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.
6
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.
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