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All Journal EDUVELOP (Journal of English Education and Development) UTAMAX : Journal of Ultimate Research and Trends in Education
Rizal , Awaludin
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Arts Humanities Education Languange, Linguistic, Communication & Media

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Challenges and Strategies in Navigating the TOEFL Reading Section Among Selected Indonesian EFL Learners Nursalim, Nursalim; Ajam , Ali; Rizal , Awaludin; Lengkoan , Fergina; Budiman , Jeihn N. C.
Utamax : Journal of Ultimate Research and Trends in Education Vol. 7 No. 1 (2025): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/ymzxt412

Abstract

In an era where English proficiency dictates global academic and professional mobility, mastering the TOEFL Reading section remains a significant hurdle for many Indonesian EFL learners. Despite familiarity with widely endorsed strategies such as skimming, scanning, and vocabulary enhancement, consistent application under exam pressure remains elusive. This study addresses a critical gap in existing research by investigating not only the types of challenges faced by TOEFL takers but also the cognitive and strategic dissonances that hinder their performance. Employing a mixed-methods approach, the study collected quantitative data from the reading scores of 15 test-takers at an English Language Center in Tondano, North Sulawesi, and complemented it with qualitative insights from semi-structured interviews. The findings reveal persistent difficulties in time management, complex vocabulary processing, and inference-based questions, despite students’ awareness of effective strategies. Notably, the study uncovers that the mere knowledge of techniques is insufficient without strategic internalization, adaptive focus, and real-time cognitive flexibility. Students identified vocabulary expansion, active reading, and timed practice as the most impactful strategies, yet gaps between awareness and execution remain. The study’s contribution lies in offering a nuanced understanding of these strategic breakdowns and advocating for targeted pedagogical interventions, including strategy-focused curricula and individualized practice modules. These findings hold wider implications for TOEFL preparation programs, suggesting the need for personalized, cognition-aware teaching models that not only transmit strategies but also cultivate their consistent application in high-stakes contexts.
Project-Based Learning as a Transformative Approach to Enhancing EFL Students’ Paragraph Writing Competence Ajam, Ali; Daud, Abdulhalim; Lestari, Sri Ayu Budi; Rizal , Awaludin; Wahid, Jusmin HJ
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5993

Abstract

This study investigates the effectiveness of project-based learning (PBL) in enhancing the paragraph writing skills of first-year college students. A total of thirty-one students participated in the research, which utilized a pre-test and post-test design to objectively measure improvements resulting from the instructional intervention. The data collected from both tests were analyzed using SPSS, with descriptive statistical methods applied to evaluate the outcomes. The findings reveal a clear advancement in students’ writing skills following their engagement in project-based learning activities. The mean score for the pre-test was 67.48, while the post-test mean increased to 75.64. This significant improvement suggests that PBL has a positive impact on students’ ability to construct coherent and effective paragraphs. The collaborative nature of PBL was also evident, as students worked together in groups, leveraging a project-based learning assistant to guide them through the writing process. They engaged in drafting, revising, and refining their paragraphs, with particular focus on building strong arguments and supporting them with relevant facts and references. The collaborative environment encouraged peer learning and mutual support, promoting greater engagement and a sense of responsibility among group members. These initial results provide a valuable baseline for future research and instructional practices. They illustrate how project-based learning can not only enhance students’ writing abilities but also cultivate essential skills such as teamwork, analytical thinking, and effective communication. The outcomes of this study suggest that integrating PBL into writing instruction may be a promising approach for educators seeking to improve students’ academic writing performance and foster active, collaborative learning environments.
Co-Authors Ajam , Ali Ajam, Ali Budiman , Jeihn N. C. Daud, Abdulhalim Lengkoan , Fergina Lestari, Sri Ayu Budi Nursalim Nursalim Wahid, Jusmin HJ