essay title whether it appears as a question or a proposition into a series of claims that can form the basis for an argumentative answer.
2.1.5 Writing in the Second Language Classroom
The objective of teaching English in senior high school is the student should communicate spoken and written cycle by using the proper language variety correctly
and fluently. In doing writing, students should understand the various meaning from a number of written text interaction and speak publicly especially for genre descriptive,
narrative, spoofrecount, procedure, reports, news item, anecdote, analytical exposition, hortatory exposition, explanation, discussion, commentary and review.
According to a research done by Gumming upon the students of Senior High School that in Limbong 1997:27:
Writing skill is complex and difficult to teach since in this case writing does not only mean putting down graphic form on a piece of paper. There are five
components of writing Harris, 1969:68-69: 1
Content: the substance of writing, the idea expressed. It
wants to write
of paragraph, generalisation, and conclusion. Its about whether all of the components above are support each other and composed orderly by the writer or not.
b Content
Content here is about logical development of ideas. The ideas concrete and thoroughly developed or not, whether the essay addressed the issue or not, is there
any extraneous material present or not in the text. c
Grammar It
Students are also given some reinforcements when they are writing mostly right and less mistakes. Reinforcements can help them to be confident and free to
express their ideas into writing composition, so they can feel easy in improving their writing skills. He or She has to give them a lot of training and practicing how to
express their idea into good sentences. So we can see the student
3 Analysis of learners
Classroom tasks and activities at this stage enable learners to: 1
Explore cultural similarities and differences related to the topic 2
Practice grammatical patterns relevant to the topic or text type 3
Build up and extend vocabulary relevant to the text type
b. Modelling of the text MOT
This stage involves introducing the learners to a model of the genre they will be reading or writing. Here, there is an explicit focus on analyzing the genre through a
model text related to the course topic. This involves preparing the learner for reading and writing by:
1 Focusing on the genre as a written object
2 Discussing the social function of the genre and the purpose intended by the
reader or writer 3
Analyzing characteristics schematic structure and grammatical patterns.
c. Joint construction of the text JCOT
At this stage, the aim is for the teacher to work which the learners to construct a similar text. The teacher first needs to assess the extent of the learners
d. Independent construction of the text ICOT
Here, the focus is less on the providing explicit support than being available to consult with individual learners as they require assistance or feedback. The teachers
2.2 General Concept of Analytical Exposition
