READABILITY OF TEXTS IN PATHWAY TO ENGLISH 1 TEXTBOOK.

READABILITY OF TEXTS IN PATHWAY TO ENGLISH 1

TEXTBOOK

A THESIS

Submitted to English Applied Linguistics Study Program In Partial fulfillment for Degree of Magister Humaniora

By:

E L F I D A

Reg. Number: 8146112006

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POST GRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

2016

ABSTRACT

Elfida. Registration Number: 8146112006. Readability of Texts in Pathway to English 1 Textbook. A Thesis. English Applied Linguistics Study Program, Post Graduate School, State University of Medan, 2016.

The aims of this study were to find out the levels of text readability in Pathway to English 1 textbook, the type of genre is the highest score of the text readability and the way of the level of texts readability are realized among the types of 8 reading texts analyzed in Pathway to English 1 textbook. This study used descriptive qualitative design. The sample of this study is 8 texts inside of Pathway to English 1 textbook for senior high school grade ten published by Erlangga. In analyzing the data used Flesch Reading Ease Formula to find out the readability level of texts in Pathway to English 1textbook and to know the way of the level of texts readability are realized among the types of reading texts by the Lexical Density level by using Eggins formula (2004). The result of this study showed that :first, the readability level found in Pathway to English 1textbook consist of low , medium and high level using scale zero to one hundred. The readability level in interval 30-50 is difficult texts are 37.5 % in low level, in interval 30-50-70 is normal texts are 25% in medium level and in interval 70-90 is easy texts are 37.5 % in high level. Second, the highest of readability score of reading text is narrative with the average 78.41. It meant that narrative text is the easiest text. The lowest readability score is explanation text with avarage 43.92. This meant that explanation text is the most difficult text in the textbook. The way of the readability level realized among the types of text in the reading texts of Pathway to English1, English textbook arethrough the total Average number of Sentence Length (ASL) and through the amount of Average number of Syllable per Word ( ASW). And lexical density through content carrying lexical items (nouns, verb, adverbs and adjectives) and lexical items in reading text of that textbook. It is expected that the findings of this study will be useful for everyone who wants to study more about the readability of texts.

Key words : Readability, Flesch Readability Formula, lexical Density, and English textbook

ABSTRAK

Elfida. Registration Number: 8146112006. Readability of Texts in Pathway to English 1 Textbook. A Thesis. Program Studi Linguistik Terapan Bahasa Inggris, Sekolah Pascasarjana, Universitas Negeri Medan, 2016.

Tujuan dari penelitian ini adalah untuk menemukan tingkat keterbacaaan apa saja yang ada di dalam buku teks Pathway to English 1,jenis teks yang memiliki tingkat keterbacaan tertinggi dan bagaimana tingkat keterbacaan itu direalisasikan diantara jenis- jenis teks bacaan di dalam buku teks Pathway to English 1. Penelitian ini dilakukan dengan menggunakan kualitatif deskriptif. Sampel dari penelitian ini adalah 8 teks bacaan yang ada di dalam buku teks bahasa Inggris Pathway to English 1 untuk kelas X SMA penerbit Erlangga. Dalam menganalisis data digunakan Formula Flesch untuk menemukan tingkat keterbacaan teks di dalam buku bacaan bahasa inggris Pathway to English 1 dan untuk mengetahui tingkat keterbacaan itu direalisasikan diantara jenis- jenis genre pada teks bacaan dengan tingkat kepadatan leksikal dengan menggunakan teori Eggins (2004). Hasil dari penelitian ini menunjukkan bahwa :pertama, tingkat keterbacaan yang ditemukan di dalam buku bacaan bahasa Inggris Pathway to English 1 terdiri dari nilai 30-50 (sulit) 37.5 % , 50-60 ( agak sulit) 12.5%, 60- 70 ( normal) 12.5 %, 80-90 (mudah) 37.5 % . Kedua, tingkat keterbacaan tertinggi ada jenis teks narasi dengan rata- rata nilai 78.41. Itu berarti narasi adalah teks yang paling mudah .Tingkat keterbacaan terendah ada pada genre explanation dengan rata- rata 43.92. Hal ini berarti explanation adalah teks paling sulit. Tingkat keterbacaan tersebut direalisasikan diantara genre di dalam buku bacaan Pathway to English1, melalui jumlah total rata- rata panjang kalimat (ASL) , jumlah rata –rata suku kata (ASW) dan melalui kepadatan leksikal ( kata benda, kata kerja, kata keterangan dan kata sifat) dan jumlah semua kata yang ada di dalam teks bacaan buku bahasa Inggris Pathway to English 1. Diharapkan temuan penelitian ini akan berguna bagi siapa saja yang ingin mempelajari lebih lanjut tentang keterbacaan teks.

Key words :Keterbacaan, Formula Keterbacaan Flesch, Kepadatan Leksikal, dan Buku teks bahasa Inggris.

ACKNOWLEDGEMENT

Praises and thankful to Allah SWT, for all His grace and blessing that provide health and wisdom to the writer so this study can be done well and accordance with the planned time. Title of this thesis is “Readability of Texts in Pathway to English 1 Textbook”.

This thesis arranged to obtain the degree of magister Education in English Applied Linguistics Study Programmed, Post Graduate School, State University of Medan ( UNIMED). In this opportunity, the writer would like to express the greatest thanks to:

1. Sir Prof. Syawal Gultom, M. Pd, as Rector of State University of Medan. 2. Sir Prof. Dr. Bornok Sinaga, M. Pd, as Director of Post Graduate School. 3. Sir Dr. Rahmad Hussein, M. Ed, as The Head of Magister Education in

English Applied Linguistic Study Programmed, and Examiner concelor for this thesis that give advices, suggestion, guidance and constructive comment in completing of thesis process.

4. Sir Prof. Dr. Busmin Gurning, M. Pd, as Supervisor I that give valuable time spent in giving guidance, advices, motivation and suggestion during completing this thesis.

5. Sir Dr. Zainuddin. M.Hum, as Supervisor II That gives valuable time spent in giving guidance, advices, motivation and suggestion during completing this thesis.

6. Sir Prof. Amrin Saragih, M. A, P. hD, as Examiner concelor for this thesis that gives advices, suggestion, guidance and constructive comment in completing of thesis process.

7. Sir Dr. Syahron Lubis, M.A, as Examiner concelor for this thesis that gives advices, suggestion, guidance and constructive comment in completing of thesis process.

8. Specially, for my beloved father Aidar Salamuddin and my beloved mother Faridah Hanim, S. Ag, thanks so much to them that never forget from heart, that always become inspiration, suggestion, spirit and motivation, that give love with all of heart and soul, strong and stiff to pass the life. They acquiesce in giving the happiness for the writer and always pray writer in every single time.

9. Especially for my lovely husband, Wiwinsyah Putra Nasution, M. Sn, that gives his time, motivation, suggestion, praying and spirit to accompanied and entertained the writer during finishing this thesis.

10.A big warm thank you goes out to all my amazing kids Fachru Razi Shafwan Nasution, Fiola Syifa Azura Nasution, Fivian Zivana Auryn Nasution and Fachry Ghatfan Rivano Nasution, that give their unconditional love and support during finishing the study.

11.And also thanks to my beloved brother, sister, Sufli, Herda Wati, Wirda Hayati, that give spirit and motivation for completing of this thesis process.

12.And also thanks to all of my friends in English Applied Linguistics Study Programmed class B1-B2 2014, thanks for extra ordinary friendship and also all whose names that can’t be mentioned one by one, the writer would say “thanks for everything”

Finally, the writer hopes this thesis would be useful for those who would like to explore more about readability of English textbook, especially of English Applied Linguistic Study Programmed. The writer realizes that thesis is still far from being perfect therefore, critique and suggestion are needed for further improving of this thesis.

Medan, 29 July 2016

The writer

E l f i d a

Registration 8146112006

TABLE OF CONTENT

ABSTRACT ... i

ACKNOWLEGEMENT ... iii

TABLE OF CONTENT ... vi

CHAPTER I INTRODUCTION ... 1

1.1The Background of the Study ... 1

1.2The Problems of the Study ... 7

1.3The Objectives of the Study... 8

1.4The Scope of the Study ... 8

1.5The Significance of the Study ... 9

CHAPTER II REVIEW OF LITERATURE ... 10

2.1 Reading ... 10

2.2 Textbook ... 11

2.3 The Concept of Text and Genre ... 13

2.3.1 Text ... 13

2.3.2 Genre ... 17

2.3.2.1 Recount ... 18

2.3.2.2 Narrative ... 19

2.3.2.3 Explanation ... 20

2.3.2.4 Descriptive ... 20

2.4 Readability ... 21

2.4.1 Factors Affecting Readability ... 23

2.4.2 Criteria of High Readability... 24

2.4.3 The Flesch Reading Ease Formula ... 25

2.5 Paragraph ... 30

2.6 Sentence ... 32

2.7 Word ... 34

2.8 Lexical Density ... 34

2.10 Conceptual Framework... 42

CHAPTER III RESEARCH METHOD ... 46

3.1Research Design ... 46

3.2The Data and Source of Data ... 46

3.3The Instrument of Data Collection ... 47

3.4The Technique of Data Collection ... 48

3.5The Technique of Data Analysis ... 48

3.6The Trustworthiness of The Study ... 49

CHAPTER IV DATA ANALYSIS ,FINDING AND DISCUSSION…… 52

4.1 The Data ... 52

4.2 The Data Analysis... 52

4.2.1 The Levels of Text Readability in Pathway to English 1, English Textbook ... 53

4.2.1.1 Low Level... 54

4.2.1.2 Medium Level... 56

4.2.1.3 High Level ... 57

4.3 Finding ... 67

4.4 Discussion ... 69

CHAPTER V CONCLUSSIONS AND SUGGESTIONS ... 73

5.1Conclusions ... 73

5.2 Suggestions... 74

REFERENCES ... 76

Appendix I ... 79

Appendix II... 83

Appendix IV ... 91

Appendix V ... 96

Appendix VI ... 100

Appendix VII ... 104

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CHAPTER I

INTRODUCTION

1.1The Background of the Study

Reading serves a wide range of purposes in the lives of different categories of people who are literate. In school, it is the basis for learning different subjects. Good textbook contains material that is not only in accordance with the curriculum, but also must be written with a high level of readability. English textbook with a high level readability will support the student’s achievement. Morever, textbook providing the discourse with high reading level will also increase the ability of students in the learning process.

Reading material is one of the contents of the textbook besides listening instruction, some exercises, writing task and some conversation scripts. Reading material is usually in the form of text that is used to teach reading like pronouncing words, comprehending the content of the text, getting vocabulary, and also understanding of grammar. Through the text, the students can get information and the knowledge and also the vocabulary and grammar. It is provided in some types which are called genre. The types of genre are arranged well based on the curriculum.

In the reading section, every student usually get difficulties in comprehending a long text or a dense text such as narrative text. When they found long text with many paragraph, they would get bored firstly. Getting bored makes them get difficulties in comprehending the text. Sometimes, the student

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who are in the first year of senior high school get a text that has most complex sentences which make the students difficult to understand the text.

There are many factors which cause students’ reading ability is low, such as the textbook which is difficult to be understood, low readability of textbook, inappropriate teaching methods, students’ interest, etc. The other factor such as; reading text that have presented does not match with the student age. It causes students cannot read a text because it does not reach students’ grade. As a result, they do not understand what the content of the text and they can not answer some questions based on the text correctly.

Nowadays there have been many English textbooks published to fulfill the need of teaching-learning process and as an English teacher should choose the textbook that is appropriate to the students. The textbook should hold all instrument based on curriculum needed by the students. However, there is no perfect book that can fulfill various kinds of students needs. Sometimes some of them are not appropriate with the standard of curriculum yet. In this study the

researcher chose Pathway to English 1, English for Senior High School textbook

Grade X published by Erlangga to be analyzed.

Pathway to English 1, English textbook is one of series of English books for Senior High School. The book is published in line with the 2013 curriculum .All the activities in this book cover the four language skills namely; listening, speaking, reading, and writing. They encourage students to develop their competence in phonological/graphologycal and lexicogramatical levels, as well as their discourse and cultural levels. However reading is one of the most important

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skills in learning language. In other words, reading is considered as one of the most important skills which language students should obtain, particularly as it helps to build vocabulary and leads to lifelong learning and improvement in first and second language skills. Reading is considered as one of the most important skills which language students should obtain, particularly as it helps to build vocabulary and leads to lifelong learning and improvement in first and second language skills. Reading is an activity to get understanding from written text and the construction of the meaning of written text through an interaction between readers and the text. The main purpose of reading text is comprehension. Comprehension is the essence of reading because the goal of producing a written language is communication of messages.

Based on the description above, teachers and schools need to choose suitable textbooks and material for students. Since a good textbook should be readable for learners to make our intent transmittable to the intended learners.How well authors succeed will depend on the readability of the text they produce because the suitability of textbook and students’ reading level will help student in comprehending reading text. If the students can understand the text well so they will increase their achievement . It means that textbooks should be readable for readers.

Gray and Leary, cited in DuBay (2004:18) identify four factors affecting readability, namely: content (including propositions, organization, coherence), style (including semantic and syntactic elements), design (including typography,

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format, and illustrations), and structure (including chapters, headings and navigation). Those reasons make the selection of textbook used by teachers become relatively crucial. The textbook has to fit with the current curriculum, schools syllabus along with student’s needs and also the aims and goals of teaching. Therefore, teachers have to choose the appropriate and ideal textbook as beneficial for both students and teacher as possible.

Readability or text difficulty is an important in Applied Linguistics. Establishing text difficulty is relevant to the teacher and syllabus designer who wish to select appropriate materials for learners at a variety of ability levels. It is also critical to test developers in selecting reading texts at appropriate levels for inclusion into the reading sub-tests of examinations.Writers of texts for various audiences also need guidance related to the range of factors which make texts more or less accessible.

Thus, Effort to measure the readability of textbook can be applied by using readability formula. There are many formulas that can be applied. They are Flesch Reading Ease Formula, Flesch-Kincaid Grade Level, SMOG Readability Formula, Gunning FOG Index Fry Readability Formula, etc. However, the researcher only use one of them, the Flesch Reading Ease Formula. This formula is more accurate and simple and it is primarily used to assess the difficulty of a reading passage written in English.

In line with the description above, the readability formula can be used to examine the readability of text. The text is easy to read by students who have high readability. Readability of text is very different from primary until senior

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high school student because age differences can affect students in understanding the text. As Flesch (1948) stated in his readability score, the suitable level for

students depends on the text. This formula is a numerical value between 0 and

100. The higher the Flesch Reading Ease score, the greater the number of people

who can comprehend the document easily. For example if the score 50-60 is

fairly difficult which is suitable for 10th _{- 12}th _{grade of senior high school. It} means that the text is appropriate for the student and they can learn the text easily. If the score of text in a textbook is not suitable for their grade or more difficult than their grade so they do not understand what the content of the text .It means that the textbook has low readability.

In fact, the low readability of the English reading textbook, the length of sentences and many unfamiliar words which cause low text readability can be found in a textbook. It can be seen from the example below:

Sumatra is an elongated landmass spanning a diagonal northwest-southeast axis. The Indian Ocean borders the west, northwest ,and southwest sides of Sumatra, with the island chain of Simeuleu, Nias and Mentawai bordering the southwestern coast. On the northeast side the narrow Strait of Malacca separates the island from the Malay Peninsula,an extension of the Eurasian continent. On the southeast, the narrow Sunda Strait separates Sumatra from Java. The northern tip of Sumatra borders the Andaman islands, while on the lower eastern side are the islands of Bangka and Belitung , Karimata srait and the Java Sea. The Bukit Barisan mountains, which contain several active volcanoes, from the backbone of the island, while that northeast sides are outlying lowlands with swamps, mangrove and complex river systems. The equator crosses the island at its center, in West Sumatra and Riau provinces. (Taken from Sumatra, Pathway to English 1,2014 :272)

From the example above it can be seen that the sentences are too long and the paragraph contains of complex sentences. Also it is found that many

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unfamiliar words in each sentence . The text has most content carrying lexical item such as verb, noun, adjectives and adverb. The more content carrying lexical

items the text has the more difficult the student has. Actually the sentences can be

separated into simple clause and use familiar word to make student understand the

text. It makes students assume that reading text is difficult.

Thus , the suitability level (readability) of a teaching material is very important because it affects the motivation and interest of the reader to read and understand the text. Readability is an attempt to match the reading level of written material to the "reading with understanding" level of the reader. John DM. Neil (1992:212) states that a text can be readable when the reader can match the concepts of the text and has scheme for processing it.

Some studies have been conducted to investigate readability to analyze

texts to find the right fit between students and texts. One of them is Handayani

(2014) the research about Readability Level of Science Book for Junior High

School Year VIII, published by the Ministry of National Education Directorate General Management of Primary Education Directorate of Junior Secondary High School Development 2009. It is found that the lexis used contain many unfamiliar words and new ones for the students. In terms of grammatical complexity of the sentence it is found that the complexities are quite high with an average sentence length of 14 words per sentence. The complexity of lexis and grammar in the Science book affects the students understanding although the students have a good enough background of English mastery.

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In conclusion, based on the results of the research is the Science book: Student’s book for Junior High School Year VIII levels is less appropriate for junior high school students. The level of complexity of the sentence in the book is suitable with the level of students, but the lexis used, foreign words and new words, cause the students difficulty in understanding the existing discourse in the book.

Further, based on the descriptions above, the researcher is interested in conducting the research relates to readability of text in English textbook for

senior high school grade X that is published by Erlangga , the title is Pathway to

English 1. The reason the researcher chooses this textbook as the object of this study is because this book is the first English textbook in the market released with

the current curriculum. Second, it is mostly used in Senior high school so it is

important to know whether the reading texts are appropriate or not for the students. Third, the writer wants to know readability of texts from the lexical density of reading text in the textbook since the readability of reading text affects the students’ mastery quality upon the text’s content.

Based on the explanations above, the researcher would like to know the

readability of texts in English textbook in term of reading text found in is Pathway

to English 1, English for Senior High School Grade X textbook published by Erlangga.

1.2The Problems of the Study

Based on the background of the study, the problem will be formulated as the following:

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1. What are the levels of text readability in Pathway to English 1 text book?

2. What type of genre which has the highest level of readability found in the

reading texts in Pathway to English 1textbook?

3. How are levels of text readability realized among the types of text in the

reading texts of Pathway to English 1 textbook?

1.3The Objectives of the Study

The objectives of the study are formulated as in the following:

1. To find out the levels of text readability in Pathway to English 1 textbook.

2. To find out the type of genre is the highest score of the text readability in

Pathway to English 1 textbook.

3. To describe how the levels of texts readability are realized among the types

of reading text in Pathway to English 1 textbook.

1.4The Scope of the Study

This study focused only on text readability that is realized in Pathway to

English 1 textbook for grade X of Senior high School textbook published by Erlangga. It consists of 30 reading texts and written in 4 types of genres (recount, narrative, explanation and descriptive text). The researcher chose the reading texts in the textbook by choosing two texts in each genre. It means there were 8 texts analyzed in this study.

In this research,the readability text is explored by the calculating of Flecsh

reading ease formula and Lexical Density by Eggins (2004). Therefore, there are seven levels and frequencies score of text readability and three levels of lexical density.

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Therefore, to avoid the scope of this study is too wide and that more focused research, the researcher make a limitation. There were three main aspects analyzed in this study. First the levels of readability text of reading text in Pathway to English 1textbook. Second , type of genre which has the highest level

of readability found in the reading texts in Pathway to English 1textbook. Third,

how the levels of text readability were realized among the types of text in the

reading texts of Pathway to English 1textbook.

1.5The Significance of the Study

The findings of the study are expected to be relevant and significant theoretically. The findings can give contribution to all readers for those who are concerned with this field. In the following significancies of the study are stated theoretically and practically.

Theoretically, the study can enrich the knowledge about analyzing text readability in English textbook.

Practically, the usefulness of findings is useful for :

1. The teachers, who wants to matching the textbooks with the students’grade

level by counting the text of readability.

2. The students, to know what kind of text that appropriate for them by using

readability formulas.

3. The librarians, to match the text with the readers.

4. The writers/publishers, in order to publish the textbooks, which are

appropriate lexical density to the students/readers level.

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CHAPTER V

CONCLUSION AND SUGGESTION

5.1Conclusion

After analyzing the data and elaborates the findings, conclusions are drawn as the following:

1. The level of readability found of reading text in Pathway to English 1 textbook

were three levelsby using scale of zero to one hundred. First, low level which is

score between 0-50 (37.5%). It meant that the text is difficult to understood by the student of grade X of senior high school. The difficult text consist of descriptive and explanation genre. Next, the level score of readability texts in medium level was from 50-70 (25%), they include recount text. This level is normal or standard for student in grade X of senior high school student . And then the last was high readability level. The score range between 70-100 points (37.5%) include narrative text. It meant the text is easy to understood by the student in grade X. Theoritically the text can be understood by student in grade X of senior high school.

2. The lowest score of the texts are about range 30-50 points is difficult at

explanation text , and the highest scores are narrative at range 80-90 points .

3. The way of level of readability realized among the types of text in the reading

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of Syllable per Word (ASW) and Average number of Sentence Length (ASL). And also lexical density through content carrying words (nouns, verb, adverbs and adjectives) and lexical items in reading text in reading text of that textbook. The more content carrying words and sentences in the text, the more informative the text and the more difficult the text is.

5.2Suggestion

From the foregoing conclusion, some suggestions are offered as the following:

1. It is suggested to the other researcher who are interested in textbooks research

that furthers research should be conducted to find out whether there are other significant readability of the text according to specific field, because lexical density and readability of the text are important to analyze in order to know the efficiency of the textbook in the classroom instruction.

2. It is suggested to the textbook’s writers should be able to understand the

complexity in the text based on readability and lexical density to produce the better textbooks which match with the level of the students’ ability as the good textbook can help both the teacher and the students to reach the goal of teaching and learning English.

3. The teacher should select textbooks to their students which are readable,

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level of students ’ability so they won’t be bored to read it because the higher the level of readability in the text, the easier the text is.

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CHAPTER V

CONCLUSION AND SUGGESTION

5.1Conclusion

After analyzing the data and elaborates the findings, conclusions are drawn as the following:

1. The level of readability found of reading text in Pathway to English 1 textbook

were three levelsby using scale of zero to one hundred. First, low level which is score between 0-50 (37.5%). It meant that the text is difficult to understood by the student of grade X of senior high school. The difficult text consist of descriptive and explanation genre. Next, the level score of readability texts in medium level was from 50-70 (25%), they include recount text. This level is normal or standard for student in grade X of senior high school student . And then the last was high readability level. The score range between 70-100 points (37.5%) include narrative text. It meant the text is easy to understood by the student in grade X. Theoritically the text can be understood by student in grade X of senior high school.

2. The lowest score of the texts are about range 30-50 points is difficult at explanation text , and the highest scores are narrative at range 80-90 points . 3. The way of level of readability realized among the types of text in the reading

texts of Pathway to English 1 textbook, are through the total of Average number

of Syllable per Word (ASW) and Average number of Sentence Length (ASL). And also lexical density through content carrying words (nouns, verb, adverbs and adjectives) and lexical items in reading text in reading text of that textbook. The more content carrying words and sentences in the text, the more informative the text and the more difficult the text is.

5.2Suggestion

From the foregoing conclusion, some suggestions are offered as the following:

1. It is suggested to the other researcher who are interested in textbooks research that furthers research should be conducted to find out whether there are other significant readability of the text according to specific field, because lexical density and readability of the text are important to analyze in order to know the efficiency of the textbook in the classroom instruction.

2. It is suggested to the textbook’s writers should be able to understand the complexity in the text based on readability and lexical density to produce the better textbooks which match with the level of the students’ ability as the good textbook can help both the teacher and the students to reach the goal of teaching and learning English.

3. The teacher should select textbooks to their students which are readable, understandable and interesting. Particularly, the textbook must be suitable to the

level of students ’ability so they won’t be bored to read it because the higher the level of readability in the text, the easier the text is.

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