AN ANALYSIS OF STUDENTS’ WRITING ASSIGNMENT OF ANALYTICAL EXPOSITION TEXT

Abstract

Writing is not always easy to do. Students face some difficulties in mastering writing skills because they need particular practices to develop their writing skills. A teacher should understand students’ abilities and difficulties and one of many ways a teacher can do is by analyzing students’ compositions like generic structures and language features of analytical exposition texts. These may make students find some difficulties in writing analytical exposition texts. This study is a descriptive qualitative study and aims to describe the students’ competence in writing expository text. The researcher is the first instrument and the second instrument for this study is the students’ compositions of analytical exposition texts. To analyze the data, there will be three steps; classification, analysis, and representing to determine whether the students write analytical exposition texts with proper generic structures and language features or not. The researcher found that the students could write analytical exposition texts with good generic structures and language features. However, there are some students who did not compose them properly. For generic structures, some students often did not write a review of arguments in the thesis and reiteration. And for language features, some of the students often did not apply the diction well. The students were proficient enough in organizing analytical exposition text in terms of generic structures and language features. The teacher should give a clear explanation and understanding in teaching analytical exposition text. The teacher had to explain how to make analytical exposition text deeply in order that the students could comprehend the text well. In addition, the English teacher could give comments to the students’ composition for the better next writing assignments, because they could understand their mistakes.