THE STUDENTS’ RESPONSES OF THE 500 TOEFL SCORE AS PREREQUISITE OF THESIS EXAMINATION AT ENGLISH PROGRAM IN FKIP UNIVERSITY OF MATARAM IN ACADEMIC YEAR 2016/2017 - Repository UNRAM

  

THE STUDENTS’ RESPONSES OF THE 500 TOEFL SCORE AS

PREREQUISITE OF THESIS EXAMINATION AT ENGLISH PROGRAM

IN FKIP UNIVERSITY OF MATARAM IN ACADEMIC YEAR 2016/2017

  

A JOURNAL

Submitted as Partial fulfillment of the Requirements for the Sarjana Degree

in English Department Faculty of Teacher Training and Education Mataram

University

  

By:

YUDIANI LESTARI

E1D113162

ENGLISH EDUCATION PROGRAM

LANGUAGE AND ART EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MATARAM

  

2017

  

THE STUDENTS’ RESPONSES OF THE 500 TOEFL SCORES FOR

PREREQUISITE OF GRADUATION IN ENGLISH PROGRAM AT FKIP

MATARAM UNIVERSITY IN ACADEMIC YEAR 2016/2017

BY:

  

YUDIANI LESTARI

E1D113162

ABSTRACT

  This thesis entitled “The students’ responses of 500 TOEFL score as prerequisite of thesis exam at English program at FKIP University of Mataram in academic year 2016/2017”.This research aimed at: (1) investigating the students’ responses on 500 TOEFL scores as standard for prerequisite of thesis examination. (2) determining the ways students improve their TOEFL score. This research used quantitative descriptive approach and was conducted in two months of April and May. The population of this research were the students of English Program at University of Mataram. The sample were selected through stage sampling. Primer data were collected by questionnaire and secondary data was collected through interviewing people. The data was provided in form of table of frequency and then analyzed descriptively and quantitatively. The research showed that almost all respondents gave the positive response for 500 TOEFL score as prerequisite for thesis examination. The ways to improve their score are drilling for reading and writing, reading more for vocabulary, answering the same questions, and looking for TOEFL test text in the internet.

  Keyword: S tudents’ responses, TOEFL score, prerequisite, improve, thesis exam.

  

TANGGAPAN SISWA TERHADAP SKOR TOEFL 500 YANG

DIJADIKAN SYARAT UJIAN SKRIPSI JURUSAN BAHASA INGGRIS

FKIP UNIVERSITAS MATARAM TAHUN AKADEMIK 2016/2017

YUDIANI LESTARI

E1D113162

  ABSTRAK Penelitian ini berjudul Tanggapan Siswa Terhadap Skor TOEFL 500 Sebagai

  

Syarat Untuk Ujian Skripsi Di Jurusan Bahasa Inggris FKIP Universitas

Mataram pada Tahun Akademik 2016/2017. Penelitian ini bertujuan: (1)

  menginvestigasi tanggapan siswa terhadap skor TOEFL 500 yang dijadikan sebagai syarat untuk ujian skripsi. (2) menentukan cara yang digunakan untuk meningkatkan skor TOEFL. Penelitian ini menggunakan pendekatan quantitatif deskriptif dan diselesaikan dalam 2 bulan yakni bulan April dan Mei. Populasinya adalah siswa program studi bahasa Inggris Universitas Mataram. Sampelnya menggunakan tehnik stage sampling. Data utama didapatkan dari hasil kuisioner dan data kedua didapatkan dari hasil interview. Data diolah menggunakan data frekuensi dan dianalisis secara deskriptif dan quantitatif. Hasil penelitian menunjukkan bahwa tanggapan siswa terhadap skor TOEFL 500 yang dijadikan syarat ujian skripsi adalah tanggapan positif. Cara untuk meningkatkan skor TOEFL yakni sering membaca dan menulis untuk writing dan reading, menjawab soal-soal yang serupa, mencari prediksi test yang ada di internet.

  

Kata kunci: Tanggapan siswa, skor TOEFL, syarat, meningkatkan, ujian skripsi

1. INTRODUCTION

  Language is an important thing for human. Language means communication and without the language someone can not communicate with others (Kurikulum PBE: 2009). In this globalization era, English has become a main ability that has to be had by students or professionalists. Because as we know that English is an international language that is used to communicate with everyone around the world. There are some literatures which use English but have not been translated. Besides English also has an important role in education, because a lot of books are written using English. In short, students have to improve their ability in English. Indonesia has applied learning English as a standard for passing examination in some schools and some universities. This is very useful if we realize how important to have an ability in using English. University of Mataram also has used English as the standard in passing of the study. For instance, when the students want to pass their thesis exam, they have to do TOEFL test before they do the examination. Nowadays TOEFL is very popular in the area of study. TOEFL is a test which is done and arranged to know how good our ability in English. Basically TOEFL test started from The United State of America and Canada. Almost all students who want to continue their study have to have certificate of TOEFL. Indonesia also uses TOEFL for those who want to apply for a job or continue the study to the university and so on with specific prerequisite of scores. For example, University of Mataram has determined 500 TOEFL scores as the prerequisite for graduation. Factually there are some problems faced by students FKIP University of Mataram toward 500 TOEL score that was divided as a prerequisite of thesis exam. The students think that the 500 TOEFL score is difficult enough to be achieved and they think that it disturbs. The students take the TOEFL many times but rarely students can achieve the 500 score. There are also some students who have done their thesis, but they still have not gotten the 500 score, it make students difficult to do thesis exam. Based on some problems have explained before, the researcher is interested in analyzing the responses of the students toward 500 score TOEFL that has been a prerequisite of graduation at English Department of FKIP University of Mataram.

1.1. Statement of Problems

  This research discusses the following questions, they are: 1.

  What are students’ responses with 500 TOEFL scores as standard for prerequisite of thesis examination?

  2. What are the ways to improve TOEFL score? 1.2.

   Purposes of Study

  The main purposes of this study are: 1.

  To investigate what students’ responses with 500 TOEFL scores as standard for prerequisite to pass from thesis examination

  2. To know what are the ways to improve TOEFL score.

  2. LITERATURE REVIEW

2.1 S-O-R Theory

  In this research, the model that is used was S-O-R model. S-O-R theory is stand for Stimulus-Organism-Response.This theory has three elements, those elements are message (stimulus), receiver (organism), and effect (response). Stimulus is source of stimulation, organism is receiver of stimulation, and response is feedback that is yielded.Ivan Petrovich Pavlov (1849-1936) is a famous behaviouistic with theory of conditioning associative stimulus response and it make him was remembered until now, then Defleur adds the organism in his part that become stimulus-organism- response (S-O-R).Defleur paradigm is very suitable used to study about people’s responses.According to this model, organism produced any kind of behavior if there also any stimulus, the effect appeared is special reaction to special stimulus, then someone may hope and thinking about the relevancy between message and communicant.The model of this S-O-R may occur positively and negative; such as if someone smiled, will be replied by smiling too, it is a positive reaction. While if smiled is replied by turn away face, it is a negative reaction. To make it clear, the model of S-O-R can be seen in the diagram below:

  Organism: Response (behavior  Interest

  Stimulus

  formation)  Perception  Acceptance Picture 2.2.1 SOR model

  Source: Hovland, Janis and Kelley in ( Mar’at 1982: 27)

  Mar’at, (1982:87) cited Hovland opinion, Janis and Kelley stated that in S- O-R theory there are three variables that influence attitude change happened are interest, perception, and acceptance.

  Stages of responses are: a.

  Cognitive stage, involve memory about message, awareness or introduction to message and knowledge toward the message.

  b.

  Affective stage, involve readiness to looking for more information, evaluation to the message, and ask to try Rakhmat (2012:209). According to Ralph Webb in Rudy (2005:5), positive and negative response will be explained below:

  1) Positive feedback (positive response) is response was received communicator from communicant can be understood and can be achieved the insight each other, then communicant is supporting, agreeing the message or ready to comply the invitation in the message is accepted.

  2) Negative feedback (negative response) is response from communicant to communicator is not pleasure, it is not supporting, against means that there is protest, disagreement.

3. RESEARCH METHOD

3.1 Research design

  The data were collected qualitatively and quantitatively. “Qualitative research is anapproach to social science research that emphasizes collecting descriptive data innatural setting, uses inductive thinking, and emphasizes understanding thesubjects point of view”. Natural means that qualitative research is done in thereal setting as a direct source of data. The writer comes and spends the time in theclass, or other learning place about educational concern. In qualitative research,the writer doesn’t build any hypothesis to be proved or disproved, but accent the writer’s idea. The quantitative data could be measured statistically and taken from the result of questionnaire and interview about students’ responses of 500 TOEFL score as the graduation.

3.2. Population and Sample 3.2.1. Population of Research

  The population of this research was the students from 2010 generation until 2013 generation at FKIP Mataram University who did the TOEFL test. It about four generation with total students are 281 students.

3.2.2. Sampling Technique

  I use stage sampling technique. Stage sampling is an extension of cluster sampling. It involves selecting the sample in stages, that is, taking samples from samples. Using the large community example referred to earlier. I asked my friend who have done TOEFL test, from the students who have done the TOEFL test, I ask again who other students who have done the TOEFL test. From four generation of English program who have followed TOEFL test, the researcher took 38 students which were around 10-15% of the population. In this research I took students who have gotten 500 score TOEF, and the other students are still doing TOEFL test who have not yet got score 500 TOEFL.

3.3. Research Instrument 1. Questionnaire Instrument of Response Audients to 500 TOEFL score as prerequisite of thesis exam

  2

  3

  Number Aspect Number of question item Total

  1. Frequency of doing TOEFL test

  19

  8. Total

  2

  17,19

  7. The way to improve TOEFL score

  6. The difficulties 9,16,18

  2. Dominant score

  7,8,10,11,12,13,14 7

  1 5. Students’ response

  1,2

  4. Preparation before doing the test

  2

  3. The highest and the lowest score 4,5

  1

  3

  6

2. Interview

  In this research, the researcher use the type of guided free interview which is the question will be asked to informants who have been provided completely and accurately, while in conveying of the question is free. This interview method is used to support the questionnaire method. The researcher will do the interview with the students to show their responses of the 500 TOEFL score as the prerequisite of the graduation.

  3.4. Focus of the Research

  This research was focused on the analyzing of responses of English Department students who have done the TOEFL test University of Mataram. The participants of this research were English Department students in University of Mataram in the academic year 2016/2017.

  3.5 Data Collection Procedures

   Preparing Questionnaire  Taking questionnaire  Interview  Collecting the data

  3.5 Data Analysis Technique

  P = F/N x 100% P = Percentage F = Frequency N = Number of students

4. RESULT

  Related to the title of this research “students’ responses of the 500 TOEFL score as standard for prerequisite to pass from thesis examination”, and the purpose that has been showed that this research aimed to about the responses of English program at University of Mataram toward 500 TOEFL score as standard for prerequisite to pass from thesis examination. This research used instrument of questionnaire and interview.

4.1.1 The Responses of 500 TOEFL Score as Prerequisite for Thesis Exam.

  The result of questionnaire and interview showed about the responses of the 500 TOEFL score as prerequisite for thesis exam is about whether the 500 TOEFL score make difficult to graduate sooner or not. The data about the 500 TOEFL score make students difficult to graduate sooner or not is answered by the question “ Apakah dengan dijadikannya

  skor TOEFL 500 sebagai syarat wisuda untuk mahasiswa program bahasa inggris mempersulit anda untuk segera wisuda? . There were 7 respondents

  (18,42%) answered sangat tidak mempersulit. There were 18 respondents (47,36%) answered tidak mempersulit. There were 11 respondents (28,94%) answered mempersulit. There were only 2 respondents (5,26%) answered sangat mempersulit.

   Table 4.1.1

  Distribution of respondent based on the 500 TOEFL score cause difficulties or not for graduation N: 38

  500 TOEFL score cause difficulties or not Frequency Percentage for thesis exam

  Sangat tidak mempersulit 7 18,42% Tidak mempersulit 18 47,36% Mempersulit 11 28,94% Sangat mempersulit 2 5,26% Total

  38 100 %

  

Source: primary data were collected by questionnaire, 2017

4.1.2 The Way to improve TOEFL Score

  After I shared the questionnaire and did the interview, I found that there are some ways to improve TOEFL score for the respondents. Based on the result of questionnaire and interview, I found that the ways to improve TOEFL score showed there were 14 respondents (36,84%) answered drilling for reading and writing, there were 8 respondents (21,05%) answered testing prediction, there were 9 respondents (23,68%) answered answering the same questions such as the questions in the TOEFL test, the last for the other ways to improve TOEFL score has shown that there were 7 respondents (18,42%) improve the TOEFL score by read more for vocabulary, looking for the other TOEFL test text in the internet, watching western movie without subtitle, and listen the western song.

  Table 4.1.2 Distribution of respondent based on the ways to improve TOEFL score

  N: 38

  

The way to improve TOEFL score Frequency Percentage

  Membaca test prediksi 8 21,05% Sering membaca dan menulis 14 36,84% Menjawab soal-soal serupa 9 23,68% Lainnya 7 18,42% Total 38 100% 6.

   CONCLUSION

  Based on the result of this research about the students’ responses of 500 TOEFL score as prerequisite for thesis examination, so the conclusion is aimed to answer about the question in statement problems. The students’ responses of 500 TOEFL score that has been prerequisite for thesis exam showed that students’ response is positive, it proved with the most respondents were answered tidak mempersulit about 24 respondents (63,15%). It also supported by more respondents were 22 respondents (56,45%) answered senang dan bangga of 500 TOEFL score as prerequisite for thesis examination. Also there were 21 respondents (55,35%) answered

  memotivasi with 500 TOEFL score as prerequisite of thesis examination

  increase students’ motivation to graduate sooner has shown that the respondents are motivated them toward that prerequisite.

  The way to improve TOEFL score was that has been gotten by questionnaire and interview. The respondents who have had 500 TOEFL score shared about the way. Also the respondents who still stuck under 500 score shared their ways to improve their TOEFL by read all the text that use English, often practice English to speak or write, mostly do exercise of TOEFL prediction in the internet or in the TOEFL application.