Student’s Difficulties In Identifiying Subject And Verb In Toefl Structure Questions In Sma Negeri 2 Pematangsiantar

Abstract

This research investigates the difficulties experienced by 11th-grade students at SMA Negeri 2 Pematang Siantar in identifying subjects and verbs in TOEFL structure questions. Utilizing a descriptive qualitative method, the study involved 30 students who completed a 20-item TOEFL-style grammar test, supported by classroom observations and semi-structured interviews. The aim was not only to quantify their test performance but also to analyze patterns of grammatical errors and explore the underlying causes. The results revealed that only 5 out of 30 students (16.7%) achieved the minimum passing score of 70, while the majority made consistent errors in identifying correct subject-verb relationships. The most problematic items involved prepositional phrases, subject-verb inversion, and sentences with indefinite pronouns. Using Corder’s (1967) error classification model, the common types of errors were identified as misformation, omission, and misordering.The study found that these difficulties were influenced by first language interference (Bahasa Indonesia), limited grammar instruction, and a tendency to rely on test-taking shortcuts rather than structural analysis. Grounded in the theories of Brown (2001), Krashen (1982), and Sharpe (2004), this research emphasizes the gap between knowing grammar rules and applying them accurately under test conditions. The findings highlight the importance of enhancing grammar teaching methods, especially in preparation for standardized English tests.