I.

TITLE: RELATIONAL PROCESS IN DESCRIPTIVE TEXT IN BUKU

SISWA BAHASA INGGRIS GRADE X PUBLISHED BY
KEMENDIKBUD IN 2014 YEAR.
II. INTRODUCTION
A. Background of the Study y

People in the world communicated with language, and language

itself relates closely with speaking and writing that produce text.
Language is a communication system. Language has function as a means
to convey message, idea, knowledge, feeling, and wishes to the other
people and they are also exchanging meaning. Language has a theory, it
is grammar. We need to study grammar which helps us to understand
how a text works. Theories of language or grammars are a bit like the
blinds men’s experience of something. Each ended up with a somewhat
different perspective. And like the blind men’s experience, theories of
language are inherently good or bad, right or wrong, true or false.Wignel,
in fitriani, state that “rather, grammars are validated by their usefulness in
describing and explaining the phenomenon called language
(Fitriani,2011:1).

There are three grammars which have had major influence to the
language. First is traditional grammar, then formal grammar, and last is
functional grammar. Traditional grammar is focus on rules for producing
correct sentences. Formal grammars are concerned to describe the
structure of individual sentences. The central question about formal
grammars attempt to address is “how is this sentence structured?”.
Functional grammars attempt to describe language in actual use and so
focus on text and their contexts. They concern with how those structures
construct meaning. Functional grammar start with question “how are the
meanings of this text realized?”.
 Before interpretation and production texts, it is important to know
about systemic-functional grammar, because of the way this model of
language explains the connections between context and text. Context can
be divided into two ways, context of culture and context of situation.
Context of culture determines what we can mean through: being (who,
we, are), saying (what, we, say), and doing (what, we, say). Meanwhile,
context of situation can be specified through use the ‘register’ variable:
field that specifies what’s going on with reference to what, tenor which
refers to the social relationships between those taking part, and mode
refers to language is being used.

To reconstruct the context of situation is not so difficult, since

there is a systematic relationship between context and text. The wording
of text simultaneously encode three types of meaning: ideational,
interpersonal, and textual meaning. Ideational meaning is meaning about
phenomena – about things, about goings on, and the circumstances
surrounding these happening and doing, it has function to represent what
is we want to talk about and to locate it in time, which means selecting
appropriate process types, participant, and circumstances. Interpersonal
meaning is meaningwhich express a speaker’s attitudes and judgments.
Its function is to the content interpersonally relevant and appropriate,
which means selecting appropriate moods, modalities, and polarities.
Textual meaning is meaning which express the relation of language to its
environment. The function is to make the whole message relevant to
what has been said previously and to the situational context, which
means selecting appropriate thematic organization and appropriate
reference. Halliday called them as ‘metafunctions’.

This study is concern only on one of the three meaning, which is

ideational meaning. Ideational meaning or also known as experiential
meaning is represented with some process(doing or happening, saying or
sensing, being or having) with is various participants and circumstances
 (Halliday, 2004. 29). To analyse ideational meaning is using a system
called transitivity, we shall be exploring the clause in it
who=does=what=to=whom, who/what=is-what/who, when, where, why,
or how function.

In doing analyse of ideational meaning we need a source to be

analysed, the source must be a text. The text can come from written or
spoken. In this study, the writer interested to analysed written text in
form of descriptive text. Descriptive text is a kind of text which is aimed
to describe or given an account of imagined of factual events. (Hyland,
2004:29).

B. Reason For Choosing Topic

The reasons why the writer chooses “Relational Process In
Descriptive Text In Buku Siswa Bahasa Inggris Grade X Published By
KemendikbudIn 2014 Year” as the topic is that the writer realizes that
relational process become the important part of recognizing descriptive
text.
1. The writer wants to know the relational process of the
descriptive text in teaching learning process.
2. The writer wants to know the relational text of descriptive in
Buku Siswa Bahasa Inggris Grade X Published By
KemendikbudIn 2014 Year.

C. Statement of the Problem

The problem discussed in this study are:
1. How are the relational processes realized in the descriptive text of
Buku Siswa Bahasa Inggris Grade X Published By Kemendikbud In
2014 Year ?
2. What is the dominant problem found in Buku Siswa Bahasa Inggris
Grade X Published By KemendikbudIn 2014 Year?
D. Objective of the Study
The objectives of the study are as follow
1. To find out how relational process realizes in descriptive text In
BukuSiswaBahasaInggris Grade X Published ByKemendikbudIn 2014
Year.
2. To find out the dominant problem found in Buku Siswa Bahasa
Inggris Grade X Published By KemendikbudIn 2014 Year?

E. Significance of the Study

Some significance are expected by the researcher by doing this
research. Specifically, these significances are.
1. The Reader
The reader of this study will get the knowledge and explanation of
the book entitled BukuSiswaBahasaInggris especially about the
relational process.
2. The Writer
The writer will know and understood deeply about relational
process.

F. Definition of the Key Terms

The classification of the key terms used in this study will be
useful in order to avoid misunderstanding or ambiguity and it makes
clear the tittle description. The terms are as following:
1. Relational Process
The name for the process type dominant in this text is relational
process (Richards, 1996:126). Relational process types serve to
identify and characterize, and are further subdivided into processes of
‘being’ (intensive or circumstantial) and ‘having’ (possessive).
(Halliday and Matthiessen, 2004). So, relational process is the type of
process to identify and characterize about process “being” and
 “having” in the text of Buku Siswa Bahasa Inggris Grade X Published
By KemendikbudIn 2014 Year.

2. Descriptive Text
Descriptive text is a kind of text which is aimed to describe or
give account of imagined of factual events. (Hayland, 2004:29)
According To Siahaan and Sinoda (2008:89) descriptive text is a
written text in which the writer describes an object. In this text, the
object can be a concrete or abstract object. It purpose is to describe
and reveal a particular thing. Determinate at theoretical meaning of
ability in writing descriptive is the skill in expressing ideas or
thoughts in words by written text which describe an project.
According to Pardiyono (2007:33) descriptive text is a kind of
text is used to describe how living or non living things look like.
3. BukuSiswaBahasaInggris
Buku Siswa Bahasa Inggris is the book published by
KEMENDIKBUD to support the implementation of curriculum 2013
especially for student.

G. Outline of The Final Project

The Chapter one discuses about background of the study, reason of
the study, statement of the problem, object of the study, significant of the
study, definition of the key term.
The chapter two discuses about Genre of writing, text book, The
BukuSiswaBahasaInggris Grade X Published ByKemendikbud.
The Chapter three discuses about Approach of the study, Role of
the researcher, object of the study, source of the data, method of data
collection, and method of data analysis.
The Chapter Four discuses about finding and discussion.
The Chapter Five discuses about Conclusion and suggestion.
III. PREVIEW OF RELATED LITERATURE
A. Ideational Meaning
Ideational or experiential meaning are the meaning about
phenomena, about things (living thing or non-living thing), about goings
on (what are or do), and the circumstances surrounding these happening
and doing.
In analysing the ideational meaning, firstly, we must have a set of
terms to show how the clause can be divided into three functional
constituents: Participant, Process, and Circumstance. Meaning of this
kind is most influenced by the field of discourse.

1. Clause constituency in the experiential meaning

Most English clauses have a constituent structure that can be
describe functionally in terms of participants, process, and
circumstance, with process being the essential ingredient. These
following clauses all have the structure Participant + Process.
Participant Process
The chair collapsed
The water evaporated
The horse bolted
He sneezed
The president arrived
The truth will be revealed
Some clauses have the structure Participant + Process + Participant.
Participant Process Participant
The water damaged the carpet
The horse kicked him
She remembered his name
The premier congratulated them
 Some clauses have the structure Participant + Process +
Circumstance.
Participant Process Circumstance
The chair collapsed under him
The President arrived by train
The judicial system works slowly
Winter night come as early as last year
Some clauses have the structure Participant + Process + Participant +
Circumstance.
Participant Process Participant
Circumstance
The dog bit him on the ankle
I thanked her warmly
Some clauses have only one constituent, the obligatory Process.
Process
Stop!
Hide !

2. Process
A process works with expressions of happening, doing, being,
saying, and thinking. It is realized in grammar by means of verb.
There are indeed seven different Process types
Material doing bodily, physically, materially
Behavioral behaving physiological and psychologically
Mental existing emotionally, intellectually
sensorily
Verbal saying lingually, signally
Relational existing there exist
Existential weathering
 Traditionally verbs have been defined as ‘doing words’. But as
the above list indicates, some verb are not doing words at all, but
rather express states of being or having.

B. Relational Process
The relational process had three subtypes that can be identified.
They are attributive, identifying, and possessive.
a. Attributive relational processes
In this process, the participant as the Carrier. Then, Carrier usually
refer to subject and Attribute usually refer to compliment. According
to Richards (1996: 126) that Carrier and Attribute are liked by
relational process verb, which can be called simply a linking verb.

Attributes Explanation Example

Types of (1) Quality of the (1) The adult female (hind)
Atribute Carrier : adjective is considerably smaller
of adjective group. (2) ... the leader, who is
(2) Class of entity: a always a hind.
noun or noun group.
Linking Verb The verb linking the (4) Perception – type
Carrier to its Attribute linking verb
have been forms of be. a. Moaula looked
Some of the major amazed
categories are b. It smelled so good!
examplified: (5) Change- type linking
(1) Perception – type verb
linking verb : taste a. It’s getting hot in
or feel. here.
(6) Circumestance- type
(2) Change- type
 linking verb: verb linking verb
used in attributive
a. ... and weights up to
process clauses has
200 kilograms.
to do with change.
(3) Circumestance- type
linking verb
b. Identify relational processes
`The indentify one participant by equating it with another
participant. This is why it was called identifying process clauses.
(Richards, 1996: 136)

Identifying Explanation
Linking verbs in (1) This include the (1) From where I was
identifying categories of standing, Early
process perception, change Riser appeared the
and circumstance that winner.
were indentifyied with ( perception)
attributive liking verb.

c. Possesive relational processes

In possessive process clauses, two participants are related
throught one being the Possessor of the other (the Possessed).
(Richards, 1996:138)
Example:

(1) The stag has antlers on the top of the head.

POSSESSOR POSSESSED
(2) Each of them had their own porridge bowl.
POSSESSOR POSSESSED

d. Existential Process
 In Existential process clauses consist of just one participant,
known as the existent.
Example
In the last year there were three bears.
EXISTENT
C. Definition of Descriptive Text
Descriptive text is kind of genre which is learned in Senior HIgh
School, especially at the tenth grade students in the one semester as an
advance of material in senior high school. There are two types of
descriptive text, spoken and written text that is intended to describe
particular person, place or thing.
Descriptive as one of factual texts can be said as the simple text
type because it sometimes can be said as the simple text. It, however, can
be more demanding if it is used to formal context such as report of a
science experiment, police report, news report, historical account, etc.
Meyers (2005:60) states that a good descriptive text has a unifying
idea and everything that support the idea.
Hyland (2004:60) states that descriptive text is a text which has
social purpose to give an account of imagined or factual events.
As Gerot and Wignell (1994:208) states that descriptive is a kind
of text which is aimed to describe a particular person, place, or thing.
From the definitions above, the writer concludes that descriptive
text is a text which is used to create visual image of people, place, even of
units of time like days, times of day, or season. It may be used to describe
more about the appearance of people, their character or personality.
Descriptive text reproduces the way thing look, smell, taste, or sound.
Furthermore, the researcher can explain clearly based on the
generic structure and feature of descriptive text. They are as follows:
1. The social function of descriptive
The social function of descriptive text is to describe a particular
person, place or thing.
 2. Descriptive text means text, which describes a particular
person, place or thing. Generic structure of descriptive text
consists of two items. They are as follows:
Identification : Identifies phenomenon to be describe.
Description : Describes parts, qualities, characteristics.
3. Language features of descriptive text consist of four features,
they are as follows:
a. Descriptive focuses on specific participant.
b. It uses of attributive and identifying processes.
c. It frequent uses of epithets and classifier in nominal group.
d. It usually uses simple present tense.
Most writing involves descriptions. The two types of description
you will find most useful are:
1. Description of a place

For descriptive paragraphs and short essays, it is best to

limit the description to a small place (a room), a house instead
of something as large as a city or a country.

2. Descriptive of a person

In a descriptive of a person, you must be selective. You

cannot write a biography or tell everything you know, that will
take far too long. You may write about the person’s
performance, character, or personality.

When writing a descriptive text the student has to know the

procedures in order to be able to produce a good writing.

D. Definition Of Writing

RaveewanWanchid (2013:1) writes that writing is a process of

thinking. The process of thinking involves how the writer tell their idea,
opinion, then how he or she organize the information, choosing the
words, reading, drafting, revising, editing. Those processes are important
to the writer make a good text. Then students will do that processes for
writing their text.

Writing is one of linguistic competence that is expressed in writing

(Pardiyono, 2006:1). Writing is one of the four language skill: reading,
writing, listening and speaking. Writing and speaking are productive
skills. That means they involve producing language rather that receiving
it. So, writing involves as communicating a message.

Writing is the activity to express ideas, feelings, opinion, and

organized them in simple sentences, so writing can be used to convey
massage and preserved some great people in the past. Harmer (2004:3)
stated that thus we no longer have to ask ourselves whether writing is
good thing or not. However, now writing is one of most important basic
skill in learning English.

In this case, writing is one of the most important basic skills;

writing process is no simple task. To make a good composition, it needs
to understand about the requirements of good writing. They are such as
completeness, unity, order and coherence. Those can lead to the well-
formed text which contains a beneficial message.

Writing always involves making choices about how best to get one’s
meaning across effectively to particular readers by writing in ways they
will recognize and understanding. Because of this, students need to
engage in variety of relevant writing experiences that draw on different
purposes and readers.

(Hyland, 2004:88)

From the statement above, as a writer we should know the purpose

of writing a text. Before we decided to write the text, we can choose first
the text that we will write, the text which we did or do not. It will help us
 to serve the best meaning for the reader by understanding easily. Then,
this is the job for writing teacher to make the students know about the
text that they will write. The students can write the text from their
experience.

E. Text Book.
Commercial textbooks together with ancillaries such as
workbooks, cassettes, and teachers’ guides are perhaps the commonest
form of the teaching material in language teaching.
According to ministry of education (2006:6), textbook is defined as
a comprehensive learning resource that is in print or electronic form, or
that consists of many combination of print, electronic, and non-print
material collectively designed to support a substantial portion of the
Ontario curriculum expectation for specific grade and subject in
elementary school or for across in secondary school, or a substantial
portion of the expectations for a learning area in the Ontario Kindergarten
program. Such a resource is intended for use by an entire class or group of
students.
In situation where there is a shortage of trained teacher, language
teaching is very closely tied to the textbook. That the method
demonstrated in the textbook is always faithfully reflected in the method
as practised by the teacher. The teacher who rely most heavily on the
textbook are the ones least qualified to interpret its intentions or evaluate
its content and method. According to David Williams (1983:251), the
textbook can present example of common difficulties, but there are
problem specific to different language groups which are left for the
teacher to deal with.

Textbooks are used in different ways in language programs, for

example a writing textbooks might provide model compositions and a list
of topics for students to write about. A grammar textbook might serve as
reference book and provide examples as well as exercise to develop
grammatical knowledge.

With such an array commercial textbooks and other kinds of

instructional materials to choose from, teachers and others responsible for
choosing materials need to be able to make informed judgments about
textbooks and teaching materials. Evaluation, however, can only be done
by considering something in relation to its purpose. A book may be ideal
in one situation because it matches the needs of that situation perfectly.it
has just the right amount of material for the program, it is easy to teach, it
can be used with little preparation by inexperienced teachers, and it has an
equal coverage of grammar and the four skills. The same book in different
situation, however, may turn out to be quite unsuitable. It contains too
little material, it is not sufficiently challenging for teacher and students,
and has elements in it (such as a grammar syllabus) that are not needed in
the program. Before one can evaluate a textbook, therefore information is
needed on the following issues:
The Role of the textbook in the program
 Is there a well-developed curriculum that describes the
objectives syllabus and content of the program orwill this be
determined by the textbook.
 Will the book or textbook series provide the core of the
program, or is it one of several different books that will be
used?
 Will it be used with small classes or large ones?
 Will learners be expected to buy a work book as well or should
the textbook provide all the practice student need?

The teacher in the program

 How experienced are the teacher in the program and what is
their level of training?
  Are they native speakers of English? If not, how well do they
speak English?
 Do teacher sent to follow the textbook closely or do they use
the book simply as resource?
 Do teacher play a part in selecting the books they teach from?
 Are teachers free to adapt and supplements the book?

The learners in the program

 Is each student requires to buy a book?
 What do learners typically expect in a textbook?
 Will they use the book in class and at home?
 How will they use the book in class? Is it the primary source of
classroom activities?
 How much are they prepared to pay for a book?

It is also necessary to realize that no commercial textbook will ever

be a perfect fit for a language program. Two factors are involved in the
development of commercial textbooks.

In Cunningsworth (1995) propose four criterias for evaluating

textbooks, particularly course books:

1. They should correspond to learners needs. They should match

the aims and objectives of the language learning program.
2. They should reflect the uses (present future) that learners will
make of the language. Textbooks should be chosen that will
help equip students to use language effectively for their own
purpose.
3. They should take account of students needs as learners and
should facilitate their learning process, without dogmatically
imposing a rigid “method”.
 4. They should have a clear role as a support for learning. Like
teachers, they medicate between the target language and the
learner.

In . . . . . he make a checklist based on recent research in second

language (L2) instruction and checklists for general textbook evaluation.
For example, research shows that in addition to teaching top-down
strategies, graded readers must also provide L2 readers with sufficient
examples of these techniques and challenge learners to think critically
about what strategies they use (Moran, 1991; Auerbach & Paxton, 1997,
Salataci & Akyel, 2002). This checklist was also constructed using
elements of Byrd’s (2001) and Skierso’s (1991) checklists. The most vital
aspect was Byrd’s emphasis on the text being a good fit for teachers,
students, and the curriculum, all of which are important as educators seek
to use materials and methods appropriate to their particular context.

Teachers may use this checklist to make a decision between two

potential reading textbooks or a greater number. Begin by assigning a

weight (M-Mandatory, O-Optional, or N-Not applicable) to each question

while keeping in mind the reader’s function in your classroom. This will

familiarize you with the questions and assure that your bias for a

particular reader does not determine the weight of the questions. Next,

peruse the reader. Then, rate it (4-Excellent, 3-Good, ect.) for as many

questions as possible. For example, if the reader is full of activities in

which students are required to think critically about authentic texts, you

could circle “4” (Excellent) for questions I.a.iii, I.a..iv, and I.c.vii (see

Checklist). If you have unanswered questions, scan the reader to find an

 answer. After completing this process for all the readers you are

considering, compare the checklists to determine which reader is the

most effective and the best fit for your context.

While this checklist is effective as is, educators should add

additional questions when appropriate. Also, remember that each

context will require you to adapt the checklist accordingly. For example,

vocabulary may be a more important criterion for an ESL teacher whose

students will be taking state proficiency tests. If you are evaluating

readers for instruction at an international language school where

teachers do not have much experience in the TESL/TEFL field,

questions pertaining to the teacher’s manual should be weighted more

heavily.

According to ministry education (2006:8), the criteria of

good textbook are as follows:

The Content Criteria Of Good Text Books As Follows :

Quality
The content must be of sound scholarship and must have contemporary
relevance.The information must be presented in adequate depth and sophistication
for the grade or learning area/subject/course and build on students’
previousknowledge and skills. Graphics, such as charts, diagrams, and
illustrations andphotos should be used where appropriate to support students’
understanding of the content.

Reference to Use of Technology

The content must reflect uses of technology related to the Kindergarten learning
area, elementary subject, or secondary course, where appropriate, and
allowstudents to use and develop these skills.

Health and Safety

Attention to safe practices must be evident through appropriate warnings
andinformation; portrayal of people in learning, working, and playing situations;
andthe suitability of the learning activities.
Environmental Responsibility
The content must reflect concepts of environmental responsibility, where
appropriate,within the context of the Kindergarten learning area, elementary
subject,or secondary course.
Language Level
The language used must be appropriate for the reading level of the grade for
theelementary subject or secondary course, or for the Kindergarten program. The
material must also be written in a style appropriate for the learning
area/subject/discipline. Language, symbols, and technical terms that are subject-
or disciplinespecificmust be used in contexts that students would understand.
Instructional and Assessment Strategies
The content must support a broad range of instructional strategies and
learningstyles. The activities must be appropriate for the skills and knowledge
describedin the curriculum or learning expectations. The activities must also
provideopportunities for students to engage in higher-order thinking and problem
solving,to apply concepts and procedures, and to communicate their
understanding.
There should be a range of tasks – that is, open-ended tasks, teacher-directed
tasks,and tasks for students to do independently. The content and activities should
beappropriate for students from diverse backgrounds and at different levels
ofphysical ability. It should include, as appropriate, ways of helping students
makeconnections within and between the strands of the subject or course, or
withinand between learning areas in Kindergarten, and between the
subject/coursecontent and the community and workplace.The connections
between instructional strategies and assessment should be meaningful and should
be consistent with the assessment strategies for the subjector course.
Bias
The content must be free from racial, ethno cultural, religious, and regional,
gender related,or age-related bias; bias based on disability, sexual orientation,
socioeconomicbackground, occupation, political affiliation, or membership in a
specificgroup; and bias by omission. The material should present more than
onepoint of view, and be free from discriminatory, exclusionary, or
inappropriatelyvalue-laden language, photographs, and illus
1. The Format Criteria of good text books are as follows :
A. Suitability for Student Use
Textbooks must be intended primarily for use by students,
rather than for use by teachers. The organization should be logical
and easy to follow to promote ease of comprehensibility.

B. Durability
Textbooks must be constructed of high-quality materials
sufficiently durable to support frequent use by many students. For
print materials, the size, weight, and shape of the textbook should
be such that the textbook is easily transported with little risk of
damage.

F. The Buku Siswa Bahasa Inggris Grade X Published by

Kemendikbud.
The buku siswa bahasa Inggris grade X published by
Kemendikbud was created base on core competence and base competence
in curriculum 2013 which is created by Kementrian Pendidikan dan
Kebudayaan. The approach is student-centre. Where position student is
activity centre, in other word, Student’s Talking Time (STT) so the
student dominate in study activity, compared to Teacher Talking Time
(TTT). This make student active trying and explored, while teacher is
more positioned as facilitator, guide, and consular.
This material is presented in book include speaking, listening,
reading, and writing. The activities which is done make to build student
 ability in communication on English language. As an attempt to full fill
functional needed in study language. The activities which is done whit
consider variant topic factor, situation, context, and attractiveness so that
student can’t feel bored, in contrary they will study in interesting
atmosphere.
This book is specified to student, because KEMENDIKBUD make
this book to guide student learning. This book matches with the
curriculum in this year. According to Miekley (2005:4), textbooks must
cover several criteria. One of the criteria is vocabulary and grammar
aspect. We have to consider, for example, whether the grammar rules
presented in a logical manner and in increasing order of difficulty.

IV. METHODOLOGY of THE RESEARCH

A. Type of The Research
Research is an activity to answer a problem through scientific
approach in order to find out the continued answer from the problem.
There are two major type of research design; they are qualitative
and quantitative research.
Moleong (2005:11) states that in descriptive study, a researcher
notes the data in form of words, sentences, discourses and picture instead
numeration.
In this study, the writer uses the descriptive qualitative research to
find out the relational process in descriptive text In
BukuSiswaBahasaInggris Grade X Published ByKemendikbudIn 2014
Year.

Qualitative data analysis involves organizing, accounting for and

explaining the data; in short, making sense of data in terms of the
participants definitions of the situation, noting patterns, themes, categories
and regularities. This chapter discusses several forms of qualitative data
analysis (Cohen, 2007:461).
B. Object of the Study
The object of the study is BukuSiswaBahasaInggris Grade X
published by Kemendikbud in 2014 academic year.

C. Source of the Data

In the research, source of the data refers to the subject which data
is obtained.
The source of the data is from the book
entitledBukuSiswaBahasaInggris Grade X published by Kemendikbudin
2014 academic year.
D. Method of Data Collection
In writing a final project, data are needed. Data is information
usually the form of facts or statistic you can analyse.

a. Library Research
Library research refers to activities which are done by using
library facilities. Library research is useful for the writer to find some
books or required resources to support the data which the writer gets.
The writer deals with some book that are available in the library and
bookstore.
b. Documentation
Documentation is needed by the writer to know the relational
process are realized in descriptive text in the book.

Hancock (2009:16) says that there are three main methods to

collect data in qualitative research. They are individual interview, focus
group, and observation. Not all qualitative data collection approaches
require direct interaction with people. Observation is a technique that can
be uses when data cannot be collected through other means, or those
 collected through other means are of limited value or are difficult to
validate.

Hancock (2009:19) also said that we can use five techniques for
collecting data through observation. These techniques are written
description, video recording, photograph, artefact, and documentation. In
this research, the researcher use observation method especially using
documentation technique.

The researcher took a look on the book especially on chapter one as

research data. Then the researcher took content of the first chapter. The
researcher found this book contained several tables. The tables contained
teaching instruction. The researcher took the teaching instruction. Since
the teaching instruction was in Bahasa Indonesia, the researcher then
translated it into English.

E. Method of Data Analysis

Method of data analysis related with this topic of the final project.
In the data analysis, the writer has some steps to analyse the data:

a. Reading
Reading is the first activity in analysing the data. It is done by
reading the written materials one by one. The writer tries to
understand about the content and the form of students’ writing
deeply. So it will make the writer easy to do next the process.

b. Breakdown Clause of the Descriptive Text.

The writer grouping the text into clause, and then analyses the
relational process in the texts. Lock said that within grammar itself,
four ranks of organization can be recognized (sentence, clause,
group/phrase, and word), and nearly every clause express three
kinds of meaning. (Lock, 1996:18). So it means that if you want to
 analyse relational process of a text, we have to breakdown it into
clauses.

c. Identifying Kinds of Relational Process in Descriptive Text.

After the writer observes the relational process that is used in
the clauses of the sentences in descriptive text, the writer classify
the relational process based on its kind.
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