52 define content analysis as ‗a research method applied to written or visual materials
for the purpose of identifying specified characteristics of the material‘. In other words, analyzing text either in the form of written or visual in order to find out its
characteristics is doing a content analysis study. To add, as the objects of the analysis can be written or visual ones, thus the object of the analysis can be
textbooks, newspapers, web pages, speeches, television programs, advertisements, or any other types of documents.
B. Research Object
The objects of this study are two English textbooks of senior high school namely Pathway to English by M. Sudarwati and Eudia Grace which was
published by Erlangga Publisher Company and an English textbook entitled Talk Active by Mulyono and Lanny Kurniawan which was published by Yudhistira
Publisher Company. Both books were selected because both books were the only textbooks sold in the market which use curriculum 2013, the current curriculum in
Indonesia educational system, in senior high school level. Since the objects of this study are textbooks, the data were in the form of text, both monologue and
dialogue.
C. Research Instrument
The primary instrument used for data collection in content analysis is the researcher him- or herself Ary, Jacobs, and Sorensen, 2010: 421. Thus, the result
of this study would be of subjective. However, Merriam 2009: 15 argues that human instrument will be the dial means of data collection because human
53 instrument is able to be responsive and adaptive when gathering the data. Thus, in
this study, the researcher himself was the main instrument in collecting and analyzing the data. However, to help the researcher in conducting the research, the
researcher also used tables of checklists as secondary instruments which were adopted from Vellenga 2004, Peiying 2007, and Wichien and Aksornjarung
2011. The tables can be seen in appendices.
D. Data Gathering Techniques
As mentioned before, this study is categorized as a content analysis which uses text as the main source of data. According to Feez and Joyce 2002:4, ―a
text is any stretch of language which is held together cohesively through meaning‖. Thus, the data in this study were in the form of written or printed
materials. In addition, as the nature of pragmatic study is spoken texts, then the researcher excluded all texts which do not belong to English spoken text in nature
for instance; recount text, narrative, procedure, etc which exists in reading and writing activities. In other words, the data of this study only covered speaking
and listening activities which focus on pragmatic treatment in both textbooks. To add, in this study the researcher only took the data on the surface level
of pragmatic. The data covered in this study are the data which are explicitly provided as the basis for teaching and learning materials in the classroom. Any
information on pragmatic which lies deeply in the dialogues or conversations provided in each unit are not included as the data in this study. In other words, not
all of the dialogues in the textbooks were investigated to find out implicit
54 pragmatic features such as the styles, politeness, speech act, and cultural
information in a dialogue. As mentioned earlier, the unit per unit analysis was done. First of all, the
researcher defined the six pragmatic features of English textbook based on the established definitions in Chapter II. When these definitions were clear, then the
researcher started collecting the data by matching the criteria of each feature and then classified them according to their classifications. For example, the speech act
information consists of three points, e.g. types of speech act, number of linguistic forms, and types of activities or tasks. So, first of all, the researcher started
highlighting every type of speech act that was found in the Communication Steps for Talk Active and Remember for Path Way to English as shown in figures below.
Under those sections, the types of speech act were explicitly mentioned.
Figure 3. 1: Speech Act Information in Talk Active
55
Figure 3. 2: Speech Act Information in Pathway to English The linguistic forms to express a certain speech act were also presented
inside those sections as can be seen in two figures above. The linguistic forms of such kind of speech act were orderly listed down inside those sections. So, the
researcher just needed to count those linguistic forms one by one then recorded the result into the table analysis of speech act as shown in Table 3.1 below. For
types of the activities, the researcher just copied and pasted the language instructions given in every learning step provided in the textbooks. The language
instruction was easily identified since it was numbered and presented in bold. Table 3.1: Table Analysis of Speech Act Information
Units Types of
Speech Act Number of
Linguistic Forms Language Instruction
Number of Pages
Note:
Number of Linguistic Forms: Number of expression given for each speech act Number of Pages : Number of pages where the speech act appears in the textbook
56 Similar technique was also applied to the other types of pragmatic
features. Every single information which was related to the explicit instruction of politeness, register, usage, styles, and cultural information was highlighted in the
textbooks, then was counted and given description on the richness of the information they contained. The page number where the features appeared was
also noted in order to make the researcher easy to crosscheck the features. Such kind of records was put into the table analysis which can be seen in Table 3.2
below. Table 3.2: Form of Table Analysis for Features of Pragmatic Information
Note:
Piece of Information : Quotation Printscreen of the feature
Explanation : comments on the feature
When all of the content of the textbooks had been coded according to the
established definition, then the pragmatic features identified in the text based on each unit were coded and quantified in the table by using 1one for presence of
the features or 0 zero for absence of the features.
Features of Pragmatic
Information Location
Piece of Information
Explanation
Book Unit
Page No.
57
Table 3.3: Form of Table Checklist Summary
Number TopicsUnits
Pragmatic Features
Sp ee
ch A ct
Inf or
m a
ti on
Poli tene
ss Styl
es U
sage R
egi st
er C
ult ura
l
Infor m
a ti
on
Total
Percentage
When all of the information about respective features has been gathered, then each feature was calculated. After being calculated, then the result of
respective feature which is recorded in ‗total‘ row was divided by the number of units or chapters, and then was multiplied by 10. The result of this calculation was
the percentage of the features in the textbooks. To assess the dependability or reliability, the researcher applied intrarater
method. According to Ari, Jacob, Sorensen, and Razavieh 2010: 503, intrarater method is ―a code- recode strategy in which a researcher codes the data, leaves the
analysis for a period of time, and then comes back and recodes the data and compares the two sets of coded materials‖. Thus, the researcher coded the data
twice. The first was on October 2013, and the second one was on March to April 2014. The results were closely the same. In the second code, the researcher found
two new features in a textbook. The rests were still the same.
58
E. Data Analysis Technique
