1.7 Punctuation
For the reason of practicality, special punctuations are used in this dissertation. They have their respective functions and meanings which are
different from the ones of their common uses, they are as follows. 1. Capitalization of the first letter of genre type of text is for differentiating the
genre from common meaning of the same word, such as: Description, Explanation, Narration, etc.
2. A text written in between two single quotation marks ‘……….’ is citation
taken out of reference. 3.
A text is written in between two double quotation marks “……..” is the text which is written in Indonesian.
4. Text written in italic is the text which is taken out of data being analyzed and
a word group which is intended to be written as contraction. 5.
A number written in between brackets below a text refers to the text number being analyzed.
1.8 Dissertation Organization
This dissertation consists of five chapters. The first chapter is the
introduction which has seven sub-chapters consisting of: the background of the study,
statement of problem, objective of the study, significance of the study, scope and limitation, key term, punctuation, and dissertation organization.
The second chapter presents the review of related literature with nine sub- chapters which consist of rhetoric, communication, communicative competence,
paradigm shift in language education, text and discourse, spoken and written language, systemic functional linguistics, the 2004 English curriculum, and
reading. In the third chapter, the research method is discussed in five sub-chapters
covering method, data source, data, research unit, and procedure of investigation. Chapter four contains the findings and interpretation which are divided
into two, the findings in relation to all analyzed reading texts and the findings in relation to the text as a given genre.
The last chapter presents the conclusion of the study and suggestions.
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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter presents the theoretical bases of the study. Since the study concerns with the rhetorical developments of texts, it is
started with its underlying philosophical theory, rhetoric 2.1. The next sub-chapter is the explanation about language communication
and its school in which the current study is included 2.2. As a text is the concrete form of discourse, the current study can be
regarded as one of the efforts that supports the recent language education which focuses on the achievement of discourse competence. The reason why the focus is
on it is explained through the evolution of communicative competence which is presented in sub-chapter 2.2.
Meanwhile, the evolution of language teaching paradigm from time to time is explained 2.4 to give a picture of how the view about language
influences the language teaching until arriving at the literacy education, in which students are involved primarily in working with texts.
Texts are the data of this study; therefore a text is highlighted in this sub- chapter 2.5. Considering that a text, when it is used, is always situated in the two
contexts, context of culture and context of situation, and each of which gives rise to genre and register; they are explained thoroughly in this sub-chapter.
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