THE ANALISYS OF STUDENTS’ DIFFICULTIES IN ACCOMPLISHING TOEFL MINIMUM SCORE AS THE FINAL REQUIREMENT
Abstract: Uin Alauddin Makassar The research aimed to find out the difficulties that encountered by the students in answering the TOEFL, and to find out the strategies that can be applied in order to help students overcome their difficulties in TOEFL. This research applied descriptive research with qualitative approach as the data were analyzed qualitatively. This research was conducted in English Education Department in Tarbiyah and Teaching Training Faculty of UIN Alauddin Makassar with 40 subjects of the sixth to eight semester students of English Education Department by using purposive sampling. The data were collected by using opened-questionnaire. the researchers found that there were three kinds of difficulties encountered by students in answering the TOEFL test namely, (1) fewer basic skills in answering the TOEFL test, (2) the students’ less practice, and (3) the students’ lack of motivation in studying the skills of TOEFL test. In addition, there were some strategies that the students used when they encountered difficult question in answering the TOEFL test such as: (1) skipping the difficult items and focusing on the easier items, (2) thinking hard and usually spending so much time in one question, (3) thinking hard and effort to spend short time in one question, (4) and guessing. Through this research, it is suggested to the institution to conduct TOEFL preparation course and well-manageable TOEFL administration.
Ananda, R. (2016). Problems With Section Two ITP TOEFL Test. Studies in English Language and Education, 3(1), 35–49
Arabsarhangi, M., & Noorozi, I. (2014). The relationship between self-awareness and learners’ performance on different reading comprehension test types among Iranian EFL Elementary learners. Theory and Practice in Language Studies, 4(4), 675–685.
Brown, L. G. M. (2017). A quantitative study of the test of English as a foreign language (TOEFL) exam and its effects on international student academic Achievement (Dissertation). University of Southern California.
Dornyei, Z. (2001). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics, 21, 43–59.
Dornyei, Z. (2005). The psychology of language leaner: Individual Differences in Second Language Acquisition. London: Lawrence Erlbaum Associates.
Erdem-Keklik, D. (2011). Investigating differences in 7th grade Turkish students’ achievement in English according to gender, type of school and some socio-demographic factors. International Journal of Arts & Sciences, 4(18), 1–6.
Ethridge, D. . (2004). Research Methodology in Applied Economics. John Wiley & Sons.
Fahim, M., Bagherkazemi, M., & Alemi, M. (2010). The relationship between test takers’ critical thinking ability and their performance on the reading section of TOEFL. Journal of Language Teaching and Research, 1(6), 830–837.
Fox, W., & Bayat, M. . (2007). A Guide to Managing Research. Juta Publications.
Gall, M. ., Gall, J. ., & Borg, W. . (2007). Educational research: An introduction (8th ed.). Boston: Pearson.
Hikmahyanti, C. (2017). Analysis of Students’ TOEFL Result and Difficulty. English Empower, 2(2).
Kokhan, K., & Lin, C.-K. (2014). Test of English as a Foreign Language (TOEFL): Interpretation of multiple score reports for ESL placement. Papers in Language Testing and Assessment, 3(1), 1–23.
Loukina, A., Yoon, S.-Y., Sakano, J., Wei, Y., & Sheehan, K. M. (2016). Textual complexity as a predictor of difficulty of listening items in language proficiency tests. In Proceedings of COLING 2016 (pp. 3245–3253). Osaka, Japan.
Mahmud, M.(2014). The EFL Students’ Problems in Answering the Test of English as a Foreign Language (TOEFL): A Study in Indonesian Context. Theory and Practice in Language Studies, 4(12), 2581–2587.
Mayuasti. (2015). Students’ Strengths, Weaknesses, and Causes of Weaknesses in the TOEFL–LIKE Structure Subtest: A Study at STKIP PGRI of West Sumatera. TELL US Journal, 1(1).
Miles, M. B., & Huberman, M. (1994). Qualitative Data Analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.
Murray, G., Gao, X., & Lamb, T. (Eds.). (2011). Identity, Motivation and Autonomy in Language Learning. Great Britain: Short Run Press Ltd.
Muthen, B., & Asparouhov, T. (2011). LTA in Mplus: Transition probabilities influenced by covariates. Retrieved from http://www.statmodel.com/examples/LTAwebnote. pdf
Pan, Y. (2009). Test Impact: English Certification Exit Requirements in Taiwan. TEFLIN Journal, 20(2), 119–139.
Polit, D. ., & Hungler, B. . (1997). Essentials of Nursing Research. Philadelphia: Lippincott.
Samad, I. A., Jannah, M., & Fitriani, S. S. (2017). EFL Students Strategies Dealing with Common Difficulties in TOEFL reading comprehension section. International Journal of Language Education, 1(1), 29–36.
Sindkhedkar, S. D. (2012). Objectives of teaching and learning English in India. Journal of Arts, Science & Commerce, 3(1), 191–194.
Sung, P.-J., Lin, S.-W., & Hung, P.-H. (2015). Factors Affecting Item Difficulty in English Listening Comprehension Tests. Universal Journal of Educational Research, 3(7), 451–459.
Warfield, W., Laribee, R., & Geyer, R. W. (2013). Examining Results and Establishing Benchmark Data from the TOEFL ITP Test. American. Academic & Scholarly Research Journal, 5(3), 191–198.
Wu, A. D., Chen, M. Y., & Stone, J. E. (2017). Investigating How Test-Takers Change Their Strategies to Handle Difficulty in Taking a Reading Comprehension Test: Implications for Score Validation. International Journal of Testing.
You, C., & Dornyei, Z. (2014). Language Learning Motivation in China: Results of a Large-Scale Stratified Survey. Applied Linguistics, 1–26.
Zareva, A. (2005). What is new in the new TOEFL-IBt 2006 test format? Electronic Journal of Foreign Language Teaching, 2(2), 45–57.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)