The Background of the Study

Reading Texts in English on Sky 2 Textbook for the Second Grade of Junior Secondary School at SMPN 10 Ciputat.”

B. The Scope of the Study

This study is limited by analyzing the reading texts. The writer focuses on the three genres of the reading texts, descriptive, recount and narrative, as required by School-Based Curriculum –Kurikulum Tingkat Satuan Pendidikan KTSP for the second grade of Junior Secondary School. It includes three features: social function, generic structure and linguistic feature.

C. The Formulation of Problem

Based on the background of the study, the writer formulates her problem as follows : Are the genre of reading texts and its features in English on Sky 2 textbook for the second grade of Junior Secondary School in line with the content standard of KTSP?

D. The Objective of the Study

In order to guide the analysis in this study, the objective of this study is to find out empirical evidence of whether or not the genre of reading texts and its features in English on Sky 2 textbook in line with content standard of KTSP for the second grade of Junior Secondary School.

E. The Significance of the Study

Hopefully, this study could give knowledge for the reader that attracts to this problem and especially, for the writer as the researcher to give knowledge whether the genres of reading text and its features in the textbook that the school uses is in line with content standard of KTSP. And it makes them easier to select the suitable genre that in line with content standard of KTSP. 5 CHAPTER II LITERATURE REVIEW

A. Genre

1. The Understanding of Genre

Students need to learn genre in communication because it gives linguistic implication that student should notice. By learning the genre, students not only can use English sentences, but also can organize the text in a way that is commonly used by native speakers. Additionally, genre itself comes from a culture that has communicative purpose, structural text, and certain linguistic features. 1 For example in narrative text, the purpose is to entertain and to teach a lesson meanwhile the structural text of it is orientation, complication, sequence of events, and resolution, and the linguistics features are noun, adjective, past tense, etc. Many people have defined and analyzed genre in many different ways. The perspective of genre differs from person to person depending on the person‟s individual attitude and aims towards printed words, from language to language considering the cause of reading and the content of the text. It allows the emergence of different definition of genre that will be too abroad to discuss. For that reason, the writer chooses the best way to define genre based on some experts of its filed. As Miller 1984 stated in Bawarshi genre is “typified rhetorical actions based in recurrent situations. ” 2 It means genre can be marked by rhetorical response in order to be shaped and maintained. In addition, there is another understanding about a genre: 1 Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP MTS, Jakarta: Pusat Kurikulum, Balitbang Depdiknas, 2003, p. 57. 2 Anis Bawarshi, The Genre Function, College English, Vol 62 no. 3, 2000, p. 339. A category assigned on the basis of external criteria such as intended audience, purpose, and activity type, that is, it refers to a conventional, culturally recognized grouping of texts based on properties other than lexical or grammatical co- occurrence features, which are, instead, the internal linguistic criteria forming the basis of text type categories. 3 From what is pointed out above, there are two categories that are assigned a genre, internal and external category. Internal category shapes the text type basis and external category refers to a conventional and a culture of texts. Meanwhile Swales, in his book states that “a genre comprises a class of communication events” 4 it is in line with Bex, genre is a communicative events aggregation accomplishes general social function. 5 The communicative event is related to “one in which language plays both a significant and an indispensable role .” 6 It is also a complex notion, comprising not only of the discourse itself but also of the role of the discourse and the environment and culture surrounding it. 7 So, the genre is closely related to a discourse that has particular purpose in communication. Those are some understandings of some experts that show various perceptive of genre. Thus, genre can be understood as rhetorical ways and rhetorical respond in communicative events. It will stimulate the students‟ skill especially in reading to understand the text content. 3 David YW. Lee, Genres, Registers, Text Types, Domains, and Styles: Clarifying the Concepts and Navigating the Path Through the BNC Jungle, Language Learning Technology, Vol. 5 No. 3, 2001, p. 38. 4 John M. Swales, Genre Analysis: English in Academic and Research Settings, Cambridge: Cambridge University Press, 1990, p. 58. 5 Tony Bex, Text in Society: Society in Text, London: Routledge, 1996, p. 137. 6 Swales, op. cit., p. 45. 7 Ibid., p. 46.

2. The Genre Analysis

To get the concept about genre analysis, the considering of genre analysis is the study of spoken and written discourse for practical ends in the general values of it. 8 The following explanation is also stated in Swales‟ book: In particular, it tries to show that a genre-centered approach offers a workable way of making sense of the myriad communicative events that occur in the contemporary English-speaking academy – a sense-making directly relevant to those concerned with devising English course and, by extension, to those participating in such courses. 9 It implies the way that can be applied to the communicative events is a genre-centered approach that is intended for those who are involved or interested in this field. Making a concept of genre analysis is quite simple. For example in written discourse, a given text is analyzed in such a way that the analyst acquires the necessary information to determine which genre the text could be said to belong to. The analysis process is not focus on the information content of the texts but focus on the three features, social function, generic structure, and linguistic feature.

3. The Genre of Reading Text

Reading text is able to be divided into two, literary texts and factual text. According to the Anderson, literary texts are divided into three main text types: narrative, poetic, and dramatic, but explanation, discussion, exposition, information report, recount, factual description, procedure, and procedural recount text are included in factual texts. 10 Furthermore, students are able to learn kinds of reading texts such as recount, report, discussion, explanation, exposition, new item, anecdote, 8 Ibid., p. 1. 9 Ibid. 10 Mark Anderson and Kathy Anderson, Text Types in English 3, South Yarrra: Macmillan, 1998, p. 2.