CHAPTER 1

INTRODUCTION

1.1 Background of the Study

Writing skill is the most important skill since it represents our thinking and

feeling in a real form and influences other people’s understanding toward our

ideas. The development of writing is one of the greatest human inventions. It is

difficult for many people to imagine how language nowadays without the

presence of writing. When people speak without having any writing form, oral

literature will abound,lot of crucial knowledges will be memorized by limited

people and environment, it cannot be delivered widely to others who are

different in place and generations, finally, all of them will pass away. These are

very serious problems, because human memory is short-lived. The presence of

writing has overcome such problems and allowed comunication a cross miles

and through the year and centuries (Husain, 2010).

Supporting the teaching-learning process, the teacher shouldapplymany

different strategies, teqhniques and media in the classroom. One of the most

media used by all the teachers around the world is course book. Course book has

a great role in learning process, it is like a guide for students in learning and that

can help teacher in teaching process, It can be a reference for students in studying.

English course book considered to be the responsibility of study, the guide on

methods of instruction and the source of language. The choice of an English

language course book in language schools world wide is often taken too lightly,

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which can lead to serious repercussions for both teachers and students. The

selection of an inappropriate course book is likely to act as a straight cover,

forcing teachers to grapple with material that is too difficult or irrelevant and

fails to engage learners (Muhammad. R. F, 2009 cited in Rudiyanto, 2011).

The teaching of writing factors have into report such as the quality of

teachers, the student’ interest and the course book used. To enable students to

master the English skill, exercises in the course book could lead students to the

goal as stated in the curriculum. The teacher should examine whether the writing

exercises of a course book are relevant or not with some aspects in writing

exercises.

Related to this study, there are some previous studies have been

done.Firstly, study done by Husein (2010) entitled “Analysis on writing exercises

in look ahead 2” English course book for senior high school students year XI

published by erlangga (IAIN Walisongo). The result of this studies is the writer

found that in term of the kinds of tests, there are 56 discrete tests, 2

communicative tests and 16 combinations between both. In this term of KTSP

curriculum, all of the writing exercise is demanded in writing based KTSP

curriculum of senior high school grade year XI.

Secondly, studies done by Dyah (2009) entitled“An Analysis on Writing

Exercises of Junior High School Boo “Communicative & Interactive English” for

the year VIII of Junior High School Published by “Yrama Widya. English

departement Language and Arts Faculty.Semarang State University. The result of

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the Analysis shows that there are only three basic competence of writing skill

demanded by 2006 curriculum presented and there are only 4 writing exercises

relevant to curriculum. All of them have clear direction. They do not have

examples, they are guided writing.

The third, studies done by Ida Nuria (2012) entitled“The Evaluation of

Writing Exercises of English Textbook “Contextual English 1” Based on School-

Based Curriculum. The result of this study show that the percentage foe the

writing exercises developed in “Contextual English 1” based on the presentege,

referring to scheme of quality classification proposed by Suharsimi (1993) is

77,78%. Among the nine sub-Competence in school-based Curriculum there are

seven sub-competencies with School-based Curriculum, and the second result of

this research is the writing exercises of the textbook facilitate the students to

achieve the competency of writing.

In this thesis, the writer was focusingon“An Analysis on Writing

Exercises in “Look Ahead 1” (English course book for the Tenth Grade of Senior

High School Students Based on KTSP 2006). The writer tried to find out whether

the writing exercises in English course book relevant with 2006 Curriculum in

term of Clear Direction, Presence of Example, and Type of Writing.

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1.2 Research Question

Based on the background of the study, the researcher states the following

research problems: “Does the writing exercises in Look Ahead 1 relevant with

2006 Curriculum in term of Clear Direction, Presence of Example, and Type of

Writing which is published by Erlangga in 2007?”

1.3 Purpose of the Study

Taken from the research question, the researcher states that the purpose of

the study is to analyze whether the writing exercises in Look Ahead 1 English

Course Book relevant with 2006 Curriculum in term of Clear Direction, Presence

of Example, and Type of Writing.

1.4 Scope of the Study

In this study, the writer focuses on Analysing the writing exercises in

Look Ahead 1 English Course Book published by Erlangga 2007 relevant with

Curriculum, Clear Direction, Presence ofexample, and Types of Writing

especially at SMAN 7 Mataram in academic year 2016/2017.

1.5 Significance of the Study

The result of this study is expected to lead the following significance:

1. Theoretically

The theoretical significance of this study is to give the information for

the readers to choose English course book in term of writing exercises

in teaching process.
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2. Practically

The practical significances of this study are:

a. For English teachers, hopefully this research will give a reference

to select suitable English course book in term of writing exercises

in the teaching process.

b. For students, hopefully this research will help them in choosing a

writing exercises from English course book to improve their

writing skill based on recomended by teachers.

c. For school or university, hopefully this research will produce better

outcomes in our curiculum to improve teaching practices become

more effective and efficient.

1.6 Definition of Key Terms

In order to make clear understanding in this proposal, the researcher would

like to explain the meaning of the terms used as follow:

1. Writing Exercises

Writing means produce something in written form so that people can read,

perform or use it. It means that writing is one way to communicate with other

people besides speaking, reading, and listening. The word “ writing “ seems to be

very easy to understand. However, it cannot be ignored when student write a

pharagraph, they should not write only semantically correct, but also in correct

grammar (Oxford Learner’s Pocket Dictionary, 1991: p.502).

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2. Clear Direction

David P. Harris (1969:102) stated that test direction should be brief, simple

to understand and free from ambiguities & accompanied by sufficient example to

ensure that slow learner least skilled examine understand the problem type. The

purpose of the direction is to make easy for students to understand how does the

as well as exercises.

3. Course Book

The most commonly found elements in classroom around the world are

teachers, learner, and course book. The succsess or failure of English language

teaching does not only depend on learners and teacher, but also the use of visual

aids, teaching method, teaching material and other facilities. Course book is one

of the teaching aids that is used by the teachers to teach their students. It is an

effective media to get a broaden knowledge

(www.thefreedictionary.com/coursebook,2014 cite Collins English Dictionary).

4. Look Ahead 1

Look Ahead 1 is a series of English course book for senior high school

students year X, it is arranged by Th. M. Sudarwati and Eudia Grace published by

Erlangga :( 2007 ) So, Analysis on writing exercises in Look Ahead 1 ( English

course book for senior high school students year X ) published by Erlangga is the

process of breaking the substance of the writing exercises in the course book.