THE READABILITY OF ENGLISH TEXTBOOK
OFTHE ELEVENTH GRADE STUDENTS OF
SMASWASTA AL-AZHAR MEDAN
A THESIS
Submitted to Partial Fulfillment of the Requirements for the Degree of
SarjanaPendidikan
By:
NADYA RIZKI ARDHANI
RegistrationNumber 2123121034
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
i
ABSTRACT
Ardhani, Nadya Rizki. Registration Number: 2123121034. The Readability of
English Textbook of the Eleventh Grade Students of SMA Swasta Al-Azhar
Medan. A Thesis. English Educational Program, State University of Medan,
2016.
This study was carried out to find out the readability level of Talk Active 2 for
Senior High School (Compulsory Program) textbook by using the Dale-Chall
readability formula and cloze test at the plus class of the eleventh grade students
of SMA Swasta Al-Azhar Medan. The population of this study was 21 reading
texts and 5 plus classes, but the researcher only took 5 reading texts and class
XI-D plus consisting of 20 students as the sample using random sampling technique.
The method used in this study was using quantitative research design. The
procedures were conducted by counting the text by using Dale-Chall readability
formula and distributing the cloze test to the students, collecting data, correcting
data, calculating data, analyzing data, interpreting data and the last was
concluding the result of the study. The analysis found that by using the
Dale-Chall readability formula (1) 2 texts have an appropriate level with the corrected
level score in Dale-Chall formula (11
th-12
thgrade): Text 3 (8.76) and Text 4
(8.00); (2) 2 texts have 9
th-10
thgrade level score: Text 2 (7.57) and Text 5 (7.97);
(3) 1 text that has 5
th-6
thgrade level score: Text 1 (5.55). The result for cloze test,
all the texts are in the Unassisted Reading Level: Text 1 (74.34%), Text 2
(90.88%), Text 3 (91.89%), Text 4 (87.59%) and Text 5 (85.66%). Based on the
Dale-Chall readability formula, the researcher gets the average score of five
reading texts is 7.57 (9
th-10
thgrade) and cloze test result 86.072% (Unassisted
Reading Level). Based on it, it can be concluded that reading texts of Talk Active 2
for Senior High School (Compulsory Program) that is used by the plus class of the
eleventh grade of SMA Swasta Al-Azhar Medan are readable. It is expected that
the finding of this research is useful for everyone who wants to study about
readability level of textbook.
ii
ACKNOWLEDGEMENT
First of all, the researcher would like to thank to the Almighty Allah SWT.
for his blessings, strength, and patience so the researcher is able to accomplish
her thesis as a partial fulfillment of the requirements for the degree of Sarjana
Pendidikan at the English Department, Faculty of Language and Arts (FBS) in
State University of Medan (UNIMED).
The historical and meaningful process of realizing this thesis, surprisingly
has created relationship and involvement between the researcher and a great
number of people who have contribution in finishing this thesis. The researcher
would like to express her sincere gratitude to:
1.
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State Universisty of Medan.
2.
Dr. Isda Pramuniati, M.Hum., the Dean Faculty of Language and Arts.
3.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and Nora
Ronita Dewi, S.Pd., S.S., M.Hum., the Head of Education Program of
English Department.
4.
Dr. Anni Holila Pulungan, M.Hum. and Rita Suswati, S.Pd., M.Hum., her
Thesis Supervisors.
5.
Dr. Rahmad Husein, M.Ed., and Indra Hartoyo, S.Pd., M.Hum., her
Thesis Reviewers.
6.
All the Lecturers of English Department who have taught and guided her
iii
7.
Drs. Arfin Awal (Alm.) and Dahniar, S.Pd., her beloved parents for their
unconditional love, warmth, pray, motivation, material, and spiritual supports.
Especially for her father, she knows that he is not here with her, but she knows
he keep supporting her from up there, may Allay give him best place for him
on his side. Especially for her mother, she thanks her for everything. She
thanks her for guiding her in every step. She is nothing without her.
8.
Bang Tezar, Bang Hafiz, Kak Nazlia, and Bang Razif, her brothers and
sister for their motivation and support.
9.
Zidan and Aliyah, her nephew and niece, for their cheerfulness.
10.
Eis Sri Wahyuni, M.Pd. and Mr. Pantes, the administration staff of English
Department, for their attention, assistance and information.
11.
Her beloved best friends Irma and Iza, for being her friend, for all the things
happen in these four years, for all the motivation and support. Her best friend
Nurul, for being her. Her thesis fighter mates, Flo and Boy.
12.
Her best friends from PPLT UNIMED 2015, Alfi and Nisyah for the support.
13.
All the students of B Class of English Education 2012 for these four years.
There are many people whose names are not mentioned above, the
researcher thanks them for their support in finishing her study, may Allah SWT.
bless you all.
Medan, September 2016
The Researcher
iv
TABLE OF CONTENTS
Pages
ABSTRACT ... i
ACKNOWLEDGEMENT ... ii
TABLE OF CONTENTS ... iv
LIST OF TABLES ... vii
LIST OF PICTURES ... viii
LIST OF APPENDICES ... ix
CHAPTER I. INTRODUCTION ... 1
A. The Background of the Study ... 1
B. The Problems of the Study... 5
C. The Objectives of the Study ... 5
D. The Scope of the Study ... 5
E. The Significance of the Study ... 5
CHAPTER II. REVIEW OF LITERATURE ... 7
A. Theoretical Framework ... 7
1. Textbook ... 7
a. The Understanding of Textbook ... 7
b. Selecting a Textbook ... 8
2. Reading Comprehension ... 10
3. Text... 11
a. The Understanding of Text ... 11
v
4. Readability ... 13
a. The Understanding of Readability... 13
b. Elements of Readability ... 14
c. Factors Affecting Readability ... 15
d. Approaches of Measuring Readability of a Textbook ... 17
1. The Dale-Chall Readability Formula ... 17
2. Cloze Test Procedure ... 19
B. Relevant Studies ... 21
C. Conceptual Framework... 22
CHAPTER III. RESEARCH METHODOLOGY ... 24
A. Research Design ... 24
B. Population and Sample ... 24
1. Population ... 24
2. Sample ... 25
C. Techniques of Collecting Data ... 26
D. The Instruments for Collecting Data ... 26
E. The Technique of Data Analysis ... 26
CHAPTER IV. DATA AND DATA ANALYSIS ... 29
A. Data Analysis ... 29
1. Dale-Chall Formula ... 29
2. Cloze Test ... 34
B. Findings ... 37
vi
CHAPTER V. CONCLUSION AND SUGGESTION ... 43
A. Conclusion ... 43
B. Sugession ... 44
REFERENCES ... 46
vii
LIST OF TABLES
Pages
Table 2.1 Dale-Chall Grade-Correction Chart ... 19
Table 2.2 Cloze Test Scores ... 21
Table 4.1 The Analysis of Data Based on Dale-Chall Formula ... 30
Table 4.2 The Score of the Text Based on the Dale-Chall Formula ... 33
Table 4.3 The Number of Data Analysis of the Deleted Words ... 34
viii
LIST OF PICTURES
Pages
Picture 4.1 Diagram of the Average Scores of Readability Level Based on
Dale-Chall Formula ... 34 Picture 4.2 Diagram of the Average Scores of Readability Level Based on
ix
LIST OF APPENDICES
Pages
Appendix A. How to Make a Pencil Holder from a Water Bottle ... 49
Appendix B. Emperor Penguin ... 51
Appendix C. Bullying and Teasing: No Laughing Matter ... 54
Appendix D. Ismail Marzuki ... 56
Appendix E. What Are Clouds ... 59
Appendix F. The Score of Students ... 61
1 CHAPTER I
INTRODUCTION
A. The Background of the Study
Reading is one of the important skills that students need to be mastered in
English. By carrying out reading, students will discover new things which are
very important in life because book is one of the great tools to improve their
knowledge. Reading will also help students to enrich their vocabularies and
help them to be familiar with English spelling. Reading can be seen as an
“interactive” process between a reader and a text which leads to automaticity
or (reading fluency). In this process, the reader interacts dynamically with the
text as he/she tries to elicit the meaning (Alyousef, 2006: 63). Reading is a
process very much determined by what the reader’s brain and emotions and
beliefs bring to the reading: the knowledge/information (or misinformation,
absence of information), strategies for processing text, moods, fears and
joys—all of it (Weaver, 2009).
One of the key components in teaching English is the learning material.
Learning material should be appropriate with the need and level of the
students. Diniah (2013: 75) states that materials on textbooks should be
authentic that the students can see that the textbooks are relevant to their real
lives. Hutchinson and Waters (1986: 107) explain the good material as
2
“Materials should (1) provide a stimulus to learning; (2) help to organize the teaching learning process; (3) embody a view of the nature of language and learning; (4) reflect the nature of learning task; (5) have a very useful function in broadening the basis of teacher training; and (6) provide models of correct and appropriate language use.”
Therefore, to help students to improve their reading ability, the textbook
that is used in school should be appropriate with the background and the needs
of the students. According to Kiato and Kitao (1997), students learn what is
presented in the textbook, and the way the textbook presents material is the
way students learn it. The educational philosophy of the textbook will
influence the class and the learning process.
The textbook has an important role to the students’ understanding. When
reading, the students do not just read the text but they also have to understand
the meaning of the text. So, the content of the textbook should be appropriate
with the background and the needs of the students. Mohammad and Kumari
(2007:2) state that textbook is a helpful learning recourse; it can be used as a
limitation of the learning material. The limitation of the learning material will
then help the teachers to find an appropriate material for the students.
Students work with textbook most of their time in learning process.
Teachers also use the textbook most of the time as a guide in teaching learning
process. Mohammad and Kumari (2007) also note that textbooks are the main
source of knowledge in many subjects. These also explain more about the
importance of textbook.
Having highlighted the importance of textbook, it is needed to emphasize
3
school still do not match with the level of the students. The text in the
textbook tends to be too difficult, not clear or too easy for the students. It
makes them lost their motivation in learning and mastering reading because
they think that English reading is not match with their ability. For example,
most of the students find difficulty in reading the text in page 98 in Talk
Active 2 English textbook. The title of the text is Emperor Penguin which
consists of 7 paragraphs. The hardest paragraph in the text is the fourth
paragraph, as follows:
“Emperor penguins spend the long winter on the open ice—and even breed during this harsh season. Females lay a single egg and then promptly leave it behind. They undertake an extended hunting trip that lasts some two months! Depending on the extent of the ice pack, females may need to travel some 50 miles (80 kilometers) just to reach the open ocean, where they will feed on fish, squid, and krill. At sea, emperor penguins can dive to 1,850 feet (565 meters)—deeper than any other bird—and stay under for more than 20 minutes.”
From the data above, the students find some difficult words such as harsh
‘keras’, promptly ‘segera’, extended ‘luas’ and krill ‘udang krill’. They do not
know the meaning of those words because they think those words are
unfamiliar. DuBay (2004:2) states that educators discovered a way to use
vocabulary difficulty and sentence length to predict the difficulty level of a
text. Based on it, the difficulty in finding the meaning of some words in the
text will affect the understanding of the text, and the difficulty in
understanding a text will affect the reading ability of the students. So, the
teacher needs to find a textbook which is suitable with the ability of the
4
Then, to find a match of the textbook and the need of the students, the
writer use readability analysis. The readability studies are concerned with
ensuring that a given piece of writing reaches and affects its audience in the
way that the author intends (Zavanian & Heydari, 2012). The readability of a
text relates to how easily human readers can process and understand a text as
the writer of the text intended (Islam, Mehler & Rahman, 2012). Readability
measures how match the textbook with the level of the students. Readability
refers to the general difficulty level of written material which can affect
readers’ comprehension (Peng, 2015:37). Based on it, it is concluded that
readability means matching the text with the readers which in this case,
matching the textbook and the students. By using its formula, the stage of
difficulties of the textbook will be known.
After knowing that selecting a textbook is important. The researcher tries
to conduct a research about it. The writer does the research to the plus class of
the eleventh grade students of SMA Swasta Azhar (SMA Swasta Plus
Al-Azhar) Medan. Then, the researcher chooses the eleventh grade because she
thinks that this grade is the essential grade. The tenth grade students still need
to learn more and the twelfth grade students will focus on their national
examination.
B. The Problem of the Study
5
- How is the readability of English textbook that is used by the eleventh
grade students of SMA Swasta Plus Al-Azhar Medan?
C. The Objective of the Study
In line with what has been stated in problem of the study, this study tries to
analyze the readability level of reading texts in Talk Active 2 for Senior High
School (Compulsory Program) that is written by Lanny Kurniawan and
published in 2014 by Yudhistira.
D. The Scope of the Study
The scope of the study is analyzing the readability level of five reading
texts that are taken from the English Textbook Talk Active 2 for Senior High
School (Compulsory Program) using Dale-Chall readability formula and
Cloze Test in the plus class of SMA Swasta Azhar (SMA Swasta Plus
Al-Azhar) Medan.
E. The Significance of the Study
After doing this research, hopefully, this research will gives some
significances theoretically and practically. Theoretically, the finding of this
research can add new horizon in language learning especially reading and
readability.
Practically, it will be useful for other researchers who want to investigate
6
will help teachers to choose a proper textbook that is match with the level and
the ability of the students especially in reading material. It will also help the
students to be motivated in learning English especially reading because they
can understand the meaning of the text in the textbook and it match with their
43 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The problem of this study tries to observe is the readability level of
textbook. To get the data about this, the researcher counting the five reading texts
by using the Dale-Chall readability formula and distributed the cloze tests of the
five reading texts. After analyzing and interpreting the data of the five reading
texts in Talk Active 2 for Senior High School (Compulsory Program) textbook
through Dale-Chall readability formula and cloze tests, the result shows that there
are two texts have an appropriate level with the corrected level score in
Dale-Chall formula (11th-12th grade); they are Bullying and Teasing: No Laughing
Matter (8.76) and Ismail Marzuki (8.00). These texts are predicted to be of
appropriate difficulty. Then, there are two texts that have 9th-10th grade level
score; they are Emperor Penguin (7.57) and What Are Clouds? (7.97). These two
texts are predicted to be quite easy. Then, there is one text that has 5th-6th grade
level score; it is How to Make a Pencil Holder from a Water Bottle (5.55). This
text is predicted to be too easy. The result for cloze test, all the texts are in the
Unassisted Reading Level; they are How to Make a Pencil Holder from a Water
Bottle (74.34%), Emperor Penguin (90.88%), Bullying and Teasing: No Laughing
Matter (91.89%) Ismail Marzuki (87.59%) and What Are Clouds? (85.66%). All
the five texts are predicted to be easy.
Based on the Dale-Chall readability formula, the researcher gets the
44
86.072% (Unassisted Reading Level). Based on it, it can be concluded that
reading texts of Talk Active 2 for Senior High School (Compulsory Program) that
is used by the plus class of the eleventh grade of SMA Swasta Al-Azhar Medan
are readable.
B. Suggestion
From the foregoing discussions, some suggestions are offered. The
suggestions are intended to principals, to English teachers, to the publishers and
authors, and to other researchers.
1. To principals
The principals have to be more selective in choosing the textbook that will
be used by students. A textbook should be appropriate with the need of the
students, interesting, and improving students’ potential.
2. To English teachers
The teacher should check and select a textbook that is suitable to the
students. The textbook should be readable, understandable and interesting.
Particularly, the textbook must be suitable to the level of students’ ability so they
won’t be bored to read it.
3. To Publishers and authors
The publishers and the authors are expected to pay attention in producing
the better textbooks which match with the level of the students’ ability. A good
textbook is a textbook that can help both the teacher and the students to reach the
45
4. To Other Researchers
There are still so many title textbooks that are offered by other publishers.
The other researchers can use them as the subject of the research especially for
those who are interested in studying about the readability. The other researcher
can use the other formula besides the Dale-Chall readability formula and other
techniques besides cloze test. The writer hopes that this research can give more
46
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