EFL STUDENT’S DIFFICULTIES IN THE TOEFL STRUCTURE AND WRITTEN SECTION

By : Hardela

1. Introduction
A. Background
One of the types of language testing is TOEFL, which stands for ‘Test of
English as a Foreign Language’. This test is an internationally accepted standard
of English that measures people’s proficiency level of non-ative speakers.
TOEFL is one of the most familiar and valid test used in the world.
There are some reasons why numerous individuals take the TOEFL. First,
to ensure guarantee their capacity in English. Second reason is to requirement
complete college. Last reason is to apply for specific things, for example taking
expert/doctoral qualification or applying specific employments inside the
country and also abroad.
On TOEFL, there are three types; they are Paper Based Test
(PBT).Computer Based Test ( CBT) and the internet Based Test (iBT). Then, in
Universitas Bengkulu take the TOEFL PBT, which has three sections, listening
section, structure and writing expression section and reading section.
In Indonesia, a number of universities determine TOEFL score as the
graduation standard requirement. English Department Program in Universitas
Bengkulu set a set a minimum reuirement TOEFL score, 450 to take their thesis
exam. However, the students find it difficult to do the TOEFL test, especially in
structure and written expression section (Mahmud, 2014). However, based on
the data at UPT Bahasa of Universitas Bengkulu, structure and written
expression section is one of the hardest sections for the students.
The students admit that structure and written expression is one of the
hardest. This fact is really problematic because of three things: first is these
students have learned English since the first semester; second is these students
have passed the Grammar 1, 2, 3, 4 and Functional Grammar; and last is these
students have conducted TOEFL for several times.
King and Stanley (2006: 133) in their book state that an individual who
studies English sentence structure and become skilful in speaking and listening
but never become a competent writer is unlikely to make a good score on the
Structure and Written Expression of TOEFL. According to ETS official website
(2017), the ‘Structure and Written Expression’ (SWE) section contains
sentences that test examinees’ knowledge of important structural and
grammatical elements of standard written English. There are forty questions on
the grammar section (Philips, 2001: 195). 1- 15 questions are on structure’s
part (sentence completion), and 16-40 questions on written expression’s part
(error analysis). Sentence completion is about how the test-takers find the best
answer to fill in the blank sentence to make it correct. Meanwhile, in error
identification, the test-takers are asked to look for the error, the part of the
sentences that is wrong.
Furthermore, most of the students in English Departement of
Universitas Bengkulu agreed that one their biggest obstacle is TOEFL section
two which examines structure and written expression. Hambali (2008) states
that students will have problems in answering the TOEFL section two. Those
problems included (1) identifying verbs, (2) identifying the correct word order
of subject and verb in a noun clause, and (3) identifying words with derivation
and function. Similarly, from Ananda (2016), the findings by Abboud and
Hussein (2011) confirmed that 52% of students said that the grammar
questions were difficult. Moreover, Wright and Sukur (2012) strongly clarify
that one big common problem for students of the test is section two, Structure
and Written Expression; hence, students often feel stressed with this part.
Similarly, Mahmud (2014) in his study found that most of his respondents
encountered serious problems in answering the structure and written
expression section. Based on the explanation above, the researcher wanted to
 conduct a research on analyzing EFL students‟ difficulty in responding structure
and written expression section in the TOEFL, also whether there were some
factors influencing the difficuly. The study isentitled: “Analysis of EFL
students’difficulty in the TOEFL Structure and Written Expression Section”,
which took place in English Education Departement of Universitas Bengkulu .

B. Statement of the problem

C. Research question
Based on the background of the study above, the researcher will set out the
statement problem, they are :
1. What are the difficulties faced by EFL student’s in TOEFL Test in structure
and written expression section?
2. What strategies do students do to overcome the difficulties?

D. Objective of the research

In accordance with the background and research question, the objectives of the
study are:
1. To identify difficulties encountered by EFL student’s in TOEFL test of
structure and written expression section.
2. To observe strategies applied by EFL students to overcome the difficulties
encountered in TOEFL test of structure and written section.
E. Significance of the research
This research is expected to be able to give significance to both students
and lectures. For students, the researchers hope that this research can make
students aware of the difficulties in answering the structure and written
espression section which then this research can be used as a reference before
taking the TOEFL test so that the difficulties they face can be minimized. For
 lectures, this research is expected to be a reference to see what strategies can
be applied in learning structure and written expressions that will make the
learning process run well.
F. Limitation of the research
In this research, the researcher only focused on analysing the difficulties who
took TOEFL test especially the one who always failed in TOEFL test. the
researcher limited the research object only on the students who took a TOEFL
test in English Foreign Learner (EFL).

II. Literature Review

A. Theoritical Framwork
A. Concept of Test
1. Definition of Test
As TOEFL is the scope of this research, the researcher begins the
literature review with some definitions of test because TOEFL is mainly about
taking a test. A test, in simple term, is “a methods of measuring a person‟s
ability, knowledge or performance in a given domain” (Brown, 2004, p. 14). The
word “test” comes from the Latin word. “Testum” which means “the
instrument to measure the land” (Haladyna, 2004, p.3). A test aims to measure
or examine knowledge of what someone has learned to determine she or he
capable in that field.
There are many kinds of tests with a specific purpose and a particular criterion
to be measured. Brown (2007) describes five test types that are commonly
used in language curricula.
a. Achievement Test
Brown (2007 p. 454) states that an achievement test is related directly
to the lessons in the classrom, units, and even a total curriculum. Achievement
tests are limited to selective material covered in a curriculum within a
particular time frame, and are offered after a course has covered the objectives
in question. In other words, they are generally designed to measure individual
developments rather than as a means of
motivating or emphasizing language.
b. Placement Test
A placement test is originally formulated to place learners at an
appropriate level in a programme or course. The term “placement test” as
Richards et al. (1989) note does not refer to what a test contains or how it is
constructed, but to the aim for which it used. There are various types of testing
procedure can be used for placement purposes such as dictation, interview or a
grammar test (discrete or integrative). Hughes (1989 p.14) says that “a
placement test is intended to provide information which will help to place
students at the stage of the teaching program most appropriate for their
abilities. Typically, they are used to assign students to class at different level.
d. Language Aptitude Test
A language aptitude test tends to measure a learner aptitude for language
learning, be it second or foreign, i.e. students performance in a language. Thus,
it is used to identify those learners who are most likely to succeed. Language
aptitude tests usually consist of several different test items which measures
such abilities as ( Benmostefa, n.d.):
1) Sound-coding ability, i.e. the ability to identify and remember new sounds in
a new language.
2) Grammar-coding ability, i.e. the ability to identify the grammatical functions
of different parts of sentences.
3) Inductive-learning ability, i.e. the ability to work out meanings without
explanation in the new language.
4) Memorization, i.e. the ability to remember and to recall words, patterns,
rules in the new language.
e. Proficiency Test
A proficiency test is devised to measure how much of a language someone has
learned. It is not related to any particular course of instruction, curriculum, or
single skill in the language but measures the general level of language mastery
of learners. Most English language proficiency tests arrange their testing items
on standardized multiplechoice items on grammar, high frequency-count
vocabulary, reading comprehension, aural comprehension, and sometimes a
sample of writing.
B. Standardized Tests
1. Definition of Standardized Test
Defining about what a standardized test is different from a teacher-made
test because it is not specific to any lesson or activity from classroom. Instead,
standardized tests provide more a general overview of what students should
know at a particular grade level. Standardized testing means a test is
administered and
scored in predetermined and way (Popham, 1999).
Standardized tests do not need to be high-stakes tests, time-limited
tests, or multiple-choice tests. Standardized tests can be composed of
multiplechoice
questions, true-false questions, easy questions, authentic assessment, or
nearly any other form of assessment. Multiple-choice and true-false items are
often chosen because they can be given and scored unexpensively and quickly
by
scoring special answer sheets by computer or via computer-adaptive testing.
On
the other hand, some standardized tests have short-answer or easy writing
components that are assigned a score by independent evaluators who use rule
of
quidelines to determine the grade to be given to a response.
2. Advantages and Disadvantges of Standardized Tests
According to Brown (2003,) the andvantages of standardized tests are:
a. Ready-made validated products that free the teachers from having
to spend hours creating a test.
b. Time streamlined for administrating and scoring procedur
c. More reliable and valid then non-standardized measures.
However, standardized tests also have disadvantages as stated by
Brown (2003) :
a. The use of an overall proficiency tests as an achievement test
simply because of the convinience of standardization are
unappropriate.
b. Potential misunderstanding of the difference between direct and
indirect testing.
3. Examples of Standardized Tests
Here some examples International commercial standardized tests are:
a. Test of English as a Foreign Language (TOEFL_
b. International English Language Testing System (IELTS)
c. Modern Language Aptitude Test (MLAT)
d. Pimsleur Language Aptitude Battery (PLAB)
In addition, some examples of non-commercial standardized tests, in
Indonesia are :
a. National Examination (UN)
b. Seleksi Nasional Masuk Perguruan Tinggi Negara (SNMPTN)
C. Test of English as Foreign Language (TOEFL)
1. Overview of the TOEFL
TOEFL which stands for Test of English as a Foreign Language is a standardized
test for measuring students‟ English language capabilities. The TOEFL is a large-
scale language assessment. It is “arguably the most well-known and widely
used large-scale language assessment in the world” (Kunnan, 2008, p. 140). It
was first developed in 1963 in the United States to help in the assessment of
the language competence of non-native speakers. As a test type, it is a
standardized test of English proficiency administered by the Educational
Testing Service, Princeton. It is widely used to measure the English-language
proficiency of foreign students wishing to enter American colleges and
universities. According to Taylor and Angelis (cited in Kunnan, 2008) the first
TOEFL was administered in 1964 at 57 test centres to 920 test candidates. The
TOEFL has widely been recognized as a model test and have-taketest for our
students, graduate and postgraduate, as well as our teachers and researchers
in universities and higher education institutions wishing to read for higher
degrees and develop further their research potential in North American
universities. Kunnan (2008, p. 141) notes that, “Over the years, the TOEFL
became mandatory for non-American and non-Canadian native speakers of
English applicants to undergraduate and graduate programs in U.S. and
Canadian English-medium universities”. The TOEFL score have been used as the
requeirments for non-native aplicants in American and English speaker
collegues and universities, so do to obtain scholarship in those countries. The
TOEFL also has been used by scholarship selection committees of governments,
universities, and agencies such as Fulbright, the Agency for International
Development, AMIDEAST, and the Latin American scholarship Programs as a
standard
measure of the English proficiency of their candidates ( Sharpe: 2013, p.11).

2. Types of TOEFL
The official TOEFL Test is currently administered around the world in
different types (Abboud et al, 2011) :
1) The Paper-Based TOEFL (PBT)
2) The Computer-Based TOEFL (CBT)
3) TheInternet-Based TOEFL (IBT)
4) Institutional Testing Program(ITP)
The followings are the explanation about four types of TOEFL currently
administerd around the world :
a. The Paper-Based Test (PBT)
According to Philip (2003, p. xv-xvi) the Paper Based Test is one of the
International Testing Programs. It includes four sections which are as follows:
1) ListeningComprehension
It is used to evaluate the test-takers' ability to understand spoken English.The
test-takers must listen to different types of recorded passages and answer
multiple choice questions about these passages.
2) Structureand WrittenExpression
It is used to evaluate the test-takers' ability to recognize grammatically correct
English sentences. In this section, they have to choose the correct answer to
complete sentences and to identify grammatical errors in sentences.
3) ReadingComprehension
It is used to measure the test-takers' ability to understand written English
passages. Then, the test-takers' must answer multiple choice questions
concerning the ideas and the meaning of words in those reading passages.
4) Test of Written English (TWE):
It is used to evaluate the test-takers' ability to write correct,organized and
meaningful English essays. The examinees must write a certain essay on a given
topic in only thirty minutes.
b. The Computer-Based TOEFL (CBT)
The Computer-Based TOEFL Program comprises four sections:
Listening, Structure,Writing and Reading. The writing section in this test is
equivalent to the Test of Written English (TWE) in the Paper-Based TOEFL Test.
In addition, everyone who takes the TOEFL during the same administration may
not see or answer the same questions. These questionsare selected according
to the level of the student's proficiency. In this test, there are three sub–scores:
Listening, Structure, Writing, and Reading. Actually, the total score is limited on
a scale of (0–300) (Sharpe, 2009, p.11).
c. The Internet-Based TOEFL (IBT)
In IBT test is described as a new version of the TOEFL Test. It is
delivered insecure testing centers around the world. It replaces the Computer-
Based TOEFL Test and the Paper-Based TOEFL Test. Its main concern is to
measure the test-tekers' ability to communicate successfully in an academic
setting. It includes a new sectionwhich is the Speaking Section. This section is
used to evaluate the examinees' ability to Speak English.
d. The Institutional Testing Program (ITP)
In The Institutional Testing Program, it is clear that ITP Test,i.e. (the
Institutional Testing Program) began in 1965 and is still administered
throughout the world. Actually, it differs from other TOEFL Test Programs
because it gives qualified universities, English language institutes,and other
agencies the opportunity to use older forms of International Testing Program
paper-based TOEFL Test or the Preliminary Testof English as a Foreign Language
(Pre- TOEFL) to their own students using their own facilities and staff and
setting their own test dates ( Abboud and Hussein. 2011).
B. Previous Study
There are some relevant studies related to this research. The first study was
conducted by Nurhayati (2016) entitled “An Analysis of Students’ Strategies in
Answering TOEFL”. The results showed that the TOEFL score of the eighth
semester students of STKIP Setia Budhi was low. The second study was
conducted by Hajri (2018) entitled “An Analysis of Difficulties in Answering
Structure and Written Expression of TOEFL Made by English Students of
Universitas Negeri Padang”. This study investigated that there were three 3 the
most difficult items; negation, reduced form, and parallel structure items. The
reasons behind the students’ mistakes were ignorance, careless, dubious,
oblivious and miscast. The first two reasons were the biggest causes of
students’ mistakes. The last study was conducted by Mayuasti (2018) entitled
“Students’ Ability in the TOEFL–Like Structure Subtest (A Study At STKIP PGRI Of
West Sumatera). This research showed that majority of the students is placed
in the low level.
Based on some previous studies above, the researcher conducted similar
research related to structure and written expression sections. The
differences between those researches and this research are the subject is
the seventh-semester students of the English Department at Universitas
Bengkulu. This research use different instruments from previous studies
above, interview. Then, this study is an expansiom those previous study,
which focuses on the ,most difficult aspects of this sectiom and also
investigating strategies used by students.
 III

Methodolpgy

A. Research Design
The researcher method in this research is using mix method. The
researcher used qualitative method to investigate the student’s difficulties in
the TOEFL structure and written test and to find out the solution problem. The
researcher used quantitative method to analyse descripttive statistic whic
wasthe mean score of the student’s TOEFL score, and the researcher used
quantitative method to describe the resultof this research by using percentage.
The researcher choose case study because a case study is a research to analyze
an issue or a problem in this context, the issue or problem was the difficulties
face by the EFL students.
B. Population and Sample
a) Population
The population of this study were all senior students of English
Departement of Universitas Bengkulu who took the TOEFL test.
b) Sample
 The researcher chose 15 studenr of English Department seventh-
semester who join TOEFL test at Universitas Bengkulu.
C. Instrument of the Research
The research used two instrument to get the data of this research, the
instrument is :
a) Questionnaire
The researcher used questionnaire to get the information about
student’s difficulties in TOEFL structure and written test.
b) Interview
The researher gave several question to know the potential strategies
of studehts to get a higher score or to increase their score by using
Purposive sampling.
D. Procedure of the Research
The procedures of collecting data in this research present in chronological as
follows :
a) The researcher gave a questionnaire to the studenr. It is to know TOEFL
score, difficulties and their strategy in answering TOEFL test in structure
and written section.
b) The researcher interviewed the students who got the minimum requirment
and who did not.

E. Data analysis
In this research, the researcher used mix method to analyse the result
of this research. The researcher used quantitative method to analyse the mean
score of the students. The researcher also described the result of this research
by using percentage to make the result clear and understandable. The
researcher used qualitative method to analyse the difficulties that the students
faced and the potential solution about theirs. the researcher did some steps as
follow:
a. The researcher collected the students TOEFL score and found out the
studen’s means score.
b. The researcher used SPSS (Statistical Package for the Social Sciences) to
analyse the mean score of the TOEFL score.(Santoso 2003)
c. Classifying students’ TOEFL scores
No Classification Score
1 Excellent 525-677
2 Very Good 480-520
3 Good 420-480
4 Fairly Good 310-420
Table 1 (Blanc 2012)
d. The researcher identified student’s difficulties in the TOEFL test for each skill
from the questionnaire by using liker scale. Liker scale consist of the five
strongly agree, agree, neutral, disagree, and strongly disagree. Each of the
response categorise is given a score from 1 to 5 (Santoso 2003).
Statement Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
Positive (+) 5 4 3 2 1
Negative (-) 1 2 3 4 5
Table 2.1
e. Find out the percentage of students’ difficulties. The researcher identified
the questions of the TOEFL test to know which skill was the most difficult by
the students answer sheet. After that the researcher gave the percentage the
difficulties for each strategies or skill in the TOEFL questions by using SPSS. f.
The researcher converted the questionnaire result into percentage. No Level of
Difficulties Scale
1 Very High 80%-100%
2 High 60%-79.99%
3 Moderate 40%-59.99%
4 Low 20%-39.99%
5 Very low 0%-19.99%
Table 2.2
1) T x Pn
T= Total Number of Respondent for Each Scale
Pn= Choice of Skor Likert
2) Interpretation of The Scores Calculation
Y= The highest Score of Likert X Total respondent
X= The Lowest Score of Likeret X Total respondent
3) Index Percent
total score: Y x 100 (Habibi 2017)
g. The researcher transcribed the interview result to know the potential
strategies that the students used to get a higher score.
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