Contoh Analytical Exposition Text (2)

Learning from Television

Thesis

Traditionally, educators have perceived television as not particularly beneficial to literacy

development. Concerns were fuelled by findings suggesting that with the introduction of
television people spend less time reading books and reading scores decline. As our society
is striving to make adjustments to the decline in literacy skills, new ways of learning and
teaching are being explored, educators are becoming interested in exploring the educational
potential of television. Therefore, the interest in television as an educational medium has
increased for several reasons.

Argumentation

First, existing educational television programs that were developed to enhance the literacy
development of both children and adults have been quite successful in achieving their
intended outcomes. This has been reported in several researches dealing with such things
such as television supported distance learning programs from the Open University in Great
Britain.

Second, because television is a very accessible medium, it has the potential to reach
learners that have not been able to participate in traditional adult literacy programs.
Television is accessible both in terms of its technology and in terms of its content. By 1985,
99% of all US households had a least one television set. Moreover, viewers are intimately
familiar with the content of television and tend to associate it with pleasurable experience
because of its power to entertain.

Finally, the development of new visual technologies makes it possible to provide users with
more control and interactivity and thus to adapt televised instruction to the needs of a variety
of learners and learning styles.

Reiteration

To conclude, many teachers in UK are recently becoming aware to benefit the potential of
television programs to support the teaching processes.

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Analysist

Description of the Image:

The image depicts two children engaged in learning activities, with a television set positioned nearby. The girl is focused on the
television screen while taking notes, while the boy is engrossed in his work. Both children appear to be utilizing the television as a
learning resource, supplementing their studies and assignments.
Analysis based on Framework analysis of Image (O'Halloran, 2008):
IMAGE Results
Orientation Contact: Demanding Demanding: positive eye contact. The gaze of
or offering. participants is directly to the viewers. The image
Both children give negative eye contact because they
tries to engaged viewers.
aren’t directly gaze the viewers and this gaze tends to
Offering: Negative eye contact. No gaze, when
make the viewers become observers.
participants isn’t directly to the viewers. The
viewers are only observer.
Affect: 1. Smiling. Asking viewers to enter the social The girl seems to be smiling to the TV but the boy has a
Degree of expressions, relation cold staring because he’s focusing doing the task.
gestures, stances as 2. Cold Staring. Demanding readers to consider the
well as emotional participants as the inferior
responses. 3. Seductive pouting. Asking the viewers to desire
Affect = Address (kress the participants
& leewen,2006) 4. Looking up leading. Demanding readers to have
Address: empathy
- Presence of Gaze 5. Finger pointed at viewer. Inviting viewers to
(Hight address) come closer
- Balance 6. Defensive Gesture. Asking readers/ audiences to
(Moderate be far
address) (Kress & Leewen, 2006; Leewen & Jewit, 2001).
- Absence (Low
address)

Involvement: Inclusion Inclusion is seen from the use of frontal angle. Both children are in exclusion involvement. This
and exclusion. Exclusion is revealed by the use of oblique or suggests the viewer is outside of the action or scene.
looking back at viewers. Because it has oblique angle that make viewers are not
directly involved in what's happening and might feel
like an observer.
Involvement: oblique
(weak),
balanced (moderate)
and frontal (strong)
(kress & leewen, 2006)
Angle in images Frontal vertical angle is when viewers are in the All images in the 'Learning from Television' text employ
divided into vertical above position to the image, indicating that viewers a horizontal mode for image placement. This suggests
and horizontal modes. are more powerful than the represented that the position of the presented image and the
(kress&leewen, 2006; participants. position of the audience share a similar social
Li and Jung, 2015; Horizontal modes are depicted when the position interactional position, with neither holding greater
Hermawan&Sukiyadi, of represented objects (images) and viewers power over the other.
2017) (audience) is similar, showing that the social
position between interaction is similar.

Social distance: This The image of children learning utilizes a close-up frame
category is identified FRAME SIZE CHARACTERISTICS SOCIAL RELATION size, focusing on the characters from head to
through the choice of very close up less than head and shoulders of subject intimate shoulders. According to Kress & Leeuwen (1996), this
image shot. framing establishes a friendly or personal social
close shot head and shoulders of subject friendly or personal
relationship with the audience. This suggests that the
medium close cuts off subject approximately at waist social or ' one of us'
image aims to foster a closer connection with the
medium shot
cuts off subject approximately at knee
'familiar' social
viewer.
level

medium long shows full figure general social

long shot human figure fills half image height public, largely impersonal

and anything beyond (wider) than half

little or no social connection
very long shot height

(Kress & Leeuwen, 1996)

Representation 1. covering process/ The process itself is broken down into narrative Action Process:
actions (what and conceptual process.
participants do), Narrative is usually represented by vector (a ● Vector: The television set is the vector
2. the relation connector of participants) consists of five types connecting to both children as the primary
between/ among (Kress & Leewen, 2006); action process, source of information they are using for
participants, and reactional process, mental process, conversion their learning activities.
3. circumstances/ process, and geometrical symbolism.
the environment Reactional Process:

(see Gao, 2017). ● Phenomenon: The television

● Reactor: The girl (focused gaze)

Mental Process:

● Vector: An arrow pointing from the

television to the girl's head can represent the
flow of information she's receiving.
● Vector: An arrow pointing from the girl's
notes to the boy can represent her potentially
sharing the information with him.

Conversion Process:

● Agent: The television set

● Patient: The information on the screen
● Result: The knowledge or understanding
gained by the children

Geometrical Symbolism
 ● Collaboration: Their physical closeness
suggest they are working together on a
project or sharing information learned from
the television.
● Shared Learning Environment: Their
proximity can indicate a shared learning
space, even if they are focused on individual
tasks.

Representational Narrative Processes -Action

structure representation Reactional
Speech & Mental
Conversion
Geometrical symbolism

circumstance -setting
-Means
-Accompaniment

Conceptual Classificational -Covert

Representation processes -Overt

Analytical ● Unstructured
process ● Structured
1. Temporal
2. Exhausted and
inclusive
3. Conjoined &
compounded
exhausted structures
4. Topopgraphical &
topography
5. Dimensional &
Quantitative
topopgraphy
6. Spatio-temporal

Symbolic -attributive
processes -suggestive
 (adapted from Kress and Leewen, 2006)

Narrative is usually 1. action process in image is defined as the

represented by vector physical activities (see also Emilia, 2014;
(a connector of Gerot & Wignel, 1996). Therefore, the
participants) consists potential participants in this process are
of five types (Kress Actor (the doer of the action), goal (the
& Leewen, 2006); recipient of the action), and range (Eggins,
action process,
2004). The actor is visualized from which
reactional process,
the vector arises, and goal is pictured at
mental process,
conversion process, whom the vector is directed. Besides, the
and geometrical characterization of narratives is
symbolism. transactional and non-transactional
process. Transactional process is classified
when there are two participants in the image
(actor and goal); meanwhile,
non-transactional type is when there is only
a single participant in that event (actor) and
no goal, meaning that the activity is not
addressed to anything/ anyone (Kress &
Leeuwen, 2006).
2. Reactional process is like a part of mental
process (see Emilia, 2014), referring to the
activities as perceived by the participants.
The process is identified when the vector is
built by an eyeline (Kress & Leeuwen,
2006). Peculiarly, the possible participants
are reacter/ senser, and phenomenon.
Reacter refers to participant who does
looking. In keeping with Kress & Leeuwen
 (2006), reactional process happens when the
vector is formed by the direction of
represented participants. The sample
reactional process as depicted in the images
covers the process of seeing, knowing,
understanding, liking or disliking, and other
mental processes. Similar to action process,
this process could be either transactional or
non-transactional.
3. Another type of narratives is speech/ verbal
process. Similar to language, this process is
something dealing with what is said by a
particular participant (Eggins, 2004); such
as, saying, answering, asking, praising, and
others. Like transactional reaction, the
verbal process makes a vector line between
participants (sayer) and the speech as the
content (see Kress & Leeuwen, 2006). This
process is often found when an image is
completed by dialogue, showing the
communication among participants.
4. Next is conversion process. Kress &
Leeuwen (2006) explain that this process is
reflected through the representation of
natural events; such as, graph, diagram,
chart. More than that, this process also could
be about the human interaction which is
described as the natural process. Examples
of this process are photosynthesis cycle and
water cycle as described in chart/ diagrams.
5. Geometrical symbolism in narrative process
refers to the use of geometric symbols, such
as shapes, lines, and angles, to construct
meaning and convey messages in a story.
These symbols can be used to:
● Depict spatial relationships: For
example, vertical lines can be used to
depict hierarchy or horizontal lines to
depict balance.
● Depict temporal relationships: For
example, circles can be used to depict
cycles or spiral lines to depict
development.
● Characterize: For example, triangular
shapes can be used to depict strong and
stable characters, while circular shapes
can be used to depict flexible and
adaptable characters
Examples:
• In a story about a child climbing a mountain,
vertical lines can be used to depict the height of
the mountain and horizontal lines to depict the
child's journey.
• In a story about a dancer, circles can be used
to depict the dancer's swirling movements.
• In a story about a superhero, triangular shapes
can be used to depict the superhero's strength
and determination.
 Conceptual process 1. Classificational processes refer to types of
is approximately classes (such as visually described;
positioned as somebody is a bully).
existential and 2. Analytical process is closed to attributive
relational process in process in which the participant is
language (see Kress categorized as carrier and the part is called
& Leewen, 2006).
possessive attribute (see Kress & Leewen,
Basically, this part is
2006), involving unstructured, temporal,
divided into three
kinds; exhausted & inclusive, conjoined &
classificational compounded exhaustive structures,
process, analytical topographical and topological processes,
process, and dimensional and quantitative topography,
symbolic processes. and spatio-temporal.
3. Symbolic process is closed to attributive
and suggestive. The attribute type is
closely related to the existence of symbolic
attributes on the participants; while,
suggestive model is about the
characterization through de-emphasizing of
images in sense of mood and atmosphere
(Kress & Leewen, 2006).
Presentation This analysis deals in this study, the aspect of focused presentation
with how ideas in is information value. Information value is
In language, images are formed directed to the arrangement/ compositional
presentation in and arranged through structure of ideas. This category is split into
images is three big system; Given-New, Ideal-Real, and Centre (Kress &
about textual salience, Leewen, 1996).
metafunction information value,
and framing.
First, Given-New. This form (left-right) is used
to show the position of ideas. It is definitely
presented that an element in the left side
(Given) is what is already known by addressee,
while what is in the right side (New) is the
unpredictable/ new things (Eggins, 2004;
Emilia, 2014; Kress & Leewen, 2006).
Second, Ideal-Real. This form is selected when
the delivery of message is seen from what is
general, followed by details. Ideal is the capture
of general information; while Real is what is
the details of the information (Kress & Leewen,
2006).
The last one, centre. This type is chosen when
the writer wants to highlight what is the most
prominent element to discuss in the figure
(Kress & Leewen, 2006).
Contoh Analytical Exposition Text (3)
Learning English through Music

Thesis

Learning English through music and songs can be very enjoyable. You can mix pleasure with
learning when you listen to a song and exploit the song as a means to your English
progress. Some underlying reason can be drawn to support the idea why we use songs in
language learning.

Argumentation

Firstly, "the song stuck in my head" Phenomenon (the echoing in our minds of the last song
we heard after leaving a restaurant, shopping malls, etc) can be both enjoyable and
sometimes unnerving. This phenomenon also seems to reinforce the idea that songs work
on our short-and-long term memory.

Secondly, songs in general also use simple conversational language, with a lot of repetition,
which is just what many learners look for sample text. The fact that they are effective makes
them many times more motivating than other text. Although usually simple, some songs can
be quite complex syntactically, lexically and poetically, and can be analyzed in the same way
as any other literary sample.

Furthermore, song can be appropriated by listener for their own purpose. Most pop songs
and probably many other types don't have precise people, place or time reference.

In addition, songs are relaxing. They provide variety and fun, and encourage harmony within
oneself and within one group. Little wonder they are important tools in sustaining culture,
religion, patriotism and yeas, even revolution.

Conclusion

Last but not least, there are many learning activities we can do with songs such as studying
grammar, practicing selective listening comprehension, translating songs, learning
vocabulary, spelling and culture.

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Contoh Analytical Exposition Text (4)
The Importance of Mobile Phones in Daily Lives

Thesis

I strongly believe that mobile phones are necessary. My reasons for this belief are that these
phones are convenient for business people who travel a lot, and they are handy for
emergencies.

Argumentation

To begin with, mobile phones are necessary in the case of emergencies. For instance, if you
fall down a set of stairs in a building and are badly injured and can't reach a pay phone, it is
handy to have one to use. Or, if your car breaks down in the middle of the night in a strange
neighbourhood, it would be dangerous to leave it in search of a public phone booth.

My other main reason is that mobile phones are convenient for business people. For
example, if you are out of the state or even overseas and you have to contact a client to do
some important work, it is useful to have one to use. By using a mobile phone, important
information can be received. People can't stay in an office all day waiting for their phone to
ring. Some people have to go and do jobs or they will go out of business. You can even send
faxes or messages and use the internet with your mobile.

Conclusion

In conclusion, I believe that mobile phones have now become a necessary part of every day
life. Instant communication will ensure that information can be passed on with a simple press
of a button. Whether this is to do with business or personal information or emergencies, it
goes to show that they are necessary in the new millennium.

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Contoh Analytical Exposition Text (5)
Laptop as Students' Friend

Thesis

Conventionally, students need book, pen, eraser, drawing book, ruler and such other stuff.
Additionally, in this multimedia era, students need more to reach their progressive
development. Students need mobile keyboards to record every presented subject easily. Of
course it will need more cost but it will deserve for its function.

Argumentation

First, modern schools tend to apply fast transferring knowledge because the school needs to
catch the target of curriculum. Every subject will tend to be given in demonstrative method.
Consequently students need extra media cover the subject. Since there is a laptop on every
student's desk, this method will help student to get better understanding.

Secondly, finding an appropriate laptop is not difficult as it was. Recently there is an online
shop which provides comprehensive information. The best is that the shop has service of
online shopping. The students just need to brows that online shop, decide which computer or
laptop they need, and then complete the transaction. After that the laptop will be delivered to
the students' houses. That is really easy and save time and money.

Conclusion

From all of that, having mobile computer is absolutely useful for students who want to catch
the best result for their study. Buying laptop online is advisable because it will cut the price.
This online way is recommended since online shop also provides several laptop types.
Students just need to decide which type they really need.

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