48 there is a scarcity of pragmatic information contained in the English for
Ethiopia, and the variety of pragmatic information is limited. Most of the metalanguage explanations are simple; and there are no metapragmatic
explanations at all. This study investigates the same theme as the studies reviewed before.
However, this study is replicated in a different context from the previous ones. This study tries to investigate EFL textbooks used in senior high school of
Indonesia. As far as the researcher knows, there have not yet been any studies investigating this phenomena in Indonesia. Thus, this study is worth doing.
C. Conceptual Framework
One factor of the success of the mastery of pragmatic competence is the sufficient information on pragmatic features being exposed to learners. The
exposures can be obtained from direct interaction with the society who uses such language. However, in EFL context, it will be difficult for learners to have direct
interaction with the language users instead in classroom site. In classroom site, there are two possible resources for learners in mastering the language; English
teachers and course materials. Since most of EFL teachers have English learning experience as a foreign language, their pragmatic competence is also inadequate.
Thus, the main source of pragmatic materials for learners is probably course books used in the classroom. However, there have been several studies reporting
that most English course materials used in EFL and ESL countries have inadequate pragmatic information contained in such books. Thus, learners‘
49 pragmatic competence can not well develop, and the possibility of pragmatic
failures is high. The acquisition of pragmatic competence is also de
termined by the learners‘ awareness. According to Schmidt 1995, when the learners notice the input, it
becomes an intake and that noticing is a necessary condition for second language learning. And in order to acquire pragmatics, the learners must notice to both the
linguistic forms of utterance and the relevant social and contextual features with which they are associated Schmidt; 2001. One of ways of noticing such
linguistic forms of utterance and the contextual features is through course books. Ideal course books should be able to provide learners with such kind of input to
the learners. When they fail to pay attention to the forms of utterance and in what situation they can use them due to the inexplicit pragmatic information, they fail
to acquire this pragmatic competence. Therefore an English textbook is supposed to be able to help learners in
noticing the linguistic forms as well as explicit information in using such kind of linguistic form correctly as well as appropriately to the context of the
communicative events encountered. This idea can be achieved by providing sufficient pragmatic features e.g pragmalinguistic and sociopragmatic information
like speech act, styles, registers, usage, cultural information, etc. Accordingly, learners can get benefits from the existence of such pragmatic information in the
text book in order to develop their communicative competence. The answer to the second question of this study is based on the theory of
language instruction on pragmatic focused activities proposed by Ishihara 2010,
50 explicit learning theory which puts consciousness as the central idea. It
encompasses four sense namely; intentionality, noticing, awareness, and control. Those theories will be discussed and elaborated with the finding of pragmatic
information found in English textbooks and their interrelationship each other. Based on those theories, the researcher tries to construct a framework on
how those theories are interrelated one another in term of the mastery of pragmatic competence as follows. There are several kinds of activities that have
been used in the classroom to enhance learners‘ communicative competence. The way to improve learners‘ pragmatic competence is through explicit instruction in
the English textbooks. Ideally, an English textbook should contain adequate pragmatic information that can enhance learners‘ pragmatic competence. The
pragmatic information can be seen in the presence of pragmatic features like speech act information, usage, register, style, politeness, and cultural information
which are transformed into learning activities or tasks and how these features work to enhance learners‘ pragmatic competence.
51
CHAPTER III RESEARCH METHODOLOGY
Conducting this research, the researcher will apply certain methodology. This chapter discusses the systematic process of the methodology that is used in
this research. The discussion includes research method, research subject, research instrument, data gathering techniques, data analysis technique, and research
procedure.
A. Research Method
Since this study dealt with data which were in the form of words or dialogues rather than numbers and statistics and also employed words to answer
the research questions, it is categorized as content analysis. Content analysis is one type of many research methods that is used by social science studies. Before
going so far on content analysis, it would be better to have a clear understanding on what is meant with content analysis itself. Content analysis is not a new trend
research method in academic world. It has already appeared since a long time ago. In addition, content analysis study has already been widely used in the field of
education with some purposes such as to analyze bias, prejudice, or propaganda in textbooks, to analyze types of errors in students‘ writings, to describe prevailing
practices, to discover the difficulty level of materials in a textbook, and to discover the relative importance of certain topics Ary, Jacobs, Sorensen, and
Razavieh, 2010: 457. According to Krippendorff 2004:3, ‗content analysis entails a systematic
reading of a body of texts, images, and symbolic matter, not necessary from an author
or user‘s perspective‘. Similarly, Ary, Jacobs, and Sorensen 2010: 458 51
