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CHAPTER II

LITERATURE REVIEW

1. Speech

Speech or public speaking has been widely used as a communication

device more than 2,500 years ago (Scheider, et.al, 2015). The first term used by

the people in that era was rhetoric (Foss, 2009). Before all communication tools

like radio, television, newspaper, and any other tools were used, rhetoric was used

to deliver ideas in front of public (Scheider, et.al, 2015). Besides, rhetoric was

defined as a symbol of any means of interaction to commit the listeners by using

such wordings (Crick, 2014). The use of rhetoric is usually associated with

persuasion and elite people. The people used rhetoric to deliver messages and

spread ideas by convincing the audiences (Foss, 2009). Thus, along with the

development of communication, the term rhetoric has a broader meaning in the

context of culture implying that every person can be a rhetorician to persuade each

other (ibid).

Hamid (2011) states that, speech is an oral communication delivered in

front of a mass which does not only consist of informative information but also

persuasive style to persuade the audiences. This shows that speech can have a big

impact in "stirring" people's beliefs, ideas, or point of views about something.

Speech can be used as a medium in which the speaker has an intended to do their

goals in terms of inspirational stories, knowledge, rhetoric, or interest (Ye, 2010;

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Yipei & Lingling, 2013). Thus, speech plays an important role in shaping people's

point of view based on the speaker's intention.

1.1. Types and Purpose of Speech

According to Mark Butland (2012), speech has three main categories,

namely informative, persuasive, and commemorative.

1.1.1. Informative Speech

Informative speech is a speech delivered when the speaker want to inform

and enlighten the audiences about something the speaker want to share.

Informative speech also can be a medium "to increase understanding or awareness

and, perhaps, to create a new perspective" (ibid). Informative speech can be

categorized into three different types. The first type is speech of description which

is used to make a clear depiction of all the things related to the topic. The second

type is speech of explanation, unlike speech of description, this type of speech is

used to explain an abstract topic such as ideas, principles, beliefs, and others. The

last type is speech of demonstration which is used by the speaker to demonstrate

how to do or operate something (ibid).

1.1.2. Persuasive Speech

Persuasive speech is a speech of persuasion which has the objective to

convince the audiences to agree or not agree with one's choice or belief. It

contains a topic that persuades people (ibid). The use of persuasive speech leads

the speaker to "drive" audiences' perspectives to what way the speaker see a

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problem or a phenomenon. In this case, there are some factors that give important

rolesin delivering a persuasive speech such as, the credibility of the speaker, the

way the speaker builds the argument, and the expectations of the audiences

toward the topic. The factors above are used to support the audiences to believe in

the ideas or to take an action (ibid).

1.1.3. Commemorative Speech

Commemorative speech is applied when the speaker want to entertain the

audiences. This kind of speech is delivered in special occasion such as, wedding

party, retirement, celebration day, and the other. The objective of this speech is to

amuse people by using a topic inspiring people or humors to make the speech

alive (ibid).

1.2. The Basis of Persuasive Speech

Aristotle (2007) outlines that there are three types of persuasive speaking's

pillars namely, ethos, pathos, and logos.

1.2.1. Ethos

Ethos points to the character of the speaker which directs to the credibility

of the person in becoming a speaker of persuasive speech. Ethos reflects how the

speaker's level of trustworthiness, enthusiasm, and integrity. It is used to attract

audience's attention in believing of what is said by the speaker so that the

objective of the persuasive speech itself can be gained by having a good ethos.

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1.2.2. Pathos

Pathos refers to emotions of the speaker and the audiences. Pathos

signifies the emotional proof to make a reasonable persuading through emotional

feeling between the speaker and the audiences. The speakers' feeling toward the

topic can show how the sympathy, empathy, fear, love, and other kinds of

emotional experience take a big role in turning audiences' point of view about

something.

1.2.3. Logos

Logos relates to the logical argument of the speaker. How the speakers

provide the logical proofs of their topic is a way to gather audiences' attention to

believe what is believed by the speakers. It can be signified by showing facts or

statistics of the topic delivered by the speakers to make the arguments seem real

and plausible.

2. Systemic Functional Linguistics (SFL)

Systemic Functional Linguistics (SFL) was firstly introduced by M.A.K

Halliday in 1960s. According to Halliday (1985), SFL sees language as a

functional social phenomenon, where every wording contains meaning and

function. SFL views language as a symbol of meaning in which the relation

between wording and meaning is not arbitrary (ibid). SFL focuses on the

semiotics, how language can express different meaning based on the context of

culture and the context of situation (Halliday & Matthiesen, 2004). Meanwhile,

Eggins (2004) states that SFL provides a concept of viewing language as a

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meaning-making device to observe descriptions and interpretations of the text

based on its context.

2.1. Text and Context

Text is something that is uttered or written by people when they speak or

write something (Halliday, 1985). It is a source of grammatical function which

leads to many interpretations of intention behind the wordings in which the

context plays a big role in defining the meaning (Halliday & Matthiesen, 2014).

Grammar itself is complex that it can indicate varied meaning in every different

kind of text which comes from diverse context, such as: social, scientific, politics,

and others (ibid). Furthermore, text is composed by three kinds of functions,

which is called metafunction, namely ideational, interpersonal, and textual

meaning (Halliday, 1985).

2.2. Ideational Meaning

Ideational metafunction indicates the experiences of the participants

involved in the happenings (Santosa, 2003). It plays a fundamental role in clause

rank to construct the grammar which realizes experiences about the world

(Haratyan, 2011). The experiences can be realized through experiential and

logical realizations (Halliday, 1985 & Santosa, 2003). Furthermore, experiential

and logical meaning can be indicated through clause system, nominal group, lexis

system, and transtivity in which process, participant, and circumstance become

the prominent part of the analysis (Halliday, 1985; Santosa, 2003; Halliday &

Matthiesen, 2014).

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2.3. Lexicogrammar

Lexicogrammar is a stratum of wording pointing to the semantic structure

of a text rather than the arbitrary structure of a text (Halliday & Matthiesen,

2014). Lexicogrammar is derived from word lexis and grammar (Santosa, 2003).

It stands in a point between lexis and grammar (Halliday & Matthiesen 2004). It

describes the meaning of the wording in which lexis and grammar are combined

(Halliday & Matthiesen, 2014). It defines the patterns formed in the use of such

lexis and grammar, both of lexical and grammatical selections are important to

analyze meaning in context (ibid).

2.3.1. Transitivity System

Transitivity is a part of experiential meaning defining the experience of

each participant through the analysis of process, participant, and circumstance

(Halliday 1985).Transitivity belongs to the prominent part of experiential meaning

because it traces all the experiences of the participant (ibid). Each types of process

represents different figures such as doing, sensing, behaving, saying, or having

(Halliday & Matthiesen, 2004). In line, Halliday and Matthiesen (2014) states that

along with the existence of a process, the participant and circumstance are

involved in the process itself.

2.3.1.1. Types of Process

Process is divided into six major types that each type represents different

experiences namely, material, mental, behavioural, verbal, relational, and

existential process (Santosa 2003; Halliday & Matthiesen 2014).

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2.3.1.1.1. Material Process

Material process is a process of doing. It represents the action of the

participants by using an effort or putting on some energy. The process is divided

into two parts, process of doing (transitive) and process of happening

(intransitive). The process of doing is discovered by an existence of concrete goal

in form of noun or thing while the process of happening is indicated by an

existence of range implying an extension of process. Besides, the process of doing

is categorized into creative and dispositive. The creative form of process of doing

is realized in the verb showing that the participant is making a goal. Meanwhile,

the dispositive form of the process of happening is represented in the verbs which

do not need an existence of goal. The participants directly involved in the process

are actor, goal, range, and beneficiary. Each category of participant has different

realizations. Actor is realized on the doer of the physical action, goal is referred to

the affected participant, range is an extension of process, while beneficiary is the

participant who receives the services did by the other participant (Halliday 1985;

Santosa, 2003; Halliday & Matthiesen 2014). For example:

The painting on the wall falls

Actor Material Process

Diana sings a song

Actor Material Process Range

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My sister create a bouquet of

virtual flowers

for my friend

Actor Material Process Goal Recipient

My brother make an airplane

papercraft

for his little sister

Actor Material Process Goal Client

2.3.1.1.2. Mental Process

Mental Process is a process of psychological experience of the

participants. It represents the process of sensing: perception, cognition, and

affection. Perception is realized on the verbs experiencing the use five senses.

Cognition refers to the verbs experiencing the use of brain. Meanwhile, affection

is realized on the process of feeling something. Mental process has two

participants namely, senser and phenomenon. Senser is living thing participant

who senses, thinks, and perceives while phenomenon is the one which is sensed,

thought, and perceived in the flow of consciousness. Besides, phenomenon can be

in form of thing (micro), act (macro), or idea (meta). (Halliday, 1985; Santosa,

2003; Halliday & Matthiessen, 2014). For example:

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He knows the cat eating a fish

(macro)

Senser Mental Process Phenomenon

I like chicken soup (micro)

Senser Mental Process Phenomenon

My brother wondered how computer works

(meta)

Senser Mental Process Phenomenon

2.3.1.1.3. Relational Process

Relational process is a process of being. The process is categorized into

two types, identifying relational process and attributive relational process.

Identifying relational process is indicated by an entity that identified the other

entity. The participants of identifying relational process are token and value. Both

of token and value can be the identifiers so that the structure is reversible.

Meanwhile, attributive relational process is a process of giving an attribute to

something. Attributive relational process has two elements, namely carrier and

attribute. Carrier is the one of which an attribute is given. Attribute is something

showing other's quality, possession, or circumstance. Attribute in this process can

be an entity or conflated with the process. Unlike identifying relational process,

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the structure of attributive relational process is irreversible (Halliday, 1985;

Santosa, 2003). For example:

My aunt is a doctor

Token Identifying Relational

Process

Value

The main actor is handsome

Carrier Attributive Relational

Process

Attribute

It pongs

Carrier Attributive Relational Process /

Attribute

2.3.1.1.4. Verbal Process

Verbal Process represents a process of saying. The process can be realized

through the use of verbs which imply a dialog or a flow of information. The

participants of this process are sayer, receiver, and verbiage. Sayer is the one who

says something. Receiver is the one who is targeted by the sayer to grab the

information. The last, verbiage relates to what is said by the sayer. (Santosa,

2003). For example:

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She tells the students a story

Sayer Verbal Process Receiver Verbiage

2.3.1.1.5. Behavioral Process

Behavioral process is a process of behaving. This process is in between

mental and material process. It consists of two types of processes, verbal

behavioral and mental behavioral process. Verbal behavioral process is a process

of doing trough saying while mental behavioral process is a process of doing and

sensing. The participants of verbal behavioral process are behaver, receiver, and

verbiage. In this case, behaver is the participant who behaves in terms of mental

behavior and verbal behavioral process. Receiver is the one who receives the

advices, stories, and others. Verbiage is the entity which is uttered by behaver.

Meanwhile, the participants of mental behavioral process are behaver and

phenomenon. Thus, phenomenon relates to the entity which experiences

something done by the other participant (Halliday, 1985; Santosa, 2003). For

example:

Marry spoke to Tom about their

vacation

Behaver Verbal Behavioral

Process

Receiver Verbiage

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Mark listened to the radio

Behaver Mental Behavioral

Process

Phenomenon

2.3.1.1.6. Existential Process

Existential process is a process of an existence of something. The

participant of the process is existent. Existent refers to the existing entity. This

process commonly indicates by the presence of word "there" as a grammatical

subject. The presence of "there" is used to show the phenomenon of what exists

(Santosa, 2003; Halliday & Matthiesen, 2014). For example:

There is a cat under the table

(Grammatical

Subject)

Existential Process Existent

2.3.1.2. Circumstances

Santosa (2003) states that circumstance is the environment where or how

the process happens. It is categorized into eight kinds of categories:

2.3.1.2.1. Angle

Angle refers to the verbal source of such kind of subject, theme,

discussion, and the other so that the question of "who says" can be answered. It

can be identified by the use of according to, based on, and in my opinion. For

example:

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Based on James' opinion mathematics is fun

Cir: Angle

2.3.1.2.2. Extent

Extent points out the duration of process, including duration of distance

and duration of time. It is associated with the presence of nominal group with

quantifier and unit of measure. This kind of circumstance can answer the

questions of "how long", "how far", and "how many rounds/times". For example:

He goes to school in twenty minutes

Cir: extent

2.3.1.2.3. Location

Circumstance of location shares the explanation of place and time. It can

be examined through the existence of prepositional phrase and adverbial group

which can answer the questions of "where" and "when". For example:

My mother went to the supermarket

Cir: Loc: Place

My father will arrive tomorrow

Cir: Loc: Time

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2.3.1.2.4. Manner

Circumstance of manner comprises means, quality, and comparison:

2.3.1.2.4.1. Means

Means is a circumstance indicating the tools used in the process. The

structure of this circumstance is prepositional phrase which can answer the

questions of "how" and "what with". For example:

She marked the important lines with a red pen

Cir: Manner: Means

2.3.1.2.4.2. Quality

Quality shows how the process works. It is commonly marked by

adverbial groups. It can be checked the questions "how". For example:

My brother drove the car carefully

Cir: Manner: Quality

2.3.1.2.4.3. Comparison

Comparison relates to the circumstance displaying a similarity and

dissimilarity of one participant or process to another participant or process. It can

be identified by the questions "what.....like" and the existence of adverbials: like,

unlike, likewise, similarly, differently. For example:

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Unlike Jane's shirt Betty's shirt is expensive

Cir: Manner: Comparison

2.3.1.2.5. Cause

Circumstance of cause is classified into five types: reason, purpose,

condition, concession, and behalf.

2.3.1.2.5.1. Reason

Reason shows the reason of why such process in the happening happens. It

is expressed by the answer of the questions "why" and "how". It examined the

presence of preposition such as, through, because of, as a result of, due to, and

thank to. For example:

He had a bad grade as a result of his laziness

Cir: Cause: Reason

2.3.1.2.5.2. Purpose

Circumstance of purpose employs the purpose or aim targeted in the

process of the happening. It can be marked by the interrogative form such as,

"what for" which can answer the background or the tendency why such thing is

done. It can be identified by the use of for, in the hope of, and for the purpose of.

For example:

Mother cooked the dinner for us

Cir: Cause: Purpose

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2.3.1.2.5.3. Condition

Condition relates to the certain condition happened in the process. It is

indicated by the use prepositional phrases such as, in case of or in case that can

answer question of "what if". For example:

In case of sickness he didn't come to the party

Cir: Cause: Condition

2.3.1.2.5.4. Concession

Circumstance of concession deals with the concession given in the process

of happening. It can be identified by the existence of inspite of and despite. For

example:

Inspite of her dizziness my aunt traveled to Bali

Cir: Cause: Consession

2.3.1.2.5.5. Behalf

Behalf describes the circumstance for whose behalf something is done. It

can be identified by the existence of prepositional phrase such as, for, for the sake

of, and on behalf of which can answer interrogative form of "who for". For

example:

My brother went to a tournament for the sake of his school

Cir: Cause: Behalf

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2.3.1.2.6. Accompaniment

Circumstance of accompaniment directs to the circumstance which

accompanies the participant of the happening. It shows by the use of with,

without, beside, and instead of. This circumstance can answer questions such as,

"who?" or "who else?". For example:

Our father went overseas without us

Cir: Accompaniment

2.3.1.2.7. Matter

Matter points out the circumstance which shows the matter happened in

the process. It can be seen from the use of preposition about, concerning, with

reference to, in relation to, and others. For example:

They go to a museum in relation to their observation

Cir: Matter

2.3.1.2.8. Role

Circumstance of role shows the role played by the participants in the

process. It is signified by the existence of preposition as, by way of, in the role, in

the shape, in the guise, or in the form of. For example:

As Dave's guardian Harry picked him up in the police

station

Cir: Role

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2.3.1.3. Extra Causer

According to Santosa (2003), extra causer is the agents of the processes

which is apart from the participants mentioned above. Extra causer is divided into

four classes.

2.3.1.3.1. Initiator

Initiator can be indicated by the verbs such as make, let, and get (x) do.

For example:

The children make the babies cry

Initiator Pro- Actor -cess

2.3.1.3.2. Inducer

Inducer is expressed through the use of verbs such as persuade, convince,

assume, and satisfy. For example:

Thomas convinces his nephew the game is fun

Inducer Process Senser Phenomenon

2.3.1.3.3. Attributor

Attributor can be showed through the existence of verbs such as make,

keep, leave, and drive. For example:

The passengers keep the cabin neat

Attributor Process Carrier Attribute

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2.3.1.3.4. Assigner

Assigner is signified by the verbs such as elect, name, vote, call, and make.

For example:

They name the cat Daisy

Assigner Process Token Value

2.3.2. Clause System

Santosa (2003) outlines that clause can be divided into two types namely,

minor clause and major clause. Minor clause relates to the clause which does not

have any processes involved in the happening. Meanwhile, major clause is

classified into two class: simplex clause and complex clause. Simplex clause is a

clause which consists of one process while complex clause is a clause composed

by two or more processes. The clause complex, according to Halliday (1985), can

be analyzed in terms of logical relation by seeing the interdependency system and

the logico-semantic system of the clause.

2.3.2.1. Interdependency System

Interdependency system is categorized into two categories namely,

parataxis and hypotaxis. Parataxis describes the relation between independent

clauses in a complex clause in which the independent clauses have the equal

status that can initiate one another. It is analyzed based on the initiating and the

continuing of the independent clauses. Parataxis is expressed by numerical

notation (1,2,3,...). On the other hand, hypotaxis points to the relationship between

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dependent clauses in terms of its dependent and its dominant. It is expressed by

Greek letter (α, β, γ, δ,...) (ibid). For example:

- Paratactic structure: My mother said: "You're little sister reads a book"

1 My mother said:

2 "You're little sister reads a book"

- Hypotactic structure: My mother said that my little sister read a book

α My mother said

β that my little sister read a book

2.3.2.2. Logico-semantic Relation

Logico-semantic relation can be divided into two prominent parts, namely

expansion and projection (ibid). In line, Halliday & Matthiesen (2004) states that

expansion refers to the relation between relational clauses in a complex clause

whether it is elaboration, extension or enhancement. Elaboration directs to

something that is said in a different way, giving a more detail explanation or

giving a comment. Extension refers to the expansion of one clause to another in

terms of adding information, alter and oppose the statement. Enhancement points

to the expansion of the circumstance of time, reason, purpose, condition, and

concession. On the other hand, projection relates to the verbal projection

(locution) and mental projection (idea) in a complex clause (Halliday, 1985 &

Santosa 2003).

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Moreover, Halliday (1985) proposed that every different type in the

logico-semantic relation has its own symbol. In expansion, equals (=) is used to

expressed elaboration, plus (+) is used to show extension, and multiply (x) is used

to indicate enhancement. Moreover, in projection quotes are used to symbolize

locution and idea. Double quotation mark (") is used to expressed the verbal

projection while single quotation mark (') is used to show mental projection. For

example:

- Expansion

a. Elaboration: My brother didn't sleep, he read a book

1 My brother didn't sleep

=2 he read a book

b. Extention: My classmate is tall, but she is too thin

α My classmate is tall

+β but she is too thin

c. Enhancement:

1 He had a breakfast

x2 then he went to school

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- Projection

a. Locution: The A team said "We won"

1 The A team said

"2 "We won"

b. Idea: My friend assumed that she got a good grade

α My friend assumed

'β that she got a good grade

2.3.3. Nominal Group

Halliday (1985) states that nominal group refers to expansion of word, in

form of noun. Nominal group can be divided into three main parts namely, pre-

modifier, noun head and post-modifier. Pre-modifier consists of deictic,

numerative, epithet and classifier. Noun head directs to the prime noun of the

group which is described by modifier and post-modifier. Meanwhile, post-

modifier is comprised by qualifier (ibid).

2.3.3.1. Deictic

Deictic refers to the reference attached in the noun which shows the

definiteness and indefiniteness of the noun. It can be realized by some articles,

such as, a, the, their, my, her, his, our, and others (Halliday 1985; Santosa; 2003).

For example:

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His brother is a linguist

Deictic

2.3.3.2. Numerative

Numerative is a part of pre-modifier describing the number or the order of

thing. It can be identified by articles such as, some, a, an, few, many, one, two,

three, and others (ibid). For example:

There is a cat in the yard

Numerative

2.3.3.3. Ephitet

Ephitet correlates to the pre-modifier describing things in regard to its

color, shape, condition, and size. It can be recognized by the presence of

adjective, present participle, and past participle (ibid). For example:

- She meets a handsome boy

Ephitet (adjective)

- A smoking man walks accross us

Ephitet (present participle)

- She is searching for her lost book

Ephitet (past participle)

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2.3.3.4. Classifier

Classifier points to the pre-modifier showing the classification of the noun

in terms of its origin and its function. It can be signified by noun, adjective, and

gerund (ibid). For example:

- They talked in Mayan language

Classifier (noun)

- She read a business book

Classifier (adjective)

- We will go to the swimming pool

Classifier (gerund)

2.3.3.5. Qualifier

Qualifier describes the post-modifier giving the additional information

about the noun head. It is realized by adjective clause, present participle phrase,

past participle phrase, infinitive phrase, adjective phrase, prepositional phrase, and

ordinal or cardinal number (ibid). For example:

- My brother is the one who is wearing a brown shirt

Qualifier (adjective clause)

- The children playing in the rain have to go home soon

Qualifier (adjective phrase)

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- The bookstore near the school is crowded

Qualifier (prepositional phrase)

2.3.4. Lexis

According to Santosa (2003), lexis refers to the social verbal process or

text which employs analysis of meaning in context. Lexis is different from lexicon

which implies free words without giving any relation to its context. Lexis in

Systemic Functional Linguistics employs three kinds of metafunction, ideational,

interpersonal, and textual meaning. In ideational meaning, lexis realizes the

experience which describes the experiential reality of the participant. In terms of

interpersonal meaning, lexis shows the attitudes of how the participant puts an

intention behind the lexis. Lexis of textual meaning is realized on congruent and

incongruent lexes.

In this research of ideational meaning on Angelina Jolie and William

Hague speeches, the analysis of lexis is based on the experiential meaning. The

descriptive and attitudinal lexes are compared and identified in this research.

Thus, both of descriptive lexis and attitudinal lexis are used to see the experiential

reality behind the wordings. Descriptive lexis implies the real meaning of the

word rather than the intention or opinion attached by the participants like what is

realized on attitudinal lexis. For example, here are the examples of analysis of

descriptive and attitudinal lexes in the opening of Angelina Jolie and William

Hague speeches:

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- Angelina Jolie's Speech

"It is wonderful to be back in Sarajevo, and a real privilege to be speaking

to you today"

No. Lexis Descriptive Attitudinal

1 It √2 Wonderful √3 Sarajevo √4 Real privilege √5 You √6 Today √

- William Hague' Speech

"Thank you Deputy Defence Minister for that kind introduction.”

No. Lexis Descriptive Attitudinal

1 Thank √2 You √3 Deputy Defence Minister √4 Kind introduction √

As can be seen above, Angelina Jolie's opening speech contained two

attitudinal lexes while William Hague's speech contained an attitudinal lexis when

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the rests are descriptive lexes. It shows that man and woman may would have

different intentions in the same expression on the opening of the speeches which

need to be explored deeper.

3. Language and Gender

Gender is a social and cultural construction which is resulted from

biological and psychological differences of men and women (Mikkelson, 2009 &

Wolf, 2009). The relation of gender and language, lately, is widely discussed by

researchers around the world. It is believed that men and women have different

ways in using language as a means of communication (Holmes, 2005).

McDermott (2009) argues that people choose their own explanation about

something that is affected by implicit intentions. Thus, men and women,

according to Lakoff in Holmes (2005), have different characteristics when having

an interaction. He pointed out that women's talk is characterized by apologies,

indirect request, tag questions, qualifiers, polite commands, precise color terms,

absence of coarse language and less speaking, more listening. He concluded that

women's conversation is more tentative and submissive rather men's conversation.

Moreover, Tannen (1990) argues that the aim of women's talk is a connection

between the speakers while men's talk aims to receive social status, give

influences and maintain independency in society.

4. Genre

Martin (1992) & Hasan (1995) defines genre as a text proposed by social

culture outlining the social function and social meaning in which the grammar and

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context of a text are mixed together. There are two kinds of genre, macro genre

and micro genre (Martin, 1992). Macro genre refers to the combination of two or

more micro genre in a text (Santosa, 2003). Meanwhile, micro genre is

categorized into two categories: story genre and factual genre (Martin, 1992).

Story genre relates to the text which of the function is to amuse and entertain the

reader through the identification social phenomena, such as: recount, anecdote,

exemplum, and narrative (Santosa, 2003). Factual genre refers to the text

exploring the facts of happening in the community, including description, report,

exposition, discussion, recount, procedure, explanation, and exploration (ibid).

In addition, the genre analysis of this research is exposition genre which is

included in the factual genre. Santosa (2003) states that exposition contains of

arguments to solve of a problem which do not have an exact structure. The

generic structure of exposition is thesis, arguments, and reiteration. Thus, this

study analysis will be categorized based on the generic structure of exposition text

since the speeches are included in exposition genre.