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D. Vocabulary Mastery
Vocabulary mastery is essential to reading comprehension. It is impossible to understand the text if the readers do not know much about a significant number of the words in the text. By mastering much vocabulary, the reader can construct the meaning of the text easily (Klinger, Vaughn, and Boardman 2007:47).
2.5 Genre
Pardiyono (2007:2) says Genre can be defined as a type of text (text type) that serves a reference pattern (frame of reference) so that a text can be made effective; than the precision of purpose, selection and preparation of text elements, and precision in the use of grammar.
Prosiding Seminar Ilmiah Terjadwal ―Pengolahan Data Analisis Karya Ilmiah”, 08 Mei 2018
Page 133 There are many kinds of genre, Namely :
1. Descriptive has function to describe a particular person, place or thing.
2. Reports have function to describe the way things are with reference to a range of natural man made and phenomena in our environment.
3. Procedure has function to describe how something is accomplished through a sequence or action or steps.
4. Recount has function to retell events for purpose or informing or entertaining.
5. Narrative has function to amuse, entertain and deals with actual or various experience in different ways. Narrative deal with problematic event which lead to a crisis or turning points of kind, which in turn finds a resolution.
6. Explanation has to explain the purpose involved in the formation or working of natural or socio-cultural phenomena.
7. Discussion has function to present information and opinion about issues in more one of issues.
8. Anecdote has function to share with others and account of an unusual amusing incident.
9. Spoof has function to tell an event with a humorous twist and entertain the readers.
10. News Item has function to give information and the events.
11. Exposition has function to reveal the readers that something is important case.
There are two types of Exposition namely: Hortatory Exposition and Analytical Exposition .
12. Review has function to critique or evaluate an art work or event for a public audience.
From the variety of genres above, the researcher choose the genre of Hortatory Exposition. Hortatory Exposition Text According to Siahaan & Shinoda (2008: 101), hortatory exposition text is a text functioning to persuade readers that they should do something for the benefit of others.
Generic Structure of Hortatory Exposition Text Every text has specific structures that differentiate one to others. A hortatory exposition text consists of these following structures (Gerot and Wignell, 1994:209):
a) Thesis
Thesis is the announcement of the issue of concern.
b) Arguments
Arguments contain of the reasons of doing something.
c) Recommendation
Recommendation is the statement of what ought to happen.
Language features of hortatory exposition text are (Gerot and Wignell, 1994:210):
a) Focus on generic human and non-human participants, except for speaker or researcher referring to self
Prosiding Seminar Ilmiah Terjadwal ―Pengolahan Data Analisis Karya Ilmiah”, 08 Mei 2018
Page 134 b) Use of:
(1) Mental Processes : to state what researcher thinks or feels about issue for example:
realize, feel, appreciate
(2) Material Processes : to state what happens for example: is polluting, should be treated (3) Relational Process : to state what is or should be for example: doesn‘t seem to have been, is.
(4) Use of simple present tense
In hortatory exposition text, the students learn how to share opinions, ideas or arguments in form of writing or speaking.
Example of Hortatory Exposition Text:
Television for Social Construction
THESIS Television is today a part of daily life. It is not only a source of entertainment but also news and information. television is also a valuable tool for science, education and industry
ARGUMENTS What makes television even more interesting is that action is accompanied by sound, so that we can see as well as hear what on the television. Today we can stay at home and enjoy entertainment that once could be seen only in cinema, theaters and sport arenas.
Television enables to meet important people. It can bring important guests and important scene to receivers who are located anywhere.
Television has a great influence on our idea about what is right and what is wrong. It influences the way which we should behave.
Television has close related to our life in general. Some times the value and life style we get from television are in conflict with those that we get at home and school.
RECOMMENDATION Critics point out that crime and TV show often appeal to taste for violence, while many games and quizzes appeal to greedy.
it is important to suggest that television should be used for socially constructive purpose for the shake of better life.
(Source: https://freeenglishcourse.info/hortatory-text-television-for-social-construction/ )
2.6 Think-Pair-Share
Think pair share is a cooperative learning discussion. It is simple technique but very useful which developed by Frank Lyman of the University of Maryland. Think pair share has grown out of the cooperative learning developed by Lyman (1985) and his colleagues at the University of Maryland. It is an effective way to change the discourse pattern in a classroom. It challenges the assumptions that all recitations or discussions need
Prosiding Seminar Ilmiah Terjadwal ―Pengolahan Data Analisis Karya Ilmiah”, 08 Mei 2018
Page 135 to be held in whole-group settings, and it has built-in procedures for giving students more time to think and to respond and to help each other (Arends, 2009:370).
Think pair share has some steps should be followed by the teacher such as:
Step 1 : Thinking, the teacher poses a question or an issue associated with the lesson and asks students to spend a minute thinking alone about the answer or the issue.
Students need to be taught that talking is not part of thinking time.
Step 2 : Pairing, next, the teacher asks students to pair off and discuss what they have been thinking about. Interaction during this period can be sharing answer if a question has been posed or sharing ideas if a specific issue was identified. Usually, teachers allow no more than four or five minutes for pairing.
Step 3 : Sharing, in the final step, the teachers asks the pairs to share what they have been talking about with the whole class. It is effective to simply go around the room from pair to pair and continue until about a fourth or half of the pairs have had a chance to report. This technique gives the students to work individually and make interaction in pair, then share their ideas or opinions in the whole of classroom.
2.7 Advantages and Disadvantages of Think-Pair-Share A. Advantages
According to Lyman (1985), Think-Pair-Share technique as one of the cooperative language learning models has some advantages. They are as follows:
1) The Think-Pair-Share technique is quick and does not take much preparation time.
2) The Think-Pair-Share technique makes classroom discussions more productive, as students have already had an opportunity to think about their ideas before sharing with the whole class.
3) Students have opportunity to learn higher-level thinking skills from their peers, and gain self confidence when reporting ideas to the whole class.
4) The ―pair‖ step ensures that no student is left out of the discussion.
5) Students are able to rehearse responses mentally and verbally, and all students have an opportunity to talk.
6) Both students and teacher have increased opportunities to think and become involved in group discussion.
7) The Think-Pair-Share technique is applicable across all grade levels and class sizes.