TUJUAN, FUNGSI, DAN PRINSIP PENILAIAN

A. Tujuan Penilaian

1. Mengetahui tingkat penguasaan kompetensi dalam sikap, pengetahuan, dan

keterampilan yang sudah dan belum dikuasai seorang/sekelompok peserta didik
untuk ditingkatkan dalam pembelajaran remedial dan program pengayaan.

2. Menetapkan ketuntasan penguasaan kompetensi belajar peserta didik dalam

kurun waktu tertentu, yaitu harian, tengah semester, satu semester, satu tahun,
dan masa studi satuan pendidikan.

3. Menetapkan program perbaikan atau pengayaan berdasarkan tingkat penguasaan

kompetensi bagi mereka yang diidentifikasi sebagai peserta didik yang lambat
atau cepat dalam belajar dan pencapaian hasil belajar.

4. Memperbaiki proses pembelajaran pada pertemuan semester berikutnya.

B. Fungsi Penilaian

1. Menggambarkan sejauh mana seorang peserta didik telah menguasai suatu

kompetensi.

2. Mengevaluasi hasil belajar peserta didik dalam rangka membantu peserta didik
memahami kemampuan dirinya, membuat keputusan tentang langkah
berikutnya, baik untuk pemilihan program, pengembangan kepribadian maupun
untuk penjurusan (sebagai bimbingan).

3. Menemukan kesulitan belajar dan kemungkinan prestasi yang bisa

dikembangkan peserta didik dan sebagai alat diagnosis yang membantu
pendidik menentukan apakah seseorang perlu mengikuti remedial atau
pengayaan.

4. Sebagai kontrol bagi pendidik dan satuan pendidikan tentang kemajuan

perkembangan peserta didik.

C. Prinsip Penilaian

Prinsip umum dalam Penilaian Hasil Belajar oleh Pendidik sebagai berikut.

1. Sahih, berarti penilaian didasarkan pada data yang mencerminkan kemampuan

yang diukur.
2. Objektif, berarti penilaian didasarkan pada prosedur dan kriteria yang jelas,
tidak dipengaruhi subjektivitas penilai.

3. Adil, berarti penilaian tidak menguntungkan atau merugikan peserta didik

karena berkebutuhan khusus serta perbedaan latar belakang agama, suku,
budaya, adat istiadat, status sosial ekonomi, dan gender.

4. Terpadu, berarti penilaian oleh pendidik merupakan salah satu komponen yang
tak terpisahkan dari kegiatan pembelajaran.

5. Terbuka, berarti prosedur penilaian, kriteria penilaian, dan dasar pengambilan

keputusan dapat diketahui oleh pihak yang berkepentingan.

6. Holistik dan berkesinambungan, berarti penilaian oleh pendidik mencakup

semua aspek kompetensi dan dengan berbagai teknik penilaian yang sesuai
dengan kompetensi yang harus dikuasai peserta didik.

7. Sistematis, berarti penilaian dilakukan secara berencana dan bertahap dengan

mengikuti langkah-langkah baku.

8. Akuntabel, berarti penilaian dapat dipertanggungjawabkan, baik dari segi

teknik, prosedur, maupun hasilnya.

9. Edukatif, berarti penilaian dilakukan untuk kepentingan dan kemajuan peserta

didik dalam belajar.

Prinsip khusus dalam Penilaian Hasil Belajar oleh Pendidik sebagai berikut.

1. Materi penilaian dikembangkan dari kurikulum.

2. Bersifat lintas muatan atau mata pelajaran.

3. Berkaitan dengan kemampuan peserta didik.

4. Berbasis kinerja peserta didik.

5. Memotivasi belajar peserta didik.

6. Menekankan pada kegiatan dan pengalaman belajar peserta didik.

7. Memberi kebebasan peserta didik untuk mengkonstruksi responnya.

8. Menekankan keterpaduan sikap, pengetahuan, dan keterampilan.

9. Mengembangkan kemampuan berpikir divergen.

10. Menjadi bagian yang tidak terpisahkan dari pembelajaran.

11. Menghendaki balikan yang segera dan terus menerus.

12. Menekankan konteks yang mencerminkan dunia nyata.

13. Terkait dengan dunia kerja.

14. Menggunakan data yang diperoleh langsung dari dunia nyata.

15. Menggunakan berbagai cara dan instrumen.

 Analytical Exposition Text

Definition of Analytical Exposition

An analytical exposition is a type of spoken or written text that is intended to persuade
the listeners or readers that something is the case. To make the persuasion stronger, the
speaker or writer gives some arguments as the fundamental reasons why something is the
case.

Generic Structure of Analytical Exposition

1. Thesis :
Introduces the topic and shows speaker or writer’s position; Outlines of the arguments are
presented.
2. Arguments : It consists about Point and Elaboration
Point, states the main argument
Elaboration, develops and supports each point of argument
3. Conclusion : Reiteration (restatement), restates speaker or writer’s position

Language Features of Analytical Exposition

 Using relational process

 Using internal conjunction
 Using causal conjunction
 Using Simple Present Tense

HORTATORY EXPOSITION
A Hortatory exposition is a type of spoken or written text that is intended to explain the
listeners or readers that something should or should not happen or be done. To strengthen the
explanation, the speaker or writer needs some arguments as the fundamental reasons of the
given idea. In other words, this kind of text can be called as argumentation. Hortatory
exposition text can be found in scientific books, journals, magazines, newspaper articles,
academic speech or lectures, research report etc. Hortatory expositions are popular among
science, academic community and educated people.

Generic Structure of Hortatory Exposition

1. Thesis : Statement or announcement of issue concern
2. Arguments : Reasons for concern that will lead to recommendation
3. Recommendation : Statement of what should or should not happen or be done based on the
given arguments

Language Features:
 The use of emotive words (e.g. worried, alarmed etc)
 The use of words that qualify statements (e.g. usual, probably etc)
 The use of words that link arguments (e.g. firstly, However, therefore etc)
 The use of compound and complex sentence
 The use of modals and adverbs (e.g. may, must, should, etc)
 The use of subjective opinions using pronouns I and we

Differences Analytical Exposition and Exposition Hortatory

Social function of exposition is to persuade the reader or listener.
A. There are 3 stages in making analytical text, namely:
1. Thesis, contains about a statement about certain issues. Usually begins with the sentence I
personally think, In my opinion, I believe, etc..
2. Arguments, contains about the reasons for supporting the proposed thesis. Beginning with the
word, or phrase First, Second, Furthermore, In Addition, The Last, etc.
3. Reiteration, contains the conclusion of the thesis, and Arguments put forward. The words used
are usually In my conclusion, based on the arguments above, etc.

B. In writing Hortatory also there are 3 parts, namely:

1. Thesis, contains about a statement about certain issues. Usually begins with the sentence I
personally think, In my opinion, I believe, etc..
2. Arguments, contains about the reasons for supporting the proposed thesis. Beginning with the
word, or phrase First, Second, Furthermore, In Addition, The Last, etc.
3. Recommendation, contains the suggestion of the authors of the paper, and Arguments put
forward. Usually there are words Should, Should not, ought to, ought not to, etc.

Differences Analytical Exposition and Exposition Hortatory

located in the last paragraph.

EDA ANALYTICAL DAN HORTATORY

EXPOSITION BESERTA CONTOHNYA
Admin/May 19, 2018/Reading/Leave a comment

Analytical exposition dan Hortatory exposition hingga saat ini masih menjadi dua jenis teks yang sulit dibedakan.

Jika melihat penjelasannya mungkin semua orang akan bisa membedakan kedua jenis teks ini, namun saat sudah

bertemu langsung dengan contoh teks nya ternyata memang tidak mudah. Sebenarnya menentukan perbedaan
antara Analytical dan Hortatory exposition ini bukan sulit sih kalo menurut saya, tapi selalu ada rasa ragu untuk

menyatakan dengan tegas “ini sih contoh hortatory” atau “owh kalo ini pasti analytical” karena kedua jenis teks

ini sebenarnya memiliki lebih banyak persamaan daripada perbedaan, jadi sangat wajar kan kalau kita bingung

dalam membedakannya.

Bagi sobat yang sudah sempat membaca penjelasan tentang exposition text yang sudah saya terbitkan lebih dulu,

mungkin saat ini sudah ada bayangan ya bahwa perbedaan tipis antara Analytical dan Hortatory exposition itu

sudah bisa kita lihat dari generic structure nya. Nah, kali ini saya ingin mencoba untuk membahasnya lagi dengan

harapan tulisan atau postingan kali ini bisa membantu sobat pembaca untuk lebih memahami apa sebenarnya

perbedaan mendasar antara teks Analytical Exposition dengan Hortatory Exposition. Silahkan dibaca, saya harap

sobat bisa menemukan hal baru dalam tulisan saya kali ini. – Bigbanktheories.com

Perbedaan Analytical Dan Hortatory Exposition Beserta Contohnya

PERBEDAAN ANALYTICAL DAN

HORTATORY EXPOSITION
Baik analytical exposition maupun hortatory exposition, keduanya sama-sama diakhiri dengan kata “exposition”

dalam sebutannya. Hal ini mengindikasikan bahwa keduanya tergolong kedalam jenis teks yang sama yaitu

Exposition Text. Jika kita terjemahkan kedalam Bahasa Indonesia, kata “exposition” berarti “pemaparan” atau

“penjelasan yang rinci”. Yang jadi pertanyaan adalah, apa yang dijelaskan? Yang dijelaskan dalam teks exposition
adalah argument dari opini si penulis supaya pembaca mendapatkan pemahaman yang jelas tentang isu ataupun

pendapat yang sedang dibahas.

Related: Hortatory Exposition Text Dalam Bahasa Inggris Dan Contohnya

Sekarang kita sudah tau bahwa Analytical dan Hortatory exposition itu termasuk kedalam jenis yang sama, jadi

sangat wajar kan jika keduanya memiliki banyak kemiripan. Lalu dimana letak perbedaannya kalau begitu? Kita

mulai dari awal banget ya, berdasarkan sumber yang saya temukan dan mungkin juga sudah pernah sobat amati

di berbagai sumber di internet, perbedaan mendasar yang pertama adalah pada tujuan dari kedua jenis teks

tersebut, dimana hortatory exposition lebih bertujuan untuk meyakinkan pembaca akan opini si penulis atau

menyarankan agar suatu hal dilakukan sedangkan analytical exposition tujuannya adalah memberitahukan atau

menyadarkan pembaca akan keberadaan suatu isu yang muncul di lingkungan mereka serta memposisikan bahwa

suatu isu itu layak dibicarakan.

Kedua jenis teks ini memang didominasi oleh argumen si penulis, oleh karena itu keduanya juga tergolong

kedalam Argumentative Text. Karena porsi besar dari konten nya adalah argumen, sangat wajar jika keduanya

memiliki pengaruh terhadap pikiran pembaca, dan sangat wajar jika setelah membaca tulisan berjenis analytical

ataupun hortatory exposition, seseorang akan mengalami perubahan dari sisi pola pikir maupun sikap atau tingkah

laku. Kondisi inilah yang sering kali membingungkan bagi kita untuk membedakan antara analytical dan hortatory

exposition, karena keduanya sama-sama terkesan mempengaruhi pembaca, seolah-olah keduanya adalah jenis

hortatory exposition, padahal tidak seperti itu sebenarnya. Intinya, kalau hortatory itu pada bagian akhir dia secara

gamblang memberikan sebuah saran akan masalah atau isu yang di angkat, inilah sebabnya dari segi generic

structure hortatory exposition, bagian akhirnya adalah “recommendation”. Sedangkan untuk analytical, dibagian

akhir dia hanya akan menyatakan ulang pendirian atau opini yang dinyatakan oleh penulis di bagian awal, bisa

dikatakan ini adalah penekanan mengapa sang penulis mengambil sikap seperti yang dia utarakan dalam

tulisannya, dan inlah alasannya pada generic structure analytical exposition, bagian akhirnya adalah “reiteration”

yang artinya pernyataan ulang.

Supaya penjelasan di atas lebih jelas, perhatikan generic structure dari analytical dan hortatory exposition text

berikut ini:

Generic Structure Analytical Exposition Text

Thesis Statement

Argument

Reiteration

Generic Structure Hortatory Exposition Text

Thesis Statement

Argument

Recommendation

Bagaimana sobat, sedikit sekali kan perbedaannya. Sekarang kita lanjutkan pembahasannya. Kalau tadi kita sudah

membahas perbedaan analytical dan hortatory exposition dari tujuan dan generic structure nya, kali ini saya akan

menambahkan sedikit informasi lagi berkaitan dengan bagian opening atau bagian awal dari masing-masing teks

tersebut. Pada hortatory exposition bagian awalnya akan diisi dengan isu atau masalah yang diangkat menjadi

bahan pembahasan dalam teks tersebut, sedangkan untuk analytical exposition, belum tentu pada bagian awalnya

itu merupakan sebuah problem atau masalah yang perlu di pecahkan, bisa jadi itu merupakan “stance” atau

pendirian si penulis akan suatu isu yang dia anggap penting untuk di bicarakan misalnya saja si penulis

mengatakan “I think it’s good to have moustache”, pernyataan seperti ini bisa saja mengawali sebuah analytical

exposition, karena ini menyatakan dengan tegas posisi ataupun opini si penulis akan suatu hal.

Sejauh ini itu saja sih perbedaan antara analytical exposition dan juga hortatory exposition, saya harap penjelasan

yang saya sajikan bisa dimengerti dengan mudah dan bisa menambah wawasan baru bagi sobat pembaca. Jika

nanti saya menemukan informasi tambahan, tentu akan saya update di artikel ini. Sekarang saatnya kita melihat

dan mempelajari contoh analytical dan hortatory exposition yang sudah saya siapkan berikut ini.

CONTOH ANALYTICAL DAN HORTATORY

EXPOSITION TEXT
Barikut ini sudah saya siapkan masing-masing satu contoh untuk analytical exposition dan juga hortatory

exposition, silahkan dibaca dan dicermati.

CONTOH ANALYTICAL EXPOSITION

Using Movie To Improve Vocabulary

Nowadays, there are a lot of people who love to watch movie. Some of them go to the cinema when a new movie

is on display and some others watch movie on their laptop or smartphone. I think watching movie has good effect

for us because it can help us to improve our vocabulary in english.

Firstly, what we see in a movie is not only the characters or the story line, but also the language in its real use.

Most of the characters in a movie are native speakers of english, so we are not only observing the real usage of

each vocabulary, but also the correct pronunciation of each words. It allows us to train our listening skill, speaking

skill and also our ability to use vocabulary in context.

Secondly, a movie usually contains so many characters. Therefore, I believe there will be so many conversations

in the movie. It means there will be more chance for a new vocabulary to show up during the conversation. We

may be able to predict the meaning of the vocabulary by looking at the story line, situation or even the context.

And if we still couldn’t understand the meaning, we can look it up in our vocabulary at home. The more we do

this activity, the more vocabulary we have in our brain.

Based on my explanation above, it is clear that watching movie will help us to improve our vocabulary in a fun

way.

TERJEMAHAN CONTOH ANALYTICAL EXPOSITION

Menggunakan Pilem Untuk Meningkatkan Kosakata

Pada saat ini, ada banyak orang yang suka menonton pilem. Sebagian dari mereka pergi ke bioskop saat sebuah

pilem baru sedang ditayangkan dan sebagian yang lainnya menonton pilem di laptop atau smartphone mereka.

Saya pikir menonton pilem memiliki efek yang bagus bagi kita karena hal itu bisa membantu kita untuk

meningkatkan kosakata kita dalam Bahasa Inggris.

Pertama-tama, yang kita lihat dalam sebuah pilem bukan hanya karakter atau jalan cerita nya saja, namun juga

bahasa dalam penggunaan yang sebenarnya. Sebagian besar dari karakter dalam sebuah pilem adalah penutur asli

Bahasa Inggris, jadi kita tidak hanya mengamati penggunaan sebenarnya dari setiap kosakata, namun juga
pengucapan yang tepat dari masing-masing kata tersebut. Hal ini memungkinkan kita untuk melatih kemampuan

mendengar kita, kemampuan bicara dan juga kemampuan kita untuk menggunakan kosakata dalam konteks.

Yang kedua, sebuah pilem biasanya berisikan begitu banyak karakter. Oleh karena itu, saya percaya akan ada

begitu banyak percakapan dalam pilem tersebut. Hal ini berarti akan ada lebih banyak kesempatan bagi kosakata

baru untuk muncul selama percakapan tersebut terjadi. Kita bisa menduga makna dari kosakata tersebut dengan

melihat jalan cerira, situasi atau bahkan konteks nya. Dan bila kita masih tidak bisa memahami artinya, kita bisa

mencari nya dalam kamus kita di rumah. Semakin sering kita melakukan kegiatan ini, semakin banyak kosakata

yang kita miliki di otak kita.

Berdasarkan penjelasan saya di atas, sudah jelas bahwa menonton pilem akan membantu kita untuk meningkatkan

kosakata kita dengan cara yang menyenangkan.

CONTOH HORTATORY EXPOSITION

The Effect of Online Game on Children Behaviour

Recently, online games have become a huge business. The companies who produce online games managed to

make their business grow masively because they have so many users. Unfortunately, they do not care whether

their users are adult or children, as long as they can make a lot of profit from it. They also didn’t realize that their

product has negative effect on young users such as kids and teenagers.

Online games often contain violent act in it. Some of them are: shooting other players, stabbing with knife, hit an

NPC character with baseball bat, hit and run over some NPCs by using car and many more. Children who play

this actually enjoy the activity, they even laugh when they did it because they think it was just a game. They didn’t

realize that it influence their behaviour. We can see from the news on TV that violence among kids is rising now,

one of the reason is the online game that they play in a game center which far away from their parents supervision.

All online games companies make money through items purchase done by its players or users. Every users who

want to be great in the game was forced to use their money to buy certain equipments or additional stuff for their

upgrade. Children who play the game are no different. The problem is that they do not have money to do so. We

can guess what happen next. The children would take their parents money secretly and use it to buy something on

the game. There have been so many cases about this until this very moment, some of them were not about hundreds

thousands anymore but transactions worth millions rupiah.

As parents, I believe we should not alow our children to play online games anymore as it bring so many negative

effect for them.

TERJEMAHAN CONTOH HORTATORY EXPOSITION

Dampak Game Online Terhadap Prilaku Anak-Anak

Belakangan ini, game online telah menjadi bisnis yang sangat besar. Perusahaan yang memproduksi game online

berhasil membuat bisnis mereka tumbuh dengan pesat karena mereka memiliki begitu banyak pengguna.

Sayangnya, mereka tidak perduli apakah pengguna mereka adalah orang dewasa atau anak-anak, selama mereka

bisa menghasilkan keuntungan dari hal itu. Mereka juga tidak menyadari bahwa produk mereka memiliki dampak

negatip terhadap pengguna muda seperti anak-anak dan remaja.

Game online sering mengandung tindak kekerasan di dalamnya. Beberapa diantaranya adalah: menembak pemain

lain, menikam dengan pisau, memukun karakter NPC dengan pemukul baseball, menabrak dan melindas beberapa

NPC dengan menggunakan mobil dan masih banyak lagi. Anak-anak yang memainkan ini benar-benar menikmati

kegiatan ini, mereka bahkan tertawa saat melakukannya karena mereka pikir ituhanyalah sebuah permainan.

Mereka tidak menyadari bahwa hal itu mempengaruhi prilaku mereka. Kita bisa melihat nya melalui berita yang

ada di TV bahwa kekerasan diantara anak-anak tengah meningkat sekarang, salah satu alasannya adalah game

online yang mereka mainkan di pusat permainan yang sangat jauh dari pengawasan orang tua mereka.

Semua perusahaan game online menghasilkan uang melalui pembelian item yang dilakukan oleh para pemain atau

pengguna nya. Setiap pengguna yang ingin menjadi hebat dalam permainan itu dipaksa untuk menggunakan uang

mereka untuk membeli peralatan tertentu atau barang tambahan untuk upgrade mereka. Anak-anak yang

memainkan permainan tersebut tidaklah berbeda. Masalahnya adalah mereka tidak memiliki uang untuk

melakukan hal itu. Kita bisa menebak apa yang terjadi selanjutnya. Anak-anak itu akan mengambil uang milik

orang tua mereka secara diam-diam dan menggunakan nya untuk membeli sesuatu dalam permainan tersebut.

Telah ada banyak kasus tentang hal ini hingga saat ini, beberapa diantaranya bukan lagi tentang ratusan ribu

namun transaksi yang bernilai jutaan rupiah.

Sebagai orang tua, saya percaya kita tidak boleh mengijinkan anak-anak kita untuk bermain game online lagi

karena itu membawa begitu banyak dampak negatip bagi mereka.

 Oke deh sobat, selesai sudah contoh analytical dan juga hortatory exposition ini, saya harap bisa dipahami dengan

mudah ya. Terimakasih banyak sudah membaca penjelasan tentang perbedaan analytical dan hortatory exposition

kali ini, mudah-mudahan bermanfaat. Sampai jumpa lagi dalam artikel menarik lainnya.

Text types in the three main genres

NARRATION
This narrative genre includes narrative, recount, and news item. All these text
types in narrative genres composed to tell and inform.
DESCRIPTION
The texts which include in descriptive genres are report, descriptive,
and explanation. These text genres are written to describe. They tend to use
words with describing sense and not telling
ARGUMENTATION
Argumentative genres will cover analytical exposition, hortatory
exposition and discussion. These text types explore reason to answer the
question "why" and "how".
To enlarge our knowledge, texts are defined into three main genres which
slightly different from the above classification referring to the high school
graduate competences standard. According to nationalstrategies, the tree
main genres which show the text types distinctions are as follow:
1. NARRATIVE which includes adventure, mystery, science fiction, fantasy,
historical fiction, contemporary fiction, dilemma stories, dialogue,
myths, legends, fairy tales, and fables.
2. NON-FICTION which accommodates discussion texts, explanatory
texts, instructional text, persuasion texts, non-chronological reports
and recounts.
3. POETRY which refers to free verse, visual poems and structured poems.
ANALYTICAL EXPOSITION
 Social function: To persuade the readers or the listeners that something in the
case, to analyze or to explain.
 Generic Structure:
1. Thesis (usually includes a preview argument. It introduces topics and
indicates the writer’s position.)
2. Arguments (consists of a point and elaboration sequence. The number of
points may vary, but each must be supported by discussion and evidence).
 3. Reiteration (restates the position more forcefully in the light of the
arguments presented).
Jenis teks ini di awali dengan
 THESIS, yaitu pendapat kalian tentang suatu masalah. Biasanya di awali dengan
kalimat I personally think, In my opinion, I believe, etc. Setelah kalian
menuliskan thesis atau pendapat,
 kalian harus menuliskan ARGUMENTS, yaitu argumen-argumen atau alasan-
alasan yang disertai dengan fakta dan bukti-bukti yang relevan sehingga
pendengar atau pembaca terpengaruh dengan argumen yang kalian
kemukakan. Biasanya dimulai dengan Firstly, Nest, Third, The last, etc.
 Untuk mengakhiri teks, kalian harus menuliskan REITERATION, yaitu simpulan
dari thesis dan arguments yang telah kalian bicarakan sebelumnya. Kalian bisa
mengungkapkannya melalui kalimat In my conclusion, To conclude, From the
facts above, we can conclude that, etc.
 Language features:
 Emotive words such as : alarmed, worried.
 Words that qualify statements such as: usual probably
 Words that link arguments such as: firstly, however, on the other hand,
therefore.
 Usually present tense
 Compound and complex sentences
 Example
Before we are going to smoke, it is better to look at the fact. About 50 thousands
people die every year in Britain as direct result of smoking. This is seven times
as many as die in road accidents. Nearly a quarter of smokers die because of
diseases caused by smoking.
Ninety percent of lung cancers are caused by smoking. If we smoke five
cigarettes a day, we are six times more likely to die of lung cancer than a non
smoker. If we smoke twenty cigarettes a day, the risk is nineteen greater. Ninety
five percent of people who suffer of bronchitis are people who are smoking.
Smokers are two and half times more likely to die of heart disease than non
smokers.
Additionally, children of smoker are more likely to develop bronchitis and
pneumonia. In one hour in smoky room, non smoker breathes as much as
substance causing cancer as if he had smoked fifteen cigarettes.
Smoking is really good for tobacco companies because they do make much
money from smoking habit. Smoking however is not good for every body else.

Thesis: This pre-conclusive paragraph states the writer’s point of view about the
topic discussed. Writer has show himself in clear position of the discussed topic.
Paragraph 1 is the thesis of this analytical exposition text. It states the fact of the
very fatal impact of the smoking habit. Clearly the writer wants to say that
smoking is not a good habit.
Arguments: Presenting arguments in analytical exposition text is as important
as giving conflict plot in narrative text. The series of argument will strengthen
the thesis stated before. In this example of analytical exposition text, paragraph
2 and 3 are the detail arguments presented in a reporting fact to support that
smoking is not good even for smokers themselves. Furthermore, people who do
not smoke but they are in smoky area have the bad effect too from the smoking
habit.
Reiteration: This end paragraph actually is restating the thesis. It is something
like conclusive paragraph from the previous arguments. The last paragraph of
this example of analytical exposition points again that smoking is not good for
smokers and people around smokers. However smoking is very good for
Cigarette Companies
Notes on the generic structure of this example of analytical exposition

As we know that both analytical exposition and hortatory exposition are

classified as argumentative essay. Both present argument to support the thesis
state in the orientation. This thesis places the writer’s position on the essay.
From the generic structure, what make big different is that analytical exposition
ends with paragraph to strengthen the thesis while hortatory makes a
recommendation for readers.
Dalam mengungkapkan pendapat, kalian pasti berusaha untuk meyakinkan
lawan bicara agar mau mengikuti apa yang kalian inginkan. Makanya kalian
juga akan memberikan argumen-argumen yang kuat untuk mendukung opini
kalian sehingga lawan bicara bisa terpengaruh dan mengiyakan pendapat
kalian.
Jadi, untuk membedakan teks Analytical Exposition dengan teks lainnya adalah
di lihat dari isi dan tujuannya. The social function is to persuade by presenting
arguments. Tujuannya adalah untuk membujuk pendengar atau pembaca
sehingga mereka mau mengikuti keinginan kalian. Teks ini berisi tentang
argumen atau alasan.
Contoh:
I personally think learning English through music and songs can be very
enjoyable. You can mix pleasure with learning when you listen to a song and
exploit the song as a means to your English progress. Some underlying reason
can be drawn to support the idea why we use songs in language learning.
Firstly, “the song stuck in my head” Phenomenon (the echoing in our minds of
the last song we heard after leaving a restaurant, shopping malls, etc) can be
both enjoyable and sometimes unnerving. This phenomenon also seems to
reinforce the idea that songs work on our short-and-long term memory.
Secondly, songs in general also use simple conversational language, with a lot of
repetition, which is just what many learners look for sample text. The fact that
they are effective makes them many times more motivating than other text.
Although usually simple, some songs can be quite complex syntactically, lexically
and poetically, and can be analyzed in the same way as any other literary sample.
Furthermore, song can be appropriated by listener for their own purpose. Most
pop songs and probably many other types don’t have precise people, place or
time reference.
In addition, songs are relaxing. They provide variety and fun, and encourage
harmony within oneself and within one group. Little wonder they are important
tools in sustaining culture, religion, patriotism and yeas, even revolution.
Last but not least, there are many learning activities we can do with songs such
as studying grammar, practicing selective listening comprehension, translating
songs, learning vocabulary, spelling and culture.
From the elaboration above, it can be concluded that learning through music
and songs, learning English can be enjoyable and fun.
Coba perhatikan teks di atas. Kalian pasti sudah tau kan yang mana thesis,
argument dan reiteration.
I personally think (thesis)
Firstly, Secondly, Furthermore, In addition, Last but not least (arguments)
From the elaboration above (reiteration)
HORTATORY EXPOSITION
Hortatory Exposition

I. Teks ini hampir sama dengan Analytical Exposition, dapat ditemukan pada
berbagai macam surat maupun artikel yang bersifat membujuk,
mempengaruhi misalnya surat pembaca, promosi, surat terbuka dan lain-lain.

II. Struktur susunan teks

* Thesis *
Berisi issue atau topic permasalahan yang diangkat sebagai pokok persoalan,
serta posisi penulis terhadap persoalan tersebut.

* Arguments *
Serangkaian alasan yang mendukung ide penulis.

* Recommendation *
Berisi anjuran, nasihat atau apa yang seharusnya atau tidak seharusnya
dilakukan menanggapi persoalan yang diangkat.
The generic structure is as follow:
Thesis; thesis is similar to tentative conclusion which needs to be proven by
certain fact and argument. In the end, it can be true or false
Arguments; this is the phase which try to examine and support that the thesis
stated above is true.
Recommendation; this is what should or should not be done in the hortatory
text. This recommendation is differentiating from analytical exposition.

III. Language features / ciri-ciri kebahasaan

* Generic participant. Obyek, pokok persoalan bersifat umum.

* Terdapat action verb, kata kerja tindakan

* Menggunakan mental process, missal : think, feel, understand dsb.

* Simple present tense

IV.Tujuan Komunikatif
Membujuk, mempengaruhi dan menganjurkan kepada pembaca, pendengar
bahwa sesuatu seharusnya atau tidak seharusnya menjadi permasalahan.

To persuade the readers that something should or should not be the case.

Hortatory is similar to analytical exposition but if we have to differentiate both

from one to each other, we have one useful tool by making analysis on the
generic structure. What makes hortatory different from analytical exposition is
the last finalizing step which analytical exposition is ended by a reiteration
while hortatory is finalized by certain a recommendation.

V. CONTOH TEKS.
Higher Education for Woman
In this modern era, there are still some parents who are reluctant about
sending their daughter to college. Such narrow attitude shown to woman higher
education is largely due to the traditional role of woman in society. A woman is
expected just to be a wife and a mother most parents believe that if their
daughter gets married and chooses to be a housewife, then the higher education
will be a waste. However an educated woman does not only make a better wife
abut also contributer better thing to the large society.
Nowadays more women are successfully combining their career and
marriage. Educated women are richer both emotionally and financially. They are
able to find an outlet for monotonous drudgery of their housekeeping. They
bring more satisfaction and contentment to their lives.
Depriving girl of higher education is crash discrimination. Time has
changed. Modern society need the talents of its people regardless of gender.
Today women work alongside men. In fact, in the last few decades women have
made outstanding contributions to society.
Woman should be given the freedom to be educated whether they get
married or go to work after finishing their education because it is only through
education that a woman will find herself useful and discover what she wants in
life. A woman who work is not an insult to her husband. Conversely, her husband
should feel proud of her achievement since marriage is actually an equal
partnership. Therefore, parents should not think that girls should receive less
education just because they will get marriage one day.
 Example II

Why Should Wearing a Helmet when Motorcycling

We often hear lots of stories from road regarding people taking spill on
motorcycle when they are riding without using helmet. Mostly the riders badly
end up in mess.
Wearing a fitted protective helmet offers many benefits which reduces the
negative aspects of riding. First and the most important is that wearing the
correct helmet can save a rider's life, physical ability, family pain, and money.
The recommended designs of motorcycle helmets can provide total protection.
They not only protect riders from getting a worse road injured accident but
also from flying bugs, such as rain, sleet, mud and other potential projectiles.
Second, wearing a helmet can gives the raiders a matter of style. Helmets give
the opportunity for rider to express the image they may want to project when
riding on they way. This benefit may not be important to some people, but to
others, it means a lot and important. By choosing the most appropriate helmet
from all of the various styles, such as beanie, shorty, German, and many
others, wearing a helmet which can projecting an image is an inherent crucial
part of motorcycling and help riders feel more confident when riding on the
road.
However, what most important is wearing helmet when riding is a matter of
using it properly. Bikers should use the helmets which are fixed to their head. It
is really not good if they places simply the helmets on the head without
settling them properly. The bikers should fasten the helmet correctly to their
head in order to get safe and comfort.

 How can we see the generic structure of the hortatory example above?
Thesis: the importance of wearing helmet which is stated in the first paragraph
Argumentative: Wearing helmet gives a total protection and giving a chance in
imaging self which presented in the second paragraph.
Recommendation: Bikers should wear helmet properly to get the benefits.

Teks hortatory exposition berisi tentang teks yang mengemukakan alasan-

alasan dengan tujuan untuk membujuk pendengar atau pembaca agar mau
mengikuti apa yang dikemukakan penulis. Dalam pelajaran bahasa Indonesia
 kita tentu sudah mengenal teks persuasi, yang sama isinya dengan teks
hortatory.
Teks hortatory di awali dengan Thesis, yaitu menuliskan opini penulis tentang
suatu masalah. Kemudian dilanjutkan dengan argumen, yaitu alasan-alasan
yang mendukung pendapat penulis. Terakhir, menuliskan saran atau nasihat.
Contoh Teks hortatory dalam bentuk surat:
Dear Editor,
We are writing to complain about ads on TV. There are so many ads, especially
during our favourite programmes. We think they should be stopped for a
number of reasons.
First, ads are nuisance. They go on for a long time and there are so many.
Sometimes there seems to be more ads than programmes.
Second, ads are bad influence on people. They try to encourage people to buy
unhealthy food like beer, soft drink, candy and chips. And they make people
want things they do not really need and can not.
Finally, the people who make ads have too much say in what programmes
people watch. That is because they want to put all their ads on popular
programs that a lot of people watch. Some programmes which are not so
popular get stopped because they do not attract enough ads, even though
those programmes may be someone’s favourite.
For those reasons, we think TV station should stop showing ads. They interrupt
programmes. They are bad influences on people, and they are sometimes put a
stop to people’s favourite shows. We are sick of ads, and now we mostly watch
other channels.
David
Coba perhatikan teks di atas. Paragraf pertama berisi thesis, yang dilanjutkan
dengan arguments (alasan) di paragraf 2, 3, dan 4. Paragraf ke 5 berisi tentang
recommendation (saran). Isi dari paragraf terakhir inilah yang membedakan
teks horatatory dan analytical.

Discussion
 Definition of Discussion
 Discussion is a text which present a problematic discourse. This problem will be
discussed from different viewpoints. Discussion is commonly found in
philosophical, historic, and social text.
 Generic Structure of Discussion
1. Statement of issue; stating the issue which is to discussed
2. List of supporting points; presenting the point in in supporting the presented
issue
3. List of contrastive point; presenting other points which disagree to the
supporting point
4. Recommendation; stating the writer' recommendation of the discourse
 Language Feature of Discussion
1. Introducing category or generic participant
2. Using thinking verb; feel, hope, believe, etc
3. Using additive, contrastive, and causal connection; similarly, on the hand,
however, etc
4. Using modalities; must, should, could, may, etc
5. Using adverbial of manner; deliberately, hopefully, etc

 Example
The Advantage and Disadvantage of Nuclear Power
Nuclear power is generated by using uranium which is a metal mined in various
part of the world. The first large scale of nuclear power station was opened at
Calder Hall in Cumbria, England in 1956.
Some military ships and submarines have nuclear power plant for engine.
Nuclear power produces around 11% of the world's energy needed, and
produces huge amounts of energy. It cause no pollution as we would get when
burning fossil fuels. The advantages of nuclear plant are as follow:
 It costs about the same coal, so it is not expansive to make.
 It does not produce smoke or carbon dioxide, so it does not contribute
to the greenhouse effect.
 It produces huge amounts of energy from small amount of uranium.
  It produces small amount of waste.
 It is reliable.
On the other hand, nuclear power is very, very dangerous. It must be sealed up
and buried for many years to allow the radioactivity to die away. Furthermore,
although it is reliable, a lot of money has to be spent on safety because if it
does go wrong, a nuclear accident ca be a major accident.
People are increasingly concerned about this matter. In the 1990's nuclear
power was the fastest growing source of power in many parts of the world.

 Note on the Generic Structure of Discussion Text

Discussion is a process to find the meet point between two different
ideas. It is important to to get the understanding between the two differences.
In many social activities, discussion is the effective way to calm down any
friction and difference in thought, perception and recommendation.
This example of discussion text present the two poles, between the advantage
and disadvantage of using nuclear plant to fulfill the energy needed. It is a case
which need to be talked and discussed from two points. They are represented
in the generic structure which is used:
Stating the Issue: In the first paragraph, it is stated that using nuclear power
can be the choice in fulfilling the needed energy.
Supporting Point: In the second paragraph, it is presented the advantages of
nuclear power plant to be used as the source of the world's energy needed
Contrastive Point: The third paragraph shows the balance. It gives the
contradictory idea in using nuclear power plant as the resource of energy.
Recommendation: This text is ended with a similar recommendation on how
people should concern in the matter of nuclear energy.

Analytical vs Hortatory vs Discussion

When what is the basic difference between analytical and hortatory
exposition. In simple word. Analytical is the answer of "How is/will" while
hortatory is the answer of "How should". Analytical exposition will be best to
describe "How will student do for his examination? The point is the important
thing to do. But for the question" How should student do for his exam?" will be
good to be answered with hortatory. It is to convince that the thing should be
done.
 mengetahui perbedaan teks analytical dan hortatory, mari kita
mengenal persamaan dari kedua teks ini. Teks exposition dibagi menjadi dua
bagian yaitu analytical exposition dan hortatory exposition. Exposition adalah
jenis teks yang berisi tentang argumen-argumen tentang suatu topik. Dalam
menulis teks ini, penulis perlu mencari sumber informasi agar argumen yang
dikemukakan cukup kuat untuk mempengaruhi pembaca atau pendengar.
Dalam kehidupan sehari-hari kita bisa menemukan teks exposition dalam
diskusi, pidato, iklan, surat, dsb.
Contohnya, ada seorang teman yang merokok, kita bisa saja memberikan
pendapat kita bahwa merokok itu tidak baik. So the thesis is “Smoking is not
good for your health”. Kemudian kita akan memberikan alasan-alasan mengapa
merokok itu tidak baik, so we tell the arguments that support our thesis. The
social function of exposition is to persuade the reader or listener.
So the difference is…..
Study the text organization of analytical exposition below.
Ada 3 tahapan dalam teks analytical, yaitu:
1. Thesis, berisi tentang suatu pernyataan tentang permasalahan tertentu.
Biasanya diawali dengan kalimat I personally think, In my opinion, I believe, dll.
2. Arguments, berisi tentang alasan-alasan untuk medukung Thesis yang
dikemukakan. Diawali dengan kata, atau frase First, Second, Furthermore, In
addition, The last, dll.
3. Reiteration, berisi tentang simpulan dari Thesis, dan Arguments yang
dikemukakan. Kata-kata yang digunakan biasanya In my conclusion, Based on
the arguments above, dll
Perbedaan Analytical Exposition dan Hortatory Exposition terletak
di paragraf terakhir. Dalam penulisan Hortatory juga ada 3 bagian, yaitu:
1. Thesis, berisi tentang suatu pernyataan tentang permasalahan tertentu.
Biasanya diawali dengan kalimat I personally think, In my opinion, I believe, dll.
2. Arguments, berisi tentang alasan-alasan untuk medukung Thesis yang
dikemukakan. Diawali dengan kata, atau f rase First, Second, Furthermore, In
addition, The last, dll.
3. Recommendation, berisi tentang saran dari penulis atas Thesis dan Arguments
yang dikemukakan. Biasanya ada kata-kata should, should not, ought to, ought
not to, dll.
Discussion
 Diskusi teks akan melihat masalah ini dari sudut pandang yang berbeda. Hal
ini menyajikan pendapat pro dan kontra tentang isu tertentu. Satu sisi adalah
setuju masalah ini, yang lain tidak setuju masalah itu. Titik yang berbeda
pandangan, menurut struktur generik, adalah jantung dari teks diskusi. Itu
akan membedakan dari jenis teks lain.
Ketika kita membaca sebuah contoh teks diskusi, kita akan melihat struktur
sebagai berikut;
1. Statement of issue: apa masalah yang akan dibahas. Diskusi ini harus drive
bermasalah dari sudut pandang yang berbeda.
2. List of supporting points: setelah menyatakan masalah ini, perlu untuk
menyajikan argumen untuk mendukung bahwa satu poin adalah setuju.
3. List of contrastive point: di samping argumen untuk mendukung, teks diskusi
perlu argumen yang tidak setuju dengan isu lain.
4. Recommendation: akhirnya pada akhir diskusi, penting untuk berpikir ulang
untuk merumuskan rekomendasi tertentu untuk masalah yang dibahas.
For example:
Text 1
Smoking in restaurants
Smoking in restaurants is just not on. It must not be allowed because it is rude,
harmful to others and dangerous for the smokers.
Firstly, smoking in a restaurant is impolite. The smell of the smoke affects all
people and can turn them off their food. People pay to taste good food and
not to be put off by foul smelling smoke.
Another reason smoking should not be allowed in restaurant is the harm it can
do to others. Passive smoking that is breathing in smoke made by a smoker can
lead to asthma attacks and even cancer.
Finally, smoking is dangerous and a health risk to the smokers. Cigarettes cause
heart and lung disease and people should not smoke anywhere, not just in
restaurants.
Therefore, smoking in restaurants is impolite, harmful to others and a health
risk to the smokers and should not be allowed in any restaurants.
Text 2
Is it important to know what your kids are watching? Of course yes. Television
can expose things you have tried to protect them from, especially violence,
pornography, consumerism, etc.
A study demonstrated that spending too much time on watching TV during the
day or bedtime often causes bedtime disruption, stress, and short of sleep
duration.
Another research found that there is a significant relationship between the
amount of time spent for watching television during adolescence and early
adulthood, and the possibility of being aggressive.
Meanwhile, many studies have identified a relationship between kids who
watch TV a lot and being inactive and overweight.
Considering some facts mentioned above, protect your children with the
following tips:
1. Limit television viewing to 1 – 2 hours each day
2. Do not allow your children to have a TV set in their bedrooms
3. Review the rating of TV shows that your children watch
4. Watch television with your children and discuss what is happening the show
Text 3
the school’s new rule
Two students were discussing the school’s new rule that all the students must
wear a cap and a tie. One of them showed her annoyance. She said that
wearing a cap and a tie was only suitable for a flag ceremony. So, she was
against the rule. Contrary to the girl’s opinion, the other student was glad with
it. He said that he didn’t mind with the new rule because wearing a cap and a
tie will make the students look great and like real educated persons. The first
student gave the reasons that they would feel uncomfortable and hot.
Moreover, the classrooms were not air conditioned. The second said it wasn’t
a big problem. He was sure that the students would wear them proudly. They
would surely be used to it any way.
Ketiga teks di atas hampir sama, perbedaannya hanya ada di paragraf terakhir.
Coba perhatikan paragraf terakhir pada teks 1 yang hanya berisi simpulan tidak
ada saran. Memang ada kata “shouldn’t be allowed in the restaurants”, namun
itu bukan saran melainkan penguatan dari thesis. Perhatikan lagi thesisnya “It
must be allowed because…” Bandingkan dengan paragraf kedua pada teks
kedua yang berisi saran melalui empat tips yang harus dilakukan to protect the
children sedangkan paragraph ketiga dua orang yang sedang membicarakan
peraturan baru baik dan buruknya menurut mereka (pro-kontra) .