Expository Text Research Articles

Exploring the Genre of International Online Communication to Map the Stages and Phases in the Participants’ Analytical Exposition Texts

In the current digital age, an online messaging platform called the International Virtual Exchange (IVE) Program is widely utilized in the English language learning process. The participants of the IVE Program are learners from non-native English-speaking countries with different cultural contexts, so they may have different realizations of genre structures. Most studies employing genre analysis only covered the genre stages without analyzing their phases. Therefore, this study aims to explore the stages and phases of the participants’ Analytical Exposition texts in the IVE 2021 Program, as one of the micro-genre texts on the international online communication with the topic Lessons from the Pandemic. The results showed that the participants of the IVE 2021 Program, who come from six different countries, had different stages and phases of the genre because the schematic structure could change based on the type and number of arguments/issues described in the text. This research can be used as a reference for participants of international online communication, especially in the IVE Program, so that they can implement complete and holistic stages and phases of the genre in their communication texts to minimize misunderstandings from other participants.

Keefektifan Kalimat dalam Teks Eksposisi Siswa Kelas XII SMA Pertiwi 1 Padang

This research aims to describe the effective use of sentences in expository texts of class Pertiwi 1 Padang High School in terms of spelling accuracy which includes; capital letters, punctuation, and word placement. The object of this research is the exposition text of class XII students at SMA Pertiwi 1 Padang. In this research method, the researcher uses a qualitative descriptive method. The data source in this research is the assignment to write an expository text submitted by class XII students at SMA Pertiwi 1 Padang. The instrument in this research is the researcher himself who functions as the main instrument, which includes data collection, interpretation of results, and reporting of research findings. Data collection techniques are carried out through documentation studies, by giving assignments and photocopying the work of exposition texts of students in class XII of Pertiwi High School. 1 Padang. In this study there were 129 effective sentences, while 155 were ineffective sentences out of the 318 sentences analyzed.

Unpacking automaticity: Scaffolded texts and comprehension

AbstractAutomaticity in recognizing the words in a text is fundamental to comprehension. If the number of words readers need to stop and decode exceeds their ability to retain their understanding of a narrative's plot or an expository text's description, their comprehension suffers. The conventional intervention for students who lack the automaticity to adequately comprehend text has been to repeatedly read texts orally. The current review first addresses evidence for this conventional treatment, concluding that students have not shown substantial increases in silent reading comprehension. Next, this review presents evidence underlying an alternative perspective for automaticity support where texts are selected to support students in increasing their automaticity with the words they will encounter consistently—the 2500 morphological families that have been shown to account for at least 90% of most school texts. Finally, guidelines for teachers are provided that address the talk, tasks, and time of instruction, as well as texts, for automaticity.

Digital Teaching Materials of Logical Thinking - Oriented Exposition Text for X Graders of SMA/MA/SMK

This research aims to develop a logical thinking-oriented exposition digital teaching material product that is feasible and effective for Indonesian Language learning in grade X students of SMA/MA/SMK. This research uses a research and development method (Research and Development) with the ADDIE (Analysis Design Development Implementation Evaluation) model. Data collection in the study was carried out and analyzed descriptively, both quantitative and qualitative. The result of the design and development of this digital teaching material is a digital module in the form of pdf and a Flipbook consisting of a cover, concept map, learning objectives, until author biodata. It also contains materials in videos to practice listening, reading and writing that can be accessed in youtube by scanning the link. The results of product validation by language, material and media validators and practitioners stated that the digital teaching materials of logical thinking-oriented exposition texts for SMA/MA/SMK with a result of 80.79% mean "Feasible" to use. The results of the implementation of digital teaching materials for logical thinking-oriented exposition texts for 63 grade X students at SMAN 1 Gantar, SMAN 1 Gantar and MA Ma'had al-Zaytun, showed that there was a significant development between student learning outcomes before and after the use of digital teaching materials after being assessed using the T-Test (Paired sample Test), meaning "effective" for learning exposition text materials. Thus, digital teaching materials for logical thinking-oriented exposition texts for teachers and students of class X SMA/MA/SMK are feasible and effective in learning.

Metacognitive Knowledge: The Effect of Strategy Evaluation Matrix on University Students’ Reading Comprehension Performance

Understanding written texts is problematic for many university students studying English as a Foreign Language. It is not just about having an extensive vocabulary; students also need tools and strategies to comprehend expository texts. One such tool is the Strategy Evaluation Matrix (SEM), which integrates cognitive strategies and metacognitive knowledge. Research has shown that SEM significantly enhances students' reading comprehension performance. By utilizing SEM, students can improve their understanding of written texts. This study aims to investigate the impact of SEM on students’ reading comprehension performance. To achieve this, a post-test-only nonequivalent control group design was used. Two intact groups from the first semester at the Faculty of Languages, Letters, and Arts, Kenitra, Morocco (FLLAK) were selected. The sample consisted of 66 students in both the control and the experimental groups, using a convenient sampling technique. Data for this study were collected using a TOEFL iBT reading comprehension practice test (i.e. the post-test). Results were analyzed using SPSS version 29 and indicated a significant difference between the experimental and the control groups. Students who were instructed to use SEM while reading and answering comprehension questions scored higher compared to those who did not use it. Therefore, employing SEM in reading comprehension indicates that our educational system should consider integrating psychological tools and theories in the teaching and learning of English as a Foreign Language, specifically in the domain of reading comprehension.

Effects of just-in-time inquiry prompts and principle-based self-explanation guidance on learning and use of domain texts in simulation-based inquiry learning

Although scientific inquiry with simulations may enhance learning, learners often face challenges creating high demand for self-regulation due to an abundance of information in simulations and supplementary instructional texts. In this research, participants engaged in simulation-based inquiry about principles of electric circuits supplemented by domain-specific expository text provided on-demand. They received just-in-time inquiry prompts for inquiry behaviors, guidance to self-explain electrical principles, both, or neither. We examined how these interventions influenced participants’ access of text information and achievement. Undergraduates (N = 80) were randomly assigned to one of four groups: (1) inquiry prompts and principle-based self-explanation (SE) guidance, (2) inquiry prompts without principle-based SE guidance, (3) principle-based SE guidance without inquiry prompts, or (4) control. Just-in-time inquiry prompts facilitated learning rules. However, there was no main effect of principle-based self-explanation guidance nor an interaction involving both interventions. Effects of just-in-time inquiry prompts were moderated by prior knowledge. Although principle-based self-explanation guidance promoted re-examination of text-based domain information, reading time did not affect posttest scores. These findings have important implications for instructional design of computer-based adaptive guidance in simulation-based inquiry learning.

Direct and Indirect Effects of Inhibition, Working Memory and Cognitive Flexibility on Reading Comprehension of Narrative and Expository Texts: Same or Different Effects?

Reading skills are essential adaptive skills for daily life, enabling individuals to function effectively in society. This study examines the relations between executive functions components - including inhibition, working memory, and cognitive flexibility - and reading comprehension in both narrative and expository texts. A total of 263 fourth grade elementary school students participated in this study, who were evaluated on their reading comprehension skills, as well as on their executive functions and reading variables such as word reading, fluency and vocabulary. The results of this study suggest that inhibition, working memory and cognitive flexibility have direct and indirect effects on reading comprehension of narrative and expository texts. Especially, the direct effect of working memory is highlighted, both for reading comprehension of expository and narrative texts. Additionally, academic vocabulary is an important mediating variable between executive functions, especially inhibition, and reading comprehension in students of this age. These findings underscore the relevance of strengthening executive functions to improve reading comprehension, especially in middle school students.

Effects of cooperative learning modes on reading comprehension: general trends and comparative analysis between students with and without vision impairment

ABSTRACT It is essential to consider the impact of the cooperative learning (CL) mode when evaluating the effect of cooperative reading between students with and without vision impairment (VI) in inclusive classrooms. This research employs a within-subject two-factor experimental design to investigate the influence of the CL mode on the reading comprehension performance and cooperation level of students with and without VI, considering two text types. The independent variables are CL modes (positive interdependence <PI> vs. individual accountability <IA>) and text types (narrative vs. expository). Reading comprehension performance is the outcome-oriented variable, and cooperation level (including knowledge construction, social interaction, and content contribution) is the process-oriented variable. Findings reveal challenges for VI and sighted upper-grade elementary students in reaching higher levels of knowledge construction during cooperative reading tasks. The PI mode demonstrates higher levels of knowledge construction for narrative texts, while the IA mode shows superior content contribution for expository texts. Notably, VI students achieve lower reading comprehension scores than sighted students in the IA mode and face disadvantages in knowledge construction and content contribution across different reading comprehension scenarios. Building upon these findings, this study put forward suggestions to improve reading comprehension and cooperative participation for VI students.

Attendance to notable terms promotes narrative frame analysis when students read multiple expository texts

Narrative frames refer to the ways in which information in media is relayed, organized, and contextualized, in order to provide learners with a structure and a frame of reference for new content. Narrative frames are pervasive and have been found to have an effect on individuals’ attitudes and understandings of various social issues. However, students’ abilities to identify and analyze narrative frames during reading have rarely been examined in prior work. In this study, we examine whether two experimental manipulations are able to increase students’ attendance to and analysis of narrative frames when reading four texts addressing a contemporary social issue (i.e., a proposed new housing development). An experimental design was used. Students (N = 141) were randomly assigned to receive a definition of narrative frames, or not, prior to reading and asked to identify notable terms during reading or not. Then, students were asked to read four texts, offering various contrasting perspectives on the construction of a new affordable housing development. Finally, students completed open-ended questions tapping overt and covert narrative frame identification and analysis and multiple text integration. Although providing students with an explicit definition of narrative frames did not improve performance, asking students to attend to notable terms during reading improved overt narrative frame analysis scores. Additionally, students identifying more notable terms during reading was associated with higher overt and covert narrative frame analysis performance. Attending to notable terms during reading may be one means of fostering students’ analysis of overt and covert narrative frames.

Needs Analysis for Developing Exposition Writing Materials Using the DTMT Method for Senior High School Students

Teaching materials that suit students' needs can help them increase their motivation to learn. These teaching materials can also be developed using appropriate methods by considering the learning objectives and skills. One of the methods that can be used in learning to write is the DTMT method. The DTMT method, which stand for (Dari Teks Menuju Teks or From Text to Text) is used to support the structured development of writing skills. In the early stages of product development, it is necessary to conduct a needs analysis to support the development of teaching materials for writing exposition texts using the DTMT method. The needs analysis in this study is part of the development research with the ADDIE model. The research method used in this research is the survey method. Data collection was carried out using observation, interviews, and document analysis. In this research, the data obtained is qualitative. The qualitative data was then analyzed descriptively. The analysis showed that Indonesian language teachers in three schools, SMA PGRI Lumajang, SMAN 1 Kunir, and SMA Muhammadiyah Lumajang need companion books in learning to write, especially on exposition texts. Students can use the companion teaching materials to practice writing exposition texts gradually with a good and structured process. The results showed that (1) the primary teaching materials used by teachers and students have not focused on writing skills, especially writing exposition texts, and (2) companion teaching materials are needed for learning to write exposition texts. This research is expected to be useful for teachers in teaching writing skills and for students. It can be a companion book to improve exposition text writing skills.

Pengaruh Model Pembelajaran Sole (Self Organized Learning Environment) terhadap Kemampuan Menulis Teks Eksposisi di Kelas VIII SMP Pahlawan Nasional Kota Medan

This research is a final assignment research (Thesis) and was conducted at the Medan City National Hero Middle School in class VIII with 2 classes and a total of 20 students in each class. Data in research using questionnaires and tests. Questionnaires containing questions will be distributed to class VIII students individually and submitted to researchers. Next, during the class VIII students' test, the researcher asked them to create an opinion or new idea that they knew about in the expository text material. Because, researchers looked at the process of writing ability of class VIII students in expository text material. The results of research that has been carried out on class VIII students show that: (1) To analyze students' ability to write exposition texts in Indonesian language subjects using a direct learning model from class VIII of National Hero Middle School. With a score of 66.42 vulnerable in this learning, students still have not mastered and are able to use the learning model that has been given by the facilitator (teacher) (2) To analyze how students are able to write expository texts in Indonesian language subjects using the Self-Organized learning model Learning Environment. With a maximum score of 84.85, it can be seen that it is very different from the learning model used by the teacher in that class. Therefore, researchers suggest that the SOLE model can attract students in the learning process. (3) To analyze whether there is an influence on the Self-Organized Learning Environment learning model on the writing ability of class VIII students of Medan National Hero Middle School.

A study on the perception and practice of expository text reading classes of Korean language teachers in high school: Based on difficulties in classes

A study on the perception and practice of expository text reading classes of Korean language teachers in high school: Based on difficulties in classes

Language Variations in Captions of Covid-19 Information on Instagram: Analysis of Language and Gender and Their Relevance For Preparing High School Level RPP (Sociolinguistic Approach)

This research discusses language and gender variations in Instagram captions. The aim of this research is to find the influence of gender on language variations in Instagram captions, describe the results of interpretation and analysis of @drningz and @adamprabata Instagram captions regarding Covid-19 information, realize the meaning based on the results of analysis using the Computer Mediated Discourse Analysis (CMDA) approach. using language in the virtual world or the internet as well as creating RPPs (Learning Implementation Plans) and expository text teaching materials for high school level students. This research uses a descriptive qualitative method with data collection techniques of non-participant observation, documentation and note-taking, in the form of screenshots containing captions with the theme of Covid-19 on Instagram social media. Data analysis in this research refers to Lakoff's (1975) theory regarding the language features used by women and men. The results of the analysis show that the variations of language on Instagram used by men and women tend to have many similarities, namely showing the characteristics of a variety of spoken languages. Expert doctors, both male and female, both realize language variations in Instagram captions by conveying goals or intentions. The differences in language used by gender are not very significant and tend to have many similarities.

Influence of Peer Corrective Feedback (PCF) on Students' Writing Skills in Hortatory Exposition Text

This study aims to determine the influence of peer corrective feedback (PCF) treatment on students' writing skills in the hortatory exposition text of grade XI in the second semester of vocational high school. This research used a quasi-experiment with a non-equivalent pre-test and post-test control group design. The data were collected from forty-three students from the experimental and control groups through observation, tests including pre-test and post-test, and treatment through feedback responses and PCF form for the experimental class. The data were analyzed by using a paired sample t-test to compare the writing skills in each of the two classes, and an independent sample t-test to determine the influence of peer corrective feedback on students’ writing skills. The paired sample t-test indicated a significant difference in writing skills between both classes. The independent sample t-test showed that peer corrective feedback positively influenced students' writing, helping with the correction and revision process, as a result, it is improving their hortatory exposition writing skills. It also enhanced their learning experience and motivation in the classroom as it was supported by more interactive and communicative learning through a collaborative learning environment.

Using Functional Grammar Teaching to Improve Analytical Exposition Text Writing for senior high school students in Karanganyar

Using Functional Grammar Teaching to Improve Analytical Exposition Text Writing for senior high school students in Karanganyar

The Application of Genre-Based Teaching Methods in Expository Reading Instruction for High School English

Expository writing is a crucial component of English learning, particularly prominent in the English tests taken by high school students, where this genre carries significant weight. Given its importance, teachers should enhance their guidance on reading expository texts in the classroom, employing genre-based teaching methods to enable students to master the characteristics of expository writing. Through detailed instruction, ensure that students can thoroughly comprehend the information conveyed in expository texts, thereby elevating their overall English reading skills and analytical abilities.

The Application of Mind Mapping Method to Improve Subject Writing English Main Topics Analytical Exposition Text for class 11 students North Sumatra Hajj Health Vocational School

This research aims to determine the skills of class This research is classroom action research using two cycles. The research instruments used were observation sheets and written tests. Based on the results obtained, observations showed that the average for the first cycle was 53%, while for the second cycle, it was 83%. This shows increased cooperation, activeness, and changes in student learning outcomes. From the results of the written test on mastery of analytical exposition text writing material, the average score for the first cycle was only 68.39 with students not yet reaching the KKM of 80. Meanwhile, in the second cycle, the average score for the written test reached 82.50, with students achieving the expected KKM. the. It proves that the action hypothesis can be achieved, so applying the Mind Mapping technique can improve the ability to write analytical exposition text of Class XI students at the Hajj Health Vocational School, North Sumatra.

EXAMINING THE APPLICATION OF CRITICAL THINKING SKILLS IN ANALYTICAL EXPOSITION TEXT COMPREHENSION AMONG EFL STUDENTS

This research analyzes students' critical thinking when reading exposition texts. Conducted at the Health Department of SMKN 1 Tolitoli, this qualitative research utilized observations as the data collection method to gather data relevant for this research and thematic analysis to analyze the collected data. The observation phase analyzed students' engagement with analytical exposition texts, revealing proficiency in various aspects of critical thinking, including comprehension, analysis, and evaluation. Students demonstrated the ability to recall key facts, summarize main ideas, and critically evaluate evidence to form well-supported opinions. Students emphasized the importance of activities such as careful reading, summarization, and discussion in enhancing their understanding and critical thinking abilities. The findings suggest the need for explicit instruction and support for all stages of critical reading to foster students' holistic development of critical thinking skills. This research contributes to a deeper understanding of students' critical thinking practices and provides valuable insights for educators seeking to enhance students' critical reading abilities in the context of analytical exposition texts.

Analysis of Errors in Students' Writing of Analytical Exposition Text at the Eleventh Grade of SMA Negeri 2 Kotabumi Academic Year 2023/2024

Writing is a crucial aspect of English language abilities as a foreign language. Writing is an activity that involves creating thoughts and then deciding how to communicate them and created a set of statements and paragraphs that others could read and understand. The aim of this research is to describe the types of errors in writing text and to describe the dominant errors in writing analytical exposition text in the XI Science 1 of SMA Negeri 2 Kotabumi. The researcher found some of the students still got experienced problems of writing texts. The main cause is a lack of understanding of grammar and limited English vocabulary among students. This research used a qualitative research method because the researcher did not use experiments or treatments in research. The subjects for this research is students of XI science 1 of SMA Negeri 2 Kotabumi and the subjects of the research were 29 students. The researcher analyzed using four types of errors: omission, addition, misformation, and misordering. Based on the results obtained, there were 159 errors, which consist of omission is 62, addition is 55, misformation is 31, and misordering is 11 for the most dominant error was omission.

Multiple levels of literacy in Kopano Matlwa’s literature. The case of Evening Primrose (2018)

The paper explores distinctive ways in which Kopano Matlwa’s novel Evening Primrose (2018) employs continuities and discontinuities between surface-level literary expression and underlying identity and cultural literacy. It is a desktop study centred on Kopano Matlwa’s novel Evening Primrose (2018) as a primary text, as well as of secondary expository texts for theoretical and earlier literary commentary that constitute the article’s conceptual matrix. I demonstrate how the author’s thematic manoeuvring challenges notions of determinist culture and official mapping as fixed, as well as espouse conceptions of globalism that accommodate identity and cultural heterogeneity. As I discuss stylistic dimensions of the narrative from the vantage point of the theory of ecocriticism, I include the tenets of Es’kia Mphahlele’s concept of African humanism as well as the concepts of ‘borderland’, ‘code-switching’ and ‘integration literacy’. My findings have led to the conclusion that the novelist’s discourses are encoded in the texture of the novel in ways that portray the South African post-apartheid milieu as informed by an intricate intersection of distinctive identity and cultural literacies that the various characters display. My scrutiny of the environment-adoptive cognitive processes in the mind of Matlwa’s characters has led to a novel analogy between integration identity and cultural literacy and unitary grammar, reached psycholinguistically through code-switching.Contribution: This study provides new insights into how the novelist Kopano Matlwa employs literary discourse uniquely to explore South Africa’s post-apartheid, evolving social psyche in ways that diagnostically assert alternative cultural identity intersections, readings and articulation. The paper plumbs beneath surface-level characterisation to externalise how key character categories of the novel under discussion do practicalise the potency of the post-apartheid context to forge a composite heterogeneity of cohabiting and mutually respecting cultures that have entered it. In novel ways, the theoretical matrix applied in the analysis of the novel galvanises a recognition of commonalities hitherto unidentified, mainly between tenets of originally Eurocentric ecocriticism and those of an Afrocentric African humanism. I compare the characters’ successful creation of new cultural literacies, integrated with a new environment, to a successful integration of unitary grammar related to the linguistic process of code-switching. In this way, a new kind of relationship is projected between literary analysis and language learning.