THE ANALYSIS OF ADJECTIVE PHRASE FOUND IN NARRATIVE ...

THE ANALYSIS OF ADJECTIVE PHRASE FOUND INNARRATIVE TEXT IN ENGLISH TEXTBOOK

‘LOOK AHEAD 1: AN ENGLISH COURSEFOR SENIOR HIGH SCHOOL

STUDENTS YEAR X’

A THESIS

Submitted in Partial Fulfillment of the Requirementsto acquire Sarjana Pendidikan Degree in English Education Program

of Teacher Training and Education FacultyMuhammadiyah University of Purworejo

YUNITA PUTRI ANDHARI102120107

ENGLISH EDUCATION PROGRAMTEACHER TRAINING AND EDUCATION FACULTYMUHAMMADIYAH UNIVERSITY OF PURWOREJO

2014

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CLARIFICATION LETTER

Hereby, the signer;

Name : Yunita Putri Andhari

NIM : 102120107

Program : English Education Program

Faculty : Teacher Training and Education

University : Muhammadiyah University of Purworejo

State that this thesis is my own writing, and, as far as I know, it does not include

the materials that have been used as a fulfilment of requirements to obtain the

graduation in another university, except in certain parts that have been taken as

references. If this statement is untrue, it fully becomes my responsibility.

Purworejo,

The Researcher

Yunita Putri Andhari

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MOTTO

If there is a will, there is a way.

(English Proverb)

Learn from yesterday, live today, hopefully for tomorrow.

The important thing is not to stop questioning.

(Albert Einstein)

As long as there is life, there is hope.

(English Proverb)

It is in your moments of decision that your destiny is shaped.

(English Proverb)

If you want something, you’ve never had.

You’ve got to do something, you’ve never done.

(English Quotes)

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DEDICATION

With gratitude and love because of Allah, this thesis is dedicated to:

1. My beloved parents, Djarwoko and Siti Nurjanah, who always give me

support and love.

2. My sister, Yulia Rossy Anjarwati and my brother, Budi Prasetyo, who make

me, have much expression to show.

3. Someone who always gives support and cares much to me, Danang Widarto.

4. My beloved friends who always give advices and suggestions to me, I really

love you friends, Izmi Barokatul Inayati, Hayu Warih Pratami, Rosialina

Septiani, Kusnadi Abdilah, Widyanto Chandra Wibowo, Adam Dwi

Nugroho, Anang Heri Susanto, Edwin Andrianto.

5. All my friends in Archie Linguistics Class C.

6. All my friends in PPL and KKN.

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ACKNOWLEDGEMENTS

Alhamdulillah, thanks to Allah the Most Gracious and the Most Merciful,

since without His blessing, the writer will never accomplish this thesis.

The writer would like to express her great gratitude to:

1. Drs. H. Supriyono, M.Pd., as the Rector of Muhammadiyah University of

Purworejo.

2. Drs. H. Hartono, M.M., as the dean of Teacher Training and Education

Faculty of Muhammadiyah University of Purworejo.

3. Semi Sukarni, M.Pd., as the head of English Education Program of Teacher

Training and Education Faculty of Muhammadiyah University of Purworejo.

4. Abdul Ngafif, M.Pd. B.I., as her advisor, who has given suggestions and

guidance and also sacrificed her mind, time and energy for the sake of the

researcher’s thesis.

5. All of the lecturers of English Education Department who have given their

guidance.

6. The librarian of Muhammadiyah University of Purworejo who always help

the writer in doing the research.

7. All of the researcher’s classmates on class C and her friends in

Muhammadiyah University of Purworejo.

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Finally, last but not least, this thesis is still far from being perfect. Thus,

the researcher will gladly accept any criticisms and suggestions from the readers.

However, the researcher hopes that this thesis can give contribution to the English

Education Program students and for all the readers.

Purworejo,

The Researcher

Yunita Putri Andhari

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TABLE OF CONTENTS

Title ............................................................................................................ i

Approval Sheet............................................................................................ ii

Ratification Sheet ........................................................................................ iii

Clarification Sheet ...................................................................................... iv

Motto .......................................................................................................... v

Dedication .................................................................................................. vi

Acknowledgements .................................................................................... vii

Table of Contents ....................................................................................... ix

List of Tables .............................................................................................. xi

List of Appendix ......................................................................................... xii

Abstract ...................................................................................................... xiii

CHAPTER I INTRODUCTION

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

B. Reason for Choosing the Topic .............................. 4

C. Statements of the Problems .................................... 4

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

E. Significance of the Study ........................................ 5

F. Limitation of the Problem ....................................... 6

G. Definition of Key Terms ......................................... 6

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Study ........................................................ 7

B. Grammar ................................................................. 10

1. Definition of Grammar .................................... 10

2. Kinds of Grammar ........................................... 10

C. Phrase ...................................................................... 11

1. Definition of Phrase ......................................... 11

2. Kinds of Phrase ................................................ 12

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D. Adjective Phrases .................................................... 14

1. The Structures of the Adjective Phrase ........... 16

2. The Functions of the Adjective Phrase ............ 18

E. Text ......................................................................... 21

1. Literary Texts .................................................. 21

2. Factual Texts .................................................... 22

3. Media Texts ..................................................... 23

F. Narrative Text ......................................................... 23

1. The Generic Structure of Narrative Text ......... 25

2. Language Features of Narrative Text .............. 26

3. The Example of Narrative Text ....................... 27

G. Textbooks ............................................................... 28

H. Look Ahead 1: An English Course for SeniorHigh School ............................................................ 29

CHAPTER III RESEARCH METHODS

A. Types of Research ................................................... 31

B. Object of the Research ............................................ 32

C. Unit of Analysis ...................................................... 32

D. Data and Source of Data ......................................... 33

E. Technique of Collecting Data ................................. 33

F. Technique of Data Analysis ................................... 34

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Research Finding .................................................... 35

B. Discussion ............................................................... 37

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion .............................................................. 53

B. Suggestion .............................................................. 54

REFERENCES ........................................................................................... 55

APPENDICES ........................................................................................... 57

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LIST OF TABLES

Table 2.1 Types of Phrase ....................................................................... 12

Table 2.2 Phrase Functions ..................................................................... 15

Table 2.3 Adjective Phrase Structures .................................................... 16

Table 2.4 Some Examples Genres ........................................................... 24

Table 4.1 The Percentage of Adjective Phrases Structures Found inNarrative Text in English Textbook “Look Ahead 1” ............ 36

Table 4.2 The Percentage of Adjective Phrases Functions Found inNarrative Text in English Textbook “Look Ahead 1” ............ 37

Table 4.3 The Adjective Phrases Found in Narrative Text in EnglishTextbook “Look Ahead 1” ...................................................... 38

Table 4.4 The Structures and Functions of Adjective Phrases Found inNarrative Text in English Textbook “Look Ahead 1” ............ 46

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LIST OF APPENDICES

Appendix 1. Narrative Text

Appendix 2. Consultant Sheet

xiii

ABSTRACT

Andhari, Yunita Putri. 2014. The Analysis of Adjective Phrase Found in NarrativeText in English Textbook ‘Look Ahead 1: An English Course for Senior HighSchool Students Year X’. A Thesis. English Education Program, Teacher Trainingand Education Faculty, Muhammadiyah University of Purworejo. Consultant:Abdul Ngafif, M.Pd. B.I.

Phrase is a group of words without subject and predicate to arrange asentence. There are many kinds of phrase such as, noun phrase, verb phrase,adjective phrase, adverbial phrase, and prepositional phrase. Adjective phrase is aphrase function as an adjective to modify noun or pronoun. There are many texttypes using phrase as a part to form sentence and one of them is narrative text.The researcher finds that these types of text are frequently used in Englishtextbook ‘Look Ahead 1: An English Course for Senior High School StudentsYear X’.

The objectives of this study are to explain the structures and functions ofadjective phrase found in the textbook entitled ‘Look Ahead 1: An English Coursefor Senior High School Students Year X’. Source of the data used in this study isthe narrative text in English Textbook Look Ahead for Senior High SchoolStudents Year X. The data she used are the text of narrative in that textbook. Theresearcher used a qualitative research to conduct this study and the researcherherself as the key instrument. The researcher used descriptive qualitative researchto explain each structures and functions of adjective phrase.

The result of this study shows that there are 42 adjective phrases from 35sentences found in the textbook entitled ‘Look Ahead 1: An English Course forSenior High School Students Year X’. There are 3 functions and 8 structures, suchas pre-modifier (intensifier + adjective), post-modifier (prepositional phrase,infinitive and participle phrase), subject-complement (intensifier + adjective,intensifier + adjective + prepositional phrase, and adjective + prepositionalphrase). The dominant structures of adjective phrase found in narrative text inEnglish Textbook ‘Look Ahead 1: An English Course for Senior High SchoolStudents Year X’ is prepositional phrase (50%). The dominant functions ofadjective phrase found in narrative text in English Textbook ‘Look Ahead 1: AnEnglish Course for Senior High School Students Year X’ is post modifier(76.2%). While, object complement was not found in six narrative texts in EnglishTextbook ‘Look Ahead 1: An English Course for Senior High School StudentsYear X’.

Keywords: Adjective Phrase, Narrative Text, English Textbook Look Ahead 1

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CHAPTER IINTRODUCTION

A. Background of the Study

Language as a means of communication is an important part of

human’s life. People share their ideas, thought and feeling through language.

They use language to communicate with others in their daily activities. It is

realized that language is an essential requirement for people to do their work,

both spoken and written.

English as an international language is used by people among the

nation in all over the world. They use English to share their opinions for

many aspects of life such as politics, economy, trade, education, technology

or science. Everyone who wants to communicate with other people from

different countries must be able to master English well. For this reason,

English as a foreign language is very important to learn.

English is taught as a foreign language in Indonesia since an early

level of education from kindergarten to university. The government realizes

that English becomes the most important subject which is learned by the

students to support the development of science, technology, and culture to

prepare them facing globalization era which has high competition in each

aspect of human’s life.

When the students learn English, they will focus on mastering

language skill and those are listening, speaking, reading and writing. All of

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the skills must be improved in the process of teaching and learning English.

By mastering this language skill, the students are being able to communicate

with other people from different countries in short and be able to survive for

their future life.

Writing is one of the most important parts of language skill. It is the

most difficult to be learned by the students especially in senior high school

because it is more complicated than Indonesian language. In writing, the students

need good English grammar when the students write words, phrases, sentences,

or paragraph.

English grammar can be categorized into several parts and one of them is

part of speech such as verb, noun, adjective, adverb, pronoun and preposition. In

grammar, there is a group of words called phrase. Phrase is a group of related

words without subject or predicate and verb. There are many phrases in grammar

and one of them is adjective phrase.

Adjective phrase is a group of words that functions to modify or to tell

about a noun or a pronoun in a sentence using adjective. It consists of

adjectives, modifier and any word that modifies a noun or pronoun. In fact,

the use of adjective phrase confuses the students. The students find

difficulties when they compare adjective phrase with other phrases within the

text.

Generally, English texts used in senior high school level consist of

adjective phrase. In English, it is found that there are a number of text types.

They are narrative, descriptive, recount, report, procedure, news item,

analytical exposition, hortatory exposition, spoof, explanation, discussion,

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and review. The researcher chooses narrative text to be analyzed because the

students at tenth grade of senior high school must be mastered narrative text

as stated in curriculum. Narrative text is a story about fiction, nonfiction, fairy

tale, legend, fable or myth at the past event. It purposes to amuse or to

entertain the readers. The generic structure of narrative text consists of

orientation, complication, and resolution. The moral value is also found in

this text.

Textbook as guidance for teaching learning process has a great role. It

can be a reference for students to learn English subject material. The content

of textbook must be related to the material. English textbook ‘Look Ahead 1:

An English Course for Senior High School Students Year X’ is a textbook

used by tenth grades in teaching learning process. Look Ahead is published

by Erlangga. It consists of three volumes namely Look Ahead: An English

Course for Senior High School for tenth, eleventh and twelfth grades. The

researcher analyzes ‘Look Ahead 1: An English Course for Senior High

School Students Year X’ because material of the textbook are organized as an

integrated of activities around a text type being discussed.

Based on the explanation above, the researcher analyzes adjective

phrase found in narrative text in English textbook ‘Look Ahead 1: An English

Course for Senior High School Students Year X’. It will focus on the

structures and the functions of adjective phrase found in narrative text.

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B. Reason for Choosing the Topic

The researcher chooses to analyze adjective phrase found in narrative

text in English textbook ‘Look Ahead 1: An English Course for Senior High

School Students Year X’ because narrative text generally uses a lot of

adjective phrase within its texts. The second reason is that the students are

confused to differentiate between adjective phrases with other phrases. The

third reason is that it is very important to learn grammar especially adjective

phrase found in narrative text because it will ease the students comprehend

the text.

C. Statements of the Problem

The researcher proposes the problem of her research, as follows:

1. How are the structures of adjective phrase found in narrative text in

English Textbook ‘Look Ahead 1: An English Course for Senior High

School Students Year X’?

2. What are the functions of adjective phrase found in narrative text in



D. Objective of the Study

The researcher wants to find the answer of the questions in problem

statements. There are the following objectives:

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1. To describe the structures of adjective phrase found in narrative text in



2. To explain the functions of adjective phrase found in narrative text in



E. Significance of the Study

In this study, the researcher wants to find the best results. The results

of this study may have good advantages for the others. It can give a big

contribution to the language teaching and learning in general.

1. For the teacher, they can know the difficulties facing by the students in

understanding the material especially in grammar. Teacher also can

select the most suitable textbook in teaching learning process.

2. For the learners, this study can give some information and knowledge

especially in analyzing adjective phrase in narrative text. Hopefully, they

also can improve English skill by mastering grammar ability.

3. For the researcher, it can be the best achievement of study to analyze

adjective phrase found in narrative text in English textbook. It can be as a

new valuable experience and useful things to be a good teacher in the

future.

4. For other researcher, hopefully it can be as a good reference for them to

study about adjective phrase found in narrative text in English textbook.

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F. Limitation of the Problem

There are many phrases in grammar and one of them is adjective

phrase. Adjective phrase is complex enough to discuss. So, the researcher

limits her study in finding the structures and the functions of adjective phrase

found in narrative text in English Textbook ‘Look Ahead 1: An English

Course for Senior High School Students Year X’.

G. Definition of Key Term

1. Adjective phrase

Brinton (2000:174) defines that adjective phrase is a phrase that

modifies noun or pronoun.

2. Narrative text

Sudarwati and Grace (2007:62) state that narrative text is the text or

paragraph that explains about actual or imaginary experiences in difference

ways. The purpose of narrative text is to amuse or entertain the readers.

3. Look Ahead English Textbook

According to Sudarwati, and Grace (2007:V), Look Ahead

English Textbook is textbook used for tenth grades which is published by

Erlangga. It consists of three volumes namely Look Ahead: An English

Course for Senior High School for tenth, eleventh and twelfth grades.

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CHAPTER IIREVIEW OF RELATED LITERATURE

A. Previous Study

In analyzing adjective phrase found in narrative text in English

textbook “Look Ahead 1: An English Course for Senior High School

Students Year X”, the researcher presents some previous studies in the same

field as guidance in this research. The researcher takes four researches as her

previous study. It can be seen as follows:

The first is entitled “A Study of Adjective Phrase in the Old Man and

the Sea by Ernest Hemingway”. This thesis is conducted by Meylisa Debora

Carolina Barus. It is submitted to English Department Faculty of Cultural

Studies Sumatera Utara University. Here, Meylisa finds that there are 4

functions and 19 forms in the Old Man and the Sea by Ernest Hemingway

Second such as pre modifier (adjective, intensifier + adjective, present

participial phrase, and past participial phrase), post modifier (adjective,

present participial phrase, and past participial phrase), subject complement

(adjective, intensifier + adjective, adjective + preposition, adjective +

infinitive, and prepositional phrase), object complement (adjective, intensifier

+ adjective, adjective + preposition, adjective + infinitive, infinitive, present

participial phrase, and past participial phrase).

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The second thesis is entitled “An Analysis of English Noun Phrase in

Football News in Goal.com Headline” by Imam Rochim. It is submitted to

English Department Faculty of Teacher Training and Educational Sciences

Muhammadiyah University of Purworejo. This thesis uses descriptive

qualitative method. The results show that the structure of noun phrase (i.e.

determiner + modifier + head noun) with some differences pertaining to the

positions of the modifiers. He finds that there are 184 noun phrases in 144

sentences from the 21 articles of Football News Headlines.

The third thesis is conducted by Khalimahtus Sakdiyah entitled “A

Transitivity Analysis of Narrative Texts Consisted in English Textbook

“Look Ahead” Used by the First Grade Students of Senior High School”. It is

submitted to English Department Faculty of Teacher Training and

Educational Sciences Muhammadiyah University of Purworejo. This thesis

aims to analyze narrative text in English textbook ‘Look Ahead’ used by the

first grade students of Senior High School in the transitivity system of

functional grammar. The results of the research shows that there are total 89

clauses in two narrative text entitled The Fly and the Bull and Thumbelina.

The fourth thesis is entitled “The Lexical and Structural Ambiguity

Analysis in News Item Text Consisted in English Textbook “Look Ahead”

used by the first grade students of Senior High School”. It is conducted by

Desy Wulandari. It is submitted to English Department Faculty of Teacher

Training and Educational Sciences Muhammadiyah University of Purworejo.

In her thesis, she uses descriptive qualitative method. She uses this method

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because she analyzes the data from the textbook. She takes some texts from

textbook and analyzes which one follows the lexical and structural ambiguity.

The results of her thesis show that she finds 11 ambiguous words and phrases.

She finds 5 words lexical ambiguity (45,45% of total ambiguous words and

phrases) consisted noun 60% and verb 40%. Moreover, she finds that there

are 6 phrases for structural ambiguity represents (54,54% of total of total

ambiguous words and phrases) which consists of noun phrases (66,67%),

adjective phrase (16,67%) and prepositional phrase (16,67%). From the

percentages, it shows that the more dominant ambiguity is structural

ambiguity.

From the previous studies above, there are some similarities and

differences with this thesis. The similarities from the first, third, and the

fourth thesis are focusing on adjective phrase structures and functions, using

narrative text and taken from English textbook “Look Ahead 1” for tenth

grade students of Senior High School. The differences from the fourth thesis

are taken from different object, topic, and text. In this research, the researcher

wants to analyze adjective phrase found in narrative text in English textbook

“Look Ahead 1: An English Course for Senior High School Students Year

X”.

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B. Grammar

1. Definition of Grammar

Purpura (2004:6) proposes that grammar is defined as a

systematic way for the speaker to know the knowledge of the hearer. It is

done by the principle of grammar to generate the form or word structure.

Harmer (2001:12) also states that grammar is the description of the ways

in which words can change their forms and can combined into sentences

in that language. In linguistics, the term of grammar is used to refer the

rules or principles by which a language works its system or structure

(Brinton, 2000:8).

From the definition above, grammar can be defined as a form of

language structure and meaning. It is arranged from a group of word or

phrases into sentences. By learning grammar, it is helpful to make a

sentence effectively and meaningfully.

2. Kinds of Grammar

There are many kinds of grammar developed for different

purposes. According to Knapp and Watkins (2005:32), English grammar

can be divided into two kinds, there are as follows:

a. Traditional Grammar

Traditional grammar is developed to describe and analyze the

way that words are put together within sentences. It depends on a

word which is being classified as a type of word such as noun,

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pronoun, verb, adverb, adjective, preposition, conjunction and

interjection they call part of speech. (Knapp and Watkins, 2005:32)

b. Functional Grammar

Functional grammar is concerned with what the language is

doing, or better, being made to do. It is described by its function, its

meaning or what it is doing. (Knapp and Watkins, 2005:35)

C. Phrase

1. Definition of Phrase

Miller (2002:18) says that phrase is a slot in which one or more

words can occur, or indeed in which other phrase can occur. A phrase

does not have a subject or a verb, so it cannot stand alone as an

independent unit.

Greenbaum and Nelson (2002:47) emphasize that phrases are

defined by their structure, but they are also characterized by their

potential functions. For example, a noun phrase may function as a

subject, direct object, or indirect object.

According to O’Dwyer (2000:105), phrases are word groups

having internal cohesion and forming syntactic units within sentences. A

head word is the single word around which other words group for

meaning. For example, a noun phrase has a head noun, a verb phrase has

a lexical head verb, and a participle phrase has a head present or past

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participle. Identifying the head word is helpful when classifying a phrasal

structure.

From the theories above, phrase can be said as a group of words

without subject and predicate as a part of clause in a sentence. A sentence

is one of the most important elements in written language.

2. Types of Phrase

Phrase is a meaningful group of words that forms part of a

sentence or clause. Knapp and Watkins (2005:60) summarize that there

are five types of phrase:

Table 2.1Types of Phrase

Types of phrase Example of Each Phrases

Noun phrase the difficult problem of supervision

Verb phrase must not be seen

Adjective phrase seriously unmotivated

Adverbial phrase quite happily

Prepositional phrase before the event

As defined by Crystal (2008:367), phrase is a term used in

grammatical analysis to refer to a single element of structure containing

more than one word, and lacking the subject-predicate structure typical or

clauses. He divides phrase into several types: noun phrase, verb phrase,

adverbial phrase, adjective phrase, and prepositional phrase.

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a. Noun phrase

It is the construction into which noun most commonly enters, and of

which they are the head word.

For example: two eggs

red shoes

a good policeman

b. Verb phrase

It consists of a main verb and one or more auxiliaries.

For example: is coming

may be coming

get up to

c. Adverbial phrase

It functions in sentence as the adverbial, its head word and modifier

are adverb.

For example: yesterday morning

very quickly

rather quietly

d. Adjective phrase

It functions in sentence as adjective; its head word is adjective.

For example: very important

extremely hot

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e. Prepositional phrase

It consists of a preposition, the object of the preposition and the

modifiers.

For example: in the corner

under the big tree

Greenbaum and Nelson (2002:46) also distinguishes phrase into

five types: noun phrase, verb phrase, adjective phrase, adverb phrase, and

prepositional phrase.

a. Noun phrase

Example: a great player (main word: noun player)

b. Verb phrase

Example: need to ask (main word: verb need)

c. Adjective phrase

Example: quite big (main word: adjective big)

d. Adverb phrase

Example: very carefully (main word: adverb carefully)

e. Prepositional phrase

Example: from the village (main word: preposition from)

D. Adjective Phrases

Knapp and Watkins (2005:41) propose that adjectives are describing

words that tend to be used in two ways: before a noun attributively as a pre-

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modifier, and after a verb predicatively as a complement to the subject or

object of a clause.

Table 2.2Phrase Functions

Phrase FunctionAn unruly playground often meansan unhappy school. Pre-modifiers

The playground appears unruly. Post-modifier predicating the subject

Parents find the playground unruly. Post-modifier predicating the object

According to Knapp and Watkins (2005:41), adjective phrase is a

group of words introduced by a preposition that gives additional information

about a noun.

Example: The reason for these strict playground rules is to maintain order.

O’Dwyer (2000:108) claims that adjective phrases are cohesive word

groups that are often little more than a series of adjectives or words that go

with adjectives to modify nouns or their replacements. The head word or the

head adjective of the phrase is generally the last adjective. Although adjective

phrases usually precede the words they modify, they can occur after them as

well.

From the explanation above, adjective phrase may be clarified as a

group of words or phrase with an adjective as a head which functions as a pre

modifier or post modifier in other phrases or as a subject of object

complement in a clause or sentence.

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1. The Structures of Adjective Phrase

The main word of adjective phrase is an adjective. The structure

of the typical adjective phrase may be represented in the following way,

where the parentheses indicate elements of the structure that may be

absent: (Greenbaum and Nelson, 2002:67)

Pre-modifiers Adjectives Post-modifiers

Here are some examples of possible structures of adjective phrases:

Greenbaum and Nelson (2002:68)

Table 2.3Adjective Phrase Structures

Structures Examples

Adjective easy

Pre-modifier + adjective very easy

Adjective + post-modifier easy to do

Pre-modifier + adjective + post-modifier very easy to do

a. Pre-modifier + Adjective

The adjective may be preceded by an adverb, which is usually an

‘intensifier’. Intensifier is a modifier that has little meaning except to

intensify the meaning of a word it modifies. (Jackson, 2005:25)

Example: I am really fine. We are so happy.

You are too kind. He is very lucky.

b. Adjective + Post-modifier

A prepositional phrase is a group of words including a preposition

and a noun, pronoun, or group of words used as a noun. An adjective

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followed by a prepositional phrase may become an adjective phrase.

(Jackson, 2005:26)

Example: Hollywood is famous for its films.

Students are busy with their home works.

A prepositional phrase may be one of structures of adjective phrase.

(Knapp and Watkins, 2005:41)

Example: Some food on the table is delicious.

A man with blue shirt is my lecturer.

Adjective followed by infinitive may also become adjective phrase.

(Jackson, 2005:26)

Example: We are responsible to solve the problems.

She is appropriate to have the position.

c. Pre-modifier + adjective + post-modifier

Example: The scenery is extremely beautiful to see.

We are very happy that you could join us.

Present participles may also be one of the structures of adjective

phrase. A present participle is a nonfinite verb, formed by adding –ing to

a verb to form an adjective.

Example: A man teaching in the class is my teacher.

Someone sitting beside me is friendly.

Like present participle, past participle may also function as an

adjective phrase. A past participle is also a nonfinite verb. It is just like a

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present participle except it is used in a past tense of a verb. They are used

to show that something has been done.

Example: A car driven by him is expensive.

A house sold by them is big.

2. The Functions of Adjective Phrase

As described by Greenbaum and Nelson (2002:68), these are the

main possible functions of adjective phrase:

a. Pre-modifier

Pre-modifier is a word, phrase or clause embedded in a phrase that

occurs before and directly to modify the head of a phrase. Adjective

phrase also functions as pre-modifier in a noun phrase.

Example:

He is a very honest boy.

She has a perfectly beautiful face.

We have so good marks.

b. Post-modifier

Adjective phrase functions as post-modifier in a noun phrase. Some

post-modifiers complete what is implied in the meaning of the

adjective. For example, if we say Tom is afraid we intend this to

mean that Tom is filled with fear in some respect. The post-modifier

specifies in what respect:

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of spiders

Tom is afraid for his job

to say anything

c. Subject Complement

A complement is a part of a sentence that comes after a verb

and is needed to make a sentence complete. It is called a complement

because it completes a predicate in a sentence. There are two types

of complements: subject complement and object complement.

A subject complement is a complement which follows a

linking verb and modifies or refers to the subject. A subject

complement can be an adjective, a noun, pronoun or word or a word

group acting as an adjective or noun. (Greenbaum and Nelson,

2002:28)

Example: The photographs were quite professional.

The receptionist seemed very tired.

d. Object Complement

An object complement is a complement which follows a direct

object and modifies or refers to it. It can be an adjective, a noun or a

word or word group acting as an adjective or noun. (Greenbaum and

Nelson, 2002:31)

Example:

You have made me so happy.

We found everybody here very helpful.

20

E. Text

According to Knapp and Watkins (2005:13), a text can be any

meaning-producing event, be it a book, a film, an advertisement, a phone

conversation and so on. Different types of texts have distinctive

characteristics, depending on what they are made to do. A piece of poetry, for

instance, is immediately and characteristically different from a scientific

description because each is doing a vastly different thing with language.

Widdowson (2007:4) defines text as an actual use of language, as

distinct from a sentence which is an abstract unit of linguistic analysis. There

are two kinds of text. Widdowson (2007:7) divides text into spoken and

written text. Spoken text is produced by participants in spoken interaction.

Written text is designed and recorded unilaterally in the act of production by

one of the participants, the writer, as a completed expression of the intended

message.

Knapp and Watkins (2005:29) also classify and organize text in a

multitude of ways: everyday, formal, entertaining and informational.

Traditionally, different types of texts have been identified according to

established conventions are literary, a scientific procedure and a computer

manual are factual, and media texts. (Knapp and Watkins, 2005:29)

1. Literary Texts

For the purposes of teaching English, literary texts might include

the broad range of texts that reflect and interpret individual and social

21

life, whether it is real or imaginary. Literary texts can deal with everyday

experience in a way that lifts readers beyond the everyday.

Knapp and Watkins (2005:30) state that literary texts use

language in a way that moves it beyond the concrete representational and

functional modes of language. Literary texts often use language to create

images in readers’ minds; the language enables readers to engage with

the text and incorporate their own meanings and understandings with

those of the writer. Literary texts make greater use of figural language

(metaphor, rhythm, repetition) and poetics (language for the sake of

language) than do everyday texts. Literary texts include novels, epics,

poems, dramas and sagas.

2. Factual Texts

Factual texts, from the point of view of schooling, include those

texts that have the primary aim of communicating knowledge as it has

been educationally defined, classified and constructed. Factual texts deal

with the exchange of knowledge (learning) in all of the learning areas. In

the everyday sense they include all of the texts that we use from day to

day to ‘get things done’. Many factual texts such as technical

descriptions, explanations and procedures tend to be driven by purpose

and seek to be efficient and effective in their transmission. Other factual

texts, such as essays, reviews and arguments, are more rhetorical and

take time to position and persuade readers. (Knapp and Watkins,

2005:30)

22

3. Media Texts

According to Knapp and Watkins (2005:30), media texts are any

texts (whether literary or factual) that are used in channels of mass

communication such as print, broadcasting, cable, film and video.

Depending on the media, these texts can use different modes of

communication: writing, speech, pictures or sound or all of these. The

shape of media texts is determined to some extent by the technology

employed by the particular media. An understanding of such texts would

necessarily imply an understanding of the technologies and modes of

production of the respective media.

F. Narrative Text

As states by Hyland (2007:4), genre is a term for grouping texts

together, representing how writers typically use language to respond to

recurring situations. The concept of genre is based on idea that members of a

community usually have little difficulty in recognizing similarities in the texts

they use frequently and are able to draw on their repeated experiences with

such texts to read, understand, and perhaps write them relatively easily.

Genre is a word used in functional grammar and is also often called

text type. Text types may be fictional (made up) or factual (information

reports). Many kinds of genre or text type those are, narrative, descriptive,

report, recount, procedure, news item, discussion, analytical exposition, and

explanation.

23

Hyland (2007:29) presents some example of genres, as below:

Table 2.4Some Example Genres

Genre Social Purpose Social Location

RecountTo reconstruct pastexperiences by retellingevents in original sequence

Personal letters, policereports, insurance claims,incident reports

Procedure To show how something isdone

Instruction manuals,science reports, cookbooks

Narrative To entertain and instruct viareflection on experience Novels, short stories

Description To give an account ofimagined or factual events

Travel brochures, novels,product, details

Report

To present factualinformation, usually byclassifying things and thendescribing theircharacteristics

Brochures, governmentand business report

Explanation To give reason for a state ofaffairs or a judgment News reports, textbooks

Exposition To give arguments for why athesis has been proposed

Editorials, essays,commentaries

Source: Butt, Fahey, Feez, Spinks & Yallop, 2000; Martin, 1989.

There are many definitions of narrative. Meyers (2005:52) states that

narrative text is one of the most powerful ways of communicating with

others. A good written story lets our readers’ response to some events in our

life as if it were their own. They not only understand the event, but they can

almost feel it. The actions, details, and dialogue put the readers in these

scenes and make it happen for them.

24

In the 2004 curriculum, narrative text is defined as a text whose

function is to amuse, entertain and to deal with actual or various experience in

different ways. Narrative deals with problematic event leading to a crisis or

turning point of some kind in order to find a resolution.

Abbott in Herman (2007:23) states the definition of narrative:

Narrative is the representation of events, consisting of story andnarrative discourse, story is an event or sequence of events (theaction), and narrative discourse is those events as represented.

Meanwhile Sudarwati and Grace (2007: 62) describe that the function

of narrative text is to amuse or entertain the readers with actual or imaginary

experiences in difference ways. Narrative always deals with some problems

which lead to the climax and then turn into a solution to the problem.

Narrative also has the generic structure and the language features.

1. The Generic Structure of Narrative Text

Hyland (2007:33) explains the generic structure of narrative text.

They are orientation, complication, evaluation and resolution.

a. Orientation

It gives information about characters’ situation

b. Complication

This part presents one or more problems for the characters to solve

c. Evaluation

It evaluates the major events for the characters

d. Resolution

The resolution sorts out the problems for the characters

25

Neo (2005:2) states that a narrative has a structure, a shape or

pattern. It can be represented as follows:

1. Exposition

It establishes the characters and situations.

2. Rising action

It refers to a series of complication leads to the climax.

3. Climax

It is the critical moment when problems/conflicts demand something

to be done about them.

4. Falling action

It is the moment away from the highest peak of excitement.

5. Resolution

It consists of the result or outcome.

2. Language Features of Narrative Text

Sudarwati and Grace (2007:62) mention the language features of

narrative text those are:

b. The use of noun phrases (a beautiful princess, a huge temple)

c. The use of connective (first, before that, then, finally)

d. The use of adverbial phrases of time and place (in the garden, two

days ago)

e. The use of simple past tense (he walked away from the village)

f. The use of action verbs (sleep, walk, wake up)

g. The use of saying verbs (say, tell, ask)

26

h. The use of thinking verbs, feeling verbs, and verbs of senses (she felt

hungry, she thought she was clever, she smelt something burning).

3. The Example of Narrative Text

The example of narrative text, here as follow:

The Fly and the Bull

There was once a little fly who thought he was very important. He

felt proud of himself. One sunny morning, he flew around looking for

someone to talk to. He saw a bull grazing in a field. He decided to fly

down to talk to him.

The little fly flew down and buzzed around the bull’s head. The

bull did not bother him. He went on chewing grass.

The fly then buzzed right inside the bull’s ear. The bull continued

chewing grass. The fly thought, “What a stupid animal!”

Now, the fly decided to land on the bull’s horns to make the bull

notice him. He waited for the bull to say something but the bull kept

quiet.

The fly then shouted angrily, “Oh, Bull, if you find that I am too

heavy for you, let me know and I’ll fly away!”.

The bull laughed and said, “Little fly, I don’t care if you stay or

leave. You are so tiny and that your weight does not make any difference

to me, so please be quiet and leave me alone. ”

(Taken from Look Ahead 1, 2007)

27

G. Textbooks

According to Ur (2006:183), textbook is the course books which the

teacher and, usually, each student has a copy, and which is in principle to be

followed systematically as the basis for a language course. Books are an

important part of education in order to help the teacher runs the teaching

learning process. Moreover, books may make the class activities more

effective due to the materials in the book are vary depend on the level of

education or class. The teachers are able to organize the learning process

efficiently by using books. Students can learn more by using the same books

with their teacher.

The use of textbook in teaching learning process has many benefits.

As said by Harmer (2003:304), a good textbook is carefully prepared to offer

a coherent syllabus, satisfactory language control, motivating texts, tapes and

other accessories such as videotapes, CD-ROM, extra resource material, and

useful web links. They provide teachers under pressure with reassurance that,

even when they are forced to plan at last moment, they will be using material

which they can have confidence in. textbooks come with detailed teacher’s

guides which not only provide procedures for the lesson in the student’s book,

but also offer suggestions and alternatives, extra activities, and resources. The

adoption of a new textbook provides a powerful stimulus for methodological

development.

28

The point of discussion above that textbook has big influence for

educational field. Textbook can increase and gain the students’ knowledge.

Students can use the textbook to learn their material at home if their teacher

does not finished explaining it at school. So, textbook is one of the teacher’s

major tools in guiding learning. It concludes that textbook has important role

in learning process. Through textbook, learning process in classroom can be

done effectively because teacher and student will get guiding material clearly.

H. Look Ahead 1: An English Course for Senior High School

In teaching learning process, textbook as an authentic material is very

important aid. English textbook ‘Look Ahead: An English Course for Senior

High School Students Year X’ is textbook used for tenth grades in teaching

learning process. Look Ahead which published by Erlangga, consists of three

grades, Look Ahead: An English Course for Senior High School for tenth,

eleventh and twelfth grades.

According to Sudarwati, and Grace (2007:V), Look Ahead is a series

of English course books for secondary high school students. The materials

developed in this book have adapted the teaching learning cycle method

which put genres as the main tool in language learning. They have been

carefully design to meet students’ expectations in learning foreign, i.e. to

express their feeling and ideas.

29

All the activities in this book cover the four language skills: listening,

speaking, reading and writing. They encourage the students to develop their

competence in phonological/graphlogical and lexicogrammatical levels, as

well as their discourse and culture levels. Materials are organizes as an

integrated of activities around a text type being discussed.

At the end of the lesson, students are expected to achieve the

information level of literacy, i.e. to be able to get involve in communication

using English, spoken as well as written, not only for transactional and

interpersonal purposes but also to create English text types in various contexts

and adjust themselves to new communication demand.

30

CHAPTER IIIRESEARCH METHODS

A. Types of Research

There are two types of the research; quantitative and qualitative. The

researcher uses qualitative to conduct her research. As stated by Creswell

(2009:3), qualitative research is a means for exploring and understanding the

meaning individuals or groups ascribe to asocial or human problem. The

process of research involves emerging questions and procedures, data

typically collected in the participant’s setting, a focus on individual meaning.

The final report has a flexible structure.

According to Bodgan and Biken in Sugiyono (2012:21), qualitative

research has some characteristics as follows:

1. Qualitative research has the natural setting as the direct source of the data

and researcher is the key instrument.

2. Qualitative research is descriptive. The data collected is in the form of

words of pictures rather than number.

3. Qualitative research is concerned with the process rather than simply

outcomes or products.

4. Qualitative research tends to analyze their data inductively.

5. ‘Meaning’ is of essential to the qualitative approach.

31

Based on the explanation above, the researcher uses descriptive

qualitative method. The method is used since the data of research is adjective

phrase found in narrative text in English textbook “Look Ahead 1: An

English Course for Senior High School Students Year X”. The researcher

analyzes the data and describes adjective phrase in its structures and

functions.

B. Object of the Research

The object of this research is narrative text in English textbook “Look

Ahead 1: An English Course for Senior High School Students Year X”. The

researcher only chose six narrative texts in selected chapter from English


Students Year X”.

C. Unit of Analysis

The researcher used unit of analysis for doing this research. The unit

of analysis of this research is adjective phrase in its structures and functions

found in narrative text in English textbook “Look Ahead 1: An English

Course for Senior High School Students Year X”.

32

D. Data and Source of Data

Arikunto (2006:118) states that the data is all facts and numbers which

can be used as a course to arrange information. The data of this study are in

the form of visual text, the researcher takes some of narrative texts found in

the textbook as the data. There are six narrative texts in English textbook

“Look Ahead 1: An English Course for Tenth Grade of Senior High School

Students Year X” published by Erlangga.

As specified by Arikunto (2010:172), source of data on the research is

subject from where the data can be gained. In this study, the source of data is

English textbook “Look Ahead 1: An English Course for Senior High School

Students Year X” published by Erlangga (2007) written by Th. M. Sudarwati

and Eudia Grace.

E. Technique of Collecting Data

As declared by Sugiyono (2012:308), technique of collecting data is

the most strategic way in the research because the main objective of the

research is to gain the data. Without knowing the technique of collecting data,

the researcher will not get the data which fulfill the standard of set in data.

Based on the way of collecting data, the data can be collected by using

observation, interview, questioner, documentation and triangulation.

In this research, the researcher uses documentation as the technique of

collecting data for doing the research. Sugiyono (2012:329) claims that

document is the note of event in the past. Document can be written language,

33

pictures, or monumental work from a person. In the documentation method,

the researcher observes written things, such as diary, life histories, story,

biography, rules, policies, and etc.

The researcher uses documents to collect or gather the data she needs.

Through documentation, the researcher collects the data needed in the

narrative text in English textbook “Look Ahead 1: An English Course for

Senior High School Students Year X”. There are many phrases which will be

analyzed. The ways of the researcher to collect data as follows:

1. Searching the material related to this topic in some library, internet,

magazines, newspaper, and read books to get deep understanding.

2. Choosing the English textbook will be analyzed.

3. Collecting the narrative text from Look Ahead as the data.

4. Reading and understanding the narrative text from the textbook.

5. Sorting the narrative text from Look Ahead.

6. Classifying and presenting the adjective phrases in narrative text.

7. Writing the result of analysis.

F. Technique of Data Analysis

As defined by Sugiyono (2012:335) data analysis is a process of

finding and arranging systematically the data found from interviews, field

notes, and documentation. The way of analyzing data was by organized the

data into category, explained it into its parts, did syntheses, arranged it, chose

which was important and would be studied, and made a conclusion.

34

After the data were collected, they were analyzed by using the

following steps:

1. Organizing and preparing the data analysis.

2. Identifying the data based on structures and functions of adjective phrase.

3. Rechecking and making sure all data were organized properly.

4. Analyzing and interpreting the data selected.

5. Describing and discussing the structures and functions of adjective

phrase.

6. Drawing conclusions based on the data analyzed.

35

CHAPTER IVRESEARCH FINDINGS AND DISCUSSION

A. Research Findings

In this part, the researcher presents the findings of the research. The

findings of the research are based on statement of the problem which has been

stated on first chapter. Statements of the problem in this research,as follows:

1. How are the structures of adjective phrase found in narrative text in



2. What are the functions of adjective phrase found in narrative text in



The researcher chooses narrative text in English textbook “Look

Ahead 1: An English Course for Senior High School Students Year X” that

are involving adjective phrase because narrative text generally uses a lot of

adjective phrase within its texts. The researcher explains about adjective

phrase in its structures and functions as her way to answer the statements of

the problem proposed.

After analyzing the adjective phrase found in narrative text in English

Textbook ‘Look Ahead 1: An English Course for Senior High School

Students Year X’, the researcher found six narrative texts in selected chapter

that involves adjective phrase. The researcher discovered 42 adjective phrases

found in narrative text in that textbook. It is presented in the table 4.1.

36

Table 4.1

The Percentage of Adjective Phrase Structures Found in Narrative TextIn English Textbook “Look Ahead 1”

No Structures Total ofPhrase Percentage

1 Intensifier + Adjective 4 9.5%

2 Intensifier + Adjective + PrepositionalPhrase 4 9.5%

3 Adjective + Prepositional Phrase 2 4.8%

4 Prepositional Phrase 21 50%

5 Infinitive 2 4.8%

6 Participle Phrase 9 21.4%

Total 42 100%

From the table, it could be described that intensifier + adjective was

9.5% found in the text. Intensifier + adjective + prepositional phrase was also

9.5% found in the text. Adjective + prepositional phrase was 4.8%. For the

prepositional phrase, infinitive and participle phrase, the percentages were

50%, 4.8%, and 21.4%.

Table 4.2

The Percentage of Adjective Phrase Functions Found in Narrative TextIn English Textbook “Look Ahead 1”

No Functions Total of Phrase Percentage

1 Pre-modifier 1 2.4%

2 Post-modifier 32 76.2%

3 Subject Complement 9 21.4%

4 Object Complement - 0%

Total 42 100%

37

From the table, it could be described that pre-modifier was 2.4%

found in the text. For the post-modifier and subject complement, percentages

were 76.2% and 21.4%. While, object complement was not found in adjective

phrase found in narrative text in English Textbook ‘Look Ahead 1: An

English Course for Senior High School Students Year X’.

Based on the table above, the most dominant structure of adjective

phrase is prepositional phrase and the most dominant function of adjective

phrase is post modifier. Then, there was no function that reflected object

complement. The analysis of adjective phrase structures and functions in

narrative text in English Textbook ‘Look Ahead 1: An English Course for

Senior High School Students Year X’ would be presented on the discussion

part.

B. Discussion

In this stage, the researcher gives a discussion about the research

findings. This research was conducted to analyze adjective phrase in its

structures and functions found in narrative text. The data were taken from six

narrative texts in English Textbook ‘Look Ahead 1: An English Course for

Senior High School Students Year X’. The adjective phrase found in

narrative texts in English Textbook ‘Look Ahead 1: An English Course for

Senior High School Students Year X’ is displayed in the table 4.3.

38

Table 4.3

The Adjective Phrases Found in Narrative Text inEnglish Textbook “Look Ahead 1”

No NarrativeText

AdjectivePhrases Sentence Number of

Sentence Total

1 Text A too lazy todo that

He was too lazyto do that, so hethought hewould teach thefish to live outof water.

3 1

2 for himself

When the Indianwent out to digworms to eat,Tommy wentalong too andgot some forhimself.

8 1

3 of

everythingfor that fish

The Indian ofeverything forthat fish, untilTommy didn’tneed any waterat all.

9 1

4

coming totown withTommyfollowingalong theroad behind

You’d see himcoming to townwith Tommyfollowing alongthe road behind,just like a dog,only of coursehe traveled agood deal like asnake andalmost as fast.

12 1

39

No NarrativeText


Sentence Total

followingalong theroad behind

You’d see himcoming to townwith Tommyfollowing alongthe road behind,just like a dog,only of coursehe traveled agood deal like asnake andalmost as fast.

12 1

5 really sad

Well, it wasreally sad theway that Indianlost his fish andit was unusual,too.

13 1

6 coming

alongbehind

He went to townone day withTommy comingalong behind, asusual.

14 1

7 in the road

There was abridge in theroad and theIndian came toit.

15 1

8 of this pet

He went backaway and called,but he stillcouldn’t see anysign of this pet.

18 1

40

No NarrativeText


Sentence Total

9 floating onthe water

So he went tothe hole andlooked down,sure enough,there wasTommy, floatingon the water,bottom-side up.

20 1

10 Text B of Crete

Minos, the kingof Crete, hiredDaedalus whocreated manyingeniousinventions whilein ruler’sservice.

3 1

11 of Minotaur

Daedulus helpedMino’sdaughter,Ariadne escapewith Theseus,the slayer ofMinotaur.

5 1

12 for thecrime

As punishmentfor the crime,MinosimprisonedDaedalus andhis young son,Icarus, in theLabyrinth.

6 1

41

No NarrativeText


Sentence Total

13 Text C from awalnut shell

The womanmadeThumbelina abed from awalnut shell.

12 1

14 of water made from

a tulip leaf

Her favoritegame wassailing across abowl of water ina boat madefrom a tulip leaf.

14 2

15 for my son sleeping in

her tiny bed

“Just the wifefor my son!” thetoad declaredwhen it sawThumbelinasleeping in hertiny bed.

17 2

16

of thegarden

with muddybanks

At the bottom ofthe garden, therewas a streamwith muddybanks, and thatwas where theold toad livedwith her son.

19 2

17 in the

middle ofthe stream

We’ll put her ona water-lily leafin the middle ofthe stream soshe won’t beable to escape.

24 1

42

No NarrativeText


Sentence Total

18 for thewedding

Then we canclear out thebest room forthe wedding.

25 1

19 in the

middle of astream

In the morning,when she wokeup, Thumbelinawas startled tofind herself on abig green leaf inthe middle of astream.

26 1

20 Text D very proudof himself

A dog wasfeeling veryproud ofhimself.

1 1

21 to eat it

He quicklycarried it in hismouth and ranoff to find aplace to eat it.

3 1

22 very clear

He came to astream whichhad very clearwater.

4 1

23 taking his

own sweettime

He started towalk across it,taking his ownsweet time.

5 1

43

No NarrativeText


Sentence Total

24

lookingback at him

in hismouth

He saw a dogthere lookingback at him,also with a bonein his mouth.

8 2

25 Text E very

important

There was oncea little fly whothought he wasvery important.

1 1

26 proud ofhimself

He felt proud ofhimself. 2 1

27 to talk to

One sunnymorning, heflew aroundlooking forsomeone to talkto.

3 1

28 grazing in afield

He saw a bullgrazing in afield.

4 1

29 too heavyfor you

The fly thenshouted angrily,“Oh, bull, if youfind that I amtoo heavy foryou, let meknow and I’llfly away!”

14 1

44

No NarrativeText


Sentence Total

30 so tiny

You are so tinythat your weightdoes not makeany differenceto me, so pleasebe quiet andleave mealone.”

16 1

31 Text F

veryfamous inthe land

of PrabuBaka

Roro Jonggrangwhose beautywas veryfamous in theland was thedaughter ofPrabu Baka, anevil king.

2 2

32 with super

naturalpower

One day, ahandsomeyoung man withsuper naturalpower, namedBandungBondowoso,defeated andkilled PrabuBaka.

3 1

33 of herfather

Meanwhile,Princess RoroJonggrang feltsad due to thedeath of herfather.

5 1

45

No NarrativeText


Sentence Total

34 afraid ofBandung

But she wasalso afraid ofBandung. 7 1

35

in thepalace

of grindingrice

She woke up allthe women inthe palace andordered them tomake the noisysounds ofgrinding rice sothat the roosterswould think ithad alreadydawn.

17 2

Total 42

Based on the table above, it can be described that there are 42

adjective phrases perform in 35 sentences found in six narrative texts in

English Textbook ‘Look Ahead 1’. The researcher discovered 7 structures

and 3 functions from 42 adjective phrases found in narrative text in English


Students Year X”. It is displayed in the table 4.4.

46

Table 4.4

The Structure and Functions of Adjective Phrase Found in Narrative TextinEnglish Textbook “Look Ahead 1”

Functions

Structures

Pre-modifier Post-modifier Subject

ComplementObject

Complement

Intensifier +Adjective

veryclear -

really sad very

important so tiny

-

Intensifier +Adjective +PrepositionalPhrase

- -

too lazy todo that

very proudof himself

too heavyfor you

veryfamous inthe land

-

Adjective +PrepositionalPhrase

- -

proud ofhimself

afraid ofBandung

-

PrepositionalPhrase -

for himself of

everythingfor that fish

in the road of this pet of Crete of Minotaur for the

crime from a

walnut shell

- -

47

Functions

Structures


ComplementObject

Complement

of water for my son of the

garden with muddy

banks in the

middle ofthe stream

for thewedding

in themiddle of astream

in hismouth

of PrabuBaka

with supernaturalpower

of herfather

in thepalace

of grindingrice

Infinitive - to eat it to talk to - -

Participle Phrase -

coming totownfollowingalong theroad behind

followingalong theroad behind

- -

48

Functions

Structures


ComplementObject

Complement

comingalongbehind

floating onthe water

sleeping inher tiny bed

taking hisown sweettime

lookingback at him

grazing in afield

made froma tulip leaf

According to the table of structures and functions of adjective phrase

above, it can be seen that there are 3 functions and 7 structures from 42

phrases in 35 sentences, such pre-modifier (intensifier + adjective), post-

modifier (prepositional phrase, infinitive, and participle phrase), subject-

complement (intensifier + adjective, intensifier + adjective + prepositional

phrase, and adjective + prepositional phrase). Here were the discussions of

adjective phrasein its structures and functions.

49

1. Pre-modifier

The first analysis is about adjective phrase functions as pre-

modifier. There is only one structure of adjective phrase functions as pre-

modifier that is intensifier + adjective. The researcher shows the data of

adjective phrase structures, as follows:

The first structure is intensifier + adjective found in narrative text

D on 4th sentences, as revealed:

He came to a stream which had very clear water.

(Taken from Look Ahead 1 page 55)

The phrase “very clear water” is an adjective phrase because it

modifies the noun ‘water’. The structure consists of intensifier ‘very’ and

adjective ‘clear’.

2. Post -modifier

The second analysis is about adjective phrase functions as post-

modifier. There are three structures of adjective phrase functions as post-

modifier: prepositional phrase, infinitive, and participle phrase. The

researcher shows the data of adjective phrase structures, as follows:

a. Prepositional Phrase

The second structure is prepositional phrase found in

narrative, for example in text A on the 8th sentences, as revealed:

When the Indian went out to dig worms to eat, Tommy wentalong too and got some for himself.


50

The phrase “for himself” is an adjective phrase because it

modifies the noun ‘some’.

b. Infinitive

The third structure is infinitive found in narrative text, for

example in text E on the 3th sentences, as revealed:

One sunny morning, he flew around looking for someone totalk to.


The phrase “to talk to” is an adjective phrase because it

modifies the noun ‘someone’.

c. Participle Phrase

The fourth structure is participle phrase found in narrative

text, for example in text E on the 4th sentence, as revealed:

He saw a bull grazing in a field.


The phrase “grazing in a field” is an adjective phrase because

it modifies the noun ‘a bull’.

3. Subject Complement

The third analysis is about adjective phrase functions as subject-

complement. There are three structures of adjective phrase functions as

subject-complement: intensifier + adjective, intensifier + adjective +

prepositional phrase and adjective + prepositional phrase. The researcher

shows the data of adjective phrase structures, as follows:

51

a. Intensifier + Adjective

The fifth structure is intensifier + adjective found in narrative

text, for example in text A on the 13th sentences, as revealed:

Well, it was really sad the way that Indian lost his fish and itwas unusual, too.


The phrase “really sad” is an adjective phrase because it

consists of intensifier ‘really’ and adjective ‘sad’. It functions as

subject complement because it follows linking verb ‘was’.

b. Intensifier + Adjective + Prepositional Phrase

The sixth structure is intensifier + adjective + prepositional

phrase found in narrative text, for example in text D on the 1st

sentence, as revealed:

A dog was feeling very proud of himself.


The phrase “very proud of himself” is an adjective phrase

because it consists of intensifier ‘very’, adjective ‘proud’ and

prepositional phrase ‘of himsef’. It functions as subject complement

because it follows linking verb ‘was’.

c. Adjective + Prepositional Phrase

The seventh structure is adjective + prepositional phrase

found in narrative text, for example in text E on the 2nd sentences, as

revealed:

He felt proud of himself.(Taken from Look Ahead 1 page 56)

52

The phrase “proud of himself” is an adjective phrase because

it consists of adjective ‘proud’, and prepositional phrase ‘of himself’.

It functions as subject complement because it follows linking verb

‘felt’.

The researcher discovered that adjective phrase used in the text in its

structures and functions. The researcher found that there are 3 functions and 7

structures from 42 phrases in 35 sentences, such as pre-modifier (intensifier +

adjective), post-modifier (prepositional phrase, infinitive, and participle

phrase), subject-complement (intensifier + adjective, intensifier + adjective +

prepositional phrase, and adjective + prepositional phrase).

After presenting and analyzing the adjective phrase found in narrative

text in English Textbook ‘Look Ahead 1: An English Course for Senior High

School Students Year X’, it is concluded that the dominant structures of

adjective phrase found in narrative text in English Textbook ‘Look Ahead 1:

An English Course for Senior High School Students Year X’ is prepositional

phrase (50%). The dominant functions of adjective phrase found in narrative

text in English Textbook ‘Look Ahead 1: An English Course for Senior High

School Students Year X’ is post modifier (76.2%). While, object complement

was not found in adjective phrase found in narrative text in English Textbook

‘Look Ahead 1: An English Course for Senior High School Students Year X’.

53

CHAPTER VCONCLUSION AND SUGGESTION

A. Conclusion

After analyzing the adjective phrase which are found in narrative text

in English Textbook ‘Look Ahead 1: An English Course for Senior High

School Students Year X’, the researcher summarizes the result of her research

in this part. The researcher presents the important point of discussion. The

researcher found that there are 3 functions and 7 structures from 42 phrases in

35 sentences, such as pre-modifier (intensifier + adjective), post-modifier

(prepositional phrase, infinitive, and participle phrase), subject-complement

(intensifier + adjective, intensifier + adjective + prepositional phrase, and

adjective + prepositional phrase). The researcher can draw the conclusion, as

follows:

1. The dominant structures of adjective phrase found in narrative text in


School Students Year X’ is prepositional phrase (50%).

2. The dominant functions of adjective phrase found in narrative text in


School Students Year X’ is post modifier (76.2%).

3. Object complement was not found in adjective phrase found in narrative

text in English Textbook ‘Look Ahead 1: An English Course for Senior

High School Students Year X’.

54

B. Suggestion

1. To the readers

The researcher suggests that the readers to explore more study and

research about analysis of adjective phrase in its structures and functions

to get a deep understanding of adjective phrase.

2. To the students

As grammar has been one of the important aspects in studying English,

the researcher hopes that the students can gain more knowledge and

study about grammar. Hopefully, they also can improve English skill by

mastering grammar ability.

3. To the other researcher

The researcher hopes that the other researchers will focus on different

object. Finally, it is expected that the future researcher will analyze other

aspects of grammar from many sources whether they are textbooks,

articles, magazines or journals.

REFERENCES

Brinton, Laurel J. 2000. The Structure of Modern English: A linguisticIntroduction. Amsterdam: John Benjamins B.V.

Butt, D., Fahey, R., Feez, S., Spinks, S., & Yallop, C. 2000. Using FunctionalGrammar: An Explorer’s guide (2nd ed.). Sydney. NCELTR.

Creswell, W. John. 2009. Research Design. 3rd Edition. USA: SAGE Publications,Inc.

Crystal, David. 2008. A Dictionary of Linguistic and Phonetics. Cambridge:Cambridge University Press.

Departemen Pendidikan Nasional. 2004. Kurikulum Tingkat Satuan Pendidikan2004. Jakarta: Dekdiknas RI.

Desy, Wulandari. 2013. The Lexical and Structural Ambiguity Analysis in NewsItem Text Consisted in English Textbook “Look Ahead” used by the firstgrade students of Senior High School. English Department Faculty ofTeacher Training and Educational Sciences Muhammadiyah University ofPurworejo: Unpublished Thesis.

Greenbaum, Sidney and Gerald Nelson. 2002. An Introduction English Grammar.2nd Edition. London: Longman.

Harmer, Jeremy. 2001. The Practice of English Language Teaching. City: PearsonEducational Limited.

Herman, David. 2007. The Cambridge Companion to Narrative. New York:Cambridge University Press.

Hyland, Ken. 2007. Genre and Second Language Writing. USA: MichiganUniversity Press.

Imam, Rochim. 2013. An Analysis of English Noun Phrase in Football News inGoal.com Headline (Syntactical Study of English Noun Phrase in SpokenText in Football Headlines News of Bayern Munich Road to FinalChampions League in April-May Editions). English Department Faculty ofTeacher Training and Educational Sciences Muhammadiyah University ofPurworejo: Unpublished Thesis.

Jackson, Howard. 2005. Good Grammar for Students. London: SAGEPublications, Inc.

Khalimahtus, Sakdiyah. 2011. A Transitivity Analysis of Narrative TextsConsisted in English Textbook “Look Ahead” Used by the First GradeStudents of Senior High School. English Department Faculty of TeacherTraining and Educational Sciences Muhammadiyah University ofPurworejo: Unpublished Thesis.

Knapp, Peter and Megan Watkins. 2005. Genre, Text, Grammar. Australia:University of New South Wales Press Ltd.

Meylisa, Debora Carolina Br Barus. 2012. A Study of Adjective Phrase in the OldMan and the Sea by Ernest Hemingway. English Department Faculty ofCultural Studies Sumatera Utara University of Medan: UnpublishedThesis.

Meyers, Allan. 2005. Gate Ways to Academic Writing: Effective SentencesParagraph and Essay. New York: Longman.

Miller, Jim. 2002. An Introduction to English Syntax. Edinburgh: EdinburghUniversity Press Ltd.

Neo, Ernest. 2005. Narrative for ‘0’ Level. City: Longman.

O’Dwyer, Bernard. 2000. Modern English Structures: Form, Function, andPosition. Canada: Broadview Press.

Purpura, James. 2004. Assessing Grammar. United Kingdom: CambridgeUniversity Press.

Sugiyono. 2012. Metode Penelitian Pendidikan: Pendekatan Kuantitatif,Kualitatif, dan R&D. Bandung: Penerbit Alfabeta

Suharsimi, Arikunto. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik.Jakarta: PT.Rineka Cipta.

. 2010. Prosedur Penelitian: Suatu Pendekatan Praktik.Jakarta: PT.Rineka Cipta.

Th. Sudarwati, M. and Eudia Grace. 2007. Look Ahead Book 1: An EnglishCourse for Senior High School Students Year X. Jakarta: Erlangga.

Ur, Penny. 2006. A Course in Language Teaching: Practice and Theory.Cambridge: Cambridge University Press.

Widdowson, H.G. 2007. Aspects of Language Teaching. Oxford: OxfordsUniversity Press.

Text A

Once there was an Indian who had a pet fish named Tommy, which hekept in a barrel.

But the fish got pretty big and the Indian had to change the water a gooddeal to keep him alive. He was too lazy to do that, so he thought he would teachthe fish to live out of water.

He began by taking Tommy out of the barrel for a few minutes at a time,pretty often, and then he took him out more often and kept him out longer. Aftersometime Tommy could stay out a good while if he was in some wet grass.

Then the Indian found he could leave him in the wet grass all night andpretty soon that fish could live in the shade whether the grass was wet or not. Bythat time he had got pretty tame, too and he used to follow the Indian around agood deal. When the Indian went out to dig worms to eat, Tommy went along tooand got some for himself. The Indian of everything for that fish, until Tommydidn’t need any water at all. He could go anywhere down a dusty road and stay allday out in the hot sun.

So, people wanted to buy Tommy, but the Indian said he wouldn’t sell afish like that for any amount of money. You’d see him coming to town withTommy following along the road behind, just like a dog, only of course hetraveled a good deal like a snake and almost as fast.

Well, it was really sad the way that Indian lost his fish and it was unusual,too. He went to town one day with Tommy coming along behind, as usual. Therewas a bridge in the road and the Indian came to it. He saw there was a hole in it,but he went over it without thinking. A little later he looked around for Tommybut he couldn’t find him. He went back away and called, but he still couldn’t seeany sign of this pet.

Finally, he came to the bridge and saw the hole, and he thought right awaythat maybe his fish had fallen in there. So he went to the hole and looked down,sure enough, there was Tommy, floating on the water, bottom-side up. He’d fallenthrough that hole into the river and drowned.

(Taken from: Look Ahead 1, 2007:41-42)

Text B

Daedulus was a skilled Athenian craftsman and inventor. Daedalus tookhis nephew Perdix (Talos) who was a brilliant craftsman with Daedulus to Crete.

Minos, the king of Crete, hired Daedalus who created many ingeniousinventions while in ruler’s service. His work included the Labyrinth, a mazelikebuilding, which imprisoned a monster called the Minotaur (half man, half bull).

Daedulus helped Mino’s daughter, Ariadne escape with Theseus, theslayer of Minotaur. As punishment for the crime, Minos imprisoned Daedalus andhis young son, Icarus, in the Labyrinth.

(Taken from: Look Ahead 1, 2007:47)

Text C

Thumbelina

There was once a woman who wanted a small child but didn’t know whereto get one. So she went to a witch for help.

“A little child?” said the witch, “That’s easy. Here’s a magic seed. Plant itin a flower pot and see what happens!”

The woman thanked the witch, paid her with a piece of silver, and wenthome to plant the magic seed. As soon as it touched the soil, the seed grew into atulip, whose flower opened with a pop. In the middle of the flower sat a tiny girl.

“Why, the pretty little thing is hardly as big as my thumb!” cried thewoman. “I am going to call her Thumbelina.”

The woman made Thumbelina a bed from a walnut shell. Instead of goingout, Thumbelina played on the kitchen table. Her favorite game was sailing acrossa bowl of water in a boat made from a tulip leaf. As she sailed, she sang in a high,sweet voice.

One night, an old toad got in through an open window and hopped downonto the kitchen table. “Just the wife for my son!” the toad declared when it sawThumbelina sleeping in her tiny bed. The toad picked up the walnut shell andhopped out through the window into the garden. At the bottom of the garden,there was a stream with muddy banks, and that was where the old toad lived withher son. He was even damper and uglier than his mother. When he saw the prettygirl asleep in the walnut shell, all he could say was, “Ribbik! Ribbik!”. “Not soloud!” whispered the old toad. “If you wake her up, she’ll run away. We’ll put heron a water-lily leaf in the middle of the stream so she won’t be able to escape.Then we can clear out the best room for the wedding.”

In the morning, when she woke up, Thumbelina was startled to find herselfon a big green leaf in the middle of a stream.


Text D

Greedy Dog

A dog was feeling very proud of himself. He had found a big, juicy bone atthe market. He quickly carried it in his mouth and ran off to find a place to eat it.

He came to a stream which had very clear water. He started to walk acrossit, taking his own sweet time. He was thinking what a wonderful time he wouldhave when he could eat the whole juicy bone, all by himself.

Suddenly he stopped and looked down into the water. He saw a dog therelooking back at him, also with a bone in his mouth. He did not know he waslooking at himself.

He said to himself, “That dog’s bone looks bigger than mine. I’ll grab hisbone and run away as fast as I can!”


Text E

The Fly and the Bull

There was once a little fly who thought he was very important. He feltproud of himself. One sunny morning, he flew around looking for someone to talkto. He saw a bull grazing in a field. He decided to fly down to talk to him.

The little fly flew down and buzzed around the bull’s head. The bull didnot bother him. He went on chewing grass.

The fly then buzzed right inside the bull’s ear. The bull continued chewinggrass. The fly though, “What a stupid animal!”

Now the fly decided to land on one of the bull’s horns to make the bullnotice him. He waited for the bull to say something, but the bull kept quiet.

The fly then shouted angrily, “Oh, bull, if you find that I am too heavy foryou, let me know and I’ll fly away!”

The bull laughed and said, “Little fly, I don’t care if you stay or leave. Youare so tiny that your weight does not make any difference to me, so please be quietand leave me alone.”

(Taken from: Look Ahead 1, 2007:56-57)

Text F

Bandung Bondowoso and Roro Jonggrang

Once, there was a beautiful Javanese princess whose name was RoroJonggrang. Roro Jonggrang whose beauty was very famous in the land was thedaughter of Prabu Baka, an evil king.

One day, a handsome young man with super natural power, namedBandung Bondowoso, defeated and killed Prabu Baka. On seeing Princess RoroJonggrang’s beauty, Bandung Bondowoso fell in love and wanted to marry her.

Meanwhile, Princess Roro Jonggrang felt sad due to the death of herfather. She did not want to marry Bandung because he had killed her father. Butshe was also afraid of Bandung. So to refuse politely, she made a condition. “Iwill marry you but you have to build one thousand temples in one night as awedding gift.” requested Roro Jonggrang. Bandung agreed with this condition.

Helped by the spirits of demons, Bandung Bondowoso started building thetemples. Approaching midnight, the work was nearly done. Roro Jonggrang knewand thought, “What shall I do? Bandung is smarter than me. I will lose againstBandung.”

Suddenly she got an idea. She woke up all the women in the palace andordered them to make the noisy sounds of grinding rice so that the roosters wouldthink it had already dawn.

Bandung Bondowoso got frustrated because he failed to complete thethousandth temple. “The princess had deceived me!” Following his anger, hecursed Roro Jonggrang, “You have cheated me. Now, the thousandth temple isyou!”

At once, the princess turned into a statue. Knowing this, BandungBondowoso regretted this and he went away into a far land. From then, peoplecalled the temple Prambanan temple and the princess statue, Roro Jonggrangstatue.


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