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Correlative Study Between Students’ Achievement in English Debate and Their Argumentative Essay Achievement


Correlative Study Between Students’ Achievement in English Debate and Their Argumentative Essay Achievement
CHAPTER I 
INTRODUCTION
This chapter adequately presents a discussion related to background of the study,  research  problems,  purpose  of  the  study,  significance  of  the  study,  scope and  limitation  of  the  study,  definition  of  the  key  terms,  and  organization of  the study.
A. Background of Study
For  second  language  learner,  it  is  undoubtedly  believed  that  to master the four language skill like a native is such a great challenge to do. Richards  (2002:303) states that writing, one of the skill, seems to become the most  difficult  skill  to  master  for  L2  learner.  He  also  argues  that  the difficulty  lies  not  only  in  generating  and  organizing  idea  but  also  in translating those idea in  a readable text. Hussein and Mohammad in their journal,  entitled Negative  L1  Impact  on L2  Writing, proposes  other difficulties  that  L2  needs  to  deal  with  are  identifying  the  linguistic structures  and  using  the  appropriate  vocabularies.  Rob  Schoonen et  al from University of Amsterdam states that:
“.  .  .Writing  in  one’s  mother  tongue  is  a  demanding  task, which calls upon several language abilities, as well as upon more  general  (mete)cogntive  abilities.  These  constituent abilities  are  in  a  constant  interplay.  Writing  in  a  second language  (L2)    is  even  more  demanding  because  several  of these constituent abilities may be less well developed than in one’s first language (L1) . . .”
In our everyday life, we’ve been seemingly headed to any problems that  call  for  our  argument.  Related  to  schoolars’  activity,  they  must  work?????

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