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CHAPTER V CONCLUSION AND SUGGESTION
This chapter presents the conclusion which is drawn according to the findings and interpretations given in the previous chapter. In the presentation, the conclusion
answering the main problem how the RD of reading texts in the SHS English textbooks are realized is given through the answers of four detail problems stated in
the introduction while the suggestion is presented as the closing of this dissertation.
5.1 Conclusion
Based on the detail problems stated in chapter one, the conclusion is divided
into two; one is the conclusion in connection with RD, and the other is the conclusion
in connection with the RD realization . The former is for answering the first and second questions, the genres available in the analyzed textbooks and the achievement
of the social purpose of each reading text through its RD. The latter is for answering the third and fourth questions, the achievement of each text i.e. social purpose
through its lexicogrammatical choices and the compatibility of reading texts with 2006 EC.
There are fourteen genres available in six analyzed textbooks: Procedure, Spoof, Recount, Report, News Item, Description, Anecdote, Analytical Exposition,
Hortatory Exposition, Narration, Explanation, Discussion, Review, and Commentary. This means that two genres are added, Anecdote and Commentary. According to the
2006 EC those two genres are not included in the required genres that should be taught to SHS students, 2006EC:308. Although their contributions are only small
compared to the whole; Anecdote contributes 6.1, and Commentary, 2.6 , those contributions can actually be given to other genres which have small contributions,
such as: Procedure 1.7, Discussion 6.1, Recount 5.2, Explanation 6.1. In connection to RD findings is the proportion of the genre distribution. There
is no balance of distribution proportion among genres provided in six analyzed
textbooks. The fact that Narration is suggested to be taught in every grade by both the 2004 EC and the 2006 EC, causes its contribution to become the biggest 20,
almost a fifth of the contribution is dominated by that genre. Only two RD of all the analyzed texts are problematic. The implication is that
the text RD of almost all reading texts being analyzed 98.17 support the achievement of the texts’ social purposes.
The suggestion of genre given by the textbook writers for a given reading text cannot be taken for granted. The suggestions given to three reading texts are proved
incorrect. Eleven reading texts out of a hundred and fifteen are problematic in their RD
realization. It implies that the majority reading texts being analyzed 90.44 have good realizations of rhetorical developments, meaning that the RD is realized based
on the lexicogrammatical features of various genres suggested by the parents’ community. Based on the findings above, it can be concluded that the RD realization
of 90.44 of all analyzed reading texts support the achievement of the text social purposes.
One of Explanations is not realized based on the suggested lexicogrammar, that is
in the use of passive voice. However, it does not give any effects in the social purpose achievement. It proves that the realization of rhetorical development of a text is
flexible; it can be changed from the suggested lexicogrammar stated in the curriculum as long as the reason is to achieve its social purpose.
The following are the reasons why the rhetorical development realizations of some genres fail:
1. some clauses do not have a complete MOOD elements, they do not have any
subject, 2.
inappropriate time circumstances are still available, 3.
some clauses do not make use of the thematization organization of the text to make it cohesive and not boring,
4. inappropriate minor clauses are found in the text,
5. inappropriate modals are still used in the clauses.
The final conclusion is that most of the reading texts are compatible with 2006 EC.
5.2 Suggestions
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