this file 4636 8960 1 SM
Journal of English and Education 2016, 4(2), 115-123
AN ANALYSIS OF NARRATIVE TEXTS IN TEXTBOOKS
USED BY EIGHTH GRADE STUDENTS
(Systemic Functional Linguistics Perspective)
Veronika Titin Suhartini
veronikasuhart30@gmail.com
Department of English Education, Indonesia University of Education
Abstract: This paper entitled “Analysis of Narrative Texts in Textbooks Used by
Eighth grade Students (Systemic Functional Linguistics Perspective)” is aimed to
reveal to what extent Narrative texts in two selected English textbooks fulfill the
criteria of Narrative text and to find out the similarities and differences of
Narrative texts between two selected English textbooks. The study employed
descriptive qualitative method. The data were in this study were six Narrative
texts taken from two selected textbooks. The data analysis was done by
investigating schematic structure, social purpose and linguistic features by using
Transitivity system. The results of analysis show that in some extent (1) four out
of six Narrative texts have fulfilled the schematic structure criteria namely
Orientation, Complication, and Resolution; (2) five out of six Narrative texts
fulfill the social purposes; and (3) six out of six Narrative texts fulfill the
linguistic features. To sum up, Narrative texts in two textbooks are similar in
terms of linguistic features and process types, whereas the differences were found
in terms of social purpose and schematic structure.
Keywords: Narrative text, SFL, Transitivity system, linguistic features, schematic
structure, social purpose
In addition, since the Educational
Introduction
Unit
Texts are important means of
Curriculum
(KTSP)
2006
education since texts are used as
requires eighth grade students to
educational materials in schools and
comprehend
have a crucial place in language
textbook that is used for educational
education. There are several types of
purpose should orient towards the
text
National
such
as
Recount,
Report,
Narrative
Curriculum,
text,
and
English
Narrative
textbook that is used for teaching
and Descriptive texts (Christie &
learning process should provide a
Derewianka,
good example of Narrative text.
Exposition,
Discussion,
2010;
Knapp
&
Therefore, to discover the quality of
Watkins, 2005; Emilia, 2011).
115
Veronika Titin Suhartini
An Analysis of Narrative Texts in Textbooks Used by Eighth Grade Students
(Systemic Functional Linguistics Perspective)
textbook,
(Knapp & Watkins, 2005; Gerot &
Narrative texts in the textbook can be
Wignell, 1994). The character can be
analyzed
a person, animal, plant or thing
language
content
by
in
using
experiential
metafunction in Systemic Functional
(Christie
Linguistic (SFL) framework since it
Knapp & Watkins, 2005; Emilia,
views how language is used to
2011). It aims to entertain, to get and
construe the meaning in social
retain the attention of the reader or
settings
SFL,
listener of the story, to teach lesson,
especially Transitivity system, is used
to explore social values and moral
as a tool to analyze the Narrative
values (Gerot & Wignell, 1994;
texts because it perceives language
Emilia, 2004). The simple structure
not only as a set of rules but also
of the narrative text is orientation,
concerns on how language serves as
complication, and resolution (Gerot
a
and
& Wignell, 1994; Knapp & Watkins,
meaning
2015). Some linguistic features of the
(Halliday,
resource
exchanging
for
2004).
making
system
of
&
Derewianka,
2010;
narrative texts are presented as
(Halliday, 2004; Eggins, 2004).
This study is aimed to analyze
follows (adapted from Emilia, 2004;
Narrative texts in two selected
Primary National Strategy; Knapp &
English textbooks used by eighth
Watkins, 2015; p. 321; Gerot &
grade students by using Transitivity
Wignel, 1994, p.16):
a.
system. This study is expected to
The story is written in the
discover whether the texts have
first person (I, we) or third
fulfilled the criteria as a good
person (she, he, and they).
b.
example of Narrative texts in terms
of
social
purpose,
The verbs are in past tense.
For example: One day a
schematic
man and his son went to the
structure and linguistic features.
jungle to hunt deer.
c.
Literature Review
Chronological
(plot
or
Narrative text is a type of text
content have a chronology
talking about a series of event that
of events that happened in a
happened to a person or a character
particular order). So
116
Journal of English and Education 2016, 4(2), 115-123
that it is sequenced in time
Partici
Proc Partici
Circumst
and use time connectives;
pant
ess
pant
ances
The
Play
footbal
in
l
yard.
once upon a time, after a
while,
then,
finally.
Connectives are widely used
to move the narrative along
boys
the
and to affect the reader.
d.
Main
participants
are
characters with recognizable
qualities, are often specific
Methodology
and individual
e.
The method used in this study
The processes that mostly
was
occur in this kind of text is
texts derived from two selected
in narrative texts, Transitivity system
English textbooks used for eighth
is used as a tool for analyzing
grade students. The focus of the
processes that emerged in the text.
study is on analyzing Narrative texts
Transitivity system has six types of
chosen from two selected English
processes (Halliday, 2004; Eggins,
textbooks.
2004; Emilia, 2014). Those processes
mental,
There
were
three
Narrative texts from each textbook
verbal,
that
relational, behavioral, and existential.
were
analyzed
using
SFL
framework in order to identify their
All these types are different and have
criteria in term of social purpose,
their own grammar. Each process in
schematic structure and linguistic
transitivity system consists of three
principle components
using
subject of this study was Narrative
Since there are some processes exist
material,
method
document analysis technique. The
material, verbal and mental.
are
qualitative
features.
which are
process, participant and circumstance
(Halliday,
2004;
Eggins,
Data Presentation and Discussion
2004;
In terms of social purpose,
Emilia, 2014). Below is an example
five out of six Narrative texts have
of processes:
117
Veronika Titin Suhartini
An Analysis of Narrative Texts in Textbooks Used by Eighth Grade Students
(Systemic Functional Linguistics Perspective)
fulfilled the criteria as a Narrative
not fulfill the criteria of schematic
text. There are two social purposes
structure as suggested by Christie
of Narrative text; to entertain the
and
reader and to tell an imaginary story.
(2010), Knapp and Watkins (2005)
All texts from two selected textbooks
since it only provided two out of
have fulfilled the first social purpose.
three elements which are Orientation
They can entertain the readers and
and Complication. Moreover, from
telling stories in a sequence of events
textbook, there is Text 6 which also
(Gerrot & Wignel, 1996; Knapp &
has not met the fulfillment of
Watkins, 2005). For the second
schematic structure since it did not
social purpose, five out of six
provide appropriate Orientation.
Derewianka
(2010),
Emilia
Narrative texts have achieved the
In terms of linguistic features,
criteria to tell an imaginary story
it is demonstrated that Narrative texts
since the characters are animal. Text
from both Textbook A and Textbook
1 from textbook A did not reach the
B
second social purpose of narrative
appropriate
text, to tell an imaginary story,
required by Narrative texts such as
because the character, the events, and
the use of time connectives, specific
the place were not imaginary or real.
participant, Past Tense, and the
In
term
of
have
already
employed
linguistic
the
features
existence of material, verbal and
schematic
structure, the research shows that
mental processes (Halliday, 2004).
four from six texts have fulfilled
From
the
analysis
and
three elements of Narrative text
explanation above, it is found that
which are Orientation, Complication,
Narrative texts from both textbooks
and Resolution (Knapp & Watkins,
provide similarities and differences.
2015).
six
For the similarities, it is found that
Narrative texts, Text 2 derived from
all Narrative texts derived from
Textbook A did not provide any
Textbook A and Textbook B are
However,
Resolution
which
from
the
indicates
the
written in third person point of view
problem is not solved and the story
since
has not come to an end. Text 2 did
participants
118
all
of
the
have
characters
proper
or
name
Journal of English and Education 2016, 4(2), 115-123
(Halliday, 2004). Besides that, the
can be seen from the table above, it
similarities between Textbook A and
is clearly seen that all of Narrative
Textbook B can be found in the
texts have provided the processes
process type and the linguistic
that are required by Narrative texts
features of the Narrative text. The
which are material, mental, and
description
verbal
is
presented
in
the
processes
(Christie
&
Derewianka, 2010; Halliday, 2004;
following table.
Gerot & Wignell, 1996). Besides the
Table 1 Process Types of Narrative
processes required, there is also an
texts in Textbook A and Textbook
occurrence of other processes such as
B
relational and existential processes.
Textbook B
Relational processes are processes of
Te Te Te Te Te Te
being (Halliday, 2004, Emilia, 2014)
xt
xt
xt
xt
xt
xt
while
1
2
3
4
5
6
processes that represent experience
14
2
9
15
15
7
which shows that something exists or
Textbook A
Mater
6
1
2
0
5
occur in Orientation. It similarly
2
3
5
2
1
happened in all of Narrative texts in
1
two
l
Relati
10
5
1
3
3
of
In
addition,
Narrative
the
texts
between Textbook A and Textbook
6
3
1
2
0
B can be found in the linguistic
0
features as can be seen from the table
ioral
Existe
textbook.
similarities
5
onal
Behav
are
2014). These existential processes
8
l
Verba
processes
happens (Halliday, 2004; Emilia,
ial
Menta
existential
1
1
1
1
1
below.
1
ntial
Table
1
presents
the
similarities of Narrative texts found
in Textbook A and Textbook B. As
119
Veronika Titin Suhartini
An Analysis of Narrative Texts in Textbooks Used by Eighth Grade Students
(Systemic Functional Linguistics Perspective)
consists
Table 2. Linguistic features of
participant,
Narrative texts in Textbook A and
three
process
circumstance.
Textbook B
Time
of
In
elements;
itself,
and
addition,
the
Textbook A Textbook B
Narrative texts in two selected
Te Te Te Te Te Te
textbook have used past tense as the
xt
xt
xt
xt
xt
xt
verb in each clause.
1
2
3
4
5
6
Apart from the similarities,
√
√
√
√
√
√
there are also differences found in
connec
the Narrative texts between Textbook
tives
A and Textbook B. Narrative texts in
Specifi
√
√
√
√
√
√
both selected textbooks are different
c
in term of schematic structure and
Partici
social purpose. The analysis of
pants
schematic structure in Narrative texts
Past
√
√
√
√
√
√
from Textbook A and Textbook B is
presented in the table below.
Tense
Table 3. The Schematic structure
of Narrative texts in Textbook A
Table 2 reveals that all of
and Textbook B
Narrative texts in Textbook A and
Textbook B have achieved all criteria
Orient
Compli
Resol
of linguistic features. Narrative texts
ation
cation
ution
in both selected textbooks have used
T
the time connectives which shows
ex
the story is written chronologically
t1
2005).
Text
T
Moreover, all of Narrative texts also
book
ex
employed the specific participants.
A
t2
(Knapp
&
Watkins,
This is related to the processes
T
occurred in the texts. As mentioned
ex
by Halliday (1994, cited in Emilia,
t3
2014, p. 150) that process usually
120
√
√
√
√
√
-
√
√
√
Journal of English and Education 2016, 4(2), 115-123
Table 4. The Social purpose of
T
√
ex
√
√
Narrative texts in Textbook A and
Textbook B
t4
Text
T
book
ex
B
t5
√
√
Purpo
√
Textbook B
Te
Te
Te
Te
Te
Te
xt
xt
xt
xt
xt
xt
1
2
3
4
5
6
√
√
√
√
√
√
-
√
√
√
√
√
ses
T
ex
√
-
√
t6
To
entert
Table 3 demonstrates the
difference of Narrative texts between
ain
two
the
selected
English
textbooks.
From the table, it is shown that one
reader
out of three Narrative texts in
To
textbook
tell an
A
did
not
provide
Resolution. Meanwhile, in Textbook
imagi
B there is one Narrative text did not
nary
achieve the criteria of Orientation.
story
Moreover,
Textbook A
Narrative
texts
in
Table
Textbook A and Textbook B are
4
indicates
that
different in term of social purpose.
Narrative texts in Textbook A and
The
Textbook B have achieved the first
analysis
of
difference
is
purpose of Narrative texts which is to
presented in the following table.
entertain
the
reader
(Knapp
&
Watkins, 2005). It is obtained from
the
stories
which
are
written
chronologically and intended to tell a
story
in
sequence
of
events.
However, there is a Narrative
texts in Textbook A that does not
121
Veronika Titin Suhartini
An Analysis of Narrative Texts in Textbooks Used by Eighth Grade Students
(Systemic Functional Linguistics Perspective)
achieve
the second
of
criteria of Narrative texts in terms of
Narrative text which is to tell an
schematic structure, social purpose
imaginary story. There are some
and linguistic features. The Narrative
criteria for Narrative text to be
texts between two textbooks also
identified as an imaginary story. It is
show differences and similarities.
seen from the imaginative characters,
Narrative texts in textbook A and
events,
the
textbook B are similar in terms of
characters of Text 2, 3, 4, 5, and 6
linguistic features and process types.
are animals which can be categorized
However, Narrative texts in textbook
as
A and B are different in terms of
and
places.
imaginative
purpose
Since
character,
the
characters of Text 1 are real human
social
and did not indicate any imaginative
structure since one of three texts in
character so that Text 1 did not tell
Textbook
an imaginary story
Resolution while one of three text in
From the description, it can
and
purpose
A
did
schematic
not
provide
Textbook B did not provide the
be inferred that Narrative texts in
Orientation.
Textbook A and Textbook B have
shown similarities and differences.
References
Narrative texts in Textbook A and B
Christie, F., & Derewianka, B.
are similar in terms of Process Types
(2010).
and Linguistic features. While the
British: Continuum.
differences of Narrative texts in
School
discourse.
Eggins, S. (2004). An introduction to
Textbook A and Textbook B are
systemic functional linguistics..
found in the schematic structure and
New York: Continuum.
social purposes.
Emilia,
E.
Introducing
grammar .
functional
Conclusions
(2014).
Bandung:
Pustaka Jaya
The findings of this study
indicated that in some extent, most of
Emilia, E. (2011). Pendekatan genre
Narrative texts from the two selected
based.
English textbooks have fulfilled the
Bandung: Rizqy
122
Petunjuk
untuk
Press.
guru.
Journal of English and Education 2016, 4(2), 115-123
Gerot, L. & Wignell, P. (1994).
Knapp, P., & Watkins, M. (2005).
Making sense of functional
Genre, text, and grammar.
grammar.
Cammeray:
Gerd
technology for teaching and
Stabler.
Halliday,
M.A.K.
introduction
assesing
(2004).
to
University
An
Wales
functional
grammar. 3rd edition. London:
Arnold
123
writing.
of
New
Sydney:
South
Press.
AN ANALYSIS OF NARRATIVE TEXTS IN TEXTBOOKS
USED BY EIGHTH GRADE STUDENTS
(Systemic Functional Linguistics Perspective)
Veronika Titin Suhartini
veronikasuhart30@gmail.com
Department of English Education, Indonesia University of Education
Abstract: This paper entitled “Analysis of Narrative Texts in Textbooks Used by
Eighth grade Students (Systemic Functional Linguistics Perspective)” is aimed to
reveal to what extent Narrative texts in two selected English textbooks fulfill the
criteria of Narrative text and to find out the similarities and differences of
Narrative texts between two selected English textbooks. The study employed
descriptive qualitative method. The data were in this study were six Narrative
texts taken from two selected textbooks. The data analysis was done by
investigating schematic structure, social purpose and linguistic features by using
Transitivity system. The results of analysis show that in some extent (1) four out
of six Narrative texts have fulfilled the schematic structure criteria namely
Orientation, Complication, and Resolution; (2) five out of six Narrative texts
fulfill the social purposes; and (3) six out of six Narrative texts fulfill the
linguistic features. To sum up, Narrative texts in two textbooks are similar in
terms of linguistic features and process types, whereas the differences were found
in terms of social purpose and schematic structure.
Keywords: Narrative text, SFL, Transitivity system, linguistic features, schematic
structure, social purpose
In addition, since the Educational
Introduction
Unit
Texts are important means of
Curriculum
(KTSP)
2006
education since texts are used as
requires eighth grade students to
educational materials in schools and
comprehend
have a crucial place in language
textbook that is used for educational
education. There are several types of
purpose should orient towards the
text
National
such
as
Recount,
Report,
Narrative
Curriculum,
text,
and
English
Narrative
textbook that is used for teaching
and Descriptive texts (Christie &
learning process should provide a
Derewianka,
good example of Narrative text.
Exposition,
Discussion,
2010;
Knapp
&
Therefore, to discover the quality of
Watkins, 2005; Emilia, 2011).
115
Veronika Titin Suhartini
An Analysis of Narrative Texts in Textbooks Used by Eighth Grade Students
(Systemic Functional Linguistics Perspective)
textbook,
(Knapp & Watkins, 2005; Gerot &
Narrative texts in the textbook can be
Wignell, 1994). The character can be
analyzed
a person, animal, plant or thing
language
content
by
in
using
experiential
metafunction in Systemic Functional
(Christie
Linguistic (SFL) framework since it
Knapp & Watkins, 2005; Emilia,
views how language is used to
2011). It aims to entertain, to get and
construe the meaning in social
retain the attention of the reader or
settings
SFL,
listener of the story, to teach lesson,
especially Transitivity system, is used
to explore social values and moral
as a tool to analyze the Narrative
values (Gerot & Wignell, 1994;
texts because it perceives language
Emilia, 2004). The simple structure
not only as a set of rules but also
of the narrative text is orientation,
concerns on how language serves as
complication, and resolution (Gerot
a
and
& Wignell, 1994; Knapp & Watkins,
meaning
2015). Some linguistic features of the
(Halliday,
resource
exchanging
for
2004).
making
system
of
&
Derewianka,
2010;
narrative texts are presented as
(Halliday, 2004; Eggins, 2004).
This study is aimed to analyze
follows (adapted from Emilia, 2004;
Narrative texts in two selected
Primary National Strategy; Knapp &
English textbooks used by eighth
Watkins, 2015; p. 321; Gerot &
grade students by using Transitivity
Wignel, 1994, p.16):
a.
system. This study is expected to
The story is written in the
discover whether the texts have
first person (I, we) or third
fulfilled the criteria as a good
person (she, he, and they).
b.
example of Narrative texts in terms
of
social
purpose,
The verbs are in past tense.
For example: One day a
schematic
man and his son went to the
structure and linguistic features.
jungle to hunt deer.
c.
Literature Review
Chronological
(plot
or
Narrative text is a type of text
content have a chronology
talking about a series of event that
of events that happened in a
happened to a person or a character
particular order). So
116
Journal of English and Education 2016, 4(2), 115-123
that it is sequenced in time
Partici
Proc Partici
Circumst
and use time connectives;
pant
ess
pant
ances
The
Play
footbal
in
l
yard.
once upon a time, after a
while,
then,
finally.
Connectives are widely used
to move the narrative along
boys
the
and to affect the reader.
d.
Main
participants
are
characters with recognizable
qualities, are often specific
Methodology
and individual
e.
The method used in this study
The processes that mostly
was
occur in this kind of text is
texts derived from two selected
in narrative texts, Transitivity system
English textbooks used for eighth
is used as a tool for analyzing
grade students. The focus of the
processes that emerged in the text.
study is on analyzing Narrative texts
Transitivity system has six types of
chosen from two selected English
processes (Halliday, 2004; Eggins,
textbooks.
2004; Emilia, 2014). Those processes
mental,
There
were
three
Narrative texts from each textbook
verbal,
that
relational, behavioral, and existential.
were
analyzed
using
SFL
framework in order to identify their
All these types are different and have
criteria in term of social purpose,
their own grammar. Each process in
schematic structure and linguistic
transitivity system consists of three
principle components
using
subject of this study was Narrative
Since there are some processes exist
material,
method
document analysis technique. The
material, verbal and mental.
are
qualitative
features.
which are
process, participant and circumstance
(Halliday,
2004;
Eggins,
Data Presentation and Discussion
2004;
In terms of social purpose,
Emilia, 2014). Below is an example
five out of six Narrative texts have
of processes:
117
Veronika Titin Suhartini
An Analysis of Narrative Texts in Textbooks Used by Eighth Grade Students
(Systemic Functional Linguistics Perspective)
fulfilled the criteria as a Narrative
not fulfill the criteria of schematic
text. There are two social purposes
structure as suggested by Christie
of Narrative text; to entertain the
and
reader and to tell an imaginary story.
(2010), Knapp and Watkins (2005)
All texts from two selected textbooks
since it only provided two out of
have fulfilled the first social purpose.
three elements which are Orientation
They can entertain the readers and
and Complication. Moreover, from
telling stories in a sequence of events
textbook, there is Text 6 which also
(Gerrot & Wignel, 1996; Knapp &
has not met the fulfillment of
Watkins, 2005). For the second
schematic structure since it did not
social purpose, five out of six
provide appropriate Orientation.
Derewianka
(2010),
Emilia
Narrative texts have achieved the
In terms of linguistic features,
criteria to tell an imaginary story
it is demonstrated that Narrative texts
since the characters are animal. Text
from both Textbook A and Textbook
1 from textbook A did not reach the
B
second social purpose of narrative
appropriate
text, to tell an imaginary story,
required by Narrative texts such as
because the character, the events, and
the use of time connectives, specific
the place were not imaginary or real.
participant, Past Tense, and the
In
term
of
have
already
employed
linguistic
the
features
existence of material, verbal and
schematic
structure, the research shows that
mental processes (Halliday, 2004).
four from six texts have fulfilled
From
the
analysis
and
three elements of Narrative text
explanation above, it is found that
which are Orientation, Complication,
Narrative texts from both textbooks
and Resolution (Knapp & Watkins,
provide similarities and differences.
2015).
six
For the similarities, it is found that
Narrative texts, Text 2 derived from
all Narrative texts derived from
Textbook A did not provide any
Textbook A and Textbook B are
However,
Resolution
which
from
the
indicates
the
written in third person point of view
problem is not solved and the story
since
has not come to an end. Text 2 did
participants
118
all
of
the
have
characters
proper
or
name
Journal of English and Education 2016, 4(2), 115-123
(Halliday, 2004). Besides that, the
can be seen from the table above, it
similarities between Textbook A and
is clearly seen that all of Narrative
Textbook B can be found in the
texts have provided the processes
process type and the linguistic
that are required by Narrative texts
features of the Narrative text. The
which are material, mental, and
description
verbal
is
presented
in
the
processes
(Christie
&
Derewianka, 2010; Halliday, 2004;
following table.
Gerot & Wignell, 1996). Besides the
Table 1 Process Types of Narrative
processes required, there is also an
texts in Textbook A and Textbook
occurrence of other processes such as
B
relational and existential processes.
Textbook B
Relational processes are processes of
Te Te Te Te Te Te
being (Halliday, 2004, Emilia, 2014)
xt
xt
xt
xt
xt
xt
while
1
2
3
4
5
6
processes that represent experience
14
2
9
15
15
7
which shows that something exists or
Textbook A
Mater
6
1
2
0
5
occur in Orientation. It similarly
2
3
5
2
1
happened in all of Narrative texts in
1
two
l
Relati
10
5
1
3
3
of
In
addition,
Narrative
the
texts
between Textbook A and Textbook
6
3
1
2
0
B can be found in the linguistic
0
features as can be seen from the table
ioral
Existe
textbook.
similarities
5
onal
Behav
are
2014). These existential processes
8
l
Verba
processes
happens (Halliday, 2004; Emilia,
ial
Menta
existential
1
1
1
1
1
below.
1
ntial
Table
1
presents
the
similarities of Narrative texts found
in Textbook A and Textbook B. As
119
Veronika Titin Suhartini
An Analysis of Narrative Texts in Textbooks Used by Eighth Grade Students
(Systemic Functional Linguistics Perspective)
consists
Table 2. Linguistic features of
participant,
Narrative texts in Textbook A and
three
process
circumstance.
Textbook B
Time
of
In
elements;
itself,
and
addition,
the
Textbook A Textbook B
Narrative texts in two selected
Te Te Te Te Te Te
textbook have used past tense as the
xt
xt
xt
xt
xt
xt
verb in each clause.
1
2
3
4
5
6
Apart from the similarities,
√
√
√
√
√
√
there are also differences found in
connec
the Narrative texts between Textbook
tives
A and Textbook B. Narrative texts in
Specifi
√
√
√
√
√
√
both selected textbooks are different
c
in term of schematic structure and
Partici
social purpose. The analysis of
pants
schematic structure in Narrative texts
Past
√
√
√
√
√
√
from Textbook A and Textbook B is
presented in the table below.
Tense
Table 3. The Schematic structure
of Narrative texts in Textbook A
Table 2 reveals that all of
and Textbook B
Narrative texts in Textbook A and
Textbook B have achieved all criteria
Orient
Compli
Resol
of linguistic features. Narrative texts
ation
cation
ution
in both selected textbooks have used
T
the time connectives which shows
ex
the story is written chronologically
t1
2005).
Text
T
Moreover, all of Narrative texts also
book
ex
employed the specific participants.
A
t2
(Knapp
&
Watkins,
This is related to the processes
T
occurred in the texts. As mentioned
ex
by Halliday (1994, cited in Emilia,
t3
2014, p. 150) that process usually
120
√
√
√
√
√
-
√
√
√
Journal of English and Education 2016, 4(2), 115-123
Table 4. The Social purpose of
T
√
ex
√
√
Narrative texts in Textbook A and
Textbook B
t4
Text
T
book
ex
B
t5
√
√
Purpo
√
Textbook B
Te
Te
Te
Te
Te
Te
xt
xt
xt
xt
xt
xt
1
2
3
4
5
6
√
√
√
√
√
√
-
√
√
√
√
√
ses
T
ex
√
-
√
t6
To
entert
Table 3 demonstrates the
difference of Narrative texts between
ain
two
the
selected
English
textbooks.
From the table, it is shown that one
reader
out of three Narrative texts in
To
textbook
tell an
A
did
not
provide
Resolution. Meanwhile, in Textbook
imagi
B there is one Narrative text did not
nary
achieve the criteria of Orientation.
story
Moreover,
Textbook A
Narrative
texts
in
Table
Textbook A and Textbook B are
4
indicates
that
different in term of social purpose.
Narrative texts in Textbook A and
The
Textbook B have achieved the first
analysis
of
difference
is
purpose of Narrative texts which is to
presented in the following table.
entertain
the
reader
(Knapp
&
Watkins, 2005). It is obtained from
the
stories
which
are
written
chronologically and intended to tell a
story
in
sequence
of
events.
However, there is a Narrative
texts in Textbook A that does not
121
Veronika Titin Suhartini
An Analysis of Narrative Texts in Textbooks Used by Eighth Grade Students
(Systemic Functional Linguistics Perspective)
achieve
the second
of
criteria of Narrative texts in terms of
Narrative text which is to tell an
schematic structure, social purpose
imaginary story. There are some
and linguistic features. The Narrative
criteria for Narrative text to be
texts between two textbooks also
identified as an imaginary story. It is
show differences and similarities.
seen from the imaginative characters,
Narrative texts in textbook A and
events,
the
textbook B are similar in terms of
characters of Text 2, 3, 4, 5, and 6
linguistic features and process types.
are animals which can be categorized
However, Narrative texts in textbook
as
A and B are different in terms of
and
places.
imaginative
purpose
Since
character,
the
characters of Text 1 are real human
social
and did not indicate any imaginative
structure since one of three texts in
character so that Text 1 did not tell
Textbook
an imaginary story
Resolution while one of three text in
From the description, it can
and
purpose
A
did
schematic
not
provide
Textbook B did not provide the
be inferred that Narrative texts in
Orientation.
Textbook A and Textbook B have
shown similarities and differences.
References
Narrative texts in Textbook A and B
Christie, F., & Derewianka, B.
are similar in terms of Process Types
(2010).
and Linguistic features. While the
British: Continuum.
differences of Narrative texts in
School
discourse.
Eggins, S. (2004). An introduction to
Textbook A and Textbook B are
systemic functional linguistics..
found in the schematic structure and
New York: Continuum.
social purposes.
Emilia,
E.
Introducing
grammar .
functional
Conclusions
(2014).
Bandung:
Pustaka Jaya
The findings of this study
indicated that in some extent, most of
Emilia, E. (2011). Pendekatan genre
Narrative texts from the two selected
based.
English textbooks have fulfilled the
Bandung: Rizqy
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Petunjuk
untuk
Press.
guru.
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Gerot, L. & Wignell, P. (1994).
Knapp, P., & Watkins, M. (2005).
Making sense of functional
Genre, text, and grammar.
grammar.
Cammeray:
Gerd
technology for teaching and
Stabler.
Halliday,
M.A.K.
introduction
assesing
(2004).
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University
An
Wales
functional
grammar. 3rd edition. London:
Arnold
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