READINESS AND STUDENTS’ ABILITIES IN ACHIEVING TOEFL SCORES AS A REQUIREMENT FOR GRADUATION AT THE FACULTY OF DA’WAH AND COMMUNICATION SCIENCES, STATE ISLAMIC UNIVERSITY RADEN INTAN LAMPUNG

Abstract

The most significant phenomenon in the final semester's completion drama is meeting the various requirements for thesis defense, including achieving the TOEFL score standard set by a university. Students often have to take the TOEFL test more than three times to reach the minimum required score. Besides completing the thesis within six months or one semester, they also need to fulfill other final tasks such as comprehensive exams, demanding considerable effort to accomplish. This phenomenon happened by some students in UIN Raden Intan Lampung at the Faculty of Da’wah and Comunication Sciences. Thus, the objectives of this research are to identify factors influencing students' readiness to achieve the TOEFL score, to evaluate the level of students' readiness in reaching the TOEFL score, to assess students' ability to achieve the TOEFL score, and to provide recommendations for enhancing students' readiness and ability to attain the TOEFL score. The research approach used is qualitative, specifically a field research approach. The primary data sources or research subjects include all stakeholders involved in policy determination and students who will or are undergoing TOEFL tests, utilizing snowball sampling technique for selection. Data collection involves interviews, observations, and documentation. Data processing methods in this study include four stages: data reduction, data presentation, data verification, and triangulation. The research findings indicate that in analyzing students' readiness for achieving the TOEFL score as a prerequisite for graduation at the Faculty of Da'wah and Communication Sciences, Raden Intan Lampung State Islamic University, most students are found to be unprepared to meet the required TOEFL score. The study involves 200 students from various study programs who have taken the TOEFL test, and only 30% of them have achieved the qualifying TOEFL score for graduation. Factors contributing to students' low readiness include a lack of understanding of the TOEFL test format, limited time allocated for study, and inadequate