An Analysis of Biography Recount Texts in English Textbooks for Senior High School Grade 10th : Systemic Functional Linguistic Perspective.

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An Analysis of Biography Recount Texts

in English Textbooks for Senior High School Grade 10

th (Systemic Functional Linguistic Perspective)

A RESEARCH PAPER

Submitted as a partial Fulfillment of requirements for SarjanaPendidikanDegree

Created by :

Fina Aufar Laela Ibrahim

1005841

English Education Department

Faculty of Language and Literature Education

Indonesia University of Education

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Fina Aufar Laela Ibrahim,2015

An Analysis of Biography Recount Texts

in English Textbooks for Senior High School Grade 10th

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

ABSTRACT

An Analysis of Biographical Recount Texts in English Textbooks

for Senior High School Grade X

(Systemic Functional Linguistic Perspective)

This study focused on the analysis of Biographical Recount texts in English textbooks and the relevancy of the English textbook to the criteria ofagood source for teaching and learning Biographical Recount text. This study used a descriptive-qualitative method utilising document analysis technique, especially using Transitivity analysis of SFL Framework. The primary data of this study were 4 Biographical Recount texs from Pathway to English for

General Program textbook for grade X textbook and Bahasa Inggris untuk Kelas X SMA, SMK-MA textbook implemented 2013 curriculum. The data was analysed following several

steps, including explaining the aspects of Biographical Recount texts, such as social purposes, schematic structure and linguistic features. The study reveals two findings. Firstly, almost all of Biographical Recount texts analysed are relevant to the criteria of their purposes; Secondly, the schematic structures of all Biographical Recount texts are consistent with the structures suggested by Knapp & Watkin, (2005), Nafisah & Kurniawan (2007), Hattingh (2011), Emilia & Christie(2013).In terms of linguistic features, the Transitivity analysis finds out that the texts possess the criteria of a good Biographical Recount seen from the frequent use of material processes, and adverbs or adverbial groups. Apart from the findings of schematic structures and linguistic features, there are also some limitations found in the texts e.g. no distinction among the stages, the use of simple present tense and the differences of orientation stage in second text. In spite of the limitations found, it can be derived from the findings that the Recount texts in both textbooks are suitable to be used as sources for learning and teaching English, but somehow it is also suggested to find other sources which provide more explanations, more examples, and more exercises.

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TABLE OF CONTENTS

PAGE OF APPROVAL ... Error! Bookmark not defined.

STATEMENT OF AUTHORIZATION ... Error! Bookmark not defined.

PREFACE ... Error! Bookmark not defined.

ACKNOWLEDGEMENT ... Error! Bookmark not defined.

ABSTRACT ... Error! Bookmark not defined.

TABLE OF CONTENTS ... 1

LIST OF TABLES ... 3

LIST OF FIGURE... 4

CHAPTER I INTRODUCTION ... Error! Bookmark not defined.

1.1 Background of the Study... Error! Bookmark not defined.

1.2 Research Questions ... Error! Bookmark not defined.

1.3 Aims of the Study ... Error! Bookmark not defined.

1.4 Significance of the Study ... Error! Bookmark not defined.

1.5 Clarification of terms ... Error! Bookmark not defined.

1.6 Organization of the Paper ... Error! Bookmark not defined.

1.7 Concluding Remark ... Error! Bookmark not defined.

CHAPTER II LITERATURE REVIEW ... Error! Bookmark not defined.

2.1 Curriculum, Genre and Text ... Error! Bookmark not defined.

2.2 Recount Text ... Error! Bookmark not defined.

2.2.1 Schematic Structure of Recount Text ... Error! Bookmark not defined.

2.2.2 Linguistic Features of Recount Text ... Error! Bookmark not defined.

2.3 Biographical Recount ... Error! Bookmark not defined.

2.4 Systemic Functional Linguistics and Its MetafunctionError! Bookmark not defined.

2.5 Transitivity System ... Error! Bookmark not defined.

2.5.1 Process Type and Its Participants ... Error! Bookmark not defined.

2.5.1.1 Material Processes ... Error! Bookmark not defined.

2.5.1.2 Mental Processes ... Error! Bookmark not defined.

2.5.1.3 Relational Processes ... Error! Bookmark not defined.

2.5.1.4 Behavioural Processes... Error! Bookmark not defined.

2.5.1.5 Verbal Processes ... Error! Bookmark not defined.

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2.5.2 Circumstances ... Error! Bookmark not defined.

CHAPTER III METHODOLOGY ... Error! Bookmark not defined.

3.1 Research Design ... Error! Bookmark not defined.

3.2 Detail of Textbooks ... Error! Bookmark not defined.

3.3 Data Collections ... Error! Bookmark not defined.

3.4 Data Analysis ... Error! Bookmark not defined.

3.4.1 Analysis of schematic structure and social purposeError! Bookmark not defined.

3.4.2 Analysis of Linguistic Features... Error! Bookmark not defined.

3.4.3 Analysis of Interview Data ... Error! Bookmark not defined.

3.4.4 Comparison of Recount texts in textbooks ... Error! Bookmark not defined.

CHAPTER IV FINDINGS AND DISCUSSIONS ... 26

4.1 Analysis of Biographical Recount Texts ... Error! Bookmark not defined.

4.1.1 Analysis of First Text ... Error! Bookmark not defined.

4.1.1.1 Analysis of Schematic Structures and Social PurposesError! Bookmark not defined.

4.1.1.2 Analysis of Linguistic Features... Error! Bookmark not defined.

4.1.2 Analysis of Second Text ... Error! Bookmark not defined.

4.1.3 Analysis of Third Text ... Error! Bookmark not defined.

4.1.4 Analysis of Fourth Text ... Error! Bookmark not defined.

4.2 Summary of Analysis of Biographical Recount TextsError! Bookmark not defined.

CHAPTER V CONCLUSION AND RECOMMENDATIONS ...

5.1 Conclusion ... Error! Bookmark not defined.

5.2 Recommendation ... Error! Bookmark not defined.

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LIST OF TABLES

Table 2. 1 Curriculum Structure in Curriculum 1975 ....Error! Bookmark not defined.

Table 2. 2 Classification of Mental Process ...Error! Bookmark not defined.

Table 2. 3 Summarizes of Circumstances ...Error! Bookmark not defined.

Table 3. 1 Descriptions of textbooks ...Error! Bookmark not defined.

Table 4. 1 Biographical Recount Text (Steve Jobs) ...Error! Bookmark not defined.

Table 4. 2 Process type employed in the orientation stage of First textError! Bookmark not

defined.

Table 4. 3 Process types employed in the record of events stage of First TextError! Bookmark not

defined.

Table 4. 4 Second Text (Mohammad Hatta) ...Error! Bookmark not defined.

Table 4. 5 Process types employed in the orientation stage of Second TextError! Bookmark not

defined.

Table 4. 6 Process types employed in the record of events stage of Second TextError! Bookmark

not defined.

Table 4. 7 Third text (William Shakespeare) ...Error! Bookmark not defined.

Table 4. 8 Process types employed in the orientation stage of Third TextError! Bookmark not

defined.

Table 4. 9 Process types employed in the record of events stage of Third TextError! Bookmark

not defined.

Table 4. 10Fourth text (W.S. Rendra) ...Error! Bookmark not defined.

Table 4. 11 Process type employed in the orientation stage of Fourth textError! Bookmark not

defined.

Table 4. 12 Process types employed in the record of events stage of Fourth TextError! Bookmark

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LIST OF FIGURE

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in English Textbooks for Senior High School Grade 10th

CHAPTER I

INTRODUCTION

This chapter presents a brief introduction of the study, including reasons of

choosing the topic, research questions, aims of the study, significances of the

study, clarification of key terms and the organization of the paper.

1.1 Background of the Study

Textbooks are used as supporting media in the learning process and

accomplishing the goals of the syllabus (Hutchinson & Torres, 1994; Nunan,

2000; Celce-Muria, 2001; Lee, 2003; McGrath, 2006). The textbooks consist of

several texts and materials. Recount is one of the text found in the textbooks.

The Recount text, according to Derewianka (2004, p. 15; see also Emilia,

2011, p. 75; Sudarwati, 2013, p. 197) is divided into some particular types, such

as imaginative recount, procedural recount, factual recount (including historical

recount, biographical recount and autobiographical recount), and personal recount.

Among those kinds of the texts, one of the text which is considered difficult

is biographical recount, because the aspects, such as social purpose, schematic

structure and linguistic features, are similar to the aspects of narrative text

(Derewianka, 2004, p. 15; Coffin, 2005, p. 53; Emilia, 2011, p. 75).

In order to understand the aspects (including social purpose, schematic

structure and linguistic features) of the text, the English textbooks, particularly

used in Indonesia as sources for learning and teaching English, should provide a

good example of the text.

However, almost all Biographical Recount texts in textbooks for Indonesian

Senior High School students Grade X does not achieve the aspects (including

social purpose, schematic structure and linguistic features). Therefore, evaluation

of Recount texts in English textbooks for Indonesian Senior High School students

grade X, particularly in term of aspects, is demanded.

A way to assess aspects of Biographical Recount text is using the

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Tati, 2008).Transitivity analysis can identify the linguistic features of certain text

and how the linguistic features help the text achieve its purpose; and Transitivity

enables students to explore and build knowledge of the grammar patterns (Butt et

all, 2003, p. 80; Eggins, 2004, p. 211; Emilia, 2014, p.171).

There were some researchers conducting the study using the transitivity

system, such as Hattingh (2011) who examined how two narrators construe their

experiences of the same events differently through the linguistic choices that they

make, through a systemic functional analysis, as well as a genre analysis of two

testimonies, and Presnyakova (2013) who investigated the process types to reveal

the distribution of process types in the texts of elementary school textbooks.

Nevertheless, to the researcher`s knowledge, there were not so many researchers

who evaluated Biographical Recount text in English textbooks while it is seemed

important to be conducted. Moreover, the textbooks analysed in this study is for

Senior High School implementing 2013 curriculum.

Based on the phenomenon above, the researcher intends to ensure the

aspects of the Biographical Recount text in textbooks for Senior High School

using transitivity, and identify whether or not the prescribed textbooks in

Indonesia Senior High Schools are suitable to be used as the sources for teaching

and learning English.

1.2 Research Questions

This study aims to investigate recount texts in Senior High School English

textbooks in Indonesia. Therefore, the research questions for this study are:

1. To what extent do the Recount texts on the English textbooks Pathway to

English for Senior High School Grade X General Program and Bahasa

Inggris: Untuk SMA-MA/SMK Kelas X achieve the criteria of Recount text in

terms of its social purposes, schematic structures and linguistic features?

2. To what extent are prescribed textbooks in Indonesia Senior High Schools

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1.3 Aims of the Study

In accordance with the research questions, this study is aimed to :

1. Investigate the Biographical Recount texts on the English textbooks Pathway

to English for Senior High School Grade X General Program and Bahasa

Inggris: Untuk SMA-MA/SMK Kelas X in achieving the criteria of

Biographical Recount text in terms of its social purpose, schematic structure

and linguistic features.

2. Identify to what extent the prescribed textbooks in Indonesia Senior High

Schools are relevant to be used as sources for teaching and learning English.

1.4 Significance of the Study

The aim of the study is analyzing the Biographical Recount texts in two textbooks

for grade ten using Transitivity system analysis and investigating which textbook

is more relevant to be a source in teaching and learning Biographical Recount

texts. This study was expected to give importance in academic fields, such as

theory and practice.

In terms of theory, the study can enrich the reference of analysis on schematic

structure, purpose and linguistic features of Biographical Recount texts in English

texts using the Transitivity system.

In terms of practice, the subject field can aid teachers in selecting materials

for teaching and memorizing from texts and helping them take the most relevant

textbook for their learning source in the teaching Recount genre, particularly

biography types.

1.5 Clarification of terms

In order to avoid misperception about some main terms that will be used in the

study, the definition of the terms will be elaborated in this section.

1. Textbook is a material specifically designed for language teaching and

learning process to reach the objectives of learning (Cunningsworth, 1995, p.

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2. Systemic Functional Linguistics (SFL) is a theory in linguistics which sees

language as not only a set rules, but also serves as a resource for making

meaning system (Halliday, 1994, p. 15; Lock, 1996, p. 2; Emilia, 2005, p.87;

Eggins, 2004, p.2).

3. Transitivity system refers to overall grammatical resource for construing

goings on, which realized in participants, process types and circumstantial

(Martin, Mathiessen & Painter, 1997, p.100; Emilia, 2005, p.94; Eggins, 2004,

p. 249).

4. Recount text is a text retelling what is happening and involving writer`s

interpretation (Emilia, 2011, p. 75; Nafisah & Kurniawan, 2007, p. 65).

5. Biographical Recount is a factual recount retelling events or what happened in

the past which are arranged in a temporal sequence and specifically focuses on

somebody`s life (Macken-Horarik, 2002, p. 21; Emilia, 2011, p. 27)

1.6 Organization of the Paper

The paper of study is arranged into five chapters. Each section includes

subsections to give an insight to the topic under investigation. The first chapter is

an introduction, which provides a background of study, statements of problem,

purpose of study, clarification of key terms, and organization of the paper in order

to give an overview to the readers. The second chapter is literary review, which

explains the theories shaping the study. On that point are some theories that build

this study, which are curriculum, text and genre; Recount text; Biographical

Recount; Systemic Functional Linguistics and Its Metafunctions; Transitivity

system and previous research related to the field. The third chapter is research

methodology, which concentrates on the methodology used in taking the survey.

It covers research design, details of textbooks, data collection, and data analysis.

The fourth chapter is findings and discussion, which introduces the findings of the

data analysis. Those findings will be discussed and interpreted in this chapter. The

last chapter is conclusion, which shows the conclusion and some suggestions to

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1.7 Concluding Remark

This chapter has presented some aspects underlying the study, including

background of the study, statement of problems, aims of the study, the

significance of the study, clarification of key terms, and organization of the paper.

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CHAPTER III

METHODOLOGY

The previous chapter has elaborated theories relevant to the study. This chapter

focuses on an elaboration of methodology applied in this study. It covers

Research Design, Detail of Textbooks, Data Collection, and Data Analysis.

Firstly, research design discusses the method employed in this study. It includes the method’s principles and method’s characteristics. Secondly, details of textbooks elaborate the textbooks which were used in the research. Thirdly, data

Collection emphasizes on the technique used in collecting the data. Lastly, data

analysis explains the procedure of analyzing the data.

3.1 Research Design

The method employed in this study is the descriptive qualitative research, using

document analysis technique in particular. Descriptive qualitative research

method was used to collect, analyze, describe and categorize textual data using

interpretative analysis in order to recognize the aspects of Biographical Recount

texts in the English textbook for Indonesia Senior High School Grade X

interpretation from a researcher in giving an opinion around the topic (Alwasillah,

2003; Fraenkel, Wallen & Hyun, 2012, p. 426; Ary, Jacobs & Sorensen, 2010, p.

442).

Besides, this study also used the Transitivity system of Systemic Functional

Linguistics as a tool for analyzing the Recount texts, based on their schematic

structures, purposes and linguistic features (Emilia, 2005, p. 94; Eggins, 2004, p.

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3.2 Detail of Textbooks

Two textbooks were used as full point at analysis. Two texts were taken from

each book to be analyzed. Those textbooks titled are Pathway to English for

Senior High School Grade X General Program and Bahasa Inggris Untuk

SMA-MA/SMK Kelas X. The descriptions of those books have been presented in the

table 3.1. The texts taken were Biographical Recount texts and they are presented

in Appendix II.

The textbooks were selected because of their practicality and the purpose of

the study itself. In terms of practicality, the textbooks were selected because they

can be easily found in bookstores and they are used as sources in many schools. In

relation to the study, the two textbooks were selected in order to investigate to

what extent are textbooks relevant to be used in learning and teaching Recount

genre by comparing their Biographical Recount texts.

3.3 Data Collections

As stated before, this research used document analysis technique in collecting

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which are used in any communication, and provide valuable information in

helping the researchers understand central phenomena in qualitative studies

(Merriam, 1988), while collecting is defined as compiling or accumulating of

objects related to study topic (Yin, 2011).

Therefore, this study used to collect samples of Biographical Recount texts

in the textbooks. The samples of texts were selected using the purposive sample

method. Mc Millan (2001) stated that purposeful sampling is done to increase the

utility of information obtained from small samples.

In this case, there were four text samples taken from the textbook entitled

Bahasa Inggris untuk SMA-MA/SMK Kelas X, namely William Shakespeare and

W.S. Rendra (texts in page 129); and from the textbook entitled Pathway to

English for Senior High School Grade X General Program, namely Steve Jobs

(page 202) and Mohammad Hatta (page 199). Those texts were selected because

they were related to topic criteria of the texts that should be learnt by grade ten

students as proposed by the KI and KD, which was Teks Recount (KD 3.9, see

Appendix I).

To support the data from document analysis, this study also used interview

data. The interview is described as ‘the gold standard of qualitative research’

(Silverman, 2004, p. 51). As stated by Stake (2010, p. 95) the interview is used for

a number of purposes, particularly for a qualitative researcher, such as : Obtaining

unique information or interpretation held by the person interviewed; Collecting a

numerical aggregation of information from many persons; Finding out about “a thing” that the researchers were unable to observe themselves. In this study, the interview was also conducted in order to find out teachers` opinions toward the

Biographical Recount texts in the English textbooks, particularly on their

schematic structure, social purpose and linguistic features.

Two teachers who are teaching grade ten students in Senior High Schools

were involved in interview to validate the data. The teachers were interviewed

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social purpose and linguistic features. In order to get deeper information, the

interviews were conducted individually and using Bahasa Indonesia as mode of

communication (see Appendix for the interview questions).

3.4 Data Analysis

The data analysis in this study was divided into four steps, they are analysis of

schematic structure and social purpose of the texts, analysis of linguistic features

of Biographical Recount texts to do with experiential metafunction, and

comparison of the samples of Biographical Recount texts in two textbooks in

order to choose to what extent are textbooks relevant to be used as source for

learning English, particularly Recount genre. In order to emphasize opinion

toward the comparison of Biographical Recount texts in English textbooks, this

study also involved an interview with two English Teachers who teach English in

Senior High School Grade X. The details of analysis procedure is provided below

3.4.1 Analysis of schematic structure and social purpose

This section presents an analysis of schematic structure and social purposes, by

William Shakespeare, [ the greatest literary genius of english language ], was born in Stratford-Avon in 1564.

Record Of Events

Over the next two decade, he wrote a succession of widely acclaimed plays [ which may be categorized roughly into three groups : histories, comedies, and tragedies ].

His first attained success as a playwright after the production of Henry IV, Part 1, in 1599.

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Henry IV in 1599 were especially well received

and have continued to be produced even until the present day.

Of the comedies, a midsummer nights dream (1595), the merchant of venice (1595-1596), and much a do about nothing (1598), were and are enduring favorite with actors and audience alike.

Although Shakespeare is principally remembered today as the premier English dramatist,

he early attained widespread popularity in the 1590`s as a lyric and narrative poet with the publication of Venus and Adonis (1593) and the rape of lucrete (1594).

But undoubtedly,Shakespeares world wide reputation as a dramatist rests on the profound exploration of the human condition [ portrayed in his great tragedies, romeo and juliet (1594-1595), othelo (1602), king lear (1606), and anthony and cleopatra (1607).]

After having dominated the london theatrical scene for some twenty yearsm,Shakespeare retired to stratfor,

where he lived in relative ease

and comfort until his death in 1616.

3.4.2 Analysis of Linguistic Features

In this section, the linguistic features of texts were identified by utilizing

transitivity analysis. The analysis is used to investigate the interpretation of

meaning from texts` processes, participants and circumstances.

Orientation

Mohammad Hatta Is My hero Because he is an

important person

Career Attributive Attribute Cir : cause

Record of events

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Career Relational : Attributive Attribute

3.4.3 Analysis of Interview Data

This sections elaborates the analysis of interview data.The analysis includes

several steps such as transcribing the recorded interview into written form; and

after it was converted, the data was then categorized into several themes according

to the criteria of a good textbook posed in the interview question. After that, the

researchers interpreted the data, and draw a shared perspective related to the most

relevant textbook to be used in the teaching of English.

3.4.4 Comparison of Recount texts in textbooks

This section is the last step of data analysis, which is comparing the result of

Biographical Recount texts` analysis in terms of schematic structure, social

purpose and linguistic features. This analysis was used to reveal to what extent are

textbooks relevant to be used in teaching and learning Recount genre, particularly

Biography types.

3.5 Concluding Remark

This chapter has presented and discussed the methodology used in conducting the

study, including research design, detail of textbooks, data collection, and data

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Fina Aufar Laela Ibrahim, 2015

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

The previous chapter has presented the analysis and the discussion towards the

finding related to social purposes, schematic structures and linguistic features of

Biographical Recount texts in two English textbooks and the comparison of both

textbooks. Then, this chapter provides the conclusion of the study and offers some

recommendation for further study, in which the brief description of some

underlying aspects—background, aims, main finding, and conclusion are

presented in the conclusion section, and the recommendation or some suggestions

for the further study of transitivity analysis of Biographical Recount texts are

presented in the recommendation section.

5.1 Conclusions

This study focuses on the investigation of Biographical Recount texts in two

English textbooks using transitivity analysis. It aims at investigating the

Biographical Recount texts on the English textbooks,Pathway to English for

Senior High School Grade X General Program and Bahasa Inggris: Untuk

SMA-MA/SMK Kelas X in achieving the criteria of a good Biographical Recount text in

terms of its schematic structure purpose and linguistic features. Moreover, it also

aims at identifying to what extent are the prescribed textbooks in Indonesia Senior

High Schools relevant to be used as sources for teaching and learning English.

The finding of this study shows that all of Biographical Recount text

samples in Pathway to English for Senior High School Grade X General Program

and Bahasa Inggris: Untuk SMA-MA/SMK Kelas X textbooks are suitable to be

used as sources for teaching and learning Biographical Recount. Those sample

texts were successfully achieving the purposes of Biographical Recount texts. In

addition, in terms of schematic structure, those sample texts completely achieved

the criteria of Biographical Recount texts, though there are some distinctions of

schematic structure in the texts from Pathway to English for Senior High School

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Moreover, in terms of linguistic features, all of Biographical Recount text

samples in both textbooks are also suited to the criteria of Biographical Recount

texts. Both textbooks use noun or noun groups to identify the specific participant

involved in the texts; material processes to refer to the events happening to the

specific participants; using adverbs and adverbial phrase, which are realized in the

circumstances, to add more detailed information about the specific participant;

and use the time connectives to sequence the events. There are some paragraphs in

some texts in both textbooks using simple present tense, but the whole paragraphs

are still using the simple past tense.

5.2 Recommendations

Relevant to the findings of the present study, the researcher intends to propose

some suggestions for others researchers to develop a somewhat similar study,

particularly in analyzing the texts found in students` textbooks. Some suggestions

presented are derived from the limitation of this study.

First, this study only focuses on analyzing four samples of the texts. Second,

this study also focuses on analyzing the aspects of the texts, this study does not

analyze the texts in terms of clause complex which contribute to the cohesion and

coherence of the texts. Therefore, for further researches, it is suggested to analyze

the clause complex of the texts and to analyze more sample of texts in some

textbooks.

In additions, based on result, teachers who are using the Bahasa Inggris:

Untuk SMA-MA/SMK Kelas X textbooks should be able to supplement the

learning materials using materials from other sources. Meanwhile, in order to gain

students’ understanding about the aspects of the texts, the teachers who are using

Pathway to English for Senior High School Grade X General Program should be

able to explain in more detail when they are teaching Recount texts, particularly in

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