WRITING NARRATIVE AND ANALYTICAL EXPOSITION GENRES BY MALE AND FEMALE STUDENTS AT SAINT THOMAS 1 MEDAN

The objectives of the research are to show and explain the differences between male and female students narrative and exposition genres (based on social function, generic structures and linguistic realization of narrative and exposition genres), to elaborate how the male and female students understand the social function, generic structures, and linguistic realization for both genres, and to reasons for different narrative and analytical exposition writing competence of male and female students at Saint Thomas1 Medan. This research is qualitative and quantitative research. Instruments used to gather the data are Documents. (1) These refer to the students final drafts of the analytical exposition and narrative genre, a. Social function, b. Generic structure, c. Lexico-grammatical/ linguistic realization (2) Observation a. Male and female students interest and motivation in writing both genders. b. The writing processes that male and female students used (3) Questionnaire which include or cover probing the students attitudinal Statements. The data for this research were about male and female students competencies to write narrative and analytical exposition genres. The data derived from grade XII high school students at Saint Thomas 1 Medan. The findings of the research are that there are some differences between male and female students narrative and analytical exposition genres. For the generic structure of narrative genre, male students wrote better, but for the lexico-grammatical features of narrative genre, female students wrote better. For analytical exposition, either generic structure or lexico-grammatical features, female students wrote better than male students. Some male students could write their narrative and analytical exposition essays with more words and with the shortest time but even not following some of the writing processes at all. Strangely, though they could do so, they had weaknesses in lexico-grammatical features of both genres. The reasons for their different competencies in writing are due to different backgrounds of previous teaching and learning processes they experienced, parents supports, and different attitudes towards writing subject itself at school.