AN ANALYSIS OF THE THIRD-YEAR STUDENTS' ABILITY TO ANSWER STRUCTURE AND WRITTEN EXPRESSION OF TOEFL LIKE TEST AT THE DEPARTMENT OF PRIMARY SCHOOL TEACHER EDUCATION OF BUNG HATTA UNIVERSITY

Saadah, Sulmi and Tavriyanti, Lisa (2024) AN ANALYSIS OF THE THIRD-YEAR STUDENTS' ABILITY TO ANSWER STRUCTURE AND WRITTEN EXPRESSION OF TOEFL LIKE TEST AT THE DEPARTMENT OF PRIMARY SCHOOL TEACHER EDUCATION OF BUNG HATTA UNIVERSITY. Diploma thesis, Universitas Bung Hatta.

	Text COVER, HALAMAN PENGESAHAN, PERSETUJUAN, ABSTRAK, DAFTAR ISI, dan BAB PENDAHULUAN.pdf Download (519kB)
	Text BAB KESIMPULAN SARAN DAN DAFTAR PUSTAKA.pdf Download (319kB)
	Text FULL TEKS SKRIPSI.pdf Restricted to Repository staff only Download (2MB)

Abstract

This research aimed to describe the third-year students’ ability to answer structure and written expression of TOEFL-like test at the Department of Primary School Teacher Education of Bung Hatta University. The design of this research was descriptive research. The population of this research was the third-year students at the Department of Primary School Teacher Education of Bung Hatta University. Cluster random sampling was used in this research and the number of samples was 40 students. The instrument for collecting the data in this research was the structure and written expression of TOEFL test that was taken from the compilation of the TOEFL test series published by Pearson Education. To make the test reliable, the researcher used the split-half technique. The reliability index of the test was 0.76 (high correlation). It means that the test was reliable. Then the test was valid in terms of content because it covered all the materials that students had learned. Generally, the result of this research showed that the third-year students had low ability to answer structure and written expression of TOEFL-like test. It was proved that 0 (0%) students had excellent ability, 3 (7.5%) students had good ability, 1 (2.5%) student had moderate ability, and 36 (90%) students had low ability to answer structure and written expression of TOEFL-like test. Specifically, 3 (7.5%) students had excellent ability, 0 (0%) students had good ability, 3 (7.5%) students had moderate ability, and 34 (85%) students had low ability to answer structure and written expression of TOEFL-like test in subject-verb agreement. While, to answer structure and written expression of TOEFL-like test in object of prepositions, 1 (2.5%) student had excellent ability, 0 (0%) students had good ability, 3 (7.5%) students had moderate ability, and 36 (90%) students had low ability. Next, the third year students’ ability to answer structure and written expression of TOEFL-like test in present participle was 3 (7.5%) students had excellent ability, 0 (0%) students had good ability, 3 (7.5%) students had moderate ability, and 34 (85%) students had low ability. Last, to answer structure and written expression of TOEFL-like test in the form of past participle, 3 (7.5%) students had excellent ability, 0 (0%) students had good ability, 4 (10%) students had moderate ability, and 33 (82.5%) students had low ability. By having known that the students had low ability to answer structure and written expression of TOEFL-like test, the researcher give suggestions to students and the future researchers. The lecturers are suggested to focus on boosting the students’ motivation and bridging language gaps by incorporating culturally relevant materials, setting clear goals, using bilingual resources, making learning interactive, and encouraging peer collaboration. The students are expected to enhance their motivation by achieving goals in taking the TOEFL, engaging with English through topics of interest, using bilingual resources to bridge the language gap, and consistently practicing to achieve the TOEFL. Further research is suggested to explore strategies that enhance motivation through culturally relevant materials, the effectiveness of bilingual education, and the role of interactive and collaborative learning methods.

Actions (login required)

View Item