An analysis on reading passages of english textbook let's talk

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By:

IRP AN WIBAWA

NIM: 10 4014000296

DEP ARTMENT OF ENGLISH EDUCATION

F ACULTY OF TARBIYAH AND TEACHERS' TRAINING

SYARIF HIDAYATULLAH STATE ISLAM IC UNIVERSITY

JAK ARTA

2011

(A Descriptive Study at Secon d Year of SMPN 1 Gunung S ndur Bogor)

“The Skripsi”

Presented to the Faculty of Tarbiyah and Teachers' Training in A Partial

Fulfillment of the Req uiremen ts for the Degree of S. Pd

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All praises be to Allah, Lord of the W orld who has bes d up on the

writer in comp leting this “ skripsi”. Peace and blessin be upon our prophet

Muhammad, his family, relatives, and all of his followers.

This “Skripsi” is p resented to the English Edu catio n Departmen t of the

Faculty of Tarbiy ah and Teachers' Training Syarif Hiday atullah State Islamic

University (UIN) Jakarta as a partial fulfillment of the req uirements for the Degree

of Strata 1 (S1).

In the process of writing the “Skripsi”, the writer got many helps,

motivations, and guidance from many kinds of sides. Th fore, from his deepest

con science, he would like to express his greatest love and honor to his beloved

family: his parents

and

(Mr. Kamsuri and Mrs. Idah Rosdiana), his

beloved brothers and sisters (Ahmad Diki T, Imam Septi a M. an d Irmala Sari)

for their love, attention and kindness, and all fam ili who always give th eir love,

support, motivation and moral encou ragement to finish his study.

He also would like to express his greatest thanks and ratitude to his

advisor; Drs. Nasifudin Djalil, M. Ag for his valuable help , guidance, com ments,

corrections, and suggestions fo r th e co mpletion of thi Skripsi”.

His gratitude also goes to Drs. Syauki, M.Pd and Nen en Sunengsih, S.Pd

as the head and secretary of English Education Departm t an d also for all the

lecturers of English Education Department for their en ouragement to the writer.

And his gratitu de also is addressed to Prof. Dr. Dede osyada, MA, the dean of

Faculty of Tarbiyah and Teachers' Training. His th anks also is addressed to all

staffs an d the officers of Syarif Hidayatullah State I lamic University Library and

Tarbiyah's Library who have given p ermission to use th r books to comp lete the

references for th is stu dy. Then, the writer's thanks go to the o fficers of SMPN 1

Gun ung Sindur Bogor Library for borrowing b ooks.

Finally, the uncountable thanks are addressed to all w iter's friends that

I n the name of Alla h, the Ben eficent, the Merciful.

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eno ugh to say any appreciations for their help.

Ciputat, December 2010

The Writer

May Allah the Almighty bless them all, amin.

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i

iii

v

vi

Background of the Study

1

A. Limitation of the Stud y

4

B. Formulation of the Prob lem

5

C. Method of the Study

5

D. Significance of the Study

6

E. Organization of Paper

6

F. Readin g

A. The Concept of Reading

7 The Purpose of Reading

9 Genre of Read ing Tex ts

10 The characteristics of Descriptive, Recount,

4. and Narrative Texts

12 Curriculum

National Curricu lum 2006

16

1. The Competence Stand ard of English Lesson in Junior

2. High Schoo l

19 A. Research Methodology

Objectives of the Study

21

1. Time and Place

21

2. Technique of Data Co llecting

22

3. ACKNOWLEDGEM ENT

LIST OF TABLES

ABSTRACT

CHAP TER I

: INTRODUCTION

CHAP TER II

: THEORITICAL F RAMEWORK

1.

2.

3.

B.

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B. Research Findings

Data Description

23

1. Data Analysis

26

2. Interpretation of Data Analysis

33

3. Conclusion

34

A. Suggestion

35

B.

36

38 CHAP TER IV

: CONCLUSION AND SUGGESTION

BIBLIOGRAPHY

AP P ENDIX

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Table 2.1 Characteristics of Descriptive Text … ……… ……… ……… ...

12 Table 2.2 Characteristics of Recount Text ……… ……… ……… ……...

.

13 Table 2.3 Characteristics of Narrative Text ……… ……… ……… ……..

15 Table 2.4 Standar Kom petensi Dan Kom petensi Dasar Mata Pelajaran

Bahasa Inggris Kelas VIII Semester I dan II … ……… ……… ……… ....

18 Table 2.5 The Genre o f Texts and Their Characteristics … ……… ……..

20 Table 3.1 Reading Texts in the En glish textboo k …… ……… ……… ….

23 Table 3.2 Characteristics of Descriptive Text “ The Giraffe” … ……… …

27 Table 3.3 Characteristics of Descriptive Text “ Den gue Fever” ……… …

27 Table 3.4 Characteristics of Recount Text “My Twin Sis ……… …..

29 Table 3.5 Characteristics of Recount Text “Fishing in the Harbor” …… .

30 Table 3.6 Characteristics of Narrative Text “lonely Porcupine” … ……..

32 Table 3.7 Characteristics of Recount Text “Five-footed ……… …

33

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Skripsi, English Education Department, Faculty of Tarb yah

and Teachers' Train ing, UIN Syarif Hidayatullah Jakarta.

Advisor:

Readin g Passages, English Textbook, Genre, Curricu lum

In teaching-learning activity both teachers an d studen need course bo ok.

Teachers need it as a guideline that provides a range materials to p resent in a

certain time. W hile students need it as students' b ook in which h undreds of

activities or exercises presen t gradually. Although it is not the only thing

guarantying the success of teach ing-learning p rocess, t has an imp ortant role

supporting the goal of the study.

The aim of this stu dy is to find out the extent of whi h genres of reading

texts in junior high school English tex tbook cover the principles o f genre of texts

(social function, schematic structure, and linguistic ature) recom mended in the

2004 national curriculum.

The writer analyzed the data by looking at th e reading texts presented in

the En glish textbo ok and determined the genre of the texts. The writer then

checked the data to see whether they correspond to the demands of the

curriculum, wh ether the reading texts suggested by the cu rriculum su ch as

descriptive, recount, and narrative. The social functi , sch ematic structure, and

linguistic feature are also checked acco rding to each nre. The writer took 6

reading passages (2 of each genre) to be analyzed.

This study has shown that all reading passages presented in the English

textb ook “LET'S TALK” do not present the princip les o f genre especially in term

linguistic featu re (use of generic hu man an d non-human participant, use of tenses,

use of mental process, etc).

Drs . Nas ifudin Djalil, M . Ag

Key Words

:

“LET'S TALK” at Eight Grade of SMP Negeri1 Gunung Sin dur

Bogor,

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This ch apter presents background of the stu dy, lim itation of the study ,

formulation of the problem, method of the stud y, significance of the study, and

organization of the skripsi.

English as a m eans of communicatio n spoken all over th world p lays

important ro les in many fields of life such as econo my politic, education, etc. In

economy, peop le know the term 'ex port' and 'import' wh ch means gettin g and

giving goods or services from one co untry to another co untry. It is, of course,

accommod ated by an internatio nal language, English. Like economy , politic also is

a field of multi-lingual peo ple in which there must be an international language

con necting each other to express ideas and minds. Further m ore, education as the

central of the development sees English as a device to access scien ce and

technology .

The need fo r English is increasing, particularly in In onesia, the developing

cou ntry , almost all educational institutions provides t in any gradual study

eith er in formal or informal. It is easy to find an En ish course in a place. So me

peo ple see it as a commercial in which they can get much mon ey without

thinking over the use o f English it self for Indonesia people. No m atter wh at it

is, English is important. To overcome this problem Ind esian lingu ists propose

some instructive strategies in English language teachi g.

CHAP TER I

INTRODUCTION

Background of the Study

A.

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Depdiknas. . Jakarta: Puskur, Depdiknas, 2004.

Depdiknas. p.5

There will be no doubt if English is formally become a compulsory lesson

taught from elementary to secondary schoo l even university in Indonesia. Based

on the Minister of Educational and Culture decree No: 2 / 2003 dated December

12, 2003

_{, it is clearly said that English as the first foreign lan guage is officially}

taught at Junior High School an d Senior High School in ndo nesia.

The goal of teaching English at SMP/MTs is to enable t e students:

To develop communicatio n skill in written and oral English o f listening,

1. speaking, reading, and writing.

To increase the con sciousness abo ut the roles and importance of En glish as

2. one of foreign languages used in the world.

To develop studen ts' comprehension about the relation language

3. and culture and take p art in it

_.

Glo balization era changes the n eed of commu nication. People n eed to

com municate to other who has different language, culture, and habit. Since then ,

the existing of international language, English is ess tial as a tool delivering and

receivin g message. It is no wo nder the need for Englis is increasin g in Indonesia,

the developing cou ntry which needs to access science and technology written in

English.

Teaching English has been developed since th e government and

Indonesian linguists realize th at the resu lt of Englis langu age teaching is out of

the target. Changing the curricu lum seems to be a regular program in which much

funds and time are wasted . However, all attempts are m rely carried out to make

Indonesian students better in English. It means, th ey what it is called

'communicative ability'. Students are expected to be able to communicate in b oth

spoken and written language.

Readin g is one o f four main skills: listenin g, sp eakin reading, and writing.

It is a receptive skill, like listening. This means it involves resp onding rather than

producing. Bu t it can not be easily say that teaching ding is simpler than the

two others: speakin g and writing. Teachers must take account the ro le of reading in

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Standar Kompetensi M ata Pelajaran Bahasa Inggris SMP/MTs Standar Kompetensi…

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Depdiknas. …p.7

society and the natu re of readin g as process. They mus encourage the stu dents to

the various kinds of texts known as genre of texts, an teach them how to

com prehend and read fluently.

In teaching learning process teachers usually teach reading by giving the

students some texts and try to translate them all. The n ever care abo ut th e texts

which they sh ould give even to comp rehend an d prono unce them fluently. It is

con trast with the 2006 National Curriculum, known as

(KTSP) o r School Based Curriculum which says that stud ts are

exp ected to be able to read functional written texts and essays loudly in short and

simple

an d

form with good pronunciatio n and intonation

related to th e surrou ndings.

The goal of teaching read ing in the 2006 Nation al Curr um for the

Second year of Junior High School is that the students are be able to understand

con texts of various written texts such as narrative, d criptive, and procedure of

reading passages. Schools are expected to teach studen to be familiar with

various passages th at exhibit the three major function of language: ideational,

interpersonal, an d textual. Ideatio nal function serves to construct idea and convey

information; interpersonal fun ction enables people to tablish an d m aintain

relationship between them; textual fun ction serves to reate coherent and cohesive

written or sp oken texts.

To facilitate the goal of teachin g reading above there are many textbooks

established by some publishers. Th e extent of textbooks is very importan t as

guid ance both to th e teachers and the studen ts. The En lish textbooks do not only

con sist o f many reading passages bu t also provide the emand of the National

Curriculum on them such as social function , gen eric structure, and significant

lexicogrammatical features which are very im portant to students to understand the

reading passages more compreh ensively . In fact, it is ifficult to find English

textb ook provid ed the demand of the 2006 Natio nal Curriculum.

There are many English textbooks wh ich have been written and produced

for various levels o f stud ents. The impo rtance of usin textbooks for academic

Standar Kompetensi

Kurikulum Tingkat S atu an

Pend idikan

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Alan Cunningsworth, London: Heinemann E ducational Books, 1984), p.5.

purposes has enco uraged many publishers to produce tex ooks th at will be used

in schools. Th ey offer a variety of textbooks includin English textbooks. Thus,

teachers sho uld be able to select and use the appropri English textboo k to be

used in class. Sometimes, it is the responsibility of e teachers to select the

textb ook they will use in a given class.

A go od English textbook is readable, und erstandable an co mprehensible

for students. It is easy to read and understand. It will motivate them to learn

English. If they have difficulty to understand the tex o ok, they usually get bored

and it will m ake th em frustrated in learning English. t also should have mo tivated

exercises to m ake the students interested in doing the tasks. They will do the

exercises because they want to not becau se they have t .

Selecting English textbooks, therefore, is very important to teachers as

facilitators of the teaching-learnin g process. They ha to take account all aspects

of the textbooks the ins and ou ts. Alan Cunningswo rth ys that

“… there are certain general principles, based on good anguage-teaching

practice, which will help us in our task of evaluating coursebooks.”

Relate the teaching materials to yo ur aims and objectives

1. Be aware of what language is for and select teachin g m als which

2. will help equip yo ur stud ents to use language effectively for their own

purposes.

Keep yo ur students' learning needs in mind.

3. Consider th e relationship b etween lan guage, the learni g process and the

learner.

From the discourse abo ve the writer is curious to find out how far those

principles of readin g passages are consid ered in English textbo ok for Junior High

Scho ol in Indo nesia. The writer tries to analyze an En ish textbook used in

second year of Junior High School und er the title AN A LYSIS ON READING

PASSAGES OF ENGLISH TEXTBOOK “LET'S TALK” AT THE SECOND

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YEAR OF SMP NEGERI 1 GUNUNG SINDUR BOGOR.

This study only focuses on the analysis of the reading texts foun d in the

second y ear of Junior High Schoo l textbook, in term s of the genres (d escriptive,

recount and narrative texts) of reading texts and the resentation of the tex ts in the

second y ear English textbook for Junior High School. The writer tries to analyze

such as social function, generic structure, and significant lexicogrammatical

features of the reading p assages presented in that tex ook.

In this study, the writer plans to analyze the English textbook used at the

second y ear of SMP NEGERI 1 GUNUNG SINDUR. The main problem of this

study is: “Is the content of reading p assages of

textbo ok used by

the students at the second year of SMP NEGERI 1 GUNUNG SINDUR already in

line with the latest syllabus suggested and Guid eline n English Textbook

Assessment recommended by PUSKUR DIKNAS?.” The analysi to be carried

out will be in line with the following qu estions:

Are the reading passages of the English textbook

1. used at SMPN 1 GUNUNG SINDUR in line with the

latest syllabus suggested and Guideline in English

Textbo ok Assessment recommended by PUSKUR

DIKNAS?

The approach in this study is q ualitative because the ata collected con sists of

reading texts taken from the second year Junior High S hool English textbo ok.

The research in volves description and an alysis of the ata collected and th e

dem ands of read ing in the 2006 National Curricu lum in the form of the genre of

Limitation of the Study

B. F ormulation of the P roblem

C. LET'S TALK

Method of the Study

D.

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reading and their characteristics of the guidan ce o f th e an alysis.

The object of the research fo cuses on reading passages of the second year of

English textbook used by the teachers and the stu dents of SMPN 1 Gun ung

Sindur, nam ely “LET'S TALK for Junior High Sch ool Grad VIII written by

Bach tiar Bima M, and Cicik Kurniawati pu blished by PAKAR RAYA 2005”.

The findings of this study are ex pected to provide better insight for b oth

the teachers and the principles on how to select and choose the better English

textb ook to be used in teaching learning activity.

Besides, the result of the study is hoped to enrich th teachers' knowledge

of English textbook analysis, and it can b e used as a rence for the next

researchers who are interested in developing similar study.

This 'skripsi' is divided into four chapters. Chapter e is introduction

which inclu des backgro und o f the study, limitation of e study, formulation of

the study, method of the study, significance of th e study , and organ izatio n of the

skripsi.

Chapter two is theoretical framework. It provides some theories related to

the research pro blem, to suppo rt th is research.

Chapter three is research metho dology an d find ings. It provid es the

objectives of study, time and p lace, design of the study, techniq ue of data

collecting, technique of data analy sis, data descripti , data analysis, and

interpretation o f data.

Chapter four is conclu sion and suggestion. It is d ivid d into conclusion

and suggestion.

Significance of the Study

E. Organization of the Skrips i

F.

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This ch apter discusses the concept of reading, the purpose of reading,

genre of readin g texts, the characteristics of n arrati , descriptive, and reco unt

texts, the 2006 national curriculum, and the comp etenc standard of English

lesson (reading) in junio r h igh school.

Readin g is one of four English skills; Listening, Spea ng, Reading,

and W riting. As a component of communicatio n which inc udes spoken and

written language it plays an important role in educati . It is known that

reading is the key of knowledge. Those who want to get kn owledge, just read

books in which science and technology are presented. B reading a bo ok one

can get information such as sciences, sports, arts and cultures, educations, and

etc. Clark said th at, “reading is a telescope, b ecause rough it one can lo ok the

CHAP TER II

THEORITICAL F RAMEWORK

Reading

A. The Concept of Reading

1.

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Peter Streven, , (Oxpord: Oxpord University Press, 1997), p.26

Christine Nuttal, , (London: Heinmen, 1989), p.17

Ricard C Anderson, E. Nagy William, A. Herman Patricia, Learning Words from Context. vol.20.No.2, (Winter, 1985), p.23-253

distant stars, planets, and speculate about life upon em. Reading is a

microsco pe, becau se through it we can not o nly examine e chromosomes,

but also the ato ms. Reading is a never-ending widescre .

_{Similar with Clark,}

Peter Streven said that “ readin g is a skill o f great importance to the student

because it provides him to access to great quality of u rther experience of the

language an d gives him a window into the normal means of continuing his

personal education”.

It can be concluded that b y reading people can reach th e world. With out

goin g to a place one can know th e information about it; where it is, wh at it looks

like, or how to get there. For the students who want to continue their study , it is a

very easy to know the school or university which is in line with their educational

background . Now th ey just need to click some themes on the screen then

hundreds of the informatio n rise automatically.

In reading process, a reader has to construct meaning and con nect

her/his kno wled ge with the text she/he is reading. A reader tries to interpret

what message the writer means. Th is because readin g point is to get the idea

of the readin g passage served on any kinds of texts. In this case, Christine

Nuttal said that, “reading is a meaningful interpretatio n of printed o r written

verb al symbol. It means that reading is a result of th interaction between the

perception of graphic sy mbols that represent language and readers' language

skills, cognitive skills, and knowledge o f th e word. In process the reader tries

to create the meanings intended by the writer.”

_{Furth ermore, Anderson said}

that “reading is the process of constructing meaning from written texts. It is

also a complex skill requiring the coordin ation of a n ber of interrelated

sources of information”.

However, reading is a complex activity involving many spects and skills.

5 6 7 8

New Orientation in The Teaching of E nglish Teaching Reading Skills in a Foreign Language

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Harris and Smith, (New York, Holt Riacht, Inc, 1972), P.268

It does not merely try to translate word by word , sentence by senten ce, paragraph

by paragrap h, but it makes a connection o f ideas between the reader and the writer

to get un derstanding and comprehension. It means that e reader gets what the

writer implies or what it is called the writer's messa

The purpose of read ing is to get the id ea o f m eaning from the written

text. One of the most important tasks of the reader is nd o ut what the

writer said. In this case, Harris and Smith said that, “Purpose for reading

similar for beginner and the mature of reader. The level of thought th at is

required to achieve the same reading purpose varies wi the difficulty o f

selection and the skills of the read er different authorities suggest a variety of

purposes for readin g”.

A p erson reads a text to learn, to find out informatio , to be

entertained, to reflect, or as religious practice. The pu rpo se fo r reading is

closely conn ected to a person 's motivation for reading. It will also affect the

way a b ook is read . The essential purpose of reading generally is to get new

information or pleasure. Readin g for information is re ing that it is done

with out stop ping to analyze the gramm atical structures understandin g the

structure without thinking about it. It requ ires understanding the meaning of

passage. However, purpose of reading is to make connec ons between what is

already known and wh at is needed to know. If readers d ot know anything

abo ut the subject they are reading, then po uring the words of texts into

readers' mind is like pou rin g water into hand. They do not retain mu ch. For

instance, students who are keen on football will be ve easy on reading

football pages because of their interests and their kn ge about it. They

easily connect the ideas on the pages to what they hav lready known. This

leads to the term of

or

which is very

effective on reading comprehension

Reading Instruction Through Diagnostic Teaching,

reading for pleasure

joyful reading

The P urpos e of Reading

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Douglas Carnine, Jerry Silbert, and Edward J. Kameenu , , (Colombia: Merill Publishing Company, 1992), p.57

Rivers and Temperealy listed the following examples of some of th e

reasons that students may need to or want to read.

To obtain information for some purposes o r because we curious

a.

abo ut some topics

To obtain instruction how to perform some tasks for our wo rk or d aily

b.

life (e.g. knowing how appliance works)

To keep in to uch with friends by correspo ndence or to derstand

c.

business letters

To kno w wh en or where something will take place o r what is available

d.

To know what is happening or has hap pened (as reported in

e.

newspapers, magazines, and reporters)

For enjo yment or excitement

f.

Other linguist proposed th e purpose of reading in term the purpose of

reading is finding main idea, finding supporting detai , grasping the authors

plan of organizatio n, following a sequence of event or tho ught an d critically

app rising the author's work.”

_{It means that peop le read in order to}

com prehend what they are reading, and it can be sim ply aid that

com prehension is findin g the m ain idea or general mean ng o f th e tex t. Getting

the main id ea eases the reader to understand or to interpret the message meant

by the writer. Moreover, getting the main idea makes the reader effectively

uses the time as efficient as possible. A reader does not n eed to read all the

passages thoroughly wh ich wastes much time. W ithout looking at all the

words or senten ces of a paragraph sh e/he can predict what is go ing on th e

nex t, even con clude the whole passages.

There are many ways proposed by some linguist to ease ents in

learning English. They look for th e best way by which tudents get wh at it is

called “commu nicative ability”. Studen ts are hoped to e able to communicate

Direct Instruction Reading

Genre of Reading Texts

3.

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Rudi Hartono, SS., M. Pd., (Unpublished, Semarang Stated University English Department Faculty of Language and 2005), p.64

Mark Aderson and Kathy Anderson, (Australia: MacMillan, 1997), p.1

Mildred L Larson, A Guide to Cross Language Equivalence, (Boston: University Press, 1984), p.365-366

Rudi Hartono, SS., M. P d., p.35

whether at spoken or written language. At the English lls; listening,

speaking, reading, and writing, particularly at readin that the writer is go ing to

propose some linguists recognize kinds of texts known as gen re of texts.

Genre is a term which leads to the kinds of texts that has many different

characteristics. Text is a too l of commu nication conn ectin g the writer's

purpose to the reader. Rudi Hartono said that “wh en wo ds are put together to

com municate a meaning, a piece of text is created. Tex s a unit of mean ing

which is coh erent and app rop riate for its con text”.

_{Similar with Hartono,}

Mark Anderson and Kathy Anderson gave a clear definiti o f text “texts are

pieces of spoken or written language created for a particular purpose. W hen

we spo ke or write, we create text. W hen we listen , read or view text, we

interpret them for meaning”.

It can be said that text is a media of communication b en the writer and th e

reader, and the speaker and the listener. Due to the i portance of text or genre

in the English teaching, stu dents need to know the variety of reading material to

wid e their knowledge of langu age. Students need the op ortu nity to exp lore

various genre texts as a part o f the process of their readin g development to learn

and explore the strategies from many differen t kinds of texts in to a single story

or idea.

There are m any kinds o f genre such as narrative, descriptive, recoun t,

etc. Larson distinguishes seven basic genres to be discussed: narrative,

procedural, expository, hortato ry, descriptive, repartee, and dialogue

_{. Wh ile}

Rudi Harto no divid es genres into recount, report, an al tical Exposition, news

item , anecdote, narrative, procedure, description, hortatory exposition,

exp lanation, discussio n, review, and commentary

These various kind s of genres have to be proposed to the studen ts gradually

12 13 14

Genre of Texts,

Text Types in E nglish 2, Meanind-based T ranslation:

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A. Joan Gryel, India Cooper, Gallaghor, Judith, Jhonson, O. Mary and Joyce (eds)

Senn, (Chicago: World Book, 1995),

p.214

Mark Anderson and Kathy Anderson, English (Australia: McMillan, 1997), p.26

based on their y ear and grade. Besides genre enriches tuden ts' vocabulary, it is

also a way to press students' boring if they have to read the same kind of texts

everyday . By having genres students will find differen situation while read ing

them . In narrative for example, students read th e text while have a laugh or

even cry fo r a minute because of the story they are reading. On the other hand,

in descriptive, students try to imagine something they ind while reading it. And

it is very im portant to make connection between stu den ' minds and writer's

purpose.

Descriptive Text

a.

Descriptive text differs fro m narrative tex t. If narrative tells a

series of sto ry, descriptive describes a particular pe , place or thing. It is

more factual rather than fictive. Grygel say s that des ptive text paints

word p ictures f particular people, places, or things

According to Mark and Kathy And erson, the purpose of

descriptive text is to tell about the sub ject by describing its features with out

including p erson al opin ions

_{. Thus, d escriptive tells abo ut features of}

person, place or thing in such a way it is. It is inte ded to make reader feel

like she or he is part of the experience presented on the text. There can also

be a final concluding section that signals the end of the descriptio n.

Table.2.1

The World Book of Word Power: Writing and Speaking, T ext Types 3,

The characteris tics of Des criptive, Recount, and Narra ve Texts

4.

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Mark Anderson and Kathy Anderson…..p.35

Characteristics of Descriptive Tex t

Social

functio ns

To describe a particular person, place or thing

Schematic

structures

Identification, description.

Linguistic

features

Focu s on specific p articipants

Use of attributive and identifyin g processes

Frequent use of ep ithets and classifier in

nominal groups

Use of simple present

The examp le of Descriptive Text:

Kitty , My Cute Cat

One of the most interesting and ado rable an imals in th world is a cat. I

have a little cute cat, I cal it Kitty. It is so small nd fat. I like its fur b ecause

it is so smooth and it has two colors, yellow and brown. Her mother left it

my garden at night.

Kitty is so active. She always follows me wh erever I go. She never bites

any one, she always sleeps in my bed. Sh e likes eating ish and meat but

she doesn't like drinking milk. I love Kitty very much She is getting prettier

day by day and gro ws up very fast.

For more d etail information about the text see appendi 1

Recoun t Text

b.

Wh en a person tells wh at she or he did yesterd ay wh eth t is

presented in written or spoken form, it is called recount. A recount is a

piece o f text that retells past events, usually in the ord er in which they

hap pened

_{. It begins by telling the reader who was involved, wh at}

♦

(21)

hap pened, where the event took place and when it happe ed. The

sequen ce o f events is then described in some sort order e.g. time. There

migh t be a summary at the end of the story, usually it tells wh at the writer

feels; happy, satisfied, sad , etc.

The purpose of reco unt is to provide the audience with a

description of what occurred an d when it occurred. Al ough recoun t tells

abo ut past events, it differs from narrative. Recou nt only tells chain of

events in wh ich there are no co mplication an d resoluti .

Table.2.2

Characteristics of Recount Text

Social functions

To retell events for the purpose of

informing or entertaining

Schematic

structures

Orientation, events, reorientation

Linguistic

features

Focu s on individual participan ts

Use of past tense

Focu s on tem poral sequence of

events

Use of material (or action) clauses

The examp le of Recount Text:

The Swimming Competition

Last year I particip ated in a swimm ing co mpetition at sri swimming pool.

It was held to commemorate the 50

_{anniversary of m y sch ool. My friends}

and I went to the swimming pool by car.

Wh en I arrived there, th e committee told us to sit in big hall. There were

man y other participants waiting at the hall. They came o m many different

schools.

The first race was the b utterfly stroke. I finished in the second place and

won a silver medal. My next race was the freesty le. I came in third, so I got

a bro nze medal.

Later, my friend competed in the b ackstroke and he won Our friends

♦

(22)

Chatman, S. and B. Atterbery, (New York: Mcmillan, 1993) p.15

cheered so h ard for our team that they nearly lost the r voices. W e were so

tired after the competition that we fell asleep in th e car.

It was the first time I had taken part in a swimming com petition. I was so

hap py because I won two medals.

For more d etail information about the text above see a pendix 2

Narrative Text

c.

Narrative is a kind of text which presents series of s . It begins

with orientation and ends by resolution . Gen erally narrative text tells about

legends, tales, or imaginative stories. According to Chatman, narrative is

the telling of a story or com munication of a chain of events, fictive or real.

Aspects of n arrative include how the story is told, th con text in which it is

presented, and the construction of the story

_.

The purpose of narrative text is to amuse or entertain e reader. In

narrative the readers are presen ted interested story i which there are

con flicts and resolutio n of the conflicts. If the read rs don n ot read fu lly

the text, they will be very curio us of the end of the story or how the main

character solves the problem.

As its function to amuse or entertain the reader there must be

problems in narrative. This makes the story presented by narrative

interestin g and exciting to read. Thus, by reading narrative tex t students are

exp ected to be keen on reading and tireless on doing i Besides, this text

recognizes students to the cultural aspect of language which can enrich

students' kn owledge of language.

Table.2.3

Characteristics of Narrative Text

Social

functio ns

To amuse, entertain and deal with actual

or various experience in different way s

(23)

Schematic

structures

Orientation, evaluation, complication,

resolution, re-orientation.

Linguistic

features

Focu s on specific p articipants

Use of past tense

Use of temporal conjunctions and

temp oral circumstances

Use of material (or action) processes

Use

of

relation al

and

mental

processes

The examp le of narrative text:

A W olf and a Crane

One day a wolf was having his din ner. He was so greedy e ate so quickly

that a bone stuck in his throat. He tried hard to get t out, but he failed .

Then he went to a crane and said: “ Good morning Miss Crane. Will y ou

help me to do so mething?”

“W hat can I do for yo u, Mr. Wolf?” asked the Crane. “ I have a bone stuck

in my throat. You have a long b ill, so you can get it out.” said the wolf.

“If you d o it for me, I will give yo u a reward”, he ad ed. “ Let me try”, said

the crane. “It is not difficu lt to do it.”

The wolf opened his mouth widely. The crane put her in and drew out the

bone.

“Now will you give your reward, please?”

“Reward?” said the wolf. “Don't talk about that. You s ould be thankfu l to

me. Although you put your head into my mouth , I didn 't bite it off. What

more d o you want?”

For more d etail information about the text above see a pendix 3

English is a tool to co mmunicate in spoken and written Commu nicate

means to comp rehend an d to ex press many informatio n, taught, feeling and

also to d evelop stu dents' science, tech nology, and cul ing language itself.

♦

Curriculum

B. The 2006 National Curriculum

1.

(24)

The ab ility to communicate generally means the verbal ility . In education

matter, English is used as a too l to commun icate in order to access all

information, and in daily matter as a tool to increase interpersonal, exchange

information and also to comp rehend langu ages esthetic in English culture.

Curriculum always ch anges, as the students' need s also always change

from time to time in accordan ce with the changing of the science and

technology . Therefore, to meet the stud ents' need, the 1994 Curriculum has

been replaced by the 2004 Curriculum or Competency Bas Curriculu m, and

then it is replaced by the 2006 Curriculum which is kn n as

(KTSP) or School Based Curriculum . This n ew

curriculum has been applied in Indonesian cities since the 2006 academic year.

In KTSP, English subject has a function as a mean to communicate for

accessing the information and in the d aily life regard to build in terpersonal

relation, to exch ange in formation, and also to enjoy the esthetic the English

culture.

The instructional materials should be sp ecific, clear, accurate, and up to

date. And the fo ur competences sh ould be delivered b y tegrated and

meaningfuln ess. The Guideline for English Textboo k Assessment for Junior

High Schoo l Based on 2006 English Curricu lum decided for tex tbook material

coverage should consist of several aspects, they are as follows:

The material should be in lin e with curriculum recomme ded and

a.

standard competences are th at discourse competence, li guistic

com petence, socio cultural co mpeten ce, and strategic c petence

should be presen ted. Th erefore, approach educationally and

socially acceptable to the target community.

The actional comp etencies (listening, speaking, readin and writing

b.

or at least it combin es b etween two language co mponents) should

be presented b y integrated and fluency practice in all ills.

The materials should be coverage of varied genre, and ey should

b.

Kurikulum

Tingkat Satuan Pendidikan

(25)

Alwasilah,

(Jakarta: P usat Perbukuan Departemen Pendidikan Nasional), p.27-28.

be appropriate with systematically coverage of syllabu s

_.

The materials comprise the aspects of linguistic co mpeten ce (pho nology,

gram mar, vocabulary and sem antic), these are groups un er the

headings (coverage, tex ts, tasks, activities, exercise early organized

and graded (sequence by d ifficulty).

Varied topics and tasks, so as to provide for differen earner levels,

learning style, interest. Furthermo re, they encourage learn ers to

develop own learning strategies an d to become independ t in their

learning.

The material coverage is that scientific knowledge, skills and behavio r th at

support in acquiring life skills.

There are also three major functions o f language: ideational, interpersonal

and textual. Ideational function serves to construct i ea and con vey

information; in terpersonal functio n enables peop le to stab lish and maintain

relationships between tem; textual functio n serves to ate coherent and

coh esive written or spoken texts. From the pedagogical perspective, language

development should lead stu dents to be able to ex press ideational meaning,

interpersonal m eaning, and textual meaning. In this curriculum, meaning is

reflected in the basic competence principle of each skill such as ideational

functio n dominates written language, interpersonal fun tion domin ates spo ken

language and textual fu nction will reflect in both lan uage mo des in term in

language settin g. There are two kinds of co ntext in th s language function:

cultural con text and situation al contexts. A cultural ontext bears a variety of

texts which people know and accept, fo r ex ample, when eople hear 'recipe'

they will imagine the setting and the language which gen erally used in 'recipe'

in their cultu re. Simply put, a cultural contex t bears variety of genre.

The objectives of teaching English at Junio r High School inclu ded MTs

based on 2006 English Curriculum are as follows:

To d evelop communication skill in English written and . It

a.

Pedoman Penulisan Buku Teks Pelajaran Bahsa Inggris SMP?M ts dan SM A?M A,

(26)

Depdiknas, …, P. 131.

com prehend s listening, speaking, reading and writing.

To increase the co nsciousn ess about the meant and important of

b.

English as one of foreign langu age used most in the world.

To develop students' comp rehension about the relatio n of language

and culture. Therefore students will have knowledge ab ross

culture and take part in it

_.

The national curriculum provides the gen res of th e tex and th eir

characteristics as well. Genres m entioned in the curri u m are descriptive,

recount, and narrative which are used for the second y o f ju nior high

school.

Table.2.4

Standar Kompetensi Bahasa In ggris pada keterampilan Membaca Kelas 2 SMP

Tahun 2006

Memahami makna teks tu lis

fungsional dan esei pendek

sederhana

berb entuk

dan

yan g

berkaitan

dengan

lingkungan sekitar

Membaca nyaring bermakna teks

1.1 tulis

fungsional

dan

esei

berbentuk

dan

pendek dan sederhana

den gan u capan, tekanan dan

intonasi yang berterima y ang

berkaitan

dengan

lingkun gan

sekitar

Merespon makna dalam teks tulis

1.2 fungsional

pendek

sederhana

secara akurat, lancar d an berterima

yan g berkaitan dengan lingkun gan

sekitar

Merespon makna dan langkah

1.3 retorika

dalam

esei

pen dek

sederhana secara aku rat, lancar

dan berterima yang berkaitan

den gan lingkun gan sekitar dalam

teks b erbentuk

dan

Standar Kompetensi

descriptive

recoun t

descriptive

recoun t

descriptive

recoun t

Standar Kompetens i

Kompetensi Dasar

Membaca

(27)

Memahami makna dalam

esei

pendek

sederhana

berbentuk

dan

untuk berinteraksi

den gan lingkungan sekitar

Membaca nyaring bermakna teks

2.1 fungsional

dan

esei

pen dek

sederhana berbentuk

dan

dengan

ucapan,

tekanan

dan

inton asi

y ang

berterima yang berkaitan den gan

lingkungan sekitar

Merespon makna dalam teks tulis

2.2 fungsional

pendek

sederhana

secara akurat, lancar d an berterima

yan g berkaitan dengan lingkun gan

sekitar

Merespon makna dan langkah

2.3 retorika

dalam

esei

pen dek

sederhana secara aku rat, lancar

dan berterima yang berkaitan

den gan lingkun gan sekitar dalam

teks berbentuk

dan

To do verbal and written communication in suitable lan uage

cho ice accurately and properly invo lves many genre of ts such as

descriptive, reco unt, and n arrative, the curriculum provides not o nly the

genres but also their characteristics.

Table.2.5

The Genre of Texts and Th eir Characteristics

2. M embaca

The Competence Standard of Englis h Less on (Reading) in nior High

2. School

G E N R E

SOCIAL F UNCTION

GENERIC STRUCTURE SIGNIF ICANT

LEXICOGRAMMATICAL F EATURES

recount,

narrative

recount

narrative

recount

narrative

(28)

To describe a person, place or thing

Identification: identifies phenomenon to be described. Description: describes parts, qualities, characteristics.

Focus on specific participants

Use of attributive and identifying processes Frequent use of Ephitets and clasifiers in nominal group

Use of simple present tense

To retell events for the purpose of informing or entertaining

Orientation: provides the setting and introduce the participants Events: tell what happened, in what sequence. Re-oreintation: optional-closure of events

Focus on specfic participants

Use of material processes

Circumstances of time and place Use of past tense Focus on temperal sequence

To amuse or to entertain and to deal with actual or various experience in different ways; narrtive deal with problematic events which lead to a crisis or turning point of some kinds, which in turn finds a resolution

Orientation: sets the scene and introduces the participants Evaluation: a stepping back to evaluate the plight.

Complication: a crisis arises. Resolution: the crisis is resolved, for better or for worse.

Re-orientation: optional

Focus on specific and usually

individualized participants

Use of material processes (and in this text, behavioral and verbal processes Use of relational processes and mental prosesses

Use of temporal conjunction and temporal

circumstances Use of past tense

From the table above, it is obvious th at the 2006 National Curriculum

for English Lesson at Junior High Schoo l has a distinct characteristic th at is

the reading texts are based on genres. The point is students are expected to

D E S C R I P T I O N S C R I P T I O N R E C O U N T N A R R A T I V E • • • • • • • • • • • • • • • • • • • • • • • •

(29)

com prehend the characteristics o f each genre. Each gen e has somewhat

differen t structu re.

This chapter discusses research methodo logy; objective of the study, time

and place, techniq ue of data collectin g, and technique of data an alysis; research

findings; data description, data resource, data analys s, and interpretation of data

analysis.

The go al of this study is to find out the strengths an weaknesses of read ing

texts in the second year English textbook for Junior High School by examin ing

how far the readin g passages presented in LET'S TALK m the criteria of

passages stated in the 2004 National Curricu lum fo r th second year o f Junior

High Schoo l.

The research is con ducted at SMPN 1 Gu nung Sindur which is located in Jalan

Pend idikan No. 10 Gunung Sindur Bogo r. The research was started from 2009

until 2010. The writer only borrows th e English textboo k of the seco nd year of

SMPN 1 Gunung Sindu r to be analyzed. The writer took this school because it

CHAP TER III

RESEARCH M ETHODOLOGY AND F INDINGS

Research Methodology

A. Objective of the Study

1. Time and P lace

2.

(30)

was the school where he learnt in 1998-2000.

The English textbook “ LET'S TALK” consists of 19 texts (5 descriptive

texts, 4 narrative texts, 7 recou nt texts, and 3 anecd texts). The writer took

out 6 texts (2 descrip tive texts, 2 narrative texts, a d 2 recount tex ts) of the

book randomly.. Firstly, he collected all texts an d di ded into three groups of

texts: descriptive, narrative, an d recou nt texts. Then he took two of each group

with out looking at the n ame of the text. Finally, ther were 6 texts rose as the

samples to be analyzed. They are “ Th e Giraffe” and “ Dengue Fever” for

descriptive texts, “My Twin Sister” and “Fishing in th Harbor” for recount

texts, and “Lonely Porcupine” an d “Five-Foo ted Bear” f narrative texts. of

the b ook randomly. He used the 2006 National Curriculu as th e guideline of

the analysis which demands so me criteria for reading lesson to b e presented.

In this study, the researcher an alyzed this English textb ook by using

document analysis. This analysis then evaluated based the criteria by

Competence Based Curricu lum and theories proposed by C ning W orth and

Alwasilah. The follo wing steps are implemented.

The criteria are d etermined and designed in the fo rm worksheet

a.

The English textbook is evaluated based on the criteria

b.

The evaluation of the textboo k is coded by checklist on the criteria

c.

sheet

The data gained from the evaluation are interpreted

d.

The writer analyzed the data by lo oking at the reading tex ts presented in

the En glish textbo ok “LET'S TALK” and determined genre o f the texts.

Having determined the genre of text, it can be known whether the texts

Technique of Data Collecting

3. Technique of Data Analys is

4.

(31)

presented in the bo ok meet the criteria recom mended b y th e Curriculum. The

social function, schematic stru cture, and lexicogrammatical features of the text

were also checked according to each genre.

The so urce of data is the read ing texts found in th e s ond year of

SMP Negeri 1 Gunun g Sind ur: LET'S TALK fo r Ju nior High School grade

seven authored by Bhachtiar Bima and Cicik Kurniawati, published by

PAKAR RAYA.

This English textbook comprises 8 reading lessons in which there are

19 readin g texts in the form narrative, descriptive, r coun t, and anecdote.

Table.3.1

Readin g Texts in the English textb ook

Title

Genre of text

Activity of reading

Giraffe

Descriptive

Read th e tex t

Study the structure of

the text

Porcupine

Narrative

Read the text aloud

using

proper

pronunciation

Study the structure of

the text

Answer the questions

that follow

Research Findings

B. Data Description

1. ♦

(32)

Five-foo ted Bear

Narrative

Read th e tex t

Rewrite

the

story

using

your

own

words

Follow the structure

My Twin Sister

Recoun t

Read th e tex t

Understand

the

exp lanation

Answer the questions

that follow

Fear of Flying

Narrative

Wo rk n pairs

Read th e tex t

Recognize the text

Cinderella

Recoun t

Wo rk in pairs

Read th e tex t

Recognize the text

My Secret Alias

Anecdote

Read th e tex t

Answer the questio ns

Study the explanation

The Latest Fashion

Anecdote

Read th e tex t

Determine

abstract,

orien tation,

crisis,

reaction, and coda

A p olite request

Anecdote

Read th e tex t

Rewrite using own

words

Consult with teacher

♦

(33)

Dengue fever

Descriptive

Read th e tex t

Study the structure of

the text

Answer the questions

that follow

Mark twain

Descriptive

Read th e tex t

Answer the questio ns

Smart health clinic

Descriptive

Read th e tex t

Answer the questio ns

Rapunzel

Narrative

Read th e tex t

Study the structure of

the text

Fishing in a harb or

Recoun t

Read th e tex t

Compare th e tex t

Summertim e

in

America

Recoun t

Read th e tex t

Compare th e tex t

Diving

in

Bun aken

Island

Recoun t

Read th e tex t

Use

d ictionary

if

necesary

Pay attention to the

structure of the text

Answer the questions

that follow

Barbecue in the Park

Recoun t

Read th e tex t

Identify the elements

of

the

text

(orientation,

events,

re-orien tation)

Answer the questio ns

♦

(34)

In a national park

Recoun t

Read th e tex t

Arrange the text in to

a recount text

The fou r season

Descriptive

Read th e tex t

Study the structure of

the text

Use

d ictionary

if

necessary

The writer tried to analyze the collected data qualita vely by looking at the

reading texts presented in the English textbook “ LET'S TALK”. The data then was

checked to see whether they was in line with the dem an s of curriculum, whether

the reading texts recommended by the curricu lum or not.

The Analysis of the Genre of Reading Texts:

Descriptive Text

a.

The writer presented the analy sis of descrip tive text Giraffe” and

“Dengue Fever” taken out fro m th e English textbook un i I an d VIII. The

analysis in done in terms social function, generic structure, and

lexicogrammatical feature of the text.

Text 1 of Descriptive Texts “The Giraffe”

The Giraffe

One of the most interesting an imals in the zoo is the raffe. This is the

giraffe we saw at th e zo o. It is male and it is about six meters tall.

The giraffe has big brown eyes. They are protected by thick lashes.

This giraffe has brown sp ot on the skin. Th is coloring helps protect the

giraffe. It also has two short ho rns on its head.

♦

Data Analysis

2.

(35)

Like cam el, it can go for a long time without drinking water. One source of

water is the leaves which it eats from trees. It is ta l, so the giraffe can reach

the tender leaves at the top of a tree.

The giraffe has two methods of self protection. If som in g frigh tens an

adu lt giraffe, it can gallop away at abou t fifty kilom ters p er hour or stay to

fight with its strong legs.

Table.3.2

Characteristics of Descriptive Tex t “Giraffe”

Social function

Generic structu re

Significant

lexicogrammatical

features

To describ e a

particular

person, place or

thing

Identification:

Description:

focus on sp ecific

participants

use of attributive

and

identifyin g

processes

frequent

use

of

Ephitets

and

Classifiers

in

nominal groups

use

of

simple

present tense

Text 2 of Descriptive texts “Dengue Fever”

Dengue Fever

Dengue fever is one of the most dangerou s diseases in the world.

Dengue fever is endemic in most tropical co untries of e So uth Pasific,

Asia, the Caribbeans, the Americas and Africas.

This disease rapidly spreads in the most trop ical urba areas of the wo rld .

It means people in these areas have h igh risks of infectio n of the disease.

Dengue fever is caused by a virus. The virus is transm tted into hum ans by

the b ite of infected mosquitos, usu ally

. In other words, the

disease can not be spread directly from person to person.

The disease is characterized b y high fever, severe hea ache, backache,

joint, and m uscle pains. Sometimes, many p atients get au sea, vomiting,

One

of

the

most

interesting anima ls

in the zoo is the

gira ffe.

the

gira ffe

has

big

brown eyes. They

are protected

by

very thick lashes.

Aedes Aegypti

¨

♦

(36)

and a rash on arms, face and legs. There is no specifi treatment for the

disease.

Table.3.3

Characteristics of Descriptive Tex t “Dengue Fever”

Social function

Generic structu re

Significant

lexicogrammatical

features

To

describe

a

particular person,

place o r thing

Identification:

Description:

focus

on

specific

participants

use of attributive and

identifying processes

frequent

use

of

Ephitets

and

Classifiers

in

nominal groups

use of simple present

tense

Recoun t Text

b.

The writer presentedthe analy sis of descriptive tex t “ Twin Sister”

and “ Fishin g in the Harbor” taken o ut from the English textbook unit III

and VII. The analysis in done in term s social function generic structure,

and lexicogrammatical feature of the text.

Text 1 of Recount Texts “My Twin Sister”

My Twin Sister

Hi, I'm Jedi. I h ave a twin sister, n amed Jada.

We were born on August 5, 1992. we are in the eight grade now. Jada and I

do everything together. We are in the same class. W e d s alike. W e look

Dengue

fever is one of the

most

dangerous

diseases in the world.

Dengue

fever is endemic in

the

most

tropica l

cou ntries of the South

Pacific,

Asia,

the

Caribbeans,

the

Americas and Africas.

¨

♦

(37)

the same. W e always get other people confused. Th is really makes Jada

and I laugh. Teach ers and friends always get us mixed at school. Even

our father h as trouble telling us apart. Our mother doesn't. She always

knows which twin is which . Jada and I often try to con her, but it has

never happened.

One day our teacher told our mother to get one of us a different haircut, so

that he could tell us apart. Jada and I were horrified e did n't want to look

differen t. We liked looking the sam e.

Our mother cam e to rescue, and refused to make us cut r hair. We were

hap py just the way we were an d didn't want to chan ge. ur dad just shook

his head. He would have to stay confused. Jada and I d d n't care.

We knew which on e was which , and th at was all that mattered.

Table.3.4

Characteristics of Recount Text “My Twin Sister”

Social function

Generic structu re

Significant

lexicogrammatical

features

To retell events

for the purpose

of info rming or

entertaining

Orientation:

Event 1:

Even t 2:

Re-Orien tation:

focus on sp ecific

participants

use

of

material

processes

circumstances

of

time and place

use of past tense

focus on temporal

sequen ces

Text 2 of Recount texts “Fish ing in th e Harbor”

Hi, I 'm

Jedi. I have a twin

sister, named Ja da.

one day o ur

teacher

to ld

o ur

mother to get one of

us d ifferent haircut,

so that he could tell

us apart.

our mother

came to the rescue,

and refused to make

us cut our hair.

we

knew which one was

which, and that was

all that mattered.

¨

♦

(38)

Fishing in the Harbor

Last New Year's Eve my family joined some other famili on a fishing trip

at Greenwich harbor to welcome the New Year. W e went fishing so we

cou ld stay up late.

On our way to the h arbor, we bought b eef mince at th e utch er's. We used

the mince as b ait. My parents' friends brought the fishing rods for u s to

use. When we got to the harbor, so me families were already there. We

were a bit late because we tried to find our way to th harbo r and got a bit

lost. W e started a fishing com petition. We agreed that whoever got the

most fish would keep all the fish caught that night. A paren tly, n o one

caught any big fish. We caught mostly small yellow tai fish . After fishing

for nearly three hours, my mom go t the most fish. All e p articipants gave

all their fish to us. W e came ho me with a bucketful of fish. It was not bad

at all.

The next m orn ing, we en jo yed some fresh fried yellow tail fish with

steamed rice for breakfast. Th at was very special beca we had never had

fried yellowtail fish for breakfast before.

Table.3.5

Characteristics of Recount Text “Fishing in the Harbor”

Social function

Generic structu re

Significant

lexicogrammatical

features

(39)

To retell events

for the purpose

of info rming or

entertaining

Orientation:

Even t 1:

Re-Orien tation:

focus on sp ecific

participants

use

of

material

processes

circumstances

of

time and place

use of past tense

focus on temporal

sequen ces

Narrative Text

c.

In this boo k there are 4 narrative texts; “ Lo nely Porcup ine”, “

Five-Footed Bear”, “Cin derella”, and “Repu nzel”. The writer took ou t 2 texts to

be analyzed namely “porcupine” an d five-footed bear” f the English

textb ook un it II an d III. The analysis in done in term so cial function ,

generic structure, and lexicogrammatical featu re of th xt.

Text 1 of Narrative Texts “Lonely Po rcupine”

Lonely Porcupine

There was a po rcupine named Landi. He was lonely. No one wanted to

play with h im because they were afraid of his spikes.

“Dear Land i. We don't want to play with you because y our spikes are too

Last

New Year's Eve my

family join ed some

other families on a

fishing

trip

at

Greenwich Harbor

to welcome th e New

Yea r.

on our way

to the harbor, we

boug ht some beef

mince

at

the

butcher's.

Event 2: The next

morning,

we

enjo yed some fresh

fried yellowtail fish.

that

was

very

special

because

we

had

never

fried

yellowtail fish for

breakfast before.

¨

♦

(40)

sharp. W e don't want you to h urt us,” said Cici the rabbit one day.

“Cici is righ t, Landi. It is not b ecause you are bad or rude to us. No, Landi!

Just because o f your spikes. They will stab us when we come close to

you,” said Tito the rooster.

Landi felt lonely. He murmured , “Wh y don't they want to play with me?”

Landi spent most the time day dream ing at the river bank. “ I would have

lots of friends and play with them if n o spikes were on my body. I would

be happy. I would n ot be lo nely like this. W hat a sham ”

Suddenly, Kuku the turtle appeared from the river. He me to Landi and

said, “ Landi, what are you thinking o f?”

“oh, nothing,” Landi replied.

“Don't lie to me, Land i. Please tell me you r problem. ho knows I can

help you,” Kuku said wisely. Then h e sat beside Landi. He was not afraid

of Landi's spikes.

Shortly, Landi told Kuku his problem. Kuku nodded his ead . He said ,

“Poor yo u. Bu t it is not your fault. I kn ow, your spikes are very useful and

helpful to you. Your friend s will realize it some day. Trust m e, Land i.”

“Thanks, Kuku. You are really my best friend. You are e on ly one here

who wan ts to be my friend .”

One day, Sam the frog held his birthd ay party. He invi all his friends,

including Land i. But he d ecid ed not to come. He didn't want to mess up

the party.

“I'll come with you , Landi. I'll tell everyone that yo are harmless,” said

Kuku. Finally, Land i atten ded the party. Everyone enjoyed it.

Suddenly, Tito ran here and there screaming, “ help… ……h lp….! The evil

wolf is coming. Save yourselves!” Then everyone ran to save their lives,

except Kuku and Landi. Kuku pulled his head and legs i to his shell. Land i

rolled his body into a ball.

Unintention ally, the evil wolf stepped his fo ot on Lan i. Of course, the

spikes pricked him. He screamed, “ Ouch !” Since his foot was bleeding, he

didn't chase Landi's friends any longer. Then he ran away.

“Horray…..ho rray…! Long live Lnadi! He saved our lives said Cici and

her friends. Everyone shook Landi's hand and thanked h m. From then on ,

Landi wasn't lon ely an y more. His friends knew that hi spikes wou ld not

hurt an yone, u nless they wanted to hurt Landi.

Table.3.6

Characteristics of Narrative Text “Porcupine”

Social function

Generic structu re

Significant

lexicogrammatical

features

(41)

To

amuse,

entertain and to

deal with actual

or

vicarious

exp erience

in

differen t ways;

narratives deal

with

problematic

events

which

lead to a crisis

or turning point

of some kind s,

which in turn

finds

a

resolution

Orientation:

.

Complication:

Resolution:

focus on sp ecific

and

usually

individualized

participants

use

of

material

processes

use of relational

processes

and

men tal processes

use of

temporal

con junction

and

temp oral

circumstances

use of past tense

Text 2 of Narrative Texts “Five-Footed Bear”

Five-Fo oted Bear

One upon a time there was a strange bear who lived in jungle. He had

five feet. Bu t all animals who lived with him didn't feel strange. The

five-footed bear liked to help other animals. His home was en for anyone

who wan ted to stay.

One afternoon, wh en the five-footed bear went hom e, he found a rabbit

under a mahogany tree. The rabbit looked hungry. Then, the five-footed

bear brought him to his home.

The next day, when the five-fo oted bear was looking for meal, th e rabbit

helped him clean up the house. While the rabbit was working, a monkey

and a m ouse deer came quietly. They pretended to be robbers. They

wanted to disturb th e rabbit.

The rabb it was frightened. The monkey and th e m ouse de tied up the

rabbit's legs and plugged his mou th. Fortunately the five-foo ted bear came

and released him. The rabbit was u pset b ecause the bear wasn't angry with

the mo nkey and the mo use d eer. In fact, the five-fo oted bear let them live

in his house.

On the next day the mon key and the mouse deer asked th rabbit to

forgive them. They helped him clean up the house. In the evening when

the bear was coming home, he bought them meals and a n w friend. The

monkey an d the mo use deer were very afraid knowing who the new friend

was. He was a tiger. But the rabbit wasn 't afraid. The tiger was one of the

rabbit's bet friends. The monkey an d the mouse deer we very

emb arrassed . That was the cleverness of the five-foote bear. He wanted to

make them aware of their bad habit of frightenin g the bit. Then they sat

There

Was A Porcupine

Named Landi

Landi

felt lonely.

horray…horray…!

Long life Landi! He

saved our lives.

¨

♦

(1)

“Ouch!” Since his foot was b leed ing, he didn't chase Landi's friends any lon ger. Then he ran away.

“Horray…..ho rray…! Long live Lnadi! He saved our lives,” said Cici and her friends. Everyo ne shoo k Landi's han d and thanked him. From th en on, Lan di wasn't lonely any mo re. His friends knew that his spikes would not hurt anyone, u nless they wanted to hurt Landi.

Linguistic Feature

Lonely Porcupine

There was a porcupine named Landi. He was lonely. No one wanted to play with him becau se they were afraid of his spikes.

“Dear Land i. We d on't want to p lay with yo u b ecause your sp ikes are too sh arp. We don't want you to hurt us,” said Cici the rabbit one day.

“Cici is right, Landi. It is not because yo u are bad or rude to us. No, Landi! Just because of yo ur spikes. They will stab us when we come close to you ,” said Tito the rooster.

Landi felt lonely. He murmured , “Wh y don't they want to play with me?”

Landi spent most the time day dreaming at th e river ban k. “I would have lots of friends and play with them

Reorientation

Specific Participant

Past Tense

Circumstances of

Time

(2)

if n o spikes were on my body. I would be happy. I wou ld not be lonely like this. What a shame!”

Suddenly, Kuku the turtle appeared from the river. He came to Lan di and said, “ Landi, what are you thinkin g

of?”

“oh, nothing,” Landi replied.

“Don't lie to me, Land i. Please tell me you r problem. Wh o knows I can help you,” Kuku said wisely. Then he sat beside Lan di. He was not afraid o f Lan di's spikes.

Shortly, Landi told Kuku his problem. Kuku nodded his head. He said, “Poor you. But it is not your fault. I know, your spikes are very useful and helpful to yo u. Your friends will realize it some day. Trust me, Landi.” “Thanks, Kuku . You are really my best friend. You are the only one here who wants to be my friend.”

One day, Sam the frog held his b irthday p arty. He invited all his friends, inclu ding Landi. But he decid d not to come. He didn't want to mess up th e party. “I'll come with you , Land i. I'll tell everyon e th at y ou are harmless,” said Kuku. Finally, Landi attended the party. Everyone enjoyed it.

Suddenly, Tito ran here and th ere screaming, “help…… …help….! The evil wolf is coming. save yourselves!” Then everyone ran to save their lives, except Kuku and Landi. Kuku pu lled his head and legs into his shell. Landi rolled his body into a ball.

Unintention ally, the evil wo lf stepped his foot on Landi. Of co urse, the spikes pricked h im. He screamed, “Ouch!” Since his foot was b leed ing, he didn't chase Landi's friends any lon ger. Then he ran away.

Linking Verb

Past Tense

Action Verb Saying Verb

Action Verb

Past Tense

T emporal Conjunction

Action Verb

T emporal Conjunction

(3)

App endix 9 Schematic Structure

Five-Fo oted Bear

One upon a time there was a strange bear who lived in a jungle. He had five feet. But all an imals who lived wi him didn't feel strange. The five-footed bear liked to help other animals. His ho me was open for anyone who wanted to stay .

One afternoon, wh en the five-footed bear went home, he found a rabbit un der a mahogany tree. The rabbit looked hungry. Then, the five-footed bear brought h im to his home.

The next day, when the five-footed bear was looking for meal, the rabbit helped him clean up the house. W hile the rabbit was working, a monkey and a mouse deer came quietly. They pretended to be robbers. They

Temporal conjunction

Past Tense

Orientation

Complication Complication

(4)

wanted to disturb th e rabbit.

The rab bit was frightened. The monkey and the mouse deer tied up the rabbit's legs an d plugged his mouth. Fortunately the five-footed bear came and released him. The rabbit was upset because the bear wasn't angry with the monkey and the mouse deer. In fact, the five-footed bear let them live in his hou se.

On the next day the mo nkey and the mouse deer asked the rabbit to forgive them. They helped him clean up the house. In the evening when the bear was coming home, he bought them meals and a new friend. The mon key and the mouse deer were very afraid knowing who the new friend was. He was a tiger. But the rabbit wasn't afraid. The tiger was one o f the rabbit's bet friends. The monkey an d the mo use deer were very embarrassed. That was the cleverness of the five-footed bear. He wanted to make them aware of their bad habit of frighten ing the rabbit. Then they sat and enjoyed their dinner together.

Resolution

Complication

Re-orientation

(5)

Linguistic Feature

Five-Fo oted Bear

One afternoon, wh en the five-footed bear went home, he found a rabbit un der a mahogany tree. The rabbit looked hungry. Then, the five-footed bear brought h im to his home.

Specific Participant

Linking Verb Action Verb Past Tense

Circumstances of T ime

Circumstances of Place

(6)

Coordinate Conjunction

Past Tense Past Tense

Circumstances of T ime

Action Verb

Being Verb