Vol. (x), No.

(x); 2020
ISSN : 2355-2069 (Print)
ISSN : 2656-5765 (Online)
Published by IAIN Bengkulu

THE ANALYSIS OF ENGLISH STUDENTS’ PROBLEMS IN SECTION

ON OF ISTITUTIONAL TOEFL TEST

DEA PUTRI WANDASARI

(Universitas Islam Negeri Fatmawati Sukarno Bengkulu)
putridea715@gmail.com

FENY MARTINA,M.Pd
(Universitas Islam Negeri Fatmawati Sukarno Bengkulu)
feny@iainbengkulu.ac.id

ANDRI SAPUTRA,M.Sc
(Universitas Islam Negeri Fatmawati Sukarno Bengkulu)
andrisaputra@iainbengkulu.ac.id

DOI : 10.xxxxx/linguists.v.511.xxxx

Received: Januari 1st 2020 Accepted: January 21st 2020 Published: July 3rd 2020

Abstract
The aims of this research to investigate and analyze the problems most often faced by English students in
section one of Institutional TOEFL test and also to find out how far English students' are aware of the skills to
handle the section one of Institutional TOEFL test at Seventh Semester of TBI UIN Fatmawati Bengkulu. The
respondents in this study were fifteen seventh semester English students. The researcher applies aa qualitative
approach and is carried out through a case study design. The instrument used for data collection is an interview.
The results of the data analysis showed that the students problems in section one of TOEFL Test were native
speakers accent, native speakers pronunciation, lack on vocabulary, word translation and etc. the data also
showed that students awareness of skills in handle section one of TOEFL Test relatively low. Based on the
above context, this study suggests the students to practice more in TOEFL Test before doing the test. The
lecturer is expected to be able to provide more learning resources for students related to the TOEFL Test. The
study also suggests the further researcher to take attention of this phenomenon in order to get better research
results.

Keywords: TOEFL, Listening Section, Institutional.

Available online https://ejournal.iainbengkulu.ac.id/index.php/linguists/

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INTRODUCTION
This study aims to investigate and analyze the problems most often faced by English students
in section one of Institutional TOEFL test and also to find out how far English students' are
aware of the skills to handle the section one of Institutional TOEFL test. The Test of English
as a Foreign Language (TOEFL) is a test manages to measure the English proficiency of non-
native speakers of English and to measure level of English ability of non-native speakers.
Based on the current phenomena, in general, many Institutional TOEFL test participants
experience problems in the section one of Institutional TOEFL test, where they have obtained
the lowest score compared to section two and section three of Institutional TOEFL test.
Related to ETS (Educational Testing Service) in 2019 as the official TOEFL ITP organizer
shows that in Southeast Asia the TOEFL section one or listening section score is still
relatively low, even in Indonesia the average listening score is 49 from a maximum score of
68. In Indonesia, the percentage average of each aspect from highest to lowest is the listening
problems. Moreover, they also have fewer basic skills, lack of practice and also less
motivation. Regarding the data on the TOEFL results of English students who took the test at
a language centre in one of the universities in Indonesia in 2018-2019, the average score was
400 with an average TOEFL listening score is 39. This shows that listening is a difficult part
of the TOEFL test
Relevant to the results of previous research studies, the first research result (Muhammad
Soali, 2020) was that the researcher tested the students' listening comprehension skills by
answering listening section from the TOEFL exam. The researcher took 25 students as a
sample. The researcher used the “Complete Test (Paper Based) from the book by Phillips
(2003) entitled “Longman Complete Course for the TOEFL Test”. The test consists of three
parts, part A (Short dialogue) consists of thirty questions, part B (conversation) consists of
eight questions, and Part C (talk) consists of with twelve questions with 35 minutes of times
entire listening section. The CD will be played once and there is no repetition. The results of
the study show that the scores of students who answered incorrectly in part A 51%, while
there were 54% wrong answers in part B and in part C students answered incorrectly as much
as 51%. So that the average percentage of students who answered questions incorrectly was
51%. Based on the description above, it can be concluded that many students faced difficulty
in answer listening section of TOEFL Test.
Even though in fact there have been a number of studies on student problems in
answering the Institutional TOEFL test in each section, including the section one and
obtaining various grades. In college, doing the TOEFL test questions in the listening section
still shows relatively low score. Therefore, to find out the cause of the lowest score
Institutional TOEFL test in the listening section and to find out why the listening section is
still the hardest part compared to other sections. Researchers are interested in examining what
causes students' problems in answering listening section and the extent to which they use
their skills to overcome the problems they face in section one of Institutional TOEFL test.
The author's expectations in this study are the first by conducting this research, it is hoped
that students will be aware of what strategies they should apply during TOEFL test section
one. Therefore students could obtain higher scores on the test. Also, for English teachers,
they can design some lesson plans which focus on increase listening skills.

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TOEFL
TOEFL (Test of English as a Foreign Language) is one of the English test that have been
generally used in Indonesia for many purposes, including to be able to graduate from the
university, to work in the national and international standard company, or to continue study in
the higher degree level. TOEFL is used to measure the level of language acquisition Someone
English through listening, writing and structure expression, and reading test. TOEFL is one
type of standard test to test someone's English proficiency as an absolute prerequisite for
continuing education to a higher level in almost all universities in the world, including in
Indonesia. So that means, the TOEFL is an English test to measure English language skills
including four skills, namely listening, writing, expression structure and reading. TOEFL is
also an absolute prerequisite for continuing education to a higher level in almost all
universities in the world. There are three type of TOEFL namely PBT (Paper Based Test0,
CBT (Computer Based Test) and IBT (Internet Based Test). The form of the test on the
TOEFL question divided into three test namely, Listening Comprehension, Structure and
Written Expressions, and Reading Comprehension.

Institutional TOEFL Test

Aside from the three versions of TOEFL elaborated above, there is one other version called
Institutional TOEFL test, which has become the focus of this study. Basically, institutional
includes the same format as does the ITP (Institutional Testing Program) but in Institutional
TOEFL Test only done at one such institution and the Institutional TOEFL test aims to be a
requirement for student to complete their final project at the institution where they study. The
institutional TOEFL test is the TOEFL test held by the institution itself where this test
certificate is only intended to complete the requirements of students in completing their final
assignments at the institution. However, the institutional TOEFL test has the same format as
the ITP TOEFL test, but different is that the ITP TOEFL Test always update the question
regularly, while the institutional TOEFL test updates the TOEFL questions once year when
the test will be held. In Institutional TOEFL Test there are three sections: listening, structure
and written expression and reading comprehension. The following subheadings deal with the
explanation of these three sections. However, the examples of conversations, dialogue,
reading passages and questions are not given here so to have a clear look at what all these
look like to go Pyle and Page (2002); Philip (2001); TOEFL ITP assessment series (2013)

Section One: Listening Section

The purpose of the listening section is to assess the ability to comprehend spoken English
(Pyle & Page, 2002). There are three parts of listening section: part A, with short dialogue
containing 30 questions, part B with longer dialogue consisting of 8 questions and part C, a
lecture with 12 questions. In all parts these sections, the conversations and dialogue are not
played a second time so that test takers need to listen to the recordings very carefully and
attentively. Then, they choose one out of four possible answers for each of the 50 questions.
The time allotted for the listening section is 30 to 35 minutes (Pyle & Page, 2002).
According to Brown (2004) The Difficulties of Listening are as follows:
1. Clustering: attending to appropriate “chunks” of language – phrases, clause
constituents.
2. Redundancy: recognizing the kinds of repetitions, rephrasing, elaborations and
insertions that unrehearsed spoken language often contains and benefiting from that
recognition.
3. Reduce form: understanding the reduce forms that my not have been a part of an
English learner’s part learning experiences in classes where only formal “textbook”
language has been presented
4. Performance variables: being able to “weed out” hesitation, false, starts, pauses and
correction in natural speech.

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 5. Colloquial language: comprehending idioms, slang, reduced forms, shared cultural
knowledge.
6. Rate of delivery: keeping up with the speed of delivery, processing, automatically at
the speaker continues
7. Stress, rhythm, and intonation: correctly understanding prosodic elements of spoken
language, which is almost always much more difficult than understanding the smaller
phonological bits and pieces.
8. Interaction: managing the interactive flow of language from listening to speaking to
listening etc.
Listening difficulties in section one include understanding vocabulary, grammar, context,
accent or pronunciation, and interesting skill conclusions (Purwaningsih, 2016, p. 2). Some
other things that often become problems when facing the TOEFL listening test include not
understanding the topic, foreign words, nervousness, being unfamiliar with diction and
grammar, repetitions and pauses, wide imagination,

METHOD
The research participants are 15 seventh semester of English students of Institut Agama Islam
Negeri Bengkulu in academic year 2021/2022. Participants are selected based on their
TOEFL score. Where there are three levels of value, namely high, medium and low score.
To conduct a useful research, a systematic way or well done plan must be made in order to
obtain the valid answers of the research questions. It means that the appropriate research
design has to be selected. The research will be conducted in a qualitative approach because
this study focuses on the analysis or interpretation of the written material in context.
According to Sheman and Webb (1988) assume that qualitative research is concerned with
meaning as they appear to or are archived by persons in lived social situations. Also
according to Creswll (2008) defines that qualitative is an approach or search to explore and
understand a central phenomenon. Meanwhile, Bogdan and Biklen (1982) state that
qualitative research is descriptive which the data is collected in the form of word or pictures
rather than numbers. Data in the form of quotes from document, field notes, and interview or
excerpts from videotapes, audiotapes, or electronic communication are used to present the
findings of the study. Based on the explanation above, this study is attempted to analyze the
English students’ problem in section one of Institutional TOEFL test by using qualitative
approach

Instruments
Interviews were conducted to find out something more in-depth from respondents. Interviews
are divided into two, namely structured and unstructured (Sugiono 2012). In this research, the
researcher was use done kind of instrument, namely interview. The interview was used to
obtain information about students’ problems in section one of Instiutional TOEFL Test. The
interviews consisted of 8 questions that must be answered by the students.

Procedures
The research procedure in this study is structured so that its implementation is directed and
systematic. There are four stages of the implementation procedure in this study.
a. The pre-field stage
Researcher conducted preliminary research by give students general questions so
researcher can found their score TOEFL Test..
b. Field work stage
Researcher will conduct in-depth interviews about detail of problem that faced by
English students, by contacting study participants one by one using Whatsapp
apllication by asking several questions. before conducting an in-depth interview, the

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 researcher will transcribe the interview first and then read the transcript after that, the
researcher codes or categorizes the interview.
c. The data analysis stage
The third stage in this research is data analysis. Researcher in this stage carry out a
series of qualitative data analysis processes to interpret previously. Obtained data by
collecting data, then displaying data, reducing irrelevant data, and finally concluding
by describing and verifying the data obtained.
d. Evaluation and reporting stage
At this stage the researcher will try to carry out consultation and guidance with the
supervisor who has been determined.

Data analysis
Qualitative data are attractive. They are a source of well-grounded, rich descriptions and
explanations of processes occurring in local contexts. With qualitative data one can preserve
the chronological flow, assess local causality, and derive fruitful explanations. They help
researchers go beyond initial preconceptions and frameworks. Finally, the findings from
qualitative studies have a quality of “undeniability,” as Smith (1978) has put it.
Data reduction: The process of selecting, focusing, simplifying, abstracting, and
transforming the ‘raw’ data that appears in written-up field notes. Data reduction occurs
continuously throughout the life of any qualitatively oriented project. This is part of analysis.
Data reduction can be interpreted as a process of simplifying changes in raw data that appear
in written field notes that occur continuously throughout the life of a qualitatively oriented
project.
Data Display: The second major flow of analysis activity is data display. A ‘display’ is
an organized assembly of information that permits conclusion drawing and action taking. The
most frequent form of display for qualitative data has been narrative text.
Conclusion Drawing/Verification: The third stream of analysis activity is conclusion
drawing and verification. From the beginning of data collection, the qualitative analyst is
beginning to decide what things mean, is noting regularities, patterns, expolanations, possible
configurations, causal flows, and propositions. Final conclusions may not appear until data
collection is over.

FINDINGS AND DISCUSSION

Findings
Students’ Problems in section one of TOEFL Test (What are the problems mostly faced by
English students in section one of institutional TOEFL Test?)
Based on the research question, the researcher found that the several problems mostly faced
by students in section one of TOEFL Test were as follows:
1. Students’ difficulties in differentiating the differences of English Accents
“Karena ketika belajar, accentnya rata-rata American tapi setelah tes TOEFL accent
nya ke British jadi agak susah di pahami” (Student 1)
“Accent British yang suka bikin bingung” (Student 3)
“Susah memahami accent bahasa inggris ” (Student 4)
“Kurang memahami English accent” Student 5)
“iya, karena accent British yang digunakan jadi saya mengalami kesulitan dibagian
listening” (Student 8)
“susah sama English accent nya” (Student 7)
2. English Native Speakers’ speed
“masalahnya native terlalu cepat berbicara” ” (Student 2)
“Soalnya native speakernya seperti terlalu cepat berbicara” (Student 7)
“Native speakernya terlalu cepat dalam berbicara” (Student 12)
3. English native speaker s’ Pronunciation

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 “masalahnya adalah pronunciation native speaker sehingga sering kali ingin
mengulang lagi dan lagi” (Student 11):
“sering bingung di pronunciationya” (Student 13)
“pronunciation nya kadang terlalu cepat sehingga terdengar tidak jelas” (Student 14)
4. Students lack on vocabulary
“kurangnya kosa kata untuk menentukan kalimat yang benar” (Student 4)
“untuk masalah sebenarnya keterbatasan vocabulary” (Student 11)
“kurang menguasai kosa kata” (Student 14)
“permasalahan nya adalah kurang kosa kata” (Student 15)
“masalah lainnya yaitu kata-kata yang digunakan masih asing didengar” (Student 8)
“kadang karena mendengar vocabulary nya jadi agak susah mencerna kata baru”
(Student 9)
5. Understand the content of the audio
“masalah yang lain itu lebih ke susah memahami apa yang didengarkan”(Students 2)
“kadang masih bingung dengan apa yang native speaker katakan”(Student 3)
“terkadang saya kurang memahami dengan jelas apa yang speakers
katakan”(student 1)
“sulit memahami maksud percakapan dari audio yang diputar saat test
berlangsung”(student 8)
6. Students can’t distinguish the pronunciation of the same words
“lebih tepatnya kurang mampu membedakan kata yang pronunciationnya hampir
sama”(student 6)
“ketika speakernya berbicara itu tidak bisa membedakan apa yang dibicarakan
karena kata-katanya hampir mirip” (student 7)
“masalah lainnya kurang bisa membedakan antara kata dan suara”(student 8)
7. Students did not focus on listening audio
“kurang konsentrasi dalam mendengarkan” (student 4)
“masalah yang ke empat adalah kurang konsentrasi” (Student 5)
“kayak kurang konsentrasi ketika mendengarkan” (Student 7)
“Terkadang saya kurang konsentrasi mendengarkan” (Student 15)
8. Word Translation
“masalah internal karena pada cara penerjemahan setiap kalimat pada audio masih
sering dilakukan perkata” (Student 5)
9. Students don’t have enough time
“bagi saya waktu yang disediakan terlalu sedikit” (Student 5)
10. Students misinterpret the word
“lebih ke permasalahan salah mengartikan kata-kata yang didengar” (Student 6)
“kadang salah dengar apa yang speaker katakan” (Student 3)
11. Small audio sound
“audio pada handphone atau laptop kecil” (Student 5)
“speaker diperangkat yang digunakan kurang jelas” (Student 9)
“masalah kedua yaitu dari audio agak susah didengar, khususnya suara laki-laki
yang berbicara” (Student 1)
“masalah nya adalah audio sering tidak muter” (Students 2)
12. Internet signal
“pertama masalah internet susah jadi suara audio agak putus-putus” (Student 1)
“factor yang mempengaruhi yaitu sinyal internet” (Student 5)
“test dilakuakn secara online jadi sering terkendala di sinyal” (Student 8)
13. Error server
“ketika test terkendala server yang eror jadi ketika te mengulang dari awal lagi”
(Student 7)
14. Unsupportive Environment
“lingkungan rumah yang tidak mendukung mempengaruhi test” (Students 5)

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English Students’ aware of the skills in dealing with section one of TOEFL Test (to what
extant are the English students’ aware of the skills in dealing with section one of
Institutional TOEFL Test?)
1. Elementary Level / low score
There are five students that researcher choose based on their TOEFL score. The
elementary level score average from 310 until 420. Based on the interviews two of
them know and can mention several skills and three of them ever hear about the skills.
“Pernah, dijelaskan oleh dosen, salah satunya ketika speaker berbicara fokus ke
speaker kedua, hindari kata-kata yang sama dan pahami instruksi" (student 1)
“Pernah dengar di youtube, seingat saya ketika kita mau jawab short dialog yang
harus banget kita dengar itu second speaker nya” (Student 3)

2. Medium level / medium score

In medium level also include five students that have average score from 420 until 520.
Based on the interviews there are three students know and can mention the skills and
two of them never heard about the skill or strategies before.
“Pernah, saya ingat kalau pada short conversationitu kita harus fokus di second
speaker. Kalau untuk bagian long conversation dan monolog itu pertama kita hraus
fokus ke baris pertama lebih tepatnya cari topic dari percakapan atau teks tersebut.
Karena biasanya yang ditanay terkait topic, gagasan utama, lalu jangan lupa cari
informasi tentang dimana, kapan, siapa yang ada di dalam teks atau percakapan”
(student 6)
“Pernah, sebelum tes toefl kemaren sempat mencari di google. Yaitu pahami baik-
baik direction, pahami perbedaan bunyi-bunyi, perhatikan pilihan jawaban, dan
pahami isi percakapan”(student 7)
The same felt was by Respondent 8:
“Ada tiga keterampilan yang saya ketahui untuk mengerjakan soal listening. Pertama
kenali petunjuk soal dan kedua hindari memilih jawaban yang memiliki bunyi yang
sama atau mirip” (Student 8)

3. Advance Level / High score

In advance level also include five students that have average score from 525 until 677.
Based on the interviews there are one student know and can mention the skills and
three of them ever heard about the skill or strategies but they can mention it and the
last one students never heard about the skill before. .
“Pernah tapi sedikit lupa. Seingat saya kalau dialognya itu dua orang nah kita harus
fokus pada baris kedua dialognya karena biasanya jawabannya terletak di-line
kedua” (student 12)

Discussions
Based on the research findings presented by the researcher above, there are several
components discussed in this study. This component consists of several problems of English
students seventh semester in section One of TOEFL Test and English students’ aware of the
skills in dealing with section one of TOEFL test. The importance of this research is as a
reference or to assist students of IAIN Bengkulu in order to know their problems in Listening
section of TOEFL and the students can find the solutions of the problems
Firstly, the discussion is about the students problems in section one of TOEFL Test.
There are several problems mostly faced by English students in section one of TOEFL Test
or listening section. Based on the findings above there are 16 problems mostly faced by
students consists of 11 internal factors and 5 external factors. The internal problems include
students difficult in first British accent, native speaker speak to fast, native speaker
pronunciation, students lack on vocabulary, students did not understand the content of the

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audio, students can’t distinguish the pronunciation of the same words, students did not focus
on listening audio, word translation, students don’t have enough time and students
misinterpret the word. The external problems include small audio sound, internet signal, error
server, unsupportive environment, and audio not playing.
First problem is British accent, students feel that the British accent is difficult to
understand and sometimes this accent sounds unclear and students are also used to the
American accent which is usually used in lectures so that they experience problems with the
British accent. Second problem is native speaker speak to past, students feel the speed of the
speaker in speaking is too fast so they feel unclear and do not understand what being said.
Third problem is native speaker pronunciations, students have problems with native speaker
pronunciation because they often don’t understand and confused about the pronunciation of
native speakers.
Fourth problem is students lack on vocabulary, students feel that they lack vocabulary so
it is difficult to answer questions and also the vocabulary used by native speakers is often still
foreign to students. Fifth problem is students did not understand the content of the audio,
students also often don’t understand and lack in understanding what topics are being
discussed by speakers and they are still lacking in understanding the content that native
speakers are talking about. Sixth problem is students can’t distinguish the pronunciation of
the same words, often students cannot distinguish the pronunciation that native speakers say,
especially when native speakers speak almost the same words, they find it difficult to
distinguish the words. So this becomes a problem for students in listening. Seventh problem
is students have unfamiliar word, students feel that many unfamiliar words in the audio so
they can’t understand. Eight problem is students did not focus on listening audio,
concentration is a problem in listening audio. When they lack concentration then they cannot
understand well what topic is being discussed in the audio. Students often feel that they lack
concentration when listening audio. Ninth problem is word translation, translating words or
sentences in audio is often still done by words so that they are slow in capturing meaning of
native speaker.
Tenth problem is student don’t have enough time, time iss problem for students. The test
time is considered insufficient and not enough for them to answer the questions, so they are
often in a hurry to answer due to time constraints. Eleven problem is students misinterpret the
word, mishearing and misinterpreting words also often occur in students. Sometimes they
mishear what speaker is talking about and sometimes even misinterpret so that often they
choose the wrong answer. Twelve problem is external problem namely small audio sound,
audio with low or even small sound is very annoying and becomes a big problem for
students. Because when the sound from the audio is inadequate, it can hinder them in
answering questions and it can even make them unable to understand at all what the native
speakers are talking about. Thirteen problem is internet signal, because the TOEFL test is
done online, the signal becomes a determinant in doing test. Doing the test must be with a
stable signal but it turns out that in some areas the signal is still problematic so that it hiders
students in doing the test. Even when the signal is bad, the audio that is played doesn’t sound
clear and hiders the transfer of one question to the next questions. Fourteen problem is error
server, error server is the main obstacle when students take test. Because those who take the
test are not only from one study program but almost several study programs at the same time.
So that due to the large number of participants taking the test, the server error or cannot
accommodate or cover all students who take the TOEFL test and make students unable to
continue the test.
Fifteen problem is unsupportive environment, student environment in doing the test is
also very influential. When their environment is not supportive then it can interfere with their
concentration and make them unable to think and hear clearly when doing the test. An
environment surrounded by noisy things for example, can make students distracted and their
concentration divided when listening to audio where the audio in listening must be listened to
carefully because there is no repetition in the section. The last problem is audio not playing,

8
audio does not play often occurs so that it makes students confused. Where students can’t
answer the questions, if the audio cannot play. It can be concluded that student problems do
not only lie in internal factors, but there are several problems originating from external
factors that hinder them in answering TOEFL listening section. It is suitable with statement
Brown theory (2004) state that there are eight difficulty in listening, they are clustering,
redundancy, reduce form, performance variable, colloquial language, rate of delivery, stress,
rhyme, intonation, and interaction. Also according to Purwaningsih (2016) listening
difficulties include understanding vocabulary, grammar, context, accent or pronunciation and
interesting skill conclusions. In the listening section there are three parts, namely short
conversation, long conversation and monolog. After the conducting interviews the
researchers found that the respondents had difficulty in long conversations and monolog. In
the long conversation section it is difficult because it is a conversation between two people
but with a long duration and topic of conversations making it difficult for students to answer
questions if they do not really understand what the speaker saying. Monologue section also
the most difficult part for students because in the monologue section students have to listen to
long topic descriptions and must identify and one audio in the monologue is to answer several
questions. So both long conversation and monologue students needed more concentration and
more understanding to answer the questions correctly.
Second discussion is about the English students aware of the skills in dealing with
section one of TOEFL test. The researcher selected respondents based on their score TOEFL.
Based on the findings above, the researcher found that in the first group (elementary
level/low score) they had all heard of Longman’s skill in answering listening question, but
only two of them could mention the skill and the rest didn’t know the skill and had only heard
of it. In second group (medium level/medium score) there are three students who know and
can mention the skill but the other two students have never heard of the skill at all. And the
third group (advanced level/good score) there are one students who know and can mention
the Longman’s skill and three students had only heard of and could not mention the skill.
And the one other person had never heard of or knows the skill at all.

CONCLUSION
Based on the findings of the study conducted at seventh semester of the English Education
Study Program at IAIN Bengkulu, researchers can draw the following conclusions. There are
several problems that mostly faced by students in section one of TOEFL Test include internal
problems and external problems namely native speaker accent, native speaker pronunciation,
native speaker speak to fast, students did not understand the content of the audio, students
can’t distinguish the pronunciation of the same words, students have unfamiliar words,
students did not focus on listening audio, students lack on vocabulary, word translation,
students don’t have enough time, students misinterpret the word, small audio sound, internet
signal, error server, unsupportive environment and audio not playing. Most of them feel
confused of the listening section because their own ability and the environment also make
their TOEFL test more difficult. Also they have difficulty in long conversation and monolog
where those parts of listening section need more concentration and the audio not played a
second time. Most of students know of the Longman’s skill to answer listening questions but
the students not aware or their awareness relatively low of the skills because of all
respondents only a few people know and can mention these skills. Example in first group all
the students know the skill but their score still low so it can be concluded that they are not
aware of the skill. Also in third group just one student know and can mention the skill and the
other just ever heard of the skill and the one person never heard the skill at all. It can
concluded that their good score not depend on they know or not about the skill but depend on
their practice and their experience of the listening section because in third group most of
them usually do self-training regularly and continuously in TOEFL test so that why they can
get good score.

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