Detail The EFL Students’ Difficulties and Motivations in Answering Toefl Examination   Oleh:  Kustyasari, Dian Jenis: Article from Proceeding Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 4, page 282-289. Topik: student problem; motivation; TOEFL Fulltext: hal 282.pdf (9.39MB) Isi artikel One consistent finding of academic research is that high motivations are the most reliable driver of high student achievement, even in students who do not have a history of successful achievement. This paper focuses on exploring the students’ difficulties in answering the TOEFL (Test of English as a Foreign Language) exam and their motivation in TOEFL preparation classes. This was a descriptive study based on in-depth structured interviews with 10 students, TOEFL preparation class observations and questionnaires assigned to 80 student test takers. A focus-group interview with the five teachers of the TOEFL preparation courses was conducted to reveal student weaknesses in English performance. The subjects are undergraduate students taking TOEFL preparation courses in English courses in Malang. Findings showed that the main difficulties of the students in answering the TOEFL test are related to the complexity of the test item, the duration of the test, fewer basic skills, and lack of practice and motivation. The study also provides insights about the role of motivations in TOEFL preparation classes and offers examples of TOEFL preparation practices that reflect high motivations. The findings reveal that the teaching of TOEFL for undergraduate students needs to focus on improving grammar and vocabulary abilities. The course, therefore, has to be set to help students improving their grammar and vocabulary competence and overcoming the dilemmatic problems they faced in learning TOEFL. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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