THE ANALYSIS OF ENGLISH TEXT BOOK FOR SEVENTH AND

NINTH GRADE STUDENTS COHESION AS REALIZATION OF

TEXTUAL FUNCTION

Sri Rejeki Ganda Ria

English and Literature Department
Faculty of Arts and Language, Universitas Negeri Medan
Medan, Indonesia
Srirezeki0001237@gmail.com

ABSTRACT

In English Textbook there are many stories or long texts which needed to be exercised to the students’ to
practice their ability and comprehension about each story. Those texts can be analyzed with analyzing the
comprehension the functional of grammar by using Textual meta-function. The textual meta-function of
language is an interpretation of language in its function as a message. To discover the types of cohesion as
realization of textual function which found in the book “When English Rings a Bell” and “Think Globally Art
Locally”. The method of collecting data in this research is using descriptive qualitative method to collect the
data by observation two texts from Textbook of Junior High School. The result of this research shows that in
both of text, there are only four types of meta-function at the texts there are reference, substitution,
conjunction and lexical cohesion. Both of the text have their percentages of every types of meta-function but
at the second text more that the first story.

Keywords: Textbook, Textual Meta-function

INTRODUCTION

In English Textbook there are many stories or long texts which needed to be exercised to the
students’ to practice their ability and comprehension about each story. In exercising students’ ability such
as reading, writing, listening and speaking to comprehend, they have to answer the questions which exist.
In order to developed their knowledges in English, especially comprehend grammar after reading those
texts and then they to apply to make the new text by using writing ability.
1. TEXTUAL FUNCTION

A text forms in a unity or oneness. Indeed one of the features of being a text is a the unity of
meaning. The unity of meaning in text is called cohesion. The unity of meaning forms in two ways:
structurally and non-structurally. Structurally, the unity is created by the structure of Theme and Rheme.
Non-structurally the unity is made by relations of meaning of words or lexical items. Thus, it can be used
said that link of meaning for achieving unity in text/discourse using non-structural elements is called
cohesion. A text is said to be cohesive if the clauses as realizations of the text are linked or connected. In
other words, the texture of a text is indicated by the relatedness of the clauses. The textual metafunction
of language is an interpretation of language in its function as a message (Halliday: 1994:37). In addition
Matthiessen and Halliday (1997) stated that: The textual metafunction is concerned with the creation of
text — with the presentation of ideational and interpersonal meanings as information that can be shared
by speaker and listener in text unfolding in context. At a clause level, the textual metafunction is
concerned with how intra clausal elements are organized to make meanings. The textual metafunction
helps organise the message within and between clauses, and is closely linked to theories of cohesion.
Cohesion is set up by applying cohesive devices. There are five types of cohesive devices, namely:

a. Reference
Reference is the specific nature of the information that is signaled for retrieval. Based on the
place of reference, the interpretation of reference can be divided into endophora (textual) and
exophoric (situational) reference (Halliday and Hasan, 1976: 33).
b. Ellipsis and Substitution
 Ellipsis
Ellipsis is defined as the deletion of a linguistic unit that is retrievable or recoverable
from its context. A linguistic unit (typically word, phrase and clause) may be deleted
because of the influence or constraints of social context As a cue the deleted element
is traceable with reference of the social context.
 Substitutions
Is defined as the deletion of linguistic unit (word, group/phrase, clause, and
paragraph) with the deleted part being replaced by another linguistic unit. As shown
in (36a), the unit of the other ones is derived from the other books with books being
replaced or substituted by ones.
c. Conjunction
A conjunction is the glue that holds words, phrases and clauses (both dependent and
independent) together. There are three different kinds of conjunctions--coordinating,
subordinating, and correlative--each serving its own, distinct purpose, but all working to
bring words together. There are two kind of conjunction: Coordinating conjunctions are what
 come to most people's minds when they hear the word "conjunction." They can join together
words, phrases and independent clauses.
d. Lexical Cohesion
Lexical cohesion indicates relation of meaning based on the meaning of the words. Lexical
cohesion divided as six types namely:
 Repetition
Unity of meaning is set up by the repetition of a word. This is attributed to two kinds,
namely the complete or full repetition in which a word is completely or wholly
repeated as the first time it is introduced and the partial or derivational repetition in
which the derived form of a word occurs after its introduction.
 Synonymy
A meaning relation forms when words of similar meanings are used in two clauses.
 Antonymy
A meaning relation forms by two words with opposite meanings. The opposing
meanings may either categorical, gradual or relational.
 Hyponymy
Hyponymy indicates a relation of ‘member to group’. As a cover or group the word
animal covers, tick, ant, cockroach, snake, rat, cat, tiger, elephant, whale, etc the
relation between the word animal and rat is hyponymus one. This is a vertical
relation. The relation between or among members is called co-hyponymy. This is a
horizontal relation.
 Meronymy
Meronymy indicates a ‘part-whole’ relation. As a cover term tree is constituted by its
parts as root, trunk, branch, twig, leaf, and bloom. The relation between tree and root
is one of meronymy, in which tree is vertically related to root, whereas the relation
between or among the parts, which is horizontal in nature as indicated is one of co-
meranomy.
 Collocation
A collocation is a relation of co-occurance. This is to say if a words occurs in one
clause, there is a strong probability that another word will occur in the next clause.
The level of probability varies from one type of text (register) to another. However,
in general it can be observed that when a word occurs another one will accompany it.
2. TYPES OF TEXT
 Traditionally, a text is understood to be a piece of written or spoken material in its primary form
(as opposed to a paraphrase or summary). A text is any stretch of language that can be understood
in context. It may be as simple as one word (such as a stop sign) or as complex as a novel.
Descriptive Text is a text which says what a person or a thing is like. Its purpose is to describe
and reveal a particular person, place, or thing. In a broad sense, description, as explained by Kane
(2000: 352), is defined like in the following sentence: Description is about sensory experience—
how something looks, sounds, tastes. Mostly it is about visual experience, but description also
deals with other kinds of perception. Descriptive writing's main purpose is to describe. It is a style
of writing that focuses on describing a character, an event, or a place in great detail.
Those texts can be analyzed with analyzing the comprehension the functional of grammar. One of
Functional grammar materials which we used to analyze two texts by using Textual metafunction to
know those texts already fulfilled the rules which exist or not. The textual metafunction of language is an
interpretation of language in its function as a message (Halliday: 1994:37). In addition Matthiessen and
Halliday (1997) stated that: The textual metafunction is concerned with the creation of text — with the
presentation of ideational and interpersonal meanings as information that can be shared by speaker and
listener in text unfolding in context. At a clause level, the textual metafunction is concerned with how
intra clausal elements are organized to make meanings. The textual metafunction helps organize the
message within and between clauses, and is closely linked to theories of cohesion. The aimed of this
research is to discover the types of cohesion as realization of textual function which found in the book
“When English Rings a Bell” and “Think Globally Art Locally”.

METHOD

This study is using descriptive qualitative method to collect the data. Descriptive qualitative is a series of
activities to obtain data that are as they are without any manipulation under certain conditions whose
results emphasize meaning. the only given is only the research itself, which is carried out through
observation, interviews and by questionnaire. In this case, the writer is using observation and data
documentation as the processing of method of collecting data. Observation method is a method under
which data from the field is collected by observing the text directly. The writers also analyze the
frequency of appearance textual function in the text. After collecting the data, the researcher tries to
interpretation the data by using descriptive qualitative method as the technique of data analysis. The data
is collected by observation the text at the English Textbook at grade seventh and ninth Junior High
School. Moreover, to analyze the data, the researcher finds out or analyzes the textual function that
included both of the text by sentence by sentence, after that make the code for every kinds of textual
function that will be found at the text.
DISCUSSION

Text 1

Title of Book : Bahasa Inggris: When English Rings a Bell (For Junior High School
For Seventh Grade

The Writer : Siti Wachidah, Asep Gunawan, Dityantri, and Yuli Rulani Khatimah

Title of Chapter : I’m So Proud of Indonesia (Chapter VII)

Number of Pages : 173

I’m Proud of Indonesia

Indonesia is a big country. It is between two continents, Asia and Australia, and between two
oceans, the Pacific ocean and the Indian Ocean. It is the largest archipelago in the world. There are more
than 17 thousand islands in Indonesia.

There are many seas in Indonesia, the Java Sea, the Bali Sea, the Arafuru Sea, the Banda Sea, the
Timor Sea, and many others. We also have many straits, like the Sunda Strait, between Java and Sumatra,
the Bali Strait between Bali and Lombok, and many others.

We have a lot of islands. The big ones are Papua, Kalimantan, Sumatera, Sulawesi, and Java. Of
the five islands, Java is the smallest, but is the most populated one. We can find people from around
Indonesia.

Indonesia also has many mountains. Many of them are still active and can erupt any time. We call
them volcanoes, like Sinabung and Marapi in Sumatra, Merapi in Java, and Lokon in South Sulawesi.
When they erupt they bring out very hot lava from inside the earth.

Indonesia is one the equator. It is a tropical country. The sun shines brightly everyday, so it is
mostly hot. It has two seasons, the rainy season, and the dry season.

The land is very fertile. Farmers grow many kinds of vegetables and fruits. They also grow
coconuts. Indonesia people eat a lot of vegetables like spinach, carrots, long beans, egg plants, cabbages,
cucumber, tomatoes, onions, garlic, chilies, kangkung and many others.
 We also grow many kinds of fruit. We call them local fruits, like guavas, bananas, rambutans,
durians, mangoosteens, soursops, papayas, pineapples, and salak. We eat them fresh. We also make
delicious juice of them. We also dry many kinds of fruit to make crackers.

Indonesia is also rich with spices, like pepper, coriander, ginger, clove, cinnamon, turmeric,
galangal, lemon grass, bay leave, and so on. We use them to cook very spicy Indonesian foods. People
also make nice healthy drinks from them. They are useful for our health.

Many kinds of fish, big and small, live in the Indonesian seas. Most of us eat fish with our meals.
We also eat shrimp and different kinds of shellfish. But we don’t eat big fish, like dolphins and sharks.
We protect them. We also protect our turtles.

Indonesia also raise different kinds of animals for their meat, like cows, goats, pigs. We get beef
from the cow, mutton from the goat, and pork from the pig. Some ethnic groups even eat horse meat. Our
milk is usually from cows. Of course we also have chickens. They give us meat and eggs.
Text 2

Title of Book : Bahasa Inggris: Think Globally Act Locally (For Junior High School
Grade

The Writer : Siti Wachidah, Asep Gunawan, Dityantri, and Yuli Rulani Khatimah

Title of Chapter : Sangkuriang

Number of Pages : 198

THE GOLDEN STAR-FRUIT TREE

A long time ago there was a rich old man living in Vietnam. He had two sons. They had very
different attitudes. The older brother was very greedy, and the younger brother was very kind. When the
old man died, the brothers divided his father’s wealth into two parts. The big brother took almost
everything. He gave his younger brother only a small piece of land, with a star-fruit tree in front of it. The
younger brother did not mind. From then on he lived there and made his living only by selling star fruits
from the tree.

Unfortunately, a very big raven often came and ate all the ripe fruits. At first he was too afraid of
the raven, and did not know what to do. But one day he dared to approach the raven. He begged to it not
to eat the fruits. “If you eat the fruits, I will have nothing to sell to the market, and my family will starve.”

Surprisingly the raven was not angry. He replied, “I need the fruits too. Can I have them and I’ll
pay you with gold. Bring a 1-meter long bag, and I’ll bring to a place full of gold and you can fill the bag
full with gold.” The younger brother then told his wife to make a 1-meter long bag. When the bag was
done, he climbed on the raven’s back and they flew to a place full of gold. He filled the bag full with
gold, and then flied back home on the raven’s back. From then on, the younger brother and his family
could live happily in luxury.

The commemoration of his father’s death, he invited his older brother to come to his house.
Thinking that his brother had a poor house, the big brother refused to come. But because his younger
brother insisted, he and his wife finally decided to come. When they got to the younger brother’s house,
they were surprised to see that he was now very rich.
 He asked his younger brother how he had got all his wealth, and the younger brother was happy
to tell him the truth. Then the greedy brother and his wife offered the younger brother to trade all their
fortune for the star-fruit tree. The younger brother gladly accepted the offer. Soon the older brother and
his family moved to the house with the star-fruit tree. When the raven came for the star fruits, the older
brother made the same plea. As expected, the raven told him to bring a 1-meter long bag.

Because he was greedy, he asked his wife to make a much longer bag. When the bag was done,
he climbed on the raven’s back and then they flew to the place full of gold. He filled the big bag with
gold. He also brought some gold in his pockets. On the way home, the load soon became too heavy for
the raven. Unable to hang on, the raven swayed, and the greedy brother fell straight down to the sea with
his bag and pockets full of gold. He sank very fast down the sea. The older brother finally died. He died
because of his greed.
 B. DATA ANALYSIS
1. Analysis of Reference

As we know that reference is the specific nature of the information that is signaled for retrieval.
Reference from these text not include all the types of the reference ( Anaphora, Cataphora, Exophora,
Homophora, Esphora, and Endophora). In both of text, there are only four types of reference, namely
anaphora,exophor, homophora and esphora. There are no cataphora and endophora in both of text.
Instead, anaphora is a reference that often appears in both of texts.

In the text 2, the reference of anaphora is the most often appear. For example: “He had two sons.”
In this clausa, he refers to a rich man. So, it’s called anaphora. Anaphora itself is the reference in the
right side and the participant in the left side. Then, “He sank very fastdown the sea.” In this clausa, the
refers to sea, it’s mean, only the speaker or interlocutor understand the sea mentioned in the context. So,
it’s called exophora. After that, “the brothers divided his father’s wealth into two parts.” In this clausa,
his refers to the brothers. This reference in the same clause, so it’s called esphora. And the last is, “but
because his younger brother insisted,” In this clausa, his refers to younger brother, and it’s called
esphora because the reference in the same clausa.

2. Analysis of ellipsis and substitutions

Ellipsis and substitutions defined as the deletion of linguistic unit. The function of both to avoid
repetition. The difference of both type is only substitution beside deletion of linguistic unit it's also follow
by the replacement of others linguistic unit.

Like show in the table above it's show that both of text using substitution, as we can see, the
deletion unit is only around subject are used being replaced with another subject that look more efficient.
For example like "the old man" became "he".

Actually we need to divided the analysis by clause, but there will be no one deletion unit because
usually the deletion unit that replace occur after full stop. For example such in the text 2, first sentence
and the second sentence " A long time ago there was a rich old man living in Vietnam. (full stop - then
continue). He had two sons" (The second sentence). From that sentence we can see that " he" in here
refers to a rich old man. So it's so to make the text efficient without too much repetition in the next
sentence.

3. Analysis of Conjunction
 Conjunction from these text not include all the types of the conjunction, but here only include 2
of them, those are Coordinating Conjunction and Subordinating Conjunction. A Coordinating
Conjunction is a words that join or relate phrases or clauses having similar grammatical structure.
Subordinating Conjunction is a word that join a subordinate (dependent) clause to a main (independent)
clauses.

Here some of that Conjunction from text two analyzed according to our comprehension.

a. Coordinating Conjunction
- The older brother was very greedy, and the younger brother was very kind.
- From then on he lived there and made his living only by selling star fruits from the tree.
b. Subordinating Conjunction
- When the bag was done, he climbed on the raven’s back and they few to a place full of gold.
- But because his younger brother insisted, he and his wife finally decided to come.

4. Analysis of Lexical Cohesion

Analysis of Lexical Cohesion (Repetition, Antonymy, and Hyponymy)

Lexical Cohesion indicates relation of meaning based on the meanings of words. Actually we need to
divide the analysis by clause, but there will be no one deletion unit because usually the deletion units that
replace occur after full stop. For example:

1. The older brother was very greedy (T1P1C004). The younger brother was very kind
(T1P1005)
In this sentence, we can see that the repitition word of brother in the first clause is repeated in the
second clause.
2. At the first he was too afraid of the raven, and did not know how to do (T1P2C003). But one
day he dared to approach the raven. (T1P2C004)
In this sentence, the word afraid in the first clause is the antonymy of dared in the second clause.

Repetition is unity of meaning is set up by the repetition of a word. From the table, the word “brother,
gold, etc” we can see that the words be repeated from the one clause to the next clause, such as the word
“brother” in the fourth clause, repeated in the fifth clause, and etc.
Antonymy is a meaning rellation forms by two words with opposite meanings. The word “younger” in
the fourth clause and “Older” in the fifth, and etc clause in the table above, is kinds of, because both of
them have the opposite meaning.

Hyponymy indicates a relation of ‘member to group’. The words rainy season, dry season, etc is included
as hyponymy, because both of them are a cover or group the word “seasons”, and etc.

TEXT 1 PERCENTAGES

Textual Frequency Of Percentage

Occurrence
Reference 27 32.53%
Substitution 16 19.27%
Conjunctio 17 20.49%
n
Lexical 23 27.71%
cohesion
Total 83 100%

TEXT 2 PERCENTAGES

Textual Frequency Of Percentage

Occurrence
Reference 44 38.60%
Substitution 17 14.92%
Conjunctio 24 21.05%
n
Lexical 29 25.44%
cohesion
Total 114 100%

CONCLUSION
After done the analysis, researchers concluded:
The conclusions obtained are that references appear more often than substitution in both of text. In the
first text reference appeared 32,53% and conjunction appeared 19,27%. In the second text reference
appeared 38,62% and conjunction appeared 14,92%. To analyze researchers using theory of Textual
metafunction, there are: references; ellipsis and substitution, conjunctions, and lexical cohesion. Using
descriptive qualitative, researchers analyze two texts entitled “I'm proud of Indonesia” and “ the golden
Star-Fruit Tree”

REFERENCES

Saragih, Amrin. 2019. Introducing Systemic Functional Grammar of English. Medan:

English Department Faculty of Languages and Arts State University of Medan

https://www.thoughtco.com/text-language-studies-1692537

https://en.wikipedia.org/wiki/Text_types