2013. I also analysed the differences of lexico-grammatical features of reading texts in the text-types materials in those two textbooks.
3.5 Procedure of Data Collection
In collecting the data for this study, I did some steps. The first step was collecting all the documents that can support this research, they are: When English Rings A
Bell English textbook, Bright English textbook, and syllabus of English subject for grade 8. The next step were finding the text-types materials inside the two
textbooks and deciding the type of each reading text. After that, I did analysis to know how far the text-types materials in those
two English textbooks match to the Basic Competences 3.10, 3.12, and 3.14 in the Curriculum 2013.
3.6 Procedure of Data Analysis
I did analysis to decide the type of the reading texts in When English Rings A Bell and Bright English textbooks for grade 8 and the lexico-grammatical features of
each of them. I tried to find the appropriateness of text-types materials in the textbooks with the curriculum.
I used document analysis in analysing the data of this study. Document analysis is a series of activity that related to documents collecting method, reading
and recording, as well as processing research material Zed, 2008:3. There are four main characteristics of document analysis according to Zed 2008:4, they are
as follow:
1. The researcher faces text nash or number data directly and does not face
the direct knowledge from the field or eyewitness in the form of event, people, or other things.
2. The documents data have characteristic of ready made. It means that the
researcher does not go anywhere, except faces the available sources in the library directly.
3. The documents data are usually secondary source, it means that the researcher
gets the materials from the second hand and not the original data from the first hand in the field.
4. The condition of documents data is not limited by space and time.
I analyzed the differences of lexico-grammatical features aspects of reading texts in the text-types materials of those two English textbooks. I analysed the
appropriateness of text-types materials in those two textbooks with the Core Competence and Basic Competences of text-types in the Curriculum 2013. In
analysing the data, I did some steps as follow : 1
Analyzing the text-types materials appropriateness to the Curriculum 2013. In analysing the text-types materials, I present the checklist of the text-types
materials appropriateness to the Core Competences of text-types in the Curriculum 2013, and the page of text-types materials in the textbooks. There
are checklist signs to show whether the text-types materials appropriate with the curriculum or not.
2 Analyzing the distribution of text.
In this step, I present some tables that show the distribution of texts in the materials of text-types, like the pages of texts, the sum of texts in every text-
type materials, and the sum of sentences in each text. 3
Analyzing the lexico-grammatical features. For analyzing the lexico-grammatical features, I show the lexico-grammatical
features of the reading texts in the textbooks in diagrams based on the type of texts.
4 Analyzing and comparing the differences of lexico-grammatical features of
reading texts in text-types materials between two English textbooks. In this step, I give explanation and comparison about the differences of When
English Rings A Bell and Bright English textbooks in giving the reading texts in the text-types materials.
30
CHAPTER IV FINDINGS AND DISCUSSION
