INVESTIGATING THE DIFFICULTIES FACED BY ENGLISH DEPARTMENT STUDENTS IN STRUCTURE AND WRITTEN EXPRESSION SECTION OF TOEFL AT

TOEFL has been regulated as one of the graduation requirements at Bung Hatta University with a minimum score of 400 for all majors, including the English Department. However, there are students still failed in achieving the targeted score. The preliminary research showed that English Department students at Bung Hatta University had difficulties in TOEFL, especially the Structure and Written Expression section. Thus, this research aimed to investigate the difficulties faced by students viewed from material and personal factors. Descriptive research was applied as the research method where the sixth-semester students of English Department were chosen as the subject of the research. There were three instruments used in collecting the data of this research which were the researcher as the instrument; the test of Structure and Written Expression section of TOEFL aimed at identifying the students' ability in the test and collecting the data about the materials faced difficult; interview guide to investigate the factors causing them difficult in the test. Then, the result showed that the ability of English Department students in Structure and Written Expression section of TOEFL was 41% in level C, "Moderate." It proved that the Structure and Written Expression section of TOEFL was the most difficult section to answer two other sections (Listening and Reading Comprehension) faced by English Department students at Bung Hatta University. Among the eight indicators of materials tested in the Structure section of TOEFL, Inversion became the most difficult one to answer. The percentage of difficulty for this material was 85,19%. Thus, in finding the factors causing them difficult, seven indicators were interviewed to the subject of the research. Then, Material Comprehension was the most dominant factor causing the students difficult in the test.


I. Introduction
TOEFL, which stands for Test of Because of many materials contained in this topic, a better way to define a part of speech is by its morphology, the way its form can change (suffixes), or by its syntax, which governs its relationship to other words in the sentence.

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The heart of every English sentence is the subject and verb relationship, as quoted from Tang (2015). Other elements can be added to make a sentence more interesting, but they are not essential to its formation. Riyanto also defines conjunctions in his strategy to prepare TOEFL's book.
Conjunctions are words that are used to connect words or a group of words or clauses (Riyanto, 2008:176 Though omitted word category, a necessary word is left out of a sentence, is a severe category, an unnecessary word also has its difficulty. A word that should not be in a sentence is added to the sentence may also be confusing for some students. Sullivan et al. (2011:76) suggest that the students read the whole sentence to see if one of the words sounds strange but seems correct. If the students think a word is double, choose the underlined worlds next to or in the double words.
Because each of the materials tested in TOEFL has its difficulty, the students need to know the strategies in comprehending them. Priyonggo and Fanani (2005:10) propose the strategies to anticipate the difficulties that students face in the

Difficulties in TOEFL Dealing with the Students' Personal Factor
The term "difficulty", as defined by Cowie (2015), has other definitions which are 1) the state or condition of being difficult; 2) a thing that is hard to accomplish, deal with, or understand; and 3) a situation that is difficult or dangerous.

IV. Findings and Discussion
The findings of this research answer the four research questions. Each of the findings is discussed in detail as follows:

The ability of English Department
Students at Bung Hatta University in Structure and Written

Expression Section of TOEFL
After checking the students' answer sheets, it was found that the students had different abilities in acquiring TOEFL.
Among 27 students joining the test, ten students still failed to achieve the score target (400) as one of the graduation requirements regulated by the university.
Meaning, there was 37,04% of the students got the score lower than 400 showing that their ability in TOEFL was at a moderate level. Furthermore, it also shows that the Structure and Written According to Pyle and Munoz (2009:166), the students fail to choose the correct answer in Conjunctions material because they do not concern with this material, even they somehow avoid checking the smaller point. This material asks the students to give all components in the form of a list or series in grammatically parallel or equal. The components might not occur jointly one to another. Somehow, it occurs after several words or phrases.
Moreover, Sullivan et al. (2011:66) suggest that the students read the entire question sentence, not just the answer choices. Most answer choices are correct by themselves and incorrect only when they are used in a particular sentence.

c. Clauses and Phrases
This indicator contains six materials: Adjective Clause-Adjective Phrase,