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CHAPTER I INTRODUCTION
This chapter discusses seven main sections: background of the study, statement of problems, objectives of the study, significance of the study,
methodology, definition of the terms, and thesis organization.
1.1 Background of the Study
Over decades, there have been a growing number of English learners wishing to study tertiary level in English speaking countries. Consequently, many
English as Second Language ESL and English as Foreign Language EFL learners are enrolled in English for Academic Purposes EAP courses giving
them opportunity to obtain essential skills for their prospective studies in universities in which courses are taught in English. EAP courses not only provide
academic skills but also have another objective, that is, to support non-native English speaker students to go through English language test such as the
International English Language Testing System IELTS. IELTS is widely recognized as a language requirement for entering universities mainly in the
United Kingdom, Australia, New Zealand, and increasingly for being admitted into universities in Canada and the United States of America. Besides, IELTS test
is taken by people who are required to certify their level of English proficiency for vocational and immigration purposes, and measures a person’s ability to
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communicate in English covering four language skills – listening, reading, writing and speaking.
The statistics of IELTS candidates stated in IELTS Annual Review 2006, 2007, 2009, 2010 shows an upward trend of the number of IELTS test takers
across the globe. In 2006, there were more than 700,000 people took IELTS test throughout the world. In 2007, the test was taken by over 940,000 candidates. In
2008, the figure was fantastic; it was 1.2 million. In the following year it grew into 1.4 million, and in 2010 the number of people who took IELTS test over the
world reached 1.5 million. The number of Indonesian students who pursue their study in Australia,
England, and New Zealand tends to increase year by year. Based on the data from Department of Education, Employment and Workplace Relations DEEWR in
Australia, the number of Indonesian students per September 2011 is 16,545 people. It increased significantly from that of 2008 14,426 people. Until
September 2011, Indonesia has been one of ten great contributor countries of international students in Australia. It shows that there is a growth of the number of
IELTS test takers in Indonesia. As known, universities in Australia ask the applicants to submit the IELTS score certificate in their enrollment process.
Indonesia has been one of the top 40 countries listed as the most frequent countries of origin IELTS Annual Review 2006, 2007, 2009, 2010.
Unfortunately, the IELTS test result of Indonesian candidates is not too satisfying, especially for the score of Writing.
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Among the average scores of Listening, Reading, and Speaking, that of Writing is the lowest. In five years, from 2006 to 2010, it has even not reached the
score of 6 yet, as can be seen in the figures below.
Year Listening
Reading Writing
Speaking Overall
2006 6.61
6.34 5.95
6.38 6.38
2007 6.47
6.27 5.86
6.26 6.26
2008 6.40
6.08 5.79
6.16 6.17
2009 6.61
6.24 5.87
6.24 6.30
2010 6.7
6.2 5.9
6.3 6.3
Figure 1.1 Mean band score General Module of Indonesian IELTS test takers
The table illustrates that from 2006 to 2010, Indonesian candidates taking IELTS General Module had problems in accomplishing Writing. Their mean band score
of Writing was lower than those of other language skills.
Year Listening
Reading Writing
Speaking Overall
2006 6.10
6.27 5.43
5.83 5.90
2007 6.15
6.24 5.47
5.82 5.99
2008 6.10
6.24 5.50
5.86 5.99
2009 6.28
6.37 5.56
5.92 6.10
2010 6.3
6.4 5.6
6.0 6.2
Figure 1.2 Mean band score Academic Module of Indonesian IELTS test takers
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The table shows that in five years, from 2006 to 2010, Indonesian candidates taking IELTS Academic Module did not get good band scores for Writing.
Among the mean band scores of the four language skills, that of Writing was still the lowest.
It can be clearly seen that Indonesian IELTS test takers encountered difficulty in writing in both general and academic English. It also happened to
most of students taking EAP courses. It seemed that they were not be able to write well. For instance, among the twenty-five students of EAP course in which the
research was conducted, there were only four students who got scores of 6 to 7 for Writing of IELTS Academic module. The students’ mean scores of twelve times
of practice Writing test ranged from 4.4 to 6.5. Most students found difficulty in completing the tasks, especially Task 1 of IELTS Academic Writing.
It is true that not everyone is naturally a gifted writer. Blanchard and Root, however, 2004:1 state that writing is a skill that can be practiced and mastered.
In many ways it is like driving a car. If people have driven in another country, they know that some of the rules of the road may be different. Just as the rules for
driving differ from country to country, the conventions for writing may change from language to language.
Blanchard and Root add that writing in a different language involves more than mastering its vocabulary and grammar. Language, including written
language, is a reflection of the thought patterns of native speakers. In order to write well in a different language, it is important to understand the way native
speakers of that language organize their thoughts. That is why it rarely works to
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write something in a native language and then translate it into English. The words may be in English, but the logic, organization, and thought patterns reflect those
of our native language. To write effectively in English, the accepted patterns of organization must be confirmed. Practicing these patterns will put one on the road
to becoming a better writer. Writing is, indeed, a complex activity, a social act which reflects the
writer’s communicative skills which is difficult to develop and learn, especially in an EFL context. Research in this field has examined the nature and types of
writing tasks and by providing better understanding of ESLEFL learners’ writing needs, there has been an effort to help the development of this major skill
theoretically and pedagogically Zhu, 2004; Carson, 2001; Hale et al, 1996 cited in Shokrpour and Fallahzadeh, 2007. To help ESLEFL learners write in English
appropriately, their major problems in writing must be taken into account by the teachers if they are expecting a favorable outcome.
In order to help the students of EAP class improve their writing and get the writing score required for their future study, their problems should be identified
and then the solutions to overcome the problems are sought. In line with that, the study focused on exploring students’ problems in accomplishing Writing Task 1
of IELTS Academic Module. As stated previously, the students’ mean scores of twelve practice tests of Writing Task 1 were low, even, lower than those of
Writing Task 2. Therefore, to improve the students’ writing ability in completing Writing Task 1 their problems should be found out and solved.
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1.2 Statement of the Problems
