Karta Atmaja
Analysing The Second Semester Students’ Ability in TOEFL Listening
Comprehensio 349
wants to hear a short chat between 2 speakers. In Part B, the test participant wants to hear
a long chat between 2 speakers. In Part C, test participants want to look at a short lecture
given by one person. The Longman Introductory Course is intended for use by students
who are interested in preparing for the TOEFL paper test but are not ready for all the
modules encountered in this test (Manan, Fadhilah, Kamarullah, & Habiburrahim, 2020).
The Longman Introductory Course can be used in a variety of methods, depending on the
needs of the reader, it can be used as the main test in courses that emphasize preparation
for the TOEFL test, bonus reading in a more universal ESL course, and as an aid kit for
individual education by students preparing for the TOEFL test. outside the ESL class. The
TOEFL course is one of the courses that must be taken by semester 2 students at STBA
Cipto Hadi Pratono. STBA Cipto Hadi Pranoto has the responsibility to improve students'
English language skills and skills. Therefore, in order to obtain data on their level of
English proficiency, researchers conducted preliminary research for the most problematic
areas experienced by 2nd semester students when they practiced the exercises from the
Longman Introductory Course for the TOEFL test. Listening Part I Part A short chats
consisted of 30 problems from number 1 to 30. Part B long chats consisted of 8 problems
from 31 to 38. Part C, the conversation consisted of 12 problems from 39 to 50. The
problematic part experienced 2nd semester students at STBA Cipto Hadi Pranoto are part
I, Listening Descriptions. This is due to the fact that researchers analyze the problematic
aspects of the description, looking at what I encountered by students. The problematic
aspects analyzed are Part A, a short chat, consisting of 6 aspects (return statements,
negative expressions, suggestions, passive, who and where, agreed expressions) Part B,
long chats, consisting of 3 aspects (prediction problems, estimating topic or main idea,
answer sequence), as well as Part C, the discussion, which consists of 3 aspects
(estimating the problem, estimating the main topic or idea, the answer sequence). This
research aims to identify students' skills in mastering the TOEFL and to identify
problematic aspects in Part I of the TOEFL Test published by Pearson Education 2004.
This analysis can certainly uncover their problems and improve their skills in mastering
the description of the TOEFL.
RESEARCH METHODS
The method applied is the descriptive qualitative research. Therefore, in order to
obtain data on their level of English proficiency, researchers conducted preliminary
research for the most problematic areas experienced by 2nd semester students when they
practiced the exercises from the Longman Introductory Course for the TOEFL test.
Listening Part I Part A short chats consisted of 30 problems from number 1 to 30. Part B
long chats consisted of 8 problems from 31 to 38. Part C, the conversation consisted of 12
problems from 39 to 50. The problematic part experienced 2nd semester students at
STBA Cipto Hadi Pranoto are part I, Listening Descriptions. This is due to the fact that
researchers analyze the problematic aspects of the description, looking at what I
encountered by students. The problematic aspects analyzed are Part A, a short chat,
consisting of 6 aspects (return statements, negative expressions, suggestions, passive,
who and where, agreed expressions) Part B, long chats, consisting of 3 aspects (prediction
problems, estimating topic or main idea, answer sequence), as well as Part C, the
discussion, which consists of 3 aspects (estimating the problem, estimating the main topic
or idea, the answer sequence). This research aims to identify students' skills in mastering
the TOEFL and to identify problematic aspects in Part I of the TOEFL Test published by
Pearson Education 2004. This analysis can certainly uncover their problems and improve
their skills in mastering the description of the TOEFL.