GRAMMATICAL INTRICACY AND LEXICAL DENSITY OF THE INDONESIAN HISTORY TEXTBOOK.

GRAMMATICAL INTRICACY AND LEXICAL DENSITY OF THE
INDONESIAN HISTORY TEXTBOOK

A Thesis

Submitted to the English Applied Linguistics Study Program in
Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora

By:

RUDI PURWANA
Registration Number: 8126112030

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2016

ABSTRAK

Rudi Purwana. NIM: 8126112030. Grammatical Intricacy and Lexical Density
of the Indonesian History Textbook. Thesis. Program Studi Linguistik Terapan
Bahasa Inggris, Program Pascasarjana, Universitas Negeri Medan 2016
Tujuan dari penelitian ini adalah untuk mendeskripsikan tingkat kerumitan tata
bahasa dan kepadatan leksikal buku teks Sejarah Indonesia, teks yang memiliki
tingkat kerumitan tata bahasa dan kepadatan leksikal paling tinggi dari 9 teks yang
dianalisis dan apa yang membuat teks mempunyai tingkat kerumitan tata bahasa dan
kepadatan leksikal paling tinggi. Penelitian ini dilakukan dengan menggunakan
design penelitian deskriptif kualitatif. Populasi dari penelitian ini adalah seluruh teks
bacaan yang ada di buku Sejarah Indonesia SMK kelas X. Sampel dari penelitian ini
adalah 9 teks bacaan yang ada di buku Sejarah Indonesia SMK kelas X. Data dan
sumber data penelitian ini adalah klausa-klausa yang terdapat pada buku teks Sejarah
Indonesia. Data dianalisis dengan menggunakan teori Eggins (2004) untuk
menemukan tingkat kerumitan tata bahasa dan kepadatan leksikal dan untuk
mengetahui teks yang memiliki tingkat kerumitan bahasa dan kepadatan leksikal
paling tinggi menggunakan teori Ure (1971). Hasil dari penelitian ini (1) tingkat
kerumitan tata bahasa dari buku teks Sejarah Indonesia masih rendah dengan
menggunakan skala 1 sampai 10. Modul I 1, 47, Modul II 1, 47, Modul III 1, 2,
Modul IV 1, 38, Modul V 1, 28, Modul VI 1, 17, Modul VII 1, 43, Modul VIII 1, 18,
Modul IX 1. Tingkat kepadatan leksikal dari buku teks Sejarah Indonesia adalah

tinggi berdasarkan teori Ure (1971). Modul I 65, 69 %, Modul II 64, 52 %, Modul III
66, 40 %, Modul IV 64, 65 %, Modul V 76, 45 %, Modul VI 60, 32 %, Modul VII
62, 76 %, Modul VIII 63, 90 %, Modul IX 62, 16 %. (2) Tingkat kerumitan tata
bahasa paling tinggi terdapat pada Modul I dan II 1, 47 dengan judul “Interaksi Sosial
Sebagai Proses Sosial” dan “Sosialisasi Sebagai Proses Pembentukan Kepribadian”.
Tingkat kepadatan leksikal paling tinggi terdapat pada Modul V 76, 45 % dengan
judul “Proses Terbentuknya Kesadaran Nasional, Identitas Indonesia dan
Perkembangan Pergerakan Kebangsaan Indonesia”. (3) Metafora menjadi penyebab
dari tingkat kerumitan tata bahasa dan kepadatan leksikal di dalam teks. Diharapkan
temuan penelitian ini akan berguna bagi siapa saja yang ingin mempelajari lebih
lanjut tentang teks, guru, dan pendidik untuk membantu mereka untuk merancang
bahan ilmu sosial terutama tentang teks dalam buku Sejarah Indonesia.

ABSTRACT

Rudi Purwana Registration Number: 8126112030. Grammatical Intricacy and
Lexical Density of the Indonesian History Textbook. A Thesis. English Applied
Linguistics Study Program, Postgraduate School, State University of Medan
2016
The aims of this study were to describe the Grammatical Intricacy and Lexical

Density Level of the Indonesian History textbook, the texts which have the higher
Grammatical Intricacy and Lexical Density Level of 9 texts analyzed and what makes
the text have the higher Grammatical Intricacy and Lexical Density Level. The study
was conducted by using qualitative descriptive design. The population of the study is
the whole texts inside of the Indonesian History textbook for SMK students grade X.
The sample of the study is the 9 texts inside of the Indonesian History textbook for
SMK students grade X. The data and source of the data of this study is the clauses on
the reading texts of the Indonesian History textbook. The data was analyzed by using
Eggins (2004) and Ure (1971) theory to find out the Grammatical Intricacy and
Lexical Density Level of the Indonesian History textbook and to know the texts the
texts which have the higher Grammatical Intricacy and Lexical Density Level by
using Eggins (2004) and Halliday (2004) theory. The results of this study were (1)
The Grammatical Intricacy Level of the textbook is low by using scale zero to ten.
Module I is 1, 47, Module II is 1, 47, Module III is 1, 2, Module IV is 1, 38, Module
V is 1, 28, Module VI is 1, 17, Module VII is 1, 43, Module VIII is 1, 18, Module IX
is 1. The Lexical Density Level of the textbook is high by using Ure (1971) theory.
Module I is 65, 69 %, Module II is 64, 52 %, Module III is 66, 40 %, Module IV is
64, 65 %, Module V is 76, 45 %, Module is VI 60, 32 %, Module VII is 62, 76 %,
Module VIII is 63, 90 %, Module IX is 62, 16 %. (2) The higher Grammatical
Intricacy Level are Module I and II 1, 47 within title “Interaksi Sosial Sebagai Proses

Sosial” and “Sosialisasi Sebagai Proses Pembentukan Kepribadian”. The Lexical
Density Level is Module V 76, 45 % within title “Proses Terbentuknya Kesadaran
Nasional, Identitas Indonesia dan Perkembangan Pergerakan Kebangsaan Indonesia”.
(3) Metaphor comes to be an influential factor to trigger the Grammatical Intricacy
and Lexical Density Level of a text. It is expected that the findings of this study will
be useful for anyone who wants to study more about texts, teachers, and educators to
help them to design the material of social science especially about texts in the
Indonesian History textbook.

ACKNOWLEDGEMENT

A very deepest gratitude is primarily expressed to Allah SWT for all blessings
and mercy that have enabled the writer to finish writing this thesis. It is also
impossible to be finished without guidance and the help of many people. Sholawat
and salam to our prophet Muhammad SAW, hopefully we can get his syafa’at at the
end of the world. Foremost, the writer would like to express his sincere gratitude to
his advisers Prof. T. Silvana Sinar, M.A, Ph. D and Prof. Dr. Busmin Gurning, M.Pd,
for the continuous support, patience, motivations and suggestions so that the writer
could finish this thesis.
Then, the writer would like to thank to Dr. Rahmad Husein, M. Ed as the

Head of English Applied Linguistics Study Program and his secretary, Prof. Dr. Sri
Minda Murni, M.S, and all the lecturers that have given me encouragement, a lot of
experience and knowledge.
Also, the writer would like to thank to Prof. Amrin Saragih, M.A, Ph. D, Prof.
Dr. Sri Minda, M.S, and Dr. Siti Aisyah Ginting, M. Pd as the examiners for the
valuable suggestions that have shaped up this thesis.
And for all my classmates who always support me to finish this thesis. Thanks
a lot for all favor that you gave to the writer. The writer wishes that our friendship
will be everlasting. Best friend forever for class B2 LTBI 2012.
The writer would like to express the deepest thankful to his lovely parents,
Tukimin, S. Pt and Ramnah, my lovely elder sister Winda Novianti, M. Pd. I, my

lovely little brother Serda Sasmita, and my lovely little sister Windi Khairani and
Wilda Khairuna who have given spirits, pray, help, suggestions and color in my sweet
life.
And the writer would like to thank to Trio Kilometer 19 Tina and Hesti,.
Konco-konco such as Asrul, Nisa, Maya, Lia, Latifah, Santi, Finta and Hendri. Pelita
Bangsa lecturers and staffs such as Novita, Novika, Kak Eka and Kak Sondang. The
teachers and staffs of SMK Kesehatan Napsi’ah Stabat. The lecturers and staffs of
STIKES PAL Stabat. My lovely cousins Rendi Miola, Rani Septia, Raditia Juliandri

and their parents. Bronze Steak owner Vita Kacang and Reza Gembung. Geng
Selebritis such as Kak Aya’, Bang Tommy, Kak Nisa, Kak Eka, Kak Nining, Kak
Neri, Kak Eli and Tina. And to all of my friends that can’t describe one by one in
here. I love you very much. May Allah SWT always protect and save you. Aamiin ya
rabbal ‘alamin.

Medan, Februari 2016
The writer

Rudi Purwana

TABLE OF CONTENTS
Pages
TABLE OF CONTENTS

i

ABSTRAK

iii

ABSTRACT

iv

ACKNOWLEDGEMENT

v

LIST OF TABLES

vii

LIST OF APPENDICES

viii

CHAPTER I: INTRODUCTION

1

1.1. Background of the Study

1

1.2. The Problem of the Study

7

1.3. The Objectives of the Study

7

1.4. The Scope of the Study

7

1.5. The Significance of the Study

8

CHAPTER II: REVIEW OF LITERATURE
2.1. Theoretical Concept

9
9

2.1.1. Grammar in SFL

9

2.1.2. Grammatical Intricacy

13

2.1.3. Lexical Density

17

2.1.4. Clause

21

2.1.5. Clause Complexes

23

2.1.6. Embedded Vs. Non-Embedded Clauses

25

2.2. Concepts of Text and Genre

26

2.2.1. Text

26

2.2.2. Genre

30

2.3. Indonesian History Textbook

31

2.4. Relevant Studies

35

CHAPTER III: RESEARCH METHOD

38

3.1. Research Design

38

3.2. Data and Source of the Data

38

3.3. The Technique for Collecting the Data

39

3.4. The Technique for Analyzing the Data

39

3.5. Trustworthiness

40

CHAPTER IV: DATA ANALYSIS, FINDINGS AND DISCUSSIONS

43

4.1. The Data

43

4.2. The Data Analysis

43

4.3. Findings

63

4.4. Discussions

64

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

67

5.1. Conclusions

67

5.2. Suggestions

67

REFERENCES

69

APPENDICES

71

LIST OF TABLES
Pages
Table 4.1.

45

Table 4.2.

59

LIST OF APPENDICES
Pages
APPENDIX I

71

APPENDIX II

74

APPENDIX III

77

APPENDIX IV

82

APPENDIX V

85

APPENDIX VI

87

APPENDIX VII

90

APPENDIX VIII

92

APPENDIX IX

94

APPENDIX X

96

APPENDIX XI

98

APPENDIX XII

101

APPENDIX XIII

105

APPENDIX XIV

106

APPENDIX XV

109

APPENDIX XVI

112

APPENDIX XVII

114

APPENDIX XVIII

116

CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1.

Conclusions
After analyzing the data and elaborates the findings, conclusions are drawn

as the following.
(1) The Grammatical Intricacy Level of the Indonesian History textbook is low
and Lexical Density Level of Indonesian History textbook is high. It means that
the textbook in this research is the written text.
(2) The highest Grammatical Intricacy is module I and II within title “Interaksi
Sosial Sebagai Proses Sosial” and “Sosialisasi Sebagai Proses Pembentukan
Kepribadian”. The highest lexical density level is module V within title “Proses
Terbentuknya Kesadaran Nasional, Identitas Indonesia dan Perkembangan
Pergerakan Kebangsaan Indonesia”.
(3) While written and spoken texts have their own complexity namely lexical
density (LD) and grammatical intricacy (GI), metaphor comes to be an influential
factor to trigger the LD and GI of a text.
5.2.

Suggestions
In relation to the conclusions, suggestions are staged as the following.

(1) It is suggested to the next researchers who are interested in textbooks research
that furthers research should be conducted to find out whether there are other
significant grammatical intricacy and lexical density according to specific field
because GI and LD are interesting aspect that can be the reading comprehension
difficulty. As we know that the academician always faced with reading aspects.

(2) Anyone interested in understanding of reading text should be familiar with
grammatical intricacy and lexical density. It is very clear who is difficult in
processing the text must be caused of GI and LD in the text which is reading.
(3) The teachers should be chose the text book based on level of the ability of the
students because the more complex the text the more difficult to understand the
messages of the text.

REFERENCES
Allwright, R. L. (1990). What do we want teaching materials for? Currents
in language teaching. Oxford: Oxford University Press.
Butt, D., Fahey, R., Feez, S., Spinks, S., & Yallop, C. (2000). Using Functional
Grammar: An Explorer's Guide. Sydney: National Centre for English
Language Teaching and Research.
Eggins, Suzanne. (2004). An Introduction to Systemic Functional Linguistics
Second Edition. New York-London: MPG Books, Bodmin, Cornwall
Fries P.H. (1981). On the Status of Theme in English: Arguments from Discourse.
Forum Linguistic, 6 (1), 1-38.
Gay, L.R. (1987). Educational Research: Competencies for Analysis and
Application. London: Merril.
Gerot and Wignel. (1994). Making Sense of Functional Grammar. Sydney: Gerd
Stabler.
Gurning B. (2005). Penggunaan Bahasa Inggris DalamTeks lmu-lmu Alam dan
Ilmu-Ilmu Sosial. Studi Perbandingan Berdasarkan Analisis Linguistik
Fungsional Sistemik. Jakarta: Pendidikan Bahasa UNJ.
Halliday, M.A.K. (1985). Spoken and Written Language. Deakin University.
Halliday, MAK &Hasan, R. (1985). Language, Context, and Text: Aspects
Language in a Social Semiotics Perspective.

of

Halliday, M. A. K., and Matthiessen, C. (2004). An introduction to functional
grammar (3rded.). London: Arnold.
Habib Rahmansyah. (2012). Grammatical Intricacy and Lexical Density of the
SMA Student’s Textbooks. Medan: Unimed
Johansson, Victoria. (2008). Lexical Diversity and Lexical Density in speech and
writing. Swedia: Lund University.
Liliek Soepriatmadji. (2011). Lexical Density dan Grammatical Intricacy Materi
bacaan pada buku bahasa inggris kelas 6 SD. Universitas Stikubank
Martin J.R. (1992a). English Text: System and Structure. Philadelphia: Benjamins.
Miller, R. Donna. (2004). Language as Purposeful: Functional varieties of texts.
Bologna: University of Bologna.

O’Neill, R. (1990) Why Use Textbooks? [ELT Journal36/2] in Rossner, R. &
Bolitho, R. (eds) Currents of Change in English Language Teaching,
OUP, Oxford.
Robert C. Bogdan& Sari KnoppBiklen. (1992). Qualitative Research for
Education (2nded). Allyn and Bacon.
Richards, J. (1985). Longman
London:Longman.

Dictionary

of

applied

Linguistics.

Stubbs, M. (1983). Discourse Analysis: The Sociolinguistics Analysis of Natural
language. Oxford: Basil Blackwell.
Slobin, D.I. (1979). Psycholinguistics. Glenview, Illinois: Scott, Foresman.
Tischer, S. et. Al. (1994). Methods of Text and Discourse
Longman.

Analysis.

London:

Ure, Jean. (1971). 'Lexical density and register differentiation'. In G. E. Perren &
J.
L . M . Trim (eds.). Applications of linguistics. Selected papers of the
Second International Congress of Applied Linguistics, Cambridge 1969,
443-452. Cambridge: Cambridge University Press.
Wengelin, Asa . (2002). Text production in adults with reading and writing
difficulties. Department of Linguistics, Goteborg University.
Yin, R.K. (1989). Case Study Research: Design and Method. London: Sage.
Y.S. Lincoln and E.G. Guba. (1985). Naturalistic inquiry. Beverly Hills: Sage.