LEXICAL DENSITY OF READING TEXTS IN ENGLISH TEXTBOOK OF JUNIOR HIGH SCHOOL.
LEXICAL DENSITY OF READING TEXTS IN ENGLISH
TEXTBOOK OF JUNIOR HIGH SCHOOL
A THESIS
Submitted as Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan
By:
DESI ARISKA
Registration Number: 2123321014
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Ariska, Desi. 2016. Registration Number: 2123321014. Lexical Density of
Reading Texts in English Textbook of Junior High School. A Thesis. English
Education Program, State University of Medan, 2016.
This study deals with lexical density of English reading texts in the textbook of
junior high school. The objectives of the study are to find out the lexical density
of reading texts of English in Focus textbook, the text which has the highest
lexical density in the reading texts, and the reason of the text which has the
highest lexical density in reading texts. This study was conducted by descriptive
qualitative method. The data of this research were the English reading texts of
English in Focus textbook for ninth grade students of junior high school published
by National Education Department. The result of the analysis showed that: (1)
The lexical density of procedure texts are 5.90, 5.08, 5.5, and 4.69, report texts are
5.92, 4.22, 4.06, and 3.64 and narration texts are 2.92 and 2.90. The score showed
that the lexical density of eleven reading texts on English in Focus textbook for
ninth grade of junior high school is categorized medium based on the Halliday’s
theory. It means that the texts are not difficult, easy to understand and suitable for
ninth grade students of junior high school. (2) The highest lexical density of the
reading texts is report text entitled “The Chinese Influence in Indonesian Visual
Art” (5.92) because of the higher number of lexical items, few clauses and more
vocabularies of words in the text. (3) Report text has the highest lexical density
because of the high proportion of lexical items in the text and it also because of
the generic structure, language features and the style of writing report text.
Key words
: Lexical Density, Reading Texts, English Textbook
i
ACKNOWLEDGEMENT
First and foremost, the researcher would like to express her deepest
gratitude to Allah SWT, the Almighty and the Most Benefical for His Blessing,
Grace, Guidance, and Mercy who have been given to the researcher until this
thesis could be completed. This thesis has been written in partial fulfillment of the
requirements for the degree of Sarjana Pendidikan (S.Pd) at English Department,
Faculty of Languages and Arts, State University of Medan.
In the process of accomplishing this thesis, many people have shown
their care and assistance, therefore, the researcher would like to express her
gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., Rector, State University of Medan.
Dr. Isda Pramuniati, M.Hum., Dean, Faculty of Languages and Arts,
and Vice Dean I, II, and III and all of administation staff.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department, and also as her First Thesis Advisor for her knowledge,
valuable advice and precious time; and Nora Ronita Dewi, S.S,
M.Hum., Head of English Education Study Program, and also as her
Thesis Examiners for kindness and suggestion .
Isli Iriani Indiah Pane, S.Pd., M.Hum., her Academic Supervisor and
second Thesis Advisor for her knowledge and valuable advice, and Indra
Hartoyo, S.Pd., M. Hum., her Thesis Examiner for his valuable advice
and suggestion, the Researcher also very grateful to all of Lecturers who
have taught, guided, and advised her throughout academic years.
Eis Sriwahyuningsih, M.Pd., the administration staff of English and
Literature Department for giving information in completing her thesis
Her special sincere gratitude goes to her wonderful beloved parents
(Allah SWT blesses them), her lovely father (Alm) Muliono, and her
super mother Sri Wahyuni Amir, for their endles love, financial support,
understanding, spirit, motivation, and the main part, prayers, during the
researcher ’s whole life. The researcher’s sincere gratitude also goes to
her sister, Sri Muliana, S.EI., for her care, kindness, love, and patience
in supporting and motivating the researcher .
Her thankfulness is also directed to her Seniors, Juniors and Friends in
UKMI Ar-Rahman FBS, for their spirit, motivation and joy in the
organization and campus daily life.
All of her best friends, Siti Fahriza Daulay, Plindawati Sinaga, Nanda
Aulia, and Siti Khairani, thanks a lot for every single smile, laugh, joy,
help, struggle that we have passed and for sweet and happy memories we
shared together.
ii
All of her classmate in Dik B 2012 who cannot mentioned one by one
that followed lectures and shared knowledge, ideas, and bitter-sweet of
campus life together.
All of her PPL friends, for unforgettable experience while being an
apprentice teacher in SMK Negeri 1 Sei Rampah during three months.
All of her Sisters and dear Sisters in her bording house, Yayuk
Sulistiawati, S.Pd, Diva, Ade, Windi, and Afni for laugh, joke, love,
care, tear and help that we have shared together.
The researcher realize that the content of this thesis is still far from being
perfect. But she warmly welcome any constructive suggestions that will improve
the quality of this thesis. She hopes it would be useful for those who are interested
in this field of study.
Medan,
September 2016
The Researcher
Desi Ariska
Registarion Number: 2123321014
iii
TABLE OF CONTENTS
Pages
ABSTRACT .................................................................................................... i
ACKNOWLEDGEMENTS ........................................................................... ii
TABLE OF CONTENTS............................................................................... iv
LIST OF TABLES ......................................................................................... vi
LIST OF DIAGRAM ..................................................................................... vii
LIST OF APPENDICES ............................................................................... viii
CHAPTER I
INTRODUCTION
A. The Background of the Study........................................................ 1
B. The Problems of the Study ............................................................ 5
C. The Objectives of the Study .......................................................... 6
D. The Scope of the Study ................................................................. 6
E. The Significances of the Study...................................................... 7
CHAPTER II
REVIEW OF LITERATURE
A. Theoretical Review ....................................................................... 8
1. Reading Text .......................................................................... 8
a. Definition of Text ......................................................... 10
b. Kinds of Text ................................................................ 10
c. Genre of Text ................................................................ 11
2. Textbook ................................................................................ 14
a. English Textbook for Junior High School .................... 15
b. Criteria of Good Textbook............................................ 16
3. Discourse Analysis ................................................................. 18
4. Lexical Density ...................................................................... 19
a. Lexical Items ................................................................ 21
b. Grammatical Items........................................................ 26
B. Relevant Studies ............................................................................ 30
C. Conceptual Framework ................................................................. 32
iv
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design ............................................................................ 35
B. Data and the Source of Data .......................................................... 35
C. Procedure of Data Collection ........................................................ 36
D. Procedure of Analyzing Data ........................................................ 36
CHAPTER IV
THE DATA AND DATA ANALYSIS
A. The Data ....................................................................................... 38
B. Data Analysis ................................................................................ 39
C. Findings ......................................................................................... 44
D. Discussion ..................................................................................... 45
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A.
Conclusions ................................................................................. 47
B.
Suggestions ................................................................................. 48
REFERENCES .............................................................................................. 49
APPENDIX ..................................................................................................... 51
v
LIST OF DIAGRAM
Pages
Diagram 2.1 A Diagram of Lexical Density ..........................................................34
vi
LIST OF TABLES
Pages
Table 3.1 Lexical Density Category .....................................................................37
Table 4.1 Distribution of Text in Genre ................................................................38
Table 4.2 Lexical Density of Reading Texts .........................................................40
Table 4.3 Categorization of Lexical Density ........................................................41
vii
LIST OF APPENDICES
Pages
Appendix A The Reading Texts ............................................................................51
Appendix B The Analysis of Reading Texts .........................................................60
viii
CHAPTER I
INTRODUCTION
A. The Background of the Study
One of the reading sources that are used in the learning process is
textbook. Textbook is an essential element in education. It consists of
instructional materials and provides much information and knowledge. It is used
by the teacher in the learning-teaching process as a main source. It is also
available in many subject in the school such as English textbook, science
textbook, social textbook, religion textbook, civic textbook, etc.
Graves (2000:151) mentions that an English textbook is a basic resource
to determine the quality of language input and the language practices during
teaching learning process in an English course. Its functions are not only as a
guidance of teaching and learning but also as a developing material as well as a
substantial and observable component of pedagogy content.
According to Nesia (2014), 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 the
grammar. It is provided in some types which are called as genre. The types of
genre are arranged well based on the curriculum.
1
2
As Sholichatun (2011) states the aim of English teaching according to
School- Based Curriculum (KTSP) is that the students of junior high school
hopefully can achieve that functional level of literacy because they are preparing
to continue their study to the Senior High School. Besides that, School-Based
Curriculum also deals with the four language skills, such as; listening, speaking,
reading, and writing. In reading, it refers to the text. It means that the students are
able to understand and producing various shorts functional and monologue texts,
and essay in the form of narrative, descriptive, recount, procedure, and report.
Text can be called as written language and conversation as spoken
language. The difference between written and spoken language is one of the
density. Density is meant with which the information is presented. Halliday
(1985:61) states that written language displays a much higher ratio of lexical
items than spoken language. It means that the complexity of spoken language is in
grammatical configuration while the written language or text is in lexical
configuration. That is why density becomes one of the reasons that make the
students get difficulties in comprehending the text.
Nesia (2014) explains that nowadays, every student should be able to
understand every reading text in the textbook which is covered in the curriculum
of the unit level of education. In the curriculum, reading material should be
relevant to the students’ needs. The teachers have the freedom to choose the
teaching media or strategy to improve the students’ communicative competence
which is relevant to the students’ condition and needs. One of the students’ needs
3
is to understand or comprehend the text based on the situation given in English
subject.
In reading section, most of the students have difficulties in
comprehending text in book because of several reasons. As suggested by Pratiwi
(2014). First, the material may be difficult to understand because the material does
not served in their skill level. Second, they do not understand the content of the
material because there are many unfamiliar vocabularies found in the text. Third,
they may not be aware of the elements and characteristics of the genre of the text.
Fourth, the meaning of the sentences and passages may become lost because the
reader struggles with the mechanics of reading. Fifth, they may have difficulty
determining what information is important in written passages of the reading
texts.
From all the aforementioned reasons above, one of the possibilities which
makes students hard or easy to comprehend text is lexical density. It influences
the ability of students to comprehend the material. It can be seen from the
researcher’s observation in SMP Negeri 27 Medan that some of the students in the
third level sometimes get difficulties in comprehending a reading text because
they found the common words of the majority in textbook that are frequently
used. It possibly makes it difficult for the students to comprehed text. Moreover,
they lack of reading intention. Through the lexical density of the text, teacher can
know whether the text is easy or difficult for the students. So the teacher can
decide which appropriate strategy can be applied in the reading text based on the
complexity of the words.
4
To, Van and Thomas (2013:62) define lexical density is a condition of
the words’ proportion in the text. It shows the ratio of lexical items to
grammatical items. Lexical items consist of noun, adjective, verb, and
posibilsome adverbs while grammatical items consist of determiner, pronoun,
most preposition, conjunction, finite verb, and some classes of adverb. Lexical
density shows the complexity of words within text. It describes the development
of lexical in the written language.
Regarding the previous researcher on lexical density, various texts have
been intensively examined and different outcomes have been achieved. With
reference to lexical density, Johansson (2008) found that 10-year-olds have higher
lexical density in the written text than spoken text, 13-year-olds have a genre
effect in their result where the narrative texts have higher lexical density than
expository texts, 17-year-olds have higher lexical density in the written texts than
spoken texts with no genre effect, and the adults have higher lexical density in
their written text and there is no genre effect.
On the other hand, To, Van, and Thomas (2013) investigated the lexical
density and readability in English textbooks. The result shows that the text for
upper intermediate has low lexical density than other texts for elementary, preintermediate and intermediate. Aside from written texts, lexical density has been
examined in spoken texts. It was conducted by Alami, Sabbah, and Iranmanesh
(2013) entitled male-female discourse difference in terms of lexical density. The
result shows that male and female discourses are almost equally dense. In other
words, the gender of the speaker has no effect on the lexical density of discourse.
5
Concerning the issue and the explanations above, there are several
reasons why the researcher chooses the textbook. First, English in Focus is one of
textbook that is suitable with the School-Based Curriculum (KTSP). Second,
English in Focus used for teaching English to ninth grade level in Medan so it is
important to know whether the reading texts are appropriate with the students’
need. Third, the researcher use this textbook to know the lexical density of
reading texts in the textbook.
B. The Problems of the Study
Based on the background of the study, the problems of the study are
formulated as follows:
1. What is the lexical density of reading texts in English in Focus textbook
for ninth grade of junior high school?
2. What text has the highest lexical density found in the reading texts of
English in Focus textbook for ninth grade of junior high school?
3. Why does the text has the highest lexical density in the reading texts of
English in Focus textbook for ninth grade of junior high school?
6
C. The Objectives of the Study
In line with the research questions, the objectives of the study are:
1. To find out the lexical density of the reading texts in English in Focus
textbook for ninth grade of junior high school.
2. To find out text has the highest lexical density found in the reading texts
of English in Focus textbook for ninth grade of junior high school.
3. To find out the reason of the text has the highest lexical density in the
reading texts of English in Focus textbook for ninth grade of junior high
school.
D. The Scope of the Study
The study was focused on analyzing the lexical density found in reading
texts of English in Focus textbook for the ninth grade students of junior high
school published by National Education Department in which it is used in two
semesters directly. It consists of 11 reading texts which are divided into 4
procedure texts, 5 report texts, and 2 narrative texts that have been made in the
textbook. These texts analyzed based on each genre that presented in the reading
texts.
7
E. The Significances of the Study
The findings of this study are expected to be useful theoretically and
practically:
1. Theoretically
a. The result of this research can be useful for the teachers in teaching
reading to choose the appropriate reading texts based on the
complexity of lexical density in the texts.
b. The result of this research can be used as reference for those who
want to conduct a research about lexical density.
2. Practically
a. The teacher can select the textbook which is most suitable in teaching
and learning process.
b. The teaching material designers who want to design appropriate texts
in English teaching or English curriculum design for junior high
school level whether the text is difficult or not based on the students’
needs.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
After analyzing the lexical density of the English reading texts in the
textbook for junior high school grade ninth, conclusions are drawn as;
1. English in Focus textbook contained three genre namely procedure texts,
report texts and narration texts which have respectively different result of
lexical density. The lexical density of procedure texts are 5.90, 5.08, 5.5,
and 4.69, report texts are 5.92, 4.22, 4.06, and 3.64 and narration texts
are 2.92 and 2.90. The score showed that the lexical density of eleven
reading texts on English in Focus textbook for ninth grade of junior high
school is categorized medium based on the Halliday’s theory. It means
that the texts are not difficult, easy to understand and suitable for ninth
grade students of junior high school.
2. The highest lexical density among eleven reading texts that written in
three genres (procedure, report, and narration) are found in reading texts
4 of report text entitled “The Chinese Influence in Indonesian Visual Art”
(5.92) because of the higher number of lexical items, few clauses and
more vocabularies of words in the text and the text is categorized
medium to comprehend based on Halliday’s theory.
3. Report text has the highest lexical density because of the high proportion
of lexical items in the text. Moreover, it also because of the
characteristic, generic structure, language features and the style of
47
48
writing in which to write a report text needs general definition and
classification of each subject that intend to write and needs more lexical
items in giving an explanation about a general subject.
B. Suggestions
Based on the conclusion to the findings pointed above, the following
suggestions are needed to be considered in conducting the related research.
1. For English teachers, they can apply the result of this study as feedback
on their teaching activities to choose the appropriate learning sources and
teaching materials to teach and explain the genre of text. It is to fulfill the
aim, the ability level of the students and their needs because each genre
of text has different level of lexical density so it certainly has different
teaching materials so that the students feel attracted to study.
2. For the textbook authors, they can use this study to present the next
texbook with balance composition between lexical items and
grammatical items of lexical density in order the students can understand
about the reading texts.
3. For the students, the result of this study can be helpful for them to
comprehend the content of the textbook in the reading texts and get the
knowledge of the textbook by understanding the lexical items and the
characteristic of the genre of texts.
REFERENCES
Alami, Manizheh., Sabbah, Maryam., & Iranmanesh, Muhammad. 2012. Malefemale Discourse Difference in Terms of Lexical Density, Research
Journal of Applied Science, Engineering and Technology, 5 (23): 53655369.
Ary, Donald, Jacobs Lecy Cheser., & Razavich, Asghar. 2002. Introduction to
Research in Eduaction. United States of America: Wadsorth Group.
Brown, H. Douglas. 2000. Teaching by Priciples An Interactive Approach to
Language Pedadogy. Second Edition. California: Pearson Education.
Celce-Murcia, Marianne. 2001. Teaching English as a Second or Foreign
Language. United State. Thomson Learning.
Dewi, Rafika, Suswati, Rita, & Thesisia, Anggraini. 2013. Reading. Medan:
Unimed Press.
Flowerdew, John. 2013. Discourse in English Language Education. New York:
Routledge.
Graves, K. 2000. Designing Language Course: A Guide for Teachers. Boston:
Henley and Henly Thomson Learning.
Halliday, M. A. K. 1985. Spoken and Written Language. Geelong Vict: Deakin
University.
Halliday, M.A.K. and Matthiessen, Christian. 2014. An Introduction to Functional
Grammar, 3rd Edition. London: Arnold, A Member of the Hodder
Headline Group.
Harmer, Jeremy. 1998. How to Teach English. England: Addison Wesley
Longman.
Johansson, Victoria. 2008. Lexical Diversity and Lexical Density in Speech and
Writing: A Development Prespective. Working Press, 53: 61-79.
Kemendiknas. Buku Sekolah Elektronik. 2013. in http://puskurbuk.net/web/bse/,
accessed on 19th March 2016.
Knapp, Peter., & Watkins, Megan. 2005. Genre, Text, Grammar: Technologies for
Teaching and Assessing Writing. Australia: University of New South
Wales.
Lehman, Fred., & Perry, Jr. 2005. Research in Applied Linguistics. London:
Lawrence Erlbaum Associates.
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Morley, George David. 2000. Syntax in Functional grammar: an Introduction to
Lexicogrammar in Systemic Linguistics. London: Great Britain.
Nesia, Bersyebah Herljimsi. 2014. Lexical Density Reading Texts for Senior High
School. A Journal Article. Medan: State University of Medan.
Pardiyono, 2007.PastiBisa: Teaching Genre-Based Writing. Yogyakarta: C.V
Andi.
Pramuniati, Isda, Zulkifli, Basyaruddin, & Daulat Saragi. 2012. Buku Pedoman
Standar Operasional Prosedur (SOP) Penyelesaian Tugas Akhir
(Skripsi). Medan: Fakultas Bahasa dan Seni Universitas Negeri Medan.
Pratiwi, Astri Harta. 2014. Lexical Density of English Textbook of Second Year of
Senior High School. A Journal Article. Semarang: Dian Nuswontoro
University.
Rahmansyah, Habib.2012. Grammatical Intricacy and Lexical Density of the SMA
Student’s Textbook. Unpublished Thesis. Medan: English Applied
Linguistics Post Graduate Studies State University of Medan.
Saragih, Amrin. 2014. Discourse Analysis: A Study on Discourse Based on
Systemic Functional Linguistic Theory. Medan: Unimed Press.
Scholicatun, Siti. 2011. Content Analysis of Reading Materials in English on Sky
Textbook for Junior high school. Unpblished Thesis. Semarang: Tarbiyah
Faculty walisongo State Institute for Islamic Studies.
Siahaan, Sanggam, & Shinoda, Kisno. 2008. Genre Text Structure. Yogyakarta:
GarahaIlmu
Thornbury, Scott., & Slade, Diana. 2006. Conversation: From Description to
Pedagogy. UK: Cambridge University Press.
Tiedemann, J.P. 2011. New Literacies, New Contexts? A Theoritical Definition of
Reading Context. Unpblished Thesis Tennessee: Faculty of the Graduate
School of Vanderbit University.
To, Vinh, Fan, Si., & Thomas, Damon. 2013. Lexical Density and Readability: A
Case Study of English Textbooks. Internet Journal of Language, Culture,
and Society, 37: 61-71.
Wardiman, Artono, Jahur Masduki B., Djusman M.Sukirman. 2008. English in
Focus for Grade IX Junior High School (SMP/MTs). Jakarta: Pusat
Perbukuan Departemen Pendidikan Nasional.
Wren, P. C., & Martin, H. 2013. High School English Grammar & Composition.
TEXTBOOK OF JUNIOR HIGH SCHOOL
A THESIS
Submitted as Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan
By:
DESI ARISKA
Registration Number: 2123321014
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Ariska, Desi. 2016. Registration Number: 2123321014. Lexical Density of
Reading Texts in English Textbook of Junior High School. A Thesis. English
Education Program, State University of Medan, 2016.
This study deals with lexical density of English reading texts in the textbook of
junior high school. The objectives of the study are to find out the lexical density
of reading texts of English in Focus textbook, the text which has the highest
lexical density in the reading texts, and the reason of the text which has the
highest lexical density in reading texts. This study was conducted by descriptive
qualitative method. The data of this research were the English reading texts of
English in Focus textbook for ninth grade students of junior high school published
by National Education Department. The result of the analysis showed that: (1)
The lexical density of procedure texts are 5.90, 5.08, 5.5, and 4.69, report texts are
5.92, 4.22, 4.06, and 3.64 and narration texts are 2.92 and 2.90. The score showed
that the lexical density of eleven reading texts on English in Focus textbook for
ninth grade of junior high school is categorized medium based on the Halliday’s
theory. It means that the texts are not difficult, easy to understand and suitable for
ninth grade students of junior high school. (2) The highest lexical density of the
reading texts is report text entitled “The Chinese Influence in Indonesian Visual
Art” (5.92) because of the higher number of lexical items, few clauses and more
vocabularies of words in the text. (3) Report text has the highest lexical density
because of the high proportion of lexical items in the text and it also because of
the generic structure, language features and the style of writing report text.
Key words
: Lexical Density, Reading Texts, English Textbook
i
ACKNOWLEDGEMENT
First and foremost, the researcher would like to express her deepest
gratitude to Allah SWT, the Almighty and the Most Benefical for His Blessing,
Grace, Guidance, and Mercy who have been given to the researcher until this
thesis could be completed. This thesis has been written in partial fulfillment of the
requirements for the degree of Sarjana Pendidikan (S.Pd) at English Department,
Faculty of Languages and Arts, State University of Medan.
In the process of accomplishing this thesis, many people have shown
their care and assistance, therefore, the researcher would like to express her
gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., Rector, State University of Medan.
Dr. Isda Pramuniati, M.Hum., Dean, Faculty of Languages and Arts,
and Vice Dean I, II, and III and all of administation staff.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department, and also as her First Thesis Advisor for her knowledge,
valuable advice and precious time; and Nora Ronita Dewi, S.S,
M.Hum., Head of English Education Study Program, and also as her
Thesis Examiners for kindness and suggestion .
Isli Iriani Indiah Pane, S.Pd., M.Hum., her Academic Supervisor and
second Thesis Advisor for her knowledge and valuable advice, and Indra
Hartoyo, S.Pd., M. Hum., her Thesis Examiner for his valuable advice
and suggestion, the Researcher also very grateful to all of Lecturers who
have taught, guided, and advised her throughout academic years.
Eis Sriwahyuningsih, M.Pd., the administration staff of English and
Literature Department for giving information in completing her thesis
Her special sincere gratitude goes to her wonderful beloved parents
(Allah SWT blesses them), her lovely father (Alm) Muliono, and her
super mother Sri Wahyuni Amir, for their endles love, financial support,
understanding, spirit, motivation, and the main part, prayers, during the
researcher ’s whole life. The researcher’s sincere gratitude also goes to
her sister, Sri Muliana, S.EI., for her care, kindness, love, and patience
in supporting and motivating the researcher .
Her thankfulness is also directed to her Seniors, Juniors and Friends in
UKMI Ar-Rahman FBS, for their spirit, motivation and joy in the
organization and campus daily life.
All of her best friends, Siti Fahriza Daulay, Plindawati Sinaga, Nanda
Aulia, and Siti Khairani, thanks a lot for every single smile, laugh, joy,
help, struggle that we have passed and for sweet and happy memories we
shared together.
ii
All of her classmate in Dik B 2012 who cannot mentioned one by one
that followed lectures and shared knowledge, ideas, and bitter-sweet of
campus life together.
All of her PPL friends, for unforgettable experience while being an
apprentice teacher in SMK Negeri 1 Sei Rampah during three months.
All of her Sisters and dear Sisters in her bording house, Yayuk
Sulistiawati, S.Pd, Diva, Ade, Windi, and Afni for laugh, joke, love,
care, tear and help that we have shared together.
The researcher realize that the content of this thesis is still far from being
perfect. But she warmly welcome any constructive suggestions that will improve
the quality of this thesis. She hopes it would be useful for those who are interested
in this field of study.
Medan,
September 2016
The Researcher
Desi Ariska
Registarion Number: 2123321014
iii
TABLE OF CONTENTS
Pages
ABSTRACT .................................................................................................... i
ACKNOWLEDGEMENTS ........................................................................... ii
TABLE OF CONTENTS............................................................................... iv
LIST OF TABLES ......................................................................................... vi
LIST OF DIAGRAM ..................................................................................... vii
LIST OF APPENDICES ............................................................................... viii
CHAPTER I
INTRODUCTION
A. The Background of the Study........................................................ 1
B. The Problems of the Study ............................................................ 5
C. The Objectives of the Study .......................................................... 6
D. The Scope of the Study ................................................................. 6
E. The Significances of the Study...................................................... 7
CHAPTER II
REVIEW OF LITERATURE
A. Theoretical Review ....................................................................... 8
1. Reading Text .......................................................................... 8
a. Definition of Text ......................................................... 10
b. Kinds of Text ................................................................ 10
c. Genre of Text ................................................................ 11
2. Textbook ................................................................................ 14
a. English Textbook for Junior High School .................... 15
b. Criteria of Good Textbook............................................ 16
3. Discourse Analysis ................................................................. 18
4. Lexical Density ...................................................................... 19
a. Lexical Items ................................................................ 21
b. Grammatical Items........................................................ 26
B. Relevant Studies ............................................................................ 30
C. Conceptual Framework ................................................................. 32
iv
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design ............................................................................ 35
B. Data and the Source of Data .......................................................... 35
C. Procedure of Data Collection ........................................................ 36
D. Procedure of Analyzing Data ........................................................ 36
CHAPTER IV
THE DATA AND DATA ANALYSIS
A. The Data ....................................................................................... 38
B. Data Analysis ................................................................................ 39
C. Findings ......................................................................................... 44
D. Discussion ..................................................................................... 45
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A.
Conclusions ................................................................................. 47
B.
Suggestions ................................................................................. 48
REFERENCES .............................................................................................. 49
APPENDIX ..................................................................................................... 51
v
LIST OF DIAGRAM
Pages
Diagram 2.1 A Diagram of Lexical Density ..........................................................34
vi
LIST OF TABLES
Pages
Table 3.1 Lexical Density Category .....................................................................37
Table 4.1 Distribution of Text in Genre ................................................................38
Table 4.2 Lexical Density of Reading Texts .........................................................40
Table 4.3 Categorization of Lexical Density ........................................................41
vii
LIST OF APPENDICES
Pages
Appendix A The Reading Texts ............................................................................51
Appendix B The Analysis of Reading Texts .........................................................60
viii
CHAPTER I
INTRODUCTION
A. The Background of the Study
One of the reading sources that are used in the learning process is
textbook. Textbook is an essential element in education. It consists of
instructional materials and provides much information and knowledge. It is used
by the teacher in the learning-teaching process as a main source. It is also
available in many subject in the school such as English textbook, science
textbook, social textbook, religion textbook, civic textbook, etc.
Graves (2000:151) mentions that an English textbook is a basic resource
to determine the quality of language input and the language practices during
teaching learning process in an English course. Its functions are not only as a
guidance of teaching and learning but also as a developing material as well as a
substantial and observable component of pedagogy content.
According to Nesia (2014), 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 the
grammar. It is provided in some types which are called as genre. The types of
genre are arranged well based on the curriculum.
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2
As Sholichatun (2011) states the aim of English teaching according to
School- Based Curriculum (KTSP) is that the students of junior high school
hopefully can achieve that functional level of literacy because they are preparing
to continue their study to the Senior High School. Besides that, School-Based
Curriculum also deals with the four language skills, such as; listening, speaking,
reading, and writing. In reading, it refers to the text. It means that the students are
able to understand and producing various shorts functional and monologue texts,
and essay in the form of narrative, descriptive, recount, procedure, and report.
Text can be called as written language and conversation as spoken
language. The difference between written and spoken language is one of the
density. Density is meant with which the information is presented. Halliday
(1985:61) states that written language displays a much higher ratio of lexical
items than spoken language. It means that the complexity of spoken language is in
grammatical configuration while the written language or text is in lexical
configuration. That is why density becomes one of the reasons that make the
students get difficulties in comprehending the text.
Nesia (2014) explains that nowadays, every student should be able to
understand every reading text in the textbook which is covered in the curriculum
of the unit level of education. In the curriculum, reading material should be
relevant to the students’ needs. The teachers have the freedom to choose the
teaching media or strategy to improve the students’ communicative competence
which is relevant to the students’ condition and needs. One of the students’ needs
3
is to understand or comprehend the text based on the situation given in English
subject.
In reading section, most of the students have difficulties in
comprehending text in book because of several reasons. As suggested by Pratiwi
(2014). First, the material may be difficult to understand because the material does
not served in their skill level. Second, they do not understand the content of the
material because there are many unfamiliar vocabularies found in the text. Third,
they may not be aware of the elements and characteristics of the genre of the text.
Fourth, the meaning of the sentences and passages may become lost because the
reader struggles with the mechanics of reading. Fifth, they may have difficulty
determining what information is important in written passages of the reading
texts.
From all the aforementioned reasons above, one of the possibilities which
makes students hard or easy to comprehend text is lexical density. It influences
the ability of students to comprehend the material. It can be seen from the
researcher’s observation in SMP Negeri 27 Medan that some of the students in the
third level sometimes get difficulties in comprehending a reading text because
they found the common words of the majority in textbook that are frequently
used. It possibly makes it difficult for the students to comprehed text. Moreover,
they lack of reading intention. Through the lexical density of the text, teacher can
know whether the text is easy or difficult for the students. So the teacher can
decide which appropriate strategy can be applied in the reading text based on the
complexity of the words.
4
To, Van and Thomas (2013:62) define lexical density is a condition of
the words’ proportion in the text. It shows the ratio of lexical items to
grammatical items. Lexical items consist of noun, adjective, verb, and
posibilsome adverbs while grammatical items consist of determiner, pronoun,
most preposition, conjunction, finite verb, and some classes of adverb. Lexical
density shows the complexity of words within text. It describes the development
of lexical in the written language.
Regarding the previous researcher on lexical density, various texts have
been intensively examined and different outcomes have been achieved. With
reference to lexical density, Johansson (2008) found that 10-year-olds have higher
lexical density in the written text than spoken text, 13-year-olds have a genre
effect in their result where the narrative texts have higher lexical density than
expository texts, 17-year-olds have higher lexical density in the written texts than
spoken texts with no genre effect, and the adults have higher lexical density in
their written text and there is no genre effect.
On the other hand, To, Van, and Thomas (2013) investigated the lexical
density and readability in English textbooks. The result shows that the text for
upper intermediate has low lexical density than other texts for elementary, preintermediate and intermediate. Aside from written texts, lexical density has been
examined in spoken texts. It was conducted by Alami, Sabbah, and Iranmanesh
(2013) entitled male-female discourse difference in terms of lexical density. The
result shows that male and female discourses are almost equally dense. In other
words, the gender of the speaker has no effect on the lexical density of discourse.
5
Concerning the issue and the explanations above, there are several
reasons why the researcher chooses the textbook. First, English in Focus is one of
textbook that is suitable with the School-Based Curriculum (KTSP). Second,
English in Focus used for teaching English to ninth grade level in Medan so it is
important to know whether the reading texts are appropriate with the students’
need. Third, the researcher use this textbook to know the lexical density of
reading texts in the textbook.
B. The Problems of the Study
Based on the background of the study, the problems of the study are
formulated as follows:
1. What is the lexical density of reading texts in English in Focus textbook
for ninth grade of junior high school?
2. What text has the highest lexical density found in the reading texts of
English in Focus textbook for ninth grade of junior high school?
3. Why does the text has the highest lexical density in the reading texts of
English in Focus textbook for ninth grade of junior high school?
6
C. The Objectives of the Study
In line with the research questions, the objectives of the study are:
1. To find out the lexical density of the reading texts in English in Focus
textbook for ninth grade of junior high school.
2. To find out text has the highest lexical density found in the reading texts
of English in Focus textbook for ninth grade of junior high school.
3. To find out the reason of the text has the highest lexical density in the
reading texts of English in Focus textbook for ninth grade of junior high
school.
D. The Scope of the Study
The study was focused on analyzing the lexical density found in reading
texts of English in Focus textbook for the ninth grade students of junior high
school published by National Education Department in which it is used in two
semesters directly. It consists of 11 reading texts which are divided into 4
procedure texts, 5 report texts, and 2 narrative texts that have been made in the
textbook. These texts analyzed based on each genre that presented in the reading
texts.
7
E. The Significances of the Study
The findings of this study are expected to be useful theoretically and
practically:
1. Theoretically
a. The result of this research can be useful for the teachers in teaching
reading to choose the appropriate reading texts based on the
complexity of lexical density in the texts.
b. The result of this research can be used as reference for those who
want to conduct a research about lexical density.
2. Practically
a. The teacher can select the textbook which is most suitable in teaching
and learning process.
b. The teaching material designers who want to design appropriate texts
in English teaching or English curriculum design for junior high
school level whether the text is difficult or not based on the students’
needs.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
After analyzing the lexical density of the English reading texts in the
textbook for junior high school grade ninth, conclusions are drawn as;
1. English in Focus textbook contained three genre namely procedure texts,
report texts and narration texts which have respectively different result of
lexical density. The lexical density of procedure texts are 5.90, 5.08, 5.5,
and 4.69, report texts are 5.92, 4.22, 4.06, and 3.64 and narration texts
are 2.92 and 2.90. The score showed that the lexical density of eleven
reading texts on English in Focus textbook for ninth grade of junior high
school is categorized medium based on the Halliday’s theory. It means
that the texts are not difficult, easy to understand and suitable for ninth
grade students of junior high school.
2. The highest lexical density among eleven reading texts that written in
three genres (procedure, report, and narration) are found in reading texts
4 of report text entitled “The Chinese Influence in Indonesian Visual Art”
(5.92) because of the higher number of lexical items, few clauses and
more vocabularies of words in the text and the text is categorized
medium to comprehend based on Halliday’s theory.
3. Report text has the highest lexical density because of the high proportion
of lexical items in the text. Moreover, it also because of the
characteristic, generic structure, language features and the style of
47
48
writing in which to write a report text needs general definition and
classification of each subject that intend to write and needs more lexical
items in giving an explanation about a general subject.
B. Suggestions
Based on the conclusion to the findings pointed above, the following
suggestions are needed to be considered in conducting the related research.
1. For English teachers, they can apply the result of this study as feedback
on their teaching activities to choose the appropriate learning sources and
teaching materials to teach and explain the genre of text. It is to fulfill the
aim, the ability level of the students and their needs because each genre
of text has different level of lexical density so it certainly has different
teaching materials so that the students feel attracted to study.
2. For the textbook authors, they can use this study to present the next
texbook with balance composition between lexical items and
grammatical items of lexical density in order the students can understand
about the reading texts.
3. For the students, the result of this study can be helpful for them to
comprehend the content of the textbook in the reading texts and get the
knowledge of the textbook by understanding the lexical items and the
characteristic of the genre of texts.
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