Classroom Intervention in TOEFL Class
DOI:
https://doi.org/10.33541/jet.v11i3.7130Keywords:
application, independent learning, mixed method, classroom intervention, TOEFL PreparationAbstract
Today’s trend of teaching has changed quite significantly. After conducting online teaching, innovations in teaching are mushrooming. One innovation purposed for this research is the use of a mobile application in teaching, particularly in TOEFL intensive class. The objectives of this study were to investigate students’ performance after intensive class by utilizing a TOEFL application as one technological classroom intervention and to study the students’ view on the said application. The participants in this study were students of Del Institute of Technology, Indonesia, who enrolled in the TOEFL intensive class. This study was completed using mixed method. Data were taken from the participants’ TOEFL score in pre-test conducted before the intensive class and from their actual TOEFL Institutional Testing Program (ITP) test. An online questionnaire was distributed to collect the data about the participants’ opinions about the application used in the learning. Using Anova Single Factor, the aforementioned scores were analyzed. The result showed that there was a significant effect on students’ actual scores after the intervention (P-value = 0,0008). Results from the open-ended questionnaire suggested that the use of TOEFL application as a form of classroom intervention could play a role in promoting students as independent learners. The study contributes in gaining perspective of the impact of classroom intervention as a form of enhancement for students’ language learning outcomes and their independent learning.
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