Analysis of TOEIC Scores of State Bengkalis Politechnic Students in Institutional TOEIC Training

In improving students' English competence, Bengkalis State Polytechnic holds TOEIC Institutional training for students who have obtained TOEIC scores above 400 for diploma three and 450 for diploma four. Students must have a good English certificate in order to continue their studies, scholarships and apply for work. This study was conducted to determine whether there are differences in TOEIC scores in Institutional TOEIC Training for students between classes A, B and C. Data analysis was done by Anova using SPSS version 22. The population in this study was 60 students. The results of this study indicate that student learning outcomes or TOEIC scores in the Institutional TOEIC Training between class A, class B and class C are significantly different.


INTRODUCTION
Bengkalis State Polytechnic uses the Test of English for International Communication (TOEIC) test as a standard score to measure English language skills, both diploma three and diploma four students. For students who have obtained TOEIC scores above 400 for diploma three and 450 for diploma four, Bengkalis State Polytechnic provides Institutional TOEIC training for eight meetings and provides scholarships for the TOEIC Institutional test in collaboration with PT. ITC Jakarta.
Institutional TOEIC training for students is one program to improve students' ability in English competence through the TOEIC test both listening and reading. This training material is standardized from ETS questions and is given tricks and tips in answering questions in a short time.
Obstacles commonly experienced by students are in listening and reading. To get good score in both listening and reading, students are required to listen and read a lot of the latest news both from the mass media and online, because the TOEIC test forms are Listening and Reading.
There are some previous researches, first, Fauziati (2016)  (1) the linguistic components questioned in the Completion and Error recognition section include vocabulary (54.34%), Class of words (15%), Verb tense (11.33 %), determiner (5.33%) preposition (4%), conjunction (3.67%), degree of comparison in adjective (3.33%), and conditional sentence (3%); (2) Context of reading text in Reading Comprehension section covers business, manufacturing, finance and budgeting, Offices, personnel, purchasing, housing, travel, dining out, entertainment, and Health; (3) aspects questioned in Reading Comprehension section include: (a) the main idea and the possibility of proper title, (b) the information is written in the text, (c) information between the lines, (d) and the purpose of writing. Based on the results, it is concluded that mastery of vocabulary is essential for success in the TOEIC test since it occupies 50% of the test.
Second, Satria dan Zahraa (2018) conducted The Factors Affect TOEIC Passing Grades In TOEIC Intensive Course For Third Year Students. This study is expected to provide an overview of the factors that affect TOEIC Passing Grades in TOEIC Intensive Course for Final Year Students. The purpose of this study is to conduct an empirical investigation whether the internal factor variable and external factors affect the variable of passing grade. The total populations in this study were 150 respondents. The data were collected through questionnaires. Data analysis was done by multiple regression using SPSS version 22. The result showed that internal factor had an effect on student's learning achievement, while external factor had no influence to the TOEIC passing grades.
Third, Aisyiyah (2015) conducted a study on Self Esteem Analysis and Student Perception in English Language on English Language Ability Students of Jember State Polytechnic Superior Program. The study intends to examine whether there is an effect of student self esteem and perception on English both partially and jointly on the English language skills of Jember State Polytechnic students. This research data was collected using a questionnaire for independent variables, and the international TOEIC test for the dependent variable of 50 samples taken randomly. The data obtained were analyzed descriptively and inferentially. From the data analysis, the following results were obtained: (1) there was no effect of self esteem on students' English proficiency, (2) there was a significant influence on students' perceptions of students' English proficiency, (3) there was a significant influence together-the same as students 'self-esteem and perceptions of students' English proficiency.  (Lougheed, 2006) The TOEIC score range is 10-990 which is discribed by ETS in six levels:

METHOD
The method of this research is a descriptive research. The data collected was in the form of TOEIC scores of Bengkalis State Polytechnic students. The data are in the form of student final grades in the TOEIC Institutional Training for students.

Population
This study analyzes the student's final TOEIC score in the Intensive TOEIC Training for students. The population in this study is 60 students. All populations are sampled.

Variable
This study aims to prove whether there are differences in sores in studying TOEIC between classes A, B and C. The variables used in this study are only one variable, the final value of the Student TOEIC. The final value is a combination of Listening and Reading scores.

Analysis
Data analysis was carried out, using the help of a SPSS computer program version For the Anova test, the decision making criteria are: -H0: the average TOEIC value of the three classes is the same -H1: the average TOEIC value of the three classes is not the same (Sarwono, 2012)

Descriptive Analysis
This study was conducted to determine whether there are differences in TOEIC scores in Institutional TOEIC Training for students between classes A, B and C. Descriptive test results are presented in Table  1  -If the probability or significance> 0.05 then H0 is accepted -If the probability or significance <0.05 then H0 is rejected.

Test of Homogeneity
Because the significance / probability of the calculation results from observational data is 0.143> 0.05, H0 is accepted; H1 rejected. So, since H0 is accepted, the conclusion is that the three variance classes of TOEIC scores compared are the same. -H0: the average TOEIC value of the three classes is the same -H1: the average TOEIC value of the three classes is not the same Looking at the calculated F / Fo number of 4.140, for n1: 3-1 = 2, and n2: 60-3 = 57, the F table number with the above conditions is 3.16

Test of Anova
Decision: because the calculated F number falls in the rejection area, then H0 is rejected and H1 is accepted.
It can be concluded that the average TOEIC score of the three classes is different. Thus, the average TOEIC grades of class A, B and C are significantly different.

CONCLUSION
This study was conducted to determine whether there are differences in TOEIC scores in TOEIC Institutional Training between classes A, B and C. The results of this study indicate that student learning outcomes or grades in TOEIC Institutional Training between classes A, class B and class C are significantly different.