THE ANALYSIS OF THE READING MATERIALS INrepository.uinjkt.ac.id/dspace/bitstream/123456789/24554/1/Rusda... · skripsientitled The Analysis of the Reading Materials in English Alive

THE ANALYSIS OF THE READING MATERIALS IN

“ENGLISH ALIVE” TEXTBOOK BASED ON SCHOOL-

BASED CURRICULUM FOR SECOND GRADE STUDENTS

OF SENIOR HIGH SCHOOL

(Adescriptive study of analysis reading materials in English Alive textbook for

the second grade students of senior high school)

RUSDA AYU SYAFNIAR

NIM.109014000114

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHER TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

i

THE ANALYSIS OF THE READING MATERIALS IN

“ENGLISH ALIVE” TEXTBOOK BASED ON SCHOOL-

BASED CURRICULUM FOR SECOND GRADE STUDENTS

OF SENIOR HIGH SCHOOL

“A Skripsi”

Presented to the Faculty of Tarbiya and Teachers’ Training in Partial Fulfillmentof the Requirements for Degree of S.Pd. in English Language Education

By:

RUSDA AYU SYAFNIAR

NIM. 109014000114

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

KEMENTERIAN AGAMAFORM (FR)

No. Dokumen : FITK-FR-AKD-098UIN JAKARTA Tgl. Terbit : 1 Maret 2010FITK No. Revisi: : 01Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 1/1

SURAT PERNYATAAN KARYA SENDIRI

iv

Saya yang bertanda tangan di bawah ini,

Nama : RusdaAyuSyafniar

Tempat / Tgl. Lahir : Jakarta, 18 Juni 1991

NIM : 109014000114

Jurusan / Prodi : Pendidikan Bahasa Inggris

Judul Skripsi : The Analysis of The Reading Materials in English Alive

Textbook Based on School-Based Curriculum for Second

Grade Students of Senior High School

Dosen Pembimbing : 1. Dr. Alek, M.Pd.

2.NenengSunengsih, M.Pd.

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 pendaftaranwisuda.

Jakarta,Mahasiswa Ybs.

RUSDA AYU SYAFNIARNIM. 109014000114

v

ABSTRACT

RusdaAyuSyafniar (NIM: 109014000114). The Analysis of the ReadingMaterials in English AliveTextbook Based on School-Based CurriculumforSecond Grade Students of Senior High School. Skripsi of Department ofEnglish Education, Faculty of Tarbiyah and Teachers’ Training ofSyarifHidayatullah State Islamic University Jakarta, 2014.

Keywords: Reading Materials, Textbook, and School-Based Curriculum.

The Objective of this study was to describe clearly about the conformity ofreading materials in English Alive textbook for second grade students of SeniorHigh School with the requirements in the school-based curriculum (KTSP). Theresearch method was document analysis. The data were gathered from EnglishAlive textbook and the syllabus of English subject for the second grade students ofSenior High School. After obtaining the data, the researcher analyzed the datafrom the reading material contents in the textbook with the requirements specifiedin the KTSP by calculating the score of the data from the analysis.

The findings of this research state that 85.7% of text types in the textbookmeet the text types specified in the KTSP, 87.5% of the reading indicators meetthe indicators specified in the KTSP,100% of generic structures and linguisticfeatures meet the requirements specified in the KTSP. The total score for the all ofaspects in reading material are 93%. It shows very good as the criteria ofconformity level.

Based on the results,the reading indicators, reading text types, and features ofreading text types (generic structures and linguistic features) inEnglishAlivetextbook are already developed in accordance with the requirementsspecified in the School-Based Curriculum (KTSP).

ABSTRAK

RusdaAyuSyafniar (NIM: 109014000114).AnalisispadaMateriMembacadalamBukuTeksEnglishAliveBerdasarkanKurikulum Tingkat SatuanPendidikanUntukSiswa/iSekolah MenengahAtas.SkripsiJurusanPendidikanBahasaInggrisFakultasIlmuTarbiyahdanKeguruanUniversitas Islam NegeriSyarifHidayatullah Jakarta, 2014.

Kata Kunci: MateriMembaca, BukuTeks, danKurikulum TingkatSatuanPendidikan.

PenilitianinibertujuanuntukmendeskripsikansecarajelaskesesuaianmaterimembacapadabukuteksEnglish Alive terbitanErlanggauntuksiswa/i kelas2 SekolahMengah Atasdenganpersyaratan yang terdapat di dalamKurikulum TingkatSatuanPendidikan (KTSP). Metode yangdigunakandalampenelitianiniadalahdokumenanalisis. DatadiambildaribukuteksEnglishdansilabusmatapelajaranBahasaInggrisuntuksiswa/ikelas2 Sekolah Mengah Atas. Setelahmemperoleh data, penulismenganalisadatadariisipadamaterimembaca di dalambukuteksdenganpersyaratan yang terdapatdi dalam KTSP denganmenghitungperolehannilaidarianalisis data.

Hasilpenelitianmenunjukkanbahwa85,7%% darijenis-jenisteks didalambukutekssesuaidenganjenis-jenisteks yang terdapatdalam KTSP, 87,5%dariindikatormembaca di dalambukutekssesuaidenganindikatormembaca yangterdapatdalamKTSP, , 100% daristrukturgeneriksuatuteks didalambukutekssesuaidenganpersyaratan yang terdapatdalam KTSP, dan100%darifiturlinguistiksuatutekssesuaidenganpersyaratan yang terdapatdalam KTSP.Jumlahperolehannilaidariindikator, jenis-jenisteks, danfitur-fiturdarijenisteks(strukturgenerikdanfiturlinguistik)adalah93%.Perolehannilaitersebutberartisangatbaiksebagaimanakriteriapadatingkatkesesuaian.

Berdasarkanhasilanalisis, jenis-jenisteks, indikatormembaca, danfitur-fiturdarijenisteks (strukturgenerikdanfiturlinguistik) di dalambukuteksEnglishAlive sudahdikembangkansesuaidenganpersyaratan yang terdapatdalamKurikulumTingkat SatuanPendidikan (KTSP).

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ACKNOWLEDGEMENT

In the name of Allah, The Beneficent, The Merciful. All praises be to Allah

for the blessing given to the researcher, so she could eventually accomplish this

skripsientitled The Analysis of the Reading Materials in English Alive Textbook

Based on School-Based Curriculum for Second Grade Students of Senior High

School. Peace and Blessing be upon to the prophet Muhammad, who had guided

mankind to the right path blessed by the lord.

In this opportunity, the researcher would like to remarkthe utmost thanks from

her deep heart to the following people, who always helped, contributed, and

empowered her to achieve a success in completing this skripsi.

1. For the honorable Dr. Alek, M.Pd., and NenengSunengsih, M.Pd as the advisors

of the researcher, for the guidance and patience in helping and correcting the

researcher in writing this skripsi.

2. For the Head of Department of English Education, Drs. Syauki, M.Pd., and the

Secretary, ZaharilAnasy, M.Hum.

3. All lecturers of Department of English Education who have given lot of things

like motivation, guidance, knowledge and happiness during her study in

Department of English Education, SyarifHidayatullah Jakarta State Islamic

University.

4. The researcher’s parents and family, Syafrullah and Darwati who always being

motivation and never stop caring her.In addition, for her sisters and brothers in

law who always encourage her in doing her skripsi. Also, for her nephews, niece

and cousins who always bring the joy for the researcher.

5. For all of her friends in Department of English Education especially at ‘C class’

year 2009, for sharing their lovable experience, both in sadness and happiness.

6. All the researcher’s best friends Zahra,FinaNabilah, S.Hum,Numa’s Mom (Mrs.

TitiNurnaeni, SE.) ,PriskaAprillianty N.F., S.Pd.,Indah S.N., SE.and Anita

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Latifah, S.Pd.who helped and motivated the researcher in finishing her skripsi.

Thanks for the wonderful friendship.May Allah bless them all, Aamiin.

Jakarta, 15th April 2014

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TABLE OF CONTENTS

APPROVAL..................................................................................................... ii

ENDORSEMENT SHEET .............................................................................. iii

CERTIFICATION OF ORIGINALITY .......................................................... iv

ABSTRACT..................................................................................................... v

ABSTRAK ....................................................................................................... vi

ACKNOWLEDGEMENT ............................................................................... vii

TABLE OF CONTENTS................................................................................. ix

LIST OF TABLES ........................................................................................... xi

LIST OF APPENDICES.................................................................................. xii

CHAPTER I INTRODUCTION ............................................................. 1

A. Background of The Study............................................ 1

B. Focus and Sub Focus of the Research ......................... 3

C. Formulation of the Problem ........................................ 3

D. Objective of the Research............................................ 3

E. Significance of the Research ....................................... 3

CHAPTER II THEORETICAL FRAMEWORK................................... 5

A. Reading........................................................................ 5

1. Definition of Reading............................................ 5

2. Objective of Reading............................................. 6

3. Instructional Objectives of Reading

(Indicators) ............................................................ 8

4. Materials of Teaching Reading ............................. 9

5. Text Types of Reading .......................................... 10

B. Textbook...................................................................... 15

1. Definition of Textbook.......................................... 15

2. Importance of Textbook ........................................ 16

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3. How to Analyze Textbook .................................... 18

C. School-Based Curriculum (KTSP).............................. 18

1. Understanding of School-Based Curriculum (KTSP)…

............................................................................... 18

2. Syllabus ................................................................. 20

D. Criteria of Conformity................................................. 21

E. Previous Study............................................................. 22

CHAPTER III RESEARCH METHODOLOGY ..................................... 24

A. The Research Method.................................................. 24

B. The Data and Data Sources ......................................... 24

C. The Procedure of Data Analysis.................................. 24

CHAPTER IV RESEARCH FINDINGS................................................... 26

A. The Description of the Textbook Content................... 26

B. The Analysis of the Data ............................................. 35

1. The Analysis of Text Types .................................. 35

2. The Analysis of Indicators .................................... 35

3. The Analysis of Generic Structure of the Text...... 36

4. The Analysis of Linguistic Feature of the Text..... 36

C. Interpretation ............................................................... 37

CHAPTER V CONCLUSION AND SUGGESTION ............................. 38

A. Conclusion................................................................... 38

B. Suggestion ................................................................... 38

BIBLIOGRAPHY .......................................................................................... 39

APPENDICES ........................................................................................... 42

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LIST OF TABLES

Table 4.1 The Distribution of the Text Types in The Textbook……….. 26

Table 4.2 The Distribution of the Indicators Required in the Syllabus

Developed in the Textbook………………………………….. 27

Table 4.3 The Distribution of the Generic Structure of Narrative Text

and Functional Text……………………………………….. 29

Table 4.4 The Distribution of the Generic Structure of Report Text and

Analytical Exposition………………………………………... 30

Table 4.5 The Distribution of the Generic Structure of Spoof Text and

Hortatory Exposition………………………………………... 31

Table 4.6 The Distribution of the Linguistic Features of Narrative Text

and Functional Text ………………………………………... 32

Table 4.7 The Distribution of the Linguistic Features of Report Text and

Analytical Exposition…………………………………….... 33

Table 4.8 The Distribution of Linguistic Features of Spoof Text and

Hortatory Exposition………………………………………… 34

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LIST OF APPENDICES

Appendix 1 Generic Structures of Narrative Texts.................................... 42

Appendix 2 Generic Structures of Functional Texts.................................. 47

Appendix 3 Generic Structures of Report Texts........................................ 50

Appendix 4 Generic Structures of Analytical Exposition Texts................ 54

Appendix 5 Generic Structures of Spoof Texts ......................................... 60

Appendix 6 Generic Structures of Hortatory Exposition Texts................. 64

Appendix 7 Linguistic Features of Narrative Texts................................... 70

Appendix 8 Linguistic Features of Functional Texts................................. 77

Appendix 9 Linguistic Features of Report Texts....................................... 80

Appendix 10 Linguistic Features of Analytical Exposition Texts............... 85

Appendix 11 Linguistic Features of Spoof Texts ........................................ 91

Appendix 12 Linguistic Features of Hortatory Exposition Texts................ 95

Appendix 13 Indicators Developed in the Textbook Based on Syllabus .... 102

1

CHAPTER I

INTRODUCTION

A. Background of the Research

English is used by most people throughout world. Although there are some

languages that become international language nowadays, people tend to use

English rather than other languages. As an international language, English can

give many advantages to people who learn it. English is taught in order to absorb

science, technology and art. English also helps people to communicate with other

people in other countries.

In Indonesia, English is the first foreign language which is taught at Primary

School, Junior, and Senior High Schools up to the university level. School-based

curriculum is still being implemented in some schools in Indonesia, and it

includes English as one of the subjects.1 The students are required to learnfour

language skills; listening, speaking, reading, and writing. Actually, all of those

skills are important to learn, but at the implementation, reading seems to be given

priority. This might be due to the idea that through reading the students can get

variety of information and knowledge.

Furthermore, In Indonesia English is a foreign language which Indonesian

students do not use in daily life. They only use English that relates to reading

ability, such as; taking information from internet, textbook and magazines.

Besides, reading also helps students to gain other skills. For example, after they

had read the passages, they usually have to answer some questions based on to the

passages, it can help student to gain their writing skills or the students can train

their pronunciation by reading aloud.

One of the reading sources that is used in the learning process is textbook.

Textbook consists of instructional materials. It provides much information and

knowledge. It is used by the teacher in the learning-teaching process as a main

1Depdiknas, PeraturanPemerintahRepublik Indonesia, No. 22 Tahun 2006 TentangStandar IsiuntukSatuanPendidikanDasardanMenengah, (Jakarta: Depdiknas, 2006), p. 15.

2

source. The teacher introduces new material from the textbook. However, in the

fact some of students do not like to learn English using textbook. Based on the

researcher’s experience when the researcher conducted Integrated Professional

Teacher Training (PPKT) at Nusantara Junior High School, the school used the

book which is recommended by the government, but the students’ response was

not good. The students said the book was not interesting. Physically, the book is

printed in black and white color. Besides, according to the students most of the

reading passages in the textbook are beyond their schemata. So, a good textbook

must be readable, understandable, and comprehensible to the students. The

textbook must also be relevant with the school curriculum.

School-based curriculum is still being used in some schools in Indonesia. In

the school-based curriculum, schools are free to select and arrange their syllabuses

based on the situation and condition of the school. The development of curriculum

refers to Standar Isi and StandarKompetensiKelulusan. Each school can choose

subjects materials and facilities that can support the teaching learning activities

based on the school need and school characteristics.

It is quite difficult for the teachers who have not authorized to select the

textbook for teaching-learning process. Based on the researcher’s experience

when she conducted Integrated Professional Teacher Training (PPKT) at

Nusantara Junior High School, the English teacher has not authorized to choose

the book for learning process, because the school used the book which is

recommended by the government. The reason was the book is free, but in fact the

students were not interested in the book because it was not good in appearance.

Besides, for the teachers who have authorized to select the textbook for teaching-

learning process they must be selective, because there are so many textbooks

provided for the second grade of senior High school. Therefore, the teachers have

to remember when selecting reading material they have to consider to the content

of curriculum.

Teachers have to be selective in using the textbook that will be used for

teaching reading. Combining students’ needs and students’ interest until using

3

informal selection as an option become consideration in selecting reading

materials.2 Because, students tend to read something that is interesting for them.

To overcome the problem, the researcher would like to analyze English Alive

textbook that is used forthe second grade students of Senior High School

especially in reading based on school-based curriculum.

B. Focus and Sub Focus of the Research

This research focused on the reading materials in the English Alive textbook.

The sub focus of this research were the indicators, text types and features of the

text types (generic structure and linguistic features) based on the requirements

specified in the KTSP for the second grade students of Senior High School.

C. Formulation of the Problem

The problem of this research is formulated as follow: Are reading materials in

English Alivetextbook in conformity with the requirements of school-based

curriculum?

D. Objective of the Research

Based on the formulation of the research above, the objectives of this research

are:

1. To find out whether or not reading materials in English Alive textbook in

conformity with the requirements of school based curriculum.

2. To describe clearly the distribution of reading materials in English Alive

textbook based on School-Based Curriculum.

E. Significance of the Research

The results of this research are expected to give some significance not only

theoretically but also practically. The detail of both significances above will be

presented below:

2NCTE, Guidellines for Selection of Material in English Language Arts Program, 1996, p. 2.(http://www.ncte.org/positions/statemens/selectinngelameterial ).

4

1. Students

The students can improve their motivation to read, because the teachers will

have already known about how to choose interesting textbook for teaching-

learning process.

2. Teachers

The teachers can improve their knowledge in selecting appropriate reading

materials for the students in order the students can gain their motivation to read.

3. Other researchers

This research also hopefully will be useful as a reference for other researchers

who are interested in developing similar study.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Reading

1. Definition of Reading

Many definitions of reading can be found from a variety of references.

According to Penny UR, reading is translating written symbols into corresponding

sounds.1 We may know it is reading aloud. Furthermore, according to Strang

reading is not only seeing words clearly, or just pronouncing printed words

correctly, but also reading requires us to think, feel and use imagination.2For

example, when we read a novel, we have to feel how the character is, and also

imagine how the setting is in the story.

Grelled also stated that reading is an active skill which is proved with eyes

movement to recognize written symbols and sometimes in pronouncing or loudly

reading.3While reading we are not only pronouncing the text but also getting the

meaning of the text itself. Here, according to Cortina and Elder that reading is a

form of thinking.4 It means that in reading process it is brain that does the reading

such as to associate the knowledge and experience with than on text.

Actually reading is not as simple as people remark. When we remember our

first reading, we just pronounce the words which are written, we do not need to

comprehend what the words or text mean. As gaining our level in reading, we

can’t only pronounce those words which are written but also comprehend and

understand what the text tells about. In reading process, the reader starts to decode

words and comprehend all of the words which are joining on the text.5

1Penny UR, A Course in Language Teaching: Practice and Theory, (Cambridge: CambridgeUniversity Press, 1996), p.138.

2Ruth Strang, The Improvement of Reading, (New York: McGraw Hill Company, 1991), p. 1.3Francoise Grellet, Developing Reading Skills, (Cambridge: Cambridge University Press,

2010), p. 8.4Joe Cortina and Janet Elder, Opening Doors; Understanding College Reading, (New York:

McGraw Hill Company, 2005), p. 75.5Deanne Spears, Developing Critical Reading Skills, seventh edition, (New York: McGraw Hill

Company, 2006), p. 2.

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Moreover, while reading unconsciously people are identifying the main idea

of the text, what are supporting the idea, how those words related and important to

support the main idea and finally getting the message that is expressed by the

writer. To get general objective of reading there are several things to develop

essential reading process and abilities; they are word recognition, vocabulary

development, text structures awareness and strategic reading.6 Meanwhile,

sometimes the writer doesn’t explain something explicitly on their written text.

So, the readers are demanded to understand what the writer means although he

doesn’t mention it. In this case, the readers’ comprehension is much needed.

Reading also makes us gain our critical thinking. The reader should recognize

either true or wrong statement of the text. If someone had reached critical thinking

skill, they will not accept or refuse what they have read, because their point of

view never stuck in one statement. They make believe, there will be many texts

that will contrary or even pro with.7

From the explanation above, it shows that reading is important skill because

by improving our reading, people also gain their other skills. By reading, people

can develop their knowledge about any kind of information, adding new

vocabularies, enjoying literature and so on.

2. Objective of Reading

We cannot separate reading to the way how people do reading. In reading,

people have different purpose and different strategies. Actually, people are

reading to get information. Besides, people also do reading for pleasure. Some

strategies also follow people during reading. Francoise Grellet on his book divides

the ways people reading in different aims, those are; skimming, scanning,

extensive reading and intensive reading.8 As skimming, people read fast the text

to get general information of it. Next, Scanning is done by people who read fast

through a text in order to get specific information from it. A bit difficult, extensive

6Marianne Celce-Murcia (ed), Teaching English as A Second Language or Foreign Language,3rd ed., (Boston: Heinle Publishers, 2001), p. 188.

7Spears, op. cit., p. 2.8Grellet, op. cit., p. 4.

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reading is an activity when people should read some texts to get more

information, but usually the texts that is used are chosen by the reader. The last is

Intensive reading, contrary to extensive reading, in intensive reading; the reader

should read some short texts as a purpose to get specific information.

According to Jeremy Harmer, a number of reading objectives by using some

of variety types of exercises we can get a number of reading objectives. However,

the variety types of exercises as follow:9

a. Reading to confirm expectation

Students guess what information they will get from the text. The text must be

interesting for them. So, they will have motivating for reading.

b. Reading to extract specific information

The students read the text by scanning. They only focus on the demand of the

questions by finding the keywords.

c. Reading for communicative tasks

Students are active in the task. So, reading will be more than question-answer.

d. Reading for general understanding

Student read the text by skimming to understand the whole text.

e. Reading for detail comprehension (information)

Students learn about the language use in detail writing based on particular

theme.

f. Reading for detail comprehension (function and discourse)

Students pay attention to the discourse structure. So, they will understand the

text fully.

Another point of view, Grabe and Stoller believe that reading purposes can be

classified under seven main headings. They are:10

a. Reading to search for simple information

Reading to search for simple information is a common reading ability; people

typically scan the text for a specific piece of information or a specific word.

9Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1983), p.153.

10William Grabe, Frederika L. Stoller, Teaching and Researching Reading, (Edinburgh:Pearson Education, 2002), p. 13.

8

b. Reading to skim quickly

Reading to skim is a common part of many reading tasks and a useful skill in

its own right. It is combination of strategies for guessing where important

information might be in the text.

c. Reading to learn from text

It is typically occurs in academic and professional contexts in which a person

needs to learn a considerable amount of information from a text.

d. Reading to integrate information

It requires additional decision about the relative importance of

complementary, mutually supporting or conflicting information and the likely

restructuring of rhetorical frame to accommodate information from multiple

sources.

e. Reading to write

People read a text to represent common academic tasks that call upon the

reading abilities needed to integrate information.

f. Reading to critique texts

The reader evaluates the information so that the reader can decide what

information to integrate and how to integrate it for the readers’ goal.

g. Reading for general comprehension

It is actually more complex than commonly assumed, because it requires very

rapid automatic processing of words, strong skills in forming a general

meaning representation of main ideas, and efficient coordination of many

processes under very limited time constraints.

The objectives of reading abovestate in KTSP. Teaching reading in KTSP is

aimed at developingstudents’ comprehension to comprehend variety of text. It

means, the students can get information from the text they read. The

developments of reading objectives in KTSP are stated in school’s syllabus.

3. Instructional Objectives of Reading (Indicators)

In school-based curriculum, each school has different way in teaching in order

to reach the goals and objectives, and here the explanation of the indicators that

9

second grade students’ of SMAN 24 KabupatenTangerang have to reach, the

indicators of reading by KTSP are :11

(1)Membacanyaringbermaknawacanaragamtulis yang dibahasdenganucapandaninformasi yang benar, (2)Mengidentifikasitopikdariteksyang dibaca, (3)Mengidentifikasiinformasitertentudariteksfungsionalpendek.(4)Mengidentifikasimaknadalamteks yang dibaca,(5)Mengidentifikasikomplikasidalamsebuahceritanarasi, (6)Mengidentifikasikejadiandalamteks yang dibaca, (7)Mengidentifikasiciri-ciridaribenda/orang yang dilaporkan, (8)Mengidentifikasikasus yangdibahasdalamteks, (9)Mengidentifikasi argument yang diberikan,(10)Mengidentifikasilangkah-langkahretorikadariteks, (11)Mengidentifikasitujuankomunikasiteksdibaca,(12)Mengidentifikasiinformasitertentudari banner, poster, pamphlet,(13)Mengidentifikasimakna kata dalamteks yang dibaca,(14)Mengidentifikasimaknakalimatdalamteks yang dibaca, (15)Mengidentifikasisetting dalamsebuahceritanarasi, (16)Mengidentifkasi saran yang diberikan.

By knowing the indicators of reading above, it can be seen the materials that

should be taught are procedure text, narrative text, banner, poster, pamphlet,

report text, analytical exposition, spoof text, and hortatory exposition. The

materials could be short story, advertisement or etc. In learning process, besides

reading material, teaching methodology also plays as an important role. The way

teachers deliver the material influence the situation of the class and students’

comprehension.

4. Materials of Teaching Reading

Teaching materials are key component in most language programs. Whether

the teacher uses textbook, institutionally prepared materials generally serve as the

basis for much of the language input learners receive and the language practice

that occurs in the classroom. Some teachers use instructional materials as their

primary teaching resource. For learners, materials may provide the major source

of contact they have with the language apart from the teacher.

The materials are tool for a teacher in the teaching-learning process. It is

something that can be presented and something that can be used for classroom

11Silabus, Mata PelajaranBahasaInggrisKelas XI SMAN 24 KabupatenTangerang.

10

activities. It provides the language elements such as grammar or list of

vocabularies.

However, in school-based curriculum teaching reading materials for second

grade of senior secondary school are:12

a. Procedure text

b. Narrative text

c. Banner, poster and pamphlet (functional text)

d. Report text

e. Analytical exposition

f. Spoof text

g. Hortatory exposition

5. Text Types of Reading

Text is a part that couldn’t be separated from reading activities. It is a part of

passages. According to the curriculum, there are nine kinds of reading texts that

are learnt in second grade of senior high school; procedure text, narrative text,

banner, poster, pamphlet, report text, analytical exposition, spoof text, and

hortatory exposition. Here are the explanations about those kinds of texts from

some resources as follows:

a. Procedure Text

A procedure text is a piece of text that tells the reader or listener how to do

something. Its purpose is to provide instructions for making something, doing

something or getting somewhere.13

- Generic structure

There are three sections in constructing a procedure text; introductory

statements or title, a list of materials required to complete the procedure and

sequence of steps in the order they need to be completed.

- Language features

12School Syllabus13Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra: Macmillan

Education Australia Pty ltd, 1998), p. 28.

11

Procedure texts usually include the following grammatical features; sentence

that begin with verbs and are stated as commands, time words or numbers that

show the order for carrying out the procedure, adverbs to describe how the action

should be performed, precise terms and technical language.

b. Narrative Text

It is a text to amuse, entertain and to deal with actual or vicarious experience

in different ways and chronologically. Langan defines “narration is storytelling,

whether we are relating a single story or several related ones.”14

According to Mark and Kathy Anderson there are five generic structures and

four linguistic features to construct narrative text, as follow:15

- orientation: it set the scene and introduce the participants (it answers the

question who, when, what, and where).

- complication: tells the problem of story and how the main characters solve

them.

- resolution: the crisis is resolved, for better or worse.

- re-orientation: the ending of story.

- evaluation: the stepping back to evaluate the story or the moral message of

the story.

However, there are four of linguistic features to construct narrative text. First

is specific character. Second is adjective which provides description. Third is the

use of time words to connect events in a story. The last is verbs which showing

action.

c. Functional Text (Banner, Poster and Brochure)

Functional texts are written to help readers perform, or function, in their daily

lives. These specialized texts provide information and directions to help a reader.

Some examples of functional text are: announcement, advertisement, poster, and

14John Langan, College Writing Skills with Reading, (Boston: McGraw-Hill, 2000), p. 175.15Mark Anderson and Kathy Anderson, op. cit., p. 5.

12

brochure.16 In functional text there are three of generic structures and two

linguistic features, there are:

- heading, the main idea of making poster

- Picture, it illustrates the situation or condition of things or people. It is

represented by the writer’s desire or mood. The function of picture here is

also to make the poster more interesting.

- message, to give instruction, warning, or advice to whom the poster is for.

There are two of linguistic features to construct functional text. They are

present tense and imperative sentence. Present tense is used to introduce the

people that what is introduced or promote is something new. Then imperative

sentence is used to give a command for the reader to do something after read the

text.

d. Report Text

Report is a text which is giving a description of something or information

about it to someone.17 It is as a result of systematic observation and analysis. Its

purpose is to organize and record information.

According to Pardiyono, there are three generic structures and three linguistic

features to construct a report text, here there are the generic structures of report

text:18

- title: a phrase which introduces the topic to inform the readers.

- general classification: stating classification of general aspect of thing: animal,

public place, plant, etc which will be discussed in general.

- Description: describing the thing which will be discussed in detail; part per

part, customs or deed for living creature and usage for materials.

There are three linguistic features of report text. First is introducing group of

general aspect. It means in a text, there should be a part which tells about

something that will be discussed. Next is using conditional logical connection

16https://perspective.pearsonaccess.com/content/resources/learningresources/rd/pdf/prd1351SK.pdf .

17Cambridge, Advanced Learner’s Dictionary.18Pardiyono, PastiBisa!! Teaching Genre-Based Writing, (Yogyakarta: ANDI, 2007), p. 272.

13

such as when, so, and etcetera. It is used to connect each paragraph. The last is

using simple present tense.

e. Analytical Exposition

Analytical exposition is a text that elaborates the writer’s idea about the

phenomenon in surrounding. Its social function is to show the readers that the idea

is the important matter.19

Analytical exposition has three generic structures and five linguistic features

to construct it text, here the generic structures are:20

- thesis; introducing the topic and indicating the writer’s position

- arguments; explaining the arguments to support the writer’s position

- reiteration; restating the writer’s position

However, there are five linguisticfeatures of analytical exposition. First is a

general or abstract noun. Second is action verb. Next is thinking verbs, it is

important aspect, because analytical exposition is a text which tells about the

writer’s idea. So it is a must to state thinking verb to explain what is the writer

thinks about the issue in the text. Then, analytical exposition is also using modal

verb or adverbs. The last is connectives, it is used to make a text become

coherence.21

f. Spoof Text

Spoof is a text which tells factual story, happened in the past time with

unpredictable and funny ending. Its social function is to entertain and share the

story.22 According to Pardiyono, spoof text has three generic structures. The

generic structures are:23

- orientation, it provides the setting and introduces participants

- events, it tells what happened, in what sequence

19Pardiyono, op. cit., p. 215.20Pardiyono, op. cit., p. 216.21http://brrrexpresion.wordpress.com/analytical-exposition/.

22Pardiyono, PastiBisa! Let’s Write-Ayo Mengarang!, (Yogyakarta: ANDI, 2012), p. 423Ibid., p. 102.

14

- reorientation, optional-closure of events

To construct spoof text there are also four linguistic features of spoof text. the

linguistic features are: 24

- focusing on people, animals or certain things

- using action verb; ate, an, etc

- using adverbof time and place

- told in chronological order

g. Hortatory Exposition

It is a kind of text type that presents arguments or reasons to support the

opinion. It is aimed to persuade the readers or listeners that something should or

ought to be the case.25The difference of analytical and hortatory exposition is on

the term of its generic structure in the last part that is called as reiteration in

analytical and recommendation in hortatory exposition. The function of both is

quite different. In analytical exposition, reiteration is used to give emphasize on

the writer’s opinion by restating point of view. While in hortatory exposition,

recommendation is used to give advice or such a suggestion to the readers to make

a choice by considering the presented arguments.

There are three generic structures to construct hortatory exposition text and

four linguistic features, as follow:26

- introductory statement giving author’s point of view

- series of arguments to convince audience

- conclusion that reinforces author’s point of view

Hortatory exposition has four of linguisticfeatures to construct its text. The

linguistic features are:

- abstract nouns/human/ non human participant, e.g. culture, etcetera.

- action verbs, e.g. value, etcetera.

- connectives, e.g. first, second, etcetera.

24http://dewaadivanwinata.wordpress.com/spoof/.25Pardiyono, PastiBisa!! Teaching Genre-Based Writing, (Yogyakarta: ANDI, 2007), p. 215.26http://brrrexpresion.wordpress.com/hortatory-exposition/

15

- modal auxiliaries: Should, ought to, had better

B. Textbook

1. Definition of Textbook

Textbook is a coherent body of teaching materials which may consist of not

only the course but also a learning package consisting of several parts.27It means

textbook is a book that consists of some materials that use in the learning process.

The term textbook is used by the teacher and usually each student has a copy,

and which is in principle to be followed systematically as the basis for a language

course.28 The teachers use textbook to make them easier to teach student outside

the class. Because by the textbook, the student can repeat what the teacher had

explained in the class. Textbook enrich the students’ knowledge, not only about

the linguistic competence, but also communicative competence.

A book may be ideal in one situation because it matches the needs of that

situation perfectly. It has just the right amount of material for the program, it is

easy to teach, and it can be used with little preparation by inexperienced

teachers.29The good textbook should be readable to the student and easy to use by

the teachers.

However, the use of textbook in teaching has both advantages and

disadvantages, depending on how are used and the contexts for their use. The

advantages are:30

a. They provide structure and a syllabus for a program. Without textbook a

program. Without textbook a program may have no central core and learners

may not receive a syllabus that has been systematically planned and

developed.

27Roger Browers and C.J Brumfit, Applied linguistic and English Teaching, (London: McmilanPublisher, Ltd., 1991), p. 298.

28Penny Ur., op. cit., p. 183.29Richards., op. cit., p. 256.30Richards., op. cit., pp. 254–255 .

16

b. They help standardize instruction. The use of textbook in a program can

ensure that the students in different classes receive similar content and

therefore can be tested in the same way.

c. They maintain quality. If the textbook is well developed, students are exposed

to materials that are based on sound learning principles.

d. They provide a variety of learning resources. The good textbook are provide

with workbook CDs or cassettes that provide a rich and varied resource for

teachers and learners.

e. They are efficient. The teachers should not product materials.

f. They can provide effective language models and input. Textbook can guide

newly English Teachers.

g. They are visually appealing. Textbook usually have high standards of design

and production and hence are appealing to learners and teachers.

2. Importance of Textbook

Textbook is the main media of learning process, it plays the important role

besides other modern tools of education. Textbook usually become main source

that is used at school. The contents of the textbooks reflect the characteristics of

the school and also the aim and objectives that have already been set in terms of

students need. So that textbook has multiple functions in ELT and can serve as: 31

a. A resource for presentation materials (spoken and written).

b. A source of activities for learner practice and communicative interaction.

c. A reference source for learners on grammar, vocabulary, pronunciation, and

so on.

d. A source of stimulation and ideas for classroom activities.

e. A syllabus (where they reflect learning objectives that have already been

determined).

f. A support for less experienced teachers who have yet to gain in confidence.

31Allan Cunningsworth, Choosing Your Coursebook, (Oxford: Macmillan Education, 1995),p. 7.

17

Above of all, it can be explained that textbook provides materials that can be

developed by the teachers for teaching. It becomes a main source in teaching-

learning process. By the textbook, both teacher and students know what they have

to do in class and what they have to reach in the end of the lesson.

As the important of textbook, selecting textbook is a must. There is no the

best textbook to learn, but there will be suitable textbook that teacher should

choose. Actually, reading material not only using textbook, other resources can be

used in teaching reading. Creative teacher will be used other resources from the

internet, newspaper, magazine, etcetera. it can make students feel interesting in

learning. And today, there are also many publishers become creative. They put

some of examples from the internet or advertisement in the textbook as a material.

So, again the teacher role is very important to be selective in choosing the suitable

material for their students.

Selecting textbook is adjustable by the students’ level and school objectives,

but still following the curriculum that exist. Curriculum which exists in Indonesia

today is Kurikulum Tingkat SatuanPendidikanorKTSP. KTSP is operational

curriculum which is organized and implied by educational level.32 In other word,

the government absolves the schools to arrange the curriculum objective based on

students need and the goals of its school, and so to choose the materials for

learning process.

Textbook is one of the instructional materials in most language programs. It

becomes central core in learning process. Textbook has been systematically

planned and developed in syllabus. In language programs textbook is used in

different ways. Haines defines the characteristicsof differences between past and

current trends in English language textbook. She said nowadays textbook are used

in different ways in language program. For example, a reading textbook might

provide model compositions and a list of topics for student to write about.

32E. Mulyasa, Kurikulum Tingkat SatuanPendidikan, (Bandung: RemajaRosdakarya, 2007), pp.18—19.

18

3. How to Analyze Textbook

There are many commercial textbooks from many publishers. It is necessary

for the teachers to be more selective in choosing the textbook. As Cunningsworth

stated “ As well as seeing what is prominent and obvious in a coursebook. we

need to examine how specific items are dealt wit, particularly those which relate

to students’ learning needs, syllabus requirements, how different aspects of

language are dealt with, etcetera”.33 Thus, in selecting the textbook for teaching-

learning process at school the teachers should refer to the syllabus.

Furthermore, in evaluating textbook, there are some criteria that the teacher

should consider. Cunningsworth proposes four criteria for evaluating textbooks,

particularly course book. The criteria are:34

a. They should correspond to learner’s needs. They should match the aims and

objective of the language learning program.

b. They should reflect the used that learners will make of the language.

c. They should take account of students’ needs as learners and should facilitate

their learning processes.

d. They should have a clear role as a support for learning.

To make easier in analysing and evaluating coursebook, the teacher can use

cheklist design.35 However, the use of cheklist design is for practical purposes a

manageable list of the most important criteria will be needed.

C. School-Based Curriculum (KTSP)

1. Understanding of School-Based Curriculum

Curriculum is known as the content, standards, or objectives for which

schools hold student accountable, or curriculum is the set of instructional

strategies teachers plan to use.36 Furthermore, Richard emphasized that curriculum

focuses on determining what experiences should be provide to bring about

33Allan Cunningsworth, Choosing Your Coursebook, (Oxford: Macmillan Education, 1995),p. 2.

34Richards., op. cit., p. 258.35Ibid.,36George J. Posner, Analyzing the Curriculum, (New York: McGraw-Hill, 2004), p. 5.

19

intended learning outcomes, and how teaching and learning in schools or

educational system can be planned, measure and evaluated.37 So, curriculum is a

set of planning which included instructional strategies to reach the objectives of

teaching learning process.

School-based curriculum (KTSP) is still being implemented in Indonesia.

KTSP is arranged to adapt education with characteristics and needs of school.38 It

means the school has authorized to develop their indicators based on

characteristics and the needs of the school. However, the development of KTSP

still refers to the goals and objectives of national education are reached.The

objectives of KTSP:39

Generally:memandirikan&memberdayakansatuanpendidikandanmemberikanotonomikepadalembagapendidikandanmendorongsekolahuntukmelakukanpengambilankeputusansecarapartisipatifdalampengembangankurikulum.Specifically :(1)meningkatkanmutupendidikan (inisiatifsekolahdalammengembangkankurikulum),(2)meningkatkankepedulianwargasekolah&masyarakatdalampengembangankurikulummelaluikeputusanbersama, (3) meningkatkankompetisi yangsehatantarsatuanpendidikan yang akandicapai.

From the statement above, it can beseen that the objectives of KTSP is to

develop the creativity of the schools and gather school society in developing of

the curriculum based on the school characteristics and students’ needs.

In secondary school, the main objectives are to gain students intelligences,

knowledge, and personality, morality, to be creative and independent.40 In

addition, in the end of the program education in secondary high school, the

students have to fulfill social needs, being ready to face modern era and being

ready to continuing study for higher level.

Standard Competencies and Basic Competencies are parts of KTSP; it’s

adapted from Educational Government number 23 in 2006 as

37Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge: CambridgeUniversity Press, 2001), p. 2.

38Muhaimin, Sutiah and SugengListyoPrabowo, Pengembangan Model KTSP padaSekolah&Madrasah, (Jakarta: Raja GrafindoPersada, 2008), p. 333.

39Mulyasa, KTSP SuatuPanduanPraktis, (Bandung: Rosada, 2007), p. 22.40Ibid.

20

StandarKompetensiKelulusan. It has been mentioned before; KTSP is a

curriculum that allowed schools to develop their goals and objectives which are

adjusted to the characteristics of schools and society needs. Thus, each school has

different objectives in teaching reading, and it can be find in syllabus.

2. Syllabus

Generally, syllabus is about the content of the subjects or syllabus is a

development of the curriculum, it is explanation from standard competencies and

based competencies that students should reach. It also contain of the materials.41

According to Hutchinson and Waters, a syllabus is a document which says

what will (or at least what should) be learnt.42 Furthermore Mulyasa said, syllabus

is a plan in a group of subjects based on themes which is consist of based

competencies, competencies standard, materials, indicators, scoring, times, and

sources which is developed by the level of education.43 So, syllabus is a

development of curriculum, it is a set of planning in learning process. It consists

all of aspect for one term of study.

Syllabus provides a focus for what should be studied, along with a rationale

for how that content should be selected and ordered.44There are seven types of

syllabuses that covered by McKay. The types are:45

a. Structural syllabus: the sequencing of structures is typically based on the idea

of starting with easy structures and gradually progressing to more difficult

ones based on grammatical forms.

b. Situational syllabus: the organization in a situational syllabus will be based

on common situations.

41Mansur Muslich, KTSP DasarPemahamandanPengembangan, (Jakarta: BumiAksara, 2009),p. 6.

42Tom Hutchinson and Alan Waters, English for Spesific Purpose: A Learning-Centeredapproach, (Cambridge: Cambridge University Press, 2002), p. 80.

43E Mulyasa., op. cit., p. 190.44James Dean Brown, The Elements of Language Curriculum, (Boston: Heinle&Heinle

Publishers, 1995), p. 7.45Ibid .

21

c. Topical syllabus: it is similar to situational syllabus which is organized by

topics or rather than situational syllabus which is organized by topics or

rather than situations. The topics can be selected by the textbook.

d. Functional syllabus: list of students need in hierarchy.

e. Notional syllabus: it closest to functional syllabuses, the author organized

around abstract conceptual categories then make it to subcategories.

f. Skill-based syllabus: the author uses materials that the most useful for

academic purposes.

g. Task-based syllabus: syllabus based on categories what students’ need in

performing language.

In school-based Curriculum the development of syllabus will be different

based on school needs. However, there are six components in the development of

School-based curriculum:46

a. Standarkompetensi.b. Kompetensidasar.c. Indikator.d. Materistandar.e. Standar proses (kegiatanbelejarmengajar).f. Standarpenilaian.

Based on some definitions are expressed by experts above, it can be

concluded that syllabus is a part of curriculum. It consists of materials for

teaching, the indicators in teaching and all of aspects for one term of study.

D. Criteria of Conformity

To gain the result percentage, the writer uses the formula as follows:47

= 100%Notes:

P = the Percentage

N = the Frequency

46Mulyasa.,op. cit., p. 183.47AnasSudjono, PengantarStatistikPendidikan, (Jakarta: Rajagrafindo, 2010) p. 43.

22

F = the Sum of Frequency

To find the category of conformity level, it will be used the formula below:48

The Percentage of Conformity Category

81% — 100% Very Good

61% — 80% Good

41% — 60% Fair

21% — 40% Poor

0% — 20% Very Poor

E. Previous Study

The writer takes two relevant studies from Mulyono and MayaKurniasari.

Firstly, Mulyono was conducted a paper by the title “An Analysis of English

Textbook Used in the First Year Students of SMP Islam YKS Depok Based On

2004 Curriculum.” The objective of his study was to find out whether or not the

reading instructional materials found in the first year students’ English textbook

of SMP Islam YKS Depok are in line with the 2004 curriculum. He used

qualitative research. The focus of his research was The Bridge English

Competence for SMP 1 textbookand sub focuses of his research were themes,

indicators, reading materials, text types and reading activities found in The Bridge

English Competence for SMP 1 textbook. He describes the result of the

comparison of the reading materials in textbook with the 2004 English syllabus.

The result of his study indicated that the themes and text types in the textbook

reach 100%, the indicators of reading in the textbook reach 80%, the materials in

the textbook reach 78%, and the reading activities in the textbook reach 90%. It

can be concluded that the development of reading aspects used for the first year

48SuharsimiArikunto, ManajemenPenelitian, (Jakarta: RinekaCipta, 2005), cet 7. p. 44.

23

students of SMP Islam YKS Depok has followed the rules of the 2004

curriculum.49

Secondly, MayaKurniasariwas conducted a paper by the title “An Analysis

of Reading Passages in Scaffolding 1 English Textbook Based on the First Year of

SMP Al Fath School Curriculum.” The objective of this study was to find

empirical evidence of conformity between reading passages in Scaffolding 1

English textbook and the school curriculum in the first year of SMP Al Fath. The

focus of her research was Scaffolding English textbook and sub focusesof her

research were text types, indicators, structural and linguistic features of reading

passages in Scaffolding English textbook. The method used in her research was

mixed comparative descriptive qualitative and quantitative method. Furthermore,

the result of her study indicated all elements of reading materials reached

100%according to the demand of the school curriculum.50

Both of the previous studies above have the similar object of this study.

They analyzed the reading materials in English textbook. This study also analyzed

the reading materials in English textbook based on English syllabus. However, the

sub focuses in this study similar to Maya Kurniasari’s paper. The sub focuses of

the reading materials in this study were text types, indicators and features of text

types (generic structure and grammatical features).

49Mulyono, “An Analysis of English Textbook used in the First Year Students of SMP IslamYKS Depok Based On 2004 Curriculum,” Skripsiof UIN SyarifHidayatullah, (Jakarta: UINSyarifHidayatullah, 2010), p. v, unpublished.

50 Maya Kurniasari, “An Analysis of Reading Passages in Scaffolding 1 English TextbookBased on the First Year of SMP Al Fath School Curriculum,” Skripsi of UIN SyarifHidayatullah,(Jakarta: UIN SyarifHidayatullah, 2012), p. v, unpublished.

24

CHAPTER III

RESEARCH METHODOLOGY

A. The Research Method

The research method used in this study was document analysis which is applied

to written or visual materials for the purpose of identifying specified characteristics of

the materials.1 It focused on the reading materials in the English Alive textbook for

senior secondary school students. The study began with preparation of the

documentary aspects especially the reading materials (indicators, text types,

generic structure and linguistic features) in English Alive textbook for the second

grade of Senior High School.

B. The Data and Data Sources of the Research

The data and data sources of the research were the reading materials in English

Alive textbook for the second grade of Senior High School. Next, the sources of this

research data were gathered from School-based curriculum.

C. The Procedure of Data Analysis

After collecting the data, the data are identified based on the elements of the

reading passages in the English Alive textbook for the second grade of SMAN 24

Kabupaten Tangerang through the following procedures:2

1. Reading scrutiny the textbook.

2. Identifying the components of the reading materials in the textbook based

on the data characterized needed.

1 Ary Donald, et.al, Introduction to Research in Education, 5th Edition, (Florida: 1996,Wodsworth Group), p. 426.

2 Burhan Bungin, Penelitian Kualitatif (Komunikasi, Ekonomi, Kebijakan Publik, dan Ilmu SosialLainnya), 2nd Edition, (Jakarta: 2007, KENCANA PRENADA MEDIA GROUP), pp. 164—165.

25

3. Coding the components of the reading materials in the textbook that have

already identified.

4. Classifying the components of the reading materials based on codes with

the requirements of School-based curriculum.

5. Tabulating the result of classified components into a checklist table and

presenting counts of how many conformity are found in each.

6. Analyzing the result of the tabulating based on the conformity criteria’s

formula.

7. Interpreting the data using descriptive explanation.

8. Concluding the result of the research.

26

CHAPTER IV

RESEARCH FINDINGS

A. The Description of the Textbook Contents

Table 4. 1

The Distribution of the Text Types in the Textbook

Based on the table above, there are seven reading passages that stated in syllabus,

but in the textbook there are only six passages that developed. There is no procedure

text in the textbook.In each genre in the textbook at least has three passages. Except,

Hortatory Exposition and Narrative text have four passages that developed in the

textbook.

No.

Text Types

Text Types in the Textbook

Unit

1 2 3 4 5 6 7 8 9 10

1. Procedure Text - - - - - - - - - -

2. Narrative Text-

2A(Task 6)

3B(Task 8) - -

6A(Task 9) - - - -

- - - - -6B(Task 8) - - - -

3. Functional Text- -

3A(Task 7)(Task 8)

4A(Task 6) - - - - -

10 A(Task 9)

4. Report Text

1A(Task 16) - - -

5A(Task 18) - - - - -

1B(Task 15) - - - - - - - - -

5.AnalyticalExposition -

2B(Task 9) -

4B(Task 18)

5B(Task 12) - - - - -

6. Spoof Text- - - - - -

7A(Task 9) - -

10B(Task 8)

- - - - - -7B(Task 11) - - -

7. HortatoryExposition

- - - - - - -8A

(Task 12)9A(Task 8) -

- - - - - - -8B

(Task 10)9B

(Task 13) -

The score : 6/7 X 100% = 85.7 %

27

Table 4.2The Distribution of the Indicators Required in the Syllabus and Developed in the

Textbook

No.Indicators

Required inthe Syllabus

Indicators Developed in the Textbook

Unit

1 2 3 4 5 6 7 8 9 10

1.

Membacanyaringbermaknawacanaragamtulisyang dibahasdenganucapandaninformasiyang benar.

__ __ __ __ __ __ __ __ __ __

2.

Mengidentifikasitopikdariteksyang dibaca.

1A(Task18)

__

3A(Task 7)

3A(Task 8)

__5B(Task 14)

__7A(Task 8)

__ __ __

3.

Mengidentifikasiinformasitertentudariteksfungsionalpendek

3A(Task 7)3A(Task 8)

10A(Task 9)

4.

Mengidentifikasimaknadalamteks. 1B

(Task 14)__


4B(Task 19)

__6B(Task 10)

7B(Task 14)

__ __10B(Task 9)

5.

Mengidentifikasikomplikasidalamsebuahceritanarasi.

__2A(Task 8)

3B(Task 9)

__ __

6A(Task 10)6B(Task 10)

7A(Task 12)

__ __ __

6.

Mengidentifikasikejadiandalamteks yang dibaca. __

2A(Task 8)


__ __



__ __10B(Task 9)

7.

Mengidentifikasiciri-ciridaribenda/orang yangdilaporkan.


__3B(Task 9)

__ __ __ __ __ __ __

8.

Mengidentifikasikasus yangdibahasdalamteks.

__ __3A(Task 8)

4B(Task 19)

5B(Task 11)

__ __ __9A(Task 9)

__

9.

Mengidentifikasiargument yangdiberikan.

__2B(Task 10)

__4B(Task 19)

5B(Task 13)

__ __ __9A(Task 14)

__

No.Indicators

Required in theSyllabus

1 2 3 4 5 6 7 8 9 10

28

Based on table above, there are sixteen indicators of reading skills which are

required in the school’s syllabus. Almost all of the indicators are developed in the

textbook. There are two indicatorsin the syllabus which are not developed in the

reading activities in the textbook. There are

Membacanyaringbermaknawacanaragamtulis yang di bahasdenganucapandaninformasi

yang benarand Mengidentifkasi saran yang diberikan. On the contrary the indicator of

mengidentifikkasilangkah-langkahretorikadariteks is developed in all of the units.

The indicators which are developed in the textbook can be seen on Appendix 13.

Table 4.3The Distribution of the Generic Structure

of Narrative Text and Functional Text

10.

Mengidentifikasilangkah-langkahretorikadariteks.

1A(Task 21)

2A(Task 9)

2B(Task 11)

3A(Task 10)

4B(Task 18)


6A(Task 12)


8A(Task 14)

9A(Task 11)

10B(Task 10)

11.

Mengidentifikasitujuankomunikasiteksdibaca. __

2B(Task 11)

3A(Task 7)

4B(Task 19)

5B(Task 14)

__7A(Task 13)

__9A(Task 11)

12.

Mengidentifikasiinformasitertentudari banner,poster, pamflet

__ __


__ __ __ __ __ __10A(Task 9)

13.

Mengidentifikasimakna katadalamteks yangdibaca.

1A(Task 19)



4B(Task 20)

5A(Task 19)

6B(Task 9)


8A(Task 13)8B(Task 9)8B(Task 11)


__

14.

Mengidentifikasimaknakalimatdalamteks yangdibaca


__

3A(Task 8)(Task 9)3B(Task 11)

4B(Task 19)


__ __ __ __ __

15.

Mengidentifikasisettingdalamsebuahceritanarasi.

__2A(Task 8)

3B(Task 9)

__ __6A(Task 10)

7A(Task 12)

__ __ __

16.

Mengidentifkasisaran yangdiberikan.

__ __ __ __ __ __ __ __ __ __

The Score: 14/16 x 100% = 87.5%

29

in the English Alive Textbook

Based on the table above generic structure of Narrative text and Functional

text are developed in the textbook. The generic structures of functional text are

heading, pictures and message. All of generic structures are developed in poster,

example of advertisement and brochure in the textbook. Next, the generic structures

of Narrative text are also developed in the textbook, but not in all of the passages.

Narrative Text Functional Text

Generic Structure Stated in the Textbook GenericStructure

Stated in theTextbook

a. orientation unit 2A task 6(See Appendix 1)

unit 3B task 8(See Appendix 1)

unit 6A task 9(See Appendix 1)


a. Heading unit 3A task 7(See Appendix 2)


b. complication unit 2A task 6(See Appendix 1)




b. Picture unit 3A task 7(See Appendix 2)


c. resolution unit 2A task 6(See Appendix 1)




c. Message unit 3A task 7(See Appendix 2)


d. reorientation unit 6A task 9(See Appendix 1)


e. evaluation unit 2A task 6(See Appendix 1)


5/5 x 100% = 100% 3/3 x 100% = 100%

30

Reorientation is not developed in the passage in unit 2A (task 6) and unit 3B (task 8).

On the other hand, evaluation is not developed in the passage in unit 6A (task 9) and

unit 6B (task 8).

Table 4.4The Distribution of the Generic Structureof Report Text and Analytical Exposition


Report Text Analytical Exposition

Generic Structure Stated in theTextbook

GenericStructure

Stated in theTextbook

a. Title unit 1A Task 16(See Appendix 3)

unit 1B Task 15(See Appendix 3)

unit 5A Task 18(See Appendix 3)

a. Thesis unit 2B Task 9(See Appendix 4)



b. GeneralClassification




b. Argument unit 2B Task 9(See Appendix 4)



c. Description unit 1A Task 16(See Appendix 3)



c. Reiteration unit 2B Task 9(See Appendix 4)

nit 4B Task 18(See Appendix 4)


3/3 x 100% = 100% 3/3 x 100% = 100%

Based on the table above, generic structures of report text and analytical

exposition are developed well in the textbook. The generic structures of report text

and analytical exposition are also stated in all passages in the textbook.

Table 4.5The Distribution of the Generic Structureof Spoof Text and Hortatory Exposition

31


Spoof Text Hortatory Exposition

Generic Structure Stated in theTextbook Generic Structure Stated in the

Textbook

a. Orientation unit 7A Task 9(See Appendix 5)



a. Introduction unit 8A Task 12(See Appendix 6)




b. Events unit 7A Task 9(See Appendix 5)



b. Arguments unit 8A Task 12(See Appendix 6)




c. Reorientation unit 7A Task 9(See Appendix 5)



c. Conclusion unit 8A Task 12(See Appendix 6)




3/3 x 100% = 100% 3/3 x 100% = 100%

Based on the table above, generic structures of spoof text and hortatory text

are well developed in the textbook. The generic structures of spoof text and hortatory

text are also stated in all passages that developed in the textbook.

Table 4.6The Distribution of the Linguistic FeaturesofNarrative Text and Functional Exposition

32


Narrative Text Functional Text

Linguistic Features Stated in theTextbook Linguistic Features Stated in the

Textbook

a. Specific Character unit 2A, task 6(See appendix 7)

unit 3B, task 8(See appendix 7)

unit 6A, task 9(See appendix 7)


a. Simple presenttense

unit 3A, task 7(see appendix 8)



b. Adjective providingDescription





b. Using imperativesentence




c. Time words unit 2A, task 6(See appendix 7)




d. Verbs showing action Unit 2A, task 6(See appendix 7)




4/4 x 100% = 100% 2/2 x 100% = 100%

Based on the table above narrative text has four linguistic features. All of parts

are developed in the textbook and also in each passage in the textbook. Then,

33

functional text has twolinguistic features; both of them are developed in the

advertisement, poster and brochure in the textbook.

Table 4.7The Distribution of the Linguistic Features

of Report Text and Analytical Expositionin the English Alive Textbook

Based on the table above, report text has three linguistic features. Those are

developed in all of the text in the textbook. Afterward, analytical exposition has four

linguistic features. Those are developed in the textbook, but in some units part of

Report Text Analytical Exposition

Linguistic Features Stated in theTextbook

Linguistic Features Stated in theTextbook

a. Introducing of GeneralAspect

unit 1A, task 16(see appendix 9) unit 1B, task 15(see appendix 9) unit 5A, task 18(see appendix 9)

a. General/Abstractnoun

unit 2B, task 9(see appendix 10)



b. Using conditionlogical connection

unit 1A, task 16(see appendix 9) unit 1B, task 15(see appendix 9) unit 5A, task 18(see appendix 9)

b. Action verbs unit 2B, task 9

(see appendix 10) unit 5B, task 12

(see appendix 10)

c. Simple Present Tense unit 1A, task 16(see appendix 9) unit 1B, task 15(see appendix 9) unit 5A, task 18(see appendix 9)

c. Thinking Verbs unit 2B, task 9



(see appendix 10)d. Modal Verbs/adverbs unit 2B, task 9



(see appendix 10)e. Connectives unit 2B, task 9


(see appendix 10)3/3 x 100% = 100% 5/5 x 100% = 100%

34

linguistic features didn’t state in the text. As in unit 4B task 18, action verbs didn’t

stated in the text and in the unit 5B task 12 connectives word didn’t found in the text.

Table 4.8The Distribution of the Linguistic Features

ofSpoof Text and Hortatory Expositionin the English Alive Textbook

Based on the table above, spoof text has four linguistic features. All of the

linguistic features are developed in the textbook, but didn’t develop well in each text.

Spoof Text Hortatory Exposition

LinguisticFeature

Stated in theTextbook Linguistic Feature Stated in the

Textbook

a. Focusing onpeople/animal/certainthings

unit 7A task 9(see appendix 11)

unit 7B task 11(see appendix 11)


a. Abstractnoun/human/nonhuman participant





b. Action verb unit 7A task 9(see appendix 11)



b. Action verbs unit 8A task 9(see appendix 12)




c. Adverb time/place unit 7B task 11(see appendix 11)


c. Connectives unit 8A task 9(see appendix 12)



d. Told in chronologicalorder




d.Modal auxiliaries unit 8A task 9

(see appendix 12) unit 8B task 10

(see appendix 12) unit 9A task 8

(see appendix 12) unit 9B task 13

(see appendix 12)4/4 x 100% = 100% 4/4 x 100% = 100%

35

Part of adverb of time or place didn’t state in unit 7A task 9. Similar with spoof text,

hortatory exposition has three linguistic features. Those are developed in the

textbook, but a part of connectives didn’t state in unit 9B task 8.

B. The Analysis of the Data

1. Analysis of the Text Types

In this textbook, the author has already followed the requirements in KTSP. The

conformity of text types reached 85.7%. It means almost all of text types that

specified in the syllabus develop well in the textbook. There are six text types which

have been developed by the author in the syllabus. They are narrative text, functional

text, report text, analytical exposition text, spoof text, and hortatory exposition text.

There is only one text type that does not add in the textbook. It is procedure text.

Actually, procedure text doesn’t mention in KTSP, but the school developed the

curriculum and added procedure text as a material in the syllabus. So, it may be the

reason why the author did not add the procedure text in the textbook.

2. Analysis of the Indicators

In this textbook there arefourteen reading indicatorsof sixteen reading indicators

required in the syllabus of English subject for the second grade students of SMAN 24

KabupatenTangerang. The conformity of reading indicators reached 87.5% it means

very good. The reading indicators which are not developed in the textbook

aremengidentifikasi saran yang

diberikanandMembacanyaringbermaknawacanaragamtulis yang di

bahasdenganucapandaninformasi yang benar. There is no activity in the textbook which

give command to the students to identify advice from the passage or reading aloud a

text.

On the contrary the reading indicator of mengidentifikasilangkah-

langkahretorikadariteks is developed well in all of the units in textbook. The author

36

gives clearly explanation about all rhetorical of the text which is consist in the

textbook. While the indicator of mengidentifikasimakna kata dalamteks yang

dibacaalmost stated in all of the units in the textbook except in unit ten. In the unit

ten there are two passages, the types of the passages are spoof text and functional text

(example of advertisement). The indicators that developed for spoof text in unit 10B

are mengidentifikasimaknadalamteks yang di baca,

mengidentifikasikejadiandalamteks yang dibacaandmengidentifikasilangkah-

langkahretorikadariteks. Besides, the indicators that developed in unit 10A task 9

ismengidentifikasiinformasitertentudari banner, poster, pamphlete.

3. The Analysis of Generic Structure of the Text

Based on the data collecting of generic structures of the text in English Alive

textbook, there are five generic structures for narrative text, three generic structures

for functional text, report text, analytical text, spoof text and hortatory exposition

text. Those generic structures are developed in the passagesin the textbook and

reached 100% of conformity level.

But, there are some narrative texts that do not develop all the generic structures

in the text. Narrative text has optional generic structure, it is re-orientation. In this

textbook there are four passages of narrative text but there are two passages which

have not developed re-orientation. The passages are in unit 6A task 9 and unit 6B task

8. Furthermore, the passages in unit 2A task 6 and unit 3B task 8 have not developed

evaluation in the passage.

4. The Analysis of Linguistic Features of the Text

The last, linguistic features are also part of the analysis. In English Alive textbook

there are four linguistic features to construct narrative text, spoof text and hortatory

exposition. For functional text, there are two linguistic features. Report text has three

linguistic features and analytical exposition has five linguistic features. The

conformity level of the linguistic features for all text types are 100%. It means all

37

linguistic features are stated in the textbook, but in spoof text there is one text that

doesn’t put adverb of time and/ place. In analytical exposition, specifically in unit 4B

task 18 the author didn’t put any action verb in the text. Further, in unit 5B task 12

the author didn’t put connectives word.

C. Interpretation

Based on the description above, it can be concluded that 93.3 %elements of the

reading passages required by the English syllabus are developed in the textbook. Six

from seven text types are in line with the curriculum. Fourteen from sixteen

indicators are also in line with the school curriculum of that school. 100% the

structural and the linguistic features are developed according to the demand of the

school curriculum of that school. So, it can be interpreted that the conformity of

reading passages in the English Alive textbook with the school curriculum of that

school is very good. It means this book can be use for second grade students of

Senior High School.

38

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the findings and data analysis, the text types, reading indicators,

generic structure and linguistic features of the text in the English Alive textbook

reached 93.3% in percentage. It can be concluded that reading materials in English

Alive textbook that published by Erlangga is in conformity with the requirements of

KTSP. Moreover, physically, this book is interesting because full of color and

pictures.

Thus, the teacher can use this book because most of reading materials which

required in KTSPare developed in the textbook; each text types developed at least

three passages in the textbook, fourteen from sixteen indicators are developed in the

activities of reading in the textbook and the aspects of the accuracy of the material

(generic structures and linguistic features) developed well in almost all of passages.

B. Suggestion

The result of this research shows that reading materials inEnglish Alive textbook

is in conformity with the requirements of KTSP. It means this book can be used for

the teacher to teach second grade of senior secondary school, but the teacher should

develop the materials that are not been provided in the textbook.

Referring the result of the textbook analysis, it may be used as reference to the

English teacher in selecting appropriate textbook based on the requirements in the

curriculum or this research can be developed for the other researchers who want to

conduct similar study.

39

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Bungin, Burhan. Penelitian Kualitatif. Jakarta: Fajar Interpratama. 2011.

Browers.,Roger and C.J, Brumfit.Applied linguistic and English Teaching.London:

Mcmilan Publisher, Ltd. 1991.

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Publishers. 1995.

Cambridge, Advanced Learner’s Dictionary.

Cortina.,Joe and Janet, Elder.Opening Doors; Understanding College Reading.New

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Depdiknas.PeraturanPemerintahRepublik Indonesia, No. 22 Tahun 2006

TentangStandar Isi untukSatuanPendidikanDasardanMenengah. Jakarta:

Depdiknas, 2006.

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Grellet,Francoise.Developing Reading Skills. Cambridge: Cambridge University

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Harmer,Jeremy.The Practice of English Language Teaching.New York: Longman.

1983.

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Hutchinson.,Tom and Alan, Waters.English for Spesific Purpose: A Learning-

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Langan,John.College Writing Skills with Reading.Boston: McGraw-Hill. 2000.

Mulyasa,E. Kurikulum Tingkat SatuanPendidikan.Bandung: RemajaRosdakarya.

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-------------.KTSP SuatuPanduanPraktis.Bandung: Rosada. 2007.

Murcia, Marianne Celce. (ed).Teaching English as a Second Language or Foreign

Language, 3rd ed.Boston: Heinle Publishers. 2001.

Muslich,Mansur.KTSP DasarPemahamandanPengembangan.Jakarta: BumiAksara.

2009.

NCTE, Guidellines for Selection of Material in English Language Arts Program.

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Pardiyono, PastiBisa!! Teaching Genre-Based Writing.Yogyakarta: ANDI, 2007.

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Posner,George J. Analyzing the Curriculu\m. New York: McGraw-Hill, 2004.

Richards,Jack C. Curriculum Development in Language Teaching.Cambridge:

Cambridge University Press, 2001.

Silabus, Mata PelajaranBahasaInggrisKelas XI SMAN 24 KabupatenTangerang.

Spears,Deanne.Developing Critical Reading Skills, seventh edition.New York:

McGraw Hill Company, 2006.

Strang, Ruth. The Improvement of Reading.New York: McGraw Hill Company, 1991.

Sudjono,Anas.PengantarStatistikPendidikan. Jakarta: Rajagrafindo, 2010.

Sutiah, Muhaimin and Prabowo,SugengListyo.Pengembangan Model KTSP

padaSekolah& Madrasah.Jakarta: PT. Raja GrafindoPersada, 2008.

UR,Penny. A Course in Language Teaching: Practice and Theory. Cambridge:

Cambridge University Press, 1996.

https://perspective.pearsonaccess.com/content/resources/learningresources/rd/pdf/

prd1351SK.pdf .

http://brrrexpresion.wordpress.com/analytical-exposition/.

41

http://dewaadivanwinata.wordpress.com/spoof/.

http://brrrexpresion.wordpress.com/hortatory-exposition/

42

APPENDIX 1

The generic structure of Narrative text

Text 1

Reading passage untitled taken from Unit 2A in the English Alive textbook

It had been a tiring day I spent most energy I had to do schoolactivities. Arriving at home, without taking a bath and had drink Iflopped down on the sofa in front of the TV. I started flipping through thechannels and suddenly there she was. My jaw dropped open. It wasclearly written on the screen – that convinced me the video jockey wasArinNarendra. Those eyes and her pearly-white teeth. It was really her. Ijot down the VJ’s email address which also appeared on the screen. “Does she still remember me?” I tried to convince myself that “she does”.We were very close when we were also neighbor. She lived next door. Ididn’t understand why her family suddenly moved without giving me achance to say goodbye. My father said it was due to her father’spromotion to handle other branch office in other city. Since then, I hadnever seen Arin anymore, and I didn’t think seriously about it.

I couldn’t sleep that night, so I decided to email to her. I quicklyturned on my computer. It was not easy. I spent two hours before I finallyfound the words to write. My fingers were trembling. How relief I waswhen finally I read the word ‘done’ on the screen. The next was the timewhen I was always been tortured waiting the reply from her. “Oh God, Iwant the time goes by very quickly”. I remembered when I made a sillyjoke to make her nice face. I threw a stone toward her mango. Afterhearing the sound of thudding noise- the fall of the stone to the ground,preceded by the sound of leaves rustling, not long after she came into thehouse feeling annoyed. And I?ha..ha..ha, I enjoyed this tense situationbehind the curtain of my house window. The next morning, of course Ipretended knowing each other, and did a lot of school activities together.No mention we helped and shared each other.

For two days, I checked my email every two hours even if I had tostop at the nearest internet café somewhere on high way. Then this shorte-mail this morning. “Dimas, how can I forget you? You are the one whothrew stones to the mango tree in front of my house, just to tempt me”.Start from her first e-mail, I get a lot from her. At least once in two days.We are close again. We are not just friend but more than that. We arelovers.

Orientation

Evaluation

Complication

Resolution

43

Text 2

Reading passage entitled “Actor-like English Instructor”taken from Unit3B in the English Alive textbook

Actor-like English Instructor

My English instructor was very handsome and charming. Hisstyles in teaching make the students starred at him and keep away fromhim reluctantly. I was one of his fans. He was very popular among thestudents. His personality is as nice as his appearance. He was friendly,helpful, punctual, creative, and above all, professional. He always knewwhat he was doing in class. He looked like an actor. Thousands of girlsmust have fallen in love with him, included me. It was the last meeting ofmy English class before the promotion test. Many of my friends said thatthey were disappointed of not meeting again with Mr. Dion. Some ofthem, especially me were different. I myself felt blue, sad and uncertain.Next meeting, different teacher would come to my class and not Mr.Dion anymore. He wanted to resign for his personal purpose.

A minute later the bell rang and Mr. Dion walked in my heartdidn’t beat rhythmically. He smiled and said “Okay class, as I told youbefore, this will be my last meeting with you. I am leaving for Malaysiafor another job”. “Oh…Mr. Dion, take me anywhere you go,” my heartcried out. “ And before I go I will give each of you a card. The cardcontains a message I want you to remember, OK?” He started distributingsmall cards, each with a student’s name on it. Everyone was curious andexcited.

“Tommy, Erlita, Emma, Iwan ,Dea…,” that’s me! I took it quickly,and put it among the pages of my book. I didn’t know what to do. Read?No! I didn’t want my friends knew the change of my face, if his wordsdisappointed me. I had not enough time to think about it. When suddenlyMr. Dion said goodbye and shook everybody’s hand, including mine. Hishand was very soft but his shake was really firm. Then he left.

“ Dea , my sweetheart! I have tried to write my impressions of youon this card, but no word came up. I decided to say it personally, in aspecial moment while having dinner. If you don’t mind come to ‘Gajah’restaurant, tomorrow night at 8.00 p.m. let me know first if you willcome. Dion: 081227953332 (the day after this number will be bde-activated)”.

Orientation

Evaluation

Complication

44

I loudly cried. “ No, it’s too late. How stupid I am”. With tearfalling down unbearably, I drove my car leaving my house hurriedlywithout knowing where to go. Suddenly, I emember his other mobilephone number I got in the first meeting of the class. He mentioned itunintentionally when Maya asked his phone number during the ‘icebreaking’ activity. And I happened wrote it. I dialed the numbers, and Ialmost died to hear the voice from other side, “hello…is that you Dea?”“OH…!

Resolution

45

Text 3

Reading passage entitled “Marriage Proposal”

Instructortaken from Unit 6A in the English Alive textbook

Marriage Proposal

At most American girls, I have grown up dreaming of my weddingday. I pictured myself in a stunning, white gown, standing next tosomeone who resembled Ken, the male Barbie. I would vision a crowd offriends and family that were there to see me enter into a never endingfairytale. For some reason, I always left the most important part out.Which is, having the man that God created just for me ask me to marryhim.

I experienced a life defining moment on September 21, 2002. Thatwas the day that John, also known as the most perfect person in theworld, asked me to marry him. The weather that day was so nice that itforced us to skip class and spend the afternoon sitting on the bench inpark. I did notice that John’s smile was little wider than normal, and Iassumed he was up to something. I had no idea what he was about to dothrough. When he asked if he could give me a foot massage, I waspositive that something was about to happen. I went along with him, andanxious to see what he had in store. About twenty minutes patted beforehe casually asked what was hanging in my dorm room window that wasfacing by back. When I turned to look at my third floor window I read abanner that asked, “ Will you marry me?” wow! I was in shocked. WhenI turned to look at John he had pulled the ring out of his pocket andpushed it toward me. He anxiously waited for answer while I sat therespeechless. He finally interrupted the chaos that was going through mymind by saying, “well?” I stumbled across the words, “ Of course.”

That was such a great day. I knew, without a doubt, that this wasthe man that I am supposed to marry. This is the man that I will growwith, spiritually, emotionally, and physically. Praise God for sendingsuch a wonderful person into my life.

Orientation

Complication

Resolution

Re-Orientation

46

Text 4

Reading passage entitled “The Smartest Animal”

taken from Unit 6B in the English Alive textbook

The Smartest Animal

Once there was a farmer from Laos. Every morning and everyevening, he ploughed his field with his buffalo. One day, a tiger saw thefarmer and his buffalo working in the field. The tiger was very surprisedto see a big animal listening to a small animal. The tiger wanted to knowmore about the big animal and the small animal. After the man wenthome, the tiger spoke to the buffalo; “ You’re so big and strong. Why doyou do everything the man tells you?” the buffalo answered ; “ Oh, theman is very intelligent”.

The tiger asked; “ can you tell me how intelligent he is?”. “ No, Ican’t tell you”, said the buffalo; “ but you can ask him” so the next daythe tiger asked to the man; “ can I see your intelligence?” but the mananswered; “ it at home”. “can you go and get it?” asked the tiger. “Yes”said the man; “but I’m afraid you will kill my buffalo when I’m gone.Can I tie you to a tree?”

After the man tied the tiger to the tree, he didn’t go home to get hisintelligence. He took his plough and hit the tiger. Then he said; “ nowyou know about my intelligence even you haven’t seen it.

Orientation

Resolution

Complication

Re-Orientation

47

APPENDIX 2

The Linguistic Features of Functional Text

Text 1

Poster, untitled taken from unit 3A in the English Alive textbook

Text 2

Poster, entitled “ I Also Need Sleeping” taken from unit 3A in the EnglishAlive textbook

Message, to giveinstruction, warning,or advice


Picture

Headings

48

Text 3

Poster, entitled “I need to grow and be mature” taken from unit 3A in theEnglish Alive textbook


Picture

Headings

49

Text 4

Poster, entitled “Kids in Sports” taken from unit 10A in the English Alivetextbook


Picture

Headings

50

APPENDIX 3

The generic structure of Report Text

Text 1

Reading passage entitled “Voice over Internet Protocol (VoIP)”

Taken from Unit 1A in the English Alive textbook

Voice over Internet Protocol (VoIP)

Technically speaking, VoIP is method for taking analog audiosignals and turning them into digital data to be transmitted over theinternet. Economically speaking, it’s a way of reducing the cost of along-distance call to1/10th its current cost. How is this possible? Mostphone lines use what is called circuit switched network. Oncecommunication is established, the line is kept open for the twocommunicating people until the phone is hung up. You pay for the wholeduration although you actually use the line for sending audio signals onlyhalf the time (the other half you’re listening to the person speaking). Inaddition, when speaking, there are intervals when you don’t say anythingat all, for example when you are taking a breathe. With VoIP, the audiosignals are rid of these silent intervals, and then changed into one digitalfile. The file is chopped into small packets and sent over the internet.While circuit switching keeps the line continuously. Open, packetswitching opens the connection for a brief moment only when there is apackets to be sent or retrieved. Furthermore, instead of sending thepackets over one dedicated line, packet switching sends them throughdifferent networks, each time letting the network find the least congestedand cheapest line.

VoIP calls can be made from PC to PC using software (Yahoo!Messenger, Google Talk, Skype, etc.). A sound card, a headset, and a fastInternet connection (not a dial-up); there’s no charge except for thenormal ISP bill. You can also call from a home phone using an analogtelephone adaptor, or from a special IP phone, with VoIP services from aVoIP provide; thus long distance rates are much reduced, and browsingand downloading services are included.

Generalclassification

Description

Title

51

With lower prices and flexibility as the upshot, the VoIP servicescan easily win over conventional phone customers. In fact, more andmore phone companies offer, VoIP services to their customers, especiallyfor business, for example, XL, Telkomsel, or Info Asia Telecom.

On the other hand, VoIP has a major flaw; reliability. VoIP phonesdepend on electricity, no communication. VoIP is also susceptible toInternet problems like packet loss (resulting in garbled voice), delay,viruses, and hackings. In addition, infrastructure and regulation inIndonesia still hamper the development of VoIP and its providers.Internet access in Indonesia is still too expensive, not to mention slow.Besides, government regulations restrict the linking of VoIP networks toTelkom’s.

Hopefully, in the future all of these problems can be solved so thatcustomers can get the most out of this technology.

Description

52

Text 2

Reading passage entitled “Conversational Involvement”

Taken from Unit 1B in the English Alive textbook

Conversational Involvement

In her book “ You Just Don’t Understand”, the sociolinguisticresearcher, Deborah Tennen, discusses the notion that people from somecultures value high involvement conversation pattern, while others valuehigh considerateness patterns.

Many people from high cultures that prefer high involvementstyles tend to when (1) talk more; (2) interrupt more; (3) expect to beinterrupted; (4) talk more loudly at times; (5) talk more quickly thanthose from cultures favoring high considerateness styles. Many highinvolvement speakers enjoy arguments and might even think that othersare not interested if they are not ready to engage in heated discussion.

On the other hand, people from cultures that favor highconsiderateness styles tend to (1) speak one time; (2) use polite listeningsounds; (3) refrain from interrupting; and (4) give plenty positive andrespectful responses to their conversation partners. Most teachers ofEnglish as a Second Language (ESL) in multi cultural classrooms haveobserved that some students become very involved in classroomconversation and discussion, whereas others tend to participate only inhesitant manner. The challenge for the teacher is not to allow the highinvolvement group to dominate discussion.

The cultures that Tennen characterizes as having high involvementconversational styles includes Russian, Italian, Greek, Spanish, SouthAmerican, Arab and African. In general, the various communicationstyles in Asian cultures (e.g. Chinese and Japanese) would becharacterized as high considerateness. Mainstream Americanconversation styles would be also be characterized as highconsiderateness although it differs significantly from the various Asianpatterns. There are important regional and ethnic differences inconversation styles within the United States.


Description

Title

53

Text 3

Reading passage entitled “Secretary”


Secretary

Secretary comes from a word secret means being kept from theknowledge of others. From this word it is clear that a secretary is anemployee or official responsible for the secret of an office ororganization. An office or other organizations need a head or a chief aswell as a secretary to its secretarial work. A good secretary makessecretarial work flow intensively and interworked correlation is createdamong them. On the contrary, a false secretary well creates adisorganized atmosphere in an office or anywhere she is.

A secretary being employed in an office is different from thatbeing charged in a society or other organization. The former is anemployee dealing with secretarial work for a particular member of thestaff. It’s usually called private secretary. And the letter is an officialhaving charge of secretarial work for a particular member of a society,club, or other organization. It’s normally called honorary secretary.

The secretary deals with daily office activities likecorrespondences, keeping record, making argument and appointments fora particular staff. The secretary being employed in an office is completelyresponsible for managing all secretarial work and distributing the work tothe staff. In other word, she or he is in charge of handling office workeffectively.


Description

Title

54

APPENDIX 4

The generic structure of Analytical Exposition

Text 1

Reading passage entitled “Friendster”


Friendster

Friendster is a website on the internet that helps makefriends. All you need to do is sign up, and create an accountby filling in the required data. It’s free of charge. Unlike mostwebsite, Friendster doesn’t sell people e-mail address, so youdon’t have to worry of receiving unwanted junk e-mail.Basically, Friendster works on the theory of six degrees ofseparation, and if you added one friend, you automaticallyhave accessed to all of the people that are connected to thatfriend. From here, you an tap into a huge network of people.Fantastic! Easy, cheap, but amusing.

First, a self-professed Friendster-junkie is almost likehaving a personal web page but with fewer hassles. Second,teenagers’ opinions are usually ignored by the adultcommunity. For this reason teenagers love the website somuch since it provides a source of creative outlet. You canwrite whatever you wish-even your life story, on your page.

Third, in Friendster, there is also bulletin board whereyou can post any notices or messages for your friends to see.For those who are shy, Friendster is a good means ofcommunication. In this cas, people tend to have a lot lessinhibitions when they remain ‘face-less’

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From all of that, it can be clearly seen that Friendster isa modern media for all people. Especially youngsters, tocommunicate freely without being hesitated of beinghumiliated by others, because we don’t need to show up ourpersonal information. For a quite person, you might learn iteasier to talk to new people through messaging where youtrue identity remains hidden.

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Text 2

Reading passage entitled “Use of Formalin and Other Additives in Foods”Taken from Unit 4B in the English Alive textbook

Use of Formalin and Other Additives in Foods

The use of formalin and other dangerous preservativesin foods has been a serious problem for three reasons.

Firstly, formalin is not for human beings, but it is forbiological specimen and experiments. Formalin in Biology isa 10% solution of formaldehyde in water which is usuallyused as a disinfectant or to preserve biological specimens.Thus, it is not for food preservative. Of course when it is usedfor food preservative, it will be very dangerous to human’sbody.

The second reason is that there is no tight control formthe government. This condition make the people’s health isreally in a threat. When the control is weak and the use offormalin was spread wide all over the Indonesian regions,and these days it has really happened, the citizens’ body willbe badly contaminated with the poisons. Fish or food tradersstill sell theirs products which contain formalin anddangerous preservatives. Can you imagine that our digestivesystem absorbs the substance that should be for the humanand animal corpses?

The third is that the difficult economy seems not to end.This can make this situation worse. We all know today’seconomy is very difficult. People buy daily products andfulfill their need with high costs. Things are getting more andmore expensive consequently, the food production costincreases. For example, the preservation process for fish willbe much cheaper if the producers use formalin. They knowthe danger of formalin, but they don’t care about the other’shealth. What is in their mind is only how to get profit.

Considering the reasons, we can make a conclusion thatthe use of formalin and other preservatives is really a seriousproblem if it is not resolved immediately.

Thesis

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Text 3

Reading passage entitled “Use Street Vendors: Survival Strategy orEntrepreneurship?” Taken from Unit 5B in the English Alive textbook

Street Vendors: Survival Strategy or Entrepreneurship?

In the cold early morning, Matra smokes a cigarette anddrinks a cup of coffee before starting his day as a vegetablehawker. In 10 minutes, he is ready to pedal his cart.

He goes to the big traditional market in PuloGadung inEast Jakarta every 3 am. A jacket, a cap and a cart are theonly things he has to accompany him. His wife and childrensupport him by blessing him from a village outside Jakarta.He lives in a modest boarding home.

As usual, he meets retailers selling fruits, fish, meat andchicken. Joking, chatting and bargaining are part of theconversation. Having spent two hours there, he moves tohousing blocks in KelapaGading sub districts. He screamsloudly, “ sayur, sayur….” (vegetables, vegetables..) to attractcustomer. Sometimes he meets new people, but most of hiscustomers are the regulars who always buy vegetables, fruits,meat and fish from him. Interesting conversation often takeplace between them.

Sometimes his regular customers owe Matra money,and sometimes Matra owes his customers there is trustbetween them. Matra knows it is his opportunity to connectwith his customers.

At 12 o’clock when he gets hungry, his stops at wartegand eats his lunch. He offers the stall owner his goods.Sometimes they will bargain. A meal of rice, tofu andvegetable is his ordinary lunch. After taking rice for an hour,he continues selling the product until 3 p.m.

At around 3 p.m. he returns to his modest boardinghome. He cleans that cart and keeps the leftover vegetables inthe refrigerator provided by the boarding manager. He takes abath and then chat with friends. The conversation continues inthe dinging room while they have dinner.

By 8 o’clock, he is already asleep, dreaming about hishope for life. And in the cold early morning, his starts again-the ordinary life of a hawker living in the informal sector.

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Like Matra, most vendors living in urbanized areas arepoorly educated and want to improve their lives. They comefrom outside Jakarta, such as from Bekasi and Karawang inWest Java, or Pati and Blora in Central java, and some areweekly commuters.

Since they cannot afford to buy land in Jakarta, thosewho are already married usually rent a house, while thosewho are still single share a room with other vendors.

Research shows some vendors work for a boss and arenot individual entrepreneurs. They are given certain among ofmoney as capital and no time limit in which they have to payit back. Most of them pay back their loan, with 2 percentsinterest, within a week, after obtaining a nap profit of betweenRp. 150.000,- and Rp. 400.000,- per 2 weeks.

Hawkers will also rent their vegetables carts from aboss, which is better for them as weekly commuters. Who willtake care of the carts if they go back to their hometowns?

It does mean though they will have to pay interest rateson their loan at the end of the week. If they cannot pay withina week, they will pay the following week. Those who can paywill borrow money again. It is a recurring cycle, and Matra isonly one of many who live it. He has been in the business for10 years now.

It seems he and his friends have no other choice. Thereare no jobs for low-educated people like him, and Matra doesnot have a rice field in his village where he could work.Fortunately, his neighbor and boss, who built up his ownwealth in Jakarta, offered him a job as a hawker.

Matra wants his children to have a good education andgood jobs. He is ready to work hard, and by doing so he cansave at least Rp. 600.000 per month to deliver to his family. Itis a large amount of money for people living in their village.

But for the hawkers who live with their family inJakarta, Rp. 600.000 is not enough. Fortunately, they havetheir own strategy to deal with hardship. Some of their wivesopen stalls or small shops, while others work as maids orhousekeepers.

There are lessons to be learnt from hawkers. There aremany “Matras” in big cities like Jakarta. As vegetablevendors, their work can be considered a form of selfemployment that the government should support by creatingincentives for them.

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Do hawkers know about the micro-finance creditscheme for small entrepreneurs? If do, why do not use thegovernment-funded scheme? Why do they prefer to loanmoney from their boss?

These are questions the government should answer toempower small entrepreneurs, in order to reduceunemployment in the country. Otherwise, their routineactivity is just a survival strategy.

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APPENDIX 5

The generic structure of Spoof Text

Text 1

Reading passage entitled “School Daze”


School Daze

It was at the end of the school year, and a kindergartenteacher was receiving gifts from her students the florist’s sonhanded her a gift. She shook it, held it overhead, and said, “ Ibet I know what it is. Flowers” “ That’s right”, the boy said. “But how did you know?” “Oh, just a wild guest,” she said.The next pupil was the candy shop owner’s daughter. Theteacher held her gilt overhead, shook it, and said, “ I bet I canguess what it is. “ A box of sweets”.“ That’s right, but howdid you know?” asked the girl. “ Oh, just a lucky guess,” saidthe teacher.

The next gilt was from the son of the liquor storeowner. The teacher held the package overhead, but it wasleaking. She touched a drop of the leakage with her finger andlicked it. “ is it wine?” she asked. “No, the boy replied, withsome excitement. The teacher repeated the process, taking alarger drop of the leakage to her tongue. “Is it champagne?”she asked. “No, the boy replied, with more excitement. Theteacher took one more taste before declaring, “I give up, whatit is?”

With great happiness, the boy replied, “It’s a puppy!”

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Text 2

Reading passage entitled “The Zoo Job Story”


The Zoo Job Story

One day a clown was visiting the zoo and attempted toearn some money by making a street performance. He actedand mimed perfectly some animal acts. As soon as he startedto drive a crowd, a zoo keeper grabbed him and dragged himinto his office.

The zoo keeper explained to the clown that the zoo’smost popular gorilla had died suddenly and thee keeper wasfear that attendance at the zoo would fall off. So he offeredthe clown a job to dress up as the gorilla until the zoo couldget another one. The clown accepted this great opportunity.So the next morning the clown put on the gorilla suit andentered the case before the crowd came. He felt that it was agreat job. He could sleep all he wanted, played and made funof people and he drove bigger crowds than he ever did as aclown.

He pretended to be a gorilla successfully. However,eventually the crowds were tired of him for just swinging ontires. He began to notice that the people were paying moreattention to the lion in the next cage. Not wanting to lose theattention of the audience, he decided to make a spectacularperformance. He climbed to the top of his cage, crawledacross the partition, and dangled from the top to the lion’scage. Of course, this made the lion furious, but the crowdpeople loved it. At the end of the day the zoo keeper came andgives him a rise of being such a good attraction. Well, thiswent on for some time, he kept taunting the lion, the audiencecrowd grew a larger, and his salary kept going up. Then oneterrible day happened. When he was dangling over the furiouslion, he slipped and fell into the lion cage. The clown wasreally in big terrible situation. He was terrified.

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Sooner the lion gathered itself and prepared to pounce.The clown was so scared. He could do nothing and he beganto run around and round the cage with the lion close andcloser behind. Finally, the lion could catch him. The clownstarted screaming and yielding. “Help me, help me!”, but thelion was quick and pounces. The clown soon found himselfflat on his back looking up at the angry lion and suddenly heheard a voice from the lion’s mouth, “shut up you idiot! Doyou want to get us both fired?”

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Text 3

Reading passage entitled “The Zoo Job Story”


Nasereddin’s Coat

One day Nasreddin had been invited to the dinner party.He went to the party by wearing old clothes. When he arrivedin the party, nobody looked at him and nobody gave him aseat. He got no food in the party so he went home and changehis clothes. Next he put on his best clothes. He wore hisnewest coat and went to the party again. The host at once gotup and came to meet him. The host offered him the best tableand gave him a good seat and served him the best food.

Nasreddin sat and put off his coat. He put his coat andsaid; “Eat the food, coat!” the hosts and guests were verysurprised and asked Nasreddin; “what are you doing?”Nasreddin replied calmly; “When I came here with my oldclothes, nobody looked at me. Then I went home and put onmy best clothes. I came back in my newest coat and you allgive me this best food and drink. So, you give food to my coatinstead of me”. Getting Nasreddin’s answer, they just shookthe head.

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APPENDIX 6

The generic structure of Hortatory Exposition

Text 1

Reading passage entitled “Cash or Charge”


Cash or Charge

“Cash or charge?” the cashier asks. “ charge, please,” Mrs.Delia says, giving her credit card to the cashier. Mrs. Deliarelies on paying with this kind of payment. She pays cash onlywhen she buys things cost under Rp. 50.000, she has been usingcredit card for years, and she never gets any difficulty with it.She keeps careful track of what she has bought by credit card.She always checks that she doesn’t exceed her spending limit,and pays her monthly dues on time.

Credit cards have not only benefits but also risks. A creditcard serves as legal payment. It is issued by a bank to anindividual for a set period of time. To become eligible or a creditcard, we must usually have a bank account and meet therequired minimum annual income. Based on our income, theissuer sets a credit limit, which we should not exceed.

The most practical benefit of the credit card is thatcardholders do not need to carry cash with them. Cards come inhandy. With credit card, we can pay for things in an emergency,without having to wait for our end-of-month paycheck. Besides,most credit card services have insurance plans. If we pay for ourairfare with a credit card, we are automatically insured againsttravel accidents, not just on the flight, but during the whole trip.Some cards issuers offer purchase insurance. In case of lost,theft or accidental damage of the good bought, the cardholderscan submit a claim so that he or she will not be charged for theitems.

However, with all its benefit, having a credit card involvessome risks. One is the cardholder’s tendency to spend more

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money than he or she should, or can afford to. Using credit cardas payment also means buy-now- pay-later. Actually, when youuse credit card, you buy on credit, which means that you have topay interest. The interest charged will add up when you fail tomake regular monthly payments. Another risk is beingovercharged: you have to pay for things you have not bought. Inthis situation, you have to send in a claim stating that you didnot make the purchase charged to your account.

Take a good care of your credit card. A damaged card mayhinder the processing of your transactions. In case of loss ortheft, immediately call the 24-hour customer service. They willblock your card and you will get a replacement. You don’t wantto be in spot when you are paying for something, do you ?creditcards are, indeed, very convenient as far as we use it wisely andefficiently.

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Text 2

Reading passage entitled “Be Always Alert”


Be Always Alert

Recent studies have revealed that our approach to lifedetermines the state of our health. Our diet, habits, personality,as well as our environment are some important factors that caninfluence our health positively or negatively.

We know that our everyday choice of food is vital to ourhealth. A poor diet of fatty foods, such as red meat, dairyproducts, cakes, biscuits, ice cream, and food containingartificial preservatives, like canned food, may cause healthproblems.

Eating too much can result obesity. The more overweight aperson is, the more likely he or she will suffer from illness,among others high blood pressure. People who lead an inactivelife and don’t like exercising regularly are also more apt tobecome obese than those who like jog, take a brisk walls, climbstairs, or even go disco dancing.

Bad habits, such as smoking and heavy drinking, can alsolead to many health problems. A smoker’s chances ofdeveloping heart disease are at least twice those of a nonsmoker. Smoking can also cause other serious illnesses,especially lung cancer. For those who choose to drink alcohol, alittle amount can do no harm. But a person who drinksexcessively could be prone to high blood pressure and strokes.

Much worse than smoking and drinking is an addiction todrugs. Since addicts tend to become preoccupied with the dailyritual of obtaining and taking drugs, they often do not take careof themselves and may suffer from depressions, malnutrition,infections, and diseases or injuries. Drug additions, can ruinperson’s life, both physically and mentally.

Researchers also say that our personal character can have asignificant effect on the way we live. Having an impatient, badtempered or ambitious personality can generate a lot of stress.On the other hand, a calm, patient nature will lessen the tensionsof life.

Do you feel that your life is an unending series ofchallenges? You may think that you have to keep on top at alltimes; if not, things may get out of control. To get things done,

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you push things forward. You bring work home, even on theweekends. Not necessary! You have to find time to take care ofyourself, to exercise, or to spend weekends leisurely with yourfamily or friends to avoid getting stress.

And finally, our environment also influences alsoinfluences our state of health to some extent. We are bound toget sick more easily if we live in polluted environment.

We surely think if we are disciplined enough to lead ahealthy lifestyle, manage our life healthily, we have a goodchance of being fit and staying fit for many years to come. Ifnecessary, we must be strict to our selves fighting for the desirethat may fall us down to harmful situation.

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Text 3

Reading passage entitled “We Should Change the Payment”


We Should Change the Payment System

Nowadays, the payment gradually changes. Most peopleuse debit cards instead of cash to make payment. They think it ismore effective, efficient, easier, and simpler. However, there arestill arguments about the use of debit cards as a method ofpayment.

Well, if use the card, you will say that the card is sopractical. You don’t need to count meticulously how much youshould pay. When paying using cash, people are afraid ofmaking mistakes in counting the banknote for both the paymentand the change. With debit cards, the mistake is made smaller.

Moreover, you should know that the debit cards are saferthan money. Suppose you bring a lot of money when travelling,if it was lost or stolen. You would be left with nothing in yourhands. However, if you brought a debit card, you just shouldphone the bank which issues the card to block it.

On the other hand, people who disagree on the use of debitcard will say that its use is so limited. When you buy somethingin a traditional market, or a vendor, for example, can you payusing a credit card? Of course not.

Another thing is that, if you want to use the card, youshould make a purchase at minimum amount. If you make lessthan the minimum transaction, you cannot make use of the card.

For those reasons we think that the credit cards are not onlyfully effective as means of payment. We should trace theincoming and ongoing money in our accounts. Besides, we haveto control our habit of ‘buying first, paying later’ habit.Otherwise, without being realized we are charged a lot. Youdon’t have to use credit cards if it is not necessary.

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Text 4

Reading passage entitled “Japan’s Firm Develop Cars for Elderly”


Japan’s Firm Develop Cars for Elderly

TOKYO: A Japanese carmaker is developing an electricvehicle that can help elderly drivers with braking and steeringby detecting slow responses and a lack of attentiveness, officialssaid.

Autech Japan Inc., affiliated with Nissan Motor Co. Ltd.,aims to launch the Micro Utility Vehicle in Japan in 2006 in co-operation with Tokyo University and other institutions.

The vehicle would be equipped with sensors and camerasthat would examine movements of the driver’s arms, legs, andeyes and detect shortcomings in his or her driving skills. “It isnecessary to provide an easy-to-drive, safe means of transportfor elderly people to enable their social participation”, Autechand its collaborators said in a project plan. The number of seniordriver’s is expected to surge given Japan’s rapidly grayingsociety.

Autech has already developed an electric-poweredprototype one-seater, which runs at a maximum speed of 60kilometers per hour. –AFP

(Taken from Jakarta Post, Tuesday , May 5th, 2004)

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APPENDIX 7

The Linguistic Features of Narrative Text

Text 1

Reading passage Untitled taken from Unit 2A (Task 6) in theEnglish Alive textbook

It had been a tiring day I spent most energy I had to do school

activities. Arriving at home, without taking a bath and had drink

Iflopped down on the sofa in front of the TV. I started flipping

through the channels and suddenly there she was. My jaw dropped

open. It was clearly written on the screen – that convinced me the

video jockey was ArinNarendra. Those eyes and her pearly-white

teeth. It was really her. I jot down the VJ’s email address which also

appeared on the screen. “ Does she still remember me?” I tried to

convince myself that “she does”. We were very close when we were

also neighbor. She lived next door. I didn’t understand why her family

suddenly moved without giving me a chance to say goodbye. My

father said it was due to her father’s promotion to handle other branch

office in other city. Since then, I had never seen Arin anymore, and I

didn’t think seriously about it.

I couldn’t sleep that night, so I decided to email to her. I quickly

turned on my computer. It was not easy. I spent two hours before I

finally found the words to write. My fingers were trembling. How

relief I was when finally I read the word ‘done’ on the screen. The

next was the time when I was always been tortured waiting the reply

from her. “Oh God, I want the time goes by very quickly”. I

remembered when I made a silly joke to make her nice face. I threw a

stone toward her mango. After hearing the sound of thudding noise-

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the fall of the stone to the ground, preceded by the sound of leaves

rustling, not long after she came into the house feeling annoyed. And

I?ha..ha..ha, I enjoyed this tense situation behind the curtain of my

house window. The next morning, of course I pretended knowing

each other, and did a lot of school activities together. No mention we

helped and shared each other.

For two days, I checked my email every two hours even if I had

to stop at the nearest internet café somewhere on high way. Then this

short e-mail this morning. “Dimas, how can I forget you? You are the

one who threw stones to the mango tree in front of my house, just to

tempt me”. Start from her first e-mail, I get a lot from her. At least

once in two days. We are close again. We are not just friend but more

than that. We are lovers.

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Text 2

Reading passage entitled “Actor-like English Instructor” takenfrom Unit 3B (Task 8) in the English Alive textbook

Actor-like English Instructor

My English instructor was very handsome and charming. His

styles in teaching make the students starred at him and keep away

from him reluctantly. I was one of his fans. He was very popular

among the students. His personality is as nice as his appearance. He

was friendly, helpful, punctual, creative, and above all, professional.

He always knew what he was doing in class. He looked like an actor.

Thousands of girls must have fallen in love with him, included me. It

was the last meeting of my English class before the promotion test.

Many of my friends said that they were disappointed of not meeting

again with Mr. Dion. Some of them, especially me were different. I

myself felt blue, sad and uncertain. Next meeting, different teacher

would come to my class and not Mr. Dion anymore. He wanted to

resign for his personal purpose.

A minute later the bell rang and Mr. Dion walked in my heart

didn’t beat rhythmically. He smiled and said “Okay class, as I told

you before, this will be my last meeting with you. I am leaving for

Malaysia for another job”. “Oh…Mr. Dion, take me anywhere you

go,” my heart cried out. “ And before I go I will give each of you a

card. The card contains a message I want you to remember, OK?” He

started distributing small cards, each with a student’s name on it.

Everyone was curious and excited.

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“Tommy, Erlita, Emma, Iwan ,Dea…,” that’s me! I took it quickly,

and put it among the pages of my book. I didn’t know what to do.

Read? No! I didn’t want my friends knew the change of my face, if his

words disappointed me. I had not enough time to think about it. When

suddenly Mr. Dion said goodbye and shook everybody’s hand,

including mine. His hand was very soft but his shake was really firm.

Then he left.

“ Dea , my sweetheart! I have tried to write my impressions of you

on this card, but no word came up. I decided to say it personally, in a

special moment while having dinner. If you don’t mind come to

‘Gajah’ restaurant, tomorrow night at 8.00 p.m. let me know first if

you will come. Dion: 081227953332 (the day after this number will be

de-activated)”.

I loudly cried. “ No, it’s too late. How stupid I am”. With tear

falling down unbearably, I drove my car leaving my house hurriedly

without knowing where to go. Suddenly, I remember his other mobile

phone number I got in the first meeting of the class. He mentioned it

unintentionally when Maya asked his phone number during the ‘ice

breaking’ activity. And I happened wrote it. I dialed the numbers, and

I almost died to hear the voice from other side, “hello…is that you

Dea?” “OH…!”

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Text 3

Reading passage entitled “Marriage Proposal” taken from Unit6A (Task 9) in the English Alivetextbook

Marriage Proposal

At most American girls, I have grown up dreaming of my wedding

day. I pictured myself in a stunning, white gown, standing next to

someone who resembled Ken, the male Barbie. I would vision a

crowd of friends and family that were there to see me enter into a

never ending fairytale. For some reason, I always left the most

important part out. Which is, having the man that God created just for

me ask me to marry him.

I experienced a life defining moment on September 21, 2002. That

was the day that John, also known as the most perfect person in the

world, asked me to marry him. The weather that day was so nice that

it forced us to skip class and spend the afternoon sitting on the bench

in park. I did notice that John’s smile was little wider than normal, and

I assumed he was up to something. I had no idea what he was about to

do through. When he asked if he could give me a foot massage, I was

positive that something was about to happen. I went along with him,

and anxious to see what he had in store. About twenty minutes

patted before he casually asked what was hanging in my dorm room

window that was facing by back. When I turned to look at my third

floor window I read a banner that asked, “ Will you marry me?” wow!

I was in shocked. When I turned to look at John he had pulled the

ring out of his pocket and pushed it toward me. He anxiously waited

for answer while I sat there speechless. He finally interrupted the

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chaos that was going through my mind by saying, “well?” I stumbled

across the words, “ Of course.”

That was such a great day. I knew, without a doubt, that this was

the man that I am supposed to marry. This is the man that I will grow

with, spiritually, emotionally, and physically. Praise God for sending

such a wonderful person into my life.

76

Text 4

Reading passage entitled “The Smartest Animal” taken fromUnit 6B (Task 8) in the English Alivetextbook

The Smartest Animal

Once there was a farmer from Laos. Every morning and every

evening, he ploughed his field with his buffalo. One day, a tiger saw

the farmer and his buffalo working in the field. The tiger was very

surprised to see a big animal listening to a small animal. The tiger

wanted to know more about the big animal and the small animal. After

the man went home, the tiger spoke to the buffalo; “You’re so big and

strong. Why do you do everything the man tells you?” the buffalo

answered;“Oh, the man is very intelligent”.

The tiger asked; “can you tell me how intelligent he is?”“No, I

can’t tell you”, said the buffalo; “but you can ask him” so the next

day the tiger asked to the man; “can I see your intelligence?” but the

man answered; “it at home”. “Can you go and get it?” asked the tiger.

“Yes” said the man; “but I’m afraid you will kill my buffalo when I’m

gone. Can I tie you to a tree?”

After the man tied the tiger to the tree, he didn’t go home to get his

intelligence. He took his plough and hit the tiger. Then he said; “now

you know about my intelligence even you haven’t seen it.


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APPENDIX 8

The Linguistic Features of Functional Text

Text 1

Poster, untitled taken from unit 3A (Task 7) in the English Alive textbook

Text 2

Poster, entitled “ I Also Need Sleeping” taken from unit 3A (Task 7) inthe English Alive textbook

Present tense

Imperativesentence

Imperative sentence

Presenttense

78

Text 3

Poster, entitled “I need to grow and be mature” taken from unit 3A (Task8) in the English Alive textbook

Present tense

Imperativesentence

79

Text 3

Poster, entitled “I need to grow and be mature” taken from unit 10A(Task 9) in the English Alive textbook

Present tense

Imperativesentence

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APPENDIX 9

The Linguistic Features of Report Text

Text 1

Reading passage entitled “Voice over Internet Protocol (VoIP)”taken from Unit 1A (Task 16) in the English Alive textbook

Voice over Internet Protocol (VoIP)

Technically speaking, VoIP is method for taking analog audio signals

and turning them into digital data to be transmitted over the internet.

Economically speaking, it’s a way of reducing the cost of a long-distance

call to1/10th its current cost. How is this possible? Most phone lines use

what is called circuit switched network. Once communication is

established, the line is kept open for the two communicating people until

the phone is hung up. You pay for the whole duration although you

actually use the line for sending audio signals only half the time (the other

half you’re listening to the person speaking). In addition, when

speaking, there are intervals when you don’t say anything at all, for

example when you are taking a breathe. With VoIP, the audio signals are

rid of these silent intervals, and then changed into one digital file. The file

is chopped into small packets and sent over the internet. While circuit

switching keeps the line continuously. Open, packet switching opens the

connection for a brief moment only when there is a packets to be sent or

retrieved. Furthermore, instead of sending the packets over one

IntroduceGeneralAspect

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dedicated line, packet switching sends them through different networks,

each time letting the network find the least congested and cheapest line.

VoIP calls can be made from PC to PC using software (Yahoo!

Messenger, Google Talk, Skype, etc.). A sound card, a headset, and a fast

Internet connection (not a dial-up); there’s no charge except for the

normal ISP bill. You can also call from a home phone using an analog

telephone adaptor, or from a special IP phone, with VoIP services from a

VoIP provide; thus long distance rates are much reduced, and browsing

and downloading services are included.

With lower prices and flexibility as the upshot, the VoIP services can

easily win over conventional phone customers. In fact, more and more

phone companies offer, VoIP services to their customers, especially for

business, for example, XL, Telkomsel, or Info Asia Telecom.

On the other hand, VoIP has a major flaw; reliability. VoIP phones

depend on electricity, no communication. VoIP is also susceptible to

Internet problems like packet loss (resulting in garbled voice), delay,

viruses, and hackings. In addition, infrastructure and regulation in

Indonesia still hamper the development of VoIP and its providers.

Internet access in Indonesia is still too expensive, not to mention slow.

Besides, government regulations restrict the linking of VoIP networks to

Telkom’s.

Hopefully, in the future all of these problems can be solved so that

customers can get the most out of this technology.


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Text 2

Reading passage entitled “Voice Conversational Involvement”taken from Unit 1B (Task 15) in the English Alive textbook

Conversational Involvement

In her book “You Just Don’t Understand”, the sociolinguistic

researcher, Deborah Tennen, discussesthe notion that people from some

cultures value high involvement conversation pattern, while others

value high considerateness patterns.

Many people from high cultures that prefer high involvement styles

tend to when (1) talk more; (2) interrupt more; (3) expect to be

interrupted; (4) talk more loudly at times; (5) talk more quickly than those

from cultures favoring high considerateness styles. Many high

involvement speakers enjoy arguments and might even think that others

are not interested if they are not ready to engage in heated discussion.

On the other hand, people from cultures that favor high

considerateness styles tend to (1) speak one time; (2) use polite listening

sounds; (3) refrain from interrupting; and (4) give plenty positive and

respectful responses to their conversation partners. Most teachers of

English as a Second Language (ESL) in multi cultural classrooms have

observed that some students become very involved in classroom

conversation and discussion, whereas others tend to participate only in

hesitant manner. The challenge for the teacher is not to allow the high

involvement group to dominate discussion.



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The cultures that Tennen characterizes as having high involvement

conversational styles includes Russian, Italian, Greek, Spanish, South

American, Arab and African. In general, the various communication

styles in Asian cultures (e.g. Chinese and Japanese) would be

characterized as high considerateness. Mainstream American

conversation styles would be also is characterized as high considerateness

although it differs significantly from the various Asian patterns. There are

important regional and ethnic differences in conversation styles within the

United States.

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Text 3

Reading passage entitled “Secretary” taken from Unit 5A (Task18) in the English Alive textbook

Secretary

Secretary comes from a word secret means being kept from the

knowledge of others. From this word it is clear that a secretary is an

employee or official responsible for the secret of an office or

organization. An office or other organizations need a head or a chief as

well as a secretary to its secretarial work. A good secretary makes

secretarial work flow intensively and interworked correlation is created

among them. On the contrary, a false secretary well creates a

disorganized atmosphere in an office or anywhere she is.

A secretary being employed in an office is different from that being

charged in a society or other organization. The former is an employee

dealing with secretarial work for a particular member of the staff. It’s

usually called private secretary. And the letter is an official having charge

of secretarial work for a particular member of a society, club, or other

organization. It’s normally called honorary secretary.

The secretary deals with daily office activities like correspondences,

keeping record, making argument and appointments for a particular staff.

The secretary being employed in an office is completely responsible for

managing all secretarial work and distributing the work to the staff. In

other word, she or he is in charge of handling office work effectively.



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APPENDIX 10

The Linguistic Features of Analytical Exposition

Text 1

Reading passage entitled “Friendster” taken from Unit 2B (Task9) in the English Alive textbook

Friendster

Friendster is a website on the internet that helps make friends. All

you need to do is sign up, and create an account by filling in the required

data. It’s free of charge. Unlike most website, Friendster doesn’t sell

people e-mail address, so you don’t have to worry of receiving

unwanted junk e-mail. Basically, Friendster works on the theory of six

degrees of separation, and if you added one friend, you automatically

have accessed to all of the people that are connected to that friend. From

here, you can tapinto a huge network of people. Fantastic! Easy, cheap,

but amusing.

First, a self-professed Friendster-junkie is almost like having a

personal web page but with fewer hassles. Second, teenagers’ opinions

are usually ignored by the adult community. For this reason teenagers

love the website so much since it provides a source of creative outlet. You

can write whatever you wish-even your life story, on your page.

Third, in Friendster, there is also bulletin board where you can post

any notices or messages for your friends to see. For those who are shy,

Friendster is a good means of communication. In this case, people tend

to have a lot less inhibitions when they remain ‘face-less’

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From all of that, it can be clearly seen that Friendster is a modern

media for all people. Especially youngsters, to communicate freely

without being hesitated of being humiliated by others, because we don’t

need to show up our personal information. For a quite person, you might

learn it easier to talk to new people through messaging where you true

identity remains hidden.

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Text 2

Reading passage entitled “Use of Formalin and other Additives inFoods” taken from Unit 4B (Task 18) in the English Alive

textbook

Use of Formalin and other Additives in Foods

The use of formalin and other dangerous preservatives in foods has

been a serious problem for three reasons.

Firstly, formalin is not for human beings, but it is for biological

specimen and experiments. Formalin in Biology is a 10% solution of

formaldehyde in water which is usually used as a disinfectant or to

preserve biological specimens. Thus, it is not for food preservative. Of

course when it is used for food preservative, it will be very dangerous to

human’s body.

The second reason is that there is no tight control form the

government. This condition make the people’s health is really in a threat.

When the control is weak and the use of formalin was spread wide all

over the Indonesian regions, and these days it has really happened, the

citizens’ body will be badly contaminated with the poisons. Fish or food

traders still sell their products which contain formalin and dangerous

preservatives. Can you imagine that our digestive system absorbs the

substance that should be for the human and animal corpses?

The third is that the difficult economy seems not to end. This can

make this situation worse. We all know today’s economy is very

difficult. People buy daily products and fulfill their need with high costs.

Things are getting more and more expensive consequently, the food

production cost increases. For example, the preservation process for fish

will be much cheaper if the producers use formalin. They know the

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danger of formalin, but they don’t care about the other’s health. What is

in their mind is only how to get profit.

Considering the reasons, we can make a conclusion that the use of

formalin and other preservatives is really a serious problem if it is not

resolved immediately.

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Text 3

Reading passage entitled “Street Vendors: Survival Strategy or Entrepreneurship?”

taken from Unit 5B (Task 12) in the English Alive textbook

Street Vendors: Survival Strategy or Entrepreneurship?In the cold early morning, Matra smokes a cigarette and drinks a cup

of coffee before starting his day as a vegetable hawker. In 10 minutes,he is ready to pedal his cart.

He goes to the big traditional market in PuloGadung in East Jakartaevery 3 am. A jacket, a cap and a cart are the only things he has toaccompany him. His wife and children support him by blessing him froma village outside Jakarta. He lives in a modest boarding home.

As usual, he meets retailers selling fruits, fish, meat and chicken.Joking, chatting and bargaining are part of the conversation. Having spenttwo hours there, he moves to housing blocks in KelapaGading subdistricts. He screams loudly, “ sayur, sayur….” (vegetables, vegetables..)to attract customer. Sometimes he meets new people, but most of hiscustomers are the regulars who always buy vegetables, fruits, meat andfish from him. Interesting conversation often take place between them.

Sometimes his regular customers owe Matra money, and sometimesMatra owes his customers there is trust between them. Matra knows it ishis opportunity to connect with his customers.

At 12 o’clock when he gets hungry, his stops at warteg and eats hislunch. He offers the stall owner his goods. Sometimes they will bargain.A meal of rice, tofu and vegetable is his ordinary lunch. After taking ricefor an hour, he continues selling the product until 3 p.m.

At around 3 p.m. he returns to his modest boarding home. He cleansthat cart and keeps the leftover vegetables in the refrigerator provided bythe boarding manager. He takes a bath and then chat with friends. Theconversation continues in the dinging room while they have dinner.

By 8 o’clock, he is already asleep, dreaming about his hope for life.And in the cold early morning, his starts again-the ordinary life of ahawker living in the informal sector.

Like Matra, most vendors living in urbanized areas are poorlyeducated and want to improve their lives. They come from outsideJakarta, such as from Bekasi and Karawang in West Java, or Pati andBlora in Central java, and some are weekly commuters.

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Since they cannot afford to buy land in Jakarta, those who are alreadymarried usually rent a house, while those who are still single share a roomwith other vendors.

Research shows some vendors work for a boss and are not individualentrepreneurs. They are given certain among of money as capital and notime limit in which they have to pay it back. Most of them pay back theirloan, with 2 percents interest, within a week, after obtaining a nap profitof between Rp. 150.000,- and Rp. 400.000,- per 2 weeks.

Hawkers will also rent their vegetables carts from a boss, which isbetter for them as weekly commuters. Who will take care of the carts ifthey go back to their hometowns?

It does mean though they will have to pay interest rates on their loan atthe end of the week. If they cannot pay within a week, they will pay thefollowing week. Those who can pay will borrow money again. It is arecurring cycle, and Matra is only one of many who live it. He has beenin the business for 10 years now.

It seems he and his friends have no other choice. There are no jobsfor low-educated people like him, and Matra does not have a rice field inhis village where he could work. Fortunately, his neighbor and boss, whobuilt up his own wealth in Jakarta, offered him a job as a hawker.

Matra wants his children to have a good education and good jobs. Heis ready to work hard, and by doing so he can save at least Rp. 600.000per month to deliver to his family. It is a large amount of money forpeople living in their village.

But for the hawkers who live with their family in Jakarta, Rp. 600.000is not enough. Fortunately, they have their own strategy to deal withhardship. Some of their wives open stalls or small shops, while otherswork as maids or housekeepers.

There are lessons to be learnt from hawkers. There are many “Matras”in big cities like Jakarta. As vegetable vendors, their work can beconsidered a form of self employment that the government should supportby creating incentives for them.

Do hawkers know about the micro-finance credit scheme for smallentrepreneurs? If do, why do not use the government-funded scheme?Why do they prefer to loan money from their boss?

These are questions the government should answer to empowersmall entrepreneurs, in order to reduce unemployment in the country.Otherwise, their routine activity is just a survival strategy.

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APPENDIX 11

The Linguistic Features of Spoof Text

Text 1

Reading passage entitled “School Daze” taken from Unit 7A(Task 9) in the English Alive textbook

School Daze

It was at the end of the school year, and a kindergartenteacher was receiving gifts from her students the florist’s sonhanded her a gift. She shook it, held it overhead, and said, “Ibet I know what it is. Flowers” “That’s right”, the boy said.“But how did you know?” “Oh, just a wild guest,” she said.The next pupil was the candy shop owner’s daughter. Theteacher held her gilt overhead, shook it, and said, “I bet I canguess what it is. “ A box of sweets”. “That’s right, but howdid you know?” asked the girl. “Oh, just a lucky guess,” saidthe teacher.

The next gilt was from the son of the liquor storeowner. The teacher held the package overhead, but it wasleaking. She touched a drop of the leakage with her fingerand licked it. “is it wine?” she asked. “No, the boy replied,with some excitement. The teacher repeated the process,taking a larger drop of the leakage to her tongue. “Is itchampagne?” she asked. “No, the boy replied, with moreexcitement. The teacher took one more taste before declaring,“I give up, what it is?”

With great happiness, the boy replied, “It’s a puppy!”

Focusing onpeople/animal/certain things

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Text 2

Reading passage entitled “The Zoo Job Story” taken from Unit 7B(Task 11) in the English Alive textbook

The Zoo Job Story

One day a clown was visiting the zoo and attempted to earn

some money by making a street performance. He acted and mimed

perfectly some animal acts. As soon as he started to drive a crowd, a

zoo keeper grabbed him and dragged him into his office.

The zoo keeper explained to the clown that the zoo’s most

popular gorilla had died suddenly and the keeper was fear that

attendance at the zoo would fall off. So he offered the clown a job

to dress up as the gorilla until the zoo could get another one. The

clown accepted this great opportunity. So the next morning the

clown put on the gorilla suit and entered the cage before the crowd

came. He felt that it was a great job. He could sleep all he wanted,

played and made fun of people and he drove bigger crowds than he

ever did as a clown.

He pretended to be a gorilla successfully. However, eventually

the crowds were tired of him for just swinging on tires. He began to

notice that the people were paying more attention to the lion in the

next cage. Not wanting to lose the attention of the audience, he

decided to make a spectacular performance. He climbed to the top

of his cage, crawled across the partition, and dangled from the top

to the lion’s cage. Of course, this made the lion furious, but the

crowd people loved it. At the end of the day the zoo keeper came


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and gives him a rise of being such a good attraction. Well, this went

on for some time, he kept taunting the lion, the audience crowd

grew a larger, and his salary kept going up. Then one terrible day

happened. When he was dangling over the furious lion, he slipped

and fell into the lion cage. The clown was really in big terrible

situation. He was terrified.

Sooner the lion gathered itself and prepared to pounce. The

clown was so scared. He could do nothing and he began to run

around and round the cage with the lion close and closer behind.

Finally, the lion could catch him. The clown started screaming and

yielding. “Help me, help me!”, but the lion was quick and pounces.

The clown soon found himself flat on his back looking up at the

angry lion and suddenly he heard a voice from the lion’s mouth,

“shut up you idiot! Do you want to get us both fired?”

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Text 3

Reading passage entitled “Nasreddin’s Coat” taken from Unit 10B(Task 8) in the English Alive textbook

Nasereddin’s Coat

One day Nasreddinhad been invited to the dinner party. He

went to the party by wearing old clothes. When he arrived in the

party, nobody looked at him and nobody gave him a seat. He got no

food in the party so he went home and change his clothes. Next he

put on his best clothes. He wore his newest coat and went to the

party again. The host at once got up and came to meet him. The

host offered him the best table and gave him a good seat and served

him the best food.

Nasreddinsat and put off his coat. He put his coat and said; “Eat

the food, coat!” the hosts and guests were very surprised and asked

Nasreddin; “what are you doing?” Nasreddin replied calmly;

“When I came here with my old clothes, nobody looked at me.

Then I went home and put on my best clothes. I came back in my

newest coat and you all give me this best food and drink. So, you

give food to my coat instead of me”. Getting Nasreddin’s answer,

they just shook the head.


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APPENDIX 12

The Linguistic Features of Hortatory Exposition

Text 1

Reading passage entitled “Cash or Charge” taken from Unit8A (Task 12) in the English Alive textbook

Cash or Charge

“Cash or charge?” the cashier asks. “Charge, please,” Mrs. Delia

says, giving her credit card to the cashier. Mrs. Delia relies on paying

with this kind of payment. She pays cash only when she buys things

cost under Rp. 50.000, she has been using credit card for years, and

she never gets any difficulty with it. She keeps careful track of what

she has bought by credit card. She always checks that she doesn’t

exceed her spending limit, and pays her monthly dues on time.

Credit cards have not only benefits but also risks. A credit card

serves as legal payment. It is issued by a bank to an individual for a

set period of time. To become eligible or a credit card, we must

usually have a bank account and meet the required minimum annual

income. Based on our income, the issuer sets a credit limit, which we

should not exceed.

The most practical benefit of the credit card is that cardholders

donot need to carry cash with them. Cards come in handy. With credit

card, we can pay for things in an emergency, without having to wait

for our end-of-month paycheck. Besides, most credit card services

have insurance plans. If we pay for our airfare with a credit card, we

are automatically insured against travel accidents, not just on the

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flight, but during the whole trip. Some cards issuers offer purchase

insurance. In case of lost, theft or accidental damage of the good

bought, the cardholders can submit a claim so that he or she will not

be charged for the items.

However, with all its benefit, having a credit card involves some

risks. One is the cardholder’s tendency to spend more money than he

or she should, or can afford to. Using credit card as payment also

means buy-now- pay-later. Actually, when you use credit card, you

buy on credit, which means that you have to pay interest. The

interest charged will add up when you fail to make regular monthly

payments. Another risk is being overcharged: you have to pay for

things you have not bought. In this situation, you have to send in a

claim stating that you did not make the purchase charged to your

account.

Take a good care of your credit card. A damaged card may hinder

the processing of your transactions. In case of loss or theft,

immediately call the 24-hour customer service. They will block your

card and you will get a replacement. You don’t want to be in spot

when you are paying for something, do you? Credit cards are, indeed,

very convenient as far as we use it wisely and efficiently.

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Text 2

Reading passage entitled “Be Always Alert” taken from Unit8B (Task 10) in the English Alive textbook

Be Always Alert

Recent studies have revealed that our approach to life determines

the state of our health. Our diet, habits, personality, as well as our

environment are some important factors that can influence our health

positively or negatively.

We know that our everyday choice of food is vital to our health. A

poor diet of fatty foods, such as red meat, dairy products, cakes,

biscuits, ice cream, and food containing artificial preservatives, like

canned food, may cause health problems.

Eating too much can result obesity. The more overweight a person

is, the more likely he or she will suffer from illness, among others

high blood pressure. People who lead an inactive life and don’t like

exercising regularly are also more apt to become obese than those who

like jog, take a brisk walls, climb stairs, or even go disco dancing.

Bad habits, such as smoking and heavy drinking, can also lead to

many health problems. A smoker’s chances of developing heart

disease are at least twice those of a non smoker. Smoking can also

cause other serious illnesses, especially lung cancer. For those who

choose to drink alcohol, a little amount can do no harm. But a person

who drinks excessively could be prone to high blood pressure and

strokes.


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Much worse than smoking and drinking is an addiction to drugs.

Since addicts tend to become preoccupied with the daily ritual of

obtaining and taking drugs, they often do not take care of themselves

and may suffer from depressions, malnutrition, infections, and

diseases or injuries. Drug additions, can ruin person’s life, both

physically and mentally.

Researchers also say that our personal character can have a

significant effect on the way we live. Having an impatient, bad

tempered or ambitious personality can generate a lot of stress. On the

other hand, a calm, patient nature will lessen the tensions of life.

Do you feel that your life is an unending series of challenges? You

may think that you have to keep on top at all times; if not, things may

get out of control. To get things done, you push things forward. You

bring work home, even on the weekends. Not necessary! You have to

find time to take care of yourself, to exercise, or to spend weekends

leisurely with your family or friends to avoid getting stress.

And finally, our environment also influences also influences our

state of health to some extent. We are bound to get sick more easily if

we live in polluted environment.

We surely think if we are disciplined enough to lead a healthy

lifestyle, manage our life healthily, we have a good chance of being fit

and staying fit for many years to come. If necessary, we must be

strict to our selves fighting for the desire that may fall us down to

harmful situation.

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Text 3

Reading passage entitled “We Should Change the PaymentSystem” taken from Unit 9A (Task 8) in the English Alive

textbook

We Should Change the Payment System

Nowadays, the payment gradually changes. Most people use

debitcards instead of cash to make payment. They think it is more

effective, efficient, easier, and simpler. However, there are still

arguments about the use of debit cards as a method of payment.

Well, if use the card, you will say that the card is so practical. You

don’t need to count meticulously how much you should pay. When

paying using cash, people are afraid of making mistakes in counting

the banknote for both the payment and the change. With debit cards,

the mistake is made smaller.

Moreover, you should know that the debit cards are safer than

money. Suppose you bring a lot of money when travelling, if it was

lost or stolen. You would be left with nothing in your hands.

However, if you brought a debit card, you just should phone the bank

which issues the card to block it.

On the other hand, people who disagree on the use of debit card

will say that its use is so limited. When you buy something in a

traditional market, or a vendor, for example, can you pay using a

credit card? Of course not.

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Another thing is that, if you want to use the card, you should

makea purchase at minimum amount. If you make less than the

minimum transaction, you cannot make use of the card.

For those reasons we think that the credit cards are not only fully

effective as means of payment. We should trace the incoming and

ongoing money in our accounts. Besides, we have to control our

habit of ‘buying first, paying later’ habit. Otherwise, without being

realized we are charged a lot. You don’t have to use credit cards if it

is not necessary.

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Text 4

Reading passage entitled “Japan’s Firm Develop Cars Eldery”taken from Unit 9B (Task 13) in the English Alive textbook

Japan’s Firm Develop Cars for Elderly

TOKYO: A Japanese carmaker is developingan electric vehicle

that can help elderly drivers with braking and steering by detecting

slow responses and a lack of attentiveness, officials said.

Autech Japan Inc., affiliated with Nissan Motor Co. Ltd., aims to

launch the Micro Utility Vehicle in Japan in 2006 in co-operation with

Tokyo University and other institutions.

The vehicle would be equipped with sensors and cameras that

would examine movements of the driver’s arms, legs, and eyes and

detect shortcomings in his or her driving skills. “It is necessary to

provide an easy-to-drive, safe means of transport for elderly people to

enable their social participation”, Autech and its collaborators said in

a project plan. The number of senior driver’s is expected to surge

given Japan’s rapidly graying society.

Autech has already developed an electric-powered prototype one-

seater, which runs at a maximum speed of 60 kilometers per hour. –

AFP.

(Taken from Jakarta Post, Tuesday , May 5th, 2004)

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APPENDIX 13

A. Indicators Developed in the Textbook Based on Syllabus

Unit 1A

1. Task 18 What is VoIP actually? (Indicators 2&7)

2. Task 19 The followings are taken from the text. Match with their correct

meaning (Indicators 13)1. Establish a. Cut into a pieces2. Interval b. Too crowded3. Chop c. Traditional4. Congested d. Build5. Conventional e. Pause

3. Task 20 Fill in the blanks with the suitable words above, and put them in

their correct forms (Indicators 14)4. Task 21

The explanation about Report Text elements (Indicators 10)5. Task 22

What are the physical characteristics of Beluntas?

Unit 1B

1. Task 14 Write A if it is said by the person answering the phone or write B if

it is the person making the call (Indicators 4)a. Can you ask her...?b. Can I take a message?

2. Task 17 State whether each statement is True or False (Indicators 14)

a. High considerateness is not an American style

Unit 2A

1. Task 7 Fill in the blanks with the words in the box (Indicators 13)

2. Task 8 What kind of friendship did actually Dimas and Arin have?

(Indicators 5) How could Arin know that Dimas was actually the person who had

thrown the stones to her mango tree? (Indicators 6)

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What was the real reason for Dimas threw stones toward Arin’smango tree? (Indicators 15)

3. Task 9 The explanation about Narrative Text elements (Indicators 10)

Unit 2B1. Task 8

Fill in the blanks with the words in the box (Indicators 13)2. Task 10

What can a quiet and shy person learn from friendster? (Indicators9)

3. Task 11 The explanation about Analytical Exposition text element

(Indicators 10 &11)

Unit 3A

1. Task 7

a. What is usually the message about? (Indicators 2 & 4)b. To whom are the messages for? (Indicators 11)

2. Task 9

a. Why does the writer give the heading “I need to grow and be mature?What is meant by this statement? (Indicators 14)

b. Why is the forest bare? (Indicators 6)

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c. Who is the writer do you think? A biologist, a nature lover, a botanist,or others? What make you think so?(Indicators 2)

d. What value does the writer actually want to deliver?(Indicators 4)e. What usually makes the forest fired?(Indicators 8)

3. Task 10 The explanation about functional text (poster) elements. (Indicator

10)4. Task 11

Complete the sentences with the words taken from the text(Indicator 13)

Unit 3B1. Task 9

a. What’s the relationship between Mr.Dion and Dea? (Indicators 5)b. Why was Mr.Dion described as actor? (Indicators 7)c. Which parts of the story is called complication? What makes you think

so?(Indicators 6)d. What’s the resolution of the problem? (Indicators 15)

2. Task 10 Match the words with their similar meanings (Indicators 13)

Unit 4B1. Task 18

The explanation about analytical exposition text elements(Indicators 10)

2. Task 19a. What is the purpose of the text? (Indicators 11)b. Why do food producers lie to use formalin for the preservatives

substance? (Indicators 9)c. “They know the danger of formalin, but they don’t care about the

others’ health” (paragraph 4). What does “they” in the sentence referto? (Indicators 14)

d. What should be done about this matter? (Indicators 8)e. Rewrite the text in your own words (Indicators 4)

3. Task 13 find the words in the text that have the following meanings

(Indicators 13)

Unit 5A1. Task 19

Words in the box are taken from the text in the text. Fill in theblanks with the correct words in the box (Indicators 19)

2. Task 21 The explanation about report text elements (Indicators 10)

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Unit 5B1. Task 11

Give your argument toward the following problems (Indicators 8)2. Task 13

“Research shows some vendors work for a boss and are notindividual entrepreneurs. They are given certain among of moneyas capital and no time limit in which they have to pay it back. Mostof them pay back their loan, which 2% interest within a week, afterobtain a net profit of between Rp.150.000 and Rp. 400.00p per twoweeks”. From the sentence, do you think the vegetables hawker isa truly entrepreneur or not? Don’t you think that the realentrepreneur is their boss and they are only his/her workers?(Indicators 9 &14)

3. Task 14 The explanation about analytical exposition text elements

(Indicators 10 &11)

Unit 6A1. Task 10

a. What was the writer dream? (Indicators 5)b. Could the writer’s dream come true? (Indicators6)c. Retell briefly their love story (Indicators 15)

2. Task 11 Fill in the blank with the correct words in the box (Indicators 13)

3. Task 12 The explanation about narrative text elements (Indicators 10)

Unit 6B1. Task 9

Fill in the blanks with the words from the box. They are takenfrom the text (Indicators 13)

2. Task 10a. Why did the tiger think that the farmer was also an animal (Indicators

6)b. Why do you think the buffalo didn’t want to answer the tiger question

but asked the lion to ask himself? (Indicators 4)c. Which part of the text is the complication and the resolution? (Indicator

5)

Unit 7A1. Task 8

Guessing meaning from the context (Indicators 2)2. Task 10

Match the words with their meaning (Indicators 13)3. Task 12

a. When did the silly even take place? (Indicators 5)

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b. Where the teacher’s guesses on the first, second and third give alwaysright? (Indicators 6)

c. Why did the last boy who gave gift feel exciting? (Indicators 5)4. Task 13

The explanation about spoof text elements (Indicators 10 &11)

Unit 7B1. Task 12

Match the word taken from the text with their similar means(Indicators 13)

2. Task 14a. What did the clown do to attract the audience attention?

(Indicators 6)b. What moral value can we get from this story? (Indicators 4)

3. Task 15 The explanation about spoof text elements (Indicators 10)

Unit 8A1. Task 13

Fill in the blank with any words from the text (Indicators 13)2. Task 14

The explanation about hortatory exposition text elements(Indicators 10)

Unit 8B1. Task 9

Analyze the meaning of the words (Indicators 13)2. Task 11

Based on the text above. Match the statement and the causes(Indicators 13)

Unit 9A1. Task 9

What are the advantages of using cash as payment (Indicators 8)2. Task 10

Complete the sentence with the words taken from the text(Indicators 13)

3. Task 11 The explanation about hortatory exposition text elements

(Indicators 10 & 11)

Unit 9B1. Task 14

Is the car easy to drive or not? Give your reason. (Indicators 9)2. Task 15

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Match each auto part with the correct description (Indicator 13)

Unit 10B1. Task 9

a. What value can you learn by reading this story (Indicator 4)b. Why did the host and the guest shake their heads? (Indicator 6)

2. Task 10 The explanation about spoof text elements (Indicators 10)

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THE ANALYSIS OF THE READING MATERIALS INrepository.uinjkt.ac.id/dspace/bitstream/123456789/24554/1/Rusda... · skripsientitled The Analysis of the Reading Materials in English Alive