Professional Documents
Culture Documents
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
Semarang,
Yang membuat pernyataan
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
Approved by
Dean of Faculty of Languages and Arts,
3
MOTTO
4
DEDICATION
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.
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ACKNOWLEDGEMENT
First of all, I would like to praise Allah the Almighty for the blessing and
I would have grateful to many people who contributed their ideas and time
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.
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
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TABLE OF CONTENTS
ABSTRACT …………………………………………………………………… i
ACKNOWLEDEGMENT …………………………………………………….. ii
8
2.3.2 Systemic Functional Linguistics ………………………………………... 12
9
BIBLIOGRAPHY ……………………………………………………………… 35
APPENDICES …………………………………………………………………. 37
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CHAPTER I
INTRODUCTION
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
subject (2003:14):
In this curriculum, the junior high school students’ graduate should achieve
11
particular society to cope with the demands of everyday life that involve written
language.
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
have been taught for the first students of junior high school. One of actional
development in the written text. There are transactional and interpersonal texts,
short functional texts, and monolog texts including descriptive and procedure
texts.
syllabus, determine the basic competence, time allocation, and choose the
teaching strategies and materials. The materials can be the authentic materials, for
study. (en.wikipedia.org/wiki/Textbook)
12
The teacher has responsibility to select the textbook that is used as a
should be able to decide whether the contents of the textbook are suitable with the
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”.
that textbook are stated and written based on the school curriculum or not. The
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
(1) What monologue text types are found in Joyful English Book 1 for SMP class
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1.4 Objectives of the Study
(1) To know the monologue text types found in Joyful English Book 1 for SMP
The result of the study will hopefully be useful for the e teacher of English
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
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.
14
Chapter three is research methodology. It discusses the research approach,
English Book 1 for SMP Class VII published by “CV Aneka Ilmu”.
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CHAPTER 2
In this chapter, I quote and explain some sources which are in line with
2.1 Curriculum
and plans which contains the aims, the contents, and the materials and how to use
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.
framework and guide to allow students to reach their potential. It teaches them
High School)
16
I conclude that curriculum is an overall plan that is developed to make
learning activities.
experience and other experiences to show their idea and feeling, and to understand
society to cope with the demands of everyday life that involve written language.
(1) To develop the ability of communication using the language, both spoken and
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2.1.2 Competences Standard of English at “SMP/MTs”
SMP and MTs are to communicate the language in spoken and written using
various texts fluently and accurate. The competences of English subject are:
students should master listening, speaking, reading, writing interactional texts and
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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
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
Realizing the importance of textbook, its definitions and functions are then
presented below.
(www.nde.state.ne.us/read/framework/glossary/general_p-t.html).
textbook for teachers and learners in the teaching and learning process to help
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2.2.2 Functions of Textbook
functions are:
proceed at their own rate and to a limited extent, according to what they are
interested in studying.
textbooks give unity to classroom interaction. Also they are graded in introducing
Teacher often maintain the textbooks help students to learn how to read
manual.
textbook is kinds of visual aid to help teacher explains the materials and to make
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2.3 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.
accompanies action, and where there is the least physical distance between
Furthermore, the writing text refers to language text, where distance from
of written text include abstract reflections on causes and effects of distant events,
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
students to consolidate and then stand back and reflect on what it is they think
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2.3.2 Systemic Functional Linguistic
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
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
the context. There is thus a two-way relationship between text and context
CULTURE
GENRE
(PURPOSE)
SITUATION
Who is involved?
(Tenor)
The subject The channel
matter ( Mode)
(Field)
REGISTER
↓
TEXT
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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
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
Those variables function together and are responsible for the configuration
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
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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
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
text are:
2.3.3.5 Procedure
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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
narrative text is to amuse, entertain and to deal with actual or vicarious experience
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:
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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:
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
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
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CHAPTER 3
RESEARCH METHODOLOGY
several parts. They are research approach, source of data, data, procedures of
Qualitative research examines the patterns of meaning which emerge from the
data and these are often presented in the participants' own words.
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”.
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3.3 Data
I take all the texts available in the textbook as the data of the study. There
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
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CHAPTER IV
RESULT OF ANALYSIS
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:
1. Setiawan Wibowo 1 6
2. Helmi Yahya 1 7
3. At School 2 22-23
4. My Family 3 38
6. Mr. Wibowo 4 53
9. Tangkuban Perahu 5 68
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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:
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
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
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4.1 Analysis of Descriptive Text Type
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
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:
(3) The uniform is white shirt and blue skirt or shorts. (text 3)
(6). He also wears a brown cap, a black belt, and a pair of black shoes. (text 6)
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(7). It has many interesting stories. (text 7)
From the clauses above, the words ‘old’, ‘thin’, ‘tall’, ‘white’, ‘blue’,
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 descriptive text type usually uses simple present tense and verbs of
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
I can see the following analysis of text 1 (the other analysis of descriptive
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Identification Hello, I am Setiawan
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
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:
33
(2) Evaluation: a stepping back to evaluate the plight
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
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)
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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
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:
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(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
(23) Sangkuriang was angry and kicked the boat when he couldn’t fulfill
her request. Then the boat turned upside down and became mountain
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
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
(24) One day, a dog took a piece of meat from a butcher’s shop. (text 8)
(26) The dog swam to the side of the stream and went out of the water.
(text 8)
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
(28) As the dog was crossing the bridge, it saw something moving in the
water. (text 8)
something. The clause number 28 and 29 are attributive processes as the clause
because we can reverse the clause in order and the semantic relationship still
holds.
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
(31) He didn’t know that she was her mother, but Dayang Sumbi knew
The word ‘know’ indicates mental processes, and ‘Dayang sumbi’ and
‘he’ represent the participant ‘senser’. And it uses of past tense, because the story
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(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)
a butcher’s shop.
38
dog, a real dog, had found the meat and
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
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
39
It focuses in generic participants (human and non-human), use of
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
LEISURE TIME
40
from all cities in Indonesia. There are so
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:
The words ‘has’ and ‘have’ are verbs of having; while the words ‘is’ and
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:
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’,
I only found one report text from the textbook and it has the
characteristics of the report text including its social function, generic structures,
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
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CHAPTER 5
CONCLUSION
5.1 Conclusion
“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
43
5.2 Suggestion
writer should provide only monologue text types suggested in the school
curriculum and construct them based on the English cultural and situational
context.
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BIBLIOGRAPHY
Berg, Bruce L. 1989. Qualitative Research Methods for the Social Science.
Massachusets:Allyn and Bacon.
Hammond, Jenny. 1992. English for Social Purposes, a Handbook for Teacher of
Adult Literary. Sydney:Australian Print Group.
Halliday, M.A.K, and Hasan, R. 1985. Language, context, and text: Aspects of
language in social-semiotic perspective. London: Oxford University Press.
45
DPN. 2006. Kurikilum Tingkat Satuan Pendidikan:Pengembangan Silabus Mata
Pelajaran Bahasa Inggris SMP & MTs.Jakarta:BSNP.
www.nde.state.ne.us/read/framework/glossary/general_p-t.html.
[accessed 29/04/07]
careers.ngfl.gov.uk/help/definitions/14_2_text.html.
[accessed 29/04/07]
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APPENDICES
Text 1 Descriptive
blue.
Text 2 Descriptive
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3. Descriptive
AT SCHOOL
Description student’s are in the classroom now. They are studying. They wear
shorts. The school starts at seven and finishes at one thirty in the
4. Descriptive
MY FAMILY
I have two brothers and no sister. They are Setiawan and Ageng.
48
5. Descriptive
Description TV and doing other activities they like. Their children sleep
upstairs. They like to play in the play room. There are a lot
there is a big garage for two cars. The Altman’s like to stay
there.
49
6. Descriptive
MR. WIBOWO
His uniform is brown. He also wears a brown cap, a black belt, and
Description people crossing the streets. The cars stop when he raises his hand.
7. Descriptive
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
There are the statues of noble families who are buried in that
place.
50
8. Narrative
shop.
The dog ran away with the meat. It came to a bridge over
Complication piece of meat in its mouth. It put down its own piece of
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
the dog. Sangkuriang didn’t know that the dog was his
Complication know that she was her mother, but Dayang Sumbi knew
Resolution couldn’t fulfill her request. Then the boat turned upside
52
10. Report
LEISURE TIME
General anything that makes you happy, the things that usually we
Classification call hobbies. Some people like to do sports. The other likes
Description She has many pen palls from all cities in Indonesia. There
53
11. Descriptive
DAILY ACTIVITIES
Description fried rice and fried egg. He also drinks a glass of milk. At
54