An Analysis of Students’ Difficulties in Understanding Analytical

Exposition Text at SMAN 01 Kec. Pangkalan Koto Baru

2021/2022 Academic Year
Submitted as Partial Fulfillment of The Requirement for Getting Strata One
(S1) Degree on the English Teaching Specialization
THESIS PROPOSAL

Written By

HALIMAH FAJAR FERNANDA

1610007742007
Advisor I Advisor II

Indah Rahmlia, S.S. M.Pd Fadilla Taslim, S.S, M.Pd

Exminer I Exminer II

Dra , Desfiyenti, M.Pd Ifna Nifriza, M.Pd

ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE AND ARTS DEPARTMENT
ST-KIP ABDI PENDIDIKAN
PAYAKUMBUH
2022
 TABLE OF CONTENT

TABLE OF CONTENT..........................................................................................i
ABSTRAK.............................................................................................................iii
ABSTRACT...........................................................................................................iv
CHAPTER I............................................................................................................1
A. Background of the Problem.......................................................................1
B. Identification of the Problem.....................................................................4
C. Focus of The Research..............................................................................5
D. Formulation of The Research....................................................................5
E. Purpose of The Research...........................................................................5
F. The Significant of The Research...............................................................5
G. Definition of The Key Terms....................................................................6
CHAPTER II..........................................................................................................7
A. Review of Related Theory.........................................................................7
1. The Nature of Reading Comprehension....................................................7
a. Reading..................................................................................................7
b. Reading Comprehension........................................................................9
c. Indicators of Students Difficulties in Reading.....................................15
2. Text..........................................................................................................22
a. Definition of Text................................................................................22
b. Genre of Text.......................................................................................23
3. Analytical Exposition..............................................................................24
a. The Definition of Analytical Exposition.............................................24
b. Generic Structure of Analytical Exposition.........................................26
c. The Language Features of Analytical Exposition...............................29
d. Structural in Analytical Exposition Text................................................30
B. Review of Related Findings....................................................................31
C. Conceptual Framework...........................................................................33
CHAPTER III......................................................................................................35
A. Design of The Research..........................................................................35

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 B. Setting of The Research..........................................................................35
C. Participants of the Research....................................................................36
D. Research Instrument................................................................................36
E. Source of The Data.....................................................................................37
F. Method of the Data Gathering....................................................................38
G. Checking Data Trustworthiness..............................................................38
H. Technique of Data Analysis....................................................................39
BIBLIOGRAPHY................................................................................................41

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 ABSTRAK

HALIMAH FAJAR FERNANDA, 2022 : ANALISIS KESULITAN

SISWA DALAM MEMAHAMI
TEXT ANALYTICAL
EXPOSITION PADA SMAN 01
KEC. PANGKALAN KOTO
BARU

PEMBIMBING : 1. Indah Rahmalia, S.S, M.Pd

2. Fadila Taslim, S.S, M.Pd

Reading Comprehension kemampuan untuk memahami informasi dalam

teks dan menafsirkannya dengan tepat. Dengan membaca, siswa dapat
meningkatkan kosa kata dan keterampilan menulis mereka. Namun fenomena
yang terjadi, siswa masih mengalami kesulitan memahami informasi dalam teks
termasuk pada teks analytical exposition. Pada penelitian ini, peneliti
menggunakan metode deskriptif kualitatif. Tujuan penleitian adalah untuk
mengetahui kesulitan apa saja yang dihadapi siswa pada teks analytical
exposition.
Dalam penelitian ini peneliti menggunakan metode kualitatif deskriptif.
Partisipan dalam penelitian ini adalah siswa kelas IX pada SMAN 01 Kec.
Pangkalan Koto Baru. Dalam memilih sampel, peneliti menggunakan purposive
sampling (Gay, 2000;138). Dalam pengumpulan data, peneliti akan menggunakan
metode wawancara. Untuk memeriksa keabsahan data, peneliti akan
menggunakan triangulation of time (Creswell, 2012:259). Dalam menganalisi
data, peneliti menggunakan langkah-langkah yang disarankan oleh Miles and
Huberman yaitu: reduksi data, menampilkan data, menyimpulkan and
memverifikasi data.

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 ABSTRACT

HALIMAH FAJAR FERNANDA, 2022 : AN ANALYSIS OF

STUDENTS’ DIFFICULTIES IN
UNDERSTANDING
ANALYTICAL EXPOSITION
AT SMAN 01 KEC.
PANGKALAN KOTO BARU

PEMBIMBING : 1. Indah Rahmalia, S.S, M.Pd

2. Fadila Taslim, S.S, M.Pd

Reading Comprehension is the ability to understand the information in the

text and deal with it appropriately. By reading, students can improve their
vocabulary and writing skills. However, the phenomenon that occurs, students
still have difficulty understanding the information in the text, including the
analytic exposition text. In this study, the researcher used a qualitative descriptive
method. The purpose of this research is to find out what difficulties students face
in analytical exposition texts.
In this research, the researcher will use descriptive qualitative method. The
participants in this study are grade IX students at SMAN 01 Kec. Pangkalan Koto
Baru. In selecting the sample, the researcher will use purposive sampling (Gay,
2000; 138). In collecting data, researchers will use the interview method. To
check the data trustworthiness, researchers will use triangulation of time
(Creswell, 2012:259). In analyzing the data, the researcher will use the steps
suggested by Miles and Huberman, namely: data reduction, data display,
conclusion and verification data.

iv
 CHAPTER I

INTRODUCTION

A. Background of the Problem

Reading is one of skills that is often used in learning process to
improve knowledge besides other skills like speaking, listening and
writing. Through reading various printed materials such as magazines,
newspapers, fictions, or nonfiction books, we are able to get information
about knowledge, pleasure, and problems/solutions. Reading becomes very
important in the educational field because students can get more
information widely and it can increase their knowledge without going
anywhere. Alyousef (2006) as an expert-defined reading can be seen as an
interactive process between the reader and a text, in the process, the reader
can interact dynamically with the text as he/she tries to elicit the meaning
and where various kinds of knowledge. It means that reading can involve
the reader, the written material, and the interaction between the reader and
that written material. Therefore, comprehend the reading for students is
very important.
According to Grabe and Stoller that reading comprehension is the
ability to understand the information in a text and interpret it appropriately.
A student who loves reading and spends a lot of time in reading
activity can write well. By reading, students can improve their vocabulary
and writing skills. On the contrary, a student who has the low reading
ability will find difficulty in the learning process. The main goal of reading
is to find information and message conveyed in texts. As Hodgson as cited
in Tarigan (2008, p. 7), reading is a process which is done and used by a
reader to get information that is want to convey by the writer. It means that
students use their reading skills to access and understand knowledge and
ideas from texts. Therefore, students need to have a good ability in
comprehending texts.
In learning process, reading comprehension for Junior High School

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students is how the students understand the information about a text based
on the author’s point of view. Reading is one of the language abilities
considered significant language input. It upholds different abilities like
useful abilities, talking and composing. Then, at that point, it is viewed as
the main language contribution to improve language learning.
Fundamentally, reading is a significant expertise any language acquiring.
It is considered as the major parts of understudy's accomplishment in
gaining English and has generally spread from junior degree of schooling
through college levels. Particularly in Junior High School, reading has
been a necessary perception and part of by and large assessment of English
learning.
Moreover, someone’s ability who can comprehend a type of text
does not guarantee that he can understand other texts properly (Lenz,
2005). Then, Rozimela (2014) found a strong indication of the relationship
between reading comprehension and genre awareness. For example,
somebody who can comprehend recount text may experience issues in
grasping work text on the off chance that he doesn't have great kind
mindfulness. For example, somebody who can comprehend relate text may
experience issues in understanding composition text. Realizing that
comprehending text is very important to be achieved by the students in
reading skill, these difficulties in comprehending reading text should be
known and solved both by the students and the teacher because the
difficulties will give negative impact on the students’ ability and
motivation to achieve the reading target. Oberholzer stated that “difficulty
with reading can have an increasingly negative effect on the students’
schoolwork and tertiary education, as reading requirements become greater
and more extensive.”
Beside these problems, students still also have difficulties in
comprehending the text. One of reading text which should be learnt by
students is to comprehend the meaning of short functional texts.
Furthermore, there are many genres to comprehend such as they are
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analytical and hortatory exposition, report, discussion, explanation,

procedure, review, narrative, spoof, etc.
One of the genres texts is analytical exposition. According
Anderson (2011) analytical exposition text is a piece of text that presents
one side of an issue. It is used to persuade the reader or listener that
something is in case or there is a case to concern and pay attention. This
type of text is written in a syllabus to be taught at junior high school in
2021/2022 academic year. In reading analytical exposition text, there is a
need to comprehend the text. One of the comprehensions in reading
analytical exposition text is in finding the main idea, knowing the generic
structure of the text, knowing and finding the details information of the
text, finding reference and the difficulties vocabulary.
Senior High School 1 Pangkalan Sub-district Koto Baru in Kab. 50
Kota that uses 2013 Curriculum for their teaching learning process in
which English is one of subjects taught by teacher to students. The writer
does this research towards at 2021/2022 academic year in Senior High
School 1 Pangkalan. Based on 2013 Curriculum (K-13) in this school, the
students learned about analytical exposition text. Some of the students at
SMAN 1 Pangkalan Koto Baru had difficulties to comprehend analytical
exposition texts. Usually, they are not able to tell what they have read, they
still have lack of vocabulary, and do not comprehend about the texts. The
students’ difficulties reflect from their achievement in reading test score. It
was not in the curriculum expectation. Some of students did not achieve
the Minimum Passing Grade (KKM). The Minimum Passing Grade of
English lesson is 78, in which they are able to identify generic structure of
analytical exposition text such as thesis, argumentation and reiteration of
the analytical exposition sufficiently.
Based on the interview conducted with some students, the
researcher found that the students agreed that reading comprehension is
difficult. The students told that it happened because of some of the factors,
like the teacher’s strategy in teaching reading was not interesting and make
 4

them bored, the students were not motivated to know about the learning
material. It was due to that they not familiar with the topic, then the
students were still the lack of vocabulary and grammatical.
Furthermore, the students have problems in identifying the
language features of analytical exposition text. The students should pay
attention to control word meaning, phrases, and sentences to get
appropriate meaning from the texts. It is related to what language the text
uses such as using tenses, modals, adverbs, connective conjunction, etc. In
fact, some of the students still don’t know how to use it. When the teacher
explains to the students, they cannot memorize and differ such as modals
and adverbs. All of these facts, it shows that the students still get
difficulties to comprehend the text especially in analytical exposition text.
Based on the researcher’s informal interview with the English teachers of
SMAN 1 Pangkalan Koto Baru, it was found that most of the students get
low score in learning English especially reading; it seems difficult for
them to comprehend the text, finding the topic, main ideas, vocabulary,
reference, and inference etc.
The researcher want to know deeply about students difficulties in
understanding English reading text which was the reading materials on the
analytical exposition text faced by the 2021/2022 academic year students
of SMP 2 Manggilang. The research entitles “An analysis of Students’
Difficulties in Understanding Analytical Exposition Text at SMAN 1
Pangkalan Koto Baru 2021/2022 Academic Year”

B. Identification of the Problem

Based on the background of the problem above, the researcher can
identify several problems from the preliminary interview with the students
that are students have difficulties in understanding in reading specifically
in analytical exposition because of they have lack of understanding of the
text such as finding generic structures, having problems in vocabulary,
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difficulty in understanding long sentences, lack of reading strategies, and

also inadequate instruction given by the teachers.

C. Focus of The Research

After identification of the problem the researcher will focus this
research to find the difficulties in understanding analytical exposition text
at SMAN 1 Pangkalan Koto Baru.

D. Formulation of The Research

From the focus of the problem above, the researcher formulates the
problem into: “What are the Students’ Difficulties in Understanding
Analytical Exposition Text at SMAN 1 Pangkalan Koto Baru 2021/2022
Academic Year?

E. Purpose of The Research

Based on research question, the researcher has the purpose: To find

out the student’s difficulties in comprehending analytical exposition texts
at the second grade of SMAN 1 Pangkalan Koto Baru 2021/2022
academic year. And To know the factors of causing the students’
difficulties in comprehending analytical exposition texts at the second
grade of SMAN 1 Pangkalan Koto Baru 2021/2022 academic year.

F. The Significant of The Research

The significances of this research are expected by the researacher to
be able to give benefits theoritically and practically as follow:
1. Theoritically
a. Giving the description for any further researcher who wants to
study the same case, hopefully, this research will become the
source of information and references
b. Giving the description of the factors of causing the students’
difficulties in comprehending the analytical exposition texts at the
second grade
2. Practically
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a. For English Teacher

This study can help the teachers to create and find innovations
methods and teaching activities which apply in teaching reading to
help the students to overcome the difficulties in comprehending
analytical exposition texts.
b. For English Students
Hopefully, the student can more understand about reading
comprehending of texts. They can apply the skill of reading
comprehending to decrease their difficulties in comprehending on
analytical exposition texts
c. For Researcher
The result of this study will give information to the next researcher
about students’ difficulties in comprehending analytical exposition
texts. This result also can be a future reference to the other
researchers

G. Definition of The Key Terms

To avoid misunderstanding and misinterpreting in writing this
proposal, it is nessecery for the researcher to explain the terms used in the
study. They are defined as follows:

1. Analysis
In this research, the term analysis refers to the design of the
research to analyze one variable that is students’ understanding in
the analytical exposition at the second grade of SMAN 1 Pangkalan
Koto Baru 2021/2022 academic year.
 CHAPTER II

REVIEW OF RELATED LITERATURE

a. Review of Related Theory

b. The Nature of Reading Comprehension
a. Reading
Reading has different definition based on different people.
According to Sutari “reading is a process of getting the meaning of
something written of printed by interpreting its characters or
symbols. Reading is a second language that defined as process of
grasping full linguistics meaning in the new language through the
symbol used to represent it.
Kustaryo states that reading is the instantenious recognition
of various written symbols with existing knowledge and
comprehension of the information and ideas communicated. From
these definition it can be explained that reading is combination of
word recognition and intellect emotional interrelated with prior
knowledge to understand the text. By reading, students may get
beneficial information that is not given by teachers in the
classroom. It is important in language because the student can get
information, ideas and knowledge. Reading is very crucial to be
mastered by language learners, especially for the junior high school
students because it will be useful for them when they decide to
continue their study.
Brown state that reading would be the best developed in
association with writing, listening, and speaking activity. Even in
that course that maybe labeled “reading”. Your goal would be the
best achieved by capitalizing on the interrelationship of skill,
especially the reading – writing connection. Reading is still
regarded as the most effective input to improve student‟s
competence and performance. On the other hand, in reading, the

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reader deals with words or combination of words written by the

writer.
According to Nunan (2003), reading is a fluent process of
readers combining infomation from text and their own background
knowledge to built meaning. Therefore, reading will not be useful
if the reader is not able to analyze the text, or the reader is not able
to construct the meaning from the text. Its mean that reading will
be nothing if there is no meaning being created.
In reading, the students are expected to be able to
comprehend what they have read. “reading means to understanding
the meaning of printed word. It is an active process which consists
of recognition and comprehension skill” (Patel & Jain, 2008).
Reading is not only about how to pronounce and to know the
meaning of words, but also how the reader comprehend or
understand about the idea of the writer in written form. However,
reading is useless without comprehension. Reading cannot be
separated from comprehension.
In other word, reading skill is very crucial to be mastered by
language learners, especially for the junior high school students
because it will be useful for them when they decide to continue
their study. Regarding to this statement, Klingner, Vaughn, and
Boardman (2007) postulated that reading is to coordinate complex
process including word reading, word and world knowledge, and
fluency to conduct meaning. Additionally, according to Snow
(2002) reading comprehension is an activity of extracting and
constructing meaning involved in a text simultaneously.
 9

b. Reading Comprehension
1) Definition of Reading Comprehension
According to Scoot (2004) Reading comprehension is a
complex undertaking that involves many levels of processing.
One of the most fundamental aspects of comprehension is the
ability to deal with unfamiliar words encountered in text.
Reading comprehension is the capacity to the read text, process
it, and comprehend its importance. It is the understanding a
composed text implies separating the necessary data from it as
effectively as could be expected, further, finding the significant
notice on the board and understanding the new data contained
in the text.
Furthermore, Woolley (2011) defines reading
comprehension is the process of making meaning from text.
The goal is to gain an overall understanding of what is
described in the text rather than to obtain meaning from
isolated words or sentences. In understanding read text
information children develop mental models, or
representations of meaning of the text ideas during the reading
process. Therefore, reading comprehension has process of
making meaning in a text.
Reading comprehension is process how the students
develop and chatch main idea and convey it to be written.
According to Snow (2002), reading comprehension is the
process of simultaneously extracting and constructing meaning
through interaction and involvement with written language.
Similarly, Nation (in Tika Wijayanti 2017). Moreover,
Westwood (2008) states that reading comprehension can be
defined as an active thinking process through which a reader
intentionally constructs meaning to form a deeper
understanding of concepts and information presented in a text.
 10

Reading comprehension is a process to think more in order to

get understanding about the meaning of text.
Bernhardt (2012) states that, reading is about to
understand written texts and comprehension is the process of
making sense of words, sentences and connected text. Reading
comprehension involves both perception and thought. Readers
will use the background of knowledge, vocabulary,
grammatical knowledge, and other strategies to help them to
comprehend a written text. It means reading is a process of
interaction between the writer and the reader. The writer has a
message want to share such feeling, facts, ideas, and
arguments. Then, the writer can put the message into the
words. So, reading not only means to understand the word and
translating but reading is thinking to read well. More than that
Reading comprehension is a complex developmental process
that calls on the coordination of cognitive, language, social and
text-specific processes. Based on these statement reading
comprehension is the ability to the read text, process it and
understand its meaning. Although this definition may seem
simple, it is not necessarily simple to teach, learn or practice.
An individual’s ability to comprehend text is influenced by
their traits and skills, one of which is the ability to make
inferences.
Reading comprehension is the main purpose of reading
activity. All readers intend to have connection to the material
that they read. Of course, the process of reading
comprehension is also complex and it takes time for a reader to
acquire the meaning of a reading material. In line with that,
Dorn and Soffos (2005) as define that comprehending involves
interpreting and syntetizing ideas in ways that influence the
reader’s mind. The readers need to be able to figure out the
 11

author’s purpose presenting the material, comprehending some

valuable infomation stated in the passage in relation to
comprehending the overall content of reading materials.
Therefore, based on the explanation above, the researcher
conclude that reading comprehension is a way to understand or
comprehend of the texts that includes not only word reading,
world knowledge or fluency, but by reading comprehension we
can get information and wide insight from the texts. It involves
the process, identifying the text elements such as finding
factual information, main idea, identifying reference and
making inferences. In line with that, the researcher takes all as
indicators of this research to be combined with indicators of
analytical exposition text.
2) Purpose of Reading Comprehension
According to Mahmoed (in Puspitasari 2017) there are
five main purposes comprehensive reading. These purposes
include:
1. Reading for Specific Information
Reading for specific information is a common form of
reading that is used to find information specifically. It aims
to involve the reader in order to find information quickly.
For example, searching for some words in a dictionary or
phone number in contact of phone.
2. Reading for Application
Reading for application is used to complete a special
task. This type of reading my consist of reading food recipe,
books, reading instruction for make or fix something.
3. Reading for Pleasure and Entertainment
People read for many reasons. This concludes reading
novels, newspapers, and other similar material. It is a slow
form of reading which allows the reader to imagine what
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they are read. This make the reader seem to be directly

involved in the reading material.
4. Reading for Ideas
Type of reading requires more attention to main ideas,
concepts, and the nature of the presented information. The
reader read the topics titles, illustrations and conclusions in
order to get the main ideas contained in the reading.
5. Reading for Understanding
Reading for understanding requires comprehension of
the information introduction and overall subject
knowledge. It requires an understanding of the topics to
sentences, paragraphs, and the main ideas.
Reading is an important skill in many different settings
especially in educational setting. Grabe (2009: 5) argues
that students, nowadays, encounter the great demands of
reading activity since all knowledge is in the written form.
The students should have a good reading ability to discover
the content of the text. In addition, Harrison (2004 : 3)
argues that the importance of reading is not only related to
the development of knowledge but also it is related to the
people thanking capability. This capability will be the basic
development of emotional, moral and verbal intelligence.
Moreover, these developments determine what kind of
person people would be.
In conclusion, reading is significant for students both to
foster their insight and to foster the manner in which think
connected with the improvement of their moral,
enthusiastic as well as verbal knowledge.
3) Aspect of Reading Comprehension
Reading comprehension is the ability to understand
information from the text. The reader should be careful reading
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to understand the total meaning of passage. According to

Brown, reading comprehension is primarily a matter of
developing appropriate, effective comprehension strategies.
Moreover, Brown (2004) states there are some criteria of
language assessment in reading skill as mentioned: main idea,
idiom, inference, grammatical features, details, explicit
content, and supporting ideas. These aspects are regards as
difficulties that students encounter in comprehending the text.
a. Determining main idea
The main idea is a statement that tells the author’s
point about the topic. In determining the main idea, the
students can expect to find the main idea of the text, so
they will comprehend the topic to tell in the text. The
main idea is usually in the first, middle, and the last
sentence. It can make more difficult to find. In some
paragraphs, the mind idea is not explicitly stated in one
sentence. Instead, it is left to the reader to infer or
reason out. In the word, the main idea is the most
important idea that the author develops throughout the
paragraph.
b. Making Inference
Inference is good guess or conclusion drawn
based on the logic of passage. The students can expect
to comprehend the text to find the conclusion of the
statement in the text. Moreover, Inference is an
educational guessing or prediction about something
unknown based on available facts and information. It
is the logical connection that the reader draws them
between his observes or known and what he does not
know.
c. Locating Reference
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Sharpe (2004) states that reference is antecedent.

It is a word or phrase to which a pronoun refers. In
identifying the reference, the students are expected to
comprehend for what the pronoun use in the sentence,
such as the pronoun to show the place, people, or
situation.
d. Detail Information
Detail information usually finds in the reading
test of the last type of question. This question can
check the student’s ability to understand the material
that is directly stated in the text. In line with that,
detail information is is specific information develops
the topic sentences by giving definition example, facts,
comparison, analogy, cause, and effect statistic and
quotation.
e. Understanding Vocabulary
Vocabulary is specific information develops the topic
sentences by giving definition example, facts,
comparison, analogy, cause, and effect statistic and
quotation. As well, In understanding vocabulary, the
students expand their knowledge of reading a passage,
they will find out new words meaning in the dictionary
and guessing the meaning from the context. According
to Sharpe (2004) that context helps students making a
general prediction about the meaning.
Further, reading comprehension involves much more than
readers‟ response to text. In line with this statement, Klingner,
Vaughn, and Boardman (2007) Reading comprehension is a
multi component, highly complex process that involves many
interactions between readers and what they bring to the text
(previous knowledge, strategy use and skill) as well as variable
 15

related to the text itself (interest in text, understanding of text

types). Reading comprehension means that a reader acquires
information from reading.

c. Indicators of Students Difficulties in Reading

Difficulty is something complicated to analysis. It will be seen
from students’ mistakes or errors learning process. In fact, many
junior high school sudents often find the difficulties in reading
comprehension. These difficulties result the students poor
perfomance in reading test. Thus, from these factors arise some
difficulties in reading comprehension.
There are many factors that might affect comprehension of
printed materials. Some of the factors that will be explained here
are characteristic of the materials, syntactical structure, and the
appearance of print. Moreover, when reading a text, students may
encounter many factors contribute as the cause of students’
difficulties in comprehending text. Alderson (2000) states there are
some factors contributes as the cause of student’s difficulties in
comprehending such as language knowledge, learner’s background
knowledge, motivation, the lack of reading strategies, and reading
process.

1. Language Knowledge
According Alderson (2000) define Language Knowledge
has always been expected that readers must acquire language
knowledge first before they can read in second and foreign
language. Word knowledge is the most important element for
reading comprehension because readers cannot comprehend
the sentence without attaching the meaning to the word that a
passage with many unfamiliar words cause difficulties in
comprehending texts. As similar to the view Alderson
struggling to read because of unknown words will obviously
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affect reading pleasure and comprehension. As well, The

researcher concludes that difficulties of language knowledge
are readers cannot comprehend the sentence without attaching
the meaning to the word and that a passage with many
unfamiliar words cause difficulties in comprehension.
2. Learner’s Background knowledge
Background knowledge is one of the research areas where
investigators have attemped to find how what readers know
affects what they understand. For example, if readers have
limited background knowledge in reading a text, they cannot
follow and understand it because they do not know what the
text is about. Withal, Anderson (2000) define the readers can
understand a text well if they are familiar with the text type.
Readers use background knowledge to integrate new
information from a text into their previos information.
Moreover, an unfamiliar cultural context and differences
between content knowledge of culture and knowledge of
vocabulary causes reading incomprehension if readers do not
completely understand other relevant cultures, in addition, an
inadequate knowledge of text type or text organization is a
problem in reading texts.
In conclusion background knowledge is defined as the
students’ prior knowledge of the world, including cultural
knowledge. Moreover, an unfamiliar cultural context and
differences between content knowledge of culture and
knowledge of vocabulary causes reading in reading texts.
3. Motivation
According to Grabe (2009) states that research shows that
positive motivation plays a significant role in reading
development which is comprehension directly through greater
amounts of extended reading. Readers’ motivation and the
 17

reason why readers read the text affect their reading

achievement. If readers are not interested in the topic they’re
reading. They may fail to read.
The motivation of readers can affect the outcome of
reading. In line with that O’donnell (2004) states prior
knowledge and reading strategies will become inactivated and
useless if readers do not have the motivation to read. It has
been widely known that if readers are really interested in
reading content, this interest can outweigh other factors to a
large extend in reading. In fact, interest in content or
motivation to read may be the most important consideration
affecting reading comprehension. Therefore, reading fails
when reading is de-motivated.
4. The Lack Reading Strategies
The lack of reading strategies is another issue that cause
difficulty in reading comprehension. If readers have acquired
reading skills or strategies, they can process text efficiently. As
defined by goodman, reading is an active process in which the
reader makes efficient use of strategies to understand printed
information. Moreover, reading strategies indicate how readers
perceive or comprehend a task, how they can process to read,
and do what they do when reading comprehension become
difficult. In conclusion, if readers lack reading strategies, or
fail to use the strategies, they will not have the ability to
surpass reading difficulties and reach comprehension.
According to Harris and Graham (2007) one suggested
strategy designed to enhance comprehension on exposition text
is multipass strategy. This strategy can help students
constructing comprehension by going over the reading text
several times with different goals in mind including making
connection between students’ prior knowledge and the text,
 18

combining the technique of skimming and scanning to select

details and main idea from the text and making a note or
highlighting the important information to help students
remember the important message of the text. Furthermore,
Schumaker et all cited in Harris and Graham (2007) stated that
in applying multipass strategy, students make three passes
through an exposition text.
5. Reading Process
The process of reading is the interaction between a reader
and the text. During the process, there are many things
happening in the readers mind when they read. While looking
at the print text, readers are decoding it, deciding what it
means, how parts relate to each other, or to things they know,
predicting what to come next, and expecting which purpose to
read for. Moreover, cited by Woryodijoyo et al in Nurmasita
(2009: 6) put forward some stages on reading process as
follows:
a. Perception
The perception here indicators the ability to read word
a significant word.
b. Comprehension
The comprehension refers to the ability to make the
authors or researchers’ word conductive to useful through
as read in context.
c. Reaction
The reaction is the action that requires consideration
in connection with what has been by the reader.
d. Integration
The integration refers to the ability comprehend or
understand through concept towards he expressing
 19

background of the researcher that can be useful as a part of

the readers experiences.
The reading process is a phsycholinguistic process in
which readers do not use all the information on the page;
therefore, they do not need to know every single word to
comprehend the text. Although the long sentences with
embedded clauses will be harder to read, second language
acquisition research has indicated that readers can understand a
text that is beyond their syntactic ability. They can ignore
grammar difficulties and extract the meaning from other
sources such as vocabulary, or context clues, and still
understand a passage. In conclusion, If readers are not
interested in the topic they’re reading. They may fail to read.
reading strategies indicate how readers perceive or
comprehend a task, how they can process to read, and do what
they do when reading comprehension become difficult.
According to Kennedy in Ningsih (2016), factors
difficulties in understanding reading that faced by students
divided into external and internal. Internal factor includes
physics, intellectual, and psychological. While external factors
include family and school environments. Rahim states, there
are some internal factors that influence the students in reading
comprehension that are generally found by the reader during
reading, namely; difficulty in understanding long sentence in
the text, inadequate instruction presented by teacher, difficulty
in understanding vocabulary, house environment and school
environment.
1. Difficulty In Understanding Long Sentence In The Text
In a common problem that most of students finds
difficulty in understanding the long sentence with
complicated structure. It is supported by report of Barfield
 20

(1999) that shows almost 12 percent of students had

difficulty in understanding long sentences in graded story
and 20 percent in academic text. Therefore, the effect of
this problem is the students who cannot comprehending
long sentence they fail to understand the main idea
presented in the text.

2. Difficulty in Using Reading Strategies

Reading strategies are very important, it is not only to
successfully comprehending the text but also to overcome
any reading problem. To overcome the difficulties, there
are some reading strategies commonly used to
comprehend the information given in the text, for example
summarizing, question generating, skimming, and
scanning. There are characteristics of the students who
lack in use of reading strategies, such as the students read
word by word within the text, relying too heavily on their
visual information, which greatly impedes their reading
speed and hampers their reading comprehension
3. Difficulty in Understanding Vocabulary
An excessive vocabularies burden focuses the reader to
rely on the dictionary or to bypass many important words.
When any appreciable number of words is left out
understanding must suffer.
4. Lack of Pupil Interest
It is difficult to any but the most thoroughly disciplines
readers to concentrate the material they dislike or that
related to their personal interest. Without thoughtful
attention to the content comprehension of such materials
will be negligible. Lack of interest causes the mind to
 21

wander eliminates any desire to excel encourage a dislike

for the task and reduces consciousness effort.
5. Inadequate Instruction
It is practice includes selecting the wrong skill to
emphasize, presenting the skill to rapidly for groups or
individuals, to grasp them adequately or neglecting to
evaluate progress adequately.
6. House Environment
It cannot be neglected that parents play important role
in the home. Freeman and Long (1990) stated that every
students needs attention from their parents to reach their
learning achievement. Since learning English is not the
same as learning Indonesia, children’s need parents or
his/her family attention to learn about English. Learning
reading without family attention will make students feel
difficult in learning. They can feel down if no one support
them to learn English text.
7. School Environment
The school environment also can be a cause of students
learning difficulties in reading comprehension, such as
school with lack of learning media. The lack of learning
media such as English books, magazines or newspapers
make reading learning process become ineffective and will
be impeding students in understanding the material.
Based on the explanation above, it means that
comprehension the text is very important to be achieved by the
students because reading is not simply about mechanical skill.
It helps the readers to understand the world, learn about the
past and plan for the future.
c. Text
d. Definition of Text
Siahaan and Sinoda (2008) said that the texts are meaningful
linguistic units in the context which are written and spoken text. Text
refers to some of meaningful written or spoken. English Learning is
the learning for communicating in culture of English text, if they
want to be communicated successfully. Text is when this word is put
together for communicating any messages. In addition, text is the
communication systems that organized as cohesive unit. Text is each
communication actions that are completed such as the speech
between friends on the television advertisement, street film, and then
novel.
According to Hartono (2005), text is a unit of meaning which
is coherent and appropriate for its context. Human beings are
different from other creatures that live in a world of words. When
these words are put together to communicate a meaning, a piece of
text is created. They will think to express their expressions; it is
mean human need to express their own in many ways that can be
understood by others. Human can use a text as one of the ways to
express their own. It means that when the writer uses language to
write, he is creating and constructing a text. When the reader reads a
text, he is interpreting texts. Moreover, creating and interpreting text
also occur when they are talking and listening.
Additionally, Halliday & Hasan (1994; p26) said that a text is
a social exchange of meaningsThe meaning of a sentence may have
different meaning according to the context. For example, I am
buying a drink for everybody here, and the mean of that sentence is
one drink for all or one drink for each. Therefore, the teacher must
be able to develop students’ abilities to exchange the meanings in
different points of sentence. In conclusion, text is the original word
of something in written or spoken, organize with the structure,
 23

language feature, grammatical words, clauses and sentences to

transfer the information for the reader or listener.

e. Genre of Text
Gerot & Wignell (1997) explains that texts are divided into
various kinds recount, descriptive, narrative, analytical exposition,
report explanations, hortatory exposition, discussion reviews, spoof,
anecdote, spoof, and then procedure. These all variants are called as
genres. Gerot & Wignell (1995; p107) states that there are many text
kinds :
1. Recount is a kind of genre used to retell events for the purpose of
informing or entertaining.
2. Narrative is a kind of genre used to amuse, to entertain and to
deal with actual or various experiences in different ways.
3. News story is a factual text which informs reader’s events of the
day which are considered newsworthy or important.
4. Exemplum is a kind of genre used to deal with incidents that are
in some respects out of the usual, point to some general values
in the cultural context.
5. Anecdote is a kind of genre used to share with others an account
of an unusual or amusing incident.
6. Spoof is a kind of genre used to retell an event with a humorous
twist.
7. Procedure is a kind of genre used to describe how something is
accomplished through a sequence of actions or steps.
8. Explanation is a kind of genre used to explain the processes
involved in the formation or workings of natural or socio-
cultural phenomena.
9. Report is a kind of genre used to describe the way things are,
with reference to arrange or natural, manmade and social
phenomena in our environment.
 24

10. Analytical exposition is a kind of genre used to persuade the

reader or listener to take action on some matter.
11. Discussion is a kind of genre used to present (at least) two
points of view about an issue.
12. Description is a kind of genre used to describe a particular
person, place or thing.
13. Review is a kind of genre used to critique an art work or event
for a public audience.
14. Commentary is a kind of genre used to explain the processes
involved in the information (evolution) of a social-cultural
phenomenon, as though a natural phenomenon.
15. Hortatory exposition is a kind of genre used to persuade the
reader or listener that something should or should not be the
case.
Based on explanation above, the generic structure and
language feature dominantly used, texts are divided into several
types. These variations are known as genre. Therefore, the researcher
choose Analytical Exposition text because it relateable with
phenomenom that the researcher found at the school.

f. Analytical Exposition
a. The Definition of Analytical Exposition
Analytical exposition is one of the genres that have to be
learned by the ninth grade of junior high schools. It belongs to
factual genres in which its function is to make people to take part in
a social life. Gerot and Wignell (1995) state that analytical
exposition text is the text that expands the writer’s ideas about the
phenomena surrounding us or text that states the introduction of a
topic indicating the writer’s position in persuading the readers or
listeners that something the case. In addition, Amarain (2009:10)
state “analytical exposition is a text elaborate, the writer’s idea
about the phenomena surrounding”. They state that
 25

analyticalexposition is a pieace of text in which some thesis is

expounded and argued for.
Analytical exposition is one of the genres that have to be
learned by the ninth grade of junior high schools. It belongs to
factual genres in which its function is to make people to take part in
a social life. Gerot and Wignell (1995:32) state that analytical
exposition text is the text that expands the writer’s ideas about the
phenomena surrounding us or text that states the introduction of a
topic indicating the writer’s position in persuading the readers or
listeners that something the case. In addition, Amarain (2009:10)
state “analytical exposition is a text elaborate, the writer’s idea
about the phenomena surrounding”. They state that analytical
exposition is a pieace of text in which some thesis is expounded
and argued for.
Analytical exposition is the text aimed at influencing a reader
by using strong argument and persuasion. Regarding to this
statement, According to Anderson (1997; in Septiana 2016)
analytical exposition text is a type that is intented to persuade
readers that something should be in the case. An analytical
exposition text is a type of spoken or written text that is intented to
persuade the listeners or readers that something is the case.
From that theory it can be said that analytical exposition text
has function to influence readers’ thinking. It also collaborate that
writer’s idea about the phenomena surrounding. To make the
persuasion stronger, the speaker or writer gives some arguments the
fundamental reason why something is the case. This type of the text
can be found in scientific books, journal, magazine, newspaper,
articles academic, research report, etc.
According to Djuharie, analytical exposition is a text
elaborates the writer‘s idea about the phenomenon surrounding. It
means that while having the text, the writer‘s opinion is involved.
 26

As well, Analytical exposition text is one of the text genres studied

in junior high school based on the curriculum. An analytical
exposition text is usually used to introduce several ideas that
support the main idea of the writer and deliver it to the audience. In
adition, Gerot and Wignel states that the main social function of an
analytical exposition text is to persuade the reader or the listener of
the text that something is the case. It is said the function is to
persuade people that the idea (something in that case) is the
important matter. Aside of introducing idea, the purpose of the text
itself is to persuade its reader to think about something, hopefully
able to share the same ideas with the writer. In line with Wahidi (in
Efa Silfia, Mohd. Ansyar, M. Zaim 2009) explain that, analytical
exposition is a text that elaborates the writer‟s idea about the
phenomena surrounding us to convince the reader that something is
the case.
From that theory it can be said that analytical exposition text
has function to influence readers’ thinking. It also collaborate that
writer’s idea about the phenomena surrounding. To make the
persuasion stronger, the speaker or writer gives some arguments the
fundamental reason why something is the case. This type of the text
can be found in scientific books, journal, magazine, newspaper,
articles academic, research report, etc.

b. Generic Structure of Analytical Exposition

Martin and Rothery (2011:8) generalize the generic structure
of exposition genre are: Thesis, Argument, and Reiteration. In this
structure, “thesis” is the part of the text in which the writer states
his/her position on the issue, and “argument” is concerned with
information provided to justify that position. In addition, Structure
of the text is a crucial part in reading comprehension to know what
the function and purpose of a text are. Anderson (1997; in Septiana
2016) stated analytical exposition consists of three parts:
 27

1. Thesis
Thesis introduces the topic and shows speakers or
writer positions or outlines of the arguments presented.
2. Arguments
Argument is the means by which we engage in
discussion about our present and our future. Arguments
consist of points and elaboration. Point states the main
arguments. While elaboration develops and supports each
points of arguments.
3. Reiteration
Reiteration restates speaker or writer’s position.
Reiteration commonly called as the conclusion.
 28

The example of analytical exposition text is as follow:

Is Smoking Good for Us?

Thesis Before smoking, it is better to

look at the fact. About 50 thousand
people die every year in Britain as direct
result of smoking. Nearly a quarter of
smokers die because of diseases
caused by smoking.
Arguments Ninety percent of lung cancers are
caused by smoking. If ones smoke five
cigarettes a day, they are six times more
likely to die of lung cancer than a non-
smoker. If they smoke twenty cigarettes a
day, the risk is nineteen greater. Besides,
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.
In addition, 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.
Reiteration Smoking is really good for
tobacco companies because they do
make much money from smoking habit.
Smoking however is not good for
everybody else.
Source: J. Priyana, Riandi, and Mumpuni, (2008),
 29

Interlanguage: English for Senior High School Students XI, Grasindo

Based on explanation above, it can be concluded that
analytical exposition is text made to convince a reader through
strong arguments about issue or problems, and make the audience
agree with the arguments conveyed. In reading this text, the reader
probably thinks of the argument that happens around, clarify
whether it is true or not. It leads the reader either agreeing or
disagreeing about the text.

c. The Language Features of Analytical Exposition

According to Sudarwati and Grace, the language features of
analytical exposition text are: Focus on generic human and non-
human participants. (e.g.: Car, Pollution); The use of mental verbs
used when expressing opinions (e.g.: like, believe); The use of
words that link to arguments (e.g.: firstly, however, therefore); The
use of present tense (Andi is quiet boy); The use of compound and
complex sentences; The use of modals and adverbs (e.g.: can, may
certainly).
Gerot and Wignell (In Nilam Sari, Dwi Winarsih and Sri
Sarwanti 2016) defines that Lexico grammatical features of
analytical exposition text are as follow:
1) Focus on generic human and non-human participants. A
sparticipant constructed by the grammar as referring to all
members of class. It can be a person, people, male, female,
animal, etc.
2) Use of simple present tense. The simple present shows that
the thing is a general truth or something happens all the
time.
3) Use of relational processes. Relational process is a process
oriented to the type of relationship between participants.
These can be divided into being and having processes.
They are classified based on their functions whether they
 30

are being used to identify something or assign a quality to

something. For example: to be, consist of, function as, to
be classified into,etc.
4) Use of internal conjunction to stage argument Internal
conjunction is to connect two words, phrases, or clauses
together. It consists of addition (in addition, furthermore,
moreover), comparison (in contrast, on the other hand),
consequence (therefore, thus, hence), and time (finally,
first,etc.)
5) Reasoning through causal conjunction or nominalisation.
Causal conjunction is used to link or join cause
relationship between clauses. For example:because,
because of, since, for, and as.

d. Structural in Analytical Exposition Text

When reading the text, students need to know the
components of reading comprehension. King and Stanley in Niarti
(2018) state that there are five components that may help to read
carefully, there are as follows:
1. Identifying main idea.
It is refers to the important things contained in the reading
text that tells more about the idea of paragraphs contained
in the reading text. The reader can understand not only
ideas of a paragraph but also the intentions of what the
writer express on the text.
2. Finding the factual information.
It requires the reader to read in detail. The question
contained in the information are generally prepared for
students with 5W+1H questions. As for various question
whose answer can be found on the text.
3. Finding the meaning of vocabulary.
 31

The readers can develop their ability to guess an

unfamiliar word for them by connecting the meaning of
the word before or after the word that can help them
understand the contents of the text.
4. Identifying reference.
It help the students to understand the text by identify the
word.
5. Making inference.
The readers must be able to draw conclusions on the
reading text based on the information contained in the
reading text. King and Stanley devide into two attentions,
draw logical conclusion (inference) and make accurate
predictions.

g. Review of Related Findings

There are some research that related to this research. The first a
research was conducted by Syakira (2017) entitled analysis of the students’
reading comprehension in comprehending descriptive text at eight grade of
SMPN 1 Kota Sungai Penuh. The researcher focused on descriptive
research which one variable. In this research, the writer used cluster
sampling technique and one of the two classes would become the sample.
In collecting the data, the writer asked the students to answer the question
in 60 minutes. The form of the test was multiple choice and found specific
information from the text, by the result of this research, the students‟
reading comprehension in comprehending descriptive text at eight grade of
SMPN 1 Kota Sungai Penuh was low. Meanwhile, only one student got A
(excellent), one student got B+ ( very good), three students got B (good), 1
student got C ( enough), six students got C ( average), two students got D
(poor), and there were most of them or seven students got E (fail).
Moreover, these is a research was conducted by Kartawijaya (2016)
entitled analysis of the students reading comprehension in comprehending
 32

descriptive text. Based on this research, the aim of the research was to
analyze students‟ ability in comprehending descriptive text at grade VIII
of SMPN 1 kota Sungai Penuh academic year 2016/2017. The population
of this research was student at VIII of SMPN 1 kota Sungai Penuh. The
sample was taken by using cluster sampling technique. The data of this
study were students‟ ability in comprehending descriptive text. It was
focused in generic structure and specific information. The data was
collected by using reading test. To know the validity and reability of the
test, the writer used pearson product moment and spearman-brown
formula. It was found that the reability of the test was high correlation
(0.61). the result of the data showed that the students‟ reading ability in
comprehending the descriptive text was low. It could be seen from the
data, the majority of the students got high score was 4.76%, and the total
of low score was 33.33%.
Another relevant studies that found by the researcher from Italia et.al
entitled”An Analysis Of Students’ Reading Ability in Reading an
Expository Text of The Fifth Semester Students in English Department of
Universitas Negeri Padang”. In their research is about describing the
reading ability of the fifth semester students of English Department of
Universitas Negeri Padang in academic year 2017/2018 in reading an
expository text. They analyzed some aspects of reading comprehension
which are identifying topics, finding the main idea, identifying supporting
details, making inference and identifying writers‟ purpose. At the end of
this research concluded that students‟ ability in identifying the topics is
good, (the mean score is 71.48), students' ability in finding the main idea is
good enough, (the mean score is 65.70), the ability of students in
identifying supporting detail is good enough, (the mean score is 68.65),
student ability in making inference is enough (the mean score is 59.36) and
student ability in identifying writers‟ purpose is good enough (the mean
score is 68.75).
 33

In addition, the relevant study is from Sartika et.al entitled”The

Correlation between Students’ Reading Habit and Their Reading
Comprehension”. Based on test and result of questionnaire, the students‟
reading comprehension was fair and then the correlation with reading habit
was moderat. It meant that, reading habit was not factors that influenced
their reading comprehension. Furthermore, they also concluded that
students who got high reading habit score reading got high score in reading
comprehension and otherwise because of another factor that influenced the
level of reading comprehension there are internal factor and external fact.

h. Conceptual Framework
To uncover what has been explained in a theoretical discussion can
put three concepts, as follow: Reading comprehension is complex activity
to catch aspect of reading such as idiom or expression in the context, main
idea, main ideas, grammatical features, details, supporting details. Literal
Comprehension, It understands of the information or facts directly states in
text. It recognizes as the first then the most basic levels in comprehension
reading. Students could employ the literal comprehension skills; keyword,
skimming then scanning reading to better locate the information
efficiently.
 34

Reading Comprehension

Text

Understanding
Understanding Analytical
Exposition Text

Generic Language Structural

Structure Features
S

Interview
L

Therefore, the diagram above show the variables that wants to

investigate should be clear and empirical defined into simple word. It is to
make easily in measuring and evaluating through the ways of treatments
and assessment that apppliaed by researcher. In order to avoid
misunderstanding in carrying out the research, it is necessary to clarify the
variable used in this study. Here only one variable that is students’ reading
omprehension in analytical exposition texts (Nation in Tika Wijayanti
2017).
 CHAPTER III

RESEARCH METHODOLOGY

A. Design of The Research

In this research, the writer will use descriptive qualitative research
that focuses on students’ difficulties in understanding analytical
exposition. It describes students’ difficulties in understanding analytical
exposition in SMP N 2 Manggilang, 50 Kota Regency. Qualitative
research is used to describe and analyze the kind of students’ difficulties in
understanding analytical exposition.
According to Gay (2012:7) that qualitative research attempts to
investigate deeply into the setting of research to gain an understanding of
what is happening, why they are like that, and how participants in the
context perceive them. Based on Lambert & Lambert (2012:255)
qualitative descriptive studies is a comprehensive summarization, in
everyday terms, of specific events experienced by individuals or groups of
individuals.
So, it can be concluded that descriptive qualitative trying to describe
the difficulties that faced by the student in understanding analytical
exposition. The main purpose of descriptive research is to describe the
state of view as it exists today. Simply stated, this is a fact-finding
investigation. In descriptive research, conclusions can certainly be
accepted, but it doesn’t build a cause-and-effect relationship. Based on the
theories above, the researcher decided to describe students’ difficulties in
understanding analytical exposition in SMAN 1 Pangkalan Koto Baru.

B. Setting of The Research

The setting is point to the place, the relation of time and the social
environment where the research conducted. This research will be
conducted at eleventh grade SMAN 1 Pangkalan Koto Baru.
 36

C. Participants of the Research

Research participant is people who have information and know
about the problem related to this research. According to Gay et al
(2012:142), informants are people who will contribute to the
researcher understand of the phenomenon under study. In addition,
Gay (2000:139) stated that informant is chosen by the researcher based
on whom he judges to be thoughtful and who have information,
perspectives, and experiences related to the topic of the research. The
informant should know the research circumstance exactly, because
they give deep information about the research.
This informant of this research is taken by using purposive
sampling technique. According to Creswell (2012:205), in qualitative
research, the researcher identifies the informant and sites on purposeful
sampling, based on places and people that can best help the researcher
understand the central phenomenon. Furthermore, Gay (2000:138),
purposive sampling was defined as a judgment sampling which the
researcher selects a sample based on his/her experience or knowledge
of the students to be sampled.
Therefore, the selection of subject is based on the uniqueness of
the case. In this study, the subjects taken are someone related to
English. Because here the researcher will analyze the student’s
difficulties in understanding analytical exposition, obviously the
subject taken is students of eleventh grade at SMAN 1 Pangkalan Koto
Baru. The research chooses eleventh grade because they have learned
analytical exposition.

i. Research Instrument
The key instrument of this research is the researcher herself.
According to Sugiyono (2008:125), in qualitative research the main
instrument is the researcher her/ himself. Additionally, Gay (2000:19)
states that the researcher relies on herself as the instrument of the data
 37

collection. In this research, the researcher enters to the field to get the
data, the researcher does the observation, then the researcher does
interview, after that the researcher interprets the data by herself.
However, there are some additional instruments can be used in
qualitative research, which are interview, questionnaire, recorder, field
note, and document. In this research, the researcher will do deep
interview techinque in collecting the data. According to Gay
(2000:215), interview is a purposeful interaction, usually between two
people, focuses on person trying to get information from the other
person. It means that interview is an activity between the researcher and
informant to get information about the data. To find the data, the
researcher does the deep interview.

j. Source of The Data

In this research the data will be collected using observation,
interview, and documentation.
1. Interview
For a study, interviews or question and answer sessions are one
of the best ways to learn or explore profound information from
someone. An interview is a conversation that aims to gather information
in a description of the life of the person being interviewed in connection
with the interpretation of the meaning of the ‘described phenomena’
(Kvale, 1996:174). Furthermore, Schostak (2006:54) adds that
interviews ar extended conversations to get in-depth information about
a particular topic or subject, and through which phenomena can occur
and be interpreted in the sense of meaning carried by the person being
interviewed. In this case, the interview was done in the middle of a
pandemic by face-to-face interview when the teacher got a picket
schedule at school. This interview was conducted to get an oral
response from students at SMAN 1 Pangkalan Koto Baru.
 38

The interview design and the expression of questions will affect

the depth and freedom of the subject in response. Several interviews
encourage long and detailed reports while others are designed to obtain
a short and specific response. Based on (Edwards & Holland, 2013),
there are three types of general interviews including; structured, semi-
structured, and unstructured interviews.
In this case, the researcher will use semi-structured interviews
with Students in SMAN 1 Pangkalan Koto Baru. Interviews will be
conducted to obtain accurate responses and information about the
student’s difficulties in understanding analytical exposition text. The
function of the interview in this study is to check the data and ensure
that the data is truly valid.
2. Recording
For additional instrument, the researcher will use audio recorder
to record the conversation between the researcher and interviewe. The
recording will be transcripted and analyzed.

k. Method of the Data Gathering

In doing the research, the researcher takes the data in SMAN 1
Pangkalan Koto Baru. The researcher comes to the school, ask for
permission to the school principal and introduce herself. Next, the
researcher will ask and interview the participants to answer the question
about the students’ difficulties in understanding analytical exposition text
based on their own opinion. After that, the researcher will interview the
participants. Finally, the researcher will analyze interview, result will be
used as data.

l. Checking Data Trustworthiness

Checking the data trustworthiness is very important to do in order to
enhance the accuracy or credibility of the data. In the process of collection
and analyzing the data, as stated by Creswell (2012:259), the researcher
needs to make sure that his/her finding and interpretations are accurate or
 39

credible. In this research, the researcher will conduct triangulation of time

to check the data trustworthiness, it means that to get the data in different
time to re-confirm the first data from the first interview result if there were
any ambiguities or needs to explore more. After collecting the data from
all informants, the researcher will check the data by using triangulation of
time. It will be used to get the data in different time to re-confirm the first
data from the first interview result if there were any ambiguities or needs
to explore more. Then, the researcher will do the second interview section
to reconfirm the ambigities of informants or there would be needed to
explore more deeply about the research and found out if there would be
indication such as something hiding in the first interview

m. Technique of Data Analysis

The data will be analyzed based on the interview result. In analyzing
the data, the researcher will do reduction of the data, data display,
conclusion and verification, as mentioned by Miles and Huberman
(1994:10), in analyzing qualitative data needs three activities, they are:
1. Reduction of the Data
The reduction of the data refers to the process of selecting,
focusing, simplifying, abstracting, and data transforming the data that
appear up written notes or transcription. The reduction of the data is
occurring during the interview. It means that when data is collected, the
phase of continuing of reduction is occurring, such as making conclusion,
codification, investigate of theme, grouping, and writing memorandum.
In the data reduction, the researcher will do some steps. First, the
researcher will make transcription of the interview result. Second, the
researcher will organize the sequence of all transcription, and will code
the transcription that related to the students’ difficulties in understanding
analytical exposition. Third, the researcher will give initial reading for
the data, such as: Informant 1 (I.1), informant 2 (I.2), etc. Fourth, the
researcher will select the data related to the topic. Fifth, the researcher
 40

will bold and give code of the data transcription for each item related to
students’ difficulties in understanding analytical exposition. Last, the
researcher will group the responses related to research findings.

2. Data Display
Data display is the set of information that is arranged possible to
give possibility to take a conclusion and a treatment. In this step, the
researcher will show the data about the student’s difficulties in
understanding analytical exposition with disability.
In this case, the researcher will display the data in form of table.
The table shows the informants’ number and the students’ difficulties in
understanding analytical exposition. The researcher will display the data
in the form of table; it will show the informants with related problems
from interview. Then, the researcher will group the data into some
problems based on previous finding in the table.
3. Conclusion and Verification of the Data
After reducing and display the data, the researcher will make
conclusion and verification of the data. This step is aimed to conclude the
students difficulties in understanding analytical exposition. In this case, the
conclusion will be taken based on the data which will have been reduced
and displayed.
 41

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