A GENRE ANALYSIS OF STUDENTS’ WRITING HORTATORY EXPOSITION TEXT AT ELEVENTH GRADE OF SENIOR HIGH SCHOOL

Kardi Nurhadi,Tubagus Ade Rahmat Hidayat

doi:10.31943/wej.v3i1.25

Abstract

The objective of this study is to know how the students’ write hortatory exposition text on using generic structure and language features at eleventh grade of senior high school in Indramayu. This study utilized descriptive qualitative research using genre analysis by Hyland (2004) as research design. The data were obtained by collecting writing assignment. The writer took 20 students of XI-6 MIPA of SMAN 2 Indramayu as the participant. The texts were analyzed in term of generic structure and language features in students’ writing hortatory exposition which were undertaken by Gerot and Wignell (1994). The result showed that the students still got difficulty in writing generic structure. The students did not write generic structure completely as suggested. Mostly, they did not write recommendation in their hortatory exposition. Meanwhile, in language features, mostly did not complete their sentence by putting mental and material process. Therefore, it can be concluded that the students do not understand to write hortatory exposition in good generic structure and language features. The teacher should teach hortatory exposition by explaining and guide them carefully especially for composing recommendation for generic structure and mental process as well as material process for language features. Hence, both of them are crucial to write and organize the text. Hopefully, the students could improve their macro skills in writing.

Highlights

English has grown to its present status as the major world language (Broughton, et al, 1980:1)
Conclusion After conducting genre analysis in the grade XI-6 MIPA of SMAN 2 Indramayu, the writer can take several conclusions based on the research finding
The research findings on language features elaborated that it was still found out the students did not write language features completely

Summary

Introduction

English has grown to its present status as the major world language (Broughton, et al, 1980:1). As an international language, English is always used direct communication, in almost whole world in a lot of countries (Shweba & Mujiyanto, 2017:93). To make good communication whether in spoken or written activity, people should use English to get easier to interact with people all over the world. Because in the formal school, English is the main lesson to develop students’ foreign language mastery in four skills especially in writing skill. Because writing includes the ability to express the students’ opinions or thought clearly and effectively in written form. Concern with tranfering the student’s opinion, experience and knowledge, the most important aspect in writing skill is that the

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Conclusion