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
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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.
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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.
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.
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:
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
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
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
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.
3.5Data Collection Procedures Preparing Questionnaire Taking questionnaire Interview
Collecting the data
3.5 Data Analysis Technique
P = F/N x 100% P = Percentage F = Frequency
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 %
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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
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