WELCOME TO:

DEWI YULIA SARI

EXPERIENCES
 Director of HOMEY ENGLISH
 International certified teacher (TKT certificate holder)
 20 Years of Teaching Experience
 Ex-Director of Studies in an International School
 Teachers’ trainer ; Local or Native
 TEACHER for:
 Bank lampung
 Bea Cukai
 Tax Office
 Sinar Mas Plantation
 PLN
 Obgyn specialist
 Bank Indonesia
 Enrolled students:
 Queenmarry, UK
 Coventry, UK
 Les Roches, Switzerland
 William Angliss, Australia
 Manchester, London
 Kitakyushu, Japan
 Yokohama, Japan
 Cambridge UK
 Warwick, UK
 TOEFL, IELTS and IGCSE
 FRAMEWORK

 Apa itu TOEFL dan IELTS?

 Mengapa student melakukan TOEFL dan IELTS?
 Siapa Penyelenggara TOEFL dan IELTS?
 Bagaimana format dan waktu test?
 Berapa score yang dibutuhkan untuk masuk ke
Universitas?
INTERNATIONAL EXAM
PREPARATION
 2 JENIS TOEFL DENGAN METODE
PAPER BASED

 TOEFL dengan tipe Paper Based Test di Indonesia, ada 2

jenis tes:

 •TOEFL Prediction Test (home ground test)

 In house test yang tidak disupport oleh ETS,

diadministrasikan secara individual dan diakui secara
internal

 •TOEFL ITP (Institutional Testing Program)

 ARTI DARI NILAI TEST

 Ada empat level penguasaan bahasa asing :

 Tingkat Dasar (Elementary) : 310 s/d 420

 Tingkat Menengah Bawah (Low Intermediate) : 420 s/d 480

 Tingkat Menengah Atas (High Intermediate) : 480 s/d 520

 Tingkat Mahir (Advanced) : 525 s/d 677

 TIPS AND TRICK FOR TOEFL

 General strategies:

 The question progress from easy to the most difficult

 Never leave any answers blank even if you are unsure.

 If you don’t understand, that’s good because toefl doesn’t

ask you to understand, it’s all about techniques and skills.

 Set your time carefully. Your time is limited.

 Practice makes perfect.

 LISTENING SECTION

 BE FAMILIAR WITH DIRECTION . CHECK THE MULTIPLE CHOICES TO ANCIPATE THE

TOPIC AND ANSWER.

 FOR PART A; 17 SKILLS. SHORT CONVERSATION

THE THREE BASIC ONES ARE; FOCUS ON THE 2ND LINE, FIND THE SYNONYM AND
AVOID SIMILAR SOUND

 FOR PART B & C; 10 SIMILAR SKILLS. LONGER CONVERSATION AND TEXT

FOCUS ON THE FIRST LINE, ANTICIPATE THE TOPIC AND QUESTION, MARKING THE
ANSWER WHILE LISTENING

 DON’T LOOK BACK IF YOU’RE UNSURE. MOVE ON.

 STRUCTURE & WRITTEN EXPRESSION

 STRUCTURE: 15 QUESTIONS

DO EASY NUMBER 1-5

 WRITTEN EXPRESSION: 25 QUESTIONS

DO EASY NUMBER 16-20

 THERE ARE 60 SKILLS COVER ALL GRAMMAR IN ENGLISH

 BASIC SKILLS ARE;

 BE CAREFUL WITH SINGLE OR MULTIPLE SENTENCE

 MAKE SURE THE SENTENCE HAS SUBJECT AND VERB

 BE CAREFUL WITH PREPOSITION; IN, ON AT = EVERYTHING STARTED WITH PREPOSITION IS

NOT SUBJECT

 NEVER COMBINE TOBE AND VERB

 READING SECTION

 SCAN AND SKIM THE TEXT

 FIND THE KEYWORD

 READ THE 1ST LINE OF EACH PARAGRAPH TO DECIDE THE

MAIN IDEA

 DO SHORT QUESTIONS AND ANSWERS FIRST TO SAVE TIME

 ANSWERS ARE IN ORDER

 TWO VERSION OF IELTS

 Versi Academic ditujukan bagi mereka yang ingin mendaftar di universitas dan
lembaga pendidikan tinggi lainnya
 Versi General / Umum ditujukan untuk melakukan pelatihan non-akademis atau
pengalaman kerja, atau untuk tujuan imigrasi.
 Kedua jenis tes memiliki empat bagian yang sama yaitu :

 Listening,

 Reading,

 Writing, dan

 Speaking,

 Perbedaan ada pada bagian Reading dan Writing untuk versi Academic dan General
TIPS AND TRICK FOR IELTS
 LISTENING SECTION

1. PAY ATTENTION TO THE INSTRUCTION

2. FOUR RECORDED TEXT. FAMILIARIZE WITH THE SOUND, SITUATION AND SPEAKER
3. NO ANSWER IS MORE THAN THREE WORDS. 60% IS JUST ONE WORD. ONLY 3-4 THREE WORDS
QUESTIONS. MOSTLY 2 LETTERS.
4. MOST ANSWERS ARE NOUN, ADJECTIVE, GERUND OR PASSIVE VERB.
5. MAJORITY OF ANSWERS IN LISTENING AND READING IS NOUNS.
6. READ THE KEYWORD ON THE PAPER
7. THE QUESTIONS ARE ALL IN ORDER
8. THERE ARE SOME PAUSES FROM ONE SECTION TO OTHERS
9. IELTS CARES ABOUT SPELLING. NO MARK LOST FOR INCORRECT PUNCTUATION.
10. NEVER LEAVE ANY ANSWER BLANK.
11. TRANSFER YOUR ANSWER TO THE ANSWER SHEET
QUESTIONS TYPES & FOUR DIFFERENT SECTIONS IN LISTENING

1. QUESTIONS TYPES:
 GAPFILL; FORM, NOTES,TABLE, SENTENCE/SUMMARY COMPLETION
 SHORT ANSWER; WH
 MCQS; A,B,C,D
 MULTIPLE MATCHING; CHOOSE 2 OR MORE FROM LIST LABELLING; MAPS, DIAGRAMS, PLAN,
FLOWCHART

2. FOUR DIFFERENT SECTIONS IN LISTENING:

 INFORMAL DIALOG: BUYING TIKET
 INFORMAL MONOLOGUE: GUIDED TOUR
 MORE FORMAL DISCUSSION; LECTURE
 MINI LECTURE
 KEYPOINTS OF EACH SECTION
 SECTION 1
IS MOSTLY GAPFILL
 SECTION 2
IS HARDER BECAUSE THERE IS ONLY ONE MAIN SPEAKER. KIND OF QUESTIONS ARE MORE
SPECIFIC GAPFILL, MCQS, TRICKY MULTIPLE MATCHING
 SECTION 3
HAS THREE SETS OF QUESTIONS. TYPES OF QUESTIONS ARE GAPFILL, SHORT ANSWERS,
MATCHING LISTS, FLOWCHART,DIAGRAM OR LABEL
 SECTION 4
HAS MORE IDIOMATIC LANGUAGE.
VOCABULARY AND GRAMMAR ARE CLOSER TO NATIVE SPEAKER LEVEL
FOCUS ON SPEAKER’S TONE TO SHOW APPROVE AND DISAPPROVE
MCQS MAY BE IN NEGATIVE
WRITE DOWN DATES, NUMBER OR ANY CLUES ABOUT SPEAKER’S FEELING
NO 30 SECOND BREAK IN THE MIDDLE BUT YOU HAVE 45 SECOND TO READ AT THE START
 HOW TO ANSWER IN LISTENING SECTION

 MCQS
 IN SECTION 1 & 2
READ THE STEM (UNDERLINED) AND 3 CHOICES IN THE 30 SECOND BEFORE THE RECORDING IS PLAYED.
 IN SECTION 3&4
READ ONLY THE STEM, KEEP IT IN YOUR HEAD WHILE THE RECORDING IS PLAYED. READ THE CHOICES
AND ANSWER AS YOU LISTEN.
BOTH STEM AND CHOICES ARE LONG.
GLOBAL MCQ (IN QUESTION 30 OR 40 IS ABOUT SPEAKER’S ATTITUDE. BE AWARE TO THE INTONATION.
 BE CAREFUL WITH SYNONYM OR PARAPHRASE.
 HAS TWO CLOSE ANSWERS, FIND MORE GENERAL ONE.
 IF YOU HAVE NO IDEA OR RUN OUT OF TIME, CHOOSE CHOICE B

LIST
 READ THE STEM AND THE CHOICES.
 THE CHOICES ARE IN ORDER IN THE RECORDING
 NO HALF MARK IN IELTS; ANSWER AS INSTRUCTED
 GRAPHIC
 CIRCLE KEY SIMILARITIES AND DIFFERENCES
 NOT MANY GRAPHICAL QUESTIONS IN IELTS BECAUSE THEY ARE QUITE EASY.
 NOTE/TABLE COMPLETION
 THE ANSWER MUST BE WORD (S) HEARD IN THE RECORDING
 IT IS USUALLY SPESIFIC FACTS
 PLANS/MAPS
 NOTICE WHERE THE QUESTIONS ARE; ACROSS OR DOWN
 FOCUS ON WORDS OR PHRASES IN THE RECORDING (PROBABLY PREPOSITION) DESCRIBING
RELATIONSHIP.
 SHORT ANSWER.
 THE ANSWER MUST BE WORD (S) HEARD IN THE RECORDING
 IT IS USUALLY SPESIFIC FACTS. OCCASIONALLY THEY ARE FEELINGS.
 MULTIPLE MATCHING QUESTIONS.
 DON’T PANIC
 THE STATEMENTS ARE IN ORDER YOU HEAR IN THE RECORDING. BUT THE CHOICES ARE IN ANY ORDER.
 MARK KEYWORD IN EVERY QUESTION. UNDERLINE FAST AND CIRCLE NEGATIVE.
 IT RELIES ON SYNONYM AND PARAPHRASE. BE CAREFUL WITH SIMILAR SOUND, IT MAY REFER TO
SOMETHING ELSE.
 GUESS IF UNSURE

 SENTENCE COMPLETION
 CHECK NUMBERS OF THE WORDS INSTRUCTED
 MARK KEYWORD IN EVERY QUESTION. UNDERLINE FAST AND CIRCLE NEGATIVE.
 IT RELIES ON SYNONYM AND PARAPHRASE. BE CAREFUL WITH SIMILAR SOUND, IT MAY REFER TO
SOMETHING ELSE.
 TAKE NOTES. ANSWERS ARE FROM RECORDING NOT YOUR HEAD.
 SPELLING AND GRAMMAR COUNT.
 SUMMARY COMPLETION
 USE WORDS FROM YOUR HEAD THAT ARE GRAMMATICALY ACCURATE, LOGICAL AND CORRECTLY SPELT

 LABEL FLOWCHART
 DON’T PANIC
 ANALYSE THE GRAMMATICAL STRUCTURES USED.
 MAJORITY OF MISSING WORDS ARE NOUNS
 ANSWERS ARE FROM THE RECORDING

 LABEL DIAGRAM
 DON’T PANIC
 DON’T WORRY IF YOU DON’T UNDERSTAND THE DIAGRAM. FOCUS ON THE WORDS RATHER THAN
PICTURES.
 LOOK AT THE DIRECTIONS OF THE QUESTIONS; ACROSS, DOWN, CLOCKWISE OR OTHERS.
 LISTEN FOR PROMPTS-PHRASES; IN THE DIAGRAM YOU CAN SEE.
 LSTEN FOR SEQUENCING LANGUAGE
 LISTEN FOR LANGUAGE DESCRIBING A PROCESS
 NOUNS, PAST PARTICIPLE, AND NUMBERS ARE MOST LIKELY MISSING ITEMS
 GUESS INTELLIGENTLY
 READING SECTION

1. THE STRATEGIES ARE SIMILAR TO LISTENING SECTION.

2. EXCEPT:
LISTENING HAS MORE WRITTEN WORDS, READING HAS MORE LETTERS, NUMERALS OR
T/F/NG
THERE ARE 3 PASSAGES; TWO ARE DESCRIPTIVE, ONE IS LOGICAL ARGUMENT OR OPINION
EXPRESSED AGAINST ANOTHER WRITER.

3. OTHER QUESTION TYPES (JUST) IN READING SECTION;

MATCHING HEADING; A-J > i-x
T/F/NG > MATCH THE PASSAGE OR NOT
Y/N/NG > AGREE/DISAGREE TO WRITER’S OPINION
MATCHING SENTENCE HEADING; CHOOSE ENDING FROM A-J
SUMMARY OF A LIST OF ANSWER.
4. TO IMPROVE SPEED;
DON’T WASTE TIME READING
SCAN AND SKIM
FIND THE KEYWORD
DO EASY NUMBERS, GO BACK LATER.
5. TIMING:
PASSAGE 1 = 15’
PASSAGE 2 + 16’
PASSAGE 3 = 25’
TRANSFERING AND SCHECKING = 4’
TOTAL = 60’
 STRATEGIES ONLY IN READING

MATCHING HEADING.
COMMON MISTAKE > CHANGE NUMERAL TO LETTERS
CHOOSE HEADING WITH MAIN IDEA
AVOID TOO SPESIFIC ANSWER
PARALLEL SYNONYM
LOOK FOR EXAMPLE; TV = MEDIA
BE AWARE WITH ABBREVIATIONS OR SYMBOL.
SENTENCE ENDING.
ELIMINATE WRONG CHOICE
DON’T THINK ABOUT YOUR OWN BELIEFS
CHOOSE CORRECT NOUN FROM LIST OF ANSWER.
SCAN FOR NAMES OF PEOPLE, COMPANIES, CITIES OR COUNTRIES BY LOOKING FOR CAPITAL LETTER.
BE AWARE OF PARALLEL SYNONYM = 25% = QUARTER
INFER
T/F/NG
UNDERLINE THE EVIDENCE
WATCH OUT THE NEGATIVE LANGUAGE
Y/N/NG
 IT IS ABOUT WRITER’S OPINION

 UNDERLINE THE EVIDENCE

 SCAN TO FIND THE KEYWORD

LIST OF ANSWER FOR SUMMARY QUESTION

 FIND PARALLEL SYNONYM

 WHEN IN DOUBT, CHOOSE NOUN

TEXT FOR SUMMARY QUESTION

 SCAN AND MARK

 READ MAIN IDEAS

 UNDERSTAND REFERENTS THOROUGHLY ( HIS, THEIRS)

 WORD ORDER MIGHT BE DIFFERENT BETWEEN THE TEXT AND THE SUMMARY

 RECOGNISE SYNONYM

 COPY THE WORDS CORRECTLY

TITLE
 CHOOSE GENERAL TITLE
FLOWCHART
THIS IS USUALLY LOWER READING LEVEL
LOGICAL
BE AWARE OF SEQUENCERS
BE AWARE OF PASSIVE

DIAGRAM
READ THE QUESTION BEFORE THE PARAGRAPH
STUDY EACH DIAGRAM CAREFULLY
NOTE THE DIRECTIONS; CLOCKWISE, ANTICLOCKWISE, SPIRAL. ACROSS, DOWN
USE HEADING TO FIND THE SECTION

KEYPOINTS;
READ SECTION 2 MORE CAREFULLY THAN SECTION 1
SUMMARY QUESTIONS MUST BE GRAMMATICALLY CORRECT
MOST ANSWERS ARE NOUN
IF THERE ARE VERBS, DECIDE IF IT IS WITH INFINITIVE, BARE INFINITIVE, PRESENT OR PAST PARTICIPLE
PROPER NOUN IS CONNECTED TO CAPITAL LETTER
 WRITING SECTION
TASK 1
 SHORT REPORT
 FORMAL WRITING STYLE
 THE FORMS; GRAPH, TABLE, CHARTS, MAPS, PLANS, DIAGRAM ( CALLED NVDs = Non Verbal Device)
 150 WORDS
 WRITE THE OVERALL SUMMARY
TASK 2
 FORMAL ESSAY
 3 BASIC TYPES:
 ARGUMENT (WRITE BOTH SIDES OF ISSUE)
 OPINION (GIVE REASONS IF IT IS NEGATIVE/POSITIVE)
 PROBLEM-SOLUTION (DESCRIBE PROBLEM AND FIND SOLUTION)
 PROVIDE REASON WITH RELEVANT EXAMPLE FROM OUR OWN KNOWLEDGE/EXPERIENCE
MARKING WRITING TEST:
 TASK 1 IS WORTH 40%
 TASK 2 IS WORTH 60%
MARKING CRITERIA:
 TASK FULFILMENT
 COHERENCE & COHESION
 VOCABULARY
 GRAMMAR
TASK FULFILMENT
 PART 1;
 PROVIDE AN OVERVIEW OF WHAT’S HAPPE NING IN THE VISUAL INPUT
 IDENTIFY THE MAIN FEATURES
 NOTE ANY STARTLING FEATURES
 MAKE CLEAR AND RELEVANT COMPARISONS WITHOUT MECHANICALLY REPORTING DATA
 GIVE ENOUGH DETAIL
 DESCRIBE THE DATA/ STAGES ACCURATELY
 DESCRIBE WHAT IS SHOWN IN THE VISUAL INPUT
 WRITE ENOUGH WORDS
 DON’T PUT BULLET POINTS.

 PART 2;
 ANSWER THE SPESIFIC QUESTION
 INTRODUCE THE TOPIC
 ESTABLISH A POSITION WITH A LOGICAL ARGUMENT
 INCLUDE RELEVANT EXAMPLES.
 WRITE IN AN EVEN TONE ( NOT TOO PERSONAL NOT TOO DRAMATIC)
 DRAW A CONCLUSION INCLUDES A SUMMARY, RECOMMENDATION OR SPECULATION
COHERENCE AND COHESION
 ORGANISE MATERIAONL LOGICALLY WITH THE MOST IMPORTANT IDEA FIRST
 TASK 1 HAS AT LEAST 3 PARAGRAPHS; INTRODUCTION, OVERAL STATEMENT, DETAILED DESCRIPTION.
 TASK 2 HAS AT LEAST 5 PARAGRAPHS, EACH CONTAINING TOPIC AND SUPPORTING SENTENCES.
 LINK INFORMATION WELL, DON’T OVERUSE LINKERS.
 WRITE NEATLY.
 IF NO PARAGRAPH, CANDIDATE GO DOWN ONE BAND IN COHERENCE AND COHESION.
GRAMMAR
 USE WIDE RANGE OF GRAMMATICAL STRUCTURES
 INCLUDE MIX OF SIMPLE, COMPOUND, COMPLEX SENTENCE
 SHOW GRAMMATICAL ACCURACY
 PUNCTUATE CORRECTLY
VOCABULARY
 USE WIDE RANGE OF VOCABULARY
 USE PRECISE VOCABULARY BUT LESS COMMON PHRASAL VERB OR IDIOMS
 COLLOCATE NATURALLY
 FORM THE CORRECT PART OF SPEECH.
 SPELL WELL.
WRITING PENALTIES;
 3 BANDS LOSE IF 50 WORDS LESS (TASK 1) AND 100 WORDS LESS (TASK 2)
 2 BANDS LOSE IF 51-100 WORD LESS (TASK 1) AND 101-175 WORDS LESS (TASK 2)
 1 BAND LOSE IF 101-140 WORDS LESS (TASK 1) AND 176-240 WORDS LESS (TASK 2)

IF YOU WANT SCORE 7

 AVOID CLICHES; THE EXPRESSIONS THAT ARE VERY FREQUENTLY USED FOR SPEAKING. EG: RAINING CATS
AND DOGS

 USE INVERSION

 USE IT-CLAUSE TO EMPHASIZE THE SENTENCE. EG: IT IS ONLY THE CHILDREN...

 USE CONCESSION;STARTING THE SENTENCE WITH WHILE, DESPITE, ALTHOUGH

 USE CORRECT LINKERS

 USE CORRECT PUNCTUATION

 SPEAKING SECTION

 YOUARE NOT TESTED ON YOUR GENERAL KNOWLEDGE BUT ON YOUR ABILITY TO COMMUNICATE
EFFECTIVELY.
 DON’T TRY TO GIVE A PREPARED SPEECH OR TALK ABOUT DIFFERENT TOPIC.
 IF YOU ANSWER YES OR NO, ADD MORE DETAILS.
 LINK YOUR IDEAS AND SENTENCES APPROPRIATELY, TALKING CLEARLY AT NORMAL SPEED AND
USING A WIDE RANGE OF STRUCTURES AND VOCABULARY.
 SCORING IS BASED ON FLUENCY AND COHERENCE, VOCABULARY, GRAMMAR, PRONUNCIATION.
 DURATION 11-14 MINUTES
 THERE ARE 3 PARTS:
FIRST IS PERSONAL IDENTITY
SECOND IS A TOPIC CHOSEN BY THE EXAMINER FOR2 MINUTES AROUND 350 WORDS
THIRD IS A MIXED UP QUESTIONS
 MAINTAIN AN INTEREST AND EYE CONTACT
 FLUENCY AND COHERENCE
 KEEP GOING WITHOUT SELF-CORRECTION, HESITATION OR SLOW SPEECH.
 PRODUCE LONG ANSWERS WHICH INCLUDE COMPLEX SENTENCE
 USE BUT NOT OVERUSE LINKERS
 GIVE RELEVANT AND LOGICAL ANSWERS.

 GRAMMAR:
 USE A WIDE RANGE OF GRAMMATICAL STRUCTURES (MIX OF SIMPLE, COMPOUND AND COMPLEX
SENTENCES)
 SHOW GRAMMATICAL ACCURACY

 VOCABULARY:
 USE A WIDE RANGE OF VOCABULARY
 USE PRECISE VOCABULARY, INCLUDING TOPIC-SPESIFIC ITEMS AND LESS COMMON PHRASAL VERBS OR
OTHER IDIOMS.
 COLLOCATE NATURALLY
 FORM THE CORRECT PART OF SPEECH
 HAVE A SENSE OF STYLE
 PRONUNCIATION:

 SPEAK TO BE ALWAYS UNDERSTOOD

 HAVE MINIMAL INTERFERENCE FROM THEIR OWN LANGUAGE.

 USE APPROPRIATE PITCH, INTONATION, WORD AND SENTENCE STRESS

 SEPARATE GRAMMATICAL WORDS FROM CONTENT WORDS BY USING WEAK FORMS AND CHUNKING

 IF YOU DON’T UNDERSTAND THE QUESTION

 YOU MAY SAY; “COULD YOU SAY THAT AGAIN, PLEASE. OR, COULD YOU SAY THAT IN ANOTHER WAY?” OR
WHAT DOES X MEAN?”

 DON’T USE DELAYING TACTICS LIKE, “ I’VE NEVER THOUGHT ABOUT IT OR THAT’S AN INTERESTING
QUESTIONS.”

 AVOID GIVING OPINIONS THAT MIGHT ANNOY THE EXAMINER, LIKE, “ I DON’T TALK ABOUT RACE.”
 THE MAIN FEATURES OF FLUENCY:
 SPEECH RATE;
HOW FAST SOMEONE SPEAKS, A FIVE SPEAKS SLOWLY, A SIX IS BETTER BUT
UNNATURAL, A SEVEN IS CLOSER TO NATIVE SPEAKER BUT SOMETIMES SLOW
DOWN.
FOCUS ON CONNECTED SPEECH, CHUNKING, RHYTHM, LINKING
 CONTINUITY;
THE ABILITY TO KEEP GOING.

 THE MAIN FEATURES OF COHERENCE:

 LOGICAL ORDER OF SENTENCES; PRESENTING AN EASY TO FOLLOWAND SENSIBLE
INFORMATION.
 COHESIVE DEVICES; PRONOUNS AND CONJUCTIONS.
 RELEVANCE OF ANSWERS; GIVING RELATED ANSWERS TO THE QUESTIONS
 FILLERS; WELL, I GUESS, SORT OF.
 DISCOURSE MARKERS; STAGES OF DISCUSSION; FIRST OF ALL, GENERALLY
SPEAKING.
LET’S BEGIN THE TEST