Hortatory Exposition Text Research Articles

THE INFLUENCE OF SMALL GROUP DISCUSSION TOWARD STUDENTS’ PRESENTATION SKILL OF HORTATORY EXPOSITION TEXT IN SMA NEGERI 1 KEBOMAS

This study investigated the significant effect of small group discussion toward students’ presentation skill of hortatory exposition text. The design of the study was quasi experiment. The researcher chose the eleventh grade of SMAN 1 Kebomas which totally consist of 46 students. The sample was divided into two groups. XI-MIPA-1 was as the experiment group and XI-MIPA-2 was as the control group. The data was collected by using tests, pretest and posttest. The research finding showed that there was difference between experiment group who were taught by small group discussion method and control group who were taught by peer discussion. It is proven by the result of sig. (2tailed) is 0.039 and 0.038. The sig. (2tailed) is lower than 0.05 but it closer to 0.05. So, the null hypothesis can be rejected. It means that small group discussion gave positive effects on students’ presentation skill. The researcher concluded that small group discussion gave positive effect on students’ presentation skill. They were better in developing paragraph and better in word choices.

The Effect of Hamburger Strategy in Writing Descriptive Text of the 1st Semester Students of English Department in Nommensen University

<p>This study deals with the effect of hamburger strategy on writing descriptive text. Hamburger strategy is a writing organizer strategy that visually outlines the key components of a paragraph. When writing by using hamburger strategy, the students will learn to remember how to build the paragraph and the importance of each component. It was conducted by using experimental quantitative research. The population of this study is the first semester students of English Department Nommensen Medan. The writer takes 50 students as the sample and they are devided into two groups by using random sampling. The first group was group A as Experimental class which is taught by implementing hamburger strategy while the second group is Group B as control class which is taught by using conventional method. Oral test is used as the instrument of collecting the data. This test consists of two types, namely pre-test and post-test. The data were analyzed by using t-test formula. The calculation shows t-observed that is 3. 58, which is higher than t-table that is 1.676 at the level significance (p: 0.05) with the degree of freedom (df) 48. It means that Ha is accepted while Ho is rejected, therefore it is concluded that hamburger strategy significantly affects on writing descriptive text of the first semester students of English Department in Nommensen University Medan academic year 2016/2017. It is suggested for the students of English Department as source of valuable knowledge and information when conducting a research related to the study. It is also suggested that teachers of English subject should implement hamburger strategy as one of alternative in teaching writing to increase students’ writing ability.</p><p><em><br /></em></p><p><strong><em>Keywords: </em></strong><em> </em><em>h</em><em>amburger </em><em>s</em><em>trategy, </em><em>w</em><em>riting hortatory exposition text</em><em></em></p>

The Use of Small Group Discussion and Snowballing Techniques: An Effort to enhance EFL Students’ Self –Efficacy and Speaking Skill

This paper is aimed at discussing on Small Group Discussion and Snowballing techniques enhance students’ self-efficacy and speaking skill on hortatory exposition text at class XI State Islamic Senior High School 1 Padang in academic year 2016/2017. The experimental research type and factorial design were used to conduct the research. Two groups of experimental classes, who were cluster randomly selected, were taught by different techniques. First group was taught by Snowballing and second one was taught by Small Group Discussion. Both groups were given post-test after they got different treatments to find out whether both two groups shown differences and the effectiveness of the different treatments. Speaking test and questionnaires were used to collect the data. The t- test and two ways ANOVA were used to analyze the data. The results of the research have shown that students who were taught by snowballing were better than those who were taught by small group discussion in speaking skill on hortatory text. The students’ self-efficacy in speaking skill that was taught by snowballing was higher than that was taught by small group discussion. The students with high self-efficacy got higher speaking score than students with low self-efficacy. It is concluded that Snowballing technique gives more significant effect on students self-efficacy in speaking skill than Small Group discussion one. It is recommended that English teachers have to use Snowballing technique to increase students’ self-efficacy and skill in speaking.

Improving Students’ Reading Comprehension of Hortatory Exposition Text by Using Graphic Organizers at Grade XI Social Science of SMA Kalam Kudus Pekanbaru

Based on a preliminary study, the researcher found that the students at grade XISocial Science of SMA Kalam Kudus Pekanbaru had problems in comprehending hortatoryexposition texts. They were difficult to understand contents and to identify generic structureof the texts. Besides, the teacher had used some strategies in teaching readingcomprehension, but they were still not effective. In this case, the researcher decided to solvethese problems in reading by conducting a classroom action research by applying GraphicOrganizer. The purposes of this research were to find out whether Graphic Organizer canimprove students’ reading comprehension of hortatory exposition texts and the factors thatinfluence the changes of students reading comprehension of hortatory exposition texts. Thisclassroom action research was done in two cycles with four meetings in each cycle; threemeetings for teaching reading comprehension of hortatory exposition texts by applyingGraphic Organizer and one meeting for the test. The research was conducted from August02, 2017 until August 25, 2017. In collecting the data, researcher used readingcomprehension tests, observation sheets, field notes, and interview. Then, the data wereanalyzed in quantitative and qualitative. The research findings showed that there was animprovement of students’ score in reading comprehension of hortatory exposition texts testsafter applying Graphic Organizer. The average score of students in cycle 1 was 65 and cycle2 was 70. Then, the factors that influence the improvement of students’ readingcomprehension of hortatory exposition texts were students’ activeness, teaching material,and teachers’ role. In conclusion, the implementation of Graphic Organizer could improvestudents’ reading comprehension of hortatory exposition texts at grade XI Social Science ofSMA Kalam Kudus Pekanbaru.

THEME, RHEME AND THEMATIC PROGRESSION OF STUDENTS’ HORTATORY EXPOSITION TEXT AT THE TWELFTH GRADE OF MAN 2 MODEL MEDAN

This study deals with the theme, rheme and thematic progression of students’ hortatory exposition text of the Twelfth Grade at MAN 2 Model Medan. The objectives of the study were to investigate thematic progression pattern used and the misuse of theme and rheme occurs in students’ hortatory exposition text. This study was conducted by using descriptive qualitative method. The data in this study were clauses of students’ hortatory exposition text. The instrument for collecting data was writing test of hortatory exposition text. The data were analyzed by using interactive model technique of Miles, Huberman and Saldana (2014). The findings indicated that there were two patterns of thematic progression used in students’ hortatory exposition text, they were Theme Reiteration/Constant Theme Pattern (TR/CTP), and Zig-zag/Linear Theme Pattern (Zig-zag/LTP). In terms of the problems of the misuse from theme and rheme, there two occurred in the students’ hortatory exposition text, they were the problems of brand new theme and empty rheme. Keywords: Theme, Rheme, Thematic Progression, Hortatory Exposition text.

ANALYSIS OF READING MATERIALS IN TEXTBOOK FOR GRADE XI SENIOR HIGH SCHOOL

This study aims to find out the GI and LD level, the text which has the highest GI and LD and what make the text has the highest GI and LD of Advanced Learning English 2 textbook. This study was conducted by using qualitative research. The data of study were the 18 texts inside of the Advanced Learning English 2 textbook for grade XI Senior High School. The data were analyzed by using Eggins (2004) theory. The result of this study: 1) GI level of text was high based on Eggins theory that the texts had more complex clauses than simple clause. Text 1 was 0.52. Text 2 was 1.24. Text 3 was 0.84. Text 4 was 0.92. Text 5 was 1.95. Text 6 is 1.46. Text 7 was 1.03. Text 8 was 0.90. Text 9 was 1.62. Text 10 was 1.85. Text 11 was 1.64. Text 12 was 2.25. Text 13 was 2.60 Text 14 was 1.40. Text 15 was 1.80. Text 16 was 4.00. Text 17 was 1.42. Text 18 was 1.73. The LD level of text was low based on Eggins theory that the texts had more content carrying lexical item than non-content carrying lexical items . Text 1 was 0.56. Text 2 was 0.52. Text 3 was 0.52. Text 4 was 0.54. Text 5 was 0.55. Text 6 was 0.40. Text 7 was 0.42. Text 8 was 0.36. Text 9 was 0.44. Text 10 was 0.46. Text 11 was 0.44. Text 12 was 0.39. Text 13 was 0.38. Text 14 was 0.38. Text 15 was 0.42. Text 16 was 0.38. Text 17 was 0.46. Text 18 was 0.42. 2) The text had the highest GI was 4.00 within title Removing Lead from Petrol in hortatory exposition text and the text had the highest of LD was 0.56 within title Panda in report text. 3)The length of the sentence didn’t influence the grammatical intricacy of the text but the more clause complexes and content carrying lexical items could make the reader difficult to process the text. Key words: qualitative research, lexical density, grammatical intricacy

THE TEACHING READING COMPREHENSION OF HORTATORY EXPOSITION TEXT TO THE ELEVENTH GRADE STUDENTS IN MEDAN

The objectives of this study were to describe how the teachers teach reading comprehension of hortatory exposition text to the eleventh grade students in Medan and to reveal the underlying reasons why they did that way. This study was conducted by using descriptive qualitative design. The subjects of this study were two English teachers who taught at the eleventh grade students at SMA Methodist 8 Medan in academic year 2016/2017. The data were collected by observing, video recording and interviewing and analyzed by using Miles and Huberman technique (1994). The findings of the study showed that most of the teachers’ way are not yet focusing on teaching reading comprehension but rather focusing to the teaching the knowledge of the genre. The underlying reasons of the teachers’ ways in teaching reading comprehension did not facilitate reading comprehension. It was due to the misperception of the concept of teaching reading comprehension. Keywords: teaching, reading comprehension, hortatory exposition text

THE USE OF K-W-L (KNOW, WANT TO KNOW, LEARN) METHOD IN TEACHING READING HORTATORY EXPOSITION TEXT: A CASE STUDY OF THE ELEVENTH GRADE STUDENT OF MAN 1 BREBES

This research is aimed: 1) to find out how far the improvement of students’ reading comprehension by using K-W-L as teaching method in reading hortatory exposition text, 2) to know students’ responses towards the use of K-W-L method in teaching reading hortatory exposition text. This research used quasi experimental design. The subjects of the study were the eleventh grade students in MAN 1 Brebes in the academic year 2012/2013 as the population. There were only two classes took as sample that collected purposively based on the same number of students. The data were collected through pre-test, post-test and questionnaire.

Students' Ability in Writing Hortatory Exposition of Eleventh Grade Students at SMAN 14 Pekanbaru

This research represents the descriptive research to describe students’ ability of eleventh grade students at SMAN 14 Pekanbaru in writing hortatory exposition text. The total number of eleventh grade students at SMAN 14 Pekanbaru in academic year 2015/2016 was 210 students that consisted of 7 classes. In this research, the researcher used ‘cluster random sampling technique” to choose the sample, and the total sample of this research amount to 30 students. The data was collected through writing test, where the students were asked to write a hortatory exposition text based on the topics that were provided by researcher of this research. The test was done around 90 minutes for every time of the test. The students’ entire test was scored by two persons as scorers of this research. Those two scores gave scores to the students’ test based on the criteria in the instrumentation of this research. The result showed that the student’ ability in writing hortatory exposition text was categorized “average to good”. It can be proven by the average of students’ writing test score that was 61.65 that cannot achieve the passing grade yet.
 
 Key words: Writing Ability, Hortatory Exposition Text

The Use of Thematic Progression in Writing Hortatory Exposition Text

The research entitled in “The Use of Thematic Progression in Writing Hortatory Exposition Text” is aimed at finding out the students’ activities in learning hortatory exposition text by using thematic progression patterns and finding out the level of students’ writing skill by using thematic progression patterns in learning hortatory exposition text. This research is expected to give contribution and some informations about the implementation of thematic progression patterns in writing field, especially in hortatory exposition text. Thematic progression is a way to make a good text in term of good cohesion and coherent of text. It means that thematic progression will influence a content of text and it can be organized into a good organization of essay. There are three patterns of thematic progression used namely constant theme, linear theme, and split rheme. The result of this research shows that the use of thematic progression patterns in writing hortatory exposition text was effective. It can be shown by comparing result of pretest and posttest of exeperimental class. The average of pretest was 49,09 while the average of posttest was 76,16. It means that the students’ writing ability in posttest was improved than the pretest.  Based on the students’ documents in post-test of the experimental class, it can be summarized that most of students got the medium and high level. The medium level was the most achieved level with 84%, while the high level was 10%, and low level was 6%. In addition, most of students could pass the KKM (Kriteria Ketuntasan Minimal). Since The KKM for English in Senior High School is 75. Keywords : Hortatory text, Theme, Rheme, Thematic Progression

Developing Cooperative Learning Based Module for Teaching Reading to the Second Semester Students at English Department of FKIP UIR

This research is designed to develop the students’ reading comprehension of narrative, descriptive and hortatory exposition texts by using cooperative learning based-module. It aims to explainthe current needs, to design and toexamine the validity and practicality of cooperative learning based-module in developing reading comprehension at the second-semester Students in English Department of FKIP – UIR. The design of this research is R & D approach by using ADDIE model. The sample was selected from second semester students at English Department of FKIP UIR. Five validators involved in evaluating the product to evaluate its the validity, and the practicality. The quantitative data were collected through a questionnaire and test and qualitative data were collected through an interview. To develop the learning material to be givento students, the researcher tried to find out the need analysis, the validity, and the practicality of her product in designing and implementing readingin cooperative learning based-module. Based on the research finding of this research was considered valid and practice and it can be used to develop the quality of students in reading comprehension.

Improving Students Ability in Writing Hortatory Exposition Texts by Using Process-Genre Based Approach with YouTube Videos as the Media

This research is aimed at finding out how Process-Genre Based Approach strategy with YouTube Videos as the media are employed to improve the students’ ability in writing hortatory exposition texts. This study uses collaborative classroom action research design following the procedures namely planning, implementing, observing, and reflecting. The procedures of carrying out the strategy are: (1) relating several issues/ cases to the students’ background knowledge and introducing the generic structures and linguistic features of hortatory exposition text as the BKoF stage, (2) analyzing the generic structure and the language features used in the text and getting model on how to write a hortatory exposition text by using the YouTube Video as the MoT stage, (3) writing a hortatory exposition text collaboratively in a small group and in pairs through process writing as the JCoT stage, and (4) writing a hortatory exposition text individually as the ICoT stage. The result shows that the use of Process-Genre Based Approach and YouTube Videos can improve the students’ ability in writing hortatory exposition texts. The percentage of the students achieving the score above the minimum passing grade (70) had improved from only 15.8% (3 out of 19 students) in the preliminary study to 100% (22 students) in the Cycle 1. Besides, the score of each aspect; content, organization, vocabulary, grammar, and mechanics also improved

THE EFFECT OF POW+TREE STRATEGY ON STUDENTS’ ABILITY IN WRITING HORTATORY EXPOSITION TEXT

This study deals with the effect of POW+TREE Strategy on students’ ability inwriting hortatory exposition text.. The problem of the study is to find out whetherPOW+TREE Strategy significantly affects students’ ability in writing hortatoryexposition text or not. This study was conducted by using experimental design.The population of the study was the students of eleventh grade of SMA Methodist8 Medan in the academic year 2015/2016, there were 3 parallel classes of gradeXI. There were two classes selected to be sample. The Experimental group (XIIPA-2) was taught by applying POW+TREE Strategy, while the Control group(XI IPA-3) was taught by applying conventional strategy. The data of the studywas obtained from the students’ scores of writing test. There were two kinds oftest used in this study. They were pre-test and post-test. The data were analyzedby applying t-test formula. After analyzing the data, the result of the study showedthat t-observed (2.338) was higher than t-table (1.994) (t-observed > t-table) at thelevel of significance of p=0.05 and the degree of freedom (df) = 68. It can beconcluded that applying POW+TREE strategy significantly affects students’ability in writing hortatory exposition text, or in other words, the null hypothesisis rejected , therefore the alternative hypothesis is accepted.

A STUDY ON STUDENTS’ ABILITY IN WRITING HORTATORY EXPOSITION TEXTS

Abstract: The purpose of this research was to find out the students’ abilty in writing hortatory exposition text at class XI SMA YLPI Perhentian Marpoyan Pekanbaru. This research was conducted on April to May 2010. The sample of the research was the students of class XI SMA YLPI Perhentian Marpoyan Pekanbaru. There were 76 students as the sample of the research. They were class XI IPS1, XI IPS2 and XI IPA. The instrument of the research was the writing test that required the students to write a hortatory exposition text. The test was analyzed by two different raters. It can be concluded that level of ability of the second year students of SMA YLPI Perhentian Marpoyan pekanbaru in writing hortatory exposition text was in mediocre level 55.26% (21 students). Key word: The Students’ Ability, Writing, Hortatory Exposition Text.

THE EFFECT OF DEVELOPING MIND MAPS ON STUDENTS’ ABILITY IN WRITING HORTATORY EXPOSITION TEXTS

Abstract: Mind mapping is a way to store and to take the ideas out of the brain then to present ideas visually to show the hierarchical relationship of ideas. The purpose of this research was to see the effect of making mind mapping as a writing activity towards students’ ability in writing hortatory exposition texts. This research was an experimental research. It was conducted at SMA 5 Padang. Population of this research was eleventh year students of SMA 5 Padang. The sample was taken by cluster sampling. 11 IPA1 was experimental class and 11 IPA2 was control class. The data indicates that the result of pre test and posttest from the two groups: experimental and control group is different. The different could be seen from the hypothesis testing. T-obtained was bigger than t-table. It meant that the difference of the meant scores of the experimental and control group is significant. In short, making mind mapping as a technique in writing hortatory text gives positive effect on students’ ability in writing hortatory exposition text. For further researcher, they can apply this technique to other skills and others kinds of text. Keywords: Mind Mapping, Hortatory Exposition Text, Writing

ANALYSIS OF READING MATERIALS IN TEXTBOOK FOR GRADE XI SENIOR HIGH SCHOOL

This study aims to find out the GI and LD level, the text which has the highest GI and LD and what make the text has the highest GI and LD of Advanced Learning English 2 textbook. This study was conducted by using qualitative research. The data of study were the 18 texts inside of the Advanced Learning English 2 textbook for grade XI Senior High School. The data were analyzed by using Eggins (2004) theory. The result of this study: 1) GI level of text was high based on Eggins theory that the texts had more complex clauses than simple clause. Text 1 was 0.52. Text 2 was 1.24. Text 3 was 0.84. Text 4 was 0.92. Text 5 was 1.95. Text 6 is 1.46. Text 7 was 1.03. Text 8 was 0.90. Text 9 was 1.62. Text 10 was 1.85. Text 11 was 1.64. Text 12 was 2.25. Text 13 was 2.60 Text 14 was 1.40. Text 15 was 1.80. Text 16 was 4.00. Text 17 was 1.42. Text 18 was 1.73. The LD level of text was low based on Eggins theory that the texts had more content carrying lexical item than non-content carrying lexical items . Text 1 was 0.56. Text 2 was 0.52. Text 3 was 0.52. Text 4 was 0.54. Text 5 was 0.55. Text 6 was 0.40. Text 7 was 0.42. Text 8 was 0.36. Text 9 was 0.44. Text 10 was 0.46. Text 11 was 0.44. Text 12 was 0.39. Text 13 was 0.38. Text 14 was 0.38. Text 15 was 0.42. Text 16 was 0.38. Text 17 was 0.46. Text 18 was 0.42. 2) The text had the highest GI was 4.00 within title Removing Lead from Petrol in hortatory exposition text and the text had the highest of LD was 0.56 within title Panda in report text. 3)The length of the sentence didn’t influence the grammatical intricacy of the text but the more clause complexes and content carrying lexical items could make the reader difficult to process the text.

THE EFFECT OF USING POSTERS ON STUDENTS’ ACHIEVEMENT IN WRITING HORTATORY EXPOSITION TEXT

This study was focused on the investigation of The Effect of Using Posterson Students’ Achievement in Writing Hortatory Exposition Text. This study aimsat findings whether using posters as the media affect the students’ writingachievement or not. This study used an experimental research design with twovariables, namely using posters as independent variable and students’achievement in writing hortatory exposition text as dependent variable. Thepopulation of this study was the 2014/2015 second year students (grade XI) ofSMA Budi Agung Medan and 60 students were taken as the sample. The samplewas divided into two groups, experimental group and control group. Theexperimental group was taught by using posters while the control group wastaught without using posters. The instrument used in this study was a written test.The data were taken by administering the pre-test and post-test to both control andexperimental groups. These data were analyzed by using t-test. The result ofcomputing the t-test obviously showed that t-observed is higher than t-table (3.12> 1.67) with the degree of freedom 58 (df = N-2) at the level significance 0.05 onetail test. It showed that the using of posters affects the students’ achievement inwriting hortatory exposition text.

THE EFFECT OF USING COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION ON HORTATORY EXPOSITION TEXT

This study is aimed at finding out the effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text. Experimental design was applied in this research. The population was the 2014/2015 second year students (grade XI) of SMA Swasta YAPIM Medan. There were two paralel classes that consisted of 34 students. The total number of the population were 68 students. The total number of the sample were 68 students. The researcher selected the sample by using total sampling technique. The sample was divided into two groups, experimental group and control group. The experimental group was taught by using Collaborative Strategic Reading (CSR) strategy while the control group was taught without using Collaborative Strategic Reading (CSR) strategy. The data were taken by administering the pre-test and post-test to both control and experimental groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed (5.61) is higher than t-table (1.99) with the degree of freedom (df= 66) at the level significance 0.05. It means that the alternative hypothesis stating that there is a significant effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text is accepted. Keywords : Collaborative Strategic Reading, Reading Comprehension

The Use of Clustering Technique to Improve Students' Skill in Writing Hortatory Exposition Text

The research was aimed to find out whether clustering technique was effective or not to improve the students’ skill in writing hortatory exposition text. The design was quasi experimental research that administered pre-test and post-test. The research employed cluster sampling. The results of data analysis showed that the value of t counted was 5.772with degree of freedom (df) = N x + N y – 2 = 23 + 23 – 2 = 44, level of significance 0.05, and t table was 2.017. The results showed that t counted was higher than t table . It means that the research finding was accepted. In other word, the use of clustering technique in teaching writing was effective to improve students’ skill in writing hortatory exposition text of the eleventh grade students’ at SMA NEGERI 1 PALU. Keywords: Writing; Hortatory Exposition; Clustering Technique

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING HORTATORY EXPOSITION TEXT THROUGH PLEASE STRATEGY

This study attempts to improve students’ achievement in writing hortatory exposition text by using PLEASE (Pick, List, Evaluate, Activate, Supply, End) strategy through classroom action research. The subjects of the research were 41 students of class XI IA 2 SMA Negeri 1 Tanjung Morawa. After analyzing the data in the two-cycle of classroom action research, it was found that there was an improvement of students score from 49.88 in the test I became 64.90 in the test II in cycle I and improved again became 74.23 in the test III in cycle II. In line with the data, it was showed that the use of PLEASE (Pick, List, Evaluate, Activate, Supply, End) strategy significantly improved student’s achievement in writing hortatory exposition text. English teachers are suggested to apply PLEASE strategy as one of the alternatives to teach writing hortatory exposition text in the class. Keywords: Writing, Hortatory Exposition, Action research, PLEASE, SMA XI