Daftar Isi Toefl Structure And Written Expression

About Structure and Written Expression Section of the TOEFL Test

PRE-TEST

The Structure Questions

Sentences with One Clause:

Skill 1: Be sure the sentence has a subject and a verb

Skill  2: Be careful of objects of prepositions

Skill  3: Be careful of appositives

Skill  4: Be careful of present participles

Skill  5: Be careful of past participles
EXERCISE (Skills 1-5)

TOEFL EXERCISE (Skills 1-5)

Sentences with Multiple Clauses

Skill  6: Listen for who and what with multiple nouns

Skill  7: Use adverb time and cause connectors correctly

Skill  8: Use other adverbs connectors correctly

EXERCISE (Skills 6-8)

TOEFL EXERCISE (Skills 1-8)

TOEFL REVIEW EXERCISE (Skills 1-8)

More sentences with multiple clauses

Skill 9: Use noun clauses connectors correctly

Skill 10: Use noun clause connector/subjects correctly

Skill 11: Use adjective clause connectors correctly

Skill 12: Use adjective clause connector / subjects correctly

EXERCISE (Skills 9-12)

TOEFL EXERCISE (Skills 9-12)

TOEFL REVIEW EXERCISE (Skills 1-12)

Sentences with Reduced Clauses:

Skill 13: Use reduced adjective clauses correctly

Skill 14: Use reduced adverb clauses correctly

EXERCISE (Skills 1-5)

TOEFL EXERCISE (Skills 1-5)

TOEFL REVIEW EXERCISE (Skills 1-8)

Sentences with Inverted Subjects and Verbs:

Skill 15: Invert the subject and verb with question words

Skill 16: Invert the subject and verb with place expressions

Skill 17: Invert the subject and verb with negatives

Skill 18: Invert the subject and verb with conditionals

Skill 19: Invert the subject and verb with comparisons

EXERCISE (Skills 1-5)

TOEFL EXERCISE (Skills 1-5)

TOEFL REVIEW EXERCISE (Skills 1-8)

Problems with subject/verb Agreement:

Skill 20: Make verbs agree after prepositional phrases

Skill 21: Make verbs agree after expressions of quantity

Skill 22: Make inverted verbs agree

Skill 23: Make verbs agree after certain words

EXERCISE (Skills 1-5)

TOEFL EXERCISE (Skills 1-5)

TOEFL REVIEW EXERCISE (Skills 1-8)

Problems with Parallel Structure:

Skill 24: Use parallel structure with coordinate conjunctions

Skill 25: Use parallel structure with paired conjunctions

Skill 26: Use parallel structure with comparisons

Problems with Comparatives and Superlatives:

Skill 27: From comparatives and superlatives correctly

Skill 28: Use comparatives and superlatives correctly

Skill 29: Use the irregular-er, -er structure correctly

EXERCISE (Skills 1-5)

TOEFL EXERCISE (Skills 1-5)

TOEFL REVIEW EXERCISE (Skills 1-8)

Problem with the from of the verb:

Skill 30: After have, use the past participle

Skill 31: After be; use the present participle or the past participle

Skill 32: After will, would or other modals use the base form of the verb

EXERCISE (Skills 1-5)

TOEFL EXERCISE (Skills 1-5)

TOEFL REVIEW EXERCISE (Skills 1-8)

Problems with the Use of the Verb:

Skill 33: Know when to use the past with the present

Skill 34: Use have and had correctly

Skill 35: Use the correct tense with time expressions

Skill 36: Use the correct tense with will and would

EXERCISE (Skills 1-5)

TOEFL EXERCISE (Skills 1-5)

TOEFL REVIEW EXERCISE (Skills 1-8)

Problem with Passive Verbs:

Skill 37: Use the correct form of the passive

Skill 38: Recognize active and passive meaning

EXERCISE (Skills 1-5)

TOEFL EXERCISE (Skills 1-5)

TOEFL REVIEW EXERCISE (Skills 1-8)

Problem with Nouns:

Skill 39: Use the correct singular or plural noun

Skill 40: Distinguish countable and uncountable nouns

Skill 41: Recognize irregular plurals of nouns

Skill 42: Distinguish the person from the thing

EXERCISE (Skills 1-5)

TOEFL EXERCISE (Skills 1-5)

TOEFL REVIEW EXERCISE (Skills 1-8)

Problems with pronouns:

Skill 43: Distinguish subject and object pronouns

Skill 44: Distinguish possessive adjectives and pronouns

Skill 45: Check pronoun reference for agreement

Skill 46: Use basic adjectives and adverbs correctly

Skill 47: Use adjectives after linking verbs

Skill 48: Position adjectives and adverbs correctly

EXERCISE (Skills 1-5)

TOEFL EXERCISE (Skills 1-5)

TOEFL REVIEW EXERCISE (Skills 1-8)

More Problems with Adjectives:

Skill 49: Recognize –ly adjectives

Skill 50: Use predicate adjectives correctly

Skill 51: Use –ed and –ing adjectives correctly

EXERCISE (Skills 1-5)

TOEFL EXERCISE (Skills 1-5)

TOEFL REVIEW EXERCISE (Skills 1-8)

Problems with Articles:

Skill 52: Use articles with singular nouns

Skill 53: Distinguish a and an

Skill 54: Make articles agree with nouns

Skill 55: Distinguish specific and general ideas

EXERCISE (Skills 1-5)

TOEFL EXERCISE (Skills 1-5)

TOEFL REVIEW EXERCISE (Skills 1-8)

Problems with Prepositions:

Skill 56: Recognize incorrect prepositions

Skill 57: Recognize when prepositions have been omitted

EXERCISE (Skills 1-5)

TOEFL EXERCISE (Skills 1-5)

TOEFL REVIEW EXERCISE (Skills 1-8)

Problems with Usage:

Skill 58: Distinguish make and do

Skill 59: Distinguish like, alike, unlike and dislike

Skill 60: Distinguish other, another and others

EXERCISE (Skills 1-5)

TOEFL EXERCISE (Skills 1-5)

TOEFL REVIEW EXERCISE (Skills 1-8)

POST-TEST

Skripsi: Grammatical Error Analysis Of Speaking

GRAMMATICAL ERROR ANALYSIS OF SPEAKING OF ENGLISH DEPARTMENT STUDENTS

Research Design: Qualitative Approach

Research Instruments: Observation, Interview, Documentation

ABSTRACT

Learning English becomes more and more important nowadays since we know that English is one of the international languages which can be used to communicate around the world. In Indonesia, English is learnt as a foreign language. Learning a different language is sometimes difficult since the target language has different elements compared to the native language. These differences sometimes cause students to make errors when using it. 

This final project primarily deals with grammatical error analysis. It describes the grammatical errors on speaking competence made by 2010 Speaking Class of ELT Department of IAIN Walisongo. The writer used the qualitative approach of which the data were obtained from the students’ bahang orasi speaking. These writings were then analyzed. The grammatical errors were classified as in producing verb group, errors in subject-verb agreement, errors in the use of articles, errors in the use of prepositions, errors in noun pluralization, errors in the use of pronouns, and errors in the use of conjunctions. 

The methods will be used by the researcher to get the data in this research is as follows: Observation; can be defined as the systematic noting and recording of events, behaviors, and artifacts (object) in the social setting chosen for the study. Interview; in this research, researcher will do the interview with the students to show their errors and ask them to find the correct one. Documentation; By this method, researcher seeks the data about the grammatical errors of ELT department students of IAIN Walisongo Semarang. 

From the result in chapter IV The writer can conclude that the analysis with eight students, Azis made eight sentences in 1 minute 37 second. He made seven errors in six sentences. Nila made eleven sentences in 2 minute 19 seconds. She made nine errors in five sentences. Jannah made twelve sentences in 2 minute 33 seconds. She made sixteen errors in eleven sentences. Desi made thirteen sentences in 2 minute 24 seconds. She made twelve errors in seven sentences. Heni made eighteen sentences in 2 minute 7 seconds. She made six errors in five sentences. Eras made 14 sentences in 2 minute 55 seconds. She made seven errors in six sentences. Muna made sixteen sentences in 3 minute 3 seconds. She made ten errors in eight sentences. Vina made seventeen sentences in 2 minute 57 seconds. She made thirteen errors in ten sentences. 

And about the percentages of errors, here is the data; Azis: 27% of errors; Nila: 81.8% of errors; Jannah: 66.6% of errors; Desi: 53.8% of errors; Heni: 27.7% of errors; Eras: 42.8% of errors; Muna: 50% of errors; Vina: 58.8% of errors. 

From the result, the writer can conclude that the possible causes of errors are interlingua transfer and intralingua transfer. 

It is suggested that the students still need more practices dealing with verb forms since they were the basic knowledge needed for grammatical.

Untuk download skripsi di atas secara lengkap, silahkan klik di sini dilengkapi Syllabus yg digunkaan beserta beberapa contoh percakapan siswa dalam penelitian. (Via 4shared) 

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Daftar Isi Materi Grammar (Structure)

• Passive Voice
• Conditional Sentence (3 types)
• Conjunction
• Subject-Verb Agreement
• Definition and types of sentences
• Morpheme
• Causative Verbs
• Subjunctive
• Question Tag
• Concord (agreement)
• Comparative & Superlative (Pre-Advanced) (Comparison Degree)
• Pronoun
• Inversion
• Noun + Verb + Noun + Noun/Adjective
• Making Questions
• Clause
• Adjective Clause
• Although VS Despite
• Raise VS Rise
• Possessive Nouns

Tenses:

• Penggunaan Present Progressive Tense
• Penggunaan Simple Present Tense
• Future Perfect Progressive Tense
• Future Perfect Tense
• Future Progressive Tense
• Simple Future Tense
• Past Perfect Progressive
• Past Perfect Tense
• Past Progressive Tense
• Simple Past Tense
• Present Perfect Progressive Tense
• Present Perfect
• Present Progressive Tense
• Fungsi / Penggunaan ; Rumus / Pola ; Contoh Simple Present Tense
• Penggunaan Present perfect
• Penggunaan Past perfect
• Penggunaan Simple Past Tense
• Present Progressive Tense
• Penggunaan Simple Present Tense

Contoh Essay (Esai) Lpdp - Kontribusiku Bagi Indonesia

Contoh Essay (Esai) LPDP - Kontribusiku bagi Indonesia

Logo LPDP

Kontribusiku bagi Indonesia

Kontribusi yang telah, sedang bersama mau saya lakukan untuk masyarakat / lembaga / instansi / profesi komunitas saya

Ketika masih sekolah Madrasah Ibtidaiyah (MI), saya tidak hanya membantu ayah saya mengajar mengaji anak-anak di sekitar lingkungan rumah saya di rumah saya tapi juga saya mengajar mengaji di Mesjid. Di rumah saya, ayah saya membuka perkumpulan mengaji bagi anak-anak sekitar rumah saya. Di mesjid saya juga ikut menjadi santri dengan TKA (Taman Kana-kanak Al-Qur an) bersama TPA (Taman Pendidikan Al-Qur an). Saya dengan waktu itu bergabung sebagai remaja mesjid; saya ikut membantu dalam urusan-urusan mesjid misalkan membunyikan radio mesjid, menjadi muadzin, membersihkan mesjid. Kegiatan mengajar mengaji di TKA bersama TPA terus saya lakukan hingga tingkat Madrasah Tsanawiyah (MTs).

Ketika mulai aktif di perkuliahan S1, saya bergabung dengan klub bahasa Inggris. Di lingkungan ini saya ikut menjadi salah satu instruktur bahasa Inggris secara sukarelawan. Saya juga ikut bergabung dengan organisasi sosial Team Pemuda 17 walaupun saya tidak sempat mengikuti banyak program dikarenakan ketika saya mulai bergabung organisasi ini pun dalam keadaan pasif. Saya sempat mengikuti salah satu program yg di mana kami anggota Team Pemuda 17 diundang untuk mengikuti program organisasi sosial Jalan-Jalan Sore (JJS). Pada waktu itu JJS mengadakan buka bersama terhadap perkampungan masyarakat yg sehari-harinya berkerja sebagai pemulung bersama hampir tidak satupun anak mereka bersekolah.

Ketika mengikuti program itu, saya berinisiatif bahwa alangkah lebih baik apabila kita menyediakan pendidikan bagi anak-anak pemulung ini selain dari bantuan makanan, pakaian, bersama hal-hal lain yg bersifat sementara. Inisiatif sayapun saya sampaikan ke organisasi sosial Team Pemuda 17, namun karena anggota-anggotanya mulai pasif maka sayapun berinisiatif untuk membangun komunitas saya sendiri. Saya kemudian mengundang beberapa teman dekat saya untuk mengajar anak-anak pemulung ini. Dengan modal sumbangan keluarga bersama teman dekat kami mulai mengumpulkan alat pengajaran bersama pembelajaran termasuk papan tulis, spidol, buku2 bekas bersama lain-lainnya. Kami mengajar anak-anak mulai dari mengenal huruf abjad, angka, membaca, mengaji, agama, hingga bahasa Inggrispun mulai kami perkenalkan.

Dalam bidang saya sendiri, saya ikut mengajar di beberapa institusi swasta bersama juga institusi negeri yaitu kampus saya Universitas Islam Negeri (UIN) Alauddin. Dengan ilmu bahasa Inggris yg saat ini saya punya, saya membantu orang lain dalam mempelajari bahasa Inggris mengingat pentinganya peranan bahasa Inggris di era modern sekarang ini. Penelitian saya di S1, saya fokuskan untuk meningkatkan kemampuan bahasa Inggris mahasiswa UIN Alauddin Makassar yg dengan waktu itu sedang berada di semester 1 bersama 2. Variabel yg saya tekankan dengan waktu itu yakni materi Subject-Verb Agreement yg merupakan salah satu materi mendasar untuk bisa mengerjakan soal TOEFL (Test of English as a Foreign Language). Tes TOEFL sangalah penting bagi mahasiswa mengingat sebagai persyaratan mengikuti berbagai beasiswa baik dalam maupun luar negeri. Dan hal ini secara umum sangat memotivasi siswa.

Selain itu, saya juga aktif menyediakan materi bahasa Inggris di dunia maya (online). Sejak masih duduk di bangku kuliah S1, saya aktif menyediakan materi berbahasa Inggris di blog. Saat ini saya memiliki dua blog bahasa Inggris yg aktif yg mencapai pengunjung hingga ribuan perharinya. Fan Page Facebook yg saya kelola mencapai lebih dari seribu pengikut (likers).

Ke depannya saya sangat merencanakan karir saya dalam bidang pengajaran bahasa Inggris. Saat ini jurusan Pendidikan Bahasa Inggris di UIN Alauddin Makassar masih terakreditasi C. Sepengetahuan terbaik saya, hal ini termasuk dikarenakan tidak adanya seorang professor pun dengan bidang pengajaran bahasa Inggris di UIN Alauddin. Saat ini pun baru satu orang dosen yg baru selesai program Doktor (S3) dengan bidang Linguistik; beliau adalah ketua jurusan saya Dr. Hj. Djuwairiah Ahmad, M.Pd., M.TESOL. Dengan menyelesaikan studi master saya di bidang pengajaran bahasa Inggris (TESOL), saya berkesempatan untuk melanjutkan studi Doktor (S3) saya dengan bidang yg sama. Saya merencanakan diri saya untuk bisa menjadi professor di bidang pengajaran bahasa Inggris di jurusan Pendidikan Bahasa Inggris di UIN Alauddin Makassar. Dengan menjadi professor, saya tentunya mau banyak memberi manfaat termasuk dalam pengajaran, penelitian, publikasi artikel internasional, seminar, penulisan buku,  bersama lainnnya. 

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