• Tips first, notice of the three sections (Listening, Structure, Reading) which have been assessed in previous TOEFL test section which received the lowest score. If the value is the lowest it Listening portion of the reviews focused more on Listening.Likewise, if the lowest score on the Reading or Structure, the review focused on the second section are given more.
• Tip two, use at least an hour a day to do a review of seven hours a week so the time required for review can be distributed evenly over each day. By the time the reviews are relatively not too long in a day, then it will be effective to improve the TOEFL score on the next test.
• Tip three, do not even try to memorize questions and answers from the TOEFL test examples about any TOEFL. That is because the examples about the test may be similar but may not be exact.
• Tips fourth, at the time working on matters of practice do not rush to switch to the next practice questions. Try to think and understand all the answers we choose, why the selected answer b? why not a? whether the problem is similar to the previous question? where the resemblance? and so on.
• Tips fifth. During all been prepared in advance then there is no reason to be nervous, panic, or a nervous face test. If the feelings of nervousness, panic, or nervousness that was happening at the time of test, try to close my eyes for a moment and say to yourself, “I do not need to be nervous, I was prepared” and then inhale deeply and exhale slowly, feel the all parts of the body to relax, relax.
• Tips sixth. Do not talk, focus on the TOEFL test. Do not look around but answers questions related to the TOEFL test in the works. Do not think about the value and the result obtained from this TOEFL test results, focus all attention on the test questions and answers at the time. If do not understand and did not know the answer to question, choose the best according to you then forget about, concentrate on the questions and answers next number.
• Tips seventh. In the test TOEF, cheating is a serious problem which is strictly prohibited. If this is done the risk is not the answer TOEFL test will be graded so that the useless has been made during this preparation.
• Tips eighth. If the TOEFL test is also not satisfactory, do not despair, do not listen to what anyone says. Evaluation of test results, find where lies the weakness, then multiply again review the section is weak. Conversely if the value is satisfactory, continue to learn as much information and knowledge critical to “pooled” with the English language skills already possessed.
Evidence to show why listening is hard to come primarily from four sources: the message to be heard, speakers, listeners, and physical settings.
Content. Many students find it more difficult to listen to recorded messages rather than reading the same message on a piece of paper, because the entrance to the ear to listen to in a moment, while reading materials can be read as long as the reader likes.
Listening material can handle virtually all areas of life. May include street gossip, proverbs, new products, and foreign to siswa.Juga situation, the speaker spontaneous conversations are often changing the subject.
The content is usually not well organized.
In many cases listeners can not predict what speakers are going to say, whether it’s a news report on the radio, the question the interviewer, an everyday conversation, etc.
Message on the radio or recorded on tape can not be listened to at a slow speed.Even in the conversation is not possible to ask the speaker to repeat something many times as possible interlocutors would like.
Linguistic features. Connector (which connects the words in the speech when the second word begins with a vowel, for example, orange / @ nOrIndZ /) and elision (leave a voice or sound, for example, suppose that can be pronounced / sp @ uz / in rapid speech) is common phenomenon that makes it difficult for students to distinguish or recognize individual words in a stream of talk. They used to see the written word as a discrete entity in their textbooks.
If the material consists of listening to everyday conversation, they may contain many words and everyday expressions, such as for material goods, people to people, etc., as well as slang. Students who have been exposed primarily to formal English or a bookworm may not be familiar with the expression.
In spontaneous conversations people sometimes use ungrammatical sentence because of nervousness or hesitation. They may eliminate the elements of the sentence or add anything excessive. This can make it difficult for listeners to understand its meaning.
Ur (1984:7) states that “in ordinary conversation or even in many extemporaneous speeches or lectures we really say much more than it seems necessary to deliver our message. Utterances may be excessive repetition, false starts, re- phrasings, self-correction, elaboration, tautology, and additions that do not mean like you know what I mean or “this redundancy is a feature of natural talk. And can be a help or a hindrance, depending on the level of students. This may make it more difficult for beginners to understand what the speaker is saying, on the other hand, may give advanced students more time to “tune in” to the speaker’s voice and speaking style.
Learners tend to be used to accent their teacher or on a variety of standard English or American English. They find it difficult to understand speakers with other accents.
Spoken prose, as in broadcasting news and read aloud the written text, marked by an even pace, volume, pitch, and intonasi.Dialog nature, on the other hand, full of doubts, pauses, and intonation are not flat. Students are accustomed to listening to the former type of material can sometimes find that last elusive.
Foreign language students are not familiar enough with the clichés and collocations in English to predict the missing word or phrase. They can not, for example, are expected to know that collocates frequently with a reddish cheek or to predict the final word would be something like mad when he heard the sentence in the looming.. . . This is a major problem for students.
Lack of socio-cultural knowledge, factual, and contextual than the target language can present a barrier to understanding because of language used to express the culture (Anderson and Lynch 1988).
Foreign language learners are usually devote more time to read than listen, and do not have exposure to different types of listening materials. Even our college students majoring in English of not more than the regular four-hour training per week.
Both psychological and physical factors may have a negative effect on the perception and interpretation of listening material. It is exhausting for the students to concentrate on interpreting the foreign sounds, words, and sentences for a long time.
Noise, including background noise on sound recordings and the environment, can take the mind of the contents of the listening audience.
Listening to the material on tape or radio does not have a clue as visual and aural environment. Do not see the speaker’s body language and facial expressions make it more difficult for listeners to understand the meaning of the speaker.
The sound is not clear due to poor quality equipment can interfere with understanding listener.