Anda di halaman 1dari 13

Students’ Strengths, Weaknesses, and Causes of Weaknesses in

the TOEFL–LIKE Structure Subtest: A Study at STKIP PGRI of


West Sumatera
Sumber : Mayuasti, S.Pd., M.Pd.
STKIP PGRI Sumatera Barat

Critical Jurnal Report


Diajukan untuk Melengkapi Tugas-Tugas dalam Mata
Kuliah TOEFL

Oleh:

SITI NURHALIMAH
(35141024)

JURUSAN PENDIDIKAN MATEMATIKA

FAKULTAS ILMU TARBIYAH DAN KEGURUAN


UNIVERSITAS ISLAM NEGERI
SUMATERA UTARA
2017

i
KATA PENGANTAR

Puji syukur penulis panjatkan kehadirat Allah SWT, karena berkat dan karunia-
Nya, sehingga penulis dapat menyelesaikan review jurnal ini dengan baik dan lancar.
makalah ini merupakan bentuk tugas Mata Kuliah Penelitian Tindakan Kelas sebagai
salah satu penilaian terhadap proses pembelajaran prodi Pendidikan Matematika UIN
SU.
Kritikal jurnal ini tidak dapat tersusun dengan baik tanpa bantuan dari berbagai
pihak, oleh karena itu penulis mengucapkan terima kasih kepada dosen pengampu mata
kuliah TOEFL yaitu Sir Surya Kelana Putra, S.Pd.I, M.Hum. Semoga budi baik dan
jasa-jasa ibu akan mendapatkan balasan yang baik dari Allah SWT. Amin.
Meski dalam penyusunan kritikal jurnal ini, penulis telah berusaha dengan
maksimal, namun penulis masih merasa memiliki kekurangan dalamnya, maka dari itu
penulis meminta kritik dan saran pembaca. Kami berharap kritikal jurnal ini dapat
bermanfaat begi penulis pada khususnya dan bagi pembaca pada umumnya.

Medan, 25 Oktober 2017

Reviewer

ii
DAFTAR ISI

KATA PENGANTAR ............................................................................................... . i

DAFTAR ISI.............................................................................................................. . ii

PENDAHULUAN

A. Latar Belakang ................................................................................................... . 1

RINGKASAN JURNAL

A. Identitas Jurnal ................................................................................................... . 2


B. Ringkasan Jurnal ................................................................................................. 2

PEMBAHASAN

A. Kritik Jurnal ...................................................................................................... 8

KESIMPULAN DAN SARAN

A. Kesimpulan ......................................................................................................... 10

iii
PENDAHULUAN

A. LATAR BELAKANG
TOEFL dirancang untuk mengevaluasi kemampuan dari pelajar bahasa
Inggris. Hal ini dikembangkan menjadi standar kemampuan berbahasa Inggris
untuk semua penutur asli bahasa Inggris di Amerika Serikat. Saat ini, TOEFL
digunakan untuk menjadi standar kemampuan berbahasa Inggris untuk non-
penutur asli bahasa Inggris, termasuk Indonesia. Banyak universitas dan
perguruan tinggi di Indonesia, termasuk STKIP PGRI Sumatera Barat,
memutuskan TOEFL sebagai salah satu persyaratan untuk lulus program Sarjana,
terutama untuk Jurusan Bahasa Inggris. Jurusan Bahasa Inggris siswa yang akan
lulus harus mengambil TOEFL sebagai salah satu syarat untuk mendapatkan gelar
Sarjana. Mereka harus mengambil tes TOEFL sebelum lulus dari program Sarjana
mereka.

Namun banyak mahasiswa yang mengalami kesulitan dalam menjawab tes


TOEFL sehingga mereka tidak mendapatkan skor yang diinginkan. Berdasarkan
latar belakang diatas, maka reviewer memilih jurnal dengan judul “Students’
Strengths, Weaknesses, and Causes of Weaknesses in the TOEFL–LIKE
Structure Subtest: A Study at STKIP PGRI of West Sumatera” karena dilihat
begitu bagusnya judul jurnal ini tentang bagaimana bisa meningkatkan skor
TOEFL dengan memperhatikan kelemahan dan kekuatan kinerja TOEFL
mahasiswa.

1
RINGKASAN JURNAL

A. IDENTITAS JURNAL
Judul Students’ Strengths, Weaknesses, and Causes
of Weaknesses in the TOEFL–LIKE Structure
Subtest: A Study at STKIP PGRI of West
Sumatera
Penulis Mayuasti, S.Pd., M.Pd.
Edisi Maret 2015
Vol 01, No.01
Lembaga Penulis STKIP PGRI Sumatera Barat

B. RINGKASAN JURNAL
1. PENDAHULUAN
it is not easy to get a high TOEFL score. Based on the data from STKIP
PGRI of West Sumatera, from 52 test takers of English Department students, only
11 test takers got TOEFL score above 400 as the minimum score in Mei 2010.
From another data in September 2010, only 10% from the test takers got TOEFL
score higher than 400. It can be shown that the English students have difficulty to
achieve the high TOEFL score. The difficulty in getting the high TOEFL score is
caused by a problem in grammar. It is proved that the students can only achieve
29 as the highest score for the TOEFL structure section. Meanwhile, according to
ETS Hand Book (2010) the score must be at least 31. Sukur (2007) says that the
primary problem of the TOEFL test takers is the acquisition of grammar. It makes
all TOEFL sections hard to be accomplished.
Relating to the grammar acquisition problem, as one of the lecturers who
teaches grammar; the researcher finds from the students’ grammar test results that
English Department students of STKIP PGRI have difficulty to decide which
component as noun, verb, adjective, or adverb.
Because of that, the researcher wants to conduct a research in order to find
the English students’ strengths and weaknesses in the TOEFL structure subtest.
By knowing their strengths, and weaknesses in the TOEFL structure subtest, it is
useful to identify what particular of structure variable must be improved in order
to increase their structure ability and their TOEFL performance.

2
2. KAJIAN TEORI
a. Verbs
Verb is the most problem of sentences in the Structure Section. The verb
can be classified as transitive, intransitive, and complement such as nouns,
pronouns, adjective, and adverbs. The test takers will be asked to choose the
correct verb from the four possible verbs.
b. Auxiliary Verbs
Be, Have, or modal are the examples of auxiliary verbs. Test takers will
be asked to select the correct auxiliary verb to accompany with the main
verb.
c. Nouns
A noun is a word that names persons, objects, and ideas. Nouns are
classified into countable and uncountable nouns. In the structure section, the
test takers will be asked to identify the correct noun.
d. Pronouns
A pronoun is a word that can be used to indicate a noun. It may be used
as the subject, object, or preposition of a sentence.
e. Modifiers
TELL – US Journal – Volume 1, No: 1 Edisi: Maret 2015, ISSN: 2442 –
7608 A modifier can be an adjective or an adjectival phrase that describe a
noun or an-ing form. Also, it can be an adverb or adverbial phrase.
f. Comparative
A comparative expresses the degree of comparison by using adjectives
and adverbs. The test takers will be asked to identify the correct comparative
to express the similarity or difference.
g. Connectors
A connector is a word or phrase that joins words, phrases, or clauses. In
the second section of TOEFL, the test takers will be asked to choose the
correct connector in order to show the relationship or the sentence such as
cause and result, contradiction, substitution, addition, exception, example,
and purpose.

3
h. Sentences and Clauses
In some sentences in the Structure Section, the test takers will be asked
to distinguish between a sentences, also called a main or independent clause,
and a subordinate or dependent clause that is attached to a sentence.
i. Point of View
Point of view is the relationship between the verb in the main clause of a
sentence and other verb, or between the verbs in a sentence and the adverbs
that express time. The test takers will be asked to identify errors in point of
view. This type of concept usually find in the second part of the structure
section.
j. Agreement
Agreement is the relationship between a subject and the verb or between
a pronoun and noun, or between a pronoun and other pronoun, or between a
part of speech and another part of speech.
k. Introductory Verbal Modifier
Introductory verbal modifiers are –ing forms, participles, and infinitives.
A phrase with an introductory verbal modifier occurs at the beginning of a
sentence and is followed by a comma.
l. Parallel Structure
Parallel structure is the use of the same grammatical structures for
related ideas of equal importance. Related ideas of equal importance often
occur in the form of list that are connected by conjunction, such as and, but,
and or.
m. Redundancy
Redundancy is the unnecessary repetition of words and phrases. The test
takers will be asked to identify errors in redundancy.
n. Word Choice
Word choice is the selection of words that express the exact meaning of
an idea. Sometimes it is necessary to make a choice between words that are
very similar in appearance but very different in meaning. The test takers will
be asked to identify errors in word choice.

4
3. METHODOLOGY
This study was conducted by using a descriptive research. This research
was conducted in the English Department of STKIP PGRI of West Sumatera. The
subject of the research was the third year students in academic year 2010/2011
who have accomplished Grammar I, II, III, and Advanced Grammar. They were
divided into 14 classes (2008 A-M). Around 35 students join each class. It means
the total population was around 455 students. Because the total of the subject was
too large, the researcher took 10% of the students randomly. The researcher rolled
35 numbers of papers. After that, four numbers of paper were taken randomly.
The process was done for all classes. The chosen number of each class based on
the attendance list would be the subject of the research.
The instrument of the research was a test. The test consisted of 40
questions that distributed in three pages. The test takers had to answer those
questions in 45 minutes.

3. FINDING
1. Students’ strengths in the TOEFL structure subtest
The strength of the students can be seen from the following table.
Table 1

From 52 students, 51 students could answer the “Agreement” correctly. There


were 51 students could answer all the questions of “Sentence and Clause”. There
were 48 students answered “Redundancy” correctly. From two questions of
“Redundancy’, the average of one could be answered.

5
2. Students’ weaknesses in the TOEFL structure subtest
There were only 30 students could answer the questions. They only
answered the average of one of the two “Auxiliary Verb” questions. The
following variable difficult to be answered was “Introductory Verbal Modifier”.
From 52 students, 41 students answered the questions correctly in the average of
one from two questions. There were 49 students answered correctly the average of
two from two questions. It could be seen that it was still difficult for the students
to choose the correct connector in order to show the relationship of the sentence
such as cause and result, contradiction, substitution, addition, exception, example,
and purpose.
3. The causes of students’ weaknesses in the TOEFL structure subtest
Based on the interview, the researcher got some causes of the students’
weaknesses in the TOEFL structure subtest. First, it was found that the most cause
of their weaknesses is lack knowledge of each structure variable. Moreover,
enough examples and exercises were not provided by the lecturers. Besides, the
students themselves did not try to practice and to use the structure variables in
their language skills. Furthermore, lack of vocabulary was still as their reason why
they could not understand the questions given. Last, their reading ability also
gives contribution to their weaknesses in answering the questions of TOEFL
structure subtest. The tabulation of the students’ weaknesses in the TOEFL
structure subtest and the causes can be seen from the following table.
Table 2
The Tabulation of Students’ Weaknesses and the Causes of the Weaknesses in the
TOEFL Structure Subtest
Level of Percentage of
Variable Causes of the weakness
Strength falseness
False concept and
1 Auxiliary Verb 69.24%
hypothesized
Introductory verbal False concept and
2 54.81%
Modifier hypothesized
False concept and
3 Connector 51.93%
hypothesized
False concept and
4 Modifier 50%
hypothesized
5 Point Of View 46.16% Ignore rule restriction
6 Noun 45.52% Overgeneralization
7 Word Choice 44.24% a. False concept and

6
hypothesized
b. Ignore rule
restriction
False concept and
8 Verb 42.95%
hypothesized
9 Parallel construction 36.06% Ignore rule restriction
Pronoun &
10 34.62% Ignore rule restriction
Comparative
11 Redundancy 32.70% Ignore rule restriction
Incomplete application
12 Sentence and Clause 25%
rule
False concept and
13 Agreement 18.27%
hypothesized

5. CONCLUSION
Berdasarkan temuan dalam penelitian ini dapat disimpulkan bahwa: In can
be concluded that “Agreement” is the most students’ strength, and “Auxiliary
Verb” is as the most students’ weakness. From the data, it can be seen that nearly
all questions of “Agreement” can be answered correctly (81.73% of correctness
and 18,27% of falseness) by the students. However, nearly all of questions of
“Auxiliary Verb” cannot be answered correctly (30.76% of correctness and
69.24% of falseness) by the students. Hence, most of the falseness is happened
because “False concept hypothesized”. It means that the students have faulty
comprehension of distinction in the target language.

7
PEMBAHASAN

A. Kritik Jurnal
Dari Ringkasan jurnal pada pembahasan sebelumnya, maka pada bab ini
reviewer akan membuat kritik, sanggahan atau uraian penjelas terhadap jurnal.

Relavansi topik Jurnal ini relavan dengan si penulis karena penulis


jurnal dengan karya- merupakan seorang dosen. Sehingga penulis bisa
karya dan bidang meneliti sejauh mana kekuatan dan kelemahan
keahlian penulis mahasiswa dalam memahami toefl
Pokok –pokok Si penulis berargumen berdasarkan penelitiannya
argumentasi penulis bahwa siswa mengalami kesulitan dalam mencapai
dalam pendahuluan skor toefl yang tinggi. Dan berdasarkan hasil
wawancara, peneliti menemukan bahwa siswa
mengalami kesulitan dibagian subtes structure.
Sehingga penulis mencoba meneliti kekuatan dan
kelemahan siswa bahasa inggris di toefl structure
subtes.
Argumen penulis sudah relavan dengan
penelitiannya.
Cakupan kajian teori Cakupan kajian teori sudah cukup jelas. Penulis
menuliskan tentang materi-materi yang termuat
dalam structure subtes
Kritik tentang Metodologi yang digunakan adalah metode
Metodologi penelitian deskriptif. Dan alat isntrumennya adalah
Penelitian sebuah tes yang akan diberikan kepada siswa untuk
menguji kemampuan siswa. Hal ini sudah relavan.
Kerangka berfikir Pada pembahasan penulis cukup detail menjelaskan
penulis pada bagian hasil yang diperoleh, didukung dengan tabel hasil
pembahasan penelitian sehingga memudahkan pembaca dalam
memahami hasil penelitian dan memudahkan
pembaca untuk menyimpulkan hasil penelitian.

8
Kesimpulan dan Kesimpulan sudah terurai dengan jelas, dan sudah
saran yang diajukan menggambarkan hasil dari penelitian secara
penulis serta keseluruhan. Implikasinya yaitu penelitian ini bisa
implikasinya pada menjadi menjadi pedoman bahan ajar bagi dosen
penelitian berikutnya ataupun digunakan untuk mempemudah pada bidang
produksi/perusahaan.
Kekuatan Penelitian 1. Penelitian ini memaparkan secara jelas dari latar
belakang permasalahan hingga kesimpulan
2. Penulisan jurnal teratur dan sesuai dengan
kaidah pembuatan jurnal
3. Kata-kata yang digunakan dalam jurnal ini
bersifat baku dan sesuai dengan kamus EYD
Bahasa Indonesia.
4. Menyertakan daftar pustaka
Kelemahan 1. Setelah reviewer memahami isi jurnal, tidak
Penelitian terdapat kelemahan yang fatal dalam jurnal ini.
Karena isi jurnal sudah sesuai dengan kaidah
penulisan jurnal.

9
KESIMPULAN DAN SARAN

A. Kesimpulan
Dari review diatas dapat diambil kesimpulan bahwa jurnal secara
keseluruhan sudah teratur dan sesuai dengan kaidah pembuatan jurnal Penelitian
yang dilakukan pun sangat bagus manfaatnya. Hasil dan pembahasan pada jurnal
ini juga didukung dengan bantuan tabel yang memudahkan pembaca untuk
memahami kesimpulan dari penelitian ini.

10

Anda mungkin juga menyukai