Challenges and Strategies in Navigating the TOEFL Reading Section Among Selected Indonesian EFL Learners

Nursalim Nursalim; Ali  Ajam; Awaludin  Rizal; Fergina  Lengkoan; Jeihn N. C.  Budiman

doi:10.31849/ymzxt412

Authors

Nursalim Nursalim Universitas Pendidikan Muhammadiyah Sorong, Sorong, Indonesia
Ali Ajam Universitas Khairun, Ternate, Indonesia
Awaludin Rizal Universitas Khairun, Ternate, Indonesia
Fergina Lengkoan Universitas Negeri Manado, Tondano, Indonesia
Jeihn N. C. Budiman Politeknik Pelayaran Sulawesi Utara, Minahasa Selatan, Indonesia

DOI:

https://doi.org/10.31849/ymzxt412

Keywords:

TOEFL, Reading strategies, EFL learners, Test-taking strategies, Standardized English tests, Language assessment

Abstract

In an era where English proficiency dictates global academic and professional mobility, mastering the TOEFL Reading section remains a significant hurdle for many Indonesian EFL learners. Despite familiarity with widely endorsed strategies such as skimming, scanning, and vocabulary enhancement, consistent application under exam pressure remains elusive. This study addresses a critical gap in existing research by investigating not only the types of challenges faced by TOEFL takers but also the cognitive and strategic dissonances that hinder their performance. Employing a mixed-methods approach, the study collected quantitative data from the reading scores of 15 test-takers at an English Language Center in Tondano, North Sulawesi, and complemented it with qualitative insights from semi-structured interviews. The findings reveal persistent difficulties in time management, complex vocabulary processing, and inference-based questions, despite students’ awareness of effective strategies. Notably, the study uncovers that the mere knowledge of techniques is insufficient without strategic internalization, adaptive focus, and real-time cognitive flexibility. Students identified vocabulary expansion, active reading, and timed practice as the most impactful strategies, yet gaps between awareness and execution remain. The study’s contribution lies in offering a nuanced understanding of these strategic breakdowns and advocating for targeted pedagogical interventions, including strategy-focused curricula and individualized practice modules. These findings hold wider implications for TOEFL preparation programs, suggesting the need for personalized, cognition-aware teaching models that not only transmit strategies but also cultivate their consistent application in high-stakes contexts.

Author Biographies

Nursalim Nursalim, Universitas Pendidikan Muhammadiyah Sorong, Sorong, Indonesia

Nursalim is a senior lecturer and researcher in English Language Education at Universitas Pendidikan Muhammadiyah Sorong, Indonesia. His academic interests center on English as a Foreign Language (EFL) instruction, language assessment, and learner strategies. He is actively involved in developing effective pedagogical approaches to enhance students' reading and communication skills in EFL contexts
Ali Ajam , Universitas Khairun, Ternate, Indonesia

Dr. Ali Ajam, M.Pd., is a senior academic at Khairun University specializing in curriculum design, educational policy, and inclusive education in Eastern Indonesia. He has led numerous research and community programs to improve education in North Maluku and actively collaborates with government and civil society on sustainable, community-based solutions. As the respected head of ALTI North Maluku, he has been instrumental in advancing regional language and cultural preservation, leading initiatives such as the Sula Language Teaching Module and contributing to various dictionary and folklore book projects across the region.
Awaludin Rizal , Universitas Khairun, Ternate, Indonesia

Dr. Awaludin Rizal, M.Pd.B.I., is an academic from Khairun University, Indonesia, who carries out teaching, research, and community service duties. He has experience in various fields, including research, instruction, and leadership roles as a team member compiling teaching modules and regional language dictionaries in Indonesian-English for several districts and cities in North Maluku. He also contributes as a speaker at national seminars and international conferences, where he serves as both the initiator and a member of the organizing committee for these events. Additionally, as a fresh lecturer, he is highly motivated to work and contribute to development, particularly in the fields of education, social issues, and culture in eastern Indonesia.
Fergina Lengkoan , Universitas Negeri Manado, Tondano, Indonesia

Fergina Lengkoan is a faculty member in the English Language Education Department at Universitas Negeri Manado, located in Tondano, Indonesia. Her scholarly work focuses on English language teaching, curriculum development, and language learning strategies within EFL settings. She is committed to advancing educational practices and teacher training through research and community engagement.
Jeihn N. C. Budiman , Politeknik Pelayaran Sulawesi Utara, Minahasa Selatan, Indonesia

Jeihn Novita Chirstanty Budiman, S.Si., M.Pd., is a senior lecturer and Vice Director II at Politeknik Pelayaran Sulawesi Utara (Poltekpel Sulut), Minahasa Selatan, Indonesia, specializing in Maritime English and English for Specific Purposes (ESP). She teaches in the Marine Transportation Management program and focuses her research on collaborative learning strategies, student motivation, and the integration of literature and drama in language education. Jeihn has published in national and international journals, including studies on the effectiveness of Collaborative Reading Strategy (CRS) to enhance reading comprehension among maritime students. Her academic profiles are available on Google Scholar and SINTA, reflecting her active contribution to research in maritime and language education.

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