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All Journal English Review: Journal of English Education Journal of English Language Teaching and English Linguistics
Romios, Laser
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Arts Humanities Education Languange, Linguistic, Communication & Media

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TOEFL Training and Professional Growth: Perceptions from Senior High School Teachers Romios, Laser; Daffa Arief Rajendra
Journal of English Language Teaching and English Linguistics Vol. 10 No. 2 (2025): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/eltics.v10i2.8419

Abstract

This study explores senior high school teachers’ perceptions of TOEFL training as part of their professional development. While English proficiency—often measured by standardized tests like the TOEFL—is increasingly important in academic and career advancement, little research has examined how in-service secondary school teachers view its relevance. Using a qualitative descriptive method, data were collected through interviews with four teachers who had participated in a short TOEFL training program. The findings reveal mixed perceptions: while many teachers acknowledged the value of the training and expressed a strong interest in improving their English skills, institutional support was often lacking, and training was viewed as optional rather than a coordinated effort. Additionally, participants identified time constraints, test anxiety, and a preference for more in-depth language development as key challenges. The study concludes that although teachers recognize the importance of TOEFL for global mobility and academic credibility, sustainable professional development requires systemic support, differentiated training design, and clearer career incentives.
STUDENTS’ PERCEPTIONS OF THE IMPLEMENTATION OF DIALOGIC TEACHING FOR IMPROVING SPEAKING SKILLS AT A UNIVERSITY IN WEST JAVA Romios, Laser; Musthafa, Bachrudin; Lengkanawati, Nenden Sri
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.9531

Abstract

In the present day, English has become a crucial language that individuals must acquire proficiency in. It has been extensively taught as a second language in many locations throughout the globe for a considerable period of time. In the Indonesian context, the tertiary students seem to still lack of English skills despite prolonged duration of learning English. Therefore, an effective teaching strategy is needed to teach English to tertiary students for the best outcomes possible. An experimental study to investigate whether Dialogic Teaching strategy works well to improve English speaking skills was conducted at a university in West Java. In particular, this study reveals the students’ perceptions of the implementation of Dialogic Teaching in a speaking class through the use of focus group discussion involving six participants of low, medium and high speaking skills in English. A qualitative analysis was conducted and some findings were found, including: (1) students being more motivated when under pressure; (2) students earning confidence boost; (3) students acquiring creativities in presenting ideas; (4) students engaging in a dialogic discussion; (5) students wanting a balanced classroom activity; and (6) students aspiring to have outdoor learning activities.Keywords: Dialogic teaching; Perception; Speaking class; Speaking skills; Tertiary Education; 
Co-Authors Bachrudin Musthafa Daffa Arief Rajendra Nenden Sri Lengkanawati