ANALYSIS OF READABILITY AND GRAMMATICAL

INTRICACY (GI) OF ENGLISH TEXTBOOK ON THE

ELEVENTH GRADE SENIOR HIGH SCHOOL

THESIS

Submitted to State Islamic University of Sultan Syarif Kasim Riau

In partial to fulfillment of the requirements

For the degree of Magister (M.Pd)

of English Education Department

MARDIANA

21790125752

POSTGRADUATE PROGRAM

STATE ISLAMIC UNIVERSITY OF

SULTAN SYARIF KASIM RIAU

PEKANBARU

1442 H/2021 M

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ACKNOWLEDGEMENT

In the Name of Allah he Most Gracious and the Most Merciful

The first of all, the researcher would like to express the sincere thanks

toalmighty Allah SWT who has given health, blessing, inspirations, and guidance

to the researcher in finishing this thesis. Peace and salutation always due the

prophet Muhammad (Peace Be upon Him) who has brought his followers to the

right religion Islam.

The researcher has finished this thesis. Absolutely itis not only effort by

myself alone, there are many hands that help me. This is one of the greatest

moments in my life, sitting down to write thanks on my thesis. On this occasion, I

presentthe great honor to:

1. Prof. Dr. Hairunas, M.Ag., as the Rector of State Islamic University of Sultan

Syarif Kasim Riau.

2. Prof. Dr. H. Ilyas Husti, MA., as the Director of Postgraduate Program State

Islamic University of Sultan Syarif Kasim Riau.

3. 3. Dr. Zaitun, M.Ag., as the Deputy Director of Postgraduate Program State

Islamic University of Sultan Syarif Kasim Riau.

4. Dr. Alwizar, M.Ag., as the Chairperson of Islamic Education Postgraduate

Program at State Islamic University of Sultan Syarif Kasim Riau.

5. Dr. Khairil Anwar, MA., as the Secretary of Islamic Education Postgraduate

Program at State Islamic University of Sultan Syarif Kasim Riau.

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6. My first supervisor of the thesis, Dr. Bukhori. S.Pd.I., M.Pd, thank you for

your patient in guiding and correcting my research work, his enthusiastic

encouragement, kindness and useful critiques for my thesis.

7. My second supervisor of the thesis, Mrs. Dr. Faurina Anastasia, M.

Hum,Thank you very much for your supervision, correction, suggestion,

guidance, patience, and kindness in completing this thesis.

8. All great lectures onEnglish Major Postgraduate Program of State Islamic

University of Sultan Syarif Kasim Riau. Thank you for the guidance,

knowledge, and information during my study.

9. All of the staffs of Postgraduate Program of State Islamic University of

Sultan Syarif Kasim Riau who gave help and information friendly.

10. My beloved father, mother, brothers and all my big family members, thanks

for always giving me youreverlasting love, blessing and support for finishing

my study.

11. My beloved classmates in PBI B, thanks for your support, motivation, and

help during studying in the Postgraduate Programof State Islamic University

of Sultan Syarif Kasim Riau. I will miss them all in every moment that we

were together. Keep fighting and in touch!

12. All of the people who participated in the process of the thesis that I could not

mention one by one. May Allah bless them all, Aamiin.

Finally, I realize that this thesis is still far from being perfect. There are

many expectations can be done to make it better. I have a great belief that this

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thesis will be beneficial and useful for anyone who is concerned in this

finalproject.

Pekanbaru,August27th 2021

The Writer,

Mardiana

21790125752

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TABLE OF CONTENTS

APPROVAL SHEET

ADVISOR APPROVAL SHEET

STATEMENT OF ACADEMIC INTEGRITY

AKNOWLEDGMENT .................................................................................. i

TABLE OF CONTENTS .............................................................................. iv

LIST OF TABLES ........................................................................................ viii

LIST OF FIGURE.......................................................................................... ix

TRANSLITERATION GUIDELINES ........................................................ x

ABSTRACT .................................................................................................... xii

CHAPTER I INTRODUCTION

1.1 Background of the Study ............................................. 1

1.2 Statement of the Problem ............................................. 6

1.3 Limitation of the Problem ............................................ 7

1.4 Research Questions ...................................................... 8

1.5 Objectives of the Study ................................................ 8

1.6 Significance of the Study ............................................. 9

1.7 Definition of the Key Terms ........................................ 9

CHAPTER II LITERATURE REVIEW

2.1 Reading ........................................................................ 11

2.2 The Nature of reading .................................................. 12

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2.2.1 Process and product ............................................ 12

2.2.2 Levels of understanding ..................................... 13

2.3 Readability ................................................................... 14

2.3.1 Factors Affecting Readability ............................ 17

2.3.2 The Characteristics of Text Readability ............. 20

2.3.3 Readability Measurement ................................... 21

2.3.4 Readability Formula ........................................... 24

2.4 Grammatical Intricacy (GI) ......................................... 38

2.4.1 Clause ................................................................. 41

2.4.2 Paragraph ............................................................ 44

2.4.3 Sentence ............................................................. 45

2.4.4 Word ................................................................... 46

2.5 Textbook ...................................................................... 47

2.5.1 Definition of Textbook ....................................... 47

2.5.2 Function of Textbook ......................................... 49

2.5.3 Advantages and Disadvantages of Textbook ..... 51

2.5.4 Textbook Adaptation ........................................... 55

2.5.5 Selection of Textbook ........................................ 59

2.5.6 The Characteristics School‟s Textbook .............. 63

2.6 Text .............................................................................. 66

2.6.1 Definition of Text ............................................... 66

2.6.2 The Criteria of Good Texts ................................ 70

2.6.3 Genre of The Text .............................................. 72

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2.6.4 Factors in Text Selection .................................... 74

2.6.5 Matching a Text to Students ............................... 75

2.6.6 Selecting a Text .................................................. 76

2.7 Relevant Studies .......................................................... 76

2.8 Conceptual Framework ................................................ 82

CHAPTER III RESEARCH METHODOLOGY

3.1 Research Design .......................................................... 84

3.2 Source of the Data ....................................................... 85

3.3 Data Collection Technique .......................................... 86

3.3.1 Documentary ...................................................... 87

3.4 Data Analysis Technique ............................................. 88

CHAPTER IV RESULTS AND DISCUSSIONS

4.1 Results of Data Analysis ............................................... 90

4.1.1 Readability and Grammatical Intricacy in

Bahasa Inggris textbook by Kementerian

Pendidikan dan Kebudayaan Republik

Indonesia ............................................................. 90

4.1.2 Discussion............................................................ 119

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

5.1 Conclusion .................................................................... 121

5.2 Recommendation ......................................................... 122

REFERENCES .............................................................................................. 123

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APPENDICES

APPENDICES 1

INSTRUMENT The Calculation of Readability and Grammatical Intricaci (GI)

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LIST OF TABLES

Table 2.1 Dale-Chall Score ............................................................................. 26

Table 2.2 Fry Graph Readability Formula ...................................................... 28

Table 2.3 SMOG Conversion ........................................................................... 30

Table 2.4 Flesch Reading Ease Score .............................................................. 34

Table 2.5 Genre of The Text ............................................................................ 72

Table 4.1 TheFlesh Reading Ease Scoreand Grammatical Intricacy Level... .. 91

Table 4.2The Percentage of text Readability ................................................... 119

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LIST OF FIGURE

Figure 2.1 Fry Graph ....................................................................................... 28

Figure 2.2Conceptual Framework Diagram ..................................................... 83

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TRANSLITERATION GUIDELINES

1. Single Consonant

Huruf arab Nama Huruflatin Nama

اAlif Tidak dilambangkan Tidak dilambangkan

بBa B Be

تTa T Te

ثS|a S| Es (dengan titik diatas)

جJim J Je

حHa H Ha (dengan titik dibawah)

خKha Kh Ka dan Ha

دDal D De

ذZ|al Z| Zet (dengan titik diatas)

رRa R Er

زZai Z Zet

سSin S Es

شSyin Sy Es dan ye

صSad S Es (dengan titik di bawah)

ضDad D De (dengan titik di bawah)

طTa T Te (dengan titik di bawah)

ظZa Z Zet (dengan titik di bawah)

ع„Ain „ Apostrof terbalik

غGain G Ge

فFa F Ef

قQof Q Qi

كKaf K Ka

لLam L El

مMim M Em

نNun N En

وWau W We

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هHa H Ha

ءHamzah ‟ Apostrof

يYa Y Ye

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ABSTRACT

Mardiana (2021) : Analysis of Readability and the Grammatical Intricacy (GI)

of English Textbook of Eleventh Grade Senior High School

Predicting readabilityand Grammatical Intricacy of reading texts can help the

teachers to match the texts with student‟s grade. The appropriate reading text is

expected to ease the students in comprehending the material. This research

focused on the readability and Grammatical Intricacy of English textbook entitled

Bahasa Inggris for Eleventh grade of Senior High School Published by

Curriculum and Books Center, Research and Development Agency, Ministry of

Education and Culture. This study attempts to find out whether the reading

materials and grammatical intricacy are appropriate or not in terms of readability

and GI Level for students. This research used descriptive quantitative design. The

object of the research is English textbook entitled Bahasa Inggris for First

Eleventh of Senior High School published by Curriculum 2013. The textbook

consists 8 chapters and 1 chapter of enrichment which contained kinds of

readingtexts. The researcher only focuses on analyzing the reading teks in the

enrichment of the textbook. There are three kinds of genre found in this book,

they are narrative, exposition, and recount. The data were collected by using

document analysis. In calculating readability level, the researcher employed the

Flesch Reading Ease (FRE) formula and for Grammatical Intricacy the researcher

employed Eggin‟s formula. The results of the study showed that there were 7

reading texts in the English textbook. From those 9 texts found that there were 3

narrative texts, 2 exposition texts, and 2 recount texts. According to the analysis

using Flesch Reading Ease (FRE) formula and Eggins formula, the researcher

found that there were 2texts in Fairly Easy level, 2 texts in Fairly Difficult level, 1

text in Easy level, 1 text in Standard level, and 1 text in Difficult level. In average,

the texts are in Standard level (64.61). Based on the theory of Flesch Reading

Ease (FRE) and Eggins‟ formula, it is found that the texts are standard level for

Eleventh grade students.

Keyword: Readability, Grammatical Intricacy, Reading Text, Textbook.

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ABSTRACT

Mardiana (2021) : Analisis Keterbacaan dan Kerumitan Tata Bahasa dari

Buku Teks Bahasa Inggris untuk Kelas 11 Sekolah

Menengah Atas

Memprediksi keterbacaan dan kerumitan tata bahasa dari teks bacaan dapat

membantu guru untuk mencocokkan teks dengan nilai siswa. Teks bacaan yang

sesuai diharapkan dapat memudahkan siswa dalam memahami materi. Penelitian

ini berfokus pada Keterbacaan dan Kerumitan Tata Bahasa dari buku teks Bahasa

Inggris yang berjudul Bahasa Inggris untuk Kelas XI SMA yang Diterbitkan oleh

Pusat Kurikulum dan Perbukuan, Badan Penelitian dan Pengembangan,

Kementerian Pendidikan dan Kebudayaan. Penelitian ini mencoba untuk

mengetahui apakah bahan bacaan dan kerumitan tata bahasa sudah sesuai atau

tidak dari segi tingkat keterbacaan dan kerumitan tata bahasa bagi siswa.

Penelitian ini menggunakan desain deskriptif kuantitatif. Objek penelitian adalah

buku teks bahasa Inggris yang berjudul Bahasa Inggris untuk Kelas XI SMA yang

diterbitkan oleh Kurikulum 2013. Buku teks tersebut terdiri dari 8 bab dan 1 bab

pengayaan yang berisi jenis-jenis teks bacaan. Peneliti hanya fokus menganalisis

teks bacaan pada teks pengayaan. Ada tiga jenis teks yang ditemukan dalam buku

ini, yaitu naratif, eksposisi, dan recount. Data dikumpulkan dengan menggunakan

analisis dokumen. Dalam menghitung tingkat keterbacaan, peneliti menggunakan

rumus Flesch Reading Ease (FRE) dan untuk Grammatical Intricacy peneliti

menggunakan rumus Eggins. Hasil penelitian menunjukkan bahwa terdapat 7 teks

bacaan dalam buku teks Bahasa Inggris. Dari 9 teks tersebut ditemukan 3 teks

naratif, 2 teks eksposisi, dan 2 teks recount. Berdasarkan analisis menggunakan

rumus Flesch Reading Ease (FRE) dan rumus Eggins, peneliti menemukan bahwa

terdapat 2 teks pada level Cukup Mudah, 2 teks pada level Cukup Sulit, 1 teks

pada level Mudah, 1 teks pada level Standar, dan 1 teks teks di tingkat Sulit. Rata-

rata teks tersebut berada pada level Standard (64.61). Berdasarkan teori Flesch

Reading Ease (FRE) dan rumus Eggins, ditemukan bahwa teks-teks tersebut

merupakan teks standar untuk siswa kelas sebelas.

Kata kunci: Keterbacaan, Kerumitan Tata Bahasa, Bahan Bacaan, Buku Teks.

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مختصرة نبذة

ػشش انحاد نهظف اإلجهضح انذسسح نهكرة انحى وانرؼقذ انقشاءج قاتهح ذحهم :(2021) ياسداا

انثاىح تانذسسح

ؼهان انقشاءج نظىص انحى وانرؼقذ انقشاءج سهىنح ذىقغ ساػذ أ ك يغ انظىص يطاتقح ػه

انذساسح هز ذشكض .انادج فهى انطالب ػه اناسة انقشاءج ض سهم أ انرىقغ ي .انطالب دسجاخ

انهغحتؼىا اإلجهضح تانهغح يذسس نكراب انحى وانرؼقذ انقشاءج قاتهح ػه انثاىح نهذسسح اإلجهضح

.وانثقافح انرؼهى تىصاسج وانرطىش انثحث ووكانح وانكرة اناهج يشكض تىاسطح شش ذى ػشش انحادح

قاتهح يسرىي حث ي ال أو ياسث انقىاػذ وذؼقذ انقشاءج يىاد كاد إرا يا يؼشفح انذساسح هز ذحاول

ا انذساسح هز ذسرخذو .نهطالب انحىح انقىاػذ وذؼقذ انقشاءج اك وطفا ذظ كراب انثحث ي انهذف .

انهغحتؼىا اإلجهضح تانهغح يذسس يهج تىاسطح شش ذى ػشش انحادح انثاىح نهذسسح اإلجهضح

شكض .انقشاءج ظىص ي أىاع ػه حرى إثشائ وفظم فظىل 8 ي انذسس انكراب ركى .2013

اإلثشائ انض ػه انقشاءج ض ذحهم ػه فقط انثاحث هزا ف انىجىدج انظىص ي أىاع ثالثح ذىجذ .

قاتهح يسرىي حساب ف .انىثائق ذحهم تاسرخذاو انثااخ جغ ذى .وانسشد وانؼشع انسشد وه ، انكراب

طغح اسرخذيىا انؼقذج انحىح انقىاػذ ف نهثاحث وتانسثح (FRE) طغح انثاحثى اسرخذو ، انقشاءج

Eggins. ئجانرا أظهشخ ، ظىص 9 ي .اإلجهضح تانهغح انذسسح انكرة ف قشاءج ظىص 7 وجىد

تاسرخذاو انرحهم إن اسرادا .انفشص إلػادج وظا ، نهؼشع وظا ، سشدح ظىص 3 ػه انؼثىس ذى

وظا Fairly Easy يسرىي ػه ظ هاك أ انثاحث وجذ ، Eggins وطغح (FRE)يؼادنح

، انقاس انسرىي .انسرىي ف واحذ وض انسهم انسرىي ػه واحذ وض انظؼىتح يرىسط تسرىي

إن اسرادا .(64.61) انقاس انسرىي ف انض يرىسط .طؼة .انرىسط انسرىي ػه واحذ وض

ظىطا كاد انظىص هز أ وجذ ، Eggins ويؼادنح Flesch Reading Ease (FRE) ظشح

.ػشش انحاد انظف نطالب قاسح

.انذسسح انكرة ، انقشاءج يىاد ، انحى انرؼقذ ، انقشوئح :انفراحح انكهاخ

1

CHAPTER I

INTRODUCTION

This chapter discusses identification of study which is divided into seven

parts: Background of the study, statement of the problem, limitation of the

problem, research questions, objectives of the study, significance of the study, and

definition of the key terms.

1.1 Background of the Study

Reading is an essential part in learning process for academic purpose,

especially in higher education that makes comprehensive use of academic in

English. It has been known that many books, articles, journals, and manuals are

published in English. Therefore, if someone wants to get information from all

over the world, they have to be able to have a good reading skill in English. It

clearly shows that reading understanding is needed by students to get success in

academic process.

Abbas (2016 as cited in Anderson 1985) defined that reading as the

process making meaning from the written texts. It needs the harmony a lot of

related sources of the information. Reading is a complex process which involves

not only the readers ability to read the text but also their experience to

comprehend it. It is very essential for students because by reading, the students

will get much information and knowledge in their daily life.

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The ability to comprehend ideas and information effectively expressed by

others in writing depends on the good reading ablity. The level of language in

teaching and textbooks play a major role in the academic success of

learners.Reading as an important part in getting successful in academic is difficult

for students.There are a lot of factors which cause students‟ reading ability is low;

1. textbookis difficult to be understood, 2. low readability of textbook, 3.

inappropriate teaching methods, 4. technique in teaching, and 5. students‟ interest.

It clearly shows that reading understanding is needed by students to get success in

academic process. Because of its complexity, that is why an English teacher

should think and choose wisely about the textbook to be used.

Since reading is crucial in academic success, textbook is also an

important in teaching and learning that is used in many schools for facilitating

sequences of learning activities. Textbooks are important resources for teaching

both productive and receptive skills. It is not surprising that some teacher “use a

textbook as the backbone of their courses” (Graves 2000:174). Many beginner

teachers lack the experience and confidence to prepare their own materials and to

rely on the textbook to ease their burden. Some teachers, experienced and

inexperienced, simply follow what is presented in the textbook, while others

supplement it by using materials from other textbooks or sources. Therefore, the

role of textbook is dominant in the teaching and learning process because it is

developed on the curriculum, so it can be useful as a guideline either for the

teachers or the students.

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Textbooks have many texts that should be read and learned by the

students. Every text has different length of sentences and words. The sentences

length, the words length, unfamiliar words and grammatical complexity

(intricacy) make the text is difficult to understand. Grammatical complexity in the

text can lead the students have difficulty in understanding the text. Textbook

discourse with a high level of legibility will support the achievement of education

quality. The texts are difficult to read that means it has low readability levels,

those that are easy to read have high readability levels.

Fulcher (1997:498) stated that readability is one of important

considerations for all those who need to provide the suitability of a given text for

a pedagogic purpose, which is more practically oriented. In Flesh‟s readability

score, the suitable level for Senior High School‟s students depends on the text.If

in the scorethe text show that it is suitable for students„ grade or level, it means

that they can learn and understand easily.Therefore, the authors of textbook must

be concern to the text that they write and make it suitable for the students‟ grade

or level.

DuBay (2004:2) stated the text which has high readability that the criteria

of high readability applied in text must be: 1. Use short sentences or words, 2.

Simple sentences or words, 3. Put some familiar words, 4. Avoid jargon, 5. Use

culture and gender-neutral language, 6. Use correct grammar, 7. Punctuation and

spelling, 8. Active voice and present tense, 9. Begin instructions in the imperative

mode by starting sentences with an action verb, 10. Use simple graphic such as

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bulleted lists, 11. Number steps to make information visually accessible to the

students.

Readability of text is very different from Primary School until Senior

High School‟s students. Sometimes, the reading materials presented in the English

textbooks are too easy. On the other hand, some textbooks include the reading

materials that are too difficult for students. It will make the students frustrated, so

that they can not understand the subject faster and easier.

One factor which makes reading material unreadable is the grammatical

complexity (intricacy). In a way of difficulties in grammar, automatically the

students will find it difficult to understand and answer some questionsfrom the

text. The other factor is the inappropriate text to students‟ level. It causes students

cannot read a text because it does not reach students‟ grade or level. The text in a

textbook is not suitable for their grade and it is complicated for them. As a result,

they do not understand what the content of the text.

In previous research about Readability Level of Science Book for Junior

High School Year VIII in English Department Faculty of Teacher Training and

Education of Surakarta (2014), it is found that the lexis used contain of

manyunfamiliar and new words for the students. In terms of grammatical

complexity of the sentence it is found that the complexities are quite high with an

average sentence length of 14 words per sentence. The complexity of lexis and

grammar in the book Science affects the students less understanding, although the

students have a good enough background of English mastery.

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In conclusion based on the results of the research in the Science book:

Students book for Junior High School Year VIII levels is less appropriate for

Junior High Schoolstudents. The level of complexity of the sentence in the book is

suitable with the level of students, but the lexis used, foreign and new words,

causes the students difficult in understanding the existing discourse in the book. It

is clear that readability and grammatical intricacy are important issue.

Readability and grammatical intricacy areimportant to know whether the

readability and grammatical intricacy of the reading materials based on students

level or not. It is also can be teachers‟ consideration to keep using this book or

wants to find another learning sources which appropriate with students‟ level.

Second, to give information for English teachers that measuring readability level

and grammatical intricacy are important because suitable reading texts for

students can help them to improve their reading comprehension.and finding the

right fit between students‟ reading ability and text difficulty is an important and

challenging task for teachers. Therefore, textbook plays as an important role in the

academic success. As mentioned before that the textbook must be readable to

make students can be successful in learning process. Based on the reasons above,

the researcher wants to analyze this issue with the tittle Analysis of Readability

andGrammatical Intricacy (GI) of English Textbook on the Eleventh Grade

Senior High School.

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1.2 Statement of the Problem

Books have an important role in teaching and learning activities and

scientific development. According to Oxford Advanced Learner‟s Dictionary, a

textbook is defined as “a book that teaches a particular subject and that is used

especially in schools and colleges” so that in the preparation of a textbook there

are some rules that must be fulfilled by a textbook writer.

Textbooks usually combine contemporary and traditional approaches to

language teaching. O‟Neill (1982) stated textbooks provide only a core or a base

of materials, a jumping-off point for a teacher and their class. They can serve as a

grammatical and functional framework which leaves enough space for

improvization, adaptation and a spontaneous and creative interaction in the

classroom. Using a textbook can minimize the chance of gaps in learning process

and the learner is always certain where the course is going, since there is a clear

structure from the beginning to the end.

Based on the background of the study, there are textbooks are less

suitable to with the 20l3 curriculum right now, so make the learners difficult to

measure what will reach in the learning process. Because this phenomena, some

questions are forwardedas the problem: 1. What are the levels of text readability

of Senior High Schooltextbooks? 2. What kind of text are the highest and the

lowest level of text readability and Grammatical Intricacy (GI) in the textbooks?

3. How is text readability represented in the selected texts in Senior High School

textbooks?

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By examining this textbook using descriptive quantitative approaches

and involving textbook as a object of the research, it can better understand the

conceptions and misconceptions the use of textbook in teaching and learning

process an be explained. With this understanding, researcher can seperate the

central phenomenon and explore the issue about the use of textbooks. Researcher

wants to analyze the reading material on English textbook of eleventh grade to

make sure that reading subjects are appropriate. It is important to know whether

the readability and Grammatical Intricacy (GI) of the reading subjects based on

the students level or not.

1.3 Limitation of the Problem

Limitation of the problem is limited on the textbooks. There are many

textbooks that can be used in Senior High School, such as Kementerian

Pendidikan dan Kebudayaan Republik Indonesia 2017, Erlangga, Yrama Widya,

Yudhistira, Grafindo, and others. However, the researcher only choose one

textbook, namely Kementerian Pendidikan dan Kebudayaan Republik Indonesia

2017, because this textbook is used by the students and teachers in teaching and

learning process and it is based on the curriculum 2013. Besides, there are some

problems that faced by the students, such as sentences length, words length, the

complexities of grammar and unfamiliar words. Researcher limits of the problem

in order to avoid misunderstanding. This research is focused on analyzing the

readability level and Grammatical Intricacy (GI) Reading Material on Bahasa

Inggris textbook of Eleventh Grade Senior High School. This book is published

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by Curriculum and Books Center, Research and Development Agency, Ministry

of Education and Culture. Here, the researcher will use the Flesch Reading Ease

formula to measure and analyze the readability level and Grammatical Intricacy

based on the Eggins‟ Formula of each texts.

1.4 Research Questions

Based on the statement of the problems, the reserch question are

formulated as the following questions:

1. What are the levels of text readability of Senior High Schooltextbook in

eleventh grade?

2. What genre of texts are the highest and the lowest level of text readability

and Grammatical Intricacy (GI) in the textbook?

3. How is text readability indicated in the selected texts in Senior High

School textbook?

1.5 Objectives of the Study

In relation to the problems, the objectives of the study are:

1. To find out the levels of text readability of Senior High Schooltextbookin

eleventh grade.

2. To find out the highest and the lowest level of text readability and

Grammatical Intricacy (GI) in the textbook.

3. To describe how he selected textsare indicated in Senior High

Schooltextbook.

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1.6 Significance of the Study

A study which is designed to cover some intended result should

havethesignificances. The findings of this study deals with two main

significances; theoretical and practical significances.

1. Theoretically

The readability of a text can be applied in Senior High Schools

textbooks especially in the eleventh grade. Text readability refers to how

easily a written text can be read and understood.

2. Practically

a. The teacher who wants to match the textbooks with the grade level of

students by countingthe formula of text readability.

b. The students to know what kind of text that appropriate for them by

using readability formulas and Eggins‟ formula.

c. The writers/publishers in order to designthe appropriate textbooks for

students‟ grade, particularly for 11th

grade.

d. The researchers as their reference to investigate text readability in a

textbooks, especially in Senior High Schooltextbooks.

1.7 Definition of the Key Terms

Based on the key terms of this resarch, the definitions are explained to

avoid misunderstanding and misinterpretation. Readability according DuBay

(2004) is that readability involves material which is fit to read, interesting,

10

agreeable, attractive, and enjoyable. It refers to how easy a written text is to read

and understood.

Eggins (2004) stated grammatical intricacy is pointed out the corollary of

the spoken language has a higher difficulty level of Grammatical intricacy.

Grammatical intricacy is related to the number of clauses per sentence, and can be

calculated by expressing the number of clauses in a text as a proportion of the

number of sentences in the text. It is commonly known that a clause is actually

composed of a proposition.

Graves (2000:175) stated textbook is a book as a standard source of

information for formal study of a subject and an instrument for teaching and

learning. It should be regarded as one of the many sources teachers can draw upon

in creating an effective lesson and may offer a framework of guidance and

orientation.

11

CHAPTER II

LITERATURE REVIEW

This chapter focuses on a review of related literature to analyze the

Readability level and Grammatical Intricacy. It begins with reading to the nature

of reading to the readability, grammatical intricacy, textbook, and text. This

chapter ends with review of previous study and presentation of the conceptual

framework to investigate and to measure of the readability andgrammatical

intricacy level.

2.1 Reading

Reading is a process done and used by a reader in order to obtain

messages delivered by writers through words or written media. It is a process that

requires group of words, which has been a set of unity, can be seen in a brief

overview, and each individual meaning of word can be understood.Alderson

(2001) stated when readers process a text, they integrate the new information from

text into their preexisting schemata. Becoming good reader requires the ability to

recognize words and the ability to comprehend a text.

Reading is also in Al-Quran Al-Alaq 1rd

-3th

Verse that :

12

It means: Proclaim! (or read) in the name of thy Lord and Cherisher,

Who created (1), Created man, out of a (mere) clot of congealead blood (2),

Proclaim! and your Lord is Most Bountiful (3).

The verses show that reading is important. Therefore, Allah asks us to

read. One of the most important reading process is to get meaning from the text.

This means about how the readers decode and understand the message from the

text. In getting the meaning from the text, the readers need some ways and

strategies to comprehend it.

2.2 The nature of reading

Alderson (2001) stated there are 2 things the nature of reading, they are

process and product and levels of understanding.

2.2.1 Process and product

It is common place to make a distinction between the process of

reading, and the result of that process, the product. The process is what we

mean by „reading‟ proper: the interaction between a reader and the text. During

that process, presumably, many things are happening. Not only is the reader

looking at print, deciphering in some sense the marks on the page, „deciding‟

what they „mean‟ and how they relate to each other. The reader is presumably

also „thinking‟ about what he is reading: what it means to him, how it relates to

other things he has read, to things he knows, to what he expects to come next in

13

texts. Everybody is presumably thinking about how useful, entertaining,

boring, crazy, the text is.

Evidently, many different things can be going on when a reader reads:

the process is likely to be dynamic, variable, and different for the same reader

on the same text at a different time or with a different purpose in reading.

Understanding the process of reading is important to an understanding of the

nature of reading.

An alternative approach to examine the process of reading is to

inspect the product of reading and, to compare that product with the text

originally read. It is sometimes said that, although different readers may

engage in very different reading processes, the understandings they end up with

will be similar.

2.2.2 Levels of understanding

It is common place in theories of reading as well as in everyday talk

about reading to identify different levels of understanding of a text. Thus, some

of the identify different between a literal understanding of text, an

understanding of meanings that are not directly stated in text, or an

understanding of the main implications of text. Similarly the distinction

between understanding details and understanding the main idea of a text is

familiar enough to teachers of reading.

There are 3 levels of understanding, they are: 1. Inferred

understanding, 2. Literalunderstanding, and 3. Critical understanding. Inferred

14

understanding defined as an understanding or knowledge of readers to

comprehend a text, it means that they can tell the content of the text with their

own words. In contrast with literal understanding, it is defined as an

understanding of readers based on the text. It means that their understanding

similar with the text. The third is critical understanding, it is defined as a critic

or judgment of readers with the text. It means that they can criticize the text

based on their own words.

The readers enable to evaluate such differences, since it is believed

that inferred understanding are „deeper‟ than literal understanding, and critical

understanding is more highly valued than literal understanding. Thus, it is very

frequently assumed that readers first learn how to understand texts literally,

then to infer meanings from text, and they learn how to approach text critically

later, to evaluate text, and so on.

2.3 Readability

The word “readability” comes from “readable” means can be read.

DuBay (2004) stated that readability involves material which is fit to read,

interesting, agreeable, attractive, and enjoyable. It refers to how easy a written text

is to read and understood. Beverly L. Zakaluk and S. Jay Samuels stated that

readability is the ease of reading documents so that they can be read easily.

Readability refers to how easily writing is to read and understand. Readability was

created to assess the suitability of text for student at a certain grade levels or ages.

15

The readability of a text is a measure of how well and how easily a text

conveys the intended meaning to readers. This implies that when a text cannot be

well read and not easily understand it is unreadable. Readability is a measure of

the style of a piece of writing. The wise teachers will certainly take readability

into account when ordering new books to their students. Readability is one of the

most important aspects that should be considered in selecting a good passage for

students. In addition, Dale and Chall (1949, cited in DuBay 2004) indicated that

readability is the sum of the total of all those elements which a given piece of

printed material has that affect the success of a group of readers. The success is

the extent to which they understand it, read it at an optimal speed and find it

interesting. The implication of the definitions above is that comprehensibility is

essential in readability. Thus, good written material should be highly readable in

order to be clearly understood by a wide audience.

Furthermore, readability is the ease with which a document can be read.

Pikulski (2002) stated readability is the level of ease or difficulty with which text

material can be understood by a particular reader who is reading that text for a

specific purpose. Richards, et al. (1992) stated that readability is how easily

written materials can be read and understood. In a similar manner, the creator of

SMOG readability formula, McLaughlin (1969) stated readability as “the degree

to which a given class of people find certain reading matter compelling and

comprehensible.” This defenition stresses the interaction between the text and a

class of readers of known characteristics such as reading skill, prior knowledge,

and motivation.

16

Readability of text is the ease in which text can be read and understood.

A text is readable when the reader can match the concepts of the text, determine

the text easily, and understand a schema for processing it. The ability to read and

understand a text depends on a range of factors including content, structure, style,

layout and design. These factors can be semantic or syntactic. Semantic factors

are concerned with words, while syntactic factors involve the length and structure

of sentences.

Agnihorti and Khanna (1992) stated that an important factor associated

with making a text syntactically difficult and more complex is sentence length

which is measured in terms of average sentence length in words, number of

clauses, letters, and syllables. Readability can be influenced by text and readers

factors. Wray and Janan (2013) stated there are 6 factors that can influence

readability from text features; 1. word difficulty, 2. word familiarity, 3. sentence

difficulty, 4. cohesion and coherence, 5. content structure, and 6.

complexity,legibility and print issues. From the characteristics of readers, there

are 5 factors that can influence readability; 1. they are physical capabilities, 2.

reading abilities, 3. engagement/motivation, 4. prior knowledge, and 5. gender.

Journals are showed the research about factors that affect readability. In

the International Journal of Linguistics entitled The Readability of Science:

Student’s Book for Junior High School Year VIII viewed from the Lexis and

Grammatical aspects (A Content Analysis of Science lesson of Junior High

Schools of Surakarta) written by Handayani (2014), it is found that Lexis and

Grammatical aspects can influence readability.

17

Text readability has many formulas to measure the text. Klare (1963)

explained the readability formula is a method of estimating the probable success a

reader will have in reading and understanding a piece of writing.There are many

formulas for calculating the score of readability; 1. Flesch Reading Ease Formula

(RES Formula), 2. Flesch Kincaid Formula, 3. Gunning FOG Index, 4. Coleman

Liau, and 5. Fry Graph. The researcher uses Flesch Reading Ease Formula,

because it is more accurate and simple. Furthermore, it is effective, because the

sentence length correlates with variables that impact the effort required to read the

sentence such as syntactic complexity.

Based on the definitions above, readability is the complexity level of the

reading text which is influenced by some factors in accordance with the level of a

certain readers. Shortly, readability means that as far as the readers can read the

text insome books, it means that the text in those books is readability. In other

words, it means how much of the idea and the language presented in an extended

reading text are comprehended by the reader, that determines his or her success in

reading.

2.3.1 Factors Affecting Readability

There are many factors can influence readability of a written text.

These factors include; 1. Vocabulary, 2. Use of conversational elements in

narrative, 3. Frequency of affixed morphemes, 4. Level of abstraction, 5.

Amount of detail or amplification of abstract ideas, 6. Non-language qualities,

7. Including text legibility, 8. Interest. Thomas Oakland and Holly B. Land

18

stated that there are some factors can influence readability of written text.

These factors involve reader interest, vocabulary, typical of text, levels of

reader, easy word, the short of sentences and simple grammatical.

Richard R. Day explained about the factors that influence readability.

Five factors that influence readability as follow:

a. Lexical knowledge

Lexical knowledge is an important factor because when the number

of unknown lexical items in a reading passage increases, students will get

more difficulty in comprehending the text.Lexical knowledge is important

for readers to process all the information that is known about words and the

relationships among them. A passage that contains familiar words must be

easier to understand than the one that contains unfamiliar words. As the

number of unknown lexical items in the text increases, the more difficult it

is for readers to read it with comprehension.

b. Background knowledge

Background knowledge is essential in the readability of a text. The

more readers know about a particular topic, the more quickly and accurately

they can read it.

Readers„ background knowledge has an important role in

comprehending a passage. The more reader knows about a particular

topic,the more they can understand a passage related to that topic quickly

and accurately. For a teacher, it is better to give a reading text with familiar

topics to their students to help them to understand the text better.

19

c. Organization

Organization refers to both the rhetorical organization of the text

and the clarity of the organization. A passage that is not well organized

might present problems for EFL students, especially at the beginning

stages.Students that recognize the organization of the passage will have a

little difficulty to understand the passage than they who do not.

d. Discourse phenomena

Textual phenomena at the level of discourse include the

arrangement of topics and comments in a reading passage, and

considerations of cohesiveness andcoherence. The arrangement of topics

and comments in a reading passage and considerations of cohesiveness and

coherence. The teacher should be able to know whether the students will be

able to handle the presentation of ideas and arguments in the passage,

whether the cohesion markers and transition devices are within the linguistic

competence of the learners, and whether they can follow the line of

reasoning utilized by the writer of the passage. If these factors within the

students competence, a passage can be used a reading material.

e. Length of passage

The final factor of readability concerns the length of the potential

reading passage. The most common mistake of inexperienced teachers or

teachers who are not able to judge the reading abilities of their students is to

select a passage that is too long. Therefore, the teachers have to know about

these factors because by knowing the factors that influence readability, the

20

teacher can decide the readability level of the texts. When the textbook that

will be used has higher readability level for students, it means that a teacher

has to choose another reading text from another source. However, when the

text that will be used has lower readability level for students, the teacher has

to look for or change some sentences in order to make it appropriate for

certain students.

Another factors influence the readability of a text , these include:

a. Physical factors such as typeface, font size, spacing and layout

b. Reader factors such as prior knowledge, reading ability, and motivation

of the reader

c. Difficulty of vocabulary

d. Structure text

e. Text coherence and cohesion syntax

Therefore, the teacher has to know about these factors that

influence the readability of a text.

2.3.2The Characteristics of Text Readability

There are 2 types the characteristics of text readability, they are high

and low. Sakri (1993) stated that a text which has a high readability level is

easy to understood, and on the contrary, text in a low readability level is

difficult to be understood.

a. High Readability Level

21

The high readability level consists of short sentences and words,

simple sentences and words, put some familiar words, use simple grammar.

DuBay (2004) stated that the criteria of high readability applied in text must

be: use short sentences or words, simple sentences or words, put some

familiar words, avoid jargon, use culture and gender-neutral language, use

correct grammar, punctuation and spelling, active voice and present tense,

begin instructions in the imperative mode by starting sentences with an

action verb, use simple graphic such as bulleted lists and number steps to

make information visually accessible.

b. Low Readability Level

The low readability level consists of some foreign words, new

words, grammatical intricacy (complexity) and lexical density. For the

example in journal of readability in science textbooks for Junior High

School Year VIII (2014), the low level of text readability contains of some

foreign words, new words and grammatical complexity. It makes the

students have difficulty in understanding the text.

2.3.3 Readability Measurement

Readability is a term in the field of teaching reading that takes into

account the level of difficulty of the material that is appropriate to read.

Readbility is a measurement of the suitability of a particular reading for readers

to rank certain readers. In school, good textbook contains material that is not

only in accordance with the curriculum, but also must be written with a high

22

level of legibility. Textbook discourse with a high level of legibility will

support the achievement of quality education. Morever, textbook providing the

discourse with high reading level will also increase the ability of students in the

learning process. To know the measurement of some texts or passages is

readable or not to a particular group of readers is not a simple work since it

involves not only the text or passage but also the person who deals with it.If the

reading level of teaching materials in accordance with the conditions of the

students , this will support the learning process to be carried out properly.

Nancy Padak stated the concept of readability is complex. There are

seven factors that can be influence text difficulty or unreadable, (1) Reader‟s

interest or background knowledge. It is depend on background of background

of knowledge the reader if the reader less information it will find hard to

interpret the meaning, (2) Words. Unfamiliar and abstract make difficult to

understand, (3) Syntax or language pattern. Long complex sentence and

sentences in passive voice are more difficult to read, (4) Internal organization.

The lack of presentation ideas can influence the readability, (5) contextual

support. Textbook-like texts lack features such as headings, graphics,

illustrations, etc that can influence the readers, (6) Format. Font size, length

and even in appearance of the text on a page can cause more difficult to read.

Padak illustrated many things should consider to determine the readability of

book contents.

Furthermore, Fry (1990) has an opinion about how to measure

readability. He stated readability can be measured by means of subjective

23

judgment, try out on a simple audience, and readability formula. However, he

suggests that an objectively measured like readability formula is used when it

is important to determine the difficulty level of passages, although subjective

judgment and try out should not be abandoned.

There are approaches may be used to measure the readability of a

textbook. Smith explained that provided three ways to measure a readability

level of textbook, namely: 1. Comprehension test, 2. Cloze procedure, and 3.

Readability formula.

a. Comprehension test

Comprehension test is used in evaluating the readability of a

textbook. Silent reading and question them about the author‟s message, are

several examples of comprehension test which are done to measure the

readability level. Comprehension testing or Informal reading inventories is

usually done by teachers to select textbook for their children. The test is

implemented to measure the advantage and need of the students of the

materials. both silent and oral reading in involved in the test procedure.

However, the procedure is not standardized but this informal procedure has

been ordered into semiformal inventories. Unfortunately, this procedure

could be implemented to other material, only for the material which is

tested.

b. Cloze test

24

The cloze test is originally intended to measure the reading

difficulty level of a text. The cloze test is one of the measurements to

reading text. In these procedures, words are deleted from the text and

readers are asked to fill in the blank with the appropriate or a similar word.

As the cloze test is the theoretical framework for this study.

c. Readability Formula

A readability formula is a tool for predicting the difficulty of text.

The use of readability formulas to predict reading ease of materials is the

most widely recognized, and perhaps most viable, means of assessing

readability. Readability formula is other assessment in determining a

readability of a text. In addition, it provides a quick, objective, and

inexpensive means of anticipating the reading ease of written materials.

From the explanation above, it can conclude that the approaches to

assess readability minimal use two ways: a judgment and readability

formula. The text is a measure of how easily and how well a text in

conveying its intended meaning to a reader of the texts.

2.3.4 Readability Formula

Jeanne S. Chall (1983) stated on his book that readability formula is a

tool for predicting the difficulty of text. Principally, readability formula is an

instrument to estimate the difficulty level in understanding reading text. The

readability score based on this formula is got by amount of difficult words,

amount of words in a sentence and the length of sentences in the reading text.

25

The easiest formula to read only explains a number of factors, especially

sentences, word lengths and syllables, since these factors best indicate ease of

reading. It depends on various factors, including content, structure, style, and

layout and design.

Readability formula could be used to measure the readability of a

large number of book and cannot all of them by students to comprehend it. It is

involving the use of average sentence length, vocabulary list, or counts

syllables length, which is given to estimate of readability of reading difficulty

level. Beside it, the formula could not include interest, purpose language

complexity and concepts

According to Dubay there are several formulas to measure the

readability;

a. The Dale-Chall Formula

The Dale-Chall Formula is the result of the collaboration of two

researchers who had been working on the problem of readability for several

years prior to their successful joint venture; they are Edgar Dale and Jeanne

Chall. The Dale-Chall Formula is based on an average number of unfamiliar

words and the sentence length, using a list of 3,000 words commonly known

by fourth grade children.The idea behind this formula is that readers

typically find it easier to read, process and recall a passage if the words are

familiar. The Dale-Chall formula is applied only to books appropriate for

students in grades four and up.This formula utilizes a number of specific

26

rulers but it is based on just two counts; 1. average sentence length, and 2.

percentage of unfamiliar words.

Foulger (2003) stated the pattern of the Dale-Chall formula is as

follows:

Raw Score= 0.1579 PDW + 0.0496 ASL + 3.6365

Where:

Raw Score = Reading Grade of a reader who can answer one-half of the test

questions on the passage

PDW = Percentage of Difficult Words

ASL = Average Sentence Length in Words.

The Dale-Chall raw score can be converted into the corrected grade

level score which ranges from approximately fourth and below grade to

sixteenth grade (college graduate). To interpret the score, it‟s presented in

the following table 2.1:

Table 2.1 Table of Dale-Chall Score

RAW SCORE ADJUSTED SCORE

4.9 and below Grade 4 and below

5.0 to 5.9 Grade 5-6

6.0 to 6.9 Grade 7-8

7.0 to 7.9 Grade 9-10

8.0 to 8.9 Grade 11-12

9.0 to 9.9 Grade 13-15 (college)

10 and above Grade 16 and above (college

Graduate)

*Quote from Wiwin Sutianah (2014)

27

b. The Fry Graph Readability Formula

Fry readability graph is developed by Burns, Roe and Ross in 2006.

He claimed did not require the use of long vocabulary and mathematical

computations. He explained that Fry‟s Graph has its own advantage. The

Fry graph is created for most text, technical documents, including literature,

and can be used for both primary and secondary age reading

materials.Edward Fry introduced the Fry Graph as a way to predict the

readability of a text. He created the formula in 1968 while working as a

Fullbright scholar in Urwanda teaching teachers to teach English as a

second language.The graph originally determined readability through high

school. According to Dubay, later the graph was extended to predict the

readability of materials meant for primary and college levels. The procedure

involves counting the number of sentences and syllables in each hundred

word samples and plotting on the graph the average number of syllables per

hundred words. This method was popular because it was purposely designed

to save time. The attempt to save time and effort make Fry‟s Graph achieve

wide usage because of its convenience and ease of application. Expanded

directions for working the Fry graph readability formula is:

1. Select three samples of 100-words passages randomly (eliminate the

numbers from word count).

2. Count the number of sentences in all three 100-word passages, estimating

the fraction of the last sentence to the nearest 1/10th.

3. Count the number of syllables in all three 100-word passages as follows:

28

Table 2.2 Table of Fry Graph Readability Formula

Number of sentences Number of syllables

First 100 words

Second 100 words

Third 100 words

Total

Average

*Quote from Wiwin Sutianah (2014)

4. Enter the graph with average sentence length and number of syllables.

Design dot where the two lines intersect, where the dot is plotted,

signifies the approximate reading grade level of the content.

5. If a great deal of variability is found in syllable count or sentence count,

putting more samples into the average is desirable. (Paul, 1984: 306)

Figure 2.1

Fry Graph

29

c. SMOG-Grading

Dr. G. Harry Mc Laughlin stated that SMOG Readability formula

is a method that are able to use to determine the reading level of your

writing material if a person reads at or above a grade level, they will

understand 90 – 100 % of the information.Another formula delivering a

general estimated of readability is SMOGGrading that‟s created by

McLaughlin (1969); this formula is created as an improvement over other

readability formulas. SMOG is an acronym for Simple Measure of

Gobbledygook. Like other formulas, it samples words and sentences length.

The SMOG formula is considered appropriate for secondary age

(4th grade to college level) readers, and the pattern is:

SMOG Grade = 3 + Square Root of Polysyllable Count

The directions for working SMOG grading are:

1. Count 10 sentences in a row near the beginning of selection to be

assessed, 10 in the middle, and 10 near the end.

2. In the 30 selected sentences, count every word of three or more syllables

in group of sentences, even if the same word appears more than more.

3. Calculate the square root of the member arrived at in step 3 and round it

off to nearest 10.

4. Estimate the square root of the number of the syllabic word counted. This

is done by taking the square root of the nearest perfect square. For

example, if the count is 95, the nearest perfect square is 100, which

30

yields a square root of 10. If the count lies roughly between two perfect

squares, choose the lower number. For instance, if the count is 110, take

the square root of 100 rather than 121.

5. Add 3 to the approximate square root. This gives the SMOG grade

showed in the table 2.3:

Table 2.3 SMOG Conversion Table

Word Count Grade Level

0-2 4

3-6 5

7-12 6

13-20 7

21-30 8

31-42 9

43-56 10

57-72 11

73-90 12

91-110 13

111-132 14

133-156 15

157-182 16

183-210 17

211-240 18

*Quote from Wiwin Sutianah (2014)

d. The Flesch Reading Ease Formula

31

The Flesch Reading Ease readability formula calculates an index

score of a text sample based on number of words, sentences length and the

number of syllables. In 1948, Rudolph Flesch published a second formula

with two parts. The first part, the Reading Ease formula, dropped the use of

affixes and used only two variables,the number of syllables and the number

of sentences and the second part is the Flesch-Kincaid Formula which

measures the grade level of students, particularly in U.S.

The Flesch Reading Ease Readability Formula is one of the oldest

and most accurate. It was developed in 1948 by Rudolph Flesch who is an

author and a reading consultant. It is a simple approach to assessing the

grade-level of readers. This formula is best for school text. It is primarily

used to assess the difficulty of a reading passage written in English. Rather

than using grade levels, this formula uses a scale from 0 to 100, with 0 being

equivalent to the 12th grade (Senior High School 3) and 100 also equivalent

to 4th grade (Primary 4). This implies that the higher the score the easier the

passage to be read and the lower the score the more difficult the passage.

The Flesch Reading Ease Readability Formula is:

206.835 – (1.015 ×

) – (84.6 ×

)

In the Flesch formula, the score ranges from 0 to 100, with 0

corresponding to the highest reading difficulty and 100 corresponding to the

lowest reading difficulty. Procedures applied to measure readability are

known as readability test. Today, there are more than 25 different

32

readability formulas are used to measure readability, but some of them are

better known and more popular than the others. Perhaps, the most common

and the most publicized readability formula was the one credited to Rudolph

Flesch (1948).

Flesch set directions to use the formula by giving series of steps:

Step 1 : Count the sentences.

Count a sentence of full units of speech marked by a period, colon,

semicolon, dash, question mark, or exclamation point as one sentence.

Sometimes a 100-word mark falls in the middle of a sentence. Count such a

sentence as one of those in the sample if the 100-word mark falls after more

than half of the words in it; otherwise disregarded. A complete sentence has

three characteristics: First, it begins with a capital letter. In addition, it

includes an end mark either a period [.], question mark [?], or exclamation

point [!]. Most importantly, the complete sentence must contain at least one

main clause.

Step 2: Count the words

Count each word in the up to 100. After the 100th word, put a

mark. Count as one word for numbers, symbols, contractions, hyphenated

words, abbreviations, figures, and their combination that are surrounded by

one space. For example, count the following as a single word; 1980, $ 17.2,

e.g., C.O.D, hasn‟t, week-end.

Step 3: Count the number of syllables

33

Count the syllables as they are pronounced, for example: asked has

one syllable, seven consists of two, determined has three, pronunciation

consists of four syllables. If a word has two accepted pronunciations, use the

one with fewer syllables. For example, the word beloved has two kinds of

pronunciation (bilavd and bilavld), choose the newer one. Count the number

of syllables in symbols and figures according to the way they are normally

pronounced, two syllables for $ (dollar), three for C.O.D (si-o-di), and four

for 1980 (nineteen eighty). Syllables constitute words, phrases and

sentences through the combination of their prosodic features: loudness –

stress, pitch – tone, duration – length and tempo. Syllables may be stressed,

unstressed, high, mid, low, rising, falling, long, short.

Step 4: Find the readability score

Find the average number of the score and word length of the text in

the readability table. The Flesch reading ease formula is a number from 0 to

100, with a higher score indicating easier reading. If we want to draw a

conclusion from the formula, then the best text should contain shorter

sentences and words. The score between 60 and 70 is largely considered

acceptable, it has standard as the description of style and the estimated

reading grade is eighth to ninth grade. If we find a result of readability with

another score, we can compare it with the other criteria in the table.

The following table 2.4 is helpful to assess the ease of readability

in a reading text:

34

Table 2.4Flesch Reading Ease Score

Reading Ease Score Description Reading grade

0 – 30 Very difficult College graduate

30 – 50 Difficult College grade

50 – 60 Fairly difficult 10th - 12th grade

60 – 70 Standard 8th - 9th grade

70 – 80 Fairly easy 7th grade

80 – 90 Easy 6th grade

90 – 100 Very easy 5th grade

In this research, the researcher decided to use Flesch Reading Ease

formula because it is considered as one of the oldest and most accurate

readability formulas. This formula is a simple approach to assess the grade

level of the reader. The formula is considered easier to use, the calculation

of this formula can counting syllables, words, and sentences.

Flesch readability formula is the best and suitable on school text in

the textbook and to assess the difficulty of a reading passage written in

English, whereas the other formulas are practical and can be used for other

written form, like newspaper, articles, essay and journalism.

e. Gunning “FOG” Readability Formula

Here are steps to analyze a writing using the Fog Index: 1). Choose

a sample of at least 100 words. Count the number of sentences. Divide the

total number of words in the sample by the number of sentences to get the

average sentence length (ASL). 2). Count the number of words with three or

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more syllables in the sample, do not count: 1) proper nouns; 2) hyphenated

words; or 3) two-syllable verbs made into three with -es and -ed endings. 3).

Divide this number by the number or words in your sample. For example,

15 long words divided by 100 words gives you 15 percent hard words

(PHW). 4). To get the fog index, add the average sentence length and the

percent hard words and multiply this by .4. The formula looks like this:

(ASL + PHW) .4 = Grade Level. This is the number of years of schooling

the reader would have to have to understand the writing sample.

f. Flesch-Kincaid Formula

Based on The Flesch-Kincaid readability formula is a US

Government Department of defense standard test. It was created for

technical documents and is mostly applicable to forms and manuals, rather

than schoolbook text or literary works. This test calculates the U.S. the

grade level of a text sample based on sentence length and syllable count.

This test, along with Simplified ARI and New Fog Count, is part of the

Navy Readability Indices collection of tests.

The Flesch-Kincaid Grade Level readability score analyzes and

rates text on a U.S. grade-school level based on the average number of

words per sentence and syllables per word, for example, a score of 8.0

means that an eighth grader would understand the text. Given standard

writing averages seventh to eighth grade, aim for a Flesch-Kincaid score

between 7.0 and 8.0.

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The Flesch-Kincaid Formula is below:

GL = (11.8*ASW) + (.39*ASL) -15.59

g. FORCAST Formula

Based on the FORCAST readability formula was devised for

assessing U.S. army technical manuals and forms. It is the only test not

created for running narrative, so it is mostly suitable for multiple-choice

quizzes, applications, entrance forms, etc. This test calculates the US grade

level of a text sample based on its number of monosyllabic words. In

addition, FORCAST results may be little bit different from other tests

because it does not consider sentence length into account. If the document is

arranged mostly with lists and tables then expected there to be some

variance between the FORCAST grade level and other tests' grade levels.

Here is the FORCAST formula:

GL = 20-(M/10)

This formula was validated at only a 35 % score on comprehension

tests and only focuses on the count of one-syllable word.

h. Coh-Metrix

The Coh-Metrix L2 Reading Index is calculatd using three

linguistic indices reported by the Coh-Metrix tool. These three indices are

CELEX Word are, text readability and intuitive simplification frequency

(logarith mean for content words), sentence syntax similarity (sentence to

sentence adjacent mean), and content word overlap (proportional adjacent

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sentence unweighted).46 These indices and their relation to text processing

are discussed below. The Coh-Metrix formula is below: -45.032 + (52.230 x

Content Word Overlap Value) + (61.306 x Sentence Syntaxt Similarities

Value) + (22.205 x CELEX Frequency Value).

i. Linsear Write Readability Formula

The Linsear Write readability formula is generally recommended

for technical manuals and is primarily used by the U.S. Air Force. This test

calculates the U.S. grade level of a text sample based on sentence length and

number of complex words (i.e., words that contain three or more

syllables).Note that all numeral words are treated as monosyllabic for this

test, so Readability Studio always ignores your numeral syllabication setting

when calculating it.

The Linsear Write Formula:

1. Count the number of easy words (i.e., words containing two syllables or

less).

2. Count the number of hard words (i.e., words containing three syllables or

more).

3. Multiply the number of hard words by 3.

4. Add these numbers together.

5. Divide this sum by the number of sentences from the sample.

6. If the result is larger than 20 then divide by 2.

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7. Else if the result is less than or equal to 20 then subtract 2 and divide by

2.

This test recommends using a 100-word sample when performing it

manually; however, note that Readability Studio always analyzes your

entire document to guarantee the most accurate results and does not use

subsamples for any of its test calculations.

2.4 Grammatical Intricacy (GI)

Eggins (2004) stated grammatical intricacy pointed out the corollary of

the spoken language has a higher level. Grammar in English word can also refer

to a set of principles or rules and knowledge, both social science and engineering

fields. In the science literature, we may find such phrases grammar of music,

grammar of mathematics, grammar of the theater and so on. In the Middle Ages

grammar is defined as a set of rules, usually in the form of books (lesson) that

regulate one true language usage. Then, in the traditional grammar rules, we see

rescriptive, which is preparing rules generally applicable and should be followed

either in speech or oral.

Grammatical intricacy refers to how often a clause complex in a text in

comparison with simple clauses. It is accepted that any text has a different level of

intricacy (complexity). This is all related to how much information is introduced

in a clause complex which can contain more than one simple clause. It refers to

how often a clause complex appears in a text in comparison with simple clauses.

It is accepted that any text has a different level of intricacy/complexity. This is all

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related to how much information is introduced in a clause complex which can

contain more than one simple clause.

Classification of clauses (sentences) is applicable to the determination of

grammatical intricacy of a text. If in a text there are more clause complexes than

simple clauses, it can be said that the text is more complex in the sense that it

presents more information in a condensed way. Consequently, the learners are

potential to encounter problems. Grammatical intricacy is essential to be

uncovered because the text is said to be difficult because of the intricacy of

information. A simple clause is easier to understand in the sense that the amount

of information presented is less than that of a clause complex. In other words, a

clause complex as indicated in functional grammar contains more information

than a simple clause. To understand the total meaning of a text, the types of

clauses in English must be familiar to the students. It often occurs that students

cannot understand a clause complex as they can not identify the subject and

predicate. No matter how long a clause is, theyshouldbe able to recognize the

subject and predicate because of there two elements ofgrammar which create

certain meanings.

Grammatical intricacy relates to the number of clauses per sentence, and

can be calculated by expressing the number of clauses in a text as a proportion of

the number of sentences in the text. It is commonly known that a clause is actually

composed of a proposition. The proposition contains of the concepts of relation,

events, attributes and things. It means that every clause must have a subject (what

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is being explained) which is described by showing its relation to other things or

events.

In this case the levels of Grammatical Intricacy counted by analyzing

High and Low level of Grammatical Intricacy of a text. If the number of clause

complex is more dominant than simple sentence in a text, it means that the text

has high level of Grammatical Intricacy (GI), and on the contrary, if the number

of clause complex is lower than simple sentences, it means that the text has low

Grammatical Intricacy (GI). The level of intricacy can be found by finding the

ratio between the simple clauses and clause complexes in the real analysis, a

simple clause may be regarded as consisting subject and predicate. Every type of

clause has a different level of difficulty. This is true of the clauses which contain a

different amount of information.

Slobin (1979) stated the level of intricacy can be found by finding the

ratio between the simpleclauses and clause complexes in the real analysis, and a

simple clause may be regarded asconsisting subject and predicate. Every type of

clauses has a different level ofdifficulty. Various studies show that clause

complexes, for instance, clause complexes aremore difficult to process than

simple clauses, reflecting their relatively greater intricacy.

In this case, the Grammatical Intricacy is calculated by using the formula

of Eggins (2004). The formula is:

GI =

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The resulting index demonstrates how many clauses are combined in

each clause complex; the higher the index, the more intricate the text.Halliday

(1985) stated that the typical kind of complexity in written language may increase

steadily with the text levels and readability. It is argued that the linguistic

complexity of texts in English textbooks may depend on the grammatical aspects

rather than lexical density.

Slobin (1979) stated various studies showed that clause complexes are

more difficult to process than simple clauses, reflecting their relatively greater

intricacy. In relation to understanding clauses in a reading text, the levels of

knowledge and skill must constantly be called upon in apparently simple and

effortless course of understanding the message.

2.4.1 Clause

Halliday (2004) stated grammatically, however the constituent of a

clause is not, in fact, a word; it is either a phrase or a word group (which we

shall call simply group from now on). In grammar, a clause is the smallest

grammatical unit that can express a complete proposition. A typical clause

consists of a subject and a predicate, the latter typically a verb phrase, a

verbwith any objects and other modifiers. A text may consist of one or more

than one clause. It depends on the length of the sentences.

There are two clauses, they are Independent and Dependent clause

(Gerot and Wignell, 1994). Independent clause can stand alone while

Dependent clause cannot stand alone.Clause can be complex like showing

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“how the flow of events is construed in the development of text at the level of

semantics” (Halliday, 2004)

a. Independentclause

An independent clause is one of the main types of clause that can

stand by its own. An independent clause does need to be combined to any

other clause, because an independent clause contains a subject and a

predicate and has a complete thought, means it already contain whole

information necessary to be a complete sentence.

For example: Ursula is crying. Ursula is the subject, and crying is

a verb. Another example of independent clause is Peters reads. Peters is the

subject and reads is the verb. So, independent clause can create its complete

meaning without any other additional information. If there is just one clause

in a sentence, it is called a simple clause.

A simple clause contains one independent clause and no dependent

clauses. For example: I run. This simple sentence has one independent

clause which contains one subject, I, and one predicate, run.

b. Dependent clause

A dependent clause is one of the main types of clause that cannot

stand by its own which is means it does not have a complete meaning

without any information added in the sentence. A dependent clause is a

clause that provides additional information to an independent clause, but

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which cannot stand by its own as a complete sentence. A dependent clause

begins with a subordinate conjunction or a relative pronoun and will contain

both a subject and a verb, but this combination of words is not forming a

complete sentence. It will instead make a reader want additional information

to finish the thought.

For example: John invited Wilson to the party but he didn’t

come.From the example, the independent clause is “John invited Wilson”

and the dependent clause is “he didn’t come” with the conjunction “but”.

c. Clause Complex

Eggins (2004:255) stated clause complex is the term systemicists

use for the grammatical and semantic unit formed when two or more clauses

are linked together in certain systematic and meaningful ways. A clause

complex is comprised of two or more clauses logically connected, or put

another way, a clause complex is a sequence of processes which are

logically connected. When we write clause complexes down, either from

speech or composed in written language, we generally show clause complex

boundaries with full stops.

The clause complex is a grammatical and semantics unit, and it is a

unit that occurs in both spoken and written language. More complex

sentences may contain multiple clauses. Thus, a clause complex is

composed of one clause after another clause.

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Gerot and Wignell (1994:82) mentioned that the clause can be

defined as the largest grammatical unit, and a clause complex is two or more

clauses logically connected. Continue with their explanation of clause and

clause complex, they give an example about clause and clause complex, as

follows: “John invited the Wilsons to the party but they did not come which

made John rather indignant as he had thought he was doing them a

favour.”

This text comprises one sentence, but contains five clauses:

John invited the Wilsons to the party (Independent Clause)

but they did not come (Independent Clause)

which made John rather indignant (Dependent Clause)

as he had thought (Dependent Clause)

he was doing them a favour. (Independent Clause)

These five clauses together comprise as a clause complex.

2.4.2 Paragraph

A paragraph is a self-contained unit of a discourse in writing dealing

with a particular point or idea. A paragraph consists of one or more sentences.

Though not required by the syntax of any language, paragraphs are usually an

expected part of formal writing, used to organize longer proses.

There are some factors in paragraph which can affect text readability.

Length or short of the paragraph will affect it. The number of sentences in a

paragraph has to considered by the writer in making a text. Paragraph which

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has a very complex sentence and clause will vary with the paragraph that has

few and simple sentences.

Lunsford and Robert Connors (2011) defined paragraph is as “a group

of sentences or a single sentence that forms a unit”. Many students define

paragraphs in terms of length: a paragraph is a group of at least five sentences,

a paragraph is half a page long, and others. In reality, though, the unity and

coherence of ideas among sentences is what constitutes a paragraph.

Length and appearance do not determine whether a section in a paper

is a paragraph. For instance, in some styles of writing, particularly, journalistic

styles, a paragraph can be just one sentence long. Ultimately, a paragraph is a

sentence or group of sentences that support one main idea. In this handout, we

will refer to this as the “controlling idea”. Because it controls what happens in

the rest of the paragraph.

2.4.3 Sentence

A sentenceis a linguistic unit consisting of one or more words that are

grammatically linked. A sentence can include words grouped meaningfully to

express a statement, question, exclamation, request, command or suggestion. A

sentence can also be defined purely in orthographic terms, as a group of words

starting with a capital letter and ending in a full stop.

Morley (2000) stated the sentence begins with a capital letter and is

terminated by a full stop. The sentence has come to be regarded as an element

of textual structure and as such may be seen as a constituent of the paragraph.

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Strictly speaking then, the sentence is a textual unit which it has been

convenient to adopt as the largest grammatical unit for the purposes of

syntactic analysis. In the meaning terms, the typical role of the sentence is to

express one or more ideas or 'propositions' from the ideational component,

each proposition being realized by a clause. Indeed, it is very much a matter of

the individual writer's style how many propositions, with the help of commas,

semicolons and colons, are incorporated into a single sentence.

2.4.4 Word

Morley (2000) stated a word is the basic unit of syntax. Words are

typically bounded by a blank space either side of them, as for example in a

bunch of flowers. Compound words like birthday and sunshine are still

individual units, but the position is complicated by the fact that the same

expression may be written as a single, compound word with or without as two

separate words, e.g. airlock, air-lock, or air lock.

A word is the smallest element that may be uttered in isolation

with semantic or pragmatic content (with literal or practical meaning). A word

may consist of a single morpheme (for example: oh!, rock, red, quick, run,

expect), or several (rocks, redness, quickly, running, unexpected), whereas a

morpheme may not be able to stand on its own as a word (in the words just

mentioned, these are -s, -ness, -ly, -ing, un-, -ed). A complex word will

typically include a root and one or more affixes (rock-s, red-ness, quick-ly,

run-ning, un-expect-ed), or more than one root in a compound (black-board,

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rat-race). Words can be put together to build larger elements of language, such

as phrases (a red rock), clauses (I threw a rock), and sentences (He threw a

rock too, but he missed).

2.5Textbook

In more schools, textbook become the primary source of learning

material. Therefore, it is important to know the definition of textbook, the

functions of textbook, and the advantages of using textbook.

2.5.1 Definition of Textbook

Textbook is a manual of instruction or a standard book in any branch

of study which is produced according to the demands of educational

institutions. Many schools use the textbook as the main media in teaching and

learning. Cunningsworthstated that textbook is the printed materials which

student and teacher could bring easily. In some region in Indonesia, it is

cheaper sources than using a tablet or other resources. Sometimes, it is side by

side with CD to support the content in the textbook. Teacher as the role model

in the class has to decide which textbook is appropriate for students. Because

of selecting textbook involves matching the material in the textbook with the

current curriculum in the school. There are not a best textbook but at least

teacher could find the better textbook based on the aim of their teaching

process.

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Ur (2009) stated that textbook provides texts and learning tasks which

are likely to be of an appropriate level for most of the class. Because of that,

textbook is a manual of instruction that provides texts and learning task to help

teacher and students in teaching and learning process.Textbook is one of the

medium instructions. It has an important role in educational program, because

it can facilitate either the teachers or the students in teaching learning process.

Textbook also is one of a primary instructional medium which provide

teaching materials and facilitate teachers and students about what and how to

teach in the classroom in teaching learning process. That‟s why teachers and

students rely on the textbooks, and it determines the components and methods

and procedures of learning. Students learn what is presented in the textbook,

and the way the textbook presents material is the way students learn it. The

educational philosophy of the textbook will influence the class and the learning

process. Therefore, in many cases, materials are the center of instruction and

one of the most important influence on what goes on in the classroom. It

consists of reading text, writing, speaking, and listening.

Funk and Wagnalls (1972) defined a textbook as a book used as a

standard work or basis of instruction in any branch of knowledge. The

instructions are intended for the development and improvement of the

knowledge of the students who use the textbook. Textbooks are written based

on the disciplines of study and various purposes. Textbooks which are used as

handbooks in Senior High School are various, such as English, Biology,

Chemistry, Physics, etc. It contains of information for the students to be

49

learned. It also being used as a standard materials for instructions and analysis

of certain subject matters. They are filled up with passages, pictures, diagrams,

sketches, flow charts and other visual aids to facilitate the understanding of the

readers.

In the conclusion, a textbook is being used as a medium and reference

for teaching and learning process. Teachers as well as students may refer to the

textbooks for further discussions in the process of transferring the knowledge

and searching the information.

2.5.2 Function of Textbook

Thomson in Graves (2000) already mentions some functions of

textbook as follows:

a. Individualization of instruction.

A textbook helps students toindividualize instruction by enabling

them to proceed at their own rate and to a limited extent, according to what

they are interested in studying.

b. Organization of instruction

A textbook helps students to organize instruction by providing

experiences, suggested activities, recommended reading and question.

Written textbook give unity to classroom interaction and are graded to

introduce new concepts or contents they build upon what has preceded.

c. Tutorial Contribution

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A teacher often uses the textbook to help students learn how to read

better, to study, to add evidence, and solve problems.

d. Improvement of Teaching

Textbook is also regarded as a helpful utility which is used by

teachers to improve their skills in teaching.

Cunningsworthstated that textbook itself has some roles in ELT, as

follow:

a. A course book for presentation material (spoken and written)which has

explanation about material for example material fordescriptive text,

narrative text or others.

b. A source of activities for learner practice and communicative

interactionandprovides activities in order to help students know whetherthey

understand the book or not.

c. A reference source for learners on grammar, vocabulary, pronunciation,

etc.A textbook beside provides explanation about the material. It also adds

bysome grammar based on the grade. For example, when they learn

aboutdescriptive text, they will also learn about simple tense and vocabulary

aboutdescription such as adjective words.

d. A source of stimulation and idea for classroom language activities.

Activities usually add by the creator of textbook to help the teacher giving

adifferent experience in learning.

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e. A syllabus (where they reflect learning objectives which have already

beendetermined.Almost every textbook provides syllabus before the

material. It will help theteacher to get the picture what is the objective of

every material in the textbook.

f. A resource for self-directed learning or self-access work.Teacher only

becomes a counselor for student because student set their ownstyle in

learning and their objectives of learning. The textbook help them to learnby

themselves.

g. A support for less experienced teachers who have yet to gain in

confidence.For new teachers who are new in teaching activity, textbook is

good tosupport their teaching activity in the class. Moreover, if they don‟t

prepare verywell, it will help them to manage the class.

Because of the role, the textbook influences the student‟s

experience inlearning in the class generally. Although, the role of the

teacher use the textbookis the main idea how the role of the textbook could

be maximal. Choosing thetextbook have to relevant to the purpose of the

purpose of the process teachingand learning

2.5.3 Advantages and Disadvantages of Textbook

There are some advantages and disadvantages of textbook. Penny Ur

(1999)stated on her book about this matter clearly. Firstly, the advantages of

textbook are:

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a. Framework; A textbook provides the clear explanation about material that

will be learnt. Therefore, teachers and students can understand the material

generally.

b. Syllabus; Textbook serves a syllabus that should be followed by the teacher

in the teaching process. If the teacher has followed the syllabus in the

textbook regularly, whole materials will be covered well.

c. Ready-made Text and Tasks; Almost in every textbook in the school

provide the texts and tasks which are likely to be of an appropriate level for

most of the classes. Therefore, it can facilitate teachers in making the test.

d. Economy; The price of the book is also the cheapest from other learning

materials for each learner.

e. Convenience; It is light and small enough to carry aroundeasily.

f. Guidance; It can help teacher who are inexperiences inteaching.

g. Autonomy; The students can learn the material in the textbook on their own.

They also can use it for review the material that has been learnt.

Secondly, the disadvantages of the textbook are:

a. Inadequacy; There will not be a textbook that can cover every student‟s

needs because every student has different needs. Therefore, choosing the

appropriate textbook is not an easy mater.

b. Irrelevance; The topics in the textbook may not be relevant or interesting for

the students.

c. Limitation; Sometime, textbook leads to boredom and lack of motivation.

d. Homogeneity; Textbooks have their own rationale and chosen teaching and

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learning approach.

e. Over-easiness; Teachers find it too easy to follow the textbook uncritically

instead of using theirinitiative.

Moreover, Jack C. Richard also mentioned some advantages and

disadvantages of textbook. The advantages are mentioned as follow:

a. Textbook provides structure and a syllabus for a program.

b. Textbook helps standard size instruction.

c. Textbook maintains quality.

d. Textbook provides a variety of learning resource.

e. Textbook is efficient.

f. Textbook can provide effective language models and input.

g. Textbook can train teacher.

h. Textbook is visually appealing.

After mentioning the positive side of textbook, Jack C. Richard also

mentioned the negative effects or the disadvantages of textbook. They are:

a. Textbook may contain inauthentic language.

b. Textbook may distortcontain.

c. Textbook may not reflect students‟ needs.

d. Textbook can deskill teachers.

e. Textbook is expensive

In order to reduce the disadvantages of the textbook, the teachers have

to be creative and understand about the text that is appropriate for students‟

level. Actually, the main role in the teaching and learning process in the class is

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not only a textbook but also the teacher. Teacher has the crucial role in the

success of teaching and learning process. Therefore, teachers have to be

innovativewhen they find that the textbook is not appropriate for their students.

There are many advantages in using a textbook to teach in the class,

even if the textbook is suitable to the whole students. According to Harmer, the

advantages of the textbook are as follow:

a. Good textbooks often contain lively and interesting material; they provide a

sensible progression of language items, clearly showing what has to be

learnt and in some cases summarizing what has been studied so that students

can revise the grammatical and functional points that they have been

concentratingon.

b. Textbooks can be systematic about the amount of vocabulary presented to

the students and allow them to study on their own outside theclass.

c. Good textbooks relieve the teacher from the pressure of having to think of

original material for every class.

d. There is a greater variety of published material for teaching and learning

English than everbefore. It can be concluded that textbook has some

advantages not only for the teacher but also for the students. By using

textbook, the teacher get facilitation in teaching the material in the class,

while the students can concentrate to certain material that they want to learn.

Graves (2000) listed the following as some of the advantages of using

a textbook:

a. It provides a syllables for the course.

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b. It provides security for the students because they have a kind of road map of

the course.

c. It provides a set of visual, activities, readings, etc, and so saves the teacher

time in finding or developing such materials.

d. It provides teachers with a basis assessing students‟ learning It may include

supporting materials (e.g., teachers guide, cassettes, worksheets, video). It

provides consistency within a program across a given level, if all teachers

use the same textbook. If textbooks follow a sequence, it provides

consistency between level (Graves, 2000: 174).

2.5.4 TextbookAdaptation

During the second half of the 20th century, due togreat expansion in

science, technology and economy,English was accepted as the primary

language for internationalcommunication. As a result of this, Englishfor

specific purposes (ESP) has become one of the mostimportant segments of

English language teaching (ELT)and, the need to design appropriate courses

increased.Additionally, a new generation of learners, who knewexactly why

they are learning the language, was created.Therefore, the importance of the

learners and theirattitude to learning became an integral part of a

coursedesigning process. One way of incorporating learners‟needs into a

course is adapting the existing textbook sothat it can be used as a useful and

productive element inthe teaching process.

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Graves (2000) defined the textbook adaptationcycle as a series of

steps which includes: planning (includingneeds analysis and textbook structure

analysis),teaching (implementing modifications), replanning (afterthe

completion of one course, plan again using all conclusionsmade during the

previous course) and reteaching(the implementation of new conclusions and

decisionsmade on the basis of the previous course and replanning).

The planning of textbook adapting provides a basisfor all necessary

changes. It is a complex process and itstarts with a thorough needs analysis

which gives teachersinsight into students‟ wishes and objectives. Thisis

followed by looking into the textbook organization.Teachers need to

understand the textbook, its contentand structure in order to know what they

are adaptingor supplementing and to decide what kind of adding and

resequencing is possible and necessary. Frequentlythe table of contents shows

what is in the book, how theunits are sequenced, and the content and

organizationof individual units.

Once the teacher is familiar with the overall contentand the

organization of the book, it is helpful to becomefamiliar with one of the units –

what the content of theunit is, what the objectives are, and how the content

helpsto achieve the objectives (Graves 2000). There areseveral ways to do this.

One is to make a diagram of theunit. Another is to make lists of content,

objectives, andthe relationships between them. This is followed by

considerationson how the teacher wants to adapt the textbook.There is a range

of choices about how much thetextbook should be adapted. The teacher may

57

adapt thetextbook at the activity level, at the unit level and at thesyllabus level.

The adaptations are cumulative: adaptingat the unit level involves adaptation at

the activity level,adapting at the syllabus level involves adaptation at theunit

level. Such choices depend on teachers‟ experiencewith the textbook; it is

easier to adapt a textbook theteacher has already taught from.In the interest to

create the best possible course,teachers may choose to ask the learners to

express theirviews of how effective the textbook and the adaptations.This gives

teachers valuable feedback and guidelines forreplanning and reteaching and

creates a crucial connectionbetween the teacher and learners. Each time the

teachergoes through the cycle of planning, reaching, replanningand reteaching

he/she becomes more comfortable makingchoices about what to emphasize,

what to leave out,and where to supplement and personalize the textbook.

a. Adapting at the activity level

Activities can be classified into four types (Graves: 2000): 1.

Warm-up activities – usually based on previoustopics. It can be considered a

review activity andit is usually given at the beginning of a class as acreative

way to start a class or break the routineof a class. 2. Presentation activities

introduce new topics. 3. Practice activities is a meaningful opportunity

forthe learners to practice the taught material. 4. Consolidation activity – it

is developed after thepractice and these activities reinforce the topicsthat

had already been taught.

The majority of teachers adapt and add activities which fit into the

schedule to make students more interestedand active in the learning process

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and provide theirstudents the opportunity to learn in a more pleasurable

way. These newly developed activities should focus onlearners‟ needs, give

more control to the students, and allow for students‟ creativity and

innovation to enhance the students‟ sense of competence and self-worth.

b. Adapting at the unit level

The next level of adaptation is at the unit level. Eachtextbook

consists of a number of theme-based units andeach unit has its own

structure. The teacher may add exercisesto give extra practice to items that

are frequentlyused or which require extra time to learn. In addition,the

teacher may skip over confusing or not relevant parts of a unit or resequence

the parts of the unit to fit the course.

c. Adapting at the syllabus level

Ur (1997) defined the syllabus as a documentwhich specifies all the

things that are to be taught in thecourse for which the syllabus was

designed. A textbookcan be adapted at the syllabus level by adding items

oreven whole units that are important to students, such astopics on cultural

understanding which are crucial forsuccessful business or omitting

components that may notbe of high priority for learners. Adapting the

syllabus involvesthe teacher and learners working together to makedecisions

and it is a way of giving high priority to the recognitionof learners‟ needs

within the course.

2.5.5 Selection of Textbook

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The dominant role of a textbook makes the selection a textbook is an

important decision. The important of a textbook, encourage many writers and

publishers producing textbooks in a large number of textbooks for various

students‟ level. Swan states, “There are fewer dull courses around their days

and many modern courses contain interesting and motivating material, with

good texts, attractive visuals, and well-chosen readings”. The writer also finds

that almost textbooks are offered by publishers have own anxiety such as

picture models, variant texts, contents, etc.

Due to that problem, the teacher‟s job is the ability to decide which

one of the appropriate textbook for large numbers of students although they

lack precise information about individual students. The teachers need to have

enough information about it. The information of textbooks can be obtained

from two sources; they are textbook description and textbook evaluation.

More detailed is explained as follow:

a. Textbook description. Textbook description is defined as the collection and

description of data on the content and form of the textbook itself. It can be

seen from:

1. Authors‟ and publishers‟ information.

2. Textbook reviews.

3. Checklists.

4. Textbook descriptions and the development of new descriptive tools.

b. Textbook Evaluation

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Refers to the collection and description of data on the effects textbooks have

on their users. In textbook evaluation usually distinguish between two,

namely:

1. Users‟ judgments (teachers and learners).

2. Experimental research into the effects of textbooks.

Thus, the selection of a textbook can be done in two ways; the first is

the selection from the textbook itself and the selection from the users of that

textbook.

In addition, there are two stages in the selection of a textbook below:

a. Global selection, which has sufficient superficial appeal. The information

needed to make such a choice can be obtained from textbook reviews, users‟

judgments, information from authors and publishers, and the teacher‟s own

global analysis.

b. Analysis of the textbooks remaining after first selection. For this purpose

checklists, comparative textbook descriptions, detailed comment from users,

and, where available, reports on empirical research into the effects of type

textbook in question can be very useful.

The researcher concludes that these two stages is similar to the

previous two sources in selecting a textbook, the difference is in its

classification. Besides, Davies (2002) stated a range of criteria in selecting a

textbook as follow:

1. Accuracy and currency of content.

2. Coherence and clarity ofcontent.

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3. Level of difficulty and interest forstudents.

4. Cost.

5. Size (heavy large texts are hard tocarry).

6. Format and layout (ease ofreading).

From the specifications above, the writer sums that the criteria in

selecting textbook covers the organization and content implicate the level of

difficulty and interest for students; accuracy not ambiguity; and attractiveness

of cover, size, and layout. Therefore, the principals, especially the teachers

have to be wise in selecting which one the good textbook for their students in

the class. It seems useful to distinguish between the following two stages in the

selection of a textbook:

a. Global Selection

This is a first selection of textbooks where the information needed

to make such a choice can be obtained from textbook reviews, users‟

judgment, information from authors, publishers and teacher‟s own global

analysis.

b. Analysis of the Textbook

The information bellow will be very useful in analyzing the textbook;

1. Checklist.

2. Comparative textbook description.

3. Detailed comments fromusers.

4. Reports .on empirical research into the effects of the textbooks in

question.

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There are four criteria for selecting textbooks based on Jack C.

Richard. The explanations are mentioned as follow:

a. They should correspond to learners‟ needs. They should match the

objectives of the language learning program.

b. They should help to equip students in using language effectively for their

own purposes.

c. They should take account of students‟ needs as learners and should facilitate

their learning processes, without dogmatically imposing a rigid “method.”

d. They should have a clear role as a support for learning. Like teachers, they

mediate between the target language and the learners.

In addition, Jack C. Richard (2001) stated other factors that influence

textbook selection. The first is program factors; relating to concerns of the

program. The second is teacher factors; relating to teacher concerns. The third

is learner factors; relating to learner concerns. The fourth is content factors;

relating to the content and organization of the material and reading texts in the

book. The last is pedagogical factors; relating to the principles underlying the

materials and the pedagogical design of the materials, including choice of

activities and exercise types.

Furthermore, Penny Ur (1999) mentioned some points in selecting

English reading texts. They are coverage, text and task. The first is coverage. It

means that every single unit of textbook should cover a fair range of language

content and skills. The second is text. It should be in appropriate level and

interesting. The text also should be readable for the certain students‟ level in

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order to facilitate their understanding. The last is task. It should provide

opportunities for plenty of use of the target language. It also should be

interesting, relevant and useful for students. Therefore, analyzing the

readability level of the reading texts in the textbook is one technique of

selecting textbook from the textbook itself.

In selecting textbook that will be used in the school, every school has

its own reason. Sitepu said on his journal that schools, esspecially in Indonesia,

often choose the textbook that is offered by the publisher. Therefore, it is very

important for the school to know about the quality of the textbook especially

about readability level of reading text in the textbook because there are so

many choises of textbook from different publisher.

2.5.6The Characteristics ofSchool’s Textbook

Every textbook has different characteristics. Different publishers have

different content of textbooks. Senior High Schooltextbooks differed by

students‟ grade. Generally, all of the content of textbooks is similar with the

others. The content of textbooks usually consists of text and evaluations or

tasks. In this study the researcher chooses Kementerian Pendidikan dan

Kebudayaan Republik Indonesia 2017.

There are some criteria of a good textbook based on Ministry of

Education in Indonesia; those are called National Education Standards (SNP):

a. Content Standard

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It includes material and graduation competencies at the grade of

education. By understanding the content, the writer of the textbook knows

what the subject which the students will learn at the level, allocation of time

and how many timesmeeting in a semester. Those are needed by the author

to plan and develop thetextbook which is written but it still bases on the

student‟s competence.

b. Standard Process

Process standard (SP) refers to the teaching and learning activity in

educational unit. In this process standard, there are several notes which have

to be noted: 1. Planning the process of teaching and learning activity in this

process. Activities in these processes are arranging the syllabus, lesson plan,

and principles of arranging the lesson plan. 2. Implementation learning

process including requirements in the implementation of learning process in

maximal class size, maximum teaching loads, textbook and classroom

management. 3. Assessment of learning outcomes which is done by the

teacher to the learningoutcomes to measure student achievement

competency. Assessment is carriedout in a consistent, systematic and

programmed using test and non-test inwritten or oral, observation of

performance, attitude measurement, assessmenta task, project or product

portfolios, self-assessment, assessment of learningoutcomes using a

teacher‟s standard assessment and scoring guide by the groupof teacher‟s

subject. 4. Supervision of the learning process is done through monitoring

supervision,evaluation, reporting, and follow-up.

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Textbooks have to pay attention by the requirements which

isassigned in SP, especially to develop models and methods in learning to

achievebasic competency, competency standard, and graduate competency

standard. Thewriter of the textbook have to use the theory of learning then

the student could getthe experience in learning skills to fulfill SP for every

educational unit.

In summary, textbook is used by many teachers as the resources in

the school, especially in Indonesia. Because of it the teacher has to measure

the advantage and disadvantages of the textbook which is used or the

standard of the appropriate textbook based on student‟s level

a. The Textbook published by Kementerian Pendidikan dan Kebudayaan

Republik Indonesia 2017

This textbook is explained about the efforts that should be done by the

students to reach the expected competence. This textbook is still used in the

learning and teaching process until now. Based on the approach is used in

curriculum 2013, the students ask to be brave to find out another source that

available in their environment.

The textbook consists of 8 chapters and 7 enrichments. In this

research, the researcher want to analise 7 enrichments, that consisted:

1. Can Greed Ever be Satisfied?

2. Can Greed Ever be Satisfied?

3. Hopes and Dreams

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4. Vanity, What is Thy Price

5. Benefit of Doubt

6. The Last Leaf

7. Father of Indonesian Education

The enrinchments of this chapter included of 3 genres of the text;

1. Narrative

2. Recount

3. Exposition

Based on these textbooks the reseacher finds there are short and long

texts that have difficult word and grammar, and unfamiliar words.

2.6 Text

A text or also called a discourse may be as long as a hundred sentences.

But it is also assumes that a text can be a sentence because the sentence contains

of the author‟s ideas. Thus, there is no limitation on the length of a text.

2.6.1 Definition of Text

Anderson and Anderson (2003) stated a text is defined as the result of

some words which are put together to communicate a meaning. Unconsciously,

when someone speaks or writes to communicate a message, he is constructiong

a text. When someone reads or listens to a piece of text, he is interpreting its

meaning. Creating a text requires us to make choices about the words we use

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and how we put them together. Our choice of words will depend on our

purpose and our surroundings (context).

In addition, Davies (2002) stated that a text is any piece of written or

spoken language of variable length. It may be as short as a single word (ex:

Help!), but it is more considered to consist of two or more utterances or

sentences joined together according to rules of cohesion and rhetorical

organization, and may include an extended piece of spoken discourse or any

number of pages of writing.It can be concluded that the text is meaningful

spoken or written words to communicate the meaning, and the term of text in

this study is belong to reading text (written words); the printed material on the

textbook which is used in the process of teaching and learning.

Furthermore, Hughes (2003) specified a number of the parameters of

the texts asfollow:

a. Text types include: textbooks, handouts, articles (in newspapers, journals or

magazines), poems/verse, letters, advertisements, reviews, notices, signs,

etc.

b. Text forms include: description, exposition, argumentation, narration,etc.

c. Graphic features include: tables, charts, diagrams, etc.

d. Topics may be listed or defined in general way or in relation to a set of

candidates whose background is known.

e. Style may be specified terms offormality.

f. Intended readership can be quite specific (e.g. native speaking science

undergraduate students) or more general (e.g. young native speakers).

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g. Length is usually expressed in number ofwords.

h. Readability which measure difficulty oftexts.

i. Range of vocabulary may be indicated by a complete list ofwords.

j. Range of grammar may be a list ofsentences.

From the specification of the texts above, it could be synthesized that

text is everything we hear or say in spoken language, and what we read or write

in written anguage.

Bailin and Grafstein(2015) stated text readability contains of three

basic concepts related to textual comprehension, they are: a) linking of units of

information, b) ambiguity, and c) background knowledge;

a. Linking of units of information

Linking refers to the ability of a reader to connect units of

informationon the word, sentence, or discourse level. One example which

canpertain to readability is what is sometimes called in syntactic theory a“

self- embedded structure.” One example of such a structure is :

(1) The boy the girl the men left watched then left.

The sentence (1) is nearly impossible to understand. From the

syntactic complexity it is sufficient to say that people find such sentences

difficult because it is difficult to link each of the three noun phrases (the

boy, the girl, the men) with the correct verb (left, watched, left). Here the

issue of linking relates to syntactic units of information : how noun phrases

are linked to verbs.

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What is true of sentences is also true of other aspects of texts. In

particular, linking can play an important role in comprehension of texts. So,

for example, narratives can contain stories embedded within stories that are

in turn embedded within stories. This can make it difficult for readers to link

together units of information so that they can understand the text.

b. Ambiguity

Ambiguity is another property of texts, it can affect students‟

comprehensibility. Ambiguity refers to the possibility of multiple meanings

and, like complexity, may be a property of the word, sentence, or discourse.

The most familiar kind of ambiguity is lexical. For example, the word

“chair”. Taken as a noun, it can refer to something one sits on which has a

back, or it can refer to a person who is functioning as the head of an

organizational unit such as a committee or academic department. Ambiguity

may also be a property of a sentence. In sentences, ambiguity is caused

either by an ambiguous grammatical structure, or by one or more words or

phrases in the sentence having more than one meaning.

However, ambiguous reference in a text is not necessarily a

function of word ambiguity. It can occur any time the reference of a word or

phrase is unclear. It is purely a question of what the pronoun refers to. No

matter what the source of the ambiguity, it is resolved by context in most

cases. However, as we will see, when context does not resolve ambiguity

(and sometimes even when it does), a text may be more difficult to read as a

result.

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c. Contextual (background) knowledge

Contextual knowledge refers to any information that the reader

uses to make inferences from a segment of the text. It includes readers‟

knowledge of word meanings as well as general information relevant to

interpreting a text. Contextual knowledge is not static from our perspective.

It includes not only the prior knowledge and assumptions that readers bring

to a text, but also the inferences from the text that readers use in interpreting

subsequent parts of the text.If the readers lack of the contextual knowledge

to understand the text, either because they did not begin with sufficient

information or because they failed to understand parts of the text, the text

may be more difficult for them to read. This is rather clear in the case of

vocabulary. If readers do not know the meanings of many of the words in a

text, that text will be difficult for them to read.

2.6.2 The Criteria of Good Texts

The number of textbook has increased dramatically. Selecting a good

passage is not an easy matter. Since reading texts plays an important role in the

reading activities, therefore it is better to find out the criteria of good text.

Normally, the senior high school‟s books present the reading texts. It is good to

check first the criteria of the good textbook before we read a text in the

textbook.

Siahaan and shinoda (2008) stated that a text is a linguistic unit that is

put in a context and has meaning. The meaning of context here refers to either

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linguistic context (outside a text). A text is both a spoken text (word, phrase,

sentence or discourse like monolog, dialog or conversation) and written text

(notice, direction, advertisement, paragraph, essay, article, book, etc).

There are also criteria for choosing a reading text for students. Nuttal

(2000) stated there are three criteria of a good reading text for students, they

are:

1. Suitability of content, it means that the materials for the students are

interesting, enjoyable, challenging, and appropriate for their goal of learning

English.

2. Exploitability, is a text that facilitates the achievement of certain language

and contain goals which is exploitable for instructional tasks and

techniques; and it‟s interpretable with other skills (listening, speaking, and

writing).

3. Readability, the text with lexical and structural difficulty that will challenge

the students and also should be at the appropriate level of difficulty for

students.

It can be synthesized that criteria of good text can be seen from the

readability, not only structural and lexical difficulty but also on the

interestingness of the text for the readers. An exciting text will carry the

readers to read it more and more than a dull text that is not likely to contribute

them to the development of reading competence.

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2.6.3 Genreof The Text

Hyland (2009) stated genre is a term for grouping texts together,

representing how writers typically use language to respond to recurring

situations. Every genre has a number of features which make it different to

other genres: each has a specific purpose, an overall structure, specific

linguistic features, and is shared by members of the culture. A genre approach

is especially appropriate for students of English for Specific Purpose. But, it is

highly useful for general English students if we want them, even at low levels,

to procedure written work they can be proud of.

Gerrot and Wignell (1994) stated there are some examples of genres

in writing. They are: Spoof, Recounts, Reports, Analytical Exposition, News

Item, Anecdote, Narrative, Procedure, Description, Hortatory Exposition,

Explanation, Discussion, and Reviews.

Table 2.5 Genre of The Text

No

Genre

Function

1 Spoof To retell an event with a humorous twist.

2 Recounts To retell events for the purpose of informing or

entertaining.

3 Reports

To describe the way things are, with reference to a

range of natural, manmade and social phenomena

in our environment.

4 Analytical

Exposition

To persuade the reader or listener that something is

the case

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5 News Item

To inform readers, listeners or viewers about events

of the day which are considered newsworthy or

important.

6 Anecdote To share with others an account of an unusual or

amusing incident.

7 Narrative To amuse, entertain and to deal with actual or

vicarious experience in different ways.

8 Procedure To describe how something is accomplished

through a sequence of actions or steps.

9 Description To describe a particular person, place or thing.

10 Hortatory

Exposition

To persuade the reader or listener that something

should or should not be the case.

11 Explanation To explain the processes involved in the formation

or workings of natural or sociocultural phenomena.

12 Discussion To present (at least) two points of view about an

issue.

13 Reviews To critique an art work or event for a public

audience.

Mark and Kathy Anderson (2003) divided text into two types, literary

and factual. Literary texts include aboriginal dreaming stories, movie script,

limericks, fairy tales, novels, song lyrics, mimes and soap operas. Literary text

can make us laugh or cry, think about our own life or consider our beliefs.

There are three main text types in this category narrative, poetic and dramatic.

Media texts such as film, videos, television shows and CDs can also include in

this category.

Factual texts include advertisement, announcements, internet web

sites, current affairs shows, debates, recipes, reports and instructions. They

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present information or ideas and aim to show, tell or persuade the audience.

The main text types in this category are recount, response, explanation,

discussion, information report, exposition and procedure.

2.6.4 Factors in Text Selection

Selecting text is a very important thing that has to be done by

theteacher because the text that will be learned by the student must be

appropriatebased on students‟ level. Many factors influence a text. Some

factors influencing learning from readingtextual material are mentioned as

follow:

a. Reading ability is a complex skill and many issues surround its

measurement.

b. Readability, it is to estimate the level difficulty of textual material on a

grade-equivalent scale, the most common of this estimate is some measure

of word frequency and sentencelength.

c. Writing style, the style in which an author attempts to communicate ideas

can causedifficulty.

d. Learners intentions, to get through assigned material usually results in little

true learning orunderstanding.

e. Teachers intentions, it becomes the basis for decisions about how they will

use text in general or a single textbook inparticular.

f. Vocabulary, developing an understanding of a discipline‟s specialized

vocabulary is a primary role ofinstruction.

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g. Previous knowledge, what we are able to understand is intimately linked

with what we already know.

The teacher is expected to be wise in selecting the texts which are

readable, understandable and interesting. To be truly effective to choose the

texts, the teacher has to pay attention to some factors influencing a text which

includes its vocabulary and writing style, and more significantly can modify

teaching strategies accordingly. Thus, the students will be encouraged to read

the material well.

From the explanation above, we can get the point that readability is

one of some factors which influences the text selection. Teachers can use it to

measure the appropriateness of reading text for certain level of students. The

readability also becomes the factor that is chosen by the writer in her study

because it is easy to select the textbook by estimating the readability level of

reading texts in the textbook compare with other factors.

2.6.5 Matching a Text to Students

A teachercan match text to the students‟ reading levels to break a

gapbetween students and text. To make a best match between readers,

especially the students and text it is necessary to obtain some information about

the intended readers, information about the readability of the material, and

information about the purpose for its use. A student‟s reading ability may be

estimated by scores or bands on a recently administered reading test. Estimates

of reading ability may be made by noting the readability of the books,

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magazines, and newspaper they read. Recently research indicates, however,

that when used for instructional purposes, the text may be somewhat above the

student‟s level to encourage optimal development of reading comprehension.

According to theresearcher, the students will be more motivated if the textbook

used themis readable since it helps them easily in study in group even

individually.

2.6.6 Selecting a Text

In the selection of texts one should not only pay attention to the

degree of L2 proficiency the learners have already attained, and their interests,

but also to the degree of difficulty of texts. Selecting a text also need to pay

attention to students‟ interest in order to we don‟t choose the inappropriate text

to them. Furthermore, “pointing about the degree of difficulty of a text is not

only determined by the number of words and structures known, but also by

things such as the subject matter of the text, the way in which the writer

approaches the subject, and the knowledge the learners already have about the

subject”. Here, the researcher realizes that the factors affect the degree of

difficulty of texts include words, structures, approaches, and previous

knowledge of students.

2.7 Relevant Studies

There is a great number of studies all over the world related to text

readability. Going together with this research, the researcher finds some

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researchers or project that nearly similar but different in research data. They are

become guidance in writing this research especially as the comparison for current

research.

The first research is conducted by Wiwin Sutianah (Sutianah, 2014) from

Syarif Hidayatullah State Islamic University entitled The Readability Level of

Reading Texts on Advanced Learning English 2. This research gets a conclusion

that most of texts in the textbook are in the fairly ease level.

The second research is conducted by Fan and Thomas (2013) in their

article “Lexical Density and Readability: A Case Study of English Textbooks”.

This study aims to examine the lexical density and readability of four texts from

English Textbooks. This study applies three methods in determining lexical

density and readability as proposed by Halliday (1985), Ure (1971) and Flesch

(1948). This analysis is revealed that three of the four reading texts were high

lexical density, except the text for upper-intermediate level.

The third research is conducted by Ewie (2014), “Readability of

comprehension passages in Junior High School (JHS) English textbooks in

Ghana”.This study aims to identify the readability and age levels of

comprehension passages from Junior High School English textbooks using 6

readability formulassuch as the Gunning FOG Readability Test (FOG), the Flesch

Reading Ease Formula (FREF), the Flesch-Kincaid Grade Level (F-KGL), the

SMOG Index readability tests (SMOG), the Coleman-Liau (C-Liau) and

Automated Readability Index (ARI).The study is found that most of the passages

used above the age of readers and therefore difficult to read. This study is

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identified that the nature of sentences, unfamiliar background of passages has

some contributing factors.

The fourth research is conducted by Neka Justina Eze from Ebonyi State

University – Nigeria entitled Readability of Igbo Language Textbook in Nigerian

Secondary Schools. Data for the research is collected using the Igbo Language

Readability Test (ILRT). The readability text is comprised of cloze passages

drawn from the five Igbo language textbooks that were selected for this research.

The data is analyzed using percentages and chi square test of independence.

The fifth research is conducted by Eslami (2014) “The Effect of

Syntactic Simplicity and Complexity on the Readability of the Text”.This study

aims to investigate the effect of syntactic simplicity and complexity on the

readability of the text. To achieve this, a set of standard reading comprehension

passages were syntactically modified to develop three different versions of the

same text (i.e., reduced, original, expanded) at different readability levels.The

participants are 257 Senior Iranian EFL students and divided into three

proficiency levels of high, mid, and low, each taking the three different versions

(reduced, original and expanded) of the same text.The results of this study reveal

that there are no significant differences among the high proficient students‟

performance on the three different versions of the same texts.

The sixth research is conducted by Handayani (2014) “The Readability

of Science: Students‟ Book for Junior High School Year VIII Viewed from the

Lexis and Grammatical Aspects (A Content Analysis of Science Lesson of Junior

High School of Surakarta)”.This study aimsto find out the readability of Science

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Students‟ Book for Junior High School in Surakarta Year VIII in 2011/2012

academic year through lexis and grammatical analysis. This study applies a

descriptive qualitative method specifically a content analysis. The results of data

analysis are new vocabulary and foreign vocabulary in lexis cause low reading,

the grammatical complexity, low readability level (foreign and new words,

grammatical complexity, reading habit, background of knowledge, the students

less motivated and the students less dictionary). The lexis is using contain many

unfamiliar words and new ones for the students. In terms of grammatical

complexity of the sentence it is found that the complexities is quite high. While

the results of the of observation and interviews it is found some of the factors

causing the low reading level of the students.

The seventh research is conducted by Mujiyanto (2016), “The

Comprehensibility of Readable English Texts and Their Back-Translations”. This

study aims to disclose the relation between the readability measures and the

comprehensibility levels of source texts and their translations, as well as back-

renderings. Five English books, along with their translations in Indonesian, were

deliberately drawn as samples for this study. The comparison between source

texts and their translations as well as back-renderings is capable of showing their

similarities in the readability levels and average number of characters, words,

sentences, and words per sentence in the texts. The translation of English texts

into Indonesian generally results in readability-ease and grade-level equivalence.

Academic texts tend to be lower in readability-ease and thus higher in grade-level

compared to fictional texts. The fact that the number of linguistic elements

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including character, word, sentence, and average number of words per sentence in

the back-translation texts exceed those in the source texts implies that translation

produces longer texts than their sources, no matter whether they are fictional or

academic.

The eighth research „Lexical Density and Grammatical Intricacy of

English Academic Writings by Native Speaker and Non-Native Speaker‟ is

written by Sunardi. This study shows the similarities and differences of

characteristic features of academic writing written by NNS and NS. The

similarities deal with the scores of lexical density and grammatical intricacy. Both

academic writings have more or less similar scores of lexical density and

grammatical intricacy. The differences deal with the clause actor, clause process,

and nominalization. In using clauses, NNS uses more human actors and action

processes which do not show that characteristics of a written text. On the other

hand, NS uses more abstract actors and relational processes in his clauses that

make the writing more formal.

The ninth research by Clatworthy and Jones (2001) is investigated the

readability of annual reports in terms of thematic structure from systematic

functional grammar perspective in the UK. Based on analysis of 60 UK

chairman‟s statements are systematically easier to read than the other parts of the

chairman‟s statements. The thematic structure within the statements indeed a key

driver of the variability of annual report readability. Eventhough, no research

focusing on theme choice as a linguistic resource charactering complexity of

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written language has been found in EFL textbooks community used for teaching

English in non-English speaking nations.

The last research by Taverniers (2006) is discussed grammatical

metaphor and lexical metaphor from the semantic variation adopting the

framework of systematic functional linguistics and using the perspectives of

onomasiological and semasiological as two supportive viewpoints on

metaphorical expression on the whole. Moreover, grammatical metaphors have

been studied in a variety of discourse. Grammatical metaphor, however, has

received little attention in international textbooks choosen for teaching English as

an additional language in the developing world.

From those researches having explained above, it is clearly that this

research is different from them. The differences are: the first is the data absolutely

different, this research uses reading materials in Bahasa Inggris Textbook by

Ministry of Education and Culture for eleventh grade students of Senior High

School as the data source. The way in analyzing the readability level of text also

different. In this research, the researcher uses Flesch Reading Ease formula to

measure the readability level of texts and to match the students‟ grade or level the

Flesch Reading Ease Score is applied. Furthermore, the researcher wants to

conduct a research of the grammatical intricacy on English textbooksof Senior

High School especially from the reading text by using the formula of Eggins.

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2.8 Conceptual Framework

The complexity of grammar can affects readability. It may consists of

some clauses. The text that consists of more than one clause is called complex

clause and the text that consists of one clause is called simple clause. If a text

consists of more complex clause than simple clause, it can be said that the text is

difficult and complex. On the contrary, if the simple clause is more than complex

clause, it can be said that the text is easy.

The easy or difficult a text is not depend on the genre of text. It can be

the genre of text is easy but exists the sentences long and the complex grammar.

For instance, like in narrative text. It usually includes legends, traditional folktale,

or fairytales. Based on this research, narrative has short sentences, simple

grammar/language and familiar language, because there are some conversations in

it. As we know, a conversation may consist of simple sentences, grammar or

familiar language. However, a narrative text can be difficult because it consists of

long sentences, complex language or unfamiliar term that not exist in a dictionary.

The autobiography or biography text also includes in narrative text. Both kind of

texts explain about the life history of great person, for instance the life history of

B.J Habibie, Cut Nyak Dhien, Lady Diana, etc. It is different with descriptive text.

It usually describes a particular person, place or thing.

Based on this research, it has long sentences and complex grammar,

because the author may explain it with long-winded sentences and complex

language.Therefore, the text must be readable to students, so that they can read

and understand it easily. The text is unreadable will make the students difficult to

83

understand the content of text and hard to answer some questions based on the

text. For more details, it can be seen from the diagram below.

Figure 2.1 Conceptual Framework Diagram

Genre of text

English textbook

High readability Low readability

Word Sentence Length Grammatical Intricacy

Text readability

Complexity of Language

84

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the methodology in conducting the research. It

clarifies how the research will conduct. It covers research design, source of the

data, data collection technique, and data analysis technique.

3.1 Research Design

In this research, the researcher useda descriptive quantitative method

specifically in content analysisto count the readability and grammatical intricacy

score of the texts. Gay and Airasian (2000) stated that descriptive method is useful

for investigating a variety of educational research because it can increase people

knowledge about what happens in the learning process by describing the results in

a specific and using tables and number of scores. It is a systematic analysis of the

content rather than the structure of a communication, such as a written work,

speech, or film, including the study of thematic and symbolic elements to

determine the objective or meaning of the communication.

In this research, the data was analyzed based on the content of textbooks,

particularly in Senior High School textbooks. Descriptive design simply was

described what is going on what data shows, because it focuses on the natural

characteristics of the data. The purpose of using the descriptive designbecause the

fact of the area of interests is able to gather and to describe systematically. This

85

research was designed with single case system, where itis conducted only in

reading texts of the students‟ textbooks.

This research was conducted by applying a descriptive quantitative

method. It means that the data of this research was described descriptively. The

object of this research was English textbook of Elventh grade Senior High School.

This book is Bahasa Inggris Textbook published by Curriculum and Books

Center, Research andDevelopment Agency, Ministry of Education and Culture.

This textbook wasclaimed to be appropriate with the 2013 curriculum standard. In

analyzing the texts, the researcher used Flesch Reading Ease (FRE) to count the

readability score of the texts and the formula of Eggins to count the grammatical

intricacy.

3.2 Source of the Data

According to Bogdan&Biklen (1992), data refers to rough materials that

researchers collect from the world they are studying: they are the particulars that

form the basis of analysis. Data include materialssuch asactively record,

transcripts of interview, participant observations, and fieldnotes.

This English Textbook consists of 170 pages and 8 chapters and 1

enrichment that consisted 7 topics of reading text. Each chapter was presented in

four-skill sections; listening, speaking, reading, and writing. Besides, this

textbook also concern in grammar, pronunciation and vocabulary building. The

whole chapters contained reading materials only on enrichment.

86

In this research, the researcher focused on analyzing reading text. There

was no population and sample of the study because all of reading texts in the book

are used as the research subject. The data of the research was the reading text in

English textbooks. The researcher used Flesch Reading Ease formula tomeasure

the readability level and Eggins formula to measure grammatical intricacy of the

text. To implement this formula, theresearcher will use website. The address of

the website is countwordsworth.com. Itwould help the researcher to count the

syllables, the words, and the sentences.

3.3 Data CollectionTechnique

Accurate and systematic data collection is critical to conducting scientific

research. Data collection was allowed us to collect information that we want to

collect about our study objects. The technique of data collectionwasdocumentary,

and content analysis. Content analysis is a systematic analysis of the content

rather than the structure of a communication, such as a written work, speech, or

film, including the study of thematic and symbolic elements to determine the

objective or meaning of the communication.

Sukardi (2009) stated that the objective of the descriptive method is to

describesystematically the facts about the object that is analyzed. This research

was supported by library research method to find out the theory which relate to

thetopic of this research such as the theory of textbook, readability, Flesch

Reading Ease, and Eggins formula. Furthermore, the researcher also finds out the

theories from othersources such as websites, articles, and journal.

87

There were five steps to collect the data;

1. Determine the English textbook for Senior High School.

2. Identify the texts of the reading material in Bahasa Inggris Textbookwas

published by Curriculum andBooks Center, Research and Development

Agency, Ministry ofEducation and Culture.

3. Read the reading material in Bahasa Inggris Textbook

4. Count the number of sentences, words and syllables in each text in

countwordsworth.com.

5. Measuring the readability of each text based on the Flesch readabilityformula

(Reading Ease Formula).According to DuBay (2004), the readability of text by

using FleschReading Ease formula can be analyzed by using this formula:

Score (RE) = 206.835 – (1.015 X ASL) – (84.6 X ASW)

RE = Readability Ease

ASL = Average Sentence Length (Number of words divided by the number of

sentences)

ASW = Average Number of Syllables per Word (The number Syllables divided

by the number of words)

3.3.1 Documentary

Payne and Payne (2004) described the documentary method as the

techniques used to categorise, investigate, interpret and identify the

limitations of physical sources whether in the private or public domain for

88

example in public documents such as television, textbooks, newspaper,

bibliography, and letters.

In this research, the data was collected by using documentary

technique, particularly in content analysis. The technique of data collection in

this researchwas selected the reading text from the Senior High School‟s

textbooks eleventh grade, classifying the genre of reading text, counting the

number of sentences, words, syllables from each text and typing the sentence

per sentence into Microsoft Word.

3.4Data AnalysisTechnique

In this research, the researcher decided to use Flesch Reading Ease

formulaand Eggins‟ Formula(Flesch: 1949) because it is considered as one of the

oldest and most accuratereadability formulas. This formula is a simple approach

to assess the grade levelof the reader. The formula is considered easier to use, the

calculation of thisformula only counting syllables, words, and sentences.

Moreover, Fleschreadability formula is the best used and appropriate on school

text to assess thedifficulty of a reading passage written in English, whereas the

other formulas are practical and can be used for other written form, like

newspaper, articles, and journalism.

The steps of analyze the data:

1. Apply the number of syllables, sentences and words with Flesch Reading Ease

Formula.

2. After getting the result, matchit with Flesch Reading score.

89

3. Cut the clause per clause. It is shown that the border between clauses in

sentence using double slash mark (//) and the sentence border with clause by

giving triple slash mark (///), such as the following example:

///We are here 6000 feet above the sea,// and the equatorial sunshine is

immensely hot and bright.///

4. Count the amount of clauses and determining the type whether it is Simple

Clause (SC) or Complex Clause (CC).

5. After getting the amount of clauses, and then Eggins‟ Formula is applied.

6. Describe and give further explanation related to the readability.

7. Determine the grades of each chapter of reading texts by comparingthe results

of the scores to the other.

121

CHAPTER V

CONCLUSION AND RECOMMENDATION

5.1 Conclusion

The study was conducted to find textbooks used in the eleventh grade of

Senior High School. The textbook was published by Kementerian Pendidikan dan

Kebudayaan Republik Indonesia 2017. Based on the analysis in the previous

chapter, the results of the study showed that textbook has different readability

score based on Flesch Reading Ease Formula.

Based on the textbook was still in the scope of standard level of reading

materials for Eleventh Grade of Senior High School Students with the readability

score between 60-70 (Standard). There were 2 texts in the scope of Seventh grade

students with the readability score between 70-80 (Fairly Easy), 2 texts in the

scope of Tenth grade students with the readability score between 50-60 (Fairly

difficult), 1 text in the scope of Eighth grade students with the readability score

between 60-70 (Standard), 1 text in the scope of Sixth students with the

readability score between 80-90 (Easy), and 1 text in the scope of College

students with the readability score between 30-50 (Difficult). But, in average, the

readability level of reading material in the English textbook for eleventh grade of

senior high school were in Standard level. It can be concluded that based on

Flesch Reading Ease and Gi Level, the texts in the Standard level but less

appropriate and readable for Eleventh Grade.

122

5.2Recommendation

It is suggested to those who concerned with the text readability of Senior

High School‟s textbook, particularly:

1. For the teachers, the result of the score can help them to select the reading

material that appropriate for their students. If the reading materials is

match to the students‟ grade, they will be motivated to read the text, so

that the reading comprehension can be achieved.

2. For textbooks writers and publishers, it will help them to conceptualize the

material that match to the students‟ grade.

3. For the students, they can calculate the text readability using readability

formulas by themselves. The purpose is to know the suitable text for them.

4. For the researchers, as their reference to investigate text readability in all

textbooks, particularly in English textbooks.

123

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APPENDICES

APPENDIX 1

INSTRUMENT

The Calculation

Text 1

Title : The Enchanted Fish

Genre : Narrative Text

Text

Selected

Sample of Data

Amount

of

Clauses

Type

of

Clause

s

Results

Title No Clauses/Sentences GI

Level

FRE

Score

The

Enchanted

Fish

1

///There once was

a fisherman who

lived with his wife

in a small hut close

by the seaside.///

1

SC

2

79.15

2

///The fisherman

used to go fishing

every day.///

1

SC

3

///One day, as he

sat in his boat with

his rod, looking at

the sparkling

waves and

watching his line,

all of a sudden his

float was dragged

away deep into the

water.///

1

SC

4

///He quickly

started to reel in

his line and

managed to pull

out a huge fish.///

1

SC

5

///“Wow!// This

will feed us for

days.”///

2

CC

6

///Much to his

surprise,// the fish

started to talk and

said, “Pray, let me

live!// I am not a

4

CC

real fish;// I am an

enchanted

prince.///

7

///Put me in the

water again,// and

let me go!// Have

mercy o' kind

fisherman.///

3

CC

8

///The astonished

fisherman quickly

threw him back,//

exclaiming, “I

don't want to hurt a

talking fish!// Go

on!// Go where

you came from.”///

4

CC

9

///When the

fisherman went

home to his wife,//

he told her

everything that had

happened and

how, on hearing it

3

CC

speak,// he had let

it go again.///

10

///“Didn't you ask

it for anything?”

said the wife.///

1

SC

11

///“No, I didn't,

what should I have

asked for?” replied

the fisherman.///

1

SC

12

///“I am surprised

you don't realize

what you should

have asked for.///

1

SC

13

///We live very

wretchedly here, in

this nasty dirty

hut.//

1

SC

14

///We are poor//

and I am so

miserable.///

2

CC

15

///You should have

asked for a nice

cozy cottage.///

1

SC

16

///Now go back

and ask the fish

that we want a

snug little

cottage”, said his

wife.///

1

SC

17

///The fisherman

wasn't sure about

this// but he still

went to the

seashore, sat in his

boat, went to the

middle of the sea

and said:///

2

CC

18

///“O enchanted

beautiful fish!//

Hear my plea!//

My wife wants not

what I want,//

and she won't give

up till she has her

own will,//

so come forth and

5

CC

help me!”//

19

///The fish

immediately came

swimming to him,

and said, “Well,

what is her will?//

How can I help

your wife?”//

“Ah!” said the

fisherman,// “she

says that when I

had caught you, I

ought to have

asked you for

something before I

let you go.///

4

CC

20

///She does not like

living in our little

hut, and wants a

snug little

cottage.///

1

SC

///“Go home,

then,” said the

21

fish,// “She is

already in the

cottage!”// So the

fisherman went

home,// and saw

his wife standing

at the door of a

nice trim little

cottage.///

4

CC

22

///“Come in, come

on in!// Look at the

beautiful cottage

we have.”///

2

CC

23

///Everything went

fine for a while,

and then one day

fisherman's wife

said, “Husband,

there is not enough

room for us in this

cottage, go back to

the fish and tell

him to make me an

1

SC

emperor.”///

24

///“Wife,” said the

fisherman,// “I

don't want to go to

him again.///

2

CC

25 ///Perhaps he will

be angry.///

1 SC

26

///We ought to be

happy with what

the fish has given

us and not be

greedy.”///

1

SC

27

///“Nonsense!”

said the wife;//

“The fish will do it

very willingly,// I

know.///

3

CC

28

///Go along and

try!”// With a

heavy heart the

fisherman went to

the middle of the

sea and said:///

2

CC

29

///“O enchanted

beautiful fish!//

Hear my plea!//

My wife wants not

what I want,//

and she won't give

up till she has her

own will,//

so come forth and

help me!”///

5

CC

30

///“What would

she have now?”

said the fish.///

1

SC

31

///“Ah!”// said the

fisherman,// “she

wants to be an

emperor.”///

3

CC

32

///“Go home,” said

the fish;// “She is

an emperor

already.”///

2

CC

///So he went

home// and he saw

33

his wife sitting on

a very lofty throne

made of solid gold,

with a great crown

on her head full

two yards high.///

2

CC

34

///And on each

side of her stood

her guards and

attendants in a

row.///

1

SC

35

///The fisherman

went up to her//

and said, “Wife,

are you an

emperor?”// “Yes”,

said she, “I am an

emperor.”///

3

CC

36

///“Ah!” said the

man, as he gazed

upon her,// “What

a fine thing it is to

be an emperor!”//

3

CC

“Husband,” said

she, “it is good to

be an emperor.”///

37

///They were

happy for a

while.///

1

SC

38

///Then a time

came when she

was not able to

sleep all night// for

she was thinking

what she should

ask next.///

2

CC

39

///At last, as she

was about to fall

asleep, morning

broke,// and the

sun rose.///

2

CC

40

///“Ha!'” thought

she,// as she woke

up and looked at it

through the

window,// “after

3

CC

all I cannot

prevent the sun

from rising.”///

41

///At this thought

she was very

angry,// and

wakened her

husband, and said,

“Husband, go to

the fish and tell

him I must be Lord

of the sun and the

moon.”///

2

CC

42

///The fisherman

was half asleep,

but the thought

frightened him so

much that he fell

out of the bed.///

1

SC

///“Alas, wife!”

said he, “cannot

you be happy with

being such a

43 powerful

emperor?”// “No,”

said she,// “I am

very uneasy as

long as the sun and

the moon rise

without my

permission.///

3 CC

44

///Go to the fish at

once!”// “I don't

think this is a good

idea,” said the

fisherman but his

wife wouldn't

listen to him.///

2

CC

45

///“ Why don't you

just go and ask the

fish to make me

the Lord of

everything,” she

said.///

1

SC

46

///Then the man

went shivering

1

SC

with fear.///

47

///As he was going

down to the shore

a dreadful storm

arose.///

1

SC

48

///The trees and the

very rocks shook//

and the sky

became black with

stormy clouds.///

2

CC

49

///There were great

black waves,

swelling up like

mountains with

crowns of white

foam upon their

heads.///

2

CC

50

///Unfortunately

the fisherman did

not have any

choice,// so he got

onto his boat and

rowed to the

2

CC

middle of the sea

and cried out as

loud as he could:///

51

///“O enchanted

beautiful fish!//

Hear my plea!//

My wife wants not

what I want,//

and she won't give

up till she has her

own will,//

so come forth and

help me!”///

5

CC

52

///“What does she

want now?” said

the fish.///

1

SC

53

///“I am truly

ashamed of my

wife's greed// but I

can't do

anything.///

2

CC

54

///She wants to be

Lord of the sun

1

SC

and the moon.///

55

///“Go home,” said

the fish, “to your

small hut.”///

1

SC

56

///And it is said

that they live there

to this very day.///

1

SC

Total Number of

Clauses

Total Number of SC

and CC

112 SC= 25

CC=87

Data analysis:

Sentences : 56

Words : 1024

Syllables : 1323

The Flesch Reading Ease Formula:

FRE = 206.835 – (1.015 x

) – 84.6 x

= 206.835 – (1.015 x

) – (84.6 x

)

= 206.835 – (1.015 x 18.28) – (84.6 x 1.29)

= 206.835 – 18.55 – 109.13

= 79.15 (Fairly Easy/7th

grade)

The Eggins’ Formula:

Grammatical Intricacy (GI) =

=

= 2

Text 2

Title : Bullying:A cancer that must be eradicated

Genre : Exposition Text

Text

Selected

Sample of Data

Amount

of

Clauses

Type

of

Clause

s

Results

Title No Clauses/Sentences GI

Level

FRE

Score

Bullying:

A cancer

that must

be

eradicate

d

1

///A tragic end to

an education that

had barely begun -

13-year-old Kiki

stopped schooling

because her

classmates used to

make fun of her

relentlessly.///

1

SC

1.4

54.96

///They had

2

accidentally

discovered her

humble

background,// her

father being a street

vendor.///

2

CC

3

///In another case,

15 year old Dinda

could not take it

anymore.///

1

SC

4

///She became

depressed, left

school and stayed

at home// because

she was constantly

teased by her

classmates for

failing in junior

high school.///

2

CC

///And in yet

another, more

recent case, some

senior students of a

5

junior high school

took seven junior

students, and

subjected them to

violent beatings.///

1

SC

6

///Sherry, one of

the junior students,

was rushed to

hospital with

bruises on his

abdomen.///

1

SC

7

///He is extremely

scared to go to

school.///

1

SC

8

///Julie, a 10 year

old, fifth grade

student, states that

her first two years

of elementary

school were a

traumatic

experience.///

1

SC

///She sadly

9

remembers being

cruelly bullied by

her male

classmates//

because she was

overweight.///

2

CC

10

///They used to call

her Sumatran

elephant, baboon,

gentong and many

other names.///

1

SC

11

///These are few

cases out of

hundreds of similar

cases// and the

number is

increasing over the

time.///

2

CC

12

///In Indonesia

bullying exists in

every form, from

teasing to extreme

abuse.///

1

SC

13

///Even though

incidents of

bullying are

common,//

unfortunately it is

not seen as a major

problem.///

2

CC

14

///A recent survey

conducted by

National Child

Protection

Commission has

shown that more

than half of

bullying incidents

go unreported due

to the fact// that it

is considered

normal in some

parts of the

society.///

2

CC

///Also the people

who get bullied are

15

either unwilling to

report// it because

they feel it will

“make a big

deal”.///

2

CC

16

///Or worse, they

are so scared// that

they don't trust

anyone// and do not

want to share their

plight with

anyone.///

3

CC

17

///The issue of

bullying has been a

problem for years//

but recently it got

limelight from

news media when

few cases were

reported.///

2

CC

18

///Bullying affects

the children both

psychologically

1

SC

and physically.///

19

///It is estimated

that hundreds of

children miss

school every day

due to the fear of

being mistreated by

other students// and

in some extreme

cases they choose

to home school,//

or in severe

circumstances they

stop studying

altogether.///

3

CC

20

///Children should

not be living in

constant fear.///

1

SC

21 ///They shouldn't be

afraid.///

1 SC

22

///On the contrary,

they should look

forward to every

2

CC

day of school// and

enjoy school life.///

23

///According to a

research bullying

has always existed

in Indonesian

society,// but it has

come to surface

due to the recent

proliferation of

media

technologies.///

2

CC

24

/// Since bullying is

prevalent in our

society it is

important that

everyone should be

made aware of this

social evil.///

1

SC

25

///There should be

campaigns to

increase

awareness.///

1

SC

26

///Everyone should

be working

together, against it,

to stop it.///

1

SC

27

///It is distressing to

see our children

being isolated from

society// because

they are treated

badly.///

2

CC

28

///I am of opinion

that no one has any

right to harass or

make people feel

inferior.///

1

SC

29

///No one should

have that kind of

power.///

1

SC

30

///These children

are our future// and

we should make

every possible

effort to stop

2

CC

bullying.///

31

///I would like to

point out that

bullying is

everyone's problem

and

responsibility.///

1

SC

32

///If you condone

bullying in any

way, shape or form

it means you are

taking part in it//

whether it is

directly or

indirectly by being

silent.///

2

CC

33

///Majority of

people agree that

we have to work

together towards

eliminating this

problem.///

1

SC

///Some people

34

may consider

taunting someone

as funny,// even

though it is

anything but funny

to the person who

is at the receiving

end.///

2

CC

35

///Minor taunts can

create a lot of pain

and suffering.///

1

SC

36

///While it may

seem innocent// but

the cumulative

effect could be

highly damaging.///

2

CC

37

///In addition to

that, as the pain

increases, each

instance cuts a little

deeper which

eventually becomes

a sore.///

1

SC

38

///It is highly

possible that

bullying might

happen in your

school// so it is the

liability of every

student to protect

their classmates

and try to stop

bullying.///

2

CC

39

///If it doesn't

work// then you

should inform your

teachers or

parents.///

2

CC

40

///Not many of us

think of stopping

it.///

1

SC

41

///As long as it

doesn't happen to

us// why should we

get involved,// why

should we

3

CC

bother?///

42

///But the time has

come for us to be

actively involved in

eradicating

bullying.///

1

SC

43

///So next time if

you see someone

getting bullied,//

would you try to

stop it or let it

happen?///

2

CC

44

///Remember,

bullying is

everyone's

problem;//

therefore everyone

has to be the part of

the solution.///

2

CC

Total Number of

Clauses

Total Number of SC

69 SC=22

CC=47

and CC

Data analysis:

Sentences : 44

Words : 753

Syllables : 1198

The Flesch Reading Ease Formula:

FRE = 206.835 – (1.015 x

) – 84.6 x

= 206.835 – (1.015 x

) – (84.6 x

)

= 206.835 – (1.015 x 17.11) – (84.6 x 1.59)

= 206.835 – 17.36 – 134.51

= 54.96 (Fairly Difficult/10th

- 12th

grade)

The Eggins’ Formula:

Grammatical Intricacy (GI) =

=

= 1.4

Text 3

Title : President Soekarno of Indonesia

Speech at the opening of the Bandung Conference, April 18, 1955

Genre : Exposition Text

Text

Selection

Sample of Data

Amount

of

Clauses

Type

of

Clause

s

Results

Title

No

Clauses/Sentences

GI

Level

FRE

Score

President

Soekarno

of

Indonesia

Speech at

the

opening of

the

Bandung

Conferenc

e, April 18,

1

///This twentieth

century has been a

period of terrific

dynamism.///

1

SC

1.1

59.95

2

///Perhaps the last

fifty years have

seen more

developments and

more material

progress than the

previous five

hundred years.///

1

SC

1955

3

///Man has learned

to control many of

the scourges, which

once threatened

him.///

1

SC

4

///He has learned to

consume

distance.///

1

SC

5

///He has learned to

project his voice//

and his picture

across oceans and

continents.///

2

CC

6

///He has learned

how to make the

desert bloom and

the plants of the

earth increase their

bounty.///

1

SC

7

///He has learned

how to release the

immense forces

locked in the

1

SC

smallest particles

of matter.///

8

///But has man's

political skill

marched hand-in-

hand with his

technical and

scientific skill?///

1

SC

9

///The answer is

No!///

1

SC

10

///The result of this

is fear.///

1

SC

11

///And man gasps

for safety and

morality.///

1

SC

12

///Perhaps now

more than at any

other moment in

the history of the

world, society,

government and

statesmanship

1

SC

needs to be based

upon the highest

code of morality

and ethics.///

13

///And in political

terms, what is the

highest code of

morality?///

1

SC

14

///It is the

subordination of

everything to the

well being of

mankind.///

1

SC

15

///But today we are

faced with a

situation// where

the well being of

mankind is not

always the primary

consideration.///

2

CC

16

///Many who are in

places of high

power think, rather,

1

SC

of controlling the

world.///

17

///Yes, we are

living in a world of

fear.///

1

SC

18

///The life of man

today is corroded

and made bitter by

fear.///

1

SC

19

///Fear of future,

fear of hydrogen

bomb, fear of

ideologies.///

1

SC

20

///Perhaps this fear

is a greater danger

than the danger

itself,// because it is

fear, which drives

men to act

foolishly, to act

thoughtlessly, to

act dangerously.///

2

CC

///All of us, I am

21

certain, are united

by more important

things than those,

which superficially

divide us.///

1

SC

22

///We are united,

for instance, by a

common

detestation of

colonialism in

whatever form it

appears.///

1

SC

23

///We are united by

a common

detestation of

racialism.///

1

SC

24

///And we are

united by a

common

determination to

preserve and

stabilize peace in

the world.///

1

SC

25

///We are often

told, "Colonialism

is dead."///

1

SC

26

///Let us not be

deceived or even

soothed by that.///

1

SC

27

///I say to you,

colonialism is not

yet dead.///

1

SC

28

///How can we say

it is dead, so long

as vast areas of

Asia and Africa are

unfree.///

1

SC

29

///And, I beg of you

do not think of

colonialism only in

the classic form,//

which we of

Indonesia, and our

brothers in

different parts of

Asia and Africa,

2

CC

knew.///

30

///Colonialism has

also its modern

dress, in the form

of economic

control, intellectual

control, and actual

physical control by

a small but alien

community within

a nation.///

1

SC

31

/// It is a skillful

and determined

enemy,// and it

appears in many

guises.///

2

CC

32

///It does not give

up its loot easily.///

1

SC

33

///Wherever,

whenever and

however it appears,

colonialism is an

evil thing,// and

1

SC

one which must be

eradicated from the

earth.///

Total Number of

Clauses

Total Number of SC

and CC

38 SC= 28

CC=10

Data analysis:

Sentences : 33

Words : 485

Syllables : 757

The Flesch Reading Ease Formula:

FRE = 206.835 – (1.015 x

) – 84.6 x

= 206.835 – (1.015 x

) – (84.6 x

)

= 206.835 – (1.015 x 14.69) – (84.6 x 1.56)

= 206.835 – 14.91 – 131.97

= 59.95 (Fairly Difficult/10th

- 12th

grade)

The Eggins’ Formula:

Grammatical Intricacy (GI) =

=

= 1.1

Text 4

Title : Vanity and Pride

Genre : Narrative Text

Time

Selection

Sample of Data Amount

of

Clause

Type

Of

Clauses

Result

Title No Clause/Sentences GI

Level

FRE

Score

Vanity

and

Pride

1

///Madame Loisel

was a pretty girl

born into a poor

family.///

1

SC

1.6

60.12

2

///She had no

expectations// and

she felt so trapped

by her situation

that she married a

little clerk in a

goverment

2

CC

office.///

3

///Her tastes were

simple// because

she had never

been able to

afford any other,//

but she was as

unhappy as

though she had

married beneath

her status; for

women have no

caste or class,

their beauty,

grace, and charm

serving them for

birth or family.///

3

CC

4

///She suffered

endlessly,

feeling herself

born for every

delicacy and

luxury.///

1

SS

5

///She suffered

from the poorness

of her house, from

its bare walls,

worn chairs, and

ugly curtains.///

1

SS

Total Number of

Clauses

Total Number of SC

and CC

8 SS=3

CC=5

Data analysis:

Sentences : 5

Words : 106

Syllables : 157

The Flesch Reading Ease Formula:

FRE = 206.835 – (1.015 x

) – 84.6 x

= 206.835 – (1.015 x

) – (84.6 x

)

= 206.835 – (1.015 x 21.2) – (84.6 x 1.48)

= 206.835 – 21.51 – 125.20

= 60.12 (Standard/8th

- 9th

grade)

The Eggins’ Formula:

Grammatical Intricacy (GI) =

=

= 1.6

Text 5

Title : Letter to God

Genre : Recount Text

Text

Selextion

Sample of Data

Amount

of

Clauses

Type

of

Clause

s

Results

Title

No

Clauses/Sentences

GI

Level

FRE

Score

Letter to

God

1

///Rancho’s house –

the lone house in

the entire valley–

was on the crown

of a low hill.///

1

SC

1.1

83.12

///From the

pinnancle of the

hill one could see

the rapid flowing

2 stream and next to

it vast fields of ripe

cron in between the

red kidneybean

flowers.///

1 SC

3

///Looking at it one

could predict that

it was going to be

good harvests// but

it needed a rainfall,

however brief.///

2

CC

4

///All through the

morning Rancho

kept scanning the

sky for signs of

rainfall and he was

quite confident that

it would rain.///

1

SC

5

///“you know,

woman, now are

finally going

To get some rain.”

1

SC

///His wife, who

6

was busy preparing

food, replied : “yes,

god willing.’///

1

SC

7

///As soon as

rancho’s family,

his wife and sons,

sat for dinner,// just

as he hadpredicted

big drops of rain

started falling. In

the northeast huge

clouds were

covering the sky

like a blanket.///

2

CC

8

///The air had the

smell of rain

combined with the

smell of fresh

earth.///

1

SC

9

///The atmosphere

at that time was

absolutely

heavenly.///

1

SC

10

///The boys left

their food on

pretext of getting

one thing and

another.///

1

SC

11

///All they wanted

was to get wet and

play in the rain.///

1

SC

12

///Rancho was very

happy as he looked

at his field,// “ah !

now my harvest is

going to be

wonderful.///

1

SC

13

///“He started

dreaming about all

the things he will

be doing once he

sells

the crops.///

1

SC

14

///Suddenly heavy

winds began to

blow accompanied

1

SC

by big drops of

rain,

which looked like

huge pearls of

ice.///

15

///“Oh my god! this

can’t be happening,

“he thought.//

1

SC

16 ///“No!! no !! I will

be destroyed.///

1 SC

17 ///This is no rain,//

it is a hailstorm.///

1 SC

18 ///I hope it will

pass soon.///

1 SC

19

///“But in front of

his family he kept a

strong front and

said,// “I am sure it

will pass soon,

don’t worry.”///

2

CC

20 ///Unfortunately it

didn’t.///

1 SC

21 ///The hailstorm 1 SC

lasted the whole

night.///

22

///It destroyed

entire

field of his

precious crops.///

1

SC

23

///Everything

looked so white as

if someone had

thrown sacks and

sacks of pearls all

over the place.///

1

SC

24

///Rancho and his

wife were worried

to death.///

1

SC

25

///Everything they

had was destroyed//

and they had no

inkling as to what

they will do.///

2

CC

26

///The boys asked

them, “what are we

going to do?//

2

CC

Everything is

destroyed.///

27

///We don’t even

have few pieces of

corn or beans.///

1

SC

28

///Does this mean

we are going to die

of hunger ?”///

1

SC

29

///Rancho said,

“my sons, nobody

dies of hunger.///

1

SC

30 ///Always

remember we have

god.///

1

SC

31 ///I am sure he will

help us.”///

1 SC

32

///All through the

night rancho kept

on thingking how

to ask for help from

god.///

1

SC

///“God knows

everything// but I

33 think I should write

to him and ask

directly what I

want.”///

2 CC

34

///Rancho was

thankful for the day

his parent had sent

him to school.///

1

SC

35

///Eventhough he

wasn’t interested in

studies// but he had

grudgingly learned

to read and write.///

2

CC

36

///So he took

out paper and pen

and started

writing.///

1

SC

Total Number of

Clauses

Total Number of SC

and CC

43 SC= 29

CC=14

Data analysis:

Sentences : 36

Words : 489

Syllables : 639

The Flesch Reading Ease Formula:

FRE = 206.835 – (1.015 x

) – 84.6 x

= 206.835 – (1.015 x

) – (84.6 x

)

= 206.835 – (1.015 x 13.53) – (84.6 x 1.30)

= 206.835 – 13.73 – 109.98

= 83.12 (Easy/6th

grade)

The Eggins’ Formula:

Grammatical Intricacy (GI) =

=

= 1.1

Text 6

Title : The Last Leaf

Genre : Narrative Text

Text

Selected

Sample of Data

Amount

of

Clauses

Type

of

Clause

s

Results

Title

No

Clauses/Sentences

GI

Level

FRE

Score

The Last

Leaf

1

///Many artists

lived in Greenwich

Village in New

York City.///

1

SC

1.1

79.05

2

///Sue and Johnsy,

two artists also

lived there in a

studio apartment.///

1

SC

3

///Their rooms were

at the top of an old

building in

Greenwich

Village///.

1

SC

///In November, it

4

was very cold and//

with it a cold

unseen stranger,

whom the doctors

called

Pneumonia,stalked

the city, touching

one here and there

with hisicy

fingers///.

2

CC

5

///The icy fingers

of Pneumonia also

touched Johnsy.///

1

SC

6

///She was very ill,

lying in her bed

and not moving at

all.///

1

SC

7

///A doctor visited

her every day// but

Johnsy was not

getting better.///

2

SC

8

///One morning, the

doctor spoke to

1

1

Sueoutside.Johnsy'

s room.///

9

///“I can' t help

her,” the doctor

said.///

1

SC

10

///“She is very sad

and has no desire to

live.///

1

SC

11

///Someone must

make her happy

again.///

1

CC

12

///What is she

interested in?’’

1

SC

13 ///“She is an artist,”

Sue replied..///

1 SC

14

///“She wants to

paint a picture of

bay of Naples.”///

1

sC

15 ///“Painting!” said

the doctor.

1

SC

16 ///“That won't help

her!”///

1 SC

///Sue was

17

distressed by this

news and didn't

know what to do to

help Johnsy.///

1

CC

18

///She went into the

workroom and

cried// and then she

swaggered into

Johnsy's room with

her drawing board,

whistling

ragtime.///

2

CC

19

///Johnsy lay

silently in her bed

with her face

towards the

window.///

1

SC

20

///Sue stopped

whistling, thinking

Johnsy was

asleep.///

1

SC

///Sue arranged her

board and began

21 drawing to

illustrate a

magazine story.///

1 SC

22

///As Sue was

sketching a figure

of a hero, an Idaho

cowboy, she heard

a low sound,several

times repeated.///

2

CC

23 ///She went quickly

to the bedside.///

1 SC

24

///Johnsy's eyes

were open wide.///

1

SC

25

///She was looking

out the window and

counting-counting

backwards.///

1

SC

26

///"Twelve," she

said, and little later

"eleven"; and then

"ten," and "nine";

and then"eight" and

"seven", almost

1

SC

together.///

27

///Sue looked out of

the window

wondering what

was there to

count///

1

SC

28

///There was only a

bare, dreary yard to

be seen, and the

blank side of the

brick house was

only a bare, dreary

yard to be seen,

and the blank side

of the brick house

twenty feet away.///

1

SC

29

///An old, old ivy

vine, gnarled and

decayed at the

roots, climbed half

way up the brick

wall.///

1

SC

///The cold breath

30

of autumn had

stricken its leaves

from the vine until

its skeleton

branches clung,

almost bare, to the

crumbling bricks.///

1

CC

31 "What is it, dear?"

asked Sue.///

1 SC

32

///Six," said

Johnsy, in almost a

whisper.///

1

SC

33 ///They're falling

faster now.///

1 SC

34

///Three days ago

there were almost a

hundred.///

1

SC

35

///My head ached

when I was

counting them// but

now it's easy.///

2

SC

36 There goes another

one.///

1 SC

37

///There are only

five left now.///

1 SC

38

///"Five what, dear?

Tell me."///

1 SC

39

///Leaves on the

ivy vine.///

1 SC

40

///When the last

one falls I must go,

too.///

1

SC

41 ///I've known that

for three days.///

1

SC

42 ///Didn't the doctor

tell you?///

1 SC

43

"Oh, I never heard

of such nonsense,"

complained Sue,

with magnificent

scorn.///

1

SC

44 /// Try to sleep,"

said Sue.///

1 SC

45

///"I must call

Behrman up to be

my model for the

1

SC

old hermit miner.///

46 /// I'll not be gone a

minute.///

1 SC

47

///Don't try to move

'til I come back.///

1

1

48

/// Old Behrman

was a painter who

lived on the ground

floor of the same

building.///

1

1

49

/// He was sixty

years old and had

always dreamed of

painting a

masterpiece,// but

unfortunately till

now he was not

able to fulfill his

dream.///

2

CC

50

/// Sue found

Behrman in his

dimly lighted

apartment sitting in

1

SC

his chair.///

51

/// She told him of

Johnsy's

condition.///

1

SC

52

/// Old Behrman,

with his red eyes

plainly streaming,

shouted his

contempt and

derision for such

idiotic

imaginings.///

1

SC

53

/// Johnsy was

sleeping when they

went upstairs.///

1

SC

54

///Sue pulled the

shade down to the

windowsill, and

motioned Behrman

into the other

room.///

1

SC

///In there they

peered out the

55 window fearfully at

the ivy vine.///

1 SC

56

///Then they looked

at each other for a

moment without

speaking///

1

SC

57

///A persistent, cold

rain was falling,

mingled with

snow.//

1

SC

58

///When Sue awoke

from an hour's

sleep the next

morning she found

Johnsy with dull,

wide-open eyes

staring at the drawn

green shade.///

1

SC

59

///"Pull it up; I

want to see," she

ordered, in a

whisper.///

1

SC

60 /// Wearily Sue

obeyed."///

1 SC

61 ///"It is the last

one," said

Johnsy.///

1 SC

62

/// It will fall

today,// and I shall

die at the same

time.///

2

CC

63

///"Dear, dear!"//

said Sue, leaning

her worn face

down to the

pillow,// "think of

me, if you won't

think of yourself.///

3

CC

64 ///What would I

do?///

1 SC

65 /// But Johnsy did

not answer.///

1 SC

66

/// The leaf stayed

on the vine all

day.///

1

SC

67

///That night, there

was more wind and

rain.///

1

SC

68

///When it was light

enough Johnsy

commanded that

the shade be

raised.///

1

SC

69 /// The ivy leaf was

still there.///

1 SC

70

///"I've been a

foolish girl, Sue,"

said Johnsy.///

1

SC

71

///“I wanted to die

//but the last leaf

stayed on the vine

to teach me a

lesson.///

2

CC

72 ///Please bring me

some soup now.///

1 SC

73

///“You know

Sue,// some day I

hope to paint the

2

CC

Bay of Naples."///

74

///The doctor

visited the girls in

the afternoon.///

1

SC

75 ///“Take good care

of your friend,” he

said.///

1 SC

76 ///“She is going to

get well.///

1 SC

77 ///Now I have to go

downstairs.///

1 SC

78 ///I have to visit

Mr. Behrman.///

1 SC

79 /// He has

pneumonia too.///

1 SC

80 ///I must send him

to the hospital.///

1 SC

81

///The next day the

doctor said to

Sue:// She's out of

danger.///

2

CC

82 ///You won. /// 1 SC

///Nutrition and

83 care now - that's

all.///

1 SC

84

///And that

afternoon Sue came

to the bed where

Johnsy lay,

contentedly

knitting a woolen

shoulder scarf.///

1

SC

85

///"I have

something to tell

you, dear,"// she

said.///

2

CC

86

///"Mr. Behrman

died of pneumonia

today in the

hospital.///

1

SC

87 ///He was ill only

two days.///

1 SC

88

///The janitor found

him the morning of

the first day in his

room downstairs

1

SC

helpless with

pain.///

89

///His shoes and

clothing were wet

through and icy

cold.///

1

SC

90

///They couldn't

imagine// where he

had been on such a

dreadful night.///

2

CS

91

///And then they

found a lantern,

still lighted, and a

ladder that had

been dragged from

its place, and some

scattered brushes,

and a palette with

green and yellow

colors mixed on it,

and - look out the

window, dear, at

the last ivy leaf on

1

SC

the wall.///

92

///Didn't you

wonder why it

never fluttered or

moved when the

wind blew?///

1

SC

93

///Ah, darling,// it's

Behrman's

masterpiece// - he

painted it there the

night that the last

leaf fell.”///

3

CC

Total Number of

Clauses

Total Number of SC

and CC

11O SC=80

CC=30

Data analysis:

Sentences : 93

Words : 1012

Syllables : 1404

The Flesch Reading Ease Formula:

FRE = 206.835 – (1.015 x

) – 84.6 x

= 206.835 – (1.015 x

) – (84.6 x

)

= 206.835 – (1.015 x 10.88) – (84.6 x 1.38)

= 206.835 – 11.04 – 116.74

= 79.05 (Fairly Easy/7th

grade)

The Eggins’ Formula:

Grammatical Intricacy (GI) =

=

= 1.1

Text 7

Title : Lifes and Times of Ki Hajar Dewantara

(Raden Mas Sywardi Suryaningrat)

Genre : Recount Text

Text

Selextion

Sample of Data

Amount

of

Clauses

Type

of

Clause

s

Results

Title

No Clauses/Sentences GI

Level

FRE

Score

Lifes and

Times of

Ki Hajar

Dewantar

a

(Raden

Mas

Sywardi

Suryanin

grat)

1

///The development

of good character

should be the heart

and soul of

education,// and

should dominate

the spirit of

teaching///

2

CC

1.2

35.97

2

///This was

the philosophy of

the “Father of

Education” in

1

SC

Indonesia, Ki Hajar

Dewantara.///

3

///The reason, he

said,

was that teaching

and character

building are like

two sides of a coin

and cannot, and

should not be

separated.///

1

SC

4

///Education, by

definition, means

guiding

student lives in a

strong foundation

of good

character,// so that

they would be

civilized humans

of highest moral

fibre, thus laying

the foundation of

2

CC

a great nation

without distinction

of religion,

ethnicity, customs,

economic and

social status.///

5

///Ki Hajar

Dewantara was

born in the royal

family of

Yogyakarta on 2

May

1889.///

1

SC

6

///His given name

was Raden Mas

Suwardi

Suryaningrat//

which he later

changed to

renounce his

connections with

the royal family.///

2

CC

///He transformed

7

himself into an

activist, columnist,

politician and

pioneer of

education for

Indonesians.///

1

SC

8

///He fought for

rights of

Indonesians during

Dutch and Japanese

colonial eras.///

1

SC

9

/// He was born into

an aristocratic

family that granted

him the privilege of

free access to

education of his

choice.///

1

SC

10

///He got his

primary education

from ELS

(Europeesche

Lagere School),//

2

CC

then he continued

his education at

Stovia (Java

Medical School)

but due to health

reasons he couldn't

finish it.///

11

///He started

writing

for newspapers and

eventually all his

writings were

focused on

Indonesian

patriotism, thus

anti Dutch.///

1

SC

12

///He was involved

in the early

activities of Budi

Utomo

and the Indiesche

Party,// which were

both important in

2

CC

the early

development of

the pergerakan, the

“movement” that

grew up with a

nascent Indonesian

national

political

consciousness.///

13

///He was exiled

between 1913 and

1919 following the

publication of two

of his articles://

“Als ik eens

Nederlander” (If I

was a Dutchman)

and “Eén voor

allen en

allen voor

één” (One for all

and all for one).///

2

CC

///He used his time

14

in exile to learn

more about

education and

obtained a

Europeesche

certificate.///

1

SC

15

///Following his

return, he focused

more on cultural

and educational

efforts

paving way to

develop

educational

concepts in

Indonesia.///

1

SC

16

///He believed that

education is very

important and the

most important

means of freeing

Indonesians

from clutches of

1

SC

colonization.///

17

///He played a

leading role in

establishing

“National

Onderwijs Institut

Taman Siswa” in

1922.///

1

SC

18

///This institution

was established to

educate native

Indonesians during

colonial times.///

1

SC

19

///This institution

was based on

these principles:///

1

SC

20

///Ing Ngarsa Sung

Tuladha (the one in

front sets

example).///

1

SC

21

///Ing Madya

Mangun Karsa (the

one in the middle

1

SC

builds the spirit and

encouragement).///

22

///Tut Wuri

Handayani (the one

at the back gives

support).///

1

SC

23

///As Ki Hajar

believed that

character was not

merely a theoretical

concept,// but a

practical and living

concept, he

embodied his

vision in his

school, Taman

Siswa.///

2

CC

24

///The central goals

of Taman Siswa

emphasized

character building,

including

traits such as

1

SC

patriotism and love

for the nation, and

a sense of national

identity.///

25

///His vision was

that Indonesians

would be free from

colonial powers, to

fight for

independence and

have good

character.///

1

SC

26

///He continued

writing but his

writings

took a turn from

politics to

education.///

1

SC

///These writings

later laid

foundation of

Indonesian

education.

27 Froebel,//

Montessori and

Tagore influenced

his educational

Principles// and in

Taman Siswa he

drew some

inspiration from

Tagore's

Shantiniketan.///

3 CC

28

///After

independence, he

was given the

office of Minister

of Education and

Culture.///

1

SC

29

///For his efforts in

pioneering

education for the

masses, he was

officially

declared Father of

Indonesian

2

CC

Education// and his

birthday is

celebrated as

National

Education Day.///

30

///His portrait was

on 20,000 rupiah

note till 2002.///

1

SC

31

///He was officially

nd th confirmed as

a National Hero of

Indonesia by the 2

President of

Indonesia on 28

November 1959.///

1

SC

32

/// Ki Hajar

Dewantara passed

away on 26th April

1952 at the age of

69 years.///

1

SC

33

/// His wife donated

all Ki Hajar's

belongings to

1

SC

Dewantara Kirti

Griya Museum,

Yogyakarta.///

34

///He was a great

man who spent his

whole life serving

his people and

country.///

1

SC

Total Number of

Clauses

Total Number of SC

and CC

44 SC=25

CC=19

Data analysis:

Sentences : 34

Words : 652

Syllables : 1168

The Flesch Reading Ease Formula:

FRE = 206.835 – (1.015 x

) – 84.6 x

= 206.835 – (1.015 x

) – (84.6 x

)

= 206.835 – (1.015 x 19.17) – (84.6 x 1.79)

= 206.835 – 19.45 – 151.43

= 35.95 (Difficult/College grade)

The Eggins’ Formula:

Grammatical Intricacy (GI) =

=

= 1.2

CURRICULUM VITAE

PERSONAL INFORMATION

Name : Mardiana

Place of Birth : Bah Lias

Date of Birth : Februari 05th, 1995

Address : Huta I Emplasmen

Phone Number : 0895 1300 5318

E-mail : mar46873@gmail.com

Nationality : Indonesian

EDUCATION BACKGROUND

Thesis Title (S1) : The Effect of Realia on Students’ Vocabulary

Achievement in Writing Recount Text

Thesis Title (S2) : Analysis of Readability and Grammatical Intricacy (GI) of

English Textbook on the Eleventh Grade Senior High

School

2012-2016 : UNIVERSITAS ISLAM RIAU

FAKULTAS ILMU TARBIYAH DAN PENDIDIKAN

JURUSAN PENDIDIKAN BAHASA INGGRIS

2009-2012 : SMAN 1 BANDAR SIMALUNGUN

2006-2009 : SMPN 1 BANDAR SIMALUNGUN

2000-2006 : SDN 091644 Bah Lias Estate