Strategi Akselerasi Kemampuan Bahasa Inggris Praktis dan Skor TOEFL Melalui Pendekatan Project-Based Learning di UIN MY Batusangkar
DOI:
https://doi.org/10.62588/ahjpm.2026.v4i1.269Keywords:
institusi pendidikan tinggi, keterampilan berbahasa Inggris, Tes TOEFLAbstract
Belajar bahasa asing itu sangatlah penting sehingga tidak ada alasan bagi semua orang menolak mempelajari bahasa asing khususnya Bahasa Inggris. Belajar Bahasa Inggris memberikan dampak yang sangat positif kepada guru khususnya dosen karena bisa memperluas pengetahuannya tentang dunia luar dan akan memberikan mereka peluang untuk mampu bersaing di dunia internasional. Penggunaan Tes TOEFL sebagai alat penilaian kemampuan bahasa Inggris bagi dosen non-bahasa Inggris merupakan praktik yang umum di institusi pendidikan tinggi global. TOEFL (Test of English as a foreign Language) merupakan tes yang terstandarisasi untuk mengukur kemampuan Bahasa Inggris seseorang yang bahasa ibunya bukanlah Bahasa Inggris. Oleh karena itu, tim pengabdian Program Studi Pendidikan Bahasa Inggris Universitas PGRI Sumatera Barat ingin memberikan pembekalan lebih lanjut tentang Bahasa Inggris dan test berbahasa Inggris khususnya TOEFL kepada 30 orang dosen di Universitas Islam Negeri Mahmud Yunus Batusangkar, Kabupaten Tanah Datar. Hal ini sangat diperlukan untuk menghasilkan dosen yang cakap dalam berbahasa asing yang tidak hanya mempunyai kemampuan berbahasa Inggris yang baik tapi juga mampu mengerjakan tes berbahasa Inggris yang dapat digunakan nantinya untuk kepentingan melajutkan studi atau sekedar berkunjung ke luar negeri.
Downloads
References
Borsetto, E., & Bier, A. (2021). Building on International Good Practices and Experimenting with Different Teaching Methods to Address Local Training Needs: The Academic Lecturing Experience. Revista Alicantina de Estudios Ingleses. https://doi.org/10.14198/raei.2021.34.03.
Chen, R. T. H. (2019). University lecturers’ experiences of teaching in English in an international classroom. Teaching in Higher Education, 24(8), 987–999. https://doi.org/10.1080/13562517.2018.1527764.
Diem, C., & Abdullah, U. (2020). Promoting multiculturalism: Teachers’ English proficiency and multicultural education in Indonesia. Indonesian Journal of Applied Linguistics. https://doi.org/10.17509/ijal.v10i1.24983.
Goodman, B., Kambatyrova, A., Aitzhanova, K., Kerimkulova, S., & Chsherbakov, A. (2021). Institutional Supports for Language Development through English‐Medium Instruction: A Factor Analysis. TESOL Quarterly. https://doi.org/10.1002/tesq.3090.
Hapsari, Y., Junining, E., & Ratri, D. P. (2017). the Need of English At Higher Education. Indonesian EFL Journal, 3(1), 31. https://doi.org/10.25134/ieflj.v3i1.651
Isbell, D. R., Kremmel, B., Kim, J., Isbell, D. R., & Kremmel, B. (2023). Remote Proctoring in Language Testing : Implications for Fairness and Justice Remote Proctoring in Language Testing : Implications for Fairness and Justice. Language Assessment Quarterly, 20(4–5), 469–487. https://doi.org/10.1080/15434303.2023.2288251
Latif, M., & Alrashed, M. (2025). STEM lecturers’ English language communication practices, ability beliefs, and needs: the case of Saudi universities. Frontiers in Education. https://doi.org/10.3389/feduc.2025.1629779.
Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. 34, 301–316. https://doi.org/10.1016/j.system.2006.04.004.
Mallillin, L. (2024). Teaching of English in the Higher Education Institutions (HEIs): A Tool and Challenges for Teaching Pedagogy. Universal Library of Innovative Research and Studies. https://doi.org/10.70315/uloap.ulirs.2024.0102002.
Marcjanik, M., & Romanowski, P. (2025). Challenges in English Medium Instruction From the Instructors' Perspective: Insights From Polish Higher Education. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12789.
Naka, L., & Spahija, D. (2022). Impact of English language as a human capital in the higher education institutions’ development strategy. Corporate and Business Strategy Review. https://doi.org/10.22495/cbsrv3i2siart7.
Petrola, J. (2025). English as a Medium of Intercultural Pedagogy: Building Global Competence in Higher Education. International Journal on Culture, History, and Religion. https://doi.org/10.63931/ijchr.v7isi3.404.
Puspawati, I. (2014). Fairness Issues in a Standardized English Test for Nonnative Speakers of English. September, 555–572. https://doi.org/10.1002/tesj.157
Puspita, I., Silvhiany, S., & Petrus, I. (2025). Higher Education Internationalization and English Language Practices: Academics Perspectives. Edukasi: Jurnal Pendidikan dan Pengajaran. https://doi.org/10.19109/npj84575.
Roza, Delvia. 2019. The Challenges and Strategies in Teaching TOEFL and IELTS Test Preparation. J-SHMIC : Journal of English for Academic. 6(2), 1–13.
Sabaté‐Dalmau, M., & Moncada-Comas, B. (2023). Exploring the affordances of multimodal competence, multichannel awareness and plurilingual lecturing in EMI. System. https://doi.org/10.1016/j.system.2023.103161.
Sejdiu, S., Ramadani, R., & Ninaj, A. (2025). English language proficiency, perception and competence among the academic staff of public universities in Kosovo. Open Research Europe, 5. https://doi.org/10.12688/openreseurope.19958.2.
Tuomainen, S. (2022). University lecturers' perceptions of the role of English in their teaching. Apples - Journal of Applied Language Studies. https://doi.org/10.47862/apples.107857.
Tweedie, M. G., & Chu, M. W. (2019). Challenging equivalency in measures of English language proficiency for university admission: data from an undergraduate engineering programme. Studies in Higher Education, 44(4), 683–695. https://doi.org/10.1080/03075079.2017.1395008.
Zhang, H. (2024). The Impact of English Language Development on Internationalization of Education. Lecture Notes in Education Psychology and Public Media. https://doi.org/10.54254/2753-7048/34/20231933.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Otus Edu Journal
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
