AN ANALYSIS OF THE THIRD-YEAR ACCOUNTING STUDENTS' ABILITY TO ANSWER TOEFL READING COMPREHENSION QUESTIONS AT BUNG HATTA UNIVERISTY

Wahyuni, Mutia Jasmine and Harmaini, Fitrina (2024) AN ANALYSIS OF THE THIRD-YEAR ACCOUNTING STUDENTS' ABILITY TO ANSWER TOEFL READING COMPREHENSION QUESTIONS AT BUNG HATTA UNIVERISTY. Diploma thesis, Universitas Bung Hatta.

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Abstract

The purpose of this research was to describe the third-year accounting students’ ability to answer TOEFL reading comprehension questions at Bung Hatta University. The design of this research was the descriptive research. The researcher took 26 of the third-year accounting students as samples by using a cluster random sampling technique. Instrument for collecting the data in this research was reading comprehension of TOEFL Like-Test. To make the test reliable, the researcher used split-half technique. The reliability index of the test was 0.88 (very high correlation). It means that the test was reliable. Then, the test was valid in terms of content because it had covered all materials that students had learnt. Generally, the result showed that the third-year accounting students had good ability to answer TOEFL reading comprehension questions. It was proved that 0 (0%) student had very good ability, 12 (46.15%) students had good ability, 5 (19.23%) students had moderate ability, and 9 (34.62%) students had low ability to answer TOEFL reading comprehension questions. Specifically, 18 (69.23%) students had very good ability, 0 (0%) student had good ability, 3 (11.54%) students had moderate ability, and 5 (19.23%) students had low ability to answer main idea questions. For detail questions, 0 (0%) students had very good ability, 2 (7.69%) student had good ability, 13 (50%) students had moderate ability, and 11 (42.31%) students had low ability. For reference questions, 8 (30.77%) students had very good ability, 0 (0%) student had good ability, 9 (34.62%) students had moderate ability, and 9 (34.62%) had low ability. For vocabulary questions, 8 (30.77%) students had very good ability, 7 (26.92%) had good ability, 2 (7.69%) students had moderate ability, and 9 (34.62%) had low ability. Last, for inference questions, 0 (0%) students had very good ability, 2 (7.69%) students had good ability, 2 (7.69%) students had moderate ability, and 22 (84.62%) students had low ability. In conclusion, the third-year accounting students' overall ability to answer TOEFL reading comprehension questions was good, with notable performance differences across question types. Students excelled in main idea questions but struggled with vocabulary and inference questions. It is recommended that lecturers give more exercise to students in two types of questions that students had low ability in. Students should maintain their ability by continuing to practice answering TOEFL questions since they will soon take the real TOEFL test. Future researchers are recommend to investigate the causes of students' difficulties in TOEFL reading comprehension and develop targeted strategies to address these issues.

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