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Perbedaan Analytical Exposition dan Hortatory Exposition 1. Pengertian : a. Analytical Exposition merupakan teks tertulis maupun melalui lisan yang d itujukan 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 be rtujuan 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.

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Arguments: berisi tentang alasan-alasan untuk medukung thesis yang dikemukakan. Diawali dengan kata-kata: First, Second, Furthermore, In addition, The last, dll

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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.

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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

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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 h ave 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 wh y 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, shop ping 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 o f repetition, which is just what many learners look for sample tex t. 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.