SCHEMES IN PRE-WRITING TEXT EXPOSITION TO SENIOR HIGH SCHOOL STUDENTS

Abstract

This study aims to reveal the pre-written schematic patterns of high school students'
exposition texts. Three students as research subjects were selected according to the
acquisition of high, medium, and low grades. A qualitative approach and analysis found a
schematic pattern in the pre-written exposition text, namely functional patterns and patterns
of development. Functional patterns, namely interrelated patterns of relationships. Students
choose topics with consideration of mastery, controversy, and experience from the schemata
regarding exposition text. Next, arrange the outline of the writing, find information material,
and determine the purpose of writing. The relationship between the purpose of writing with
the reader raises a plan to use straightforward and concise sentences, general terms,
lowercase letters, capital, and punctuation appropriately in the text's contents. The
development pattern consists of two, namely, direct and indirect development. The pattern is
straightforward because students brainstorm, explore information sources, revise the writing
outline, both theses, arguments, and recommendations. DF and ZR use this pattern. Both of
them have used their schematics to understand new knowledge as a process of assimilation
and accommodation in the exposition text's pre-writing activities. The pattern is indirect
because it does not brainstorm, explore information sources, and revise the pre-writing stage
as an assimilation and accommodation process. However, it will be done at the writing and
revision stages. RB carries out this pattern. Thus, both the functional patterns and the
development patterns are regulated and guided by the schemata as cognitive structures in the
pre-written exposition text.