THE EFFECT OF USING WHAT-WHY-HOW CHART ON STUDENTS ACHIEVEMENT IN WRITING ANALYTICAL EXPOSITION.
ACKNOWLEDGEMENT
This thesis is aimed at fulfilling one of the requirements for the degree of
Sarjana Pendidikan at English Department, Faculty of Languages and Arts, State
University of Medan.
Praise Lord, Almighty and Merciful Lord, Jesus Christ, for His amazing
love, blessing, and strength given to the writer in finishing this thesis. You are
Savior.
The writer realized that this thesis could not have been accomplished
without the guidance; suggestions, comments, and encouragement also help from
several people. Therefore, the writer would like to extend his special gratitude to:
1. Prof. Dr. H. Syawal Gultom, M.Pd, the Rector of State University of
Medan
2. Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Languages and
Arts, State University of Medan
3. Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department, Faculty
of Languages and Arts, State University of Medan
4. Dra. Meisuri, M.A, the Secretary of English Department, Faculty of
Languages and Arts, State University of Medan
5. Nora Ronita Dewi, S.S, M.Hum, the Head of Educational English
Program, Faculty of Languages and Arts, State University of Medan
6. Dra. Sri Juriati Ownie, M.A, her Consultant who had given her valuable
suggestions, advice, motivation, guidance, and precious, time in
completing and correcting this thesis.
7. Drs. Nano Prihatin, the Headmaster of SMA Negeri 1 Gebang and all the
teachers, especially Drs. Abdul Rahman who helped the writer collecting
the data for her research.
ii
8. Her Beloved Parents, J. Ginting and E. Tarigan who always give their
everlasting love, affection, support, finance, motivation and prayer.
9. Her Beloved Brother and Sister, Cristo Permana Ginting and Risky
Ameta Ginting for their support, pray, and laugh to the writer.
10. Her Small Group, CIKASU (Mei Siti Manullang, S.Pd, Nurdiana
Mahdalena Sinurat, S.Pd and Putri Febrini Sianturi, S.Pd), KISLEW
(Anna, Lichu, Maria, Meslina, Mutiara, Sondang, and Vera) and RDW
(Dwisepta and Risda) for their support, praying, and motivation given to
the writer.
11. Her family in UKMKP Up-FBS who always give motivation and support
to the writer in completing this thesis.
12. Her close friends Kak Juni, Evi, Hasian, Bernard, Astri, Resti,
Rosenta, Aini Mardiah, Yetti, and Nurhayati, who have sent their
prayers to the writer.
The writer admits that this thesis is still far from being perfect. Therefore,
she would like to invite the readers to give some suggestions for the improvement
in the future.
Medan,
August 2015
The Writer
Adelina Irma Novita Sani
Reg. No. 209121001
iii
ABSTRACT
Sani, Adelina Irma Novita. 2015. The Effect of Using What-Why-How Chart
on Students’ Achievement in Writing Analytical Exposition. A Thesis.
Faculty of Languages and Arts. State University of Medan. 2015
This research concerned on The Effect of Using What-Why-How Chart on
Students’ Achievement in Writing Analytical Exposition. This study used the
experimental design. The population of the study was the students of SMA Negeri
1 Gebang. There were sixty four students from two classes as the sample of the
research. This study was conducted with two groups namely experimental and
control group. The experimental group was taught by applying What-Why-How
Chart while control group was taught by using writing method. The instrument of
collecting data was writing test which only consist of one item. The calculation
shows that t-observed (9.010) is higher than t-table (2.000) at the level of
significance (α) 0.05 with the degree of freedom (df) 62. Therefore, the null
hypothesis is rejected and alternative hypothesis is accepted. It means that
teaching writing by using What-Why-How Chart has more significant effects than
without using What-Why-How Chart.
Keywords: What-Why-How Chart, Students’ Achievement, Writing, Analytical
Exposition
i
TABLE OF CONTENTS
Page
ABSTRACT ...................................................................................................
i
ACKNOWLEDGEMENT .............................................................................
ii
TABLE OF CONTENTS ..............................................................................
iv
LIST OF TABLES ........................................................................................
vi
LIST OF APPENDIXES ..............................................................................
vii
CHAPTER I INTRODUCTION...................................................................
1
A.
B.
C.
D.
E.
The Background of the Study .........................................................
The Problem of the Study ...............................................................
The Scope of the Study ...................................................................
The Objective of the Study .............................................................
The Significance of the Study ........................................................
1
3
3
3
4
CHAPTER II REVIEW OF LITERATURE .............................................
5
A. Theoretical Framework ...................................................................
1. Writing .......................................................................................
2. Writing Process ..........................................................................
3. Text ............................................................................................
4. Principles of Teaching Writing ..................................................
5. Genre ..........................................................................................
6. Analytical Exposition ................................................................
7. Teaching Strategy .......................................................................
8. What-Why-How Chart Strategy ................................................
a. The Advantages of Using What-Why-How Chart ................
B. Conceptual Framework ...................................................................
C. Hypothesis ......................................................................................
5
5
6
8
9
10
11
16
16
18
19
20
CHAPTER III RESEARCH METHODOLOGY ......................................
21
A. Research Design .............................................................................
B. Population and Sample of the Research .........................................
21
21
iv
C. The Instrument of Collecting Data .................................................
D. The Procedure of the Research .......................................................
1. Pre-test .......................................................................................
2. Teaching Presentation ................................................................
a. Teaching Presentation for Experimental Group ....................
b. Teaching Presentation for Control Group .............................
3. Post-test ......................................................................................
E. The Validity and Reliability of the Test .........................................
1. Validity of the Test ....................................................................
2. Reliability of the Test ................................................................
F. Technique of Analyzing Data .........................................................
22
25
25
25
25
28
29
29
29
30
31
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDING ...........
33
A. Data .................................................................................................
B. Data Analysis ...................................................................................
1. Testing Reliability of the Test ...................................................
2. Analyzing the Data using t-test .................................................
3. Testing Hypothesis ....................................................................
C. Research Finding ............................................................................
33
33
35
37
37
38
CHAPTER V CONCLUSION AND SUGGESTION .................................
39
A. Conclusion ......................................................................................
B. Suggestion .......................................................................................
39
39
REFERENCES ..............................................................................................
41
APPENDICES ............................................................................................ 43-73
v
LIST OF TABLES
Page
Table 2.1 Language Features of Analytical Exposition Text .......................... 12
Table 2.2 Example of Analytical Exposition ..................................................
12
Table 2.3 Another Example of Analytical Exposition Text.............................
14
Table 3.1 Research Design ..............................................................................
21
Table 3.2 Rubric Assessment ..........................................................................
22
Table 3.3 Scoring of Writing ..........................................................................
23
Table 3.4 Teaching Procedure for Experimental Group .................................
25
Table 3.5 Teaching Procedure for Control Group ..........................................
29
Table 4.1 The Result of Pretest and Post-Test
From Experimental Group (XI IPA 2) ............................................
33
Table 4.2 The Result of Pretest and Post-Test
From Control Group (XI IPA 1) .....................................................
iv
34
LIST OF APPENDICES
Appendix A
The Reliability of the Test .................................................. 43
Appendix B
The Calculation of the Test ................................................. 45
Appendix C
The Calculation of the T-Test ............................................. 49
Appendix D
Pretest and Post-Test ........................................................... 50
Appendix E
Lesson Plan ......................................................................... 52
vii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Writing is the very important and most required in academic field. People
convey their idea and feeling through writing and it is also used as the reminder in
form of file or document. Harmer (1998:79) states that writing is the most
powerful communication tool which is used to share our thoughts.
Writing has become one of the language skills that must be learnt by the
students. It is stated in Educational Unit Curriculum (KTSP) of senior high school
that the students in grade XI are expected to express the meaning of a short
functional text and essay in the form of Report, Narrative and Analytical
Exposition.
Based on the writer’s teaching experience while conducting teaching
learning program (PPL) 2012 in SMAN 1 Gebang, Langkat, the students’
minimum passing score (KKM) in writing is 75. In fact, the data showed there
were 19 of 32 (59%) students in grade XI got difficulties in writing even after they
were being taught. This data was obtained when a test of writing analytical
exposition was given to them. The mean score of the students was 68. It proves
the students’ ability in writing analytical exposition is still low. As Diana and
friends (2011:197) state that analytical exposition text is a piece of exposition that
describes relationship between an event or circumstance and its effect. It guides
the writer by an idea that wants to be developed. There are some factors causing
1
2
the students’ ability in writing analytical exposition still low are first, students are
lack of information, idea, and fact. It will happen when the topic is about
phenomenon surrounding which is usually discussed in analytical exposition.
Second, students are unable to make the text goes coherently and organizationally,
for example there is still another argument after writing closing statement. Third,
students cannot make elaboration or extension of the reason. They just put their
main idea, and then leave them away.
The other problem is the method of teaching used by the teacher is still
monotonous. The teacher just taught the students by using discussion and
lecturing. This makes the students do not experience how to write in English
systematically and directly.
Meanwhile, learning writing by using the appropriate strategy can help the
students to make a good writing. It also helps the teacher to conduct the teaching
learning process with an interesting situation. What-Why-How Charts (Peha,
2003) is one of the best strategies to encourage students in writing analytical
exposition because in this strategy the students will put some arguments that make
sense to the readers so that the relation between topic and arguments will be clear.
Moreover, the students will be able to organize the flow of their writing based on
the ideas they have.
In addition to the research, there are many studies that have been
conducted related to analytical exposition text. There are two writers who have
ever conducted a related research about writing achievement; Ulima Simanjuntak
with the topic “The Effect of Using K-W-L (Know, Want to Learn) Strategy on
3
the Students Achievement in Expository Writing”. Darmasari Purba with the topic
“Improving Students’ Writing Achievement through the Process Genre
Approach”. Based on these related research, it indicates that the use of different
technique influences the result of the students’ achievement.
In relation to the problem, the researcher would like to conduct a research
to find out the effect of using What-Why-How Chart on the students’ achievement
in writing an analytical exposition.
B. The Problem of the Study
Based on the background of the study, the problem of the study is
formulated as follows: “Among the grade XI students of SMAN 1 Gebang is there
any significant effect of using What-Why-How Chart on students’ achievement in
writing analytical exposition?”
C. The Scope of the Study
The focus of the study is on students’ achievement in writing analytical
exposition with the topic about phenomenon surrounding. The researcher uses one
of writing strategy that is What-Why-How Chart.
D. The Objective of the Study
The objective of the study is to find out whether What-Why-How Chart
gives significant effect in teaching learning process on the students’ achievement
in writing analytical exposition.
4
E. The Significance of the Study
The findings of this study, which concerned with the effect of using WhatWhy-How Chart on students’ achievement in writing analytical exposition is
expected to give some benefits in theory and practice. In term of the theoretical
benefits, this study is expected to enrich the literature in term of teaching writing
by using What-Why-How Chart and to give a better understanding and alternative
strategy in teaching writing English text. For the other researchers, the findings of
this study are also expected can be used as contribution information that can be
used as a reference material to conduct related research.
Then, in term of practical benefits, the findings of this study are expected
to contribute to the development of writing achievement, both for the English
teachers and students in teaching writing analytical exposition. For the students,
the findings can be used to help them to encourage and develop their ideas in
writing, especially in writing analytical exposition. For the teachers, the findings
can be used as one alternative strategy to solve the students’ writing difficulties in
teaching writing.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, it is concluded that the using of What-Why-How
Chart significantly effects the students’ achievement in writing analytical
exposition, since the t-test > t-table (9,010 > 2,000; df = 62, α = 0.05). The using
of What-Why-How Chart in teaching writing especially in writing analytical
exposition enables the students to explore their ideas and organize the flow of
their writing based on the ideas they have. It means the null hypothesis (Ho) is
rejected and alternative hypothesis (Ha) is accepted because there is significant
effect of using What-Why-How Chart on students’ achievement in writing
analytical exposition.
B. Suggestion
Based on the finding, it is suggested that:
1. English teacher should use What-Why-How in teaching writing because it
enables the students to convey and share their ideas in writing analytical
exposition.
2. The textbook writer should write and suggest the reader to use What-WhyHow Chart in solving students’ problem in writing analytical exposition.
3. The readers who are interested for further study related to this research
should explore the knowledge to enlarge their understanding about how to
4. improve students’ achievement in writing analytical exposition by using
What-Why-How Chart
40
This thesis is aimed at fulfilling one of the requirements for the degree of
Sarjana Pendidikan at English Department, Faculty of Languages and Arts, State
University of Medan.
Praise Lord, Almighty and Merciful Lord, Jesus Christ, for His amazing
love, blessing, and strength given to the writer in finishing this thesis. You are
Savior.
The writer realized that this thesis could not have been accomplished
without the guidance; suggestions, comments, and encouragement also help from
several people. Therefore, the writer would like to extend his special gratitude to:
1. Prof. Dr. H. Syawal Gultom, M.Pd, the Rector of State University of
Medan
2. Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Languages and
Arts, State University of Medan
3. Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department, Faculty
of Languages and Arts, State University of Medan
4. Dra. Meisuri, M.A, the Secretary of English Department, Faculty of
Languages and Arts, State University of Medan
5. Nora Ronita Dewi, S.S, M.Hum, the Head of Educational English
Program, Faculty of Languages and Arts, State University of Medan
6. Dra. Sri Juriati Ownie, M.A, her Consultant who had given her valuable
suggestions, advice, motivation, guidance, and precious, time in
completing and correcting this thesis.
7. Drs. Nano Prihatin, the Headmaster of SMA Negeri 1 Gebang and all the
teachers, especially Drs. Abdul Rahman who helped the writer collecting
the data for her research.
ii
8. Her Beloved Parents, J. Ginting and E. Tarigan who always give their
everlasting love, affection, support, finance, motivation and prayer.
9. Her Beloved Brother and Sister, Cristo Permana Ginting and Risky
Ameta Ginting for their support, pray, and laugh to the writer.
10. Her Small Group, CIKASU (Mei Siti Manullang, S.Pd, Nurdiana
Mahdalena Sinurat, S.Pd and Putri Febrini Sianturi, S.Pd), KISLEW
(Anna, Lichu, Maria, Meslina, Mutiara, Sondang, and Vera) and RDW
(Dwisepta and Risda) for their support, praying, and motivation given to
the writer.
11. Her family in UKMKP Up-FBS who always give motivation and support
to the writer in completing this thesis.
12. Her close friends Kak Juni, Evi, Hasian, Bernard, Astri, Resti,
Rosenta, Aini Mardiah, Yetti, and Nurhayati, who have sent their
prayers to the writer.
The writer admits that this thesis is still far from being perfect. Therefore,
she would like to invite the readers to give some suggestions for the improvement
in the future.
Medan,
August 2015
The Writer
Adelina Irma Novita Sani
Reg. No. 209121001
iii
ABSTRACT
Sani, Adelina Irma Novita. 2015. The Effect of Using What-Why-How Chart
on Students’ Achievement in Writing Analytical Exposition. A Thesis.
Faculty of Languages and Arts. State University of Medan. 2015
This research concerned on The Effect of Using What-Why-How Chart on
Students’ Achievement in Writing Analytical Exposition. This study used the
experimental design. The population of the study was the students of SMA Negeri
1 Gebang. There were sixty four students from two classes as the sample of the
research. This study was conducted with two groups namely experimental and
control group. The experimental group was taught by applying What-Why-How
Chart while control group was taught by using writing method. The instrument of
collecting data was writing test which only consist of one item. The calculation
shows that t-observed (9.010) is higher than t-table (2.000) at the level of
significance (α) 0.05 with the degree of freedom (df) 62. Therefore, the null
hypothesis is rejected and alternative hypothesis is accepted. It means that
teaching writing by using What-Why-How Chart has more significant effects than
without using What-Why-How Chart.
Keywords: What-Why-How Chart, Students’ Achievement, Writing, Analytical
Exposition
i
TABLE OF CONTENTS
Page
ABSTRACT ...................................................................................................
i
ACKNOWLEDGEMENT .............................................................................
ii
TABLE OF CONTENTS ..............................................................................
iv
LIST OF TABLES ........................................................................................
vi
LIST OF APPENDIXES ..............................................................................
vii
CHAPTER I INTRODUCTION...................................................................
1
A.
B.
C.
D.
E.
The Background of the Study .........................................................
The Problem of the Study ...............................................................
The Scope of the Study ...................................................................
The Objective of the Study .............................................................
The Significance of the Study ........................................................
1
3
3
3
4
CHAPTER II REVIEW OF LITERATURE .............................................
5
A. Theoretical Framework ...................................................................
1. Writing .......................................................................................
2. Writing Process ..........................................................................
3. Text ............................................................................................
4. Principles of Teaching Writing ..................................................
5. Genre ..........................................................................................
6. Analytical Exposition ................................................................
7. Teaching Strategy .......................................................................
8. What-Why-How Chart Strategy ................................................
a. The Advantages of Using What-Why-How Chart ................
B. Conceptual Framework ...................................................................
C. Hypothesis ......................................................................................
5
5
6
8
9
10
11
16
16
18
19
20
CHAPTER III RESEARCH METHODOLOGY ......................................
21
A. Research Design .............................................................................
B. Population and Sample of the Research .........................................
21
21
iv
C. The Instrument of Collecting Data .................................................
D. The Procedure of the Research .......................................................
1. Pre-test .......................................................................................
2. Teaching Presentation ................................................................
a. Teaching Presentation for Experimental Group ....................
b. Teaching Presentation for Control Group .............................
3. Post-test ......................................................................................
E. The Validity and Reliability of the Test .........................................
1. Validity of the Test ....................................................................
2. Reliability of the Test ................................................................
F. Technique of Analyzing Data .........................................................
22
25
25
25
25
28
29
29
29
30
31
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDING ...........
33
A. Data .................................................................................................
B. Data Analysis ...................................................................................
1. Testing Reliability of the Test ...................................................
2. Analyzing the Data using t-test .................................................
3. Testing Hypothesis ....................................................................
C. Research Finding ............................................................................
33
33
35
37
37
38
CHAPTER V CONCLUSION AND SUGGESTION .................................
39
A. Conclusion ......................................................................................
B. Suggestion .......................................................................................
39
39
REFERENCES ..............................................................................................
41
APPENDICES ............................................................................................ 43-73
v
LIST OF TABLES
Page
Table 2.1 Language Features of Analytical Exposition Text .......................... 12
Table 2.2 Example of Analytical Exposition ..................................................
12
Table 2.3 Another Example of Analytical Exposition Text.............................
14
Table 3.1 Research Design ..............................................................................
21
Table 3.2 Rubric Assessment ..........................................................................
22
Table 3.3 Scoring of Writing ..........................................................................
23
Table 3.4 Teaching Procedure for Experimental Group .................................
25
Table 3.5 Teaching Procedure for Control Group ..........................................
29
Table 4.1 The Result of Pretest and Post-Test
From Experimental Group (XI IPA 2) ............................................
33
Table 4.2 The Result of Pretest and Post-Test
From Control Group (XI IPA 1) .....................................................
iv
34
LIST OF APPENDICES
Appendix A
The Reliability of the Test .................................................. 43
Appendix B
The Calculation of the Test ................................................. 45
Appendix C
The Calculation of the T-Test ............................................. 49
Appendix D
Pretest and Post-Test ........................................................... 50
Appendix E
Lesson Plan ......................................................................... 52
vii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Writing is the very important and most required in academic field. People
convey their idea and feeling through writing and it is also used as the reminder in
form of file or document. Harmer (1998:79) states that writing is the most
powerful communication tool which is used to share our thoughts.
Writing has become one of the language skills that must be learnt by the
students. It is stated in Educational Unit Curriculum (KTSP) of senior high school
that the students in grade XI are expected to express the meaning of a short
functional text and essay in the form of Report, Narrative and Analytical
Exposition.
Based on the writer’s teaching experience while conducting teaching
learning program (PPL) 2012 in SMAN 1 Gebang, Langkat, the students’
minimum passing score (KKM) in writing is 75. In fact, the data showed there
were 19 of 32 (59%) students in grade XI got difficulties in writing even after they
were being taught. This data was obtained when a test of writing analytical
exposition was given to them. The mean score of the students was 68. It proves
the students’ ability in writing analytical exposition is still low. As Diana and
friends (2011:197) state that analytical exposition text is a piece of exposition that
describes relationship between an event or circumstance and its effect. It guides
the writer by an idea that wants to be developed. There are some factors causing
1
2
the students’ ability in writing analytical exposition still low are first, students are
lack of information, idea, and fact. It will happen when the topic is about
phenomenon surrounding which is usually discussed in analytical exposition.
Second, students are unable to make the text goes coherently and organizationally,
for example there is still another argument after writing closing statement. Third,
students cannot make elaboration or extension of the reason. They just put their
main idea, and then leave them away.
The other problem is the method of teaching used by the teacher is still
monotonous. The teacher just taught the students by using discussion and
lecturing. This makes the students do not experience how to write in English
systematically and directly.
Meanwhile, learning writing by using the appropriate strategy can help the
students to make a good writing. It also helps the teacher to conduct the teaching
learning process with an interesting situation. What-Why-How Charts (Peha,
2003) is one of the best strategies to encourage students in writing analytical
exposition because in this strategy the students will put some arguments that make
sense to the readers so that the relation between topic and arguments will be clear.
Moreover, the students will be able to organize the flow of their writing based on
the ideas they have.
In addition to the research, there are many studies that have been
conducted related to analytical exposition text. There are two writers who have
ever conducted a related research about writing achievement; Ulima Simanjuntak
with the topic “The Effect of Using K-W-L (Know, Want to Learn) Strategy on
3
the Students Achievement in Expository Writing”. Darmasari Purba with the topic
“Improving Students’ Writing Achievement through the Process Genre
Approach”. Based on these related research, it indicates that the use of different
technique influences the result of the students’ achievement.
In relation to the problem, the researcher would like to conduct a research
to find out the effect of using What-Why-How Chart on the students’ achievement
in writing an analytical exposition.
B. The Problem of the Study
Based on the background of the study, the problem of the study is
formulated as follows: “Among the grade XI students of SMAN 1 Gebang is there
any significant effect of using What-Why-How Chart on students’ achievement in
writing analytical exposition?”
C. The Scope of the Study
The focus of the study is on students’ achievement in writing analytical
exposition with the topic about phenomenon surrounding. The researcher uses one
of writing strategy that is What-Why-How Chart.
D. The Objective of the Study
The objective of the study is to find out whether What-Why-How Chart
gives significant effect in teaching learning process on the students’ achievement
in writing analytical exposition.
4
E. The Significance of the Study
The findings of this study, which concerned with the effect of using WhatWhy-How Chart on students’ achievement in writing analytical exposition is
expected to give some benefits in theory and practice. In term of the theoretical
benefits, this study is expected to enrich the literature in term of teaching writing
by using What-Why-How Chart and to give a better understanding and alternative
strategy in teaching writing English text. For the other researchers, the findings of
this study are also expected can be used as contribution information that can be
used as a reference material to conduct related research.
Then, in term of practical benefits, the findings of this study are expected
to contribute to the development of writing achievement, both for the English
teachers and students in teaching writing analytical exposition. For the students,
the findings can be used to help them to encourage and develop their ideas in
writing, especially in writing analytical exposition. For the teachers, the findings
can be used as one alternative strategy to solve the students’ writing difficulties in
teaching writing.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, it is concluded that the using of What-Why-How
Chart significantly effects the students’ achievement in writing analytical
exposition, since the t-test > t-table (9,010 > 2,000; df = 62, α = 0.05). The using
of What-Why-How Chart in teaching writing especially in writing analytical
exposition enables the students to explore their ideas and organize the flow of
their writing based on the ideas they have. It means the null hypothesis (Ho) is
rejected and alternative hypothesis (Ha) is accepted because there is significant
effect of using What-Why-How Chart on students’ achievement in writing
analytical exposition.
B. Suggestion
Based on the finding, it is suggested that:
1. English teacher should use What-Why-How in teaching writing because it
enables the students to convey and share their ideas in writing analytical
exposition.
2. The textbook writer should write and suggest the reader to use What-WhyHow Chart in solving students’ problem in writing analytical exposition.
3. The readers who are interested for further study related to this research
should explore the knowledge to enlarge their understanding about how to
4. improve students’ achievement in writing analytical exposition by using
What-Why-How Chart
40