ENGLISH PAPERS

(Understanding the Listening Oral Text)

Supporting lecturer:
Dr. Sugiharto, M.Si

Arranged by:
Group 4
1. Putri Andiana Sari
2. Sarah Rehulina S
3. Tika Fridawati
4. Tarisa Diba Fitriana
5. William Siahaan

DEPARTMENT OF GEOGRAPHY
FACULTY OF SOCIAL SCIENCE
MEDAN STATE UNIVERSITY
2020
 FOREWORD

First of all, we give thanks to God Almighty, through which thanks to His
grace, grace and guidance, we can complete this paper on "Understanding Oral
Listening Texts" within a specified time.

In making this paper, of course, it is not easy for other parties or our friends
who have given their thoughts to help us in making this meal. For that we thank our
comrades in arms. Not only that, we are also grateful to the supervisor who has
directed us in making this paper.

We also realize that the papers we write are not perfect, therefore we have high hopes
for our readers to criticize or provide suggestions to us, so that we can be even better
at making papers, like a writer.

Medan, 14 October 2020

Author

Group 4

ii
 TABLE OF CONTENTS

FOREWORD ...................................................................................................................................... ii
TABLE OF CONTENTS .................................................................................................................. iii
CHAPTER 1 .......................................................................................................................................iv
PRELIMINARY .................................................................................................................................iv
A. Background .............................................................................................................................iv
B. Problem Formulation .............................................................................................................iv
C. Purpose ..................................................................................................................................... v
D. Benefits ..................................................................................................................................... v
CHAPTER II ......................................................................................................................................vi
DISCUSSION .....................................................................................................................................vi
A. Definition of Listening ............................................................................................................vi
B. Importance of Learning Listening........................................................................................vii
C. Difficulties in Learning Listening .........................................................................................vii
D. Listening Teaching Concept ..................................................................................................ix
E. How to Learn Listening........................................................................................................... x
CHAPTER III................................................................................................................................... xiv
CLOSING ......................................................................................................................................... xiv
A. Conclusion ............................................................................................................................. xiv
REFERENCES .................................................................................................................................. xv

iii
 CHAPTER 1

PRELIMINARY
A. Background
TOEFL is a standard test of English as a foreign language to test a person's
ability in mastering English. The abilities tested in the TOEFL test include the
ability to understand spoken text (Listening Comprehension), the ability to
understand structures and written expressions (Structure and Written Expression)
related to English grammar, and the ability to write (Writing).

In teaching English language skills in Indonesia, listening is a skill that is

considered difficult but is neglected, when compared to other language skills such
as speaking, reading and writing. This is because in teaching English in schools
teachers tend to prioritize teaching speaking, reading and writing skills. In
addition, this condition is exacerbated by the public's opinion that if someone is
able to speak well, then this is a reflection that that person is also able to
communicate well.

The ability to speak well is an important component of successful

communication, but good listening skills are also an important component of
communication. In the community there is an assumption that a person's success
in communicating is determined by his ability to speak. They focus on a belief
that someone who learns a language, especially a foreign language, can be seen or
measured by his ability to speak, write and read, which can be directly observed.
However, it is very rare for people to see that a person's language skills are
actually also determined by their ability to understand spoken language (listening
ability). A person's ability to understand spoken language is one of the important
factors in language learning, because in fact in everyday life the language activity
that most people do is listening. Schwartz (2004: 2) says that adults use half of
their communication activities to listen, while students receive 90% of
information in school from listening either from teachers or from others.

B. Problem Formulation
1. What is meant by Listening Text?
2. How important is Listening Learning?
3. What are the difficulties in learning listening?
4. What is the concept of teaching Listening?

iv
 5. How do you learn Listening?

C. Purpose
1. Know the meaning of the Listening text
2. Knowing the importance of learning Listening
3. Knowing the difficulties in learning Listening
4. Knowing the concept of Listening teaching
5. Know how to learn Listening

D. Benefits
By making this paper, we as writers hope that readers can better
understand the material we convey. and in order to add insight and knowledge.

v
 CHAPTER II

DISCUSSION
A. Definition of Listening
English as an international language is taught in schools around the world.
The increasing use of English has made it more deeply rooted in every society.
Learning English is no less difficult than its use.
Basically, every individual experiences the same thing when learning
English, from memorizing vocabulary, understanding grammer, and other
language structures. Listening is our understanding in hearing English. Either
directly or through the media. There are four aspects to English, namely
listening, reading, speaking, and writing.
Listening is not the same as listening. Hearing in English hear while
listening is listen. Hearing is the activity of capturing sounds, both language
and non-language sounds and is done accidentally by humans.
Listening is also a kind of activity to catch sounds that are done seriously
and done on purpose. While listening is an activity that is almost the same as
listening. However, listening is taken seriously while paying close attention to
what the people they hear are saying or reading.
Listening, literally means listening. So, in general, this language learning
activity is not just listening to people converse in English. More than that, you
are also required to understand the topics and ideas that are being discussed.
Learning this one skill is clearly very important. In communicating
verbally, you are required to first understand what the other person is saying.
Thus, you can respond properly and correctly.
Mostly, people learning English begins with learning reading skills, then
continues with writing, then listening and speaking. As it turns out, this
sequence isn't exactly right.
Like human communication skills naturally, you should learn to listen
first. After you are able to listen and listen well, you can imitate and speak
(speaking). Then, just continue learning written communication, namely
reading and writing.

vi
B. Importance of Learning Listening
Learning listening in English is not only important, but very crucial.
As explained above, how can you speak and communicate fluently if you can't
hear and understand well?
Especially if you want to have a better future with good English skills,
then like it or not, you have to learn listening well and then practice it in
everyday life.

C. Difficulties in Learning Listening

From various studies that have been carried out by language teaching
experts, it can be seen that learning listening skills has its own difficulties
when compared to learning other language skills. According to Underwood
(1990: 15) there are several difficulties in this skill in Listening experienced
by English learners, namely
1. The listener cannot control the speed at which the person delivering the
message speaks, and they feel that the message conveyed is gone before
they can understand the message. When they can understand one message,
at that moment another message disappears.
2. Listeners do not have the opportunity to ask the speaker to repeat or clarify
the message conveyed, for example when listening to the radio, watching
TV, so listeners must be able to understand what it is
3. The limited vocabulary possessed by the listener makes the listener unable
to understand the contents of the text they hear and can even make them
bored and frustrated.
4. The listener's failure to recognize and understand the 'signs' sent by the
speaker which causes the listener to misunderstand the content of the
message they receive
5. Errors in interpreting the message received, so that the contents of the
message conveyed are received or interpreted differently by listeners
6. Inability to concentrate due to various things, such as unattractive topics,
physical exhaustion, noisy environment and so on.
7. Concerns about differences in the way and material taught by the teacher
with the material heard through audio devices or native English speakers.

vii
 In line with what Underwood stated above, Nunan (2003) said that there are
four main factors that influence the delivery of messages in listening skills, namely;

1. How many speakers are involved in a conversation or dialogue, what accent or

dialect do they speak,
2. What is the role of the listener in this context, and what is the desired response
to audience engagement?
3. How interested is the listener with the topic being discussed?
4. How complex is the grammar and vocabulary used by the speaker
5. How many supporting facilities are provided to listeners to understand the
message conveyed, for example the media used to help listeners understand
the message conveyed, such as pictures, diagrams, or other visual media.

The opinion of Nunan above was summarized by Wilson (2008: 12) who
grouped the factors that caused student difficulty in listening into three general
groups, namely: (1) Characteristics of messages where the message conveyed
contained difficult words and grammar, the listener's ignorance of the topic being
discussed, as well as delivery quickly, will 'force' the listener to fully concentrate
on listening to the message. These factors are one of the causes of difficulty in
listening. (2) Characteristics of message delivery. Is the message conveyed by
reciprocal listening or nonreciprocal listening. Reciprocal listening when an
interaction occurs involving two or more people as in a conversation. In these
opportunities listeners can react, ask or ask clarification from the person
delivering the message if they feel something is confusing.

Yagang (2011: 2) sees the difficulty of listening to other factors from a

different perspective. Yagang said that understanding spoken text is more difficult
than understanding written text, because spoken text is received in a short time, so
that the contents of the message conveyed are received or interpreted differently
by the listener, then disappear from hearing while written text can be read over
and over again as desired. reader. In addition, oral texts include matters relating to
all sides of life, even in conversation the speaker often moves to discuss one topic
to another. On many occasions the listener cannot predict what the speaker will
say.

viii
D. Listening Teaching Concept
In teaching listening (listening) a teacher is asked to apply Three stages of
teaching, namely pre-teaching, whilst-teaaching and post-teaching or other terms
are now better known as the exploration, elaboration and confirmation stages.
This is in accordance with what Underwood (1990) and Davis et al. (2000)
recommend that teachers in teaching listen to carry out the three stages of
teaching, each of which has its own purpose and type of activity but is integrated
into a series of teaching processes.

1. The pre-teaching stage

The aim is to prepare students with material to be heard. This stage
also functions to explore as much knowledge or experience of students related
to the material to be studied (exploration stage). So that the knowledge and
experience they already have can bridge them to master the new material to be
taught. Wilson (2008) stated that with the pre-teaching stage students had
ample opportunity to be able to do various listening exercises that the teacher
would give at the whilst-teaching stage properly. This is because in the pre-
teaching stage the teacher usually activates the students' schemata so that
students can predict what listening material they will hear.
In this way, students are expected to have expectations about the
material they will hear, both general and specific expectations. This stage is
believed to be more helpful for students to understand the material they will
hear. Activities that can be carried out by teachers in this pre-listening stage
include; asking questions, discussing pictures, asking students to tell
experiences relevant to the topic to be taught, exploring ideas or vocabulary
related to the material to be taught. In addition, the teacher can also ask
students to predict the information they will hear, and write down questions.
With this activity, the teacher has focused the attention of students on a certain
topic, so that students can already connect the knowledge or experience they
already have with the material they will hear at the stage (whilst-listening).
2. whilst-teaching stage
Where at this time the teacher delivered listening material. At this
stage the teacher listens to the oral text that has been prepared in accordance
with the learning design. This stage aims to help students understand the text

ix
 they hear. In principle, in teaching listening, when students listen to text, they
don't need to understand the meaning of every word. They may be asked to
understand information they hear in general, or to understand specific
information. Other activities that the teacher can do at this stage are marking
or checking the space provided, arranging randomized images in the correct
order, identifying topics, writing down certain information, answering
questions, completing sentences, tables, maps or pictures, comparing spoken
and written information and finding differences in information on the two
types of information. The material that the teacher will use for the whilst-
listening stage can be authentic material taken from various sources such as
the internet, television or radio according to the syllabus. By presenting this
authentic material the teacher has familiarized students with real listening
situations, which they will encounter in understanding oral information in their
daily activities.
3. Stage (post-listening).
This stage aims to help students connect between what they hear their
own ideas or experiences. At this stage the teacher can carry out several
activities such as asking students to retell the information they have heard,
providing comments or opinions, role playing, writing simple reports and
discussing. Here it can be seen that the teacher can integrate listening skills
with other language skills such as speaking, reading and writing. By carrying
out these three stages of teaching listening, what students expect from teaching
listening skills will be realized.

E. How to Learn Listening

The more often and usually you listen to words or sentences in
English, the faster your mastery level will be. So, some of the tips below are
basically getting you used to being in an English speaking "environment".
1. Getting used to listening to conversations in English
One of the main keys to success in the listening segment is lots of
practice. Make sure to listen to listening questions more often and do them.
This is not only good for improving overall listening skills but also helps you
to understand the various questions given. As is known, there are several types
of questions in the listening material. Now, because listening questions

x
 basically cannot be repeated many times, make sure you understand the types
of questions and how to answer them.
Apart from listening to questions that are intended for listening tests, it
doesn't hurt to learn this skill in other ways. For example, listening to English
songs or watching movies without using subtitles. Make sure to listen
carefully to find out what the characters in the film are talking about.
Currently there are also many videos from YouTube that you can use
to learn English. Even the topics discussed are quite broad, so you can choose
one of your favorite topics. Of course, this is not only good as listening
material but also able to increase your overall insight.
2. Practicing Concentration Better
It has been mentioned above that many students have difficulty
listening due to problems with concentration. If you are one of them, be sure
to practice this so it doesn't interfere with your studies. There are many things
that can be used to train concentration. One example is taking the time to
practice meditation. For those of you who are Muslims, try to carry out your
prayers more solemnly, in general this is also good for practicing
concentration. In addition, make sure to feel relaxed and calm when you want
to study, especially when you are going to learn English listening.
3. Understanding the Ideas Presented
One of the common mistakes when someone learns listening in English
is trying to translate it word for word. Especially when you are studying
listening or even taking exams, this is of course a huge waste of time.
Meanwhile, what is really needed most is your ability to extract the main ideas
from the conversation. For example, in the following conversation?

M: It is okay if I turn the computer off?

W: Well, I'm still not done with my work.

Questions: What does the woman imply?

From the questions above, what is being asked is what the woman's
statement means. You only need to interpret the conversation in an outline,
without needing to interpret it word for word. Then, from the answer choices,

xi
 choose the most appropriate answer, that is, the woman still needs to complete
her work so that the computer should not be turned off first.

4. Understand the Overall Context

Starting from the points mentioned above, in other words, you need to
understand the entire context of the text given during the listening session.
Unfortunately, this will be quite difficult to do without you practicing a lot of
listening to English. Now, in the first point, it says that you can learn listening
from listening to songs or movies in English, you can use this method to learn
the whole context.
For example, when you listen to a song from your favorite singer,
make sure you listen well without having to read the lyrics. You can listen
carefully and in the end, try to retell what the song means in your own words.
This is what it means to understand the whole context. The same can be done
by listening to films or short videos on Youtube.
5. Note Difficult Words
This is only possible when you practice listening at home, not during
the test. Yes, as previously explained, you really should understand the whole
context and its main ideas without having to translate word for word. But what
if you really don't know completely what is meant in the oral text?
One way that is quite helpful in learning to listen to English listening is
to listen carefully then note down any difficult words. Even if you don't know
what the word is, you can still try to write it down using your own words. Of
course, you have to find out what the word actually is before finding its
meaning. It sounds a little complicated, but this method is quite effective,
especially for those of you who are still considered beginners in the world of
listening.
6. Increase Vocabulary and Learn Grammar
It should be noted that skills in English are related to one another. Yes,
you may not be able to understand the text well if you have limited vocabulary
and grammar skills. So while improving your listening skills, be sure to learn
other skills in English, in this case vocabulary and grammar. Of course, this is
not only useful in the world of listening, but also for others, be it speaking,
reading, and writing.

xii
7. Practice Speaking or Speaking Actively
As already mentioned, listening and speaking are 2 kinds of skills that
are interrelated. So, if you want to improve your listening skills, you also have
to practice speaking a lot. Conversely, practicing listening is also highly
recommended to improve speaking skills.
In addition, when you learn speaking, you will directly learn
pronunciation or how to pronounce English words. Well, this is also very
helpful when you are trying to listen and understand what other people are
saying on the recording. It will be even better if you also try to have
conversations with your friends in English. By being an active user of English,
your listening ability will automatically improve as well.

xiii
 CHAPTER III

CLOSING
A. Conclusion
Basically, every individual experiences the same thing when learning
English, from memorizing vocabulary, understanding grammer, and other
language structures. Listening is our understanding in hearing English. Either
directly or through the media. There are four aspects to English, namely
listening, reading, speaking, and writing. Listening is not the same as listening.
Hearing in English hear while listening is listen. Hearing is the activity of
capturing sounds, both language and non-language sounds and is done
accidentally by humans.

xiv
 REFERENCES

Aryuliva And. TEACHING ABOUT ENGLISH: PROBLEMS AND SOLUTIONS.

December 2012. Vol 6 No 1. Lingua Didak Tika
Putri Sintiah. 22 februari 2020.
https://www.kompasiana.com/muflichahsintiah/5e50be42097f367b08690e52/teaching
-listening-to-children-pengertian-konsep-dan-teknik-pengajaran-listening-pada-anak.
Kampung Inggris. 7 Maret 2020. https://kampunginggris.net/.

xv
xvi
 ENGLISH PAPERS
(ITP TOEFL Questions Exercise)

Supporting lecturer:
Dr. Sugiharto, M.Si

Arranged by:
Group 4
1. Putri Andiana Sari
2. Sarah Rehulina S
3. Tika Fridawati
4. Tarisa Diba Fitriana
5. William Siahaan

DEPARTMENT OF GEOGRAPHY
FACULTY OF SOCIAL SCIENCE
MEDAN STATE UNIVERSITY
2020

xvii
 FOREWORD

First of all, we give thanks to God Almighty, through which thanks to His grace,
grace and guidance, we are able to complete this paper on "Understanding Oral
Listening Texts" with a predetermined time.
In making this paper, of course it is not easy for other parties or our friends who
have given their thoughts to help us in making this meal. For that we thank our
comrades in arms. Not only that, we are also grateful to the supervisor who has
directed us in making this paper.
We also realize that the papers we write are not perfect, therefore we have high
hopes for our readers to criticize or provide suggestions to us, so that we can be better
at making papers, like a writer.

Medan, October 14, 2020

Author

Group 4

i
 TABLE OF CONTENTS

FOREWORD................................................................................................................. i

TABLE OF CONTENTS ............................................................................................ii

CHAPTER 1 ................................................................................................................. 3

PRELIMINARY .......................................................................................................... 3

A. Background ....................................................................................................... 3

B. Problem Formulation ....................................................................................... 3

C. Purpose............................................................................................................... 3

D. Benefits ............................................................................................................... 3

CHAPTER 2 ................................................................................................................. 4

DISCUSSION ............................................................................................................... 4

A. TOEFL ITP ....................................................................................................... 4

B. Soal TOEFL ITP ............................................................................................... 5

CHAPTER III .............................................................................................................. 9

CLOSING ..................................................................................................................... 9

A. CONCLUSION ................................................................................................. 9

DAFTAR PUSTAKA ................................................................................................. 10

ii
 CHAPTER 1
PRELIMINARY

A. Background
TOEFL stands for Test of English as a Foreign Language which is the most important
thing for someone who wants to continue their higher education or to apply for a job and
register for school abroad. TOEFL as a reference to find out whether the person is proficient
in English or not.
The types of TOEFL available are PBT, CBT and iBT. For the PBT (paper-based test)
version, since 1998, it has been held online using a computer (Computer-based Testing /
CBT) and since 2005 it has been called iBT (Internet-based Test). In places that cannot
implement CBT or iBT because there are no computer facilities and internet networks, the
TOEFL is still held manually using paper and pencil (paper-based test). Varied TOEFL
questions and psychological factors that are not ready to face the TOEFL due to lack of
practice, of course, will indirectly make the TOEFL score obtained is not optimal. To get a
good and maximum TOEFL test score, it is necessary to practice as often as possible in
facing the test. The more often you practice, the easier it will be to do the test.

B. Problem Formulation
1. What is the TOEFL ITP?
2. Examples of TOEFL ITP questions?

C. Purpose
1. Know what is meant by the TOEFL ITP
2. Know and understand examples of TOEFL ITP questions?
D. Benefits
With the making of this paper, we as writers hope that readers can better understand the
material we convey. and in order to add insight and knowledge.

3
 CHAPTER 2
DISCUSSION

A. TOEFL ITP
TOEFL ITP (Institutional Testing Program) TOEFL ITP (Institutional Testing Program)
is a test that evaluates the English language skills of an individual whose native language is
not English. TOEFL ITP is a test that uses a multiple choice system.

Three Sessions in the ITP TOEFL (Institutional Testing Program)

1. Listening Comprehension

The first session is Listening Comprehension which aims to measure a person's ability in
understanding spoken English. English is often spoken in colleges and universities in
America. The number of questions consists of 50 questions, and the processing time is 30-40
minutes. There are 3 parts, namely a short conversation, a long conversation and a long
monologue.

2. Structure and Written Expression

The second session of the TOEFL ITP test is Structure and Written Expression. The aim
is to measure a person's proficiency in recognizing grammar rules and structures in
accordance with English writing standards. The number of questions is 40 questions, the
processing time is 25 minutes. Divided into 2 parts, namely questions with multiple choice
answers and questions to choose the wrong answer.

3. Reading Comprehension

The third session of the TOEFL ITP test is Reading Comprehension. This session aims to
measure the individual's ability to read and understand academic reading material. The
number of questions is 50 questions and the processing time is 55 minutes.

TOEFL ITP scores range from 310 to 677. More than 1,000 schools, universities and
private institutions worldwide use the TOEFL (ITP). Indonesia is included in one of the
countries that uses the TOEFL ITP.

TOEFL ITP is used for:

 Placement test and evaluation test at language institutions.

4
  Part of the education, training and career development programs of government
agencies such as the Ministry of Foreign Education and Training Centers,
BAPPENAS, BKPM, Ministry of Trade and Bank Indonesia.
 Requirements for entry or graduation at higher levels of Indonesian educational
institutions.
 Requirements for a list of scholarship programs such as the Fulbright Foreign
Program, Ford Foundation International Fellowship Program, PRESTASI, Australian
Development Scholarships, StuNed, DAAD (German Academic Exchange Service),
and scholarship programs from government agencies such as SPIRIT-BAPPENAS
and the Ministry of Communication and Information.

B. Soal TOEFL ITP

This section of the TOEFL ITP Level 1 test is designed to measure your ability to
recognize language that is appropriate for standard written English. There are 2 types of
questions in this section, with special directions for each type.

Structure

Directions

Questions 1–4 are incomplete sentences. Below each sentence you will see 4 words or
phrases marked A, B, C and D. Choose the 1 word or phrase that best completes the sentence.

Examples

Geysers have sometimes been compared to volcanoes __________ they both emit hot
liquids from below Earth's surface.

A. despite

B. because

C. in regard to

D. as a result of

The sentence should read, "Geysers have sometimes been compared to volcanoes because
they both emit hot liquids from below Earth's surface." Therefore, you should choose B.

5
 During the early period of ocean navigation, __________ any need for sophisticated
instruments and techniques.

A. so that hardly

B. when there hardly was

C. hardly was

D. there was hardly

The sentence should read, "During the early period of ocean navigation, there was hardly
any need for sophisticated instruments and techniques." Therefore, you should choose D.

As you're going through the questions below, select the appropriate answer for each by
clicking on it. When you have answered all the questions, click "Show all answers" at the end
of the page to highlight the correct answer for each question.

Now begin work on the questions.

Practice Questions

1. Refrigerating meats ________ the spread of bacteria.

A. A. slows

B. B. slowing

C. C. to slow

D. D. is slowed

2. Throughout the animal kingdom, ________ bigger than the elephant.

A. A. whale is only the

B. B. is the whale only

C. C. only whale is the

D. D. only the whale is

3. The fact ________ credit cards are widely available has made them a popular form of
payment.

6
 A. A. of

B. B. that

C. C. is that

D. D. which is

4. The Constitution gave the legislative branch of government ________ to pass laws.

A. A. the power

B. B. has the power

C. C. the power is

D. D. of the power

Written Expression

Directions

In questions 5–10, each sentence has 4 highlighted words or phrases. The 4 highlighted
parts of the sentence are marked A, B, C and D. Identify the 1 highlighted word or phrase that
must be changed in order for the sentence to be correct.

Examples

1. Guppies are sometimes (A) call rainbow fish (B) due to the (C) bright colors of (D)
the males.

The sentence should read, "Guppies are sometimes called rainbow fish due to the bright
colors of the males." Therefore, you should choose A.

1. (A) Serving several (B) term in the Congress, Shirley Chisholm (C) became a (D)
respected political figure.

The sentence should read, "Serving several terms in the Congress, Shirley Chisholm
became a respected political figure." Therefore, you should choose B.

As you're going through the questions below, select the appropriate answer for each by
clicking on it. When you have answered all the questions, click "Show all answers" at the end
of the page to highlight the correct answer for each question.

7
Now continue to work on the questions.

Practice Questions

5. The gopher (A) digs not only with the (B) claws strong of its two front feet (C) but
also with its (D) overhanging front teeth.

6. Granville Woods is (A) credited with (B) inventing a steam boiler (C) furnaces in (D)
the 1880s.

7. A (A) deficient of folic acid is (B) rarely a problem in humans (C) because the
vitamin is present in a (D) wide variety of foods.

8. (A) Electrical disturbances on Earth (B) are frequently caused (C) for storms (D) on
the surface of the Sun.

9. The (A) internationally famous dancer Maria Tallchief (B) demonstrate that (C) the
quality of ballet in North America could equal (D) that of the ballet in Europe.

10. (A) As two nuclei move closer together, (B) their mutual electrostatic potential energy
(C) becomes (D) more large and more positive.

8
 CHAPTER III
CLOSING
A. CONCLUSION
TOEFL stands for Test of English as a Foreign Language which is the most important
thing for someone who wants to continue their higher education or to apply for a job and
register for school abroad. TOEFL ITP (Institutional Testing Program) TOEFL ITP
(Institutional Testing Program) is a test that evaluates the English language skills of an
individual whose native language is not English. Three Sessions in the ITP TOEFL
(Institutional Testing Program)

1. Listening Comprehension
2. Structure and Written Expression
3. Reading Comprehension

9
 DAFTAR PUSTAKA

EF. 2020 TOEFL ITP (Institutional Testing Program) .

https://www.ef.co.id/englishfirst/kids/blog/toefl-itp-institutional-testing-program/. Diakses
pada 23 November 2020.

ANDIKA APRILIANI DAHANA. 2018. Makalah TOEFL.

http://makalahtoefl.blogspot.com/2018/02/makalah-toefl.html. Diakses pada 23 November
2020

Structure and Written Expression Sample Questions

https://www.ets.org/toefl_itp/content/sample_questions/level1_section2_structure_written_ex
pression. Diakses pada 23 November 2020.

10