HORTATORY EXPOSITION TEXTS IN INTERLANGUAGE E

HORTATORY EXPOSITION TEXTS IN INTERLANGUAGE E-TEXTBOOK AND THEIR COMFORMITY TO ENGLISH CONTEXT

OF CULTURE AND SITUATION

Juita TrianaPurworejo Muhammadiyah Uuniversity

[email protected]

Abstract

A good English model text provides the students with language knowledge reflecting the English context of culture and situation. This study is aimed at describing how hortatory exposition texts found in Interlanguage: English for Senior High School Students XI of the second semester for Science and Social Study Programme, are constructed through the English context of culture and situation.The result of the study shows that hortatory exposition texts found in the e-texbook seem to apply their appropriate English generic structures and lexico-grammatical features.

Keywords: hortatory exposition, generic structures, lexico-grammatical features, English context of culture and situation.

INTRODUCTION

As one of the sources of English teaching and learning material, an ideal texbook should provide the English model texts that apply the English context of culture and situation. The context of culture determines how a text is constructed through its elements which are understood and used by its parent community. Meanwhile, the context of situation influences the realization of lexicogrammatical features used to achieve its social purpose.

Meanwhile, the factual condition shows that not every textbook provided for the students in language learning contains model texts which are compatible with the requirement.

Realizing text as the focus of language learning, it is necessary to study whether the texts in the textbook with which the students work fulfill the above requirements for being the English model text. Interlanguage: English for Senior High School students XI is one of e-books recommended to use by Departemen Pendidikan Nasional. So, based on Hammond’s theory, through this study, I analyze the model written texts especially hortatory exposition texts provided in the e-book on to what extent the texts are compatible with the English context of culture and situation.

The Text Role for StudentsText is important as the material of teaching and learning reading and writing. Harmer

(1998: 68) states that in English reading, some of the language sticks in their minds as part of the process of language acquisition, and if the reading text is especially interesting and engaging, acquisition is likely to be even more successful. In teaching and learning writing,

texts are functioned as good models for English writing that should be acquired by the students inspite of applying their L1 style. The teachers need to show students models of what they are encouraging to do. Reading texts also provide opportunities to study language: vocabulary, grammar, punctuation, and the way to construct sentences, paragraphs, and texts.

Context of Culture and Situation in TextAs stated in Derewianka’s language model (cited in Hammond, et al., 1992:1), the

context of culture gives various kinds of texts used by the society of given culture. So in learning English, the learners involve in creating and understanding not just the meaning of texts, but also learning how the texts are constructed through their elements to convey their social purposes.

The context of situation, according to Butt, et al. (1995: 12) helps a communicator (a speaker or writer) chooses words (lexical items) and grammar to communicate successfully in the concerned situation. Hammond (1992:3) explains that the choices of words and grammar are influenced by three aspects, they are field, tenor, and mode. Field is related to the topic or the subject matter of communication. It determines the choices of vocabulary, verb of doing, feeling or being. Tenor as the participants involved in communication determines the use of modality, modulation, and choices of personal pronouns. Mode as the channel (spoken or written) used when communication takes place determines the cohesive ties operating in spoken or written texts.

Hortatory Exposition TextHammond (1992: 82) states that the social purpose of Hortatory Exposition text is to

persuade the reader or reader to take action on some matters (exposition-persuading to). The generic structures of the text are:a. thesis : introduces issue and indicates writer’s position in regard to issue.b. arguments: presented in support of the writer’s positionc. recommendation: recommended actionThe lexicogrammatical features of the text are:a. focus on generic participants (human or non-human) (in bold)b. use of specific participants in order to refer to the writer(s) and audience, predominantly in

the thesis and recommendation (in italic and bold)c. use of causal connectives to construct the argument (some casual connectives are implicit

in the genre)d. use of verbs of being and having (in italic)e. use of vocabulary items that indicate the writer’s attitude (italic and underlined)f. use of strong modality to indicate the writer’s attitude (bold and underlined)g. use of verbs of doing (is underlined).

DISCUSSIONText 1

a. Analysis on Generic Structures

Title AgricultureThesis Nowadays, many people have realized that agriculture is

much more important than as the supporting tools in economic development. In Indonesia, agriculture should be the priority of development because of some good reasons.

Argument 1 First of all, the agriculture’s contribution in the beginning of

the development is highest among the other sectors. Atpresent, almost half of total Indonesian labors are working in agriculture sector, but the contribution of agriculture sector does not reach 30 percent.

Argument 2 Second, agriculture sector is expected to fulfill the need of food in a country. As the number of population increase in an alarming rate each year, food supply must also increase. But in developing countries, food production and agricultural production per capita never increase more than one percent each year, and in some extreme case, it even stagnant.

Argument 3 Last but not least, without agricultural development, the growth of industrial sector will be hampered because the growth that comes from industry will bring a wider gap into the internal economy in that country. In turn, this gap will create serious poverty problem, wider inequality of income distribution, and increase unemployment.

Recommendation Based on the above discussion, it is obvious that the government should put agriculture as the priority of national development.

From http://internationalagprograms.dasnr.okstate.edu (in Priyana et al, 2008: 129)

b. Analysis on Lexico-grammatical Features

Text 1 is an argument. The communicative purpose of the text is to persuade the reader to convince that the government should put agriculture as the priority of national development. The linguistic feature of the text focuses on generic participants many people and agriculture, besides the specific participant the government. To convince the reader, the text uses strong modality must. It uses verb of doing fulfill, bring, create. The verbs of having used in the text are is and will be, but there is no verb of having. It uses causal connective because of and in turn to construct the argument. The text uses vocabulary items that indicate the writer’s attitude alarming, much more important, priority, some good reasons,extreme, hampered, serious, obvious.The tenses used in the text are simple present tense, present perfect, present continuous, and present future.

Text 2


Title Organic Farming A Solution for Harmless FoodThesis Organic farming is a form of agriculture which excludes the

use of synthetic fertilizers and pesticides, plant growth regulators, livestock feed additives, and genetically modifiedorganisms. It is believed that organic farming should replace conventional one for some reasons.

Argument 1 Firstly, as far as possible, organic farmers rely on crop rotation, integrated pest management, crop residue, compost and mechanical cultivation to maintain soil productivity andcontrol pests.

Argument 2 Secondly, studies have shown that people who work with pesticides have an increased risk of developing Parkinson’s disease. The pesticides examined in these two long-termstudies, paraquat and dieldrin, are not allowed on organic

farms. The herbicide paraquat and fungicide maneb together, but not alone, have been shown to cause brain damage in mice. Some organic farming standards do allow the use of natural methods of protection from pests such as those derived from plants. Organic activists state that natural pesticides are a last alternative, while growing healthier, disease resistant plants, using cover crops and crop rotation, and encouraging benefi cial insects and birds are the primary methods of pest control.

Argument 3 Finally, a 2001 study demonstrated that children who are fed organic diets experienced significantly lower organophosphorus pesticide exposure than children fed conventional diets. A similar study in 2006 measured the levels of organophosphorus pesticide exposure in 23 reschoolchildren before and after replacing their diet with organicfood: levels of organophosphorus pesticide exposure dropped dramatically and immediately when the children switched toan organic diet. Although the researchers did not collect health outcome data in this study, they concluded “it assumes that children whose diets consist of organic food items would have a lower probability of neurologic health risks.”

Recommendation Therefore, organic farming should replace conventional one to reduce the using of pesticides which usually remain in arm production such as fruits and vegetables since there are a lot of research which prove that pesticides may be harmful for the consumers if people use pesticides improperly.

Taken from: http://www.wikipedia.com(in Priyana et al, 2008: 131)

b. Analysis on Lexico-grammatical FeaturesText 2 is an argument. The communicative purpose of this text is to persuade the

reader to convince that organic farming should replace conventional one as the solution for harmless food. The linguistic features of the text focus on non-human generic participant organic farming and human generic participants organic farmers, people, and children. The text uses causal connectives therefore and since to construct the argument. It uses verbs of doing replace, do allow, show, state, measured, dropped, switched, collect, concluded, use, and demonstrated. It uses verbs of having have and would have. It also uses verbs of being is and are. It uses vocabulary items that indicate the writer’s attitude it is believed, as far as possible, primary method, significantly, dramatically and immediately, do allow, and harmful. The sentences in the text use simple present, present perfect, and past tense. The use of past tense in this text is acceptable since it reveals an argument taken from a research conducted in the past.

Based on the analysis above, text 2 seems to be compatible with the requirement of Hortatory Exposition text.

Text 3a. Analysis on Generic StructuresTitle Why are Diazinon and Dursband should be Banned

Thesis Diazinon and dursban are chemicals used on lawns, gardens,

agricultural crops and livestock as an insecticide or nematocide (for worms). They are banned for several goodreasons.

Argument 1 Firstly, they cause nausea, dizziness, burning sensations, headaches, blurred visions, stomach and muscle cramps, twitching, diarrhea, aching joints, disorientation and aninability to concentrate.

Argument 2 Secondly, these chemicals cause human and animal birth defects in many areas of the human body including the brain,nervous system, teeth, eyes, ears, nipples and genitals. They can also cause profound growth and mental retardation when pregnant mothers are exposed. This may affect on lower birth weights of infants if mothers are exposed before and during pregnancy, and this is associated with lower IQs.

Argument 3 Finally, residues, of course, are on some foods--up to 14 days on lettuce, for example--and the chemical also seeps into thenearby water.

Recommendation Therefore, the government must be urged to keep the safety factor of pesticides paramount in their thinking. Children are so much more sensitive than adults to the toxic effects of chemicals.

Taken from: http://www.sikiwise.com (in Priyana et al, 2008:136)

b. Analysis on Lexico-grammatical FeaturesText 3 is an argument. The social purpose of this text is to persuade the reader to

convince that the government must be urged to keep the safety factor of pesticides paramount in the people’s thinking. The linguistic features of the text focus on non-human generic participants diazinon and dursban, and human generic participantschildren. It also uses specific participant the government. To construct the argument, the text uses causal connective therefore. It uses verb of being are but it does not use verb of having. It uses vocabulary items that indicate the writer’s attitude inability, be urged, and so much more sensitive. It uses strong modality must. It uses verbs of doing cause, affect, and keep. Text 4


Title Private SchoolsThesis Private schools are schools that are not run by the

government. They offer various types of schools and levels of education. Although the government does not directly run the private schools, the government should give moreattention to private schools for some good reasons.

Argument 1 Private schools provide parents with an alternative to the state sector, and a learning environment, which might better suit their children. In addition, whilst there are many bad state schools, there are also bad private schools, and some excellent state schools which compete with the best private schools.

Argument 2 The existence of private education can actually be financially beneficial to state schools. The state funds the education

system through taxation. Parents who do not send theirchildren to state schools still pay the same taxes. Therefore, there is more money per child in the state sector. There is evidence that a large number of parents, who send their children to private schools, are both ‘first time buyers’ – i.e.neither parent attending a private school – and not from the privileged elite that the opposition would have us believe.

Recommendation Based on the above discussion, it is obvious that the government should give more attention to private schools because they also contribute much in the education world.

Taken from: http://www.idebate.org (in Priyana et al, 2008:146)


Text 4 is an argument. The communicative purpose of the text is to persuade the readers to convince that the government should give more attention to private schools because they also contribute much in the education world. The linguistic features of the text focus on non-human generic participant private schools, and human generic participant parents. The text also uses specific participant the government. It uses causal connective because and therefore. It also uses verb of having and being are, can, be, is. It uses vocabulary items that indicate the writer’s attitude various, directly, first time buyer, financially. It uses verbs of doing run, offer, give, provide, funds, pay, and sends.

Text 5


Title School Uniform, another Good LessonThesis School uniform is special clothes worn by all students of a

particular school. The uniform of a school may differ from others. Why should schools use uniforms? Below are some reasons.

Argument 1 First of all, Notre Dame’s Department of Sociology produceda study in 1998 concerning school uniforms. Their findings using 10th grade students showed that uniforms have no direct effect on “substance abuse, behavioural problems or attendance.” It also claimed a negative effect on student achievements for those students considered ‘pro-school’.

Argument 2 Secondly, uniform helps to create a strong sense school ethos and a sense of belonging to a particular community. As such it promotes discipline and helps to drive up academic standards, which is why a uniform is often adopted by schools which are being reopened with a fresh start after being classified as failing.

Argument 3 Finally, uniform acts as a social leveller, under which all students are equal in the eyes of the school and of each other. In institutions without uniform students are often competitive and worry endlessly about their appearance and the clothes they should wear. Pupils without expensive designer clothes and trainers may be singled out as social outcasts, orstigmatised as being from poor backgrounds. For these

reasons many parents prefer uniforms as they save them money on buying clothes for school wear.

Recommendation Considering the findings, schools should implement the uniform as their identity. The government should also publish some kind of rule which makes uniform compulsory for schools.

Taken from: http://www.idebate.org (in Priyana et al, 2008: 154-155)


This text is an argument. The communicative purpose of this text is to persuade the readers to convince that schools should implement the uniform as their identity and the government should also publish the rule which makes uniform compulsory for schools.The linguistic features of this text focus on non-human generic participant school uniform. This text uses the embedded causal connectives. It uses the verbs of being and having is, are, being, may be, have. It use vocabulary items that indicate the writer’s attitude strong sense school ethos, a sense of belonging, adopted, fresh start, social leveller, the eyes of the school, endlessly, singled out as social outcasts, or stigmatised, and poor backgrounds. It also uses verbs of doing produced, showed, claimed, helps, create, promotes, drive, adopted, acts, wear, save, implement, publish, and makes.

Based on the analysis above, text 5 tends to be compatible with the requirement of Hortatory Exposition text.

Text 6


Title Muslim’s Headscarf

Thesis The right to freedom of religion is enshrined in the UNcharter and considered by many to be a basic human right. Some religions require special diet, others prayer at specifictimes. Why should a religious mode of dress receive as much protection as these other aspects of religious freedom?

Argument 1 Many Muslim women view the veil as a means to protect their modesty and privacy. Just as we would not force any women to be seen in public in her underwear if she did notfeel comfortable doing so, why should a woman be forced to show her hair if she does not want to? Modesty is a personal judgement call; some are comfortable in the smallest bikiniwhile others prefer a lot more clothing. No one but the woman herself should make that decision.

Argument 2 Muslim women are not the only ones to feel coerced over their mode of dress. Most people are affected by the societal norms surrounding them. Fashion trends could be seen in exactly the same light as religious traditions.

Argument 3 Banning head coverings is only likely to provoke a more extreme reaction among highly religious communities. Framing laws to ban only Islamic forms of dress could be considered an attack on one religion. Feeling under attack

could cause the Islamic community to close off into itself. They could set up religious schools where their children can dress as they want them to and not mix with children from other faiths. These effects could never be good for the integration of society and would further the influence of extremists. Internationally, the perceived attack on Islamic values would inflame wider Muslim opinion, feed conspiracytheories and add to the dangerous feeling that there is a clash of civilisations.

Argument 4 Intolerant schools make up problems as an excuse for not allowing Muslims freedom of religious expression. In a multicultural society, students should be aware of the different religious practise and cultural traditions of their classmates, and be taught to understand and respect these. Without such respect, Muslims and other groups with distinctive dress, such as Orthodox Jews and Sikhs, will be driven out of mainstream education and forced to educate their children separately, which will really create divisions and alienation.

Recommendation Based on the above discussion, the government should not banned Muslim’s headscarf as a part of school or office uniforms.

Taken from: www.wikipedia.com (in Priyana et al, 2008: 199)


The text is an argument. The communicative purpose of the text is to persuade the readers to convince that the government should not banned Muslim’s headscarf as a part of school or office uniforms. The linguistic features of the text focus on generic participant moslem women, and specific participants we refers to the writer and the reader in argument and the government. The modality used is should. It uses verbs of doing considered,require, prayer,receive, view, protect, force, seen, feel, doing, show, want, make, affected, provoke, set up, dress, mix, inflame, feed, add, understand, respect, create. There is no causal connective in this text. It uses vocabulary items that indicate the writer’s attitude the same light, extreme, highly an attack, inflame, provoke feed, intolerant schools, mainstream. The text uses present tense.

Based on the analysis above, text 6 seems to be compatible with the requirement of Hortatory Exposition text.

CONCLUSIONBased on the analysis on the generic structure and lexicogrammatical feature, the

hortatory exposition texts found in Interlanguage: English for Senior High School Students XI e-textbook are in line with the English context of culture and situation. It indicates that their social purposes are achieved. As the consequence, those texts can be appropriate sources of material in English teaching and learning.

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Documents

HORTATORY EXPOSITION TEXTS IN INTERLANGUAGE E