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

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By: YULIYANAH NIM. 109014000136

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

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i “A Skripsi”

Presented to the Faculty of Tarbiya and Teachers Training in Partial Fulfillment of the Requirements for Degree of S.Pd. in English Language Education

By: YULIYANAH NIM. 109014000136

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

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Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.

Keywords: Genre Analysis, Reading text, Textbook.

According to the present curriculum, School-Based Curriculum– Kurikulum Tingkat Satuan Pendidikan (KTSP), English textbook has to provide genres based on the functional literacy level of each grade. On this skripsi, the writer analyzed English on Sky 2 textbook published by Erlangga. The objective of this study is to find out the empirical evidence of whether or not genre of reading texts and its features in English on Sky 2 textbook in line with content standard of KTSP for the second grade students of SMPN 10 Ciputat. Referring to the objective of the study, it describes genres of the reading text, generic structures, linguistic features, social functions, and then their conformity level to KTSP. The method used in this study was document analysis. The data were gathered from English on Sky 2 textbook for the second grade of Junior Secondary School students and from the KTSP. After obtaining the data, the writer analyzed the data from the genre of reading texts in the textbooks with the KTSP by calculating the percentage of the data from the analysis. The findings of the study are the types of reading text provided in English on Sky 2 textbook are descriptive (25%), recount (50%) and narrative (25%). The writer also found present tense, future tense, and past continuous tense that are applied in one recount text. In one narrative text, it is also found present tense and future tense and it does not enclose past continuous tense. To sum up the result, the writer concludes that three genres of reading text and their three features (social function, generic structure and linguistic feature) attain the result 100%. It means excellent as the criteria of conformity level. Based on the findings, it is suggested that the readers and researchers obtain the knowledge to select and to increase the quality of the enclosed genre of reading text and its features in the textbook that in line with KTSP.

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Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah, 2014.

Kata Kunci: Analisis Genre, Teks Reading, Buku Bahasa Inggris.

Berdasarkan pada kurikulum yang digunakan, Kurikulum Tingkat Satuan Pendidikan (KTSP), buku teks bahasa inggris harus menyantumkan genre berdasarkan tingkat literasi fungsional untuk tiap tingkatan. Tujuan dari penelitian ini adalah untuk menemukan bukti empirik apakah genre teks reading dan fitur-fiturnya dalam buku teks English on Sky 2 sesuai atau tidak dengan standar isi KTSP dan fitur-fitur dari genre teks reading untuk siswa kelas dua di SMPN 10 Ciputat. Berkenaan dengan tujuan dari penelitian ini, penelitian ini menggambarkan genre teks reading, generic structure, linguistic features, social function, dan tingkat kesesuaiannya dengan KTSP. Metode yang digunakan dalam penelitian ini adalah dokumen analisis. Data diambil dari buku teks English on Sky 2 untuk siswa kelas 2 SMP terbitan Erlangga dan dari KTSP. Setelah memperoleh data, penulis menganalisa data dari genre teks reading dalam buku teks dan KTSP dengan menghitung persen data dari analisis. Ditemukan jenis teks reading yang tercantum dalam buku teks English on Sky 2 yaitu descriptive (25%), recount (50%) dan narrative (25%). Penulis juga menemukan present tense, future tense, dan past continuous tense yang digunakan dalam teks recount. Pada satu teks naratif juga ditemukan present tense dan future tense dan teks ini tidak menyantumkan past continuous tense. Untuk meringkas hasil penelitian, penulis menyimpulkan bahwa tiga genre teks reading and fitur-fiturnya (social function, generic structure, dan linguistic feature) memperoleh hasil 100%. Itu artinya sangat baik sebagaimana kriteria tingkat kesesuaian. Berdasarkan hasil penelitian tersebut, diharapkan pembaca maupun peneliti mendapatkan pengetahuan untuk memilih dan meningkatkan kualitas dari penyertaan genre teks reading dan fitur-fiturnya dalam buku teks yang sesuai dengan KTSP.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. Praise be to Allah, Lord of the worlds who has blessed the writer in completing this skripsi. Sholawat and Salam are given upon our prophet Muhammad SAW who has taken us the way of truth and brought us the true light of life.

From the sincere of the writer’s deepest heart, she realized that if there were no support and motivation from people around her, she could not finish this skripsi. Therefore, she would like to express her gratitude and her best appreciation to:

1. The writer’s parent, Arih and Amsah (Alm) this skripsi is dedicated to them who have given her the opportunity of an education from the best institutions and support throughout her life, their moral support and guidance to their daughter.

2. Drs. Bahrul Hasibuan, M.Ed. andNeneng Sunengsih, M.Pd. for their time, guidance, valuable helps, correction and suggestion during completing this skripsi.

3. All lecturers of English Education Department (EED) who have taught the writer useful knowledge and skills.

4. Drs. Syauki, M.Pd. as the chairman of English Education Department (EED), Zaharil Anasy, M.Hum as the secretary of EED and her academic advisor, Nida Husna, M.Pd. MA TESOL.

5. H. Mardi Yuana Abdillah, M.M., M.Pd. as the headmaster of SMPN 10 Ciputat, Reni Nuryanti, S.Pd. and Wiyandari, S.Pd. as the English teachers at SMPN 10 Ciputat for their help during the research.

6. The writer’s family members, her beloved brothers and sisters, her cute nieces and nephews who always give their support and moral encouragement in finishing her study.

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7. All her friends in D Class 2009 English Education Department at Islamic State University of Syarif Hidayatullah Jakarta for their support and friendship during the study. She also would like to thank Nurman Wiyarso for his support, attention and motivation for her during finishing this skripsi.

And may this skripsi be useful to the readers, particularly to the writer. Also, the writer realizes that this skripsi is far from being perfect. It is a pleasure for her to receive constructive criticism and suggestion from anyone who reads her skripsi.

Jakarta, February 2014

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APPROVAL ... ii

ENDORSEMENT SHEET ... iii

SURAT PERNYATAAN KARYA SENDIRI ... iv

ABSTRACT ... v

ABSTRAK ... vi

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xi

LIST OF APPENDICES ... xii

CHAPTER I : INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Scope of the Study... 4

C. The Formulation of Problem ... 4

D. The Objective of the Study... 4

E. The Significance of the Study ... 4

CHAPTER II : THEORETICAL FRAMEWORK ... 5

A. Genre ... 5

1. The Understanding of Genre ... 5

2. The Genre Analysis ... 7

3. The Genre of Reading Text ... 7

B. The Understanding of Reading Text ... 12

C. Textbook ... 13

1. The Understanding of Textbook ... 13

2. The Criteria of Textbook ... 14

3. The Importance of Textbook ... 15

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CHAPTER III : RESEARCH METHODOLOGY ... 24

A. The Time and Place of the Study ... 24

B. The Method of the Study ... 24

C. The Data and Data Sources of the Study ... 24

D. Technique of Data Collection ... 24

E. Technique of Data Analysis... 25

CHAPTER VI : RESEARCH FINDINGS AND DISCUSSION ... 26

A. The Description of the Data ... 26

1. The Physical Description of the Textbook ... 26

2. The Description of the Textbook Contents ... 27

B. The Analysis of Data ... 36

C. The Interpretation of the Data ... 38

CHAPTER V : CONCLUSION AND SUGGESTION ... 39

A. Conclusion ... 39

B. Suggestion ... 39

BIBLIOGRAPHY ... 40

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Membaca ... 20

Table 2.2 The Percentage of Conformity Level with the Category ... 23

Table 4.1 The Distribution of the Genres of the Reading Texts in the

Textbook ... 27

Table 4.2 The Distribution of Social Function of the Reading Texts

in the Textbook ... 28

Table 4.3 The Distribution of Generic Structure of the Reading Texts

in the Textbook ... 30

Table 4.4 The Distribution of Linguistic Features of the Descriptive

Text in the Textbook... 32

Table 4.5 The Distribution of Linguistic Features of the Recount Text

in the Textbook ... 33

Table 4.6 The Distribution of Linguistic Features of the Narrative Text

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Appendix 2 Generic Structure of Recount Text ... 47

Appendix 3 Generic Structure of Narrative Text ... 55

Appendix 4 Linguistic Features of Descriptive Text ... 59

Appendix 5 Linguistic Features of Recount Text ... 63

Appendix 6 Linguistic Features of Narrative Text ... 71

Appendix 7 Syllabus of SMPN 10 Ciputat ... 75

Appendix 8 Surat Bimbingan Skripsi ... 110

Appendix 9 Surat Izin Penelitian ... 112

Appendix 10 Surat Keterangan Penelitian ... 113

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1 A. The Background of the Study

To maintain learning and teaching process, curriculum has to be implemented in line with need analysis. As Richards states that a sound educational program should be based on an analysis of learners’ needs as one of fundamental assumption of curriculum development.1 It focuses on determining knowledge, skill, and value students learn in school, the students have to be provided with learning experience, and teaching and learning process in school or educational program that are required in the curriculum.

The curriculum that is used in Indonesia, School-Based Curriculum– Kurikulum Tingkat Satuan Pendidikan (KTSP) emphasizes on four language skills as “Curriculum 2004” did: listening, speaking, reading, and writing that have different competence standard. Learners are supposed to understand and to deliver various meaning (interpersonal, ideational, and textual) in the kinds of interactional verbal text for listening and speaking or non-verbal text for reading and writing, and it is also monolog texts especially descriptive, narrative, spoof, procedure, report, and anecdote forms.2

Based on those competence standards, reading skill is the most complex and difficult skill among other skills such as listening, speaking, and writing.3Learners need a lot of comprehension in acquiring reading skill. So, it is a challenge for English teachers in teaching and learning process to use the various reading materials to help their learners in acquiring the skill.

Reading material consists of various texts where students will learn such as journals, magazine articles, newspaper articles, short stories, extract from books, etc. The reading material should be divided into two kinds,

Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge: Cambridge University Press, 2001), p. 51.

Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP & MTS, (Jakarta: Pusat Kurikulum, Balitbang Depdiknas, 2003), p. 17.

Marianne Celce-Murcia, Teaching English as a Second or Foreign Language, Second Edition, (Boston: Heinle & Heinle Publisher, 1991), p. 169.

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authentic material and created material.4 Authentic material is unspecified teaching materials such as various texts, photographs and video selections. Meanwhile, created material is specifically developed instructional materials especially textbooks. So, textbook as created material is the suitable reading material for student that is specially prepared for teaching and learning process in a school.

Textbook is used in different ways in language program or teaching and learning process. The existence of textbooks including the content of the materials which are presented is the effect of the national curriculum changing. It should be compatible with content standard suggested in KTSP. The textbook is defined as a daily guidance or instruction for the teacher;5 it is because textbooks hold an important role in learning. The function is as the teaching instrument in order to achieve the expected teaching goal. They are provided to meet the learners’ need of the English textbooks. In this case, reading textbook that has kinds of reading passages can be the basis for a course on reading skill, providing both a set of reading texts and exercises for skill practice.

As it is already pointed out in KTSP, students are expected to achieve functional literacy level to communicate in the spoken and written form,6 but as a matter of fact, teachers present many reading texts without emphasizing on the students’ comprehension and pronunciation of the given reading text. Because of the literacy level focuses on the developing of English learning in the classroom, then the reading texts that are suggested should carry the achievement of academic literacy level. They are developing materials that include a variety of genre that could achieve the literacy objective.

Richards, op. cit., p. 252.

George J. Posner, Analyzing the Curriculum, Third Edition, (New York: MC Graw-Hill, 2004), p. 6.

Standar Isi untuk Satuan Pendidikan Dasar dan Menengah, (Jakarta: BSNP, 2006), p. 123.

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At least, there are five genres stated in the textbook such as procedure, descriptive, recount, narrative, and report genre and each of them should provide linguistic feature, generic structure, and social function7 as the demand of KTSP. However, the fact is hard to find the suitable textbooks that fulfill the requirements of KTSP. As a corollary, many publishers publish various textbooks to overcome it. Besides, as the users, English teachers have to be careful to find the suitable textbooks in order to encourage the textbook writers to produce the textbooks that can be used in the school properly. If one of those features, linguistic feature, generic structure, and social function, do not include on the genres, the students will face the difficulty to identify the reading texts.

Moreover, the writer feels there is a gap between textbook and curriculum, so she visited one of Junior Secondary School in Ciputat, SMPN 10, to get information more about it. From what the writer did, actually the school has already given the policy to the English teachers to use the textbook that has marked “based on content standard” but their students still face the difficulty to understand the genres. As we know that a good textbook should meet with student needs, if the students have difficulty to understand it, they will get bored, frustrated, uninterested, unmotivated to learn and they just do the assignment or the exercise without their eagerness. Thus, it is important to analyze the genre of reading text in textbooks. It is one way to increase the quality of the present textbooks and to encourage the students in learning English especially about genre of reading texts.

From the explanation above, the writer is interested in analyzing genres of reading text in textbook. As the writer has mentioned above, there are five genres, three of them are descriptive, recount and narrative genre that should be learnt by the second grade students. Meanwhile, it is useful to analyze if another genre emerge on reading text that should not be there. So, the writer would like to conduct the study by the title “Genre Analysis of the

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

B. The Scope of the Study

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

C. The Formulation of Problem

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

D. The Objective of the Study

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

E. The Significance of the Study

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

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5 A. Genre

1. The Understanding of Genre

Students need to learn genre in communication because it gives linguistic implication that student should notice. By learning the genre, students not only can use English sentences, but also can organize the text in a way that is commonly used by native speakers. Additionally, genre itself comes from a culture that has communicative purpose, structural text, and certain linguistic features.1 For example in narrative text, the purpose is to entertain and to teach a lesson meanwhile the structural text of it is orientation, complication, sequence of events, and resolution, and the linguistics features are noun, adjective, past tense, etc.

Many people have defined and analyzed genre in many different ways. The perspective of genre differs from person to person depending on the person‟s individual attitude and aims towards printed words, from language to language considering the cause of reading and the content of the text. It allows the emergence of different definition of genre that will be too abroad to discuss. For that reason, the writer chooses the best way to define genre based on some experts of its filed.

As Miller (1984) stated in Bawarshi genre is “typified rhetorical actions based in recurrent situations.”2 It means genre can be marked by rhetorical response in order to be shaped and maintained. In addition, there is another understanding about a genre:

Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP & MTS, (Jakarta: Pusat Kurikulum, Balitbang Depdiknas, 2003), p. 57.

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A category assigned on the basis of external criteria such as intended audience, purpose, and activity type, that is, it refers to a conventional, culturally recognized grouping of texts based on properties other than lexical or grammatical (co-) occurrence features, which are, instead, the internal (linguistic) criteria forming the basis of text type categories.3

From what is pointed out above, there are two categories that are assigned a genre, internal and external category. Internal category shapes the text type basis and external category refers to a conventional and a culture of texts.

Meanwhile Swales, in his book states that “a genre comprises a class of communication events”4

it is in line with Bex, genre is a communicative events aggregation accomplishes general social function.5 The communicative event is related to “one in which language plays both a significant and an indispensable role.”6 It is also a complex notion, comprising not only of the discourse itself but also of the role of the discourse and the environment and culture surrounding it.7 So, the genre is closely related to a discourse that has particular purpose in communication.

Those are some understandings of some experts that show various perceptive of genre. Thus, genre can be understood as rhetorical ways and rhetorical respond in communicative events. It will stimulate the students‟ skill especially in reading to understand the text content.

David YW. Lee, Genres, Registers, Text Types, Domains, and Styles: Clarifying the Concepts and Navigating the Path Through the BNC Jungle, Language Learning & Technology, Vol. 5 No. 3, 2001, p. 38.

John M. Swales, Genre Analysis: English in Academic and Research Settings, (Cambridge: Cambridge University Press, 1990), p. 58.

Tony Bex, Text in Society: Society in Text, (London: Routledge, 1996), p. 137.

Swales, op. cit., p. 45.

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2. The Genre Analysis

To get the concept about genre analysis, the considering of genre analysis is the study of spoken and written discourse for practical ends in the general values of it.8 The following explanation is also stated in Swales‟ book:

In particular, it tries to show that a genre-centered approach offers a workable way of making sense of the myriad communicative events that occur in the contemporary English-speaking academy – a sense-making directly relevant to those concerned with devising English course and, by extension, to those participating in such courses.9

It implies the way that can be applied to the communicative events is a genre-centered approach that is intended for those who are involved or interested in this field.

Making a concept of genre analysis is quite simple. For example in written discourse, a given text is analyzed in such a way that the analyst acquires the necessary information to determine which genre the text could be said to belong to. The analysis process is not focus on the information content of the texts but focus on the three features, social function, generic structure, and linguistic feature.

3. The Genre of Reading Text

Reading text is able to be divided into two, literary texts and factual text. According to the Anderson, literary texts are divided into three main text types: narrative, poetic, and dramatic, but explanation, discussion, exposition, information report, recount, factual description, procedure, and procedural recount text are included in factual texts.10 Furthermore, students are able to learn kinds of reading texts such as recount, report, discussion, explanation, exposition, new item, anecdote,

Ibid., p. 1.

Ibid.

Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarrra: Macmillan, 1998), p. 2.

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narrative, description, procedure, and review. At least, there are five reading texts relate to monolog text in the form of procedure, descriptive, recount, narrative, and report text11 and each of them should provide linguistic feature, generic structure, and social function.

a. Narrative Text

A popular genre that commonly entertains readers and has power to change social opinion and attitudes is narrative.12 It means readers can find the narrative text in such science fiction book, historical fiction, and fairytales that use narrative to raise topical social issue and present their complexities. The following features of narrative text are:

1. Constructing a Narrative

It consists of three parts: Orientation, sequencing a series of events, and resolution.13 Orientation introduces the reader or listener to the people, time, and place. It also uses the sequence to describe how the characters react to the problem. Then, the resolution tells about the characters in the story solve the problem.

2. Grammatical Features of Narrative

The following grammatical features of narrative are:

a. Using action verbs and temporal connectives when sequencing people and events in time and space, action, and creating effective images;

b. Using rhythm and repetition to make certain effects; c. It is written in the past tense unless quoting direct

speech;

d. It also plays with sentence structure.14

Standar Isi untuk Satuan Pendidikan Dasar dan Menengah, (Jakarta: BSNP, 2006), p. 124.

Peter Knapp and Megan Watkins, Genre, Text, Grammar: Technology for Teaching and Assessing Writing, (Sydney: University of New South Wales Press, 2005), pp. 220-221.

Ibid., pp. 222-223.

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b. Procedure Text

The Anderson states, procedure is a text that tells the audience about the way to do something.15 Reader or listener are able to get instructions for making something, doing something, and getting somewhere from the procedure text. They can get it from food recipes, directions, instructions, etc. The more information about procedure can be identified from its features, are:

1. Constructing a Procedure

There are three sections to construct the procedure. The first section is an introduction that provides the goal of the procedure. The second is a list of materials that are needed to complete the procedure. Last, a sequence of steps is needed to reach the goal.16

2. Grammatical Features of a Procedure

The following grammatical features of procedure are: a. Sentence consists of verbs are stated as commands; b. Number tells about the order for carrying out the

procedure;

c. Adverb is the way the action should be performed in the procedure;

d. Precise term and technical language.17

Mark Anderson and Kathy Anderson, op. cit., p. 28.

Ibid.

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c. Descriptive Text

A text can be known from the content and the purpose of the story that describes the subject features. In this case, the text tells the readers a picture of someone or something in words.18 The additional information about descriptive can be identified from its features, are:

1. Generic structure

It is divided into two: Identification that identifies phenomenon to be described and description that describes parts, qualities, characteristics.19

2. Linguistic features

a. Focus on specific participants;

b. Use of attributive and identifying processes; c. Frequent use of epithets and classifiers in nominal

groups;

d. Use of simple present tense.20

d. Recount Text

The story tells about past events occurred, the reader or listener are provided with a description of events occurred and its time is called a recount.21 Recount texts are easy to find in letters, speeches, newspaper reports, etc. and the features of a recount are able to identify from:

1. Constructing a Recount

Three parts of constructing recount are the first paragraph tells background information about who, what, where, and

John Langan, College Writing Skills with Readings, Fifth Edition, (Boston: McGraw-Hill, 2000), p. 175.

Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP & MTS, op. cit., p. 76.

Ibid.

Mark Anderson and Kathy Anderson, Text Types in English 1, (South Yarrra: Macmillan, 1997), p. 48.

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when. The following part is a sequence of events and the last is a conclusion if it is necessary.22

2. Grammatical Features of a Recount

The following grammatical features of a recount are: a. Proper noun to recognize those involved;

b. Descriptive word to provide details about who, what, when, where, and how;

c. The use of the past tense describes past events; d. Transitional signal such as first, next, then, etc.23

e. Report Text

Report text is a text that has purpose to present information about “the way things are with reference to arrange of natural, man-made, and social phenomenon in our environment.”24 It can be found in some forms such as lectures, weather report, research assignment, etc. and the features of a report are:

1. Generic structure

It consists of General classification tells about the phenomenon under discussion and description that tells about the phenomenon under discussion in terms of parts, qualities, habits or behaviors, if living; uses, if non-natural.25

2. Linguistic features

a. Focus on generic participants;

b. Use of relational processes to state what is and that it is; c. Use of simple present tense (unless extinct);

d. No temporal sequence.26

Ibid., p. 50.

Ibid.

Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP & MTS, op. cit., p. 72.

Ibid. 26

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B. The Understanding of Reading Text

A text can be seen as a piece of written communication products. It is produced to inform something to the reader. The word text itself is formed by a set of words or sounds if they have a meaning; the text is called as a unit of meaning. Therefore, the text is “sebuah rekaman dari konteks sehingga

disebut wacana”27

means the contextual record is called a discourse. In the contrary the Vacca suggests that a text is a length of printed material that formed by a sentence, a paragraph, a passage, a chapter or a book and it is visible by its structure.28

The text is used to convey any message that is delivered by speaker or writer. According to the Anderson, a text is constructed by a speaker or a writer and it is interpreted by listeners or readers.29 It means the speaker or the writer decide the purpose or the content of the created text so that the listener or the reader could understand it. They also state the features of text as follows:

1. Text is arranged with appropriate paragraphs;

2. Text has conjunctions and words that connect the elements; 3. Text supports reference by using proper pronouns;

4. Text uses suitable literary devices.30

Meanwhile, as Cunningsworth regards reading is “the one activity that can be done easily and without any equipment by students outside the classroom.”31

Another definition of reading, it emerges from Pang et al they defined that reading is a complicated activity to comprehend written texts that includes perception and thought.32 It means that when people read something, they construct their own meaning in their mind. It is not only grasping it

Ibid., p. 57.

Richard T. Vacca and Jo Anne Vacca, Content Area Reading, Second Edition, (Toronto: Little, Brown and Company, 1986), p. 29.

Mark Anderson and Kathy Anderson, op. cit., p. 2.

Ibid., p. 149.

Alan Cunningsworth, Choosing Your Coursebook, (Oxford: Heinemann, 1995), p. 73.

Elizabeth S. Pang, et al., Education Practice Series 12: Teaching Reading, (Brussels: International Academy of Education, 2003), p. 6

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without getting the message of what they have read but also acquiring the comprehension.

From the explanation above, reading text is a written text as a unity of words, sentences, or paragraphs structurally that can be used as reading material to get a message or meaning. Therefore, the reading text enables the students not only get message in communicative purposes but also get structural text and certain linguistic features. As Harmer claims that “the reading text moves at the speed of the reader.”33

So, the reader decides the reading speed of the text to gets the message.

C. Textbook

1. The Understanding of Textbook

An essential part of the classroom context is textbook. The teacher uses textbook in the classroom as one form of printed material. As Barry and King state that “print materials should only form part of the lesson.”34 It means the effective learning result can be reached from interesting and structured introduction followed by sound developmental activities and a purposeful conclusion. It should be followed by checking the textbook in order to match to the students‟ level of ability and give the direction that is suitable for the students‟ reading level.

Another understanding from Reed et al the single most used instructional media in the classroom is textbook.35 The textbook is as a part of curriculum that is utilized by the teacher as the teachers‟ guide, workbook, and other instructional material. As well Posner in his book,

Jeremy Harmer, The Practice of English Language Teaching, (London: Longman, 1991), p. 190.

Kevin Barry and Len King, Beginning Teaching and Beyond, Third Edition, (Sydney: Thomson Social Science Press, 2006), p. 161.

Arthea J. S. Reed, et al., In the Classroom: An Introduction to Education, Third Edition, (New York: McGraw-hill Companies, 1998), p. 256.

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textbook is defined as “instructional materials used as the guide for classroom instruction.”36

Moreover, according to Richards, in language courses textbook is used in different ways.37 It is used based on the skill that the students are learning to, such as reading, writing, grammar, speaking, and listening textbook that contain different materials. For example, in reading skill the students will be given reading texts and exercises to drill them.

It will be long discussion to define what the textbook is, but the writer tries to conclude it. So, as written product, textbook is used by the teachers as a guide in classroom activities. It is produced by many publishers to fulfill the requirements in the curriculum in order to meet the students‟ need.

2. The Criteria of Textbook

As we know, textbook is published to provide students and teachers with information. Thus, some criteria are needed to evaluate textbook and it is suggested by Cunningsworth as follows:

1. Textbooks should match to learners‟ needs. They have to be suitable for the aims and objectives of learning activity;

2. Textbooks should represent the uses (present or future) that students will use the language effectively for purposes;

3. Textbooks have to consider the students‟ needs and provide their learning processes flexibly;

4. Textbooks should have an obvious role as a support for learning between the target language and the students.38

George J. Posner, Analyzing the Curriculum, Third Edition, (New York: MC Graw-Hill, 2004), p. 12.

Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge: Cambridge University Press, 2001), p. 254.

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Nowadays, textbooks contain reading materials that are different from outside classroom. Reading materials have to be presented to convey a message for students. According to Nuttall, here are some characteristics of foreign language (FL) textbooks:

1. The desire that include numerous examples of a particular teaching item is the effect of texts that are often contrived and distorted; 2. Spoken usage is often as the reflection of texts;

3. Commonly FL texts convey certain facts are expressed in the FL rather than message;

4. Many FL texts are over-explicit so there is no space for the learners to practice reading skill;

5. Many FL texts are not made available to convey meanings but playing with words.39

3. The Importance of Textbook

The publishing companies produce many kinds of commercial material such as teaching reading, writing, listening, speaking, vocabulary, audiotapes, textbook, etc. As Gebhard states commercial materials that are published have two advantages, they are well-managed commercial materials and also save time.40

In the contrary, commercial materials also have disadvantages: the ideology conflict about teaching beliefs between teacher and author, the assigned text of commercial materials trivialize the experience for the students, and commercial materials are written for a wide audience not for specific material, teachers should select them for English Second Language (ESL) or English Foreign Language (EFL) students.41

Christine Nuttall, Teaching Reading Skills in a Foreign Language, (London: Heinemann, 1982), pp. 19-20.

Jerry g. Gebhard, Teaching English as a Second Language: a Teacher Self-development and Methodology Guide, Second Edition, (Ann Arbor: The University of Michigan Press, 2006), p. 102.

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Good textbooks contain lively and interesting material for teachers and students and the following advantages of it are:

1. Textbooks offer suitable progression of language item;

2. Textbooks provide a number of vocabularies to students to be learnt outside the class;

3. Textbooks reduce the teacher from pressure of having original material for each class.42

4. Textbooks present structure and a syllabus for a course;

5. Textbooks help standardize teaching that enable the students will receive the same materials and the same way in testing;

6. Textbooks keep quality if it is well-developed so the students will learn the tested and tried materials;

7. Textbooks are efficient so the teachers are able to allocate time to teaching;

8. Textbook can train teachers to increase their teaching experience; 9. Textbooks are visually interesting for teachers and students

because they are designed with high standards.43 Besides, there are some disadvantages of textbooks:

1. Textbooks tend to concentrate on the introduction of new language and controlled work that make teachers depend on the given textbooks;

2. Textbooks seem rigid sequences when they tend to follow the same format from one unit to the next.44

3. Textbooks may hold inauthentic language. They provide inauthentic language against teaching points and real language use; 4. Textbooks may change content that frequently fail to represent true

issues;

5. Textbooks may not represent students‟ need because they are written for general market;

Harmer, op. cit., p. 257.

Richards, op. cit., pp. 254-255.

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6. Textbooks are able to decrease the teachers‟ role as technician in presenting material;

7. Textbooks are expensive that is hard for students to afford it.45

D. The Curriculum

1. The Understanding of Curriculum

Curriculum can be defined in many different perspectives. Making a concept of curriculum is needed especially in education field. As Posner states that “a curriculum is the content, standard, or objective for which schools hold students accountable.”46 It is also defined as “a set of instructional strategies teachers plan to use.”47 So, curriculum can be interpreted as a plan for a real educational program in a school.

In addition, according to Standard Board of National Education– Badan Standar Nasional Pendidikan (BSNP) curriculum is “seperangkat rencana dan pengaturan mengenai tujuan, isi, dan bahan pelajaran serta cara yang digunakan sebagai pedoman penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan pendidikan tertentu.”48 It means curriculum is a set of planning and rule that contain objective, content, learning material and the way to use it as a guide to carry out teaching and learning activities to reach proper objective of education.

Besides, the curriculum that is used in Indonesia, School-Based Curriculum–Kurikulum Tingkat Satuan Pendidikan (KTSP) is defined as

“kurikulum operasional yang disusun oleh dan dilaksanakan di

masing-masing satuan pendidikan.”49

In this case, teachers and schools are given the policy to arrange the curriculum in their school. However, the arrangement of KTSP has to be guided by Content Standard–Standar Isi that covers basic framework and curriculum structure.

Richards, op. cit., pp. 255-256.

Posner, op. cit., p. 5.

Ibid.

Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah, (Jakarta: BSNP, 2006), p. 5.

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Furthermore, as Mulyasa states in his book, there are some points that have to be noticed in term of KTSP as follows:

1. Arranging KTSP refers to the guidance that is arranged by BSNP;

2. KTSP is developed based on educational unit, potential, regional characteristics, and social cultural of local society and students;

3. Schools and school committees develop KTSP and syllabus based on basic framework of curriculum and competent standard of graduation.50

In conclusion, curriculum is an instructional way in educational program to reach particular objective. The used curriculum, KTSP that is enclosed in content standard, gives the schools and teachers to develop it based on BSNP. Then, syllabus is as “predominantly concerned with the choices necessary to organize the language content of a course or program.”51 It is as a lesson plan on certain subject that includes competent standard, basic competency, main material, learning activity, indicator, scoring, time alocation, and learning sources.

Mulyasa, Implementasi Kurikulum Tingkat Satuan Pendidikan, Kemandirian Guru dan Kepala Sekolah, (Jakarta: Bumi Aksara, 2009), Cet. 3, p. 24.

James Dean Brown, The Elements of Language Curriculum : A Systematic Approach to Program Development, (Boston: Heinle & Heinle Publishers, 1995), p. 141.

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2. Content Standard of Curriculum

According to Standard Board of National Education–Badan Standar Nasional Pendidikan (BSNP) determines guidance of Content Standard–Standar Isi (SI) as follows:

SI mencakup lingkup materi dan tingkat kompetensi untuk mencapai kompetensi lulusan pada jenjang dan jenis pendidikan tertentu. Termasuk dalam SI adalah : kerangka dasar dan struktur kurikulum, Standar Kompetensi (SK) dan Kompetensi Dasar (KD) setiap mata pelajaran pada setiap semester dari setiap jenis dan jenjang pendidikan dasar dan menengah.52

It means that Content Standard consists of material scope and competent level to reach competent outcome in a particular education; it also includes competent standard and basic competency for each subject especially reading material for this case.

The writer divides the explanation of curriculum content standard into two parts as follow:

a. The Scopes of English Lesson at Junior Secondary School

Standard Board of National Education–Badan Standar Nasional Pendidikan (BSNP) points out the scopes of English lesson at Junior Secondary School are:

1. Kemampuan berwacana, yakni kemampuan memahami dan/atau menghasilkan teks lisan dan/atau tulis yang direalisasikan dalam empat keterampilan berbahasa, yakni mendengarkan, berbicara, membaca dan menulis secara terpadu untuk mencapai tingkat literasi functional;

2. Kemampuan memahami dan menciptakan berbagai teks fungsional pendek dan monolog serta esei berbentuk procedure, descriptive, recount, narrative, dan report. Gradasi bahan ajar tampak dalam penggunaan kosa kata, tata bahasa, dan langkah-langkah retorika;

3. Kompetensi pendukung, yakni kompetensi linguistik (menggunakan tata bahasa dan kosa kata, tata bunyi, tata tulis), kompetensi sosiokultural (menggunakan ungkapan dan tindak bahasa secara berterima dalam berbagai konteks komunikasi), kompetensi strategi (mengatasi masalah yang timbul dalam proses komunikasi dengan berbagai cara agar

Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah, op. cit., p. 4.

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komunikasi tetap berlangsung), dan kompetensi pembentuk wacana (menggunakan piranti pembentuk wacana).53

From the scope of English lesson at Junior Secondary School, the writer focuses on the reading texts that have social function, generic structure and linguistic feature. They are descriptive, recount and narrative text for the second grade of Junior Secondary School students.

b. The Materials in Teaching Reading

The following competent standard, basic competency and reading material are stated in Content Standard–Standar Isi and School-Based Curriculum (KTSP): 54

Table 2.1

Standar Kompetensi Bahasa Inggris pada Keterampilan Membaca Semester 1 dan 2

Standar

Kompetensi Kompetensi Dasar Materi Pembelajaran

Membaca 5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar

5.1 Membaca nyaring bermakna teks tulis fungsional dan esei berbentuk descriptive dan recount pendek dan sederhana dengan ucapan, tekanan dan intonasi yang

berterima yang berkaitan dengan lingkungan sekitar 5.2 Merespon makna dalam teks tulis fungsional pendek

sederhana secara akurat, lancar dan berterima yang

berkaitan dengan lingkungan sekitar

1. Teks fungsional berupa

1. Teks fungsional pendek berupa:

 Undangan  Pesan singkat

2. Teks esei berbentuk deskriptif dan recount

Standar Isi untuk Satuan Pendidikan Dasar dan Menengah, op. cit., p. 124.

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Standar

Kompetensi Kompetensi Dasar Materi Pembelajaran

– Undangan – Pesan singkat 2. Tata bahasa

– request 3. Kosa kata

– Kata terkait tema dan jenis teks

4. Ungkapan baku – Don’t be late!

– Don’t miss it!

5.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan

lingkungan sekitar dalam teks berbentuk descriptive dan recount

1. Teks tulis berbentuk deskriptif dan recount  Makna gagasan  Makna tekstual dalam

teks deskriptif dan recount

2. Langkah retorika teks deskriptif dan recount 3. Tujuan komunikatif teks

deskriptif dan recount 4. Ciri kebahasaan teks

deskriptif dan recount 11. Memahami

makna dalam esei pendek sederhana berbentuk

recount, dan narrative untuk berinteraksi dengan lingkungan sekitar

11.1 Membaca nyaring bermakna teks fungsional dan esei pendek sederhana

berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar

11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar 11.3 Merespon makna dan

1. Teks esei dalam bentuk recount dan naratif

2. Ciri teks esei dalam bentuk recount dan naratif

3. Tujuan komunikatif teks esei recount dan naratif

4. Langkah retorika naratif dan recount

5. Spelling, stress, intonation

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Standar

Kompetensi Kompetensi Dasar Materi Pembelajaran

langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan

lingkungan sekitar dalam teks berbentuk recount dan narrative

 Undangan  Pengumuman  Pesan singkat  Iklan

2. Tujuan komunikatif 3. Ciri-ciri Kebahasaan Adapted from Content Standard of SMP/Mts Syllabus 2006

E. The Criteria of Conformity Level

The writer uses the formula to obtain the result in percentage as follows:55

Notes:

f = The Frequency N= The Number of Case P = The Number of Percentage

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. RajaGrafindo Persada, 2006), p. 43.

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The writer uses the following criteria to find the category of conformity level:56

Table 2.2

The percentage of Conformity Level with the Category

The Percentage of Conformity Category

81-100% Excellent

61-80% Good

41-60% Adequate

21-40% Weak

0-20% Bad

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24 A.The Object and Time of the Study

The object of the study was English on Sky 2 textbook for SMPN 10 students that located at Jl. Yaktapena Raya No. 8 Pondok Ranji Ciputat Timur– Tangerang Selatan–Banten. The study was carried on November–December 2013.

B.The Method of the Study

The method used in this study is document analysis that is concerned with the genre of reading texts in the English textbooks for Junior Secondary School students. The study started from the preparation of the documentary aspects especially the genre of reading texts in English on Sky 2 textbook for the second grade of SMPN 10 Ciputat. Then, it is added by the School-Based Curriculum– Kurikulum Tingkat Satuan Pendidikan (KTSP).

C.The Data and Data Sources of the Study

The data and data sources of the study are the entire genre of reading texts in English on Sky 2 textbook for the second grade of SMPN 10 Ciputat. Additionally, it is enhanced with KTSP of the school.

D.The Technique of Data Collection

The writer gathered the data from genres of reading texts in English on Sky 2 textbook for the second grade of SMPN 10 Ciputat through documentary record. So, the English textbook is taken in this study and it is added by KTSP.

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E.The Technique of Data Analysis

After collecting the data, the writer used the checklist table to identify and to classify, and later to describe the variety of genre of reading texts, their social function, generic structure, and linguistic feature. Then in interpreting the data analysis, the writer used descriptive qualitative analysis. The analysis began with scoring then it interpreted by defining a criteria. The following steps of the analysis are:

1. Identifying genre of reading texts and their features in English on Sky 2 textbook with KTSP;

2. Comparing the genre of reading texts in English on Sky 2 textbook with KTSP by calculating the percentage of the data from the analysis;

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. The Description of Data

The writer conducted the study on genre analysis of reading texts in English On Sky 2 textbook for the second grade of SMPN 10 Ciputat. Here are the physical description of the textbook, the description of the textbook contents, and the table explaining the genre of reading text and their features, social function, generic structure, and linguistic feature, as follows:

1. The Physical Description of the Textbook

Title : English on Sky 2

Author : Mukarto, Sujatmiko, Josephine S. M., and Widya Kiswara

Editor : Dwi Wahyu Priyanto and Anna Valentina

Proofreader : Sara Ann Rude Publisher : Erlangga

Level : VIII

Physical size : 17.5 cm x 25 cm

Units : 8

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2. The Description of the Textbook Contents Table 4.1

The Distribution of the Genres of the Reading Texts in the Textbook

No Genre

The Unit of Reading Texts

Score

1 2 3 4 5 6 7 8

1 Descriptive _Page

17,20

Page 37,40

4/16 x 100% = 25%

2 Recount

Page 63, 66 Page 94, 96 Page 176, 180 Page 205, 206

8/16 x 100% = 50%

3 Narrative

Page 122, 124 Page 146-147, 148

4/16 x 100% = 25%

The result in percentage: 3/3 x 100% = 100%

Related to the table above, there are four reading texts consisting of descriptive text, eight reading texts consisting of recount text, and four reading texts consisting of narrative text. It means there are 16 reading texts in the textbook that are in line with the genres required in School-Based Curriculum– Kurikulum Tingkat Satuan Pendidikan (KTSP) of SMPN 10. They are descriptive text, recount text and narrative text. According to KTSP, the descriptive and the recount text have to be stated as the part of the first semester, and for the second semester, the recount and the narrative text are required. As we can see from the table, the descriptive text spreads in unit 1 and 2. The three kinds of recount text spread in unit 3, 4, 7, and 8, two personal recount texts in unit 3 and 8, two procedural recount texts in unit 4, and two biographical recount texts in unit 7. Last, the narrative text spreads in unit 5 and 6.

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Table 4.2

The Distribution of Social Function of the Reading Texts in the Textbook

No.

Unit of Reading

Texts

Title of

Texts Social Function

1. 1 – To describe current event, the unforgettable 12 th birthday party

2. 1 – To describe current event, 2a class performance „Sangkuriang‟

3. 2

Alimudin, a Local Footballer

To describe a particular person, Alimudin, a local footballer

4. 2 Camping To describe a hobby of people of different ages that is “Camping”

5. 3 – To retell events about a holiday at the

countryside

6. 3 – To retell events about the small party

7. 4 – To inform about cooking experiment

“spaghetti”

8. 4 Louis

Pasteur

To inform about science experiment of Louis Pasteur

9. 5

The Stingy and the Generous

To entertain the readers with the story “The Stingy and the Generous”

10. 5

Takatuliang, the

Woodcarver

To entertain the readers with the story “Takatuliang, the Woodcarver”

11. 6

The Cowardly Lion

To amuse the readers with the story “The Cowardly Lion”

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12. 6 The Deadly Poppy Field

To amuse the readers with the story “The Deadly Poppy Field”

13. 7 – To inform by retelling achievements in

Muhammad Hatta‟s life

14. 7 Jonas

Edward

To inform by retelling achievements in Jonas Edward‟s life

15. 8

None of your Business!

To retell an experience of someone when he or she watched a drama

16. 8 Accidentally

Guilty

To retell an experience of someone when he or she took a dog for a walk to the park

The result in percentage: 16/16 x 100% = 100%

Related to the table above, there are 16 reading texts. They have social functions which are stated in each reading text. The social function of descriptive text that is stated in the textbook in Unit 1 and unit 2 is “to describe a current event, a particular person, and a thing.” In addition, the social function of recount text that is stated in the textbook in Unit 3, 4, 7, and 8 is “to retell or to inform events, cooking experiments, science experiments, achievements and experiences of someone.” Last, the social function that is stated in the textbook in unit 5 and 6 is “to entertain or to amuse the readers with the story.” It means the reading texts in the textbook are suitable with the social function.

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Table 4.3

The Distribution of Generic Structure of the Reading Texts in the Textbook

Descriptive Text Recount Text Narrative Text

Generic Structure Stated in Textbook Generic Structure Stated in Textbook Generic Structure Stated in Textbook a. Identification Unit 1

(See Appendix 1 on page 43, 44)

Unit 2

(See Appendix 1 on page 45, 46) a. Orientati-on Unit 3 (See Appendix 2 on page 47, 48)

Unit 4 (See Appendix 2 on page 49, 50)

Unit 7 (See Appendix 2 on page 51, 52)

Unit 8 (See Appendix 2 on page 53, 54) a. Orientat -ion Unit 5 (See Appendix 3 on page 55, 56)

Unit 6 (See Appendix 3 on page 57, 58)

b. Description Unit 1

(See Appendix 1 on page 43, 44)

Unit 2

(See Appendix 1 on page 45, 46)

b. List of events

Unit 3 (See Appendix 2 on page 47, 48) Unit 4 (See Appendix 2 b.Complic-ation Unit 5 (See Appendix 3 on page 55, 56)

Unit 6 (See Appendix 3

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on page 49, 50)

Unit 7 (See Appendix 2 on page 51, 52)

Unit 8 (See Appendix 2 on page 53, 54)

on page 57, 58) c. Reorient-ation Unit 3 (See Appendix 2 on page 47, 48)

Unit 4 (See Appendix 2 on page 49, 50)

Unit 7 (See Appendix 2 on page 51, 52)

Unit 8 (See Appendix 2 on page 53, 54) c. Resoluti -on Unit 5 (See Appendix 3 on page 55, 56)

Unit 6 (See Appendix 3 on page 57, 58)

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100% 100%

The total result in percentage: 100%

Related to the table above, all the generic structures are stated in the 16 reading texts in the textbook. It means all descriptive texts point out identification and description. All recount texts point out orientation, list of events, and reorientation. And all narrative texts point out orientation, complication, and resolution. Thus, all reading texts include the generic stucture based on the KTSP of that school.

Table 4.4

The Distribution of Linguistic Features of the Descriptive Texts in the Textbook

Descriptive Text

Linguistic Feature Stated in Textbook

a. Specific participant Unit 1

(See Appendix 4 on page 59, 60) Unit 2

(See Appendix 4 on page 61, 62) b. Present tense/present continuous Unit 1

(See Appendix 4 on page 59, 60) Unit 2

(See Appendix 4 on page 61, 62)

c. Action verb Unit 1

(See Appendix 4 on page 59, 60) Unit 2

(See Appendix 4 on page 61, 62) The result in percentage: 3/3 x 100% = 100%

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Related to the table above, there are three linguistic features in descriptive text. All linguistic features are stated in the descriptive text. They are specific participant, present tense/present continuous tense, and action verb. In two descriptive texts in the textbook in unit 1 page 59 and 60, they include specific participant, present continuous tense, and action verb. In another two descriptive texts in the textbook in unit 2 page 61 and 62, they include specific participant and present tense. So, it means all descriptive texts in the textbook include the linguistic features based on the KTSP of that school.

Table 4.5

The Distribution of Linguistic Features of the Recount Texts in the Textbook Recount Text

Personal Recount Procedural Recount Biographical Recount Linguistic Feature Stated in Textbook Linguistic Feature Stated in Textbook Linguistic Feature Stated in Textbook a. Past tense Unit 3

(See Appendix 5 on page 63, 64)

Unit 8

(See Appendix 5 on page 69, 70)

a. Past tense Unit 4 (See Appendix 5 on page 65, 66) a.Specific name Unit 7 (See Appendix 5 on page 67, 68)

b. Conjunctio n

Unit 3

(See Appendix 5 on page 63, 64)

Unit 8

(See Appendix 5 on page 69, 70) b. Conjuctio n Unit 4 (See Appendix 5 on page 65, 66)

b.Past tense Unit 7 (See Appendix 5 on page 67, 68)

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n word (See Appendix 5 on page 63, 64)

Unit 8

(See Appendix 5 on page 69, 70)

n word (See Appendix 5 on page 65, 66)

word (See

Appendix 5 on page 67, 68)

d. Pronoun Unit 3

(See Appendix 5 on page 63, 64)

Unit 8

(See Appendix 5 on page 69, 70)

d. Pronoun Unit 4 (See Appendix 5 on page 65, 66) d.Verb/Acti on word Unit 7 (See Appendix 5 on page 67, 68)

The result: 4/4 x 100% = 100%

The total result in percentage: 100%

Related to the table above, there are four linguistic features in each kind of recount text. All linguistic features are stated in personal, procedural and biographical recount text. They are past tense, conjunction, verb/action word, and pronoun for personal and procedural recount text. For biographical recount text, the linguistic features are specific name, past tense, linking word, and verb/action word. Nevertheless, in personal recount text there is present tense in the textbook in unit 3 page 64. There is also past continuous tense in unit 8 page 69 and 70. In biographical recount text, there is future tense in the textbook in unit 7 page 67.

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Table 4.6

The Distribution of Linguistic Feature of the Narrative Texts in the Textbook Narrative Text

Linguistic Feature Stated in Textbook

a. Specific participant Unit 5