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Contributing factors include first-language interference, limited grammar instruction, and test-taking shortcut habits, highlighting the gap between rule knowledge and accurate application under timed 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\n1*Thesa Laora Miranda Siahaan, 2Cindy Yani Simorangkir, 3Kesmi Veronika Simanjuntak, 4Daniel Gurning, 5 Samuel Tampubolon, 6Yanti Kristina Sinaga  \n123456Departement of English Education, Universitas HKBP Nommensen Pematangsiantar,  \nIndonesia  \n*Corresponding author’s [email:](email: thesalaorasiahaan@gmail.com)[ ](email: thesalaorasiahaan@gmail.com)[thesalaorasiahaan@gmail.com](email: thesalaorasiahaan@gmail.com)  \nABSTRACT  \nThis 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 TOEFLstyle 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 testtaking 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.  \nKeywords: subject-verb identification, TOEFL structure, grammar errors, EFL learners, second language acquisition  \n1. INTRODUCTION  \nIn the globalized era of education, English proficiency tests such as the TOEFL (Test of English as a Foreign Language) have become important benchmarks for assessing students' language competence, particularly for academic and professional purposes. Among the various sections of the TOEFL test, the structure and written expression section—although now integrated into the writing and reading portions of the TOEFL iBT—remains a critical aspect in understanding students’ grammatical competence. One of the most persistent challenges that students face in this section is correctly identifying the subject and verb in complex sentence constructions. Grammar plays a pivotal role in English language acquisition, and the ability to identify grammatical components such as the subject and verb is fundamental for sentence construction and comprehension. According to Brown (2001), understanding the relationship between sentence elements is essential in mastering the syntactic structure of a language (Simanungkalit & Herman, 2026) . When students fail to recognize subjects and verbs accurately, especially in structurally complex sentences, it often leads to incorrect interpretations and responses on standardized tests like the TOEFL. Students learning English as a second language frequently struggle with grammar due to various cognitive and linguistic factors. Krashen (1982), in his Second Language Acquisition (SLA) Theory, explains that grammatical competence is acquired through both conscious learning and subconscious acquisition. However, learners often experience what he refers to as input limitations, where exposure to complex grammatical forms is insufficient, leading to gaps in structural understanding. These gaps are particularly evident in test settings that require precise gramma","cbCaisguEfwVK7m5","https://ap.wps.com/l/cbCaisguEfwVK7m5","pdf",328567,17,"English","# Introduction\n## Background of TOEFL Structure Questions\n## Role of Subject-Verb Identification\n## Error Analysis Framework and Supporting Theories","[{\"question\":\"What problem does the study focus on?\",\"answer\":\"The study focuses on students’ difficulties in identifying subjects and verbs in TOEFL structure questions, especially within complex sentence constructions.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"It used a descriptive qualitative method with 30 11th-grade students who completed a 20-item TOEFL-style grammar test, supported by classroom observations and semi-structured interviews.\"},{\"question\":\"What were the most common types of grammar errors?\",\"answer\":\"The most common errors, based on Corder’s (1967) classification, were misformation, omission, and misordering.\"}]","STUDENT’S DIFFICULTIES IN IDENTIFIYING SUBJECT AND VERB IN TOEFL STRUCTURE QUESTIONS IN SMA NEGERI 2 PEMATANGSIANTAR - Research Study | PDF",1790812204,43]