CHAPTER I
INTRODUCTION

This chapter deals with introduction which consist of the background of the study, formulation of the study, purpose of the study, significance of the study, scope and limitation, hypothesis of the study and definition of key term.
A.	Background of the study
English is an important language because it becomes an international language in the world. According to Reid, Language is one form of social interaction. Languages are used all people to communicate with other in the world. Communications can be done to get more information through spoken, written and non - verbal language. “The importance of the English language is naturally every great “. English is a language not only for England but also the extensive dominions and colonies associated in the British Empire, and it is the language of the United States spoken by over 260 million people, it is the number who speaks in the largest of accidental. English is widely used now days. All part of the social level (upper level until lower level) uses it to communicate each other as first language, second language, or foreign language.
Because English is important for communication to get more information in the world and one of foreign language in Indonesia, it must be taught in the school.  It is use as subject matter in education and has been taught starting from kindergarten until university now.
The teaching of English in Indonesia consists of four language skills that need to be mastered by the students: listening, reading, speaking and writing. According to school based curriculum of the Indonesia Government through Ministry of National Education in 2006, the goal of teaching and learning English is the students’ ability to comprehend and to produce the language in its written and spoken form. Training students’ to write thus demands the care and attention of language teacher. Here, as a nonnative English speaker who is learning to write in English as a foreign language, teacher must take careful plans to provide the kinds of support and guidance the students need.
Based on the objectives of teaching English as mentioned above, the ability to communicate using the target language has becomes an important goal of teaching English language. According to Harmer (in Hasanah), the teaching of writing is essential, because: (1) some of the students acquire language from seeing the language written down namely reinforcement in which to give visual demonstration of language for both the understanding of how it all fit together and as an aid committing the new language to memory, (2) some others can go along to learn by the actual process of writing or language development that helps learner to learn as part of on going learning experience, (3) writing is appropriate to learn for slower learners leaning style since it can be quite reflective activity instead interpersonal face to face communication, and (4) for the rest of the learners, writing is the most basic language skills. Learners need to know how to write letters, how to put written report together, how to write conventions like punctuation, paragraph construction etc.
Writing is one of the four language skills that include listening, speaking, reading and writing. It is an activity that combines words to form meaningful messages that the writer want to express. Writing seems to be regarded as the most difficult skill among them, since in the process, the writer has to pay his/her attention to a number of aspect such as content, grammatical function, vocabulary, and lexical items, the mechanics like punctuation and capitalization, and organization. 
After knowing the importance of writing, teachers need to move on in how to select the materials and activities to be used in a writing class. Some consideration of selecting good materials and activities can help teachers to make decision of what to do in the classroom. The selecting good materials can make the instruction become more interesting, learning become more interactive, the light of time required for instruction can be reduced, the quality of learning can be provided when and where desired or necessary, the positive attitude of the students toward what they are learning to the learning it self can be enhanced and the role of the instruction can be appreciably changed in positive direction. 
According to Harmer state that  to give some suggestion in teaching writing: (1) Choose interesting topic, (2) create interest in the topic, (3) activate schemata, (4) vary topic and genre, and (5) provide necessary information.
Teaching writing using a map as visual material strategy is one of effectively improving the students writing a paragraph construction achievement. The improvement on the students writing achievement can see from the result of the students writing which showed that they were able to express the ideas, tell the describe things in a good order, write the characteristic with the appropriate content and language use and spelling. Moreover, the effect of a map is positive students’ attitude during the teaching and learning process. They are happy and exited to have a map as visual material. The special advantage of this is that we can use the same piece of material at different types of writing. Therefore, the way to apply has important role. That is the way presented to success most being interesting and easily understandable.
According Sadiman, the map is one of visual material can be to serve the data places as teaching and learning media in Indonesia. The map as visual material can help teachers and students very much in teaching and learning process. The way the teachers teach the sight writing is the teacher motivates the students by using a map because by using them, the teaching learning process will be more interesting. The map is included the world, a country, a familiar city, the area around the school and treasure maps. The students will get the teacher demonstrates about them to get more experience that is impressive. The map reproduced on the overhead projector because all students in the class can see map is clearly. It has been found effective in getting the students’ to explore ways in which a paragraph can be organized. In particular, they have to consider both the necessary and possible sequencing of certain sentences and different ways of linking these sentences. 
In the teaching learning writing at SMPN I DURENAN, the teacher used English textbook for seventh class in teaching English. The writer suggested that the teachers use a map as visual material in teaching writing in order to make students get used to the writing activities. It is conducted to answer whether a map offer an interesting and stimulating set of ideas for developing students writing.
Thus, from the description above the writer tries to make a research entitled: the effectiveness of using a map on the students pre-writing achievement of seventh grade at SMPN 1 DURENAN-TRENGGALEK ACADEMIC 2009/2010.

B.	Formulation of the study
Based on the background of the study above the writer will formulate the research problems as the following:
1	How is the students’ score of pre-writing taught without using a map at SMPN I DURENAN-TRENGGALEK?
2	How is the students’ score of pre-writing taught by using a map at SMPN I DURENAN -TRENGGALEK?
3	Is there any significant difference between the students’ score in writing taught without using a map and taught using a map?

C.	Purpose of the study
Based on the statement of the problems, the purposes of the study are as follows:
1.	To know how is the students’ score of pre-writing without using a map.
2.	To know how is the students’ score of pre-writing by using a map.
3.	To find out whether there is significance difference between the students’ achievement on pre-writing without using a map and using a map.

D. Significance of the study
Hopefully the result of present study will give contribution for the following persons:
1.	For institution
The using a map to improvement the students writing paragraph construction achievement  at Junior High School is very important. That is why; it should be designed and integrated with the curriculum. So the goal of teaching and learning process can be more effective and will be easy to achieve.
2.	For Headmaster
For his/her school, he/she can improve the system of education and facilitate what the teachers and students need, such as language laboratory.
3.	For the student 
The research findings are expected to support the students’ motivation to learn more seriously. It is expected that the study is able to stimulate and give understanding that studying English can be done in meaningful and enjoy ways more ever; they have to know that studying English is not hard thing to do. Furthermore, the use a map in the classroom provides a stimulating focus for students’ attention. A map brings the outside world into the classroom in a vividly concrete way.
4.	For the teacher
It is study hoped that the teacher will find creation of the effective ways in teaching English based on student knowledge in Junior High School, and the teacher will guide their students in the learning process as well as they want to achieve, especially to master in writing skill. 
5.	The writer
The research is very important for the writer, because the research will give some experiences especially, knowledge of teaching English at Junior High School. The result research will teach the writer to become a good and successful of being English teacher. 

E 	Scope and limitation
The study focused on the effectiveness of using a map on the students pre-writing achievement of seventh grade at SMPN 1 DURENAN-TRENGGALEK academic 2009/2010. This study is focuses on teaching writing paragraph. There are many kinds of paragraph that can be learned by the students’. Each kind of these paragraphs has their own purpose. Based on the purpose, paragraphs are classified into some groups. They are descriptive paragraph, example paragraph, Process paragraph, opinion paragraph, narrative paragraph, expository paragraph, and paragraph construction. 
The limitation of this study is paragraph construction. The researcher chooses the kind of paragraph because construction is more effective for the beginner than before tries to other kind of paragraph. Most of paragraph constructions are comprised of a collection of sentence that is grouped around a central topic, so it will increase the students’ motivation in pre-writing class. 

F.	Hypothesis of the Study
The writer uses two kinds of hypothesis formulated to be tested. They are Null Hypothesis (Ho) and Alternative Hypothesis (Hi) 

1.	The Null Hypothesis (Ho)
There is no significant difference score of the students writing taught after using a map on the students pre-writing achievement of the seventh grade at SMPN I DURENAN-TRENGGALEK ACADEMIC 2009/2010.
2.	The Alternative Hypothesis (Hi)
There is a significant difference score of the students writing taught after using a map on the students pre-writing achievement of the seventh grade at SMPN I DURENAN – TRENGGALEK ACADEMIC 2009/2010.

G.	Definition of Key Term
To give the same perception to same words or phrases used in this study and to avoid misunderstanding, the writer feels that it is necessary to define some key term, which are as follows:
1.	The conceptual meaning
a.	Effectiveness is producing the result that one wants. The effectiveness of the study means that the result of the students achievement on writing a paragraph construction before and after taught by using a map. 

b.	Map 
Map included material such as graph and charts (i.e. they contain figures and perhaps a few items, such as headings, in words).  Map is a symbolic, conventionalized representation of reality.
c.	Pre-writing
Pre-writing is any activity in the classroom that encourages students to write
d.	Vocabulary
List of word with the meaning, in a book for learning a foreign language
e.	Preposition
A word or group of words (in, from, to, out of) pronoun to show of place, position, time or method 
f.	Grammar
The rules in a language for changing the form of word and combining them in to sentences

g.	Writing achievement
It is the students' ability to master writing, which is indicated by score, they gain in the test

H.	Organization of Thesis
The research is written in five chapters. There are introduction, review of related literatures, research methodology, result and data analysis, conclusions and suggestion. They are:
First chapter 	:   An introduction consist of the background of the study, formulation of the study, purpose of the study, significance of the study, scope and limitation,  hypothesis of the study and definition of key term
Second chapter 	:   The review of related literatures consist of  teaching writing in EFL classes, students problems in writing classes, the process of writing, the role of media and the map.
Third chapter      	:   This chapter discusses about the method used by the writer in conducting the present research. The discussion includes research design, population sample and sampling, place and time of the research, variable, and source of data, data collecting method and instrument, and data analysis techniques. 
Forth chapter	:  This chapter presents the finding and discussing of the study that consist of the discussion on the treatment, the result of the quantitative data, and the interpretation of the quantitative data.
 Fifth chapter	: 	Based on the result of the study on the previous chapters, in this chapter the researcher would like to draw the conclusion and suggestion for the readers.