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?????
