I think during training Preparation of students in
activities for the
TOEFL Test showed
that -Iatihan exercise has
not yet been many bring results. for example,
students are
trained to
use strategies
"Stated Detail Answer Questions"
or "Answer Main Ideas"
to items about
on several pieces of
text, after which they were asked to re-use the strategies for problems
pad a subsequent text. Apparently
only approximately 30% -35% of those
who successfully answered the question with
right
Apart from the problems
stated above, the researchers speculate
that the inability of
students Accounting to achieve a score of 400-450
Like TOEFL Test
is not just caused. by a factor of the level of difficulty
of the TOEFL Test
itself (Listening, Structure, Reading Comprehension), but also
because presence of other factors such
as talent or interest to
manage to get high scores, language
skills Britain is still low, the motivation
learning, mastery of vocabulary,
time to do the exercise-Iatihan, factorc
social environment and housing
that do not support, or books
materials are available,
and other so on.
TOEFL Test consists of three groups the Listening Comprehension (Part A),
Structure (Part B), and Reading Comprehension (Part C). As mentioned in the introduction above expected that students will not be have difficulty in doing the questions in Part C that will can support their TOEFL score. But from observations during this seen that the Reading Comprehension Test that has been trained with variety of reading strategies to them since junior high and high school is still not much help. As for the understand the language readings England to be more effective students secondary school should have a reading strategy, because they not only learn to understand information per page through the sense of the word per word. As the proposed Grabe (1991), reading is not merely a receptive process of picking up information from the page in a wordby- Manner word Rather, it is a selective process and characterized as an active process of comprehending. Therefore, non-English-speaking readers find it Important to employ reading strategies to Effectively read English texts more. It is clear here that these strategies reading is very important and should continue to be developed in order to be able to understand the English language text especially for people or students non-native English speakers. Grabe added that even tHiS reading process is quite complicated so much done penelitianpenelitian to be able to understand and explain these processes. For example, Ahmad Asraf (2004) examined about the strategies used by students of English as second language in understanding teksteks English language. He examined differences in comprehension reading between students who value good understanding (good readers) with students whose value is (Average readers) by using eight comprehension skills readings (eight of reading comprehension skills) in the form of pertanyaanpertanyaan understanding such as: word meaning, words in context, literal comprehension, drawing inferences from single strings, etc. From the results of his study
Ahmad Asraf found that although good readers and the average readers had the same ability speaking (verbal communication) that good, and both use
strategies to answer questions understanding, it turns out good readers value is higher than the average readers. The study shows that good readers are consistently more a focus pad each type of question and more often refer to or repeat strategies to answer questions understanding compared to average readers.
Structure (Part B), and Reading Comprehension (Part C). As mentioned in the introduction above expected that students will not be have difficulty in doing the questions in Part C that will can support their TOEFL score. But from observations during this seen that the Reading Comprehension Test that has been trained with variety of reading strategies to them since junior high and high school is still not much help. As for the understand the language readings England to be more effective students secondary school should have a reading strategy, because they not only learn to understand information per page through the sense of the word per word. As the proposed Grabe (1991), reading is not merely a receptive process of picking up information from the page in a wordby- Manner word Rather, it is a selective process and characterized as an active process of comprehending. Therefore, non-English-speaking readers find it Important to employ reading strategies to Effectively read English texts more. It is clear here that these strategies reading is very important and should continue to be developed in order to be able to understand the English language text especially for people or students non-native English speakers. Grabe added that even tHiS reading process is quite complicated so much done penelitianpenelitian to be able to understand and explain these processes. For example, Ahmad Asraf (2004) examined about the strategies used by students of English as second language in understanding teksteks English language. He examined differences in comprehension reading between students who value good understanding (good readers) with students whose value is (Average readers) by using eight comprehension skills readings (eight of reading comprehension skills) in the form of pertanyaanpertanyaan understanding such as: word meaning, words in context, literal comprehension, drawing inferences from single strings, etc. From the results of his study
Ahmad Asraf found that although good readers and the average readers had the same ability speaking (verbal communication) that good, and both use
strategies to answer questions understanding, it turns out good readers value is higher than the average readers. The study shows that good readers are consistently more a focus pad each type of question and more often refer to or repeat strategies to answer questions understanding compared to average readers.
Furthermore Brantmeier (2002) summarize the reading strategies understanding as follows: The strategies may involve skimming, scanning, guessing, recognizing cognates and word families, reading for meaning, predicting, activating general knowledge, making inferences, following references, and separating ideas
from around supporting ideas.
Even further Almasi (2003) and
Sugirin (1999) adding that the
reading strategies meJiputi Evaluating
the content, Such as agreeing or disagreeing,
making an association with
prior knowledge or experience, asking
and answering questions, looking
at the key words, using Such as sentence
structure analysis determining the
subject, verb or object of the sentence, skipping and rereading. However, not all strategies that as effective as berbedabedanya text types and strategies used by the students themselves. Thus it is clear that in order able to understand the English text (reading comprehension texts)
of the pembelejar or students need to be very learn reading strategies understanding and has skills to answer understanding the
question. Same As with the
English text on the Like TOEFL Test, students need to be very have the skills to answer comprehension questions based on strategies are taught.
Maybe you've
heard the term TOEFL do you know what it meant? This is his explanation and understanding of TOEFL: Test of English as a Foreign Language TOEFL is abbreviated English language proficiency test (American accent) is required to sign in
to college (college) or university
in the United States or other countries in the world. This exam is required for applicants whose native language or the speaker is not English. TOEFL exam
is organized by the office of
ETS (Educational Testing Service) in the United States for all test takers
around the world. Kinds of English tests TOEFL is generally required for college entrance requirements in almost all universities in the United States and Canada
both for undergraduate
programs (S-1) and graduate (S-2 or S-3). The results of the TOEFL test is also used as a material consideration of English language proficiency of
prospective students applying to
universities in other countries, including universities in Europe and
Australia. In general, the
TOEFL test is more oriented to American English, and a little different from
the types of IELTS tests are oriented to British
English. Unlike IELTS, TOEFL test is in general not have the individual
interview test. This test
usually takes about three hours and is organized in four parts, namely:
*Listening comprehension,
*Grammatical structure and written expression,
* Reading comprehension, and the
* Writing.
*Grammatical structure and written expression,
* Reading comprehension, and the
* Writing.
The results of
the TOEFL exam ranges from: 310 (minimum value) to 677 (maximum value) for the version of the PBT (paper-based test). Since 1998, the TOEFL test is conducted online using a computer (Computer-based Testing / CBT), and since 2005
called the iBT (Internet-based
Test). - In places that have not been able to implement
CBT or iBT (because there are no
computer facilities and internet network), the TOEFL exam is still conducted manually using paper and pencil (paper-based test, or PBT). - For more information about CBT tests and paper-based TOEFL relating to registration, venue, cost, and
test preparation materials can
be found on the official website of TOEFL, http://www.toefl.org (CBT version of the TOEFL exam results have values range from 0 to 300, while the
value for the iBT is from 0 to 120). - Lately, the organizers also held a kind of TOEFL test TWE (Test of
Written English) is the result value is separate from the TOEFL test. This test
takes 30 minutes, and participants
will be asked to write a short essay that describes the ability of participants
to express and pour a thought or idea, and supporting
ideas with examples found in everyday life with the use of English the standard.
