Hortatory Exposition Text Research Articles

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.

Teachers’ Perception, Plan, and Implementation of Cambridge Curriculum in Teaching Writing at Cambridge Bilingual High School Yogyakarta

Cambridge English Language Assessment is one of the curriculum pathways used in Senior High School. This curriculum has required subjects, including English as a Second Language/ESL. At the end of the course, Cambridge curriculum has a final test named Cambridge testing/ IGCSE test. Based on previous studies, it found that writing is the students’ lowest point. In addition, preliminary research at CBHS Yogyakarta also found that writing skills, especially hortatory exposition text, is the most challenging material faced by 11th-grade students. Therefore, the role of the teachers in the teaching-learning process, especially in writing, is essential. This thesis aimed to evaluate how English teachers perceive, plan, and implement the Cambridge curriculum in teaching writing. The objectives of the research are (1) to explain the teachers’ perception of the Cambridge curriculum in teaching writing in CBHS Yogyakarta (2) to explain the teachers’ plan of the Cambridge curriculum in teaching writing in CBHS Yogyakarta (3) to explain the teachers’ implementation of the Cambridge curriculum in teaching writing in CBHS Yogyakarta (4) to show the relationship between the teachers’ perception, the teachers’ plan, and the teachers’ implementation of Cambridge curriculum in teaching the students writing in CBHS Yogyakarta. It was collected by qualitative research. The sample involved four English teachers of CBHS Yogyakarta. Data collection included interview guidelines, questionnaires, document analysis, and observation. The technique of analyzing the data will use the steps of analyzing data proposed by Creswell (2014). The results showed the four teachers of CBHS Yogyakarta had positive perception in teaching writing. They have adequate knowledge and experience dealing with Cambridge curriculum implementation. The teachers’ implementation aligned with their perception and plan. However, although their lesson plan did not include all aspects based on the local curriculum qualification, it was completed enough to implement in the classroom. Keywords: Teachers’ perception, teachers’ plan, teachers’ implementation, Cambridge curriculum, hortatory exposition texts.

Can Artificial Intelligence (AI) like QuillBot AI Assist Students’ Writing Skills? Assisting Learning to Write Texts using AI

At present, it is undeniable that the influence of Artificial Intelligence (AI) in learning English is increasing. AI helps students develop English sentences. This study aims to assist eleventh-grade students’ skills in creating hortatory exposition texts using QuillBot AI. It was Classroom Action Research (CAR) using the Kemmis, McTaggart, and Nixon paradigm conducted in two cycles, each consisting of three meetings. Each cycle included planning, acting, observing, and reflecting. The participants of this study were students from XI IPA 2A, consisting of 20 students. The data collection technique employed was a test. Before giving treatment, the students did a pre-test in the form of a writing test. Then, the researcher taught the students using Quillbot AI in several meetings. A paired sample t-test was administered using the SPSS version 25 to analyze the obtained data. The findings revealed that using QuillBot AI in the writing class considerably improved students’ writing skills. It was demonstrated by the results of the students’ writing test scores. In the pre-test, the students’ mean score was 53.55. Then, after utilizing QuillBot AI, the students’ mean post-test score was 78.90. In addition, the significance of the difference could also be seen in the acquisition of a sig. (2-tailed) value of 0.000, which meant it was smaller than 0.05. Based on the statistics presented, Ho was refused, and Ha was approved, indicating that QuillBot AI’s usage impacted the students’ ability to create hortatory exposition texts.

The Effect Of Photography Media On Students’ Writing Ability In Hortatory Exposition Text At Grade Eleven Of SMK GKPI 1 Pematang Siantar

The objective of this research was to find out the effect of photography media to writing ability on hortatory exposition text at eleven grade students of SMK GKPI 1 Pematang Siantar. This research focuses on the students’ writing ability in hortatory exposition text using photography media. This research used quantitative research with a quasi-experimental research design. The population of this study was the eleven grade students of SMK GKPI 1 Pematang Siantar with a total of 159 students. The sample of this study was divided into two classes, namely the experimental class (XI Kewirausahaan) consisting of 25 students who used photography media and the control class (XI TKJ) consisting of 25 students who used conventional media. Data collection instruments used writing tests for pre-test and post-test. Jacob et. al's writing assessment rubric was used in this research, which includes several aspects: content, organization, vocabulary, language use, and mechanics. The result of this research showed that at the 5% significance level (a=0.05), t-test was higher than t-table in which t-test= 3,514>t-table= 1,677. As a result, HO is rejected while Ha is accepted. Therefore, it can be concluded that photography media significantly affects the ability of students at SMK GKPI 1 Pematang Siantar in writing hortatory exposition text.

Developing Students' Reading Comprehension in Hortatory Exposition Text by Using Questioning Technique in SMAN 13 Medan in Academic Year 2022/2023

This study aims to determine the development, validity and effectiveness of the Developing reading comprehension material by using questioning technique at SMAN 13 Medan. This research is a research and development (R&D) using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The instrument used is a questionnaire for expert lecturers and students, interviews with teachers, and the results of the last test given to students. The test results from the validator through media design as a whole get valid category criteria (88,9 %) so that teaching materials can be used as teaching materials for students in the learning process. The results of the assessment of English Teaching Materials by experts on the substance of the material as a whole from the aspects that are considered to have received appropriate criteria (86,7%). so that the Teaching Materials can be used in the learning process. And the test results show that the average value of students with score 62,70 % so that they get the effective criteria.

Cooperative Learning Technique and Writing Hortatory Exposition Text

Cooperative learning technique is an educational approach which aims to organize classroom activities into academic and social learning experiences. This technique is supposed to help students evaluate their knowledge which leads them to produce a better comprehension of writing hortatory exposition text(HET). Hortatory exposition text is a type of text that provides details to support an opinion. It means that the text declares something to the readers by giving supporting statement and signal to convince it. To make the influence stronger, the speaker or writer gives some arguments as the fundamental reasons why something is the case. Writing is used as a means to rearrange information improving higher-order thinking. It can deliver chance for students to think through arguments and use higher -order thinking skills to solve complex problems. This supposed to help students evaluate their knowledge which leads them to produce a better comprehension of the text. This research sheds light on the importance of using cooperative learning technique in teaching writing hortatory exposition text in the classroom. So, it consists of three sections , section one includes problems, aims, and limits of the study with information's about cooperative learning technique, section two about writing hortatory exposition text, section three related to writing skill, and Section Four: The Obtained Results. Finally, the research ends up with some conclusions.

Assessing the Students’ Use of Cohesive Devices in Writing Hortatory Exposition Text

This research began in the challenging of writing Hortatory Exposition Text, faced by students, especially second language learners in academic settings. Despite writing's crucial role in analysis and communication, limited structured practice leads to incoherent expression. Qualitative descriptive was applied to analyze the use of cohesive devices proposed by Halliday and Hasan’s (1976) theory. The object of this research were fifteen students of SMA Kesatrian 2 Semarang. The students’ texts were analyzed by using Halliday and Hasan’s (1976) theory. The findings show 336 grammatical and 138 lexical cohesions in the reading passages. The grammatical consisted of 170 (35.9%) references, 3 (0.6%) substitutions, 28 (5.9%) ellipses, and 135 (28.5%) conjunctions and the lexical cohesion consisted of 82 reiterations (17.3%) and 56 (11.8%) collocations. Hopefully, this research offers insights, particularly to English teachers, enhancing their ESL teaching approaches and addressing students' challenges more effectively.

THE EFFECT OF STOP AND DARE STRATEGY ON THE STUDENTS’ ABILITY IN WRITING SKILL AT THE ELEVENTH GRADE OF SMK SWASTA KRISTEN TOMOSA 1 GUNUNGSITOLI IDANOI IN 2022/2023

There were some problems that students writing hortatory exposition text first students were difficult to find any ideas in writing hortatory exposition text, second did not know how to organize paragraph, third students did not able to write hortatory exposition text with correct structure. The purpose of the research was to find out the significant effect of Stop and Dare Strategy on the Students’ Ability in Writing Skill at the Eleventh Grade of SMK Swasta Kristen Tomosa 1Gunungsitoli Idanoi in 2022/2023. The researcher used quantitative research with quasi experimental design, by pretest and posttest to the experimental group and control group. The sample of the research were consisted of 60 students. The researcher concluded there was a significant effect of Stop and Dare Strategy on the Students’ Ability in Writing Skill at the Eleventh Grade of SMK Swasta Kristen Tomosa 1 in 2022/2023 at the significant level 5%.

An Analysis of Students’ Difficulties in Comprehending Hortatory Exposition Text at SMA Adabiah 2

The aims of this research are to describe students’ difficulties in comprehending hortatory exposition text at SMA Adabiah 2 Padang. The subject of this research was the second year students of SMA Adabiah 2 Padang at 2022/2023 academic year. Out of 267 students, 20% of them were chosen to be the sample by using the cluster random sampling technique. The data were collected by using a reading test and interview guideline. The results of this research show that from 232 total frequent for each indicator, the highest percentage made by the students was in identifying language feature question. There were 130 total difficulties with the percentage 56, 03%. While the lowest percentage made by the students was in identifying thesis statement questions. There are 99 total difficulties with the percentage 42, 67%. Related to the cause of difficulties, it was the language factors that students difficult to understand the long sentence and vocabulary in the text, and the last factor was the lack of reading strategies. It can be concluded that the students of SMA Adabiah 2 find it difficult in comprehending hortatory exposition text. It proves that more than 50% of students cannot answer the question of hortatory exposition text correctly. It caused the student difficult to understand the long sentence and the vocabulary in the text and also the lack of reading strategies itself.

Roundtable Technique and its Correlation with EFL Preparatory School Students' Achievement in Writing Hortatory Exposition Text

Foreign language instruction methodology has been varying over the years; however, there is no one single best technique to use in teaching English as a foreign language. The best language teaching method depends on several issues such as: learners’ levels, learning processes, teacher competencies, and the aims of learning. The present study aims at investigating the effectiveness of using Roundtable Technique for teaching Hortatory Exposition Text (HET) to preparatory school students through:

TEACHING HORTATORY EXPOSITION TEXT THROUGH K-W-L (KNOW-WANT-LEARN)

This study was conducted to find out whether K-W-L (Know-Want-Learn) strategy has significant effect in teaching exposition text. The researcher applied experimental design by using pre-test and post-test in the eleventh-grade students of SMK Negeri 1 Tanjung Pura. The researcher used test as the instrument of collecting data and it was analyzed by using t-test formula. The result of this study was a positive effect of the result that applying K-W-L strategy has significant effect in teaching hortatory exposition. It can be seen from the data analysis; it was found that value of class that was taught by applying K-W-L strategy was higher than those not taught by using K-W-L strategy. In order words, using K-W-L (know-want-learn) strategy had effect on students' hortatory exposition text of the eleventh-grade students of SMK Negeri 1 Tanjung Pura. Key Words: Know-Want-Learn, Reading Comprehension, Hortatory Exposition Text

The Impact of Using Discovery Learning on EFL Students’ Writing Skill

The aims of the research are to enhance writing skills on hortatory exposition texts for the third year of MTs As’adiyah Putri 1 Sengkang. This research used a quasi-experimental method with two groups of pre-test and post-test designs. The subject of the research was the third-year students of MTs As’adiyah Putri 1 Sengkang. In this research, two classes were taken as samples. Class IX A was chosen as the experimental class and IX B as the control class. The experimental class consists of 25 students and 23 students from the control class. Writing tests (pretest and posttest) were used to collect data, which was then analyzed using descriptive and inferential statistics in SPSS. The results of the pre-test and post-test showed a significant enhancement. It was proven by the mean score of the students’ experimental post-test (74.96) is higher than the mean score of the students’ pre-test (55.44) and the t-test value of the post-test is 0.004, which is smaller than 0.05. The gain scores of both groups show enhancement in students’ writing skills. However, the gain score of the experimental class was higher than the control class. The gain score of the experimental class was 19.52. From this research finding, it showed that the use of discovery learning could enhance the students’ writing skills on hortatory exposition texts.

An Error Analysis of Students' Linguistics Features in Writing Hortatory Exposition Text at MAN 2 Kota Serang

An Error Analysis of Students' Linguistics Features in Writing Hortatory Exposition Text at MAN 2 Kota Serang

Improving Students’ Writing Skill through Project-Based Learning, Process Writing, and Instagram

The goal of this joint classroom action research was to help students enhance their capacity to write hortatory exposition texts. It involved 33 high school students as research participants. The data collection device in this study was a writing test. According to the findings of the study, combining project-based learning with process writing and Instagram could help students improve their writing skills. Students can improve their average writing score if it is higher than the passing grade. All of the students were able to improve their writing score by at least ten points over their previous score on the first test. Furthermore, 81,8% of the students were able to get the minimum passing mark.

Using About-Point Strategy to Improve the Hortatory Exposition Text Reading Skill of the Eleventh Graders of SMA Muhammadiyah 1 Kota Magelang in the School Year 2018/2019.

Reading is one of basic skills that are important for the students. Because by reading, the students will get the information based on the text that they have read. Based on the observation, students still find difficulties in determine main idea and supporting details of the text.The objectives of this research are; first, is to explain whether About-Point strategy can improve the students’ learning motivation of the hortatory exposition text reading skill. The second is to describe how great is the improvement of the students’ reading skill taught by About-Point strategy.The researcher conducted a CAR (Classroom Action Research). It was divided into three phases; they are Pre-Cycle, Cycle I, and Cycle II. The researcher took XI PA 2 students of SMA Muhammadiyah 1 Kota Magelang in the school year 2018/2019 as the subject of this research.There was a good improvement of the students after the researcher taught by using About-Point strategy. They were curious and active in learning process of hortatory exposition text reading skill because they wanted to improve their reading skill.The result of the test showed that their score improved. In the Pre-Cycle their average score in reading test was 64.40, and in Cycle I, their average score was improved and reached 70.00. It means that they were any improvement of their score from the pre cycle to cycle I. The average score of reading test in Cycle II is 79.00 and it means they were motivated by using the strategy.

An Analysis of Students’ Translation Quality in Translating Hortatory Exposition Text

This research aims at finding out the translation quality and the difficulties faced by the third year students of Universitas Negeri Padang in translating a hortatory exposition text. The data of this research were the translation quality and the difficulties faced in translating a hortatory exposition text entitled Bersama Atasi Covid-19. The data were collected by using a translation test and analyzed by using the TQA model by Sofyan and Tarigan (2019) and four components by Sari (2018). To gain the trustworthiness of the research, this research applies the validator and the raters. The finding shows that translation quality of students in translating hortatory text was 80 in almost completely successful level. There are 18 students (60%) categorized into successful level, 12 students (40%) in almost completely successful level, and no one (0%) in adequate, inadequate, and totally inadequate level. Furthermore, there were three thirteen mistakes found in the finding which grammatical structure is the most frequent mistake made by the students.

The Use of Thematic Progression in Writing: Hortatory Exposition Text at Second Grade Students of SMA Negeri 1 Elar

The Use of Thematic Progression in Writing: Hortatory Exposition Text at Second Grade Students of SMA Negeri 1 Elar

THE EFFECTIVENESS OF QUESTION-ANSWER RELATIONSHIP AND ANTICIPATION-REACTION GUIDE STRATEGIES FOR TEACHING READING HORTATORY EXPOSITION TEXTS TO STUDENTS WITH HIGH AND LOW CRITICAL THINKING

This study investigates the effectiveness of Question-Answer Relationship and Anticipation-Reaction Guide strategies for enhancing students’ reading comprehension to students with high and low critical thinking. This study is quantitative research by using experimental factorial design 2x2. The participants of this study were 26 students of XI-IPS1 as the first experimental group and 25 students of XI-IPS 2 as the second experimental group at the Islamic Private Senior High School Sultan Agung 3 Semarang. The findings of this study show that (1) Question-Answer Relationship strategy has better effect for students with high and low critical thinking (2) Question-Answer Relationship and Anticipation-Reaction Guide strategies are equal treated to students with high critical thinking (3) Question-Answer Relationship strategy has better effect to students with low critical thinking (4) the students with high and low critical thinking improve equally treated by Question-Answer Relationship strategy (5) the students with high critical thinking improve better treated by Anticipation-Reaction Guide strategy (6) there is an interaction among teaching strategies, reading comprehension, and their critical thinking. To sum up, there is an interaction among teaching strategies, reading comprehension, and students’ critical thinking in teaching reading hortatory exposition texts to students with high and low critical thinking. Keywords: Anticipation-Reaction Guide, High Critical Thinking, Low Critical Thinking, Question-Answer Relationship, Teaching Reading.

EFFECTIVENESS OF USING SMALL GROUP DISCUSSION IN TEACHING WRITING HORTATORY EXPOSITION TEXT FOR SENIOR HIGH SCHOOL

This research is aimed at analyzing the effectiveness of the Small Group Discussion/Interaction technique in teaching Writing Hortatory Exposition Text. This research is True experimental with pretest and posttest design. The population of this research was the eleventh graders students of SMA RaudlatulUlum Gondanglegi Malang, Indonesia in the academic 2018-2019. Students’ writing achievement was measured by an objective test. The findings of the research revealed a statistically significant effect between writing score and post-tests on their writing test. Based on the statistical computation, the value for treatment is .000 with the level of confidence 95%(? = .05), thus, the p-value was smaller than (.05). In other words, there is any difference taught by using Small Group Discussion/Interaction. The significant improvement on the posttest score of the experimental group was affected by several reason. Firstly, the implementation of Small Group Discussion/Interaction helped students to organize the information they got from the material in affective way. Secondly, the implementation of Small Group Discussion/Interaction prevented the students’ feeling as they never felt before.Keywords: Writing, Small Group Discussion, Expository Text

AN ANALYSIS STUDENTS' WRITING OF USING GENERIC STRUCTURE OF HORTATORY EXPOSITION TEXT BY THE SECOND GRADE STUDENTS OF MAN 2 KEDIRI ACADEMIC YEAR 2019/2020

This research aimed 1) to know the generic structure written in the hortatory exposition text. 2) to know the quality of generic structure written in the hortatory exposition text, and 3) to know the problems are faced in using the generic structure of written hortatory exposition text. This research used the descriptive qualitative method and used students’ writing of Hortatory Exposition text to be analyzed. This research sample was 25 from 32 students of second-grade at MAN 2 Kediri, from XI-MIPA 3. Data collection was carried out by conducting writing test and interview. The data was analyzed by using contextual data which includes three procedures such as: reduction, data presentation, and drawing conclusions and verification. Furthermore, the researcher only used an external auditor to review the entire project's data validity. This result showed that there were five problems that are faced by students 1) developing the ideas into a paragraph, 2) translating the text into English, 3) determining the topic or title in accordance with the theme, 4) making recommendations, 5) making thesis and argumentation. The researcher suggested that the teacher should explain the materials step by step and intensively.