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ANALYSIS OF RECOMMENDATION AS A GENERIC STRUCTURE OF
HORTATORY EXPOSITION TEXT WRITTEN BY ELEVENTH GRADE STUDENTS OF SMAN 2 PULAU PUNJUNG DHARMASRAYA
Utari Jasra
1), Melvina, S.Pd, M.Ed
2), Khairi Ikhsan, S.Pd, M.Pd
3)1)English Departement, SKIPT PGRI SUMBAR, address
[email protected]
2)English Departement, SKIPT PGRI SUMBAR, address
[email protected]
3)English Departement, SKIPT PGRI SUMBAR, address [email protected]
Abstract
Penelitian ini bertujuan untuk mengetahui dan melihat cara siswa mengembangkan bagian recommendation yang menjadi salah satu bagian dari tiga generic structure teks hortatory eksposisi; Thesis, Argument, and Recommendation. Penelitian ini menjelaskan bagaimana siswa menggunakan tiga bagian yang harus ada dalam sebuah recommendation teks hortatory eksposisi:
Ethos, Pathos, dan Logos. Dengan demikian, peneliti memfokuskan analisis pada recommendation yang menunjukan adanya unsur ethos, pathos, dan logos. Data pada penelitian ini didapat dengan dokumen yang tersedia dari ulangan harian siswa kelas sebelas tentang materi menulis hortatory exposition text. Teks tersebut ditulis oleh 32 siswa kelas sebelas SMAN 2 Pulau Punjung Dharmasraya Sumatera Barat. Hasil analisis data dokumen tersebut ditemukan bahwa, siswa kelas sebelas tahun ajaran 2015/2016, masih harus mengetahui lebih lanjut mengenai setiap unsur yang harus ada dalam bagian recommendation. Kedua, unsur recommendation yang sudah mulai dikembangkan oleh siswa adalah ethos, pathos dan logos. Kedua unsur ini pada umumnya digunakan oleh siswa dalam recommendation pada teks hortatory eksposisi yang mereka tulis.
Ketiga, siswa masih mengabaikan sumber dari fakta yang mereka sebutkan dalam recommendation, yang menjadi unsur utama dalam ethos. Sehingga dapat disimpulkan, unsur ethos merupakan unsur yang paling sedikit ditemukan dalam recommdation yang ditulis siswa.
Key Words: Ethos, Hortatory Exposition Text, Logos, Pathos, Recommendation.
INTRODUCTION
Writing is a way to produce language because through writing, people communicate with other in verbal way. Through writing someone can express ideas, thought and feeling into sentences in paragraphs, so that it is taught from Junior High School until University level in order to help students transfer the ideas, thought and feeling into sentences.
In the standard competence of Curriculum (KTSP: 2006) at Senior High School, especially for the second grade students. In the learning writing, students should be able to express meaning in a functional text and students should be demanded to express the meaning in a text which have a form of
report, procedure and exposition in the context of everyday life.
Based on the curriculum, it is known that the eleventh grade students have to master exposition text like analytical and hortatory exposition text in writing skill of English learning.
Hortatory exposition text is one of kind of texts that will be learned by eleventh grades students of senior high school. This kind of text will get the students to think critically because the students are supposed to persuade the readers to believe an issue by giving argument and persuading action.
2 Moreover, Cassell (2000:8) adds that
hortatory exposition text is one of a genre of text that has social purpose to persuade by presenting argument and to analyze or explain “how” and “why”. Furthermore, hortatory exposition text can be interpreted as a case analysis of issue and affects reader about the fact toward the issue. It is noted by Soeprapto and Darwis (2007:37), hortatory exposition text is a text that has purpose to persuade the readers that something is the case.
Then, Kurniawan and Artiningsih (2008:80) also support that hortatory exposition is a persuasive text to persuade the reader that something in case, in order word, hortatory exposition text can be said as the event analysis of an issue in order to make the readers stand on the writer’s position. In conclusion, the researcher defines that hortatory exposition text is a kind of persuasion text that points out the writer’s argument and persuading sentences of the case, so that the readers will think as same as the writer’s.
In mastering hortatory exposition text, the students should understand the generic structure of hortatory exposition text.
Ferdianti (2005:184) states that to write a hortatory exposition, there should be thesis statements, arguments and recommendation.
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Then, Soeprapto and Darwis (2007:37) add that hortatory exposition text has generic structure as follows, thesis, arguments, recitation and recommendation. According to Kurniawan and Artiningsih (2008:80), the generic structure of hortatory exposition divides into thesis statements, arguments and recommendation. In addition, the generic structures of hortatory exposition text generally consist of thesis, argument and recommendation. Thesis is introduced as the topic and indicating the writer position. Next, argument is has huge explanation about the idea of the text, where the students develop the text and think hard how their idea can be received.
Then, recommendation indicates hortatory exposition as a persuasive writing. In the recommendation part, hortatory’s writer states their persuasion, so the readers require
following the writer’s suggestion at the text.Association Curriculum Committee (2004:164-165) identifies three elements of recommendation of persuasion to give an overview of ethos, pathos and logos.
Ethos is known as ethical appeal which considers the credibility of speaker, writer or source. Second, Pathos is emotional appeal as conveyed through the language of the writer:
diction, syntax, connotative words, repetition, parallelism, and analogies. Third, Logos is logical appeal which some sentences which refer to facts, reasons, and examples such as inductive reasoning or specific to general evidence/assertion/conclusion, then deductive reasoning or general to specific major premise/minor premise/conclusion.
In this research, the researcher formulates the research questions into: “howis the recommendation in hortatory exposition text written by the eleventh grade students of SMAN 2 Pulau punjung Dharmasraya West Sumatera?”. The main purpose of this research is to analyze recommendation in hortatory exposition text written by the eleventh grade students of SMAN 2 Pulau punjung Dharmasraya West Sumatera.
RESEARCH METHOD
In this research, the researcher conducted this research into qualitative research. The researcher chose the eleventh grade students of SMAN 2 Pulau Punjung Dharmasraya West Sumatera as participant of this research.In this research, the researcher chose document analysis in analyzing the organization of hortatory exposition text written by the eleventh grade students of SMAN 2 Pulau Punjung Dharmasraya for the instrumentation because on the practically reason.
In gathering the data, the researcher begun through observation, the researcher did some steps: First, the researcher was going to survey the total number of eleventh grade students in SMAN 2 Pulau Punjung Dharmasraya West Sumatera. Second, the researcher requested students’ task, homework, or any assignment document related to hortatory exposition text which was written by the eleventh students to the teachers. Third, the researcher analyzed the
3 students’ documents.After collecting the data
process, the researcher did analysis toward the data based on the document.
FINDINGS AND DISCUSSION
The researcher founds findings after conducting the research and analyzing the data. That is about how the recommendation in hortatory exposition text written by the eleventh grade students of SMAN 2 Pulau punjung Dharmasraya West Sumatera. These were as follow:
The eleventh grade students have considering recommendation part in writing hortatory exposition text in the ethos: ethical appear like credibility of writer or source, then pathos: the language of writer diction syntax and connotative words, last logos: inductive reasoning like specific to general or deductive reasoning from general to specific, evidence assertion and conclusion, so the students stated only few interest in getting the reader interest.
There were only a few students also wrote write pathos indicators in recommendation part in their hortatory exposition text. The students did not state some diction supporting the recommendation part in the hortatory exposition text. The students also did not state certain elegant words in influencing the reader at the end of the last part of the hortatory exposition text.The students also did not states connotative words to show the readers’ interest of the text. Thus, the students’ hortatory exposition text became hard to follow by the reader.
CONCLUSION AND SUGGESTION Based on the finding of this research, it can be concluded that the eleventh grade students of SMAN 2 Pulau Punjung Dharmasraya West Sumatera have considering recommendation part in writing hortatory exposition text in the ethos: ethical appear like credibility of writer or source, then pathos: the language of writer diction syntax and connotative words, last logos:
inductive reasoning like specific to general or deductive reasoning from general to specific, evidence assertion and conclusion, so the
students stated only few interest in getting the reader interest. The limited ideas and vocabulary made the students difficult in organizing ethos, logos, and primarily in pathos of the recommendation of the text.
The difficulties also appear at the beginnings of sentences and text to give a clear and immediate clue to introduce the students’
qualification in their pathos which was needed to carry appropriate connotations. The best way to incorporate pathos or emotional appeals is by using words that carry appropriate connotations during completing recommendation part of hortatory exposition text.
Moreover, Most of the students were able to use appropriate general ethos, pathos, and logos in recommendation part of hortatory exposition text which contained of uses re- orientation of the text structures. Therefore, most of the students are able to arrange good sentence in the each paragraph because they understand the elements or parts in the recommendation part of hortatory exposition text itself. Those were in topic, ideas, issues, structures, common connotative and certain elegant words of hortatory exposition text, meaning, themes, plot, setting, characters, point of view, and message. As the result, the students need to maintain and improve their knowledge about recommendation in writing hortatory exposition text which indicate differences the text with analytical exposition text, especially in writing skill.
Dealing to the previous explanation, the researcher has some suggestion. First, the students need to know and comprehend each indicator in recommendation such as ethos, pathos, logos. Then, students also have to master the placing the indicators at the end of hortatory exposition text well, thus they can deliver their persuasive purpose through the paragraph. Second, In order to make students master the lesson, the teachers are expected to pay more attention in explaining the each indicator of recommendation. Therefore, the students can consider the following indicator which helps them to writing each of sentence in recommendation part.
4 ACKNOWLEDGEMENT
The researcher expresses her gratitude to both of her advisors, Melvina, S.Pd, M.Ed and Khairi Ikhsan. The researcher thanks for their valuable time, guidance, suggestions, support, comment and everything that important during the process of finishing this thesis
REFERENCES
