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CHAPTER IV FINDINGS AND DISCUSSION
This chapter discusses the answers of the two research questions that emerge as the result of this study. This chapter is divided into two sections. The
first section is finding section in which the description of the finding in this study are presented. The second section is discussion section where the two research
questions answered by using the findings of the study that have been described in the first section.
A. Findings
The features of pragmatic information investigated in this study were Speech act Information, Usage, Politeness, Register, Style, and Cultural
Information. Those features are proposed by Wichien and Aksornjarung 2011. The books were analyzed both quantitatively and qualitatively using tables
as instruments for the data collection. The investigation was conducted on the basis of unit-by-unit inspection of the two selected books and any new point of
information related to Speech Act Information, Usage, Politeness, Register, Style, and Cultural Information even if they appeared in only one phrase in every
chapter were counted as an aspect of information. As stated in chapter three, this study investigates two English textbooks
for senior high school. The data collection technique was done by line-by-line base analysis both quantitatively and qualitatively, then a conclusion was drown
64
65 based on chapter or unit. The number of chapter or unit of each book can be seen
in the following table. Table 4.1 : The Number of Units and Pages of Each Book
Textbook Number of Units
Chapters Number of Pages
Mean Number of Pages
Pathway to English 11
256 23.27
Talk Active 8
136 17
As shown in the table above, there is significantly- different number of pages between both books. There are more pages of Path Way to English than that
of Talk Active because the number of chapters of each book are different. Pathway to English has three extra chapters than Talk Active has.
In addition, the number of pages between chapters of the textbooks are also not the same. It can be seen from the mean number of pages of each book
which is different. The mean number of pages was found by dividing the number of pages of each book with the number of chapters of each book. The mean of
Pathway to English is 23.27, whereas the mean of Talk Active is 17. In other words, Pathway to English has higher mean than Talk Active has. The greater
variability in Pathway to English could be the result of the longer overall book length. This means that in terms of chapter, Pathway to English has more pages of
each chapter than Talk Active has. This happens because both books have different paper size and font size, where Pathway to English uses smaller paper size than
Talk Active does. Consequently, Pathway to English has more pages of each chapter than that of Talk Active does. Once the textbooks were determined to be
approximately equivalent in terms of length, page by page analysis of the
66 textbooks was conducted to find out the amount and quality of pragmatic
information included in the textbooks. The textbooks being studied are integrated- four-skill course books, which
cover listening, speaking, reading, and writing sections. Since these books cover four language skills, this study will be a tiring work to cover all those skills. Thus,
this study only focuses on the materials which focus on functional text or the speech act. Thus, this study analyzed the listening and speaking tasks of Talk
Active and speaking tasks of Pathway to English. Some listening tasks of Pathway to English were intentionally left because the focus of such tasks are vocabulary
development, not language function focus tasks. As mentioned before, this study was done by using line-by-line based
analysis. Thus, any new point of information which contains speech act information, politeness, styles, usage, register, and cultural information, even they
only appeared in only one phrase, considered as one aspect of information, and then it was tabulated by number of pages in the table analysis. Doing such
method, the researcher found the following results. Table 4.2 : Distribution of the Pragmatic Information in Each Unit of Talk Active
Unit Themes S
p ee
ch Ac
t
In for
m at
ion
Polite n
ess S
tyle Usage
Re giste
r Cul
tural In
for m
at ion
Unit 1: Memorable Moments 5
4 Unit 2: Indonesian Folklore
4 4
Unit 3: Leisure Time 5
2 5
Unit 4: Friendship 4
1 Unit 5: Successful People
5 2
4 Unit 6: Famous People
5 2
1 6
67 Unit 7: Sport
5 1
Unit 8: Reading is Fun 5
7
Total 38
6 1
32
Table 4.2 above shows the distribution of pragmatic information based on units in Talk Active. Based on the table above, it can be seen that speech act
information has the highest distribution number among other five features, and then it is followed with register, styles, and usage. Meanwhile, politeness and
cultural information are totally absent in the textbook. Table 4.3 : The Distribution of the Pragmatic Information in Each Unit of Pathway
to English
Unit Themes S
p ee
ch Ac
t
In for
m at
ion
Polite n
ess S
tyle Usage
Re giste
r Cul
tural In
for m
at ion
Unit 1: How floods Occur 4
1 1
1 Unit 2 : Why do earthquakes happen?
4 1
1 Unit 3: What causes Tsunami?
5 1
Unit 4: How juvenile delinquency occurs? 5
1 1
Unit 5: What causes poverty? 5
1 1
Unit 6: What should I do to prevent floods? 4
1 1
Unit 7: What expert and rescuers recommend during earthquakes?
3 1
Unit 8: What gigantic sea waves? 4
1 1
Unit 9: Who to blame for student brawls 4
1 Unit 10: Many hands make light work
4 1
1 Unit 11: This land is mine.
7 1
Total 49 2
6 11 0
Table 4.3 above shows the distribution of pragmatic information based on units in Pathway to English. Based on the table above, it can be seen that similar
to the previous textbook, speech act information has the highest distribution number among other five features. Then it is followed with register, usage, and
68 then politeness. Meanwhile styles and cultural information are totally absent in the
textbook. If we look at those two tables above Table 4.2 And Table 4.3 in detail,
we can see that the number of pragmatic features in each textbook is not the same. To make it easy, the researcher presents the last result of the number of pragmatic
features in each textbook as follows. Table 4.4: The Comparison of Pragmatic Information in Both Textbooks
Investigated
Pragmatic Features Talk Active
Pathway to English
Speech Act Information 38
49 Politeness
2 Styles
6 Usage
1 6
Register 13
11 Cultural Information
Total 58
68
Table 4.4 shows the frequency of pragmatic information in the whole textbooks. It can be seen that there is difference in number of frequency between
Talk Active and Pathway to English. Overall, the pragmatic information of both textbooks are distributed in 58 pages for Talk Active and 68 for Pathway to
English. According to the total frequency of all pragmatic information which can be seen in the bottom line of the table, the range between both English textbooks
is 10 in which Talk Active is lower than Pathway to English is. It should be noted that both English textbooks being investigated are also
divided into units as shown in Table 4.1. Talk Active consists of 8 units, and Pathway to English consists of 11 units. Those frequencies of pragmatic
69 information are distributed also through all of the units of respective textbooks.
Thus, it can be inferred that the pragmatic information which happen in 58 cases are distributed in 8 units, and 68 cases are distributed in 11 units. The distribution
of the pragmatic information in each textbook based on their presentation in each unit can be seen in the tables below in turn.
Table 4.5: Features of Pragmatic Information in Pathway to English
Number TopicsUnits
Pragmatic Features
Sp ee
ch A ct
Inf or
m a
ti on
Poli tene
ss Styl
e U
sage R
egi st
er C
ult ura
l
Infor m
a ti
on
1 How floods Occur
1 1
1
1
2 Why do earthquakes happen?
1
1
1
3 What causes Tsunami?
1 1
4 How juvenile delinquency
occurs?
1
1
1
5 What causes poverty?
1 1
6 What should I do to prevent
floods?
1
1
1
7 What expert and rescuers
recommend during earthquakes?
1 1
8 What gigantic sea waves?
1
1
1
9 Who to blame for student
brawls
1 1
10 Many hands make light work
1
1
1
11 This land is mine.
1 1
Total 11
2 6
11
Percentage 100 18 0 54.5 100
The table above shows in general the distribution of each feature in every unit of the book. At a glance, it can be seen that Pathway to English does not
cover all of the features investigated in this study. Of six features, only four features are included in the textbook. They are speech act information, politeness,
usage, and register. Meanwhile styles and cultural information are absent in the
70 textbook. The distribution of the features in the textbook is 100 for speech act
information and register, 54.5 for usage, and 18 for politeness.
Table 4.6: Features of Pragmatic Information in Talk Active
Number TopicsUnits
Pragmatic Features
Sp ee
ch A ct
Inf or
m a
ti on
Poli tene
ss Styl
e U
sage R
egi st
er C
ult ura
l
Infor m
a ti
on
1 Memorable Moments
1 1
2 Indonesian Folklore
1 1
3 Leisure Time
1
1
1
4 Friendship
1 1
5 Successful People
1
1
1
6 Famous People
1
1 1
1
7 Sport
1 1
8 Reading is Fun
1 1
Total
8
3 1
8
Percentage
100 0 37.5 12.5 100
Table 4.6 above generally shows the distribution of each feature in every unit of Talk Active. At a glance, it can be seen that the textbook does not cover all
of the features under investigation. Of six features, only four features are included in the text book. They are speech act information, styles, usage, and register.
Meanwhile, politeness and cultural information are absent in the textbook. The distribution of the features in the textbook is 100 for speech act information,
100 for register, 37.5 for styles, and 12.5 for usage. By comparing two tables above, the overall pragmatic information features
provided by the writers in their books can be seen clearly. It is obvious that not all of the features of pragmatic information exist in every unit of the books
71 respectively. The English textbooks being studied do not include all of the
features under investigation. Of six features, only cultural information is excluded in both textbooks. To add, the distribution of the features in the textbooks is also
irregular. Sometimes the features only exist in the first three units, and are absent in the rest of the units, or they appear in the textbooks randomly based on the
units. The detail information of respective feature will be discussed in the following section.
B. Discussion
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