genre analysis of the reading texts in english on sky 2 ...

GENRE ANALYSIS OF THE READING TEXTS IN ENGLISH

ON SKY 2 TEXTBOOK FOR THE SECOND GRADE OF

JUNIOR SECONDARY SCHOOL AT SMPN 10 CIPUTAT

By:

YULIYANAH

NIM. 109014000136

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

i

GENRE ANALYSIS OF THE READING TEXTS IN ENGLISH

ON SKY 2 TEXTBOOK FOR THE SECOND GRADE OF

JUNIOR SECONDARY SCHOOL AT SMPN 10 CIPUTAT

“A Skripsi”

Presented to the Faculty of Tarbiya and Teachers Training in Partial Fulfillment of

the Requirements for Degree of S.Pd. in English Language Education

By:

YULIYANAH

NIM. 109014000136

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

v

ABSTRACT

Yuliyanah (NIM: 109014000136). Genre Analysis of the Reading Texts in

English on Sky 2 Textbook for the Second Grade of Junior Secondary School

at SMPN 10 Ciputat. Skripsi of English Education Departement at Faculty of

Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatullah

Jakarta, 2014.

Keywords: Genre Analysis, Reading text, Textbook.

According to the present curriculum, School-Based Curriculum–

Kurikulum Tingkat Satuan Pendidikan (KTSP), English textbook has to provide

genres based on the functional literacy level of each grade. On this skripsi, the

writer analyzed English on Sky 2 textbook published by Erlangga. The objective

of this study is to find out the empirical evidence of whether or not genre of

reading texts and its features in English on Sky 2 textbook in line with content

standard of KTSP for the second grade students of SMPN 10 Ciputat. Referring to

the objective of the study, it describes genres of the reading text, generic

structures, linguistic features, social functions, and then their conformity level to

KTSP. The method used in this study was document analysis. The data were

gathered from English on Sky 2 textbook for the second grade of Junior Secondary

School students and from the KTSP. After obtaining the data, the writer analyzed

the data from the genre of reading texts in the textbooks with the KTSP by

calculating the percentage of the data from the analysis. The findings of the study

are the types of reading text provided in English on Sky 2 textbook are descriptive

(25%), recount (50%) and narrative (25%). The writer also found present tense,

future tense, and past continuous tense that are applied in one recount text. In one

narrative text, it is also found present tense and future tense and it does not

enclose past continuous tense. To sum up the result, the writer concludes that

three genres of reading text and their three features (social function, generic

structure and linguistic feature) attain the result 100%. It means excellent as the

criteria of conformity level. Based on the findings, it is suggested that the readers

and researchers obtain the knowledge to select and to increase the quality of the

enclosed genre of reading text and its features in the textbook that in line with

KTSP.

vi

ABSTRAK

Yuliyanah (NIM: 109014000136). Analisis Genre Teks Reading dalam Buku

Teks Berjudul English on Sky 2 untuk Kelas 2 Sekolah Menengah Pertama di

SMPN 10 Ciputat. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu

Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah, 2014.

Kata Kunci: Analisis Genre, Teks Reading, Buku Bahasa Inggris.

Berdasarkan pada kurikulum yang digunakan, Kurikulum Tingkat Satuan

Pendidikan (KTSP), buku teks bahasa inggris harus menyantumkan genre

berdasarkan tingkat literasi fungsional untuk tiap tingkatan. Tujuan dari penelitian

ini adalah untuk menemukan bukti empirik apakah genre teks reading dan fitur-

fiturnya dalam buku teks English on Sky 2 sesuai atau tidak dengan standar isi

KTSP dan fitur-fitur dari genre teks reading untuk siswa kelas dua di SMPN 10

Ciputat. Berkenaan dengan tujuan dari penelitian ini, penelitian ini

menggambarkan genre teks reading, generic structure, linguistic features, social

function, dan tingkat kesesuaiannya dengan KTSP. Metode yang digunakan dalam

penelitian ini adalah dokumen analisis. Data diambil dari buku teks English on

Sky 2 untuk siswa kelas 2 SMP terbitan Erlangga dan dari KTSP. Setelah

memperoleh data, penulis menganalisa data dari genre teks reading dalam buku

teks dan KTSP dengan menghitung persen data dari analisis. Ditemukan jenis teks

reading yang tercantum dalam buku teks English on Sky 2 yaitu descriptive

(25%), recount (50%) dan narrative (25%). Penulis juga menemukan present

tense, future tense, dan past continuous tense yang digunakan dalam teks recount.

Pada satu teks naratif juga ditemukan present tense dan future tense dan teks ini

tidak menyantumkan past continuous tense. Untuk meringkas hasil penelitian,

penulis menyimpulkan bahwa tiga genre teks reading and fitur-fiturnya (social

function, generic structure, dan linguistic feature) memperoleh hasil 100%. Itu

artinya sangat baik sebagaimana kriteria tingkat kesesuaian. Berdasarkan hasil

penelitian tersebut, diharapkan pembaca maupun peneliti mendapatkan

pengetahuan untuk memilih dan meningkatkan kualitas dari penyertaan genre teks

reading dan fitur-fiturnya dalam buku teks yang sesuai dengan KTSP.

vii

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. Praise be to Allah,

Lord of the worlds who has blessed the writer in completing this skripsi. Sholawat

and Salam are given upon our prophet Muhammad SAW who has taken us the

way of truth and brought us the true light of life.

From the sincere of the writer’s deepest heart, she realized that if there

were no support and motivation from people around her, she could not finish this

skripsi. Therefore, she would like to express her gratitude and her best

appreciation to:

1. The writer’s parent, Arih and Amsah (Alm) this skripsi is dedicated to

them who have given her the opportunity of an education from the best

institutions and support throughout her life, their moral support and

guidance to their daughter.

2. Drs. Bahrul Hasibuan, M.Ed. and Neneng Sunengsih, M.Pd. for their time,

guidance, valuable helps, correction and suggestion during completing this

skripsi.

3. All lecturers of English Education Department (EED) who have taught the

writer useful knowledge and skills.

4. Drs. Syauki, M.Pd. as the chairman of English Education Department

(EED), Zaharil Anasy, M.Hum as the secretary of EED and her academic

advisor, Nida Husna, M.Pd. MA TESOL.

5. H. Mardi Yuana Abdillah, M.M., M.Pd. as the headmaster of SMPN 10

Ciputat, Reni Nuryanti, S.Pd. and Wiyandari, S.Pd. as the English teachers

at SMPN 10 Ciputat for their help during the research.

6. The writer’s family members, her beloved brothers and sisters, her cute

nieces and nephews who always give their support and moral

encouragement in finishing her study.

viii

7. All her friends in D Class 2009 English Education Department at Islamic

State University of Syarif Hidayatullah Jakarta for their support and

friendship during the study. She also would like to thank Nurman Wiyarso

for his support, attention and motivation for her during finishing this

skripsi.

And may this skripsi be useful to the readers, particularly to the writer.

Also, the writer realizes that this skripsi is far from being perfect. It is a pleasure

for her to receive constructive criticism and suggestion from anyone who reads

her skripsi.

Jakarta, February 2014

The writer

ix

TABLE OF CONTENTS

TITLE .................................................................................................... i

APPROVAL .......................................................................................... ii

ENDORSEMENT SHEET ................................................................... iii

SURAT PERNYATAAN KARYA SENDIRI ......................................... iv

ABSTRACT ........................................................................................... v

ABSTRAK ............................................................................................... vi

ACKNOWLEDGEMENT .................................................................... vii

TABLE OF CONTENTS ...................................................................... ix

LIST OF TABLES ................................................................................ xi

LIST OF APPENDICES ...................................................................... xii

CHAPTER I : INTRODUCTION ....................................................... 1

A. The Background of the Study ............................................................ 1

B. The Scope of the Study....................................................................... 4

C. The Formulation of Problem .............................................................. 4

D. The Objective of the Study................................................................. 4

E. The Significance of the Study ............................................................ 4

CHAPTER II : THEORETICAL FRAMEWORK ........................... 5

A. Genre .................................................................................................. 5

1. The Understanding of Genre ........................................................... 5

2. The Genre Analysis ......................................................................... 7

3. The Genre of Reading Text ............................................................. 7

B. The Understanding of Reading Text .................................................. 12

C. Textbook ............................................................................................. 13

1. The Understanding of Textbook ..................................................... 13

2. The Criteria of Textbook ................................................................. 14

3. The Importance of Textbook ........................................................... 15

D. Curriculum ......................................................................................... 17

x

1. The Understanding of Curriculum .................................................. 17

2. The Content Standard of Curriculum .............................................. 19

E. The Criteria of Conformity Level ....................................................... 22

CHAPTER III : RESEARCH METHODOLOGY ............................ 24

A. The Time and Place of the Study ....................................................... 24

B. The Method of the Study .................................................................... 24

C. The Data and Data Sources of the Study ............................................ 24

D. Technique of Data Collection ............................................................ 24

E. Technique of Data Analysis................................................................ 25

CHAPTER VI : RESEARCH FINDINGS AND DISCUSSION ...... 26

A. The Description of the Data ............................................................... 26

1. The Physical Description of the Textbook ...................................... 26

2. The Description of the Textbook Contents ..................................... 27

B. The Analysis of Data .......................................................................... 36

C. The Interpretation of the Data ............................................................ 38

CHAPTER V : CONCLUSION AND SUGGESTION ...................... 39

A. Conclusion .......................................................................................... 39

B. Suggestion .......................................................................................... 39

BIBLIOGRAPHY ................................................................................. 40

APPENDICES ....................................................................................... 43

xi

LIST OF TABLES

Table 2.1 Standar Kompetensi Bahasa Inggris pada Keterampilan

Membaca ............................................................................... 20

Table 2.2 The Percentage of Conformity Level with the Category ..... 23

Table 4.1 The Distribution of the Genres of the Reading Texts in the

Textbook .............................................................................. 27

Table 4.2 The Distribution of Social Function of the Reading Texts

in the Textbook .................................................................... 28

Table 4.3 The Distribution of Generic Structure of the Reading Texts

in the Textbook .................................................................... 30

Table 4.4 The Distribution of Linguistic Features of the Descriptive

Text in the Textbook............................................................ 32

Table 4.5 The Distribution of Linguistic Features of the Recount Text

in the Textbook .................................................................... 33

Table 4.6 The Distribution of Linguistic Features of the Narrative Text

in the Textbook .................................................................... 35

xii

LIST OF APPENDICES

Appendix 1 Generic Structure of Descriptive Text .............................. 43

Appendix 2 Generic Structure of Recount Text .................................... 47

Appendix 3 Generic Structure of Narrative Text .................................. 55

Appendix 4 Linguistic Features of Descriptive Text ............................ 59

Appendix 5 Linguistic Features of Recount Text ................................. 63

Appendix 6 Linguistic Features of Narrative Text ............................... 71

Appendix 7 Syllabus of SMPN 10 Ciputat ........................................... 75

Appendix 8 Surat Bimbingan Skripsi .................................................... 110

Appendix 9 Surat Izin Penelitian .......................................................... 112

Appendix 10 Surat Keterangan Penelitian ........................................... 113

Appendix 11 Pengesahan Proposal Skripsi ........................................... 114

1

CHAPTER I

INTRODUCTION

A. The Background of the Study

To maintain learning and teaching process, curriculum has to be

implemented in line with need analysis. As Richards states that a sound

educational program should be based on an analysis of learners’ needs as one

of fundamental assumption of curriculum development.1 It focuses on

determining knowledge, skill, and value students learn in school, the students

have to be provided with learning experience, and teaching and learning

process in school or educational program that are required in the curriculum.

The curriculum that is used in Indonesia, School-Based Curriculum–

Kurikulum Tingkat Satuan Pendidikan (KTSP) emphasizes on four language

skills as “Curriculum 2004” did: listening, speaking, reading, and writing that

have different competence standard. Learners are supposed to understand and

to deliver various meaning (interpersonal, ideational, and textual) in the kinds

of interactional verbal text for listening and speaking or non-verbal text for

reading and writing, and it is also monolog texts especially descriptive,

narrative, spoof, procedure, report, and anecdote forms.2

Based on those competence standards, reading skill is the most

complex and difficult skill among other skills such as listening, speaking, and

writing.3Learners need a lot of comprehension in acquiring reading skill. So, it

is a challenge for English teachers in teaching and learning process to use the

various reading materials to help their learners in acquiring the skill.

Reading material consists of various texts where students will learn

such as journals, magazine articles, newspaper articles, short stories, extract

from books, etc. The reading material should be divided into two kinds,

1 Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge:

Cambridge University Press, 2001), p. 51. 2Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP & MTS, (Jakarta: Pusat

Kurikulum, Balitbang Depdiknas, 2003), p. 17. 3 Marianne Celce-Murcia, Teaching English as a Second or Foreign Language, Second

Edition, (Boston: Heinle & Heinle Publisher, 1991), p. 169.

2

authentic material and created material.4 Authentic material is unspecified

teaching materials such as various texts, photographs and video selections.

Meanwhile, created material is specifically developed instructional materials

especially textbooks. So, textbook as created material is the suitable reading

material for student that is specially prepared for teaching and learning process

in a school.

Textbook is used in different ways in language program or teaching

and learning process. The existence of textbooks including the content of the

materials which are presented is the effect of the national curriculum

changing. It should be compatible with content standard suggested in KTSP.

The textbook is defined as a daily guidance or instruction for the teacher;5 it is

because textbooks hold an important role in learning. The function is as the

teaching instrument in order to achieve the expected teaching goal. They are

provided to meet the learners’ need of the English textbooks. In this case,

reading textbook that has kinds of reading passages can be the basis for a

course on reading skill, providing both a set of reading texts and exercises for

skill practice.

As it is already pointed out in KTSP, students are expected to achieve

functional literacy level to communicate in the spoken and written form,6 but

as a matter of fact, teachers present many reading texts without emphasizing

on the students’ comprehension and pronunciation of the given reading text.

Because of the literacy level focuses on the developing of English learning in

the classroom, then the reading texts that are suggested should carry the

achievement of academic literacy level. They are developing materials that

include a variety of genre that could achieve the literacy objective.

4 Richards, op. cit., p. 252.

5 George J. Posner, Analyzing the Curriculum, Third Edition, (New York: MC Graw-Hill,

2004), p. 6. 6 Standar Isi untuk Satuan Pendidikan Dasar dan Menengah, (Jakarta: BSNP, 2006), p.

123.

3

At least, there are five genres stated in the textbook such as procedure,

descriptive, recount, narrative, and report genre and each of them should

provide linguistic feature, generic structure, and social function7 as the

demand of KTSP. However, the fact is hard to find the suitable textbooks that

fulfill the requirements of KTSP. As a corollary, many publishers publish

various textbooks to overcome it. Besides, as the users, English teachers have

to be careful to find the suitable textbooks in order to encourage the textbook

writers to produce the textbooks that can be used in the school properly. If one

of those features, linguistic feature, generic structure, and social function, do

not include on the genres, the students will face the difficulty to identify the

reading texts.

Moreover, the writer feels there is a gap between textbook and

curriculum, so she visited one of Junior Secondary School in Ciputat, SMPN

10, to get information more about it. From what the writer did, actually the

school has already given the policy to the English teachers to use the textbook

that has marked “based on content standard” but their students still face the

difficulty to understand the genres. As we know that a good textbook should

meet with student needs, if the students have difficulty to understand it, they

will get bored, frustrated, uninterested, unmotivated to learn and they just do

the assignment or the exercise without their eagerness. Thus, it is important to

analyze the genre of reading text in textbooks. It is one way to increase the

quality of the present textbooks and to encourage the students in learning

English especially about genre of reading texts.

From the explanation above, the writer is interested in analyzing

genres of reading text in textbook. As the writer has mentioned above, there

are five genres, three of them are descriptive, recount and narrative genre that

should be learnt by the second grade students. Meanwhile, it is useful to

analyze if another genre emerge on reading text that should not be there. So,

the writer would like to conduct the study by the title “Genre Analysis of the

7Ibid., p. 124.

4

Reading Texts in English on Sky 2 Textbook for the Second Grade of Junior

Secondary School at SMPN 10 Ciputat.”

B. The Scope of the Study

This study is limited by analyzing the reading texts. The writer focuses

on the three genres of the reading texts, descriptive, recount and narrative, as

required by School-Based Curriculum–Kurikulum Tingkat Satuan Pendidikan

(KTSP) for the second grade of Junior Secondary School. It includes three

features: social function, generic structure and linguistic feature.

C. The Formulation of Problem

Based on the background of the study, the writer formulates her

problem as follows: Are the genre of reading texts and its features in English

on Sky 2 textbook for the second grade of Junior Secondary School in line

with the content standard of KTSP?

D. The Objective of the Study

In order to guide the analysis in this study, the objective of this study is

to find out empirical evidence of whether or not the genre of reading texts and

its features in English on Sky 2 textbook in line with content standard of KTSP

for the second grade of Junior Secondary School.

E. The Significance of the Study

Hopefully, this study could give knowledge for the reader that attracts

to this problem and especially, for the writer as the researcher to give

knowledge whether the genres of reading text and its features in the textbook

that the school uses is in line with content standard of KTSP. And it makes

them easier to select the suitable genre that in line with content standard of

KTSP.

5

CHAPTER II

LITERATURE REVIEW

A. Genre

1. The Understanding of Genre

Students need to learn genre in communication because it gives

linguistic implication that student should notice. By learning the genre,

students not only can use English sentences, but also can organize the text

in a way that is commonly used by native speakers. Additionally, genre

itself comes from a culture that has communicative purpose, structural

text, and certain linguistic features.1 For example in narrative text, the

purpose is to entertain and to teach a lesson meanwhile the structural text

of it is orientation, complication, sequence of events, and resolution, and

the linguistics features are noun, adjective, past tense, etc.

Many people have defined and analyzed genre in many different

ways. The perspective of genre differs from person to person depending on

the person’s individual attitude and aims towards printed words, from

language to language considering the cause of reading and the content of

the text. It allows the emergence of different definition of genre that will

be too abroad to discuss. For that reason, the writer chooses the best way

to define genre based on some experts of its filed.

As Miller (1984) stated in Bawarshi genre is “typified rhetorical

actions based in recurrent situations.”2 It means genre can be marked by

rhetorical response in order to be shaped and maintained. In addition, there

is another understanding about a genre:

1 Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP & MTS, (Jakarta: Pusat

Kurikulum, Balitbang Depdiknas, 2003), p. 57. 2 Anis Bawarshi, The Genre Function, College English, Vol 62 no. 3, 2000, p. 339.

6

A category assigned on the basis of external criteria such as

intended audience, purpose, and activity type, that is, it refers to a

conventional, culturally recognized grouping of texts based on

properties other than lexical or grammatical (co-) occurrence

features, which are, instead, the internal (linguistic) criteria

forming the basis of text type categories.3

From what is pointed out above, there are two categories that are

assigned a genre, internal and external category. Internal category shapes

the text type basis and external category refers to a conventional and a

culture of texts.

Meanwhile Swales, in his book states that “a genre comprises a

class of communication events”4 it is in line with Bex, genre is a

communicative events aggregation accomplishes general social function.5

The communicative event is related to “one in which language plays both

a significant and an indispensable role.”6 It is also a complex notion,

comprising not only of the discourse itself but also of the role of the

discourse and the environment and culture surrounding it.7 So, the genre is

closely related to a discourse that has particular purpose in

communication.

Those are some understandings of some experts that show various

perceptive of genre. Thus, genre can be understood as rhetorical ways and

rhetorical respond in communicative events. It will stimulate the students’

skill especially in reading to understand the text content.

3 David YW. Lee, Genres, Registers, Text Types, Domains, and Styles: Clarifying the

Concepts and Navigating the Path Through the BNC Jungle, Language Learning & Technology,

Vol. 5 No. 3, 2001, p. 38. 4 John M. Swales, Genre Analysis: English in Academic and Research Settings,

(Cambridge: Cambridge University Press, 1990), p. 58. 5 Tony Bex, Text in Society: Society in Text, (London: Routledge, 1996), p. 137.

6 Swales, op. cit., p. 45.

7 Ibid., p. 46.

7

2. The Genre Analysis

To get the concept about genre analysis, the considering of genre

analysis is the study of spoken and written discourse for practical ends in

the general values of it.8 The following explanation is also stated in

Swales’ book:

In particular, it tries to show that a genre-centered approach offers

a workable way of making sense of the myriad communicative

events that occur in the contemporary English-speaking academy –

a sense-making directly relevant to those concerned with devising

English course and, by extension, to those participating in such

courses.9

It implies the way that can be applied to the communicative events

is a genre-centered approach that is intended for those who are involved or

interested in this field.

Making a concept of genre analysis is quite simple. For example in

written discourse, a given text is analyzed in such a way that the analyst

acquires the necessary information to determine which genre the text could

be said to belong to. The analysis process is not focus on the information

content of the texts but focus on the three features, social function, generic

structure, and linguistic feature.

3. The Genre of Reading Text

Reading text is able to be divided into two, literary texts and

factual text. According to the Anderson, literary texts are divided into

three main text types: narrative, poetic, and dramatic, but explanation,

discussion, exposition, information report, recount, factual description,

procedure, and procedural recount text are included in factual texts.10

Furthermore, students are able to learn kinds of reading texts such as

recount, report, discussion, explanation, exposition, new item, anecdote,

8 Ibid., p. 1.

9 Ibid.

10 Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarrra:

Macmillan, 1998), p. 2.

8

narrative, description, procedure, and review. At least, there are five

reading texts relate to monolog text in the form of procedure, descriptive,

recount, narrative, and report text11

and each of them should provide

linguistic feature, generic structure, and social function.

a. Narrative Text

A popular genre that commonly entertains readers and has

power to change social opinion and attitudes is narrative.12

It

means readers can find the narrative text in such science fiction

book, historical fiction, and fairytales that use narrative to raise

topical social issue and present their complexities. The

following features of narrative text are:

1. Constructing a Narrative

It consists of three parts: Orientation, sequencing a series of

events, and resolution.13

Orientation introduces the reader

or listener to the people, time, and place. It also uses the

sequence to describe how the characters react to the

problem. Then, the resolution tells about the characters in

the story solve the problem.

2. Grammatical Features of Narrative

The following grammatical features of narrative are:

a. Using action verbs and temporal connectives when

sequencing people and events in time and space,

action, and creating effective images;

b. Using rhythm and repetition to make certain effects;

c. It is written in the past tense unless quoting direct

speech;

d. It also plays with sentence structure.14

11

Standar Isi untuk Satuan Pendidikan Dasar dan Menengah, (Jakarta: BSNP, 2006), p.

124. 12

Peter Knapp and Megan Watkins, Genre, Text, Grammar: Technology for Teaching and

Assessing Writing, (Sydney: University of New South Wales Press, 2005), pp. 220-221. 13

Ibid., pp. 222-223. 14

Ibid., pp. 221-222.

9

b. Procedure Text

The Anderson states, procedure is a text that tells the

audience about the way to do something.15

Reader or listener

are able to get instructions for making something, doing

something, and getting somewhere from the procedure text.

They can get it from food recipes, directions, instructions, etc.

The more information about procedure can be identified from

its features, are:

1. Constructing a Procedure

There are three sections to construct the procedure. The

first section is an introduction that provides the goal of the

procedure. The second is a list of materials that are needed

to complete the procedure. Last, a sequence of steps is

needed to reach the goal.16

2. Grammatical Features of a Procedure

The following grammatical features of procedure are:

a. Sentence consists of verbs are stated as commands;

b. Number tells about the order for carrying out the

procedure;

c. Adverb is the way the action should be performed in

the procedure;

d. Precise term and technical language.17

15

Mark Anderson and Kathy Anderson, op. cit., p. 28. 16

Ibid. 17

Ibid.

10

c. Descriptive Text

A text can be known from the content and the purpose of

the story that describes the subject features. In this case, the

text tells the readers a picture of someone or something in

words.18

The additional information about descriptive can be

identified from its features, are:

1. Generic structure

It is divided into two: Identification that identifies

phenomenon to be described and description that describes

parts, qualities, characteristics.19

2. Linguistic features

a. Focus on specific participants;

b. Use of attributive and identifying processes;

c. Frequent use of epithets and classifiers in nominal

groups;

d. Use of simple present tense.20

d. Recount Text

The story tells about past events occurred, the reader or

listener are provided with a description of events occurred and

its time is called a recount.21

Recount texts are easy to find in

letters, speeches, newspaper reports, etc. and the features of a

recount are able to identify from:

1. Constructing a Recount

Three parts of constructing recount are the first paragraph

tells background information about who, what, where, and

18

John Langan, College Writing Skills with Readings, Fifth Edition, (Boston: McGraw-

Hill, 2000), p. 175. 19

Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP & MTS, op. cit., p. 76. 20

Ibid. 21

Mark Anderson and Kathy Anderson, Text Types in English 1, (South Yarrra:

Macmillan, 1997), p. 48.

11

when. The following part is a sequence of events and the

last is a conclusion if it is necessary.22

2. Grammatical Features of a Recount

The following grammatical features of a recount are:

a. Proper noun to recognize those involved;

b. Descriptive word to provide details about who,

what, when, where, and how;

c. The use of the past tense describes past events;

d. Transitional signal such as first, next, then, etc.23

e. Report Text

Report text is a text that has purpose to present information

about “the way things are with reference to arrange of natural,

man-made, and social phenomenon in our environment.”24

It

can be found in some forms such as lectures, weather report,

research assignment, etc. and the features of a report are:

1. Generic structure

It consists of General classification tells about the

phenomenon under discussion and description that tells

about the phenomenon under discussion in terms of parts,

qualities, habits or behaviors, if living; uses, if non-

natural.25

2. Linguistic features

a. Focus on generic participants;

b. Use of relational processes to state what is and that it is;

c. Use of simple present tense (unless extinct);

d. No temporal sequence.26

22

Ibid., p. 50. 23

Ibid. 24

Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP & MTS, op. cit., p. 72. 25

Ibid. 26

Ibid.

12

B. The Understanding of Reading Text

A text can be seen as a piece of written communication products. It is

produced to inform something to the reader. The word text itself is formed by

a set of words or sounds if they have a meaning; the text is called as a unit of

meaning. Therefore, the text is “sebuah rekaman dari konteks sehingga

disebut wacana”27

means the contextual record is called a discourse. In the

contrary the Vacca suggests that a text is a length of printed material that

formed by a sentence, a paragraph, a passage, a chapter or a book and it is

visible by its structure.28

The text is used to convey any message that is delivered by speaker or

writer. According to the Anderson, a text is constructed by a speaker or a

writer and it is interpreted by listeners or readers.29

It means the speaker or the

writer decide the purpose or the content of the created text so that the listener

or the reader could understand it. They also state the features of text as

follows:

1. Text is arranged with appropriate paragraphs;

2. Text has conjunctions and words that connect the elements;

3. Text supports reference by using proper pronouns;

4. Text uses suitable literary devices.30

Meanwhile, as Cunningsworth regards reading is “the one activity that

can be done easily and without any equipment by students outside the

classroom.”31

Another definition of reading, it emerges from Pang et al they

defined that reading is a complicated activity to comprehend written texts that

includes perception and thought.32

It means that when people read something,

they construct their own meaning in their mind. It is not only grasping it

27

Ibid., p. 57. 28

Richard T. Vacca and Jo Anne Vacca, Content Area Reading, Second Edition,

(Toronto: Little, Brown and Company, 1986), p. 29. 29

Mark Anderson and Kathy Anderson, op. cit., p. 2. 30

Ibid., p. 149. 31

Alan Cunningsworth, Choosing Your Coursebook, (Oxford: Heinemann, 1995), p. 73. 32

Elizabeth S. Pang, et al., Education Practice Series 12: Teaching Reading, (Brussels:

International Academy of Education, 2003), p. 6

13

without getting the message of what they have read but also acquiring the

comprehension.

From the explanation above, reading text is a written text as a unity of

words, sentences, or paragraphs structurally that can be used as reading

material to get a message or meaning. Therefore, the reading text enables the

students not only get message in communicative purposes but also get

structural text and certain linguistic features. As Harmer claims that “the

reading text moves at the speed of the reader.”33

So, the reader decides the

reading speed of the text to gets the message.

C. Textbook

1. The Understanding of Textbook

An essential part of the classroom context is textbook. The teacher

uses textbook in the classroom as one form of printed material. As Barry

and King state that “print materials should only form part of the lesson.”34

It means the effective learning result can be reached from interesting and

structured introduction followed by sound developmental activities and a

purposeful conclusion. It should be followed by checking the textbook in

order to match to the students’ level of ability and give the direction that is

suitable for the students’ reading level.

Another understanding from Reed et al the single most used

instructional media in the classroom is textbook.35

The textbook is as a

part of curriculum that is utilized by the teacher as the teachers’ guide,

workbook, and other instructional material. As well Posner in his book,

33

Jeremy Harmer, The Practice of English Language Teaching, (London: Longman,

1991), p. 190. 34

Kevin Barry and Len King, Beginning Teaching and Beyond, Third Edition, (Sydney:

Thomson Social Science Press, 2006), p. 161. 35

Arthea J. S. Reed, et al., In the Classroom: An Introduction to Education, Third

Edition, (New York: McGraw-hill Companies, 1998), p. 256.

14

textbook is defined as “instructional materials used as the guide for

classroom instruction.”36

Moreover, according to Richards, in language courses textbook is

used in different ways.37

It is used based on the skill that the students are

learning to, such as reading, writing, grammar, speaking, and listening

textbook that contain different materials. For example, in reading skill the

students will be given reading texts and exercises to drill them.

It will be long discussion to define what the textbook is, but the

writer tries to conclude it. So, as written product, textbook is used by the

teachers as a guide in classroom activities. It is produced by many

publishers to fulfill the requirements in the curriculum in order to meet the

students’ need.

2. The Criteria of Textbook

As we know, textbook is published to provide students and

teachers with information. Thus, some criteria are needed to evaluate

textbook and it is suggested by Cunningsworth as follows:

1. Textbooks should match to learners’ needs. They have to be

suitable for the aims and objectives of learning activity;

2. Textbooks should represent the uses (present or future) that

students will use the language effectively for purposes;

3. Textbooks have to consider the students’ needs and provide their

learning processes flexibly;

4. Textbooks should have an obvious role as a support for learning

between the target language and the students.38

36

George J. Posner, Analyzing the Curriculum, Third Edition, (New York: MC Graw-

Hill, 2004), p. 12. 37

Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge:

Cambridge University Press, 2001), p. 254. 38

Cunningsworth, op. cit., pp. 15-17.

15

Nowadays, textbooks contain reading materials that are different

from outside classroom. Reading materials have to be presented to convey

a message for students. According to Nuttall, here are some characteristics

of foreign language (FL) textbooks:

1. The desire that include numerous examples of a particular teaching

item is the effect of texts that are often contrived and distorted;

2. Spoken usage is often as the reflection of texts;

3. Commonly FL texts convey certain facts are expressed in the FL

rather than message;

4. Many FL texts are over-explicit so there is no space for the learners

to practice reading skill;

5. Many FL texts are not made available to convey meanings but

playing with words.39

3. The Importance of Textbook

The publishing companies produce many kinds of commercial

material such as teaching reading, writing, listening, speaking, vocabulary,

audiotapes, textbook, etc. As Gebhard states commercial materials that are

published have two advantages, they are well-managed commercial

materials and also save time.40

In the contrary, commercial materials also have disadvantages: the

ideology conflict about teaching beliefs between teacher and author, the

assigned text of commercial materials trivialize the experience for the

students, and commercial materials are written for a wide audience not for

specific material, teachers should select them for English Second

Language (ESL) or English Foreign Language (EFL) students.41

39

Christine Nuttall, Teaching Reading Skills in a Foreign Language, (London:

Heinemann, 1982), pp. 19-20. 40

Jerry g. Gebhard, Teaching English as a Second Language: a Teacher Self-

development and Methodology Guide, Second Edition, (Ann Arbor: The University of Michigan

Press, 2006), p. 102. 41

Ibid., p. 103.

16

Good textbooks contain lively and interesting material for teachers

and students and the following advantages of it are:

1. Textbooks offer suitable progression of language item;

2. Textbooks provide a number of vocabularies to students to be

learnt outside the class;

3. Textbooks reduce the teacher from pressure of having original

material for each class.42

4. Textbooks present structure and a syllabus for a course;

5. Textbooks help standardize teaching that enable the students will

receive the same materials and the same way in testing;

6. Textbooks keep quality if it is well-developed so the students will

learn the tested and tried materials;

7. Textbooks are efficient so the teachers are able to allocate time to

teaching;

8. Textbook can train teachers to increase their teaching experience;

9. Textbooks are visually interesting for teachers and students

because they are designed with high standards.43

Besides, there are some disadvantages of textbooks:

1. Textbooks tend to concentrate on the introduction of new language

and controlled work that make teachers depend on the given

textbooks;

2. Textbooks seem rigid sequences when they tend to follow the same

format from one unit to the next.44

3. Textbooks may hold inauthentic language. They provide

inauthentic language against teaching points and real language use;

4. Textbooks may change content that frequently fail to represent true

issues;

5. Textbooks may not represent students’ need because they are

written for general market;

42

Harmer, op. cit., p. 257. 43

Richards, op. cit., pp. 254-255. 44

Harmer, loc. cit.

17

6. Textbooks are able to decrease the teachers’ role as technician in

presenting material;

7. Textbooks are expensive that is hard for students to afford it.45

D. The Curriculum

1. The Understanding of Curriculum

Curriculum can be defined in many different perspectives. Making

a concept of curriculum is needed especially in education field. As Posner

states that “a curriculum is the content, standard, or objective for which

schools hold students accountable.”46

It is also defined as “a set of

instructional strategies teachers plan to use.”47

So, curriculum can be

interpreted as a plan for a real educational program in a school.

In addition, according to Standard Board of National Education–

Badan Standar Nasional Pendidikan (BSNP) curriculum is “seperangkat

rencana dan pengaturan mengenai tujuan, isi, dan bahan pelajaran serta

cara yang digunakan sebagai pedoman penyelenggaraan kegiatan

pembelajaran untuk mencapai tujuan pendidikan tertentu.”48

It means

curriculum is a set of planning and rule that contain objective, content,

learning material and the way to use it as a guide to carry out teaching and

learning activities to reach proper objective of education.

Besides, the curriculum that is used in Indonesia, School-Based

Curriculum–Kurikulum Tingkat Satuan Pendidikan (KTSP) is defined as

“kurikulum operasional yang disusun oleh dan dilaksanakan di masing-

masing satuan pendidikan.”49

In this case, teachers and schools are given

the policy to arrange the curriculum in their school. However, the

arrangement of KTSP has to be guided by Content Standard–Standar Isi

that covers basic framework and curriculum structure.

45

Richards, op. cit., pp. 255-256. 46

Posner, op. cit., p. 5. 47

Ibid. 48

Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenjang Pendidikan

Dasar dan Menengah, (Jakarta: BSNP, 2006), p. 5. 49

Ibid.

18

Furthermore, as Mulyasa states in his book, there are some points

that have to be noticed in term of KTSP as follows:

1. Arranging KTSP refers to the guidance that is arranged by

BSNP;

2. KTSP is developed based on educational unit, potential,

regional characteristics, and social cultural of local society and

students;

3. Schools and school committees develop KTSP and syllabus

based on basic framework of curriculum and competent

standard of graduation.50

In conclusion, curriculum is an instructional way in educational

program to reach particular objective. The used curriculum, KTSP that is

enclosed in content standard, gives the schools and teachers to develop it

based on BSNP. Then, syllabus is as “predominantly concerned with the

choices necessary to organize the language content of a course or

program.”51

It is as a lesson plan on certain subject that includes competent

standard, basic competency, main material, learning activity, indicator,

scoring, time alocation, and learning sources.

50

Mulyasa, Implementasi Kurikulum Tingkat Satuan Pendidikan, Kemandirian Guru

dan Kepala Sekolah, (Jakarta: Bumi Aksara, 2009), Cet. 3, p. 24. 51

James Dean Brown, The Elements of Language Curriculum : A Systematic Approach

to Program Development, (Boston: Heinle & Heinle Publishers, 1995), p. 141.

19

2. Content Standard of Curriculum

According to Standard Board of National Education–Badan

Standar Nasional Pendidikan (BSNP) determines guidance of Content

Standard–Standar Isi (SI) as follows:

SI mencakup lingkup materi dan tingkat kompetensi untuk mencapai

kompetensi lulusan pada jenjang dan jenis pendidikan tertentu.

Termasuk dalam SI adalah : kerangka dasar dan struktur kurikulum,

Standar Kompetensi (SK) dan Kompetensi Dasar (KD) setiap mata

pelajaran pada setiap semester dari setiap jenis dan jenjang

pendidikan dasar dan menengah.52

It means that Content Standard consists of material scope and

competent level to reach competent outcome in a particular education; it

also includes competent standard and basic competency for each subject

especially reading material for this case.

The writer divides the explanation of curriculum content standard

into two parts as follow:

a. The Scopes of English Lesson at Junior Secondary School

Standard Board of National Education–Badan Standar

Nasional Pendidikan (BSNP) points out the scopes of English lesson at

Junior Secondary School are:

1. Kemampuan berwacana, yakni kemampuan memahami

dan/atau menghasilkan teks lisan dan/atau tulis yang

direalisasikan dalam empat keterampilan berbahasa, yakni

mendengarkan, berbicara, membaca dan menulis secara

terpadu untuk mencapai tingkat literasi functional;

2. Kemampuan memahami dan menciptakan berbagai teks

fungsional pendek dan monolog serta esei berbentuk

procedure, descriptive, recount, narrative, dan report. Gradasi

bahan ajar tampak dalam penggunaan kosa kata, tata bahasa,

dan langkah-langkah retorika;

3. Kompetensi pendukung, yakni kompetensi linguistik

(menggunakan tata bahasa dan kosa kata, tata bunyi, tata

tulis), kompetensi sosiokultural (menggunakan ungkapan dan

tindak bahasa secara berterima dalam berbagai konteks

komunikasi), kompetensi strategi (mengatasi masalah yang

timbul dalam proses komunikasi dengan berbagai cara agar

52

Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenjang Pendidikan

Dasar dan Menengah, op. cit., p. 4.

20

komunikasi tetap berlangsung), dan kompetensi pembentuk

wacana (menggunakan piranti pembentuk wacana).53

From the scope of English lesson at Junior Secondary School,

the writer focuses on the reading texts that have social function,

generic structure and linguistic feature. They are descriptive, recount

and narrative text for the second grade of Junior Secondary School

students.

b. The Materials in Teaching Reading

The following competent standard, basic competency and

reading material are stated in Content Standard–Standar Isi and

School-Based Curriculum (KTSP): 54

Table 2.1

Standar Kompetensi Bahasa Inggris pada Keterampilan Membaca

Semester 1 dan 2

Standar

Kompetensi Kompetensi Dasar Materi Pembelajaran

Membaca 5. Memahami

makna teks tulis

fungsional dan

esei pendek

sederhana

berbentuk

descriptive dan

recount yang

berkaitan dengan

lingkungan

sekitar

5.1 Membaca nyaring bermakna

teks tulis fungsional dan esei

berbentuk descriptive dan

recount pendek dan sederhana

dengan ucapan, tekanan dan

intonasi yang

berterima yang berkaitan

dengan lingkungan sekitar

5.2 Merespon makna dalam teks

tulis fungsional pendek

sederhana secara akurat, lancar

dan berterima yang

berkaitan dengan lingkungan

sekitar

1. Teks fungsional berupa

1. Teks fungsional pendek

berupa:

Undangan

Pesan singkat

2. Teks esei berbentuk

deskriptif dan recount

53

Standar Isi untuk Satuan Pendidikan Dasar dan Menengah, op. cit., p. 124. 54

Ibid., pp. 130-132.

21

Standar


– Undangan

– Pesan singkat

2. Tata bahasa

– request

3. Kosa kata

– Kata terkait tema dan

jenis teks

4. Ungkapan baku

– Don’t be late!

– Don’t miss it!

5.3 Merespon makna dan

langkah retorika dalam esei

pendek sederhana secara

akurat, lancar dan berterima

yang berkaitan dengan

lingkungan sekitar dalam teks

berbentuk descriptive dan

recount

1. Teks tulis berbentuk


Makna gagasan

Makna tekstual dalam

teks deskriptif dan

recount

2. Langkah retorika teks


3. Tujuan komunikatif teks


4. Ciri kebahasaan teks


11. Memahami

makna dalam esei

pendek sederhana

berbentuk

recount, dan

narrative untuk

berinteraksi

dengan

lingkungan

sekitar

11.1 Membaca nyaring

bermakna teks fungsional dan

esei pendek sederhana

berbentuk recount dan narrative

dengan ucapan, tekanan dan

intonasi yang berterima yang

berkaitan dengan lingkungan

sekitar

11.2 Merespon makna dalam

teks tulis fungsional pendek

sederhana secara akurat, lancar

dan berterima yang berkaitan

dengan lingkungan sekitar

11.3 Merespon makna dan

1. Teks esei dalam bentuk

recount dan naratif

2. Ciri teks esei dalam bentuk

recount dan naratif

3. Tujuan komunikatif teks esei

recount dan naratif

4. Langkah retorika naratif

dan recount

5. Spelling, stress, intonation

1. Teks Fungsional

22

Standar


langkah retorika dalam esei

pendek sederhana secara

akurat, lancar dan berterima

yang berkaitan dengan

lingkungan sekitar dalam teks

berbentuk recount dan narrative

Undangan

Pengumuman

Pesan singkat

Iklan

2. Tujuan komunikatif

3. Ciri-ciri Kebahasaan Adapted from Content Standard of SMP/Mts Syllabus 2006

E. The Criteria of Conformity Level

The writer uses the formula to obtain the result in percentage as

follows:55

Notes:

f = The Frequency

N= The Number of Case

P = The Number of Percentage

55

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. RajaGrafindo Persada,

2006), p. 43.

23

The writer uses the following criteria to find the category of

conformity level:56

Table 2.2

The percentage of Conformity Level with the Category

The Percentage of Conformity Category

81-100% Excellent

61-80% Good

41-60% Adequate

21-40% Weak

0-20% Bad

56

Suharsimi Arikunto, Manajemen Penelitian, (Jakarta: Rineka Cipta, 2005), cet. 7. p. 44.

24

CHAPTER III

RESEARCH METHODOLOGY

A. The Object and Time of the Study

The object of the study was English on Sky 2 textbook for SMPN 10

students that located at Jl. Yaktapena Raya No. 8 Pondok Ranji Ciputat Timur–

Tangerang Selatan–Banten. The study was carried on November–December 2013.

B. The Method of the Study

The method used in this study is document analysis that is concerned with

the genre of reading texts in the English textbooks for Junior Secondary School

students. The study started from the preparation of the documentary aspects

especially the genre of reading texts in English on Sky 2 textbook for the second

grade of SMPN 10 Ciputat. Then, it is added by the School-Based Curriculum–

Kurikulum Tingkat Satuan Pendidikan (KTSP).

C. The Data and Data Sources of the Study

The data and data sources of the study are the entire genre of reading texts

in English on Sky 2 textbook for the second grade of SMPN 10 Ciputat.

Additionally, it is enhanced with KTSP of the school.

D. The Technique of Data Collection

The writer gathered the data from genres of reading texts in English on Sky

2 textbook for the second grade of SMPN 10 Ciputat through documentary record.

So, the English textbook is taken in this study and it is added by KTSP.

25

E. The Technique of Data Analysis

After collecting the data, the writer used the checklist table to identify and

to classify, and later to describe the variety of genre of reading texts, their social

function, generic structure, and linguistic feature. Then in interpreting the data

analysis, the writer used descriptive qualitative analysis. The analysis began with

scoring then it interpreted by defining a criteria. The following steps of the

analysis are:

1. Identifying genre of reading texts and their features in English on Sky 2

textbook with KTSP;

2. Comparing the genre of reading texts in English on Sky 2 textbook with

KTSP by calculating the percentage of the data from the analysis;

3. Interpreting the data analysis by using descriptive qualitative analysis.

26

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. The Description of Data

The writer conducted the study on genre analysis of reading texts

in English On Sky 2 textbook for the second grade of SMPN 10 Ciputat.

Here are the physical description of the textbook, the description of the

textbook contents, and the table explaining the genre of reading text and

their features, social function, generic structure, and linguistic feature, as

follows:

1. The Physical Description of the Textbook

Title : English on Sky 2

Author : Mukarto, Sujatmiko, Josephine S. M., and Widya

Kiswara

Editor : Dwi Wahyu Priyanto and Anna Valentina

Proofreader : Sara Ann Rude

Publisher : Erlangga

Level : VIII

Physical size : 17.5 cm x 25 cm

Units : 8

Target skills : Listening, Speaking, Reading, and Writing

27

2. The Description of the Textbook Contents

Table 4.1

The Distribution of the Genres of the Reading Texts in the Textbook

No Genre The Unit of Reading Texts

Score 1 2 3 4 5 6 7 8

1 Descriptive Page

17,20

Page

37,40

4/16 x 100%

= 25%

2 Recount

Page

63, 66

Page

94, 96

Page

176,

180

Page

205,

206

8/16 x 100%

= 50%

3 Narrative

Page

122,

124

Page

146-

147,

148

4/16 x 100%

= 25%

The result in percentage: 3/3 x 100% = 100%

Related to the table above, there are four reading texts consisting of

descriptive text, eight reading texts consisting of recount text, and four reading

texts consisting of narrative text. It means there are 16 reading texts in the

textbook that are in line with the genres required in School-Based Curriculum–

Kurikulum Tingkat Satuan Pendidikan (KTSP) of SMPN 10. They are descriptive

text, recount text and narrative text. According to KTSP, the descriptive and the

recount text have to be stated as the part of the first semester, and for the second

semester, the recount and the narrative text are required. As we can see from the

table, the descriptive text spreads in unit 1 and 2. The three kinds of recount text

spread in unit 3, 4, 7, and 8, two personal recount texts in unit 3 and 8, two

procedural recount texts in unit 4, and two biographical recount texts in unit 7.

Last, the narrative text spreads in unit 5 and 6.

28

Table 4.2

The Distribution of Social Function of the Reading Texts in the Textbook

No.

Unit of

Reading

Texts

Title of

Texts Social Function

1. 1 – To describe current event, the unforgettable 12

th

birthday party

2. 1 – To describe current event, 2a class performance

„Sangkuriang‟

3. 2

Alimudin, a

Local

Footballer

To describe a particular person, Alimudin, a local

footballer

4. 2 Camping To describe a hobby of people of different ages

that is “Camping”

5. 3 – To retell events about a holiday at the

countryside

6. 3 – To retell events about the small party

7. 4 – To inform about cooking experiment

“spaghetti”

8. 4 Louis

Pasteur

To inform about science experiment of Louis

Pasteur

9. 5

The Stingy

and the

Generous

To entertain the readers with the story “The

Stingy and the Generous”

10. 5

Takatuliang,

the

Woodcarver

To entertain the readers with the story

“Takatuliang, the Woodcarver”

11. 6

The

Cowardly

Lion

To amuse the readers with the story “The

Cowardly Lion”

29

12. 6 The Deadly

Poppy Field

To amuse the readers with the story “The

Deadly Poppy Field”

13. 7 – To inform by retelling achievements in

Muhammad Hatta‟s life

14. 7 Jonas

Edward

To inform by retelling achievements in Jonas

Edward‟s life

15. 8

None of

your

Business!

To retell an experience of someone when he

or she watched a drama

16. 8 Accidentally

Guilty

To retell an experience of someone when he

or she took a dog for a walk to the park


Related to the table above, there are 16 reading texts. They have social

functions which are stated in each reading text. The social function of descriptive

text that is stated in the textbook in Unit 1 and unit 2 is “to describe a current

event, a particular person, and a thing.” In addition, the social function of recount

text that is stated in the textbook in Unit 3, 4, 7, and 8 is “to retell or to inform

events, cooking experiments, science experiments, achievements and experiences

of someone.” Last, the social function that is stated in the textbook in unit 5 and 6

is “to entertain or to amuse the readers with the story.” It means the reading texts

in the textbook are suitable with the social function.

30

Table 4.3

The Distribution of Generic Structure of the Reading Texts in the Textbook

Descriptive Text Recount Text Narrative Text

Generic

Structure

Stated in

Textbook

Generic

Structure

Stated in

Textbook

Generic

Structure

Stated in

Textbook

a. Identification Unit 1

(See Appendix

1 on page 43,

44)

Unit 2

(See Appendix

1 on page 45,

46)

a. Orientati-

on

Unit 3

(See

Appendix 2

on page 47,

48)

Unit 4

(See

Appendix 2

on page 49,

50)

Unit 7

(See

Appendix 2

on page 51,

52)

Unit 8

(See

Appendix 2

on page 53,

54)

a. Orientat

-ion

Unit 5

(See

Appendix 3

on page 55,

56)

Unit 6

(See

Appendix 3

on page 57,

58)

b. Description Unit 1

(See Appendix

1 on page 43,

44)

Unit 2

(See Appendix

1 on page 45,

46)

b. List of

events

Unit 3

(See

Appendix 2

on page 47,

48)

Unit 4

(See

Appendix 2

b.Complic-

ation

Unit 5

(See

Appendix 3

on page 55,

56)

Unit 6

(See

Appendix 3

31

on page 49,

50)

Unit 7

(See

Appendix 2

on page 51,

52)

Unit 8

(See

Appendix 2

on page 53,

54)

on page 57,

58)

c. Reorient-

ation

Unit 3

(See

Appendix 2

on page 47,

48)

Unit 4

(See

Appendix 2

on page 49,

50)

Unit 7

(See

Appendix 2

on page 51,

52)

Unit 8

(See

Appendix 2

on page 53,

54)

c. Resoluti

-on

Unit 5

(See

Appendix 3

on page 55,

56)

Unit 6

(See

Appendix 3

on page 57,

58)

The result: 2/2 x 100% = 100% The result: 3/3 x 100% = The result: 3/3 x 100% =

32

100% 100%

The total result in percentage: 100%

Related to the table above, all the generic structures are stated in the 16

reading texts in the textbook. It means all descriptive texts point out identification

and description. All recount texts point out orientation, list of events, and

reorientation. And all narrative texts point out orientation, complication, and

resolution. Thus, all reading texts include the generic stucture based on the KTSP

of that school.

Table 4.4

The Distribution of Linguistic Features of the Descriptive Texts in the

Textbook

Descriptive Text

Linguistic Feature Stated in Textbook

a. Specific participant Unit 1

(See Appendix 4 on page 59, 60)

Unit 2


b. Present tense/present continuous Unit 1


Unit 2


c. Action verb Unit 1


Unit 2



33

Related to the table above, there are three linguistic features in descriptive

text. All linguistic features are stated in the descriptive text. They are specific

participant, present tense/present continuous tense, and action verb. In two

descriptive texts in the textbook in unit 1 page 59 and 60, they include specific

participant, present continuous tense, and action verb. In another two descriptive

texts in the textbook in unit 2 page 61 and 62, they include specific participant and

present tense. So, it means all descriptive texts in the textbook include the

linguistic features based on the KTSP of that school.

Table 4.5

The Distribution of Linguistic Features of the Recount Texts in the Textbook

Recount Text

Personal Recount Procedural Recount Biographical Recount

Linguistic

Feature

Stated in

Textbook

Linguistic

Feature

Stated in

Textbook

Linguistic

Feature

Stated in

Textbook

a. Past tense Unit 3

(See Appendix

5 on page 63,

64)

Unit 8

(See Appendix

5 on page 69,

70)

a. Past tense

Unit 4

(See

Appendix 5

on page 65,

66)

a. Specific

name

Unit 7

(See

Appendix 5

on page 67,

68)

b. Conjunctio

n

Unit 3

(See Appendix

5 on page 63,

64)

Unit 8

(See Appendix

5 on page 69,

70)

b. Conjuctio

n

Unit 4

(See

Appendix 5

on page 65,

66)

b.Past tense

Unit 7

(See

Appendix 5

on page 67,

68)

c. Verb/Actio Unit 3 c.Verb/Actio Unit 4 c.Linking Unit 7

34

n word (See Appendix

5 on page 63,

64)

Unit 8

(See Appendix

5 on page 69,

70)

n word

(See

Appendix 5

on page 65,

66)

word

(See

Appendix 5

on page 67,

68)

d. Pronoun Unit 3

(See Appendix

5 on page 63,

64)

Unit 8

(See Appendix

5 on page 69,

70)

d. Pronoun

Unit 4

(See

Appendix 5

on page 65,

66)

d.Verb/Acti

on word

Unit 7

(See

Appendix 5

on page 67,

68)

The result: 4/4 x 100% =

100%


100%


100%

The total result in percentage: 100%

Related to the table above, there are four linguistic features in each kind of

recount text. All linguistic features are stated in personal, procedural and

biographical recount text. They are past tense, conjunction, verb/action word, and

pronoun for personal and procedural recount text. For biographical recount text,

the linguistic features are specific name, past tense, linking word, and verb/action

word. Nevertheless, in personal recount text there is present tense in the textbook

in unit 3 page 64. There is also past continuous tense in unit 8 page 69 and 70. In

biographical recount text, there is future tense in the textbook in unit 7 page 67.

35

Table 4.6

The Distribution of Linguistic Feature of the Narrative Texts in the Textbook

Narrative Text

Linguistic Feature Stated in Textbook

a. Specific participant Unit 5


Unit 6


b. Past tense Unit 5


Unit 6


c. Past continuous tense Unit 5


Unit 6


d. Action verb Unit 5


Unit 6


e. Relational verb Unit 5


Unit 6


f. Conjunction Unit 5


Unit 6


The score: 6/6 x 100% = 100%

36

Related to the table above, there are six linguistic features in narrative

text. They are specific participant, past tense, past continuous tense, action

verb, relational verb, and conjunction. Almost all linguistic features are stated

in the narrative text based on the KTSP of that school. In three narrative texts

include all linguistic features but only one narrative text does not include past

continuous tense in unit 5 page 72. Moreover, there is present tense in unit 5

and 6 in page 72, 73, and 74. There is also future tense in unit 6 in page 74.

B. The Analysis of Data

After the writer did the research, she analyzed that the textbook writers

already followed what the KTSP required. The three genres pointed out in the

reading texts. They are descriptive text, recount text and narrative text. The

overall result (100%) shows excellent category, despite the three genres of

reading text found in English on Sky 2 are not balance between descriptive,

recount and narrative texts. Descriptive and narrative text constitute small

part; that is 25% compared to recount text (50%). It probably occurs due to the

textbook writers know the particular genres and the composition of the three

genres. The descriptive and recount have to be stated in the reading text based

on the KTSP for the first semester. For the second semester, the recount has to

be restated and it is added by narrative. By enclosing four reading texts of

descriptive, eight reading texts of recount, and four reading texts of narrative,

it will encourage the students to identify the genre of reading texts well.

Furthermore, there is social function required for each reading text in

English on Sky 2 textbook. The result shows 100% for social function that is

stated in descriptive, recount and narrative text. As the criteria of conformity

level, it means excellent. It may happen because the textbook writers know the

suitable social function of each reading text. Therefore, they enclose the

descriptive, recount and narrative text for the first and second semester. It is

expected the students could learn the key characteristic of each genre.

37

Additional result indicates that there are two points of generic

structures in descriptive text, three points of generic structures in recount and

narrative text. The genres of the three reading text include all generic structure

features by gaining the result 100%. It means excellent as the criteria of

conformity level. It possibly goes on because the textbook writers carefully

check the reading text that will emerge in the textbook. Consequently,

students will understand the text structure of what they read.

In case of linguistic features, there are three points in descriptive text

by gaining the result 100%. For recount text, there are four points of linguistic

feature by attaining the result 100%. There are other linguistic features such as

present tense, future tense, and past continuous tense that are found in the

recount text. Last, there are six points of linguistic feature in the narrrative text

by attaining the result 100%. There is only one narrative text does not enclose

past continuous tense. It is also found another linguistic feature such as

present tense and future tense in narrative text. So, the total result for the

linguistic feature of the three types of reading text is 100% that means

excellent as the criteria of conformity level. All cases above may happen due

to the textbook writers are absent to check the particular linguistic features in

descriptive, recount or narrative text. Thus, the possibilities are students will

confuse to decide what suitable linguistic feature or they are not common with

present continuous tense.

38

C. The Interpretation of Data

According to the analysis of the results above, it can be observed that

the total result for three genres of reading text and their three features (social

function, generic structure and linguistic feature) are 100%. It means excellent

as the criteria of conformity level. They are stated in the textbook as the KTSP

demanded. All genres of reading text are in line with the KTSP of that school.

The result of three features also (social function, generic structure and

linguistic feature) obtained excellent category. They are maintained as the

KTSP required. Thus, the data interpretation is the genres of reading texts and

its features in English on Sky 2 textbook is in line with the KTSP by having

excellent category.

39

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The genres of reading text in the textbook that are learnt by the students have

to be in line with School-Based Curriculum (KTSP) for the second grade of junior

secondary school. They are descriptive, recount, and narrative text. So, the students

will not face the difficulty to comprehend it as the aim of functional literacy level.

According to the study that have been done, the genres of reading text in

English on Sky 2 textbook are developed in accordance with School-Based

Curriculum (KTSP) and it is enhanced with its features (social function, generic

structure, and linguistic feature) is 100% in percentage. In spite of the fact that the

distribution of the genres of reading text and its features do not spread well. The

result indicates that the genres of reading texts and its features in English on Sky 2

textbook is in line with the School-Based Curriculum (KTSP) by having excellent

category.

B. Suggestion

Based on the result of the genre analysis of reading text in the textbook, it is

suggested that the readers and researchers do further study about genre analysis. So,

it will give them knowledge to select and to increase the quality of the enclosed

genre of reading text and its features in the textbook that in line with School-Based

Curriculum (KTSP).

40

BIBLIOGRAPHY

Anderson, Mark and Kathy Anderson. Text Types in English 3. South Yarrra:

Macmillan, 1998.

__________. Text Types in English 1. South Yarrra: Macmillan, 1997.

Arikunto, Suharsimi. Manajemen Penelitian. Jakarta: Rineka Cipta, Cet. 7,

2005.

Barry, Kevin and Len King. Beginning Teaching and Beyond. Third Edition.

Sydney: Thomson Social Science Press, 2006.

Bawarshi, Anis. The Genre Function, National Council of Teachers of

English, 62, 2000.

Bex, Tony. Text in Society: Society in Text. London: Routledge, 1996.

Brown, James Dean. The Elements of Language Curriculum : A Systematic

Approach to Program Development. Boston: Heinle & Heinle

Publishers, 1995.

Badan Standar Nasional Pendidikan. Panduan Penyusunan Kurikulum

Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan

Menengah. Jakarta: BSNP, 2006.

__________. Standar Isi untuk Satuan Pendidikan Dasar dan Menengah.

Jakarta: BSNP, 2006.

Celce-Murcia, Marianne. Teaching English as a Second or Foreign

Language. Second Edition. Boston: Heinle & Heinle Publisher, 1991.

Cunningworth, Alan. Choosing your Course Book. Oxford: Heinemann, 1995.

41

Gebhard, Jerry G., Teaching English as a Foreign or Second Language: A

Teacher Self-Development and Methodology Guide. Second Edition.

Ann Arbor: The University of Michigan Press, 2006.

Harmer, Jeremy. The Practice of English Language Teaching. London:

Longman, 1991.

Langan, John. College Writing Skills with Readings. Fifth Edition. Boston:

McGraw-Hill, 2000.

Lee, David YW., Genres, Registers, Text Types, Domains, and Styles:

Clarifying the Concepts and Navigating the Path through the BNC

Jungle, Language Learning & Technology, 5, 2001.

Knapp, Peter and Megan Watkins. Genre, Text, Grammar: Technology for

Teaching and Assessing Writing. Sydney: University of New South

Wales Press, 2005.

Mulyasa. Implementasi Kurikulum Tingkat Satuan Pendidikan, Kemandirian

Guru dan Kepala Sekolah. Jakarta: Bumi Aksara, Cet. 3, 2009.

Nuttall, Christine. Teaching Reading Skills in a Foreign Language. London:

Heinemann, 1982.

Pang, Elizabeth S., et. al., Education Practice Series 12: Teaching Reading.

Brussels: International Academy of Education, 2003.

Posner, George J., Analyzing the Curriculum. Third Edition. New York: MC

Graw-Hill, 2004.

Departemen Pendidikan Nasional. Standar Kompetensi Mata Pelajaran

Bahasa Inggris SMP & MTS. Jakarta: Pusat Kurikulum, Badan

Penelitian dan Pengembangan Departemen Pendidikan

Nasional, 2003.

42

Reed, Arthea J. S., et al., In the Classroom: An Introduction to Education.

Third Edition. New York: McGraw-hill Companies, 1998.

Richards, Jack C., Curriculum Development in Language Teaching.

Cambridge: Cambridge University Press, 2001.

Swales, John M., Genre Analysis: English in Academic and Research

Settings. Cambridge: Cambridge University Press, 1990.

Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT. RajaGrafindo

Persada, 2006.

Vacca, Richard T. and Jo Anne Vacca. Content Area Reading. Second

Edition. Toronto: Little, Brown and Company, 1986.

43

Appendix 1

DESCRIPTIVE TEXT

Generic Structure

Text 1

Reading text taken from unit 1 in the textbook

Today is my unforgettable 12th

birthday party. Lots of people

are coming. They are my friends and my family. They give

me some presents and they are doing things that I like.

Suryo is playing the guitar and Sally is standing next to

Suryo. She is playing the violin. They are playing my favorite

music. Everybody is singing Nidji‟s song for me. In the

middle of the room, Nani is dancing a beautiful dance. It is

great. Aunt Ully is serving all the guests a glass of coke. My

parents are chatting. I really like this party.

Identification

Description

44

Generic Structure

Text 2


Today is our class play performance. Students of 2a class are

performing the „Sangkuriang‟, a story from West Java.

They are on the stage, wearing Sundanese traditional clothes. Butet

looks older than she is. She is wearing an old brown Javanese

clothes with a round bamboo hat on her head. She is not wearing

shoes. She looks sweet, though. She is talking to Iwan. He is acting

as „Sangkuriang‟, a handsome boy who is falling in love with her.

One of the students, Tita, is sitting near the stage. She is our

prompter. She is whispering to the players in case they forget what

to say.

Identification

Description

45

Generic Structure

Text 3

Reading text entitle “Alimudin, a Local Footballer” taken

from unit 2 in the textbook

Alimudin, a Local Footballer

Alimudin is 16 years old. He is a local footballer who plays

for a small football club in Paramatta, Sydney. He works

hard to be a professional footballer.

His day starts at 4. First, he says his prayer and then he goes

jogging. He goes jogging for one hour. After jogging, he

joins his club to do some practice. After that he takes a rest

and takes a bath. His mother always prepares simple

breakfast for him. After breakfast, he goes to school.

At 3 p.m. he goes to the football field. His football club

practices playing football. He learns a lot from his coach. his

football practice ends at about 5 p.m. he goes home and does

his other daily activities.

Description

Identification

46

Generic Structure

Text 4

Reading text entitle “Camping” taken from unit 2 in the

textbook

Camping

Camping is hobby of people of different ages.

They usually go camping on weekends or holidays. They live

outside their house for one or more days. They bring food,

clothes and other daily needs with them. They often bring

some cooking utensils and cook their own food. They spend

several days, or even weeks in a tent. They do a lot of

activities, like fishing, swimming, watching birds and

wildlife, and playing games.

Camping helps people free themselves from the stress of city

life. They leave the city and move closer to nature. Many

people believe that camping is very good for health. Hiking

around a campsite or swimming in a river or sea nearby is a

good exercise for the body.

Identification

Description

47

Appendix 2

RECOUNT TEXT

Generic Structure

Text 5


Last summer holiday, my family and I spent one night at the

countryside. We stayed in a small house. It had a big garden with

lots of colorful flowers and a swimming pool.

First, we made a fire in front of the house. Then, we sat around the

fire and sang lots of songs together. After that, we came into the

house and had dinner. Next, we sat in the living room and watched

a movie. Finally, everybody fell asleep there.

We woke up very late in the morning and had breakfast. In the

afternoon we went home. We were all very happy.

Orientation

Reorientation

List of

Events

48

Generic Structure

Text 6


It was my birthday last week and my family gave me a small party. I

invited my best friends to the party. There were about 15 people in

the party, including my parents and my sister, Putri. It was a great

surprise that my uncle Awang could come too. He works in a small

company in Bengkulu, Sumatra.

There were some presents for me. My parents gave me a new Harry

Potter novel. They know that I love reading. My sister bought me a

Spiderman CD game. Both of us like playing video games and we

often play together. Butet, my best friend, gave me a CD of a song

collection from my favorite singers. She really knows my hobby.

And I really like the present from my uncle. He did not give me any

books or CDs but he taught me and my friends to play a traditional

game from Bengkulu. The game has a funny name: Palak Babi.

Palak is from the word Kepala or head, in English we say Pig Head.

My friends and I played it in the yard.

It was very exciting. We were tired because we had to run a lot but

we enjoyed the game.

Orientation

List of

Events

Reorientation

49

Generic Structure

Text 7


Last night my mother and I spent time together in the kitchen. She

taught me how to cook spaghetti.

She prepared a box of spaghetti, water and a jar of spaghetti sauce.

First, she boiled some water in a pot. Then, she put the spaghetti

into the boiling water. After fifteen minutes she turned off the

stove and threw away the water. Finally, she put the spaghetti on a

plate and added spaghetti sauce on it.

A plate of delicious spaghetti was ready to serve.

Reorientation

List of

Events

Orientation

50

Generic Structure

Text 8

Reading text entitle “Louis Pasteur” taken from unit 4 in the

textbook

LOUIS PASTEUR

Louis Pasteur was born in Dole on December 27, 1822. He was a

French chemist and biologist.

In 1847 he earned a doctorate at the Ecole Normale in Paris, with a

focus on both physics and chemistry.

In 1854 he worked on bacteria. He found that the desired

production of alcohol in fermentation is indeed due to yeast. The

undesired on is due to the presence of additional organisms such as

bacteria.

Because he was aware of the presence of microorganisms in nature,

in 1864 Pateur undertook several experiments to find out where

these “germs” came from.

In 1865 he found a method to destroy harmful bacteria without

materially changing the composition flavor, or nutritive value of the

liquid. The process was named after him, pasteurization.

Pasteur also determined the natural history of anthrax, a fatal

disease of cattle. He proved the anthrax is caused by a particular

bacillus. He suggested that animals should be given anthrax in a

mild from by vaccinating them with weakened bacilli. This vaccine

provided immunity from potentially fatal attacks.

Louis Pasteur contributed so much to public sanitation. He founded

the science of microbiology, proved the germ theory of disease,

invented the process of pasteurization, and developed vaccines for

several diseases, including rabies.

Orientation

List of

Events

Reorientation

51

Generic Structure

Text 9


Muhammad Hatta was one of Indonesian founding fathers. He

lived from 1902 until 1980. Together with Soekarno, he

proclaimed the independence of Indonesia on 17th

August 1945.

Muhammad Hatta was born on 12th

August 1902 in Bukittinggi,

West Sumatra. When he was still in junior high school in

Bukittinggi he joined the league of Young Sumatrans.

When he finished his study in Bukittinggi, he moved to Batavia.

Then, he went to the Netherlands to continue his study. When he

was there, he participated actively in the National Movement. As a

result, he was arrested by the Dutch government.

In 1932, Bung Hatta went back to Indonesia. He joined a political

organization called Pendidikan Nasional Indonesia. This

organization wanted Indonesian people to know many things about

politics. Because of this activity he was arrested again. He was sent

to Boven Digul, and later to Banda Neira as a prisoner. Before the

Japanese invaded Indonesia in 1942 he was brought back to Java.

On 17th

August 1945, two days after Japan surrendered to the

Allies, Bung Hatta declared the independence of Indonesia. Then,

they were selected as the president and vice president. Bung Hatta

was the vice president until 1956. He resigned and concentrated in

writing. On 14th

March 1980 Bung Hatta passed away in Jakarta.

Muhammad Hatta was one of the greatest people in Indonesia.

People will always remember him as an honest and sincere person.

Orientation

List of

Events

Reorientation

52

Generic Structure

Text 10

Reading text entitle “Jonas Edwars” taken from unit 7 in the

textbook

Jonas Edward

Jonas Edward Salk was an American physician and epidemiologist.

He developed the first vaccine against poliomyelitis. He lived from

1914 to 1995.

He was born in New York City. He received an M.D. from New

York University in 1939 and was appointed assistant professor of

epidemiology at the University of Michigan. In 1947 he became

head of the virus research laboratory at the University of Pittsburgh.

From 1949-1954 he was a research professor of bacteriology. He

was a professor of preventive medicine and chairman of the

department from 1954 to 1956. Finally, he was a professor of

experimental medicine from 1957 to 1963.

Salk and his colleagues developed an inactivated vaccine against

polio in 1954, the vaccine was distributed nationally. It greatly

reduced the disease. In the mid 1950s the American virologist

Albert Sabin developed Salk‟s discovery. He found an oral vaccine.

His discovery brought polio under control.

Now, people all over the world use Salk‟s discovery. The

Indonesian government has a national program on it. However, only

a few people know the inventor, Jonas Edward Salk.

Orientation

List of

Events

Reorientation

53

Generic Structure

Text 11

Reading text entitle “None of Your Business!” taken from unit 8 in

the textbook

None of your Business!

Last week I went to my sister‟s school to see her performance in a

drama. First, I looked for the best seat in the school hall. Then, I sat

and waited patiently for the drama.

As soon as the drama started, I tried to concentrate on the

performance. The drama was good but I did not enjoy it. Two

children were sitting behind me and they were talking loudly. I got

very angry because I could not hear the conversations. So I turned

my head and looked at them angrily. They did not pay any attention

and kept on talking. Finally, I turned round again and said angrily

that I couldn‟t hear a word.

To my surprise they told me that it was none of my business. I

thought they did not understand. What I was trying to say was that I

couldn‟t hear the drama, not their conversation.

Orientation

List of

Events

Reorientation

54

Generic Structure

Text 12

Reading text entitle “Accidentally Guilty” taken from unit 8 in the

textbook

Accidentally Guilty

Yesterday I took my dog for a walk. We went to the park near my

house. It was still very early in the morning, so I didn‟t see many

people there.

My dog and I played „throw and catch it‟. First, I threw the stick

nearby and my dog caught it easily. Then, I threw it passing the

bushes at bit far from us.

Suddenly, I heard someone screaming. Then a man walked out from

the bushes with one hand on his head. It was my dad.

I did not know that he was jogging in the park when I accidentally

hit the stick to him

I couldn‟t say anything but I knew that I would pass some days

without pocket money.

Orientation

List of

Events

Reorientation

55

Appendix 3

NARRATIVE TEXT

Generic Structure

Text 13

Reading text entitle “The Stingy and the Generous” taken from unit

5 in the textbook

The stingy and the Generous

(A folk tale from Sambas)

Long, long time ago there lived two brothers. They had completely

different characters. The big brother was very stingy and greedy. He

never shared his wealth with poor people. The little brother was

exactly the opposite. He was generous and kind to poor people. He

even had no money left because he had shared it with the poor.

One day the generous brother was sitting in his garden when

suddenly a little bird fell on his lap. It was wounded. He took care of

it, fed it and put it in a nice cage. After the bird was healthy, the

generous brother let it fly. After some time the bird returned to him

and gave him a watermelon seed.

The generous brother, then, planted the seed and watered it until it

grew into a good watermelon plant. Yet, the plant was very strange.

It had only one fruit; a big and heavy one. When the watermelon was

ripe enough, the generous brother picked it and cut it into two. How

surprised he was. The watermelon was full of gold.

The generous brother sold the gold and became very rich. He built a

big house and bought a very large field. Still, he never forgot to

share his wealth with the poor.

Orientation

Resolution

Complication

56

Generic Structure

Text 14

Reading text entitle “Takatuliang, the Woodcarver” taken from unit

5 in the textbook

Takatuliang, the woodcarver

Long, long time ago on the island of Simbau, in the Sulawesi Sea,

there lived a king and his beautiful daughter. The princess was not

only beautiful, but she was also wise and kind.

Many princes wanted to marry the king‟s daughter and this made

the king confused. He, then, announced a contest: whoever

presented the princess with the most valuable gift would marry her.

Takatuling, a poor woodcarver, wanted to join the contest but he

was so poor that he had nothing to present. Then, he went far into

the forest. There he chose the best tree and carved it into a doll.

After that, he cut his own hair and glued it to the doll‟s head.

On the day of the contest, all of the prices gathered before the king

and the princess. One by one, they presented their gifts: diamonds,

silk, gold, jewelry. Then came Takatuliang‟s turn.

„What do you have?‟ asked the princess.

„I bring only a doll,‟ said Takatuliang softly.

„How many dolls like this do you have?‟ asked the princess again.

„Only this one. I carved it myself and decorated it with my own

hair and my father‟s old cloth. He died and this is the only thing he

left me.‟ Answered Takatuling.

The princess was very touched to hear Takatuling‟s story. She

decided to marry Takatuling because he had presented her

everything he had. Together, Takatuling and the princess lived

happily ever after.

Orientation

Complication

Resolution

57

Generic Structure

Text 15

Reading text entitle “The Cowardly Lion” taken from unit 6 in the

textbook

The Cowardly Lion

Dorothy and her friends were walking through the forest when they

heard a terrible roar. The next moment, a great Lion ran onto the road.

Dorothy and her friends were very frightened, but little Toto ran

ahead and barked at the huge beast.

When the Lion saw the little dog, he opened up his mouth as if to bite

him. Dorothy became so angry at this that she came forward and

slapped the Lion on the nose.

“Don‟t you dare bite Toto!” she shouted.

“You ought to be ashamed of yourself, a big Lion like you, trying to

bite a little dog!”

“I didn‟t bite him,” said the Lion, as he rubbed his nose with his big

paw.

“No, but you tried to,” Dorothy answered. “You are nothing but a

coward!”

The Lion felt very ashamed. He told Dorothy and her friends that

although he was the King of the Beasts, he was actually a coward. He

was afraid of almost everything and everybody.

The Scarecrow scratched his straw head. Then he said, “Maybe Oz

could give you courage.”

“If only I had courage, then I could truly be King of the Beasts.” Said

the Lion.

So Dorothy, the Scarecrow and the Tin man invited the Lion to join

them on their journey to the Emerald City. The Lion agreed, and the

friends continued to follow the Yellow Brick Road toward the home

of the Great Oz.

Orientation

Resolution

Complication

58

Generic Structure

Text 16

Reading text entitle “The Deadly Poppy Field” taken from unit 6 in the textbook

The deadly Poppy Field

Dorothy, the Scarecrow, the Tinman, the lion and Toto continued

their journey to the Emerald City. At night they camped under a large

tree in the forest. The Tinman cut wood with his axe so Dorothy

could make fire. The lion hunted for food and the Scaracrow searched

for nuts and berries.

After several days, they arrived at a lovely land. They saw a large

field of scarlet poppies. Poppies are beautiful flowers, but when they

are so many, the smell is very strong. Anyone who breathes it will fall

asleep. Dorothy did not know this, and in every short time she felt

very sleepy. Her eyes became heavy and she sat down to rest.

The Tinman tried to awaken Dorothy, “Come on. Don‟t fall asleep.

There‟s no time to rest. We must hurry.”

Dorothy was soon asleep. The poppies did not make the Tinman and

the Scarecrow sleepy, because they were not human. They were not

made of flesh.

“What shall we do?” asked the Tinman. “We must go back to the

yellow Brick Road. If we leave Dorothy here, she will die.”

The Scarecrow had an idea. he told the Lion to run through the field

so he could escape the deadly flowers. Then, the Scarecrow and the

Tinman carried Dorothy and Toto out of the poppy field.

After a while, they came to a river. There, they found the Lion. He

was lying asleep. The smell from the poppies was so strong that the

lion had given up and fallen asleep.

The Scarecrow and the Tinman felt very sad. The Lion was very

heavy so they could not carry him. They, then, left him there to sleep.

Resolution

Complication

Orientation

59

Appendix 4

DESCRIPTIVE TEXT

Linguistic Feature

Text 1


Today is my unforgettable 12th

birthday party. Lots of

people are coming. They are my friends and my family. They

give me some presents and they are doing things that I like.

Suryo is playing the guitar and Sally is standing next to

Suryo. She is playing the violin. They are playing my

favorite music. Everybody is singing Nidji‟s song for me. In

the middle of the room, Nani is dancing a beautiful dance. It

is great. Aunt Ully is serving all the guests a glass of coke.

My parents are chatting. I really like this party.

Action verb

Specific

participant

Present

continuous

tense

60

Linguistic Feature

Text 2


Today is our class play performance. Students of 2a class are

performing the „Sangkuriang‟, a story from West Java.

They are on the stage, wearing Sundanese traditional clothes.

Butet looks older than she is. She is wearing an old brown

Javanese clothes with a round bamboo hat on her head. She is

not wearing shoes. She looks sweet, though. She is talking to

Iwan. He is acting as „Sangkuriang‟, a handsome boy who is

falling in love with her.

One of the students, Tita, is sitting near the stage. She is our

prompter. She is whispering to the players in case they forget

what to say.

Specific

participant

Action verb

Present

continuous

tense

61

Linguistic Feature

Text 3

Reading text entitle “Alimudin, a Local Footballer”

taken from unit 2 in the textbook

Alimudin, a Local Footballer

Alimudin is 16 years old. He is a local footballer who

plays for a small football club in Paramatta, Sydney. He

works hard to be a professional footballer.

His day starts at 4. First, he says his prayer and then he

goes jogging. He goes jogging for one hour. After jogging,

he joins his club to do some practice. After that he takes a

rest and takes a bath. His mother always prepares simple

breakfast for him. After breakfast, he goes to school.

At 3 p.m. he goes to the football field. His football club

practices playing football. He learns a lot from his coach.

his football practice ends at about 5 p.m. He goes home

and does his other daily activities.

Specific

participant

Present tense

Present tense

62

Linguistic Feature

Text 4

Reading text entitle “Camping” taken from unit 2 in

the textbook

Camping

Camping is hobby of people of different ages.

They usually go camping on weekends or holidays. They

live outside their house for one or more days. They bring

food, clothes and other daily needs with them. They often

bring some cooking utensils and cook their own food.

They spend several days, or even weeks in a tent. They do

a lot of activities, like fishing, swimming, watching birds

and wildlife, and playing games.

Camping helps people free themselves from the stress of

city life. They leave the city and move closer to nature.

Many people believe that camping is very good for health.

Hiking around a campsite or swimming in a river or sea

nearby is a good exercise for the body.

Specific

participant

Present tense

Present tense

63

Appendix 5

RECOUNT TEXT

Linguistic Feature

Text 5


Last summer holiday, my family and I spent one night at

the countryside. We stayed in a small house. It had a big

garden with lots of colorful flowers and a swimming pool.

First, we made a fire in front of the house. Then, we sat

around the fire and sang lots of songs together. After that, we

came into the house and had dinner. Next, we sat in the living

room and watched a movie. Finally, everybody fell asleep

there.

We woke up very late in the morning and had breakfast. In

the afternoon we went home. We were all very happy.

Past tense

Pronoun

Verb/

Action

Word

Verb/

Action

Word

Conjuction

64

Linguistic Feature

Text 6


It was my birthday last week and my family gave me a small

party. I invited my best friends to the party. There were about

15 people in the party, including my parents and my sister,

Putri. It was a great surprise that my uncle Awang could come

too. He works in a small company in Bengkulu, Sumatra.

There were some presents for me. My parents gave me a new

Harry Potter novel. They know that I love reading. My sister

bought me a Spiderman CD game. Both of us like playing

video games and we often play together. Butet, my best friend,

gave me a CD of a song collection from my favorite singers.

She really knows my hobby. And I really like the present from

my uncle. He did not give me any books or CDs but he taught

me and my friends to play a traditional game from Bengkulu.

The game has a funny name: Palak Babi. Palak is from the

word Kepala or head, in English we say Pig Head. My friends

and I played it in the yard.

It was very exciting. We were tired because we had to run a lot

but we enjoyed the game.

Pronoun

Past tense

Verb/

Action

Word

Conjuction

65

Linguistic Feature

Text 7


Last night my mother and I spent time together in the

kitchen. She taught me how to cook spaghetti.

She prepared a box of spaghetti, water and a jar of spaghetti

sauce. First, she boiled some water in a pot. Then, she put

the spaghetti into the boiling water. After fifteen minutes she

turned off the stove and threw away the water. Finally, she

put the spaghetti on a plate and added spaghetti sauce on it.

A plate of delicious spaghetti was ready to serve.

Past tense

Pronoun

Verb/

Action

Word

Conjuction

66

Linguistic Feature

Text 8

Reading text entitle “Louis Pasteur” taken from unit 4 in the

textbook

LOUIS PASTEUR

Louis Pasteur was born in Dole on December 27, 1822. He

was a French chemist and biologist.

In 1847 he earned a doctorate at the Ecole Normale in Paris,

with a focus on both physics and chemistry.

In 1854 he worked on bacteria. He found that the desired

production of alcohol in fermentation is indeed due to yeast.

The undesired on is due to the presence of additional organisms

such as bacteria.

Because he was aware of the presence of microorganisms in

nature, in 1864 Pateur undertook several experiments to find

out where these “germs” came from.

In 1865 he found a method to destroy harmful bacteria without

materially changing the composition flavor, or nutritive value of

the liquid. The process was named after him, pasteurization.

Pasteur also determined the natural history of anthrax, a fatal

disease of cattle. He proved the anthrax is caused by a particular

bacillus. He suggested that animals should be given anthrax in a

mild from by vaccinating them with weakened bacilli. This

vaccine provided immunity from potentially fatal attacks.

Louis Pasteur contributed so much to public sanitation. He

founded the science of microbiology, proved the germ theory

of disease, invented the process of pasteurization, and

developed vaccines for several diseases, including rabies.

Past tense

Past tense

Verb/

Action

Word

Pronoun

Conjuction

67

Linguistic Feature

Text 9


Muhammad Hatta was one of Indonesian founding fathers. He

lived from 1902 until 1980. Together with Soekarno, he

proclaimed the independence of Indonesia on 17th

August 1945.

Muhammad Hatta was born on 12th

August 1902 in Bukittinggi,

West Sumatra. When he was still in junior high school in

Bukittinggi he joined the league of Young Sumatrans.

When he finished his study in Bukittinggi, he moved to Batavia.

Then, he went to the Netherlands to continue his study. When he

was there, he participated actively in the National Movement. As

a result, he was arrested by the Dutch government.

In 1932, Bung Hatta went back to Indonesia. He joined a

political organization called Pendidikan Nasional Indonesia.

This organization wanted Indonesian people to know many

things about politics. Because of this activity he was arrested

again. He was sent to Boven Digul, and later to Banda Neira as a

prisoner. Before the Japanese invaded Indonesia in 1942 he was

brought back to Java.

On 17th

August 1945, two days after Japan surrendered to the

Allies, Bung Hatta declared the independence of Indonesia.

Then, they were selected as the president and vice president.

Bung Hatta was the vice president until 1956. He resigned and

concentrated in writing. On 14th

March 1980 Bung Hatta passed

away in Jakarta.

Muhammad Hatta was one of the greatest people in Indonesia.

People will always remember him as an honest and sincere

person.

Past tense

Past tense

Verb/

Action

Word

Lingking

word

Specific

name

Lingking

word

68

Linguistic Feature

Text 10

Reading text entitle “Jonas Edwars” taken from unit 7 in the

textbook

Jonas Edward

Jonas Edward Salk was an American physician and

epidemiologist. He developed the first vaccine against

poliomyelitis. He lived from 1914 to 1995.

He was born in New York City. He received an M.D. from

New York University in 1939 and was appointed assistant

professor of epidemiology at the University of Michigan. In

1947 he became head of the virus research laboratory at the

University of Pittsburgh. From 1949-1954 he was a research

professor of bacteriology. He was a professor of preventive

medicine and chairman of the department from 1954 to 1956.

Finally, he was a professor of experimental medicine from

1957 to 1963.

Salk and his colleagues developed an inactivated vaccine

against polio in 1954, the vaccine was distributed nationally.

It greatly reduced the disease. In the mid 1950s the American

virologist Albert Sabin developed Salk‟s discovery. He found

an oral vaccine. His discovery brought polio under control.

Now, people all over the world use Salk‟s discovery. The

Indonesian government has a national program on it.

However, only a few people know the inventor, Jonas Edward

Salk.

Specific

name

Past tense

Lingking

word

Verb/

Action

Word

69

Linguistic Feature

Text 11

Reading text entitle “None of Your Business!” taken from

unit 8 in the textbook

None of your business!

Last week I went to my sister‟s school to see her performance

in a drama. First, I looked for the best seat in the school hall.

Then, I sat and waited patiently for the drama.

As soon as the drama started, I tried to concentrate on the

performance. The drama was good but I did not enjoy it. Two

children were sitting behind me and they were talking loudly.

I got very angry because I could not hear the conversations.

So I turned my head and looked at them angrily. They did not

pay any attention and kept on talking. Finally, I turned round

again and said angrily that I couldn‟t hear a word.

To my surprise they told me that it was none of my business.

I thought they did not understand. What I was trying to say

was that I couldn‟t hear the drama, not their conversation.

Verb/

Action

Word

Past tense

Pronoun

Conjuction

70

Linguistic Feature

Text 12

Reading text entitle “Accidentally Guilty” taken from unit 8

in the textbook

Accidentally Guilty

Yesterday I took my dog for a walk. We went to the park near

my house. It was still very early in the morning, so I didn‟t see

many people there.

My dog and I played „throw and catch it‟. First, I threw the

stick nearby and my dog caught it easily. Then, I threw it

passing the bushes at bit far from us.

Suddenly, I heard someone screaming. Then a man walked out

from the bushes with one hand on his head. It was my dad.

I did not know that he was jogging in the park when I

accidentally hit the stick to him

I couldn‟t say anything but I knew that I would pass some days

without pocket money.

Verb/

Action

Word

Pronoun

Past tense

Conjuction

71

Appendix 6

NARRATIVE TEXT

Linguistic Feature

Text 13

Reading text entitle “The Stingy and the Generous” taken


The stingy and the Generous

(A folk tale from Sambas)

Long, long time ago there lived two brothers. They had

completely different characters. The big brother was very

stingy and greedy. He never shared his wealth with poor

people. The little brother was exactly the opposite. He was

generous and kind to poor people. He even had no money

left because he had shared it with the poor.

One day the generous brother was sitting in his garden when

suddenly a little bird fell on his lap. It was wounded. He took

care of it, fed it and put it in a nice cage. After the bird was

healthy, the generous brother let it fly. After some time the

bird returned to him and gave him a watermelon seed.

The generous brother, then, planted the seed and watered it

until it grew into a good watermelon plant. Yet, the plant was

very strange. It had only one fruit; a big and heavy one. When

the watermelon was ripe enough, the generous brother picked

it and cut it into two. How surprised he was. The watermelon

was full of gold.

The generous brother sold the gold and became very rich. He

built a big house and bought a very large field. Still, he never

forgot to share his wealth with the poor.

Specific

participant

Past tense

Past

Continuous

Conjuction

Action

Verb

Relational

Verb

72

Linguistic Feature

Text 14

Reading text entitle “Takatuliang, the Woodcarver” taken


Takatuliang, the woodcarver

Long, long time ago on the island of Simbau, in the Sulawesi

Sea, there lived a king and his beautiful daughter. The princess

was not only beautiful, but she was also wise and kind.

Many princes wanted to marry the king‟s daughter and this

made the king confused. He, then, announced a contest: whoever

presented the princess with the most valuable gift would marry

her.

Takatuling, a poor woodcarver, wanted to join the contest but

he was so poor that he had nothing to present. Then, he went

far into the forest. There he chose the best tree and carved it into

a doll. After that, he cut his own hair and glued it to the doll‟s

head.

On the day of the contest, all of the prices gathered before the

king and the princess. One by one, they presented their gifts:

diamonds, silk, gold, jewelry. Then came Takatuliang‟s turn.

„What do you have?‟ asked the princess.

„I bring only a doll,‟ said Takatuliang softly.

„How many dolls like this do you have?‟ asked the princess

again.

„Only this one. I carved it myself and decorated it with my own

hair and my father‟s old cloth. He died and this is the only thing

he left me.‟ Answered Takatuling.

The princess was very touched to hear Takatuling‟s story. She

decided to marry Takatuling because he had presented her

everything he had. Together, Takatuling and the princess lived

happily ever after.

Specific

participant

Past tense

Conjuction

Relational

Verb

Action

Verb

Past tense

73

Linguistic Feature

Text 15

Reading text entitle “The Cowardly Lion” taken from unit 6

in the textbook

The Cowardly Lion

Dorothy and her friends were walking through the forest

when they heard a terrible roar. The next moment, a great Lion

ran onto the road. Dorothy and her friends were very

frightened, but little Toto ran ahead and barked at the huge

beast.

When the Lion saw the little dog, he opened up his mouth as if

to bite him. Dorothy became so angry at this that she came

forward and slapped the Lion on the nose.

“Don‟t you dare bite Toto!” she shouted.

“You ought to be ashamed of yourself, a big Lion like you,

trying to bite a little dog!”

“I didn‟t bite him,” said the Lion, as he rubbed his nose with his

big paw.

“No, but you tried to,” Dorothy answered. “You are nothing but

a coward!”

The Lion felt very ashamed. He told Dorothy and her friends

that although he was the King of the Beasts, he was actually a

coward. He was afraid of almost everything and everybody.

The Scarecrow scratched his straw head. Then he said, “Maybe

Oz could give you courage.”

“If only I had courage, then I could truly be King of the

Beasts.” Said the Lion.

So Dorothy, the Scarecrow and the Tin man invited the Lion to

join them on their journey to the Emerald City. The Lion

agreed, and the friends continued to follow the Yellow Brick

Road toward the home of the Great Oz.

Specific

participant

Past tense

Past

Continuous

Conjuction

Relational

Verb

Action

Verb

Conjuction

74

Linguistic Feature

Text 16

Reading text entitle “The Deadly Poppy Field”taken from unit 6 in

the textbook

The Deadly Poppy Field

Dorothy, the Scarecrow, the Tinman, the lion and Toto continued

their journey to the Emerald City. At night they camped under a large

tree in the forest. The Tinman cut wood with his axe so Dorothy could

make fire. The lion hunted for food and the Scaracrow searched for

nuts and berries.

After several days, they arrived at a lovely land. They saw a large

field of scarlet poppies. Poppies are beautiful flowers, but when they

are so many, the smell is very strong. Anyone who breathes it will fall

asleep. Dorothy did not know this, and in every short time she felt

very sleepy. Her eyes became heavy and she sat down to rest.

The Tinman tried to awaken Dorothy, “Come on. Don‟t fall asleep.

There‟s no time to rest. We must hurry.”

Dorothy was soon asleep. The poppies did not make the Tinman

and the Scarecrow sleepy, because they were not human. They

were not made of flesh.

“What shall we do?” asked the Tinman. “We must go back to the

yellow Brick Road. If we leave Dorothy here, she will die.”

The Scarecrow had an idea. He told the Lion to run through the

field so he could escape the deadly flowers. Then, the Scarecrow

and the Tinman carried Dorothy and Toto out of the poppy field.

After a while, they came to a river. There, they found the Lion. He

was lying asleep. The smell from the poppies was so strong that the

lion had given up and fallen asleep.

The Scarecrow and the Tinman felt very sad. The Lion was very

heavy so they could not carry him. They, then, left him there to sleep.

Specific

participant

Past tense

Past

Continuous

Conjuction

Relational

Verb

Action

Verb

Conjuction

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