Difficulties of Non-English Study Program Students in Taking the TOEFL-Like Test at Universitas Muhammadiyah Yogyakarta: A Case Study of UMY Economics Study Program Students batch 2022

¹ Department of Economics, Faculty of Economics and Business, Universitas Muhammadiyah Yogyakarta, Bantul, Indonesia, 55183
² Department of Mechanical Engineering, Faculty of Engineering, Universitas Muhammadiyah Yogyakarta, Bantul, Indonesia, 55183
³ Islamic Education Study Program, Faculty of Tarbiyah and Teaching, Universitas Islam Negeri Walisongo, Semarang, Indonesia, 50185

^* Corresponding author: sriani.ps@umy.ac.id, srianipujis@gmail.com

Abstract

This study aims to examine TOEFL-like results and the challenges faced by non-English-speaking students attempting TOEFL-like questions. This examination utilized a subjective illustrative technique, with an example size of 30 understudies chosen through purposive inspecting from a more extensive populace of 100 understudies. Interviews and a TOEFL-like test are two methods of data collection. According to the data, participants found Structure and Written Expression to be the most challenging of the three sections of the TOEFL-like test, followed by Reading Comprehension and Listening Comprehension. It is possible to draw the conclusion that non-English study program students face the greatest difficulty on the TOEFL-like Structure and Written Expression section. The Design was appraised as more troublesome than the Composed Articulation part. The Reading Comprehension section is the second most challenging for students. The data indicate that the most challenging aspect of Reading Comprehension is the identification of difficult words; however, subjects, explanatory sentences, and references are deemed easier than the others. The Listening Comprehension section appears to be the most straightforward. They have trouble following conversations that are both long and short in length. Overall, this study reveals the specific challenges that non-English study program students face when answering TOEFL-like exam questions, highlighting areas in which they need additional support and attention to improve their language learning prospects.