A DISCOURSE ANALYSIS OF COLLOCATION IN ENGLISH TEXTBOOK FOR GRADE X IN THE SENIOR HIGH SCHOOL.
A DISCOURSE ANALYSIS OF COLLOCATION IN ENGLISH TEXTBOOK FOR GRADE X IN THE SENIOR HIGH SCHOOL
A THESIS
Submitted to Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
By :
CHAIRUNNISA LUBIS
REG. NUMBER : 2113121012
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
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DECLARATION
Except where appropriately acknowledged, this thesis is my own word, has been expressed in my own words and has not previously been submitted for assessment.
I understand that this paper may be screened electronically or otherwise for plagiarism.
Medan, September 2016
Chairunnisa Lubis 2113121012
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ABSTRACT
Lubis, Chairunnisa. Registration Number : 2113121012. A Discourse Analysis of Collocation in English Textbook for Grade X in The Senior High School. A Thesis. English Educational Program, State University of Medan, 2016
This study aims to analyze the use of collocation in English Textbook for Grade X in The Senior High School. The objective of this study was to identify the types of collocation which used in the textbook and how it was used in the English textbook. The source of the data was English Textbook for Grade X in The Senior High School from Book of Matters Centre of Ministry of Education. The data were collected after read whole textbook. The data took from ll genre in reading text. In the textbook, there were 5 genre of reading text. They were Narrative, Recount, Descriptive, Procedure and News Item. The results of this study were 6 types of collocation which used in the etxtbook. They were Adjective and Nouns, Verbs and Nouns, Noun + noun, Verbs and expression of preposition, Verbs and adverbs, Adverbs and adjectives. The most dominant type of collocation was Verb and Nouns collocation.
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ACKNOWLEDGEMENT
Praise be Allah, the cherisher and sustainer of the world, that has given His blessing, sturdiness, and patience, so that the researcher can finish her thesis as a partial fulfillment of the requirement for the degree of Sarjana Pendidikan.
In writing this thesis, she has encountered a lot of difficulies since the beginning to the last, many people have directly helped her in finishing this thesis. She would like to acknowledge her deep gratitude for all of them for their generous guidance and assistance :
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts (FBS) State University of Medan for her advice and encouragement to complete the study.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature De as
partment as well as Dra. Meisuri, M.A., the secretary of English and Literature Department for their encouragement and motivation during the writing of the thesis. Syamsul Bahri, S.S, M.Hum., the head of English Literature study program and Nora Ronita, S.Pd, S.S., M.Hum., the head of English Education Program for their encouragement to complete the thesis.
Prof. Dr. Busmin Gurning, M.Pd., the great and respective Thesis
Advisor who has kindly given his valuable time to advice, guide, and support her.
Dr. Zainuddin, M.Hum., the second Thesis Advisor and also her
Academic Advisor who has kindly guide and advice her since in the first semester
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Prof. Amrin Saragih, M.A, Ph.D and Dra. Masitowarni Siregar, M.Ed., the Reviewers who have given knowledgeable input in the first
semester
All the Lecturers in Faculty of Language and Arts, State University of
Medan for teaching and sharing their knowledge
Eis Sri Wahyuni, M.Pd., and Pak Pantes, the administration staffs of
English Department, who much helped her to fulfill this thesis.
Her beloved parents, Arfin Syahri Lubis, S.E. and Lanniari Harahap and her one and only brother Fahru Rozi Lubiswho have given a lot of loves, cares, prayers, supports and advices
Maslija Noviani Iwai, S.E, and Assa Indriani as her best sister who
support the writer during finishing this thesis and also her entire life
Her best friends and being sister like, the Horses Nurhamidah, Nurul
Fadilah, Isma Eriyanti, R.A Wulaningtyas and Swidanty Annisa who
have colored her life with loves, laughter, and supports.
Her favourite partner-bestfriend-sister Sri Handayani Putri, Eka Prastia
and Sri Lestari Setyawan
All her beloved brothers and sisters in Persma Kreatif Unimed especially for Ancha Sitorus, Masithah Mahsa, Bambang Paldawan, Yopi
Handoko, Sandy Armando, Fajri Januardi, Robby Subrata, Sri Bunga, Tirta, Annisa, Putri Widya, Warda, Riza, Chintya, Wahyu, Fandy, Faldi and others that cannot be mentioned all. Thanks for their
support, kindness, and made her university life became more colorfull
Medan, September 2016 The writer,
Chairunnisa Lubis Reg. No. 2113121012
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TABLE OF CONTENT
Page
ABSTRACT ...i
ACKNOWLEDGEMENT ...ii
TABLE OF CONTENT ...iv
LIST OF TABLES ...vi
LIST OF APPENDICES ...vii
CHAPTER I INTRODUCTION ...1
A. The Background of Study ...1
B. The Problem of Study ...4
C. The Objective of Study ...5
D. The Scope of Study ...5
E. The Significance of Study ...5
CHAPTER II REVIEW OF LITERATURE ...7
A. Theoretical Framework ...7
1. Discourse Analysis ...7
2. Written Discourse Analysis ...8
3. Textbook ...10
4. Text ...11
5. Genre ...12
6. Collocation ...18
a. Types of Collocation ...21
b. Learning Collocation ...25
B. Relevant Studies ...27
C. Conceptual Framework ...28
CHAPTER III RESEARCH METHODOLOGY ...30
A. Research Design ...30
B. Source of Data ...30
C. The Technique of Collecting Data ...31
D. The Technique of Analyzing Data ...32
CHAPTER IV THE DATA AND DATA ANALYSIS ...33
A. The Data ...33
1. Adjectives and Nouns ...33
2. Verbs and Nouns ...35
3. Noun + noun ...36
4. Verbs and expression of preposition ...37
5. Verbs and Adverbs ...39
2. Adverbs and Adjectives ...40
B. The Data Analysis ...41
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D. Discussion ...43
CHAPTER V CONCLUSION AND SUGGESTION ...45
A. Conclusion ...45
B. Suggestion ...46
REFERENCES ...47
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LIST OF TABLES
Page
Table 3.1 Categories of Text ...31
Table 4.1 Data of Adjective and Nouns Collocation ...34
Table 4.2 Data of Verbs and Nouns Collocation ...35
Table 4.3 Data of Noun + noun Collocation ...36
Table 4.4 Data of Verb and expression of preposition Collocation ...38
Table 4.5 Data of Verb and adverbs Collocation ...39
Table 4.6 Data of Adverb and adjective Collocation ...40
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LIST OF APPENDICES
Page
Appendix A ...49
Appendix B ...55
Appendix C ...67
Appendix D ...70
Appendix E ...74
Appendix F ...75
Appendix G. ...76
Appendix H ...77
Appendix I ...78
Appendix J ...79
Appendix K ...80
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CHAPTER I
INTRODUCTION
A. The Background of The Study
Language has become the way in communication. Since the past language connected between human. Start with body language, sounds, pictures or ilustrates until the language like we use right now. Without language, human
can’t do the interaction well.
Lyons in Jindal, (2002:5) says that language is principal system of conversational spoken or written symbols by means of which human beings, as members of a social group and participants in its culture, communicate. Language is a mediator used by people to transfer the information or the idea.
Language has become the key in every aspects of life such as religion, culture, social, law and economy. Now a days, every country and region has their own language. But to avoid the misunderstanding needs the one language. So, each country has one mother language like Indonesia has Indonesian language. Technology development also make possible for every people from different country to communicate and interact. Until now, English has become the international language. Because, learn English is not really difficult and many countries use English as their mother language.
English has become the second language in some countries such as Malaysia and Singapura. But in Indonesia, English still as foreign language
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eventhough children in Indonesia has learnt it since elemantry school. Almost in every application job demand the applicants to use English passive or active. So, each citizen must learn English.
ASEAN Eonomic Society (MEA) demands every citizen improve their skill in English. It means that the competitor in looking for jobs not only come
from Indonesia but from the other country in ASEAN. If we don’t have the
skills of course we will lose. Language, of course be the first skill that we should imporve. And to improve the skill in English, of course education influences this.
Indonesia ranked at 60 out of 120 countries in the world based on the Education for all Development Index (EDI) data in 2010 (UNESCO, 2012). The value of EDI standard consists of 4 component, they are universal primary education, adult literacy, gender parity and equality, and quality of
education. It proves the low quality of Indonesia’s education. Implementation of the curriculum can be seen directly through the process of teaching and learning in schools in Indonesia. Level of education in Indonesia starting from elementary school, junior high school, high school, university, has to be carried out in accordance with the applicable curriculum so as to achieve the learning objectives perfectly.
Learning process cannot be separated from learning material or learning media. The material that used by the teacher as the rule in teaching and also for students is textbook. Teaching materials must be prepared in accordance
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with the needs of learners so that learners are able to achieve the learning objectives because they are truly motivated to study only if teaching material constantly addresses their needs (Blagojevic, 2013), especially textbook as a source of learning relates directly to the level of skills and knowledge of learners.
Textbooks or course books either required or supplementary provide content and teaching-learning activities, which shape much of what happens in the classroom (Celce-Murcia in Widodo, 2007). Textbooks produced by publishers are prepared in accordance with a set.
Language consists of fourth skills, they are writing, reading, listening and speaking. A textbook should have these fourth skills. Inside the textbook have the text with some genre, conversation script and exercise that used in teaching learning process. In using textbook, teacher should understand it. And the language in English textbook should used the right.
More vocabularies that we have make our English better. So many things that we should learn in vocabularies start from the meaning, structure, sound, part of words and collocation. In connecting the word and has meaning, word
can’t stand alone. We have to collocate the word with other word. Each language has different collocation. It makes the sentence that we used sounds unnatural. In a textbook consists of some texts, sentences, clauses until words. To understanding a text we should understand form the smallest unit in a text.
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During the PPL SMA N 1 Sei Rampah, the writer found many students find the difficulties in understanding the textbook especially in understanding
the text. Because, many of them doesn’t understand the meaning of words in a text. Almost all of them doesn’t understand about the collocation. This
happened because the teacher also has the linguistic comprehension. So, it
makes the student doesn’t comprehend the content of the textbook.
Less linguistic comprehension also makes teacher difficult in understanding a textbook. In textbook we will find so many collocations which sometimes do not appropriate or difficult to know the meaning because
we do not use it in daily language. If the teacher doesn’t have the linguistic
comprehension will find the difficulties in understanding the words and the whole text also. Theses impacts ind teaching learning process. Students will get the wrong learning process.
For that reason, the writer choose this title about “A Discourse Analysis of Collocation in English Textbook for Grade X in the Senior High School” to
analyze the collocation inside the whole textbook. Because the understanding and using the collocation will impact in understanding the whole text in the textbook.
B. The Problems of the Study
Based on the background of study above, the problems of study were formulated as the following :
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2) How were the collocations used in the English textbook ?
3) What type of collocation was dominantly used in the English textbook ?
C. The Objectives of the Study
The objectives of the study were :
1) To described the types of collocation in English textbook for Grade X in the Senior High School
2) To analyzed how the collocation are used in the English textbook for Grade X in the Senior High School
3) To described the dominant type of collocation is used in English textbook for Grade X in the Senior High School.
D. The Scope of The Study
In relation to make this study stayed focus, the limitation of the study was needed. This study was going to see how the used of collocation in English textbook for Grade X in The Senior High School from some publishers. The data took from The English Textbook for Grade X in the Senior High School by The Book Matters Centre of Ministry of Education. This research focused on analyze the used of collocation from those textbook.
E. The Significances of the Study
The findings of the study were expected to give relevant contibutions to the following :
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1) Students : to enrich their understanding of discourse analysis and also the collocation
2) Other researcher who would like to conduct the same research as the writer do
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
After analyzing the data, conclusion were drawn the following.
1. Six types of collocations used in all genre of reading text in English textbook except type 6 (Adverbs and adjectives) only found in Recount text and News Item text. The six types of collocation were (1) Adjectives and Nouns, (2) Verbs and Nouns, (3) Noun + noun, (4) Verbs and expression of preposition, (5) Verbs and Adverbs, and (6) Adverbs and Adjectives. The total number of collocations were 894 where for type 1 was 194, type 2 was 446, type 3 was 75, type 4 was 150, type 5 was 22 and type 6 was 7.
2. Almost all the types of collocations found in the all genre of reading text except type 6 (adverbs and adjectives) found only in Recount and News Item text. The collocation could identify by using the dictionary. The collocation used in the textbook sounds natural and it was easy for writer to identified the collocation because the textbook used common vocabulary that easy to understand.
3. The most dominant type of collocation used in the English textbook was type 2 (Verbs and Nouns) collocation.
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B. Suggestions
In relation to the conclusion, suggestion were staged as following. 1. The students who learnt in linguistics and students who interested with this
study should understand about the types of collocations and differentiate the types of collocations untill this knowledge can be useful for students who wanted doing research deeper about collocations.
2. The teacher who used the texbook as learning material should choose the right textbook and easy to understand both by teacher and also the students. Teacher should have linguistic comprehend.
3. The reader who found the difficulties in understanding the English text should learnt about the collocation and understand about the differences between types of collocations
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REFERENCES
Paltridge, B. 2005. Discourse Analysis : An Introduction. London : University of London
Paul G, J. 1999. An Introduction to Discourse Analysis : Theory and
Method. New York : Routledge
Coulthard, . 1985. An Introduction to Discourse Analysis. Edinburgh : Longman
Hori, M. 2004. Investigating Dickens’ Style : A Collocational Analysis. New York : Palgrave Macmillan
McCarthy, M and F. O’dell. English Collocation in Use. Cambridge : Cambridge
University.
Slembrouck, S , “What is Meant By Discourse Analysis?” http://bank.rug.ac.be/da/da.htm (accessed 5 May 2016)
Jorgensen, M and L. Philips. 2002. Discourse Analysis as Theory and Method. California : SAGE Publications
Lee, D. 2001. Genres, Registers, Text Types, Domains, and Styles : Clarifying
The Concepts and Navigating A Path Through The BNC Jungle. United
Kingdom : Lancester University
Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta : Andi Offset.
Ebrahimi, F. 2011. The Use of Verb Noun Collocations in Writing Stories among
Iranian EFL Learners. Malaysia : Universiti Putra Malaysia
Antoniuos, N. 2013. Collocation in English: Comprehension and Use by MA
Students at Arab Universities. Amman : Petra University
Arikunto, S. 2006. Prosedur Penelitian. Jakarta : Rineka Cipta
Doddy, A and A. Sugeng. 2008. Developing English Competencies. Jakarta : Pusat Perbukuan Kementerian Pendidikan Nasional
Torres, R and J. Walker. 2009. The Present of English Future : Grammatical
Variation and Collocations in Discourse. America : Linguistic Society of
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Putri, Y. 2009. The Use of Collocations in Readers Digest. Medan : State University of Medan
Saragih, M. 2010. A Discourse Analysis in Newspaper’s Tagline. Medan : State University of Medan
Sereta, V. 2008. Collocation Extraction Based on Syntactic Parsing. Geneva : University of Geneva
Sundusiah, S. 2010. Analisis Data Kualitatif. Bandung : Universitas Pendidikan Indonesia
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2) How were the collocations used in the English textbook ?
3) What type of collocation was dominantly used in the English textbook ?
C. The Objectives of the Study The objectives of the study were :
1) To described the types of collocation in English textbook for Grade X in the Senior High School
2) To analyzed how the collocation are used in the English textbook for Grade X in the Senior High School
3) To described the dominant type of collocation is used in English textbook for Grade X in the Senior High School.
D. The Scope of The Study
In relation to make this study stayed focus, the limitation of the study was needed. This study was going to see how the used of collocation in English textbook for Grade X in The Senior High School from some publishers. The data took from The English Textbook for Grade X in the Senior High School by The Book Matters Centre of Ministry of Education. This research focused on analyze the used of collocation from those textbook.
E. The Significances of the Study
The findings of the study were expected to give relevant contibutions to the following :
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1) Students : to enrich their understanding of discourse analysis and also the collocation
2) Other researcher who would like to conduct the same research as the writer do
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CONCLUSION AND SUGGESTION
A. Conclusions
After analyzing the data, conclusion were drawn the following.
1. Six types of collocations used in all genre of reading text in English textbook except type 6 (Adverbs and adjectives) only found in Recount text and News Item text. The six types of collocation were (1) Adjectives and Nouns, (2) Verbs and Nouns, (3) Noun + noun, (4) Verbs and expression of preposition, (5) Verbs and Adverbs, and (6) Adverbs and Adjectives. The total number of collocations were 894 where for type 1 was 194, type 2 was 446, type 3 was 75, type 4 was 150, type 5 was 22 and type 6 was 7.
2. Almost all the types of collocations found in the all genre of reading text except type 6 (adverbs and adjectives) found only in Recount and News Item text. The collocation could identify by using the dictionary. The collocation used in the textbook sounds natural and it was easy for writer to identified the collocation because the textbook used common vocabulary that easy to understand.
3. The most dominant type of collocation used in the English textbook was type 2 (Verbs and Nouns) collocation.
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B. Suggestions
In relation to the conclusion, suggestion were staged as following. 1. The students who learnt in linguistics and students who interested with this
study should understand about the types of collocations and differentiate the types of collocations untill this knowledge can be useful for students who wanted doing research deeper about collocations.
2. The teacher who used the texbook as learning material should choose the right textbook and easy to understand both by teacher and also the students. Teacher should have linguistic comprehend.
3. The reader who found the difficulties in understanding the English text should learnt about the collocation and understand about the differences between types of collocations
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Paltridge, B. 2005. Discourse Analysis : An Introduction. London : University of London
Paul G, J. 1999. An Introduction to Discourse Analysis : Theory and Method. New York : Routledge
Coulthard, . 1985. An Introduction to Discourse Analysis. Edinburgh : Longman
Hori, M. 2004. Investigating Dickens’ Style : A Collocational Analysis. New York : Palgrave Macmillan
McCarthy, M and F. O’dell. English Collocation in Use. Cambridge : Cambridge
University.
Slembrouck, S , “What is Meant By Discourse Analysis?” http://bank.rug.ac.be/da/da.htm (accessed 5 May 2016)
Jorgensen, M and L. Philips. 2002. Discourse Analysis as Theory and Method. California : SAGE Publications
Lee, D. 2001. Genres, Registers, Text Types, Domains, and Styles : Clarifying The Concepts and Navigating A Path Through The BNC Jungle. United Kingdom : Lancester University
Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta : Andi Offset.
Ebrahimi, F. 2011. The Use of Verb Noun Collocations in Writing Stories among Iranian EFL Learners. Malaysia : Universiti Putra Malaysia
Antoniuos, N. 2013. Collocation in English: Comprehension and Use by MA Students at Arab Universities. Amman : Petra University
Arikunto, S. 2006. Prosedur Penelitian. Jakarta : Rineka Cipta
Doddy, A and A. Sugeng. 2008. Developing English Competencies. Jakarta : Pusat Perbukuan Kementerian Pendidikan Nasional
Torres, R and J. Walker. 2009. The Present of English Future : Grammatical Variation and Collocations in Discourse. America : Linguistic Society of America.
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Putri, Y. 2009. The Use of Collocations in Readers Digest. Medan : State University of Medan
Saragih, M. 2010. A Discourse Analysis in Newspaper’s Tagline. Medan : State University of Medan
Sereta, V. 2008. Collocation Extraction Based on Syntactic Parsing. Geneva : University of Geneva
Sundusiah, S. 2010. Analisis Data Kualitatif. Bandung : Universitas Pendidikan Indonesia