1. 2 Statement of the Problem
Based on 2006 EC for SHS, English education is expected to help students able to
understand their own culture, and others’ themselves, beside being able to express ideas, feeling, participate in society, and even find and use their analytical
ability and imagination for communicating with that language 38
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2006 EC’s enclosure:24. This means that by learning English, students should be able to
communicate orally and in writing. The ability to communicate, in general, means the ability to involve with discourse, i.e. being able to understand and
produce texts both orally and in writing. In addition, English learning should focus on the development of the students’ four language skills listening,
speaking, reading and writing as to produce graduates who are able to communicate and be involved in discourse within a given English literacy level.
The literacy levels suggested by Wells 1991:53 are the theoretical and practical considerations of 2004 EC “Kurikulum” 2004:5. As stated above, the
level of literacy for SHS students to achieve is the third one of the four Wells’ literacy levels. It is called the informational level where the focus is on the role
that literacy plays in communication of knowledge, particularly discipline-based knowledge. Explicitly Wells states that ‘at this level, the curricular emphasis is on
reading and writing -- but particularly reading -- is on the student’s use for accessing the accumulated knowledge that is seen as the function of the school to
transmit’ 1991:53. This implies that reading and writing take paramount roles in SHS English education in Indonesia.
In reading and writing activities, the provision of a model text is inevitable. There
fore the quality of reading texts become the first priority and this inspires the
writer in stating the problem of this study; that is how the rhetorical developments of the reading texts in the SHS English textbooks are realized.
However in details the study aims at answering the following problems: 1. Which genres are found in the SHS English textbooks?
2. To what extent do the rhetorical developments of those respective genres serve to achieve their respective social purposes?
3. To what extent do their linguistic features of those RD elements support the achievement of their respective social purposes?
4. To what extent are those texts compatible with the 2006 EC?
1. 3 Objective of the Study
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