Perbedaan Analytical Exposition dan Hortatory Exposition

1. Pengertian :
a. Analytical Exposition merupakan teks tertulis maupun melalui lisan yang ditujukan
untuk membujuk pembaca atau pendengar akan akan suatu kasus. Dalam penulisan
atau penyampaian isi analytical exposition, penulis atau pembicara memberikan
beberapa argumen atau alasan mendasar yang menjelaskan kenapa hal itu menjadi
suatu kasus. Argumen atau alsan tersebut juga digunakan untuk mendukung ide-ide si
pengarang agar idenya yang bersifat membujuk dapat lebih kuat. Teks analytical
exposition bisa ditemukan di buku-buku, jurnal, majalah, koran, paper akademik, dan
lain-lain. Analytical exposition merupakan hal yang popular dalam kehidupan
akademik.
b. Hortatory Exposition merupakan teks berisikan argumen-argumen yang bertujuan
untuk mempengaruhi pembaca atau pendengar akan suatu topik tertentu.
2. Struktur Teks :
a. Analytical Exposition :
 Thesis: untuk memperkenalkan topik permasalahan dan menampilkan posisi
penulis atau pembicara. Biasanya diawali dengan kalimat I personally think,
In my opinion, I believe, dll.
 Arguments: berisi tentang alasan-alasan untuk medukung thesis yang
dikemukakan. Diawali dengan kata-kata: First, Second, Furthermore, In
addition, The last, dll
 Reiteration : berisi tentang simpulan dari Thesis, dan Arguments yang
dikemukakan. Kata-kata yang digunakan biasanya In my conclusion, Based
on the arguments above, finally, dll.
b. Hortatory Exposition :
 Thesis: untuk memperkenalkan topik permasalahan dan menampilkan posisi
penulis atau pembicara.
 Argument: berisi alasan-alasan untuk mendukung thesis yang dikemukakan;
juga mengarah ke rekomendasi. Kata-kata yang biasa digunakan: First,
Second, Furthermore, In addition, The last, dll
  Recommendaation : berisi saran-saran akan thesis yang dikemukakan.
Biasanya menggunakan kata-kata: should, should not, ought to, ought not to,
dll.
3. Contoh
a. Analytical Exposition
Smoking is dangerous
Thesis:
Adolescence is a time of transition from the time of children to early adulthood.
Teens are in the range of 10 years of age up to 21 years. At the time the teens are
searching for his identity. Therefore, adolescents must have character education in
order to steer his interest on positive activities. Character education that can be given
to adolescents, inter alia, to behave honestly, creative, confident, polite, and caring.

Argument 1:
Teens experiencing emotional turmoil due to changes in weight and height are also
influential on the development of psikisnya. During the turmoil it is hard times so that
teenagers need strong self-control when in school, at home, and in the environmental
community. In a State like this, teenagers need adults to direct himself. To that end, in
order not to fall on negative things teenagers need to have character education.

Argument 2:
Character education is able to form teenagers to become achievers. In their character
education taught religious values describing the kindness to let teenagers grow as
human beings who tuned in to the social environment. In addition, they also taught
the value of tolerance and the value of peace or human values that shape adolescent
has the nature of ethical, compassionate and love of peace. In character education that
also taught them the value of hard work, like a creative, independent, and have a high
curiosity that can make teens as overachievers.
 Reiteration/ conclusion:
Based on the arguments above, the positive values in character education that can
form a winning teens. They will be able to compete well at the national level as well
as international level. In doing so, teens who have strong character will grow as the
teenager who excels and proud because it is physically healthy, stable emotions, and
his intellectual thrive.

b. Hortatory Exposition
Learning English through music and songs is Fun
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.

Argument:
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.

Argument:
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.
Argument:
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.

Argument:
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.

Argument:
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.

Recommendation:
From the elaboration above, it can be concluded that learning through music and
songs, learning English can be enjoyable and fun.