Academic literature on the topic 'Text-hortatory'

The purpose of this research are to know: 1) The students’ ability in writing Hortatory exposition text at the eleventh grade students of SMA Taman Siswa Pematang siantar in 2021/2022 academic year 2) The difficulties that faced by the students’ in writing Hortatory exposition text at the eleventh grade students of SMA Taman Siswa Pematang siantar in 2021/2022 academic year. This research is used mixed method that is combination of qualitative and quantitative research. This is research was done by using documentation and students text essay hortatory exposition text. The informants of this research are 66 that representative from the eleventh grade students. The data were collected used randomly sampling. Test was made to know the students’ ability in writing Hortatory exposition text and the difficulties that faced by the students’ in writing Hortatory exposition text ability at the eleventh grade, observation was made to know all of the activities or behaviours of the students’ in writing Hortataory exposition text. The highest score 75, the lowest score 38, and the average score in writing Hortatory exposition text 57.33 and it was categorized difficult, it means that students ability in writing Hortatory exposition text are still difficult. The students had difficulty in using content 80%, using organization 73.33%, using vocabulary 73.33%, mastering grammar 93.33%, and using mechanics 20%. It means that the students need to learn more about Hortatory exposition text.while the students difficulties in writing was language features and generic structure of hortatory exposition text consist of thesis and arguments, lack vocabulary and grammar mastery so majority of students was difficult to create the sentences and write correct spelling words, based on the result, the researcher taken a conclusion that the students have not understanding in writing hortatory exposition text

The aim of this research is to describe the students ‘difficulty in writing hortatory exposition text at the eleven grade of SMA N 10 Jambi, which focus focusing on text organization (thesis, arguments, and recommendation). Design of this research is descriptive qualitative. Pre-research were done by doing interview. The data are collected by documentation (students assignment by documentation (students’ assignment made hortatory exposition text) and used quasi-statistical as the analysis method. As the result, thesis is the very most difficult part in making hortatory exposition text because twenty-one students (49%) from the overall forty-three students are unable to make thesis statement in their text. Meanwhile, the connectivity between the text organization is the most difficult in making this text because about twenty-nine (67%) from forty-three students are unable to make supporting arguments to thesis statement in their hortatory exposition text and they unable to make connectivity between recommendation and thesis statement. It means the supporting point of arguments to thesis statement is the most difficult component in arguments part and for recommendation part is in the level of recommendation connectivity with thesis statement. On the other hand most of the students proved having difficulty in text organization in making hortatory exposition text.

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.

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.

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.

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