THE TEXT STRUCTURES OF MONOLOGUE TEXT TYPES

FOUND IN “JOYFUL ENGLISH BOOK 1 FOR SMP CLASS

VII” PUBLISHED BY CV ANEKA ILMU

a final project
submitted in partial fulfillment of the requirements
for the degree of Sarjana Pendidikan
in English

by:
Ratih Dwi Hapsari
2201403080

ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
SEMARANG STATE UNIVERSITY
2007
 PERNYATAAN

Dengan ini saya,

Nama : Ratih Dwi Hapsari
NIM : 2201403080
Prodi : Pendidikan Bahasa Inggris S1
Fakultas Bahasa dan Seni Universitas Negeri Semarang, menyatakan dengan
sungguh-sungguh bahwa skripsi/tugas akhir/final project yang berjudul:
“THE TEXT STRUCTURES OF MONOLOGUE TEXT TYPES FOUND IN
JOYFUL ENGLISH BOOK 1 FOR SMP CLASS VII PUBLISHED BY CV
ANEKA ILMU”
Saya tulis dalam rangka memenuhi salah satu syarat untuk memperoleh gelar
sarjana ini benar-benar merupakan karya saya sendiri yang saya hasilkan setelah
melalui penelitian, pembimbingan, diskusi, dan pemaparan /ujian. Semua kutipan
baik yang langsung maupun tidak langsung, baik yang diperoleh dari sumber
kepustakaan, wahana elektronik, wawancara maupun sumber lainnya telah disertai
keterangan mengenai identitas sumbernya dengan cara sebagaimana yang lazim
dalam penulisan karya ilmiah. Dengan demikian, walaupun tim penguji dan
pembimbing penulisan skripsi/tugas akhir/final project ini membubuhkan tanda
tangan sebagai tanda keabsahannya, seluruh isi karya ilmiah ini tetap menjadi
tanggung jawab sendiri. Jika kemudian ditemukan ketidak beresan, saya bersedia
menerima akibatnya.
Demikian, harap pernyataan ini digunakan seperlunya.

Semarang,
Yang membuat pernyataan

Ratih Dwi Hapsari

NIM. 2201403080

2
 APPROVAL

This final project was approved by Board of Examiners of the English Department
of Languages and Arts Faculty of Semarang State University on August 16th,
2007.
Board of Examiners

1. Chairperson,
Prof. Dr. Rustono, M.Hum.
NIP. 131281222

2. Secretary,
Drs. Alim Sukrisno, M.A.
NIP. 131095303

3. First Examiner,
Drs. Djoko Sutopo, M.Si.
NIP. 131569192

4. Second Advisor as Second Examiner,

Dr. Dwi Anggani L.B., M.Pd.
NIP. 131813665

5. First Advisor as Third Examiner,

Dra. Hj. Dwi Rukmini, M.Pd.
NIP. 130529839

Approved by
Dean of Faculty of Languages and Arts,

Prof. DR. Rustono, M.Hum

NIP. 131281222

3
 MOTTO

God will help whoever helps others

4
 DEDICATION

This final project is proudly dedicated to:

My beloved parents Didik Setyadi and Murwati

My beloved brother Pandu Jatmiko
My little sister Astri Yunia Saraswati
My biggest motivation Azmi Assyida “Offa”
My best pals Mpyitz, Owen, Two Big babe
My classmates in the English Department ‘03

5
 ABSTRACT
Based on the school curriculum (“KTSP”), the students of “SMP/MTs”
class seven should be taught two monologue text types, descriptive and procedure
texts. Thus, in order to be relevant with the curriculum, the textbooks should
present those two text types.
This research has two purposes; the first is to know the monologue text
types found in the textbook entitled joyful English Book 1 for SMP class VII
published by “CV. Aneka Ilmu”. The second is to know how each of the
monologue text in that textbook structured including its social function, generic
structures, and grammatical features.
I collect the data sources by reading the textbook. Then, I take all the texts
from each unit. There are eleven texts in the textbook as the data sources. The
approach applied in this study is qualitative. First, I identify the structures of each
monologue text. Then I classify the type of the text based on its structures. The
next step is analyzing the text in terms of its grammatical features. Finally I
analyze and compute the result.
As the result, I found eight descriptive texts, two narrative texts, and one
report text. The first dominant is descriptive text. The second dominant is
narrative text. And the least dominant is report text. Thus, the choices of
monologue text types in the analyzed textbook does not fulfilled the suggestion of
procedure that should be taught in the first grade of junior high school as stated by
the school curriculum.
Based on the result, I suggest that the English teachers have to consider
when choosing a textbook to teach which should fulfilled the requirements as
stated by the school curriculum.

6
 ACKNOWLEDGEMENT

First of all, I would like to praise Allah the Almighty for the blessing and

mercy to me during my study and in completing this final project.

I would have grateful to many people who contributed their ideas and time

to me in completing my final project. I would like to express my sincere gratitude

to Dra. Hj Dwi Rukmini, M.Pd as the first advisor for giving me guidance and

helps to finish the final project. I would like to extend my sincere thanks to DR.

Dwi Anggani LB, M.Pd, my second advisor in improving my final project for its

finalization.

I would like to dedicate my deepest gratitude to my father and my mother

who support spirit and prayers for my success, also my big brother and his wife

for their big support. I am also grateful to my biggest spirit Offa who has given

me big support and motivation. I would like to give my deepest appreciation to all

my best friends for their support during my study, Prita, Inot, Weni and all people

who might not be mentioned individually here.

Semarang, Agustus 2006

Ratih Dwi Hapsari

NIM. 2201403080

7
 TABLE OF CONTENTS

ABSTRACT …………………………………………………………………… i

ACKNOWLEDEGMENT …………………………………………………….. ii

TABLE OF CONTENTS ……………………………………………………... iii

CHAPTER I INTRODUCTION …………………………………………….. 1

1.1 Background of the Study …………………………………………………. 1

1.2 Reason for choosing the Topic …………………………………………… 3

1.3 Statements of the Problem ………………………………………………... 3

1.4 Objectives of the Study …………………………………………………… 4

1.5 Significance of the Study ………………………………………………….. 4

1.6 Limitation of the Problem …………………………………………………. 4

1.7 Outline of the Study ……………………………………………………….. 4

CHAPTER II REVIEW OF RELATED LITERATURE …………………….. 6

2.1 Curriculum ………………………………………………………………… 6

2.1.1 2006 English Curriculum for SMP/MTs ………………………………… 7

2.1.2 Competences Standard of English at SMP/MTs ………………………… 8

2.2 Textbook …………………………………………………………………… 9

2.2.1 Definition of Textbook …………………………………………………. 9

2.2.2 Function of Textbook …………………………………………………… 10

2.3 Text ……………………………………………………………………….. 11

2.3.1 Definition of Text ………………………………………………………. 11

8
2.3.2 Systemic Functional Linguistics ………………………………………... 12

2.3.3 Kinds of Text Types …………………………………………………….. 14

2.3.3.1 Descriptive ……………………………………………………………. 14

2.3.3.5 Procedure …………………………………………………………….. 14

2.3.3.2 Narrative ……………………………………………………………… 15

2.3.3.3 Recount ………………………………………………………………. 15

2.3.3.4 Report ………………………………………………………………… 16

2.4 Theoretical Framework …………………………………………………... 16

CHAPTER III RESEARCH METHODOLOGY …………………………….. 17

3.1 Research Approach ……………………………………………………….. 17

3.2 Source of Data …………………………………………………………….. 17

3.3 Data ………………………………………………………………………... 18

3.4 Procedures of Analyzing Data ……………………………………………... 18

CHAPTER IV RESULT OF ANALYSIS …………………………………….. 20

4.1 Analysis of Descriptive Text Type ………………………………………... 21

4.2 Analysis of Narrative Text Type …………………………………………… 23

4.3 Analysis of Report Text ……………………………………………………. 29

CHAPTER V CONCLUSION ………………………………………………… 33

5.1 Conclusion …………………………………………………………………. 33

5.2 Suggestion ………………………………………………………………….. 34

9
BIBLIOGRAPHY ……………………………………………………………… 35

APPENDICES …………………………………………………………………. 37

10
 CHAPTER I

INTRODUCTION

1.1 General Background of the Study

Language is the principle means used by human beings to communicate

with one another. People can understand others and take information from others

by using it. People use it to interact with others, to establish and maintain relations

with them, to influence their behaviour and to express their own viewpoints on

things in the world. Language is a device for communicating both spoken and

written. It is primarily spoken, although it can be transferred to other media, such

as writing. “Communication with words: the human use of spoken or written

words as a communication system”. (Microsoft®Encarta®2006.©1993-2005

Microsoft Corporation. All rights reserved)

English is a foreign language that is taught in schools in Indonesia. Our

government stated in the 2004 curriculum, English as one of the compulsory

subject (2003:14):

The aim of English subject is developing ability of

communication in language, both spoken and written.
(Reading, listening, speaking, and writing skills).

In this curriculum, the junior high school students’ graduate should achieve

the functional level of literacy described by Wells (1991:52-53). This perspective

emphasizes the uses that are made of literacy in interpersonal communication. To

be literate, according to this perspective, is to be able as a member of that

11
particular society to cope with the demands of everyday life that involve written

language.

Nowadays, National Education Standard Organization (BSNP) has arranged

the 2006 Curriculum named KTSP “(Kurikulum Satuan Tingkat Pendidikan)” or

school curriculum. But, actually it does not change the basis of 2004 curriculum

substantially. Therefore, the content, the target, and the material of school

curriculum are almost the same with 2004 curriculum. The school curriculum is

the completeness of 2004 curriculum.

In the school curriculum, I find several actional competencies that should

have been taught for the first students of junior high school. One of actional

competencies is reading; understanding the meaning of steps of rhetorical

development in the written text. There are transactional and interpersonal texts,

short functional texts, and monolog texts including descriptive and procedure

texts.

Based on the school curriculum, an English teacher needs to arrange

syllabus, determine the basic competence, time allocation, and choose the

teaching strategies and materials. The materials can be the authentic materials, for

example from newspaper, magazine, recipe, or textbook.

A textbook is a manual of instruction or a standard book in any branch of

study. (en.wikipedia.org/wiki/Textbook)

An English textbook is a means to teach English, which at the same function

as media to train students to learn English.

12
 The teacher has responsibility to select the textbook that is used as a

material in teaching learning process. Finocchiaro (1974:49) pointed out that he

should be able to decide whether the contents of the textbook are suitable with the

current curriculum or not. He wrote “we should examine as many as textbook as

possible in the field of teaching English as a second language”. The contents of

the materials in the textbook help him in teaching learning process.

1.2 Reason for Choosing the Topic

In this study, I have chosen the topic The Text Structures of Monologue

Text Types found in Joyful English Book 1 for SMP class VII published by “CV

Aneka Ilmu”.

I am interested in finding out whether the monologue text types found in

that textbook are stated and written based on the school curriculum or not. The

English school curriculum is actually designed based on the 2004 English

curriculum which is text based, meaning that the monologue text in the textbook

should be written by considering the two contexts encircling it, the context of

culture and the context of situation.

1.3 Statements of the Problem

Problems that are discussed in this study can be stated as follows:

(1) What monologue text types are found in Joyful English Book 1 for SMP class

VII published by “CV Aneka Ilmu”?

(2) How is each of the monologue text in that textbook structured?

13
1.4 Objectives of the Study

This study has the following objectives:

(1) To know the monologue text types found in Joyful English Book 1 for SMP

class VII published by “CV Aneka Ilmu”.

(2) To know each of the monologue text in that textbook is structured.

1.5 Significance of the Study

The result of the study will hopefully be useful for the e teacher of English

to consider when choosing a textbook to teach.

1.6 Limitation of the Study

I limit the scope of the study to only analyze the monologue text types found

in the textbook in terms of the type of the text and how each of the text is

structured. However I also analyze the social function of the monologue text, the

generic structures and the grammatical features of it.

1.7 Outline of the Study

This study consists of five chapters.

Chapter one consists of the general background of the study, reason for

choosing the topic, statement of the problem, objective of the study, significant of

the study, limitation of the problem, and the outline of the study.

Chapter two consist of the review of related literature which contains

theories underlying the writing of this study.

14
 Chapter three is research methodology. It discusses the research approach,

source of data, data, and procedures of analyzing data.

Chapter four consists of text analysis especially passages found in Joyful

English Book 1 for SMP Class VII published by “CV Aneka Ilmu”.

Chapter five consists of conclusion and suggestion.

15
 CHAPTER 2

REVIEW OF RELATED LITERATURE

In this chapter, I quote and explain some sources which are in line with

curriculum, textbook, text and theoretical framework.

2.1 Curriculum

Based on “Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan

Jenjang Pendidikan Dasar dan Menengah” (2006:3) Curriculum is a set of rules

and plans which contains the aims, the contents, and the materials and how to use

it as guidance in teaching and learning activities to reach certain education

purposes. Considering the importance of curriculum, I discuss further about its

definition and the school curriculum for “SMP/MTs”.

According to Hornby in Oxford Advanced learner’s Dictionary of Current

English (1983:212) Curriculum is a course of study in school, college, etc. From

the explanation above, it may mean that a study in schools, colleges, university,

and some other institutions should run continuously from one topic to other topic.

The other definition of curriculum is a body of knowledge that is a

framework and guide to allow students to reach their potential. It teaches them

skills needed to survive as productive citizens. Also it can be defined as a guide

for content process in a relevant, open-ended, flexible approach to guiding

thoughtful learners. (www.google.19grove.ufl.edu/~etodd/curriculum.98 Mather

High School)

16
 I conclude that curriculum is an overall plan that is developed to make

teaching learning activities progress well. It is a kind of guidance in the teaching

learning activities.

2.1.1 English School Curriculum

The English school curriculum for “SMP/MTs” prepares the students in

order to achieve competencies that make them to be able to reflect their

experience and other experiences to show their idea and feeling, and to understand

various meaning in the module of English Curriculum (2003:11) “SMP graduates

should be able to achieve functional level for communication. To be literate,

according to this perspective, is to be able to as a member of that particular

society to cope with the demands of everyday life that involve written language.

In educational context, English has function as a device for

communicating in order to access information and communication in daily

context, and as a device to make interpersonal relationship. According to the

school curriculum, English subject has several objectives, as the following:

(1) To develop the ability of communication using the language, both spoken and

written in order to achieve functional literacy level.

(2) To grow of conciseness of the importance of English as one of foreign

language that becomes an importance device in the global society.

(3) To develop understanding of the relationship between language and culture.

17
2.1.2 Competences Standard of English at “SMP/MTs”

According to the curriculum, competencies standard of English subject at

SMP and MTs are to communicate the language in spoken and written using

various texts fluently and accurate. The competences of English subject are:

(1) Listening: Understanding various meanings (interpersonal, ideational, textual)

in various interactional spoken texts and monologue especially in form of

procedure, descriptive, narrative, recount, report texts.

(2) Speaking: Telling various meanings (interpersonal, ideational, textual) in

various interactional spoken texts and monologue especially in form of

procedure, descriptive, narrative, recount, report texts.

(3) Reading: Understanding various meanings (interpersonal, ideational, textual)

in various interactional written texts and monologue especially in form of

procedure, descriptive, narrative, recount, report texts.

(4) Writing: Telling various meanings (interpersonal, ideational, textual) in

various interactional written texts and monologue especially in form of

procedure, descriptive, narrative, recount, report texts.

From those explanations above, I can see that SMP/MTs graduates

students should master listening, speaking, reading, writing interactional texts and

monologue in form of procedure, descriptive, narrative, recount, report texts.

18
2.2 Textbook

In teaching and learning process, teachers always use some media to make

the teaching and learning process easier. One media they always use in the

classroom is a textbook because it is easy to buy, to carry, and to study. To

support this idea Brown et al (1983:385) elaborate that books are portable, they

remain fairly economical to buy and to maintain. They often contain excellent

visualization of concepts and information with accompanying verbal elaboration

and explanations. In fact, a book is an effective media to get a broader knowledge.

Realizing the importance of textbook, its definitions and functions are then

presented below.

2.2.1 Definition of Textbook

The following are definitions of textbook from several sources:

A book used for instructional purposes, especially in schools and colleges.

(www.nde.state.ne.us/read/framework/glossary/general_p-t.html).

Other definitions of textbook means a standard book about a branch of

study (curriculum subject). (careers.ngfl.gov.uk/help/definitions/14_2_text.html).

Moreover According to Hornby (1974:893), textbook is a book that is giving

instruction in a branch of learning.

From the definition of textbook above, I realized how important the

textbook for teachers and learners in the teaching and learning process to help

them to reach the instructional purposes as stated in curriculum.

19
2.2.2 Functions of Textbook

A textbook has many functions, according to Brown (1983:384), the

functions are:

(1) Individualization of Instruction.

Textbook helps to individualize instruction by enabling students to

proceed at their own rate and to a limited extent, according to what they are

interested in studying.

(2) Organization of Instruction.

Textbook helps to organize instruction by providing experiences,

suggested activities, recommended readings and questions. Expertly, written

textbooks give unity to classroom interaction. Also they are graded in introducing

new concepts or contents they build upon what has preceded.

(3) Tutorial Contribution

Teacher often maintain the textbooks help students to learn how to read

better, to study, to weigh evidence, and to solve problems.

(4) Improvement of Teaching

Textbooks are also regarded as helpful in improving teachers’ editions and

manual.

From the explanation above, I conclude that generally the function of

textbook is kinds of visual aid to help teacher explains the materials and to make

students easier in understanding the materials given.

20
2.3 Text

The followings are elaboration of text. I discuss the definition of text,

systemic functional linguistic, and kinds of text.

2.3.1 Definition of Text

“Text is meant any connected stretch of language that is doing job in some

context” (Halliday&R. Hasan, 1985:6). So, any instance of living language that is

playing some part in context of situation either spoken or written, we shall call a

text. Based on the participants there are spoken and written texts.

Spoken text refers to language interactions, where language most closely

accompanies action, and where there is the least physical distance between

participants. For instance, a consultation between patients with doctor, directing

someone to the hospital, buying and selling goods, etc.

Furthermore, the writing text refers to language text, where distance from

action is greatest and where distance between participants is maximal. Examples

of written text include abstract reflections on causes and effects of distant events,

such as history or economics, theoretical arguments, etc.

According to Hammond (1992:13), the role of spoken language in the

educational context is to enable students to interact with the teacher and other

students to clarify ideas, thoughts, and arguments. In the other hand the role of

written language is to consolidation, to record, to pass on information, to

summarize arguments on particular topics. It also provides opportunities for

students to consolidate and then stand back and reflect on what it is they think

about the subject.

21
2.3.2 Systemic Functional Linguistic

In systemic functional linguistics, language is functional, that is language

is the way it is because of the meaning it makes. The theory suggests that

resources available within the systems of discourse, grammar and vocabulary are

utilized in specific ways to make specifics meanings.

Systemic functional linguistics is a theory of language in context, and

suggests that language can only be understood in relation to the context in which

it is used. Thus different purposes for using language and different contexts result

in different language texts. The construction of language texts in turn impacts on

the context. There is thus a two-way relationship between text and context

The following is the model of language:

The Model of Language (Hammond, 1992:1)

CULTURE

GENRE
(PURPOSE)
SITUATION
Who is involved?
(Tenor)
The subject The channel
matter ( Mode)
(Field)

REGISTER
↓
TEXT

22
 From the diagram above, the outer layer represents the context of culture

in which any language interaction takes place. It incorporates the attitudes, values

and shared experiences of any group of people living in the one culture, culturally

evolved expectations of ways of behaving, and culturally evolved ways of getting

things done or of achieving of common goals that typically involve language in

one way or another and are referred to as genres. Each genre is characterized by

distinctive schematic structure, that is, by a distinctive beginning, middle and end

structure through which the social function of the genre is realized.

Language is used in a context of situation as well as a context of culture.

There are three variables in context of situation:

(1) Field: the social activity taking place.

(2) Tenor: the relationship between participants

(3) Mode: the channel of linguistic communication.

Those variables function together and are responsible for the configuration

of language features found in any text. This configuration of language features

constitutes the register.

The theory focuses on language at the level of whole text. By text is meant

any connected stretch of language that is doing a job within social context. Thus

the term ‘text’ is used to refer to stretches of spoken and written language. Text

may be as short as one word, or maybe as long as a book.

23
2.3.3 Kinds of Text Types

In the school curriculum, there are three kinds of text types that should be

taught for the first grade students of junior high school. There are transactional

and interpersonal texts, short functional texts, and simple monologue texts

including descriptive and procedure texts.

In this study, I only discuss several simple monologue texts that should be

taught for the students of junior high school based on the school curriculum, there

are:

2.3.3.1 Descriptive

According to Hammond (1992: 78), the social function of descriptive text

is to describe a particular person, place, or thing. The generic structures of this

text are:

(1) Identification: identifies the person, place or things to be

described. (2) Description: describes parts, qualities,
characteristics. It has language features; focus on specific rather
than generic participants, use of simple present tense, verbs being
and having, use of descriptive adjectives to build up long nominal
groups.

2.3.3.5 Procedure

According to Hammond (1992: 86), the social function of procedure text is

to describe how something is accomplished through a sequence of actions or

steps. The generic structures of this text are:

(1) Goal: name of procedure to be carried out

(2) Material: list of materials needed
(3) Procedure: list of steps to be followed

24
 The language features are focus on generalized human agent,
sequence of events marked either explicitly by temporal
connectives, or numbering of points, or implicitly by the ordering
of steps on the page, use of imperatives and verbs of action, and
use of conditional ‘if’ to indicate alternative paths of action.

2.3.3.2 Narrative

According to Gerrot and Wignell (1994: 204), the social function of

narrative text is to amuse, entertain and to deal with actual or vicarious experience

in different ways. The generic structures of this text are:

(1) Orientation: sets the scene and introduces the participants

(2) Evaluation: a stepping back to evaluate the plight
(3) Complication: a crisis arise
(4) Resolution: the crisis is resolved, for better or for worse
(5) Re-orientation: optional
It focuses on specific participants and usually individualized
participants, use of material processes (behavioral and verbal
processes), and use of relational processes and mental process,
use of temporal conjunctions and temporal circumstances, and
use of past tense.

2.3.3.3 Recount

Hammond (1992: 88) elaborates that the social function of recount text is

to records events for the purpose of informing. The generic structures of this text

are:

(1) Orientation: information on the context of the recount,

provides settings and participants
(2) Events: a record of events in a temporal sequence
(3) Reorientation: closure of events
(4) Coda: comment on events (optional)
It focuses on specific participant, use of material process,
circumstances of time and place, and use of past tense.

25
2.3.3.4 Report

According to Gerrot and Wignell (1994: 196), the social function of report

text is to describe the way things are, with reference to a range of natural, man-

made and social phenomena in our environment. The generic structures of this

text are:

(1) General Classification: tells what the phenomenon under

discussion is
(3) Description: tells what the phenomenon under discussion is
like in terms of parts (and their function), qualities, habits or
behaviors, if living: uses, if non-natural.
It focuses in generic participants (human and non-human), use of
relational processes, use of simple present tense, no temporal
sequence.

2.4 Theoretical Framework

The theoretical framework of this study starts from the idea that curriculum

can be functioned as the guidance for a teacher to teach. One of the importance

media to teach is a textbook. A good textbook should fulfilled the requirements as

stated by the school curriculum which is text based. It means that the monologue

text types in a textbook should be written by considering the two contexts, context

of culture and context of situation.

26
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter describe in detail method of the study. It is divided into

several parts. They are research approach, source of data, data, procedures of

analyzing data, and technique of reporting the result of the analysis.

3.1 Research Approach

In conducting the research, I use a qualitative approach, which means the

data will be analyzed qualitatively. According to Cresswell (1994) "A qualitative

study is defined as an inquiry process of understanding a social or human

problem, based on building a complex, holistic picture, formed with words,

reporting detailed views of informants, and conducted in a natural setting.

Qualitative research examines the patterns of meaning which emerge from the

data and these are often presented in the participants' own words.

The data in this study is in the form of complete description and

identification of the texts.

3.2 Source of Data

According to Arikunto (1998:114), data resource is “the subject from

which the data can be found’. The source of data in this study is monologue texts

found in Joyful English book 1 for SMP class VII published by “CV Aneka

Ilmu”.

27
3.3 Data

I take all the texts available in the textbook as the data of the study. There

are eleven monologue texts.

3.4 Procedures of Analyzing Data

The procedures of analyzing the data in this study involved several steps.

The first step is reading the monologue texts found in Joyful English Book 1 for

SMP class VII published by “CV Aneka Ilmu”. The second step is identifying the

structures of each monologue text. The third step is classifying the type of the text

based on its structures. The fourth step is analyzing the text in terms of its

grammatical features. Finally, I analyze and compute the result.

28
 CHAPTER IV

RESULT OF ANALYSIS

In this chapter, I present the result of the analysis. I describe each

monologue text from its social function, generic structures, and grammatical

features. From the analyzed textbook there are eight units. The analyzed

monologue texts from each unit are shown in the following table:

Table 4.1 Data of the analysis

No Title of texts Unit Page

1. Setiawan Wibowo 1 6

2. Helmi Yahya 1 7

3. At School 2 22-23

4. My Family 3 38

5. Mr. Altman’s House 3 40

6. Mr. Wibowo 4 53

7. Batu Londa Graveyard 5 66

8. The Dog and The Meat 5 67

9. Tangkuban Perahu 5 68

10. Leisure Time 6 78

11. Daily Activities 7 95

29
 From eleven monologue texts in the analyzed textbook, I found

descriptive, narrative, and report texts. The result of the analysis can be seen in the

following table:

Table 4.2 Result of the analysis

Type of texts sum

Descriptive 8

Narrative 2

Report 1

Total 11

Based on the table 4.2, we can see that there are three monologue text

types found in the analyzed textbook. The first dominant is descriptive text, there

are eight texts, the second dominant is narrative text, there are two texts and the

least dominant is report text, there is only one text.

According to the school curriculum, the first grade students of SMP/MTs

should get two kinds of monologue text types, descriptive and procedure texts.

Thus, the choice of monologue text types in the analyzed textbook does not

fulfilled the requirements which the curriculum states, because the textbook does

not provide the procedure text. In the other hand, narrative and report texts are

provided even though it is not required in the school curriculum.

30
4.1 Analysis of Descriptive Text Type

The descriptive text has a social function as to describe a particular

person, place, or thing. The generic structures of this text are:

(1) Identification: identifies the person, place or things to be described.

(2) Description: describes parts, qualities, characteristics.

And its language features are focus on specific participant, use of simple

present tense use of verbs of being and having, and use of descriptive adjectives.

The generic structures of descriptive text in the analyzed text have two

stages, identification and description. Identification tells who person is, where

place is, or what a thing is. The author clearly identifies the participants. In that

text, the author only focuses in specific participant. For example in text 1, the

author only talks about ‘Setiawan Wibowo’, no body else.

After identifying the participant, the author gives description of its parts,

qualities, and characteristics. Here the author uses adjectives words. Adjective are

describing words. The author uses adjectives to build up long nominal group and

create age, colors, shapes, sizes, and feelings, and other qualities in nouns, as the

following clauses:

(1) I am fourteen years old. (text 1)

(2) He is thin and tall like his father. (text 2)

(3) The uniform is white shirt and blue skirt or shorts. (text 3)

(4) We are a happy family. (text 4)

(5) In front of the house, there is a beautiful garden. (text 5)

(6). He also wears a brown cap, a black belt, and a pair of black shoes. (text 6)

31
(7). It has many interesting stories. (text 7)

(8) My close friend has a different hobby. (text 8)

(9) My classmate, Edo, is a diligent boy. (text 9)

From the clauses above, the words ‘old’, ‘thin’, ‘tall’, ‘white’, ‘blue’,

‘happy’, ‘beautiful’, ‘brown’, ‘black’, ‘interesting’, ‘different’, ‘diligent’ are

adjective words which describe other words. For example in the first clause, the

word ‘old’ describes the age. And in the third clause, the word ‘white’ describes

the color of the word ‘shirt’. Also in the fourth clause, the word ‘happy’ describes

the feeling of ‘family’.

The descriptive text type usually uses simple present tense and verbs of

being and having, I found in the following clauses:

(10) Hello, I am Setiawan. (text 1)

(11) He lives at 10 Meranti Street. (text 2)

(12) This is our school. (text 3)

(13) It also has a schoolyard and school garden. (text 3)

(14) I have two brothers and no sister. (text 4)

(15) There are a lot of things in it. (text 5)

I can see from the clauses above, the words ‘am’, ‘lives’ indicate the

simple present tense. They tell us when it is taking a place. Verbs tell us that the

action is in the present. And the words ‘has’, ‘have’ are verbs of having; while the

words ‘am’, ‘is’, ‘are’ are verbs of being.

I can see the following analysis of text 1 (the other analysis of descriptive

text can be seen in Appendix):

32
 Identification Hello, I am Setiawan

My Full name is Setiawan Wibowo. I am

fourteen years old. I was born on Monday,

Description 19th November 1990. I am from semarang.

I live in Melati Street. I am fat and tall. I

am a student of SMP 2 in the first year. My

uniform is white and blue.

From the texts in the analyzed textbook, I found eight descriptive texts,

and all of them have the characteristics of the descriptive text including its social

function, generic structures, and the grammatical features. Thus, the descriptive

texts in the textbook are well structured.

4.2 Analysis of Narrative Text Type

From the data I found that there are two narratives text type. The social

function of narrative text is to amuse, entertain and to deal with actual or vicarious

experience in different ways. The generic structures of this text type are:

(1) Orientation: sets the scene and introduces the participants

33
(2) Evaluation: a stepping back to evaluate the plight

(3) Complication: a crisis arises

(4) Resolution: the crisis is resolved

(5) Re-orientation/coda: optional

The grammatical features of narrative text focus on specific participants,

use of material processes, relational and mental processes, use of time

connectives, conjunction, temporal circumstances, and use of past tense.

The orientation in which the narrator tells to the reader are about who is in

the story, when the story taking a place, and where the action is happening. We

can see in the text 8, the narrator introduces the main characters; there are ‘the

dog’ and ‘the meat’. Also in the text 9 entitled ‘Tangkuban Perahu’, the main

characters are ‘Dayang Sumbi’ and ‘Sangkuriang’. Furthermore, from orientation,

we can know where and where the story is happening and what is going on, as the

following:

(16) Tell where: One day, a dog took a piece of meat from a butcher’s

shop. (text 8)

(17) Tell where: He went hunting in a forest with the dog accompanied

him. (text 9)

(18) Tell when: One day, a dog took a piece of meat from a butcher’s

shop. (text 8)

(19) Tell when: Once upon a time, there was a woman named Dayang

Sumbi. (text 9)

34
 The narrator sometimes adds evaluation to evaluate the plight in the story

but in the analyzed text after the orientation stage, the narrator tells complication

part directly. A complication that sets off a chain of events those influences what

will happen in the story. This is the stage of the story where the narrator tells

about something that will begin a chain of events. These events will affect one or

more characters. The complication stage that I found in the text as the following

paragraph:

(20) The dog ran away with the meat. It came to a bridge over a stream.

As the dog was crossing the bridge, it saw something moving in the

water. There it saw a dog with a piece of meat in its mouth. It put

down its own piece of meat and jumped into the water. Of course there

was no other dog in the water. It had been looking at its own picture.

(text 8)

(21) Dayang Sumbi was angry with and hit him. He was thrown out from

his house. When he was adult he met Dayang Sumbi. He didn’t know

that she was her mother, but Dayang Sumbi knew that he was her son.

Dayang Sumbi agreed with his proposal but he had to make her

request in one day. (text 9)

The paragraph above is a crisis in the story. After a crisis arises, it must be

the resolution. In this part of the narrative text, the problem is solved. The crises

are resolved, for better or for worse. We can see the resolution in the text, as the

following:

35
 (22) The dog swam to the side of the stream and went out of the water.

Then it went to get the meat which it had put down on the bridge. But

the meat had gone, another dog, a real dog, had found the meat and

run off with it. (text 8)

(23) Sangkuriang was angry and kicked the boat when he couldn’t fulfill

her request. Then the boat turned upside down and became mountain

of Tangkuban Perahu. (text 9)

And the last part of the narrative text is re-orientation or coda. It provides

closure of event or comment or moral based on what has been learned from the

story, but it is optional step. Both in text 8 or text 9, there is no re-orientation or

coda.

In those two texts type, the author uses material processes. Material

processes are processes of material doing. They express the notion that some

entity physically does something, which may be done to some other entry. We can

see in the following clauses:

(24) One day, a dog took a piece of meat from a butcher’s shop. (text 8)

(25) The dog ran away with the meat. (text 8)

(26) The dog swam to the side of the stream and went out of the water.

(text 8)

(27) She lost her needle. (text 9)

(28) A dog found it and gave it back to her. (text 9)

The words ‘took’, ‘ran’, ‘swam’, ‘lost’, and ‘found’ above indicate

material processes that construe what is doing and happening. Narrative text also

36
uses relational processes and mental processes. Relational processes involve of

states of being and having. We can see in the following clauses:

(28) As the dog was crossing the bridge, it saw something moving in the

water. (text 8)

(29) Dayang sumbi had a child named Sangkuriang. (text 9)

(30) The dog was his father. (text 9)

Relational processes can be classified into identifying processes that being

used to identify something and attributive processes, which assign a quality to

something. The clause number 28 and 29 are attributive processes as the clause

cannot be reversed in order. While the clause number 30 is identifying process

because we can reverse the clause in order and the semantic relationship still

holds.

Mental processes are ones of sensing: feeling, thinking, perceiving.

Mental processes clause normally has at least one participant, ‘the senser’ by

definition a conscious being, for only those who are conscious can feel, think, or

see. This participant can be animated or usually human. From the narrative texts

in analyzed textbook, we can see mental processes in the following clauses:

(31) He didn’t know that she was her mother, but Dayang Sumbi knew

that he was her son.

The word ‘know’ indicates mental processes, and ‘Dayang sumbi’ and

‘he’ represent the participant ‘senser’. And it uses of past tense, because the story

happened in the past. Also, it uses of temporal conjunctions and temporal

circumstances, like in the following clauses:

37
 (32) One day, a dog took a piece of meat from a butcher’s shop.

(33) Then it went to get the meat which it had put down on the bridge.

(text 8)

(34) Once upon a time, there was a woman named Dayang Sumbi.

(35) One day, he went hunting in a forest with the dog accompanied him.

(text 9)

We can see the following analysis of text 8:

THE DOG AND THE MEAT

Orientation One day, a dog took a piece of meat from

a butcher’s shop.

The dog ran away with the meat. It came

to a bridge over a stream. As the dog was

crossing the bridge, it saw something

moving in the water. There it saw a dog

Complication with a piece of meat in its mouth. It put

down its own piece of meat and jumped

into the water. Of course there was no

other dog in the water. It had been looking

at its own picture.

The dog swam to the side of the stream

and went out of the water. Then it went to

Resolution get the meat which it had put down on the

bridge. But the meat had gone, another

38
 dog, a real dog, had found the meat and

run off with it.

From the texts in the analyzed textbook, I found both two narratives texts

have the characteristics of the narrative text including its social function, generic

structures, and grammatical features. Thus, the narrative texts in the textbook are

well structured.

But the choice of narrative texts in the textbook does not fulfilled the

requirements as stated by the school curriculum. It is not need for the first grade

students of senior high school to get a narrative text type.

4.3 Analysis of Report Text Type

The report text is almost the same with descriptive text. Both descriptive

text or report text have the same function to describe something, however there

are some differences in social function and generic structures. In descriptive text

the function is to describe a particular person, place, or thing, whereas the social

function of report text is to describe the way things are, with reference to a range

of natural, man-made and social phenomena in our environment. The generic

structures of this text are:

(1) General Classification: tells what the phenomenon under discussion is

(2) Description: tells what the phenomenon under discussion is like in

terms of parts (and their function), qualities, habits or behaviors, if

living: uses, if non-natural.

39
 It focuses in generic participants (human and non-human), use of

relational processes, use of simple present tense, no temporal sequence.

From the data, I only found one report text type that is text 10. The first

part for constructing a written report text is general classification. This part is

usually in the first paragraph that introduces the topic of the report. We can see in

the text 10, the author introduces ‘leisure time is needed by everyone’ as the topic

of the report. The second part of report text is description that provides details of

topic. In the analyzed text the author describes ‘some activities or hobbies that we

can do in leisure time’ to provide detail information about the topic.

We can see the following analysis of text 10:

LEISURE TIME

Working is important but everyone needs

leisure time too. It is free time to do

General Classification whatever you want. It’s time for anything

that makes you happy, the things that

usually we call hobbies. Some people like to

do sports. The other likes to collect stamps,

coins, rocks, or butterflies.

I also have a hobby. I spend my leisure

time to write a poem. I have many poems

and keep them neatly. My close friend has a

Description different hobby. Her hobby is

correspondence. She has many pen palls

40
 from all cities in Indonesia. There are so

many kinds of hobbies. But whatever your

hobby is, it must be useful for you.

There are several ways to improve report text, here the author uses

relational processes, involve states being and having. We can see in the following

clauses:

(36) It is free time to do whatever you want.

(37) I have many poems and keep them neatly.

(38) My close friend has a different hobby.

(39) There are so many kinds of hobbies.

The words ‘has’ and ‘have’ are verbs of having; while the words ‘is’ and

‘are’ are verbs of being.

The verbs use of simple present tense, that indicate ‘timeless’ nature of

information it means that the action always happen in the way, in which it is

described. It also uses some technical vocabulary. We can see in the following

clauses:

(40) Working is important but everyone needs leisure time too.

(41) Some people like to do sports.

(42) The other likes to collect stamps, coins, rocks, or butterflies.

(43) I spend my leisure time to write a poem.

(44) Her hobby is correspondence.

(45) There are so many kinds of hobbies.

41
 The words ‘is’ and ‘are’ in clause number 40 and 45 are verbs use of

simple present tense. While the words ‘sports’, ‘stamps’, ‘coins’, ‘rocks’,

‘butterflies’, ‘a poem’, and ‘correspondence’ are some technical vocabularies

which related to several activities in ‘leisure time’.

I only found one report text from the textbook and it has the

characteristics of the report text including its social function, generic structures,

and grammatical features. So, this text also well structured.

But the choice of report text in the textbook does not fulfilled the

requirements as stated by the school curriculum. It is not need for the first grade

students of senior high school to get a report text type.

42
 CHAPTER 5

CONCLUSION

5.1 Conclusion

The conclusion is presented based on the statement of problems, therefore

it is divided in two parts:

(1) The result related to the type of monologue text types.

The school curriculum for “SMP/MTs” states that the students of

“SMP/MTs” class seven should be taught two monologue text types, those are

descriptive and procedure texts. From the analyzed textbook, I found three

monologue text types, descriptive, narrative and report text. Thus, the choices of

monologue text types in the analyzed textbook does not fulfilled the suggestion of

procedure that should be taught in the first grade of junior high school as stated by

the curriculum.

(2) The result related to how the monologue text types are structured.

I found there are eight descriptive texts, two narrative texts, and one report

text. Those text types are well structured and they fulfilled the requirements of

monologue text type’s structures as stated by the curriculum. From the sum of the

monologue text types above, there are too much descriptive texts. In the other

hand there are only two narrative texts and one report text. It proves that there is

no balance of proportion between the texts.

43
5.2 Suggestion

After the discussion and explanation above, I suggest that a textbook

writer should provide only monologue text types suggested in the school

curriculum and construct them based on the English cultural and situational

context.

44
 BIBLIOGRAPHY

Ari kunto, Suharsimi. 1998. Prosedur Penelitian: Suatu Pendekatan Praktek.

Jakarta:PT.Rineka Cipta

Berg, Bruce L. 1989. Qualitative Research Methods for the Social Science.
Massachusets:Allyn and Bacon.

DPN.2003.Kurikilum 2004:Standar Kompetensi Mata Pelajaran Bahasa Inggris

SMP & MTs.Jakarta:Depdiknas.

Derewianka, Beverly.1990. Exploring How Text Work.Sidney:Primary English

Teaching Association.

Finocchiaro, Mary. 1974. English as a Second Language.New York:Regents

Publishing Company, Inc.

Hammond, Jenny. 1992. English for Social Purposes, a Handbook for Teacher of
Adult Literary. Sydney:Australian Print Group.

Hornby, AS.1987. Oxford Advanced Learner’s Dictionary of Current English.

London: Oxford University press.

Halliday, M.A.K, and Hasan, R. 1985. Language, context, and text: Aspects of
language in social-semiotic perspective. London: Oxford University Press.

Gerot, L, and Wignell P. 1994. Making Sense of Functional Grammar. Australia:

Gerd Stabler.

Brown, W James, Richard B. Lewis, Fred F. Harcleroad. 1983. An Instruction:

Technology, Media and Methods. NY:Mc Graw Hill Company.

Mc Carthy, M. 1993. Discourse Analysis for Language Teachers. Cambridge:

Cambridge University Press.

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DPN. 2006. Kurikilum Tingkat Satuan Pendidikan:Pengembangan Silabus Mata
Pelajaran Bahasa Inggris SMP & MTs.Jakarta:BSNP.

DPN. 2006. “Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan

Jenjang Pendidikan Dasar dan Menengah” :(2006:3)

Microsoft ® Encarta ® 2006. © 1993-2005 Microsoft Corporation. All rights

reserved. [accessed 14/04/07]

www.nde.state.ne.us/read/framework/glossary/general_p-t.html.
[accessed 29/04/07]

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[accessed 29/04/07]

www.google.19grove.ufl.edu/~etodd/curriculum.98 Mather High School.

[accessed 29/04/07]

46
 APPENDICES

Text 1 Descriptive

Identification Hello, I am Setiawan

My Full name is Setiawan Wibowo. I am fourteen years

old. I was born on Monday, 19th November 1990. I am from

semarang. I live in Melati Street. I am fat and tall. I am a

Description student of SMP 2 in the first year. My uniform is white and

blue.

Text 2 Descriptive

Identification Helmi Yahya is an Indonesian.

He is a student of SMP Nusa Bakti. He is fifteen years old.

He was born on Monday, 2nd November 1989. He lives at 10

Description Meranti Street. He is a Moslem. His father is Mr. Amir and

Mrs. Ambar is his mother. He is the first child in his family.

He is thin and tall like his father.

47
3. Descriptive

AT SCHOOL

Identification This is our school.

It is big and clean. It has a lot of rooms. They are laboratory,

library, headmaster’s office, teacher’s office, and classrooms. It

also has a schoolyard and school garden. There are fifteen

classrooms. They are around the schoolyard. The library is near

the laboratory. They are behind the teacher’s office. The

Description student’s are in the classroom now. They are studying. They wear

school uniform. The uniform is white shirt and blue skirt or

shorts. The school starts at seven and finishes at one thirty in the

afternoon. On certain days, they do extra activities after class.

4. Descriptive

MY FAMILY

Identification I am Ayu Pratiwi.

I have two brothers and no sister. They are Setiawan and Ageng.

Setiawan is 17 years old, Ageng is 15 years old, and I am 9 years

old. My father is Mr. Abdullah. My mother is Mrs. Halimah. Mr.

Description Santosa is my father’s brother. He has two children, Santi and

Fahmi. Their mother is Mrs. Rahmawati. We are a happy family.

48
5. Descriptive

Mr. Altman’s House

Identification This is Mr. Altman’s house.

It is new, big and clean. It has two floors. On the

downstairs there are a big living room, a dining room, a

kitchen, a toilet, and a big bedroom for Mr. and Mrs.

Altman. On the next floor, upstairs, there are two

bedrooms, a play room, toilet, and a big room for watching

Description TV and doing other activities they like. Their children sleep

upstairs. They like to play in the play room. There are a lot

of things in it. There are chairs, a table, and a cupboard that

is full of toys. In front of the house, there is a beautiful

garden. There are many flowers in it. Beside the house,

there is a big garage for two cars. The Altman’s like to stay

there.

49
6. Descriptive

MR. WIBOWO

Identification Mr. Wibowo is a policeman.

His uniform is brown. He also wears a brown cap, a black belt, and

a pair of black shoes. He looks sharp in that uniform. Now he is in

the middle of the road. He regulates the traffic. Sometimes he helps

Description people crossing the streets. The cars stop when he raises his hand.

He is diligent and friendly. He goes to work at half past five. He

goes there by motorcycle. He always arrives there in time.

7. Descriptive

BATU LONDA GRAVEYARD

Identification Tana Toraja is located in south Sulawesi Province.

It is about 300 km from Makasar city. It has many interesting

stories. One of them is the way of funeral, namely burying the

dead body in a stone graveyard. There are so many stone

graveyards in Toraja, one of them named Londa. The way of

burial is unique because the coffins are arranged based on the

Description social level. The higher one’s position is, the higher his coffin is

put. Before it is buried, his family holds a ceremony for the last

honor. On the side of the wall, people arrange statues in line.

There are the statues of noble families who are buried in that

place.

50
8. Narrative

THE DOG AND THE MEAT

Orientation One day, a dog took a piece of meat from a butcher’s

shop.

The dog ran away with the meat. It came to a bridge over

a stream. As the dog was crossing the bridge, it saw

something moving in the water. There it saw a dog with a

Complication piece of meat in its mouth. It put down its own piece of

meat and jumped into the water. Of course there was no

other dog in the water. It had been looking at its own

picture.

The dog swam to the side of the stream and went out of

the water. Then it went to get the meat which it had put

Resolution down on the bridge. But the meat had gone, another dog,

a real dog, had found the meat and run off with it.

51
9. Narrative

TANGKUBAN PERAHU

Orientation Once upon a time, there was a woman named Dayang

Sumbi. She lost her needle. A dog found it and gave it

back to her. The dog then became her husband.

Dayang sumbi had a child named Sangkuriang. One

day, he went hunting in a forest with the dog

Major Complication accompanied him. When he got nothing to hunt, he killed

the dog. Sangkuriang didn’t know that the dog was his

father. Dayang Sumbi was angry with and hit him. He

was thrown out from his house.

When he was adult he met Dayang Sumbi. He didn’t

Complication know that she was her mother, but Dayang Sumbi knew

that he was her son. Dayang Sumbi agreed with his

proposal but he had to make her request in one day.

Sangkuriang was angry and kicked the boat when he

Resolution couldn’t fulfill her request. Then the boat turned upside

down and became mountain of Tangkuban Perahu.

52
10. Report

LEISURE TIME

Working is important but everyone needs leisure time too.

It is free time to do whatever you want. It’s time for

General anything that makes you happy, the things that usually we

Classification call hobbies. Some people like to do sports. The other likes

to collect stamps, coins, rocks, or butterflies.

I also have a hobby. I spend my leisure time to write a

poem. I have many poems and keep them neatly. My close

friend has a different hobby. Her hobby is correspondence.

Description She has many pen palls from all cities in Indonesia. There

are so many kinds of hobbies. But whatever your hobby is,

it must be useful for you.

53
11. Descriptive

DAILY ACTIVITIES

Identification My classmate, Edo, is a diligent boy.

He always wakes up at 5 o’clock. Then he cleans his room

and go to take a bath. He helps his parents before he has

breakfast. He usually gets breakfast at half past six. He has

Description fried rice and fried egg. He also drinks a glass of milk. At

twenty to seven he goes to school. His school is near from

his house. He goes to school with his friends on foot. Their

uniform is white shirt and dark blue shorts. In the afternoon,

he does his homework and sometimes watches television. In

the evening, he stays at home and studies his lessons, then he

goes to bed at about 09.00 p.m.

54