A grammatical cohesion analysis of narrative passages in "bright 2" published by erlangga

A G

(A

FACU

‘SYAR

GRAMM

NARRA

PU

Content An

DEPAR

ULTY OF

RIF HIDA

MATICA

ATIVE P

UBLISH

nalysis of En SM

RTMENT

F TARBIY

AYATULL

AL COH

PASSAG

HED BY

nglish Textb MP Pelita 2

By NURJAN

10801400

T OF ENG

YAH AN

LAH’ STA

JAKAR

2015

HESION

GES IN “

Y ERLAN

book for VII 2 Depok) NNAH 00082

GLISH ED

ND TEACH

ATE ISLA

RTA

5

ANALY

“BRIGH

NGGA

III Grade St

DUCATI

HERS’ T

AMIC UN

YSIS OF

HT 2”

tudents of

ON

TRAINING

NIVERSI

F

G

ITY

A GRA

PASS

(A Presented R

FACU

‘SYAR

AMMATIC

SAGES IN

Content An

d to Faculty Requirement

DEPAR

ULTY OF

RIF HIDA

CAL COH

N “BRIGH

nalysis of En

SM

y of Tarbiya ts for Degre

RTMENT

F TARBIY

AYATULL

HESION

HT 2” PU

nglish Textb MP Pelita 2

A "Skrip h and Teach ee of Strata

By NURJAN

10801400

T OF ENG

YAH AN

LAH’ STA

JAKAR

2015

ANALYS

UBLISHE

book for VII 2 Depok)

psi"

hers’ Traini 1 (S.Pd.) in

NNAH 00082

GLISH ED

ND TEACH

ATE ISLA

RTA

5

SIS OF N

ED BY ER

III Grade St

ing in Partia n English Ed

DUCATI

HERS’ T

AMIC UN

NARRATI

RLANGG

tudents of al Fulfillme ducation

ON

TRAINING

NIVERSI

IVE

GA

nt of

G

ITY

ABSTRACT

Nurjannah (NIM: 108014000082). A Grammatical Cohesion Analysis of Narrative Passages in “Bright 2” Published by Erlangga; A Content Analysis of English Textbook for VIII Grade Students of SMP Pelita 2 Depok. Skripsi of Department of English Education at Faculty of Tarbiyah and Teachers’ Training of ‘Syarif Hidayatullah’ State Islamic University Jakarta, 2015.

Advisor 1: Dr. Alek, M.Pd.

Advisor 2: Zaharil Anasy, M.Hum.

Keywords: Textbook Evaluation, Grammatical Cohesion, and Narrative Passages.

This study is carried out to identify kinds of grammatical cohesion devices existed in six narrative passages which are provided in “Bright 2”, an English textbook which is for eight grade students of SMP Pelita 2 Depok and published by Erlangga. Purpose of the study is learning whether the narrative passages are good or not in term of grammatical cohesion. By learning cohesiveness of a passage, teachers could know whether the passage is an effective language input or not.

Method used in this study is descriptive qualitative. In conducting this study, all narrative passges which considered as reading exercises are used as a unit of data analysis. Meanwhile, technique of the data analysis in this study encompasses six steps, i.e. dividing and numbering each passage into sentences, identifying and underlining every cohesive item found within every sentences, coding every cohesive item found based on Halliday&Hasan coding scheme table, counting the number of cohesive items which have been coded in percentages, describing the result and the last is concluding it.

Result of the study shows that all kinds of grammatical cohesion exist in the six narrative passages. However, complete kinds of grammatical cohesion only exist in passage 1, 5, and 6. The most cohesion device found in the passages is reference with 74%, the next is conjunction with 24%; While, both substitution and ellipsis only reach 1%.

ABSTRAK

Nurjannah (NIM: 108014000082). Sebuah Analisa Kohesi Gramatika pada Teks-Teks Narasi dalam Buku Pelajaran “Bright 2” yang Diterbitkan oleh Erlangga; Sebuah Analisa Isi dari Buku Pelajaran Bahasa Inggris untuk murid Kelas VIII di SMP Pelita 2 Depok. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2015.

Pembimbing 1: Dr. Alek, M.Pd.

Pembimbing 2: Zaharil Anasy, M.Hum.

Kata Kunci: Evaluasi Buku Pelajaran, Kohesi Gramatika, dan Teks-Teks Narasi.

Penelitian ini dilaksanakan untuk mengidentifikasi jenis-jenis kohesi gramatika yang terdapat di enam teks narasi pada “Bright 2”, sebuah buku pelajaran bahasa Inggris untuk kelas 8 di SMP Pelita 2 Depok dan diterbitkan oleh Erlangga. Tujuan dari penelitian ini adalah mengetahui apakah teks-teks narasi tersebut bagus atau tidak dari segi kohesi gramatika. Dengan mengetahui kekohesivan suatu teks, para guru dapat mengetahui apakah teks tersebut bisa dikatakan sebagai sebuah language input yang efektif atau tidak.

Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Dalam melaksanakan penelitian ini, semua teks narasi yang merupakan bahan latihan membaca dijadikan sebagai sebuah satuan analisis data. Sementara itu, tehnik analis data dalam penelitian ini meliputi enam tahapan, yaitu: membagi dan menomeri setiap teks ke dalam kalimat-kalimat terpisah, mengidetifikasi dan menggarisbawahi setiap artikel kohesi yang ditemukan dalam setiap kalimat, memberi kode setiap artikel kohesi yang ditemukan berdasarkan teori Hasan&Halliday, menghitung jumlah artikel kohesi yang sudah diberi kode dalam bentuk persentase, menjelaskan hasilnya, dan yang terakhir adalah menyimpulkannya.

Hasil dari penelitian ini menunjukkan bahwa semua jenis kohesi gramatika terdapat pada keenam teks narasi tersebut. Akan tetapi jenis kohesi gramatika yang lengkap hanya terdapat pada teks 1, 5, dan 6. Jenis kohesi yang paling banyak ditemukan pada teks-teks tersebut adalah reffernce dengan 74%, selanjutnya adalah conjunction dengan 24%; Sementara baik substitution dan ellipsis hanya meraih jumlah 1%.

ACKNOWLEDGMENT

﷽

In the name of Allah, the Beneficent, the Merciful. All praises be to Allah, Lord of the Universe, who has bestowed strength and health upon the writer in finishing this skripsi. Peace and salutation be upon to our prophet Muhammad, his family, his companions,and all of his followers.

Alhamdulillah by the grace of Allah the Highest, this skripsi could be finished after the long, hard, and confusing moments. Thus, she would like to express her sincere and greatest gratitude and appreciation to her beloved parents (Mahyuddin and Khodijah) who always pray, support, and motivate her in every part of her life especially in accomplishment this study. Her sincere and the greatest of the greatest appreciaton and gratitude are only aimed to her mother (Thanks for everything which you have given to me, ma…, then I could be encouraged to finish this study... Sorry ma…for every mistake that I have done, intentionally or not…). The writer’s sincere and deepest gratitude and appreciation also go to Mba Tri Rahayu Handayani, M.Ak. and her advisors Mr. Dr. Alek, M.Pd. and Mr. Zaharil Anasy, M.Hum. for their patient guidance, kindness, valuable advice, and correction during development and completion of this skripsi. She also does not forget to give the sincere thanks to her only one brother Ali Al-Kassyaf, all of her cousins, all of her uncles and aunties, and all of her nieces and nephews for giving her the colorful life.

In this special occasion, the writer also would like to acknowledge her sincere, deep and great appreciation and gratitude to the following people:

1. All lecturers of English Education Department who have taught her new knowledge and have given her gorgeous experiences in this study.

2. Dr. Alek, M.Pd. and Zahril Anasy M.Hum., as the head and the secretary of Department of English Education.

3. The late Drs. AM. Zainuri, M.Pd. and Miss. Aida Ainul Wardah, as her academic advisors who have guided and given her valuable academic services during her study.

4. Prof. Dr. Ahmad Thib Raya, MA., as the Dean of Faculty of Tarbiyah and Teachers’ Training of ‘Syarif Hidayatullah’ State Islamic University Jakarta.

5. The principal and the English teacher of SMP Pelita 2 Depok for permitting and helping the writer to borrow and use the English textbook. 6. All her beloved friends in English Education Department especially to C

Class for academic year 2008 whose names cannot be mentioned one after another. (Thank you very much for great sharing and also warm and amazing friendship during this study, guys…!).

7. All in all, thanks a bunch for everyone who has lent a hand to the wrtiter in anyway.

May Allah, the Almighty bless and reward them all abundantly. Aamiin…

Finally, the writer realizes that this skripsi still has some weaknesses and shortages. Hence, she would be pleasure to accept any suggestions and corrections from anyone. The last, writer hopes that this skripsi could be useful to its readers, particularly to the writer herself.

Jakarta, July 31th ₂₀₁₅

TABLE OF CONTENTS

SURAT PERNYATAAN KARYA ILMIAH ... ii

ADVISORS APPROVAL SHEET ... iii

ENDORSEMENT SHEET ... iv

ABSTRACT ... v

ABSTRAK ... vi

ACKNOWLEDGMENT ... vii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xi

LIST OF FIGURES ... xii

LIST OF APPENDICES ... xiii

CHAPTER I. INTRODUCTION ... 1

A. Background of Study ... 1

B. Focus of the Study ... 4

C. Research Question ... 4

D. Objective of the study ... 5

E. Significance of the Study ... 5

CHAPTER II. THEORETICAL FRAMEWORK ... 6

A. Textbook ... 6

1. Notion of Textbook ... 6

2. Function of Textbook ... 7

3. Criteria of a Good Textbook... 8

4. Textbook Evaluation ... 10

1. Notion of Cohesion ... 14

2. Types of Cohesion ... 15

3. Grammatical Cohesion Devices ... 16

C. Narrative Passage ... 28

1. Notion of Narrative Passage ... 28

2. Schematic Structure of Narrative Passage ... 29

3. Function of Narrative Passage ... 32

4. Device of Narrative Passage ... 32

CHAPTER III. RESEARCH METHODOLOGY ... 35

A. Mesthod of the Study ... 35

B. Source of Data ... 35

C. Technique of the Data Collecting ... 35

D. Technique of the Data Analysis ... 36

CHAPTER IV. FINDINGS AND DISCUSSION ... 38

A. Findings ... 38

1. The Data Description ... 38

2 The Data Analysis and Intrepretation ... 39

B. Discussion ... 50

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 52

A. CONCLUSIONS ... 52

B. SUGGESTIONS ... 52

LIST OF TABLES

Table 2.1 Aspects for Choosing Textbook….……….…………... 11

Table 2.2 The Device of Personal Reference ……….…………... 17

Table 2.3 The Device of Conjunction ………..…………. 27

Table 3.1 The Example Table……… 37

Table 4.1 The Recapitulation of Grammatical Cohesion ……….. 38

Table 4.2 Table of Grammatical Cohesion for Passage 1: Two Goats…….. 39

Table 4.3 Table of Grammatical Cohesion for Passage 2: The Ant and the Dove………... 41

Table 4.4 Table of Grammatical Cohesion for Passage 3: The Monkey and the Crocodile…….………... 43

Table 4.5 Table of Grammatical Cohesion for Passage 4: Why are Cicadas Silent in Winter?... 44

Table 4.6 Table of Grammatical Cohesion for Passsage 5: Sura and Baya... 46

LIST OF FIGURES

Figure 2.1 The Device of Demonstrative Reference………..….………..….. 18 Figure 2.2 The Device of Comparative Reference……….………. 19 Figure 2.3 Mapping Concept of Grammatical Cohesion…….…...………... 34 Figure 4.1 The Percentage of Grammatical Cohesion………….….………... 39

LIST OF APPENDICES

APPENDIX 1 Summary Of Grammatical Cohesion And Coding Scheme... 57 APPENDIX 2 Reading Passage 1 Two Goats ...….………..…... 62

APPENDIX 3 Reading Passage 2 The Ant And The Dove.……….. 63

APPENDIX 4 Reading Passage 3 The Monkey And The Crocodile...….... 64 APPENDIX 5 Reading Passage 4 Why Are The Cicadas Silent In Winter?.. 65 APPENDIX 6 Reading Passage 5 Sura And Baya………...…………..….... 66 APPENDIX 7 Reading Passage 6 Lonely Landy.………..….... 68 APPENDIX 8 Surat Keterangan Penelitian dari Sekolah... 69

CHAPTER I

INTRODUCTION

In this chapter, the writer will elaborate general description of this study. It encompasses background of study, focus of the study, research question, objective of the study, and significance of the study.

A. Background of Study

As an international language, English is spoken as a native language by around 377 million speakers while as a second language by around 375 million in the world.1 _{There are many institutions that require their employees to master}

English. Furthermore, there are also many universities that require their students to master English. Besides, there are also many products which we daily use make English as their media of communication. Hence, mastering English means enabling us to communicate with people from different countries even continents, opening up opportunities to study abroad or to work in foreign countries, giving us a better understanding on products we use daily, and gaining more access to information and technology. In short, English is a really important language to be mastered in this global era.

Due to the aforementioned reasons, English has been considered as the first foreign language to be taught and a compulsory subject in Indonesia secondary schools.2 _{In teaching English, there are four basic language skills to be}

mastered by students. Those are listening, speaking, reading, and writing. In speaking and writing, students produce the language; hence they are belonging to productive skills. While listening and reading are included in receptive skills because language learners receive messages or codes in these skills.3

      

1 _{http://www.studyenglishtoday.net/english_language.html.} 2 _Depdiknas

, Peraturan Menteri Pendidikan Nasional, No. 22 Tahun 2006 tentang Standar Isi untuk Satuan Pendidikan Dasar dan Menengah, (Jakarta: Depdiknas, 2006), p. 11.

3 _{Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,} 1983), p. 16.

Reading, specifically reading comprehension is considered as a difficult skill to be mastered. Linse in her book states that in teaching reading skills, teachers have to teach their students to acquire meaning and also analyze and synthesize what they have read, and those complex activities are elemental components of reading process.4 _{Additionally, Harmer argues that even learners}

who use English as their mother tongue consider reading skills as difficult to master because there are many complex skills to be learnt.5

Due to the difficulty in teaching reading skills, language teachers and learners absolutely need tools to help them achieving their reading learning goals. One of the tools is a good textbook. This is in line with Sasan and Amir’s argument in their journal that a good textbook assists and supports teachers to reach their goals in teaching process.6 The argument is also supported by Harmer’s statement that a good textbook helps students to understand what they have to learn and review what they have learned.7 _{In addition, Richards expresses}

that a good textbook must provide effective language models and input.8

One of effective language models and input is passages, and one kind of passages to be taught in second year of junior high school is narrative passage. Teaching narrative passage in current curriculum is not only aimed to make students understand and create the passage, but also to introduce values to students. Additionally, the kind of narrative passage that should be taught for second year of junior high school students based on the current curriculum is fable.9

To be good and effective language models and input, narrative passages should be readable and the crucial things to determine the readability factors are

       4 _{Caroline T. Linse,}

Practical English language Teaching: Young Learners, (New York:

McGraw-Hill, 2006), p. 71. 5 _{Harmer, op. cit., p. 191.}

6 _{Sasan B. And Amir H. R., Evaluation of an ESP Textbook for the Students of Sociology,} Journal of Language Teaching and Research, Vol. 2, No. 5, 2011, pp. 1009-1014.

7 _{Jeremy Harmer, How to Teach English. New Edition, (Oxford: Pearson Education} Limited, 2007), p. 152.

8 _{Jack C. Richards,}

Curriculum Development in Language Teaching, (Cambridge:

Cambridge University Press, 2001), p. 254.

9 _{Kementrian Pendidikan dan Kebudayaan 2013, Kurikulum 2013, Kompetensi Dasar SMP,} p. 69.

the harmony and the link among sentences in a passage. Those crucial things are defined as cohesion.10 _{However, there are some English textbooks used in}

Indonesia which do not expose good narrative passages in term of cohesion. Some narrative passages have excessive usage only on one cohesion device, while others do not expose some cohesion devices which actually those devices could be appeared in the passages.

As an empirical evidence of the ‘in cohesive’ passages, the writer has found two studies which point out it. The first study was carried out by Rofikoh. The study showed that there are no complete existing cohesion devices within 4 narrative passages which had been analyzed. Furthermore, there are no ellipsis appeared within those passages.11 _{The second study was conducted by Fawziah.}

The study pointed out that there are only 2 narrative passages having complete kinds of grammatical cohesion from 6 analyzed passages.12 _{Therefore, an}

investigation of cohesion within learning material passages could be claimed as an important duty for teachers in consequence to expose effective language models and input to their students.

Further on the importance of cohesion, Halliday and Hasan argue that text is used in linguistics to refer to any passage, spoken or written, of whatever length, that does form a unified whole.13 _{They also state that cohesion is meant as}

a semantic bound between an element and other in a text that is really important to the interpretation of it.14 _{A text or a passage in this case has to be a unified whole.}

It means that the sentences in a passage should be well connected one and another. It can be concluded that an analysis of cohesion in a passage is extremely needed because the analysis could be a measurement for teachers to determine

      

10 _{Kushartanti, et al., Pesona Bahasa: Langkah Awal memahami Linguistik, (Jakarta: PT.} Gramedia Pustaka Utama, 2005), p. 96.

11 _{Karimatul Rofikoh,}

“A Grammatical Cohesion Analysis of Reading Texts in ‘Get Along with English’ Published by Erlangga”, Skripsi, (Jakarta: UIN Syarif Hidayatullah, 2013), not

published.

12 _{Syifa Fawziah, “Grammatical Cohesion in Narrative Passages of English Textbook} ‘English in Focus 2’ ”, Skripsi, (Jakarta: UIN Syarif Hidayatullah, 2013), not published.

13 _{M.A.K. Halliday and Ruqaiya Hasan,}

Cohesion in English, (London: Longman Group

Limited, 1976), p.1. 14_{Ibid., p. 8.}

whether the passages are an effective language input or not. Hence, the effective language input hopefully could convey good learning outcomes.

To be clear about definition of cohesion, examples of ‘cohesive’ sentences and ‘in cohesive’ sentences are as follows:

a. Dhea and Dede bought the book yesterday. She went to the bookstore by bus. b. Dila and Dinis bought the book yesterday. They went to the bookstore by bus.

The sentences in (a) are ‘in cohesive’ because the pronoun ‘She’ does not clearly refer to anyone. It is not clear whether ‘she’ leads to Dhea, Dede, or both of them. If it leads to both, pronoun ‘she’ should be replaced with ‘they’. The sentences cannot be understood by readers and the meaning becomes ambiguous because there are no connections between those two sentences. On the other hand, the sentences in (b) are ‘cohesive’. The pronoun ‘they’ does refer to Dila and Dinis.

Cohesion is divided into two main parts. They are grammatical cohesion and lexical or vocabulary cohesion. Grammatical cohesion has four main branches. They are reference, substitution, ellipsis, and conjunction. While, lexical cohesion has two center kinds. Those are reiteration and collocation.15 _In

this study, the writer is intended to investigate cohesion devices within narrative passages of eighth grade textbook “Bright 2” which is published by Erlangga and used at SMP Pelita 2 Depok only focused on its grammatical cohesion.

B. Focus of the Study

Referring to the above background of study, focus of the study is grammatical cohesion analysis within the six narrative passages taken from English textbook “Bright 2” and used by second year students of SMP Pelita 2 Depok.

C. Research Question

Based on the aforementioned focus of the study, the research question is:

       15_{Ibid., p. 5.}

 What kinds do grammatical cohesion devices exist in the six narrative passages of English textbook “Bright 2?”

D. Objective of the study

Referring to the above research question, objective of the study is to identify the kinds of grammatical cohesion devices exist in the six narrative passages of English textbook “Bright 2”.

E. Significance of the Study

This study hopefully can contribute to following people:

1. The writer, as partial fulfillment of Requirements for Degree of Strata 1 (S.Pd.) in English Education and enrichment her knowledge as an English teacher candidate.

2. English Teachers, as an understanding to one criterion of good narrative passages and an improvement to their skills in choosing textbooks.

3. Other researchers, as a comparison and a starting point to make more comprehensive studies.

CHAPTER II

THEORETICAL FRAMEWORK

Having discussed the background of this study in the previous chapter, this chapter is intended to discuss further about theoretical frameworks underpinning this study. It covers three main parts; they are textbook, cohesion, and narrative passage. The explanation of those parts is as below:

A. Textbook

1. Notion of Textbook

Most teachers use textbook as their media of teaching in a classroom since it provides materials that should be taught by them. It can be treated as a guide for teachers about what to teach in classroom which is suitable with syllabus and curriculum used. A textbook is used in school to facilitate teachers and students in their teaching learning activities. Therefore, textbook is considered as one of important instructional media for teachers as well as students

In accordance with the above arguments, John Goodland also states in Obsorn’s book that a textbook takes control in teaching learning activities as medium of instructions, except in kindergarten. He points out that dependency to the textbook increased in conjunction with grade level progress.1 _{In addition,}

Swan as cited in Browers and Brumfit argues that the term of textbook refers to a coherent body of teaching materials which may not only consist of the coursebook (s) but also consist of a learning package.2 _{They illustrate a textbook as a bridge}

which information about vocabulary would travel and return into a wall, with teachers and their knowledge on one side and students on another side.3 _Similar

opinion is also argued by Allington and Strange. According to them, “a textbook

      

1 _{Jean Obsorn, et al., Reading education: Foundation for a Literate America, (Lexington:} DC. Heath and Company, 1985), p. 46.

2 _{Michael Swan, “The Textbook: Bridge or Wall?”, in Roger Browers and Christopher} Brumfit (eds.), Applied Linguistics and English Language Teaching, (London: MacMillan

Publishers Limited, 1994), pp. 32-33. 3 _{Ibid., p. 32.}

serves as a single repository of information on a subject, allowing both the teacher and the learner to use a single common source for acquiring the desired content.”4

Hence, according to the aforementioned experts, a textbook content has a great impact on learning activities. From the above explanation, the writer could sum up that a textbook is one of primary instructional media which provides teaching materials and is used to facilitate teachers and students in teaching learning activities.

2. Function of Textbook

According to Pusat Pengembangan Kurikulum dan Sarana Pendidikan, textbook functions in extending outlook, giving new knowledge, and making students master their knowledge. Therefore, textbook’s function is not only for gaining students’ knowledge, but also for monitoring and helping students’ learning activities that is used by students’ parents as a guidance.5

In line with the above argument, Sasan and Amir also express in their journal that a textbook assists and supports teachers to reach their goals in teaching process.6 _{The argument is also supported by Harmer’s statement that a}

textbook helps students to understand what they have to learn and review what they have learned.7

Furthermore, Cunningsworth as cited in Richard has summarized function of textbook in language teaching as follows:

a. a resource for presentation materials;

b. a source of activities for learner practice and communicative interaction; c. a reference source for learners on grammar, vocabulary, pronunciation,

and so on;

d. a source of stimulation and ideas for classroom activities;

      

4 _{Richard Allington and Michael Strange, Learning through Reading in the Content Areas,} (Massachusetts: D.C. Heath and Company, 1980), p. 4.

5 _{Pusat Kurikulum Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional,} Acuan Penulisan Buku Pelajaran yang Sesuai dengan Kurikulum, (Jakarta: Pusat Pengembangan

Kurikulum dan Sarana Pendidikan, 2000), p. 1.

6 _{Sasan B. And Amir H. R., Evaluation of an ESP Textbook for the Students of Sociology,} Journal of Language Teaching and Research, Vol. 2, No. 5, 2011, pp. 1009-1014.

7 _{Jeremy Harmer, How to Teach English, (Oxford: Pearson Education Limited, 2007), new} edition, p. 152.

e. a syllabus (where they reflect learning objectives that have already been determined);

f. a support for less experienced teachers who have yet to gain in confidence.8

Additionally Dudley-Evans and St. John as cited in Richard point out that materials serve the following functions:

a. as a source of language; b. as a learning support;

c. as a motivator and stimulator; d. as a reference.9

3. Criteria of a Good Textbook

There are many experts in the educational field who argue about criteria of a good textbook. Because textbook is one of primary media in teaching learning activities, the criteria of a good textbook could be useful for teachers to evaluate a textbook which will be used. Hence, a good textbook hopefully could affect positive learnig outcomes. Therefore, the writer is going to mention some criteria of a good textbook according to some experts.The first criteria come from Penny Ur, as follows:

 Objectives explicitly laid out in an introduction, and implemented in the material.

 Approach educationally and socially acceptable to target community.

 Clear attractive layout; print easy to read.

 Interesting topic and task.

 Varied topic and task, so as to provide for different learner levels, learning styles, interests, etc.

 Clear instruction.

 Systematic coverage of syllabus.

 Content clearly organized and graded (sequenced by difficulty).

       8 _{Richards, op. cit., p. 251.} 9_{Ibid., pp. 251-252.}

 Periodic review and test sections.

 Fluency practice in all four skills.

 Encourages learners to develop own learning strategies and to become independent in their learning.10

The next is from Richards. He has eight characteristics of what a good textbook is. The characteristics are as below:

1. It should provide structure and syllabus for a program. 2. It helps standardize instruction.

3. It maintains quality. 4. It is efficient.

5. It provides a variety of learning resources. 6. It provides effective language models and input. 7. It can train teachers.

8. It is visually appealing.11

The third criteria are pointed out by Harmer. He states that, “Good textbooks often contain lively and interesting materials; they provide a sensible progression of language items, clearly showing what has to be learnt and in some cases summarizing what has been studied...”12 _{He also adds that, “Good textbooks}

also relieve the teacher from the pressure of having to think of original material for every class.”13

The last criteria are argued by Greene and Petty as cited in Tarigan. They argue that good textbooks have certain qualities as bellow:

 The textbook must be interested and attractive toward the learners, so they will be interested in using textbooks.

 The textbook must be able to motivate the learners.

 The certain of textbook must be illustrative.

       10 _{Penny Ur,}

A Course in Language Teaching: Practice and Theory, (Cambridge:

Cambridge University Press, 2009), p. 186.

11 _{Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge:} Cambridge University Press, 2001), pp. 254-255.

12 _{Jeremy Harmer,}

The Practice of English Language Teaching. New Edition, (New York:

Longman Publishing, 1996), p. 257. 13_Ibid.

 The textbook should consider the linguistic aspect. So, it will be suitable with the learners’ ability.

 The certain of textbook must be related to the other branch of science.

 The textbook must stimulate the personal activity of the learners.

 The certain of textbook must be clear in written to avoid the children to be confused in using textbook.

 The textbook must have the clear point of view because it will be the learners’ point of view.

 The textbook must be able to give the balance and emphasize on the value of the learners.

 The textbook must be able to respect to the differences of the individual.14

Referring to the criteria which have been stated by the above experts, it could be claimed that a good passage is included as one of the criteria of a good textbook. It could be seen from Richards’ statement that a good textbook should provide effective language models and input. A passage could be concluded as one of language models and input since it exposes to language learners how a language should be presented in written form.

4. Textbook Evaluation

As one of primary media in teaching learning activities, a textbook should be evaluated in order to get a good textbook. Hamer promotes nine aspects to be considered for choosing textbook.15 _{The more specific explanation of those}

could be seen in the following table:

       14 _{Henry Guntur Tarigan,}

Prinsip-Prinsip Dasar Metode Riset Pelajaran Pembelajaran Bahasa, (Bandung: Angkasa, 1993), pp. 20-21.

Evaluating an English textbook has become a challenging task for teachers since availability of various English textbooks in public market are high and keep increasing. Hence, Cunningsworth suggests three factors in selecting

textbook. The first one is approaches to evaluation, and these are his favourite questions to guide an evaluation of a textbook:

 How does the coursebook present the present perfect with particular reference to its meaning and use?

 How does it teach the use of articles?

 Does it include anything on intonation?

 Does it deal with the organization of language above the level of the sentence, eg in conversation or in continuous writing?

The second factor is deciding on a checklist. Cunningsworth has selected the most general criteria for evaluation and selection purposes, they are:

 Aims and approach.

 Design and organization.

 Language content.

 Skills.

 Topic.

 Methodology.

 Teachers’ books.

 Practical consideration.

The third one is selecting the best available coursebook. There are three stages provided in process of selection of the best available coursebook:

1. Identify the aims and objectives of your teaching programme.

2. Analyze the teaching/learning situation in which the materials will be used.

3. Draw up a list of potential coursebooks, using information from publishers, advice from colleagues and your own previous experience.16

Els and his friends also point out that information about textbooks could be obtained from two sources: the textbook itself (textbook description) and the users of textbook (textbook evaluation). Textbook description is defined as       

collection and description of data on content and form of the textbook itself and it consists of four descriptions:

1. Authors’ and publishers’ information (Information of authors and publishers is being the provision of pertinent and verifiable data of a textbook.)

2. Textbook reviews (The most important merit of reviews is that they provide prompt information.)

3. Checklist

Theo Van Els and his friends mention main categories of checklist as follows:

 objectives and methodology;

 structure of the textbook;

 organization of teaching;

 didactic conception;

 exercises;

 motivation and activation of learners;

 texts;

 grammar;

 phonetics;

 morphosyntax;

 vocabulary;

 communicative categories, speech acts;

 contrastivity;

 thematic goals;

 communicative, social, and situational context;

 culture and intercultural communication;

The second source is textbook evaluation. There are two aspects in textbook evaluation; Users’ judgments and Experimental research into the effects of textbooks.17

Based on the above explanation, it could be seen that texts or passages of a textbook are included to them. Penny Ur includes reading texts in the area of skills and syllabus as a part to be considered. Theo Van Els and his friends also include text as one of categories of checklist and is needed to be noticed. Hence, the writer concludes that texts (passages) in a textbook are components of a textbook which are crucial to be analyzed.

To be more specific explanation to cohesion analysis, the writer discloses a textbook assessment according to Pusat Kurikulum dan Perbukuan which states that cohesion is one of items that should be evaluated. Cohesion analysis is included in language feasibility aspect in the textbook assessment. They point out that message or materials presented in a textbook have to be cohesive.18

B. Cohesion

To be a good and effective language input, narrative passages within a textbook should be readable; and the crucial things to determine the readability factors are the harmony and the link among sentences in a passage. Those crucial things are defined as cohesion.19 

1. Notion of Cohesion

In study of language, some of the most interesting observations are made not only in terms of components of language, but also in terms of the way language is used. We know that texts must have a certain structure that depends

      

17 _{Theo Van Els, et al, Applied Linguistic and the Learning and Teaching of Foreign} Languages, (London: Edward Arnold Publisher Ltd.,1984), p.298.

18

Standar Mutu Buku Pelajaran Bahasa Inggris untuk SMP dan MTS, SMA dan MA,

(Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2003), p. 4.

19 _{Kushartanti, et al., Pesona Bahasa: Langkah Awal Memahami Linguistik, (Jakarta: PT.} Gramedia Pustaka Utama, 2005), p. 96.

on some factors. Some of those factors are described in terms of cohesion, or the ties and connections that exist within a text.20

The term of cohesion is familiar in the study of language because the establishment of cohesive relation between two or more elements in a text is a necessary component. Cohesion is a part of the system language and it is the most important thing needed in the cohesion of a text. The term cohesion has been defined in various ways.

According to Kushartanti, cohesion is elements of language that will make a text be united by connecting each other semantically.21 _{That statement is}

in line with the simple definition of Haliday and Hasan which states that cohesion is a semantic relation of meaning that exists within a text.22 _{It means that cohesion}

has function to relate one part of a text and another part of the same text. Therefore, Renkema defines cohesion as the connection which results when the interpretation of a textual element is dependent on another element in a text.23

To sum up, the writer concludes that cohesion is semantic concept that refers to language relevance within a text. As a tie to link one sentence to another, cohesion refers to the surface relations among the sentences that create a text. Thus, it will help readers to sort out meaning and usage of a text.

2. Types of Cohesion

In guiding principle of language, grammar is used to express the general meaning of language and vocabulary is used to express the specific meaning. Cohesive relation is suitable for that pattern. Therefore, cohesion is expressed partly through grammar and partly through vocabulary.24 _{In other words, cohesion}

refers to the grammatical and lexical elements on the surface of a text which can

       20 _{George Yule,}

The Study of Language. Fourth Edition, (New York: Cambridge University

Press, 2010), p. 143.

21 _{Kushartanti, et al,loc. cit.}

22 _{M.A.K. Halliday and Ruqaiya Hasan, Cohesion in English, (London: Longman Group} Ltd.,1976), p. 4.

23 _{Jan Renkema,}

Discourse Studies: an Introductory Textbook, (Amsterdam: John

Benjamins Publishing, Co., 1993), p. 35. 24 _{Halliday and Hasan, op. cit., p. 5.}

form connections among parts of the text.25 _{Based on the statement, cohesion is}

divided into two types: grammatical cohesion and lexical cohesion.

Halliday and Hasan explain that grammatical cohesion is a semantic element connecting that marked by grammatical tools. Grammatical cohesion devices are reference, substitution, ellipsis, and conjunction. Meanwhile, lexical cohesion is the cohesive effect achieved by the selection vocabulary.26 _Lexical

cohesion refers to the rule played by the selective of vocabulary in organizing relations within a text. Furthermore, Halliday and Matthiessen in their book argue that lexical cohesion operates within lexis and is achieved through the choice of lexical items. Lexical cohesion is divided into two main categories: reiteration and collocation.27

In conclusion, the grammatical cohesion refers to a combination of terms sentences that form grammatical aspect, and the lexical cohesion refers to a combination of terms among sentences that form lexical component. Grammatical cohesion is divided into four kinds. They are reference, substitution, ellipsis, and conjunction. While lexical cohesion is divided into two kinds; they are reiteration and collocation.

3. Grammatical Cohesion Devices

Halliday and Hassan as cited in Meyer’s book provide the basic categories of grammatical cohesion pointing into four categories and referring as reference, substitution, ellipsis and conjunction.28 _{These categories have a}

theoretical basis and specific types of grammatical cohesion which has also provided a practical means for describing and analyzing a text.

       25 _{Sanna-Kaisa Tanskanen,}

Collaborating towards Coherence: Lexical Cohesion in English Discourse, (Amsterdam: John Benjamins Publishing, 2006), p. 13.

26 _{Halliday and Hasan, op. cit., p. 274.}

27 _{M.A.K. Halliday and Christian Matthiessen,}

An Introduction to Functional Grammar.

Third Edition, (London: Arnold, 2004), p. 535.

28 _{Charles F.Meyer, Introducing English Linguistics, (Cambridge: Cambridge University} Press, 2009), p. 102.

a. Reference

One of options which English grammar offers in creating surface links between sentences is reference.29 _{Reference is the relation among elements of a}

text.30 _{It may be established at varying distances and usually serves to relate single}

elements that have a function within the clause.31 _{Reference is divided into three}

types which have different uses. They are personal reference, demonstrative reference, and comparative reference.

1) Personal Reference

Personal reference is a reference by means of function in the speech situation, through the category of person. The category of personal reference includes personal pronouns, possessive determiners (possessive adjective), and possessive pronouns.32 _{The complete explanation could be seen in the table}

below:33

For more deep explanation, the writer gives the examples of personal reference, as follows:

Personal pronoun:

Three blind mice, three blind mice. See how they run! See how they run!

      

29 _{Halliday and Matthiessen, op. cit., p. 534.} 30 _{Halliday and Hassan, op. cit., p. 308.} 31 _{Halliday and Matthiessen,}

op. cit,. p. 536. 32 _{Halliday and Hasan,}

op. cit., p. 43.

33 _{M.A.K. Halliday, An Introduction to Functional Grammar, (Great Britain: Edward} Arnold, Ltd., 1985), p. 295.

They refers to three blind mice.34

Possessive determiner/possessive adjective:

John has moved to a new house. His wife must be delighted with it. Here, his refers to John.35

Possessive pronoun:

John has moved to a new house. I didn’t know it was his. In this sentence, his refers to John.36

2) Demonstrative reference

Demonstrative reference is reference by means of location, on a scale of closeness.37 _{It is essentially a form of verbal pointing to a person or thing.}38 _The

following figure will describe the system of demonstrative reference:

From the demonstrative adverbs (here, there, now, then), the use of now in a text is very rarely cohesive.39

The example of demonstrative reference is:

       34 _{Halliday and Hasan,}

op. cit., p. 31. 35_{Ibid., p. 55.}

36_Ibid. 37

Ibid., p. 57. 38 _{John Langan,}

College Writing Skills with Readings. Fifth Edition, (New York:

McGraw-Hill, 2001), p. 474.

“Do you play croquet with the Queen today?”

“I should like it very much,” said Alice, “but I haven’t been invited.” “You’ll see me there,” said the Cat, and vanished.

From the above sentences, there refers to the place where playing croquet with the Queen will be happened.40

3) Comparative reference

Comparative reference is indirect reference by means of identity or similarity.41 _{This reference is divided into two: general comparison and particular}

comparison.

General comparison is comparison in expressing similarity or difference. In general comparison, two things may be the same, similar or different. Furthermore, particular comparison is comparison that is relating with quantity or quality. It is expressed with ordinary adjectives or adverbs in some comparative form.42

The clear explanation about comparative reference devices of general comparison and particular comparison could be seen in this figure:43

These are the examples of general comparison and particular comparison:

       40

Ibid., p. 74. 41

Ibid., p. 37. 42_{Ibid., p. 77.} 43_{Ibid., p. 76.}

General comparison:

They were two different things.

The word different in that sentence means different to each other. Particular comparison:

He is a better man than I am.

The sentence is comparison of quality, with an Epithet as comparative, and I as a reference.

b. Substitution

Another kind of grammatical cohesion is substitution. Substitution is used when a writer wishes to avoid the repetition of a lexical item, so the lexical item will be replaced with the other word. Besides substitution as the replacement of one item by another, it is also a relation in the wording rather than meaning within a text. In substitution, there is a substitute which is used in place of the repetition of a particular item.44

In English, the substitute may function as a noun, as a verb, or as a clause. Hence, there are three types of substitution: nominal substitution, verbal substitution, and clausal substitution.45

1) Nominal Substitution (

one, ones, same

)

Nominal substitution is substitution of nominal with an item that is appropriate with the nominal genus. It is commonly expressed with the substitute one/ones (singular/plural) and same.

However, one is not only as a substitution but also as personal pronoun one, cardinal number one, determiner one, and general noun or pronoun one.46 For example:

“I shoot the hippopotamus with bullets made of platinum because if I use leaden ones, his hide is sure to flatten them.”

       44

Ibid., p. 89. 45_{Ibid., p. 90.} 46_{Ibid., p. 98.}

In the above example, the use of ones is a nominal substitution and it replaces bullets in bullets made of platinum.

2) Verbal Substitution (

do

)

The verb or a verbal group could be replaced by another verb which is do. It is usually placed at the end of the group.47 For example:

I don’t know the meaning of half those long words, and, what’s more, I don’t believe you do either!

Do in that sentence substitutes for know the meaning of half those long words.

3) Clausal Substitution (

so, not

)

Clausal substitution means where a clause could be usually substituted by so or not. It is the other types of substitution in which what is presupposed is an entire clause.48 _{For example:}

He would come if he said so.

In the example, the word so substitutes for he would come.49

c. Ellipsis

Ellipsis is like substitution, it is a relationship consisting of particular form of wording, either a clause or some smaller item.50 _{However, ellipsis}

involves deleting information that get back from some previous context rather than replacing the information with a word.51 _{In other word, Halliday and Hasan}

argue that ellipsis can be interpreted as substitution without a substitute or simply called as ‘substitution by zero.’52 _{Briefly, the writer concludes that ellipsis is an}

omitting word that is able to give the meaning back. It could be used to create the cohesion in a text.

       47_{Ibid., p. 112.}

48_{Ibid., p. 130.} 49

Ibid., p. 141.

50 _{Halliday and Matthiessen,}

op. cit., p. 536. 51 _{Meyer, op. cit., pp. 104-105.}

Like substitution, ellipsis also has three types; they are nominal ellipsis, verbal ellipsis, and clausal ellipsis.53

1) Nominal ellipsis

Nominal ellipsis is an ellipsis within the nominal group. For example: “Which hat will you wear? This is the best.”

In this case, hat as the common noun representing the thing that is omitted.54 The original sentence should be ‘which hat will you wear? This is the best (hat)’.

Halliday and Hasan state in their book “Cohesion in English” that nominal ellipsis consists of the elements Deictic, Numerative, and Epithet. The Deictic is normally a determiner, the Numerative is a numeral or other quantifier, and the Epithet is an adjective.55

1. Deictic. The word functioning as Deictic is normally the class of determiner. Deictic forms a relationship between determiners (demonstrative, possessive, indefinite determiners) and related categories (each, every, all, both, any, either, no, neither, some, a). The example is:

“The men got back at midnight. Both were tired out.”

The word both functions elliptically. It refers back to two men. The word ellipsis here is men.56

2. Numerative. Numerative element in the nominal group is showed by a numeral or other quantifying words which form three subcategories: ordinal (first, next, last, second, third, etc), cardinal (one, two, three, four, five, etc), and indefinite quantifier (many, much, more, most, few, several, a little, lots, a bit, hundreds, etc). Cardinal numerals which are also frequent in ellipsis, can be preceded by any Deictic that is appropriate in number, such as the seven, these three, any five, all seven etc.57

3. Epithet. The function of Epithet is expressed by an adjective. For example: “Apples are the cheapest in autumn.”

       53_{Ibid., p. 146.}

54

Ibid., p. 149. 55

Ibid., p. 147. 56_{Ibid., p. 155.} 57_{Ibid., pp. 161-162.}

In this sentence we may fairly ask “the cheapest what?” The cheapest is an elliptical group presupposing some item such as fruit. Hence, the word ellipsis here is fruit.58

2) Verbal ellipsis

Verbal ellipsis is an ellipsis within the verbal group. For example is: “Have you been swimming? Yes, I have.”

The verbal group in the answer is have (yes, I have) is the instance of verbal ellipsis. It stands for I have been swimming.59

In verbal ellipsis, there are two types; they are lexical ellipsis and operator ellipsis.

1. Lexical ellipsis. It is the type of ellipsis which is the lexical verb is omitted from the verbal group. However, all the modal operator such as can, could, will, would, shall, should, may, might, ought to and is to (am to, is to, are to, was to, were to) cannot function as a lexical verb, just two other modal operators: (need and dare), can be used as lexical verbs.60 Halliday and Hasan point out, “Lexical ellipsis is ellipsis ‘from the right’. It always involves omission of the last word, which is the lexical verb, and may extend ‘leftward’, to leave only the first word intact.”61 It means that lexical ellipsis is happened in the last word of the sentence and may continue to omit a word before. The example which is given by Halliday and Hasan is in the following sentences:

“John should have been coming every day. I don’t think he has been coming.”

For ‘has been coming’, we may omit the word ‘coming’or ‘been coming’. Hence, the second sentence could be ‘I don’t think he has been’ or simply ‘I don’t think he has’.62

       58_{Ibid., pp. 163-164.} 59

Ibid., p. 167. 60

Ibid., p. 170. 61_{Ibid., p. 173.} 62_Ibid.

2. Operator ellipsis. Operator ellipsis is another type of verbal ellipsis. It also could be stated as ellipsis ‘from the left’ which means that operator ellipsis involves only the omission of operator without omitting the lexical verb. The example is:

“Some were laughing and others crying.”

In this sentence, there is an omit word ‘were’ which is functioned as an operator. The original sentence should be “Some were laughing and others were crying”.63

3) Clausal ellipsis

Clausal ellipsis means an ellipsis within the clause. The clause in English is considered as the expression of the various speech functions, such as statement, question, response, and so on, and has two parts of structure consisting of modal element and propositional element. Modal element consists of speech function of the clause such as Subject plus finite element in the verbal group. Besides, the remaining part of the verbal group is propositional element. Here is the example of modal element and propositional element:

The Duke was going to plant a row of poplars in the park.64

(modal element) (propositional element) Furthermore, it is an example of clausal ellipsis:

‘And how many hours a day did you do lessons?’ said Alice, in a hurry to change the subject.

‘Ten hours the first day’ said the Mock Turtle: ‘nine the next, and so on.’ The two clauses nine the next and ten hours the first day representing we did lessons ten hours the first day, etc.65

d. Conjunction

The last type of grammatical cohesion device is conjunction. Conjunction is different from other types of grammatical cohesion which have been discussed

       63

Ibid., p. 174. 64_{Ibid., p. 197.} 65_{Ibid., p. 144.}

before since it has developed as a complementary resource for creating and interpreting text.66 _{It means that elements of conjunction are not primarily devices}

to link the previous text, but they express certain meaning which presupposes the presence of other components in a discourse (text).67 _{In addition, Meyer also gives}

the explanation about it, he argues that conjunction does not depend on linguistic item in the prior context like the other types, but it contains the inclusion of various kinds of expression that mark relationship between the previous and next sentence in a text.68 _{Furthermore, Halliday and Hasan classify four types of}

conjunction; they are additive, adversative, causal, and temporal. Each type of conjunction has different markers which show a relation among parts of a text.69

1) Additive Conjunction

Additive conjunction contributes to give additional information without changing information in previous clause or phrase. Additive or addition conjunction is signaled in a text by the coordinating conjunction and and other transitional expressions such as also, in addition, etc.70

2) Adversative Conjunction

The basic meaning of adversative relation is contrary to expectation. The expectation is from the content of what is being said.71 _{Adversative conjunction is}

marked in the text by the coordinating conjunction but and other conjunctions such as however, instead, in contrast, and so on which mark the difference or contrast between parts of a text.72

3) Causal Conjunction

Causal conjunction marks the relationship of reason, result, and purpose.73 _{Causal relationship is marked by expressions such as therefore, as a}

       66 _{Halliday and Matthiessen,}

op. cit., p. 538. 67 _{Halliday and Hasan,}

op. cit., p. 226. 68 _{Meyer, op. cit., p. 107.}

69 _{Halliday and Hasan, op. cit., p. 238.} 70 _Meyer.

loc. cit. 71 _{Halliday and Hasan,}

op. cit., p. 250. 72 _{Meyer. loc. cit.}

result, so, and etc. So is an informal marker of causation. On the other hand, therefore or as a result are used in more formal text.74

4) Temporal Conjunction

Temporal conjunction specifies the time sequence relationship which exists between sentences.75 _{This temporal relation is expressed in its simplest}

form by then. Besides, there are still many sequential senses like after that, an hour later, finally, at last, and other expressions.76 Here is an example of each conjunction from Halliday and Hasan:

“For the whole day he climbed up the steep mountainside, almost without stopping.”

- Additive: and in all this time he met no one

- Adversative: yet he was hardly aware of being tired - Causal: so by night time the valley was far below him - Temporal: then, as dusk fell, he sat down to rest.77

Additionally, the complete devices of conjunction will be mentioned in a table on next page:78

       74 _{Meyer, op. cit., p. 108.}

75 _{Halliday and Hasan, op. cit., p. 261.} 76 _{Gillian Brown and George Yule,}

Discourse Analysis, (Cambridge: Cambridge University

Press, 1993), p. 191.

77 _{Halliday and Hasan, op. cit., p. 239.} 78_{Ibid., pp. 242-243.}

C. Narrative Passage

1. Notion of Narrative Passage

Narrative passage is one of passages which should be learnt by junior high school students. The term of narrative passage has been defined in some ways. In general, narrative passage tells a story about a series of events. The story can be fiction or nonfiction. While in specific notion for junior high school students, narrative passage is an imaginative story in past tense. Besides, the kind of narrative passage to be taught for second year of junior high school students based on current curriculum is fable.79

According to Siahaan and Shinoda, “Narration is any written English text in which the writer wants to amuse, entertain people, and to deal with actual or vicarious experience in different way.”80 _{Additionally, Conlin expresses that}

narration is usually used to tell about personal experiences.81 _{She divides narration}

into non-fiction and fiction. Non-fiction is a true and actual story or event. On the contrary, fiction is an unreal story or an event which is not actually happened.82 _In

line with Conlin’s statement, Coffey also argues that narration tells a story about a series of events or actions, and it may be fiction or non-fiction.83

Moreover, Goatly states that “A narrative is a story (possibly fictional) which is an attempt to make sense of events and happenings in the world.” The genesis creation myth is the example of narrative that he gives. This story does not only try to make sense of the origin of life on earth, but more particularly explains why there are seven days in a week.84

      

79 _{Kementrian Pendidikan dan Kebudayaan 2013,}

Kurikulum 2013, Kompetensi Dasar SMP, p. 69.

80 _{Sanggam Siahaan and Kisno Shinoda, Generic Text Structure, (Yogyakarta: Graha Ilmu,} 2008), p.73.

81 _{Mary Lou Conlin,}

Patterns: A Short Prose Reader, (New York: Houghton Mifflin

Company, 1983), p. 9. 82_{Ibid., p. 11.}

83 _{Margaret Pogemiller Coffey,}

Communication through Writing, (Englewood Cliffs:

Prentice-Halls, Inc., 1987), p. 19.

84 _{Andrew Goatly, Critical Reading and Writing; An Introductory Coursebook, (New York:} Routledge, 2000), p. 33.

In addition, Flyyn and McGuire point out that narrative is the way to tell about a story that has coherent purposes. They also explain that narrative is a story which happened in past.85 _{Furthermore, in accordance with Wardiman et al, a}

narrative passage usually tells a story in an imaginative way.86 _{These are some}

types of narrative passage:87

Humor Romance

Crime Real-life fiction

Historical fiction Mystery

Fantasy Science fiction

Diary-novels Adventures

Based on the above definitions, the writer concludes that however narrative passages tell events in past which mostly the events did not exist or came from imaginary world, the narrative passages could also tell true events. Additionally, narrative passage is usually made to amuse or entertain its readers.

2. Schematic Structure of Narrative Passage

Narrative passage is a meaningful sequence of events which is told in words. A good narrative passage is usually arranged with a beginning or orientation, middle or complication, and the end or resolution. In an orientation, the characters are introduced. In a complication, the problems in the story are constructed. In a resolution, the problems are solved.88

Moreover, Flyyn and McGuire point out that in a beginning, there must be a summary to relate previous events which help readers understand characters and situations. Scene which usually constitutes middle of a story is fully developed by events during an action begins, a crisis develops, or a problem is solved. In ending, full meaning will be shown simply if stories of a narrative

      

85 _{Fletcher Flyyn and Thomas G. McGuire,}

Design 3; Rhetoric and Anthology for College English. Third Edition, (California: Wadsworth Publishing Company, 1982), p. 88.

86 _{Artono Wardiman, Masduki B. Jahur, and M. Sukirman Djusna, English in Focus; for} Grade VIII Junior High School (SMP/MTs), (Jakarta: Pusat Perbukuan Departemen Pendidikan

Nasional, 2008), p. 93.

87 _{Mark Anderson and Kathy Anderson,}

Text Types in English 2, (South Yarra: Macmillan

Education Australia Pty Ltd, 1997), p. 18. 88 _{Wardiman, et al, op. cit., p. 98.}

passage have been connected each other.89 _{In addition, William Labov as cited in}

Goatly elaborates the following elements of a narrative’s generic structure:

 Abstract. It is a short summary of the story before a narrative begins.

Abstract is an optional, but it provides a signal that a narrative intends to begin, and that the writer wishes to keep its readers reading.

 Orientation. Orientation gives information about who are in the story,

when the story is taking place, and where the action is happening.

 Complicating action. Complicating action and the resolution are essential

elements in a narrative. Complicating action sets off a sequence of events that influences what will happen in the story.

 Resolution. Resolution is provided by last of narrative clauses which

began with the complicating action, bringing the sequence of actions and events to an end. In other word, in resolution, the characters solve the problems that have been created in the complication.

 Coda. Coda is a bridge out of narrative. It provides a comment or moral based on what has been learned from the story. It is an optional element like an abstract.

 _Evaluation. Evaluation may occur at any point in a narrative, spread in a text between abstract and coda. Labov defines evaluation as those clauses which do not belong to the narrative action, but delay its forward movements.90

Referring to the above explanation, there are three main parts in schematic structure of a narrative passage, namely orientation, complication, and resolution. A narrative passage introduces characters, place, and time of the story in orientation, develops problems in the story in complication, and solves the problems in resolution. Besides, some optional parts in schematic structure are

abstract where is placed before orientation, coda where is positioned after resolution, and evaluation where is spread in a text between abstract and coda. Here is the example of generic schematic structure of a narrative passage:

      

89 _{Flyyn and McGuire, op. cit., pp. 90-92.} 90 _{Goatly, op. cit., pp. 31-32.}

Lonely Landy

One day there was a porcupine named Landy. He was lonely. No one wanted to play with him, because they were afraid of his spike. “Dear Landy, we don’t want to play with you because your spikes are too sharp. We don’t want you to hurt us,” said Cici the rabbit one day. Landy felt lonely. Landy spent most of his time daydreaming at the river bank. “I would be happy if there were no spikes on my body.”

Orientation

Suddenly Kuku the turtle appeared from the river. He came to Landy and said “What are you thinking of?” Shortly Landy told his problem. Kuku nodded his head. He said, “Poor you. But it isn’t your fault. I know your spikes are very useful and helpful for you. They will realize it someday. Trust me!”

“Thanks Kuku, you are my best friend.”

One day Koko the frog invited all his friends including Landy to come to his party. But Landy decided not to come. He didn’t want to mess up the party.

I’ll come with you Landy. I’ll tell everyone that you’re harmless,” said Kuku. Finally Landy attended the party. Everyone enjoy the party. Suddenly Tito screamed, “Help… help! The evil wolf is coming. Save yourself!” Then everyone saved their lives except Kuku and Landy. Kuku pulled his head and his legs into his shell. And Landy rolled his body into a ball.

Complication

Unintentionally the evil wolf touched Landy. Of course, the spikes pricked him. He screamed, “Ouch!” Since his foot was bleeding, he didn’t chase Landy’s friends any longer. Then he ran away.

“Hooray... hooray..! Long Live Landy! He saved our lives, said Cici and her friends. They thanked him from then on. Landy wasn’t Lonely anymore.

Resolution

3. Function of Narrative Passage

Wardiman et al state that the functions of narrative passage are entertaining, amusing, and dealing with an actual experience in different ways.91

In accordance with the writer’s opinion, Mark and Kathy Andersons’ arguments could conclude complete functions of a narrative passage. They disclose that a narrative passage provides entertainment as well as excites readers’ emotions, and provides an issue to think, and also a lesson to teach.92

4. Device of Narrative Passage

In a narrative passage, commonly there are some features or devices that are used to make narrative passage become clearer or cohesive. Anderson states that features in grammatical, are:

 Noun that identifies the specific characters and place in the story.

 Adjective that delivers accurate description of the characters and settings.

 Verb which shows the action in the story (active or passive verbs in the past).

 Time words that connect events.93 Time words could be marked by ‘first’,

‘then’, ‘next’, ‘after’, ‘while’, ‘during’, and ‘finally’.94 _{‘While’ or ‘at the}

same time’ is used to relate two nearby clauses, while ‘after’ or ‘before’ is used to show sequence.95

In addition, Akhmadi and Safrida argue that the language features which should be considered in the narrative text are:

 Mostly using verbs in past forms.

 Using speech marks when the characters are speaking.  Using some adverbs to indicate time.

       91 _Wardiman,

et al, loc. cit.

92 _{Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan} Education Australia Pty Ltd., 1998), p. 3.

93 Ibid. 94 _Langan,

op. cit., p. 207.

95 _{Michael G.W. Bamberg, The Acquisition of Narratives: Learning to Use Language,} (Berlin: Walter de Gruyter&Co., 1987), p. 16.

 Using some relating verbs (was, were) to begin the story.96

Murkato and friends also point out that linguistic features which contains in the narrative text are as follows:

 Specific participants or characters, such as: the Beast, Belle, Maurice, etc.  The use of past tense, for example: “They lived happily ever after.”

 The use of past continuous tense, as an examlpe: “It was raining so hard that he decided to enter the castle.”

 A lot of action verbs, such as: asked, arrived, declared, travelling.

 Some relational verbs to describe the characters and setting, for example:

“He was good looking and rich. He looked very ugly instead.”

 Many connectives or conjunctions to sequence the story, such as: after, then, finally, and etcetera.97

       96 _{Ali Akhmadi and Ida Safrida,}

Smart Steps; An English Textbook for Junior High School,

(Jakarta: Ganeca Exact, 2007), p. 174.

97 _{Mukarto, et al., English on Sky 2 for Junior High School Students Grade VIII, (Jakarta:} Penerbit Erlangga, 2007), p. 124.

Mapping C GRAMMATICA COHESION Figu Concept of AL  ure 2.3 Grammati Reference Substitution Ellipsis Conjunction ical Cohesi R De R Co R Su Su Su Nom Ve Cla A T (‘co ion Personal  Reference monstrative Reference omparative Reference Nominal  ubstitution Verbal  ubstitution Clausal  ubstitution

minal Ellipsis

erbal Ellipsis

ausal Ellipsis

Additive Adversative Causal Temporal Other  ontinuative’)

CHAPTER III

RESEARCH METHODOLOGY

This chapter is going to explain how the writer conducts the study. It covers four main parts. They are method of the study, source of data, technique of the data collecting, and technique of the data analysis.

A. Mesthod of the Study

In this study, the writer uses descriptive qualitative method by analyzing narrative passages of textbook “Bright 2” published by Erlangga. This textbook is an English textbook used by eighth grade students of SMP Pelita 2 Depok. She analyzes all kinds of grammatical cohesion found within the six narrative passages in the textbook which included reference, substitution, ellipsis, and conjunction. What the writer does is grouping the kinds of grammatical cohesion found based on Halliday and Hasan’ theory, describing those findings, and concluding the result.

B. Source of Data

The writer takes data from the narrative passages within the textbook entitled “Bright 2” published by Erlangga and used at SMP Pelita 2 Depok.

C. Technique of the Data Collecting

In collecting data of the study, the writer does several steps. The steps are as follows:

1. Selecting the Textbook. In this study, the writer chooses the textbook entitled “Bright 2” published by Erlangga. The book is used by eight grade students of Pelita 2 Depok Junior High School. She uses this textbook as her study object since this textbook uses the current curriculum which is 2013 Curriculum, Character Curriculum. The writer wants to know how the curriculum is implemented in the one of language learning media, textbook.

2. Selecting the Passages. Selected passages in this study are all the narrative passages in the “Bright 2” textbook which are used as reading skill exercises. In this textbook, there are six selected passages as a unit of analysis in this study. These are the selected narrative passages:

i. The Ant and the Dove.

ii. The Monkey and the Crocodile. iii. Two goats.

iv. Why are Cicadas Silent in Winter? v. Sura and Baya.

vi. Lonely Landy.

D. Technique of the Data Analysis

The narrative passages of the English textbook are analyzed using document analysis and the analyzing steps are as below:

1. Dividing and numbering each passage into sentences. Each passage is divided into sentences and numbered to find grammatical cohesion items within those sentences. For example:

1_{One hot day, an ant was searching for some water.|} 2_{After walking}

around for some time, she came to a spring.|

3_{To reach the spring she had to climb up blade of grass.|} 4_{While making}

her way up, she slipped and fell into the water.|

2. Identifying and underlining every cohesive item found within the sentences. In this step, every cohesive item found are underlined. For example:

1_{One hot day, an ant was searching for some water.|} 2_{After walking}

around for some time, she came to a spring.|

The underlined words are items of grammatical cohesion. In the first sentence there is one cohesive item. It is included as conjunction. While, in the second sentence there are two cohesive items. They are belonging to reference and conjunction.

3. Coding every cohesive item found based on halliday&hasan coding scheme table. Table of grammatical cohesion from the above example passage is presented below:

Table 3.1 The Example Table

Sentence Number

Number of Devices

Cohesive Items

Reference Substitution Ellipsis Conjunction Items Type Items Type Items Type Items Type

1 1 - - - One hot day C441

2 2 She R12 - - - - After C411

∑ 1 2

4. Counting the number of cohesive items which have been coded in percentages. The purpose of this step is to find what kind of grammatical cohesion mostly existed in a passage and to count each kind of grammatical cohesion found into percentages using a simple formula explained by Anas Sudiyono:1

P _{N X} F %

Notes:

P = the percentage of a kind of grammatical cohesion existed in a passage. F = the number of each type of grammatical cohesion existed in a passage. N = the total number of grammatical cohesion items found in a passage.

5. Describing the result. The table of grammatical cohesion for each passage will be explained in this step.

6. Concluding. The last step is making a conclusion from the result of the data analysis.

      

1 _{Anas Sudiyono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 2008),} p. 43.

APPENDIX 4

Reading Passage 3 - The Monkey and the Crocodile

1_{One day a monkey wanted to cross a river.|} 2_{He saw a crocodile in the} river so he asked the crocodile to help him.| 3_{The crocodile told the monkey to} jump onto its back.| 4_{Then the crocodile swam down the river.|}

5_{Now the crocodile was very hungry so when it was in the middle of the} river it stopped and said to the monkey,| 6_{“Monkey, my father is very sick.|} 7_He must eat the heart of a monkey, then he will be strong again.”|

8_{The monkey thought for a while then he told the crocodile to swim back} to the river bank.|

9_{“Because I didn’t bring my heart with me,” said the monkey,|} 10_{“I left it} under the tree near some coconuts”|

11_{So the crocodile turned around and swam back to the bank of the river.|} 12_{As soon as they reached the river bank, the monkey jumped off the crocodile’s} back and climbed up to the top of a tree.| 13_{“Where is your heart?” asked the} crocodile.| 14_{“You are foolish,” the monkey said to the crocodile,|} 15_{“Now, I am} free and you have nothing.”| 16_{The monkey told the crocodile not to try to trick} him again.| 17The crocodile swam away hungry|

APPENDIX 5

Reading Passage 4 - Why are Cicadas Silent in Winter?

1_{In the old days, ants and cicadas were friends.|} 2_{They were very} different.| 3_{The ants were hardworking, but the cicadas were lazy.|}

4_{In the summer, the ant families were very busy.|} 5_{They knew that in the} winter they would have to stay in their anthill.| 6_{They wanted to have enough food} for the whole winter.| 7_{While the ants worked hard, the cicadas didn’t do} anything.| 8_{They sang and danced all day.|} 9_{When they were hungry, they could} fly to the farm and get something to eat.|

10_{One day, the cicadas were singing and dancing.|} 11_{They saw a long line} of ants bring food to their anthill.| 12_{The cicadas said, “Stop, my silly friends.|} 13_{It’s a very nice day.|} 14_{Come and dance with us.”|} 15_{The ants said, “Don’t you} know about winter?| 16_{If you don’t work now you’ll have trouble later.”|}

17_{But the cicadas said, “We have strong wings.|} 18_{We can fly anywhere} we want.| 19_{Stupid ants.”|} 20_{And they continued to sing and dance.|}

21_{In the winter, it rained and snowed all the time and it was very cold.|} 22_{In the anthill, there were singing and dancing.|} 23_{But the cicadas had nothing to} eat.| 24_{They asked the ants for some food.|} 25_{The ants said, “We thought you could} fly anywhere.| 26_{Now who is stupid and silly?”|}

27_{The cicadas cried and said that their wings were wet from the rain.|} 28_{The ants said, “We’re sorry, but now it’s too late.|} 29_{If we help you, there won’t} be enough food for us.| 30_{Sorry, very sorry.”|} 31_{And the ants closed their door.|}

32_{The next day, when the ants opened their door, all the cicadas were} dead!| 33_{That’s why we can hear cicadas in the summer, but in the winter they are} silent.|

APPENDIX 6

Reading Passage 5 - Sura and Baya

1_{A long time ago in East Java lived two strong animals, Sura and Baya.|} 2_{Sura was a shark and Baya was a crocodile.|} 3_{They lived in the sea.|} 4_Actually, they were friends.| 5_{But when they were hungry, they were very greedy.|} 6_They did not want to share their food.| 7_{They would fight for it and never stop fighting} until one of them gave up.|

8_{It was a very hot day.|} 9_{Sura and Baya were looking for some food.|} 10_{Suddenly, Baya saw a goat.|}

11_{”Yummy, this is my lunch,” said Baya.|}

12_{“No way!|} 13_{This is my lunch.|} 14_{You are greedy!|} 15_{I had not eaten for} two days!” said Sura.|

16_{Then Sura and Baya fought again.|} 17_{After several hours, they got very} tired.| 18_{Sura had a plan to stop their bad behavior.|}

19_{“I’m tired of fighting, Baya,” said Sura.|}

20_{“Me too.|} 21_{What should we do to stop fighting?|} 22_{Do you have any} idea?” asked Baya.|

23_{“Yes, I do.|} 24_{Let’s share our territory.|} 25_{I live in the water, so I look for} food in the sea.| 26_{And you live on the land, right?|} 27_{So, you look for the food also} on the land.| 28_{The boarder is the beach, so we will never meet again.|} 29_{Do you} agree?” asked Sura.|

30_{After thinking for a while, Baya finally agreed with Sura’s suggestion.|} 31_{Then they started living in the different places.|}

32_{But one day, Sura broke the promise.|} 33_{He was roaming on the land} trying to find food.| 34_{Baya was very angry to see that.|} 35_{Then Sura and Baya}

39_{The place where they were fighting was a mess.|} 40_{People then always} talked about the fight between Sura and Baya.| 41_{They then named the place} ‘Surabaya’, from Sura the shark and Baya the crocodile.|

APPENDIX 7

Reading Passage 6 - Lonely Landy

1_{One day, there was a porcupine named Landy.|} 2_{He was lonely.|} 3_{No one} wanted to play with him, because they were afraid of his spike.|

4_{“Dear Landy. We don’t want to play with you because your spikes are} too sharp.| 5_{We don’t want you to hurts us,” said Cici the rabbit one day.|} 6_Landy felt lonely.| 7_{Landy spent most of the time day dreaming at the river bank.|} 8_“I would be happy if there were no spikes on my body.”|

9_{Suddenly, Kuku the turtle appeared from the river.|} 10_{He came to Landy} and said, “Landy, what are you thinking of?”|

11_{Shortly, Landy told his problem.|} 12_{Kuku nodded his head.|} 13_{He said,} “Poor you.| 14_{But it isn’t your fault.|} 15_{I know, your spikes are very useful and} helpful for you.| 16_{They will realize it someday.|} 17_{Trust me!”|}

18_{“Thanks, Kuku. You are my best friend.”|}

19_{One day, Koko the frog invited all his friends, including Landy, to} come to his party.| 20_{But Landy decided not to come.|} 21_{He didn’t want to mess up} the party.|

22_{“I’ll come with you Landy.|} 23_{I’ll tell everyone that you’re harmless,”} said Kuku.| 24_{Finally Landy attended the party.|} 25_{Everyone enjoyed the party.|} 26_{Suddenly Tito screamed, “Help… help...! The evil wolf is coming.|} 27_Save yourself!”| 28Then, everyone saved their lives except Kuku and Landy.| 29Kuku pulled his head and his legs into his shell.| 30_{And Landy rolled his body into a} ball.|

31_{Unintentionally the evil wolf touched Landy.|} 32_{Of course, the spike} pricked him.| 33_{He screamed, “Ouch!”|} 34_{Since his foot was bleeding, he didn’t}

69 APPENDIX 8