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.