Advantage Of Toefl In English
There are many kind of English Proficiency test commonly used to measure the level of English skills, namely TOEFL, IELTS, TOEIC, etc. in UniversitasNegeri Gorontalo, paper-based TOEFL is used for the economic and technical reason; paper-based TOEFL is cheaper than the other English proficiency test mentioned above, and that is the only English proficiency test available in Gorontalo, provided by language center, Universitas Negeri Gorontalo.
TOEFL is a brand of English proficiency test that originally established by the Educational Testing Service (ETS) as a way to prove English proficiency to be used for academic purposes. TOEFL stands for Test Of English as a Foreign Language. It is initially made to measure English skills of nonnative
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In case of test Washback in Gorontalo, the first definition suits better since English proficiency test is an unfamiliar thing. Despite English department students, only those who concern in academic field or pursuing school abroad are familiar with English proficiency test, and take it seriously by taking preparation class or updating their scores. Thus, it can be assumed that washback in Gorontalo most likely occurs in terms of teaching and learning in the classroom in university context.
Hence, Washback in this study is the effect caused by the English proficiency test as a graduation requirement in English Department, UNG, on:
1. Teaching process regarding the English skills involved in the test (Listening, Structure and Written expression, and Reading).The teaching process itself including curriculum, materials, teaching method, and feeling and attitudes of teachers.
2. Learning - the learning
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The term material here refers to the material related to the test. It is commonly accepted that the higher the stake of a test, the bigger the influence in the process of teaching and learning, including selecting the materials to be taught. What always happen is when a test has a big impact on teaching and learning, suddenly a lot of writers and publishers compete to write or produce test-related books. This is somehow help teachers and schools enriching their prescribed materials by providing supporting materials to be integrated. However, issues come up on how and how much teachers use these test-related materials. Lam (1994) stated that although the test-related materials such as past papers can be used in some innovative way i.e. the use of teacher-produced authentic materials, it is also possible to drive teachers to be “textbook slaves” and “exam slaves” who become heavily dependent on the test-related materials. He added that this way teacher believes students can be best prepared for the exams. Andrews, Fullilove, and Wong (2002, p. 15) find out on his study in Hong Kong classroom that the teachers spend two-third of teaching time by discussing the test-related published materials. Confirmed this finding, Hayes and Read (2003) stated that 90 percent cases in IELTS study in New Zealand use exam preparation books. This means that many teachers who taught those within the
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