By: YULIYANAH NIM. 109014000136
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
i “A Skripsi”
Presented to the Faculty of Tarbiya and Teachers Training in Partial Fulfillment of the Requirements for Degree of S.Pd. in English Language Education
By: YULIYANAH NIM. 109014000136
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
v
Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.
Keywords: Genre Analysis, Reading text, Textbook.
vi
Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah, 2014.
Kata Kunci: Analisis Genre, Teks Reading, Buku Bahasa Inggris.
vii
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. Praise be to Allah,
Lord of the worlds who has blessed the writer in completing this skripsi. Sholawat and Salam are given upon our prophet Muhammad SAW who has taken us the
way of truth and brought us the true light of life.
From the sincere of the writer’s deepest heart, she realized that if there were no support and motivation from people around her, she could not finish this
skripsi. Therefore, she would like to express her gratitude and her best appreciation to:
1. The writer’s parent, Arih and Amsah (Alm) this skripsi is dedicated to them who have given her the opportunity of an education from the best
institutions and support throughout her life, their moral support and
guidance to their daughter.
2. Drs. Bahrul Hasibuan, M.Ed. andNeneng Sunengsih, M.Pd. for their time,
guidance, valuable helps, correction and suggestion during completing this
skripsi.
3. All lecturers of English Education Department (EED) who have taught the
writer useful knowledge and skills.
4. Drs. Syauki, M.Pd. as the chairman of English Education Department
(EED), Zaharil Anasy, M.Hum as the secretary of EED and her academic
advisor, Nida Husna, M.Pd. MA TESOL.
5. H. Mardi Yuana Abdillah, M.M., M.Pd. as the headmaster of SMPN 10 Ciputat, Reni Nuryanti, S.Pd. and Wiyandari, S.Pd. as the English teachers
at SMPN 10 Ciputat for their help during the research.
6. The writer’s family members, her beloved brothers and sisters, her cute
nieces and nephews who always give their support and moral
viii
7. All her friends in D Class 2009 English Education Department at Islamic
State University of Syarif Hidayatullah Jakarta for their support and
friendship during the study. She also would like to thank Nurman Wiyarso
for his support, attention and motivation for her during finishing this
skripsi.
And may this skripsi be useful to the readers, particularly to the writer. Also, the writer realizes that this skripsi is far from being perfect. It is a pleasure for her to receive constructive criticism and suggestion from anyone who reads
her skripsi.
Jakarta, February 2014
ix
APPROVAL ... ii
ENDORSEMENT SHEET ... iii
SURAT PERNYATAAN KARYA SENDIRI ... iv
ABSTRACT ... v
ABSTRAK ... vi
ACKNOWLEDGEMENT ... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xi
LIST OF APPENDICES ... xii
CHAPTER I : INTRODUCTION ... 1
A. The Background of the Study ... 1
B. The Scope of the Study... 4
C. The Formulation of Problem ... 4
D. The Objective of the Study... 4
E. The Significance of the Study ... 4
CHAPTER II : THEORETICAL FRAMEWORK ... 5
A. Genre ... 5
1. The Understanding of Genre ... 5
2. The Genre Analysis ... 7
3. The Genre of Reading Text ... 7
B. The Understanding of Reading Text ... 12
C. Textbook ... 13
1. The Understanding of Textbook ... 13
2. The Criteria of Textbook ... 14
3. The Importance of Textbook ... 15
x
CHAPTER III : RESEARCH METHODOLOGY ... 24
A. The Time and Place of the Study ... 24
B. The Method of the Study ... 24
C. The Data and Data Sources of the Study ... 24
D. Technique of Data Collection ... 24
E. Technique of Data Analysis... 25
CHAPTER VI : RESEARCH FINDINGS AND DISCUSSION ... 26
A. The Description of the Data ... 26
1. The Physical Description of the Textbook ... 26
2. The Description of the Textbook Contents ... 27
B. The Analysis of Data ... 36
C. The Interpretation of the Data ... 38
CHAPTER V : CONCLUSION AND SUGGESTION ... 39
A. Conclusion ... 39
B. Suggestion ... 39
BIBLIOGRAPHY ... 40
xi
Membaca ... 20
Table 2.2 The Percentage of Conformity Level with the Category ... 23
Table 4.1 The Distribution of the Genres of the Reading Texts in the
Textbook ... 27
Table 4.2 The Distribution of Social Function of the Reading Texts
in the Textbook ... 28
Table 4.3 The Distribution of Generic Structure of the Reading Texts
in the Textbook ... 30
Table 4.4 The Distribution of Linguistic Features of the Descriptive
Text in the Textbook... 32
Table 4.5 The Distribution of Linguistic Features of the Recount Text
in the Textbook ... 33
Table 4.6 The Distribution of Linguistic Features of the Narrative Text
xii
Appendix 2 Generic Structure of Recount Text ... 47
Appendix 3 Generic Structure of Narrative Text ... 55
Appendix 4 Linguistic Features of Descriptive Text ... 59
Appendix 5 Linguistic Features of Recount Text ... 63
Appendix 6 Linguistic Features of Narrative Text ... 71
Appendix 7 Syllabus of SMPN 10 Ciputat ... 75
Appendix 8 Surat Bimbingan Skripsi ... 110
Appendix 9 Surat Izin Penelitian ... 112
Appendix 10 Surat Keterangan Penelitian ... 113
1 A. The Background of the Study
To maintain learning and teaching process, curriculum has to be
implemented in line with need analysis. As Richards states that a sound
educational program should be based on an analysis of learners’ needs as one
of fundamental assumption of curriculum development.1 It focuses on
determining knowledge, skill, and value students learn in school, the students
have to be provided with learning experience, and teaching and learning
process in school or educational program that are required in the curriculum.
The curriculum that is used in Indonesia, School-Based Curriculum– Kurikulum Tingkat Satuan Pendidikan (KTSP) emphasizes on four language skills as “Curriculum 2004” did: listening, speaking, reading, and writing that have different competence standard. Learners are supposed to understand and
to deliver various meaning (interpersonal, ideational, and textual) in the kinds
of interactional verbal text for listening and speaking or non-verbal text for
reading and writing, and it is also monolog texts especially descriptive,
narrative, spoof, procedure, report, and anecdote forms.2
Based on those competence standards, reading skill is the most
complex and difficult skill among other skills such as listening, speaking, and
writing.3Learners need a lot of comprehension in acquiring reading skill. So, it
is a challenge for English teachers in teaching and learning process to use the
various reading materials to help their learners in acquiring the skill.
Reading material consists of various texts where students will learn
such as journals, magazine articles, newspaper articles, short stories, extract
from books, etc. The reading material should be divided into two kinds,
1
Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge: Cambridge University Press, 2001), p. 51.
2
Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP & MTS, (Jakarta: Pusat Kurikulum, Balitbang Depdiknas, 2003), p. 17.
3
authentic material and created material.4 Authentic material is unspecified
teaching materials such as various texts, photographs and video selections.
Meanwhile, created material is specifically developed instructional materials
especially textbooks. So, textbook as created material is the suitable reading
material for student that is specially prepared for teaching and learning process
in a school.
Textbook is used in different ways in language program or teaching
and learning process. The existence of textbooks including the content of the
materials which are presented is the effect of the national curriculum
changing. It should be compatible with content standard suggested in KTSP. The textbook is defined as a daily guidance or instruction for the teacher;5 it is
because textbooks hold an important role in learning. The function is as the
teaching instrument in order to achieve the expected teaching goal. They are provided to meet the learners’ need of the English textbooks. In this case, reading textbook that has kinds of reading passages can be the basis for a
course on reading skill, providing both a set of reading texts and exercises for
skill practice.
As it is already pointed out in KTSP, students are expected to achieve functional literacy level to communicate in the spoken and written form,6 but
as a matter of fact, teachers present many reading texts without emphasizing on the students’ comprehension and pronunciation of the given reading text. Because of the literacy level focuses on the developing of English learning in
the classroom, then the reading texts that are suggested should carry the
achievement of academic literacy level. They are developing materials that
include a variety of genre that could achieve the literacy objective.
4
Richards, op. cit., p. 252.
5
George J. Posner, Analyzing the Curriculum, Third Edition, (New York: MC Graw-Hill, 2004), p. 6.
6
At least, there are five genres stated in the textbook such as procedure,
descriptive, recount, narrative, and report genre and each of them should
provide linguistic feature, generic structure, and social function7 as the
demand of KTSP. However, the fact is hard to find the suitable textbooks that fulfill the requirements of KTSP. As a corollary, many publishers publish various textbooks to overcome it. Besides, as the users, English teachers have
to be careful to find the suitable textbooks in order to encourage the textbook
writers to produce the textbooks that can be used in the school properly. If one
of those features, linguistic feature, generic structure, and social function, do
not include on the genres, the students will face the difficulty to identify the
reading texts.
Moreover, the writer feels there is a gap between textbook and
curriculum, so she visited one of Junior Secondary School in Ciputat, SMPN 10, to get information more about it. From what the writer did, actually the
school has already given the policy to the English teachers to use the textbook
that has marked “based on content standard” but their students still face the
difficulty to understand the genres. As we know that a good textbook should
meet with student needs, if the students have difficulty to understand it, they
will get bored, frustrated, uninterested, unmotivated to learn and they just do
the assignment or the exercise without their eagerness. Thus, it is important to
analyze the genre of reading text in textbooks. It is one way to increase the
quality of the present textbooks and to encourage the students in learning
English especially about genre of reading texts.
From the explanation above, the writer is interested in analyzing
genres of reading text in textbook. As the writer has mentioned above, there
are five genres, three of them are descriptive, recount and narrative genre that
should be learnt by the second grade students. Meanwhile, it is useful to
analyze if another genre emerge on reading text that should not be there. So,
the writer would like to conduct the study by the title “Genre Analysis of the
7
Reading Texts in English on Sky 2 Textbook for the Second Grade of Junior Secondary School at SMPN 10 Ciputat.”
B. The Scope of the Study
This study is limited by analyzing the reading texts. The writer focuses
on the three genres of the reading texts, descriptive, recount and narrative, as
required by School-Based Curriculum–Kurikulum Tingkat Satuan Pendidikan (KTSP) for the second grade of Junior Secondary School. It includes three features: social function, generic structure and linguistic feature.
C. The Formulation of Problem
Based on the background of the study, the writer formulates her
problem as follows: Are the genre of reading texts and its features in English on Sky 2 textbook for the second grade of Junior Secondary School in line with the content standard of KTSP?
D. The Objective of the Study
In order to guide the analysis in this study, the objective of this study is
to find out empirical evidence of whether or not the genre of reading texts and
its features in English on Sky 2 textbook in line with content standard of KTSP for the second grade of Junior Secondary School.
E. The Significance of the Study
Hopefully, this study could give knowledge for the reader that attracts
to this problem and especially, for the writer as the researcher to give
knowledge whether the genres of reading text and its features in the textbook
that the school uses is in line with content standard of KTSP. And it makes them easier to select the suitable genre that in line with content standard of
5 A. Genre
1. The Understanding of Genre
Students need to learn genre in communication because it gives
linguistic implication that student should notice. By learning the genre,
students not only can use English sentences, but also can organize the text
in a way that is commonly used by native speakers. Additionally, genre
itself comes from a culture that has communicative purpose, structural
text, and certain linguistic features.1 For example in narrative text, the
purpose is to entertain and to teach a lesson meanwhile the structural text
of it is orientation, complication, sequence of events, and resolution, and
the linguistics features are noun, adjective, past tense, etc.
Many people have defined and analyzed genre in many different
ways. The perspective of genre differs from person to person depending on the person‟s individual attitude and aims towards printed words, from language to language considering the cause of reading and the content of
the text. It allows the emergence of different definition of genre that will
be too abroad to discuss. For that reason, the writer chooses the best way
to define genre based on some experts of its filed.
As Miller (1984) stated in Bawarshi genre is “typified rhetorical
actions based in recurrent situations.”2 It means genre can be marked by
rhetorical response in order to be shaped and maintained. In addition, there
is another understanding about a genre:
1
Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP & MTS, (Jakarta: Pusat Kurikulum, Balitbang Depdiknas, 2003), p. 57.
2
A category assigned on the basis of external criteria such as intended audience, purpose, and activity type, that is, it refers to a conventional, culturally recognized grouping of texts based on properties other than lexical or grammatical (co-) occurrence features, which are, instead, the internal (linguistic) criteria forming the basis of text type categories.3
From what is pointed out above, there are two categories that are
assigned a genre, internal and external category. Internal category shapes
the text type basis and external category refers to a conventional and a
culture of texts.
Meanwhile Swales, in his book states that “a genre comprises a class of communication events”4
it is in line with Bex, genre is a
communicative events aggregation accomplishes general social function.5
The communicative event is related to “one in which language plays both
a significant and an indispensable role.”6 It is also a complex notion,
comprising not only of the discourse itself but also of the role of the
discourse and the environment and culture surrounding it.7 So, the genre is
closely related to a discourse that has particular purpose in
communication.
Those are some understandings of some experts that show various
perceptive of genre. Thus, genre can be understood as rhetorical ways and
rhetorical respond in communicative events. It will stimulate the students‟
skill especially in reading to understand the text content.
(Cambridge: Cambridge University Press, 1990), p. 58.
5
Tony Bex, Text in Society: Society in Text, (London: Routledge, 1996), p. 137.
6
Swales, op. cit., p. 45.
7
2. The Genre Analysis
To get the concept about genre analysis, the considering of genre
analysis is the study of spoken and written discourse for practical ends in
the general values of it.8 The following explanation is also stated in Swales‟ book:
In particular, it tries to show that a genre-centered approach offers a workable way of making sense of the myriad communicative events that occur in the contemporary English-speaking academy – a sense-making directly relevant to those concerned with devising English course and, by extension, to those participating in such courses.9
It implies the way that can be applied to the communicative events
is a genre-centered approach that is intended for those who are involved or
interested in this field.
Making a concept of genre analysis is quite simple. For example in
written discourse, a given text is analyzed in such a way that the analyst
acquires the necessary information to determine which genre the text could
be said to belong to. The analysis process is not focus on the information
content of the texts but focus on the three features, social function, generic
structure, and linguistic feature.
3. The Genre of Reading Text
Reading text is able to be divided into two, literary texts and
factual text. According to the Anderson, literary texts are divided into
three main text types: narrative, poetic, and dramatic, but explanation,
discussion, exposition, information report, recount, factual description,
procedure, and procedural recount text are included in factual texts.10
Furthermore, students are able to learn kinds of reading texts such as
recount, report, discussion, explanation, exposition, new item, anecdote,
narrative, description, procedure, and review. At least, there are five
reading texts relate to monolog text in the form of procedure, descriptive,
recount, narrative, and report text11 and each of them should provide
linguistic feature, generic structure, and social function.
a. Narrative Text
A popular genre that commonly entertains readers and has
power to change social opinion and attitudes is narrative.12 It
means readers can find the narrative text in such science fiction
book, historical fiction, and fairytales that use narrative to raise
topical social issue and present their complexities. The
following features of narrative text are:
1. Constructing a Narrative
It consists of three parts: Orientation, sequencing a series of
events, and resolution.13 Orientation introduces the reader
or listener to the people, time, and place. It also uses the
sequence to describe how the characters react to the
problem. Then, the resolution tells about the characters in
the story solve the problem.
2. Grammatical Features of Narrative
The following grammatical features of narrative are:
a. Using action verbs and temporal connectives when
sequencing people and events in time and space,
action, and creating effective images;
b. Using rhythm and repetition to make certain effects;
c. It is written in the past tense unless quoting direct
speech;
d. It also plays with sentence structure.14
11
Standar Isi untuk Satuan Pendidikan Dasar dan Menengah, (Jakarta: BSNP, 2006), p. 124.
12
Peter Knapp and Megan Watkins, Genre, Text, Grammar: Technology for Teaching and Assessing Writing, (Sydney: University of New South Wales Press, 2005), pp. 220-221.
13
Ibid., pp. 222-223.
14
b. Procedure Text
The Anderson states, procedure is a text that tells the
audience about the way to do something.15 Reader or listener
are able to get instructions for making something, doing
something, and getting somewhere from the procedure text.
They can get it from food recipes, directions, instructions, etc.
The more information about procedure can be identified from
its features, are:
1. Constructing a Procedure
There are three sections to construct the procedure. The
first section is an introduction that provides the goal of the
procedure. The second is a list of materials that are needed
to complete the procedure. Last, a sequence of steps is
needed to reach the goal.16
2. Grammatical Features of a Procedure
The following grammatical features of procedure are:
a. Sentence consists of verbs are stated as commands;
b. Number tells about the order for carrying out the
procedure;
c. Adverb is the way the action should be performed in
the procedure;
d. Precise term and technical language.17
15
Mark Anderson and Kathy Anderson, op. cit., p. 28.
16
Ibid.
17
c. Descriptive Text
A text can be known from the content and the purpose of
the story that describes the subject features. In this case, the
text tells the readers a picture of someone or something in
words.18 The additional information about descriptive can be
identified from its features, are:
1. Generic structure
It is divided into two: Identification that identifies
phenomenon to be described and description that describes
parts, qualities, characteristics.19
2. Linguistic features
a. Focus on specific participants;
b. Use of attributive and identifying processes;
c. Frequent use of epithets and classifiers in nominal
groups;
d. Use of simple present tense.20
d. Recount Text
The story tells about past events occurred, the reader or
listener are provided with a description of events occurred and
its time is called a recount.21 Recount texts are easy to find in
letters, speeches, newspaper reports, etc. and the features of a
recount are able to identify from:
1. Constructing a Recount
Three parts of constructing recount are the first paragraph
tells background information about who, what, where, and
18
John Langan, College Writing Skills with Readings, Fifth Edition, (Boston: McGraw-Hill, 2000), p. 175.
19
Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP & MTS, op. cit., p. 76.
20
Ibid.
21
when. The following part is a sequence of events and the
last is a conclusion if it is necessary.22
2. Grammatical Features of a Recount
The following grammatical features of a recount are:
a. Proper noun to recognize those involved;
b. Descriptive word to provide details about who,
what, when, where, and how;
c. The use of the past tense describes past events;
d. Transitional signal such as first, next, then, etc.23
e. Report Text
Report text is a text that has purpose to present information
about “the way things are with reference to arrange of natural,
man-made, and social phenomenon in our environment.”24 It
can be found in some forms such as lectures, weather report,
research assignment, etc. and the features of a report are:
1. Generic structure
It consists of General classification tells about the
phenomenon under discussion and description that tells
about the phenomenon under discussion in terms of parts,
qualities, habits or behaviors, if living; uses, if
non-natural.25
2. Linguistic features
a. Focus on generic participants;
b. Use of relational processes to state what is and that it is;
c. Use of simple present tense (unless extinct);
d. No temporal sequence.26
Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP & MTS, op. cit., p. 72.
25
Ibid. 26
B. The Understanding of Reading Text
A text can be seen as a piece of written communication products. It is
produced to inform something to the reader. The word text itself is formed by
a set of words or sounds if they have a meaning; the text is called as a unit of
meaning. Therefore, the text is “sebuah rekaman dari konteks sehingga
The text is used to convey any message that is delivered by speaker or
writer. According to the Anderson, a text is constructed by a speaker or a
writer and it is interpreted by listeners or readers.29 It means the speaker or the
writer decide the purpose or the content of the created text so that the listener
or the reader could understand it. They also state the features of text as
follows:
1. Text is arranged with appropriate paragraphs;
2. Text has conjunctions and words that connect the elements;
3. Text supports reference by using proper pronouns;
4. Text uses suitable literary devices.30
Meanwhile, as Cunningsworth regards reading is “the one activity that
can be done easily and without any equipment by students outside the classroom.”31
Another definition of reading, it emerges from Pang et al they
defined that reading is a complicated activity to comprehend written texts that
includes perception and thought.32 It means that when people read something,
they construct their own meaning in their mind. It is not only grasping it (Toronto: Little, Brown and Company, 1986), p. 29.
29
Mark Anderson and Kathy Anderson, op. cit., p. 2.
30
Ibid., p. 149.
31
Alan Cunningsworth, Choosing Your Coursebook, (Oxford: Heinemann, 1995), p. 73.
32
without getting the message of what they have read but also acquiring the
comprehension.
From the explanation above, reading text is a written text as a unity of
words, sentences, or paragraphs structurally that can be used as reading
material to get a message or meaning. Therefore, the reading text enables the
students not only get message in communicative purposes but also get
structural text and certain linguistic features. As Harmer claims that “the reading text moves at the speed of the reader.”33
So, the reader decides the
reading speed of the text to gets the message.
C. Textbook
1. The Understanding of Textbook
An essential part of the classroom context is textbook. The teacher
uses textbook in the classroom as one form of printed material. As Barry
and King state that “print materials should only form part of the lesson.”34
It means the effective learning result can be reached from interesting and
structured introduction followed by sound developmental activities and a
purposeful conclusion. It should be followed by checking the textbook in order to match to the students‟ level of ability and give the direction that is suitable for the students‟ reading level.
Another understanding from Reed et al the single most used
instructional media in the classroom is textbook.35 The textbook is as a part of curriculum that is utilized by the teacher as the teachers‟ guide, workbook, and other instructional material. As well Posner in his book,
33
Jeremy Harmer, The Practice of English Language Teaching, (London: Longman, 1991), p. 190.
34
Kevin Barry and Len King, Beginning Teaching and Beyond, Third Edition, (Sydney: Thomson Social Science Press, 2006), p. 161.
35
textbook is defined as “instructional materials used as the guide for
classroom instruction.”36
Moreover, according to Richards, in language courses textbook is
used in different ways.37 It is used based on the skill that the students are
learning to, such as reading, writing, grammar, speaking, and listening
textbook that contain different materials. For example, in reading skill the
students will be given reading texts and exercises to drill them.
It will be long discussion to define what the textbook is, but the
writer tries to conclude it. So, as written product, textbook is used by the
teachers as a guide in classroom activities. It is produced by many
publishers to fulfill the requirements in the curriculum in order to meet the students‟ need.
2. The Criteria of Textbook
As we know, textbook is published to provide students and
teachers with information. Thus, some criteria are needed to evaluate
textbook and it is suggested by Cunningsworth as follows:
1. Textbooks should match to learners‟ needs. They have to be
suitable for the aims and objectives of learning activity;
2. Textbooks should represent the uses (present or future) that
students will use the language effectively for purposes;
3. Textbooks have to consider the students‟ needs and provide their
learning processes flexibly;
4. Textbooks should have an obvious role as a support for learning
between the target language and the students.38
36
George J. Posner, Analyzing the Curriculum, Third Edition, (New York: MC Graw-Hill, 2004), p. 12.
37
Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge: Cambridge University Press, 2001), p. 254.
38
Nowadays, textbooks contain reading materials that are different
from outside classroom. Reading materials have to be presented to convey
a message for students. According to Nuttall, here are some characteristics
of foreign language (FL) textbooks:
1. The desire that include numerous examples of a particular teaching
item is the effect of texts that are often contrived and distorted;
2. Spoken usage is often as the reflection of texts;
3. Commonly FL texts convey certain facts are expressed in the FL
rather than message;
4. Many FL texts are over-explicit so there is no space for the learners
to practice reading skill;
5. Many FL texts are not made available to convey meanings but
playing with words.39
3. The Importance of Textbook
The publishing companies produce many kinds of commercial
material such as teaching reading, writing, listening, speaking, vocabulary,
audiotapes, textbook, etc. As Gebhard states commercial materials that are
published have two advantages, they are well-managed commercial
materials and also save time.40
In the contrary, commercial materials also have disadvantages: the
ideology conflict about teaching beliefs between teacher and author, the
assigned text of commercial materials trivialize the experience for the
students, and commercial materials are written for a wide audience not for
specific material, teachers should select them for English Second
Language (ESL) or English Foreign Language (EFL) students.41
development and Methodology Guide, Second Edition, (Ann Arbor: The University of Michigan Press, 2006), p. 102.
41
Good textbooks contain lively and interesting material for teachers
and students and the following advantages of it are:
1. Textbooks offer suitable progression of language item;
2. Textbooks provide a number of vocabularies to students to be
learnt outside the class;
3. Textbooks reduce the teacher from pressure of having original
material for each class.42
4. Textbooks present structure and a syllabus for a course;
5. Textbooks help standardize teaching that enable the students will
receive the same materials and the same way in testing;
6. Textbooks keep quality if it is well-developed so the students will
learn the tested and tried materials;
7. Textbooks are efficient so the teachers are able to allocate time to
teaching;
8. Textbook can train teachers to increase their teaching experience;
9. Textbooks are visually interesting for teachers and students
because they are designed with high standards.43
Besides, there are some disadvantages of textbooks:
1. Textbooks tend to concentrate on the introduction of new language
and controlled work that make teachers depend on the given
textbooks;
2. Textbooks seem rigid sequences when they tend to follow the same
format from one unit to the next.44
3. Textbooks may hold inauthentic language. They provide
inauthentic language against teaching points and real language use;
4. Textbooks may change content that frequently fail to represent true
6. Textbooks are able to decrease the teachers‟ role as technician in
presenting material;
7. Textbooks are expensive that is hard for students to afford it.45
D. The Curriculum
1. The Understanding of Curriculum
Curriculum can be defined in many different perspectives. Making
a concept of curriculum is needed especially in education field. As Posner states that “a curriculum is the content, standard, or objective for which schools hold students accountable.”46 It is also defined as “a set of
instructional strategies teachers plan to use.”47 So, curriculum can be
interpreted as a plan for a real educational program in a school.
In addition, according to Standard Board of National Education–
Badan Standar Nasional Pendidikan (BSNP) curriculum is “seperangkat rencana dan pengaturan mengenai tujuan, isi, dan bahan pelajaran serta cara yang digunakan sebagai pedoman penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan pendidikan tertentu.”48 It means curriculum is a set of planning and rule that contain objective, content,
learning material and the way to use it as a guide to carry out teaching and
learning activities to reach proper objective of education.
Besides, the curriculum that is used in Indonesia, School-Based
Curriculum–Kurikulum Tingkat Satuan Pendidikan (KTSP) is defined as
“kurikulum operasional yang disusun oleh dan dilaksanakan di
masing-masing satuan pendidikan.”49
In this case, teachers and schools are given
the policy to arrange the curriculum in their school. However, the
arrangement of KTSP has to be guided by Content Standard–Standar Isi that covers basic framework and curriculum structure.
45
Richards, op. cit., pp. 255-256.
46
Posner, op. cit., p. 5.
47
Ibid.
48
Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah, (Jakarta: BSNP, 2006), p. 5.
49
Furthermore, as Mulyasa states in his book, there are some points
that have to be noticed in term of KTSP as follows:
1. Arranging KTSP refers to the guidance that is arranged by BSNP;
2. KTSP is developed based on educational unit, potential, regional characteristics, and social cultural of local society and
students;
3. Schools and school committees develop KTSP and syllabus based on basic framework of curriculum and competent
standard of graduation.50
In conclusion, curriculum is an instructional way in educational
program to reach particular objective. The used curriculum, KTSP that is enclosed in content standard, gives the schools and teachers to develop it
based on BSNP. Then, syllabus is as “predominantly concerned with the choices necessary to organize the language content of a course or
program.”51 It is as a lesson plan on certain subject that includes competent
standard, basic competency, main material, learning activity, indicator,
scoring, time alocation, and learning sources.
50
Mulyasa, Implementasi Kurikulum Tingkat Satuan Pendidikan, Kemandirian Guru dan Kepala Sekolah, (Jakarta: Bumi Aksara, 2009), Cet. 3, p. 24.
51
2. Content Standard of Curriculum
According to Standard Board of National Education–Badan Standar Nasional Pendidikan (BSNP) determines guidance of Content Standard–Standar Isi (SI) as follows:
SI mencakup lingkup materi dan tingkat kompetensi untuk mencapai kompetensi lulusan pada jenjang dan jenis pendidikan tertentu. Termasuk dalam SI adalah : kerangka dasar dan struktur kurikulum, Standar Kompetensi (SK) dan Kompetensi Dasar (KD) setiap mata pelajaran pada setiap semester dari setiap jenis dan jenjang pendidikan dasar dan menengah.52
It means that Content Standard consists of material scope and
competent level to reach competent outcome in a particular education; it
also includes competent standard and basic competency for each subject
especially reading material for this case.
The writer divides the explanation of curriculum content standard
into two parts as follow:
a. The Scopes of English Lesson at Junior Secondary School
Standard Board of National Education–Badan Standar Nasional Pendidikan (BSNP) points out the scopes of English lesson at Junior Secondary School are:
1. Kemampuan berwacana, yakni kemampuan memahami dan/atau menghasilkan teks lisan dan/atau tulis yang direalisasikan dalam empat keterampilan berbahasa, yakni mendengarkan, berbicara, membaca dan menulis secara terpadu untuk mencapai tingkat literasi functional;
2. Kemampuan memahami dan menciptakan berbagai teks fungsional pendek dan monolog serta esei berbentuk procedure, descriptive, recount, narrative, dan report. Gradasi bahan ajar tampak dalam penggunaan kosa kata, tata bahasa, dan langkah-langkah retorika;
3. Kompetensi pendukung, yakni kompetensi linguistik (menggunakan tata bahasa dan kosa kata, tata bunyi, tata tulis), kompetensi sosiokultural (menggunakan ungkapan dan tindak bahasa secara berterima dalam berbagai konteks komunikasi), kompetensi strategi (mengatasi masalah yang timbul dalam proses komunikasi dengan berbagai cara agar
52
komunikasi tetap berlangsung), dan kompetensi pembentuk wacana (menggunakan piranti pembentuk wacana).53
From the scope of English lesson at Junior Secondary School,
the writer focuses on the reading texts that have social function,
generic structure and linguistic feature. They are descriptive, recount
and narrative text for the second grade of Junior Secondary School
students.
b. The Materials in Teaching Reading
The following competent standard, basic competency and
reading material are stated in Content Standard–Standar Isi and School-Based Curriculum (KTSP): 54
Table 2.1
Standar Kompetensi Bahasa Inggris pada Keterampilan Membaca
Semester 1 dan 2
Standar
Kompetensi Kompetensi Dasar Materi Pembelajaran
Membaca teks tulis fungsional dan esei berbentuk descriptive dan recount pendek dan sederhana dengan ucapan, tekanan dan intonasi yang
berterima yang berkaitan dengan lingkungan sekitar
5.2 Merespon makna dalam teks tulis fungsional pendek
Standar Isi untuk Satuan Pendidikan Dasar dan Menengah, op. cit., p. 124.
54
Standar
Kompetensi Kompetensi Dasar Materi Pembelajaran
– Undangan – Pesan singkat 2. Tata bahasa
– request 3. Kosa kata
– Kata terkait tema dan jenis teks berbentuk descriptive dan recount
berbentuk recount dan narrative dengan ucapan, tekanan dan
1. Teks esei dalam bentuk recount dan naratif
2. Ciri teks esei dalam bentuk recount dan naratif
3. Tujuan komunikatif teks esei recount dan naratif
4. Langkah retorika naratif dan recount
5. Spelling, stress, intonation
Standar
Kompetensi Kompetensi Dasar Materi Pembelajaran
langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan sekitar dalam teks berbentuk recount dan narrative
Undangan Pengumuman Pesan singkat Iklan
2. Tujuan komunikatif
3. Ciri-ciri Kebahasaan Adapted from Content Standard of SMP/Mts Syllabus 2006
E. The Criteria of Conformity Level
The writer uses the formula to obtain the result in percentage as
follows:55
Notes:
f = The Frequency
N= The Number of Case
P = The Number of Percentage
55
The writer uses the following criteria to find the category of
conformity level:56
Table 2.2
The percentage of Conformity Level with the Category
The Percentage of Conformity Category
81-100% Excellent
61-80% Good
41-60% Adequate
21-40% Weak
0-20% Bad
56
24 A.The Object and Time of the Study
The object of the study was English on Sky 2 textbook for SMPN 10 students that located at Jl. Yaktapena Raya No. 8 Pondok Ranji Ciputat Timur–
Tangerang Selatan–Banten. The study was carried on November–December 2013.
B.The Method of the Study
The method used in this study is document analysis that is concerned with
the genre of reading texts in the English textbooks for Junior Secondary School
students. The study started from the preparation of the documentary aspects
especially the genre of reading texts in English on Sky 2 textbook for the second grade of SMPN 10 Ciputat. Then, it is added by the School-Based Curriculum– Kurikulum Tingkat Satuan Pendidikan (KTSP).
C.The Data and Data Sources of the Study
The data and data sources of the study are the entire genre of reading texts
in English on Sky 2 textbook for the second grade of SMPN 10 Ciputat. Additionally, it is enhanced with KTSP of the school.
D.The Technique of Data Collection
E.The Technique of Data Analysis
After collecting the data, the writer used the checklist table to identify and
to classify, and later to describe the variety of genre of reading texts, their social
function, generic structure, and linguistic feature. Then in interpreting the data
analysis, the writer used descriptive qualitative analysis. The analysis began with
scoring then it interpreted by defining a criteria. The following steps of the
analysis are:
1. Identifying genre of reading texts and their features in English on Sky 2 textbook with KTSP;
2. Comparing the genre of reading texts in English on Sky 2 textbook with KTSP by calculating the percentage of the data from the analysis;
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. The Description of Data
The writer conducted the study on genre analysis of reading texts
in English On Sky 2 textbook for the second grade of SMPN 10 Ciputat. Here are the physical description of the textbook, the description of the
textbook contents, and the table explaining the genre of reading text and
their features, social function, generic structure, and linguistic feature, as
follows:
1. The Physical Description of the Textbook
Title : English on Sky 2
Author : Mukarto, Sujatmiko, Josephine S. M., and Widya
Kiswara
Editor : Dwi Wahyu Priyanto and Anna Valentina
Proofreader : Sara Ann Rude
Publisher : Erlangga
Level : VIII
Physical size : 17.5 cm x 25 cm
Units : 8
2. The Description of the Textbook Contents Table 4.1
The Distribution of the Genres of the Reading Texts in the Textbook
No Genre
The Unit of Reading Texts
Score
The result in percentage: 3/3 x 100% = 100%
Related to the table above, there are four reading texts consisting of
descriptive text, eight reading texts consisting of recount text, and four reading
texts consisting of narrative text. It means there are 16 reading texts in the
textbook that are in line with the genres required in School-Based Curriculum–
Kurikulum Tingkat Satuan Pendidikan (KTSP) of SMPN 10. They are descriptive text, recount text and narrative text. According to KTSP, the descriptive and the recount text have to be stated as the part of the first semester, and for the second
semester, the recount and the narrative text are required. As we can see from the
table, the descriptive text spreads in unit 1 and 2. The three kinds of recount text
spread in unit 3, 4, 7, and 8, two personal recount texts in unit 3 and 8, two
procedural recount texts in unit 4, and two biographical recount texts in unit 7.
Last, the narrative text spreads in unit 5 and 6.
Table 4.2
The Distribution of Social Function of the Reading Texts in the Textbook
No.
1. 1 – To describe current event, the unforgettable 12 th
To describe a particular person, Alimudin, a local
12. 6 The Deadly Poppy Field
To amuse the readers with the story “The Deadly Poppy Field”
13. 7 – To inform by retelling achievements in
Muhammad Hatta‟s life
14. 7 Jonas
Edward
To inform by retelling achievements in Jonas Edward‟s life
15. 8
None of
your
Business!
To retell an experience of someone when he
or she watched a drama
16. 8 Accidentally
Guilty
To retell an experience of someone when he
or she took a dog for a walk to the park
The result in percentage: 16/16 x 100% = 100%
Related to the table above, there are 16 reading texts. They have social
functions which are stated in each reading text. The social function of descriptive
text that is stated in the textbook in Unit 1 and unit 2 is “to describe a current
event, a particular person, and a thing.” In addition, the social function of recount
text that is stated in the textbook in Unit 3, 4, 7, and 8 is “to retell or to inform
events, cooking experiments, science experiments, achievements and experiences
Table 4.3
The Distribution of Generic Structure of the Reading Texts in the Textbook
Descriptive Text Recount Text Narrative Text
Generic a. Identification Unit 1
100% 100%
The total result in percentage: 100%
Related to the table above, all the generic structures are stated in the 16
reading texts in the textbook. It means all descriptive texts point out identification
and description. All recount texts point out orientation, list of events, and
reorientation. And all narrative texts point out orientation, complication, and
resolution. Thus, all reading texts include the generic stucture based on the KTSP of that school.
Table 4.4
The Distribution of Linguistic Features of the Descriptive Texts in the Textbook
Descriptive Text
Linguistic Feature Stated in Textbook
a. Specific participant Unit 1
(See Appendix 4 on page 59, 60) Unit 2
(See Appendix 4 on page 61, 62) b. Present tense/present continuous Unit 1
(See Appendix 4 on page 59, 60) Unit 2
(See Appendix 4 on page 61, 62)
c. Action verb Unit 1
(See Appendix 4 on page 59, 60) Unit 2
Related to the table above, there are three linguistic features in descriptive
text. All linguistic features are stated in the descriptive text. They are specific
participant, present tense/present continuous tense, and action verb. In two
descriptive texts in the textbook in unit 1 page 59 and 60, they include specific
participant, present continuous tense, and action verb. In another two descriptive
texts in the textbook in unit 2 page 61 and 62, they include specific participant and
present tense. So, it means all descriptive texts in the textbook include the
linguistic features based on the KTSP of that school.
Table 4.5
The Distribution of Linguistic Features of the Recount Texts in the Textbook
Recount Text
Personal Recount Procedural Recount Biographical Recount
Linguistic
n word (See Appendix
The total result in percentage: 100%
Related to the table above, there are four linguistic features in each kind of
recount text. All linguistic features are stated in personal, procedural and
biographical recount text. They are past tense, conjunction, verb/action word, and
pronoun for personal and procedural recount text. For biographical recount text,
the linguistic features are specific name, past tense, linking word, and verb/action
word. Nevertheless, in personal recount text there is present tense in the textbook
in unit 3 page 64. There is also past continuous tense in unit 8 page 69 and 70. In
Table 4.6
The Distribution of Linguistic Feature of the Narrative Texts in the Textbook Narrative Text
Linguistic Feature Stated in Textbook
a. Specific participant Unit 5
(See Appendix 6 on page 71, 72) Unit 6
(See Appendix 6 on page 73, 74)
b. Past tense Unit 5
(See Appendix 6 on page 71, 72) Unit 6
(See Appendix 6 on page 73, 74)
c. Past continuous tense Unit 5
(See Appendix 6 on page 71, 72) Unit 6
(See Appendix 6 on page 73, 74)
d. Action verb Unit 5
(See Appendix 6 on page 71, 72) Unit 6
(See Appendix 6 on page 73, 74)
e. Relational verb Unit 5
(See Appendix 6 on page 71, 72) Unit 6
(See Appendix 6 on page 73, 74)
f. Conjunction Unit 5
(See Appendix 6 on page 71, 72) Unit 6
Related to the table above, there are six linguistic features in narrative
text. They are specific participant, past tense, past continuous tense, action
verb, relational verb, and conjunction. Almost all linguistic features are stated
in the narrative text based on the KTSP of that school. In three narrative texts include all linguistic features but only one narrative text does not include past
continuous tense in unit 5 page 72. Moreover, there is present tense in unit 5
and 6 in page 72, 73, and 74. There is also future tense in unit 6 in page 74.
B. The Analysis of Data
After the writer did the research, she analyzed that the textbook writers
already followed what the KTSP required. The three genres pointed out in the reading texts. They are descriptive text, recount text and narrative text. The
overall result (100%) shows excellent category, despite the three genres of
reading text found in English on Sky 2 are not balance between descriptive, recount and narrative texts. Descriptive and narrative text constitute small
part; that is 25% compared to recount text (50%). It probably occurs due to the
textbook writers know the particular genres and the composition of the three
genres. The descriptive and recount have to be stated in the reading text based
on the KTSP for the first semester. For the second semester, the recount has to be restated and it is added by narrative. By enclosing four reading texts of
descriptive, eight reading texts of recount, and four reading texts of narrative,
it will encourage the students to identify the genre of reading texts well.
Furthermore, there is social function required for each reading text in
English on Sky 2 textbook. The result shows 100% for social function that is stated in descriptive, recount and narrative text. As the criteria of conformity
level, it means excellent. It may happen because the textbook writers know the
suitable social function of each reading text. Therefore, they enclose the
descriptive, recount and narrative text for the first and second semester. It is
Additional result indicates that there are two points of generic
structures in descriptive text, three points of generic structures in recount and
narrative text. The genres of the three reading text include all generic structure
features by gaining the result 100%. It means excellent as the criteria of
conformity level. It possibly goes on because the textbook writers carefully
check the reading text that will emerge in the textbook. Consequently,
students will understand the text structure of what they read.
In case of linguistic features, there are three points in descriptive text
by gaining the result 100%. For recount text, there are four points of linguistic
feature by attaining the result 100%. There are other linguistic features such as
present tense, future tense, and past continuous tense that are found in the
recount text. Last, there are six points of linguistic feature in the narrrative text
by attaining the result 100%. There is only one narrative text does not enclose
past continuous tense. It is also found another linguistic feature such as
present tense and future tense in narrative text. So, the total result for the
linguistic feature of the three types of reading text is 100% that means
excellent as the criteria of conformity level. All cases above may happen due
to the textbook writers are absent to check the particular linguistic features in
descriptive, recount or narrative text. Thus, the possibilities are students will
confuse to decide what suitable linguistic feature or they are not common with
C. The Interpretation of Data
According to the analysis of the results above, it can be observed that
the total result for three genres of reading text and their three features (social
function, generic structure and linguistic feature) are 100%. It means excellent
as the criteria of conformity level. They are stated in the textbook as the KTSP demanded. All genres of reading text are in line with the KTSP of that school. The result of three features also (social function, generic structure and
linguistic feature) obtained excellent category. They are maintained as the
39 A. Conclusion
The genres of reading text in the textbook that are learnt by the students have
to be in line with School-Based Curriculum (KTSP) for the second grade of junior secondary school. They are descriptive, recount, and narrative text. So, the students
will not face the difficulty to comprehend it as the aim of functional literacy level.
According to the study that have been done, the genres of reading text in
English on Sky 2 textbook are developed in accordance with School-Based Curriculum (KTSP) and it is enhanced with its features (social function, generic structure, and linguistic feature) is 100% in percentage. In spite of the fact that the
distribution of the genres of reading text and its features do not spread well. The
result indicates that the genres of reading texts and its features in English on Sky 2 textbook is in line with the School-Based Curriculum (KTSP) by having excellent category.
B. Suggestion
Based on the result of the genre analysis of reading text in the textbook, it is
suggested that the readers and researchers do further study about genre analysis. So,
it will give them knowledge to select and to increase the quality of the enclosed
genre of reading text and its features in the textbook that in line with School-Based
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Appendix 1
DESCRIPTIVE TEXT
Generic Structure
Text 1
Reading text taken from unit 1 in the textbook
Today is my unforgettable 12th birthday party. Lots of people
are coming. They are my friends and my family. They give
me some presents and they are doing things that I like.
Suryo is playing the guitar and Sally is standing next to
Suryo. She is playing the violin. They are playing my favorite music. Everybody is singing Nidji‟s song for me. In the middle of the room, Nani is dancing a beautiful dance. It is
great. Aunt Ully is serving all the guests a glass of coke. My
parents are chatting. I really like this party.
Identification
Generic Structure
Text 2
Reading text taken from unit 1 in the textbook
Today is our class play performance. Students of 2a class are performing the „Sangkuriang‟, a story from West Java.
They are on the stage, wearing Sundanese traditional clothes. Butet
looks older than she is. She is wearing an old brown Javanese
clothes with a round bamboo hat on her head. She is not wearing
shoes. She looks sweet, though. She is talking to Iwan. He is acting as „Sangkuriang‟, a handsome boy who is falling in love with her. One of the students, Tita, is sitting near the stage. She is our
prompter. She is whispering to the players in case they forget what
to say.
Identification
Generic Structure
Text 3
Reading text entitle “Alimudin, a Local Footballer” taken
from unit 2 in the textbook
Alimudin, a Local Footballer
Alimudin is 16 years old. He is a local footballer who plays
for a small football club in Paramatta, Sydney. He works
hard to be a professional footballer.
His day starts at 4. First, he says his prayer and then he goes
jogging. He goes jogging for one hour. After jogging, he
joins his club to do some practice. After that he takes a rest
and takes a bath. His mother always prepares simple
breakfast for him. After breakfast, he goes to school.
At 3 p.m. he goes to the football field. His football club
practices playing football. He learns a lot from his coach. his
football practice ends at about 5 p.m. he goes home and does
his other daily activities.
Generic Structure
Text 4
Reading text entitle “Camping” taken from unit 2 in the textbook
Camping
Camping is hobby of people of different ages.
They usually go camping on weekends or holidays. They live
outside their house for one or more days. They bring food,
clothes and other daily needs with them. They often bring
some cooking utensils and cook their own food. They spend
several days, or even weeks in a tent. They do a lot of
activities, like fishing, swimming, watching birds and
wildlife, and playing games.
Camping helps people free themselves from the stress of city
life. They leave the city and move closer to nature. Many
people believe that camping is very good for health. Hiking
around a campsite or swimming in a river or sea nearby is a
good exercise for the body.
Identification
Appendix 2
RECOUNT TEXT
Generic Structure
Text 5
Reading text taken from unit 3 in the textbook
Last summer holiday, my family and I spent one night at the
countryside. We stayed in a small house. It had a big garden with
lots of colorful flowers and a swimming pool.
First, we made a fire in front of the house. Then, we sat around the
fire and sang lots of songs together. After that, we came into the
house and had dinner. Next, we sat in the living room and watched
a movie. Finally, everybody fell asleep there.
We woke up very late in the morning and had breakfast. In the
afternoon we went home. We were all very happy.
Orientation
