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GENRE ANALYSIS ON READING PASSAGE OF ENGLISH
TEXTBOOK “ENGLISH IN FOCUS” BASED ON
THE SCHOOL-BASED CURRICULUM
Proposed by:
SITI ULFAH HERDIYANI
109014000073
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
DEPARTEMEN AGAMA
FORM (FR)
No. Dokumen : FITK-FR-AKD-089
UIN JAKARTA Tgl. Terbit : 5 Januari 2009
FITK No. Revisi: : 00 Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 1/1
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan di bawah ini,
N a m a : Siti Ulfah Herdiyani
Tempat/Tgl.Lahir : Bogor, 01 September 1991
NIM : 109014000073
Jurusan / Prodi : Pendidikan Bahasa Inggris
Judul Skripsi : Genre Analysis on Reading Passage of English Textbook
“English in Focus” Based on the School Based Curriculum
Dosen Pembimbing : 1. Drs. Syauki, M.Pd
2. Desi Nahartini, M.Ed
dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan
saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta,
Mahasiswa Ybs.
Materai 6000
Siti Ulfah Herdiyani
NIM. 109014000073
i
ABSTRACT
HERDIYANI, SITI ULFAH. 2014. GENRE ANALYSIS ON READING
PASSAGES OF ENGLISH TEXTBOOK “ENGLISH IN
FOCUS” BASED ON THE SCHOOL-BASED
CURRICULUM, Skripsi, Department of English Education,
Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah
State Islamic University, Jakarta.
Advisor: Drs. Syauki, M.Pd. & Desi Nahartini, M.Ed.
Key Words: Genre, Reading Passages, English Textbook, Curriculum
This research is aimed to find out whether the genre of reading passage of
English textbook “English in Focus” which is published by National Education
Department covers the demands recommended by the School-Based Curriculum.
This research used the textbook that is used by the third grade of Junior High
School as a handbook for the students. The method used in this research was
descriptive method by using content analysis. In conducting the research, the
writer analyzed the reading passages provided in the textbook by analyzing the
characteristics of the passage and determined the genre of the passages. Then, the
writer check the analyzed data to the School-Based Curriculum to find out
whether or not the genre of reading passages provided in the textbook corresponds
to the curriculum which are procedure text, report text, and narrative text.
Throughout the analysis, the writer also found the social function, the generic
structure, and grammatical features of each genre. The result of the research
shows that the “English in Focus” textbook presents all genres recommended by
the School-Based Curriculum and also the characteristics of each genre (social
function, generic structure, and grammatical features) but the distribution of the
characteristics doesn’t spread up well in all reading passages of “English in
Focus” textbook.
ii
ABSTRAK
HERDIYANI, SITI ULFAH. 2014. GENRE ANALYSIS ON READING
PASSAGES OF ENGLISH TEXTBOOK “ENGLISH IN
FOCUS” BASED ON THE SCHOOL BASED
CURRICULUM, Skripsi, Pendidikan Bahasa Inggris, Fakultas
Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif
Hidayatullah, Jakarta.
Pembimbing: Drs. Syauki, M.Pd & Desi Nahartini, M.Ed
Kata Kunci: Genre, Wacana, Buku Teks Bahasa Inggris, Kurikulum
Penelitian ini bertujuan untuk menemukan apakah genre pada wacana
dalam buku teks bahasa inggris “English in Focus” yang diterbitkan oleh
Departemen Pendidikan Nasional merujuk pada tuntutan yang direkomendasikan
oleh Kurikulum Tingkat Satuan Pendidikan. Penelitian ini menggunakan buku
teks yang digunakan di kelas tiga Sekolah Menengah Pertama (SMP) sebagai
buku pegangan siswa. Metode yang digunakan pada penelitian ini adalah metode
deskriptif dengan menggunakan analisis isi. Dalam melaksanakan penelitian,
penulis menganalisis wacana yang tersedia dalam buku teks dengan menganalisis
karakteristik pada wacana dan menentukan genre pada wacana tersebut.
Selanjutnya, penulis melihat kembali data yang dianalisis pada Kurikulum
Tingkat Satuan Pendidikan untuk mengetahui apakah genre pada wacana yang
tersedia dalam buku teks bahasa Inggris merujuk pada Kurikulum Tingkat Satuan
Pendidikan yang jenis genre nya adalah teks prosedur, teks laporan, dan teks
naratif. Melalui analisis, penulis juga menemukan fungsi sosial, struktur generik,
dan ciri kebahasaan pada setiap genre. Hasil dari penelitian menunjukan bahwa
buku teks bahasa Inggris “English in Focus” menyajikan semua genre yang
direkomendasikan oleh Kurikulum Tingkat Satuan Pendidikan dan juga
karakteristik pada setiap genre (fungsi sosial, struktur generik, dan ciri
kebahasaan) tetapi penyebaran karakteristik pada setiap genre tidak merata pada
semua wacana dalam buku teks bahasa Inggris “Englih in Focus.”
iii
ACKNOWLEDGMENT
In the name of Allah, the Beneficent, the Merciful
All praise be to Allah, the Lord of the Worlds, the Al Mighty who has
given the writer a chance and health to finish her “skripsi”. Peace and blessing be
upon to the prophet Muhammad S.A.W., his families, and his companions, and his
followers.
This scientific paper is presented to the Department of English Education,
in the Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State
Islamic University Jakarta as a Partial Fulfillment of the requirements for the
degree of S.Pd. (Bachelor of Arts).
In this occasion, the writer would like to express her greatest honor and
gratitude to all those who gave her support, motivation, and advice in finishing
her paper.
The writer, firstly, would like to express her greatest gratitude and honor
to her beloved parents, Mr. Ugih and Mrs. Utin, and also her young sister
Sayyidah Alfiani, who always give love, support, and advice in finishing her
skripsi.
The writer also would like to express her gratitude to her advisors, Drs.
Syauki, M.Pd and Desi Nahartini, M.Ed, for their time, advices, guidance, and
correction in writing her skripsi.
Her gratitude also goes to those who helped the writer in finishing her
skripsi:
1. Nurlena Rifa’i, Ph.D., Dean of Faculty of Tarbiya and Teachers’
Training
2. Drs. Syauki, M.Pd., the Chairman of English Education Department
3. Zaharil Anasy, M.Hum., the Secretary of English Education
Department
iv
4. All lecturers of English Education Department who have taught the
writer the precious knowledge
5. All B class members 2009 in English Education Department which can
not be mentioned one by one, (especially for my classmates and my
roommate, Shaumi Fitriyanti and Ismi Putri Rahmah)
6. My beloved friend who always support me in writing this skripsi, Arif
Prasojo.
The writer hopes this scientific paper will be useful for other researcher
and she also realizes that this paper is still far from perfection, so it needs critics
to be more perfect. Thank you.
Jakarta, April 2014
Siti Ulfah Herdiyani
v
TABLE OF CONTENTS
ABSTRACT…………………………………………. ........................................ i
ABSTRAK………………………………………….. ........................................ ii
ACKNOWLEDGEMENT…………………………. ....................................... iii
TABLE OF CONTENTS………………………….. ......................................... v
LIST OF TABLES………………………………….. ..................................... vii
LIST OF FIGURES………………………………… .................................... viii
I. CHAPTER I: INTRODUCTION
A. Background of the Study……………………… ....................................... 1
B. Focus of the Problem………………………… ......................................... 5
C. Research Question………………………… ............................................. 5
D. Objective of the Study…………………………….. ................................. 5
E. Significance of the Study……………………………. ............................. 5
II. CHAPTER II: THEORETICAL FRAMEWORK
A. Reading………………………………………….. ................................... 6
1. Definition of Reading………………………. .................................... 6
2. The Objectives of Reading………………… ..................................... 7
B. English Reading Text…………………………… ................................... 9
1. Definition of Text…………………………… .................................. 9
2. Genre of Reading Text………………………………. ................... 10
C. English Textbook…………………………………. .............................. 18
1. Definition of Textbook…………………………. ............................ 19
2. Characteristics of a Good Textbook…………… ............................. 19
3. Selection of a Textbook………………………………. .................. 20
D. Curriculum………………………………………… ............................. 22
1. Definition of Curriculum……………………….. ............................ 22
2. School-Based Curriculum……………………… ............................ 24
E. Relevant Study……………………………………….. ......................... 27
vi
III. CHAPTER III: RESEARCH METHODOLOGY
A. The Objective of the Study…………………………. ............................ 29
B. The Object of the Study…………………………….. ........................... 29
C. Method of the Study……………………………… ............................... 29
D. Instrument…………………………………………… ........................... 30
E. Technique of Data Collection……………………… ............................ 30
F. Technique of Data Analysis………………………… ........................... 30
IV. CHAPTER IV: RESEARCH FINDING
A. The Data Description of English in Focus Textbook…………………..32
B. The Analysis of the Data……………………………………… ............ 36
C. Discussion…………………………………. ......................................... 52
V. CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion………………………………………….. ........................... 55
B. Suggestion…………………………………………… .......................... 56
BIBLIOGHRAPHY…………………………………………. ........................ 57
APPENDICES……………………………………………… .......................... 59
vii
LIST OF TABLES
Table 2.1 The Characteristics of Texts ………………………………………….17
Table 2.2 The Aspects of Choosing a Textbook…………………………………20
Table 2.3 Standar Kompetensi Bahasa Inggris pada Keterampilan Membaca
Kelas 3 SMP…………………………………………………………..25
Table 4.1 Reading Passages in the textbook…………………………………….35
Table 4.2 The Conformity of Characteristics in Reading Passage 1……………37
Table 4.3 The Conformity of Characteristics in Reading Passage 2……………38
Table 4.4 The Conformity of Characteristics in Reading Passage 6……………39
Table 4.5 The Conformity of Characteristics in Reading Passage 7……………40
Table 4.6 The Conformity of Characteristics in Reading Passage 3……………41
Table 4.7 The Conformity of Characteristics in Reading Passage 4……………42
Table 4.8 The Conformity of Characteristics in Reading Passage 5……………43
Table 4.9 The Conformity of Characteristics in Reading Passage 10…………..45
Table 4.10 The Conformity of Characteristics in Reading Passage 11…………46
Table 4.11 The Conformity of Characteristics in Reading Passage 8…………..47
Table 4.12 The Conformity of Characteristics in Reading Passage 9…………..49
Table 4.13 Genre of Reading Passages in the Textbook………………………...50
Table 4.14 The Conformity of Genre in the Textbook………………………….51
Table 4.15 The Unconformity of Characteristics of Genre……………………..52
viii
LIST OF FIGURES
Figure 4.1………………………………………………………………………33
Figure 4.2………………………………………………………………………33
Figure 4.3………………………………………………………………………33
Figure 4.4………………………………………………………………………33
Figure 4.5………………………………………………………………………34
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Reading is one of language skills in learning a language. It is a language
skill that is really important to be taught to students because it can help them to
understand all written text in their school. Most of materials which are taught in
school are to read several texts and students are expected to understand and to
analyze all written texts. Students are also expected to be able use it in their daily
life.
In reading, the students usually get some problems in reading the text. These
problems cause the students hardly to comprehend the message of a text. The
problems that are usually found are lack of vocabulary, less motivation to read,
and lack of knowledge about genres of text. Based on Gillet et al said that to
comprehend a text, the reader has to know the meaning of words or vocabulary.1
The written text consists of many kinds of words. If the students do not know
many words of a text, they will not understand the content of it. As like Geoffrey
Broughton, et al stated that in understanding a text, the reader should understand
the individual words in the text.2 Similarly, the students’ motivation can also
cause a difficulty in reading. Another factor which can cause a difficulty is lack of
knowledge about genres of text. Having knowledge about genres of text, it means
that the students know about the characteristics of a text such as how the text is
organized. It makes students easily understand the text.
One of problems that students face in reading is their knowledge about
genre of text is less. According to Alderson, he said that the cause which makes a
1 Jean Wallace Gillet, et al, Understanding Reading Problems (Assessment and
Instruction), (Boston: Pearson Education, Inc., 2012), p. 98 2Geoffrey Boroughton, et al, Teaching English as a Foreign language, (New York:
Routledge, 2003), p. 94
2
difficulty to comprehend a text is involved to genre of text.3 Genre provides a text
with some characteristics that can facilitate students to process information in a
text. By knowing genre of a text, it means that knowing how the text are
organized, what linguistics feature of a text, the topic of a text, and also what
function of text.
Genre is a reading material that students learn at school. As like what
School-Based Curriculum stated that one of goals of teaching English in Junior
High School is students are able to comprehend various genres of written text
such as narrative, descriptive, recount, report, and procedure text. Each genre of
text has distinctive characteristic such as social function, generic structure, and
grammatical features. This characteristic of genre can facilitate the students in
comprehending the text.
Material that will be learned by students should in line with the curriculum
used that is School-Based Curriculum. According to Cunningsworth, he stated in
his book “it is very important that teaching materials used should take the learner
forward as directly as possible towards his objectives.”4 Curriculum functions as a
guideline for teacher to include the material that should be taught for a period of
time. As what Armstrong stated that curriculum purposes to select what content
that should be included in instructional program and what content should be
eliminated, besides, it also purposes to order the content to be introduced.5
Therefore, a school classifies the materials that should be learned by the students
based on what the students’ need which is reflected in the curriculum.
School-Based Curriculum is one of curriculum which is used in Indonesia.
In this year, this curriculum is still used for the second and third grade in Junior
High School. However, the first grade of Junior High School has used a new
curriculum that is curriculum 2013 (Outcome Based Curriculum). As stated in the
3 J. Charles Anderson, Assessing Reading, (Cambridge: Cambridge University Press,
2000), p. 64 4Alan Cunningsworth, Evaluating and Selecting EFL Teaching Materials, (London:
Heinemann Educational Books Ltd, 1984), p. 5 5David G. Armstong, Curriculum Today, (New Jersey: Pearson Education, Inc., 2003), p. 4
3
document of this curriculum that the implementation of curriculum is not
implemented at all classes in a school.
“Pelaksanaan kurikulum di seluruh sekolah dan jenjang pendidikan yaitu”:
- Juli 2013: kelas I, IV, VII, dan X
- Juli 2014: kelas I, II, IV, V, VII, VIII, X, dan XI
- Juli 2015: kelas I, II, III, IV, V, VI, VII, VIII, IX, X, XI, dan XII6
The School-Based Curriculum is still used because this is a part of planning
in implementing the new curriculum, Outcome Based Curriculum (Kurikulum
2013). As what Ministry of Education and Culture says that this curriculum is
implemented in phases and it is the first phase, therefore, if there are mistakes and
weaknesses in implementing the Outcome Based Curriculum (Kurikulum 2013),
they can handle it.7 The government also has some criteria to choose school in
which this curriculum will be implemented. The criteria are the school should get
qualified rank A and the school should be ready in distributing the textbook of this
curriculum. If the school does not get qualified in rank A but they are able in
distributing the textbook for student, so the school can implement the new
curriculum.
Teacher can get reading material from many books; one of the books is the
textbook that is usually used at school. In this book, it provides some reading text
that the teacher can use for students. The textbook used for teaching English is
usually written by some group of people, such as publisher and educator.
According to Gebhard, he stated “materials used in EFL/ESL classrooms are
created by four groups of people: publishing companies, government agencies,
curriculum development teams at the school level, and classroom teacher.”8 In
Indonesia, textbook is written by publishing companies and they sell it at the
6 Kemendikbud, Dokumen Kurikulum 2013, 2012, (http:/www.bsnp.indonesia.org)
7 www.tempo.co/read/news/2013/03/31/079470257/2013-kurikulum-baru-masih-uji-coba
8Jerry G. Gebhard, Teaching English as a Foreign Language or Second Language: a
Teacher Self-Development and Methodology Guide,(Michigan: University of Michigan Press,
2006), p. 101.
4
market to be bought by teacher or student for their learning media. The Ministry
of Education in Indonesia also publishes a textbook. They buy the copyright of the
book from the publisher and then they publish it online in order to the teacher can
download it and use it as their source material.9 The textbook that are published
by the Ministry of Education is signed by mark of “BSE” (Buku Sekolah
Elektronik). Before they published this book, they have done the evaluation of this
book based on the criteria that they have designed. Therefore, this textbook will
usually be claimed compatible with the curriculum.
There are various textbook sold at the market. It has different interesting
cover book which attract the buyer to buy it. However, they do not know how the
content of the textbook presented whether it is compatible with the curriculum
used or not. So, the school should be careful in selecting textbook to be used at
school. Therefore, the government provides the textbook which have been
evaluated. Since this textbook is published by the government, the school claimed
that it is compatible with the curriculum used. And the teacher use it without
check it.
The writer is interested in this topic because she wanted to know whether
or not the reading material on the textbook is in line with the curriculum, which is
KTSP (School-Based Competence). The writer knows that textbook is the
important thing in teaching and learning process. It is the main source for the
student to learn the material in the classroom and it is a guide for a teacher to
teach. In addition, the textbook which will be analyzed is a textbook
recommended by the government and it is claimed that it is already compatible
with the curriculum. So, the writer will proof whether or not the analyzed
textbook is compatible with the curriculum. Because all of the reasons above, the
writer intends to discuss and to observe it to know more detail about the textbook
under the title “Genre Analysis on Reading Passages of English Textbook
“English in Focus” Based on the School-Based Curriculum”
9Kemdikbud, Buku Sekolah Elektronik, 2013, (http://puskurbuk.net)
5
B. Identification of the Problem
1. A factor that can cause a difficulty in reading is lack of knowledge
about genres of text.
2. Material learned by students should in line with the School-Based
Curriculum.
3. Genre of reading passage should be in line with the School-Based
Curriculum.
C. Focus of the Problem
This research is focused on the analysis on genre of reading passage in the
textbook whether or not the genre of the reading passage is in line with the
curriculum. The characteristic of each genre is also analyzed.
D. Research Question
After stating the background of the study, the researcher formulates research
questions. The research question of this study is whether the genre of reading
passages presented is in line with the School-Based Curriculum?
E. The Objective of the Study
The objective of the study is to know whether or not the genre of the reading
passage in the textbook is in line with the School-Based Curriculum.
F. The Significance of the Study
The result of this research hopefully will increase teachers’ awareness in
choosing a textbook for the students and it can be a guide for teacher to choose the
suitable textbook to be used. It can be a consideration because a textbook has the
important role in the process of teaching and learning.Beside that, the result of
this study can be a consideration for the headmaster at school in choosing a
textbook as a media in teaching and learning used by the student. Finally, it
expectantly will encourage further researchers to continue this study.
6
CHAPTER II
THEORITICAL FRAMEWORK
A. Reading
1. Definition of Reading
Reading is one of language skills that should be developed. It is really
important to be taught because by reading, a student can get much information
from any written text such as book, magazine, newspaper, or something else.
Reading is also important for students in their daily activities such as read the
instruction, direction, or advertisement. As students, they are expected to read the
text related to their academic context to fulfill their task. According to Grabe,
“reading…may be quite demanding in educational, professional, and occupational
settings.”1
Some linguists define reading to many definitions. As stated by Harmer that
reading acts as message receiver, so it can be called as a receptive skill.2 By
reading, people usually get some information about what they need, therefore,
reading is believed as a receptive skill. Another definition about reading comes
from Linse’s book edited by Nunan, she said that “reading is a set of skill that
involves making sense and deriving meaning from the printed word.”3 It explains
that in reading, there are some skills that the reader should have in order to
understand the meaning of text itself, such as recognizing the symbol of language.
Nuttal defines reading into groups of words:
a. understand, interpret, meaning, sense etc.
b. decode, decipher, identify etc.
1 William Grabe, Reading in a Second Language: Moving from Theory to Practice, (New
York: Cambridge University Press, 2009), p. 5 2 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1996),
p.16 3 David Nunan (ed.), Practical English Language Teaching Young Learner, (New York:
McGraw Hill Companies, Inc.,2005), p. 68
7
c. articulate, speak, pronounce etc.4
From those definitions above, it is clearly mentioned that reading is needed to
obtain some information from a written text and the reader should have some
skills in reading.
People sometimes claim that reading is a passive activity, because they
believe that reading is only getting the information. But reading is not truly a
passive activity because reading does not only receive information but also
construct the meaning of the written text they read. As like Karen’s book edited
by Griffiths says that reading “….is the concept of meaning construction that
characterizes reading not as a passive way of getting information, but as an active
process of constructing understanding.”5
It can be concluded that reading is an activity that is usually done in the
academic or occupational context in achieving its objectives. Reading is also an
activity that the reader needs to build the meaning from the printed text in order to
understand the content of the text. To understand it, the reader should have some
skills needed in reading, one of them is recognizing the symbol of language that
the reader want to read.
2. The Objectives of Reading
In reading a text, people usually have their own objectives why they read the
text. They, sometimes, read it because they need the information from a book,
magazine, newspaper, or something else. They also read it for pleasure, for
example, reading a novel. Nunan cited in Linse, there are two objectives why
people read, those are reading for pleasure and reading for information.6
4 Christine Nuttal, Teaching Reading Skills in a Foreign Language, (Oxford: Heinemann,
1989), p. 2 5 Carol Griffiths (ed.), Lessons from Good Language Learners, (Cambridge: Cambridge
University Press, 2008), p. 231 6 David Nunan (ed.), op. cit., p. 72-73
8
a. Reading for pleasure
Reading is a joyful activity when the text that the people read is not a hard
text to be comprehended such as a story. People, usually, read some stories in the
form of short stories, novel, or something else. People can read those kinds of text
with pleasure because they should not think hard to understand it. It also consists
of easy level of vocabulary.
b. Reading for information
Commonly, people’s objective in reading is to get information that they need.
They will read the text if they need its information as like a student who want to
know about the content of a book to fulfill his task at school. Level of reader that
usually read for getting information is the reader who can think in high level. For
children, they usually read for pleasure.
In addition, Brown also says that reading “… provides information and
pleasure and it is useful and significant part of everyday life.”7 In everyday life,
people can not be separated from reading activities. In reading, it understands not
only a written text, but also signs, symbols, or graphic. There are many texts or
symbol that people need to complete their activities. For example, people have to
read a letter or a message from their family or friends. They also need to read
some signs, symbols, or/and graphics to know what they should do when they are
lost at the street. It means that people need to read and they read for their needs.
Therefore, it is really useful for the people themselves.
Furthermore, there are also some objectives in reading cited from Grabe.
Grabe stated that there are six purposes for reading in academics settings. Firstly,
one of purposes in reading is reading to search for information. To search the
information, the reader needs to scan and skim the text. Scanning and skimming
are two of skills in reading. Second purpose in reading is reading for quick
understanding. Sometimes, reader needs to read for quick understanding if they
7 Ann Brown, Teaching and Learning Communication, Language, and Literacy, (London:
Paul Chapman Publishing, 2007), p. 59
9
have only a limited time to read or in the situation that makes them should
understand the text. Next purpose is reading to learn. In this purpose of reading,
kind of information is really important for the reader to complete his task. The
fourth purpose is to integrate information. This kind of purpose of reading is for
high level in education because it needs the reader to integrate the information
from any text. The fifth purpose is reading to evaluate, critique, and use
information. It is needed by high level of reader as same as reading to integrate
information. And the last is reading for general comprehension. This purpose is
the most common purpose for reading among fluent reader.8
From those objective mentioned above, it means that reading is really
important in daily life. People need to read to get any information that they need.
By reading, people can get information from any sources such as book,
newspaper, magazine, journals, and articles. Reading can also be an interesting
activity, it could loss stress by reading a nice story or some jokes. In reading,
people should also know how they read, what skill needed in reading based on the
situation people read. So, people should be able to read.
B. English Reading Text
1. Definition of Text
Text related to the language that people say in every day, either spoken or
written. People always produce text to communicate with other people in any
situation. In other words, text has a meaning in order to be coded as a message for
the readers or listeners. As Halliday and Ruqaiya Hasan stated that “text is any
instance of living language that is playing some part in a context of situation.”9 It
means that text always related to its context in getting the meaning or
interpretation. They also mentioned text as a product and a process, “the text is a
product in the sense that it is an output, something that can be recorded and
studied, having a certain construction that can be represented in systematic terms.
8 William Grabe & Fredricka L. Stoller, Teaching and Researching Reading, (Essex: Pearson
Education, 2002), p. 10-13 9 M. A. K. Halliday &Ruqaiya Hasan, Language, Context, and Text: Aspects of Language in
a Social Semiotic Perspective, (Oxford: Oxford University Press, 1989), p. 10
10
And it is a process in the sense of continuous process of semantic choice, a
movement through the network of meaning potential, with each set of choices
constituting the environment for a further set.”10
So, text has a wide definition in
the context that it is used. It is an important part of language in which text is used
to derive a meaning.
Many reading theorists, linguists, and specialists analysis defined text on
their own way. Text can be defined as a verbal or non-verbal record of
communication. As Brown & Yule stated in their book, “a text is a verbal record
of communicative event.”11
It means that text is restricted only for verbal form. In
contrast, Wallace in Hedgcock and Ferris’s book mentioned that “a text is the
physical manifestations of language which include not only orthographic symbols
such as letters of the alphabet or characters but also non verbal elements such as
capitalization, punctuation, paragraphing, and format.”12
It shows that text is not
only verbal form of language, it is also a form of symbols in a language such as
letters or characters which can construct a meaning to convey.
From the definition above, it can be concluded that text is a record of
verbal or non- verbal in communication. In other words, it is not only in the form
of written, but also it can be in the spoken form.
2. Genre of Reading Text
There are some definitions proposed by some linguists about the term of
genre. And all of those definitions related to the text which have different
characteristic. According to Anne Freadman,
First, genre is an organizing concept for our cultural practices; second, any
field of genres constitutes a network of contrasts according to a variety of
parameters; third, genre is place occasion, function, behavior and interactional
structures: it is very rarely useful to think of it as a kind of ’text’; fourth,
10
Ibid,… 11
Gillian Brown & George Yule, Discourse Analysis, (Cambridge: Cambridge University
Press, 1988), p.190 12
John S. Hedgcock & Diana R. Ferris, Teaching Readers of English, (New York: Routledge,
2009), p.79
11
cultural competence involves knowing the appropriateness principle for any
genre, knowing the kind of margin you have with it, being able to vary it,
knowing how to shift from one to another and how many factors would be
involved in any such shift.13
Genre is really important in reading skill. It will affect the student’s
comprehension in reading skill because it provides the feature of a text to help the
student identify a text. Understanding genre means that the student is easier to
interpret a text because each genre has different social function, generic structure,
and linguistic feature. This characteristic is really useful for a reader to
understanding a text because it explains how text is organized. According to
Alderson that having knowledge about organized text is as same as having
knowledge about how the information is signaled and how changes of content
might be marked, and it facilitates the reader to read.14
In the School-Based Curriculum of Junior High School, there are some
genres are mentioned here, those are: procedure, descriptive, recount, narrative,
and report.15
Those genres are taught at different level at Junior High School.
Students in every level learn only three kinds of genre. For instance, the third
grade of Junior High School must learn three genres such as procedure, report,
and narrative.
Here are the explanation about those genres which are learned in Junior
High School, those genres are procedure, descriptive, recount, narrative, and
report.
a. Procedure text
Procedure text is a text that tells the reader or listener how to do
something. The social function of this text could be to provide instructions for
making something, doing something or getting somewhere. The structure that
13
Peter Knapp & Megan Watkins, Genre, Text, Grammar: Technologies for Teaching and
Assessing Writing, (Sydney: University of New South Wales Press, 2005), p. 21 14
J. Charles Alderson, Assessing Reading, (Cambridge: Cambridge University Press, 2000),
p.39-40 15
BSNP, Standar Kompetensi dan Kompetensi Dasar SMP/MTS, (Jakarta: Puskur, 2006), p.
291-296
12
constructs this text is the aim/goal (the introductory statement or title), materials
(things that needed to complete the goal), and steps (it is needed to achieve the
goal). Procedure text also has different grammatical features from other text such
as the sentence begin with the verb and stated as command, time words or number
that show the order for carrying out the procedure, adverbs to describe how the
action should be performed, and precise terms and technical language.16
Meanwhile, Knapp and Watkins also add the grammatical features of this
text such as the addressee may be referred to either directly or indirectly, using
action verb to represent the process, using simple present tense and imperative,
adverbs are used to provide the information how the task is completed, using
temporal connectives to ensure the task is completed in the order time, using
conditional connectives, using modality to state the obligation in completing
task.17
The following is the example of procedure text:
How to Play Snakes and Ladders
What you need
Snakes and Ladders board game
1 dice
2, 3, 4 players
Counters of different colors. 1 for each player
How to Play
Put all counters on start.
First person rolls the dice and moves his counter in counting order the
number of places shown on the dice.
Other players take their turns.
If a counter lands on the bottom of a ladder, the player moves the
counter to the top of that ladder.
16
Mark Anderson & Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan
Education, 2003), p. 28 17
Peter Knapp & Megan Watkins, Genre, Text, Grammar: Technologies for Teaching and
Assessing Writing, (Sydney: University of New South Wales Press, 2005), p. 153
13
If a counter lands on a snake’s head, the player moves the counter
down to the bottom of that snake’s tail.
The winner is the first player to reach Finish.18
b. Descriptive text
Descriptive text is a text that describes a particular person, place or thing. The
social function of this text is to tell about the subject by describing its feature
without including personal opinions. The structure that constructs the text is a
typical of description (opening paragraph that introduce the subject) and it is
followed by a series of each paragraph (it describe a feature of subject) and
conclusion as the signal the text ends. This text also has grammatical features
which consist of the use of present tense, adjective to describe the feature of the
subject and topic sentence to begin paragraphs and organize the various aspects of
the description.19
The following is the example of descriptive text:
Deinonychus
The model of Deinonychus, a dinosaur of the Cretaceous period, can be
found in the Museum of Natural Science.
Deinonychus is small by dinosaur standards. It is about 2.5 metres in
length and stands about one metres high at the shoulder.
This reptile has a long tail, spindly legs and slender neck. The head is large
and the jaws are lined with sharp teeth.
The tall, approximately 3 metres in length, has vertebrae surrounded by
bundles of bony rods so the whole tail can be held stiff.
The toes of Deinonychus are unusual. The first toe is small and points
backwards. The second toe has a huge sickle-shaped claw and is raised. The third
and fourth toes are in the normal position.
Deinonychus is an interesting example of a fast-running dinosaur.20
18
Ibid., p. 158 19
Mark Anderson & Kathy Anderson, op. cit., p. 26 20
Ibid., p. 27
14
c. Recount text
Recount text is a piece of text that retells past events, usually in the order
in which they occurred. The social function is to provide the audience with a
description of what occurred and when it occurred. The structure of the text is the
introductory paragraph which tells who, what, where, and when. It is followed by
a sequence of events (retell the events in the order in which they happened) and
conclusion (it is an optional). The grammatical of this text is the use of proper
noun, use of descriptive words, the use of past tense, and words that show the
order of events.21
The following is the example of recount text:
My Adolescence
I had my adolescence when I was thirteen.
It started with acne that showed up on my face. It was very annoying. It
lowered my self-esteem and I was embarrassed to come out of my house and play
with friends.
Fortunately, my Mom gave me a good medicine. In three weeks, the acnes
started to vanish although those showed some black spots in my face.
That was my bad experience with adolescence, though there was lots of good
experience too.22
d. Report text
Report text is a text that reports information about a subject. According to
Mark Anderson & Kathy Anderson, report text is a piece of text that presents
information about a subject. The social function of this text is to classify and/or
describe using facts about the subject’s parts, behavior, and qualities. The generic
structure of this text is, the first is general classification (tells what the
phenomenon under discussion is) and then it is followed by the description (tells
what the phenomenon under discussion is like in term of part, qualities, habits
behaviors). Mark & Kathy Anderson also add that the grammatical features
21
Ibid., p. 24 22
http://www.englishindo.com/2014/03/recount-text-full-materi-contoh.html
15
usually found in a report text are the use of term that related to the subject, general
term, and use of present tense.23
This is the example of report text:
Galaxies
A galaxy is a collection of stars and other astronomical bodies, including
planets, comets and asteroids, held together by gravity.
Galaxies come in different shapes and sizes. These include the spiral, barrel-
spiral and elliptical. Our galaxy, alled the Milky Way, is approximately 100 000
light years in width and contains over 100 billion stars.
The centre of galaxies can contain many young, very hot stars as well as older
stars. Swirling clouds that have been energized by magnetic forces also exist in
the centre.
At this point in time, no one knows the exact number of galaxies in the
universe. Astronomers are, however, learning more and more about them
everyday.24
e. Narrative text
Narrative text is a text that tells the story or experience to the reader. Based
on Mark Anderson & Kathy Anderson, a narrative is a text that tells a story and,
in doing so, entertains the audience. The social function of this text is to entertain
or to amuse the reader. The generic structure of this text is orientation,
complication, sequence of events, resolution and coda. They also mention that the
grammatical features of narrative are nouns that identify the specific characters
and places in the story, adjectives that provide accurate descriptions of the
characters and setting, verbs that show the actions that occur in the story, and time
words that connect events, telling when they occurred.25
According to Knapp and Watkins that narrative does not only have one
purpose to entertain the reader, but also narrative is a medium of entertainment
23
Mark Anderson & Kathy Anderson, Text Types in English 2, (South Yarra: Macmillan
Education, 2003), p. 88 24
Mark Anderson & Kathy Anderson, Text Types in English 3, op. cit., p. 19 25
Ibid.,
16
and medium for changing the social opinions and attitudes. The grammatical
features of this text are using action verb, temporal connectives, action verb are
used, narrative often use rhythm and repetition to create particular effects, play
with sentence structure (a short phrase is used to create poignant effects).26
This is the example of narrative text:
The Legend of Rawa Pening
Once upon a time, there was a little poor boy came into a little village. He
was very hungry and weak. He knocked at every door and asked for some food,
but nobody cared about him. Nobody wanted to help the little boy.
Finally, a generous woman helped him. She gave him shelter and a meal.
When the boy wanted to leave, this old woman gave him a “lesung”, a big
wooden mortar for pounding rice. She reminded him, “please remember, if there
is a flood you must save yourself. Use this “lesung” as a boat”.
The “lesung” was happy and thanked the old woman. The little boy
continued his journey. While he was passing through the village, he saw many
people gathering on the field. The boy came closer and saw a stick stuck in the
ground. People challenged each other to pull out that stick. Everybody tried, but
nobody succeeded. “Can I try?” asked the little boy. The crowd laughed
mockingly. The boy wanted to try his luck so he stepped forward and pulled out
the stick. He could do it very easily. Everybody was dumbfounded.
Suddenly, from the hole left by stick, water spouted out. It did not stop
until it flooded the village. And no one was saved from the water except the little
boy and the generous old woman who gave him shelter and meal. As she told him,
he used the “lesung” as a boat and picked up the old woman. The whole village
became a huge lake. It is now known as Rawa Pening Lake in Salatiga, Central
Java, Indonesia.27
The table below is the summary of the characteristics of genre. It tells the
social function, generic structure, and grammatical feature of each genre.
26
Ibid., p. 221-222 27 http://www.englishindo.com/2013/08/narrative-text.html
17
Table 2.1 The Characteristics of Texts
G
E
N
R
E
SOCIAL
FUNCTION
GENERIC
STRUCTURE
GRAMMATICAL
FEATURES
P
R
O
C
E
D
U
R
E
To provide
instructions for
making something,
doing something or
getting somewhere
The Aim/goal: the title
of the text or an
introductory paragraph
Materials: things that
needed to achieve the
goal
The steps: some steps
accomplished to
achieve the goal
- Use simple present tense
and imperative
- Use mainly of temporal
conjunctions (numbering
to indicate sequence)
- Use mainly of precise
terms and technical
language
- Adverbs to describe how
the action should be
performed
D
E
S
C
R
I
P
T
I
V
E
To tell about the
subject by
describing its
features without
including personal
opinions
Typical Description:
introduce the subject of
the description
Series of Paragraph:
to describe one feature
of the subject
Conclusion: to signal
the end of the
description
- Use verb in the present
tense
- Adjective
- Topic sentence
R
E
C
O
U
N
T
To provide the
audience with a
description of what
occurred and it
occurred
Introductory
Paragraph: tells who,
what, when, and where
Sequence of Events:
retell the event in the
order in which they
happened
Conclusion: it is an
optional
- Use proper noun
- Use descriptive words
- Use of past tense
- Use words that show the
order of the events
18
R
E
P
O
R
T
To classify and/or
describe using
facts about the
subject’s parts,
behavior and
qualities
General
Classification: tells
what the phenomenon
under discussion is
Description: tells what
the phenomenon under
discussion is like in
term of part, qualities,
habits behaviors
Conclusion: (optional)
- Focus on general noun
- Use simple present tense
- Technical Language
related to the subject
N
A
R
R
A
T
I
V
E
To entertain, to
amuse, to stimulate
emotion, and to
deal with actual or
various experience
Orientation: sets the
scene and introduce the
participants
Complication: a crisis
arises
Sequence of events:
how the character react
to the complication
Resolution: the crisis is
resolved, for better or
for worse
Coda: a moral message
to be learned from the
story (optional)
- Focus on specific and
usually individualized
participant and place
- Time words used to
connect events
- Action words
predominate in
complication and
resolution
- Adjectives that provide
accurate descriptions of
characters and settings
- Use past tense
C. English Textbook
In teaching and learning, there are some media which is used to facilitate
the teachers and the students in the process of teaching and learning. One of them
is a textbook. According to Ministry of Education and Culture, they say that a
textbook has an important role in improving the quality of education in
Indonesia. In every school, they have their own textbook which they get from
many commercial publishers which is available. The school can also choose
textbook from the government who has permitted the school to download the
textbook by online. The government also gets the textbook from some
commercial publishers and then they evaluate their textbook based on the content
appropriateness with the curriculum and also the criteria which a good textbook
19
should have.28
When a textbook is claimed as a good textbook, the government
can spread the textbook to be used in the school.
1. Definition of Textbook
There are some definitions of textbook. Simply, a textbook is a book
which contains some information to be read by the student or people. According
to Wirawan,“Buku teks adalah buku yang secara formal dipergunakan untuk
mempelajari mata pelajaran atau mata kuliah di sekolah atau perguruan
tinggi.”29
A student or learner uses textbook to learn something related to the
content of the textbook. In each textbook, it has different content which will be
learned by someone. Textbook is also can be distinguished by age. Someone can
read a textbook based on their age. For example, textbook for children will be
different with textbook for adult. So, everyone can read a textbook based on their
interesting topic of textbook. Another definition of textbook comes from
Cunningsworth, he says that a textbook is “…. as a resource in achieving aims and
objectives that have already been set in terms of learner needs.”30
From the definition above about textbook, it can be concluded that a
textbook consist of materials that will be taught by the teacher to student which is
based on the student’s needs, it is also an aid to achieve aims and objectives in
teaching and learning process.
2. Characteristics of a Good Textbook
When a school uses a textbook, they should know the quality of textbook
that will be used. A textbook should have some characteristics that can make a
good result of teaching and learning process. Cunningsworth proposes four
criteria for evaluating textbook:
28
Kemendiknas, Buku Sekolah Elektronik, 2013, (http://puskurbuk.net/web/bse/) 29
Wirawan, Evaluasi: Teori, Model, Standar, Aplikasi, dan Profesi, (Jakarta: Rajawali Pers,
2011), p. 260. 30
Alan Cunningsworth, Choosing your Coursebook, (Oxford: McMillan Heinemann,
1995), p. 7
20
1. The materials should correspond to the aim and objectives that is firstly
determined. The aim and objectives are required from the learner’s need.
2. They should correspond to what the learner should learn and it also should
facilitate the learner to use language effectively for their own purposes
3. They should arrange the learning units which are related to each other and
it should enable to stimulate the learner.
4. The materials should keep the relation between the language, the learning
process and the learner. The three aspects should keep constantly without
neglect each other.31
3. Selection of a Textbook
Varieties of textbook which has an interesting cover are available at the
public market. A buyer will be deceived by its cover without knowing how good
the content of the textbook is. Therefore, it is really important to select a good
textbook for a good result of teaching and learning process. In selecting a good
textbook, there are many considerations that should be thought in order to getting
the best textbook. According to Harmer, there are some aspects which should be
considered in choosing a textbook, those are:
Table 2.2 The aspects in Choosing a Textbook32
Area Question to consider
Price How expensive is the textbook? Can the student afford it? Will
they have to buy an accompanying workbook? Can they afford
both? What about the teacher; can he or she pay for the teacher’s
book and tapes?
Availability Is the course available? Are all its components (students’ book,
teacher’s book, workbook etc) in the shops now? What about the
next level (for the next term/semester)? Has it been published? Is
it available? What about tapes, videos etc.?
Layout and
Design
Is the book attractive? Does the teacher feel comfortable with it?
Do the students like it? How user-friendly is the design? Does it
get in the way of what the textbook is trying to do or does it
enhance it?
31 Alan Cunningsworth, Evaluating and Selecting English Foreign Language (EFL)
Teaching Materials, (New York: Macmillan, 1995), p. 10 32
Jeremy Harmer, How to Teach English, (Edinburgh: Longman, 2001), p. 119
21
Methodology What kind of teaching and learning does the look promote? Can
teachers and students build appropriate ESA sequences from it?
Is there a good balance between Study and Activation?
Skills Does the book cover the four skills (reading, writing, listening,
and speaking) adequately? Is there a decent balance between the
skills? are there opportunities for both study and activation in the
skill work? Is the language of reading and listening texts
appropriate? Are the speaking and writing tasks likely to Engage
the students’ interest?
Syllabus Is the syllabus of the book appropriate for young students? Does
it cover the language points you would expect are they in the
right order? Do the reading and listening texts increase in
difficulty as the book progresses?
Topic Does the book contain a variety of topics? Are they likely to
engage the students’ interest? Does the student respond to them
well? Are they culturally appropriate for the students? Are they
too adult or too childish?
Stereotyping Does the book represent people and situations and a fair and
equal way? Are various categories of people treated equally? Is
there stereotyping of certain nationalities? Does the book display
conscious r unconscious racism or sexism?
Teacher’s
guide
Is there a good teacher’s guide? Is it easy to use? Does it have all
the answer the teacher might need? Does it offer alternatives to
lesson procedures? Does it content a statement of intention
which the teacher and students feel happy with?
Cunningsworth also designs a quick reference checklist for evaluation and
selection of textbook, those areas are:
a. aims and approaches,
b. design and organization,
c. language content,
d. skills,
e. topic,
f. methodology,
g. teacher’s book,
h. and practical considerations.33
33
Alan Cunningsworth, Choosing your Coursebook, op. cit., p. 2-3
22
In short, there are many considerations in selecting a good textbook to be
used as media learning at school. Since the textbook is one of learning media that
provide materials, it is really important to make it appropriate with such aspects
that has stated above. Those aspects should be applied in selecting the textbook
because it affects the result of the process in teaching and learning at school.
D. Curriculum
1. Definition of Curriculum
Curriculum is closely related to education field. In a curriculum, it consists
of goals or objectives of a course and also the content or materials which will be
taught in a course. In designing a curriculum, firstly curriculum designer should
analyze the situation or environment in which the course will be held. In this
environmental analysis, based on Tessmer in Nation & Macalister’s book, it
involves to find some factors which will affect on the decision about the goal of
the course, the materials which will be taught, the method, and also the evaluation
of this course.34
After analyzing the environment, analyzing the learner needs is
also necessary to know what the learner know and what the learner should know.
The last is about the principles. These three aspects are really influenced in
designing a curriculum. Nation and Macalister state that:
The result of environment analysis is a ranked list of factors and a
consideration of the effects of these factors on the design. The result of needs
analysis is a realistic list of language, ideas or skill items, as a result of
considering the present proficiency, future needs and wants of the learners. The
application of principles involves first of all deciding on the most important
principles to apply and monitoring their application through the whole design
process. The result of applying principles is a course where learning is given
the greatest support.35
It is clear that those three aspects in designing a curriculum really affect
how a course will be held. From the first one that is environment analysis, it finds
some factors that can influence the decisions in designing a curriculum of the
34
I.S.P Nation & John Macalister, Language Curriculum Design, (New York: Routledge,
2010), p. 14 35
Ibid., p. 1
23
course such as goals, method, materials, and evaluation. Furthermore, it is also
necessary to know what should be taught at a course and it should reflect what the
students/learners want to learn or what they need. So, it is important to analyze the
student’s objectives in learning a language. The last is the availability of principle.
Principle takes a role as a monitor in which the application is applied. They also
give a greatest support for a course that they have designed.
According to David G. Armstrong, “at one level, curriculum acts as a
filtering mechanism, which allows some content to survive to be included in
instructional programs and other content to be eliminated. At another level, it
functions as an ordering mechanism.”36
It means that the curriculum identify
which one the instructional content that should be included in a course. Ornstein
& Hunkins add a definition of curriculum, they say that a curriculum is “… a plan
for action or a written document that includes strategies for achieving desired
goals and ends.”37
Littlewood, in a book edited by Bowers and Brumfit, defines
the curriculum into a broad sense and a narrower sense. In its broad sense the
curriculum used to refer to “all the learning experiences that a person encounters
at school, including those aspects which influence them only subconsciously. And
in its narrower sense it refers to a person’s experience in one specific subject on
the school timetable, such as the foreign language curriculum’ or the science
curriculum.”38
Looking at those definition above, the writer conclude that curriculum is a
design or organization of what should be taught from the first time a course begins
to the end and what the objective that should be achieved for a period of time.
36
David G. Armstrong, Curriculum Today, (New Jersey: Merrill Prentice Hall, 2003), p. 4 37
Allan C. Ornstein & Francis P. Hunkins, Curriculum: Foundations, Principles, and Issues
(Second Edition), (Boston: Allyn and Bacon, 1998), p. 9 38
Roger Bowers & Christopher Brumfit, Applied Linguistics and English Langauge
Teaching, (London: Macmilan Publishers Limited, 1991), p. 11
24
2. School-Based Curriculum (KTSP)
Indonesia has changed the curriculum for several times. It happens
because the changes of the students’ needs in Indonesia to follow the changing of
the globalization. Since Indonesian government designs the School-Based
Curriculum, all of schools in Indonesia should apply it. Either school in the
village or in the town, the government obligates all school to follow the decision
in applying the School-Based Curriculum. All levels of education, from
elementary school to university level, have to implement this curriculum.
In this year 2014, the School-Based Curriculum is used in the second and
third grade in Junior High School. The first grade of Junior High School has
implemented a new curriculum that is Kurikulum 2013. Based on the Minister of
Educational and Culture decree No: 81A / 2013 dated June 27, 2013 states that the
implementation of curriculum in all school level is held in several phases which
started from 2013/2014 of academic years. For the first academic year 2013/2014,
the first grade will be the target of the implementation. Next academic year
2014/2015, the first grade and the second grade will be the target of
implementation. The academic year 2015/2016 will be the perfection of the
implementation of the curriculum. Therefore, the School-Based Curriculum is still
used in Junior High School because the students have already used it.
The government also chooses the school which can implement the
Kurikulum 2013 with some criteria. The first criterion is the school is should get
qualified rank A because the school must be have good facilities. The second
criterion is the school should be ready in distributing the textbook of Kurikulum
2013 although the school does not get A in accreditation. So, the implementation
is not only for school that is qualified rank A, it is also for all school. As what the
Minister of Education and Culture says that all school which has the criteria
should try to implement it in order to know the weaknesses of each school.39
39
www.tempo.co/read/news/2013/03/31/079470257/2013-kurikulum-baru-masih-uji-coba
25
In the School-Based Curriculum, English is also one of the lessons that are
learned by the students. By teaching English, it is expected to make students able
to communicate well in spoken and written form in the literacy level. It means
that they can understand and produce a spoken text or written text which is
reflected in four language skills, those are speaking, listening, reading, and
writing.40
The level of literacy that should be mastered by the students is different
from each level of education. For the level of Junior High School, the students are
expected to use the language in their daily life and the literacy level is in the
functional level.41
As stated in this curriculum that the objectives of teaching English in
Junior High School are:
1) To develop communicative skills in written and oral English to achieve
the functional level.
2) To increase the consciousness about the means and important of
English as one of foreign language used in the world.
3) To develop the student understanding about the relation between the
language and the culture.42
Table 2.3
Standar Kompetensi Bahasa Inggris pada Keterampilan Membaca Kelas 3
SMP
Standar Kompetensi Kompetensi Dasar
5. Membaca
Memahami makna teks tulis
fungsional dan esei pendek
sederhana berbentuk procedure
dan report untuk berinteraksi
5.1 Membaca nyaring bermakna teks
fungsional dan esei pendek
sederhana berbentuk procedure dan
report dengan ucapan, tekanan, dan
informasi yang berterima
40
BSNP, Standar Kompetensi dan Kompetensi Dasar SMP/MTs, (Jakarta: Puskur, 2006),
p.277 41
Ibid., 42
Ibid., p. 291-292
26
dalam konteks kehidupan sehari-
hari
5.2 Merespon makna yang terdapat
dalam teks tulis fungsional pendek
bermakna secara akurat, lancer dan
berterima untuk berinteraksi dalam
konetks kehidupan sehari-hari
5.3 Merespon makna dan langkah
retorika dalam esei pendek
sederhana secara akurat, lancer dan
berterima untuk berinteraksi dalam
konetks kehidupan sehari-hari dalam
teks berbentu procedure dan report
11. Membaca
Memahami makna teks tulis
fungsional dan esei pendek
sederhana berbentuk narrative dan
report untuk berintreksi dalam
konteks kehidupan sehari-hari
11.1Membaca nyaring bermakna teks
tulis fungsional dan esei pendek
sederhana berbentuk narrative dan
report dengan ucapan, tekanan dan
intonasi ynag ebrterima untuk
berinteraksi dalam konteks
kehidupan sehari-hari
11.2Merespon makna dalam teks tulis
fungsional pendek secara akurat,
lancer dan berterima untuk
berinteraksi dalam konteks
kehidupan sehari-hari
11.3Merespon makna dan langkah
retorika dalam esei pendek
sederhana secara akurat, lancer dan
berterima untuk berinteraksi dalam
konteks kehidupan sehari-hari dalam
teks berbentuk narrative dan report
27
E. Relevant Study
The first relevant study that the writer found is “An Analysis of Reading
Passages in Scaffolding 1 English Textbook based on the first year of SMP Al
Fath School Curriculum” by Maya Kurniasari. This study is aimed to find the
conformity of reading passages of the textbook with the school curriculum. The
researcher used mixed comparative qualitative and quantitative method. She
analyzed the text types, indicators, structural and linguistic features and compared
it to the school curriculum syllabus. Then, she described the conformity of the
elements of the reading passages in terms of text type, indicators, structural and
linguistic features to the school curriculum syllabus. After that, she counted the
conformity by using simple statistic. The result of the study is the elements of
reading passages in the textbook 100% are developed from the school
curriculum.43
The second relevant study is “A Grammatical Cohesion Analysis of
Reading Texts in Get Along With English published by Erlangga”. This study
analyzed the type of grammatical cohesion of the text. The method used by the
researcher is descriptive analysis by using qualitative approach. In choosing the
sample of text, the researcher used the cluster random sampling technique. She
clustered the text and took fifty percent of each genre randomly. The researcher
divided the texts into clauses, identified the grammatical cohesion within the
clauses, put the number of cohesive items into the table based on the text types,
and then counted the grammatical cohesion into the percentage. The result of this
research shows that all four grammatical cohesion (reference, substitution,
ellipsis, and conjunction) are found in the analyzed reading texts.44
43
Maya Kurnisari, An Analysis of Reading Passages in Scaffolding 1 English Textbook based
on the School Curriculum”, Skripsi of State Islamic University Jakarta, Jakarta, 2012,
Unpublished. 44
Karimatul Rofikoh, A Grammatical Cohesion Analysis of Reading Texts “Get Along
With English” Published by Erlangga, Skripsi of State Islamic University Jakarta, Jakarta, 2013,
Unpublished.
28
The third relevant study is “Content Analysis of the English Reading
Text’s Authenticity in Student’s Book of Action Pack Eleven in Jordan” by Abeer
Al-Ghazo and Oqlah M.Smadi. The aim of this study is to analyze the reading
texts of the student’s book of Action Pack Eleven to determine to what extent the
reading text are authentic. Besides, it also knows the match between the reading
outcome which is focus on communicative proficiency and the authenticity of
reading texts. The criterion of this study is the existence of the authenticity of
reading texts in Action Pack Eleven. The unit analyzed is the reading text of this
book. The categories of analysis are the article, the letter, the leaflet, and the short
story in the textbook. The findings of this study are that the reading texts in the
textbook have a high degree in authenticity. There is a strong match between the
reading outcomes and the reading texts authenticity in the textbook.45
Those three relevant studies are different in some ways to this study. The
first one is my study focus on the analysis of genre on reading passage in the
textbook to the curriculum used. The second is the subject and the place in which
the writer conducted the research. There is also the similarity to those relevant
studies that are the method used in the relevant studies are similar with this study.
45
Abeer Al-Ghazo & Oqlah M.Smadi, Content Analysis of the English Text’s Authenticity
in Student’s Book of Action Pack Eleven in Jordan, European Scientific Journal, 9, 2013, p. 342-
357
29
CHAPTER III
RESEARCH METHODOLOGY
A. The Objective of the Study
The objective of the study is to know whether or not the reading passages
of the English textbook “English in Focus” written by Artono Wardiman,
Masduki B. Jahur, and M. Sukirman Djusma published by National Education
Department are in line with the School Based Curriculum in terms of the genre
and its characteristics.
B. The Object of the Study
The object of the study is the genre of reading passages in an English
textbook which is used by third grade of Junior High School in learning English.
The title of this English textbook is “English in Focus” written by Artono
Wardiman, Masduki B. Jahur, and M. Sukirman Djusma and it is published by
National Education Department. This textbook is a handbook for student to learn
English.
C. Method of the Study
The design of this study is content analysis because this study aimed to
describe and to analyze the genre of reading passages in the textbook used as a
handbook for students in Junior High School which have the title “English in
Focus” in the term of genre and its characteristics. The method used is the
descriptive method. This study consists of the description and analysis of genre on
reading passages based on the demand of reading of School Based Curriculum for
the third year in Junior High School in the term of genre of reading passages and
the characteristic of each genre.
30
D. Instrument
The instrument of the research is a worksheet which is designed by Mark
Anderson & Kathy Anderson. It describes the genre and its characteristics
according to the School-Based Curriculum, those are social function, generic
structure and grammatical features.
E. Technique of Data Collection
The researcher used document as her main source of data to be analyzed,
the document is the textbook which is used by the teacher to teach English at
school. Creswell says that document is valuable information used in qualitative
research which consists of public and private records that the researcher obtains
about a site or participants in a study.1 The writer analyzed it because she wants to
know whether or not the reading passages in the textbook which would be
analyzed are suitable with the demand of the school-based curriculum in terms of
the genre and the features of each genre. In the textbook, there are some reading
passages which are used by the teacher to teach reading skill. The researcher took
all of reading passages in the textbook to be analyzed.
F. Technique of Data Analysis
In analyzing the data, the researcher analyzed the reading passages in the
textbook by using documentary analysis because the research only used a
textbook and the curriculum as the document that will be analyzed. The researcher
did some steps as follows:
1. Firstly, the researcher design a worksheet that would evaluate whether the
reading passages on the textbook has all characteristics of genre
2. The reading passages are evaluated by checklist sign
1JohnW.Creswell, Educational Research (Third Edition), (New Jersey: Pearson Education,
2008), p. 230
31
3. After all reading passages are evaluated by analyzing the characteristic of
each genre, the researcher determines the genres of the reading passages and
compare them to the genres in the school based curriculum
4. The evaluated data are interpreted
32
CHAPTER IV
RESEARCH FINDINGS
A. The Data Description of English in Focus Textbook
The object of this research is the reading passages of a textbook used in
SMPN 1 Gunungputri. The title of this textbook is English in Focus written by
Artono Wardiman, Masduki B. Jahur, and M. Sukirman Djusma. It is published
by Puskurbuk, National Education Department in 2008 to be used for third grade
(Grade IX) of Junior High School. Because it is published by the National
Education Department, the textbook is signed as an Electronic School Book
(BSE). It means that the government has bought the copyright of the textbook
from the first publisher to be downloaded by all English teachers.
The textbook is developed based on the curriculum used, that is School-
Based Curriculum (KTSP). Therefore, the textbook is one of the textbooks which
are recommended by the government to be used for teaching and learning process
for third grade of Junior High School.
This textbook consists of 5 chapters and it has 152 pages. Each chapter has
every language skills; those are listening, speaking, reading and writing.
Language component is also presented in the textbook to be taught such as
pronunciation and grammar. In the end of the semester, the textbook has the
review of what has been learned by giving exercise to evaluate the student’s
mastery of the materials. In this textbook, there are 11 reading passages which are
divided into 4 procedure texts, 5 report texts, and 2 narrative texts. Chapter 1 and
3 presents the procedure text, chapter 2 and 5 presents the report text, and chapter
4 presents the narrative text.
There are three genres that have to be learned by the students in the third
grade of Junior High School and its genre has each characteristics. According to
School-Based Curriculum the three genres are Procedure, Report, and Narrative.
33
Procedure
Genre Report
Narrative
Figure 4.1 Genres in School-Based Curriculum
Social Function
Characteristics of Genre Generic Structure
Grammatical Feature
Figure 4.2 Characteristics of Genre
Each genre has different characteristics as mentioned below:
Procedure : to provide instructions for making something,
doing something or getting somewhere
Social Function
Report : to classify and/or describe using facts about
the subject’s parts, behavior and qualities
Narrative : to entertain, to amuse, to stimulate emotion,
and to deal with actual or various experience
Figure 4.3 Social Function of Genre adapted from Mark Anderson & Kathy
Anderson
Goal
Procedure Materials
Steps
General Classification
Generic Structure Report Description
Conclusion
Orientation
Complication
Narrative Sequence of events
Resolution
Coda
Figure 4.4 Generic Structure of Genre adapted from Mark Anderson &
Kathy Anderson
34
Use of simple present tense
Use of imperative
Procedure Use of temporal conjunction
Use of technical language
Use of adverb
General noun
Grammatical Feature Report Use simple present tense
Technical language
Specific participant and place
Time word
Narrative Action word
Adjective
Use past tense.
Figure 4.5 Grammatical Feature of Genre adapted from Mark Anderson &
Kathy Anderson
35
Table 4.1 Reading Passages in the Textbook
No Chapter Page Title of Reading
Passages Activity
Kind of
Genre
1. 1 11
Let’s Make Your
Own Aquarium
Ecosystem
Observe the pictures
Rearrange the instruction Procedure
2. 1 14
Let’s Make a
Monster with Bright
Eyes
Read the text
Answer the questions
Identify the structure of
the text
Procedure
3. 2 35 Rock Music
Read the text
Answer the following
questions
Report
4. 2 39
The Chinese
Influence in
Indonesian Visual
Art
Read the text
Work in pairs to identify
the characteristics of the
text
Report
5. 2 42 Woodcraft Find the main idea,
supporting idea and
concluding idea
Report
6. 3 59 Beneficial Magnets Observe the picture, and
then match the picture
with the instructions.
Procedure
7. 3 61 Germinating Petunia
Seeds
Read the text
Identify the characteristic
of the text and mention
its features
Procedure
8. 4 89 The Legend of
Mount Wayang
Read aloud and pay
attention to
pronunciation and
intonation
Narrative
9. 4 91 The Legend of Lake
Batur
Read the text and pay
attention to punctuation,
pronunciation and pause
Answer the questions
Narrative
10. 5 115 Postal Matters
Read the text
Answer the questions
Identify the characteristic
of report text
Report
11. 5 117 Hotels Read the text
Answer the questions Report
36
B. The Analysis of the Data
In analyzing the data, the writer firstly analyzed the characteristics of
genres in the terms of social function, generic structure, and grammatical feature
based on the Mark Anderson and Kathy Andersons’ theory. All characteristics of
genre are identified from each reading passage in the textbook. After the writer
identified the characteristics of each reading passage and then the genre can be
determined. After the genre determined, the writer compare it to the curriculum
whether all genres presented in the textbook are in line with the demands of the
School-Based Curriculum. The writer presented the result in the form of table.
The result of analysis is presented based on the genres which are stated in
the curriculum, those are procedure text, report text, and narrative text.
a. Procedure text
After analyzing all reading passages in “English in Focus” textbook, the
writer found that there are four procedure texts in the reading passages, those are
number 1, 2, 6, and 7.
1. The Characteristics of Reading Passage 1
The first reading passage has the title “Let’s Make Your Own Aquarium
Ecosystem.” This reading passage was analyzed in the term of social function,
generic structure, and grammatical feature. The following table is the result of the
analysis.
37
Table 4.2 The Conformity of Characteristics of Genre in Reading Passage 1
Title of Reading
Passages Social Function Generic Structure
Grammatical
Features
Let’s Make Your
Own Aquarium
Ecosystem
To provide
instructions for
making an
aquarium
ecosystem
Goal : Let’s make
your own aquarium
ecosystem
Materials: gravel, a
net, water plants,
water animals, a jug
full of pond water,
an aquarium tank, a
bucket
Steps: First of all,
put the gravel in a
net and pour a jug
full of water on it.
(See appendix 1 on
page 59)
Use of
imperative
sentence: put
the gravel
Use of present
tense: there is
your own
aquarium…
Use of time
word/number:
first of all,
next…
Use of
Technical
term/language
: gravel,
pond…
Use of
Adverb: pour
the water
gently
(See appendix 1
on page 60)
From the analysis of the characteristics above, it shows that the reading
passage 1 which has the title “Let’s Make Your Own Aquarium Ecosystem” has
the social function to provide instructions for making something because it
provides the way to make an aquarium ecosystem. The generic structure of the
reading passage is goal, materials, and steps. The goal of this passage is the title
itself, as like Mark Anderson and Kathy Anderson says that the goal can be the
title or an introduction statement. The materials are the things that are needed to
accomplish the goal, and for the steps, it consists of procedure in completing the
goal to make an aquarium ecosystem. This reading passage also shows the
grammatical features includes use of imperative, use of present tense, use of time
word/number, use of technical term/language, and use of adverb. From the
38
analysis and description above, the writer concluded that this passage is a
procedure text because it has all characteristics of it such as social function,
generic structure, and grammatical feature.
2. The Characteristic of Reading Passage 2
The following table shows the result of the analysis of reading passage
which has the title “Let’s Make a Monster with Bright Eyes”.
Table 4.3 The Conformity of Characteristic of Genre in Reading Passage 2
Title of Reading
Passages Social Function Generic Structure
Grammatical
Features
Let’s Make a
Monster with
Bright Eyes
To provide
instructions to
make a monster
with bright eyes
Goal: Let’s make a
monster with bright
eyes
Materials: 2 bulbs
in bulb holder, 3
wires…
Steps: Attach a
wire to each of the
screws on one bulb
holder…
(See appendix 2 on
page 61)
Use of
imperative:
attach a wire
to…
Use of present
tense: watch the
eyes glow!
Use of time
word/number:
1, 2, 3….
Use of technical
term/language:
screws,
battery….
Use of adverb:
‒
(See appendix 2 on
page 62)
From the analysis above, it can be seen that the reading passage mentions
all characteristics of genre includes social function, generic structure, and
grammatical features. The social function of the passage is to provide instructions
to make a monster with bright eyes. It is evidenced with the steps in generic
structure that mention some steps in making a monster with bright eyes. This
reading passage also states the goal, the materials needed, and steps in making a
monster with bright eyes. For grammatical features, four items that includes on
them are showed on the passage such as use of imperative, use of present tense,
39
use of time word/number, and use of technical term/language. For the use of
adverb, the reading passage does not mention it. From the analysis and description
of the characteristics of the passage, the writer states that the passage is a
procedure text.
3. The Characteristic of Reading Passage 6
The following table shows the result of analysis of the reading passage
which has the title “Beneficial Magnets”.
Table 4.4 The Conformity of Characteristics of Genre in Reading Passage 6
Title of Reading
Passages Social Function Generic Structure
Grammatical
Features
Beneficial
Magnets
To provide
instructions in
making beneficial
magnets
Goal: Beneficial
Magnets
Materials: A bowl,
clean, dry sand, a
drinking straw….
Steps: Fill the bowl
with sand to make a
desert island….
(See appendix 6 on
page 69)
Use of
imperative:
Fill the bowl…
Use of present
tense:
Use of time
word/number:
1, 2, 3…
Use of
technical
term/language
: iron…
Use of adverb:
Bury the
treasure
firmly…
(See appendix 6
on page 70)
As like another analyzed reading passage, this reading passage also
corresponds the characteristics of a genre. To know what kind of genre it is, the
writer describes firstly the social function of this passage. Its purpose is to provide
instructions in making beneficial magnets. The generic structure of this passage is
goal that is stated as the title, materials, and some steps in making something. This
passage also has grammatical features such as use of imperative, use of time
word/number, use of technical term/language, and use of adverb. However, it does
40
not mention the use of present tense. So, it can be concluded that this reading
passage is a procedure text.
4. The Characteristic of Reading Passage 7
The following table shows the result of the analysis of the reading passage
which has the title “Germinating Petunia Seeds”.
Table 4.5 The Conformity of Characteristics of Genre in Reading Passage 7
Title of Reading
Passages Social Function Generic Structure
Grammatical
Features
Germinating
Petunia Seeds
To provide
instructions in
germinating
petunia seeds
Goal: Germinating
Petunia Seeds
Materials: A packet
of petunia seeds, a
seed tray or small
pots….
Steps: Fill seed tray
with soil,
incorporate fertilizer
into soil…
(See appendix 7 on
page 71)
Use of
imperative:
Fill seed,
incorporate
fertilizer,
scatter seeds…
Use of present
tense: …seeds
are
germinating…
Use of time
word/number:
1, 2, 3…
Use of
technical
term/language
: fertilizer,
moist…
Use of adverb:
press firmly
…watering
gently…
(See appendix 7
on page 72)
From the table above, the reading passage has all characteristics of a genre
those are social function, generic structure, and grammatical features. The social
function of this passage is to provide instructions in germinating petunia seeds. It
is showed on the generic structure of this passage that the goal of this passage is
germinating petunia seeds which is followed by the materials needed and the steps
41
on how to do it. All items of the grammatical features are also mentioned in the
passage such as use of imperative, use of present tense, use of time word/number,
use of technical term/language that related to the subject, and use of adverb that
shows how the action should be performed. After analyzing the passage, the
writer determined that the passage is a procedure text.
b. Report Text
After analyzing all reading passages in “English in Focus” textbook, the
writer found that there are five report texts in the reading passages, those are
number 3, 4, 5, 10, and 11.
5. The Characteristic of Reading Passage 3
The following table shows the result of analysis of reading passage which
has the title “Rock Music”.
Table 4.6 The Conformity of Characteristic of Genre in Reading Passage 3
Title of Reading
Passages Social Function Generic Structure
Grammatical
Features
Rock Music To classify and to
describe using
facts about
development of
rock music
General
Classification: Rock
music is part of
popular music today
Description 1: Rock
and roll was the
name given to the
music that developed
in the early 1950’s
Description 2: In
1955, records of a
young singer from
Tennessee, Elvis
Presley, were heard
across the US
Description 3: The
1970’s were the time
of big developments
in the rock industry.
Conclusion: ‒
(optional)
(See appendix 3 on
page 63)
Use of general
noun: music,
sound…
Use of
timeless
present tense:
rock music is
part….
Use of
technical
term/language
: disk jockey,
beat…
(See appendix 3
on page 64)
42
This reading passage has all characteristic of genre such as social function,
generic structure, and grammatical features. The social function of the passage is
to classify and to describe using facts about development of rock music. It can be
seen from the generic structure that it has general classification and description
about rock music with some facts. The generic structure of this kind of passage is
general classification and description. The writer found the general classification
in the first paragraph and it is followed by the series of description about the
subject. This passage does not have a conclusion to be the signal of the ended of
this passage because it is an optional to be stated in the text. It means that the
authors can mention it or not in the text. The grammatical features of this passage
have three items; those are use of general noun, use of timeless present tense, and
use of technical term/language. And this passage has all items of grammatical
features. From the analysis and description above, the writer concludes that this
reading passage is a report text.
6. The Characteristic of Reading Passage 4
The following table shows the result of analysis of reading passage which
has the title “The Chinese Influence in Indonesian Visual Art”.
Table 4.7 The Conformity of Characteristic of Genre in Reading Passage 4
Title of Reading
Passages Social Function Generic Structure
Grammatical
Features
The Chinese
Influence in
Indonesian
Visual Art
To classify and to
describe using
facts about the
Chinese influence
in Indonesian
visual art
General
classification:
Chinese culture
played a truly
significant role in
the development of
visual art in
Indonesia
Description: The
architectural
elements in some
temples. The
Chinese-style
roofing on the
palace. China
designs were copied
Use of general
noun:
culture…
Use of
timeless
present tense:
It is identical…
Use of
technical
term/language
: expression,
textile…
(See appendix 4
on page 66)
43
by local ceramics
and paintings
Conclusion: ‒
(optional)
(See appendix 4 on
page 65)
From the table above, it can be described that this reading passage has all
characteristics of a genre those are social function, generic structure, and
grammatical features. For the social function, this passage purposes to classify
and to describe using facts about the Chinese influence in Indonesian visual art.
The generic structure of this passage is the general classification about the
Chinese influence in Indonesian visual art and the description about it. For the
conclusion, the passage does not mention it because it is an optional to be stated in
the reading passage. This passage has also all items in grammatical features such
as use of general noun, use of timeless present tense, and use of technical
term/language. From the analysis and description of the characteristics of the
passage, the writer concludes that this passage is a report text.
7. The Characteristic of Reading Passage 5
The following table shows the result of analysis of the reading passage
which has the title “Woodcraft”.
Table 4.8 The Conformity of Characteristic of Genre in Reading Passage 5
Title of Reading
Passages Social Function Generic Structure
Grammatical
Features
Woodcraft To classify and to
describe using
facts about the
development of
the form and
design of the
woodcraft
General
Classification: The
developing of wood
in Indonesia from
earliest times
provided the people
with the raw
materials to produce
functional and
artistic artifacts.
Description:
Introduction of Islam
Use of general
noun: wood..
Use of
timeless
present tense:
…are
influenced
most religious
style,
woodcarving is
an old art…
Use of
44
in the 21th century
made some of the
designs were lost.
Climatic condition
problem have
eliminated some
remain of wooden
artifacts.
Conclusion: So, we
have known now that
woodcarving is an
old art and keep
developing into
many form and
designs.
(See appendix 5 on
page 67)
technical
term/language
: artifacts,
woodcarving…
(See appendix 5
on page 68)
The reading passage above was analyzed in the term of the characteristics
of genre to be determined what kind of genre it is. It can be seen that this reading
passage mentions all characteristics of a genre involves social function, generic
structure, and grammatical features. The social function of this passage is to
classify and to describe using facts about the development of the form and design
of the woodcraft. The generic structure of this passage is general classification,
description, and conclusion. The general classification is an introduction of the
subject that is going to talk about. It is followed by the description about the
subject. In this passage, it was found a conclusion of the information and it can be
the signal of the end. The conclusion is an optional. For the grammatical features,
it has all items such as use of general noun, use of timeless present tense, and use
of technical term/language. From the analysis and description above, it can be
concluded that the reading passage is a report text because it has all characteristics
of it.
45
8. The Characteristic of Reading Passage 10
The following table shows the result of the analysis of the reading passage
which has the title “Postal Matters”.
Table 4.9 The Conformity of Characteristics of Genre in Reading Passage 10
Title of Reading
Passages
Social Function Generic Structure Grammatical
Features
Postal Matters To classify and to
describe using
facts about postal
matters in
connecting people
in the world
General
classification: The
mail box can be your
doorway to the
world.
Description: The
duty of postal service
to see that your mail
gets to its
destination. Much of
the world’s business
depends upon the
postal service. Mail
is handled in the
same way in almost
every country.
Conclusion: ‒
(optional)
(See appendix 10 on
page 77)
Use of
general noun:
mail box,
mail…
Use of
timeless
present tense:
Because they
connect each
country, it is
the duty…
Use of
technical
term/languag
e: postage
stamp, letter,
document,
postcard,
package…
(See appendix 10
on page 78)
From the analysis above, it can be seen that the social function of the
passage is to classify and to describe using facts about postal matters in
connecting people in the world. The generic structure of the passage includes the
general classification which is the introduction of the subject that is going to be
told. It is also followed by the description about the subject. In this passage, there
is no conclusion to be the signal to the end of the passage because it is an optional
to be stated in the passage. There are three items found in the passage, those are
use of general noun, use of timeless present tense, and use of technical
46
term/language. From the analysis above, the passage has all characteristics of
report text.
9. The Characteristic of Reading Passage 11
The following table is the result of analysis of reading passage which has
the title “Hotels”.
Table 4.10 The Conformity of Characteristics of Genre in Reading Passage
11
Title of Reading
Passages Social Function Generic Structure
Grammatical
Features
Hotels To classify and to
describe using
facts about hotel
General
classification:
People sometimes
need hotels if they
travel far from
homes.
Description: Hotels
are places that
provide lodging and
usually meals and
various personal
services for the
public. Downtown
hotels survive and
prosper because of
two important
factors. As the pace
of jet travel grows,
hotel springs up near
airports.
Conclusion: ‒
(optional)
(See appendix 11 on
page 79)
Use of
general noun:
meals,
rooms…
Use of
timeless
present tense:
they
sometimes
need hotels,
…the airport
is close to the
hotels….
Use of
technical
term/languag
e: personal
service, travel,
business….
(See appendix 11
on page 80)
The analysis of reading passage “Hotels” shows the characteristics of a
genre involves social function, generic structure, and grammatical features. A
kind of passages has always a social function for what the passage is written. For
this passage, its purpose is to classify and to describe using facts about hotels. The
47
generic structure is also an important thing in constructing a passage. The general
classification which is followed by more detail of the description builds this
passage. Because it is optional in presenting the conclusion in the end of the
passage, the author does not mention it. The grammatical features found in the
passage are use of general noun, use of timeless present tense, and use of technical
term/language. So, this passage is a report text because it has all characteristics of
this kind of genre.
c. Narrative Text
After analyzing all reading passages in “English in Focus” textbook, the
writer found that there are only two narrative texts in the reading passages, those
are number 8 and 9.
10. The Characteristic of Reading Passage 8
The following table shows the result of the analysis of the passage which
has the title “The Legend of Mount Wayang”.
Table 4.11 The Conformity of Characteristics of Genre in Reading Passage 8
Title of Reading
Passages Social Function Generic Structure
Grammatical
Features
The Legend of
Mount Wayang
To provide
entertainment and
to make audience
think about an
issue, teach them
a lesson, or excite
their emotions
with the legend of
mount Wayang
Orientation: Long
ago, when the Gods
and Goddesses used
to mingle in the
affairs of mortals, a
small kingdom on
the slope of mount
wayang in West
Java, Teja Nirmala
wasn’t married.
Complication: The
wicked fairy,
princess Segara fell
in love with Raden
Begawan.
Sequence of events:
Raden Begawan saw
sang Prabu who was
searching a man for
a man.
Focus on
specific
participant
and specific
place: Teja
Nirmala, a
small kingdom
on the slope of
mount wayang
in West Java
Use of time
word: After
that…
Use of action
word: Sang
Prabu was
searching, she
killed…
Use of
adjective
48
The fairy killed
Raden Begawan.
Teja Nirmala was
very sad.
Resolution: A nice
fairy took Teja
Nirmala to the
Kahyangan.
Coda: ‒
(See appendix 8 on
page 73)
(character and
place): wicked
fairy, small
kingdom…
Use of past
tense: Raden
Begawan saw
him, she was
very sad…
(See appendix 8
on page 74)
After analyzing the social function, generic structure, and the grammatical
features of the passage, it is known that this passage has different features from
the previous passage. For the social function, this passage has a purpose to
provide entertainment and to make audience think about an issue, teach them a
lesson, or excite their emotions with the legend of mount Wayang. In constructing
the passage, it has an orientation in the first paragraph that shows subject, time,
place, and what is going on. Then, a complication follows the orientation in the
form of a new paragraph. The orientation tells the problem arose in the text. After
the problem was found, then the sequence of events occurs to react to the
complication. The story of the passage is ended in the resolution in which the
problem is resolved. There is no coda in this passage. Coda is the moral value or
the message that can be learned from the story. The grammatical features of the
passage was also found such as focus on specific participant and specific place,
use of time word, use of action word, use of adjective, and also use of past tense.
After analyzing the characteristics of the passage, it can be concluded that this
passage is a narrative text.
11. The Characteristic of Reading Passage 9
The following table is the result of analysis of the passage which has the
title “The Legend of Lake Batur”.
49
Table 4.12 The Conformity of Characteristics of Genre in Reading Passage 9
Title of Reading
Passages Social Function Generic Structure
Grammatical
Features
The Legend of
Lake Batur
To provide
entertainment and
to make audience
think about an
issue, teach them
a lesson, or excite
their emotions
with the legend of
Lake Batur
Orientation: A long
time ago, there lived
on the island of Bali
a giant like creature
named Kbo Iwo. He
was satisfied with
the meal….
Complication: The
barns were almost
empty and the new
harvest was still a
long way off. This
made Kbo Iwo wild
with great anger.
Sequence of events:
Kbo Iwo destroyed
all the houses and
even all the temples.
The Balinese turn to
rage. They came
together to plan
steps so oppose this
powerful giant by
using stupidity…
Resolution: The
villagers throw the
limestone they had
collected before into
the hell in which
Kbo Iwo fell asleep.
Kbo Iwo was buried
alive.
Coda: ‒
(See appendix 9 on
page 75)
Use of
specific
character and
place: Kbo
Iwo on the
island of Bali
Use of time
word: one
day, then…
Use of action
word: he
destroyed, the
oldest man in
the village
gave a sign…
Use of
adjective (character and
place):
powerful
giant, new
harvest…
Use of past
tense:
difficulties
arose, Kbo
Iwo was
buried alive…
(See appendix 9
on page 76)
The social function from the passage above is known to provide
entertainment and to make audience think about an issue, teach them a lesson or
excite their emotion by the legend of Lake Batur. It is an entertainment because
the passage provides the story about the legend; in this passage it also provides a
50
lesson for the reader. The generic structure in constructing the passage is the
orientation which tells who, when, where, and what is going on. The next
paragraph after orientation is the complication which tells the problem that
happened. The sequence of events and the resolution of the problem are also
mentioned in the passage. In this reading passage, it does not state the coda as like
the previous reading passage. This passage mentions all items in the grammatical
features such as use of specific character and place, use of time word, use of
action word, use of adjective, and also use of past tense. From the table above, it
shows the characteristics of narrative text.
12. Genres of Reading Passage in the Textbook
After all passages are analyzed based on the characteristics that a text
should have in the term of social function, generic structure, and grammatical
features, the writer determined the genre of each passage. The writer presented the
genre of analyzed reading passage in the form of table.
Table 4.13 Genre of Reading Passages in the Textbook
Reading
Passage
Number
Chapter Title of Reading Passages Genre
1 1 Let’s Make Your Own Aquarium
Ecosystem Procedure
2 1 Let’s Make a Monster with Bright Eyes Procedure
3 2 Rock Music Report
4 2 The Chinese Influence in Indonesian
Visual Art Report
5 2 Woodcraft Report
6 3 Beneficial Magnets Procedure
7 3 Germinating Petunia Seeds Procedure
8 4 The Legend of Mount Wayang Narrative
9 4 The Legend of Lake Batur Narrative
10 5 Postal Matters Report
11 5 Hotels Report
51
On the table above, it can be seen that there are three genres of reading
passage which is mentioned in the textbook those are procedure, report, and
narrative. They are presented in each chapter in the textbook with one genre of
each chapter. In the first chapter, it is found two procedure texts which have the
title Let’s Make Your Own Aquarium Ecosystem and Le’s Make a Monster with
Bright Eyes. For the second chapter, three report text found here, the title of texts
are Rock Music, the Chinese Influence in Indonesian Visual Art, and Woodcraft.
Two procedure texts are found in the chapter 3 with the title Beneficial Magnets
and Germinating Petunia Seeds. In the chapter 4, the reading passage found here
is narrative text. There are two narrative texts those are the Legend of Mount
Wayang and the Legend of Lake Batur. And the last chapter, it is found report text
with the title Postal Matters and Hotels. So, there are 11 (eleven) reading
passages in the textbook which are distributed in each chapter.
13. Comparison Genres in the Textbook to Genres in the Curriculum
4.14 The Conformity of Genre in the Textbook
No. Genres in the
Curriculum Conformity Reading Passage
1. Procedure √ 1, 2, 6, and 7
2. Report √ 3, 4, 5, 10, and 11
3. Narrative √ 8 and 9
From the table above, it shows that all genres in the textbook corresponds
the demands of genres in the curriculum. There are three genres mentioned in the
curriculum those are procedure, report, and narrative. Firstly, the procedure text,
there are four procedure texts presented in the textbook with two procedure texts
in chapter one and two procedure texts in chapter 3. Another genre of text, report
text, is also presented in this textbook. It is distributed in chapter two with three
report texts and in chapter five with two report texts. The last kind of genre that is
mentioned in the curriculum is narrative text. The English in Focus textbook
presents two narrative texts in chapter 4.
52
In determining the genre of all reading passages, the researcher firstly
analyzed the characteristics of each genre. After analyzing, the researcher found
that there are some reading passages which do not have one or more
characteristics of a genre. The following table is the unconformity of
characteristics of genre in all reading passage.
Table 4.15 The Unconformity of the Characteristics of Genre
Genre Social
Function Generic Structure Grammatical Feature
Procedure - -
- Use of adverb (reading
passage number 2)
- Use of present tense
(reading passage
number 6)
Report - - Conclusion (reading
passage number 3,
4, 10, and 11)
-
Narrative - - Coda (reading
passage number 8
and 9)
-
From the table above, it can be seen that there are some characteristics
which is not mentioned in some reading passages. In procedure text, it does not
mention the use of adverb in reading passage number 2 and the use of present
tense in reading passage number 6. The conclusion which is in the generic
structure of report text is also not stated in all reading passages, there is only one
reading passage which state it that is reading passage number 5. The last is
narrative text, the coda is also not stated in all reading passage.
C. Discussion
According to the analysis of English in Focus above, all reading passages
in the textbook are developed based on the demand of the School-Based
Curriculum. There are three kinds of genre of reading passage mentioned in the
English in Focus textbook; those are procedure, report, and narrative. All genres
that have been mentioned in the textbook are also found in the curriculum. So, the
53
textbook is in line with the School-Based Curriculum in presenting genres of
reading passage.
Through the analysis, the writer found social function, generic structure
and grammatical features of each passage. For procedure text, all items of generic
structure which consist of goal, materials and steps have been mentioned in all
reading passage. The grammatical features of procedure text which are use present
tense, use of imperative, use of time word/number, use of precise terms and
technical language, and use of adverbs, does not developed well in all passages.
One of procedure texts that has the title Let’s Make a Monster with Bright Eyes
does not mention the use of adverb and one another doesn’t mention the use of
present tense that is Beneficial Magnets,
The second genre is report text. There are three items in generic structure
of this genre that Mark Anderson and Kathy Anderson propose those are general
classification, description, and conclusion. Conclusion is an optional, it means that
it is not a must. From five report texts which are in the textbook, there is only one
reading passage that mentions the conclusion, it has the title Woodcraft. Besides,
the grammatical features of report text consist of general noun, present tense, and
technical language. And all report texts in the textbook have all items in
grammatical features.
The last genre mentioned in the textbook is narrative. It also has generic
structure and grammatical features as its characteristics. The generic structure of
narrative text consists of orientation, complication, sequence of event, resolution,
and coda. Two narrative texts written in the textbook has four items of generic
structure, but they do not have coda as the message that can be learned from the
text. In the side of grammatical features, the two narrative texts which have the
title The Legend of Mount Wayang and The Legend of Lake Batur mention whole
items in grammatical features which involve the use of specific participant and
place, use of time words, use of action words, use of adjectives, and use of past
tense.
54
So, in presenting the characteristics of genre based on the theory of Mark
Anderson and Kathy Anderson, the English in Focus textbook have developed all
characteristics of each genre, but the distribution of some characteristics does not
spread up in all reading passages in the term of generic structure: the conclusion
in the report text and the coda in the narrative text, and also in the term of
grammatical features: use of present tense and use of adverb in the procedure text.
Thus, the interpretation of reading passages in the English in Focus
textbook is that the genre of reading passages are in line with the School-Based
Curriculum (KTSP) and the characteristics of genre are also in line with the theory
of Mark Anderson and Kathy Anderson.
55
CHAPTER V
CONCLUSION & SUGGESTION
A. Conclusion
After analyzing the reading passages in the English in Focus textbook
which is used for the third grade of SMPN 1 Gunungputri, the writer have
concluded that:
The reading passages in the textbook covers the demands of School-Based
Curriculum (KTSP) in the term of types of genre that a textbook should have. As
proposed by School-Based Curriculum that the types of genre for the third of
Junior High School level are procedure text, report text, and narrative text. From
the result of data analysis of eleven reading passages which are in the textbook,
the writer found all types of genre that proposed by the curriculum those are
procedure text, report text, and narrative text.
In analyzing the genre of reading passage, the writer also analyzed the
characteristics of each genre in the term of social function, generic structure, and
grammatical feature of each reading passage. The writer used the theory of Mark
Anderson & Kathy Anderson to know the characteristics of genre. From the result
of data analysis, the writer found that the textbook presents the social function and
in the side of generic structure, conclusion is not distributed in all report text and
also coda is not distributed in all narrative text. For grammatical features, the
textbook does not present the use of present tense and the use of adverb in the
procedure text in all reading passages.
So, the genre of reading passages in English in Focus textbook is in line
with the School-Based Curriculum although the distribution of the characteristics
of genre does not spread up well. There are some reading passages which do not
state one or more characteristics of genre.
56
B. Suggestion
From the study that the writer has done, she give some suggestion to the
English teacher, the principle, and further researcher as follows:
1. For the English teacher
Although the result of this research shows that the reading passages in a
textbook is suitable with the School-Based Curriculum, the English teacher
should have another textbook to provide reading passage in supporting
teaching and learning process in order to get the best result. There is no
textbook which is perfect, a textbook always have strength and weakness.
2. For the principle
The school principle should evaluate all textbooks which will be used in
the process of teaching and learning in order to provide textbooks that are
suitable with the student’s need and any considerations in selecting a good
textbook.
3. For further researcher
The writer suggest to the further researcher to conduct the research about
analysis of reading passages in an English textbook. It is important to conduct
the research because a textbook is the source of materials. If the reading
passages of an English textbook don’t fulfill the criteria on how the reading
passage should be, it can not get the best result in the process of teaching and
learning, especially in reading skill.
57
BIBLIOGHRAPHY
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Anderson, Mark and Anderson, Kathy. Text Types in English 3. South Yarra: Macmillan
Education. 2003.
Armstrong, David G. Curriculum Today. New Jersey: Merrill Prentice Hall. 2003.
Boroughton, Geoffrey, et al. Teaching English as a Foreign Language. New York:
Routledge. 2003.
Bowers, Roger and Brumfit, Christopher. Applied Linguistics and English Langauge
Teaching. London: Macmilan Publishers Limited. 1991.
Brown, Abbie and Green, Thimothy D. The Essentials of Instructional Design. New
Jersey: Pearson Education. 2006.
Brown, Ann Teaching and Learning Communication, Language, and Literacy, London:
Paul Chapman Publishing. 2007.
Brown, Gillian and Yule, George. Discourse Analysis. Cambridge: Cambridge University
Press. 1988.
BSNP. Standar Kompetensi dan Kompetensi Dasar SMP/MTS. Jakarta: Puskur. 2006.
Cunningsworth, Alan. Choosing Your Coursebook. Oxford: McMillan Heinemann, 1995.
-----. Evaluating and Selecting English Foreign Language (EFL) Teaching Materials.
New York: Macmillan, 1995.
Gebhard, Jerry G. Teaching English as a Foreign Language or Second Language: a
Teacher Self-Development and Methodology Guide. Michigan: University of
Michigan Press. 2006.
Gillet, Jean Wallace, et al. Understanding Reading Problems (Assessment and
Instruction). Boston: Pearson Education, Inc. 2012.
Grabe, William. Reading in a Second Language: Moving from Theory to Practice. New
York: Cambridge University Press. 2009.
Grabe, William and Stoller, Fredricka L. Teaching and Reasearching Reading, Essex:
Pearson Education. 2002.
Griffiths, Carol. Lessons from Good Language Learners. Cambridge: Cambridge
University Press. 2008.
Halliday, M. A. K. &Ruqaiya Hasan, Language. Context, and Text: Aspects of Language
in a Social Semiotic Perspective. Oxford: Oxford University Press. 1989.
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Harmer, Jeremy. The Practice of English Language Teaching. New York: Longman.
1996.
-----. How to Teach English. Edinburgh: Longman. 2001.
Hedgcock, John S. and Ferris,Diana R. Teaching Readers of English. New York:
Routledge. 2009.
Kemendikbud, Buku Sekolah Elektronik, 2013, (http://puskurbuk.net)
Kemendikbud, Dokumen Kurikulum 2013, 2012, (http://www.bsnp.indonesia.org)
Knapp, Peter & Megan Watkins. Genre, Text, Grammar: Technologies for Teaching and
Assessing Writing. Sydney: University of New South Wales Press. 2005.
Kurnisari, Maya. “An Analysis of Reading Passages in Scaffolding 1 English Textbook
based on the School Curriculum”, Skripsi of State Islamic University Jakarta:
2012. Unpublished.
Larsen, Mildred L. Meaning –Based Translation: A Guide to Cross Language
Equivalence. Boston: University Press. 1984.
McKee, Alan. Textual Analysis a Beginner’s Guide. London: Sage Publications. 2003.
Nation, I.S.P & John Macalister. Language Curriculum Design. New York: Routledge,
2010.
Nunan, David. Practical English Language Teaching Young Learner. New York:
McGraw Hill Companies, Inc. 2005.
Nuttal, Christine. Teaching Reading Skills in a Foreign Language. Oxford: Heinemann.
1989.
Ornstein, Allan C. and Hunkins, Francis P. Curriculum: Foundations, Principles, and
Issues (Second Edition). Boston: Allyn and Bacon. 1998.
Richards, Jack C. and Theodore S. Rodgers. Approaches and Methods in Language
Teaching (Second Edition). Cambridge: Cambridge University Press, 1992.
Rofikoh, Karimatul. “A Grammatical Cohesion Analysis of Reading Texts “Get Along
With English” Published by Erlangga, Skripsi of State Islamic University Jakarta:
2013. Unpublished.
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2011.
www.tempo.co/read/news/2013/03/31/079470257/2013-kurikulum-baru-masih-uji-coba
59
Appendix 1
TEXT 1
Social Function: to provide instructions for making an aquarium ecosystem
Generic Structure
Goal
Materials
Steps
Let’s Make Your Own Aquarium Ecosystem
You will need:
Gravel a jug full of pond water
A net an aquarium tank
Water Plants a bucket
Water Animals
First of all, put the gravel in a net and pour a jug full of
water on it.
Then, spread the gravels over base of the tank.
Now, add the jug full of pond water.
Next, add some water plants from an aquarium centre.
After that, fill in the tank about half way and pour the
water gently from a jug.
Finally, add a few water animals you have collected from
local ponds.
There is your own aquarium ecosystem! Place the tank in
bright light, but not in the direct sunlight.
60
Grammatical Features
Imperative
Time word
Adverb
Imperative
Present tense
Technical terms
Let’s Make Your Own Aquarium Ecosystem
You will need:
Gravel a jug full of pond water
A net an aquarium tank
Water Plants a bucket
Water Animals
First of all, put the gravel in a net and pour a jug full
of water on it.
Then, spread the gravels over base of the tank.
Now, add the jug full of pond water.
Next, add some water plants from an aquarium centre.
After that, fill in the tank about half way and pour the
water gently from a jug.
Finally, add a few water animals you have collected
from local ponds.
There is your own aquarium ecosystem! Place the tank
in bright light, but not in the direct sunlight.
61
Appendix 2
TEXT 2
Social Function: to provide instructions to make a monster with bright eyes
Generic Structure
Goal
Materials
Steps
Let’s Make a Monster with Bright Eyes
You will need:
2 bulbs in bulb holders
3 wires
A battery
Coloured card
Coloured paper
Scissors
Sticky tape
Glue
1. Attach a wire to each of the screws on one bulb
holder.
2. Connect the other end of one of these wires to the
second bulb holder. Connect your third wire to the
other screw on the second bulb holder.
3. Connect the loose wires to the ends of the battery.
4. Cut the card into a monster face with two eye holes.
Push the bulbs through the holes in the back of the
card. Tape the bulbs and the battery onto the back of
the card.
5. Turn the monster face around. Finish it by gluing on a
paper mouth and nose. Watch the eyes glow!
62
Grammatical Features
Imperative
Time number
Present tense
Present tense
Technical terms
Let’s Make a Monster with Bright Eyes
You will need:
2 bulbs in bulb holders
3 wires
A battery
Coloured card
Coloured paper
Scissors
Sticky tape
Glue
1. Attach a wire to each of the screws on one bulb
holder.
2. Connect the other end of one of these wires to the
second bulb holder. Connect your third wire to the
other screw on the second bulb holder.
3. Connect the loose wires to the ends of the battery.
4. Cut the card into a monster face with two eye holes.
Push the bulbs through the holes in the back of the
card. Tape the bulbs and the battery onto the back of
the card.
5. Turn the monster face around. Finish it by gluing on
a paper mouth and nose. Watch the eyes glow!
63
Appendix 3
TEXT 3
Social Function: to classify and to describe using facts about development of
rock music
Generic Structure
General
Classification
Description 1
Description 2
Description 3
Rock Music
Rock music is part of popular music today. It is
played and listened in almost every country in the
world.
Rock and roll was the name given to the music
that developed in the early 1950’s. It is believed that
the term rock and roll was first used by a disk jockey,
Alan Freed.
In 1955, records of a young singer from
Tennessee, Elvis Presley, were heard across the US.
After he appeared on nation-wide television, Elvis
Presley’s singing and his performing style came to
mean rock and roll all over the world. Then came Bill
Haley and the Comets. Rock mainly became the music
of the young. They understood its beat and sound, and
its lyrics.
The 1970’s were the time of big developments
in the rock industry. Rock became a very big business,
earned more money annually than any other form of
entertainment including the film industry.
64
Grammatical Features
Timeless Present
tense
Technical language
General noun
Technical language
General noun
Rock Music
Rock music is part of popular music today. It
is played and listened in almost every country in the
world.
Rock and roll was the name given to the
music that developed in the early 1950’s. It is
believed that the term rock and roll was first used by
a disk jockey, Alan Freed.
In 1955, records of a young singer from
Tennessee, Elvis Presley, were heard across the US.
After he appeared on nation-wide television, Elvis
Presley’s singing and his performing style came to
mean rock and roll all over the world. Then came Bill
Haley and the Comets. Rock mainly became the
music of the young. They understood its beat and
sound, and its lyrics.
The 1970’s were the time of big developments
in the rock industry. Rock became a very big
business, earned more money annually than any other
form of entertainment including the film industry.
65
Appendix 4
TEXT 4
Social Function: to classify and to describe using facts about the Chinese
influence in Indonesian visual art
Generic Structure
General
Classification
Description
The Chinese Influence in Indonesian Visual Art
Chinese culture played a truly significant role
in the development of visual art in Indonesia although
not as strong as the Hindu, Buddhist or Muslim
influences. Many Chinese culture form of artistic
expression were adapted and assimilated into
indigenous form. The Chinese influence was restricted
to an adapted form.
The architectural elements in some temples for
example, reveal Chinese influence. It is identical to
the original models found in mainland Chine. In
Gianyar Bali, strong links between the Chinese and
local people are evidenced by the Chinese-style
roofing on the palace that was rebuilt at the end of the
last century. In Cirebon, China designs were copied by
local ceramics and paintings. Chinese influence also
occurs in textile, furniture and household objects.
66
Grammatical Features
General noun
Technical term
Timeless present
Tense
Timeless present tense
Technical term
The Chinese Influence in Indonesian Visual Art
Chinese culture played a truly significant
role in the development of visual art in Indonesia
although not as strong as the Hindu, Buddhist or
Muslim influences. Many Chinese culture form of
artistic expression were adapted and assimilated
into indigenous form. The Chinese influence was
restricted to an adapted form.
The architectural elements in some temples
for example, reveal Chinese influence. It is
identical to the original models found in mainland
Chine. In Gianyar Bali, strong links between the
Chinese and local people are evidenced by the
Chinese-style roofing on the palace that was
rebuilt at the end of the last century. In Cirebon,
China designs were copied by local ceramics and
paintings. Chinese influence also occurs in textile,
furniture and household objects.
67
Appendix 5
TEXT 5
Social Function: to classify and to describe using facts about the development of
the form and design of the woodcraft
Generic Structure
General
Classification
Description
Coda
Woodcraft
The developing of wood in Indonesia from
earliest times provided the people with the raw
materials to produce functional and artistic artifacts.
Many motifs found in prehistoric artifact used bronze
in woodcarving. Indian influences from around the
first century AD led to the developing of a new
design.
Introduction of Islam in the 21th century
made some of the designs were lost. The existing
motifs that remain today are influenced most
religious style.
Climatic condition problem have eliminated
some remain of wooden artifacts from a very early
date, it’s not leaving many evidence, but it seemed
the woodcarving was an early form of artistic
expression.
So, we have known now that woodcarving is
an old art and keep developing into many form and
designs.
68
Grammatical Features
General noun
Technical term
Timeless present tense
Pronoun
Timeless present tense
Woodcraft
The developing of wood in Indonesia from
earliest times provided the people with the raw
materials to produce functional and artistic artifacts.
Many motifs found in prehistoric artifact used bronze
in woodcarving. Indian influences from around the
first century AD led to the developing of a new
design.
Introduction of Islam in the 21th century made
some of the designs were lost. The existing motifs
that remain today are influenced most religious style.
Climatic condition problem have eliminated
some remain of wooden artifacts from a very early
date, it’s not leaving many evidence, but it seemed
the woodcarving was an early form of artistic
expression.
So, we have known now that woodcarving is
an old art and keep developing into many form and
designs.
69
Appendix 6
TEXT 6
Social Function: to provide instructions in making beneficial magnets
Generic Structure
Goal
Materials
Beneficial Magnets
You will need:
A bowl
Clean, dry sand
A drinking straw
Green paper
Sticky tape
Cardboard
Iron or steel bolt
A magnet
1. Fill the bowl with sand to make a desert
island.
2. Now make a tree using a drinking straw
and paste some green paper leaves with
sticky tape and plant it on your island.
3. To make a treasure chest nut the cardboard
in a shape of box. Now put an iron or steel
bolt in it.
4. Bury the treasure firmly near the surface in
the sand.
5. Find the treasure from the sand with the
help of magnet.
70
Grammatical Features
Imperative
Time word
Time order number
Present tense
Adverb
Imperative
Technical term
Beneficial Magnets
You will need:
A bowl
Clean, dry sand
A drinking straw
Green paper
Sticky tape
Cardboard
Iron or steel bolt
A magnet
1. Fill the bowl with sand to make a desert
island.
2. Now make a tree using a drinking straw
and paste some green paper leaves with
sticky tape and plant it on your island.
3. To make a treasure chest nut the cardboard
in a shape of box. Now put an iron or steel
bolt in it.
4. Bury the treasure firmly near the surface in
the sand.
5. Find the treasure from the sand with the
help of magnet.
71
Appendix 7
TEXT 7
Social Function: to provide instructions in germinating petunia seeds
Generic Structure
Goal
Materials
Steps
Germinating Petunia Seeds
You will need:
A packet of petunia seeds
A seed tray or small pots
Loamy friable soil or potting mix
Water
Fertilizer
Steps
1. Fill seed tray with soil.
2. Incorporate fertilizer into soil.
3. Scatter seeds on the surface of the soil.
4. Cover seeds with a 3 mm layer of soil. Press
firmly.
5. Spray water to moisten the seed bed.
6. Place seed tray in warm, sunny position (at least
25 degree C).
7. Keep soil moist by watering gently while seeds
are germinating. Then seeds will germinate in
approximately 10-14 days.
72
Grammatical Features
Imperative
Adverb
Present tense
Time word
Adverb
Imperative
Time number
Technical term
Germinating Petunia Seeds
You will need:
A packet of petunia seeds
A seed tray or small pots
Loamy friable soil or potting mix
Water
Fertilizer
Steps
1. Fill seed tray with soil.
2. Incorporate fertilizer into soil.
3. Scatter seeds on the surface of the soil.
4. Cover seeds with a 3 mm layer of soil.
Press firmly.
5. Spray water to moisten the seed bed.
6. Place seed tray in warm, sunny position
(at least 25 degree C).
7. Keep soil moist by watering gently
while seeds are germinating. Then
seeds will germinate in approximately
10-14 days.
73
Appendix 8
TEXT 8
Social Function: to provide entertainment and to make audience think about an
issue, teach them a lesson, or excite their emotions with the legend
of mount wayang
Generic Structure
Who?
When?
Where?
What is going on?
Complication
Sequence of events
Resolution
The Legend of Mount Wayang
Long, long ago, when the Gods and
goddesses used to mingle in the affairs of
mortals, there was a small kingdom on the slope
of mount wayang in West Java. The King, named
Sang Prabu, was a wise man. He had an only
daughter, called Princess Teja Nirmala, who was
famous for her beauty but she was not married.
One day Sang Prabu made up his mind to settle the
matter by a show of strength.
After that, Prince of Blambangan, named
Raden Begawan had won the competition.
Unfortunately, the wicked fairy, princess Segara
fell in love with Raden Begawan and used magic
power to render him unconscious and he forgot his
wedding.
When Sang Prabu was searching, Raden
Begawan saw him and soon realized that he had
been enchanted by the wicked fairy. The fairy
could not accept this, so she killed Raden
Begawan. When Princess Teja Nirmala heard this,
she was very sad.
So a nice fairy took her to the Kahyangan.
The story goes that on certain moonlight
nights, one can hear the sound of music in the air
above from the top of the mountain. It indicates
that Sang Prabu and his daughter have not met
each other till dawn when it is time for them to part
and to meet again on another moonlight night.
74
Grammatical Features
Specific participant
Specific place
Time word
Adjective of place
Action word
Adjective of character
Past tense
Adjective of character
Action word
Past tense
The Legend of Mount Wayang
Long, long ago, when the Gods and
goddesses used to mingle in the affairs of mortals,
there was a small kingdom on the slope of
mount wayang in West Java. The King, named
Sang Prabu, was a wise man. He had an only
daughter, called Princess Teja Nirmala, who was
famous for her beauty but she was not married.
One day Sang Prabu made up his mind to settle
the matter by a show of strength.
After that, Prince of Blambangan, named
Raden Begawan had won the competition.
Unfortunately, the wicked fairy, princess Segara
fell in love with Raden Begawan and used magic
power to render him unconscious and he forgot
his wedding.
When Sang Prabu was searching, Raden
Begawan saw him and soon realized that he had
been enchanted by the wicked fairy. The fairy
could not accept this, so she killed Raden
Begawan. When Princess Teja Nirmala heard this,
she was very sad.
So a nice fairy took her to the Kahyangan.
The story goes that on certain moonlight
nights, one can hear the sound of music in the air
above from the top of the mountain it indicates
that Sang Prabu and his daughter have not met
each other till dawn when it is time for them to
part and to meet again on another moonlight
night.
75
Appendix 9
TEXT 9
Social Function: to provide entertainment and to make audience think about an
issue, teach them a lesson, or excite their emotions with the legend
of Lake Batur
Generic Structure
Who?
When?
Where?
What is going on?
Complication
Sequence of events
Resolution
The Legend of Lake Batur
A long time ago, there lived on the island of
Bali a giant like creature named Kbo Iwo. The people
of Bali used to say that Kbo Iwo was everything, a
destroyer as well as a creator. He was satisfied with
the meal, but this meant for the Balinese people
enough food for a thousand men.
Difficulties arose when for the first time the
barns were almost empty and the new harvest was
still a long way off. This made Kbo Iwo wild with
great anger.
In his hunger, he destroyed all the houses and
even all the temples. It made the Balinese turn to rage.
So, they came together to plan steps to oppose this
powerful giant by using his stupidity. They asked Kbo
Iwo to build them a very deep well, and rebuild all the
houses and temples he had destroyed. After they fed
Kbo Iwo, he began to dig a deep hole.
One day he had eaten too much, he fell asleep
in the hole. The oldest man in the village gave a sign,
and the villagers began to throw the limestone they
had collected before into the hole. The limestone
made the water inside the whole boiling. Kbo Iwo
was buried alive.
Then the water in the well rose higher and
higher until at last it overflowed and formed Lake
Batur. The mound of earth dug from the well by Kbo
Iwo is known as Mount Batur.
76
Grammatical Features
Specific participant
Specific place
Past tense
Action word
Adjective of place
Time word
Adjective of character
Time word
Past tense
Action word
The Legend of Lake Batur
A long time ago, there lived on the island
of Bali a giant like creature named Kbo Iwo. The
people of Bali used to say that Kbo Iwo was
everything, a destroyer as well as a creator. He
was satisfied with the meal, but this meant for the
Balinese people enough food for a thousand men.
Difficulties arose when for the first time
the barns were almost empty and the new harvest
was still a long way off. This made Kbo Iwo wild
with great anger.
In his hunger, he destroyed all the houses
and even all the temples. It made the Balinese
turn to rage. So, they came together to plan steps
to oppose this powerful giant by using his
stupidity. They asked Kbo Iwo to build them a
very deep well, and rebuild all the houses and
temples he had destroyed. After they fed Kbo
Iwo, he began to dig a deep hole.
One day he had eaten too much, he fell
asleep in the hole. The oldest man in the village
gave a sign, and the villagers began to throw the
limestone they had collected before into the hole.
The limestone made the water inside the hole
boiling. Kbo Iwo was buried alive.
Then the water in the well rose higher and
higher until at last it overflowed and formed Lake
Batur. The mound of earth dug from the well by
Kbo Iwo is known as Mount Batur.
77
Appendix 10
TEXT 10
Social Function: to classify and to describe using facts about postal matters in
connecting people in the world
Generic Structure
General classification
Description 1
Description 2
Description 3
Postal Matters
The mail box can be your doorway to the
world. Because they connect each country.
Through it you can go into nearly every country
in the world. Each postage stamp becomes a
personal messenger of your letter.
If your letter, documents, postcard, or
package is going overseas, they will pass through
many hands and perhaps many lands. It is the
duty of our postal service to see that your mail
gets to its destination as quickly as possible.
Much of the world’s business depends
upon the postal service. That’s why most nations
cooperate closely on postal matters. The mail
always goes through. A flood in China or India,
or an earthquake in Turkey or Iran may cause a
delay, but new routes are quickly found and mail
is still delivered.
Basically, mail is handled in the same
way in almost every country. A stamped letter is
mailed from the post office or mail box. The mail
is collected from the mailboxes on regular
schedule. All letters, postcards and small parcels
are taken to a central post office which employs
many people.
78
Grammatical Features
General noun
Timeless present tense
Technical term
Timeless present tense
Technical term
Timeless present tense
Technical term
General noun
Timeless present tense
Technical term
Postal Matters
The mail box can be your doorway to the
world. Because they connect each country.
Through it you can go into nearly every country
in the world. Each postage stamp becomes a
personal messenger of your letter.
If your letter, documents, postcard, or
package is going overseas, they will pass through
many hands and perhaps many lands. It is the
duty of our postal service to see that your mail
gets to its destination as quickly as possible.
Much of the world’s business depends
upon the postal service. That’s why most nations
cooperate closely on postal matters. The mail
always goes through. A flood in China or India,
or an earthquake in Turkey or Iran may cause a
delay, but new routes are quickly found and mail
is still delivered.
Basically, mail is handled in the same
way in almost every country. A stamped letter is
mailed from the post office or mail box. The mail
is collected from the mailboxes on regular
schedule. All letters, postcards and small parcels
are taken to a central post office which employs
many people.
79
Appendix 11
TEXT 11
Social Function: to classify and to describe using facts about hotel
Generic Structure
General
Classification
Description 1
Description 2
Description 3
Hotels
People sometimes need hotels if they travel far
from homes. They sometimes need hotels when they
arrive in cities late at night and they do not have any
relatives there.
Hotels are places that provide lodging and
usually meals and various personal services for the
public. A good hotel provides many comforts and
conveniences. Travel is usually safe and pleasant.
Hotels with hundreds of rooms are common.
People can find the advertisements of the hotels in
newspapers, brochures, the internet, and magazines.
Downtown hotels survive and prosper because of two
important factors. First, business travelers wish to stay
close to the offices or industrial plants they plan to
visit. Second, the location of the airport is close to the
hotels.
As the pace of jet travel grows, hotel springs
up near airports. Some travelers stay at airport inns
when their flights are delayed. To save time, business
executives often select airport hotels for meeting or
conferences. Once the plane lands, the hotel is only
minutes away.
80
Grammatical Features
Timeless present tense
Technical term
General noun
Technical term
Timeless present tense
General noun
Timeless present tense
Technical term
Hotels
People sometimes need hotels if they travel far
from homes. They sometimes need hotels when they
arrive in cities late at night and they do not have any
relatives there.
Hotels are places that provide lodging and
usually meals and various personal services for the
public. A good hotel provides many comforts and
conveniences. Travel is usually safe and pleasant.
Hotels with hundreds of rooms are common.
People can find the advertisements of the hotels in
newspapers, brochures, the internet, and magazines.
Downtown hotels survive and prosper because of two
important factors. First, business travelers wish to stay
close to the offices or industrial plants they plan to
visit. Second, the location of the airport is close to the
hotels.
As the pace of jet travel grows, hotel springs
up near airports. Some travelers stay at airport inns
when their flights are delayed. To save time, business
executives often select airport hotels for meeting or
conferences. Once the plane lands, the hotel is only
minutes away.
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