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All Journal UICELL Conference Proceeding SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Indah Khoirun Nisa
Universitas Islam Malang
Education Social Sciences Other

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Does Listening Habit Influence Students’ Listening Comprehension on TOEFL? Focusing on University Students’ Perspectives Faridatul Istighfaroh; Dzulfikri Dzulfikri; Indah Khoirun Nisa
UICELL No 6 (2022): UICELL Conference Proceedings 2022
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

The aim of this study is to unpack the influence of listening habits on listening skills, particularly in the TOEFL ITP test. Among three available sections in TOEFL, the focus of this study is the listening section. Little did previous research reveal the relevant effect of listening behavior on the listening assessment of the TOEFL. Since listening becomes the most complicated skill for most test takers, this research is going to outline whether there is a correlation between students’ habitual listening in the past with their listening comprehension on the TOEFL test. The methodology used in this research is quantitative research with 80 university students as participants. With the result of a significant 2-tailed number at 0.26 using Pearson Bivariate Correlation, the finding reveals that there is no correlation between listening habit and TOEFL listening comprehension from the university student’s point of view. However, the arguments by university students of this statistical result are described narratively. Keywords: TOEFL, Listening Habit, Listening Comprehension
TURNING IDEAS INTO TEXT: PROJECT-BASED LEARNING IN WRITING INSTRUCTION Indah Khoirun Nisa; Farah Ika Damayanti; Muhammad Yunus
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7418

Abstract

While new teaching model has the potential to develop teaching writing practices, the shift from traditional teacher-centered methods to Project-Based Learning (PBL) remains underexplored in secondary school contexts. This current study addresses this gap by evaluating the effectiveness of PBL in improving students’ writing competencies. The data were obtained through classroom action research with pre-test and post-test. The findings indicate a significant improvement in students’ writing skills. The students' average scores improved from 65.8 in the pre-test to 72 in the first cycle and 80.1 in the second cycle. These results demonstrate significant enhancement in students' writing abilities following the implementation of PBL. Overall, PBL is considered an effective teaching practice for improving writing skills through problem-solving and collaborative learning. It also fosters critical thinking and creativity among students. Furthermore, this study provides practical insights for educators and curriculum developers on using PBL as a method to improve students' writing proficiency.
Co-Authors Dzulfikri Dzulfikri Farah Ika Damayanti Faridatul Istighfaroh Muhammad Yunus