The Objective of the Study The Object of the Study

There are some advantages and disadvantages of using commercial textbooks in teaching and learning process. Those advantages and disadvantages depend on how teachers use them and the context for their use. 8 The advantages of commercial textbooks are: a. They provide structure and a syllabus for a program b. They help standardize instruction c. They maintain quality d. They provide a variety of learning resources e. They are efficient f. They can provide effective language models and input g. They can train teachers h. They are visually appealing 9 As it is mentioned before, there are also disadvantages of commercial textbooks. They are: a. They may contain inauthentic language b. They may distort content c. They may not reflect students‟ need d. They can deskill teachers e. They are expensive 10 In addition, Harmer states that there are obvious advantages of textbook for both teachers and students. Good textbook often contain lively and interesting material; they provide a sensible progression of language items, clearly showing what has to be learnt and in some cases summarizing what has been studied so that students can revise grammatical and functional points that they have been concentrating on. Textbook can be systematic about the amount of vocabulary presented to the student and allow students to study on their own outside the class. Good textbooks also relieve the teacher from the pressure of having to think of original material for every class. Indeed there is a greater variety of published material for teaching and learning English than ever before. 11 8 Jack C. Richard, Curriculum Development in Language Teaching, Cambridge: Cambridge University Press, 2001, p. 254. 9 Ibid., p. 254-255. 10 Ibid., p. 255-256. 11 Jeremy Harmer, The Practice of English Language Teaching, New York: Longman Publishing, 1991, p. 257. From the statement above, the writer concludes that some of the advantages of a good textbook are: textbook can interest the students because it is easy to read so they can study on their own, textbook provides suitable materials for students, and textbook can be used as a good guidance by teachers so they do not feel burdened to prepare different material for different class. Moreover, Harmer also mentions some disadvantages of textbooks. He states: But textbooks can also have an adverse effect on teaching for a number of reasons. As we have already said they tend to concentrate on the introduction of new language and controlled work: a teacher relying too heavily on the textbook will often not be encouraged to provide enough roughly-tuned input or output practice. Textbooks also tend to follow the same format from one unit to the next. There are good reasons why this should be the case: they are thus easier to „get to know‟ and to handle, both for teacher and student, and they are also easier to design and write. But this similarity of format generally involves a rigid sequence. Alost all textbooks at the elementary level start by introducing new language, for example, and they then follow a sequence of practice combining the new language with language the students already know. Reading and listening generally have a set place in the sequence and each unit looks more or less like those that come before and after it. 12 Teachers who rely so much on the use of textbook without using other materials often find it difficult to improve the teaching of the language. They tend to focus on what is written better than to provide other materials that support the language teaching. This is one of the disadvantages of textbook. Further, another disadvantage is textbook form a same format from one unit to the next. This may make students feel bored for learning in same sequence. To sum up, the use of commercial textbooks in teaching and learning process has advantages and disadvantages as mentioned before. Thus, teachers have to be able to select a suitable textbook for their students in 12 Ibid. order to give the advantages and finally make students to be able to achieve the objective of the learning especially in reading comprehension.

3. The Selection of Textbook

In the selection of textbooks, teachers first need to obtain some information or data related to those textbooks. The data can be obtained from both the textbook and the textbook users. 13 The data obtained from the textbook means the data collection and description on the form and content of the textbook itself. The sources of this data are authors and publishers ‟ information, textbook reviews, checklists, and textbook descriptions and the development of new descriptive tools. Furthermore, the data obtained from textbook users means the data collection and description on the effects textbooks have on their users. These effects include the effects on teachers, students and the process of teaching and learning. The sources of this data are users‟ judgements and experimental research into the effects of textbooks. 14 In addition, since teachers are not the ones who create materials in this case is in the form of textbook but provide them and they need to rely largely on commercial textbooks, they have to make a good decision on selecting a suitable textbook for their students. According to van Els et. al., there are two stages in the selection of a textbook: 1. Global selection. This is a first selection of textbooks which have sufficient superficial appeal. The information needed to make such a choice can be obtain from textbook reviews, users‟ judgement, information from authors and publishers, and the teahers‟ own global analysis based, for intance, on a textbook typology. 2. Analysis of the textbooks remaining after first selection. For this purpose checklists, comparative textbook descriptions, detailed comments from users, and, where available, reports on empirical 13 Van Els, op. cit., p. 298. 14 Ibid., p. 300 – 309. research into the effects of the textbooks in question can be very useful. 15 In other words, there are two steps that teachers need to do in selecting textbook for their students. The first step is obtaining textbook information. Teachers can obtain the information from the textbook reviews, user judgement, authors and publ ishers‟ information, or their own global analysis. The second step is analyzing the textbook. After obtaining the textbook information as mentioned before, teachers have to analyze the textbook for further information. This analysis can be in the form of checklists, comparative textbook description, detailed comments from users, or reports on empirical research into the effects of textbooks. Those steps can be done by the teachers in order to obtain good information about the suitability of textbook for their students. Once the teachers have done the two steps, they can decide whether they will use the textbook for their students or not. B. Text

1. The Understanding of Text

Anderson and Anderson state that a text is words that are put together to communicate a meaning. 16 It is not only a form of words that are put together but further, it reflects a meaning of those words. In addition, according to Nuttall “The text is the core of the reading process, the means by which the message is transmitted from writer to reader.” 17 It means that the meaning communicated in the words that are put together consists of message that is intended to be delivered by the writer to the reader. 15 Ibid., p. 299 – 300. 16 Mark Anderson and Kathy Anderson, Text Types in English 3, South Yarra: Macmillan Education Australia, 1998, p. 2. 17 Christine Nuttal, Teaching Reading Skills, Oxford: Heinemann, 1982, p. 15. Further, it is not only written words that are called as a text but also spoken words. 18 The spoken words here mean the words that have been transmitted. This is in line with statement that a text could be either written or transcribed version of speech. 19 In addition, Siahaan and Shinoda define a text as a linguistic unit phoneme, morpheme, phrase, clause, sentence or discourse that has a full meaning in its context. 20 They also state that a text is both a spoken and a written text. Thus, a text is generally not only a form of written words that are put together but also a form of spoken words that are transcribed. Furthermore, Wallace in Hedgcock and Ferris defines a text as the physical manifestation of language which includes autographic symbols and non-verbal elements. Thus, a text is formed not only by words that are put together but also by many elements. Those elements are non-verbal and autographic symbols. Non-verbal elements here are such as capitalization, punctuation, paragraphing, and format, and autographic symbols include letters of the alphabet or characters. 21 There is a number of parameters of texts that are considered in expecting students to be able to read them. They are: Text types include: text books, handouts, articles in newspapers, journals or magazines, poemsverse, encyclopaedia entries, dictionary entries, leaflets, letters, forms, diary, maps or plans, advertisements, postcards, timetables, novels extracts and short stories, reviews, manuals, computer help systems, notices and signs. Text forms include: description, exposition, argumentation, instruction, narration these can be broken down further if it is thought appropriate: e.g. expository texts could include outlines, summaries, etc. Graphic features include: tables, charts, diagrams, cartoons, illustrations. 18 Anderson, lop. cit. 19 John S. Hedgcock and Dana R. Ferris, Teaching Readers of English: Students, Texts, and Contexts, New York: Routledge, 2009, p. 79. 20 Sanggam Siahaan and Kisno Shinoda, Generic Text Structure, Yogyakarta: Graha Ilmu, 2008, p. 1. 21 Hedgcock, loc. cit. Topics may be listed or defined in a general way such as non- technical, non-specialist or in relation to a set of candidates whose background is known such as familiar to the students. Style may be specified in term of formality. Intended readership can be quite specific e.g. native speaking science undergraduate students or more general e.g. young native speakers. Length is usually expressed in number of words. The specified length will normally vary according to the level of the candidates and whether one is testing expeditious or careful reading although a single long text could be used for both. Readability is an objective, but not necessarily very valid, measure of the difficulty of a text. Where this is not used, intuition may be relied on. Range of vocabulary may be indicated by a complete list of words as for the Cambridge tests for young learners, by reference either to a word list or to indications of frequency in a learners‟ dictionary. Range may be expressed more generally e.g. non-technical, except where explained in the text. Range of grammar may be a list of structures, or a reference to those to be found in a course book or possibly part of a grammar of the language. 22 Those parameters should be considered by teachers when they expect students to be able to read a text. That is why teachers have to pay attention to many aspects of texts such as readability, length, types etc. when they select them for their students. To sum up, a text is the physical manifestation of language that is formed by words that are put together along with their non-verbal and autographic symbols elements. Teachers need to consider some parameters of texts when they are expecting students to be able to read them. Thus, students‟ ability to read texts is measured in consideration of those parameters.

2. The Types of Text

According to Anderson and Anderson, there are two main categories of text. They are literary and factual. 23 These two categories cover the 22 Arthur Hughes, Testing for Language Teachers, second edition,Cambridge: Cambridge University Press, 2003, p. 140 other types of text in which each text has a common structure. It means that those two categories, literary and factual, are general. More specifically, there are some categories of texts that are covered by them. The literary text types include narrative texts, poems, and drama scripts. 24 Those three kinds of text have function to entertain or elicit an emotional response. Further, the factual text types include explanation, information report, discussion, exposition, recount, factual description, procedure, and procedural recount. 25 Those kinds of texts then have function to inform, instruct, or persuade the readers by giving facts and information. From the explanation above, we can state that each category of the text has different function. Literary texts, according to Anderson and Anderson, have function to entertain or elicit an emotional response by using language to create mental image while factual texts is to inform, instruct, or persuade by giving facts and information. 26 Thus, texts that entertain the readers or listeners and finally create their mental image are categorized as literary texts. Other texts that give the readers or listeners an information, instruction or facts are categorized as factual texts.

3. The Selection of Texts

Textbooks publishing are now handled by both government and public publishers. Thus, although the government provides the books for all schools that apply curriculum 2013, the government also allows schools to use commercial ones. The difference is, students do not need to pay for the textbooks published by government while they need to pay for the commercial textbooks. 23 Anderson, loc. cit. 24 Ibid. 25 Ibid. 26 NSW Department of Education and Communities, Text Types Different Types of Writing, 2014, p. 1, http:www.schoolatoz.nsw.edu.auhomework-and-studyenglishenglish-a- to-z-english_glossarybZx81062factual+text+types . Selecting comercial textbooks carefully is important because teachers need to choose a suitable textbook for their students. They also need to select a good one because students have paid for it. Since textbooks are not only published by our government but also other publishers, teachers need to know the suitability of the textbook for their students. Furthermore, one aspect that support the selection of a suitable textbook is the selection of the texts. Nuttal in his book Teaching Reading Skills in a Foreign Language mentioned three points of view in selecting texts. They are readability, suitability of content, and exploitability. ... we shall consider how to choose supplementary material for the reading lesson. You will need to look at possible material from three points of view..... the combination of structural and lexical i.e. vocabulary difficulty is readability.....One criterion for a class library therefore should be the inclusion of a variety of books on subjects known to appeal to the students....you really need to carry out an investigation of what your own students like before you order many books or select class reading materials.... We are using the term exploitation to mean facilitation of learning. When you exploit a text, you make use of it to develop your students‟ competence as readers. 27 In selecting a text, teachers need to know if the text is readable for their students or not. Teachers also need to know if the text contains something interesting for their students. Finally, teachers need to see if the text they select will be able to compr ehend students‟ reading ability.

4. The Matching of the Texts to Students

It is important to match texts as the reading materials to the students as the readers. It deals with the purpose of readability assessment. 28 In readability assessment, beside the use of readability formula to measure the readability of the texts, teachers also need to know the students‟ reading ability , students‟ background knowledge, and the purpose of the texts in order to see the suitability between the texts and the students. 27 Nuttal, op. cit., p. 25-31. 28 Jeanne S. Chall and Edgar Dale, Readability Revisited: The New Dale-Chall Readability Formula, Cambridge: Brookline Books, 1995, p. 45. ..... to make a best match between readers and text it is necessary to obtain information about the intended readers, information about the readability of the material, and information about the purpose for its use. Information on the intended readers might include – when available – their reading ability, their previous knowledge and interest in the topic, and how the material is to be read – whether independently or as part of instruction by a teacher. A students‟ reading ability may be estimated by scores or bands on a recently administered reading test. If these are not available, estimates of reading ability may be made by noting readability of the books, magazines, and newspaper they read. 29 Therefore, as there are some aspects that should be considered in readability assessment, the writer would like to focus only on one aspect, it is the use of readability formula n measuring the readability of selected texts. C. Readability

1. The Understanding of Readability

Bidyarani Asem in her article Readability Assessment of Printed Materials: Going beyond Readability Formulas points out , “Readability is a term used to determine the ease with which people read and understand a particular text. It is one of the most important factors that depict the comprehensibility of the concerned text.” 30 Readability, according to Asem, is a term related to the comprehensibility of a text in which the readers understand or not regarding to the ease of the text. Furthermore, DuBay defines “Readability is what makes some texts easier to read and understand than others.” 31 Readability, according to DuBay, is a factor that makes a text easy to be read and understood by particular readers. 29 Ibid., p. 46. 30 Bidyarani Asem, Readability Assessment of Printed Materials: Going Beyond Readability Formulas, International Journal of Environment, Ecology, Family and Urban Studies IJEEFUS, Vol. 2, Issue 4, Dec. 2012, p. 45. 31 William H. DuBay, the Principles of Readability, Costa Mesa: Impact Information, 2004, p. 3. George Klare in DuBay defines readability as “the ease of understanding or comprehension due to the style of writing.” This definition is based on writing style out of content, coherence, and organization of the texts. 32 In the same book, Gretcen Hargis et.al. defines readabili ty as the “ease of reading words and sentences.” 33 They also add that readability is an attribute of clarity. Thus, the clarity of words and senetences leads to the ease of the texts. Further, G. Harry McLaughlin points out that readability i s “the degree to which a given class of people find certain reading matter compelling and comprehensible.” 34 When a class of people find a text is comprehensible for them, they have met the text‟s readability that suits their reading level. Edgar Dale and Jeanne Call in DuBay define readability as “the sum total including all the interactions of all those elements within a given piece of printed material that affect the success a group of readers have with it. The success is the extent to which they understand it, read it at an optimal speed, and find it interesting.” 35 We can also say that when students find a text is interesting for them and they are able to read and understand it, then the text is readable for them. In the book Teaching Reading Skills in a Foreign Language, Nuttal defines readability as the combination of structural and lexical difficulty. 36 Thus, the term readability is not only refers to the lexical difficulty of a text but also the structural difficulty. To sum up, readability is a combination of the difficulty in vocabulary and the structure of the text. From various definitions above, it can be concluded that readability is the ease and difficulty level of texts related to students‟ reading ability. 32 Ibid. 33 Ibid. 34 Ibid. 35 Ibid. 36 Nuttal, op. cit., p. 25.

2. The Methods of Readability Measurement

According to Smith, there are three ways in assessing the readability of a text. They are comprehension testing, cloze procedure test, and statistical readability. 37

a. Comprehension Testing

Comprehension testing is conducted by asking students to do silent reading and ask them questions about the author‟s message in the text. The text is said to be readable when students understand it about 70 to 80. 38 In addition, Harjasujana et.al. state that a reading text is easy to read when readers understand 98 of the vocabularies used in the text and master 75 of the content. 39

b. Cloze Procedure Test

Cloze Procedure Test was introduced by Wilson Taylor in 1953. He used this test to measure students‟ individual understanding of texts. 40 Originally, this Cloze Procedure Test was intended to measure texts‟ reading difficulty level. This test was created to determine if a text is suitable for a group of students or not. 41 Hence, to measure reading difficulty level of a text by using Cloze Procedure Test is to measure students‟ understanding of the text. Cloze Procedure Test, according to Alderson, is typically constructed by deleting every n-th word. The n-th word is said to be the words between every 5 th and 12 th . Cloze procedure test requires students to restore the deleted words. To help students understand the 37 Nila B. Smith and Alan R., Reading Instruction for Today’s Children, New York: Prentice Hall Inc,, 1980, p. 115-116. 38 Ibid. 39 Ahmad Slamet Harjasujana et.al., Evaluasi Keterbacaan Buku Teks Bahasa Sunda untuk Sekolah di Jawa Barat, Jakarta: Pusat Pembinaan dan Pengembangan Bahasa, 1999, p. 11. 40 DuBay, op. cit., p. 27. 41 J. B. Heaton, Writing English Language Test, New York: Longman Inc., 1988, p. 131. text, one or two sentences of the beginning and end of the text are usually left intact. 42 Furthermore, Nuttal states that Cloze Procedure Test is an indicator of readability. It is a technique that involves the deletion of words in a text. The deleted words are between every 5 th and 10 th word. 43 The cloze procedure test is used to assess the readability of a text in which teachers give students a text that is deleted its some words and ask them to fill the deleted words. The deletion of word is done systematically by the teachers. 44 If the teacher deletes the 8 th word of a sentence, then shehe has to delete the 8 th word of the next sentence. Additionally, according to Heaton, the most favoured deletion words are the fifth, sixth, and seventh. 45 After distributing the test to students, teachers have to correct the students‟ answer and find out the percentage. To find out the percentage of the Cloze Procedure Test, Anas Sudjiono had formulated a formula as follows: x 100 p = percentage f = frequency of the right answer N = number of item. 46 Furthermore, after finding the percentage of the Cloze Procedure Test, teachers try to find out the cloze score. Heaton classifies the cloze score level as below: If the mean score of the group is over 53 percent, the material can be used by the students for reading at „the independent level‟, the text being considered easy enough for students to read on their own without any help. If the mean score obtained is between 44 42 J. Charles Alderson, Assessing Reading, Cambridge: Cambridge University Press, 2000, p. 207. 43 Nuttal, op. cit., p. 28. 44 Heaton, op. cit., p. 131-132. 45 Ibid., p. 131. 46 Anas Sudjiono, Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2007, p. 43. and 53 per cent, however, the material is suitable for use at „the instructional level‟- i.e. with the help of the teacher. If the mean sore is below 44 per cent, the text is d escribed as being as „the frustt ational level‟ and should not be used even with the help of a teacher. 47 Thus, a text is said to be at independent level when the score gained by the students in Cloze Procedure Test is over 53 percent, a text is at instructional level when the score gained by students is between 44 and 53 percent, and a text is in frustrational level when the score gained by students is below 44 percent. From the explanation before, we can state that the lower the score, the more difficult the text. Furthermore, each level of reading difficulty determines what treatment teachers need to give students in teaching reading comprehension. Therefore, after finding the readability level of the selected reading texts by using the Flesch Reading Ease Formula, the writer would like to conduct Cloze Procedure Test to see the texts reading difficulty level.

c. Statistical Readability Formula

There are nearly fifty different readability formulas that are available to use, but Klare has summarized and updated them into four. These four formulas are representative of those fifty that can be used for classroom purpose. 48 The four readability formulas are as follow: 1 The Dale - Chall Formula This formula was developed by Edgar Dale and Jeanne Chall in 1948. The steps in conducting this formula are as follow: a Select 100-word samples throughout the text for books, every tenth page is recommended. b Compute the average sentence length in words. 47 Ibid. 48 Walter R. Hill, Secondary School Reading: Process, Program, and Procedures, Boston: Allyn Bacon, Inc., 1979, p. 193. c Compute the percentage of words outside the date list of 3,000 words. d Compute this equation: Score = .1579PDW + .0496ASL + 3.6365 Where: Score = reading grade of a reader who can answer one-half of the questions on a passage. PDW = Percentage of Difficult Words words not on the Dale – Chall word list ASL = Average Sentence Length in words. 49 The chart for correcting the grade-level scores at the higher grades is as follow: 50 Table 2.1 The Grade-level Scores Formula Score Corrected Grade Levels 4.9 and below Grade 4 and below 5.0 and 5.9 Grade 5 – 6 6.0 and 6.9 Grade 7 – 8 7.0 and 7.9 Grade 9 – 10 8.0 and 8.9 Grade 11 – 12 9.0 and 9.9 Grade 13 – 15 college 10 and above Grade 16 and above college graduates 2 The Flesch Reading Ease Formula The Flesch Reading Ease Formula is said to be a simple formula to assess the readability or the difficulty of reading passage written in English. 51 Chall and Klare in DuBay state “Flesch‟s Reading Ease Formula became the most widely used formula and one of the most tested and 49 DuBay, op. cit.., p. 24. 50 Ibid. 51 Readability Formulas, The Flesch Reading Ease Readability Formula, 2013, http:www.readabilityformulas.comflesch-reading-ease-readability-formula.php . reliable.” 52 For this reason, the writer would like to use this formula to measure the readability of selected texts. The specific formula of The Flesch Reading Ease Formula is as follows: Score = 206.835 – 1.015 x ASL – 84.6 x ASW Where: Score = position on a scale of 0 difficult to 100 easy, with 30 = very difficult and 70 = suitable for adult audiences. ASL = average sentence length the number of words divided by the number of sentence. ASW = average number of syllable per word the number of syllables divided by the number of words. 53 The Flesch Reading Ease Score is as follows: Table 2.2 The Flesch Reading Ease Score 54 Reading Ease Score Style Description Estimated Reading Grade 90 – 100 Very Easy 5 th grade 80 – 89 Easy 6 th grade 70 – 79 Fairly Easy 7 th grade 60 – 69 Standard 8 th and 9 th grade 50 – 59 Fairly Difficult 10 th to 12 th grade 30 – 49 Difficult 13 th to 16 th grade – 29 Very Difficult College graduate 3 The Fry Readability Estimate This formula is developed by Edward Fry. The procedure of this formula is as follow: 52 DuBay, op. cit., p. 22. 53 Ibid. 54 Ibid. a Choose three typical passages of 100 words each form near the beginning, middle and end of the text. b Count the number of sentences in each passage to the nearest 0.1 of a sentence. Add the three totals and divide by 3. The answer is A, the average number of sentences in 100 words. c Count the number of syllables in each passage. Add the three totals and divide by three. The answer is B, the average number of syllables in 100 words. d Plot the answer, A and B. 55 Furher, DuBay also gives directions in applying this formula. They are: a Select samples of 100 words. b Find y vertical, the average number of sentences per 100-word passage calculating o the nearest tenth. c Find x horizontal, the average number of syllables per 100-word sample. d The zone where the two coordinates meet shows the grade store 56 4 The SMOG Index This formula is developed by G. Harry McLaughlin in 1969. McLaughlin believes that word length and sentence length should not be added, but be multiplied. 57 This formula is used by counting the number of words of more than two syllables polysyllable count in 30 sentences. The simple formula of this SMOG Index is: SMOG Grading = 3 + square root of polysyllable count. 58 The procedure in applying this formula is as follows: a Choose three passages of ten sentences each from near the beginning, middle and end of the text. 55 Nuttal, op. cit., p. 27 – 28. 56 DuBay, op. cit., p. 45-46. 57 Ibid., p. 47. 58 Ibid. b Count all words of three or more syllables in the 30 sentences. The total is DW = difficult words. c Calculate the square root of DW. d Add 3 to the square root: the total is the SMOG index. 59 D. The English Curriculum for Senior High School In curriculum 2013, English materials that are taught is emphasized in language competence as the medium of communication. Students are also made accustomed to reading and understanding texts, and to summarizing and re-writing them using their own language. Furthermore, students are made accustomed to arranging text systematically, logically and effectively through exercises of text arrangement. Then, students are given the knowledge of text structure to make them arrange the text correctly. In addition, students are made accustomed to expressing themselves and their knowledge using trusted language spontaneously. 60 The statement above deals with English curriculum for senior high school. Because the writer is going to analyze the English textbook for the eleventh grade of senior high school students, the writer will only explain English curriculum for the eleventh grade. The English curriculum for the eleventh grade of senior high school is as follow: Table 2.3 The English Curriculum for the Eleventh Grade of Senior High School 61 Core Competence Basic Competence 1. Comprehending and applying religious values. 2. Comprehending and applying 59 Nuttal, op. cit., p. 27. 60 Kementrian Pendidikan dan Kebudayaan, Kerangka Dasar dan Struktur Kurikulum 2013, Jakarta: KEMENDIKBUD, 2013, p. 39. 61 Th. M. Sudarwati and Eudia Grace, Pathway to English for Senior High School Grade XI, Jakarta: Penerbit Erlangga, 2014, p. ii – iii. the values of honesty, self- discipline, responsibility, care mutual aid, cooperation, tolerance, peace, polite, responsive and proactive; demonstrating such attitudes in solving various problems in interacting affectively with the social and natural environment as well as in being a model in the global society. 3. Understanding, applying, analyzing factual, conceptual and procedural knowledge based on the interest in science, technology, arts, culture and humanities with humanistic, nationalistic and civilized insights in relation to the causes of phenomena and events; applying procedural knowledge in desired specific field of studies in solving problems. 3.1. Analyzing the social functions, the structure and language features of expressing and responding a suggestion and offer, according to the contexts. 3.2. Analyzing the social functions, the structure and language features of giving and asking for opinions, according to the contexts. 3.3. Analyzing the social functions, the structure and language features of expressing hopes, according to the contexts. 3.4. Analyzing the social functions, the structure and language features of formal invitation letters, according to the contexts. 3.5. Analyzing the social functions, the structure and language features of personal letters, according to the contexts. 3.6. Analyzing the social functions, the structure and language features of procedural text in the forms of manual and tips, according to the contexts. 3.7. Analyzing the social functions, the structure and language features of stating and inquiring actions activities events without stating the doer, according to the contexts. 3.8. Analyzing the social functions, the structure and language features of expressing conditional forms, according to the contexts. 3.9. Analyzing the social functions, the structure and language features of simple factual academic report about persons, animals, natural and social phenomena, according to the contexts. 3.10. Analyzing the social functions, the structure and language features of analytical exposition texts, according to the contexts. 4. Processing, analyzing and presenting developments of the concrete and abstract domains of the learned materials; being able to apply various methods according to scientific principles. 3.11. Analyzing the social functions, the structure and language features of simple biographies of famous people, according to the contexts. 3.12. Analyzing the social functions, the structure and language features of simple songs. 4.1. Constructing spoken and written texts to express and respond to a suggestion and offer according to its social functions, structure and language features. 4.2. Constructing spoken and written texts to express and asking for opinions, according to its social functions, structure and language features. 4.3. Constructing spoken and written texts to express hopes, according to its social functions, structure and language features. 4.4. Understanding the message in formal invitation letters. 4.5. Editing formal invitation letter according to its social functions, structure and language features. 4.6. Writing formal invitations, according to its social functions, structure and language features. 4.7. Understanding the message in a personal letter. 4.8. Writing personal letters, according to its social functions, structure and language features. 4.9. Understanding spoken and written procedural texts, in the form of manual and tips. 4.10. Editing procedural texts, in the form of manual and tips, according to its social functions, structure and language features. 4.11. Constructing spoken and written text of stating and asking about actions activities events without stating the doer, according to its social functions, structure and language features. 4.12. Constructing spoken and written text of conditional expressions, according to its social functions, structure and language features. 4.13. Understanding message in spoken and written academic factual reports about persons, animals, things, and natural and social phenomena, according to its social functions, structure and language features. 4.14. Understanding message in analytical exposition texts. 4.15. Understanding message in short and simple biographies. 4.16. Understanding message in songs. Based on the English curriculum above, there are 7 types of text that students need to learn. They are: formal invitation letters, personal letters, procedural texts, factual academic reports, analytical exposition texts, biographies and songs. In learning those texts, students are asked to analyze the te xts‟ social functions, structure, and language features according to the contexts. Further, students are also asked to understand, construct, edit and finally write them. In analyzing the readability level of the texts in Pathway to English, the writer is going to select some texts based on the requirement of English curriculum as mentioned above. The detail explanation will be presented in chapter III. E. The Previous Study The relevant previous studies that deal with the analysis on the readability level of reading texts on the English textbook was done by Yuli Darmayanti, Nur Afni Meilia, and Bertola A. D. Perekeme and Catherine Alex Abgor. The first previous study is done by Yuli Darmayanti. It is Analyzing the Readability Level of Reading Texts on the English Textbook Entitled ‘Link to the World’. This book was used by students of grade X of MA Pembangunan UIN Syarif Hidayatullah. Yuli conducted the study based on the problem that she found the teachers at MA Pembangunan found their students encounter the difficulties in understanding the reading texts on the textbook they used. For that reason, Yuli intended to analyze the readability level using the Flesch Reading Ease Formula and Cloze Test. From her study, she found that there are 5 of 6 reading texts which are analyzed of the total 12 texts in the textbook, are readable for the students of grade X of MA Pembangunan UIN Syarif Hidayatullah after she analyzed it by using Flesch Reading Ease Formula, but there is only one text that is appropriate for the students‟ level. In analyzing the texts using Cloze Test, she found that there are 4 texts categorized as independent level and 2 texts as instructional level. 62 The second previous study was conducted by Nur Afni Meilia on Analyzing the Readability Level of the Reading Texts on the Textbook ‘English on Sky’ published by Airlangga at grade VIII of MTs. Soebono Mantofani. The writer conducted this study because she found from the observation that the eighth grade students of MTs Soebono Mantofani had difficulty in understanding the reading texts written on the textbook. Finally, this study was intended to see how the readability level of the reading texts on the textbook English on Sky is. In this study, the writer used two methods. They are Flesch Reading Ease Formula and Cloze Test. As the result, she found that by using Flesch Reading Ease Formula, from the total 14 texts that are analyzed, 6 texts are categorized in the Very Easy Level, 3 texts are in the Easy Level, 1 text is in the Fairly Easy Level, and 4texts are in the Standard Level. Furthermore, in analyzing texts using Cloze Test, she found that there are 9 texts in the Independent Level as the scores are over 53; this means that the texts can easily be understood by students and can be learned independently by them, 5 texts are in the Instructional Level as the scores are between 44-53; this means that the texts are suitable for the students, but still with the help of the teacher. 63 62 Yuli Darmayanti, “The Readability Level of the Reading Texts on Link to the World: an English Textbook for Senior High School”, Skripsi of Undergraduate of State Islamic University Jakarta, Jakarta, 2010, unpublished. 63 Nur Afni Meilia, “An Analysis on the Readability Level of the Reading Texts on the Textbook English on Sky Published By Airlangga”, Skripsi of Undergraduate of State Islamic University Jakarta, Jakarta, 2010, unpublished. Another previous study was done by Bertola A. D. Perekeme and Catherine Alex Abgor on Readability of Language Textbooks Prescribed for Junior Secondary Schools and Students’ Performance in Reading Comprehension in Bayelsa State, Nigeria. This study is conducted to investigate the readability level of English Language Textbook prescribed for Junior Secondary School for students‟ performance in reading comprehension. Thus, this study is conducted based on the problem that students from primary school become poor readers when they come to secondary level because the reading materials do not match the students‟ reading level. The methods used in this study are Fry Readability Graph and Cloze Test. The result of this study shows that English Language Textbook that is prescribed for Junior Secondary School is Intensive English for Junior Secondary Schools written by Oluikpe, B.O., Obah, T. Y., Otagburuagu, E. J. and Onuigbo S. M. The researchers found that the readability level of prescribed textbook, after they analyzed using Fry Readability Formula, is on level 9. It means that the reading materials are in frustrational level for the students. Furthermore, the result of Cloze Test shows that there are 120 students who read at independent level, 178 students at Instructional level and 322 read at frustrational level. 64 Those relevant previous studies show a strong relation to this study because the variables are almost the same and the methods used are so. 64 Bertola A. D. Perekeme and Catherine Alex Abgor, Readability of Language Textbooks Prescribed for Junior Secondary Schools and Students‟ Performance in Reading Comprehension in Bayelsa State, Nigeria, British Journal of Arts and Social Sciences, Vol. 9, No. 1, 2012, p. 89 – 95. 32

CHAPTER III RESEARCH METHODOLOGY

A. The Object of the Study

The object of this study is reading texts in Pathway to English 2 textbook for the eleventh grade of senior high school students published by Penerbit Erlangga. As the English curriculum for the eleventh grade of senior high school requires students to learn 7 types of text, the writer selects all those types to be analyzed. Further, the writer takes 19 texts out of 32 as the representatives of all the types.

B. The Method of the Study

In this study, the writer uses Descriptive Analysis method in which the writer attempts to analyze, elaborate, and describe the readability level of the selected reading texts in Pathway to English 2 textbook. In addition, the writer also conducts a library research to find more references that support the data from the Descriptive Analysis method. C. The Source of the Data The source of the data in this study is all the reading texts in Pathway to English 2 textbook. It is 32 reading texts 3 formal invitation letters, 2 personal letters, 5 procedural texts, 9 factual academic reports, 7 analytical exposition texts, 5 biographies and 1 song. Further, the writer takes 19 texts 2 formal invitation letters, 1 personal letter, 3 procedural texts, 5 factual academic reports, 4 analytical exposition texts, 3 biographies, and 1 song to be analyzed. Those texts are selected as the representatives of all types of text in the textbook. In addition, as the writer conducts the Cloze Procedure Test, 29 students of the eleventh grade of MA AN-NAJAH are also become the source of the data.

D. The Technique of Data Collection and Analysis

To collect the data, the writer firstly selects the textbook that is used as the object of this study. After selecting the textbook, she analyzes its content by finding the types and the number of text. Then, the writer continues to select some reading texts to be analyzed in this study. Furthermore, in analyzing the data, the writer uses the Flesch Reading Ease Formula. The writer firstly counts the number of sentences, words, and syllables of each text. The writer then continues to look for the Average Sentence Length ASL and the Average Number of Syllable per Word ASW of each text. After finding the ASL and ASW, the writer attempts to find out the readability score by using formula: Score = 206.835 – 1.015 x ASL – 84.6 x ASW Further, after finding the readability score of each text, the writer determines the readability level and reading grade of the text by using Reading Ease Scale of Flesch Reading Ease Formula. Table 3.1 The Reading Ease Scale of the Flesch Reading Ease Formula Reading Ease Score Style Description Estimated Reading Grade 90 – 100 Very Easy 5 th grade 80 – 89 Easy 6 th grade 70 – 79 Fairly Easy 7 th grade 60 – 69 Standard 8 th and 9 th grade 50 – 59 Fairly Difficult 10 th to 12 th grade 30 – 49 Difficult 13 th to 16 th grade – 29 Very Difficult College graduate Finally, the writer selects some texts that are basically suitable for the eleventh grade of senior high school students and attempts to find out the texts ‟ reading difficulty level by using Cloze Procedure Test. The test is made by using the texts that are deleted their between every 5 th and 10 th word, then the students are asked to complete them with the words provided in a list. After distributing the test, the writer counts the students correct answer and finds out the percentage by using the following formula: x 100 Finally, after finding the percentage, the writer determines the texts‟ reading difficulty level by referring to judgment of the Cloze Procedure Test Score: Table 3.2 The Judgment of the Cloze Procedure Test Score No. Percentage of the Correct Answers Score Judgment 1. Over 53 Independent level 2. 44 - 53 Instructional level 3. Up to 44 Frustrational level 35

CHAPTER IV RESEARCH FINDING

A. The Description of the Data

The textbook that is analyzed by the writer is Pathway to English 2 textbook for the eleventh grade of senior high school students, published by Penerbit Erlangga. This textbook is compiled by Th. M. Sudarwati and Eudia Grace and is claimed to be based on Curriculum 2013. This textbook consists of 244 pages and 12 chapters for 2 semesters. In this textbook, each chapter presents its social function, skills development listening, speaking, reading and writing, cultural awareness and ways to say words in English. As it is claimed that this textbook is based on Curriculum 2013, each chapter presents the 5 scientific methods in presenting the material to the students. These 5 scientific methods are observing, questioning, exploring, associating, and communicating. Therefore, teachers are able to use them as a guideline. This textbook contains 7 types of text with 32 reading texts. They are 3 formal invitation letters, 2 personal letters, 5 procedural texts, 9 factual academic reports, 7 analytical exposition texts, 5 biographies, and 1 song. From the 32 reading texts, the writer selects 19 texts to be analyzed. They are 2 formal invitation letters: Invitation 2 and Prof. Dr. ……… MBA, 1 personal letter: Dear Melodi, 3 procedural texts: How to Use Chopsticks, How to Make a Bookmark, and Tips of Treating a Washing-machine Well, 5 factual academic reports: Auctions, The Advantages of Broccoli, Mining Accident Again, Mobile Phones, and Panda, 4 analytical exposition texts: Why Books are Important for Us?, Save Your Money Now, Script 1, and Cheating o n the Test Doesn’t Take Any Benefits at All, 3 biographies: Cut Nyak Dhien, Abdul Haris Nasution, and William Shakespeare, and 1 song: This Land is Mine.