LEXICAL DENSITY ANALYSIS OF READING TEXT IN
BAHASA INGGRIS TEXTBOOK FOR GRADE XI SMAN 2
TEBING TINGGI
A THESIS
Submitted to Fulfill the Partial Requirements for the Degree of Sarjana Pendidikan
By:
DIBASARI PUTRI
REGISTRATION NUMBER: 2123321020
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
i
ABSTRACT
Putri, Dibasari. Registration Number: 2123321020. Lexical Density Analysis of Reading Text in Bahasa Inggris Textbook for Grade XI SMAN 2 Tebing Tinggi. A Thesis. English Educational Program, State University of Medan, 2017
This study deals with the lexical density of reading text of English textbook for senior high school. It was aimed to find out lexical density level in the reading text,how is the lexical density distributed across the texts and then why is the lexical density used in the textbook. This study was conducted by using qualitative research.The data of study were the 8 texts that classified by 4 genres in the Bahasa Inggris textbook for grade XI SMAN 2 Tebing Tingi. The data were analyzed by using Eggins (2004) theory. The result of this study: 1) The LD level of text was equal based on Eggins theory. 2) The distribution of lexical density in reading text in Bahasa Inggristextbook as follows: Text 1 entitle “ How to Make
Orange Juice” was 0.37. Text 2 entitle “ How to plant Jasmine “ was 0.46. Text 3 entitle “ How to Make Cheese Toast” was 0.37. Text 4 entitle “ How to Make a Pizza” was 0.44. Text 5 entitle “ Earthquakes “ was 0.46. Text 6 entitle “ The Last “ was 0.32. Text 7 entitle "Life and Times of Ki Hajar Dewantara” was 0.38. Text 8 entitle“ Global Warming” was 0.47. 3) Although the reading texts in the
bahasa inggris textbook had different genre in each text but it didn’t influence lexical density of the text because the influencing of the high and low lexical density in the texts were the three points of experiental mode namely action, reconstraction and generalization.
ii would like to express her gratitude to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature Department and her Thesis Examiners, Dra. Meisuri, M.A., the Secretary of English and Literature Department and Nora Ronita Dewi, S.Pd., S.S., M.Hum. the Head of English Education Program.
Prof. Amrin Saragih, M.A., Ph.D., the Thesis Advisor who had already motivated her to finish the thesis by giving advices, supervising, giving comments and corrections during completing this thesis and also for Yeni Erlita, S.Pd., M. Hum.,, as her Thesis Advisor and Academic Advisor for giving advices and supervising during her academic year.
Indra Hartoyo, S.Pd.,M.Hum and Drs. Willem Saragih, Dipl.Appl.,M.Pd. the Thesis Examiners who have given knowledgeable input in furnishing her thesis.
All of the Lecturers of English Department, for their valuable lessons, knowledges, advices, and guidance during her academic years in English Department.
Eis Sri Wahyuni, M.Pd, the Administration Staff of English Department, who helped her to fulfill this thesis.
Paino, S.Pd.,M.Si. as Headmaster in SMAN 2 Tebing Tinggi who has given permission in collecting the data.
iii
Ardiansyah, Nisha, Khairani, Imam, Intan, Nurima, and Amna, her lovely friends who have colored her life with loves,cares, motivations and supports.
Najmi, Nu’aqlia, Aulia, and Fadlullah, her best friends for the lovely advice, smile, laughter and love.
Her friends in Extension 2012 B who have made cheerful and spirit days at class.
Medan, April 2017 The writer,
Dibasari Putri
iv
CHAPTER II. REVIEW OF LITERATURE ... 6
A. Theoretical Framework ... 6
1. Curriculum ... 6
a. The 2013 English Curicullum ... 7
2. Textbook ... 8
3. Reading Text ... 9
4.Types of Reading Text ... 10
a. Procedure Text ... 10
b. Report Text ... 11
c. NarrativeText ... 12
d. Analytical ExpositionText ... 13
5. Lexical Density ... 14
a. Content Carrying Lexical items ... 17
1) Noun ... 18
2) Verb ... 19
3) Adjective ... 19
4) Adverb ... 20
b. Non - Content Carrying Lexical items ... 21
1) Proposition ... 21
2) Conjuction ... 21
3) Auxilary Verb ... 22
v
B. Relevant studies ... 24
C. Conceptual Framework ... 26
CHAPTER III. RESEARCH METHODOLOGY ... 29
A. Type of the Study ... 29
B. Research Data and Source ... 30
C. Technique Data Collecting ... 30
D. Technique Data Analysis ... 31
CHAPTER IV. DATA, DATA ANALYSIS, FINDING AND DISCUSSION ... 34
A. The Data ... 34
B. The Data Analysis ... 34
1. The Lexical Density Level in the Reading Text... 41
2. Distribution of Lexical Density in Reading Text ... 44
3. The reason for Lexical Density in Reading Text ... 45
C. Finding ... 49
D. Discussion ... 49
CHAPTER V. CONCLUSION AND SUGGESTIONS ... 52
A. Conclusion ... 52
B. Suggestions ... 54
REFERENCES ... 55
vi
LIST OF TABLES
Pages
Table 3.1. Distribution of Text ... 31
Table 3.2. Context of Situations ... 33
Table 4.1.Distribution of Text in Genre` ... 34
Table 4.2. Lexical Density Level ... 36
Table 4.3.The Level of Dense Vocabulary in a Text ... 41
Table 4.4.The Row of the Highest to Lowest LD in Textbook... 43
Table 4.5. Distribution of lexical density ... 44
vii
LIST OF FIGURE
Pages
1
CHAPTER I INTRODUCTION
A. The Background of the Study
The 2013 curriculum is the curriculum that applies in Indonesia education
system. The implementation of 2013 curriculum is applied gradually by
government to change school based curriculum and to enhance Indonesia
Education’s quality. According to Tivany (2015), Indonesian government has
been launching the 2013 curriculum by Peraturan Pemerintah No.32 Th. 2013 the educational system of Indonesia in which the aim to prepare Indonesian people to
be religious, productive, creative and innovative. It also hoped that they can give
contribution for their social life, nation, country, and world civilization and make
some changes in learning sources. One of them is 2013 curriculum textbook.
Because it is an important component that should be considered by the teacher in
order to teach well. In the online news emphasizes that The National Education
System Act no 160/2014 about the implementation of 2006 and 2013 curriculum,
one of them is that primary school until senior high school for studying years
2014/2015 re-implement curriculum 2006 (School Based Curriculum) start from
second semester 2014/2015 until there will a decision from the ministry to
implement 2013 curriculum. (www.jpnn.com)
The government’s purpose in applying the textbook of 2013 curriculum is
to improve students’ achievement in mastering the fourth basic skills; Listening,
Speaking, Reading and Writing. In this case, the reading is one of the basic skills
that the students have been enhanced because it is the most important skills that
2
shall be mastered in English language learning. Although all of those skills are
important to be learned but the implementation, reading seems to be given
priority. This might be due to the idea that through reading any kind of text, the
student can get information and knowledge. Nesia (2014) says that the students
can get information and the knowledge and also the vocabulary and the grammar
through the text. It is provided in some types which are called as genre. The types
of genre are arranged well based on the curriculum. Besides that, reading also
helps students to gain other skill. After reading, the students can answer the
question from reading comprehension activities, it can help student to gain their
writing skill then reading also can help their pronunciation (speaking skill) by
reading aloud.
On the other hands, to do reading activity, textbook can be used by teacher
to teach in the classroom. Nesia (2014) adds that textbook is used to serve the
learners’ need about language skill. It also provides information and knowledge
that the students need which cannot be given by the teacher. Though, the teacher
should select textbook because there are so many textbooks provider for every
level of the school include the textbooks of 2013 curriculum.
Besides, there are some reading texts in genres in textbook such as report
text, narrative text, exposition text, spoof text, and hortatory exposition text to
improve students’ reading comprehension and to make the student get knowledge.
Reading text also provides opportunities to study language; vocabulary, grammar,
punctuation, and the way how we construct sentences, paragraphs and texts. Then,
3
student should be able to understand and to comprehend every reading text in the
textbook which is covered in the curriculum of the unit level of education.
In the reading comprehension section, every student usually gets
difficulties in comprehending a long texts or a dense text such as report text.
When they found report text with long and many paragraphs, they would get
bored easily. They get difficulties in comprehending the text when getting bored.
But in fact, the main point of difficult text is the lexical density of the text.
However, the words of high frequency may hinder understanding, as
understanding text related to another aspect that is complexity of text. The
complexity of text is seen in Lexical Density. Nesia (2014), lexical density is a
condition of the words‟ proportion in the text. It shows the ratio of lexical items to
grammatical items. Lexical items consist of noun, adjective, verb, and some
adverbs while grammatical items consist of determiner, pronoun, most
preposition, conjunction, finite verb, and some classes of adverb. Lexical density
shows the complexity of words within text. It describes the development of lexical
in the written language.
So, the writer analyzes Bahasa Inggris textbook published by Kementerian
Pendidikan dan Kebudayaan Republik Indonesia 2014 that is used for the grade
XI of Senior High School in SMAN 2, Tebing Tinggi. The writer will analysis
reading text in textbook based on 2013 Curriculum for knowing the lexical
density. The textbook is used in one semester of teaching-learning process.
Based on the explanations above, there are several reasons why the writer
4
current curriculum. Second, it is often used by some schools so it is important to
know whether the reading texts are appropriate for the students. Third, the writer
wants to know the lexical density of reading text in Bahasa Inggris textbook.
B. The Problems of the Study
From the identification and limitation of the problem above, the problems
are formulated as following
1. What is the lexical density level of the reading texts found in Bahasa Inggris textbook grade XI?
2. How is the lexical density distributed across the texts?
3. Why is the lexical density used in the way it is?
C. The Objective of the Study
With reference to the research problems, the objectives of this study are
1. to determine the lexical density level in the reading text found in Bahasa Inggris textbook grade XI,
2. to ascertain destribution of lexical density across the reading texts found in
Bahasa Inggris textbook grade XI, and
3. to reason for the lexical density in the textbook.
D. The Scope of the Study
The study is limited to analyze the lexical density of reading texts on
5
senior high school – SMAN 2, Tebing Tinggi. The number of content carrying
words in a text as proportion of all words in the text will be considered as lexical
density.
E. The Significance of the Study
The findings of this study are expected to be useful theoretically and
practically.
Theoretically, the findings of the study can contribute to theories of
language learning as applications of linguistics. In addition, the findings can be
references for further studies.
Practically, the findings are expected to be useful for
a. the teacher in teaching reading to choose the appropriate strategy or
media for the text based on the complexity of the text, and
b. the teaching material designers who want to design appropriate texts in
52
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
After analyzed the data and elaborated the findings, conclusions were
drawn as the following:
1. Lexical Density level as follows: Text 1 was 0.38. Text 2 was 0.45. Text 3
was 0.37. Text 4 was 0.44. Text 5 was 0.46. Text 6 was 0.32. Text 7 was 0.38.
Text 8 was 0.47.Lexical density level of texts was equal.
2. The distribution of lexical density in reading text in Bahasa Inggris textbook as follows: Text 1 within title “ How to Make Orange Juice” was 0.38.
Text 2 entitle “ How to plant Jasmine “ was 0.45. Text 3 entitle “ How to Mkae
Cheese Toast” was 0.37. Text 4 entitle “ How to Make a Pizza” was 0.44. Text
5 entitle “ Earthquakes “ was 0.46. Text 6 entitle“ The Last “ was 0.32. Text 7
entitle "Life and Times of Ki Hajar Dewantara” was 0.38. Text 8 entitle “ Global
Warming” was 0.47.
3. Reading texts in the bahasa inggris textbook had different genre in each
text but it didn’t influence lexical density of the text because the influencing of
the high and low lexical density in the text were the three point of experiential
mode namely action, reconstraction, and generalization. Action in the text if the
53
generalization in the text if the text which contains about describe something
details. If the texts showed that texts had more action point than the
generalization point, so the text was categorized to the lower lexical density
while if the texts showed that texts had more generalization point than the action
point, so the text was categorized to the high lexical density. In this study,
showed that the highest of lexical density level was 0.47 entitle “ global
warming” which the text describe something details and the position of the text
54
B. Suggestions
In relation to the conclusions, suggestions are staged as the following
1. It is suggessted that english textbook should be appropriate to the ability
level of the student’s needs because each text had different level of
lexical density so it certainly has different teaching materials so that the
students will be fell attracted to study.
2. It is also suggested that textbook composition has balances between
content carrying lexical items and non-content carrying lexical items of
lexical density, in order the students can understand about the reading
texts.
3. It is also advised the English materials that is given to students contain
particularly those of balanced types as they are not too easy nor difficult
