NOUN PHRASE CONSTRUCTION FOUND IN REPORT GENRES IN THE FIRST YEAR SENIOR HIGH SCHOOL STUDENTS’ TEXTBOOKS.

A Final Project

NOUN PHRASE CONSTRUCTION FOUND IN REPORT GENRES IN THE FIRST YEAR SENIOR HIGH SCHOOL STUDENTS’ TEXTBOOKS

a Final Project,

Submitted as a Partial Fulfillment of Requirements for The Degree of Sarjana Pedidikan in English Department

by

Diah Mawarni Ayuningsih 2201403507

ENGLISH DEPARTMENT

LANGUAGES AND ARTS FACULTY

SEMARANG STATE UNIVERSITY

NIM : 2201403507

Prodi/ Jurusan : Pend. Bahasa Inggris S-1/ Bahasa dan Sastra Inggris

Fakultas Bahasa dan Seni Universitas Negeri Semarang, menyatakan dengan sesungguhnya bahwa skripsi/ tugas akhir/ final project yang berjudul:

NOUN PHRASE CONSTRUCTION FOUND IN REPORT GENRES IN FIRST YEAR SENIOR HIGH SCHOOL STUDENTS’ TEXTBOOKS

Yang saya tulis dalam rangka memenuhi salah satu syarat untuk memperoleh gelar sarjana ini benar- benar merupakan karya saya sendiri, yang saya hasilkan setelah penelitian, pembimbingan dan diskusi, dan pemaparan atau ujian. Semua kutipan, baik yang langsung maupun tidak langsung, baik yang diperoleh dari sumber kepustakaan, wahana elektronik, maupun sumber lainnya, telah disertai keterangan mengenai identitas sumbernya dengan cara sebagaimana yang lazim dalam penulisan skripsi/ tugas akhir/ final project ini membubuhkan tanda tangan sebagai keabsahannya, seluruh isi karay ilmiah ini tetap menjadi tanggung jawab saya sendiri. Jika kemudian ketidakberesan, saya bersedia menerima akibatnya.

Demikian, surat pernyataan ini dapat digunakan seperlunya. Semarang,

Yang membuat pernyataan,

Diah Mawarni Ayuningsih NIM. 2201403507

who has given me the greatest love, grace and blessing that I had finished this final project with Him.

On this very special occasion I would like to express my deepest gratitude and appreciation to Helena. I.R. Agustien, M.A, P.h.D and Dra. Indrawati M. Hum as my first and second advisor, who gave me advice and guidance during the writing on this final project. Drs. Yan Mujianto, M.Hum as my examiner. I would also like to extend my gratefulness to all lectures of the English Department and the whole staff of the Languages and Arts Faculty, Semarang State University who have thought, guided and helped me during the study.

Moreover, the writer is very grateful to her beloved family; Bapak Sakdun, Ibu Ta’imah and my ‘little’ sister Wulan.

Next, special thanks to Hernawan Bagaskoro Abid who always accompanied me in need and indeed. For Anak Mami Genk; mami (Fajar), anak mami (Wasis and Widda) “thanks for every goodness that you gave to me; love care and friendship”. Z-house community (2006): Mba’ Ayi you’re my big sister, Sari “you are the best roommate that I’ve ever had”, Mba’ Ima, Mba Edi, Mba Nana, Mba riana, Mba’ Lia, Wina-cha, Sayuti mamen, Dwee, Yoga and Melix “I’ll miss you all”, Mas Farid “thanks for your critics, comments and advises”. And for all writers’ friends who helped her in finishing her final project.

The writer realizes that this final projects is far from being perfect. So that the writer expects to get some critics and suggestions in order to make this writing better. Hopefully, this writing will be beneficial for everyone.

“Man’s once stretched by a new idea, never regains its original dimensions.” (Oliver Wendell Holmes)

To

My Lovely Mother and Father My Beloved Sister Wulan

My Dearest Awanx

Mawarni Ayuningsih. Final Project. English Department. Languages and Arts Faculty. Semarang State University

This thesis analyzes about types of Noun Phrase construction. Based on the Standar Isi, Senior High School students are hoped to get informational level. It means that the students are expected to create report texts. In creating text it is important to the students to know about the structure or grammar. Written text needs correctness of grammar, lexical density and also punctuation. To create a good report text which has lexical density students can do it by learning construction of noun phrase.

There are two problems of the study, (1) What types noun phrase construction are found in report genres in the first year Senior High School students’ textbooks?, and (2) What is the dominant kind of noun phrase constructions found in report genres in the first year Senior High School students’ textbooks?

As a source of data, the writer utilized three English textbook used in the first year Senior High School Students. They are “Link to The world” published by Yudhistira, “English Text in Use” published by CV Aneka Ilmu, and “English for a Better Life” published by Pakar Raya. The object of the study is report text in reading material. The writer chooses three texts only in every textbook. This research is designed as a qualitative research.

The results of the analysis are all textbooks which are analyzed use three types of noun phrase construction; they are Pre- Modifier + Head, Head + Post- Modifier, and Pre- Modifier + Head + Post- Modifier. And the most dominant type of Noun Phrase construction found in the three textbooks is Pre- Modifier + Head. It can be proven by seeing the percentage of it. It has 71% in book 1, 58% in book 2, and 64% in book 3.

By studying and analyzing noun phrase construction, the writer expects the noun phrase construction can be learnt more, especially in Senior High School Students, because they are in informational level. The writer also expects English teachers have to be careful in selecting and providing materials for their students, especially in choosing a good English textbook. For English textbook writer or publisher, they have to be able to provide and select material especially in selecting reading material. It means that the materials must be up date, appropriate with the curriculum and also can improve the students’ ability.

ABSTRACT... vi

ACKNOWLWDGEMENT... vii

TABLE OF CONTENTS... viii

LIST OF TABLES ... xi

LIST OF APPENDIXES... xii

CHAPTER I. INTRODUCTION 1.1 Background of the Study ... 1

1.2 Reason for Choosing the Topic... 5

1.3 Statement of the Problem... 6

1.4 Objective of the Study ... 7

1.5 Significance of the Study ... 7

1.6 Limitation of the Study ... 8

1.7 Outline of the Study ... 8

II. REVIEW OF RELATED LITERATURE 2.1 Grammar ... ….. 9

2.1.1 Definition of Grammar………9

2.4 Genres ... 13

2.4.1 Definition of Genre ... 13

2.4.2 Kinds of Genres Taught in SMA/ MA... 14

2.4.3 Definition of Report Genre ... 14

2.5 Noun Phrase ... 14

2.5.1 Definition of Noun Phrase ... 14

2.5.2 The components of English Noun Phrase ... 16

2.5.3 Arrangement of Head and Modifier... 18

2.5.3.1 P r e - M o d i f i e r + H e a d ( M + H )... 18

2.5.3.1.1 Determiner + Noun ... 18

2.5.3.1.2 Adjective + Noun ... 19

2.5.3.1.3 Noun + Noun... 19

2.5.3.1.4 Verb-ing/ -ed + Noun... 20

2.5.3.2 Head + Post-Modifier ... 20

2.5.3.2.1 Noun + Adjective ... 21

2.5.3.2.2 Noun + Adverb ... 21

2.5.3.2.3 Noun + Prepositional Phrase... 21

2.5.3.2.4. Noun + Infinitive Clause... 22

2.5.3.2.8 Noun + Introduced by Temporal Conjunction ... 23

2.5.3.3 Pre-Modifier + Head + Post- Modifier... 24

2.5.3.4 Summary of Noun Phrase Construction ... 24

III. METHOD OF INVESTIGATION 3.1 Object of the Study ... 25

3.2 Research Design... 25

3.3 Data Source ... 26

3.4 Research Variable ... 27

3.5 Method of Collecting Data... 27

3.6 Method Analyzing Data ... 28

IV. RESULT OF THE ANALYSIS 4.1 Types of Noun Phrase Construction ... 30

4.1.1 Pre-Modifier + Head (M + H)... 30

4.1.1.1 Determiner + Noun ... 31

4.1.1.2 Adjective + Noun ... 32

4.1.1.3 Noun + Noun ... 33

4.1.2.2 Noun + Adverb ... 34

4.1.2.3 Noun + Prepositional Phrase... 35

4.1.2.4 Noun + Infinitive Clause... 35

4.1.2.5 Noun + -ing Participle Clause... 36

4.1.2.6 Noun + -ed Participle Clause ... 36

4.1.2.7 Noun + Relative Clause ... 36

4.1.2.8 Noun + Introduced by Temporal Conjunction... 37

4.1.3 Pre-Modifier + Head + Post- Modifier ... 37

4.2 Interpersonal and Logical strategy ... 38

V. CONCLUSION AND SUGGESTION 4.3 Conclusion... 39

4.4 Suggestion ... 39

BIBLIOGRAPHY... 41

4.1 The Percentage and the amount of all Noun Phrase Construction ... 29

4.2 The Percentage and the amount of all Noun Phrase Construction ... 30

4.3 The Percentage and the amount of Pre-Modifier + Head ... 31

4.4 SomeExamples of Determiner + Noun ... 31

4.5 SomeExamples of Adjective + Noun... 32

4.6 SomeExamples of Noun + Noun ... 33

4.7 SomeExamples of V-ing/-ed + Noun... 34

4.8 SomeExamples of Noun + Adverb ... 35

4.9 SomeExamples of Noun + Prepositional Phrase ... 35

4.10 SomeExamples of Noun + -ed Participle ... 36

4.11 SomeExamples of Noun + Relative Clause ... 36

1. Nature Reserve of Java ... 45

2. Cleanlinness Habit ... 46

3. What’s a Mother Do... 47

4. Telephone... 48

5. Cheetahs ... 49

6. Mangoes ... 50

7. Solar Energy... 51

8. Mangroves Trees... 52

9. The Brainy Body... 53

10. Pre-Modifier + Head in Book 1 ... 55

11. Pre-Modifier + Head in Book 2 ... 58

12. Pre-Modifier + Head in Book 3 ... 60

13. Head + Post-Modifier in Book 1... 62

14. Head + Post-Modifier in Book 2... 63

15. Head + Post-Modifier in Book 3... 64

16. Pre-Modifier + Head + Post-Modifier in Book 1... 65

17. Pre-Modifier + Head + Post-Modifier in Book 2... 68

18. Pre-Modifier + Head + Post-Modifier in Book 3... 71

22. Head + Post-Modifier (Adjective) in Book 1 ... 80 23. Head + Post-Modifier (Adjective) in Book 2 ... 81 24. Head + Post-Modifier (Adjective) in Book 3 ... 82

CHAPTER I INTRODUCTION

1.1 Background of the Study

Language is something that is used for communicating in spoken and written. According to Ramelan (2003: 1), “Man speaks a language as a means of communication with other people, as tool to express his ideas and wishes. Without language it is hard to imagine how people can cooperate and get along with another”. One of the languages in the world is English. English is one of the most important languages.

There are some reasons why English is really considered very important and has to be taught in Indonesia. First, as a developing country, Indonesia has to cooperate with other countries to carry about the development in all fields. In this position, English is really needed since it is used as an International language. Second, Indonesia has to mastery English as an international language because in science and technology developments the information Indonesia cannot work alone. Here, English is used as a tool to understand and develop the information of science and technology progress.

Knowing that the advantages of English for the development, our government always makes effort to improve the quality of the English teaching in Indonesia by stressing and taking it as a compulsory subject to be taught to the Junior High School and Senior High School. Our government stated in Content of Standard for English

subject that is that English is a tool for communicating in spoken and written. Communicating is to understand and give information, thought, and feeling and develop the knowledge, technology and culture.

There is difference between spoken and written language. Written language is more complex than spoken language, because it needs correctness of grammar, content of words (lexical items), and also punctuation. Halliday (1985: 61) stated that written language displays much higher ratio of lexical items to total running words. If we often use written language, it means that we use a lot of lexical items. Halliday (1985: 64) also explained that the number of lexical items as a proportion of the number of running words is called lexical density.

In English it self there are four skills and four components, which have to be mastered. The skills, they are listening, speaking, reading, and writing and the components consist of phonology, grammar (structure), vocabulary, and fluency, which are different with our native language. There are no certain directions as how grammar must be taught or learnt. The role of grammar is in part due to changing attitude toward the language it self that make them find difficulties to remember the grammar rules (Veit, 1986: 249). As we know that there are many subjects covered in grammar study, the writer limit the discussion into syntax, which is still, has a very close relationship with grammar.

Syntax is the study of words are put together (Veit, 1986: 6). Based on that statement, syntax discuses the relation of words to other in phrases, clauses, and sentences. It is stated above that one of the language components is structure or

grammar that is very important to learn. Its function is to make a string of words or an utterance meaningful. For example of words “beautiful the woman” is un grammatical or meaningless, on the other hand, these words “the beautiful woman” is grammatical and meaningful according to the correct mechanism of arranging words. English is a first foreign language in Indonesia. However, learning English as a foreign language for the Indonesian students is not easy, for the students often have some learning problem. As an example, it can be seen from the difference of grammatical structure occurring English and Indonesia. A large number of English of construction especially in phrase is “Modifier-Head”, whereas in Indonesia is “Head-Modifier”, for example in English says “red flower” in translating “bunga merah” and do not “merah bunga”.

In the Content of Standard, we can find that the aim of English subject is developing ability of communication in language, both spoken and written.

The ability of communication includes listening, speaking, reading and writing. These abilities are used to create a discourse in society life. Moreover English is hoped to develop those abilities in order to be able to communicate in English in certain level of literacy. This level includes performance, functional, informational and epimistic. In performative level, people can read, write, listen, and speak with the symbols. In functional, people can use language to fulfill their daily needs such as reading newspaper, journal or guidance. In Informational level, people can access knowledge with their ability using the language, and in epistemic level people can express knowledge into the target language. (Content of Standard)

Based on the Content of Standard, Senior High School students are hoped to get informational level because they are prepared to continue their study to the

university. It means that it is hoped that the students can create report text by them. In creating text it is important to the students to know about the structure or grammar. As we know that text is one of kind of written text. Written text needs correctness of grammar, lexical density and also punctuation. To create a good report text which has lexical density students can do it by learning construction of noun phrase.

The materials which will be given to the students can come from newspaper, magazine or textbook. The teacher has responsibility to select the textbook which will use as a material in teaching learning process. Finocchiaro (1974: 49) stated that he should be able to decide whether the contents of the textbook are suitable with curriculum or not. She wrote that you should examine as many as textbook as possible in the field of teaching English as a second language. The content of the materials in the textbook helps us in teaching learning process. Therefore, it is important for the teacher to select and analyze the content of the textbook.

Because of the difficulties faced by most of the students in learning English especially in noun phrase, the writer will focus his research on noun phrase construction found in report genres in the first year Senior High School students’ textbooks.

1.2. Reasons of Choosing the Topic

We have known that English has important function nowadays. It has been told before there are some reasons here; those are first, as a developing country, Indonesia has to cooperate with other countries to carry about the development in all

fields. In this position, English is really needed since it is used as an International language. Second, Indonesia has to mastery English as an international language because in science and technology developments the information Indonesia cannot work alone. Here, English is used as a tool to understand and develop the information of science and technology progress.

Most of high school students and other students in general, regard that English is a difficult subject. This is a reason why their achievement is low. Hamer stated that why English grammar is difficult for students lies in the differences between English and Indonesian (1985: 12).

Based on the Content of Standard, Senior High School students are hoped to get informational level because they are prepared to continue their study to the university. It means that it is hoped that the students can create report text by them. In creating text it is important to the students to know about the structure or grammar. One of the components of grammar is arrangement or construction of Noun Phrase. For that reasons, the writer takes grammar component especially in Noun Phrase as the object of the study. As the writer’s topic, the writer focuses this study to the third year of Senior High School, since they get confused when they have to arrange or make of a noun phrase. They confuse whether which one is the head and which one is the modifier. Education in Indonesia gives English as a subject at first time in the first year Senior High School, so it is easy to give understanding about the arrangement of noun phrase in English in the beginning. The writer chooses to analyze the

construction of noun phrase found in report genres in their textbook whether it is good enough to add students mastery in noun phrase.

The students can do nothing if they do not know and understand especially in vocabulary and grammar. Based on this fact, there are some reasons why the writer chooses this topic:

(1) Noun phrase is a part form a sentence, so it is important for report noun phrase construction to be consisted in report genres in the first year Senior high school students’ textbook.

(2) Noun phrase in English language is different from Noun Phrase in the Indonesian language so the students indirectly have to know their differences, because noun phrase is used in daily conversation.

(3) In creating a text students have to know about the construction of Noun Phrase.

1.3 Research Question

The problem of the study can be formulated into the following questions: (1) What types noun phrase construction are found in report genres in the first

year Senior High School students’ textbooks?

(2) What is the dominant kind of noun phrase constructions found in report genres in the first year Senior High School students’ textbooks?

1.4 Purposes of the Study

This study has purpose as follows:

(1) To describe the types of Noun Phrase Construction in report genres in the first year Senior High School students’ textbooks are developed.

(2) To find out the most dominant kinds of noun phrase constructions found in report genres in the first year Senior High School students’ textbooks.

1.5 Significances of the Study

There are some of benefits that writer expects from the study, those are: (1) The study is expected to reveal the noun phrase constructions in report genre

displayed on several textbooks.

(2) The result of the study can be used to ease the students indirectly to master English Noun Phrase in report genres.

(3) The result of the study would become reference for teachers to understand more deeply about noun phrase construction and hopefully they can teach to their students about them.

(4) For English teaching, the study can be used to make this subject become interesting

1.6 Limitation of the Problem

The scope and set problem of the research are necessary to limit, so that they will be efficacious. In this study, the writer just gives intention in noun phrase

constructions found in report genres in the first year Senior High School students’ textbooks.

1.7 Outline of the Report

This thesis is divided into five chapters. Each chapter will contain different topic.

Chapter I is the introduction. This chapter explains the background of the study, the reason for choosing the topic, statement of the problem, the objectives of the study, the limitation of the study, and the outline of the study.

Chapter II is the review of related literature. This chapter explains definition of grammar, the role of grammar in language teaching, Content of Standard in SMA/ MA, textbook, genre, definition of noun phrase, and the components of the English noun phrase.

Chapter III is the method of investigation. This chapter includes the Research design, Data source, method of data collection, and method of data analysis.

Chapter IV consists of noun phrase construction found in report genres in the first year Senior high school students’ textbooks

CHAPTER II

REVIEW RELATED LITERATURE

2.1 Grammar

In developing students’ mastery in using English to communicate, structure as one of language components may be taught to them. Students should have knowledge of the rules of language and are able to use the language correctly.

This is based on Harman’s explanation. He state that the pattern of a language is seen in its grammar, rather than in its vocabulary (Harman, 1950: 3). From his statement, we can see that structure or grammar is very important in every language. The writer will explain some sources which are in line with grammar, textbook, genres and noun phrase

2.1.1 Definition of Grammar

Grammar has flexible definition, which means that many experts give the definition of grammar. It has several meaning and there is no universally accepted definition of it. House and Harman state that grammar is the study of words and their function. In its wider sense, it may include phonology (pronunciation), morphology (inflectional forms), syntax (the relation of words to other words in phrases, clauses, and sentence), and semantic (meaning of words). And in its narrower sense it may deal with the forms with the use of words (House & Harman, 1950: 3).

Grammar is a set of rules by which people speak and write. According to Cook and Richard, grammar is a written description of the rules of a language (Cook & Richard, 1980: 2). It is similar with Lock statement, he stated that a grammar as a resource for creating meaning in spoken and written discourse (Lock, 1996).

It is definitely true that the descriptions of grammar above are different, but the purpose is similar, that is an adequate description of the sentence level formal features of language.

2.1.2 Role of Grammar in Language Teaching

If we study a language, we also have to study about its grammar. Grammar is one of the language components; it has an important role in communication. It is taught to the students to support four skills they are listening, speaking, reading, and writing. (Depdikbud, 1994: 2-4).

Wilkins strengthens this statement. He stated that we know that there exist a limited number of structures in each language, and some admittedly, more simple more basic, more important than others, that the learning of a language is the learning of these structures one by one (1983).

From those, we know that grammar is very essential knowledge in learning language. It is important to understand the meaning of the individual words in a sentence. It is not enough to understand sentence itself, we need grammatical device, such as the arrangement of words in phrases, tenses, etc.

2.2Content of Standard for SMA/ MA

English language is a means for communicating in spoken or written. For that reason, the 2004 curriculum for SMA/ MA prepares the students in order to achieve competencies that can make them to be able to reflect their experience and others experience to show their ideas and feelings, and to understand report meaning.

In the Content of Standard for SMA/ MA, SMA graduates should be able to achieve Informational level for communication and the students should be able to communicate in report genre, including text type that are state for this literacy focuses in developing English teaching-learning process, as the Content of Standard states.

In educational context, English has function as device for communicating in order to access information and communication in daily context and also as a device to make interpersonal relationship. According to Content of Standard for SMA/ MA, English subject has several objectives as the following:

(1) To develop the competence of communication using the language, both spoken and written. The ability of communication includes listening, speaking, reading, and writing.

(2) To have consciousness about the importance of English to increase our competence in global society.

(3) To develop understanding of relationship between language and culture. So, the students have knowledge about culture and are involved themselves in report cultures.

2.3 Definition and Function of Textbook

In teaching learning process, we always use some media to make this process easier. One of media which is used often is textbook, because it is easy to buy, to carry and to study. To support this idea Brown et al (1983: 385) stated those books are portable; they remain fairly economical to buy and maintain.

According to Langenbeach (1997: 563) said that in the strict case of term, a textbook is a book that present a body of knowledge in an organized and usually simplified manner for purpose of learning. Moreover, Hornby (1974: 893) stated that textbook is a book that is giving instruction in a branch of learning.

Based on the definition above, the writer concluded that text book is printed material which is easy to bring, to buy and to study.

A textbook has many functions for teachers in order to run the teaching-learning program well. Some of functions of textbook are explained by Greene and Petty as quoted by Sundjojo (1991:6) as follows:

(1) To express a tough and modern view of lessons and also demonstrate its application in the teaching materials.

(2) To present a report, readable subject matter which is suitable with the students’ needs and interests, as source of the learning programs to make a real condition just like in the students’ real life.

(3) To provide an arranged, gradual source in the expressional skill of communication.

(5) To provide an evaluation and remedial teaching program suitable and useful for both teachers and students.

(6) To presents exercises and practical tasks.

From the above explanation, we can see that the role of textbook is important for teaching learning process. Textbook is used as a media which is easy to buy, to carry and to study.

2.4Genre

2.4.1 Definition of Genre

What is genre? “Genre can be defined as a culturally specific text-type which results from using language (written or spoken) to (help) accomplish something (Wignell and Gerrot, 1994: 17). So any instance of living, language is playing some part in context situation we shall call a text and genre it self is defined as a specific text-type. Based on participant there are spoken and written texts. Genre is culture specific. It has particular purposes, particular stages, and particular linguistic feature.

In the materials being produced about genre and characteristic lexicogrammatical feature or major grammatical pattern. Different genres deploy the resources for meaning- making through the grammar in different ways. this grammar attempts to describe language in actual use and so focus on text and their context.

2.4.2 Kinds of Genre Taught In SMA/ MA

There are some types of genre: Recount/Spoof, Reports, Analytical Exposition, News Item, Narrative, Procedure, Description, Hortatory Exposition, Review, Explanation, and Anecdote (Hammond, 1992: 75). In Senior High School there are thirteen genres which are taught, they are Narrative, Descriptive, Recount, Procedure, Report, Spoof, review, discussion, Analytical exposition, Hortatory exposition, News item, explanation, and public Speaking.

2.4.3 Definition of report Genre

Report genre is a factual text which describes the way things are with reference to a whole range of phenomena, natural synthetic, and social in our environment (Eltis, 1980: 14). Repor genre is written based on a fact and described by types, parts, qualities and habits of that fact.

2.5Noun Phrase

2.5.1 Definition of Noun Phrase

Part of speech in English grammar consists of noun, adjective, verb, and adverb. The noun phrase is a quintessential part of every sentence, it is potentially infinite in length, and it can include any number of other phrases (e.g. noun, adjective, and adverb) within its structure. Noun Phrase comes from two of words, noun, and phrase. Some of experts give the similar definition of noun. Sanford stated that noun is a word or group of words used to name someone or something (1997).

According to Gleason, a noun is a name of a person, place, or thing. Some recently proposed definitions have been in terms of inflection: a noun is a word, which forms a plural by adding –s or the equivalent (1965). Whereas a phrase is a group of related words used as a single part of speech. In different definition phrase is an expression forming a grammatical constituent of a sentence but not containing a finite verb (WordReference.com).

Nominal group and noun phrase are synonymous term found in different Grammars: systematic grammars favoring the former, for instance and traditionally native grammar the latter. They refer to a structure, which has a noun (nominal), or pronoun as a head, with or without modifier (Wales: 272).

According to Cook and Sutter, a noun is a grammatical class consisting of a noun or pronoun and any immediate modifiers (the term modifiers refer to any grammatical element, which limits the meaning of some others, elements), (1980: 35).

A noun phrase is either a pronoun or any group of words that can be replaced by a pronoun. For example, 'they', 'cars', and 'the cars' are noun phrases, but 'car' is just a noun, as you can see in these sentences (in which the noun phrases are all in bold), (Paul Bress: 2005)

From those definitions, we can see the similarities definition and conclude that noun phrase is any group of words, which consist of head (noun, pronoun, or adjective) and modifier.

2.5.2 The Components of English Noun Phrase

After knowing some definition of the noun phrases that is any group of words, which consist of head and modifier. Head here consists of noun itself, pronoun, and sometime adjective. Whereas modifiers consist of two modifiers, they are pre-modifier and post-pre-modifier. Pre-pre-modifier includes noun, adjective, adjective phrase, participle –ed and –ing. Post-modifier includes prepositional phrase, relative clause non-finite clause (-ing clause, -ed clause and infinitive clause) and complementation. Noun phrases are traditionally thought of as consisting minimally of a head noun, together with any number of noun phrases modifier, they are determiners, quantifiers and quantifiers phrases, adjective and adjectives phrases, noun and noun phrases, ad position and ad position phrases and clause (Brown & Miller, 1999: 260). There are not only pre-modifier and post-modifier but also there is determiner in forming noun phrase. For the specific explanation, we can see in the diagram below:

2.5.3 Arrangement of Head and Modifier

A noun headword in noun phrase can be accompanied by the determiners (the, a, an, some, etc) and other modifier. Modifiers which precede the headword are called the pre-modifiers, and those which follow the head are called post-modifiers (leech & svartvik: 1983). It can de described as follows

NP

Det (s) (Pre-mod (s)) Head (Post-mod (s))

2.5.3.1Pre-Modifier + Head (M + H)

The Modifier + Head pattern is the most common in English noun phrase. It consists of a noun or a pronoun as the head and one or more modifiers before the head. A pre-determiner in English can be an adjective, a noun, a verb in the –ing form, or a verb in the – ed form.

2.5.3.1.1 Determiner + Noun

The first modifier + head here is determiner + noun. Determiner consists of Pre determiner, Central determiner, and Post determiner.

Pre determiner includes quantifier (all, both, half), multiplier (double, twice), fraction (one-third, one-fifth). Central determiner includes article which consists of definite article (the), indefinite article (a, an), pronoun which consists of deceictic (that, those), personal (my, her), indefinite (any, some), interrogative (which, what), and negative (no). Post determiner includes cardinal numbers (one, two, three), ordinal numbers (first, second), and quantifier (few, several, much).

(http://www.teachingenglish.org.uk/think/vocabulary/noun phrase.shtml.) D N

an the that

apple boy nouse

2.5.3.1.2 Adjective + Noun

Adjectives typically denote some quality or property attributed to nouns; most commonly, there are used to narrow down, or specify, the reference of nouns (Leech, Deuchar, & Hoogenraad, 1982: 47). For example:

Adj. N black

young good

shoes man music

F, Aarts and, Aarts (1982: 109) stated that we shall confine our selves to adjective whose positional behavior shows some regularity. They give the sequences of adjective used in noun phrase as below: Adjective denoting nationality, i.e.: England, Indonesian, Korean, etc, Adjective denoting substance, i.e.: wooden, Adjective denoting color i.e.: red, green, blue, etc, Adjective denoting age i.e.: old, young, Adjective denoting shape i.e.: circle, triangle, etc., Adjective denoting size i.e.: big, small, tiny, etc., Adjective denoting expensive, fine, secret, etc.

2.5.3.1.3 Noun + Noun

N N gold

London

ring park

There are two kinds of the structure of this sort; those are the possessive construction, and noun-adjunct construction. This pattern consists of a noun headword which is preceded by a noun in an English noun phrase.

Possessive Construction Noun-adjunct Construction

M H M H John’s house Power failure

2.5.3.1.4 Verb –ing/-ed + Noun

There is often doubt as to whether, for example, a modifier is a phrase or compound word and whether a word ending in –ed or –ing is a verb or an adjective derived from a verb (Leech, Deuchar, & Hoogenraad, 1982: 62). For example:

Verb –ing/-ed N

Cleaning Interesting

broken

Service Movie

glass

2.5.3.2Head + Modifier (H + M)

Head + modifier in the noun phrase pattern means that modifier here has a role as a post- modifier. The Post-modifier of a noun phrase may be prepositional phrase, relative clause, and report other types of modifier, including adverb, adjective, noun phrase in apposition, and other types of clause (Leech, Deuchar, & Hoogenraad, 1982: 62).

In the structure of a noun phrase, the function of modifier may be realized by means of an adjective or adjective phrase, an adverb, a prepositional phrase, an infinitive clause, an –ed participle clause, a relative clause, an appositive clause and a clause introduced by temporal conjunction.

2.5.3.2.1 Noun + Adjective (Adjective Phrase)

According to Leech (1882: 60) besides preceding the noun headword in a noun phrase, an adjective or adjective phrase can also follow or modify the noun headword. For example:

Something (burned (in the kitchen)) N Adjective phrase

2.5.3.2.2 Noun + Adverb

An adverb may modify a noun headword. However it is relatively rare as the noun modifier when it appears in this role, it will come immediately after the noun which is head (Francis, 1958). For Example:

The girl downstairs D N Adverb

2.5.3.2.3 Noun + Prepositional Phrase (PP)

Another modifies occurring after a noun headword in an English noun phrase is the Prepositional Phrase (P-group). For example:

The best day (of my life) D Adj. N PP

2.5.3.2.4 Noun + Infinitive Clause

Infinitive clauses can modify the noun headword in an English noun phrase. The infinitive in this clause is usually preceded by ‘to’ (to-group). For example:

A tool to cut the iron D N Inf. Clause

2.5.3.2.5 Noun + -ing Participle Clause

It is a type of noun finite clause equivalent to relative clause that fiction as modifier. As this participle clause does not have tense. It can be interpreted according to context, as part of present tense. For example:

Dates validating Curtis previous book N -ing Participle Clause

2.5.3.2.6 Noun + -ed participle clause

The –ed participle clause (v-ed group) the other type of non-finite clause can follow or mo9dify a noun headword. In this case the participle clause correspondence in meaning to a passive relative clause, but the participle contain none of the

distinction that can be made by tense and aspect (Leech & Svartvik, 1983). For example:

Attention paid to this case N -ed participle clause

2.5.3.2.7 Noun + Relative clause

A noun headword in an English noun phrase can also be modified by a relative clause, which modified the preceding noun or pronoun. The noun being modified is called the antecedent (Frank, 1972). For example:

The girl who sitting next to me N Relative Clause

2.5.3.2.8 Noun + Clause introduced by temporal conjunction

A noun headword in an English noun phrase can also be modified by appositive clause. It is introduced by the conjunction ‘that or Wh- word’.

Veit (1986), calls this type of clause a nominal- complement clause because it follows. The head of noun phrase which modified by the appositive clause must can be an abstract noun such as news, issues, rumor, etc. For example:

Days before he left N Clause

2.5.3.3Modifier + Head + Modifier

According to Ramelan (1992), English it is quite possible to have a series of modifier to modify a word at the same time, which is called a nesting construction. For example:

M M H M

The bad boy whose bicycle just stolen

2.5.4 Summary of Noun Phrase Construction

Based on several definitions and the explanations of Noun Phrase construction it can be concluded that Noun Phrase is any group of words which consists of Head and Modifier. Head in Noun Phrase Construction consists of Adjective, and Noun it self. Modifier in noun Phrase Construction is divided into two kinds of modifier. They are Pre-modifier and Post-modifier. Pre-modifier consist of Deternimer, Adjective, V-ing, V-ed and noun itself. Post-modifier consists of Adjective, Adverb, Prepositional Phrase, Infinitive Clause, -ing Participle Clause, -ed Participle Clause,

CHAPTER III

METHOD OF INVESTIGATION

3.1Objectives of the study

This study has an objective as follows:

(1) What types noun phrase construction are found in report genres in the first year Senior High School students’ textbooks?

(2) What is the dominant kind of noun phrase constructions found in report genres in the first year Senior High School students’ textbooks?

3.2Research Design

Every research has its own research method that is determined based on the purpose of the study. This research was design as a qualitative research, so the nature of the study was descriptive and explorative.

Qualitative research presents the data and research in the form of qualitative description. Analysis of this type is done with words to describe conclusions, so the qualitative study obtains the descriptive data either spoken or written.

The purpose of this section is to find out what is the most dominant kinds noun phrase construction found in report genres in the third year Senior High School students’ textbooks. Furthermore I counted noun phrase construction into percentages. I employed the percentage descriptive analysis using a simple formula as follows:

% 100

× =

∑

N N X

X = percentage one of noun phrase construction found in the

textbook

N = one of noun phrase construction found in the textbook

∑

N = the total number of noun phrase construction found in the

textbook.

3.3Data Source

Data source is the subject of research from the data is taken (Arikunto, 1991: 102). It can be thing, man, place, etc. As a source of data, the writer utilized three English textbook used in the first year Senior High School Students. They are “Link to The world” published by Yudhistira, “English Text in Use” published by CV Aneka Ilmu, and “English for a Better Life” published by Pakar Raya. The object of the study was report text used for reading materials. The writer chooses three texts only in every textbook because there are a lot of report texts in every textbook. The writer chooses three texts only in every book which are almost of similar length and also the number of words. They are:

(1) “Nature Reserve of Java” in book 1 (page 36). (2) “Cleanlinness Habit” in book 1 (page 48). (3) “What’s A Mother Do” in book 1 (page 68). (4) “Telephone” in book 2 (page 74).

(5) “Cheetahs: in book 2 (page 86). (6) “Mangoes” in book 2 (page 88). (7) “Solar Energy” in book 3 (page 79) (8) “Mangrove Trees” in book 3 (page 80) (9) “The Brainy Body.” in book 3 (page 207.)

3.4Research Variable

There are two kinds of variables in this study: dependent and independent variables.

(1) The independent variable is report genres in the third year Senior High School textbooks.

(2) The independent variable of the study is the noun phrase construction.

3.5Method of Collecting Data

Knowing that purposes this study are to explain Noun Phrase in English to the students, to discover how the Noun Phrase Construction in report genres in the third year Senior High School students’ textbooks are developed and to find out the most dominant kinds of noun phrase constructions found in report genres in the third year Senior High School students’ textbooks, the writer will involve several steps. The first step is finding the English textbook for Senior High School. Then, I select an English textbook used by the third year students of Senior High School. Then, I read the books, took all of the texts in writing materials and finally analyzed them.

3.6Method of Analyzing Data

To ease the analysis, the writer uses the following procedure: 1. The noun phrase constructions analysis

2. The type of meaning analysis consists of:

The first step was identifying the noun phrase of each transcript of texts. The second step was stating each phrase based on arrangement Head-Modifier and Modifier-Head. The next step was calculating Noun phrase constructions, and classifying meaning choices found in texts. And the last step was interpreting the result.

CHAPTER IV

RESULTS OF THE ANALYSIS

After examining in details, I try to present my finding and interpretation in this chapter. I will answer the statement of the problem stated in chapter I. Based on the data analysis; the result can be presented as follows:

Table 4.1

The percentage and the amount of all Noun Phrase Construction

Book 1 Book 2 Book 3

Noun Phrase

Construction Amount Percentage Amount Percentage Amount Percentage

1. Pre-M + H

a. Det. + Noun b. Adj. + Noun c. Noun + Noun d. V-ing + Noun e. V-ed + Noun

122 83 21 15 3 -71% 68% 17% 12% 3% -82 46 29 4 2 1 58% 56% 35% 5% 3% 1% 78 45 17 16 -64% 58% 22% 20%

-2. Head + Post- M

a. Noun + Adj. b. Noun + Adv. c. Noun + PP d. Noun + Inf. Cl e. Noun + -ing Cl f. Noun + -ed Cl g. Noun + RCL h. Noun + Temp.

Cj Cl 3 -1 1 -1 -2% -34% 33% -33% -5 -1 3 -1 -4% - 20% 60% - - 20% - - 3 -2 -1 -3% -66% -34%

Book 1 = “Linked To the World” published by Yudhistira

Book 2 = “English Text in Use” published by Aneka Ilmu

Book 3 = “English For a Better Life” published by Pakar Raya.

1.1Types of Noun Phrase Construction

As the writer explained in Chapter II, three pattern of English Noun Phrase Construction are pre-modifier + Head, Head + Post- Modifier, and Pre-Modifier + Head + Post-Modifier. There are three books that were analyzed. Every book has different percentage in using three types of noun phrase pattern. Here are the percentages of English Noun Phrase construction in three kinds of different textbooks.

Table 4.2

The percentage and the amount of all Noun Phrase Construction

Book 1 Book 2 Book 3

Noun Phrase

Construction Amount Percentage Amount Percentage Amount Percentage Pre-M + Head

Head + Post- M M + H + M

122 3 47 71% 2% 27% 82 6 54 58% 4% 38% 78 3 40 64% 3% 33%

4.1.1 Pre- Modifier + Head

We can see in the table 2 that Pre- Modifier + Head pattern in English Noun Phrase construction is the most dominant Pre- Modifier. In Pre- Modifier + Head pattern itself consisits of determiner, adjective, noun, V-ing, V-ed (see Table 1a, 1b, 1c). The percentage of the use Pre- Modifier is presented bellow:

Table 4.3

The Percentage and the amount of Pre-Modifier + Head

Book 1 Book 2 Book 3

Noun Phrase

Construction Amount Percentage Amount Percentage Amount Percentage 1. Determiner 2. Adjective 3. Noun 4. V-ing 5. V-ed 83 21 15 3 - 68% 17% 12% 3% - 46 29 4 2 1 56% 35% 5% 3% 1% 45 17 16 - - 58% 22% 20% - -

4.1.1.1 Determiner + Noun

the use of determiner + Noun has percentage 68% in book 1, 56% in book 2, and 58% in book 3. So determiner here is the most dominant Pre- Modifier. Some examples the use of Determiner + Noun:

Table 4.4

Some examples of Determiner + Noun

Book Determiner Noun

1 1 1 1 1 2 2 2 2 2 3 the many a this his one most these its the 70,000 parks places consequence problem house computer telephone claws balance body homes

3 3 3 3 some your other its species brain species surface

4.1.1.2 Adjective + Noun

The use of Adjective + Noun has percentage 17% in book 1, 35% in book 2, and 22% in book 3. Adjective as a determiner consists of nationality, substance, color, age, shape, size, and quality. Adjective denoting quality is the most dominant adjective as Pre- Modifier. Some examples of Adjective + Noun presented bellow:

Table 4.5

Some examples of Adjective + Noun

Book Adjective Noun

1 1 1 1 2 2 2 2 3 3 3 3 aggressive local bad big large powerful orange European modern dry additional amazing loggers potters smell pressure computers bodies pulp explorers semicondutors land roots nerve activity

4.1.1.3 Noun + Noun

Noun in English Noun Phrase construction not only has function as a head, but also as a pre-modifier. The use of Noun + Noun has percentage 12% in book 1, 5% in book 2, and 20% in book 3.There are two kinds of thestructure of this sort. Those are the possive construction, and Noun- Adjuncdt construction. Some examples of Noun + Noun are presented bellow:

Table 4.6

Some examples of Noun + Noun

Book Noun Noun

1 1 1 1 1 2 2 3 3 3 3 orangutan days air rubbish pollution voice telephone solar nuclear water brain habitat ride pollution container problem messages network energy energy sources cells

4.1.1.4 V- ing/ -ed + Noun

The use of V-ing/ -ed + Noun has percentage 3% in book 1, 3% in book 2, and 0% in book 3. Whereas the use of V-ed has percentage 0% in book 1, 1% in book 2, and 0% in book 3. Some examples of V- ing/ -ed + Noun are presented bellow:

Table 4.7

Some examples of V-ing + Noun

Book V-ing Noun

1 2

purchasing running

agent shoes

4.1.2 Head + Post- Modifier

In the table 2 shows that Head + Post- Modifier has percentage only 2% in book 1, 4% in book 2, and 3% in book 3. Post- Modifier consists of an adjective or adjective phrase, an adverb, an prepositional clause, an infinitive clause, an –ed participle clause, an –ing participle clause, an appositive clause clause, or a clause introduced by temporal conjunction (see Table 2a, 2b, 2c).

4.1.2.1 Noun + Adjective

The use of Noun + Adjective as a post- modifier has percentage 0% in book 1, 0% in book 2, and 0% in book 3. There is no Noun + Adjective in book 1,2, and 3.

4.1.2.2 Noun + Adverb

The use of Noun + Adververb as a post- Modifier has percentage 0% in book 1, 20% in book 2, and 0% in book 3. It is similar with Noun + Adjective that there is no Noun + Adverb in book 1 and 3. An example of Noun + Adverb is presented bellow:

Table 4.8

Some examples of Noun + Adverb

Book Noun Adverb

2 people all over the world

4.1.2.3 Noun + Prepositional Phrase

The use of Noun + Prepositional Phrase as a post- Modifier has percentage 34% in book 1, 60% in book2, and 66% in book 3. Some examples of Noun + Prepositional Phrase:

Table 4.9

Some examples of Noun + Prepositional Phrase

Book Noun Prepositional Phrase

1 2 2 3 3

herds telephone

members shrub

parts

of grazing wild oxen in people home

of the cat of the rhizona of the ecosystem

4.1.2.4 Noun + Infinitive Clause

The use of Noun + Infinitive Clause as a post- modifier has percentage 0% in book 1, 0% in book 2, and 0% in book 3. There is no Noun + Infinitive Clause in book 1,2, and 3.

4.1.2.4 Noun + -ing Participle Clause

The use of Noun + -ing Participle Clause as a post- modifier has percentage 0% in book 1, 0% in book 2, and 0% in book 3. There is no Noun + -ing Participle Clause in book 1, 2, and 3.

4.1.2.6 Noun + -ed Participle Clause

The use of Noun + -ed Participle Clause as a post- Modifier has percentage 0% in book 1, 20% in book2, and 0% in book 3. An example of Noun + -ed Participle Clause:

Table 4.10

Some examples of Noun + -ed Participle

Book Noun -ed Participle Clause

2 cables buried in the ground

4.1.2.7 Noun + Relative Clause

The use of Noun + Relative Clause as a post- Modifier has percentage 0% in book 1, 17% in book2, and 0% in book 3. Some examples of Noun + Relative Clause are presented bellow:

Table 4.11

Some examples of Noun + Relative Clause

Book Noun Relative Clause

1 3

those areas

who live in the city that are shelter from waves

4.1.2.8 Noun + Clause Introduced by Temporal Conjunction

The use of Noun + Clause Introduced by Temporal Conjunction as a post- modifier has percentage 0% in book 1, 0% in book 2, and 0% in book 3. There is no Noun + Clause Introduced by Temporal Conjunction in book 1, 2, and 3.

4.1.3 Pre- Modifier + Head + Modifier.

Pre- Modifier + Head + Modifier is the combination between Pre- modifier + head and Head + Post- Modifier (see Table 3a, 3b, and 3c). The usage of this pattern has percentage 27% in book 1, 38% in book 2, and 33% in book 3. Some examples of Pre- Modifier + Head + Post- Modifier are presented bellow:

Table 4.12

Some examples of Pre-Modifier + Head + Post-Modifier

Book Pre- Modifier Head Post- Modifier

1 1 1 1 1 2 2 2 2 10 motorbike the polluted a great an a artificial large percent track dust manager burden instrument person satellites eyes

of its land area from labuan via sumur

to taman jaya in air of the complaint

department for a mother that send and receive

voice message. across the street orbiting far above the

earth

2 3 3 3 3 3 other one great An renewable Special The lower Basic cats alternative source species parts process

judge distant accurately. whose claws tuck away in special sheath in their

paws. for future energy

sources. of energy of mangroves trees.

of the cerebrum for life

1.2The Dominant Noun Phrase Construction

Most of the Noun Phrase construction used in three textbooks for the first year Senior High School students, entitled “Linked to the World” published by Yudehistira, “English Text In Used” published by Aneka Ilmu, and “English for a Better Life” published by Pakar Raya are in the form Pre- Modifier + Head. Thre are 71% in book 1, 58% in book 2, and 64% in book 3.

From the all explanation above, I can conclude that report texts in book 1,2, and 3 used Pre- Modifier + Head as the most dominant type in English Noun Phrase Construction as many as 64,98%.

CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

Noun Phrase is very important to be learnt, especially for Senior high School students, because Content of Standard stated that Senior High School students are in informational level. It means that they have to create texts which have lexical density by themselves. Based on the overall discussion, conclusion can be drawn as follows:

From the three textbooks for the first year Senior High School students, entitled “Linked to the World” published by Yudhistira, “English Text In Used” published by Aneka Ilmu, and “English for a Better Life” published by Pakar Raya, we can see Noun Phrase construction in three types, they are Pre- Modifier + Head, Head + Post- Modifier, and Pre- Modifier + Head + Post- Modifier.

The most dominant type of Noun Phrase construction found in the three textbooks is Pre- Modifier + Head. It can be proven by seeing the percentage of it. It has 71% in book 1, 58% in book 2, and 64% in book 3.

5.2 Suggestion

As we know that Noun Phrase construction is one important part in creating a text which has a high lexical density. To success the English study especially in Senior High School, there are three important factors, they are English teacher, English textbook publisher or writer, and Indonesia’s educational system.

The writer would like to give some suggestion to English teacher and also to English textbook writer or publisher related to this study. For the English teachers, they have to be careful in selecting and providing materials for their students, especially in choosing a good English textbook. For English textbook writer or publisher, they have to be able to provide and select material especially in selecting reading material. It means that the materials must be up date, appropriate with the curriculum and also can improve the students’ ability.

The last important factor is Indonesia’s educational system. Indonesia’s educational system must be update. The success of education in Indonesia is affected by an appropriate educational system. As the manager of this country, the government must be carefully makes appropriate educational system.

By analyzing several English textbook, the writer hope that English textbook writer or publisher will increase their quality in arranging and choosing materials. And also for English teachers, hopefully this study can help them to choose the best textbook for their students.

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Appendixes I

: The Report Texts

Appendixes II

: The Tables of Noun Phrase

Appendix 1

Book 1 “The Linked to The World” Published by Yudhistira Text 1

Nature Reserves of Java

Indonesia has been ahead of most of the world in preserving natural wonder. In fact, 10 percent of its land area is under protection. The range of protected areas extends from volcanoes to orangutan habitats and coral reefs, nearly 200reserves and parks. Nevertheless, understanding and aggressive loggers threaten many of the parks. Local porters can be hired and park guards may often accompany visitors as guides. They should be tipped, plus reimbursed for expanses. To avoid misunderstanding, it is advisable to negotiate fees clearly be4fore setting out.

The listing below, though not comprehensive, covers some of Indonesia’s finest reserves and parks. Ujung Kulon: At Java’s western tip, Ujung kulon is Indonesia’s first and premiere reserves. You will have to be lucky to see one of the park’s 60 remaining Javan Rhinos, but there are many other fascinating animals, including leopards, gibbons, long-tailed macaques, leaf monkeys, crocodiles, muntjaks, mouse deer and herds of grazing wild oxen.

There are two types of accommodation available most visitors stay at the guesthouses on Peucang Island, but it is also worthwhile to stop over for a night or two at the older guesthouse on Handaleum Island to visit the Cigenter River, a favorite rhino haunt just across the strait. Bedding, furniture and cooking facilities are provided at both guesthouses, but you must bring your own food.

Ujung kulon is accessible with motorbike track from Labuan via Sumur to Taman Jaya, where the park headquarters is located (about a six-hour ride). From here, it spends two days ride to Kalejetan and Peucang Island via the south coast. Or else, charter a boat from Labuan directly to Peucang or Handeleum, a five hours voyage each way. While there, visit the volcanic island of Krakatau, 40 kilometers (25 mil) northwest of Labuan , in the middle of the Sunda Strait separating Java from Sumatra.

Text 2

Cleanliness Habit

Cleanliness is not only related to bathing, brushing teeth, wearing clean clothes, and washing hands before dining but also participating in preventing pollution. Pollution is harmful to public health. But not all people, especially those who live in cities, care about it. We can see the rubbish or wreckage the broken parts of a destroyed thing, in many places. As a consequence, it damages the beauty of the city, creates water and air pollution and cause diseases. The polluted dust in air makes it hard for people to breathe and can irritate the eyes. Polluted water and air are smelly. Besides giving smell, polluted water, rivers, and drains are not nice to see.

The government argues the residents to cooperate in preventing pollution. But it is not enough. A good resident must be aware of this problem by starting cleanliness habits at home and in environment surroundings. He should arrange his house neatly and tidily. At home he should have the rubbish container. Cleanliness operation in the neighborhood is important. It can be held periodical, once or twice a month.

The cleanliness of environment actually depends on the people. As the number of people increases rapidly, the pollution problem will be more and more serious. Let’s love and enjoy our home and environment by preventing any pollution. We must make them clean and healthy. No spitting and no littering. Cleanliness must be our habit, our motto in our days.

Text 3

What’s a mother to do?

What’s a mother to do? There are only twenty-four hours in a day and the task is so great!

A mother is a director of operations for the home. She’s a counselor, psychologist, and friend. She’s a nurse, nutritionist, Pharmacist, and for big emergencies, ambulance driver. She’s a waitress, grocer, chef, short-order cook, and chair person of the after dinner cleanup committee. A mother is a disciplinarian, program director, listener, encourager, activities director, and taxi driver. She’s a seamstress, family wardrobe coordinator, purchasing agent, and manager of the complaint department. She’s in promotion and public relation work. She’s a teacher, student, tutor, and playmate. She’s a maintenance o9f engineer and director of a janitorial service. She’s an advisor and career annalist. She teaches driver education and coaches a variety of sports activities. She’s a spiritual leader and prayer warrior. She’s an expert in shuttle diplomacy.

While juggling these tasks often she is a career woman. She also maybe a wife. Sometimes she handles her awesome task as a single parent.

There also is great psychological pressure on all mothers. The wise old proverb says,” The hands that rocks the cradle rules the world.” there’s a lot of thrust in that. Mothers have a key role in shaping the attitudes, ambitions, and destiny of their children. Their children, in turn, determine the destiny of the world. That can be a great burden for a mother. Who can stand up under so heavy responsibility?

Faced with such demand and psychological pressure, what’s a mother to do? She has to relax! Mother should not attempt to be all people, nor should they try to excel at all task. Husband, son and daughters often forget that mom is, after all only human. Much is written about corporate burnout and stress, but mothers face a serious threat of burnout if they try to do everything, do it exceptionally will, and do it with urgency.

We advice all mothers to work hard at being themselves. Revel in the things to you do well and enjoy them. Obviously, you will have to do something’s you do not do well and do not enjoy doing, but don’t let those things dominate your time and energy and under-mine your self esteem. A wise mother will enlist hobby and kids to assist with these chores.

Remember, mom, you are the best mother your children have. Instead of trying to be super mom, trying being your self. Our hunch is that being your self. Our hunch is that being yourself will come closer to being super mom than you would ever dream!

Book 2 “English Text in Use” Published by CV Aneka Ilmu Text 1

Telephone

Telephone is an instrument that sends and receives voice messages, usually by means of communication. In just a few second, you can telephone a person across the street, in another part of the country, on another continent.

In its most basic forms, a telephone enables people to talk with one another at distances beyond the range of the human voice. More sophisticated telephone can send and receives not only voice message, but also written words, drawing, photographs, and even video images. In addition, telephone can send information from one computer to another.

Telephone in people’s home are connected trough a vast complex telephone network. The network includes large computers tremendous lengths of copper wire and hair thin strands of glass, cables buried in the ground and laid along the bottom of ocean, radio transmitter and receivers, and artificial satellite. Orbiting above the earth.

Most telephone connect with the telephone network by means of wires that run trough the walls of houses and other buildings. A small clip connects each telephone to the wiring. Other phone are installed in cars or carried in a bag or pocket. Such phones connect with line network radio.

Alexander Graham Bell patented the telephone in 1876, Today, hundreds million of telephones serve people all over the world.

Text 2

Cheetahs

Cheetahs are members of the cat family and are the world’s fastest lad animals. They inhabit open grassland and scrub in Africa, Southern Asia and the Middle East. Cheetahs are often mistaken for Leopards and have many similar features. Their distinguishing marks are the long, teardrop-shaped lines on each side of the nose from the corner of the eyes to the mouth.

The animals have muscular and powerful bodies which are aerodynamically perfect for short, fast runs. Their bandy back keep the body flexible as they sprint they can accelerate from standing to 40 mph in three strides and to a full speed of 70 mph within seconds. Cheetahs’ feet are like running shoes and have grips and spikes to dig into the ground. The grips are special ridges o the animals’ footpads and the claws act as spikes. These claws stay out all the time. This is different from other cats, whose claws tuck away in special sheaths in their paws.

Cheetahs are carnivores and eat gazelle and small antelope. A long tail helps the cheetahs keeps its balance as it swerves after its prey, using large eyes that point forward to judge distant accurately. Once the cheetah has pounced, the victim is gripped by the throat to stop it breathing. However, the cheetah has weak jaws and smells teeth and cannot always protect it kills or its young, especially, if tired sat after run.

Female Cheetahs give birth to an average of three young of that they rear by themselves. Once fully grown, the animals usually live alone, through male sometimes form small groups. Most cheetahs live about twelve years.

Cheetahs are now an e4ndangered species and many conservationists are drying to help to protect the habitat of this interesting creature.

Text 3

Mangoes

Mangoes are scientifically classified as Mangifera Indica. They belong to the cashew family, Anacardinaceae. They are fruit that grow in tropical regions throughout the world.

Mangoes serve as the main food of many people in tropical countries. They are often called the king of tropical fruits. Mangoes are eaten fresh or are used I making desserts, preservers, and some other foods. The fruit is an excellent source of vitamin A and C.

Most mangoes are kidney-shape, oval or round. They vary from about 5 to 25 centimeters in length and from 57 grams to 2,3 kilograms in weight. Mangoes have a smooth, lathery skin that surrounds a juicy, yellow or orange pulp and a hard inner pit. The skin may be green, purple or various shades of orange, red, or yellow. Many mangoes have tough fibers in their pulp, and some of the fruit have unpleasant turpentine like odor. However mangoes grown commercially have a soft fibreless pulp and a sweet, spicy taste and odor.

The mangoes tree is an evergreen that grows about 21 meters tall. It has long, slender leaves and small, pinkish-white flowers. The fruit develops from the ovaries of the blossoms and ripens about five months after the flowers bloom.

Mangoes were first cultivated about 4.000 years ago in India and the Indonesian Archipelago. In the 1700’s and 1800’s, European explorers brought mangoes from India to other tropical countries. Today, farmers grow mangoes in Brazil, India, Mexico, and the Philippines, In the United States; Mangoes grow in Florida and Hawaii.

Book 3 “English for a Better Life” Published by Pakar Raya Text 1

Solar Energy

Solar energy is one great alternative for future energy sources. It is environmentally friendly and renewable, thus making it an excellent energy source.

According to the United States Environmental Protection Agency (EPA); ‘Enough sunlight reaches the earth’s surface every year to produce approximately 1,000times the amount of energy produced by burning all fossil fuels mined and extracted during the same time period’.

As with most renewable energy system, the initial cost of setting up these solar energy projects is quite expensive. However the saving electricity bills in the long-term should make up for this and year after year, the cost of this solar energy are falling which will make it make it more affordable and widespread.

Solar energy will also be powering some 70,000 homes and several hundred businesses in Britain soon after the government announced a £ 10 million investment into photovoltaic (PV) technologies over the next three years.

Photovoltaic cells provide an unlimited supply of free power by converting sunlight into electricity by using modern semiconductors. Vast arrays of these cells will be placed on roofs and walls around the country to provide buildings with a renewable source of energy for lighting, heating and storage.

Street lighting and traffic signals can also benefit from this power supply further reducing our dependence on fossil fuels and nuclear energy.

Text 2

Mangrove Trees

A Mangroves Trees is a tropical maritime tree or shrub of the Rhizopora. Mangroves has a special aerial roots and salt-filtering tap roots that enable them to thrive in brackish water (brackish water in salty, but not as salty as sea water).

There are special species of Mangrove trees found all over the world. Some prefer more salinity, while others like to be very close to a large fresh water source (such as a river). Some prefer areas that are sheltered from waves. Some species have their roots covered with sea water every day during high tide. Others are more sensitive to salinity, and grow closer to the shore. Other species grow on dry land, but are still part of the ecosystem.

Mangroves need to keep their trunk and leaves above the water line. Yet they also need to be firmly attached to the ground, so they are not moved by waves. There are three type of Mangrove root that help in this process.

1. Support roots which directly pierce the soil.

2. Level-growing roots which twist upwards and downwards, with the upwards twist emerging on the water surface.

3. Level-growing roots whose downward twist (sub-roots) appear on the water surface.

Any part of the root that appears above the water line channels oxygen to the plant below the water line. Over time as soil begins to build up, these roots produce additional roots that become embedded in the soil.

Text 3

The Brainy Body

You brain is as big as you two fits side by side. It’s the place where you think, learn, work out problems, remember, feel happy and sad, wonder, worry, have ideas, sleep and dream.

Yet the brain looks like a wrinkly lump of grey-pink jelly! On average it weights about 1,4 kilograms. It doesn’t move, but its amazing nerve activity uses up one-fifth of all energy needed by the body.

The main parts of the brain are its bulging, wrinkled upper par, the cerebrum. Different area of its surface (cerebral cortex) deal with nerve signals to and from different parts of the body. For example, massage from the eyes pass to the lower parts of the cerebrum, called the visual center. They are sorted here as the brain cells work out what the eyes are seeing.

There are also areas for touch, hearing, taste and other body processes.

The cerebellum is the rounded, wrinkled part at the back of the brain. It processes massages from the motor center, sorting and coordinating them in great detail, to send to the body’s hundred muscles. This is playing music (or all three), almost without thinking.

The brain stem is the lower part of the brain, where it joins the body’s main nerve, the spinal cord. The brain stem control basic processes vital for life, like breathing, heart bite, digesting food and removing wastes.

The brain really does have ‘brain waves’. Every second it receives, sort and sends millions of nerve signals. Special pads attached to the head can detect these tiny electrical pulses. They are shown on a screen or paper strip as wavy lines called an EEG, electro-encephalogram.

Appendix II

: The Table of Noun Phrase

r

1 - - orangutan - - habitat

1 200 - - - - reserves

1 - aggressiv

e

- - - loggers

1 the - - - - parks

1 - locak - - - poters

1 indonesia'

s

finest - - - reserves

1 the park's

60

remainnin g Javan

- - - rhinos

1 many

other

fascinatin g

- - - animals

1 the park's

60

older - - - guesthous

e

1 the - - - - cigenter

river

1 a favorite - - - rhino

hount

1 the - - - - strait

1 both - - - - guesthous

e

1 your - own - - food

1 two - days - - ride

1 the - south - - coast

1 a - - - - boat

2 - - -

-2 - clean - - clothes

2 - public - - - health

2 all is - - - - people

2 many - - - - places

2 a - - - - consegue

nce

2 - - air - - pollution

2 the - - - - eyes

2 - bad - - - smell

2 the - - - - governme

nt

2 the - - - - resident

2 a good - - - resident

2 this - - - - problem

2 his - - - - house

2 a - rubbish - - container

2 the - - - - neighbour

hood

2 a - - - - month

2 the - - - - people

3 a - - - - counselor 3

a - - - - psychologi

st

3 a - - - - nurse

3 a - - - - nutrionist

3

a - - - - pharmacis

t 3

- big - - - emergenci

es 3

- - ambulanc

e

- - driver

3 a - - - - waitress

3 a - - - - grocer

3 a - - - - chef

3

a

short-order

- - - cook

3

a - - - - disciplinari

an 3

a - programm - - director

3 a - - - - listener

3

an - - - - encourage

r

3 an - activities - - director

3 a - taxl - - driver

3

a - - - - seamstres

s

3 a - family

wardrobe

- - coordinato

r 3

a - - purchasin

g

- agent

3 a - - - - teacher

3 a - - - - student

3 a - - - - tutor

3 a - - - - playmate

3 an - - - - advisor

3 - - driver - - education

3 a spiritual - - - leader

3 a - prayer - - warrior

3 these - - - - task

3 a career - - - woman

3 a - - - - wife

3 a single - - - parent

3 - great

psychologi cal

- - - pressure

3 all - - - - mothers

3 these wise old - - - proverb

3 these - - - - hand

3 these - - - - cradle

3 all - - - - task

3 the - - - - things

3 your - - - - time

3 your-self - - - - esteem

3 all wise - - - mother

3 the - - - - kids

3 these - - - - chores

3 the best - - - mother

3 your - - - - children

3 our - - - - hunch

r

1 another - - - - continent

1 its most basic - - - form

1 a - - - - ftelephone

1 - more sophi - - - telephone

1 - - voice - - messages

1 - - - words

1 one - - - - computer

1 a vast completelephone - - network

1 the - - - - network

1 - larga - - - computers

1 most - - - - telephone

1 a small - - - chip

1 each - - - - telephone

1 the - - - - wiring

1 other - - - - phones

1 a - - - - bag

2 the world's fastest land - - - animals

2 - open - - - grassland

2 the - - - - middle-east

2 many similar - - - features

2 their distinguishi - - - marks

2 the - - - - mouth

2 the - - - - animals

2 - powerful - - - goodies

2 their bendy - - - back

2 the - - - - body

2 three - - - - strides

2 - - Cheetahs' - - feet

2 - - - running - shoes

2 the - - - - ground

2 the - - - - grips

2 the - - - - claws

2 these - - - - claws

2 all the - - - - time

2 - small - - - an telope

2 a long - - - tail

2 its most - - - - balance

2 the - - - - victim

2 the - - - - throat

2 - weak - - - jaws

2 - small - - - teeth

2 - feamale - - - cheetahs

2 - small - - - groups

2 an - - - endangeredspecies

2 many - - - - conversationsist

3 the cashew - - - family

3 - orange - - - pulp

3 a hard inner - - pit

3 the - - - - skin

3 many - - - - managoes

3 the - - - - skin

3 an unpleasant - - - adour

3 a soft - - - pulp

3 a fibreless - - - taste

3 - sweet spicy - - - leaves

3 - slender - - - flowers

3 the small, pinki - - - archipelago

3 - indonesian - - - explorers

3 other europian - - - countries

r

1 - - solar - - energy

1 an excellent energy - - sources

1 the earth's - - - - surface

1 the earth's same time - - period

1 most renewable energy - - system

1 the earth's initial - - - cost

1 these - solar energ - - projects

1 the - saving elec - - bills

1 the - - - - long-term

1 some 70.00 - - - - homes

1 the - - - - government

1 the next thr - - - - years

1 - modern - - - semiconductors

1 the - - - - country

1 this - - - - power

1 our - - - - dependence

1 - - nuclear - - energy

2 a - mangroves - - trees

2 a tropical mo - - - tress

2 a special aer - - - roots

2 a large fresh water - - sources

2 some 70.00 - - - - species

2 their - - - - roots

2 the - - - - shore

2 other - - - - species

2 - dry - - - land

2 their - - - - thurnk

2 the - water - - line

2 the - - - - ground

2 the - - - - soit

2 the upwards - - - twist

2 the - - - - plant

2 these - - - - rools

2 - additional - - - roots

3 your - - - - brain

3 two - - - - fits

3 - amazing nerve - - activity

3 all - - - - energy

3 the - - - - cerebrum

3 the - - - - eyes

3 the visual - - - center

3 the - brain - - cells

3 other - body - - processes

3 the - motor - - center

3 - great - - - details

3 body's hund - - - - muscles

3 the body's main - - - nerve

3 the spinal - - - cord

3 the - - - - head

3 these tiny electric - - - pulses

3 a - - - - screen

3 an - - - - egg

Phrase Clause participle Participle Clasue Temp CJ 1

herds - - of grazing

wild oxen

- - - -

-2

those - - - who live in

the city

-2 - - 1 - - - 1

-Book 2 "English Text in Use " Published by Aneka Ilmu

Table 2.b

Head

Noun Adjective Adverb Prep.

Phrase Infinitive Clause ing participle ed Participle Relaqtive Clasue clause Temp CJ 1 telephone s in peoples home

1 cables in the

ground

burried

1 radio transmitter

-1 people all over

the world

-2 members of the cat

family

5 1 1 3 - - 1 -

-Text

Head + Post-Modifier Post- Modifier

Phrase Clause participle Participle Clasue Temp CJ

2 shurb - - of the

Rhizona - - - -

-2 areas - - -

-that are shelter from

waves

-2 part -

-of the ecos ystem

- - -

Book 1 "Linked to the World " Published by Yudhistira Table 2.a

Head

Noun Adjective Adverb Prep.

Phrase

Infinitive Clause

ing participle

ed Participle

Relaqtive Clasue

clause Temp CJ 1

herds - - of grazign

wild oxen

- - - -

-2

those - - - who live in

the city

-Book 1 2 - - 1 - - - 1

-Text

Head + Post-Modifier Post- Modifier

Book 2 "English Text in Use " Published by Aneka Ilmu Table 2.b

Head

Noun Adjective Adverb Prep.

Phrase

Infinitive Clause

ing participle

ed Participle

Relaqtive Clasue

clause Temp CJ

1 telephone

s

in peoples home

1 cables in the

ground

burried

1 radio transmitter

-1 people all over

the world

-2 members of the cat

family

Book 2 5 1 1 3 - - 1 -

-Text

Head + Post-Modifier Post- Modifier

Book 3 "English for a Better Life" Publised by Pakar Raya Table 2.c

Head

Noun Adjective Adverb Prep.

Phrase

Infinitive Clause

ing participle

ed Participle

Relaqtive Clasue

clause Temp CJ

2 shurb - - of the

Rhizana - - - -

-2 areas - - -

-that are shelter from

waves

-2 part -

-of the ecos ystem

- - -

-Book 3 3 - - 2 - - - 1

-Text

Head + Post-Modifier Post- Modifier

Book 1 "Linked to the world " Published by Yudhistira Table 5.a

Head Nationallit

y Subtance Color Age Shape Size

Quality Noun

1 - - -

-aggressiv e

loggers

1 - - - local poters

2 - - - bad smell

3 - - -

-- emergen

cies

3 - - - big

great, phsycologi cal

pressure

3 - - -

-Book 1 - - - - - 1 4 5

text

pre - Modifier + Head (Adj + Noun) pre - Modifier + Head (Adj + Noun)

Book 2 "English Text II Use " Published by Aneka Ilmu Table 5.b

Head Nationallit

y Subtance Color Age Shape Size

Quality Noun

1 - - - large

- comput

ers

2 - - - powrful bodies

2 - - -

-open grassland

s

2 - - - antolope

2 - - - small weak jaws

2 - - - feeth

2 - - - female cheetahs

2 - - - small - groups

2 - - - tropical regions

2 - - orange - - - - pulp

2 - - - leaves

2 -

-

pinkish-white - - small

- flowers

2 europian - - - explorers

Book 2 1 - 2 - - 4 5 13

text

pre - Modifier + Head (Adj + Noun) pre - Modifier + Head (Adj + Noun)

Book 3 "English for a Better Life " published by Pakar Raya Table 5.c

Head Nationallit

y Subtance Color Age Shape Size

Quality Noun

1 - - -

-modern Semi

conduc turs

2 - - - dry land

2 - - - additional roots

3 - - -

-amazing nerve activity

Book 3 - - - - - - 4 4

text

pre - Modifier + Head (Adj + Noun) pre - Modifier + Head (Adj + Noun)