Abstract:
The International English Language Testing System (IELTS) is a widely
recognized benchmark for English proficiency required in both academic and
professional settings. Despite its importance, Indonesia continues to face challenges
in helping students achieve the minimum IELTS score necessary for international
mobility. This study investigates how Kobi Education, an Indonesian EdTech
company, integrates tutor development, curriculum design, and technology
implementation to enhance student satisfaction in IELTS preparation. A qualitative
case study approach was employed, drawing on semi-structured interviews with
seven internal stakeholders—tutors, academic staff, operations, IT, and recruitment
personnel—supplemented by document analysis. Using thematic analysis, five
major themes emerged: tutor development, curriculum adaptability, technology
integration, student satisfaction, and integrated operational strategy. The findings
reveal that Kobi Education applies rigorous tutor recruitment and continuous
professional development, iterative curriculum updates aligned with international
standards, and technology platforms that facilitate both learning and administrative
processes. These strategies collectively form an integrated feedback loop that
strengthens student satisfaction, despite challenges such as limited IT resources,
cross-departmental coordination issues, and uneven participation in feedback. The
study contributes to EdTech and educational management literature by
demonstrating how a resource-based and service operations strategy can be applied
to IELTS preparation. The implications extend to international business, as
improving English proficiency directly supports global workforce mobility and
Indonesia’s competitiveness in the education sector.
