REVISITING ENGLISH PROFICIENCY AND ITS POLICY IN HIGHER EDUCATION: THE CASE OF THE UNIVERSITY OF RIAU

Muryanti Muryanti, Daeng Ayub Natuna, Viony Syafitra, Wilasari Arien

Abstract


The rapid change in today’s society forces higher education to adapt to it and transform to prepare their graduates for the future, which entails regulating minimum language proficiency levels for a graduation requirement in universities. This study aims to investigate university students’ English proficiency level to revisit English language requirements at higher education institutions. To do so, this study used simple descriptive research using a TOEFL Prediction test administered to 400 university students at the University of Riau. The score was converted to the Common European Framework of Reference for Language (CEFR) to investigate whether the scores are relevant to the university’s needs. The results show that the majority of students (N=258) have achieved the A2 CEFR level (Basic User – way stage). This suggests that it has fulfilled the minimum requirement set by the university. However, this is unlikely to reflect the objectives envisioned by the institution. Therefore, recommendations aroused from the findings will be provided in this research.


Keywords


English Language Proficiency; CEFR; Education Policy; Higher Education

Full Text:

PDF

References


Ahsanu, M., Purwati, T., & Wardani, E. (2020). Unpacking reflective practice in the praxis of English language teaching in Indonesia. Arab World English Journal, 11(4), 272–290. https://doi.org/10.24093/awej/vol11no4.18

Akcay, A. O., Semercioglu, M. S., & Güllü, H. (2022). The relationship between pre-service primary school teachers’ perception of 21st-century skills, mathematical literacy self-efficiency, and financial literacy attitudes and behaviors. Mimbar Sekolah Dasar, 9(1), 81–97. https://doi.org/10.53400/mimbar-sd.v9i1.41270

Basuki, Y., Damayanti, A., & Dewi, S. U. (2018). Vocabulary course book for EFL learners of higher education in Indonesia. International Journal of Education and Literacy Studies, 6(4), 122. https://doi.org/10.7575/aiac.ijels.v.6n.4p.122

Cheewasukthaworn, K. (2022). Developing a Standardized English Proficiency Test in Alignment with the CEFR. 63.

Direktorat Jenderal Pendidikan Tinggi. (2020). Buku-Panduan-Indikator-Kinerja-Utama-PTN.

Dunworth, K. (2010). Clothing the emperor: addressing the issue of English language proficiency in Australian universities. Australian Universities’ Review, 52(2), 5–10.

Dwi Raharjo, S. (2020). Students' perception: assessing English competence in TOEFL as a standardized English language proficiency test in Indonesia. In Higher Education Intensive Journal, 3(2). http://ojs.uniska-bjm.ac.id/index.php/EJB

Education Commission of The States. (2020a). 50-State Comparison: English Learner Policies What measures do schools use to reclassify students as “English proficient”?

Education Commission of The States. (2020b). 50-State Comparison: English Learner Policies Which program approaches does state policy authorize?

Elliott, R. W., & Zhang, D. (2019). Cognitive perceptions of second language acquisition in Chinese undergraduate ESL/EFL students: A mixed methods approach. International Journal of Evaluation and Research in Education, 8(3), 510–518. https://doi.org/10.11591/ijere.v8i3.20246

Erni, E. (2021). The use of reading strategies in academic reading by Indonesian learners. International Journal of Educational Best Practices (IJEBP), 5(1). https://doi.org/10.32851/ijebp.v5n1.p39-59

Karatas, K., & Arpaci, I. (2021). The role of self-directed learning, metacognition, and 21st century skills predicting the readiness for online learning. Contemporary Educational Technology, 13(3). https://doi.org/10.30935/cedtech/10786

Kyrychenko, V. (2018). Indonesia higher education: Context, policy, and perspective. Asian Journal of Contemporary Education, 2(2), 159–172. https://doi.org/10.18488/journal.137.2018.22.159.172

Ling, G., & Gu, L. (2019). Is greater access to English language learning associated with better performance on the TOEFL junior ® comprehensive test? An exploratory investigation. ETS Research Report Series, 2019(1), 1–17. https://doi.org/10.1002/ets2.12254

Makewa, L. N., Role, E., & Tuguta, E. (2013). Students’ perceived level of English proficiency in secondary schools in Dodoma, Tanzania. International Journal of Instruction, 6(2), 35–52.

Manuel, J. B. (2022). English language proficiency of senior high school students. Multidisciplinary Journal for Education, Social and Technological Sciences, 9(1), 71–86. https://doi.org/10.4995/muse.2022.16638

Maruf, Z., Pratolo, B. W., Sari, O. W., & Ardinengtyas, A. (2022). Undiscovered voices: Motivation and demotivation factors in learning English among Indonesian orphan students. International Journal of Evaluation and Research in Education, 11(1), 441–448. https://doi.org/10.11591/ijere.v11i1.21262

Mat Husin, M. Z., & Mohd Radzuan, N. R. (2021). Identifying English language needs among administrative support staff in a Malaysian Public University: A preliminary study. English Language Teaching Educational Journal, 4(3), 199–212. https://doi.org/10.12928/eltej.v4i3.4974

Mirici, İ. H., & Ataberk, B. (2014). An investigation of the 21st century skills in English language teaching (elt) programs in Turkey. Journal of Education and Teaching (IOJET), ISSN, 2148–2225. https://orcid.org/0000-0002-0906-0259

Mıhladız Turhan, G., & Açık Demirci, I. (2021). What are the 21st-century skills for pre-service science and Mathematics teachers: discussion in the context of defined 21st-century skills, Self-skills and Education Curricula. Journal of Educational Issues, 7(1), 92. https://doi.org/10.5296/jei.v7i1.18278

Nasser Alnasser, S. M. (2018). Gender differences in beliefs about English language policies (ELPS): The case of Saudi higher education English departments. International Journal of Education and Literacy Studies, 6(2), 111. https://doi.org/10.7575/aiac.ijels.v.6n.2p.111

Nguyen, H. C. (2019). Motivation in learning English language: a case study at Vietnam National University, Hanoi. The European Journal of Educational Sciences, 06(01). https://doi.org/10.19044/ejes.v6no1a4

Nursanti, E., & Andriyanti, E. (2021). Language identities of multilingual college English learners in Indonesia. Eurasian Journal of Applied Linguistics, 7(1), 316–337. https://doi.org/10.32601/ejal.911403

Orosoo, M., & Jamiyansuren, B. (2021). Language in education planning: Evaluation policy in Mongolia. Journal of Language and Linguistic Studies, 17(3), 1608–1614. https://doi.org/10.52462/jlls.116

Ozawa, S. (2019). Effects of Japanese university students’ characteristics on the use of an online English course and TOEIC scores. CALICO Journal, 36(3), 225–239. https://doi.org/10.1558/cj.36748

Pasaribu, J., & Syarfi, M. (2021). A correlational study on the translation ability and writing skill at Universitas Riau. International Journal of Educational Best Practices (IJEBP), 5(1). https://doi.org/10.32851/ijebp.v5n1.p.95-105

Pinphet, P., & Wasanasomsithi, P. (2022). The effects of project-based blended learning with communication strategy instruction on English oral communication ability of undergraduate engineering students. rEFLections, 29(1), 207–231.

Prabjandee, D., & Nilpirom, P. (2022). Pedagogy in English-Medium Instruction (EMI): some recommendations for EMI teachers. rEFLections, 29(2).

Roach, E. (2019, March 21). Education in Indonesia. https://wenr.wes.org/2019/03/education-in-indonesia-2

Shaw, S. (2019). Measuring academic language proficiency: Towards a new scale. https://www.cambridgeinternational.org/Images/557899-24.-measuring-academic-language-proficiency.pdf

Song, J. (2020). Developing English abilities of autonomous learning for undergraduates in the environment of ecological affordance. English Language Teaching, 13(7), 104. https://doi.org/10.5539/elt.v13n7p104

Susilo. (2015). Curriculum of EFL teacher education curriculum of EFL teacher education and Indonesian qualification framework: A blip of the future direction. Dinamika Ilmu, 15(1).

Tannenbaum, R. J., & Baron, P. A. (2011). Mapping TOEFL ® ITP Scores onto the Common European Framework of Reference. http://www.ets.org/research/contact.html

The Center on Standards & Assessment Implementation. (2017). ELP Assessment Administration for Newly Arrived Students Under ESSA CSAI Update English Language Proficiency Assessment : Assessment Administration for Newly Arrived Students Under ESSA. 1111(December 2017), 1–8.

Tri Purwanti, I. (2021). The effect of journal writing technique on students’ writing ability. International Journal of Educational Best Practices (IJEBP), 5(2). https://doi.org/10.32851/ijebp.v5n2.p183-196

Ulum, O. G. (2020). Neoliberal policies and English language education in Turkey. English Language Teaching, 13(9), 63. https://doi.org/10.5539/elt.v13n9p63

Weda, S. (2018). Knowledge sharing practices in EFL classroom at higher education in Indonesia. TESOL International Journal, 13(1).

Weda, S., Atmowardoyo, H., Rahman, F., Said, M. M., & Sakti, A. E. F. (2021). Factors affecting students’ willingness to communicate in EFL classroom at higher institution in Indonesia. International Journal of Instruction, 14(2), 719–734. https://doi.org/10.29333/iji.2021.14240a

Yeung, M. (2020). The use of English as a medium of instruction in higher education in post-colonial Hong Kong – Perceived realities and issues. Taiwan Journal of TESOL, 17(2), 39–64. https://doi.org/10.30397/TJTESOL.202010_17(2).0002

Yufrizal, H., & Eka Pratiwi, N. (2020). Self-assessment on communicative competence of students of higher education in Indonesia. The Asian Institute of Research Education Quarterly Reviews, 3(2), 225–236. https://doi.org/10.31014/aior.1993.03.02.135

Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011-2019). In Language Teaching (Vol. 53, Issue 4, pp. 491–523). Cambridge University Press. https://doi.org/10.1017/S0261444820000208

Zulaiha, S., Mulyono, H., & Ambarsari, L. (2020). An investigation into EFL teachers’ assessment literacy: Indonesian teachers’ perceptions and classroom practice. European Journal of Contemporary Education, 9(1), 189–201. https://doi.org/10.13187/ejced.2020.1.189




DOI: http://dx.doi.org/10.31258/ijebp.v7n1.p105-116

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 International Journal of Educational Best Practices

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.