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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
3
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: Students’ responses, TOEFL score, prerequisite, improve, thesis exam.
4
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
5
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.
6
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:
Stimulus
Organism:
Interest
Perception
Acceptance
Response
(behavior
formation)
7
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.
8
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
Number Aspect Number of
question item
Total
1. Frequency of doing
TOEFL test
1,2 2
2. Dominant score 3 1
3. The highest and the
lowest score
4,5 2
4. Preparation before
doing the test
6 1
5. Students’ response 7,8,10,11,12,13,14 7
6. The difficulties 9,16,18 3
7. The way to improve
TOEFL score
17,19 2
8. Total 19
9
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
10
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
for thesis exam
Frequency Percentage
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
11
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.
12
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.
13
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