Professional Documents
Culture Documents
EXPOSITORY TEXTS
JelitaPurnamasari
jelitapurnamasari@gmail.com
Chuzaimah D. Diem
chuzaidd@gmail.com
MachdalenaVianty
machdalena074@yahoo.com
Abstract: In this study, the focus of investigation was on the students comprehension
on expository text. Specifically, this study was aimed to find out whether or not there
was a significant difference in the students reading comprehension before and after
they were taught by using Text Feature Walks. The population of this study was the
eleventh grade students of one of the state senior high schools in Palembang, South
Sumatera, Indonesia. The sample was twenty nine students that were taken as the
sample by using population-single technique. This study used pre-experimental
method, one group pre-test post-test design. The instrument used for collecting the
data was a reading comprehension test. The result of the study showed that the use of
Text Feature Walks could significantly increase the students reading achievement.
38
part of the story which is not the main structure as a strategy, their reading
body such as table of contents, index, comprehension was improved.
glossary, headings, bold words, sidebars, In relation to the use of Text Features
pictures and captions, and labeled as a teaching strategy, this article reports
diagrams. Kelley and Clausen-Grace the result of an investigation that aimed to
(2008) explain that text features are answer whether or not there was a
mostly important because the contents of significant difference in students reading
the concept can only be found in the text comprehension before and after they were
features. Text features in reading help taught by using Text Feature Walks.
students use their predictions in detail and
increase their predictions of the text, thus READING COMPREHENSION
it can upgrade their reading Reading comprehension is the
comprehension (Lubliner, 2001). As process of understanding the printed
Kelley and Clausen-Grace (2008, p. 22) words to find information. The RAND
argue, doing a Text Feature Walks Reading Study Group (RRSG) (2002, p.
provide students with the opportunity to 11) states, comprehension is the process
make a predictions related to the text they of simultaneously extracting and
are reading. constructing meaning through interaction
According to Akhondi, Malayeri, and and involvement with written language.
Samad (2011), text features make it easier According to Pikulski and Chard (2005),
for students to find and manage the constructing meaning - which involves
important information in the text. Akhondi putting words into meaningful thought
et al. (2011) further state that presenting units, making inferences, relating
information in the form of text features information being derived from the text
helps students hold each bit of information with background knowledge, and
in their short-term memory and they then responding critically to the meaning that is
can process it or connect it to background constructed - always requires attention. It
knowledge and store it in their long-term means that in acquiring reading
memory. comprehension, readers as the main factor
The results of the previous studies have to be able to understand text, task
applying Text Features showed that this and context variables.
strategy did enhance reading According to The National Reading
comprehension and subsequent learning of Panel (2000), reading comprehension has
most students. For example, the study three main themes. The themes are as
done by Bademan (2009) which focused follows:
on the use of Text Features in Science, 1) Reading comprehension is the
Social Studies, and Reading Classes cognitive process that combines the
showed that there were improvements in understanding of vocabulary learning,
the comprehension of low-level readers instruction and its development
and standard-level readers and it helped 2) Active interactive processes are
increase students test scores. Another necessary to the development of
study done by Hanson and Padua (2010) reading comprehension.
also found that the students who were 3) The preparation of teachers is really
continuously being taught by using Text important to facilitate the development
Features become strategic readers; of reading comprehension.
students also used their knowledge of Text
Features and applied the ideas they got to From the three main themes of the
their writing. Furthermore, Dickson, reading comprehension, it can be
Simmons, Kameenui (1995) who concluded that reading comprehension is
conducted the similar study also found out skill that needs exercise and the class
that when students gained understanding students and teacher activeness in class is
of how to use text features and text important for having a good reading
39
comprehension.It is worth saying that illustrate that the readers are expected to
comprehension is the important part of have evaluative judgments and reasoning
reading. Having a good ability in to form new ideas from the information
comprehending the text they read will provided in the text. Therefore, what
contribute to students study and their life. indicates people as good readers is that
they have high confidence to control word
TYPES OF READING meaning, phrases, and sentences to get
COMPREHENSION appropriate meaning from the texts.In
Reading comprehension is defined as addition, Berry (2005) also proposes the
the process of simultaneously extracting level category of reading comprehension
and constructing meaning (Sweet & as follows:
Snow, 2003). Specifically, reading
Literal level
comprehension is the ability to understand
Literal level, is the most obvious
information in a text and interpret it
comprehension level. This level involves
appropriately (Grabe&Stoller, 2002).
surface meanings. Literal level is a level
Lapp and Flood (1986) state that
where the readers would have not to
comprehension has three levels: (1) literal
understand all the meaning but only recall
comprehension (reading on the lines), (2)
the information in text. According to
inferential comprehension (reading
Berry (2005), at the literal level, the
between the lines), and (3) critical
students are looking at what was written
comprehension (reading beyond the lines).
by an author at facevalue; little
Specifically, reading comprehension is the
interpretation is needed at this level. In
ability to understand information in a text
addition, students are building the
and interpret it appropriately
knowledge, but not to command it at this
(Grabe&Stoller, 2002).
level.
Lapp and Flood (1986) state that
comprehension has three levels: (1) literal Interpretive level
comprehension (reading on the lines), (2) According to Berry (2005), at this
inferential comprehension (reading level, the students are attempting to
between the lines), and (3) critical understand what the author meant by what
comprehension (reading beyond the lines). s/he said in the story, paragraph or
In the literal level, the comprehension textbook. Interpretive level shows
involves the essence of text. According to students attempt to understand that they
Mohamad (1999), at this level, the readers memorized at the literal level of
are required to understand the ideas and comprehension. Mohamad (1999) says, at
information like what the author is this level, teachers can ask more
actually saying. Furthermore, Mohamad challenging questions such as asking
(1999) explains that in the inferential students to re-arrange the idea, explain the
level, the readers are expected to draw purpose, summarize the main idea, and
conclusion or inference from the make the conclusion.
statements that are implicitly stated in the Applied level
text. Applied level is a level when the
Comparing literal comprehension and students can criticize the text and start to
inferential comprehension, Herber (1978, analyze their understanding. Berry (2005)
as cited in Hamra&Syatriana, 2012) states states at this level, the students are reading
that literal level of comprehension between the lines and then examining the
provides the most important information, message from the author and attempting to
while inferential level observes the apply that message to other settings. Berry
relationship of information then inferences (2005) further explains that at this level
are made based on the relationships. In the the students are able to write their opinion
critical comprehension, Mihandoost, about the text and explain briefly about
Habibah, Sharifah, and Rosnaini (2012) the content of the text.
40
features in the expository text will help year of senior high school are expected to
students to catch the significant be able to identify the generic structure of
information so that they can completely two genres of exposition texts, they are
understand. analytical exposition and hortatory
Fountas and Pinnell (2006) assert that exposition. Analytical exposition is one
Text Feature has five categories. They are: classified type of hortatory exposition in
1.Text divisions. They help readers the text genre.
identify how the text is organized and Both analytical exposition and
presented. Some examples include hortatory exposition present argument for
chapters, sections, introductions, supporting the issued thesis. What makes
summaries, and author information. them different from one to each other is
2. Organizational tools and sources of the last stage of the text, which the
information. These help readers analytical exposition will end with
understand the information. Some reiteration. On the other hand, hortatory
examples are titles, table of contents, exposition will close with
index, headings and subheadings, recommendation. Analytical exposition
glossary, pronunciation guide, and will try to influence the reader by
references. presenting some arguments to prove that
3. Graphics. It contains information that the writers idea is important.
makes readers easier to understand Furthermore, hortatory exposition will try
because of its visual representation, or to persuade the reader how should or
enhances what was written in the text. should not do concerning the writers idea.
Some examples of graphics are
diagrams, charts and tables, graphs, The Generic Structure of Analytical
maps, labels, photographs, illustrations, Exposition
paintings, cutaway views, timelines, and The generic structure of analytical
captions. exposition has three components: Thesis,
4. Font size or formatting style. These arguments and, reiteration (Sundayana,
include boldface, italic, or a change in 2007).
font signals the reader that these words 1. Thesis
are important. Thesis is introducing the topic and
5.Layout. They help readers to point indicating the writers position or it is
important information. Some examples the main topic of discourse in
are insets, bullets, and numbers that analytical exposition.
point readers to important information. 2. Arguments
Arguments is explaining the arguments
The study done by Hanson and Padua to support the writer position, the
(2010) and Fountas and Pinnell (2006) arguments are the heart of an analytical
found that the five categories of the Text exposition and explaining the other
Feature Walk is mastered by students after arguments support the writers position
they were having the reading more. Arguments are some points of
comprehension class by using Text feature pro and con about statement. They also
Walks technique. The results show that by called as arguments for and argument
using Text Feature Walks, the students against. Both of the groups elaborate
activate their prior knowledge, make the issue.
predictions, and set a purpose for reading.
3. Reiteration
THE TEACHING OF EXPOSITORY Reiteration is restating the writers
TEXT AT SENIOR HIGH SCHOOL position or it is the writers thesis,
IN INDONESIA which is re-stated in another word. The
Based on the 2006 curriculum purpose is to strengthen the thesis.
syllabus (see Appendix B), the second
42
The following is the example of time they mostly eat fast foods. However is
analysis of generic structure of an fast food good for health?
analytical exposition text. This text is as a thesis, because
FastFood this text tells us about the introducing of
Fast food nowadays is the topic or this is the main topic of the
considered a normal eating venture. discourse or as an issue.
Peoplearenotjusteatingoutonspecial
occasions or weekends anymore. It b. Argument:
meansthat allthetimetheymostlyeat Argument 1,
fastfoods.Howeverisfastfoodgoodfor Fast food has its popularity in the
1940s. Within a few years, fast-food
health?
operations popped up everywhere. With
Fast food has its popularity in
the compelling rise in fast-food
the1940s.Withinafewyears,fastfood restaurants since the 1940s, oddly it
operationspoppedupeverywhere.With started the rise
the compelling rise in fastfood in obesity and cancer during that same
restaurants since the 1940s, oddly it time period.
started the rise
inobesityandcancerduring that same Argument 2,
timeperiod. Fast food is highly processed with a
Fast food is highly processed wide array of additives. To ensure fast
withawidearrayofadditives.Toensure foods low cost, the fast food products are
fast foods low cost, the fastfood made with highly-processed ingredients to
productsare made with highly give it shelf-life, to hold consistency, and
processed ingredients to give it shelf to enhance flavor. Fast food is altered
life,toholdconsistency,andtoenhance from its original healthy form.
flavor. Fast food is altered from its
Argument 3,
originalhealthyform.
It is not the calories in fast
It is not thecalories in fast
food which damage health and waistline.
foodwhich damage health and It is the chemical additives such as
waistline. It is the chemical additives aspartame and MSG (monosodium
such as aspartame and MSG glutamate). Studies show that the
(monosodium glutamate). Studies show chemical additives lead to weight and
that the chemical additives lead to disease issues.
weightanddiseaseissues. This text is as arguments, because
So, there is absolutely the text is explaining about the argument
nothingnutritionalabout fast food. Fast to support the writers position.
foodsimplyfeedshungerandcraving. c. Reiteration:
Source Therefore, there is absolutely
:http://www.englishdirection.com/ nothing nutritional about fast food. Fast
food simply feeds hunger and craving.
Here is the analysis of the text based on
the generic structure of analytical This text is as reiteration, because the
exposition. text tells us about restating the writers
position.
a. Thesis:
Fast food nowadays is considered a The Generic Structure of Hortatory
normal eating venture. People are not Exposition
just eating out on special occasions or The generic structure of hortatory
weekends anymore. It means that all the exposition has three components : Thesis,
43
44
This paragraph suggests what plus next, then, finally, last, after that, etc.
parents should do in order to control their Davey (1983) further states that if a reader
kids in watching TV. knows how to use the author's structure,
the reader is more likely to build a
EXPOSITORY TEXT coherent model of text, the better
Expository text is written to inform organized the text, the more apparent will
the reader about a specific subject. the structure be for the reader's use. For
Expository texts have their own unique example, if a reader is cued by the passage
structures that are different from those of that the text presents a sequence, prior
narrative text, and most students, experience with sequence leads the reader
regardless of their reading ability, struggle to anticipate and search for a time order
at times with expository text (Vacca, during the reading.
1998). Expository text contains
vocabulary that is both challenging and METHODOLOGY
new, words are often outside students This study applied one-group pretest-
everyday knowledge (e.g., condensation, posttest design. Creswell (2005, p. 160)
velocity), topics are ones students have states, this design includes a pre-test
never experienced personally (e.g., measure followed by a treatment and a
volcanoes, outer space, Amazon post test for a single group. From that
rainforest), and unlike narrative text that statement, there was no control group in
has one structure, exposition has many this study. The sample was observed at
structures (e.g., causeeffect, compare- two points, one before the treatment and
contrast) (Dymock& Nicholson, 2010). one after the treatment.The population and
Expository text contains an explicit also the sample of this study was the
or implicit topic sentence with the main eleventh graders of SMAN 3 Palembang
idea and the supporting ideas. These ideas (class XI IPA 1). There were 29 students.
are organized into text structures. Text It was suggested by English teacher most
structures are author's arrangements or of the students had poor English
organizations of ideas in text. These achievement, especially in English reading
organizations or patterns include listing of comprehension and also to make the study
ideas, sequencing of ideas according to a more focus.
time order, comparing and contrasting In collecting the data, a reading
ideas, describing characteristics of ideas, comprehension test was given at the
discussing causes and effects of ideas and beginning (pre-test) and at the end (post-
addressing the problems certain ideas test) of the treatment. As Weir (1983)
present as well as their solutions (Gordon, states, reading comprehension test items is
1990). Moss (2004) says that structures intended to test the understanding of the
like sequence and comparison and contrast conceptual meaning from the text; main
tend to be easier for students to grasp, idea, detail, sequence inference, cause and
while description, cause and effect, and effect, and vocabulary mastery. In
problem and solution are more accordance with the statement, the writer
challenging. gave the students a reading
According to Meyer, Brandt, and comprehension test which included the six
Bluth (1980), a writer usually provides aspects of reading comprehension: main
key or signal words that identify the idea, detail, sequence, cause and effect,
structure of a paragraph. For example, a vocabulary and inference.
paragraph organized into a sequence states There were 40 questions of reading
its main idea in the topic sentence, and to comprehension in the form of multiple
support the main idea the author sets out choices. These questions were checked
details in a specific order that carries the their validity. The test was also reliable,
correct meaning of the text. Key or cue with the reliability coefficient 0.936.
words include first, second, third, etc., Paired Samples T-test was applied to
examine whether or not there was
45
46
47
51