PRE-SERVICE EFL TEACHERS’ PERCEPTIONS OF THE LISTENING TO TOEFL AND IELTS COURSE AND ITS CORRELATION WITH THEIR TEACHING READINESS

Albariq, Muhammad Rizqi Maulana (2026) PRE-SERVICE EFL TEACHERS’ PERCEPTIONS OF THE LISTENING TO TOEFL AND IELTS COURSE AND ITS CORRELATION WITH THEIR TEACHING READINESS. Skripsi (Bachelor) thesis, Universitas Muhammadiyah Bengkulu.

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Abstract

Although the Listening to TOEFL and IELTS course has become an increasingly common component of English teacher education curricula in Indonesia, no prior study has quantitatively examined how pre-service EFL teachers’ perceptions of this course relate to their readiness to teach, particularly outside major metropolitan settings. This study addressed that gap by examining (1) pre-service EFL teachers’ level of perception of the Listening to TOEFL and IELTS course, particularly its relevance, difficulty, and professional value, and (2) the impact of taking this course on their teaching readiness, particularly their confidence and pedagogical competence in teaching listening skills. A quantitative correlational design was used, involving all 19 final-year students of the English Education Study Program at Universitas Muhammadiyah Bengkulu who had completed or were undergoing their Teaching Practicum. Data were collected through a closed-ended questionnaire and analyzed descriptively and correlationally. The findings showed that participants generally held a high level of perception toward the course, regarding it as relevant, appropriately challenging, and professionally valuable, and that their teaching readiness likewise fell into the high category, although it was somewhat lower and more varied than their course perception. A positive relationship between course perception and teaching readiness was found; however, the strength of this relationship differed depending on which aspect of perception was considered, ranging from not statistically significant to strongly and consistently significant, with the strongest relationship found for students’ perception of the course’s positive impact on their teaching preparation. These findings indicate that teaching readiness is shaped less by how favorably students evaluate the testing formats themselves and more by how deeply the course experience is internalized as pedagogically meaningful. The study recommends that the listening component of the course be redesigned to more deliberately connect test-oriented practice with actual teaching preparation.

Item Type: Thesis (Skripsi (Bachelor))
Additional Information: Pembimbing : Ririn Putri Ananda, M.Pd
Uncontrolled Keywords: Keywords: Listening to TOEFL and IELTS course, teaching readiness, pre-service EFL teachers, quantitative correlational design, teacher education
Subjects: Universitas Muhammadiyah Bengkulu > 07-Fakultas Keguruan dan Ilmu Pendidikan > 88203-(S1) Pendidikan Bahasa Inggris
07-Fakultas Keguruan dan Ilmu Pendidikan > 88203-(S1) Pendidikan Bahasa Inggris
Divisions: 07-Fakultas Keguruan dan Ilmu Pendidikan > 88203-(S1) Pendidikan Bahasa Inggris
Subjek Terkait > 07-Fakultas Keguruan dan Ilmu Pendidikan > 88203-(S1) Pendidikan Bahasa Inggris
Depositing User: Mrs Atika Ledia Anggraini
Date Deposited: 15 Sep 2026 06:25
Last Modified: 15 Sep 2026 06:25
URI: http://repository.umb.ac.id/id/eprint/4821

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