BAB II

LITERATURE RIVIEW
1. English Proficiency Test

An English proficiency test is a test that assesses a person's ability to understand

and utilize the English language effectively. It assesses grammar, vocabulary, reading
comprehension, writing skills, listening skills, and speaking abilities, among other
things. English proficiency tests are frequently utilized for educational purposes, job
requirements, immigration, and international language certifications. These tests are
used to identify a person's level of English proficiency, which ranges from beginner to
advanced, and to offer an objective measure of their language abilities.kind of english
proficiency test. There are some of research that related English Proficiency test
Rohman et al.,(2019) This research intends to explore the students’ perception on a
Test of English Proficiency, Umam (2017) an example and analysis a proficiency test
that can be applicable for all learning contexts, furthermore Yuyun et al., (2018)
conducted analyzing the English skills in an English Proficiency Test (EPT) shown by
students at tertiary level. Not only English student but also the lecturer of STIKES
community service was to provide tips and tricks in doing TOEP both Listening and
Reading for the lecturers of Stikes Banyuwangi, it can be said that English proficiency
test is necessary for all people to increase their ability.

There are several types of English proficiency tests available, each with its own
purpose and focus. The first is TOEFL (Test of English as a Foreign Language): The
test assesses non-native speakers' English language skills in order for them to study in
English universities. It assesses reading, listening, speaking, and writing skills. This
test had been conducted by several researcher (Silviyanti et al., 2020; Karimullah &
Mukminatien, 2022; Yoestara & Putri, 2019)) The second is IELTS (International
English Language Testing System): IELTS is frequently used in academic and social
environments. It evaluates non-native speakers' English language abilities in order for
them to study, work, or relocate to English-speaking nations. These some research
conducted about IELTS (Muluk et al., 2022; J. Y. Damanik, 2022). The third is
TOEIC (Test of English for International Communication): TOEIC measures English
proficiency in a business context, focusing on listening and reading skills related to
workplace communication. This test also common thing that conducted by researcher
(Astari et al., 2020; Setiawan et al., 2023; Rahayu et al., 2022 )The fourth is
Cambridge English Exams: These exams, such as Cambridge English: First (FCE),
 Cambridge English: Advanced (CAE), and Cambridge English: Proficiency (CPE),
assess general English language skills and are often used for academic or professional
purposes. The fifth is PTE Academic (Pearson Test of English Academic): PTE
Academic evaluates English language proficiency for study abroad and immigration
purposes. It assesses speaking, writing, reading, and listening skills through computer-
based testing. And the last is OET (Occupational English Test): OET assesses English
language proficiency specifically for healthcare professionals who seek to work or
study in an English-speaking healthcare environment.

2. Definition of TOEFL

TOEFL (Test of English as a Foreign Language), paper and computer-based, has

become the most popular of International tests in many countries currently. It was first
administered by ETS (Educational Testing Service), in 1964. According to Philips
(2001), TOEFL is a test to check non-native speakers of English level of proficiency.
In other theories stated that. TOEFL is used to measure a non– native English
speaker’s proficiency in the English language (Warfield et al., 2013) This test is
considered as a standardized test to measure the level of understanding of English
among non-native speakers. TOEFL can also be used as one of the requirements in the
scholarship to register in the university (Astuti & Sudrajat, 2018). Samad, Jannah &
Fitriani (2017) also added that TOEFL is used to apply for a job vacancy. And there
are several universities required to obtain a TOEFL certificate as one of the graduation
requirements. Some of research from (Aina and Sofyan, 2017) Syiah Kuala
University, (Parni and Yuli, 2020) Padang State University, and (Tengku and Rahayu,
2020) Ar-Raniry State Islamic University Banda Aceh. The student of English
Department should be approximately 475 and for having graduation should be ≥ 520.
This rule is made to help students to continue their studies in master's degree. from
some of these theories it can be said that TOEFL is really needed in academics
because it is expressed has similar words that TOEFL is used to measure a person's
ability in English and also TOEFL is one of the international standard tests for
scholarship and job requirements.
3. Type of TOEFL

There are four types of TOEFL released by ETS (English Testing Service), they
are: (1) PBT (Paper-Based Test) TOEFL, TOEFL PBT test is administered via a paper
and pencil format. The structure tes t of PBT-TOEFL includes a listening section,
structure, and reading. the related article used a PBT ( Damar and Dadang, 2021 ) it
presents to investigate how to implement multiple e-learning technologies on
practicing TOEFL PBT Section. In other hand the research to continue to higher
education both at home and abroad, fulfill college graduation requirements, find out
the level of language skills applying for jobs, and get promoted (Damanik & Ginting,
2022). Furthermore (Rahmatillah et al., 2023)provide a deeper understanding of the
test by exploring the execution of the online version of TOEFL-PBT in the Language
Center of Syiah Kuala University. (2) CBT (Computer-Based Test) TOEFL. The
TOEFL CBT or Computer-Based test is used to evaluate English language proficiency
in the academic context. The structure of CBT TOEFL includes a listening section,
structure, reading, and writing, (3) IBT (Internet Based Test) TOEFL, TOEFL IBT test
is a test that is taken on the computer and measures four skills set. The structure of the
IBT TOEFL includes listening, speaking, writing, and reading, any research discuss a
strategies in IBT test ( Imam and Mukminatien, 2022 ) The present study aimed at
exploring strategies applied and the problems test-takers faced in completing the
TOEFL IBT test. and (4) ITP (Institutional Testing Program). ITP tests are paper-
based and use academic content to evaluate the English language proficiency of non-
native English speakers. TOEFL ITP scores are mapped to the CEFR and test takers
are provided with a certificate of achievement. TOEFL ITP test has three sections such
as Listening Comprehension, Structure and Written Expression, and Reading
Comprehension.

4. Preparation EFL in TOEFL at Institution

TOEFL is often used for various purposes such as applying for jobs and
scholarships. Several institutions in Indonesia provide a lot of training for EFL which
can improve students' ability to work on questions in listening, structure, reading, and
also speaking. It related from the researcher Roza (2019) Since Indonesian students
are non-native English speakers, certain institutions assist them in overcoming test-
taking difficulties. In relation to these concerns, teachers may have certain difficulties
in instructing pupils who wish to achieve their target scores. Furthermore Meisuri
(2022) Universities and other institutions of higher learning frequently require
 students to complete an English proficiency test before moving on to the next phase of
education. Despite the fact that there are a variety of TOEFL tests, the institution is
most likely to use an institutional TOEFL test. And the other online courses in Malang
Alzana (2022) the general difficulties and strategies of listening comprehension on
TOEFL ITP prediction test among three skills of TOEFL test. It was held virtually at
Royal English.

5. TOEFL Preparation

TOEFL preparation program used for some people to study or understand the
question of the test. Pearlman (2003) said that test preparation has not a single or
universally agreed-on definition, but test preparation instead refers to a number of
practices that vary in the degree of specificity with which they address a specific test.
It can be said from Pearlman's statement that there is no most precise definition of the
meaning of test preparation itself, because each theory has a different point of view
about the definition of test preparation. Hence Sadeghi (2014) stated that preparation
courses are mostly those courses which are set up for familiarizing students with the
test, giving them practice under exam conditions, and training in test taking strategies.
It be conclude that the course commonly gives the students some of strategy to do the
test, understanding of the topic, practice test, giving students a practice test, and
making students familiarizing with the test.

In TOEFL course, there are also some strategies which are given by the teacher.
AlRawashdeh (2010) argued that TOEFL preparation course gives some special
strategies to do the exam. Then, an appropriate TOEFL course helps the students to
get maximum score in the exam. It is shown by Al-Rawashdeh. Al-Rawashdeh (2010)
stated that determining an appropriate TOEFL preparation course can give benefit to
the students; they can get the top percentiles among the TOEFL test. It can be
conclude that TOEFL Preparation is a program that improve the ability of student to
answer the question of TOEFL test using some of strategy about tips and trick in
answering the TOEFL test.

6. Listening Skill in TOEFL Test

Ets 2019, official guide the toefl itp, The Listening Comprehension section
is designed to measure your ability to understand spoken English in a variety of
settings, both inside and outside of the classroom. These settings include lecture
halls and classrooms, libraries, dormitories, offices, cafeterias, recreation facilities,
 and other public settings. Topics discussed are either academic topics or general
topics that a university student might encounter at an English-language university,
college, or institution. The section contains 50 questions divided into three parts and
takes approximately 40 minutes to complete.

Ets 2019, cracking the toefl ibt, the princeton review. The Listening section
can seem like one of the most intimidating sections on the TOEFL. The tasks in the
Listening section require you to sort through lectures and conversations that are
filled with distracting pauses and brief digressions a very frustrating experience, but
a very realistic scenario

Deborah Phillips 2001, preparation for the paper and computer TOEFL test.
On the paper TOEFL test, the first section is called Listening Comprehension. This
section consists of fifty questions (though some tests may be longer). You will listen
to recorded materials and respond to multiple-choice questions about the material.
You must listen carefully because you will hear the recording one time only and the
material on the recording is not written in your test book.

7. Leaning Process or Method in Listening TOEFL

Short Dialogues are two-line dialogues between two speakers, each followed
by a multiple-choice question. You will listen to each short dialogue and question on
the recording and then choose the best answer to each question from the four choices
in your test book. The 30 short dialogues and 30 questions about them make up Part
A of the paper TOEFL test. 2. Long Conversations are 60-90 second conversations
on casual topics between students, each followed by a number of multiple-choice
questions. You will listen to each long conversation and each of the questions that
accompany it on the recording and then choose the best answer to each question
from the four choices in your test book. The two conversations and the seven to nine
questions that accompany them make up Part B of the paper TOEFL test. 3. Talks
are 60-90 second talks about school life or on academic subjects, each followed by a
number of multiple-choice questions. You will listen to each lecture and each of the
questions that accompany it on the recording and then choose the best answer to
each question from the four choices in your test book. The three lectures and the l1-
13 questions that accompany them make up Part C of the paper TOEFL test.

Another way of general strategies from Deborah Phillips 2001 are :

I. Be familiar with the directions. The directions on every paper TOEFL test are the
same, so it is not necessary to spend time reading the directions carefully when you
take the test. You should be completely familiar with the directions before the day of
the test.

2. Listen carefully to the passages. You should concentrate fully on what the
speakers are saying on the recording because you will hear the recording one time
only.

3. Know where the easier and the more difficult questions are generally found.
Within each part of the Listening Comprehension section on the paper test, the
questions generally progress from easy to difficult.

4. Be familiar with the pacing of the test. You have 12 seconds between each
question on the recording, so you must answer each question within 12 seconds and
then be prepared for the next question on the recording.

5. Never leave any answers blank on your answer sheet. Even if you are not sure of
the correct response, you should answer each question. There is no penalty for
guessing.

6. Use any remaining time to look ahead at the answers to the questions that follow.
When you finish with one question, you may have time to look ahead at the answers
to the next question.

ETS 2019, official guide the TOEFL ITP, strategies are • In the short
conversations, pay attention to the speakers' stress and intonation patterns. These
will often give you information about the speakers' intended meaning. • In the
extended conversations, pay attention to the answers to questions asked by either of
the speakers. These may include details that will be tested or indicate the importance
of certain subject matter. • In the extended conversations and mini-talks, pay
attention to new words or concepts introduced by the professor. These will often be
tested. • Choose the best answer based on what is stated or implied by the speakers.
8. Difficulties during Listening

Listening seems to be the most difficult skill among four skills in English
language learning. Listening involves students’ awareness about the content or topic
that is spoken (Green, 2004). Students with untrained ears may face difficulties when
people speak very fast (Silviyanti, 2014) and this may interfere with their
concentration. However, according to Richards (2008) as cited in Bahri et al. (2016),
listening has become more important in the last decade since the listening section is
tested in several entrance and exit exams. Thus, it is important to start enhancing
students’ ability in listening.

Listeners in foreign language learning will get panic at the first time they heard the
word of listening or see English movie without subtitles. However, they will get better
result after they hear it over and over. Underwood (1989) argues that students whose
mother tongue contains similar or same intonation and stress patterns have fewer
problems in comparison with students whose mother tongue is based on different
rhythms. the listening TOEFL questions consist of three parts, namely part A, part B,
and part C. This Listening session consists of 50 questions that are worked out in 40
minutes. This session is also divided into three parts. The first part (part A) is Short
Conversation (short conversation). In this section, you will listen to a conversation
between two people who will discuss various topics that will ask about meaning,
idiomatic expressions, suggestions, assumptions, predictions, implications (implied
meaning), and problems (speaker problems), and topic (theme of conversation).

According to Anderson and Lynch (1991) the first thing that learners have to
develop is an ability that will enable them to identify the topic of the conversation and
help them to find a relevant reaction. Secondly, learners should also develop an ability
to predict the development of the topic as this ability will help them to prepare a
suitable response in advance. Thirdly, they ought to recognize and also indicate when
they do not understand enough to make a relevant response. Learners have to learn
how to cope with problems of the topic clarification by using short or simple
expressions by repeating the speaker‘s words to show that they are having problems.

Underwood (1989) also claims that listener‘s problems could be derived from
many cases, such as problems caused by pronunciation, by the lack of control of a
speaker‘s speech speed, by the inability to get things repeated, by the listeners‘ limited
word stock, by the failure to concentrate, by the students‘ learning habit, by the
interpretation, by the inability to identify the signals.
9. Evaluation
Evaluation is the process of describing, obtaining, and providing useful
information for assessing alternative decisions. Evaluation uses information on the
results of measurements and assessments. The measurement results are in the form of
scores (numbers) which are assessed and interpreted based on rules to determine a
person's ability level. The results of this assessment process are evaluated to determine
the level of success of a person or a learning program (Ismanto, 2014). In academic
education, assessing is often interpreted the same by evaluating. The difference
between the two words lies in the utilization of information, where assessment
information is the result of measurements, while the information in evaluation is in the
form of values. according to Djali (2008) stated that Evaluation is a systematic process
to determine, and make decisions to what extent the goals that have been set are well
achieved. This statement can be interpreted that Evaluation is a process in which
judgments or decisions on a value are made from various observations, backgrounds,
and training of the evaluator. Furthermore Wirawan (2014), the evaluation model is a
process framework for carrying out evaluations and plans to capture and utilize data so
that the data is obtained with exactly sufficient information and the evaluation
objectives can be achieved. The evaluation model determines what should be done and
how the process of carrying out the evaluation. If the evaluator chooses the CIPP
evaluation model, he or she must carry out four types of context, input, process, and
product evaluation.
10. CIPP MODEL

the CIPP model assists evaluators to cover the needs problems, opportunities, and
decision-making of a program. It is suggested as a framework to direct the idea,
structure, application, and valuation of the servicelearning program methodically and
offer responses and decisions of the program’s value for constant advance (Hakan &
Seval, 2011). The four aspects – context, input, process, and product – of the CIPP
model ease evaluators to generate the decisions that should be made. Ideally, those
aspects must be considered in conducting a language course to ensure that the course
would achieve the goals and objectives of the study.

Firstly, in the aspect of context, Context evaluation is a concern with the evaluation
of a program related to the objectives, mission, and goals of the program. Context
evaluation is used to give a rational reason a program or curriculum has to be
implemented. It can be evaluated the program’s objectives, policies that support the
vision and mission of the institution, the relevant environment, identification of needs,
opportunities, and specific problems diagnosis. Need assessment is included in an
example of context evaluation. Meanwhile, on a small scale, this context can be
applied to evaluate the objectives of program learning (Warju, 2016).

The next aspect is input, Input evaluation concerns providing information about the
sources that can be used to achieve the objective of the program. Input evaluation is
implemented for finding a problem-solving strategy, planning, and program design.
The results of the input evaluation such as human resources, budget, schedule,
proposals, and procedures. Input evaluation is also concerned with learning activities.
Input evaluation also can be done to find sources that can be used in the learning
process. So, it can provide appropriate learning strategies. The input contains students'
components, infrastructure, media, teachers (Warju, 2016). Human resources
management is the process and effort to develop, motivate, and evaluate the human
resources needed by the company in achieving its objective. The process starts to
choose anyone who has the qualifications and is suitable to occupy a position in an
organization as required by an institution or organization to maintain the qualification
(Tanjung, 2020).

Furthermore, the aspect of process pervades probabilities to criticize the range of a

program being applied suitably and competently (Stufflebeam, 2003). Hence,
critically, this aspect may suggest outlines, such as the appropriateness of program
activities’ schedules, planned program activities being conducted, the use of existing
properties, and the effective roles of users in the program activities. in other study,
Warju (2016) stated that Process evaluation supplies to provide feedback to the
individual to take responsibility for all the activities of the program or curriculum.
Process evaluation is performed to monitor potential sources that can cause the failure,
prepare information for planning decisions, and explain the process. process
evaluation requires the instrument of data collection such as observation sheet,
assessment scale, field notes, etc.

And the last aspect is Product, Product evaluation concerns measuring the success of a
program. It means to measure how far the achievement of objectives in a program
itself. Program evaluation also measures the impact of the expected and unexpected
from the program. The evaluation is conducted during and after the program.
Stufflebeam suggests the product evaluation conducted for four aspects of evaluation:
impact, effectiveness, sustainability, and transportability. Product evaluation requires
an instrument (such as a test sheet, interview sheet, and observation sheet) to observe
behaviour change after the implementation of the learning program. Product
evaluation to serve recycling decisions (Warju, 2016). And other theories Stuffleam &
Shinkfeld, (1985) stated that the crucial purpose of the CIPP product is to assess,
manifest, and criticize the completion of a program. Thus, the product relates to the
outcome of learning, both planned and unplanned outcomes, without forgetting the
positive and negative results as well.