PAPER

TEST-STANDARDIZED GRAMMAR

Supporting lecturer:
Dr. Arimuliani Ahmad, S.Pd,.M.Pd

Compiled by:
Siti Nurhaliza (236313016)
Santi Maharani (226310368)
Reisya Agustiana (226310404)
Amar Agustina (226310696)

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
RIAU ISLAMIC UNIVERSITY
2024
 FOREWORD

All praise and gratitude we express to Allah SWT, who has bestowed His grace and
guidance upon us, allowing us to complete this report on innovative learning activities aimed
at enhancing understanding of the TOEFL Structure. May peace and blessings be upon the
Prophet Muhammad SAW, his family, and his companions.
We would like to sincerely thank our parents who have prayed for us, and individuals
who have provided us with the opportunity and support to carry out activities and
evaluations. This report reflects our efforts and findings during the activities we conducted.
In this report, we present insights into the innovative strategies we implemented, the
learning processes we observed, as well as the strengths and weaknesses we identified
throughout these activities. We hope this report can serve as a valuable resource for
stakeholders in their efforts to improve the quality of education and services.
We acknowledge that this report may not be perfect, and we remain open to
suggestions and input from all parties involved to further enhance and develop our
educational practices in the future.

Pekanbaru, 2024
LIST OF CONTENTS
 CHAPTER I
INTRODUCTION

1.1 Background
In this rapidly advancing era of globalization, proficiency in English has
become one of the essential skills needed, especially in higher education and the
workforce. The TOEFL (Test of English as a Foreign Language) exam is a globally
recognized standard for measuring English language ability, particularly for non-
native speakers. The TOEFL Structure section, which focuses on grammar and
sentence structure, is a crucial part of preparing for this exam. However, in practice,
many challenges are faced by teachers and students in teaching and learning this
material.
Teachers who instruct TOEFL Structure often encounter limitations in access
to comprehensive and up-to-date teaching materials. This impacts the quality of
instruction provided to students. Additionally, the varying skill levels among students
present a unique challenge, where teachers must adjust their teaching methods to
reach all students with different backgrounds. In a packed curriculum, the time
available to cover all aspects of TOEFL Structure is often insufficient, affecting the
effectiveness of teaching.
Furthermore, the use of ineffective teaching methods can lead to students
feeling disengaged, especially if the material presented is monotonous and repetitive.
Student boredom can reduce their motivation to learn, ultimately affecting their
learning outcomes. Assessing student understanding also poses a challenge for
teachers, particularly in providing constructive feedback. Limitations in the use of
technology and interactive resources further complicate this situation. In this context,
support from educational institutions is crucial to provide the necessary training and
resources for teachers.
On the other hand, students often face difficulties in understanding TOEFL
Structure material. Insufficient grammar knowledge is one of the main factors
hindering their ability to answer questions correctly. Moreover, limited vocabulary
often complicates students' choice of appropriate words in given contexts. Poor
reading skills can affect their comprehension of texts, which is vital for answering
structure questions.
Time management is also a critical issue; many students struggle to manage
their time effectively, leading to rushed answers that may reduce accuracy. Test
anxiety is a common psychological problem that often affects student performance.
Additionally, a lack of consistent practice with the TOEFL question format can leave
students unprepared and unfamiliar on exam day. Minimal understanding of the test
format also adds an extra hurdle, contributing to increased anxiety and confusion
when facing questions.
Given these various challenges, it is essential to create innovations in learning
activities that can enhance students' understanding of TOEFL Structure material.
 Creative and flexible approaches, such as the use of digital technology, project-based
learning, and interactive exercises, can help students overcome the difficulties they
face. In the modern educational context, where technology is an integral part of the
teaching and learning process, integrating digital tools and resources can enhance the
learning experience and better prepare students for the TOEFL exam.
By addressing these issues through effective and innovative strategies, it is
hoped that students can become more prepared and confident in facing the TOEFL
exam, as well as gain better English language skills to support their academic and
career development in the future.

1.2 Purpose
1. Develop and synthesize five important structures in TOEFL that can be used
as a guide for teaching. Provide comprehensive and up-to-date teaching
materials that can be accessed by teachers.
2. Create creative and interactive learning methods, such as the use of digital
technology, power points, videos, games, project-based learning and
interactive exercises. Develop engaging activities to increase student
engagement and reduce boredom.
3. Educate teachers on the use of technology and interactive resources in
teaching.
4. Help students understand TOEFL Structure material better through a different
and innovative approach.
5. Teach techniques to reduce test anxiety and boost student confidence.

1.3 Problems
a. Student problems
Many students struggle to grasp various aspects of grammar necessary
to answer questions correctly. A restricted vocabulary can make it difficult for
students to choose the right words in context. Difficulty in understanding
reading texts can affect their ability to answer structure questions effectively.
Students often struggle to manage their time well, causing them to rush
through answers. Many students feel anxious when facing exams, which can
impact their performance. Without adequate practice, students may not be
familiar with the format and types of questions that appear on the TOEFL.
Some students may not be familiar with the format and instructions present in
TOEFL Structure.

b. Teacher problem
Many teachers may not have sufficient access to comprehensive and
up-to-date teaching materials regarding TOEFL. Students have different levels
of English proficiency, making it challenging for teachers to tailor their
instruction to meet everyone's needs. In a packed curriculum, it may be
difficult to allocate enough time to cover all aspects of TOEFL Structure.
Some teachers may struggle to find the right methods to effectively and
 engagingly teach English structure. Material that is too technical or repetitive
can lead to students feeling bored and less motivated. Assessing students'
understanding of English structure can be challenging, especially in providing
constructive feedback. Limitations in the use of technology or interactive
learning resources can hinder the teaching and learning process. Teachers may
find it difficult to prepare students effectively for the specific format of the
TOEFL exam.

1.4 Solution
1. Create interactive learning that includes technology-based videos, quizzes and
practical exercises. Students can learn independently at their own pace, and
the materials can be accessed at any time.
2. Create an educational game that focuses on English structure and grammar.
Games can increase student engagement and make learning more fun.
3. Allows students to practice outside the classroom and expand their
vocabulary.
4. Develop a constructive and regular feedback system to help students
understand their mistakes. Allows students to learn from mistakes and
improve their understanding of the structure.
 CHAPTER II
DISCUSSION
2.1 Subject Verb Agreement
1. When the subject of a sentence is composed of two or more nouns or pronouns
connected by and, use a plural verb.
Ex: She and her friends are at the fair.
2. When two or more singular nouns or pronouns are connected by or or nor, use a
singular verb.
Ex: The book or the pen is in the drawer.
3. When a compound subject contains both a singular and a plural noun or pronoun
joined by or or nor, the verb should agree with the part of the subject that is nearer
the verb.
Ex: The boy or his friends run every day.
His friends or the boy runs every day.
4. Doesn't is a contraction of does not and should be used only with a singular
subject. Don't is a contraction of do not and should be used only with a plural
subject. The exception to this rule appears in the case of the first person and
second person pronouns I and you. With these pronouns, the contraction don't
should be used.
Ex: He doesn't like it.
They don't like it.
5. Do not be misled by a phrase that comes between the subject and the verb. The
verb agrees with the subject, not with a noun or pronoun in the phrase.
Ex: One of the boxes is open
The people who listen to that music are few.
The team captain, as well as his players, is anxious.
The book, including all the chapters in the first section, is boring.
The woman with all the dogs walks down my street.
6. The words each, each one, either, neither, everyone, everybody, anybody, anyone,
nobody, somebody, someone, and no one are singular and require a singular verb.
Ex: Each of these hot dogs is juicy.
Everybody knows Mr. Jones.
Either is correct.
7. Nouns such as civics, mathematics, dollars, measles, and news require singular
verbs.
Ex: The news is on at six.
 Note: The word dollars is a special case. When talking about an amount of money,
it requires a singular verb, but when referring to the dollars themselves, a plural
verb is required.
Ex: Five dollars is a lot of money.
Dollars are often used instead of rubles in Russia.
8. Nouns such as scissors, tweezers, trousers, and shears require plural verbs. (There
are two parts to these things.)
Ex: These scissors are dull.
Those trousers are made of wool.
9. In sentences beginning with "there is" or "there are," the subject follows the verb.
Since "there" is not the subject, the verb agrees with what follows.
Ex: There are many questions.
There is a question.
10. Collective nouns are words that imply more than one person but that are
considered singular and take a singular verb, such as group, team, committee,
class, and family.
Ex:
The team runs during practice.
The committee decides how to proceed.
The family has a long history.
My family has never been able to agree.
The crew is preparing to dock the ship.
This sentence is referring to the individual efforts of each crew member. The
Gregg Reference Manual provides excellent explanations of subject-verb
agreement (section 10: 1001).
11. Expressions such as with, together with, including, accompanied by, in addition
to, or as well do not change the number of the subject. If the subject is singular,
the verb is too.
Ex:
The President, accompanied by his wife, is traveling to India.
All of the books, including yours, are in that box.

2.2 Verb Tense

Verb tenses are changes or additions to verbs to show when the action took place: in
the past, present, or future. The phrase verb tense is also used for grammatical aspects,
which add more details about the duration or time an action takes. When you combine the
four grammatical aspects with the past, present and future, you end up with twelve main
verb tenses in English.
Verb tenses are essential for speaking English correctly, but with all the different
forms and functions, they can get confusing. In this guide, we give a quick overview of
the English tenses, including when to use them and how to make them, and give plenty of
verb tense examples.
What is a verb tense?
Verb tenses show when an action took place, as well as how long it occurred. The
main verb tenses are the past, present, and future. There are also additional aspects that
give extra details, such as the length of time the action occurred, which actions happened
first, or whether a past action has an impact on the present. These grammatical aspects are
the simple tense, perfect tense, continuous tense, and perfect continuous tense.
 How many tenses are there in English?
The standard tense in English is the present tense, which is usually just the root form
of the verb. The past and future tenses often require changes or additions to the root form,
such as the suffix –ed for the past tense and the modal verb will for the future.
However, for each of the past, present, and future tenses, there are four different
aspects that add additional details. For example, the continuous tense shows that an action
is ongoing. It can be used in the present (she is sleeping), past (she was sleeping), or
future (she will be sleeping).
Past, present, and future tenses
The past, present, and future are the central divisions of time in English. The
presentrepresents actions happening now, while the past represents actions that happened
earlier, and the future describes actions that will happen later.
Simple tense
The simple tense is a grammatical aspect that refers to the normal forms of the past,
present, and future tenses—nothing fancy! Unlike the other aspects, it doesn’t add any
new information. True to its name, simple tenses are the easiest to form and have the
fewest rules.
Perfect tense
The definition of the perfect tense is a little more complicated. It’s used for actions that
relate to other points in time, either completed or ongoing.
For example, in the sentence I have played soccer since I was a child, the perfect tense
indicates that the action occurred continuously in the past and still happens in the present.
By contrast, in the sentence I played soccer when I was a child, the simple past tense
indicates that the action occurred only in the past, and has no relation to the present. The
perfect tenses use a conjugation of the auxiliary verb have with the past participle of the
main verb.
Continuous tense
We use the continuous tenses (also known as the progressive tenses) for ongoing
actions or actions that happen a while before completion. For example, They are studying
all night means the studying lasts many hours before it’s finished.
Please note that you usually do not use the continuous tense with stative verbs like
want, love, have, and need. The continuous tenses use a conjugation of the auxiliary verb
be along with the main verb’s present participle, or –ing form.
Perfect continuous tense
When you combine the perfect and continuous tenses, you get the perfect continuous
tense. It’s typically used just like the perfect tense, except it describes ongoing actions
that happen over a period of time. The construction of the perfect continuous tense uses a
conjugation of the auxiliary verb have, the auxiliary verb been (the past participle of be),
and the present participle of the main verb.
More explanation:
1. Simple past
 We use the simple past to show actions completed in the past, with no extra emphasis.
For regular verbs, you form the simple past tense by adding the suffix –ed to the end
of the verb (or just –d if the past tense verb already ends in an e).
Be careful of irregular past tense verbs, however. These don’t follow the normal rules
and use their own unique forms for the past tense. For example, the past tense of the
irregular verb go is went.

Regular verbs: I picked up the glass, but it dropped from my hand.

Irregular verbs: This morning I went to the store, but I forgot the milk.

2. Past perfect
[had] + [past participle]

What if you’re talking about two different actions in the past and want to show that
one happened before the other? The past perfect, also known as the pluperfect, shows
that one past action happened earlier than another one.

Ex: She had arrived at the office before she realized it was Sunday.
I ran to my car when I noticed my wife had left already.

3. Past continuous
[was/were] + [present participle]
Use the past continuous to show an ongoing action in the past, especially if the action
was interrupted by another action. It’s also used for habitual actions that occurred in
the past but not in the present. It’s usually used with adverbs like always or adverb
phrases like all the time.
Ex: My dog was whimpering in his sleep when the TV woke him up.
As kids, my friends and I were always getting into trouble.

4. Past perfect continuous

[had] + [been] + [present participle]

The past perfect continuous tense is used just like the past perfect tense, except it
describes ongoing actions that happened in the past instead of a one-time occurence.
It’s often used with the words when, until, and before to connect it to another past
action.
Ex: Before he got his first job as a writer, he had been working as a proofreader.
I had been living on my friend’s couch for a year until they kicked me out.

5. Present tenses
[have/has] + [past participle]
Although it’s quite common, the present perfect is one of the most difficult English
verb tenses. It is used to describe a few different types of actions, including:
Ex: an ongoing action started in the past that is not yet completed
the same action completed multiple times in the past and likely to be
completed again
an action completed very recently (usually with just or now)
 an uncompleted action that is expected to be finished (in the negative)
Additionally, the present perfect can be used to emphasize the significance of
completed action, especially one that happened over time.
Ex: We have tricked him every April Fool’s Day since we were kids.
My niece has grown so much this year!
6. Present continuous
[am/is/are] + [present participle]
Use the present continuous to show an action happening right now or in the near
future. I am reading The Hitchhiker’s Guide to the Galaxy for the fifth time!
Ex: We are eating pizza tonight.

7. Present perfect continuous

[have/has] + [been] + [present participle]

The present perfect continuous shows an ongoing action in the present that was
started in the past. It is often used to emphasize the length of time.
Ex: We have been waiting for over an hour!
The team has been practicing nonstop for the tournament.

8. Future tenses
Simple future

Use the simple future for actions that have not happened yet but will later. To form
the simple future, just place the modal verb will before the root form of the main verb.
(Note that if the action will happen in the near future, you can use the present
continuous instead.)
Ex: She will be president one day.
I will not go to the wedding without a date!

9. Future perfect
[will] + [have] + [past participle]

The future perfect shows an action that will be completed in the future by a specified
time. Because it depends on another time, the future perfect is often used with words
like by, before, at, or when.
Ex: By the time you read this, I will have already left.
She will have eaten lunch before her sister even wakes up.

10. Future continuous

[will] + [be] + [present participle]

Use the future continuous tense for future actions happening over a period of time,
especially when a specific time is mentioned. The future continuous tense also shows
more certainty and likelihood than the simple future.
Ex: By this time tomorrow, I will be drinking margaritas on the beach.
We will be attending a meeting from noon until 3 p.m.

11. Future perfect continuous

 [will] + [have] + [been] + [present participle]

The future perfect continuous depicts future ongoing actions that continue up until a
certain point. Like the future perfect and future continuous, it’s used with a specified
time.
Ex: In ten minutes, my parents will have been waiting in traffic for four hours.
I will have been eating healthy for a whole year by September.
2.3 Pronoun
What is a pronoun?
A pronoun is a word that is used instead of a noun or noun phrase. Pronouns refer to either a
noun that has already been mentioned or to a noun that does not need to be named
specifically.
The most common pronouns are the personal pronouns, which refer to the person or people
speaking or writing (first person), the person or people being spoken to (second person), or
other people or things (third person). Like nouns, personal pronouns can function as either the
subject of a verb or the object of a verb or preposition: "She likes him, but he loves her."
Most of the personal pronouns have different subject and object forms:
1. interrogative pronouns—particularly what, which, who, whom, and whose—introduce
questions for which a noun is the answer, as in "Which do you prefer?"
2. Possessive pronouns refer to things or people that belong to someone. The main
possessive pronouns are mine, yours, his, hers, its, ours, and theirs.
3. demonstrative pronouns—this, that, these, and those—distinguish the person or thing
being referred to from other people or things; they are identical to the demonstrative
adjectives.
4. Relative pronouns introduce a subordinate clause, a part of a sentence that includes a
subject and verb but does not form a sentence by itself. The main relative pronouns
are that, which, who, whom, what, and whose.
5. Reflexive pronouns refer back to the subject of a sentence or clause and are formed by
adding -self or -selves to a personal pronoun or possessive adjective, as in myself,
herself, ourselves, and itself.
6. Indefinite pronouns, such as everybody, either, none, and something, do not refer to a
specific person or thing, and typically refer to an unidentified or unfamiliar person or
thing.

1. Personal Pronouns
Pronouns that refer to people or things.
Examples:
 I: I love reading books.
 Explanation: Refers to the speaker.
 You: You are my best friend.
 Explanation: Refers to the listener.
 He: He is a talented musician.
 Explanation: Refers to a male person.
 She: She enjoys painting in her free time.
 Explanation: Refers to a female person.
2. Possessive Pronouns
Pronouns that indicate ownership.

Examples:
 Mine: This book is mine.
 Explanation: Indicates that the book belongs to the speaker.
 Yours: Is this pen yours?
 Explanation: Indicates that the pen belongs to the listener.
 His: The red car is his.
 Explanation: Indicates that the car belongs to a male person.
 Hers: The decision was hers to make.
 Explanation: Indicates that the decision belongs to a female person.

3. Reflexive Pronouns
Pronouns that refer back to the subject itself.
Examples:
 Myself: I did it myself.
 Explanation: Indicates that the speaker did it without anyone else's help.
 Yourself: You need to take care of yourself.
 Explanation: Reminds the listener to take care of themselves.
 Himself: He prepared himself for the challenge.
 Explanation: Indicates that the male person prepared for the challenge on his own.
 Herself: She taught herself how to play the guitar.
 Explanation: Indicates that the female person learned without help from others.

4. Relative Pronouns
Pronouns used to connect clauses or phrases with other words in the sentence.
Examples:
 Who: The teacher who helped me is very kind.
 Explanation: Connects the clause with the subject referring to the teacher.
 Whom: The person whom you met yesterday is my cousin.
 Explanation: Connects the clause with the object referring to a person.
 Which: The book which you lent me was fascinating.
 Explanation: Connects the clause with the thing referring to the book.
 That: This is the house that Jack built.
 Explanation: Connects the clause with the subject referring to the house.

2.4 Modifier
 Modifiers are words, clauses, or phrases that provide additional information in a
sentence. The function of modifiers is to help the writer provide information more
clearly. Quoted from the book Buku Pintar Grammar: For Beginners by Yelvi Andri Z
(2010:38) modifiers are words in a sentence that are not subjects, verbs, objects, or
complements. Modifiers are explanations of phrases, or elements in a sentence.
The following are examples of modifier sentences in correct English with
explanations and meanings.

1. The novel he is holding has a good storyline.

The phrase "he is holding" is a modifier in the form of an adjective clause that
serves to describe "the novel".

2. The pizza that mom makes is tasty and delicious.

The phrase "tasty and delicious" is a modifier in the form of an adverb phrase
which serves to describe "The pizza".

3. While you were still sleeping, your sister came.

The phrase "while you were still sleeping" gives information about when her sister
came.

4. Rina paints so beautifully.

The phrase "so beautifully" is an adverb phrase that describes "paints" or Rina's
drawing activity.

5. Elvi planted sunflowers behind the house. (Elvi planted sunflowers behind the
house) The phrase "behind the house" is a participial pharase modifier that
describes

2.5 Lesson plan (RPP)

Theme:
TOEFL Structure: Subject-Verb Agreement, Verb Tense, Pronoun, Modifier
Approach: Active Learning
 Time Allocation:
2 x 45 minutes (90 minutes)
1) Preliminary Activities (15 minutes)
1. Greeting and Opening (5 minutes)
- Greet the students and explain the learning objectives.
- Motivate students by discussing the importance of TOEFL in education.
2. Ice Breaking (10 minutes)
- Use the game "Word Association":
- Students are asked to mention words related to the TOEFL theme.
- Create a fun learning atmosphere.

2) Core Activities (60 minutes)

1. Material Presentation (15 minutes)
 Use PowerPoint to explain:
 Subject-Verb Agreement (5 minutes)
 Verb Tense (5 minutes)
 Pronoun (2 minutes)
  Modifier (3 minutes)
 Each slide includes relevant examples and images.

2. Watch Video (15 minutes)

 Show a short video explaining each topic visually.
 Discuss key points after watching.
3. Class Discussion (10 minutes)
 Students are divided into small groups to discuss example sentences
using each topic.
 Each group presents their discussion results.

3) Closing Activities (15 minutes)

1. Reflection (5 minutes)
 Invite students to share their understanding of the material learned.
 Q&A for clarification if anything is unclear.
2. Homework (5 minutes)
 Assign students to create 5 sentences that include subject-verb
agreement, verb tense, pronoun, and modifier.
3. Closing (5 minutes)
 Thank students for their participation.
 Convey the plan for the next material and explain the importance of
continuous practice for TOEFL preparation.
 Students are asked to write down their feelings after learning with the
teacher in class, as well as draw their expressions with emoticons.

 Additional Notes:
- Ensure all tools and materials are ready before the activities begin.
- Adjust the teaching pace according to student responses.
- Provide motivation and positive feedback throughout the activities.

CHAPTER III
 CLOSING
3.1 Conclusion
3.2 Suggestion

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