Teaching Writing Analytical Exposition Text Using YouTube Media Assisted by Whatsapp

International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 5, No. 1, June 2023, pp. 55-67 ISSN 2686-0120 (print), 2686-5106 (online) 55 http://journal.univetbantara.ac.id/index.php/ijelle/index Teaching Writing Analytical Exposition Text Using YouTube Media Assissted by WhatsApp Ida Lisdawati a,1,, Siska Rizkiani a,,2 *, Angga Maulana b,3 a Faculty of Language Education, IKIP Siliwangi, Cimahi 40521, Indonesia Faculty Art and Literature, Universitas Pasundan, Bandung 40116, Indonesia 1 ; 2 ; 3 * Corresponding Author b Received 3 June 2023; accepted 5 July 2023; published 7 July 2023 ABSTRACT This research aims to describe the responses of teachers and students toward teaching and learning, the challenges that students face when learning writing, and the challenges that teachers face when teaching students through the writing process. This research used descriptive qualitative research to describe or explain systematically and accurately events. The research participants were conducted eleventh-grade students in SMK PGRI 2 Karawang, consisting of 30 students. The instruments of this research are an observation sheet, questionnaire, interviews, and tests. The results showed that the research found three findings. First, the teachers' responses could help students be more active, communicative, effective, and efficient. Second, the questionnaire results showed that most students positively responded to learning to write analytical exposition texts using YouTube as a medium because it made easier for them to understand the subject matter. Third, this research can be employed as a reference by another researchers conducting further research on senior high school writing instruction for analytical exposition texts. KEYWORDS teaching writing_1 analytical exposition text_2 YouTube media_3 WhatsApp_4 This is an openaccess article under the CC–BY-SA license 1. Introduction It is impossible to deny that English has earned international status as a foreign language. People use and learn English since it has become the major language used by everyone to communicate with one another and can help to reduce the language barrier between individuals. The language is widely spoken as a second and foreign language around the world. Students increasingly consider English a difficult subject (Ellys, 2009). They lack both motivation and foundations for learning English, such as vocabulary. High school students are required to take English studies under the Indonesian curriculum. Students in English-related disciplines are expected to master the skill. Reading, speaking, writing, and listening are the four skills that comprise the theme of English. The writing is done in English. It entails more than just knowledge. Writing is more than just talent; it allows people to expand their thoughts and ideas and motivate them to engage in written contact with others (Fulwiller, 2002). Writing is a difficult skill that necessitates process expertise. Even if they speak English fluently and naturally, some students fail to express themselves in writing. Engaging teaching tactics are required to change students' attitudes toward learning, such as by creating new learning habits. Writing is one of the most exciting talents to learn since it is both effective and efficient. According to Rizkiani, et al (2020), using symbols makes writing possible (letters of the alphabet, punctuation, and spaces). Students have the chance to explore the language they are learning in addition to how to convey thoughts and ideas in a simple form. doi :10.32585/ijelle.v5i1.3713 56 International Journal of English Linguistics, Literature, and Education (IJELLE) ISSN 2686-0120 (print), 2686-5106 (online) Vol. 5., No. 1, June 2023, pp. 55-67 According to the researchers, writing is one of the most important talents that kids should learn. When they put their ideas and emotions on paper, they express them beautifully. They use it as a tool for communication and exposition of their thoughts. Furthermore, because of their limited vocabulary and daily use of Indonesian rather than English, students struggle to write in English. Writing preserves the words or sentences on paper and generates language by utilizing the thoughts or an idea in writing and composition in a document. According to the 2013 curriculum and the syllabus in English subjects used in Indonesia, exposition text represents one of the subjects learned in the high school setting. Exposition text is a collection of sentences that explain a concept from the reader's point of view. Exposition texts are divided into two types: hortatory exposition and analytical exposition. Hortatory exposition is defined as oral or written content that informs listeners or readers on what should or should not occur or be done (Priyana, 2008). In hortatory exposition materials, the reader is usually given recommendations. In contrast, analytical exposition texts seek to persuade the reader to agree with the writer's point of view. According to Septiana (2016), the goal of an analytical exposition text is to convince readers that there is a problem. The typical structure of analytical exposition texts is thesis, arguments, and reiteration (Garintama, 2018). During the COVID-19 epidemic, students must study independently at home, where teachers and students do not meet face-to-face but instead use internet media, which causes issues for students. Students have challenges due to places with no internet connectivity and the teacher's limited capacity to employ specific tactics when dealing with online learning. Face-to-face learning allows teachers to use a variety of instructional methodologies while also providing direct student understanding. Students mastery of the content is limited in online learning. As a result, teachers should employ teaching tactics to assist students in solving difficulties and comprehending the material. Using learning material is one learning strategy that may be used to improve the ability of students to write. Students can obtain information or messages regarding learning through the use of learning media. Teachers can use learning materials to help students reach higher levels of success (Sari & Sasongko, 2013). According to Wootipong (2014), video can be used to help EFL learners improve their English skills. Padlets, flashcards, photos, YouTube, movies, television, and other forms of media are used in the teaching and learning process. They also state that writing through YouTube media increases learners' abilities to identify and organize ideas, use acceptable words, produce grammatically good sentences, and correctly employ mechanics in writing. When writing a text, most students struggle to choose the main idea, especially for analytical exposition texts. Despite having explained the main idea, they are still struggling to develop and explore it. Furthermore, they have a negative perception of writing becau (...truncated)