<![CDATA[Background. English proficiency is an important competency in higher education, yet some students struggle to meet institutionally required TOEFL standards. Purpose. This study developed and evaluated a Cognitive Instructional Design (CID) model and an integrated learning package for proficiency-oriented English instruction. The package comprised a model book, Student’s Book, Assessment Book, Teacher’s Book, and Online Review Materials delivered through Google Classroom. Method. A development study using the Dick, Carey, and Carey instructional design model was conducted at STKIP PGRI Tulungagung, Indonesia. A purposive sample of 16 undergraduate students enrolled in an Introduction to TOEFL course completed a one-group pretest–posttest evaluation after six instructional sessions. Data were analyzed using descriptive statistics and paired-samples t-tests; normality was assessed using the Kolmogorov–Smirnov test. Results. Mean total proficiency scores increased from 409.13 (SD = 48.73) at pretest to 470.25 (SD = 31.24) at posttest, a mean increase of 61.13 points, t(15) = ?9.034, p < .001, 95% CI [?75.55, ?46.70] for the pretest-minus-posttest difference. The within-group effect size was Cohen’s dz = 2.26. Scores also increased across listening comprehension, structure and written expression, and reading comprehension. Conclusion. The findings show a substantial pre–post improvement in this group. Because the study involved only 16 students at one institution and had no control group, the results provide preliminary evidence of potential rather than definitive causal evidence of effectiveness. The model offers a structured framework for proficiency-oriented instruction that warrants further evaluation in larger controlled studies.]]>
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