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E. Data Analysis Technique
To answer the research questions addressed, the data which had been collected were analyzed for pragmatic features in the content both quantitatively
and qualitatively. Quantitative data focused on the number of features of pragmatic information and the variety of pragmatic information contained in the
textbooks. Whereas the qualitative data focused on the quality of pragmatic information and the level of the richness of pragmatic information contained in
the textbooks. Features of Pragmatic Information of the textbooks were distinguished based on the categories adapted from the work of Vellenga 2004
and Wichien and Aksornjarung 2011 e.g speech act information, politeness, usage, style, register, and cultural information.
To answer research question 1, the data collected from unit per unit analysis were systemized by using table analysis. Then the data were examined
whether all the pragmatic information features were presented in both English textbooks or not. Then the details of each feature were reported in the form of
description. To answer research question 2, the researcher applied library study. Here,
the qualitative data which were gathered from the description of respective pragmatic information then were crosschecked with the theories of pragmatic
competence as well as language learning; i.g explicit learning theory and its counterpart. Such library study was meant to find the interrelationship between
the pragmatic information appeared in the textbooks and the pragmatic competence in supporting the development of learners‘ pragmatic competence.
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F. Research Procedures
This section will discuss concrete steps in doing this research. The steps of this research procedure were adapted from the model of content analysis from
Ary, Jacobs, and Sorensen 2010. The steps of the research procedure are as follows.
1. Specifying Phenomena to be Investigated
As mentioned in chapter I, the researcher feels confident in researching the phenomena on pragmatic features contained in English textbooks for Senior High
School. The phenomena being analyzed in this study were speech act information, politeness, styles, usage, register, and cultural information.
2. Selecting Textbooks
After specifying the phenomena to be investigated, then the researcher selected textbooks that would be analyzed. In this step, the researcher firstly
established the main reason and consideration why he chose such textbooks. Here, the researcher determined the first consideration in choosing the textbooks as the
source of data was based on the current curriculum implemented by the government. It was found out that the current curriculum implemented is
curriculum 2013. Based on the survey done by the researcher in 2013, there have been only two published English textbooks sold in the market namely Talk Active
for grade X students and A Pathway to English for grade X students. Based on this reason, the researcher determined the selected English textbooks. In addition, the
former textbook was published by Yudhistira publisher and the later was published by Erlangga publisher.
60 3.
Collecting the Data After selecting the textbooks, then the researcher started collecting the data
by analyzing unit by unit of the text in both textbooks. Every relevant phenomena that researcher found when reading line by line of the books was coded either by
underlining the phenomena or just giving a check mark. After that, those all phenomena found during thorough reading process were tabulated in table
analysis. To make it clear, now allow me to give an example of pragmatic features,
speech act information. Speech act information covers 3 aspects i.e types of speech act, linguistic forms, and activities. First of all, the researcher put a tick
against the sentences which showed the types of speech act, lists of linguistic forms, and the instructions of the activities in the unit being analyzed. This was
done page by page analysis to every unit of the books being analyzed. For other features like usage, register, etc, the researcher also applied the same technique in
collecting the data. The researcher only put a thick on the information which showed these features. For instance, when the researcher found the grammatical
explanation about how to form a particular speech act correctly, then the researcher just put a mark against the information and named the information with
‗usage‘ because this type of information is categorized as one of pragmatic features.
4. Organizing the Data
The data which have been coded then will be organized by using table analysis. In other words, the data will be transferred into table analysis. All data
61 which has been ticked in the previous step were scanned and converted into JPG
format. Then the data which has been converted into JPG format was inserted into the tables according to their own categories. The tittle of the book and page
number were also given when it was possible. The form of tables used in this study can be seen in Table 3.2 and Table 3.3 that have been presented in the
previous section. The table of checklists is meant to make the data well organized since it is organized based on the features of text books for each unit.
5. Analysing and Interpreting the Data
The fifth step is analyzing the data. In this step, the text was scrutinized line-by-line bases. All of the features of pragmatic information which have been
transferred into the table analysis were counted arithmetically and also described. To summarize whether the features exist in the unit or not, the mark
√ was given to indicate the presence of the feature in the unit, while the mark x
was given to indicate the absence of the feature in the unit. Then, those check marks were scored or quantified. Mark
√ was scored 1, and mark x was scored 0. Finally, those scores were calculated based on respective features and then
divided by the number of chapters in the textbook and multiplied by 100. The result is the percentage of the existence of the features in the textbooks.
The more pragmatic features are found in the textbooks, the better the textbooks can help learners in acquiring pragmatic competence. After the number
of every pragmatic feature was found, then the findings were crossed referenced with the theory of pragmatic competence as well as other theories that have been
reviewed in the previous chapter. In this step, the researcher tried to explain the
62 contribution of pragmatic features to the pragmatic competence. In addition, he
also tried to figure out how the features can help learners to acquire pragmatic competence. To add, some supported evidences from the data were also presented
here. After that, a conclusion was drown based on the analyzed data. 6.
Presenting and Reporting the Result The last step is presenting and reporting the result of this study. All
features which were found in both English textbooks were tabulated systematically in the tables attached in the appendices. Then, in the discussion
session, the researcher picked one or two examples of respective features found in the textbooks as the representation how those features appeared in the textbooks
as the evidences and topics for discussion. The examples were scanned and then they were inserted into the discussion session according to respective features. To
make it clear, the following figure is the representation on how the researcher presented the examples.
Figure 3. 3: A sample on how the features were presented in the report After scanning and inserting the example into the discussion session
according to respective feature, then researcher gave comments on the figure. The
63 comments covered the description of the feature and also explanation on the
relevance of the feature to pragmatic competence. The descriptions and explanations were given in more detail and deeper in order to get a reliable data.
The whole process and procedures that had been gone through in this study were reported in the form of a thesis. The report was written systematically
following the thesis guidelines issued by the Graduate Program of English Language Study Sanata Dharma University.
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CHAPTER IV FINDINGS AND DISCUSSION
Kategori