ENHANCING FINAL-YEAR STUDENTS' ENGLISH PROFICIENCY THROUGH STRUCTURED TOEFL PREPARATION TRAINING

Abstract

The global demand for English proficiency has made standardized assessments such as the TOEFL critical benchmarks for academic and professional success. In alignment with Sustainable Development Goal 4 (Quality Education), this study evaluates the effectiveness of a structured TOEFL Preparation training model for 88 final-year students at STIE Gema Widya Bangsa, Bandung. Using a pre-experimental one-group pre-test-post-test design, the program was implemented in three stages: a diagnostic pre-test, intensive strategic intervention focusing on Listening, Structure, and Reading, and a final post-test evaluation. Findings indicate a significant improvement in student performance, with 100% of participants exceeding the minimum score threshold of 450. Specifically, 60.2% fell within the 460–500 range, while 39.7% scored above 500. The study identifies Structure and Written Expression as the primary challenge for learners, which was successfully mitigated through targeted error-analysis strategies and multimedia-based simulations. These results provide empirical evidence that systematic test-taking strategy training significantly enhances graduates' strategic competence, thereby increasing their competitiveness in the global job market. Keywords: TOEFL Preparation; Standardized Assessment; Quality Education; Higher Education; English Proficiency.