DESCRIPTIVE ANALYSIS OF READING
COMPREHENSION GENRE IN THE TEXT
(Comparative Study of Text Descriptive, Recount and
Narrative for the First Grade at Vocational High School)
GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I)
By:
WAHYU ARDI NUGROHO
113 11 123
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2015
i
MOTTO
If you cannot be a smart people, at least you can be a good people (Einstein)
The important thing is not how long we alive, but how we undergo our life
(Ardi)
DEDICATION
I dedicate this graduating paper to:
1.
My source inspiration, Mom and Dad.
2.
To my old brother and sister, and my beautiful nieces (Mamaz Oji, Mb.
Yuli, Mb Ipeh, Maya, Nayla, Sanum)
Who fill my daily live with much love
ACKNOWLEDGEMENT
In the name of Allah, the most gracious and merciful, the Lord of universe.
Because of Him, the writer could finish this thesis as one of the requirement for
Sarjana Pendidikan Islam at English Education Department of Teacher Training
of Educational Faculty of State Institute for Islamic Studies (IAIN) Salatiga in
2015.
Secondly, peace and salutation always be given to our Prophet Muhammad SAW
who has guided us from the darkness into the lightness.
However, this success would not be achieved without those supports, guidance,
advice, help, and encouragement from individual and institution, and I somehow
realize that an appropriate moment for me to deepest gratitude for:
1. Dr. Rahmat Hariyadi, M.Pd, the head of State Institute for Islamic Studies
(IAIN) Salatiga.
2. Suwardi, M. Pd, S. Pd, as the chief of Teacher Training and Education Faculty
(TTEF).
3. Noor Malihah, S.Pd., M.Hum, as the Head of English Education Department.
4. Mr. Faizal Risdianto, S. S., M. Hum. As my consultant who always gives me
guidance, suggestion and motivation to finish my graduating paper.
5. All the lecturers at English Education Department.
6. All the staff that have helped the writer in processing of thesis administration.
7. SMKN 1 Tengaran and SMKN 2 Salatiga for letting me conduct a research.
8. My beloved parents, my father (Tuyanto) and my mother (Suti), who always
give me sincere prayers for successfulness in my life.
9. My Sister (Nadhifah Setiyanti, Yuliana Setiasih) and Brother Fauzi Dahlan
Hasim). Your smiles give me power to always stand up.
10. All of my friends LDK Fathir Ar Rosyid IAIN Salatiga. Who make me get lots
experience and make me be better person.
11. All of my friends TBI 2011. Who always share and helping me for activities in
campus.
12. My best friends (Faiz, Dzulfikar, Luthfi, Hasan, Honang, Nafik, Rifqy, Tetot,
Yuhdi, Zari and Friends), thanks for being by my side for your support and
success for you all.
13. All of my beloved people who cannot be mentioned one by one.
Finally, this thesis expected to be able to provide useful knowledge and
information to the readers.
Salatiga, 14th September 2015
The Writer
TABLE OF CONTENTS
TITLE ............................................................................................................... i
DECLARATION ............................................................................................. ii
ATTENTIVE COUNSELOR NOTE .............................................................. iii
CERTIFICATE PAGE ..................................................................................... iv
MOTTO ........................................................................................................... v
DEDICATION ................................................................................................. vi
ACKNOWLEDGMENT .................................................................................. vii
TABLE OF CONTENTS ................................................................................. ix
LIST OF TABLES ........................................................................................... xii
ABSTRACT ..................................................................................................... xiv
CHAPTER I INTRODUCTION
A. Background of the Study ............................................................................. 1
B. Problem Statement ..................................................................................... 3
C. Objective of the Study ................................................................................. 3
D. Significant of the Study ............................................................................... 3
E. Limitation of the Study................................................................................ 4
F. Clarification of Keys Term.......................................................................... 4
G. Previous Research Review .......................................................................... 6
H. Outline of the Research Report ................................................................... 6
CHAPTER II LITERARY RIVIEW
A. Analysis of Text Type ................................................................................. 8
1. Definition of Genre Analysis(text type) ................................................ 8
2. Theoretical and Empirical Support........................................................ 9
B. Syllabus; 2013 Curriculum .......................................................................... 11
1. Syllabus ................................................................................................. 11
2. Curriculum; Curriculum 2013 ............................................................... 11
CHAPTER III RESEARCH METHODOLOGY
A. Research Design .......................................................................................... 13
B. Data and Data Source .................................................................................. 14
C. Method of Collecting Data and Research Instrument ................................. 15
1. Documentation Study ............................................................................ 15
D. Data Analysis .............................................................................................. 17
1. Data Source ........................................................................................... 17
2. The Technique of Collecting Data ........................................................ 18
3. The Technique of Analyzing Data ........................................................ 18
CHAPTER IV DATA ANALYSIS
A. Reading Comprehension Genre in Text ...................................................... 19
1. The main Lesson, Syllabus 2013 Curriculum ....................................... 19
2. 4 Core Competence ............................................................................... 21
3. Main Lesson in Syllabus ....................................................................... 21
B. Data Analysis .............................................................................................. 30
1. Analysis of Text Type ........................................................................... 30
C. The Most Suitable Text Type in Three English Textbook. ......................... 47
CHAPTER V CLOSURE
A. Conclusion ................................................................................................... 49
B. Suggestion ................................................................................................... 50
BIBLIOGRAPHY
APPENDIX
LIST OF TABLE
Table 3.1
: The Main Lesson as Guideline to Analyze the Research
Table 4.1
: Guideline Fir Analyzing Text Type Adapted Form Syllabus
(2013)
Table 4.2
: The Coding of the Archival Documents (Main Lesson)
Table 4.3
: The Data Analyzing of Descriptive Text (Kemendikbud Press)
Table 4.4
: The Data Analyzing of Descriptive Text (Erlangga Press)
Table 4.5
: The Data Analyzing of Descriptive Text (Yrama Widya Press)
Table 4.6
: The Data Result of Descriptive Text (Kemendikbud Press)
Table 4.7
: The Data Result of Descriptive Text (Erlangga Press)
Table 4.8
: The Data Result of Descriptive Text (Yrama Widya Press)
Table 4.9
: The Data Analyzing of Recount Text (Kemendikbud press)
Table 4.10
: The Data Analyzing of Recount Text (Erlangga press)
Table 4.11
: The Data Analyzing of Recount Text (Yrama Widya press)
Table 4.12
: The Data Result of Recount Text (Kemendikbud press)
Table 4.13
: The Data Result of Recount Text (Erlangga press)
Table 4.14
: The Data Result of Recount Text (Yrama Widya press)
Table 4.15
: The Data Analyzing of Narrative Text (Kemendikbud Press)
Table 4.16
: The Data Analyzing of Narrative Text (Erlangga press)
Table 4.17
: The Data Analyzing of Narrative Text (Yrama Widya press)
Table 4.18
: The Data Result of Narrative Text (Kemendikbud press)
Table 4.19
: The Data Result of Narrative Text (Erlangga press)
Table 4.20
: The Data Result of Narrative Text (Yrama Widya press)
ABSTRACT
Nugroho, W. Ardi. 2015. Descriptive Analysis of Reading Comprehension Genre in
the Text (Comparative Study of Text Descriptive, Recount and Narrative for the
First Grade at Vocational High School). A graduation paper. Teacher Training and
Education Faculty. English Education Department. State Institute for Islamic Studies
Salatiga (IAIN) Salatiga. Counselor Faizal Risdianto, S. S., M. Hum
Keywords: Reading Comprehension, Genre in Text, Syllabus curriculum 2013, Main
lesson, Comparative analysis.
The research is descriptive qualitative research. It’s dealing with descriptive
analysis of reading comprehension genre in text. It has problems research; the first is
“How to comprehend genre in text by analyzing the hidden meaning of the text?”
and second one “which one is the most suitable text in three English textbook?
The result of data analysis shows that, the use of syllabus of main lesson in basic
competence could be the guideline for the researcher how to comprehend reading
text type and the most suitable text type in three English textbook are narrative
text.
CHAPTER I
INTRODUCTION
A. Background of the Study
People in this global world communicate with English as international
language. English in Indonesia claimed as the foreign language. English
teacher is the central guide to overcome this issue. The teacher who has a
good mastery of English has potential to train student to comprehend English.
It starts from elementary school. In this grade, they learn by imitating the
teacher’s speaking, then at secondary school they learn by reading short text.
In high school or vocational school, they learn to comprehend kind of text
type in textbook.
In learning process, there are four major skills of language such as
reading, listening, writing, and speaking. One way to start to learn English is
reading text. (Mikael and Elizabeth, 2003: 12). "Reading is a highly
developmental process and students in any primary classroom vary greatly on
continuum of becoming readers”. It is clear enough that reading is an
important aspect rather than other major skills.
According to Scott (2009:24) , “reading comprehension is an interactive
process and that reading comprehension instruction is an interaction
between students and teachers as they negotiate text. The idea that
reading is an interactive process is a theoretical lens that has guided
literacy scholars for decades”.
1
In 2013, government changed the curriculum, previously we used 2006
curriculum. Then, it becomes 2013 curriculum. With the changing of
curriculum, there are many new rules which also changing. One of them is the
syllabus 2013 curriculum based competence.
By the implementation of the 2013 curriculum, it makes the presence of
new textbook is available. Brown states that “The presence of a textbook is
necessary to support teaching learning process” (Brown, 1994:143). Its means
that with the presence of textbooks can facilitate students to get involve the
learning process.
A book is the source of knowledge in a written form. Textbook is a
book that contain of learning subject materials or certain learning subject,
which arranged systematically. Muslich (2010:50).
According to Sobur (2001:68), Genre analysis, through genre
analysis we mentioned do not only understand how the content of
news, but also how the message is expressed, how the words,
phrases, sentences, metaphor are expressed. By seeing how those
patterns of generic structures rule, genre analysis is better for seeing
the hidden meaning of the text.
From the statements above, the researcher wants to analyze the study of
genre in the text for vocational high school textbook. By the use guideline of
main lesson from the syllabus 2013 curriculum. That is why the writer
chooses
the
title
DESCRIPTIVE
ANALYSIS
OF
READING
COMPREHENSION GENRE IN THE TEXT (Comparative Study of
Text Descriptive, Recount and Narrative for the First Grade at
Vocational High School).
2
B. Problem Statement
1. How to comprehend reading genre in the text (descriptive, recount and
narrative) for the first grade vocational high school?
2. Which one is the most suitable text in three English textbook?
C. Objective of the Study
Based on problems resource, the objectives of the study are as follows:
1. To know how to comprehend reading genre in the text (descriptive,
recount and narrative) for the first grade vocational high school.
2. To know which one is the most suitable text type in three English
textbooks.
D. Significance of the Study
After implementing the research, the writer expects that truly this
research will be beneficial to:
1. Reader
a. The reader will get more information about genre in text.
b. They can enrich their knowledge how to analyze genre in text.
c. They going to know and understand about some advantages of genre to
improve their knowledge about kind of text in the first grade of
vocational school.
2. Textbook Publisher
It is expected that this research is useful to publisher to arrange and
design textbooks that are suitable with syllabus curriculum.
3
3. Up-coming researchers
The result of the research can be use to develop various research of
analysis text type. It can also be use as enriching reference on analysis text
type.
E. Limitation of the Study
In textbook, there are many kinds of competence that should be reach
after the process of learning, to limit the analysis the writer focuses on kinds
of text, its means reading competence or reading comprehension. The text is
base on the first year of vocational high school. Text types that consist in
English textbook are text descriptive, recount and narrative.
F. Clarification of Key Terms
To avoid misunderstanding in this study, the writer gives the definition
of the terms. They include reading, comprehension, genre in text type,
curriculum, and textbook.
1. Reading
Reading is the skill or activity of getting information from books or the
way in which you understand something (Cambridge advance learner’s
dictionary: 2008).
2. Comprehension
Comprehension1, is the power of understanding. (Hornby. 1995:235).
4
3. Genre (Text)
Genre is a set of utterance or speech acts which reveal a subject, that
presented by systematic, well organized, in unite of coherent, are formed
by neither segmental nor non-segmental element (Sobur. 2001: 11).
4. Curriculum
Curriculum is a device, which is served for developing a learning
process that contains student activities to achieve a particular learning
goals and objectives of education in general (Kurinasih. 2014:6).
Meanwhile in oxford advance learner’s dictionary, Curriculum
means subject included in a course of study or taught at a particular school,
college, (Hornby.1995:287).
5. Text Book
Textbook is a book that contains a description of the subject of study
which are arranged systematically and has been selected based on specific
objectives, learning orientation, and development of students to be
assimilated (Muslich.2010:50).
Book1. Is number of printed or written sheets fastened together
within a cover so that the pages can be turned freely. (Hornby.1995:124).
Dealing with several definitions above, the writer can infer that
textbook is an instrument used by school and university to support a
teaching learning program.
5
G. Previous Research Review
In this thesis, the writer takes review from other thesis that related with
this thesis as principle or comparative of the case in this research. The first
review related to this research, the title is “The Use of Sustained Silent
Reading (SSR) Method to Improve Students’ Reading Comprehension”. This
has been researched by Triyanah, she student of State Institute of Islamic
Studies (STAIN) Salatiga in academic year of 2015. In her research, she uses
classroom action research in her research. The result of her research states
that the students’ cognitive skill can grow by reconstruct what they have read
in the passage into their own sentence. As a result, they can remember the
contents of the text they have been read silently
The researcher is interested to analyze the same topic about reading
comprehension with the previous research. The focus of this research is genre
text type. The subject of this research is the first year of English textbook for
vocational school. The differences of this research with previous research are
this research use descriptive analysis and to know reading comprehension this
research use syllabus 2013 curriculum as the guideline to analyze the text.
H. Outline of the Research Report
The writer arranges this study in the following order. The cover of the
paper contains the title page and the body consists of: Chapter I is introduction
which contains background of the study, problem statements, objective of the
study, significance of the study, limitation of the problem, clarification of
the key terms, previous research review and outline of the graduating
6
paper. Chapter II is literature Review. This chapter reviews the separate
definition Analysis of genre in text. Chapter III is research design, data and
data source, method of collecting data, research instrument and data analysis.
Chapter IV is data analysis, which contains reading comprehension genre in
text, data analysis and the most suitable text type in three English textbook.
Chapter V is closure containing conclusion and suggestion. The last part is
bibliography and appendix.
7
CHAPTER II
LITERARY REVIEW
A. Analysis of Genre in Text
1. Definition of Genre (text type) Analysis
According to William and Sandra (1987:1) We assume that a
theory of text organization should account not only for the kinds
of parts in a text, the arrangements of the parts, and the way they
are connected to form a whole text, but should also provide a
natural descriptive account of any particular text.
From the explanation above, it can be inferred that analysis of text
type is concern about the natural descriptive of particular text.
Sobur (2002: 68) stated:
Genre analysis of text type is one of the alternatives of content
analysis, expect content of analysis quantitative which is more
dominant and most frequently use. If the quantitative analysis
gives more emphasize for the question “what”, genre analysis has
more focus on the question “how” from the message of the text.
He explained: By applying generic structure; genre analysis of text
type is better for see the hidden meaning of the text.
Form the statement above, the researcher can conclude about social
context which is on the meaning or content of the particular text that is the
object and the essential of the text. It is true that Genre analysis of text type
not only focuses on the generic structure of text, but it also analyzes and
focuses on the hidden meaning or message of text. Therefore, the
researcher concludes that, the text ought to have a contextual message or
8
social value that is mentioned in the text. This study will figure out by
matching the message of the text with social function in syllabus. He also
stated:
Sobur (2002: 54) “In language theory, the name of the text is not
more than character collection which is formed a word and
sentence which is by using generic structure which has been
agreed by society, therefore when a text is read, it can reveal the
content of the meaning.
Martin in the genre analysis book by Swales, tell us that genre is
something that has confession. It means, a literary has confession from
previous literary. E.g. a narrative text has confession from previous text.
Sobur (2002: 53) explained; “A text basically cannot separate from
other text.” E.g. a literary has authentic meaning with previous work.
2. Theoretical and Empirical Support
a. Characteristics of Original Text
Characteristics of the original text describe qualitatively the style
of the text. This is partly a subjective dimension, but can also be more
objectively described with diligent analysis of the original text. It is also
a relative dimension, since it can only be measured against other texts.
Thus it is dependent on text type for instance. At least until now there
exist no quantitative universal norms or standards for characteristics of
text. Based Typically the original text can be characterized as being
[cite online] Research project:
1) Repetitive
2) Idiomatic
9
3) Terminology-rich
4) Terminology-poor
Repetitiveness means that the text contains more repetitions of
individual terms or words, phrases, sentences, and even full paragraphs
than usual. It may mean word-for-word repetition or similarities in
constructions used in the text. Thus repetitiveness may also imply that
word order or the structure of sentences is more consistent than usual.
Typically, repetitive text is encountered in technical text types.
Idiomatic is in many respects the opposite of repetitive. Basically
idiomatic means the use of the expressive possibilities of the language
to the fullest in the text. It may imply a large variance of words or the
use of rare words and colorful idioms. This may lead to the use of many
different terms for basically the same concept for the sake of nuances.
Idiomatic may also imply greater variance of sentence structure and
other constructions than usual. Typically, idiomatic text is encountered
in literature and advertising.
Terminology-rich means that the text contains more specific
terminology than usual. Specific terminology is understood here as
words and phrases being used only within a specific field or having
meanings deviant from general vocabulary. Thus understanding
terminology-rich text requires knowledge of the specific field in
question. Typically, terminology-rich text is encountered in scientific
text of any kind and technical text.
10
Terminology-poor is not exactly the opposite of terminology-rich.
It can be understood to mean that the text simply uses only general
vocabulary and thus should be understood by anyone with good general
knowledge of the language. Terminology-poor can also be understood
to imply that the language lacks necessary standard terms in some
specific field and thus has to use alternative expressions or
constructions. This may lead to long and awkward sentences which may
contain ambiguity or lack exactness.
Therefore, all kinds of text have different character and those
cannot be separated from language feature and text structure.
3. Syllabus; Curriculum 2013
1. Syllabus
Hunchinson and Waters (1987: 80) define syllabus as follows:
“At its simplest level a syllabus can be described as a statement of what
is to be learnt. It reflects of language and linguistic performance.”
From define above, the researcher concludes that syllabus is
containing of statement that describe about the purpose, in this research
are about social function, text structure and language feature which
consist in main lesson.
2. Curriculum 2013
A curriculum is the source of educational decisions, activities, and
outcomes in a particular setting (Anne and Helen, 2007: V)
11
The government has changed the curriculum, from KTSP to 2013
curriculum. They say, this changing is as “curriculum development” not
as “curriculum changing” (Kurinasih, 2014: 32).
It can be said that 2013 curriculum is as complementary of
previous curriculum. It also has additional of the system in this
curriculum. About teaching method, technique of assessment, student
centre and so on. Kurinasih explains more:
2013 curriculum is as spate of series of improvement
enhancements towards curriculum that has been initiated in
2004, named base competence. Then it continues to 2006
curriculum (KTSP). Therefore, the changing of curriculum of
education is a must that unavoidably must be done, and it is just
wait for the right time.
So, the changing of 2013 curriculum is a normal that happen
when it is the right time and it is necessary to change.
12
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
According to Yoseph (1979) in Sukardi (2005) research is art and
science to look for the answer from a problem. In this research, it will be
investigated about analysis reading comprehension of genre in text type with
its application in English textbook; looking for the answer of its concept
through a library research.
A library research limits its works on library collections only, and does
not need the help of any field researches (Zed, 2004). He added that library
collections can be in the form of written texts (books, journals, leaflets,
magazines, for instance) and un-written evidences such as recordings,
artifacts, and the others which support for data research.
Then, this research uses qualitative approach. Qualitative research
presents facts in narration with words (McMillan and Schumacher, 1993:14).
For more details, Denzin and Lincoln (1994:2) in Emriz (2011:1) qualitative
research is multimethode in focus, involving an interpretive, naturalistic
approach to its subject matter. This means that qualitative research study in
their natural setting, attempting to make sense of or interpret phenomena in
terms of the meanings people bring to them. Qualitative research involves
collection of a variety of empirical materials-case study, personal experience,
introspective, life story, interview, observational, historical, interactional, and
visual texts-that describe routine and problematic moment and meaning in
13
individual’s lives.
B. Data and Data Source
Data refer to the rough materials the process researchers collect
from the world they are studying (Bogdan and Biklen, 1982:73). Data
are needed by writer to complete the research problems. According to Gay &
Airasian, (2000) in Emriz (2011:37) Observation, interview, personal or
formal documents, photos, transcriptions, pictures, informal conversation,
those all are source of data qualitative. He explains: “The most general
sources of data are observation, interview and documentation.”
Bogdan and Biklen (1982: 73) explain more: “Data are both the
evidence and the clues”. In this study the data are evidence and clues about
how genre in text type committed to comprehend in English textbook of
syllabus 2013 curriculum..
Data source is the subject of study from where the data can be
obtained. This study use the data sources form the syllabus SMK of
2013curriculum, text type form three books: “Bahasa Inggris untuk SMAMA/SMK Kelas (Otong.S, 2013)”, “Bahasa Inggris SMA/MA/SMK/MAK
Kelas X”. (Kemendikbud, 2014) and “Forward For Vocational School Grade
X” (Shyla,K.L. and Eka, M.A, 2014).
The researcher is focuses on the first grade of vocational high school
(SMK). Which is it means that, at that grade there are 3 types of text those are
explained in the syllabus of 2013 curriculum. They are descriptive, recount
and narrative text (Pemerintah.net 2014)
14
C. Method of Collecting Data and Research Instrument
The method of collecting data is the way used by the researcher
to collect the data. The way to collect the data in this research, the researcher
use two techniques; documentation and questionnaire. According to Iskandar
(2009: 219) documentation is reviewing toward the literatures which relate
to the focus of research problem.
1. Documentation
The documentation is use to analyze or as a guideline in this research.
Main lesson in English syllabus 2013 curriculum as the guideline to
analyze the data can be seen in the following table:
Table 3.1 The Main Lesson As Guideline to Analyze Text Type
(Kemendikbud 2013)
Main Lesson
Text Type
Descriptive
Text
Social Function
- Membanggakan
(To proud)
- Mengenalkan
Structure
- Penyebutan nama
Language Feature
- Kata benda terkait orang,
(Mentioning of
tempat, bangunan
name,)
(Noun of
(To introduce)
- Penyebutan sifat
people,place,building)
- Mengidentifikasi
Mentioning of
 Kata sifat terkait orang,
(To indentify)
characteristic
- Memuji
(To praise)
- Mengritik
(To criticize)
tempat, bangunan
- Penyebutan tindakan
(Adjective of people,
- (Mentioning of
place, building)
action) of
people/place.
- Mempromosikan
 Ejaan dan tulisan tangan
(The spelling and hand
writing)
15
(To promote)
Recount
Text
- Meneladani
(To imitate)
- Membanggakan
(To proud)
- Bertindak teratur
(Well-arranged)
- Teliti
(Thoroughly)
- Disiplin
(Discipline)
- Melaporkan
- Penyebutan tindakan
- Kata-kata terkait dengan
secara umum,
perjuangan hidup
(Mentioning of event
(Words of survival)
in general)
- Penyebutan tindakan
- Profesionalisme dalam
bekerja
secara kronologi
(Professionalism of
(Mentioning of event
work)
in cronological)
- Kesimpulan secara
- Kejadian/peristiwa yang
sedang banyak
umum
dibicarakan
(General conclusion)
(Trending topic)
(To report)
- Penyebutan kata benda
(Mention of noun)
Narrative
Text
- Meneladani nilainilai moral
- (Emulating the
moral values)
- Cinta tanah air
(Patriotism)
- Menghargai budaya
- Pengenalan
(Introduction)
- Komplikasi
(Complication)
- Solusi
(Solution) of a story
- Kata-kata terkait karakter
(Words of character)
- Kata-kata terkait seting
(Words of setting) of a
legend text.
- Auxiliary verb.
text.
lain
(Respect for other
cultures)
The table above explains that, in Main Lesson there are a number of
aspects those would be gain in the syllabus. Social Function, Structure and
Language Feature are the main aspect to analyze text type.
16
The text types in three books are also as documents finding to
analyzing this research. The researcher finds
D. Data Analysis
According to Bogdan and Biklen (1982:145):
Data analysis is the systematical process searching and arranging the
interview, transcripts, field notes, and other materials that you
accumulate to increase your own understanding of them and to
enable you to present what you have discovered to others.
In this study, the writer works on the process of data searching and
arranging from books, journals, articles and other materials. The writer then
organizes and breaks it into manageable units, so that can be found which ones
are related and unrelated with the research.
1. Data Sources
Data is all of observation results and measuring that is recorded for
certain necessity (Suranto and Arsyad, 2003: 72-73). Arikunto (2010: 172)
states that the source of data refers to the subject from where the data are
obtained. The data source of this study is the main lesson of English
syllabus 2013 curriculum and text-type those written in textbook. The
textbook that published in three different publisher. The first book
“forward for vocational school grade X,by Erlangga press, second is
“Bahasa Inggris Untuk SMA-MA/SMK Kelas X, by Yrama Widya press,
and the third is Bahasa Inggris SMA/MA/SMK/MAK Kelas X, by
Kemendikbud Press.
17
2. The Technique of Collecting Data
In collecting data, the writer takes these following steps:
a. Finding the printed version of syllabus and textbook in the Bookstore
and online store.
b. Searching Main Lesson in syllabus and text-type in textbook.
c. Selecting descriptive, recount and narrative text in the textbooks.
d. Taking the social function, Structure and Language feature in the main
lesson.
e. Matching main lesson with the content of text type with.
3. The Technique of Analyzing Data
In analyzing the data, the researcher takes some following steps:
a. The writer analyzes text type of descriptive, recount and narrative text.
b. The writer describing subject material and main lesson of the syllabus.
c. The writer analyzing the aspect in main lesson, then matching the
aspect with text type.
d. The writer analyzing the student comprehension of text type from the
questionnaire.
18
CHAPTER IV
DATA ANALYSIS
A.
Reading Comprehension Genre in Text
Before concern to reading comprehension genre in text, the data analysis
explains the guideline how to comprehend reading text.
1. The Main Lesson, Syllabus 2013 Curriculum
Essentially, a competence is a combination of knowledge, skills,
values and attitudes which are reflected in one’s thought and action
(Mulyasa, 2014: 66).
There are several aspects or spheres which contain in the concept
of competence, which can be described into:
a. Knowledge; it is about cognitive area, e.g. a teacher knows how to
identify learning needs, and how to make a learning process which is
appropriate to what the student needs.
b. Understanding; the depth cognitive and affective aspect within in
individual. E.g. a teacher should have a good comprehension about the
characteristic and the conditions of the student, in order to make the
effective and efficient learning process.
c. Skills; it someone owned doing the job or duty which is given to them.
E.g. the teacher ability in selecting and making simple props to make
an easy way for the student to understand.
d. Value; it deals with behavior which is acceptable and psychologically
it is internalized within every human. E.g. the standard of teacher
19
behavior in learning process (honesty, openness, democratic and so
on).
e. Attitude; its feeling (happy-unhappy, like-dislike) or reaction to a
stimulus that comes from outside. E.g. the reaction to economic crisis,
the feeling for the increasing of salary etc.
f. Interest; it’s about someone tendency to do something.
Core competence is an operational of Graduate Base Competence
(SKL) in form of quality which has to be possessed by learners who have
graduated in particular education. It is to describe the principal
competence which is arranged into three aspects; attitude, skills and
knowledge. They should be learned by student in stage of schools, class,
and the object course. The core competence ought to describe the
equilibrium of quality, between the attainment of hard skills and soft
skills (Mulyasa, 2014:174). He explains more:
The function of the core competence is as organizer element
(organizing element) of basic competence. As organizer element, core
competence is to unite the organization vertical and horizontal basic
competence. The organization of vertical of basic competence is the
relevance between content of basic competence of stage of class to a
higher class. Therefore, there will be an accumulation in the continuation
of the content which is studied by student. The organization of horizontal
of basic competence is the relevance between contents. It is between the
basic competence of one object material with others objects material in
20
one week meeting class and the same class. So, there is a process that
strengthened each other (Mulyasa, 2014:174-175).
2. 4 Core Competences
According to Mulyasa (2014: 178-180):
1) Comprehending and applying their religions course.
2) Comprehending and applying honesty, discipline, responsible, care
(mutual cooperation, tolerant and piece), well behave, responsive,
pro-active, and showing an attitude as part of solution for any
problems in effective interaction with social range and realm and
also placing themselves as reflect of nation in world relation.
3) Comprehending, applying, analyzing factual knowledge, conceptual
and procedural grounded on anxious felling about knowledge,
technology, art, culture, humanities with concept of humanity,
nationality and civilization that concern of the phenomena and an
event, and applied knowledge of procedural in specific sector that
appropriate with what talent and their interest to find out the solution
of case.
4) Observing, predicting and serving in concrete and abstract ways
depend with self development that is learned in schools in individual,
and they are able to use the method of science rules).
3.
Main Lesson in Syllabus
The basic competence is the source of learning subject. It also as a
guide to the main lesson for explaining specifically what is to be learnt.
21
Table 4.1 Guideline for Analyzing Text Type
Adapted from Syllabus (2013)
BASIC COMPETENCE
MAIN LESSON
3.7. Menganalisis fungsi sosial, struktur Teks deskriptif lisan dan tulis,
tentang
orang,
teks, dan unsur kebahasaan pada sederhana,
teks deskriptif sederhana tentang tempat wisata, dan bangunan
orang, tempat wisata, dan bangunan bersejarah terkenal (The simple
bersejarah terkenal, sesuai dengan descriptive text about people,
konteks penggunaannya (Analyzing tourism place, and a famous
social functions, text structure, and historic building).
linguistic
elements
in
simple Fungsi sosial (Social Function)
descriptive text about the people,
Membanggakan, mengenalkan,
tourism place and famous historic
mengidentifikasi,
memuji,
buildings, according to the use of
mengritik, mempromosikan, dsb
context).
(to feel proud, to introduce, to
4.8. Menangkap makna dalam teks
indentify, to praise, to criticize,
deskriptif lisan dan tulis sederhana
to promote).
(Grasping the meaning in simple,
Struktur text (Text Structure)
oral and written descriptive text).
4.9. Menyunting teks deskriptif lisan dan
(1) Penyebutan
tulis, sederhana, tentang orang,
tempat
tempatwisata,
bangunan
dan
bangunan
nama
orang,
wisata,
dan
bersejarah
dengan
terkenal dan nama bagian-
sosial,
bagiannya yang dipilih untuk
struktur teks, dan unsur kebahasaan
dideskripsikan (Mentioning
yang benar dan sesuai konteks
of name of people, tourism
(Editing descriptive text in oral and
place and famous historic
written, simply, about the people,
buildings and the name of
bersejarah
memperhatikan
terkenal,
fungsi
the selected parts to be
22
tourism place and famous historic
described).
buildings, with give attention to the
(2) Penyebutan
social function, the structure of the
tempat
text, and linguistic elements are
bangunan
correct and appropriate with the
terkenal dan bagiannya, dan
4.10. Menyusun teks deskriptif lisan dan
sederhana
tempat
tentang
wisata,
bersejarah
orang,
dan
bangunan
terkenal,
dengan
memperhatikan tujuan, struktur teks,
dan unsur kebahasaan, secara benar
dan
sesuai
(Constructing
simple
orang,
wisata,
dan
bersejarah
(Mentioning
context).
tulis
sifat
dengan
oral
konteks
and
descriptive
written
text
about
people, tourism place, and famous
historical
buildings,
with
give
of
characteristics
of
the
people,
tourism place and famous
historic buildings and its
parts, and)
(3) Penyebutan tindakan dari
atau terkait dengan orang,
tempat
wisata,
bangunan
dan
bersejarah
terkenal Mentioning of the
actions of people, tourism
place and famous historic
buildings).
attention to the purpose, the
structure of the text, and linguistic
elements,
correctly
and
accordance with the context).
in
Yang semuanya sesuai dengan
fungsi
sosial
dicapai
yang
(All
hendak
above
are
compatible with social function
that would be gain).
.
Unsur
kebahasaan
(Language
feature)
(1) Kata benda yang terkait
dengan
orang,
wisata,
dan
tempat
bangunan
bersejarah terkenal (A noun
that
23
related
to
people,
tourism place, and famous
historic buildings).
(2) Kata
sifat
yang
dengan
orang,
wisata,
dan
bersejarah
adjective
terkait
tempat
bangunan
terkenal
that
(An
related
to
people, tourism place, and
famous historic buildings.
(3) Ejaan dan tulisan tangan
dan c etak yang jelas dan
rapi (The spelling and hand
writing which are clear and
tidy).
(4) Ucapan,
tekanan
kata,
intonasi,
ketika
mempresentasikan
secara
lisan
word-
(Utterance,
emphasize, intonation, when
presenting orally).
(5) Rujukan
kata(Word
references.
Topik (Topic)
Keteladanan tentang perilaku
toleran,
nasionalisme,
kewirausahaan,
percaya
diri
(Modeling of tolerant behavior,
entrepreneurship,
confidence).
24
nationalism,
3.9. Menganalisis fungsi sosial, struktur Teks recount lisan dan tulis,
teks, dan unsur kebahasaan pada sederhana, tentang pengalaman
kejadian/peristiwa
teks recount sederhana tentang /kegiatan/
(The simple recount text in oral
pengalaman/kejadian/peristiwa,
konteks and written about experience
penggunaannya (Analyzing social /activity/ event/incident).
sesuai
dengan
functions,
text
structure,
and
language feature in a simple recount
text on experience / events /
incident, according to the context of
its use).
4.13. Menangkap makna dalam teks
recount lisan dan tulis sederhana
(Grasping the meaning, in oral and
written in simple of recount text).
4.14. Menyusun teks recount lisan dan
tulis
sederhana
tentang
Fungsi sosial (Social Function
Meneladani,
membanggakan,
bertindak teratur, teliti dan
disiplin,
melaporkan
(To
imitate, to feel proud, wellarranged,
thoroughly,
discipline, and report).
Struktur (Structure)
a. Menyebutkan
tindakan/
peristiwa/kejadian
secara
pengalaman/kegiatan/kejadian/per
umum (Mentioning of action/
istiwa,
incident /event in general).
dengan
memperhatikan
fungsi sosial, struktur teks, dan
unsur kebahasaan, secara benar
b. Menyebutkan
urutan
konteks
tindakan/ kejadian/peristiwa
(Constructing oral and written
secara kronologis, dan runtut
simple recount texts of experience
(Mentioning
/ activities / events / incident, with
sequence/ event/ incident in
dan
sesuai
dengan
notice the social function, the
structure
of
the
text,
of
action
in
chronology , and sequence).
and
c. Jika perlu, ada kesimpulan
language feature, correctly and it
umum (If needed, there is a
accordance with the context).
general conclusion).
Unsur kebahasaan (Language
25
Feature)
(1) Kata-kata
terkait
dengan
perjuangan
hidup,
profesionalisme
dalam
bekerja,
kejadian/peristiwa
yang
sedang
banyak
dibicarakan (Words which
are concerned about struggle
of life, professionalism, in
job, event/ incident that is
trending topic).
(2) Penyebutan
kata
benda
(Mention of noun).
(3) Ejaan dan tulisan tangan
dan c etak yang jelas dan
rapi (The spelling and hand
writing
which
clear
and
tidy).
(4) Ucapan,
tekanan
intonasi,
kata,
ketika
mempresentasikan
secara
lisan
word-
(Utterance,
emphasize, intonation, when
presenting orally).
(5) Word references (Rujukan
kata)
Topik/Topic
Keteladanan
tentang
kewirausahaan,
daya
perilaku
juang,
percaya diri, tanggung jawab,
26
disiplin (Topic
Modeling
behavior,
of
entrepreneurial
fighting
confidence,
spirit,
responsibility,
discipline).
3.9. Menganalisis
struktur
fungsi
teks,
dan
kebahasaan
pada
teks
sederhana
berbentuk
sosial, Teks naratif lisan dan tulis
unsur berbentuk legenda sederhana
naratif (Oral and written narrative text
legenda in the form of simple legend).
rakyat, sesuai dengan konteks
Fungsi sosial (Social Function)
penggunaannya (Analyzing social
functions, structure of text, and
language features in a simple
narrative text in form of folk
legend, according to the context of
Meneladani nilai-nilai moral,
cinta tanah air, menghargai
budaya lain (Emulating the
moral values, patriotism, and
respect for other cultures)..
its use.
4.15. Menangkap makna teks naratif Struktur (Structure)
lisan dan tulis berbentuk legenda,
a. Pengenalan
tokoh
dan
sederhana (Grasping the meaning
setting (The introduction of
of spoken and written narrative
characters and settings)
texts in form of the simple legend.
b. Komplikasi terhadap tokoh
utama (Complications of the
main character)
c. Solusi
dan
akhir
cerita
(Solutions and end of the
story)
Unsur kebahasaan (Language
27
Feature
(1) Kata-kata terkait
karakter,
watak, dan setting dalam
legenda (The words related to
character
and
setting
the
legend)
(2) Modal auxiliary verbs.
(3) Ejaan dan tulisan tangan dan
cetak yang jelas dan rapi
(The spelling, handwriting
and typing which are clear
and tidy).
(4) Ucapan,
tekanan
kata,
intonasi,
ketika
mempresentasikan
secara
lisan
word-
(Speech,
emphasize, intonation, when
presenting orally).
(5) Rujukan
kata
(Word
reference).
Topik/Topic
Keteladanan
tentang
perilaku
dan nilai-nilai luhur dan budaya
(Modeling of the behavior, noble
values and culture).
In Descriptive text, the Main Lesson of the Social Function, the
main aspects that would be attained are; to feel proud, to introduce, to
28
indentify, to praise, to criticize, to promote. In recount text; to imitate,
to feel proud, well arranged, thoroughly, discipline, and to report. Then
in narrative text there are; moral values, patriotism, and respect for
other cultures.
For the Structure of The Main Lesson, in descriptive text the main
aspects that would be attained are; mentioning of name, characteristic,
and action of people or place. In recount text; mentioning of event in
general, chronological and general conclusion. Then in narrative text
there are; introduction, complication and solution of a text.
To achieve language feature there are main aspects that would be
attained in descriptive text; noun (people, place, building), adjective
(people, place, building), the spelling and hand writing and utterance
(word stress, intonation). But this research limited the language feature
into two aspects. There are noun and adjective. The table of the main
lesson can be seen in table 3.1.
To help reading the displays of archival document analysis, the
obtained archival documents are coded based on the aspects of the
analysis framework, and the coding should be understandable
(Moleong, 2010: 192). The codes of the archival documents are
presented in the following table:
29
Table 4.2 The Coding of the Archival Documents (Main Lesson)
Aspects
Label of the Archival Documents
and Their Aspects
Social
Funtion
To feel Proud
To Introduce
To Indentify
To Praise
To Criticize
To Promote
To Imitate
Well-arranged
Thoroughly
Discipline
To Report
Emulating the Moral Values,
Patriotism
To Respect for Other Cultures
Text
Structure
Mentioning of People/Place/Building,
Mentioning of Characteristic
Mentioning of Action
Mentioning of Event in General,
Mentioning of Event in Chronological
General Conclusion
Introduction
Complication
Solution
Language
Feature
Noun
Adjective
Words of Survival
Professionalism of Work
Trending Topic
Mention of Noun
Words of Character
Words of Setting
Auxiliary verb
30
Code
T.PD
T.IN
T.ID
T.P
T.C
T.PO
T.I
W.A
THO
DIC
T.R
EMV
PA
T.POC
M.PE/M.PL/M.BD
M.C
M.A
M.EG
M.EC
GC
IN
COM
SOL
N
Adj
W.S
P.W
TT
M.N
W.C
W.S
AV
B. Data Analysis
1. Analysis of Text Type
The data analyzing divided into social function, structure and
language feature. The analysis is start from descriptive text, next to
recount text and the last one narrative text.
Table 4.3 The Data Analyzing of Descriptive
Text (Kemendikbud Press)
MAIN LESSON
Descriptive Text (Kemendikbud Press)
Social Function
Structure
Language Feature
text 1, p: 58
T.IN: …Dinda has been
my best friend since junior
high school.
T.PD:… but Dinda has
been my best friend…”
M.PE: Dinda.
M.C: good-looking,
cheerful, talkative,
friendly, childish,
Noun: School, Dinda,
skin, hair, etc.
Adj: friendly, childish.
M.A: wear, share, draw.
T.ID: She’s not too tall, at
school she wear the
uniform
T.P: Dinda is good
looking…,
T.C: However, she can be
a bit childish sometimes.
T.PO: none
text 2, p: 70
T.IN: It is a real jungle,
which is…,
M.PL: Tanjung Putting
National Park, camp
31
N: Tanjung Putting
National Park,
T.PD: One of the
internationally famous
ecotourism destinations in
Indonesia…,
Leakey.
Adj: Famous.
M.C: famous, impressive.
M.A: accommodate.
T.ID: …destinations in
Indonesia is Tanjung
Putting National Park in
the southern…,
T.P: This is called a park,
but unlike any park that
you have seen in your city,
this is a jungle!
T.C: none
T.PO: Tanjung Puting
National Park offers
impressive experience to
its visitors
text 3, p: 78
T.IN: Cuban Rondo is a
must-see waterfall…,
M.PL: Cuban Rondo
Waterfall, camp Leakey.
T.PD: … because of it
spectacular scenery.
M.C: spectacular, gigantic, Adj: delicious, beautiful.
ice cold.
T.ID: This is called a park, M.A: blow(wind),
but unlike any park…,
T.P: …only your memory
unforgettable about the
beautiful Cuban Rondo
waterfall.
T.C: none
T.PO: If you go to Batu
city in east java, do not
forget to visit Cuban
32
N: waterfall, rock, stone,
etc.
Rondo.
text 4, p: 84
T.IN: Niagara Falls is the
collective name for three
waterfalls that…,
M.PL: Niagara falls.
T.ID: The first, the second
the next, the fifth, and
finally.
M.A: illuminate, manage.
M.C:They form the
southern end of the
T.PD: It is a world-famous Horseshoe Falls, the
scenic boat tour of the
American falls and the
American…,
Bridal Veil Falls.
N: Waterfalls, waters,
rainbow
Adj: amazing, large,
small, etc
T.P: The Niagara fall is
renowned both for their
beauty and as valuable
source of hydroelectric
power.”
T.C: none
T.PO: “If you go to Batu
city ineast java, do not
forget to visit Cuban
Rondo”
text 5, p: 95
T.IN: …inspired and
mystified modern man for
centuries is Stonehenge.
T.PD: Though it is one of
the best-known artifacts in
the world.
M.BD: Stonehenge
M.C: historical mystery,
hard monuments,
bluestones.
M.A: …left us by the
ancient world/ Stonehenge.
T.ID: The first theory
begins with findings being
unearthed not at
33
N: Stonehenge, artifact,
monument, history.
Adj: ancient, hard
monument, best-known.
Stonehenge.
T.P: …, they have left us
forever with one of
history’s great puzzles to
solve
T.C: …why the monument
was built and what is was
used for.
T.PO: none
Table 4.4 The Data Analyzing of Descriptive
Text (Erlangga Press)
MAIN LESSON
Descriptive Text (Erlangga Press)
Social Function
Structure
Language Feature
text 1, p: 111
T.IN: none
M.BD: Stonehenge
T.PD: …, one of the great
mysteries of the world.
M.C : mystery, ancient,
heavy stone,
T.ID: none
M.A: the stones make
shadow.
T.P: none
N: Stonehenge, stone,
circle, people.
Adj: ancient, heavy.
T.C: will we ever have
answer to the ancient
mysteries of Stonehenge?
T.PO: none
text 2, p: 112
T.IN: Kuta is the exciting
area on the southern part
M.PL: Kuta Beach
N: Kuta, Bali, beach.
M.C: exiting, exotic,
Adj: beautiful, white,
34
of Bali.
beautiful, famous, and etc
T.PD: Kuta is one of the
most famous beaches.
M.A: attracted.
inexpensive.
T.ID: Most of tourists visit
Bali because of its exotic
and beautiful beaches.
T.P: none
T.C: none
T.PO: Kuta has a
shopping mecca, with its
lines of shops, boutiques,
and galleries.
text 3, p: 114
M.PE:Cleopatra
T.IN: Cleopatra is one of
M.C: brilliant, beautiful.
the most famous women of
M.A: met, spoke.
all time.
T.PD: ...the most famous
woman all of time.
T.ID: She had brown
eyes..., she had medium
dark brown hair
T.P: she was the brilliant
and beautiful last Pharaoh
of Egypt.
T.C: none
T.PO: none
35
N: Cleopatra, queen,
Egypt, eyes hair, and etc
Adj: famous, brilliant,
beautiful.
Table 4.5 The Data Analyzing of Descriptive
Text (Yrama Widya Press)
MAIN LESSON
Descriptive Text (Yrama Widya Press)
Social Function
Structure
Language Feature
text 1, p: 93
T.IN: My mother, Nunik
Haryati is, is a beautiful
person.
T.PD: …, I am lucky to
have a perfect mother like
Nunik Nurhayati.
M.PE:Mother
M.C: kind, lovely,
friendly, outgoing, patient,
attentive, etc.
N: Mother, body, hair,
face, skin, etc.
Adj: beautiful, attractive,
sociable, pious, etc.
M.A: sings, dances.
T.ID: she is not tall, but
not too short; she is 159
centimeters tall.
T.P: she is very kind
person.
T.C: none
T.PO: none
text 2, p: 106
T.IN: The National
Monument... is a
monument built to
remember the struggle of
Indonesian heroes fighting
the colonial domination.
M.BD: Monas
M.C: The flame made of
bronze medal, and was
plated with 35 kg gold
M.A: none
T.PD: …, a never
extinguished spirit of
Indonesian people.
T.ID: it’s built on an area
36
N: Monas, flame, plate,
bronze, gold, etc.
Adj: top, concentrate,
traditional, agricultural.
with a width of 80
hectares; the flame was
made of bronze medal,
weight of which was 14, 5
ton…,
T.P: none
T.C: none
T.PO: none
text 3, p: 107
T.IN: …, it still has a
historical building with
beautiful architecture,
namely the Istiqlal
Mosque.
T.PD: …, this magnificent
has long time been one of
Jakarta towers.
M.BD:
Istiqlal Mosque
M.C: beautiful
architecture, sturdy, the
largest.
N: Mosque, Jakarta, tower,
drum.
Adj: sturdy, beautiful
M.A: none
T.ID: The Istiqlal Mosque
has a huge white tower that
looks like a ball cut in half.
T.P: none
T.C: none
T.PO: none
text 4, p: 108
T.IN: This historical
building is called Lawang
Sewu…,
M.BD:
Lawang Sewu
M.C: historical, luxurious,
elegant, beautiful, etc.
T.PD: The glass
decorative items on the
window make this building M.A: provide, frightened.
looks more luxurious and
37
N: door, ornaments, glass,
japanese, etc.
Adj: beautiful, luxurious,
elegant.
elegant.
T.ID: …, but the word
thousand is used to figure
out that Lawang Sewu has
so many thousand doors.
T.P: thought it has been a
hundred years old, the
building that was built
with European stlye…,
T.C: Unfortunately, we
couldn’t find any furniture
or tools left but only empty
room.
T.PO: none
text 5, p: 109
T.IN: The Maimun Palace
has been crowned as the
most beautiful building in
Medan,
M.PL: Maimun Palace
M.C:
beautiful, magnificent,
unique,
T.PD: Unique architecture
is the main attraction of the M.A: allows,
Maimun Palace.
T.ID: Behind the walls are
solid, there are dozens of
rooms spread over the
floor.
T.P: The interior of the
Maimun Palace is also
interesting to lace.
T.C: none
T.PO: none
38
N: palace, Medan, hall,
window, room, etc.
Adj: historical, beautiful,
magnificent, unique, etc.
Table 4.6 The Data Result of Descriptive
Text (Kemendikbud Press)
MAIN LESSON ( DESCRIPTIVE TEXT) *Kemendikbud Press
Social Funtion
Structure
Langugae Feature
T1 T2 T3 T4 T5
T1 T2 T3 T4 T5
T1 T2 T3 T4 T5
T.IN √ √
√ √ √ M* √ √
√ √
√ N
√ √
√
√ √
T.PD √ √
√ √ √ M.C √ √
√ √
√ Adj. √ √
√
√ √
T.ID
√
√
√
√
√
T.P
√
-
√
√
√
T.C
√
√
-
-
√
T.PO
-
√
√
√
-
M.A √
√
√
√
√
The coding:
M*: Mention of People/Place/Building
The diagram shows that in social function of each text do not
completely appropriate with the syllabus. But the structure and language
feature are appropriate.
Table 4.7 The Data Result of Descriptive
Text (Erlangga Press)
MAIN LESSON ( DESCRIPTIVE TEXT) *Erlangga Press
Social Funtion
Structure
Langugae Feature
T1 T2 T3
T1 T2 T3
T1 T2 T3
T.IN
- √ √ M* √ √ √ N
√ √ √
T.PD
M.C
Adj.
√ √ √
√ √
√ √ √
T.ID
M.A
√ √ √
√ √
T.P
- √
T.C
√
T.PO
- √
The coding:
M*: Mention of People/Place/Building
39
From above diagram, the researcher conclude that the social function
on the structure of the text most of them are not in line with the syllabus.
But for language feature, all texts are containing of noun and adjective.
Table 4.8 The Data Result of Descriptive
Text (Yrama Widya Press)
MAIN LESSON ( DESCRIPTIVE TEXT) *Yrama Widya Press
Social Funtion
Structure
Langugae Feature
T1 T2 T3 T4 T5
T1 T2 T3 T4 T5
T1 T2 T3 T4 T5
T.IN √
√
√
√
√ M* √ √
√ √
√ N
√ √
√
√ √
T.PD √
√
√
√
√ M.C √ √
√ √
√ Adj. √ √
√
√ √
T.ID
√
√
√
√
√
T.P
√
-
-
√
√
T.C
-
-
-
√
-
T.PO
-
-
-
-
-
M.A √
-
-
√
√
The coding:
M*: Mention of People/Place/Building
The diagram shows the result that in social function only to feel
pride and identify aspects which appropriate with the syllabus. For the
structure the third text does not allow the syllabus.
Table 4.9 The Data Analyzing of recount
Text (Kemendikbud press)
MAIN LESSON
Recount Text (Kemendikbud Press)
Social Function
Structure
Language Feature
Text 1, p: 3
T.I: He was also very
- M.EG: Afgan was
coming to town for a
40
- W.S: none
- P.W: none
friendly
T.PD: Afgan has always
been my favorite singer.
WA: …, I packed all my
Afgan’s CDs to get his
signature at the event.
THO: a day before the
concert, there would be a
meet-and –greet event…,
DIC: I prepared my CDs
and began to stand in the
line.
concert…,
- M.EC:
1. Afgan was always
been…
2. On that bright day…,
3. Then, he started the
event by singing…,
- TT: no, it is not.
M.N:
Singer, town, concert,
radio, CD, etc.
G.C
- He was just an amazing
person
- And it was the best day
ever.
T.R: He asked my name
so that he could write…,
Text 2, p:14
T.I: Fortunately he is
honest.
T.PD: …, that’s why I
love him.
WA: I tried to remember
where I spent my
money…
- M.EG: It was Monday
afternoon at that time.
- M.EC:
not chronologically
G.C
- Well, perhaps that’s why
I love him.
THO: That reminded me
of something.
DIC: none
T.R: I remembered going
to Jatim Park with…
Text 3, p:27
T.I: He was the third
President of the republic
- M.EG: …, then in 1955
he move to German.
- M.EC:
41
- W.S: When Habibie’s
minimum wage salary
forces him into part-time
of Indonesia.
T.PD: He works for the
development of the
airbus….
WA: none
THO: he developed
theories on
thermodynamics,
1. in 1955 he move to
German
2. In 1962,…
3. In 1974,…
G.C
work.
- P.W: There, he develops
theories….
- TT: yes, it is.
- M.N:
Germany, airbus
none
DIC: …, he has also been
active as presidential
advisor….
T.R: none
Text 4, p:37
T.I: she was awarded the
title of Indonesia national
hero….
T.PD: Cut Nyak Dien
was a leader of the
Acehnese guerrilla
force…,
WA: none
- M.EG: Cut nyak Dien
was a leader…during the
Aceh war.
- M.EC:
1. Cut nyak Dien was
born….
2. On 26 marchn1873
3. They were married
in 1880
4. She died o 1908
THO: none
G.C
DIC: none
none
T.R: none
42
- W.S: She continued to
resist the Dutch her
small army….
- P.W: she was struggle to
help the Acehnese
- TT: yes it is.
M.N: Acehnese, Dutch,
war, weapon etc.
Table 4.10 The Data Analyzing of Recount
Text (Erlangga press)
MAIN LESSON
Narrative Text (Erlangga Press)
Social Function
Structure
Language Feature
Text 1, p: 148
T.I: she loved to write.
T.PD: now she’s a
famous author.
WA: there was nothing I
could do bit left the car
and….
THO: she went to school
then did her homework.
DIC: do homework.
T.R: now we can all read
her stories….
- M.EG: when Joanna
- W.S: she continued
Rowling was young.
- M.EC:
1. When Joanna Rowling
was young.
2. Rowling wrote all the
time.
3. Rowling never
stopped doing what
she wanted….
writing stories.
- P.W: Rowling wrote all
the time.
- TT: yes, it is.
M.N: story, book.
G.C
- Now we can all read her
stories and share her
passion.
Text 2, p: 150
T.I: …buy some food
give to the animals.
T.PD: none
WA: none
THO: none
DIC: do homework.
T.R: … because we had
so much fun.
- M.EG: yesterday my
family went to the zoo.
- M.EC:
1. Yesterday my family
went to the zoo
2. When we got to the
zoo
3. When we returned
home…,
G.C
- When we returned home
43
- W.S: none
- P.W: none
- TT: none
M.N: zoo, animal.
we were tired but….
Text 3, p: 156
T.I: she was young
actors.
- M.EG: At the age of
T.PD: she was nominated
for five awards.
WA: none
five,
- M.EC:
1. At the age of five,
2. From the age of six,
3. By the age of ten,
- W.S: none
- P.W: casting begins for
harry potter.
- TT: yes, it is.
M.N: Emma, artist, film,
etc.
G.C
DIC: study singing,
dancing, and acting.
- She becomes the most
well-known names in the
world.
T.R: Emma has quickly
become one of the most
well-know….
Table 4.11 The Data Analyzing of Recount
Text (Yrama Widya press)
MAIN LESSON
Recount Text (Yrama Widya Press)
Social Function
Structure
Language Feature
Text 1, p: 124
T.I: none
T.PD: none
WA: there was nothing I
could do bit left the car
and….
THO: none
DIC: none
T.R: …, I thanked to god
nobody was seriously
- M.EG: … my experience
during a big earthquake
in 2009.
- M.EC:
1. Earthquake in 2009
2. I was driving home
3. Suddenly my car
4. When I reached
home,
G.C
- I thanked to god nobody
44
- W.S: none
- P.W: none
- TT: yes, it is.
M.N: earthquake, car,
road, rock, etc.
injured.
was seriously injured.
Text 2, p: 124
T.I: she keeps her house
clean.
T.PD: …, I don’t want to
get the same disease
again.
- M.EG: I was in a
hospital last week.
- M.EC:
1. At first, I left my body
become weak.
2. At the hospital
3. At the seventh day,
- W.S: survive of sick
- P.W: keeping house
clean and her health.
- TT: no, it is not.
M.N: fever, disease,
hospital, etc.
WA: none
THO: …, I am now more
cautious about keeping in G.C
my house clean.
- I am now more cautious
and will not get the same
DIC: keeping house
disease.
clean.
T.R: …, I don’t want to
get the same disease
again.
Text 3, p: 125
T.I: … my wife was
making the old lady a cup
of tea.
T.PD: he ran upstairs to
help old lady.
WA: none
THO: I was turning over
in my mind the idea of
breaking the door
down….
- M.EG: … my wife and I
- W.S: survive of fire
were sitting quietly
- M.EC:
1. One evening last
week,
2. The flat is on fire
3. I took the old lady’s
flat
burning.
- P.W: he took the old
lady downstairs.
- TT: yes, it is.
G.C
none
DIC: keeping house
clean.
T.R: none
45
M.N: old lady, baby, fire,
etc.
Table 4.12 The Data Result of Recount
Text (Kemendikbud press)
MAIN LESSON ( RECOUNT TEXT) *Kemendigbud Press
Social Funtion
Structure
Langugae Feature
T1 T2 T3 T4
T1 T2 T3 T4
T1 T2 T3
TI
√ √ √ √ M.EG √ √ √ √ W.S
- √
T.PD √ √ √ √ M.EC √ √ √ √ P.W
- √ √
WA
√ √
- GC
√ √
- TT
- √
THO √ √ √
M.N
√ √ √
DIC
√
√
T.R
√ √
-
Form the diagram above, the researcher can conclude that in every
aspects of main lesson of recount text, most of them do not allow the
syllabus.
Table 4.13 The Data Result of Recount
Text (Erlangga press)
MAIN LESSON ( RECOUNT TEXT) *Erlangga Press
Social Funtion
Structure
Langugae Feature
T1 T2 T3
T1 T2 T3
T1 T2 T3
T.I
√ √ √ M.EG √ √ √ W.S
√
√
T.PD √ √ √ M.EC √ √ √ P.W
√
√
WA
- √ √ GC
√ √
- TT
√
√
THO √ √ √
M.N
√
√
√
DIC
√ √ √
T.R
√ √ √
The diagram shows there are 5 texts which are allow the syllabus.
Then the other text, do not allow the aspect of WA, Con, WS, WPW and
WTT.
46
T4
√
√
√
√
Table 4.14 The Data Result of Recount
Text (Yrama Widya press)
MAIN LESSON ( RECOUNT TEXT) *Yrama Widya Press
Social Funtion
Structure
Langugae Feature
T1 T2 T3
T1 T2 T3
T1 T2 T3
T.I
√ √ √ M.EG √ √ √ W.S
√
T.PD √ √ √ M.EC √ √ √ P.W
√
√
WA
√
- G.C
√ √
- TT
√
√
THO
M.N
√
√
√
√
DIC
√ √ √
T.R
√ √ √
The main lesson of recount text of that diagram shows the researcher
that, social function of WA and Thor in second and third text, do not
appropriate into the syllabus. Then, structure of text of conclusion at the
third text, do not allow the syllabus. The language feature forms three texts
are only the first text that allows all aspects of syllabus.
Table 4.15 The Data Analyzing of Narrative
Text (Kemendikbud Press)
MAIN LESSON
Narrative Text (Kemendikbud Press)
Social Function
Structure
Language Feature
text 1, p:49
EMV: study hard, in spite IN: Once upon a time
of Issumboshi small but he there was an old couple
has a big wish.
who didn’t have a child.
PA: Kiyomuji temple
T.ROC: Issumboshi
practiced fencing….
COM: suddenly there was
a strong wind,
- W.C: respectable, brave,
hard work.
- W.S: village forest,
capital city
AV
- … who didn’t have a
child.
47
SOL: they lived happily
ever after.
- …was always being
EMV: we have to be
always respectful to our
mother, Disobedience to
parents is a major sin.
IN: …, in a small village
near the beach in west
Sumatra lived a woman
and her son,…
- W.C: healthy, diligent,
PA: A small village near
the beach in west Sumatra.
COM: Malin Kundang
refusing his mother hugs
of sadness.
AV
SOL: …; he had turned
into a stone.
…, when Malin Kundang
was sailing
bullied…
- I will go to…
text 2, p:64
T.ROC: he usually went
to sea to catch fish
(fishermen). People in
west Sumatra.
strong, bravery.
- W.S: west Sumatra,
beach.
- …he would bring…
text 3, p:89
EMV: Tell the truth, do
not be a liar.
PA: none
T.ROC: none
IN: Once there was a great
warrior named Strong
wind.
- W.C: Strong, lying, tells
COM: strong wind’s sister
was surprised because the
girl had told the truth.
AV
SOL: Strong wind came
and the girl became his
wife.
48
the truth.
- W.S: a tent by the sea.
- His sister could see him
She was wearing….
Table 4.16 The Data Analyzing of Narrative
Text (Erlangga press)
MAIN LESSON
Narrative Text (Erlangga Press)
Social Function
Structure
Language Feature
text 1, p: 167
EMV: keep a promise.
PA: story form west java
T.ROC: people in Sunda
are forbidden for someone
who marries with his close
family like mother in this
story.
IN: long time ago in west
java….
COM: Dayang sumbi
realized that Sangkuriang
would fulfill….
Sangkuriang grew furious.
- W.C: intelligent, keep
promise.
- W.S: village in Sunda,
west java
AV
- He didn’t realized that
SOL: The boat then
became a mountain.
…,who had been spying
EMV: Never get more
than you wish.
IN: It happened one day
that Silenus,
- W.C: kindness, greedy.
- W.S: palace, yard,
PA: none
COM: king Midas’s
daughter turn to gold.
text 2, p: 168
T.ROC: none
bedroom
AV
SOL: Bacchus forgived
him and the wish was
gone.
- …he touched might be
IN: Long time ago in
Sulawesi island,
- W.C: kindness, arrogant.
- W.S: Sulawesi Island,
turn to gold.
- …he did was to raise
his….
text 3, p: 172
EMV: we have to respect
to our parent and never
forget them.
PA: story from Sulawesi
island, Batu bangga.
COM: Impalak heard his
father’s shouting, but he
ignored him.
49
harbor, beach.
AV
- I couldn’t do anything
SOL: …, the bangga and
impala turned into stone.
Intobu’s sampan was
hit….
EMV: If we do a bad
thing, we will get the
consequence
IN: One day when Dewi
was walking in the palace
garden,
- W.C: kindness, helpful
- W.S: palace, hut.
PA: story from east java
COM: when Raden putra
saw dewi Limaran at the
old woman’s hut.
T.ROC: they work as
fishermen.
text 4, p: 174
T.ROC: gamelan.
SOL: The music of
gamelan had broken the
evil witch’s spell.
AV
- prince putra was married
The gamelan had broken
the evil witch’s spell.
Table 4.17 The Data Analyzing of Narrative
Text (Yrama Widya press)
MAIN LESSON
Narrative Text (Erlangga Press)
Social Function
Structure
Language Feature
text 1, p: 167
EMV: keep a promise.
PA: story form west java
T.ROC: people in Sunda
are forbidden for someone
who marries with his close
family like mother in this
story.
IN: long time ago in west
java….
COM: Dayang sumbi
realized that Sangkuriang
would fulfill….
Sangkuriang grew furious.
SOL: The boat then
became a mountain.
- W.C: intelligent, keep
promise.
- W.S: village in Sunda,
west java
AV
- He didn’t realized that
…,who had been spying
text 2, p: 168
EMV: Never get more
IN: It happened one day
50
- W.C: kindness, greedy.
- W.S: palace, yard,
than you wish.
that Silenus,
PA: none
COM: king Midas’s
daughter turn to gold.
AV
SOL: Bacchus forgived
him and the wish was
gone.
turn to gold.
- …he did was to raise
his….
IN: Long time ago in
Sulawesi island,
- W.C: kindness, arrogant.
- W.S: Sulawesi Island,
T.ROC: none
bedroom
- …he touched might be
text 3, p: 172
EMV: we have to respect
to our parent and never
forget them.
PA: story from Sulawesi
island, Batu bangga.
COM: Impalak heard his
father’s shouting, but he
ignored him.
T.ROC: they work as
fishermen.
SOL: …, the bangga and
impala turned into stone.
harbor, beach.
AV
- I couldn’t do anything
Intobu’s sampan was
hit….
text 4, p: 174
EMV: If we do a bad
thing, we will get the
consequence
IN: One day when Dewi
was walking in the palace
garden,
PA: story from east java
COM: when Raden putra
saw dewi Limaran at the
old woman’s hut.
T.ROC: gamelan.
SOL: The music of
gamelan had broken the
evil witch’s spell.
51
- W.C: kindness, helpful
- W.S: palace, hut.
AV
- prince putra was married
The gamelan had broken
the evil witch’s spell.
Table 4.18 The Data Result of Narrative
Text (Kemendikbud press)
MAIN LESSON ( NARRATIVE TEXT) *Kemendigbud press
Social Function
Structure
Langugae Feature
T1 T2 T3
T1 T2 T3
T1 T2 T3
EMV
√
√
√ IN
√
√
√ WC
√
PA
√
√
- COM
√
√
√ WS
√
√
T.ROC
√
√
- SOL
√
√
- AV
√
√
The diagram shows that the third text in social function and structure
are almost not in line with the syllabus. Then for language feature at the
second text, all of aspects are not in line of syllabus.
Table 4.19 The Data Result of Narrative
Text (Erlangga press)
EMV
PA
T.ROC
MAIN LESSON ( NARRATIVE TEXT) *Erlangga press
Social Funtion
Structure
Langugae Feature
T1 T2 T3 T4
T1 T2 T3 T4
T1 T2 T3 T4
√ √ √ √ IN
√ √ √ √ WC √ √ √ √
√
- √ √ COM
√ √ √ √ WS √ √ √ √
√
- √ √ SOL
√ √ √ √ AV √ √ √ √
The researcher can conclude the diagram above. Almost all texts are
in ascendance with the syllabus. Only the second texts of social function
(patriotism and RC) which are do not only the syllabus.
Table 4.20 The Data Result of Narrative
Text (Yrama Widya press)
MAIN LESSON ( NARRATIVE TEXT) *Yrama Widya press
Social Funtion
Structure
Langugae Feature
T1 T2 T3
T1 T2 T3
T1 T2 T3
WC √ √ √
EMV
√ √
√
IN
√
√ √
WS
PA
√ √
√
COM
√
√ √
√ √ √
52
√
T.ROC
√
√
√
SOL
√
√
AV
√
√
√
This diagram shows that all of texts are allow the aspects of the
syllabus.
The results of all data analysis above are the way how to apply reading
comprehension genre in text type. By use the syllabus as guideline and three
aspects which contain in main lesson.
C. The Most Suitable Text Type in Three English Textbook.
1. The first publisher, Kemendikbud press. There are 134 aspects of analysis,
there are 26 aspects which are not appropriate.
X100 = 19.40 %. It
shows that the book of Kemendikbud press do not completely support with
the syllabus. The book is in line support the syllabus 13C, with 80, 60 %.
2. The second book, Erlangga press. There are 108 aspect analyses, there are
16 aspects which are not support with the syllabus.
X100 = 14, 80 %. It
shows that the book of Erlangga press do not completely support with the
syllabus. The book is in line with the syllabus 13C, with 85, 20 %.
3. The third book, Yrama Widya press. There are 121 aspect analyses, there
are 22 aspects which are do not allow the syllabus.
X100 = 18, 18 %. It
shows that the book form Yrama Widya press do not completely support
the syllabus. The book is in line the syllabus 13C, with 81, 82 %.
53
CHAPTER V
CLOSURE
Conclusions and suggestions can be drawn by referring to the research
findings and discussions in chapter four.
A. Conclusions
The prominent intention of presenting conclusions is to answer the
research questions, thus, the conclusions drawn for this research are:
1. Reading Comprehension Genre in the Text.
The use of syllabus of main lesson in basic competence syllabus
2013 curriculum could be the guideline for the researcher how to
comprehend reading genre in the text. Text descriptive, recount and
narrative have different aspect and structure. The differences of three text
type describe in main lesson.
The principle of main lesson consists of social function, text
structure, language feature, and topic.
From the view of social function, the aspects of syllabus such as to
feel proud, to introduce, to indentify, to praise, to criticize, and to promote
are adapted properly in descriptive text. Then for recount text the social
function divided into; to imitate, to proud, well-arranged, thoroughly,
discipline, and to report. For narrative text consist of; emulating the moral
values, patriotism, and respect for other cultures.
54
From the view of text structure, the aspects of syllabus such as
mentioning of name, characteristic, and action of people/place within
descriptive text. For recount text, the aspects are mentioning of event in
general, mentioning of event in chronological and general conclusion.
Then for the narrative text, there are many aspects that printed in the
syllabus; introduction, complication and solution of a story text.
2. The Most Suitable Text in Three English Textbook.
The most suitable text type in three English textbook are narrative
text. For descriptive text, there are 13 texts with 151 aspect of analysis;
there are 124 aspects which are appropriate.
X100 = 84, 10 %. For
recount text, there are 10 texts with 130 aspect of analysis; there are 102
aspect which are appropriate.
X100 = 78, 46 %. For narraive text, there
are 10 texts with 90 aspect of analysis; there are 81 aspects which are
appropriate.
X100 = 90 %.
B. Suggestions
Having known the findings of the research, the writer gives suggestions as
follows:
1. For the reader
The reader can use syllabus as guideline to understand reading
comprehension genre in text by seeing main lesson. This way can make
the reader directed to see the social function, structure text and language
feature of text.
55
2. For the book publisher, as a service book. The publisher might consider
the guideline of the syllabus, so that the book is compatible and it can
involve the syllabus of 13C.
In the account of the readers of this research, the report of this research
is provisional as the time goes by, and only takes a little picture of reading
comprehension genre in the text of 2013 curriculum books. It is expected that
the readers do not consider the report of this research as an absolute outcome
though this report might be useful to be a reference for both readers and other
researchers of analysis of genre in the text. Therefore, further researches of
analysis genre in the text on broader studies such as the application of
analysis genre in the text in teaching and learning process, the implication of
reading comprehension genre in the text, and the relevance of it, are strongly
recommended because it is believed that the paradigm analysis of reading
comprehension genre in the text will grow timelessly.
56
APPENDIX
57
List of Students SMK Negeri 2 Salatiga
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Name
Eko Maulana
Nurman Syarif P
Ari Salman
Ratna Ifatul Ulya
Eva Atika
Agung Kurniawan
Triyono
Arif Nur Salim
Joko Nurfianto
Indriyani
Lilis Suryani
M. Asnawi
Ika Rahayu P.S
Jihan Pahira
Sri Wahyundari
Sex
M
M
M
F
F
M
M
M
M
F
F
M
F
M
F
Dep.
TKR
TKR
TKR
RPL
RPL
RPL
TSM
TSM
TSM
TG
TG
TG
TB
TB
TB
Coding:
TKK
: Teknik Kosruksi Kayu
TPM
: teknik Pemesina Motor
TEI
: Teknik Elektronika Industri
TMO
: Teknik Mekanik Otomotif
TGB
: Teknik Gambar Bangunan
TAV
: Teknik Audio Video
58
Code
S-19
S-20
S-21
S-22
S-23
S-24
S-25
S-26
S-27
S-28
S-29
S-30
S-31
S-32
S-33
Students SMK Negeri 1 Tengaran
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Name
Eko Maulana
Nurman Syarif P
Ari Salman
Ratna Ifatul Ulya
Eva Atika
Agung Kurniawan
Triyono
Arif Nur Salim
Joko Nurfianto
Indriyani
Lilis Suryani
M. Asnawi
Ika Rahayu P.S
Jihan Pahira
Sri Wahyundari
Sex
M
M
M
F
F
M
M
M
M
F
F
M
F
M
F
Dep.
TKR
TKR
TKR
RPL
RPL
RPL
TSM
TSM
TSM
TG
TG
TG
TB
TB
TB
Coding:
TKR
: Teknik Kendaraan Ringan
RPL
: Rekayasa Perangkat Lunak
TSM
: Teknik Sepeda Motor
TG
: Tata Boga
TB
: Tata Busana
59
Code
S-19
S-20
S-21
S-22
S-23
S-24
S-25
S-26
S-27
S-28
S-29
S-30
S-31
S-32
S-33
LIST OF ENGLISH TEACHER AS RESPONDETS OF INTERVIEWEE
No
Name
Sugeng Sulistiyanto, S.Pd
NIP
197012222000031001
Vocational School
SMK Negeri 2 Salatiga
Retno Susilowati, S.Pd
197910122008012014
SMK Negeri 2 Salatiga
Krishna hartantyo, S.Pd
198312052010011015
SMK Negeri 2 Salatiga
1
2
3
Ninik Dwi Royani, S.Pd
-
SMK Negeri 1 Tengaran
Afid Anggorowati, S.Pd
-
SMK Negeri 1 Tengaran
Susi Nugraheni , S.Pd
-
SMK Negeri 1 Tengaran
4
5
6
60
LIST OF TEXT TYPE
BOOKS
Kemendikbud
Erlangga
Yrama Widya
1.
2.
3.
4.
5.
1.
2.
3.
Descriptive
Page: 58
Page : 70
Page : 78
Page : 84
Page : 95
Page : 111
Page : 112
Page : 114
1.
2.
3.
4.
5.
Page : 93
Page : 106
Page : 107
Page : 108
Page : 109
TEXT TYPE & PAGES
Recount
1. Page : 3
2. Page : 14
3. Page : 27
4. Page : 37
1. Page : 148
2. Page : 150
3. Page : 156
1. Page : 124
2. Page : 124
3. Page : 125
61
Narrative
1. Page : 49
2. Page : 64
3. Page : 89
1.
2.
3.
4.
1.
2.
3.
Page : 167
Page : 168
Page : 172
Page : 178
Page : 135
Page : 137
Page : 138
SUBSTANCE OF QUESTIONNAIRE
Nama :
Kelas :
NIS :
Pilihlah jawaban Anda dengan cara melingkari nomer.
Fokus pada buku teks Bahasa Inggris kelas X.
1. Apakah tampilan fisik bahan ajar menarik?(Do the appearance of book
interested?)
1
Sangat
tidak
menarik
2
Kurang
menarik
3
Cukup
menarik
4
Menarik
5
Sangat
menarik
2. Apakah petunjuk mudah untuk dipahami? (Do the guidance of book
understandable?)
1
Sangat
tidak
mudah
3.
2
Kurang
mudah
3
Cukup
mudah
4
Mudah
5
Sangat
mudah
Apakah kerangka isi membantumu untuk memahami uraian materi? (Do the
framework helping you to understand the materials?)
1
Sangat
tidak
membantu
2
Kurang
membantu
3
Cukup
membantu
4
Membantu
5
Sangat
membantu
4. Apakah penggunaan bahasa dalam teks mudah dipahami? (Do the language of
the text understandable?)
1
Sangat
kurang
mudah
2
Kurang
mudah
3
Cukup
mudah
4
Mudah
5
Sangat
mudah
5. Apakah teks yang diberikan (deskriptif,recount,narrative) membantumu
memahami fungsi masing-masing teks? {Do the text
(deskriptive,recount,narrative) help you to understand the function of each
text?}
1
Sangat
2
Kurang
3
Cukup
62
4
Membantu
5
Sangat
kurang
membantu
membantu
membantu
membantu
6. Apakah teks (deskriptif,recount,narrative) membantumu mengerti nilai-nilai
sosial (disiplin, teliti, memuji, dsb)? {Do the text (deskriptif,recount,narrative)
helping you to know social values (discipline, praise and so on)?}
1
Sangat
kurang
membantu
2
Kurang
membantu
3
Cukup
membantu
4
Membantu
5
Sangat
membantu
7. Apakah isi buku membantumu menganalisis teks
(deskriptif,recount,narrative)? {Do the content of book helping you to analyze
the text (deskriptive,recount,narrative?)}
1
Sangat
kurang
membantu
2
Kurang
membantu
3
Cukup
membantu
4
Membantu
5
Sangat
membantu
8. Apakah isi buku membantumu menangkap makna dalam teks
(deskriptif,recount,narrative)?
{Do the content of book helping you grasp the idea in text
(deskriptive,recount,narrative)}
1
Sangat
kurang
membantu
2
Kurang
membantu
3
Cukup
membantu
4
Membantu
5
Sangat
membantu
9. Apakah isi buku membantumu menyusun teks (Deskriptif,recount)? {Do the
content of book helping you to arrange text (deskriptive,recount,narrative)?}
1
Sangat
kurang
membantu
2
Kurang
membantu
3
Cukup
membantu
4
Membantu
5
Sangat
membantu
10. Apakah isi buku membantumu belajar bahasa Inggris dengan baik? Do the
content of book helping you to study of English well?
1
Sangat
kurang
membantu
2
Kurang
membantu
3
Cukup
membantu
63
4
Membantu
5
Sangat
membantu
Komentar/ saran lainnya (Comments/Suggestion)
…………………………………………………………………………………………………………………………………………
QUESTIONS OF INTERVIEW
1. To make it clear. Is this school has already applying 2013
curriculum?Since when?
2. If it related to the readiness, how the readiness of this school and the
teacher face this new curriculum at the first time?
3. As far as I know, not all schools apply this new curriculum, only the
chosen and potential schools which can apply this curriculum. May you
explain what aspects so that this school can applying 2013 curriculum?)
4. Is this book of 2013 curriculum representative with the syllabus, both of
the content and the purpose that would be gain?
5. In syllabus, there are kind of social functions which will be achieved. Are
those moral value contained into the book?
6. In 2013 curriculum there are three aspects of assessment: Knowledge,
skills and attitudes. Is this book consisting of this three aspects?
7. Specifically, what do you think about this English text book of 13C?
64
DATA RESULT OF STUDENT’S ASSESSMENT OF THE BOOK
SMK Negeri 2 Salatiga
No
Code
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
S-01
S-02
S-03
S-04
S-05
S-06
S-07
S-08
S-09
S-10
S-11
S-12
S-13
S-14
S-15
S-16
S-17
S-18
Total
1
3
2
3
4
4
3
4
2
3
3
3
4
2
4
3
2
3
3
2
3
2
3
3
3
3
3
2
3
3
2
3
2
3
3
2
2
4
Number of Questionnaire
3 4 5 6 7 8
3 2 3 2 3 2
4 4 5 4 3 3
2 4 4 2 3 2
4 4 5 5 4 4
3 4 3 4 3 3
4 4 3 2 3 4
4 4 3 3 4 3
3 3 4 3 2 3
3 4 3 2 3 2
4 3 3 3 4 3
3 2 4 3 3 2
2 3 5 5 2 4
3 2 3 3 2 3
3 3 1 3 3 3
4 4 5 5 4 5
3 3 3 3 3 3
3 4 4 4 4 4
3 2 4 2 5 3
9
2
4
4
5
2
3
4
2
3
4
3
4
3
3
4
3
4
4
10
4
4
3
5
4
3
5
3
3
4
3
5
5
3
4
3
5
5
55 49 58 59 65 58 58 56 61
71
65
Total
Result
27
35
30
43
33
32
37
27
29
34
28
37
28
29
41
28
37
35
590
Good Enough
Good Enough
Good Enough
Good
Good Enough
Good Enough
Good Enough
Good Enough
Good Enough
Good Enough
Good Enough
Good Enough
Good Enough
Good Enough
Good
Good Enough
Good Enough
Good Enough
DATA RESULT OF STUDENT’S ASSESSMENT OF THE BOOK
SMK Negeri 1 Tengaran
No
Code
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
S-19
S-20
S-21
S-22
S-23
S-24
S-25
S-26
S-27
S-28
S-29
S-30
S-31
S-32
S-33
Total
1
3
3
3
3
3
4
3
4
4
4
3
5
5
5
5
2
2
2
2
3
3
3
3
3
3
3
2
4
4
4
3
Number of Questionnaire
3 4 5 6 7 8
2 2 4 2 2 2
4 3 3 2 3 3
2 3 2 3 2 2
4 3 4 3 4 4
4 3 4 3 3 3
3 3 4 4 4 3
3 2 5 4 3 3
5 4 4 3 5 4
5 3 5 3 6 4
4 3 3 4 3 4
3 2 4 3 3 3
3 5 3 4 3 4
3 4 5 5 4 3
3 4 4 5 4 3
3 4 5 3 5 2
9
3
4
3
4
2
4
3
5
5
3
4
3
3
4
2
10
4
3
3
9
4
5
3
5
5
4
5
4
5
4
4
57 44 51 48 59 51 54 47 52
67
Total
26
30
25
41
32
37
32
42
43
35
32
38
41
40
36
530
Result
Good Enough
Good Enough
Good Enough
Good
Good Enough
Good Enough
Good Enough
Good
Good
Good Enough
Good Enough
Good Enough
Good
Good
Good Enough
There are 33 student respondents, SMKN 2 Salatiga 18 students and SMKN 1 Tengaran
15 Students. The total data is
X100 = 67, 87 %.
1120 is data result of 590+530= 1120
1650 is data result of 50*33= 1650
66
DATA RESULT: INTERVIEW
Sugeng Sulistiyanto, S.Pd SMKN 2 Salatiga
1. Ya, kami sudah menggunakan K13 (Kurikulum 2013)
2. Sejak tahun 2013, jadi sudah menginjak tahun yang ke 3
Kami mantan sekolah RSBI, jadi diwajibkan menggunakan K13
dimana sekolah yang lain belum menggunakan K13. Walaupun masih
ada kendala, tetapi kami sudah mampu menggunakan K13.
3. Sebelum
menggunakan
K13,
kami
diundang
diklat
pelatihan/pengenalan/sosialisasi kurikulum 2013. Dimana K13 itu
sangat berbeda dari KTSP. Dimana mind set-nya itu berbeda. Karena
di KTSP guru lebih aktip memberikan materi, sedangkan di K13 ini
siswa yang diminta untuk aktif. Jadi persiapannya dari kami masih
berlangsung berhubungan dengan pengadaan diklat sosialisasi mata
pelajaran tertentu seperti matematika, sejarah, bahasa Indonesia dan
menyusul mata pelajaran yang lain. Dan ini masih terus berlangsung
untuk sosialisasi dan diklat mengenai K13.
4. Aspek yang pertama, memang sekolah kami ditunjuk untuk
menerapkan K13 ini, karena sebelumnya sekolah kami RSBI, jadi
waktu RSBI kemarin kan kita banyak mendapatkan bantuan
infrastruktur dan juga pelatihan pelatihan. Dan itu menjadi alasan
pertama mengapa sekolah kami ditunjuk menggunakan K13. Aspek
yang lain, secara administrative mungkin dari pihak dinas menganggap
fasilitas disini sudah lengkap, semisal dimana semua ruangan sudah
terfasilitasi dengan LCD.kurikulum 2013menuntut banyak sekali
infrastruktur untuk menunjang pembelajaran K13. Jadi dinas
mengaggap kami sudah siap. Jumlah guru yang mencukupi. Jumlah
siswa tidak menjadi acuan untuk sekolah yang bisa menerapkan K13.
Karena jumlah siswa ynag sedikit atau banyak bukan mencadi alasan
untuk menjadi sekolah yang menggunakan K13.
67
5. Belum, karena yang pertama, yang paling jelas itu tentang urutan
materi yang diberikan silabus. Misalnya di silabus tertulis KD 3.1
tetapi di buku yang pertama tertulis KD 3.10. kemudian masuk
kedalam inti bukunya. Itu kadang-kadang apa yang ada di buku itu
tidak mencerminkan langsung dari silabusnya.
6. Untuk penilaian sikap kurang begitu ditunjukkan dalam buku kelas 1
ini. Tetapi melihat materinya murni hanya ke pengetahuan dan
ketrampilan. Terkadang materi dibuku itu tidak mengajarkan tentang
sikap. Jadi lebh ke penilaian pengetahuan dan ketrampilan.
7. Menurut
saya
Buku
K13
ini
Kurang
cocok/sesuai
untuk
mengembangakan silabusnya, lebih baik di dalam silabus itu kita
membuat materi sendiri. Tetapi kita terima buku K13 ini dari
pemerintah apa adanya. Jadi kita tidak bisa meminta buku yang kita
inginkan. Akhirnya kita mencari materi sendiri, dari internet atau
buku-buku lain untuk mengembangkan silabusnya. Jadi kadang buku
itu dalam pembelajaran tidak dipakai untuk latihan sedikit. Tetapi lebih
banyak kita untuk menyesuaikan dengan kompetensi dasarnya, kita
mencari materi sendiri.
68
DATA RESULT: INTERVIEW
Ninik Dwi Royani, S.Pd SMKN 1 Tengaran
1. Ya sudah, kami sudah menerapkan K13
2.
Untuk aspeknya sudah jelas, jadi dari dinas kami ditunjuk
menggunakan K13 dan layak. Juga dari segi SDM, sekolah kami sudah
cukup mampu menuruti tuntutan K13.
3. Untuk kesiapan, yang jelas kita tidak punya buku waktu itu. Jadi waktu
tahun pertama kita belum punya buku pegangan, baru datang di tahun
kedua. Jadi untuk tahun pertama kita memang sudah punya silabus,
tetapi kita tidak punya buku Pengangan. Kita improve sendiri, kita cari
materi sendiri, tapi harus sesuai dengan silabus.
4. Sudah, saya lihat untuk buku kelas X ini sudah sesuai.
5. Kalau secara gambling tidak, tetapi kita sendiri harus improve.
Misalnya untuk aspek pengetahuan spereti vocab. Kita improve mother
tongue, mother tongue peserta didik seperti apa, itu bisa kita
tingkatkan
pengetahuan
mereka.
kemudian
untuk
ketrampilan
bagaimana siswa mengerjakan soal essay. Untuk sikap saya kira kalau
tertulis secara real dalam buku ini tidak ada.
6. Saya rasa, untuk nilai moralnya jelas sudah ada. Misalnya dia punya
teman dari berbagai suku, tetapi dia bersatu dengan mereka, kemudian
ada nilai saling menghargai. Disini tertulis, dia adalah orang US tetapi
dia punya teman dai cina, laos, Vietnam. Dan mereka sudah akrab.
Berartikan moralnya bisa kita masukkan dari sini. Jadi tidak secara
jelas nilai moral ditampilkan dalam buku, tersisip disetiap teks yang
ada.
7. Menurut saya mengenai buku ini, pertama saya kaitkan dengan alokasi
waktu. K13 itu hanya 2 jam pembelajaran dalam satu minggu. Jadi
sangat kurang, belum juga apabila terhambat dengan tanggal merah,
kegiatan upacara dan kegiatan lainnya yang memotong jam belajar
siswa. Kemudian disesuaikan dengan materi jelas kurang memadai,
69
karena dengan 1 buku kita harus selesai dalam satu semester dengan
alokasi waktu hanya satu minggu sekali, kalaupun tidak hilang. Jadi
beberapa saat terkadang kita ngebut, untuk understanding siswa Untuk
grammar terkadang siswa tidak tau artinya. Semisal disini ada kata
Sound, mereka mengartikanya suara. Padahal disini yang dimaksud
artinya nampaknya. Yang paling menjadi kendala buat kami tentang
alokasi waktu.
70
71
72
73