Chapter II theoretical foundation

Reasons for Reading

There are many reasons why reading is important part from the activity of readimg that want to get something (academic) or just for pleasure, according to Harmer (1987). There are four reasons for reading, they are:

1. 
   Reading in language learning
   
2. 
   Reading for language learning
   
3. 
   Reading for information
   
4. 
   Reading for pleasure
   

From the ideas above can summary, that reading is useful activity and no disadvantages of reading, moreover for students who should has many references of knowledge to help them find it.

3. Hortatory Exposition Text

A Hortatory exposition text is a type of spoken or written text that is intended to explain the listeners or readers that something should or should not happen or be done (Cahyono and Eka, 2006). To strengthen the explanation, the speaker or writer needs some arguments as the fundamental reasons of the given idea. In other words, this kind of text can be called as argumentation.
Hortatory exposition text has function to persuade the readers that something should or should not be the case. The generic structure of Hortatory exposition text usually has three components: (1) Thesis, (2) Arguments and (3) Recommendation. Hortatory exposition text can be found in scientific books, journals, magazines, newspaper articles, academic speech or lectures, research report etc.

3. Reading Comprehension Skill of Hortatory Exposition Text through KWL Strategy

Based on KTSP, the standard competence of English reading for the second grade students of Senior High School is enabling the student to comprehend the functional text in narrative, report, analytical exposition, spoof, and hortatory exposition texts (Indriyati, 2013). That is why the researcher choose hortatory exposition text, because hortatory exposition is very appropriate to apply KWL strategy. KWL strategy has benefit as a simple procedure which can help teachers will be more responsive to students' background knowledge and make reading expository material will be more attractive, and it stimulate students‟ active thinking involved in reading for information. As Ogle (1986: 564) states that “the advantage of
KWL strategy is this is a simple procedure which can help teachers become more responsive to students' knowledge and interests when reading expository material.”
Hence, teaching Hortatory Exposition text through KWL strategy can be done by using KWL chart starting from making obvious connection between students‟ background knowledge and information that will be read in the texts, both by eliciting what they know about the specific information and the ways that information is structured. Then teachers guide the students to think of questions they need and want to know the answer, and finally, students make notes and then organize the old and new information in graphic and in written form. Based on learning steps in KWL strategy by Ogle, teaching reading comprehension of hortatory exposition text through KWL strategy can be done as follow:

1. 
   Begin by naming the topic, and asking students to think of what they already know about it, for example “Tobacco”
   
2. 
   Create a K-W-L chart on the chalk board or on chart paper. (See table 2.1)