3
i iii
v
vi Background of the Study
1
A.
Limitation of the Stud y 4
B.
Formulation of the Prob lem 5
C.
Method of the Study 5
D.
Significance of the Study 6
E.
Organization of Paper 6
F.
Readin g
A.
The Concept of Reading 7
The Purpose of Reading 9
Genre of Read ing Tex ts 10
The characteristics of Descriptive, Recount,
4.
and Narrative Texts 12
Curriculum
National Curricu lum 2006 16
1.
The Competence Stand ard of English Lesson in Junior
2.
High Schoo l 19
A. Research Methodology Objectives of the Study
21
1.
Time and Place 21
2.
Technique of Data Co llecting 22
3.
TABLE OF CONTENTS ACKNOWLEDGEM ENT
TABLE OF CONTENTS LIST OF TABLES
ABSTRACT CHAP TER I
: INTRODUCTION
CHAP TER II : THEORITICAL F RAMEWORK
1. 2.
3.
B.
CHAP TER III : RESEARCH METHODOLOGY AND F INDINGS
4
Technique of Data Analysis 22
4.
B. Research Findings Data Description
23
1.
Data Analysis 26
2.
Interpretation of Data Analysis 33
3.
Conclusion 34
A.
Suggestion 35
B.
36 38
CHAP TER IV : CONCLUSION AND SUGGESTION
BIBLIOGRAPHY AP P ENDIX
5
Table 2.1 Characteristics of Descriptive Text … ……… ……… ……… ... 12
Table 2.2 Characteristics of Recount Text ……… ……… ……… ……...
.
13 Table 2.3 Characteristics of Narrative Text ……… ……… ……… ……..
15 Table 2.4 Standar Kom petensi Dan Kom petensi Dasar Mata Pelajaran
Bahasa Inggris Kelas VIII Semester I dan II … ……… ……… ……… .... 18
Table 2.5 The Genre o f Texts and Their Characteristics … ……… …….. 20
Table 3.1 Reading Texts in the En glish textboo k …… ……… ……… …. 23
Table 3.2 Characteristics of Descriptive Text “ The Giraffe” … ……… … 27
Table 3.3 Characteristics of Descriptive Text “ Den gue Fever” ……… … 27
Table 3.4 Characteristics of Recount Text “My Twin Sis ……… ….. 29
Table 3.5 Characteristics of Recount Text “Fishing in the Harbor” …… . 30
Table 3.6 Characteristics of Narrative Text “lonely Porcupine” … …….. 32
Table 3.7 Characteristics of Recount Text “Five-footed ……… … 33
LIST OF TABLES
6
2010 Skripsi, English Education Department, Faculty of Tarb yah
and Teachers Train ing, UIN Syarif Hidayatullah Jakarta. Advisor:
Readin g Passages, English Textbook, Genre, Curricu lum In teaching-learning activity both teachers an d studen need course bo ok.
Teachers need it as a guideline that provides a range materials to p resent in a certain time. W hile students need it as students b ook in which h undreds of
activities or exercises presen t gradually. Although it is not the only thing guarantying the success of teach ing-learning p rocess, t has an imp ortant role
supporting the goal of the study.
The aim of this stu dy is to find out the extent of whi h genres of reading texts in junior high school English tex tbook cover the principles o f genre of texts
social function, schematic structure, and linguistic ature recom mended in the 2004 national curriculum.
The writer analyzed the data by looking at th e reading texts presented in the En glish textbo ok and determined the genre of the texts. The writer then
checked the data to see whether they correspond to the demands of the curriculum, wh ether the reading texts suggested by the cu rriculum su ch as
descriptive, recount, and narrative. The social functi , sch ematic structure, and linguistic feature are also checked acco rding to each nre. The writer took 6
reading passages 2 of each genre to be analyzed.
This study has shown that all reading passages presented in the English textb ook “LETS TALK” do not present the princip les o f genre especially in term
linguistic featu re use of generic hu man an d non-human participant, use of tenses, use of mental process, etc.
ABSTRACT WIBAWA, IRP AN
Drs . Nas ifudin Djalil, M . Ag Key Words
: .
.An Analysis on Rea din g Passages of English Textbook “LETS TALK” at Eight Grade of SMP Negeri1 Gunung Sin dur
Bogor,
1
This ch apter presents background of the stu dy, lim itation of the study , formulation of the problem, method of the stud y, significance of the study, and
organization of the skripsi.
English as a m eans of communicatio n spoken all over th world p lays important ro les in many fields of life such as econo my politic, education, etc. In
economy, peop le know the term ex port and import wh ch means gettin g and giving goods or services from one co untry to another co untry. It is, of course,
accommod ated by an internatio nal language, English. Like economy , politic also is a field of multi-lingual peo ple in which there must be an international language
con necting each other to express ideas and minds. Further m ore, education as the central of the development sees English as a device to access scien ce and
technology . The need fo r English is increasing, particularly in In onesia, the developing
cou ntry , almost all educational institutions provides t in any gradual study eith er in formal or informal. It is easy to find an En ish course in a place. So me
peo ple see it as a commercial in which they can get much mon ey without thinking over the use o f English it self for Indonesia people. No m atter wh at it
is, English is important. To overcome this problem Ind esian lingu ists propose some instructive strategies in English language teachi g.
CHAP TER I INTRODUCTION
Background of the Study
A.
2
Depdiknas. . Jakarta:
Puskur, Depdiknas, 2004. Depdiknas.
p.5
There will be no doubt if English is formally become a compulsory lesson taught from elementary to secondary schoo l even university in Indonesia. Based
on the Minister of Educational and Culture decree No: 2 2003 dated December 12, 2003
1
, it is clearly said that English as the first foreign lan guage is officially taught at Junior High School an d Senior High School in ndo nesia.
The goal of teaching English at SMPMTs is to enable t e students: To develop communicatio n skill in written and oral English o f listening,
1.
speaking, reading, and writing. To increase the con sciousness abo ut the roles and importance of En glish as
2.
one of foreign languages used in the world. To develop studen ts comprehension about the relation language
3.
and culture and take p art in it
2
.
Glo balization era changes the n eed of commu nication. People n eed to com municate to other who has different language, culture, and habit. Since then ,
the existing of international language, English is ess tial as a tool delivering and receivin g message. It is no wo nder the need for Englis is increasin g in Indonesia,
the developing cou ntry which needs to access science and technology written in English.
Teaching English has been developed since th e government and Indonesian linguists realize th at the resu lt of Englis langu age teaching is out of
the target. Changing the curricu lum seems to be a regular program in which much funds and time are wasted . However, all attempts are m rely carried out to make
Indonesian students better in English. It means, th ey what it is called communicative ability. Students are expected to be able to communicate in b oth
spoken and written language. Readin g is one o f four main skills: listenin g, sp eakin reading, and writing.
It is a receptive skill, like listening. This means it involves resp onding rather than producing. Bu t it can not be easily say that teaching ding is simpler than the
two others: speakin g and writing. Teachers must take account the ro le of reading in
1 2
Standar Kompetensi M ata Pelajaran Bahasa Inggris SMPMTs Standar Kompetensi…
3
Depdiknas. …p.7
society and the natu re of readin g as process. They mus encourage the stu dents to the various kinds of texts known as genre of texts, an teach them how to
com prehend and read fluently. In teaching learning process teachers usually teach reading by giving the
students some texts and try to translate them all. The n ever care abo ut th e texts which they sh ould give even to comp rehend an d prono unce them fluently. It is
con trast with the 2006 National Curriculum, known as KTSP o r School Based Curriculum which says that stud ts are
exp ected to be able to read functional written texts and essays loudly in short and simple
an d form with good pronunciatio n and intonation
related to th e surrou ndings.
3
The goal of teaching read ing in the 2006 Nation al Curr um for the Second year of Junior High School is that the students are be able to understand
con texts of various written texts such as narrative, d criptive, and procedure of reading passages. Schools are expected to teach studen to be familiar with
various passages th at exhibit the three major function of language: ideational, interpersonal, an d textual. Ideatio nal function serves to construct idea and convey
information; interpersonal fun ction enables people to tablish an d m aintain relationship between them; textual fun ction serves to reate coherent and cohesive
written or sp oken texts. To facilitate the goal of teachin g reading above there are many textbooks
established by some publishers. Th e extent of textbooks is very importan t as guid ance both to th e teachers and the studen ts. The En lish textbooks do not only
con sist o f many reading passages bu t also provide the emand of the National Curriculum on them such as social function , gen eric structure, and significant
lexicogrammatical features which are very im portant to students to understand the reading passages more compreh ensively . In fact, it is ifficult to find English
textb ook provid ed the demand of the 2006 Natio nal Curriculum. There are many English textbooks wh ich have been written and produced
for various levels o f stud ents. The impo rtance of usin textbooks for academic
3
Standar Kompetensi
Kurikulum Tingkat S atu an Pend idikan
descriptive recount
4
Alan Cunningsworth, London:
Heinemann E ducational Books, 1984, p.5.
purposes has enco uraged many publishers to produce tex ooks th at will be used in schools. Th ey offer a variety of textbooks includin English textbooks. Thus,
teachers sho uld be able to select and use the appropri English textboo k to be used in class. Sometimes, it is the responsibility of e teachers to select the
textb ook they will use in a given class. A go od English textbook is readable, und erstandable an co mprehensible
for students. It is easy to read and understand. It will motivate them to learn English. If they have difficulty to understand the tex o ok, they usually get bored
and it will m ake th em frustrated in learning English. t also should have mo tivated exercises to m ake the students interested in doing the tasks. They will do the
exercises because they want to not becau se they have t . Selecting English textbooks, therefore, is very important to teachers as
facilitators of the teaching-learnin g process. They ha to take account all aspects of the textbooks the ins and ou ts. Alan Cunningswo rth ys that
“… there are certain general principles, based on good anguage-teaching practice, which will help us in our task of evaluating coursebooks.”
Relate the teaching materials to yo ur aims and objectives
1.
Be aware of what language is for and select teachin g m als which
2.
will help equip yo ur stud ents to use language effectively for their own purposes.
Keep yo ur students learning needs in mind.
3.
Consider th e relationship b etween lan guage, the learni g process and the learner.
4
From the discourse abo ve the writer is curious to find out how far those principles of readin g passages are consid ered in English textbo ok for Junior High
Scho ol in Indo nesia. The writer tries to analyze an En ish textbook used in second year of Junior High School und er the title AN A LYSIS ON READING
PASSAGES OF ENGLISH TEXTBOOK “LETS TALK” AT THE SECOND
4
Evaluating and Selecting EFL Teaching M aterials,
5
YEAR OF SMP NEGERI 1 GUNUNG SINDUR BOGOR.
This study only focuses on the analysis of the reading texts foun d in the second y ear of Junior High Schoo l textbook, in term s of the genres d escriptive,
recount and narrative texts of reading texts and the resentation of the tex ts in the second y ear English textbook for Junior High School. The writer tries to analyze
such as social function, generic structure, and significant lexicogrammatical features of the reading p assages presented in that tex ook.
In this study, the writer plans to analyze the English textbook used at the second y ear of SMP NEGERI 1 GUNUNG SINDUR. The main problem of this
study is: “Is the content of reading p assages of textbo ok used by
the students at the second year of SMP NEGERI 1 GUNUNG SINDUR already in line with the latest syllabus suggested and Guid eline n English Textbook
Assessment recommended by PUSKUR DIKNAS?.” The analysi to be carried out will be in line with the following qu estions:
Are the reading passages of the English textbook
1.
used at SMPN 1 GUNUNG SINDUR in line with the latest syllabus suggested and Guideline in English
Textbo ok Assessment recommended by PUSKUR DIKNAS?
The approach in this study is q ualitative because the ata collected con sists of reading texts taken from the second year Junior High S hool English textbo ok.
The research in volves description and an alysis of the ata collected and th e dem ands of read ing in the 2006 National Curricu lum in the form of the genre of
Limitation of the Study
B.
F ormulation of the P roblem
C.
LETS TALK
Method of the Study
D.
6
reading and their characteristics of the guidan ce o f th e an alysis. The object of the research fo cuses on reading passages of the second year of
English textbook used by the teachers and the stu dents of SMPN 1 Gun ung Sindur, nam ely “LETS TALK for Junior High Sch ool Grad VIII written by
Bach tiar Bima M, and Cicik Kurniawati pu blished by PAKAR RAYA 2005”.
The findings of this study are ex pected to provide better insight for b oth the teachers and the principles on how to select and choose the better English
textb ook to be used in teaching learning activity. Besides, the result of the study is hoped to enrich th teachers knowledge
of English textbook analysis, and it can b e used as a rence for the next researchers who are interested in developing similar study.
This skripsi is divided into four chapters. Chapter e is introduction which inclu des backgro und o f the study, limitation of e study, formulation of
the study, method of the study, significance of th e study , and organ izatio n of the skripsi.
Chapter two is theoretical framework. It provides some theories related to the research pro blem, to suppo rt th is research.
Chapter three is research metho dology an d find ings. It provid es the objectives of study, time and p lace, design of the study, techniq ue of data
collecting, technique of data analy sis, data descripti , data analysis, and interpretation o f data.
Chapter four is conclu sion and suggestion. It is d ivid d into conclusion and suggestion.
Significance of the Study
E.
Organization of the Skrips i
F.
7
This ch apter discusses the concept of reading, the purpose of reading, genre of readin g texts, the characteristics of n arrati , descriptive, and reco unt
texts, the 2006 national curriculum, and the comp etenc standard of English lesson reading in junio r h igh school.
Readin g is one of four English skills; Listening, Spea ng, Reading, and W riting. As a component of communicatio n which inc udes spoken and
written language it plays an important role in educati . It is known that reading is the key of knowledge. Those who want to get kn owledge, just read
books in which science and technology are presented. B reading a bo ok one can get information such as sciences, sports, arts and cultures, educations, and
etc. Clark said th at, “reading is a telescope, b ecause rough it one can lo ok the
CHAP TER II THEORITICAL F RAMEWORK
Reading
A.
The Concept of Reading
1.
8
Peter Streven, , Oxpord: Oxpord University
Press, 1997, p.26 Christine Nuttal,
, London: Heinmen, 1989, p.17
Ricard C Anderson, E. Nagy William, A. Herman Patricia, Learning Words from Context. vol.20.No.2, Winter, 1985, p.23-253
distant stars, planets, and speculate about life upon em. Reading is a microsco pe, becau se through it we can not o nly examine e chromosomes,
but also the ato ms. Reading is a never-ending widescre .
5
Similar with Clark, Peter Streven said that “ readin g is a skill o f great importance to the student
because it provides him to access to great quality of u rther experience of the language an d gives him a window into the normal means of continuing his
personal education”.
6
It can be concluded that b y reading people can reach th e world. With out goin g to a place one can know th e information about it; where it is, wh at it looks
like, or how to get there. For the students who want to continue their study , it is a very easy to know the school or university which is in line with their educational
background . Now th ey just need to click some themes on the screen then hundreds of the informatio n rise automatically.
In reading process, a reader has to construct meaning and con nect herhis kno wled ge with the text shehe is reading. A reader tries to interpret
what message the writer means. Th is because readin g point is to get the idea of the readin g passage served on any kinds of texts. In this case, Christine
Nuttal said that, “reading is a meaningful interpretatio n of printed o r written verb al symbol. It means that reading is a result of th interaction between the
perception of graphic sy mbols that represent language and readers language skills, cognitive skills, and knowledge o f th e word. In process the reader tries
to create the meanings intended by the writer.”
7
Furth ermore, Anderson said that “reading is the process of constructing meaning from written texts. It is
also a complex skill requiring the coordin ation of a n ber of interrelated sources of information”.
8
However, reading is a complex activity involving many spects and skills.
5 6
7 8
New Orientation in The Teaching of E nglish Teaching Reading Skills in a Foreign Language
Reading Research Quarterl,
9
Harris and Smith, New York,
Holt Riacht, Inc, 1972, P.268
It does not merely try to translate word by word , sentence by senten ce, paragraph by paragrap h, but it makes a connection o f ideas between the reader and the writer
to get un derstanding and comprehension. It means that e reader gets what the writer implies or what it is called the writers messa
The purpose of read ing is to get the id ea o f m eaning from the written text. One of the most important tasks of the reader is nd o ut what the
writer said. In this case, Harris and Smith said that, “Purpose for reading similar for beginner and the mature of reader. The level of thought th at is
required to achieve the same reading purpose varies wi the difficulty o f selection and the skills of the read er different authorities suggest a variety of
purposes for readin g”.
9
A p erson reads a text to learn, to find out informatio , to be entertained, to reflect, or as religious practice. The pu rpo se fo r reading is
closely conn ected to a person s motivation for reading. It will also affect the way a b ook is read . The essential purpose of reading generally is to get new
information or pleasure. Readin g for information is re ing that it is done with out stop ping to analyze the gramm atical structures understandin g the
structure without thinking about it. It requ ires understanding the meaning of passage. However, purpose of reading is to make connec ons between what is
already known and wh at is needed to know. If readers d ot know anything abo ut the subject they are reading, then po uring the words of texts into
readers mind is like pou rin g water into hand. They do not retain mu ch. For instance, students who are keen on football will be ve easy on reading
football pages because of their interests and their kn ge about it. They easily connect the ideas on the pages to what they hav lready known. This
leads to the term of
or
which is very effective on reading comprehension
9
Reading Instruction Through Diagnostic Teaching,
reading for pleasure joyful reading
The P urpos e of Reading
2.
10
Douglas Carnine, Jerry Silbert, and Edward J. Kameenu , , Colombia: Merill Publishing Company, 1992, p.57
Rivers and Temperealy listed the following examples of some of th e reasons that students may need to or want to read.
To obtain information for some purposes o r because we curious
a.
abo ut some topics To obtain instruction how to perform some tasks for our wo rk or d aily
b.
life e.g. knowing how appliance works To keep in to uch with friends by correspo ndence or to derstand
c.
business letters To kno w wh en or where something will take place o r what is available
d.
To know what is happening or has hap pened as reported in
e.
newspapers, magazines, and reporters For enjo yment or excitement
f.
Other linguist proposed th e purpose of reading in term the purpose of reading is finding main idea, finding supporting detai , grasping the authors
plan of organizatio n, following a sequence of event or tho ught an d critically app rising the authors work.”
10
It means that peop le read in order to com prehend what they are reading, and it can be sim ply aid that
com prehension is findin g the m ain idea or general mean ng o f th e tex t. Getting the main id ea eases the reader to understand or to interpret the message meant
by the writer. Moreover, getting the main idea makes the reader effectively uses the time as efficient as possible. A reader does not n eed to read all the
passages thoroughly wh ich wastes much time. W ithout looking at all the words or senten ces of a paragraph sh ehe can predict what is go ing on th e
nex t, even con clude the whole passages.
There are many ways proposed by some linguist to ease ents in learning English. They look for th e best way by which tudents get wh at it is
called “commu nicative ability”. Studen ts are hoped to e able to communicate
10
Direct Instruction Reading
Genre of Reading Texts
3.
11
Rudi Hartono, SS., M. Pd., Unpublished, Semarang Stated
University English Department Faculty of Language and 2005, p.64 Mark Aderson and Kathy Anderson,
Australia: MacMillan, 1997, p.1
Mildred L Larson, A Guide to Cross Language
Equivalence, Boston: University Press, 1984, p.365-366 Rudi Hartono, SS., M. P d.,
p.35
whether at spoken or written language. At the English lls; listening, speaking, reading, and writing, particularly at readin that the writer is go ing to
propose some linguists recognize kinds of texts known as gen re of texts. Genre is a term which leads to the kinds of texts that has many different
characteristics. Text is a too l of commu nication conn ectin g the writers purpose to the reader. Rudi Hartono said that “wh en wo ds are put together to
com municate a meaning, a piece of text is created. Tex s a unit of mean ing which is coh erent and app rop riate for its con text”.
11
Similar with Hartono, Mark Anderson and Kathy Anderson gave a clear definiti o f text “texts are
pieces of spoken or written language created for a particular purpose. W hen we spo ke or write, we create text. W hen we listen , read or view text, we
interpret them for meaning”.
12
It can be said that text is a media of communication b en the writer and th e reader, and the speaker and the listener. Due to the i portance of text or genre
in the English teaching, stu dents need to know the variety of reading material to wid e their knowledge of langu age. Students need the op ortu nity to exp lore
various genre texts as a part o f the process of their readin g development to learn and explore the strategies from many differen t kinds of texts in to a single story
or idea. There are m any kinds o f genre such as narrative, descriptive, recoun t,
etc. Larson distinguishes seven basic genres to be discussed: narrative, procedural, expository, hortato ry, descriptive, repartee, and dialogue
13
. Wh ile Rudi Harto no divid es genres into recount, report, an al tical Exposition, news
item , anecdote, narrative, procedure, description, hortatory exposition, exp lanation, discussio n, review, and commentary
14
These various kind s of genres have to be proposed to the studen ts gradually
11 12
13 14
Genre of Texts, Text Types in E nglish 2,
Meanind-based T ranslation: Genre of T exts….
12
A. Joan Gryel, India Cooper, Gallaghor, Judith, Jhonson, O. Mary and Joyce eds Senn,
Chicago: World Book, 1995, p.214
Mark Anderson and Kathy Anderson, English Australia: McMillan,
1997, p.26
based on their y ear and grade. Besides genre enriches tuden ts vocabulary, it is also a way to press students boring if they have to read the same kind of texts
everyday . By having genres students will find differen situation while read ing them . In narrative for example, students read th e text while have a laugh or
even cry fo r a minute because of the story they are reading. On the other hand, in descriptive, students try to imagine something they ind while reading it. And
it is very im portant to make connection between stu den minds and writers purpose.
Descriptive Text
a.
Descriptive text differs fro m narrative tex t. If narrative tells a series of sto ry, descriptive describes a particular pe , place or thing. It is
more factual rather than fictive. Grygel say s that des ptive text paints word p ictures f particular people, places, or things
15
According to Mark and Kathy And erson, the purpose of descriptive text is to tell about the sub ject by describing its features with out
including p erson al opin ions
16
. Thus, d escriptive tells abo ut features of person, place or thing in such a way it is. It is inte ded to make reader feel
like she or he is part of the experience presented on the text. There can also be a final concluding section that signals the end of the descriptio n.
Table.2.1
15 16
The World Book of Word Power: Writing and Speaking, T ext Types 3,
The characteris tics of Des criptive, Recount, and Narra ve Texts
4.
13
Mark Anderson and Kathy Anderson…..p.35
Characteristics of Descriptive Tex t
Social
functio ns To describe a particular person, place or thing
Schematic structures
Identification, description. Linguistic
features Focu s on specific p articipants
Use of attributive and identifyin g processes Frequent use of ep ithets and classifier in
nominal groups Use of simple present
The examp le of Descriptive Text: Kitty , My Cute Cat
One of the most interesting and ado rable an imals in th world is a cat. I have a little cute cat, I cal it Kitty. It is so small nd fat. I like its fur b ecause
it is so smooth and it has two colors, yellow and brown. Her mother left it my garden at night.
Kitty is so active. She always follows me wh erever I go. She never bites any one, she always sleeps in my bed. Sh e likes eating ish and meat but
she doesnt like drinking milk. I love Kitty very much She is getting prettier day by day and gro ws up very fast.
For more d etail information about the text see appendi 1 Recoun t Text
b.
Wh en a person tells wh at she or he did yesterd ay wh eth t is presented in written or spoken form, it is called recount. A recount is a
piece o f text that retells past events, usually in the ord er in which they hap pened
17
. It begins by telling the reader who was involved, wh at
17
♦ ♦
♦
♦
14
hap pened, where the event took place and when it happe ed. The sequen ce o f events is then described in some sort order e.g. time. There
migh t be a summary at the end of the story, usually it tells wh at the writer feels; happy, satisfied, sad , etc.
The purpose of reco unt is to provide the audience with a description of what occurred an d when it occurred. Al ough recoun t tells
abo ut past events, it differs from narrative. Recou nt only tells chain of events in wh ich there are no co mplication an d resoluti .
Table.2.2
Characteristics of Recount Text Social functions
To retell events for the purpose of informing or entertaining
Schematic structures
Orientation, events, reorientation Linguistic
features Focu s on individual participan ts
Use of past tense Focu s on tem poral sequence of
events Use of material or action clauses
The examp le of Recount Text: The Swimming Competition
Last year I particip ated in a swimm ing co mpetition at sri swimming pool. It was held to commemorate the 50
th
anniversary of m y sch ool. My friends and I went to the swimming pool by car.
Wh en I arrived there, th e committee told us to sit in big hall. There were man y other participants waiting at the hall. They came o m many different
schools. The first race was the b utterfly stroke. I finished in the second place and
won a silver medal. My next race was the freesty le. I came in third, so I got a bro nze medal.
Later, my friend competed in the b ackstroke and he won Our friends
♦ ♦
♦
♦
15
Chatman, S. and B. Atterbery, New York: Mcmillan, 1993
p.15
cheered so h ard for our team that they nearly lost the r voices. W e were so tired after the competition that we fell asleep in th e car.
It was the first time I had taken part in a swimming com petition. I was so hap py because I won two medals.
For more d etail information about the text above see a pendix 2 Narrative Text
c.
Narrative is a kind of text which presents series of s . It begins with orientation and ends by resolution . Gen erally narrative text tells about
legends, tales, or imaginative stories. According to Chatman, narrative is the telling of a story or com munication of a chain of events, fictive or real.
Aspects of n arrative include how the story is told, th con text in which it is presented, and the construction of the story
18
.
The purpose of narrative text is to amuse or entertain e reader. In narrative the readers are presen ted interested story i which there are
con flicts and resolutio n of the conflicts. If the read rs don n ot read fu lly the text, they will be very curio us of the end of the story or how the main
character solves the problem. As its function to amuse or entertain the reader there must be
problems in narrative. This makes the story presented by narrative interestin g and exciting to read. Thus, by reading narrative tex t students are
exp ected to be keen on reading and tireless on doing i Besides, this text recognizes students to the cultural aspect of language which can enrich
students kn owledge of language.
Table.2.3
Characteristics of Narrative Text
Social
functio ns To amuse, entertain and deal with actual
or various experience in different way s
18
Reading Narrative F iction,
16
Schematic structures
Orientation, evaluation, complication, resolution, re-orientation.
Linguistic features
Focu s on specific p articipants Use of past tense
Use of temporal conjunctions and temp oral circumstances
Use of material or action processes Use
of relation al
and mental
processes The examp le of narrative text:
A W olf and a Crane One day a wolf was having his din ner. He was so greedy e ate so quickly
that a bone stuck in his throat. He tried hard to get t out, but he failed . Then he went to a crane and said: “ Good morning Miss Crane. Will y ou
help me to do so mething?” “W hat can I do for yo u, Mr. Wolf?” asked the Crane. “ I have a bone stuck
in my throat. You have a long b ill, so you can get it out.” said the wolf. “If you d o it for me, I will give yo u a reward”, he ad ed. “ Let me try”, said
the crane. “It is not difficu lt to do it.” The wolf opened his mouth widely. The crane put her in and drew out the
bone. “Now will you give your reward, please?”
“Reward?” said the wolf. “Dont talk about that. You s ould be thankfu l to me. Although you put your head into my mouth , I didn t bite it off. What
more d o you want?”
For more d etail information about the text above see a pendix 3
English is a tool to co mmunicate in spoken and written Commu nicate means to comp rehend an d to ex press many informatio n, taught, feeling and
also to d evelop stu dents science, tech nology, and cul ing language itself.
♦ ♦
♦
♦ ♦
Curriculum
B.
The 2006 National Curriculum
1.
17
The ab ility to communicate generally means the verbal ility . In education matter, English is used as a too l to commun icate in order to access all
information, and in daily matter as a tool to increase interpersonal, exchange information and also to comp rehend langu ages esthetic in English culture.
Curriculum always ch anges, as the students need s also always change from time to time in accordan ce with the changing of the science and
technology . Therefore, to meet the stud ents need, the 1994 Curriculum has been replaced by the 2004 Curriculum or Competency Bas Curriculu m, and
then it is replaced by the 2006 Curriculum which is kn n as KTSP or School Based Curriculum . This n ew
curriculum has been applied in Indonesian cities since the 2006 academic year. In KTSP, English subject has a function as a mean to communicate for
accessing the information and in the d aily life regard to build in terpersonal relation, to exch ange in formation, and also to enjoy the esthetic the English
culture.
The instructional materials should be sp ecific, clear, accurate, and up to date. And the fo ur competences sh ould be delivered b y tegrated and
meaningfuln ess. The Guideline for English Textboo k Assessment for Junior High Schoo l Based on 2006 English Curricu lum decided for tex tbook material
coverage should consist of several aspects, they are as follows: The material should be in lin e with curriculum recomme ded and
a.
standard competences are th at discourse competence, li guistic com petence, socio cultural co mpeten ce, and strategic c petence
should be presen ted. Th erefore, approach educationally and socially acceptable to the target community.
The actional comp etencies listening, speaking, readin and writing
b.
or at least it combin es b etween two language co mponents should be presented b y integrated and fluency practice in all ills.
The materials should be coverage of varied genre, and ey should
b.
Kurikulum Tingkat Satuan Pendidikan
18
Alwasilah, Jakarta: P usat Perbukuan Departemen Pendidikan Nasional, p.27-28.
be appropriate with systematically coverage of syllabu s
19
.
The materials comprise the aspects of linguistic co mpeten ce pho nology, gram mar, vocabulary and sem antic, these are groups un er the
headings coverage, tex ts, tasks, activities, exercise early organized and graded sequence by d ifficulty.
Varied topics and tasks, so as to provide for differen earner levels, learning style, interest. Furthermo re, they encourage learn ers to
develop own learning strategies an d to become independ t in their learning.
The material coverage is that scientific knowledge, skills and behavio r th at support in acquiring life skills.
There are also three major functions o f language: ideational, interpersonal and textual. Ideational function serves to construct i ea and con vey
information; in terpersonal functio n enables peop le to stab lish and maintain relationships between tem; textual functio n serves to ate coherent and
coh esive written or spoken texts. From the pedagogical perspective, language development should lead stu dents to be able to ex press ideational meaning,
interpersonal m eaning, and textual meaning. In this curriculum, meaning is reflected in the basic competence principle of each skill such as ideational
functio n dominates written language, interpersonal fun tion domin ates spo ken language and textual fu nction will reflect in both lan uage mo des in term in
language settin g. There are two kinds of co ntext in th s language function: cultural con text and situation al contexts. A cultural ontext bears a variety of
texts which people know and accept, fo r ex ample, when eople hear recipe they will imagine the setting and the language which gen erally used in recipe
in their cultu re. Simply put, a cultural contex t bears variety of genre. The objectives of teaching English at Junio r High School inclu ded MTs
based on 2006 English Curriculum are as follows: To d evelop communication skill in English written and . It
a.
19
Pedoman Penulisan Buku Teks Pelajaran Bahsa Inggris SMP?M ts dan SM A?M A,
19
Depdiknas, …, P. 131.
com prehend s listening, speaking, reading and writing. To increase the co nsciousn ess about the meant and important of
b.
English as one of foreign langu age used most in the world. To develop students comp rehension about the relatio n of language
and culture. Therefore students will have knowledge ab ross culture and take part in it
20
.
The national curriculum provides the gen res of th e tex and th eir characteristics as well. Genres m entioned in the curri u m are descriptive,
recount, and narrative which are used for the second y o f ju nior high school.
Table.2.4
Standar Kompetensi Bahasa In ggris pada keterampilan Membaca Kelas 2 SMP
Tahun 2006
Memahami makna teks tu lis fungsional dan esei pendek
sederhana berb entuk
dan yan g
berkaitan dengan
lingkungan sekitar Membaca nyaring bermakna teks
1.1
tulis fungsional
dan esei
berbentuk dan
pendek dan sederhana den gan u capan, tekanan dan
intonasi yang berterima y ang berkaitan
dengan lingkun gan
sekitar Merespon makna dalam teks tulis
1.2
fungsional pendek
sederhana secara akurat, lancar d an berterima
yan g berkaitan dengan lingkun gan sekitar
Merespon makna dan langkah
1.3
retorika dalam
esei pen dek
sederhana secara aku rat, lancar dan berterima yang berkaitan
den gan lingkun gan sekitar dalam teks b erbentuk
dan
20
Standar Kompetensi
descriptive recoun t
descriptive recoun t
descriptive recoun t
Standar Kompetens i Kompetensi Dasar
Membaca
1.
20
Memahami makna dalam esei
pendek sederhana
berbentuk dan
untuk berinteraksi den gan lingkungan sekitar
Membaca nyaring bermakna teks
