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CHAPTER I
INTRODUCTION

A. The Background Of The Study

Language is one of the most important things in communication and it used
as a tool of communication among the nations in all over the world. As an international
language, English is very important and has many interrelationships with various aspect
of life owned by human being. And in Indonesia, English considered as the first foreign
language and taught formally from elementary school up to the university level.
There are four skills that should be mastered in English, namely: Listening,
speaking, reading and writing. The reading skill became very important in the education
field, students need to be exercised and trained in order to have a good read
ing skill, it can improve the overall language ability (Snow, Burns &
Griffin, 1998; McDonough & Shaw, 1993; Krashen & Brown, 2007). It is good for
students who learn other language because by reading they will get new vocabulary,
knowing structure sentence, information, etc. In the reading process itself need
cognitive process to comprehend the text.
Concerning with the reading activity, people will do some activities by
reading in every place, and even it is read some words, sentences or passages By
reading people gain the information, knowledge, and some idea. Braten & Stromso
(2007:168) said by reading, there is a constant overflow of information from many
sources; the traditional: books, newspapers and magazines, and more modern, digital
sources. Some sources can give the information to the reader depending on their needs.
Reading also has important role in teaching and learning processes.
Nowadays teacher seldom teaches the students for a while, teacher just gives the clue or
material point related to the material. It is meant the students will find the material by
themselves and usually the materials are in written forms. Therefore, the students need
to improve their reading skill. According to Nassaji (2011) reading is an actually
complex cognitive skill, involving sub skills, processing, and knowledge sources.
Reading ability is a very complex skill, to define or to understand some text the reader
need to understand or summary the meaning briefly agreeable with their
comprehension.
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Reading Exposition text is one of the activities should be done in high

school, especially at the eleventh grade. According to current curriculum (K13) of
SMAS KRISTEN BNKP GUNUNGSITOLI, reading exposition is one of the text
genres are learned by the eleventh grade students in reading. Analytical exposition text
is a text that elaborates the writer’s idea, point of view and argument about a problem
surrounding. Analytical exposition text has three of genres, namely the purpose, the
generic structure, and the language features that has to be mastered by the student to
increase the knowledge about analytical exposition text.
Coffin (2004) states analytical exposition text which is used to put forward a
point of view or an argument. The purpose of an exposition text is to persuade the
reader or listener by presenting one side of arguments which are supported by facts in
order to convince the readers. Analytical exposition text is more challenging than other
kind of texts. For some reasons, analytical exposition text is more challenging for
students since they only introduce with a sense of narrative text structure when they
were at elementary school (Williams et al, 2004). Vocabulary and the connection
between ideas in analytical exposition text are not simple and familiar as in many of
kinds in text.
Comprehending the text is a basic component in reading than other
component like vocabulary, background knowledge and reading strategy. According to
Caroline T. Linse (2005:71) Reading comprehension refers to reading for meaning,
understanding and Entertainment. It involves higher-order thinking Skills and is much
more complex than merely decoding specific words. The important things as the reason
people read the first is for pleasure and the second is for information. Jane Oakhil, Kate
Cain and Carsten Elbro (2015:1) said that the important of reading comprehension not
for just understanding a text, but for broader learning, success in education, and
development. It is event important for our social lives, because of email, text, and social
networking sites.
Comprehending text is about the transaction between the author, the reader,
and the socio-cultural context driven by the purpose of the reader. The author
contributes the words and an intended meaning within the text. The reader actively
integrates a range of strategies, including words identification and comprehension, to
draw upon all available knowledge within the cueing system. According to Pearson
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Canada (2013:5) Bringing in head knowledge to interpret the information supplied by

the author, the readers make unique, personal meaning.
Reading Comprehension is the ability to process text, understand its
meaning, and to integrate with what the reader already knows. Reading Comprehension
is a complex task, which requires the orchestration of many different cognitive skills
and abilities. According to Jane Oakhil, Kate Cain and Carsten Elbro (2015:1) Reading
comprehension is necessarily dependent on at least adequate word reading: the readers
cannot understand a whole text if they cannot identify (decode) the words in that text.
Likewise, good reading comprehension will depend on good language understanding
more generally. This is requires comprehension of the individual words and the
sentences that they form. However, comprehension typically requires the comprehender
to integrate the sense of these words and sentences into a meaningful whole.
Regarding to the explain above, the researcher found out the eleventh
graders ability in reading analytical exposition text by using a descriptive analysis
research technique by promoting title, “A Descriptive Analysis Of Student Ability In
Reading Analytical Exposition Text of SMAS KRISTEN BNKP GUNUNGSITOLI
in 2019/2020.

B. Focus of the study

From the elaboration of the background above, the researcher identifies the
problems, namely:
1. Are the eleventh graders able to read of exposition text?
2. What are factors affecting the eleventh graders’ ability in reading exposition
text?

C. The Purpose Of The Study

The purpose of the study is to describe the Eleventh graders’ ability on
Reading Exposition text of SMAS KRISTEN BNKP Gunungsitoli in 2019/2020.

D. The Significances Of the Study

In theory, the result of this study provides the description of a situation as it
naturally happens in the school, especially in teaching learning English.
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The result of this research hopefully can improve the theory of ability of
reading comprehension in Exposition text.

E. The Limitation of the Study

In conducting the study, the researcher elaborated the limitations of the
study, as follows:
1. The subjects of the study was the eleventh graders of SMAS KRISTEN
BNKP Gunungsitoli, especialyy the XI-MIPA Class.
2. The object of the study was the students’ ability on reading exposition text.
3. The researcher conducted A Descriptive Analysis technique in the analysis
of the data.

F. The Key Terms Definition of the Study

To avoid some misconceptions of the study, the researcher identified key
terms of the study, as follows:
1. Exposition Text is a text that elaborates the writer’s idea about the
phenomenon surrounding.
2. Reading is the complex cognitive process of decoding symbols to derive
meaning.

G. Research Method
In conducting this study, the researcher used the Descriptive Analysis
technique. Gay and Airasian (2020:11) State that descriptive research used to describe,
investigates and study cause effect. Descriptive research involves collecting data in
order to answer questions about the current status of the subject or topic of study and it
can also measure what already exists.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework
1. Analytical Exposition Text
a. Definition of Analytical Exposition Text
Analytical Exposition text is a text that elaborates the writer’s idea about the
phenomenon surrounding or something that happens in society. Rina Kurniawati (2018:
31) says that Analytical exposition text is a text that explains something or phenomena
comprehensively by using arguments to support the idea
Kartini and Farikah (2015:556), an Analytical exposition is a factual text or
factual genre. Factual texts are those which present information, ideas or issues in such
a ways as to inform, instruct, enlighten, or persuade the reader or listener. Moreover
Yeni et al (2017:59) state an analytical exposition text is spoken or written text that is
intended to persuade the listener or the readers that something in the case. The topic that
will be listened by the students should be an event that happens recently. Rina
Kurniawati (2018: 31) says that the main function of Analytical exposition text is to
convince the reader that the case or idea is an important matter. the text is often found in
editorial of a magazine or a newspaper.
Gordon (1990, p. 150) states that expository text is written to inform the
readers about a specific subject. According to Smalley and Ruetten (1982:100) state that
expository paragraph that explains or analyzes a topic by using specific details and
examples. Generally, expository text contains an explicit or implicit topic sentence with
the main idea and the supporting ideas. Two kinds of exposition/expository text are
analytical exposition text and hortatory exposition text. Priyana, Riandi, and Mumpuni
(2008, p. 132) state that the hortatory exposition texts is a text to argue a case for or
against a particular position or point of view and it proposes a suggestion at the end of
argumentation. Meanwhile, According to Mulya (2010, p. 95), analytical exposition is a
text which persuades the readers or listeners that something is the case, give a point of
view, and confirms what is claimed. According to Priyana, Riandi, and Mumpuni (2008,
p.58) say that analytical exposition text is a text that proposes or suggests a certain topic
which may only be pro or contra, not both. In addition, Anderson and Anderson (1997:
2-3) state that analytical exposition text is intended to persuade readers that something
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should be in the case. An analytical exposition is a type of spoken or writes text that is
intended to persuade the listeners or readers that something is the case. It can conclude
that analytical exposition text has function to influence readers’ thinking. It also
collaborates the writer’s idea about phenomenon surrounding. To make the persuasion
stronger, the speaker or writer give some arguments as the fundamental reasons why
something is in the case.

b. The Language Feature of Analytical Exposition Text

According to Sudarwati and Grace (2007:24) the language features of
analytical exposition text, as follows:
1. Focus on generic human and nonhuman participant
2. The use of mental verbs are used when expressing opinions
3. The use of words that link to arguments
4. The use of present tense
5. The use of compound and complex sentences
6. The use of modal and adverbs

c. Generic Structure of Analytical Exposition Text

The generic structure of analytical exposition text consist of three
components. Namely: Thesis, Arguments, and Reiteration. Mulya (2010:95) describes:
1. Thesis : introduces a topic, outlines main idea or point of view to be presented
(thesis statement)
2. Argument : provides the evidence or arguments to support the thesis statement,
each paragraph identifies a particular point, the elaboration may be further
description, analysis, justification, giving examples, comparing and
contrasting.
3. Reiteration : restates the position, perhaps with some emphasis.
According to Anderson and Anderson (1997:124) analytical exposition text
have three components. They are constructing an exposition; language feature an
exposition and generic structure which can be explained as follow;
1. Constructing an analytical exposition
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In constructing an analytical exposition text, there are three basic steps, the
first step is called as an introductory statement that gives the author’s point of view and
previews the arguments that will follow-in some texts, the opening statements may be
attention grabbing. The second step is constructing a series of arguments that aim to
convince the audience, pictures might also be used to help persuade the audience. The
last one is constructing a conclusion that sums up the arguments and reinforces the
author’s point of view.
2. Language features of an analytical exposition text
The language features of analytical exposition consist of three kinds. First,
the use of words that shows the author’s attitude, or we usually call it as modality. The
second one is the use of words to express felling or we usually call it as emotive words.
The last one is the use of words to link cause and effect.
3. Generic structure of analytical exposition
The generic structure of analytical exposition consists of three main parts:
thesis, arguments and reiteration. The first part is called as thesis. Thesis is used for
introducing topic and indicates the writer’s position. Besides, thesis is also used as the
outline of the main argument, to be presented. The second part is called as argument.
The use of arguments is to restate main argument outlined in preview. It consists of the
elaboration, development, and support to each point of argument. The last one is
reiteration. It is usually used for restating the writer’s position and to conclude the
whole argument.
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The example of analytical exposition text is as follow:

Before you smoke, it is better to see the reality. Around 50 thousand
people die every year in the world. Almost a quarter of smokers die from
diseases caused by smoking. Thesis

Ninety percent of lung cancer is caused by smoking. If you smoke fife

cigarettes in a day, you die will easier from lung cancer than nonsmokers.
Ninety-five percent of people who suffer from bronchitis are the people who
smoke. Smokers die easier from heart disease than nonsmokers.
In addition, children who smoke develop bronchitis and pneumonia. In
one hour in a room full of cigarette smog, non-smokers breath with the cancer-
causing substance as much as if they had smoked fifteen cigarettes.
Argument

Smoking is really good for the tobacco companies because they got a lot
of money from cigarette, but smoking is not good for anybody.
Reiteration

2. Reading
a. Definition of Reading
Reading is one of English skills besides speaking, listening and writing. It is
the way to understand written messages. According to Nuttal (2000:2) reading means a
result of interaction between the writer’s mind and the reader’s mind. It is the way how
to the reader tries to get the message or the intended meaning from the writer. In this
process, the reader tries to create the meanings intended by the writer, the reader can get
the message, and the writer’s meaning sense.
According to Pang (2003:6) reading is defined as understanding written
texts. He says that reading consists of two related processes: word recognition and
comprehension. Word recognition is defined as the process of getting how written
symbols correspond to one’s spoken language while comprehension is the process of
making the meaning of words, sentences and connected text. He adds his statement that
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the reader who has background knowledge, vocabulary, grammatical knowledge,

experience with text and other strategies can help them understand written texts.
Based on two definitions above reading can be defined as the instantaneous
recognition of various written symbol with existing knowledge and it also can be
defined as comprehension of the information and the idea communicated. It means that
when a reader interacts with printed messages, he tries to get the visual information
result or to get meaning in comprehending the messages or the texts from the writer. It
also can be said that reading not only the process of getting the written symbols
correspond to one’s spoken language but it is also the process of making the meaning of
words, sentences and connected text that can be called comprehension.
Reading is important to be learned because reading activity people gain so
many significant like knowledges, information, ideas, vocabulary, etc. it is supported by
Sethi and Adhikari (2010:72) says that reading serves the objective of discovering
information, of expanding one knowledge, and understanding of a subject. According to
Macceca (2007:4) reading is a dialogue between the reader and the author and during
this dialogue, the reader should generate the questions to help anticipate meaning,
search for information, respond intellectually and emotionally, and infer ideas from and
explain further the content of the text. It is clear information that the reader have to
construct the meaning of what they are reading in effort to get ideas, perception in
written text. The readers can enlarge their knowledge by reading.
Reading is certainly an important activity for expanding knowledge of a
language. Patel and Jain (2008:114) say that reading is not only a source of information
and a pleasurable activity but also as a means of consolidating and extending one’s
knowledge of the language. Based on explanation above, it can be assumed that reading
is one of the most complex skill in English and reading plays an important role in many
aspects of life. It means that reading can give us some information for anything.

b. Types of Reading
According to Patel and Jain (2008: 117-123) the types of reading:
a. Intensive Reading
Intensive reading is related to further in language learning under the
teacher’s guidance. Intensive reading will provide a basic for explaining difficulties of
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structure and for extending knowledge of vocabulary and idioms. Intensive reading
material will be the basis for classroom activity. It will not only be read but will be
discussed in detail in the target language, sometimes analyzed and used as a basis for
writing exercises. Intensive reading is text reading or passage reading. In this reading
the learner read the text to get knowledge or analysis. The goal of this reading is to read
shorted text. This reading is done to carry out to get specific information.
b. Extensive Reading
Extensive reading is used to obtain a general understanding of a subject and
includes reading longer texts for pleasure. The reader wants to know about something.
The reader doesn’t care about specific or important information after reading. Usually
people read for to keep them update.
c. Aloud Reading
Aloud reading is basic form of classroom organization and disciplines. In
reading aloud, the students are confronted with written sentences which haven’t spoken
before. The aim of reading aloud is the achievement or better speaking ability and the
pronunciation of the students.
According to Elizabeth (2004: 286 - 288) aloud reading means reading a
book by producing sounds audible to other. Reading aloud by the teacher can help the
students in the improvement of their listening ability. Reading aloud is useful at specific
moment alone. Reading aloud prevents the students from learning to understand the
meaning of a sentence even when he may not know one word in the sentence.
d. Silent Reading
Silent reading is a very important skill in teaching of English. This reading
should be employed to increase reading ability among learners. Silent reading is done to
acquire a lot of information. Silent reading must be based on student’s selected text.
Silent reading enables the students to read completely silently without making sounds
and moving his lips. It helps him read with speed, ease and fluency. It aids
comprehension and expands the student’s vocabulary. According to Elizabeth (2004:
287- 288) silent reading means reading something without producing sounds audible to
other. In silent reading the students can more easily work at their own material pace or
speed.
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c. Definition of Reading Comprehension

There are many definitions of reading comprehension accepted from some
writers. According to Klingner (2007:2) reading comprehension is “the process of
constructing meaning by coordinating a number of complex processes that included
word reading, word and world knowledge, and fluency”. It refers to the ability in
interpreting the words, understanding the meaning and the relationships between ideas
conveyed in a text. He summarized reading comprehension instruction for the teacher as
following a three-step procedure: mentioning, practicing, and assessing. That is,
teachers mention the skills that the students want to use, then they give them
opportunities to practice those skills through workbooks or work sheets, and finally
assess whether or not they use the skill successfully.
Alderson (2000: 28) defines reading is an enjoyable, intense, private activity
in which the readers get much pleasure and can totally absorb the reading. According to
Pang (2003:14) comprehension is the process of making sense of words, sentences and
connected text. He says that comprehension is the processes of deriving the meaning of
one word to another in a text. Readers typically make use of background knowledge,
vocabulary, grammatical knowledge, experience with a text and other strategies to help
them understand the written texts.
From the definitions above, reading comprehension can be concluded as the
ability to find the stated or unstated writer’s idea in the text. The essence of reading
comprehension is to understanding all information delivered by the writer. It also refers
to the ability to connect between the words in a text, to understand the ideas and the
relationships between ideas conveyed in a text.

d. The Concept of Reading Comprehension

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 the reading text. According to Dorn and Soffos (2005:14), comprehending
involves interpreting and syntetizing ideas in ways that influence the reader’s mind. The
readers need to be able to figure out the author’s purpose presenting the material,
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comprehending some valuable information stated in the passage in relation to

comprehending the overall content of reading materials.
Furthermore, Westwood (2008:31) states that reading comprehension can be
defined as an active thinking process through which a reader intentionally constructs
meeting to form a deeper understanding of concepts and information presented in a text.
Reading comprehension the text to get the meaning and understanding of the text.
Wolley (2011:15) explains that reading comprehension is the process of making
meaning from the text. Reading comprehension is reading the text to get meaning and
understanding of the text. From the definition above, it can be assumed that reading
comprehension is an interactive process between reader and text to comprehend the
writer’s message.

e. The Principle of Reading Comprehension

Brown (2000:306-308) state some principle strategies for reading
comprehension, the principle strategies are as follow:
a. Identify your purpose in reading text
b. Apply spelling rules and convention for bottom-up decoding.
c. Use lexical analysis to determine meaning
d. Guest at meaning when you are not certain
e. Skim the text for the gist and main ideas
f. Scan the text for specific information
g. Use silent reading techniques for rapid processing

f. Aspect of Reading Comprehension

According to McWhorter (2012:36) there are five aspects which help the
students to comprehend the English text. It is clarifying to concern with reading
comprehension, namely:
a. Main Idea
Main idea is called topic sentence. It tells the content of paragraph. In other
words, the main ideas is the important ideas that are developed by the writer
throughout the paragraphs and sometimes are available key words and
explicit or implicit message.
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b. Specific information
Specific information or supporting idea is develop from the main idea by
giving the specific definitions such as example, facts, comparison, cause and
effects that is related to the topic sentences.
c. Reference
Reference is word or phrases that are used either before or after the reference
in the reading a text. They are used to avoid unnecessary repetition of word or
phrases. It means that such words are used to be a signal to the reader to find
the meaning elsewhere in text or sometimes is called pronoun.
d. Inference
When a reader adds information that he or she already knows what is stated,
the reader is making inference. In other words, the readers can make
conclusion after reading a text
e. Vocabulary
Stock of words are used by a person, class of people, profession is called
vocabulary. Concerning the statements indeed with vocabulary. Concerning
with the statements indeed vocabulary is fundamental for everyone who
wants to speak or to produce utterance for reading.
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CHAPTER III
RESEARCH FINDINGS AND DISCUSSION