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THIRD SEMESTER STUDENTS’ ABILITY ON TOEFL

READING COMPREHENSION SKILL AT JAMBI
UNIVERSITY

A THESIS
Submited as Partial Fulfillment for the Requirement to Obtain the
Degree of Sarjana Pendidikan in English Education Program

BY
ELLY MEI FRISKA SIPAYUNG
A1B208050

ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE AND ART DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
JAMBI UNIVERSITY
MARCH 2015
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MOTTO

“Intelligence is not determinant of success,

but hard work is the real determinant of

your success.”

“The fear of the lord is the beginning of knowledge

but fools despise wisdom and instruction”

(Proverbs 1:7)

“Aku hanya ingin kamu bisa melihat dan merasakan bahwa dia adalah

orang yang telah membuat kamu gagal. Apa harus kita kenang?”

This thesis is dedicated to

My lovely father and mother

Kuria Sipayung
And
Minar br. Tarigan Silangit

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ABSTRACT

Mei, Elly (2015): Third Semester Students’ Ability on TOEFL Reading

Comprehension Skill at Jambi University. Thesis. English Study
Program. Teacher Training and Education Faculty. Jambi University in
Academic Year 2015/2016. First Supervisor, Duty Volya, S.Pd., M.Pd.,
Second Supervisor, Reny Heryanti, S.S., M.Hum.

The aim of this research is to examine the ability of third semester students in in reading
skill for TOEFL in academic year 2012-2013 at Jambi University. There were 45 students
as the participants. This research was descriptive quantitative. TOEFL Reading
comprehension Test was used to measure the ability of students. The test consists of 50
questions with 6 skills, 55 minutes duration and adopted from Philips. After analyzing the
data, the researcher found out that the mean score of the third semester students in
TOEFL is 63.73%. Moreover, the mean of each skill are; the mean of the first skill is
69.33, the mean of second skill was 77.14, the mean of third skill was 57.77, the mean of
the fourth skill was 54.81, the mean of fifth skill was 57.30, and the last skill is skill 6
where the mean was 84.44. It is concluded that ability of third semester students in
TOEFL belong to fair category. By the result of this research, there are some suggestions
for English lecturers who teach English to give more explanation and more exercises or
test about TOEFL test to the students to make them understand and for students who learn
TOEFL in especially in English study program of Jambi University to develop their
understanding about TOEFL by having more practices in classroom even at home to help
them easier in understanding TOEFL test.

Keywords : Reading; TOEFL

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ACKNOWLEDGEMENTS

All praise is given to Jesus Christ the almighty God for all blessing,

mercies, chance, and fortune. The researcher has successfully accomplished this

thesis entitled,” Third Semester Students’ Ability on TOEFL Reading

Comprehension Skill at Jambi University”. Then the researcher would like to

express her deepest gratitude to the following remarkable figures that helped,

supported and spend a lot of time for finishing this thesis:

1. Duty Volya, S.Pd., M.Pd as the first supervisor and Reni Heryanti, S.S.,

M.Hum as the second supervisor. Thank you for valuable guidance,

knowledge, correction, suggestion, motivation, and patience in finishing

this thesis.

2. Dra. Radiatan Mardiah, M.Hum, Lilik Ulfiati, S.Pd, and Susannah, S.Pd as

the examiners of thesis proposal and thesis examination. Thanks for their

valuable suggestions and opinions in improving this thesis.

3. Indri Anastasia, S.S, M.A, M.Ed as her academic supervisor and all of

English study program lecturers who had taught and guided her during her

study in Faculty of Teacher Training and Education in Jambi University.

4. Her beloved family: Her father Kuria Sipayung and her mom Minar br.

Tarigan Silangit I love you mom and dad. Her sisters Erni Fitriyani

Sipayung, S.Pd. and Rina Mariati Sipayung, S.Kep. Rinto Siregar and her

brother Rinal Irwanda Sipayung. Her cute nephew Nevan Aurolio Siregar.

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5. Her lovely friends Eng’08 UNJA, especially Selpina Pardede as my third

supervisor  , Nini Herawaty, Veronika Karo-karo, Bertha Angelina,

Yuliana, Imay Rumondang and also my little family in Rumah Belanda

(RUBEL) mates Reni Gonong Nainggolan, Tesa Siregar and Rini Kining

Tarigan and Jhon Febrianto Tarigan who helped whenever she needed.

6. Her special brother Jastin Sembiring who knows about me, prays for me,

patience, support, helped whenever she needed. Thanks for the joy you

bring and the time we share together.

7. Her irreplaceable close friends Dr. Mars Evianta Sembiring and Meilista

Sitepu S.Kep. Thank you for the friendship companion, prays, support her

and unforgettable moment they ever had. She loves you all very much.

She may have missed the other names who involved in this thesis. Though

their names do not appear in this acknowledgment, they shall always be cherished

and remembered in her heart. She cannot offer them better thing unless prayers

and she always hope the best for them.

Finally, the researcher wishes that this thesis will be useful for everyone

who reads it and gives beneficial input for other students.

Jambi, March 2015

The Researcher

ELLY MEI FRISKA SIPAYUNG

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TABLE OF CONTENTS

TITLE PAGE.................................................................................................... i
APPROVAL...................................................................................................... ii
LETTER OF RATIFICATION....................................................................... iii
DECLARATION OF ORIGINALITY........................................................... iv
MOTTO.............................................................................................................. v
ABSTRACT....................................................................................................... vi
ACKNOWLEDGMENTS................................................................................ vii
TABLE OF CONTENTS................................................................................. ix
LIST OF TABLES............................................................................................ xi
LIST OF APPENDICES.................................................................................. xii

CHAPTER I: INTRODUCTION
1.1 Background of Study.................................................................................... 1

1.2 Research Question......................................................................................... 3

1.3 Limitation of the Problem.............................................................................. 3

1.4 The Purpose of the Research......................................................................... 3

1.5 The Significance of the study........................................................................ 4

CHAPTER II: REVIEW OF RELATED LITERATURE

2.1 Academic Reading.......................................................................................... 5

2.2 Reading Skill for TOEFL................................................................................ 6

2.3 Definition of Ability....................................................................................... 8

2.3.1 Reading Ability........................................................................................... 9

2.4 Previous Research......................................................................................... 9

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CHAPTER III: RESEARCH METHOD

3.1 Research Design......................................................................................... 11

3.2 Population and Sample............................................................................... 11

3.3 Research Instrument................................................................................... 12

3.4 Data Collection Procedure.......................................................................... 13

3.4.1 Test........................................................................................................... 13

3.4.2 Validity and Reliability of The Test......................................................... 14

3.5 Data Analysis............................................................................................. 15

CHAPTER IV: FINDING AND DISCUSSION

4.1 Findings....................................................................................................... 16

4.1.1 The Result of the Test.............................................................................. 17

4.1.2 The Percentage of the level of students’ ability in TOEFL test............... 19

4.1.3 The Frequency Distribution....................................................................... 20

4.2 Discussion……………………………………………………………….. 23

CHAPTER V: CONCLUSION AND SUGESTION

5.1 Conclusion………………………………………………………………. 28

5.2 Suggestions………………………………………………………………. 29

REFERENCES.............................................................................................. 30

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LIST OF TABLES

Table Page

Table 1. The Population of Third-semester Students……………………………… 11

Table 2 The Level of Grade……………………………………………………….. 11

Table 3.3. Specification of the Test for Students………………………………….. 12

Table 4.1. The Result of the test…………………………………………………… 15

Table 4.2. The scores overall distribution of the TOEFL test……………………... 19

Table 4.3. The scores distribution of skill 1……………………………………….. 20

Table 4.4. The scores distribution of skill 2……………………………………….. 20

Table 4.5. The scores distribution of skill 3……………………………………….. 21

Table 4.6. The scores distribution of skill 4……………………………………….. 22

Table 4.7. The scores distribution of skill 5……………………………………….. 23

Table 4.8. The scores distribution of skill 6……………………………………….. 23

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LIST OF APPENDICES

Appendix 1 Reading Comprehension Test

Appendix 2 Answer Key

Appendix 3 Reading Skill Percentage

Appendix 4 List of the Scores from Class A and B

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CHAPTER I
INTRODUCTION

1.1 Background of Study

Reading is one of receptive skill that needs students’ capability to

comprehend it. In learning and teaching reading, there are many techniques used

by teachers even by students it self to get their deep understanding in

comprehending the text. Reading is a skill that enhances students’ knowledge and

information from the handouts or textbooks they have read. Reading appears to be

the most important skill for people who learn English as a second and foreign

language in the academic setting and for readers who do not have chance to

continue their study in a formal education system. Reading is an important skill to

the student as foreign language (EFL) even as their second language to get their

knowledge in their field.

In many universities, reading is one of the current issue and also the

important subject to support students’ ability in getting the information from any

sources. Moreover, reading is not as easy as speak, but need capability when the

reader tried to comprehend even to understand that text. In learning reading the

researcher also faced difficulties in comprehending the text even to understand the

main idea. As researcher’s experience, in reading need capability and also strategy

to get the idea of the text. There are some strategies to use to acquire the

information contained in the text efficiently an effectively in reading skill for

TOEFL based on Larasati (2014) such as, main idea, stated detail questions,

unstated detail questions, implied detail question, vocabulary in context questions,

and “where” questions. There are six skill in reading for TOEFL are commonly

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used by the students to help them to understand the text reading for TOEFL. For

instance, they read the whole text and signed the important information.

In English study program language arts and department faculty of teacher

training and education of Jambi University there is one course in new curriculum,

it is Reading for Academic Purposes, this course is designed to measure the level

of English language proficiently of students especially in Reading Comprehension

Skill. It is provides wide variety of skill and abilities in English through TOEFL

practice and IELTS for preparing students to get much experience in reading

authentic academic passage. In this course, students work intensively in class with

various skill and strategies such as determining inferences and implied

information, finding key point of the passage and author’ purposes as well as

vocabulary meaning.

Based on the difficulties above and the purposes of the course, sometimes

the English students try to solve this problem by doing some ways or strategies in

their reading skill for TOEFL. They think that they can understand what is told in

a text. Thus, the researcher wants to conduct the research regarding “Third

Semester Students’ Ability on TOEFL Reading Comprehension Skill at

Jambi University”
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1.2 Research Question

Based on the background above, the problem in this research formulated a

research question as followed: What is Third Semester Students’ Ability on

TOEFL Reading Comprehension Skill at Jambi University?

1.3 Limitation of the Problem

The scope of the problems in this research is concentrated on the students’

Reading academic purpose especially in third semester of regular English students

in academic year 2013/2014 at One Public University.

The theoretical framework used in this research limits on Larasati (2014)

and Philip (2001) theory by classifying introductory course for TOEFL test in six

skill. They are main idea, stated detail questions, unstated detail questions,

implied detail question, vocabulary in context questions, and “where” questions.

According to Syllabus Reading for Academic Purposes in Jambi University there

are six skills and this course is designed to measure the level of English language

proficiency of students especially in Reading Comprehension skill. It provides

wide variety of skill and abilities in English through TOEFL Practice and IELTS

for preparing students to get much experience in reading authentic academic

passage. In this course, students work intensively in class with various skill and

strategies such as determining inferences and implied information, finding key

point of the passage and author’ purposes as well as vocabulary meaning.

Based on the formulation of research questions mentioned above, the

purpose of this research is to find out the students’ ability in reading skill for

TOEFL that used by third semester students in English Study Program at Jambi

University.
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1.4. The Purpose of the Research

Based on the formulation of the research questions mentioned above, the

purpose of this research is to find out the ability of third semester students in

reading comprehension skill on TOEFL at Jambi University.

1.5. The Significance of the Research

The findings of this research are expected to provide the following; first,

this research may give the deep understanding to the students about kinds of

reading skill that can be used by them in reading to make them easier to get

information and also main idea of the text or reading TOEFL. It’s hoped that

findings of this research could give a possible solution and also references for

English students especially in Jambi University in their reading activity. Second,

the findings of this research is hoped to give information for the English study

program’s lecturers as one of their references that they may use and consider

when they taught the students especially in reading class. The last, giving

information for the further researcher to investigate the students’ ability in reading

and other topics are interrelated with this research to know and get the deeper

data.
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CHAPTER II
REVIEW OF RELATED LITERATURE

2.1. Academic Reading

Reading an academic text is different from everyday reading such as

reading comics, novels and magazines. Two important differences are what we

read it is content and style of academic texts and how we read it is what readers of

academic texts are expected to do. Academic texts deal with concepts and ideas

related to subjects that are studied at college or university. When the reader read

an academic text, reader are expected to do much more than simply understand

the words of the text and summarize main ideas (Sharpe 1995). Readers at college

or university level are also expected to:

 Recognize the author's purpose and possible bias.

 Differentiate between facts and author's opinions.
 Challenge questionable assumptions and unsupported claims.
 Think about possible consequences of the author's claims.
 Integrate information across multiple sources.
 Identify rival hypotheses, possible contradictions and competing views.
 Evaluate evidence and draw their own conclusions instead of simply
accepting what the author says.

Academic reading introduces students to new ideas and enables students to

think about them in a different way. Students will need to grasp main ideas,

theories, key themes and arguments. Once students have understood these ideas,

that can express themselves in essays and exams. It is important to learn and

practice the skills students need to read academic texts, as this will increase their

comprehension and save the time. Using various reading techniques will help

students research and understand subject both of broadly and specifically.

Academic reading is all about being selective; there is no need to read every text

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on a subject. Reading a text just once is not enough; as a reader, you will need to

read the important bits first, and then re-read these sections more slowly. Don’t

read everything at the same speed.

Reading with a purpose, the reader will read for different reasons,

depending on the purpose. Reader will need to ask themselves why you are

reading certain material and what your purpose may be. What information do you

require? The way to read a newspaper or a magazine, for example, is very

different to the approach reader would take when reading an academic textbook

(Perfetti, 2001). Academic reading is more than just recognizing words on a page.

It requires concentration on a deeper level, and need to understand the meaning of

what the author is trying to say and think about the main theories and concepts.

2.2. Reading Skill for TOEFL

According to Johan and Juwita (2009) there are some skill that can be

apply in your reading comprehension for TOEFL and it will help you read more

effectively. These approaches will help you get the maximum benefit from your

reading skill for TOEFL, with the minimum effort.

1. Main Idea Question

Almost in every reading passage on TOEFL, test will have

multiple choice questions about the main idea of a passage. The questions

are all asking what primary point the author is trying to get across in the

passage. TOEFL passages are generally written in traditionally manner, it

is relatively easy to find the main ideas by studying topic sentences, which

are more probably found at the beginning of each paragraph. It a passage

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consists of one or two paragraph, you should study beginning of that

paragraph to determine the main idea. To answer the question, read the

first line and look for common theme or idea, pass your eye quickly over

the rest of the passage, eliminate any definitely wrong answer and choose

the best answer from the remaining choices. The answer to this type of

question can generally be determined by looking at the first sentences of

each paragraph.

2. Stated Detail Question

The answer to this question is found in order in the passage.

Choose a key word in the question (according to the passage, stated,

indicates, mention, which is true…). And you can skim the passage for the

key word, read the sentences that contain key word carefully. Look for the

answer that restates an idea. Eliminate the definitely wrong answers.

3. Unstated Detail Question

Choose a key word and scan the appropriate place for the key word

(not mentioned, not stated, not discussed, true except…). Read the

sentence that contains the key word carefully and look for answers that are

definitely and then eliminate it. Choose the answer that is not true or not

discussed in the passage.

4. Implied Question

Answers are not directly stated in the passage. Draw the

conclusions from information that is given in the passage (implied,

inferred, likely, probably).

5. Vocabulary in the Context Questions

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To finding the meaning of one word or take the expression from

the texts. Vocabulary questions are found in part of the reading passage

that will be highlight to correspond with questions. This is another reason

why it is unnecessary for you to read the entire passage.

6. “Where” Question

Determining where in the passage, a piece of information is found.

2.3. Reading Comprehension

There are many definitions of reading comprehension. Heilman (1981:14)

task that reading is an active going process that is affective directly by an

indivudual interaction with his environment. Reading comprehension is

multifacted process affected by variety of factors. Reading comprehension is a

process of making sense of written ideas thorugh meaningful interpretation an

interaction with language.

From the defenition, it can be highlighting that and comprehension are two

different things but they may not be seperated when it comes to finding a text.

They are interrelated each other. When readers are reading a text, automatically

they will try to undestand and comprehend the text beacause the purpose of

reading to get and extract the message in a text. The fundamental goal of any

reading activity is to understand what is read. Without comprehension there will

be no reading. So, reading comprehension is an ability to graps the written

material with full understanding.

By reading comprehension, readers should be able to selecte the main idea

of a text, to undestand principle, to follow a sequence of event, an argument, or a

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line of reasoning. Reading comprehension is what allows the reader to interact

with the text in a meaningful way. They also should be able to note the main

points, to selecte relevant detailes to support the main idea, and to recognize the

organization of the aouthor’s plan, if they are to write to a similar plan. They

should be able to draw conclusion from facts or experiences present to them, and

to asses the worth of conflicting viewpoints. In short, readers shpuld be able to

comprehending the text. Comprehending the text mean the reader understand

what he/she has been read. It has two things, they are paying attention to the text

by looking at the text and understanding the text by focusing on particular things.

2.4. Previous Study

There is previous research regarding to this topic about Students Ability

on TOEFL Reading Comprehension skill. Marzuki (2008) analyzed the skill of

the fifth semester Accounting students of Padang State Polytechnic in facing the

Reading (Section III) TOEFL Like Test. Descriptive method was used In

analyzing data which was gotten from giving the students pre-test and post-test of

TOEFL Like Test. Students were given 13 skills, as stated in the used TOEFL

preparation book, in facing the Reading section between the pre-test and posttest.

It was found, from the analysis, that students' scores in pre-test were not much

different with the post-test although they had been given the skills. It led to a

conclusion that the problem faced by students in doing Reading TOEFL Test was

caused by their low skill in reading English text. Even thought the similarity

between this research and his research are talk about student’s ability on TOEFL,

but from the explanation before, it is clear that their researches are different with

this research. It can be seen from subject of this research. The object from
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Marzuki comes from fifth semester Accounting students of Padang State

Polytechnic. The test here also took on Longman in Introductory level for

Reading Pre Test. Then, based on researcher’s knowledge there is no research is

alike this research.

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CHAPTER III
RESEARCH METHOD

This chapter describes and elaborates the methodological approaches selected

for this research. The research methods and procedures are included research design,

population and sample, research instrument, validity of questionnaire, reliability of

questionnaire, techniques of data collection, and techniques of data analysis. This

section is applied to describe these subtopics in details.

3. 1 Research Design
This research is descriptive research with quantitative approach. The researcher

describes the third semester students’ ability on TOEFL Reading Comprehension Skill.

In addition, Gay and Arasian in Creswell (2002) stated that to answer research questions

in descriptive research can be done through a questionnaire, survey, interview or

observation. And to analyze the data, it would be easy for the researcher to get the

summary of the research by using score percentage. Therefore, in measuring perception,

attitude, opinion, behavior, and characteristic of population is fixed by using

quantitative approach (Creswell, 2002). Quantitative approach involves data collection

techniques that the result primarily in numerical data which is then analyzed by

statistical methods (Dornyei, 2007).

3.2 Population and Sample

It is important to define the population, because the sample is drawn from the

population. McMillan and Schumacher in Moloi (2009) defined the population as a

group of elements or cases, whether individuals, objects, or events that conform to

specific criteria and intended to generalize the results of the research. In this point, the

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researcher conducted this research for the third-semester of students only from a regular

class at English Education Study Program of Jambi University.

Table 1. Sample of Third-semester Students from Regular Class

No Class Frequency

1. A 23

2 B 22

Total 45

According to Rosnow and Rosenthal in Moloi (2009) sampling is a scheme, a

design or procedure that indicates how respondents are to be selected in the research. If

there are less than 100 of the students in a population, it is a lot better to take them all as

the sample (Arikunto, 2006). The intention is to choose the unit to be sampled that will

be representative of the larger population (Creswell, 2002). As a result, there are less

than 50 students which were selected as the respondents of the research.

To provide an accurate description, the researcher has student’s scores criterion

for all participants to make sure the level of grade all of students after done the test. The

students score criterion may be seen in the table below.

Table 2 The Level of Grade

Score Interpretation Level

85 – 100 Very Good

75 - 84 Good

60 - 74 Fair

40 - 59 Weak
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0-39 Poor

Source: Jambi University Grading System on Students’ Green card

3.3 Research Instrument

The instrument which is used in this research is TOEFL test from Longman with

multiple choice. The purpose of the questions is to know what is Third Semester

Students’ Ability on TOEFL Reading Comprehension Skill at Jambi University in

relation to the topic of the research.

A question with scaled items is constructed for this research. It consisted of 50

structured questions with the time 55 minutes, which are related to reading skill for

TOEFL. The researcher are expected to the questions TOEFL test by expressing their

reading skill for TOEFL degrees of frequency, using a four point scale descriptors

ranging from ‘poor’, ‘fair’, ‘good’ to ‘very good’.

3.4. Data Collection Procedures.

3.4.1. Test

Table 3.4
Specification of the Test for Students

Variable Indicators Descriptors Number of items Total

Student’s Reading skill Main Idea Question 1, 10, 21, 31, 41 5

ability in for TOEFL

reading skill Stated Detail Questions 8, 11,15, 25, 32, 35, 7

for TOELF 47

in Academic

Year Unstated Detail Questions 6, 7, 13, 16, 22, 38, 8

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2012/2013 42, 49

at Jambi Implied Questions

University 4, 18, 27, 29, 34, 45 6

Vocabulary

in context Questions 2, 3, 5, 12, 14, 17, 19

19, 23, 24, 26, 28,

33, 36, 37, 39, 43,

44, 46, 48

“Where” Questions 9, 20, 30, 40, 50 5

A test or examination is an assessment intended to measure a test taker's knowledge,

skill, aptitude, physical fitness, or classification in many other topics e.g., beliefs. A test

may be administered orally, on paper, on a computer, or in a confined area that requires

a test taker to physically perform a set of skills (Heinemann,1993). In this research the

test itself is test on paper, why the researcher choose that test, because it is suitable for

the participants with do not need many time and it's not troublesome for the researcher.

The questions are taken from Philip on Longman complete course for the TOEFL

TEST: Reading Pre Test. The total questions are 50 questions with multiple choices and

for format choices is A-B-C-D. The time allocation for the participant is around 55

minutes for all participant. It is considered enough for the participants to answer the

questions that had already prepared by the researcher.

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3.4.2. Validity and Reliability of the Test

The test taken has been standardized from Philip on Longman, in this study,

validity and reliability will not be tested.

3.5. Data Analysis

In analyzing the test, the researcher used same pattern from TOEFL test. The

researcher also use simple statistic and after that it will describe by the researcher.

Simple statistic here means that if researcher has need one variable. Because researcher

only want to find the average value from all participants and researcher will describe the

data orally to make sure if the explanation is related with the findings. To provide an

accurate description, the researcher has some indicators, there are: “Third Semester

Students’ Ability on TOEFL Reading Comprehension Skill at Jambi University”

3.5.1. Microsoft excel

To find the average value from all participants, researcher use simple way to

calculate the data. Because in this research only needs one variable and with use

Microsoft excel is enough to find the average value.

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CHAPTER IV

FINDINGS AND DISCUSSION

4.1 Findings

The research was conducted on December, 08th 2014 for class B and on

December, 11th 2015 for class A. The test administered once time for each class.

The TOEFL test consists of 50 questions with 55 minutes duration. The test is

taken from Longman and it means that test is already has standardize and no need

the reliability of the test before conducted the test to the participants.

4.1.1. The Result of the test

Table 4.1. The Result of the test

READING SKILL PERCENTAGE TOTAL

Subject 1 % 2 % 3 % 4 % 5 % 6 %
S1 5 100% 6 85.71% 5 62.50% 5 83.33% 16 84.21% 5 100% 84%
S2 5 100% 7 100% 7 87.50% 5 83.33% 17 89.47% 5 100% 92%
S3 4 80% 4 57.14% 4 50% 1 16.66% 5 26.31% 4 80% 44%
S4 4 80% 6 85.71% 8 100% 3 50% 12 63.15% 5 100% 76%
S5 4 80% 7 100.00% 5 62.50% 4 66.66% 16 84.21% 5 100% 82%
S6 4 80% 6 85.71% 6 75% 3 50% 12 63.15% 5 100% 72%
S7 3 60% 4 57.14% 3 37.50% 4 66.66% 14 73.68% 4 80% 64%
S8 4 80% 6 85.71% 4 50% 4 66.66% 12 63.15% 4 80% 68%
S9 4 80% 5 71.42% 5 62.50% 5 83.33% 11 57.89% 5 100% 70%
S10 2 40% 6 85.71% 5 62.50% 2 33.33% 12 63.15% 5 100% 64%
S11 4 80% 6 85.71% 6 75% 4 66.66% 14 73.68% 5 100% 78%
S12 4 80% 5 71.42% 4 50% 1 16.66% 13 68.42% 5 100% 64%
S13 5 100% 7 100.00% 5 62.50% 5 83.33% 16 84.21% 5 100% 86%
S14 4 80% 6 85.71% 2 25% 3 50% 12 63.15% 2 40% 58%
S15 4 80% 7 100.00% 5 62.50% 4 66.66% 13 68.42% 4 80% 74%
S16 5 100% 7 100.00% 8 100% 6 100% 16 84.21% 5 100% 94%
S17 1 20% 5 71.42% 6 75% 3 50% 7 36.84% 5 100% 54%
S18 3 60% 3 42.85% 5 62.50% 3 50% 7 36.84% 3 60% 48%
S19 5 100% 6 85.71% 4 50% 4 66.66% 10 52.63% 5 100% 68%
S20 5 100% 6 85.71% 5 62.50% 5 83.33% 13 68.42% 4 80% 76%
S21 4 80% 7 100.00% 5 62.50% 2 33.33% 12 63.15% 5 100% 70%

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S22 4 80% 6 85.71% 6 75% 5 83.33% 15 78.94% 5 100% 82%

S23 4 80% 6 85.71% 5 62.50% 3 50% 10 52.63% 4 80% 62%
S24 5 100% 6 85.71% 7 87.50% 6 100% 12 63.15% 5 100% 82%
S25 5 100% 7 100% 7 87.50% 4 66.66% 18 94.73% 4 80% 90%
S26 4 80% 3 42.85% 4 50% 3 50% 7 36.84% 4 80% 50
S27 0 0% 4 57.14% 1 12.50% 0 0% 4 21.05% 2 40% 22
S28 1 20% 4 57.14% 2 25% 1 16.66% 5 26.31% 4 80% 34
S29 3 60% 5 71.42% 5 62.50% 5 83.33% 14 73.68% 5 100% 74
S30 2 40% 2 28.57% 2 25% 1 16.66% 6 31.57% 3 60% 32
S31 2 40% 1 14.28% 2 25% 1 16.66% 4 21.05% 2 40% 24
S32 5 100% 7 100% 7 87.50% 4 66.66% 13 68.42% 5 100% 82
S33 5 100% 7 100% 6 75% 4 66.66% 14 73.68% 5 100% 82
S34 4 80% 7 100% 5 62.50% 4 66.66% 15 78.94% 5 100% 80
S35 3 60% 4 57.14% 3 37.50% 2 33.33% 7 36.84% 4 80% 46
S36 3 60% 7 100% 6 75% 5 83.33% 12 63.15% 4 80% 74
S37 5 100% 7 100% 6 75% 5 83.33% 14 73.68% 5 100% 84
S38 1 20% 4 57.14% 3 37.50% 1 16.66% 7 36.84% 5 100% 42
S39 4 80% 7 100% 5 62.50% 5 83.33% 11 57.89% 5 100% 74
S40 2 40% 5 71.42% 5 62.50% 1 16.66% 6 31.57% 4 80% 46
S41 2 40% 4 57.14% 0 0% 3 50% 1 5.26% 2 40% 24
S42 4 80% 7 100% 7 87.50% 3 50% 16 84.21% 5 100% 84
S43 4 80% 4 57.14% 6 75% 4 66.66% 12 63.15% 3 60% 66
S44 0 0% 4 57.14% 1 12.50% 2 33.33% 4 21.05% 3 60% 28
S45 1 20% 3 42.85% 0 0% 0 0% 3 15.78% 2 40% 18
347.128 260 246.666 257.894 3.8 2.868
x=
∑=3120 77.14 57.77 54.81 57.3 84.44 63.73
N= 45 69.33

The table above shows that, the mean of the total score are achieved by 45

students is 63.73. It can be seen specifically in the result that there were 7 students

got very good category; 8 students got good category; 14 students got fair

category; 5 students got weak category and 11 students got poor category.

Furthermore, the highest score was 94 made by a student.

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Moreover, the mean of each skill Main idea Question are; the mean of the

first skill is 69.33. In this skill there are 11 students got the highest score was 100,

18 students are in good category, 5 in fair category, 5 in weak category and 6

students in poor category.

The mean of second skill Stated Detail Question was 77.14. Where, the

highest score was 100 made by 14 students. Furthermore, 24 students in very

good score, 5 students got good score; 9 students got fair score; 3 students got

weak score and 2 students got poor score.

Furthermore, the mean of third skill Unstated Detail Question was 57.77.

In this skill, there are 2 students got 100 as the highest score. Furthermore, there

are 7 students got very good score; 8 students got good score; 14 students got fair

score; 5 students got weak score and 11 students got poor score.

The mean of the fourth skill Implied Question was 58.81. Where, there are

only 2 students got 100 as the highest score; 10 students got good score; 11

students got fair score; 9 students got weak score and 13 students got poor score.

The mean of fifth skill Vocabulary in Context Question was 57.30. Where,

there is a student who got 94.73 as the highest score. Furthermore, there are 7

students got very good score; 2 students got good score; 18 students got fair; 4

students got weak score and 14 students got poor score.

The last skill is skill 6 “Where” Question where the mean was 84.44. In

this skill, there are 24 students got very good score; 12 students got good score; 4

students got fair score; 4 students got weak score and none of students who got

poor score. Moreover, the highest score was 100 made by 24 students.
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4.1.2 The percentage of the level of students’ ability in TOEFL test

In TOEFL test there are 6 skills. Each of skill has their own specific

purposes. They are Main Idea Question, Stated Detail Questions, Unstated Detail

Questions, Implied Questions, Vocabulary in context Questions, and “Where”

Questions. Moreover, in this part the researcher describes the overall percentage

of the level of students’ ability in TOEFL test. After calculating the scores of the

students, it was found that the students’ ability in TOEFL test or mean was

63.73%. The final result was obtained by using the following formula:

X = __________________ X 100%
N X 100

2.868
= _______ X 100%
45X100

2.868
= _____ X 100%
4500

= 0.63 X 100%
= 63.73%
In which:

X = the level of ability

T = the total score of the test

N = number of test takers

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4.1.3 The Frequency Distribution

Table 4.1 below shows the overall distribution of the TOEFL test acquired

by 45 students of the third semester in academic year of 2013/2014 at English

study program of Jambi University.

Table 4.2: The scores overall distribution of the TOEFL test

Interval Categories Mark Frequency

85%-100% Very good 94 (1), 92 (1), 90 4

(1), 86 (1)

75%-84% Good 84(3), 82(5), 80 12

(1), 78 (1), 76 (2),

60%-74% Fair 74 (4), 72 (1), 70 14

(2), 68 (3), 66 (1),

64 (2), 62 (1)

40%-59% Weak 58 (1), 54 (1), 50 8

(1), 48 (1), 46 (2),

44 (1), 42 (1)

0-39% Poor 34 (1), 32 (1), 28 7

(1), 24 (2), 22 (1),

18 (1)

From the table 4.2 above, there were 4 students got very good score; 12

students got good score; 14 students got weak score; 8 students got fair score and

7 students got poor score.

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Table 4.3: The scores distribution of skill 1 Main Idea Question

Interval Categories Mark Frequency

85%-100% Very good 100 (11) 11

75%-84% Good 80 (18) 18

60%-74% Fair 60 (5) 5

40%-59% Weak 40 (5) 5

0-39% Poor 20 (4), 0 (2) 6

From the table 4.3, there were 11 students got very good score in skill 1;

18 students got good score; 5 students got fair score; 5 students got weak score

and 6 students got poor score.

Table 4.4: The scores distribution of skill 2 Stated Detail Question

Interval Categories Mark Frequency

85%-100% Very good 100 (14), 85.71 26

(12)

75%-84% Good 71.42 (5) 5

60%-74% Fair 57.14 (9) 9

40%-59% Weak 42.85 (3) 3

0-39% Poor 28.57 (1), 14.28 2

(1)
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From the table 4.4, there were 26 students got very good score; 5 students

got good score; 9 students got fair score; 3 students got weak score and 2 students

got poor score.

Table 4.5: The scores distribution of skill 3 Unstated Detailed Question

Interval Categories Mark Frequency

85%-100% Very good 100 (2). 87.50 (5) 7

75%-84% Good 75 (8) 8

60%-74% Fair 62.50 (14) 14

40%-59% Weak 50 (5) 5

0-39% Poor 37.50 (3), 25 (4), 11

12.50 (2), 0 (2)

From the table 4.5, in skill 3 there were 7 students got very good score; 8

students got good score; 14 students got fair score; 5 students got weak score and

11 students got poor score.

Table 4.6: The scores distribution of skill 4 Implied Question

Interval Categories Mark Frequency

85%-100% Very good 100 (2) 2

75%-84% Good 83.33 (10) 10

60%-74% Fair 66.66 (11) 11

40%-59% Weak 50 (9) 9

0-39% Poor 33.33 (4), 16.66 13

(7), 0 (2)
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Table 4.6 shows that in skill 4 there were only 2 students got very good

score; 10 students got good score; 11 students got fair score; 9 students got weak

score and 13 students got poor score.

Table 4.7: The scores distribution of skill 5 Vocabulary in Context Question

Interval Categories Mark Frequency

85%-100% Very good 94.73 (1), 89.47 7

(1), 84.21 (5)

75%-84% Good 78.94 (2) 2

60%-74% Fair 73.68 (5), 68.42 18

(4), 63.15 (9)

40%-59% Weak 57.89 (2),52.63 4

(2)

0-39% Poor 36.84 (5), 31.57 14

(2), 26.31 (2),

21.05 (3), 15.78

(1), 5.26 (1)

Table 4.7 shows that in skill 5 there were 7 students got very good score; 2

students got good score; 18 students got fair; 4 students got weak score and 14

students got poor score.

Table 4.8: The scores distribution of skill 6 “Where” Question

Interval Categories Mark Frequency

85%-100% Very good 100 (24) 24

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75%-84% Good 80 (12) 12

60%-74% Fair 60 (4) 4

40%-59% Weak 40 (5) 5

0-39% Poor -

From the table 4.8, it shows that in skill 6 there were 24 students got very

good score; 12 students got good score; 4 students got fair score; 4 students got

weak score and none of students who got poor score.

4.2 Discussion

After analyzing the data, the researcher found out that the ability of the

third semester students in TOEFL is 63.73%. Based on Moore (2006) interval of

percentage the ability degree, the researcher concluded that ability of third

semester students in TOEFL belong to fair category.

Moreover, it was found that in each skill, the students got the highest score

in skill 6 which is the skill 6 is about “Where” Questions. The mean of this skill

was 84.44% and it consists of 5 questions. It means that almost the students could

answer the questions belongs to this skill correctly. It shows that 24 out of 45

students could answer all of the questions in skill 6 correctly. Furthermore, none

of students who got poor score. The example of questions is;

Where in the passage does the author mention the Cullinan Diamond’s weight

when it was mined?

(A) Lines 1 - 2

(B) Line 3

(C) Lines 4 - 5
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(D) Line 6

However, the result shows that the lowest score made by students was in

skill 4 which is implied questions. The mean score of this skill was 54.81% and it

consists of 6 questions. The result of the test shows that the third semester

students faced difficulty in answering this skill. The scores made by the students

were there are only 2 students got 100 as the highest score; 10 students got good

score; 11 students got fair score; 9 students got weak score and 13 students got

poor score. From the specification of the students’ score category, the writer see

that only 12 out of 45 students who got good and very good score. The rest of

them were failed because the scores were in fair, weak, and poor category. The

example of question is;

It is implied in the passage that Mauna Kea does not seem as

tall as Mount Everest because
(A) people do not want to look at it
(B) part of Mauna Kea is under water
(C) Mount Everest has more
(D) snow Mauna Kea is in a different part of the world than
Mount Everest

As mentioned in chapter II that implied question is answers are not

directly stated in the passage. Draw the conclusions from information that is given

in the passage (implied, inferred, likely, probably). In this skill show the way how

to identify questions, that’s why the third semester students faced the difficulty in

understanding the implied questions. That’s why 33 out of 45 students were in

fair, weak, and poor category. The writer assumes that the students needed

understanding and learning about implied questions.

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The students also got the low score in skill 5 where in this skill the mean

score was 57.30% and it consists of 19 questions. This skill asked vocabulary in

context questions. The distribution of students’ score based on category found that

there is a student who got 94.73 as the highest score. Furthermore, there are 7

students got very good score; 2 students got good score; 18 students got fair; 4

students got weak score and 14 students got poor score. It means that the students

also faced difficulty in vocabulary. The writer can conclude that the vocabularies

in this skill are not familiar to the students. That’s why the students couldn’t

answer it correctly. Furthermore, lack of vocabulary is one of the difficulties faced

by student in learning English. The example of the question is;

The word “uncut” in line 2 is closest in meaning to which of the following?

(A) Finished

(B) Unnatural

(C) Pear

(D) Whole

As has discussed before, in answering vocabulary in context questions we

must clearly understand the meaning of the test. To finding the meaning of one

word or take the expression from the texts. Vocabulary questions are found in part

of the reading passage that will be highlight to correspond with a questions. This

is another reason why it is unnecessary for you to read the entire passage.

However, in reading the passage, the students have not enough time. Furthermore,

the students are difficult to translate the meaning of the text. It caused the students

can not catch the meaning of the text or vocabulary in the text.
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The other skill is difficult for the students were skill 3. The mean score of

this skill was 57.77%. This skill consists of 8 questions as unstated detail

questions. In this skill, the highest score was 100 made 2 students. Furthermore,

there are 7 students got very good score; 8 students got good score; 14 students

got fair score; 5 students got weak score and 11 students got poor score. It shows

that only 15 out of 45 students who got very good and good category and the rest

of them were in fair, weak, and poor category. The example of the question is;

Which of the following is NOT true about the name Coca-Cola?

(A) The name “coca” comes from the coca leaf.
(B) The name “cola” comes from the colanut.
(C) Frank Robinson suggested the name.
(D) The inventor came up with the name.
As has mentioned above that in unstated detail question we choose a key

word and scan the appropriate place for the key word (not mentioned, not stated,

not discussed, true except…). Read the sentence that contains the key word

carefully and look for answers that are definitely and then eliminate it. Choose the

answer that is not true or not discussed in the passage.

This research designed to knowing the level of English language proficiency of

students especially in Reading Comprehension skill. It provides wide variety of

skill and abilities in English through TOEFL test for preparing students to get

much experience in reading authentic academic passage. By the result above, the

writer can conclude that the students were difficult in understanding the passage

or text. That’s why they couldn’t find the unstated detail question in the text. In

the other word, the students lack of ability in reading TOEFL.

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CHAPTER V

CONCLUSION AND SUGGESTIONS

5.1 Conclusion

Based on the findings and discussion in chapter IV, it is concluded that the

ability of the third semester students in academic year of 2013/2014 at English

study program of Jambi University in TOEFL is 63.73% belongs to “fair”

category. It can be seen specifically in the result that there were 14 students got

weak category; 8 students got fair category and 7 students got poor category; 4

students got very good score; 12 students got good score. Furthermore, the highest

score was 94 made by a student.

Moreover, the mean of each skill are; the mean of the first skill is 69.33,

the mean of second skill was 77.14, the mean of third skill was 57.77, the mean of

the fourth skill was 54.81, the mean of fifth skill was 57.30, and the last skill is

skill 6 where the mean was 84.44.

In addition, among these skills, the students are difficult in skill 4 as

implied questions, skill 5 as vocabulary in context questions, and skill 3 as

unstated detail questions. However, most of the students are success in skill 6 as

where questions, skill 2 as stated detail questions, and also skill 1 as main idea

questions.

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5.2. Suggestions

To improve the students’ ability in TOEFL, the writer proposes some

suggestions for those who are concerned with this study; for English lecturers who

teach English, for students who learn TOEFL in especially in English study

program of Jambi University.

First, the lecturers should give more explanation and more exercises or

assignments about TOEFL test to the students to make them understand about

TOEFL. Second, the students should develop their understanding about TOEFL

by having more practices in classroom even at home to help them easier in

understanding TOEFL test. In addition, the students need to improve their

vocabulary and also reading comprehension.

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REFERENCES

Arikunto, Suharsimi. 2006. Prosedur Penelitian. Jakarta: Rineka Cipta.

Ary, D, Jacobs, L. C & Razavieh. (2006). Introduction to Research In Education. Fort Worth:
Holt, Rinehart and Winston.

Brown, H. D. (2002). Strategy for Success: A practical guide to learning English. Longman:
San Fransisco State University.

Cohen, L, Manion, L & Morrison, K. (2007). Research Method in Education (6th Ed.).
London and New York: Routledge, Taylor and Francis Group.

Creswell, J. W. (2002). Research design: qualitative, quantitative and mixed-method.

Thousand Oaks, CA: Sage.

Dornyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative, and

Mixed Methodology. Oxford: Oxford University Press.

Hornby, AS. 1974. Oxford Advanced Learner’s Dictionary of Current English.

Johan, H.F and Anne Juwita. (2009). Smart Way To TOEFL. Jakarta. Generasi Cerdas Jakarta

Larasati, Peni with Tim I-Smart University. (20014). Super TOEFL. Yogyakarta.
Galangpress

Moloi, L. (2009). Exploring the perceptions of English second language teachers about
leaner self-assessment in the secondary school. (Master Thesis of Pretoria University

Moore, D. W. Reading Comprehension strategis. Availabel at:

http://www.ngsp.net/Portals/0/Downloads/HBNETDownloads/Edge_Mono_Moore1.pd
f. Retrieved from the internet in October 20th, 2012.

Singhal. M. (1998). A comparison of L1 and L2 reading: Cultural differences and schema.

http://iteslj.org/Articls/Singhal-ReadingL1L2.html

The American Heritage® Dictionary of the English Language, Fourth Edition copyright
©2000 by Houghton Mifflin Company. Updated in 2009. Published by Houghton
Mifflin Company. All rights reserved. [online]. Accessed from internet on
November 27th 2014

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APENDIX 1
INFORMED CONSENT FORM
THIRD SEMESTER STUDENTS’ ABILITY ON TOEFL READING
COMPREHENSION SKILL AT JAMBI UNIVERSITY

Dear English Department Students:

You are invited to participate in a quantitative research project, conducted by Elly Mei F.S
a candidate in the Faculty of Teacher Training and Education, English Department, Jambi
University. The project is titled: Students’ Ability in Reading Skill for TOEFL in
Academic Year 2013/2014 at Jambi University. The purpose of this study is to describe
student’s ability in your reading skill for TOEFL at Jambi University. This is a dissertation
research project to fulfill the requirement of my bachelor degree.

In the study you will be given a test that focus on Reading Skill for TOEFL and it will be
equated with your ability as a students in third semester. Your participation in the test
about 55 minutes to answer all of questions and the questions are 50 questions. All of data
will be kept confidential and your name will be hiding from the data. Your decision to take
part in this study is entirely voluntary. You may decline to be interviewed or may decline
to answer any specific questions. To the best of my knowledge, there are no costs
associated with taking part of this study. Also, there is no risk that could result from this
study and you will not get any personal benefit from taking part in this study. Strict
safeguards will be followed to ensure full confidentiality is maintained. You may withdraw
from this study at anytime. Your records will be used for research purpose only. At the end
of study, your record will be destroyed.

Please keep a copy of this informed consent for your records. Should you have any
questions at any time about the nature of this study and the use of your responses, please
contact Elly Mei FS or my email: lyie_moet@yahoo.com

Statement of consent:
I have read the above description of this study. All my questions have been answered to my
satisfaction. Furthermore, I have been assured that the researcher will answer any future
questions I may have. I voluntarily agree to take part in this study. I will retain a copy of
this consent form for my records.

Signature Date:

Signature of Investigator Date:

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READING COMPREHENSION TEST

READING COMPREHENSION
50 Questions
(including the reading of the directions) Now set your clock for 55 minutes.

This section is designed to measure your ability to read and understand short passages similar in topic
and style to those that students are likely to encounter in North American universities and colleges.
This section contains reading passages and questions about the passages.

Directions: In this section you w read several passages. Each one is followed by a number of
questions about it. You are to choose the one best answer, (A), (B), (C), or (D), to each question.
Then, on your answer sheet, find the number of the question and fill in the space that corresponds to
the letter of the answer you have chosen.
Answer all questions about the information in a passage on the basis of what is stated or
implied in that passage.

Read the following passage:

John Quincy Adams, who served as the sixth president of the United States from 1825 to
1829, is today recognized for his masterful statesmanship and diplomacy. He dedicated his life to
public service, both in the presidency and in the various other political offices that he held.
Line Throughout his political career he demonstrated his unswerving belief in freedom of speech, the
(5) antislavery cause, and the right of Americans to be free from European and Asian domination.

Example I Sample Answer

To what did John Quincy Adams devote his life?

(A) Improving his personal life
(B) Serving the public D
(C) Increasing his fortune
(D) Working on his private business

According to the passage, John Quincy Adams “dedicated his life to public service.” Therefore, you
should choose answer (B).

Example II Sample Answer

In line 4, the word “unswerving” is closest in meaning to

(A) moveable
(B) insignificant D
(C) unchanging
(D) diplomatic

The passage states that John Quincy Adams demonstrated his unswerving belief “throughout his
career.” This implies that the belief did not change. Therefore, you should choose answer (C).

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Questions 1—9

The largest diamond ever found is the Cullinan Diamond. This diamond weighed 3,106 carats
in its uncut state when it was discovered in South Africa on January 25, 1905.
The Cullinan Diamond was cut into 9 major stones and 96 smaller ones. The largest of the cut
stones, and still the largest cut diamond in the world, is the pear-shaped Cullinan I at 530 carats.
This diamond, which is also known as the Greater Star of Africa, is more than 2 inches (5.4 cm)
long and 1.75 inches (4.4 cm) wide. It became part of the British crown jewels in 1907.

1. What is the best title for this passage? 4. It can be inferred from the passage that
(A) Diamond Cutting the Cullinan Diamond was cut into how
(B) The Worlds Biggest Diamond, Uncut many total stones?
and Cut (A) 9
(C) Measuring Diamonds in Carats (B) 96
(D) The British Crown Jewels (C) 105
(D) 3,106
2. The word “uncut” in line 2 is closest in
meaning to which of the following? 5. The word “major” in line 3 could best be
(A) Finished replaced by
(B) Unnatural (A) well-known
(C) Pear (B) military
(D) Whole (C) natural
(D) big
3. The word “discovered” in line 2 is closest
in meaning to
(A) created
(B) found
(C) buried
(D) weighed

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6. Which of the following is NOT true about 8. According to the passage, what happened
Cullinan I? to Cullinan I?
(A) It was cut from the Cullinan (A) It remained in Africa.
Diamond. (B) It was cut into smaller stones.
(B) It weighs 3,106 carats. (C) It was cut and changed into the
(C) It is the biggest cut diamond in the Greater Star of Africa.
world. (D) It became the property of the British
(D) It is sometimes called the Greater Star Royal family.
of Africa.
9. Where in the passage does the author
7. All of the following are true about the mention the Cullinan Diamond’s weight
shape of the Greater Star of Africa when it was mined?
EXCEPT that (A) Lines 1 - 2
(A) it is in the shape of a pear (B) Line 3
(B) it is 5.4 centimeters long (C) Lines 4 - 5
(C) it is longer than it is wide (D) Line 6
(D) it is 4.4 inches wide

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Questions 10-20

Coca-Cola was invented in 1886 by Atlanta pharmacist John S. Pemberton. The name for the
product was actually proposed by Pemberton’s assistant, Frank Robinson. The name was taken
from the two most unusual ingredients in the drink, the South American coca leaf and the African
cola nut.
The recipe for today’s Coca-Cola is very well guarded. Many of the ingredients are known; in
addition to coca leaves and cola nut, they include lemon, orange, lime, cinnamon, nutmeg, vanilla,
caramel, and sugar. The proportions of the ingredients and the identity of Coke secret ingredients
are known by only a few of the Coca-Cola Company’s senior corporate officers.

10. The passage mainly discusses 14. A “recipe” in line 5 is

(A) the success of the Coca-Cola (A) information about drugs for a
Company pharmacy
(B) the unusual ingredients in Coca-Cola (B) a description of how to prepare
(C) John S. Pemberton something
(D) Coca-cola`s recipe and who (C) an accounting statement
developed it (D) a corporate organizational plan

11. According to the passage, who created 15. The passage states that the recipe for
Coca-Cola? Coca-Cola is
(A) The Coca-Cola Company (A) well known
(B) John S. Pemberton (B) known by only a limited number of
(C) Pemberton’s assistant people
(D) Frank Robinson (C) unknown
(D) published information
12. The word “unusual” in line 3 is closest in
meaning to 16. Which of the following is NOT
(A) uncommon mentioned as an ingredient of Coca-Cola?
(B) important (A) Orange leaves
(C) unused (B) Nutmeg
(D) tasty (C) Citrus fruits
(D) Sugar
13. Which of the following is NOT true about
the name Coca-Cola? 17. The word “secret” in line 7 could best be
(A) The name “coca” comes from the replaced by
coca leaf. (A) unrevealed
(B) The name “cola” comes from the cola (B) delicious
nut. (C) business
(C) Frank Robinson suggested the name. (D) speechless
(D) The inventor came up with the name.

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18. It can be inferred from the passage that 19. The word “senior” in line 8 could best be
(A) the public knows all the ingredients in replaced by
Coca-Cola (A) trustworthy
(B) the public is not sure that coca leaves (B) high-level (C)
are used in Coca-Cola more mature (D)
(C) the public does not know how many really decisive
cola nuts are used in a batch of Coca-
Cola 20. Where in the passage does the author
(D) no one knows the exact proportions of mention who gave Coca-Cola its name?
ingredients used in Coca-Cola (A) Lines 1 - 2
(B) Lines 3 - 4
(C) Line 5
(D) Lines 7 - 8

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Questions 21 - 30

Most people would say that the world’s tallest mountain is Mount Everest. This mountain in the
Himalayas is just over 29,000 feet high.
However, if mountains are measured a little bit differently, then the tallest mountain on Earth
is Mauna Kea, in the Hawaiian Islands. Mauna Kea is only about 14,000 feet above sea level, so in
comparison to Mount Everest it just does not look anywhere near as high as Mount Everest to a
person standing at sea level.
Mauna Kea, however, does not begin at sea level. It rises from an ocean floor that is more than
16,000 feet below the surface of the water. This mountain therefore measures more than 30,000 feet
from it base to its top, making it a higher mountain than Mount Everest.

21. The main idea of the passage is that 25. According to the passage, Mauna Kea is
(A) Mount Everest is the world’s tallest how far above the level of the water?
mountain (A) 14,000 feet
(B) Mount Everest and Mauna Kea are (B) 16,000 feet
located in different parts of the world (C) 29,000 feet
(C) Mauna Kea’s base is below sea level (D) 30,000 feet
(D) Mauna Kea could be considered the
tallest mountain in the world 26. The expression “in comparison to” in
lines 4 and 5 could best be replaced by
22. Which of the following is NOT (A) close to
stated about Mount Everest? (B) in relation to
(A) Many people believe it is the world’s (C) as a result of
tallest mountain. (D) because of
(B) It is part of the Himalayas.
(C) It is over 29,000 feet high. 27. It is implied in the passage that Mauna
(D) It rises from the ocean floor. Kea does not seem as tall as Mount
Everest because
23. The word “just” in line 2 could best (A) people do not want to look at it
be re by (B) part of Mauna Kea is under water
(A) noticeably (C) Mount Everest has more
(B) soon (C) (D) snow Mauna Kea is in a different part
barely (D) of the world than Mount Everest
recently
28. The word “floor” in line 7 could best be
24. The expression “a little bit” in line 3 replaced by
is closest in meaning to (A) carpet
(A) a small size (B) bottom
(B) quite (C) roof
(C) somewhat (D) water
(D) extremely

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29. The passage indicates that Mauna Everest

Kea 30. Where in the passage does the author
(A) measures 16,000 feet from top to mention Mount Everest’s total height?
bottom (A) Lines 1—2
(B) is completely covered with water (B) Lines 4—6
(C) is more than half covered by water (C) Line 7
(D) is 1,000 feet shorter than Mount (D) Lines 8—9

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Questions 31 - 40

When Columbus arrived in the Americas in 1492, there were already an estimated thirty to
forty million people living in North and South America. It has therefore been quite easy for some to
refute the idi that Columbus “discovered” America. How and when these inhabitants came to America
has been the source of much scientific research and discussion.
Most archeologists agree that the first Americans,the true “discoverers” of America,came from
northeastern Asia. There is also a considerable amount of proof that inhabitants have been in the
Americas for at least 15,000 years.
To get to the Americas, these people had to cross over the 55-mile-wide Bering Strait that
separates Asia and North America. According to one theory, these people crossed over during
periods when a land bridge existed between the two continents. During Ice Ages, so much of the
Earth’s water was frozen that the sea levels dropped, and it was possible to walk from Asia to North
America.

31. What is the author’s main purpose?
(A) To explain how Columbus discovered
America
(B) To show how people came to America
before Columbus
(C) To demonstrate the importance to
archeologists of northeastern Asia
(D) To explain how to cross the Bering
Strait
34. It is implied in the passage that
(A) Columbus was really the first person
in America
(B) scientists are sure about America’s
first inhabitants
(C) Columbus arrived at almost the same
time as America’s first inhabitants
(D) all is not known about America’s first
inhabitants

32. In 1492, how many people were 35. There is general agreement that the
probably in the Americas? first people who came to North America
(A) Fewer than thirty million came from
(B) Exactly thirty million (A) Europe
(C) Forty million or fewer (B) South America
(D) At least forty million (C) northeastern Asia
(D) Africa
33. The word “refute” in line 3 is closest
in meaning to 36. The word “considerable” in line 6
(A) theorize could best be replaced by which of the
(B) support following?
(C) contradict (A) Large
(D) defend (B) Weak
(C) Well-known
(D) Considerate

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37. The word “separates” in line 9 is closest 39. The word “frozen” in line 11 could best
in meaning to be replaced by
(A) differentiates (A) cool
(B) divides (B) dirty
(C) joins (C) solid
(D) crosses (D) wet

38. Which of the following is NOT stated 40. Where in the passage does the author
about the Bering Strait? mention how long people have probably
(A) It is 55 miles wide. been in the Americas?
(B) It separates North America and Asia. (A) Lines 1 - 2
(C) It was probably a land bridge during (B) Lines 3 - 4
the Ice Ages. (C) Lines 6 - 7
(D) It is a land bridge today. (D) Lines 8 - 9

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Questions 41 - 50

Alpha Centauri is a triple-star system. One of the three stars in Alpha Centauri is Proxima
Centauri, which is the nearest star to the Earth, except of course for the Sun. The name “Proxima”
comes from a Latin word which means “close.”
Even though Proxima Centauri is the closest star to the Earth outside of our solar system, it is
not really close. Interstellar distances are so large that they are almost impossible to imagine. A
person traveling in a modern spacecraft would not arrive at Proxima Centauri within this lifetime
or the next, or even ten lifetimes because the distance is so great. Light travels at a speed of 186,000
miles per second, and it still takes light more than four years to travel from Proxima Centauri to the
Earth.
Alpha Centauri can be easily seen in the night sky without a telescope from certain parts of the
Earth. It is the third brightest star in the sky, out of approximately 6,000 visible stars. It cannot be
seen from most parts of the United States because most of the United States is too far north;
however; it can be seen from the southern parts of the southernmost states.

41. The main subject of this passage is 44. “Interstellar distances” in line 5 are
(A) the closest stars to the Earth (A) distances between stars
(B) modern space travel (B) distances between the Earth and
(C) the speed of light various stars
(D) interstellar distances (C) distances measured by the speed of
light
42. The passage indicates that which of (D) distances from the Sun to each of the
the following is NOT true? planets, including the Earth
(A) Alpha Centauri is composed of three
stars. 45. It can be inferred from the passage that if
(B) Proxima Centauri is the closest star to a person left in one of today’s spacecrafts,
the Earth. he or she would arrive at Alpha Centauri
(C) Proxima Centauri is one of the stars in (A) within this lifetime
Alpha Centauri. (B) within the next lifetime within
(D) It is possible to see Alpha Centauri (C) ten lifetimes
from the Earth. (D) after more than ten lifetimes

43. The word “comes” in line 3 could best be 46. The word “great” in line 7 could best be
replaced by replaced by which of the following?
(A) travels (A) Famous
(B) is derived (B) Well-known
(C) is directed (C) Accomplished
(D) visits (D) Big

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47. Which of the following is true according 49. It can be inferred from the passage that
to the passage? from Alaska Alpha Centauri is
(A) Light travels at 186,000 miles per (A) always visible
hour. (B) frequently visible
(B) A person could travel from Earth to (C) occasionall y visible
Proxima Centauri in four years. (D) never visible
(C) Light from Proxima Centauri reaches
the Earth in more than four years. 50. Where in the passage does the author
(D) It is 186,000 miles from the Earth to explain how fast light can travel?
Proxima Centauri. (A) Lines 1 - 2
(B) Line5
48. The word “brightest” in line 11 could best (C) Lines 7 - 9
be replaced by (D) Lines 10 – 11
(A) smartest
(B) palest
(C) shiniest
(D) largest

This is the end of the Reading Comprehension Pre-Test.

Student’s Name :
Student Number :
Class :

(Adopted from: Philips, 1996:138)

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Appendix 2

ANSWER KEY TOEFL READING PRE TEST

1. B 21. D 41. A

2. D 22. D 42. B

3. B 23. C 43. B

4. C 24. C 44. A

5. D 25. A 45. D

6. B 26. B 46. D

7. D 27. B 47. C

8. D 28. B 48. C

9. A 29. C 49. D

10. D 30. A 50. C

11. B 31. B

12. A 32. C

13. D 33. C

14. B 34. D

15. B 35. C

16. A 36. A

17. A 37. B

18. C 38. D

19. B 39. C

20. A 40. C
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