Improving TOEFL Listening Proficiency through Targeted Intervention: A Pre-Experimental Study

Ani Nuraeni  Silfani; Jamilah; Yuyun  Yulia; Andi Miftahul  M Mursyid

doi:10.32678/loquen.v18i2.11669

Authors

Ani Nuraeni Silfani Yogyakarta State University
Jamilah Yogyakarta State University
Yuyun Yulia Yogyakarta State University
Andi Miftahul M Mursyid The University of Queensland

DOI:

https://doi.org/10.32678/loquen.v18i2.11669

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Keywords:

English proficiency, listening skills, needs analysis, TOEFL preparation, targeted intervention

Abstract

This pre-experimental study aimed to address a research gap in TOEFL preparation for English Education Department students at UIN Raden Intan Lampung, who face significant challenges in English proficiency, particularly in listening. Utilizing a one-group pretest-posttest design, the study implemented a short-term, targeted instructional intervention over three online meetings via Zoom. The intervention, based on a needs analysis, used a custom-designed TOEFL module focused on listening strategies. The results from a paired-samples t-test on official ETS TOEFL Listening test exercises revealed a statistically significant improvement in scores, with the mean post-test score (M=37.48, SD=3.34) being significantly higher than the pre-test score (M=30.30, SD=3.89), with p=0.000. This indicates that even a concise, targeted intervention can effectively enhance listening skills among these students, providing a foundation for developing more effective preparation programs and future, more robust research.