Discussion

CHAPTER IV: FINDINGS AND DISCUSSION

B. Discussion

In this part, the researcher discussed the result of the finding. Here is the important point:

Based on Curriculum 2013 there are five genres of reading materials required that should be taught for second grade of junior high school, those were descriptive text, recount text, narrative text, procedure text, and announcement.⁴⁸ Based on the finding above, the researcher found three genres of reading material found in the textbook, which was descriptive text, recount text, and announcement. The dominant text was the descriptive text that represented 11 times which were in the chapter (5, 6, and 7), then continued by recount text that represented 4 times which were in the chapter (8 and 9), and the last was the announcement text that represented 2 times which were in the chapter (4 and 9). Unfortunately, this textbook did not provide two genres of reading material that were also purposed by Curriculum 2013, those genres were narrative text and procedure text. In conclusion, this

“Passport to the World” English textbook did not fulfill the criteria genre of reading materials purposed by curriculum 2013 that should be taught for the second grade of junior high school.

On another side, from the 17 reading texts in the textbook, there were some reading texts that included low, medium, and high lexical density. It was proved after the researcher analyzed the lexical density in every reading text.

Two texts were categorized as low lexical density, 11 texts were categorized

48KEMENDIKBUD, 69.

as medium lexical density, and 4 texts were categorized as high lexical density. Four reading texts (texts 2, 6, 9, and 13) were categorized as high lexical density because their lexical density was between 61% to 70%. They contained more content words than grammatical function words, which means that the text was difficult to be understood because it contained a lot of information. As said by Khamahani,“the higher the density the more difficult and complicated the text is”.⁴⁹ Meanwhile, the eleven texts (text 1, 3, 4, 5, 8, 10, 11, 14, 15, 16, and 17) were categorized as medium lexical density because their lexical density was between 51% - 60%. Further, the two texts left (text 7 and 12) were categorized as low lexical density because the lexical density was between 41% - 50%. As stated by Rahmansyah, (in Maimunah, 2019) “if the texts have more grammatical items than the lexical items, the text is categorized to a lower lexical density”⁵⁰and also Khamahani said “text with a lower density the moreeasy understood”.⁵¹

Based on the lexical density analysis that had been conducted, a certain text which had more total number of words did not determine that the text was difficult to understand. As we could see that the text entitled “A Trip to Borobudur” had 468 total words and the text entitled “Two Rabbits” had 285 total words. Meanwhile, the result of lexical density analysis showed that the text entitled “Two Rabbits” had high lexical density than the text titled “A Trip to Borobudur” even though the text entitled “Two Rabbits” had a fewer total number of words. The example above showed that the reading text that

49Ghafar Khamahani, 15.

50Siti Maimunah, 8-9.

51Ghafar Khamahani, 14

had more total words did not determine it would have a higher level of lexical density. As Johansson said, “low lexical density containsmany pronouns and auxiliaries rather than nouns and verbs”.⁵²In brief, the majority of reading text in the textbook was not difficult to understand. It could be verified because the dominant lexical density was medium. Hence, this English textbook is appropriate to be applied in the teaching-learning process as well.

In addition, a good test should have a varied index difficulty which consists of easy, moderate, or difficult. In terms of reading material, a textbook should also apply the criteria of index difficulty. Sumarsono (in Hartati, 2019) suggested that a good test should have a ratio of 1: 2: 1 for its easy, moderate, and difficult items. It means that the test should have 25%

easy, 50% moderate, and 25% difficult.⁵³ It also happens to the reading material in the textbook. Based on the findings, the percentage of lexical density could be known that the easy item was 11,76%, the moderate item was 64,70%, and the difficult item was 23,52%. It could be concluded that the ratio of this text had not reached the ideal ratio 1:2:1.

The moderate items had reached the ratio of index difficulty, whereas the easy and difficult items had not reached the ideal ratio because the number of their percentages was not balanced. Heaton stated that “the inclusion of difficult items may be necessary in order to motivate the good students, the inclusion of easy items will encourage and motivate the poor students.”⁵⁴ The ratio imbalance was because of the incomplitment of reading text’s genre.

52Victoria Johansson, 61.

53Neti Hartati, Hendro Pratama S.Y, 61.

54J. B. Heaton, 179

This book did not provide narrative and recount text, whereas curriculum 2013 had recommended five genres of reading texts that should be exist in the textbook.

CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the researcher presented the conclusion of the data findings and suggestions for the teachers, the other researchers, and the authors of the textbook.

A. Conclusion

Based on the finding and discussion in chapter IV, the conclusions could be drawn as follow:

Related to the first focus of this research, the researcher found three genres of reading material represented in the English textbook, those were descriptive text, recount text, and announcement. Descriptive text was the dominant reading text in the textbook. It was represented 11 (eleven) times, continued by recount text that was represented 4 (four) times, and the last was announcement text that was represented twice. Unfortunately, this textbook did not provide narrative text and procedure text which was recommended by curriculum 2013 either.

On another side, related to the second focus of this research, the researcher found 2 texts as low lexical density which means the texts is easy to understand, 11 texts as medium lexical density which means the texts is quite easy to understand, and 4 texts as high lexical density which means the texts is difficult to understand. It means that the majority of the text in the textbook was not difficult to be understood by the students. In addition, the composition of this text had not reached the ideal ratio 1:2:1 of index difficulty because the

composition of reading text in this textbook was easy 11,76%, moderate 64,70%, and difficult 23,52%.

B. Suggestion

Based on the conclusion above, the researcher provides some suggestions for the teacher, other researchers who are interested to do related research, and the author of the textbook developer.

1. For the teacher, the researcher hopes the result of this study could be a consideration to choose relevant English textbooks which consist of all genres of reading material recommended by curriculum 2013, or the teacher could add other references from another book that contained genre that was not in the textbook.

2. For other researchers, this research may give a reference for the other researchers to conduct a study concerning analyzing the lexical density of any reading texts in the textbook for different course levels or different publishers.

3. For the authors, the researcher just found three genres of reading material represented in the textbook. It would be better if the author represent all genres of reading material recommended by Curriculum 2013, and the authors have to consider the ratio of index difficulty of the reading text.

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Wadsworth, 2010.

Backman, J. “Reading Comprehension and Perceived Gomprehensibility of Lexical Density at Discourse and Sentence Level.” Scandinavian Journal of Educational Research, Sweden: University of Umea, 1978.

Brainly, “What is announcement”. Accessed on 17 April 2021.

https://brainly.co.id/tugas/12515199.

Celce-Murcia, Mariane and Olshtain, Elite. Discourse and context in language teaching. United Kingdom: Cambridge University Press, 2000.

Cohen, Louis, Lawrence, Manion, and Keith, Morrison. Research Methods In Education. New York: Routledge, 2007.

Eggins, S. Introduction to systemic functional linguistics, 2^nd edition. New York, 2004.

Fadhillah, Y. “Analyzing Lexical Density of English Reading Texts in Pathway to English Textbook for Senior High School Grade X.” Thesis, UIN Ar- Raniry Banda Aceh, 2018.

Grabe, W. Reading in a second language: Moving from theory to practice. New York: Cambridge University Press, 2009.

Halliday, M. A. K. Spoken and written language. USA: Oxford University Press, 1985.

Hartati, Neti, and Yogi, H.P.S. “Item Analysis for a Better Quality Test.” English Language in Focus (ELIF). Jakarta, Universitas Muhammadiyah, 2019.

Heinle, Thomson. Designing Language Course: A Guide for Teacher. Canada:

Kathleen Graves, 2000.

Heiton, J. B. Writing English Language Test. London and New York, Longman Group UK Limited, 1988.

IAIN Jember, Pedoman Penulisan Karya Tulis Ilmiah Institute Agama Islam Negeri Jember, Jember: IAIN Jember, 2020.

Johansson, V. “Lexical diversity and lexical density in speech and writing: A developmental perspective” Lund University, Department of Linguistics and Phonetics, 53, 2008. 61-79

Jufrizal. Langauge and Linguistic, Jakarta: Universitas Terbuka, 2011.

Kanina, I. R. “An Evaluation of Reading Materials In “English In Focus”

Textbook For Seventh Grade Students In One Of Junior High Schools In Bandung.” Journal of English and Education, 4 (1), 2016, 39-50.

Khamahani, Ghafar. “A Corpus-Based Analysis of Tehran Times and Azeri News Headlines: Focus on Lexical Density and Readability”, International Journal of Humanities Social and Education (IJHSSE) 2, no 1, Januari 2015, 12-16.

Khan, Sajid I. Part of Speech, first edition, edited by Javaria Hanan, literary English, November 1, 2020.

Knapp, P & Watkins, M. Genre, Text, Grammar: Technologies for Teaching and Assesing Writing. Sydney: University of New South Wales Press, 2005.

Kracht, Marcus. Introduction to Linguistics, Los Angeles: Department of Linguistics, 2000.

Kurnianto, A. “An Analysis of Reading Materials on a Textbook for the Eighth Grader: Real Time an Interactive English Course for Junior High School Students Year VIII”. Thesis, Yogyakarta: Yogyakarta State University, 2016.

Maimunah, S. “An Analysisof Lexical Density in English Textbook at VIII Grade Al-Huda Junior High School Tembilahan”. Thesis, UIN Suka Riau, 2019.

Nunan David. Practical English Language Teaching Young Learner. New York:

McGraw Hill Companies, 2005.

Pratiwi, A. H. “Lexical densityof English textbook of second year of senior high school” A Journal Article. Semarang: Dian Nuswontoro University, 2014.

Richards, J. C. The role of textbooks in a language program. Cambridge, 2001.

Sholichatun, S. “Content analysis of reading materials in English on sky textbook for junior high school”. Thesis, Semarang: IAIN Walisongo, 2011.

Syarif, H. “Lexical Density v.s. Grammatical Intricacy: how they are related?”

Padang: FBS Universitas Negeri Padang, 2018.

Teachmint. “Textbook-Meaning and Definition of Textbook.” Accessed on 15 December 2021.https://www.teachmint.com/glossary/t/textbook/.

Unpam, Andi,Qur’an and English Translation, Qur’an for android, 17 December 2014.

Ure, J. Lexical density and register differentiation. Application of linguistics.

London: Cambridge University, 1971.

Name : Yuni Lailatul Maufiroh

NIM : T20176016

Study Program/Major : English Education Department

Faculty : Tarbiyah and Teacher Training

Institution : UIN KH Achmad Siddiq Jember Place and Date of Birth : Bondowoso, 01^stof April 1999

Address : Ardisaeng-Pakem, Bondowoso

Hereby declares that the content of the thesis entitled “Lexical Density of Reading Material in the “Passport to the World” English Textbook for 8^th Grade of Junior High School Based on Curriculum 2013 ” is the result of my research/work, except in part referred by the source.

Jember, 12^thof December 2021 Stated By

Yuni Lailatul Maufiroh T20176016

of Reading Material in the ‘’

Passport to the world’’ English Textbook for 8^th Grade of Junior High School based on

Curriculum 2013

Reading Material based on Curriculum 2013

Word:

 Noun

 Verb

 Adjective

 Adverb 2. Indicator of

Grammatical Function:

 Preposition

 Pronouns

 Auxiliary Verb

 Conjunction 1. Recount Text 2. Procedure Text 3. Narrative Text 4. Descriptive Text 5. Announcement

Materials in the

“Passport to the world” English Textbook for Grade VIII of Junior High School

Qualitative Approach 2. Types of Research :

Content Analysis 3. Technique of

Data Collection:

Document analysis 4. Data Analysis :

Content analysis based on Donald Ari, et.al :

1. Familiarizing and Organizing

2. Coding and Reducing 3. Interpreting and

representing

 Qualification Lexical Density by Ure,1971

Note : 41–50% = low 51–60% = medium 61–70% = high

>70 % = very high

 Counting the proportion of Lexical Density by Ure,1971 LD =

( )x100%

5. Validity of Data:

Genres of Reading Materials offered by Curriculum 2013 which are found in

‘’Passport to the world’’ English Textbook for 8^th Grade of Junior High School?

2. How is the Lexical Density of Reading Materials in the‘’ Passport to the world’’ English Textbook for 8^th Grade of Junior High School based on Curriculum 2013?

Yang bertanda tangan di bawah ini;

Nama : Nina Hayuningtyas, M.Pd.

NIP : 198108142014112003

Jabatan : Dosen IAIN JEMBER

Menyatakan telah melakukan triangulasi data sehubungan dengan analisis data yang dilakukan oleh Yuni Lailatul Maufiroh dalam penelitian yang berjudul

“Lexical Density of Reading Material in the “Passport to the World” English Textbook for 8^thGrade of Junior High School based on Curriculum 2013”

Demikian surat keterangan ini dibuat untuk dapat digunakan sesuai dengan keperluan.

Jember, 11 December 2021 Yang membuat pernyataan

Nina Hayuningtyas, M.Pd.

NIP. 198108142014112003

Yang bertanda tangan di bawah ini;

Nama : Nurish Shufi, S.Pd

Jabatan : Guru Bahasa Inggris Mts At-taqwa Bondowoso Menyatakan telah melakukan triangulasi data sehubungan dengan analisis data yang dilakukan oleh Yuni Lailatul Maufiroh dalam penelitian yang berjudul

“Lexical Density of Reading Material in the “Passport to the World” English Textbook for 8^thGrade of Junior High School based on Curriculum 2013”

Demikian surat keterangan ini dibuat untuk dapat digunakan sesuai dengan keperluan.

Jember, 11 December 2021 Yang membuat pernyataan

Nurish Shufi, S.Pd.

1 13 of July 2021 Specifying and presenting the primary data

 Deciding reading material in the textbook that would be analyzed

 Genre of reading material in the textbook based on Curriculum 2013

 Lexical density based on Ure’s theory

2 15^thof July 2021 Diving the data  Choosing the reading material that would be analyzed in the main course

3 17^thof July 2021 Counting the data  Counting the chosen data.

How much the data that would be analyzed

 There were 17 reading texts in the textbook

4 17^thof September 2021

Coding the data  Giving the code to every data that had chosen 5 19^thof September

2021

Analyzing the data  Analyzing the data in every chapter

6 11^thof October 2021

Representing the data  Representing the finding of analysis in the sheet of analysis

 Describing the sheet analysis

7 2^thof November 2021

Validation of data  Checking and validating the data

 One of English lecture

 One of English teacher at MTs At- taqwa Bondowoso 8 28^stof November

2021

Conclusion  Concluding the data, based on the results of analysis data

World” English Textbook for Grade VIII of Junior High School)

Types of Words Part of Speech

Content Words = Green Color

1. Noun = n

2. Verb = v

3. Adjective = adj 4. Adverb = adv Grammatical Function Words =

Underline

1. Preposition = 1

2. Pronoun = 2

3. Auxiliary verb = 3 4. Conjunction = 4

HiJuniors!^adj

The 17th Augustⁿis³ coming.^v We²'re³ having^v a bazaarⁿand⁴ a festivalⁿ commemorating^v our² countryⁿ anniversaryⁿ at¹ the schoolⁿ yardⁿnext^adj weekⁿ.Would³ your² classⁿlike^v to¹ join^vthe bazaarⁿ? If⁴ you²do^v, then⁴come^v and⁴see^vthe committeeⁿto¹ register^v your² classⁿ and⁴get^vone²both²in¹the bazaarⁿ. If⁴you²only^advwant^vto¹come^vfor⁴ the bazaarⁿ and⁴ festivalⁿ as⁴ shoppers,ⁿ please^adv go^v and⁴ enjoy^v it². The bazaarⁿ and⁴ festivalⁿ will be³ one weekⁿ from¹ 11th to¹ 17th of¹ Augustⁿstarting^vat¹09.00 to¹16.00.Gofor⁴the bazaarⁿand⁴get^vfunⁿ as well as^advprizesⁿin¹it²! All²are³welcome.^adj

Thank^vyou². The Committee.ⁿ Text 2: Page 115

Two Rabbits

I² have^v two cute^adj little^adj rabbitsⁿ. Both of² them² are³ pure^adj white^adjin¹colourⁿ.I²have³named^vthem²Bunnyⁿand⁴ Bettyⁿ. Bunnyⁿ is³ the male^adjrabbitⁿand⁴Battyⁿis³ the female^adjone.²They²are³ my² friendsⁿ at¹ homeⁿ. At first^advmy¹ motherⁿ did not³ like^vrabbitsⁿ, but⁴ she²soon^advgrew^vfond^adjof¹ them². She²helps^vme²take^vgood^adjcareⁿ of¹both²them².

They² are³ now^adv about^adv the same^adj ageⁿ, around⁴ threeⁿ yearsⁿ. The Bunnyⁿis³a bit^adjlonger^adj.It² is³40 cm^adjlengthⁿ. Bettyⁿ is³ about^adv 3 cm^adj shorter^adj. Their² weightsⁿ are³ almost^adv the same^adj, about^adv5,5kg^adj.

Both² Bunnyⁿ and⁴ Bettyⁿ have^v white^adj furⁿ. The furⁿ often^adv attracts^v dustⁿ, dirtⁿ and⁴ germsⁿ. We² help^v them² get rid of^v it² by¹ brushing^v them² gently^adv every^adv 3-4 daysⁿ. We² have^v a special^adj

My mother washes the combs thoroughly and dries them after every^adjcombingⁿsessionⁿ.

My² petⁿ rabbitsⁿ love^v eatingⁿ carrotsⁿ, grassⁿ, basilⁿ and⁴ various^adjgreen^adjleafy^adj vegetablesⁿ.We² mainly^advfeed^vthem² with¹ leafy^adjgreensⁿand⁴give^vthem² carrotsⁿoccasionally^advas⁴the later^adv contain^v high^adj sugarⁿ contentⁿ. We² bring^v fresh^adj leafy^adj vegetablesⁿ and⁴ grassⁿ for¹ our² bunniesⁿ every day^adv and⁴ make^v sure^adjthey²are³well^advfed^v.

Just^adv like^v small^adj kidsⁿ, Bunnyⁿ and⁴ Bettyⁿ love^v being³ pampered^v.They² like^v sittingⁿin¹my² lapⁿand⁴just^adv love^v it² when⁴ I² pat^v them² or⁴ gently^adv rubⁿ their² headⁿ. They² show^v their² affectionⁿ by¹ licking^v me². They² also^adv love^v running^v around^adv the houseⁿwith¹me²

Both² Bunnyⁿand⁴ Bettyⁿ are³ quite^adj warm^adj, friendly^adj and⁴ sociable^adj. They² are not³ only^adv affectionate^v towards¹ us² but⁴ also^adv welcome^v all^adj our² guestsⁿ with¹ warmthⁿ. Small^adj kidsⁿ in¹ our² neighbourhoodⁿ often^adv come^v to¹ play^v with¹ Bunnyⁿ and⁴ Bettyⁿ. They²love^vplayingⁿwith¹the kids.ⁿ

Text 3: Page 117

Scenery of Kenya

Kenyaⁿoffers^va diverse^adjrangeⁿof¹interestsⁿfor¹visitorsⁿ. We² have^v 300 kilometres^adj of¹ coastⁿ, with¹ some² lovely^adj beachesⁿ.There²are³coral^adjreefsⁿ,and⁴seaⁿcreaturesⁿ.That²’s³one^adj sideⁿ,that²’s³the beachⁿholiday.ⁿ

Then^adv, Kenyaⁿ is³ famous^adj for¹ safarisⁿ. There² are³ 45 national^adj parksⁿ, where⁴ clientⁿ can³ come^v and⁴ visit^v and⁴ see^v exotic^adj animalsⁿ like^adj flamingosⁿ- there² are³ about^adv two millionⁿ of¹ them². You² can³ also^adv go^v hikingⁿ in¹ the hillsⁿ and⁴ mountainsⁿ.

You can also come for golf . We have 39 golf courses , so⁴ you² can³ integrate^v a golfing^adj holidayⁿ – safariⁿ, beachⁿ, golfⁿ. We² also^adv have^v some² camelsⁿ,where⁴ peopleⁿcan³ just^adv go^v for¹ a camel rideⁿ.

In¹a nutshellⁿ,I²can³say^vthat⁴Kenyaⁿis³a wonderful^adjplaceⁿ for¹ visitorsⁿ to¹ come^v. Kenya^adj peopleⁿ are³ very^adv friendly^adj peopleⁿ.

Text 4: page 120

My Pet Cat

I² have^v a white^adj coloured^adj, soft^adj and⁴ furry^adjpetⁿ catⁿ. It² is³ a Himalayan^adj Catⁿ. These² catsⁿ are³ known^v for¹ their² soft^adj furry^adjcoatsⁿand⁴that²is³what²attracted^vme²too^adv.

Since¹ I² am³ the only^adv childⁿ in¹ my² familyⁿ, my² parentsⁿ decided^vto¹get^vme²a petⁿ. They²asked^vme²if¹I²wanted^va dogⁿor⁴a catⁿand⁴I²instantly^advchose^vthe letter².My²fatherⁿtook^vme²to¹a pet shopⁿand⁴my²heartⁿwent^vpoundingⁿfor¹this²cute^adjlittle^adjwhite^adj kittenⁿwith¹grey^adjearsⁿ.We²brought^vit²homeⁿand⁴since¹then^advit² has³been³my²best^adjfriendⁿ.I²have³named^vit²Rosieⁿ.

Rosieⁿis³there²with¹us² since¹the last^adjtwoyearsⁿand⁴ has³ become^v a partⁿ of¹ our² familyⁿ.I² love^v playingⁿ with¹ it². I² play^v with¹ it² in¹ the houseⁿ also^adv take^v it² out^adv in¹ the parkⁿ every evening^adv. I² bathe^v it² twice a monthⁿ with¹ the helpⁿ of¹ my² motherⁿ. Bathing^v sessionsⁿ are³ super^adj funⁿ for¹ me² as well as^adv Rosieⁿ. My² motherⁿ makes^vme²a pointⁿto¹comb^vRosie’sⁿfurry^adjcoatⁿevery day^adv.We² have^va separate^adjsetⁿof¹combsⁿ, brushesⁿ, shampooⁿand⁴soapsⁿfor¹ Rosieⁿ. We² also^adv take^v a good^adj careⁿ of¹ her² dietⁿ. We² bring^v homeⁿspecial^adjcat foodⁿfor¹her². I²love^vmy²petⁿcatⁿ.