts. The first part contains 15 questions that asked the test-takers to fill in the blank of sentences correctly. The other part consists of 25 questions to identify the grammar errors.
c. Reading Comprehension Section
The reading comprehension section consists of 50 questions concerning reading passages. The test-takers had to finish the reading comprehension section in 55 minutes approximately.
2. Computer-Based Test (CBT)
The Computer-Based Test (CBT) is another type of TOEFL test that needs computers as the media to support the test. The Computer-Based Test (CBT) was established in 1998 as the first incremental step to the improvement of TOEFL. More or less as the Paper-Based Test (PBT), the Computer-Based Test (CBT) has the same types of structure as the Paper- Based Test (PBT). Although it is almost the same as the Paper-Based Test (PBT), they differ in score acceptance. Suppose the Paper-Based Test (PBT) scores are only acceptable in the location where the test-takers took the test. In that case, the Computer-Based Test (CBT) scores are acceptable internationally in all countries and areas. The scores of the Computer-Based Test (CBT) are also valid for two years after the test- takers took the test date. The Computer-Based Test (CBT) consists of 3 sections, and it is the same as the other type of TOEFL commonly. The explanation of the Computer-Based Test (CBT) sections is the same as the Paper-Based Test (PBT) that has already been explained by the researcher
above. Although the Computer-Based Test (CBT) has the advantage of score that is acceptable internationally, the Computer-Based Test (CBT) also has the disadvantage, which is that the test-takers cannot take the test more than once a month. So, if the test-takers fail or do not pass the minimum score, the test-takers have to wait to retake the Computer-Based Test (CBT) in the next month. The CBT was discontinued in September 2006, and the scores are no longer valid.
3. Internet-Based Test (IBT)
The Internet-Based Test (IBT) is the continuation of the Computer- Based Test (CBT). The Internet-Based Test (IBT) was first introduced in September 2005 in the United States. The Internet-Based Test (IBT) has replaced the two other types, which are the Paper-Based Test (PBT) and the Computer-Based Test (CBT). Besides in the United States, the Internet- Based Test (IBT) has also been introduced in some areas such as Canada, France, Germany, and Italy, while the rest of the countries in 2006, with the TOEFL testing centres that added regularly. The Internet-Based Test (IBT) was developed to provide the kind of text used to measure non-native speakers' ability to communicate in the English language for the academic setting.
Different from the usual types of TOEFL, which are the Paper-Based Test (PBT) and Computer-Based Test (IBT), the Internet-Based Test (IBT) is consists of the measurement of four skills, thus are reading, listening, speaking, and writing skills. Based on Educational Testing Service (ETS), the TOEFL IBT has about four hours long, with all of the four sections
done on the same day. Since the PBT and the CBT are no longer valid, the Internet-Based Test (IBT) reached a very high demand of test seats, and the test-takers had to wait for months to take the test. The TOEFL IBT has four sections that must be done in the duration of 3 hours. The listening section of the TOEFL IBT is used to measure the ability and the English understanding that utilizes audio recording and questions as the test media.
Next is the reading section. The reading section of the TOEFL IBT measures the ability to understand the academic reading material such as texts, paragraphs, passages, lectures, et cetera. The speaking and writing section in the IBT require the test-takers to either combine or gather the information from more than one resource. The test-takers are asked to read the passages that have been combined and integrated, then listen to the short lectures, and finally, speak or write the response of those things that have been explained before.
2.2 The Impact of Test
In teaching and learning processes, tests were regarded just as tools to measure the ability of the students at the end of teaching and learning processes or what called
“evaluative purposes” (Brown H. , 2004). Test are usually used as a component of teaching processes and are regarded as predictors of the consequences of the classrooms.
It is assumed that tests affect teaching and learning. This effect is referred to as washback (backwash). Washback is defined as “the impact of a test on teaching, and … tests can be powerful determiners, both positively and negatively, of what happens in classrooms”
Cheng et al. (2004) stated “washback and the impact of tests more generally has become
The concept and study of washback has been given an important place in educational setting. Washback or the impact of testing on teaching and learning is based on the idea that “tests should drive teaching and hence learning (measurement-driven instruction)”
(Chen, 2006).
Besides that, some researchers reported different statements about two types of washback; that is, positive and negative washback. Cheng (2005) stated that the positive or negative effect of washback depended on “what the examination measures”. If the examination was relevant to the objectives of the course, the type of washback would be positive otherwise, if the examination was not relevant to the objectives of the course, the type of washback would be negative. Cheng et al. (2004) mentioned that “washback exists and has consequences, often unintended or negative or positive or both.” In fact, the literature on washback shows that “while there is acknowledgement of the potential for tests to influence teaching and learning, there is no unanimous agreement whether
‘washback exists, whether it is positive or negative and how it actually works in practice”
(Cheng L. , 2005)
Nowadays, different tests are used to measure the linguistic competence of the individuals all over the world. College students in Indonesia use TOEFL to test the students’ language ability and proficiency. According to Salam (2017), many students in University of Tanungpura said that English is important when they graduated, but, some students have tested on TOEFL 4 times and do not pass the score, and they frustrated with that. Other sides of students said that TOEFL terms is very supporting students to get the better career in the future, so the students’ that have ability in English, they just keep calm in facing the TOEFL test.
From these perspectives above, it can be referred that washback is the impact of what the test takers get from after doing test, whether it is positive or negative effects, in
this case is language testing. All the theories and summaries above are used to describe how TOEFL can affect students’ social life, especially for Forestry students in Jambi University where this research focus on non-English students’ perspectives and preparation toward the implementation of the JUELT test as a graduation requirement in Jambi University.
2.3 TOEFL as a Requirement in University
2.3.1 JUELT
TOEFL or Test of English as Foreign Language has been established in most of the universities in Indonesia. The purposes of TOEFL test that establish in university is commonly become the requirements of thesis or even graduation. As in Jambi University itself, the TOEFL test is named as JUELT (Jambi University English Language Test). It is based on the Rector regulation number 9, 2020 about Jambi University Academic Rules 2020, article 51 of chapter X (ten) about evaluating learning outcomes. The rules stated that a student is declared to have passed the undergraduate program after fulfilling the requirements that written in point (f), namely having passed the English Language Proficiency test or JUELT with a minimum score of 400, which has been carried out by UNJA or other institutions recognized and proven by a certificate. The result of the test is for the requirements of graduation. If the students have not passed the minimum score of 400, so it means that they should take the second and or third chance of the test by re-registering to take it. The letter of have took 3 test’s chances will be given for those who are still not passing the required minimum score of 400.
There are two types of JUELT, paper-based test (PBT) and computer-based test (CBT). Students are able to know their type of test after they enter the test room.
Students can directly register JUELT through the registration email which is uptbahasa@unja.ac.id and completed with some requirements such as; 1) The email subject should be in accordance with the test (e.g. first registration : JUELT NEW, second registration : JUELT 2, third registration : JUELT 3, and etc), 2) The scan of proof of payment (from Mandiri Bank or Bank 9 Jambi for the second and third registration), and 3) The scan of students card. The first registration of JUELT is free for all students in Jambi University. If the students have passed the first test from the minimum score, it means that the students do not need to follow the second and the third test. Meanwhile, if the students do not pass the first test, it means that they must follow the second and or the third test to fulfil the minimum score. The second and the third test is paid for approximately Rp 250.000,-. The JUELT’s schedule can be seen in the latest information in siakad.unja.ac.id.
2.3.2 SULIET
Meanwhile, the TOEFL test is known as SULIET at Sriwijaya University.
Based on the website (SULIET Unsri), SULIET stands for of Sriwijaya University Language Institute English Test. The English proficiency test used at Sriwijaya University is known as SULIET. This test usually is followed by students and other general workers to know the ability in English language. The minimum score for all faculty except medical and English education study program is 400, and for the medical faculty and English education study program are 450. SULIET is also become one of the requirements of graduation in Sriwijaya University. There are some steps to register SULIET in Sriwijaya University, thus are: 1) The applicants must complete the registration form through www.suliet.unsri.ac.id , 2) The
candidates must fill the form using their the personal data, 3) The candidates must print out the online register form, 4) The test-takers should pay the registration fee through Bank BNI, which is Rp 100,000,- for the students and for the Rp 150,000,- for the general , 5) After the payment, they should download the candidates card for the test verification.
2.3.3 UI’s English Proficiency Test
In Universitas Indonesia, TOEFL test is also required for graduation and named as UI’s English Proficiency Test. Based on the website (UI's EPT Online (English Proficiency Test)), the procedure of registration of TOEFL test in this university have several steps, thus are: 1) Before registration, the candidates must to make sure that they never follow the test in UI’s EPT in Depok or Salemba, the candidates may just only follow the test once, 2) The candidates should contact the admin or receptionist of LBI to know the class capacity, 3) The candidates directly register in the LBI Depok/Salemba counter as soon as possible after get the confirmation of available capacity, 4) If the candidates can’t directly come to the counter, they can pay for Rp 175,000,- the registration through bank transfer to the bank account UI Depok, 5) After payment, the candidates must confirm the payment via email LBI UI Depok or LBI UI Salemba with the email subject: “Daftar UI’s English Proficiency Test” and attach the proof of payment and the scan of identity card/license/passport, candidates name, telephone number, test date, and test location (either in Depok or Salemba), 6) Wait for the reply from the admin.
2.3.4 ACEPT
In Gajah Mada University, TOEFL is named ACEPT or Academic English
English proficiency for the bachelor students, master students, or even doctoral degree students with the standard score that has been set by the UGM. For the bachelor degree, the minimum score is 426, master degree in 450, and the doctoral degree in 500. Similar with the other universities, to register the test, there are several rules that must be follow, thus are: 1) The candidates pay the test payment for Rp 250,000,- for every test via Bank BNI by host to host and mention the payment code 4242 and followed with birth date with the format of ddmmyyyy, 2) Log in through the website acept.ugm.ac.id using the birth date with the format ddmmyyyy, and the password can be seen from the payment slip from BNI, 3)
Register the test by fill the registration form by using personal data such as name, address, email, and etc, 4) After filling the form, don’t forget to click small box and save the data, and print out the ACEPT registration card.
2.4 Forestry Study Program Jambi University
According to kehutanan.unja.ac.id, the Forestry Study Program was established in 2009 based on Director General of Higher Education decree No.159/DT/2009. Forestry study program is divided into 2 major classes, namely international class and regular class. The international class in Forestry study program is taught by using English and Indonesian in some courses. While the regular class taught by using Indonesian. In 2022, Forestry Study Program officially accredited by International Accreditation Agency ASIIN (Akkreditierungsagentur für Studiengänge der Ingenieurwissenschaften, der Informatik, der Naturwissenschaften und der Mathematik), Germany. The accreditation also applies for all specialisations exist in the bachelor degree of Forestry, thus are forest management, silviculture, forest conservation, and forest product technology. Therefore, the researcher thought that Forestry students are appropriate for this research because of
the international accreditation that is achieved by the Forestry Study Program and the international (bilingual) class that exist in the study program.
2.5 Previous Research
To support this study, the researcher provides some previous study related to the research. The first, a study was conducted by Devy (2018) entitled “TOEFL as A Requirement of Graduation: What Challenges”. This study investigates the students’
challenges in facing the TOEFL (Test of English as Foreign Language) as a graduation requirement. There are 80 participants of this research. According to the research, 41 of 80 participants chose listening comprehension section as the most difficult section in TOEFL. While, 29 of 80 participants of this research said that the most difficult section in TOEFL test is structure and written expression section. Last, there are 10 of 80 participants chose reading comprehension section as the most difficult section in TOEFL test. It seems to indicate that different participants have different sections that become the most difficult section in TOEFL test.
The second previous research that support this study was conducted by Salam (2017) entitled “TOEFL between important and frustrate: Analysis TOEFL terms in Tanungpura University”. The study investigates the impact of implementation of TOEFL. It is caused by 3 factors: (1) there is no English teaching program that is not connected to each other, (2) the teaching and learning process in class do not use English language at all, even though just use the English textbook, (3) no facility and resources of English language teaching.
The third previous research that is also support this study was conducted by Alek, et al. (2019) discussing about “University Students’ Perception on TOEFL as a Graduation
students’ perception toward TOEFL as one of graduation requirement policy in Syarif Hidayatullah State Islamic University, Jakarta. This study also investigates the challenges and gains the students get from taking the test. The research showed that nearly all participants supported the policy of TOEFL as a graduation requirement. It is indicated that most of the participants considered TOEFL as an essential requirement for graduation as the policy allowed them to enhance their English proficiency and motivate them to learn English. Furthermore, from the findings, it can also be seen that the challenges and gains encountered by the students are varied that related to listening and reading comprehension, lack of vocabulary and grammar mastery, and little knowledge of the topic discussed in the test.
The fourth previous research that support this study was conducted by Rahma, et al.
(2020) entitled “The TOEFL Benchmark Policy as Graduation Requirement at Universitas Teuku Umar: Students’ Perspective and Belief”. This research investigated Universitas Teuku Umar students’ perspective to the implementation of TOEFL benchmark score as graduation requirement. The results of this research showed that most of the students agree with the TOEFL benchmark as graduation requirement however they face obstacles in answering the test. According to the results of interview, the most difficult sections in TOEFL test are in answering listening and grammar section, this is caused by unfamiliar with foreigner sound and lack of practice. Besides that, students felt that the minimum score criteria of TOEFL was not their expectation since most students in the university did not introduce TOEFL from the beginning of the college. Another result is the policy encourages the students to learn English by searching some materials from the internet as well as from the module that they got from the course. The students believe that the TOEFL benchmark policy raises their awareness of learning English and the importance of mastering a foreign language.
CHAPTER III
RESEARCH METHOD
This chapter provides the methods of the research which covers research design and approach of the study, research site and access, sampling procedures and participants, technique of data collection, and technique of data analysis.
3.1 Research Design
In this study, the researcher explored about Forestry study program students’ views, preparations and challenges in taking JUELT as a graduation requirement. Creswell (2012) states that “qualitative research is aimed to reveal or explain participants’
experience or opinion. The researcher will use the qualitative method. Denzin and Lincoln (2000) claim that qualitative research involves an interpretive and naturalistic approach: "This means that qualitative researchers study things in their natural settings, attempting to make sense of, or to interpret, phenomena in terms of the meanings people bring to them" (p. 3). Qualitative research is usually used to inspect people's lives, experiences, history, organization function, social movements, or even kinship relations.
Lambert (2012, p. 25) point out that “the goal of qualitative descriptive studies was a comprehensive summarization, in everyday terms, of specific experienced by individuals or group individuals.” It means that the researcher will get the information through the students’ views. Lambert (2012) also added that descriptive qualitative is viable and acceptable label for a qualitative research design. It is usually used by other researchers that especially take the qualitative method research. Thus, the researcher used this design and method because descriptive qualitative allows the researcher to investigate deeply some participants with multiple kind sources of information (e.g. questionnaire,
interview, and document analysis), detailed understanding, and descriptive report. Those things may not be provided in quantitative research.
3.2 Sampling Procedure and Participants
The researcher used purposive sampling to achieve the appropriate participants for the research. Purposive sampling means that to learn or understand the essential phenomenon, a researcher selects individuals and sites intentionally (Creswell J. , 2012).
Purposive sampling helps a researcher to select individuals that can provide the needed information to understand the case, to answer research question, and to address the purpose of the research (Johnson, 2008).
The researcher chose the sample regarding to the characteristics or required criteria.
The participants chosen for this research is Forestry Study Program students in Jambi University. The data taken from the students of Forestry study program became the data of the research. The primary data of the research that used is the results of the interview from the participants. The sample is chosen based on the features or needed criteria.
Based on the problems and purposes of the research, some criteria of participants are set for this research, as shown in table below:
Criteria 1) The participants are Forestry Study Program students in Jambi University.
2) The Forestry study program students’ year academic 2018.
3) The Forestry study program students who have taken JUELT test.
4) The Forestry study program students who have taken JUELT and willing to be interviewed.
Table 1 Participant Criteria
3.3 Technique of Data Collection
Figure 1 Technique of Data Collection
To get the answers of the research questions of this study, the researcher needs to collect the data from the participants. The researcher did several steps in the data collection. First, the researcher selected the participants based on the criteria that have been stated before and the researcher contacted them all through WhatsApp. Second, the researcher gave the consent form to the participants so that they know the details of the interview. Third, the researcher asked the participants for the availability before do the interviews. Fourth, after the researcher got the participants’ availability, the researcher conducted interviews by asking the related questions and following the interview protocol. In this research, the researcher used one-on-one interview. In the interview section, the researcher interviewed each participant for about 15-30 minutes
Select and contact the appropriate participants
Giving consent form to the participants
Asking for availability
Doing the interviews
Closing by doing the analysis
The researcher spoke in Bahasa Indonesia and the data transcription translated into English. As the ethical issues of the research, the researcher did not mention the real names of participants, but they replaced by initial or number. The interview transcription sent by the researcher to the participants to make sure that the results of the interview are correct.
3.3.1 Demographic Profile Questionnaire
The researcher used demographic profile questionnaire in order to get the background information from the participants. It consists of name/initial of the students, semester, and other question that related to the TOEFL to get the specific information.
3.3.2 Interview
The researcher did the interview with the participants and recorded their answer to obtain deeply the information about their perspectives about the research. The interview is a kind of conversation that is used to gather the information that is needed.
According to Coughlan (2009), interviews are a flexible and practical data collection method and are especially appropriate for collecting participants’ experiences, beliefs, and behaviours. The interview technique provides the researcher the natural, accurate, and non-setting results that will become the research data.
To get the appropriate results, the researcher used interview protocol as the data collection instrument. The interview protocol is applied to get the natural research pattern by the verbal or non-verbal interaction between the researcher and the interviewee, which is needed for the study. It is a guide to conduct the interview that contains several particular questions related to the study about the researcher's problems.
It aims to obtain the data and get the critical information used to be the results and the
evidence of the study. The interview protocol provides the advantages and creates the focus interview, which will run the excellent data collection process. The researcher applies the interview protocol, such as several questions that are asked to the participants related to the study. The researcher developed the question grid below based on the research questions and the purposes of the research.
No. Aspect/Criteria Example of Question
1. Experience Did you ever follow JUELT/TOEFL test?
How many times have you taken JUELT/TOEFL test?
Did you ever follow JUELT/TOEFL preparation course?
Does your faculty provide the JUELT/TOEFL preparation class?
2. Advantages In your opinion, what are the advantages of JUELT/TOEFL in your study program?
3. Disadvantages In your opinion, what are the disadvantages of JUELT/TOEFL in your study program?
4. Challenges What are the challenges you get before JUELT/TOEFL test?
Which part of JUELT is the most difficult part?
5. Preparations How is the preparation before taking JUELT?
6. Suggestions What is the suggestion that you want to suggest about JUELT?
Table 2 Questions Grid
3.4 Trustworthiness
Johnson and Christensen (2008) states that research had to have the accuracy or credibility of data, findings, and interpretation through some strategies. In this research, the researcher will use the reflexivity and member checking. First, Roulston (2010) defined reflexivity in research as “the researcher’s ability to be able to self-consciously refer to him or herself in relation to the production of knowledge about research topics”
(p. 116). According to (Johnson, 2008), reflexivity is strategy which used to understand the potential biases through the researcher’s self-reflection, so that the researcher become more aware and attempt to control it.
Second, member checking is strategy in which some participants in the research asked to check the accuracy of the data and finding (Creswell J. , 2012). The researcher asked participants about many aspects of the study, such as whether the data transcription is complete and appropriate, and the findings are representative.
3.5 Technique of Data Analysis
In analysing the data, the researcher used the thematic analysis for this research.
Braun & Clarke (2012) defines thematic analysis as “a method for systematically identifying, organizing, and offering insight into, patterns of meaning (themes) across the dataset”. Thematic analysis allows the researcher to see and make sense of collective or shared meanings and experiences. Thematic analysis allows the researcher to identify need to be important in relation to the particular topic and research question being explored. Thematic analysis is flexible method that allows the researcher to focus on the data in numerous different ways. Braun & Clarke (2006) outlined that there are 6 phases approach to thematic analysis:
1.
Familiarizing with the data; in this step, researcher needs to read and re-read data in order to become familiar with what the data needs and pay attention to the patterns that occur. It is necessary for researcher to complete data collection by transcribing data into written form.2.
Generating initial codes; researcher generate the initial codes by documenting where and how patterns occur. This happens through data reduction where the researcher collapses data into labels in order to create categories for more efficient analysis. Data complication is also completed here. This involves the researcher making inferences about what the codes mean.3. Searching for themes: the researcher starts to take shape as shift from the codes to themes. This phase involves reviewing the coded data to identify areas of similarity and overlap between codes.
4. Reviewing potential themes: this phase involves a recursive process whereby the developing themes are reviewed in relation to the coded data and entire dataset.
5. Defining and naming themes: in defining themes, researcher needs to be able to state clearly about what is unique and specific about each theme, researcher can sum up the essence of each theme in a few sentences. This phase involves the deep analytic work involved in thematic analysis, the crucial shaping up of analysis into its fine-grained detail.
6. Producing the report: the final phase of analysis is the production of a report.
The purpose of the report is to provide a compelling ‘story’ about the data, based on the data analysis. The story should be convincing and clear, yet also complex and embedded in scholarly field.
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter provides the findings and discussion of the research based on the data collected through interview.
4.1 Overview
The purposes of this research are to find out the Forestry study program students’
views toward JUELT as graduation requirements and to describe the specific challenges their preparation in taking JUELT as a graduation requirement at Jambi University. This research focuses on six main themes describing the analysed data. The first theme is related to Forestry study program students’ experiences and prior knowledge about JUELT. The second theme is the Forestry study program students’ opinions toward the JUELT as a graduation requirement. The third theme is about their Forestry study program students’ preparations before facing JUELT. The fourth theme is discussing about the challenges faced by Forestry study program students in taking JUELT. The fifth theme is the impacts of JUELT as a graduation requirement perceived by Forestry study program students. The last theme is the Forestry study program students’
suggestion toward JUELT as a graduation requirement at Jambi University
No Participant Gender Status
1 P01 Male Student
2 P02 Male Student
3 P03 Female Student
4 P04 Female Student
5 P05 Male Student
6 P06 Female Student
Table 3 Participants Initial
4.2 Biographical Descriptions of Participants
The participants of this research are 6 students of Forestry study program year academic 2018. They consist of 3 females and 3 males who have done JUELT test in order to fulfil a graduation requirement and willing to be interview. Participants’ name are disguised with pseudonym in order to keep their privacy.
No Participant Gender Status
Frequency of JUELT Taken
1 P01 Male Student 1
2 P02 Male Student 1
3 P03 Female Student 1
4 P04 Female Student 3
5 P05 Male Student 3
6 P06 Female Student 3
Table 4 Participants Profile
4.3 Findings
There are 6 themes found by the researcher through the interview, those are experience, preparation, the benefit of JUELT, challenges, impacts, and suggestions.
4.3.1 Experience
a. Previous knowledge
The researcher found that the participants have diverse previous knowledge of JUELT. Participant explained that JUELT is a test that is made to measure the students’ ability in English language whether in listening, reading, and speaking. Other participants explained that JUELT is an English test kind of TOEFL or IELTS that must be passed in order to graduate from Jambi University. Some other participants clarified that JUELT is an English test that must be followed by the students as a graduation requirement at Jambi University, yet does not same as TOEFL or IELTS that can be used to scholarship application and so on.
b. Frequency
The researcher found that the participants’ experience in the frequency of taking JUELT was in various quantities. The number includes once and three times. This explains that participants who take JUELT once meant that they passed the test only once. Participants who were taking three times meant that they did not pass the first and the second test.
c. Score
The researcher found that the participants’ JUELT scores are diverse.
first test. One of the participants passed the minimum score of 400 at the third test. Two other participants do not pass the test minimum score of 400, so they got the statement letter of have taken the test three times.
d. Kind of Test
The researcher found that kind of JUELT that participants’ experience with are some with computer-based test and paper-based test. Two participants experienced in paper-based test on their first test. However, two other participants are experienced in both computer-based test and paper- based test in their tests. One participant experienced in computer-based test for three times tests. One participant experienced in paper-based test on the first test.
4.3.2 Preparation
a. Participants who are prepared
The researcher found that participants did some preparations before taking JUELT. Some preparations that are done by the participants such as read the TOEFL exercise book, follow the preparation courses outside the university, do the practice exercises from the internet, and learn the TOEFL tips and trick from YouTube.
The researcher found that participant did not do the preparations before taking JUELT. Participant only registers and follows JUELT without any preparations.
4.3.3 The benefit of JUELT a. Beneficial
The researcher found that some participants stated that JUELT is beneficial. Participants explained that JUELT is beneficial for Forestry study program students in many reasons. Participants stated that the reasons why JUELT test is important are through JUELT participants tested proficient in English, automatically participants could get the bigger chance in studying and continuing study abroad. Other reason why JUELT is important is Forestry study program have international class to study almost all courses in English, so participants stated that JUELT is beneficial for them to enhance their vocabulary. Other reason is through JUELT, students can enhance themselves to master in English. Participant stated that straight by taking JUELT, also beneficial for the future job which is the overseas company.
b. Unbeneficial
The researcher found that some participants stated that JUELT is not really beneficial. Participants explained that JUELT is not too beneficial outside Jambi University because the score could not be use besides in Jambi University. As stated by participants ‘’Kalau saya sih tidak terlalu berguna, karena tidak bisa digunakan untuk diluar UNJA.” (Trans: [In my opinion], JUELT is not too beneficial because it cannot be used outside Jambi University) (P03, personal interview).
4.3.4 Challenges a. External
The researcher found that some participants challenged in the equipment used in the test. Some participants stated that during the test, they
are disturbed by the sound system used for the listening comprehension part that is unclear, so that participants cannot hear the sound clearly. One participant stated that is disturbed by the power outage during the test.
b. Internal
The researcher found that participant challenged in her own ability in English. P06 stated that the challenge is from internal which is difficult to understand English since junior high school and senior high school, so P06 stated that the challenge during the test is from P06’s ability in English.
Participant that use computer-based test stated that the CBT makes students do not focus at the time left for the test, so that they run out of time.
Participant stated that the schedule of his test is almost at the same time with his proposal seminar schedule, this becomes challenge because of the time management of the participant.
c. The most difficult part in JUELT
The researcher found that each participant has their own difficulties in those three parts of the test. P01, P02, and P03 stated that the most difficult part of JUELT is the listening comprehension in many reasons, such as hard to understand the native speaker, hard to focus on the sound, and the problem in the sound system that is used for listening comprehension. P04 and P05 explained that the most difficult part at the test is structure and written expression because they need to be extra focus while doing that part, and in that part there are so many trap questions. P06 stated that the most difficult part of the test is reading comprehension. This is because of the long text at reading comprehension is boring and participant lack of literacy.
4.3.5 Impacts
a. Positive impacts
The researcher found some positive impacts of the application of JUELT stated by the participants. Some participants stated that the application of JUELT give positive impacts to them in many reasons, such as they can enrich their vocabulary in English. Besides that, participants stated that JUELT can prepare them to be ready for compete with others in the future, JUELT become the preparation for someone who wants to taking TOEFL before studying abroad. In addition, the positive impact of the application of JUELT can prepare themselves for the future job which required them to be proficient in English.
b. Negative impacts
The researcher found some negative impacts of the application of JUELT stated by the participants. P05 stated that the application of JUELT give negative impactsto in many reasons such as the application of JUELT become a burdenfor the participants themselves because they afraid to take the test. Other than that, participant stated that the application of JUELT caused anxiety and fear to the participants. The participant also stated that the application of JUELT as the thesis defence registration requirements is not recommended, because its troublesome students in registering thesis defence.
4.3.6 Suggestions
The suggestions suggested by the participants including the suggestionfor university and study program itself. Some participants suggested that Forestry
