CHAPTER I

INTRODUCTION
A The Background of the Study
Language is an aspect of human behavior that involves the use of vocal
sounds in meaningful patterns and corresponding written symbols to form,
express, and communicate thoughts and feelings. When someone communicates
with other people, they produce text. The term text refers to any instance or
language, in any medium, that makes sense to someone who knows the language.
We can distinguish two main angles of view text: one, focus on the text as an
object in its own right; two, focus on the text as an instrument for finding out
about something else (Halliday 2004:3).
English teachers need to choose the strategies and materials. The material can
be the authentic material, for example from newspaper, magazine, recipe or
textbook. A textbook is one of the material references of the English teaching at
school. 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. The contexts
of the materials in the text book help him in teaching learning process and useful
in running the reading class. It means that reading texts presented in the textbook
should be meaningful.

National Education Standard Organization (BSNP) has arranged the 2006

Curriculum named KTSP (Kurikulum Satuan Tingkat Pendidikan) or school
curriculum. In the school curriculum for the second students of junior high school,
reading was the one of actional competencies that has been taught. Reading was
understanding the meaning of steps of rhetorical development in the written text.
There are transactional and interpersonal texts, short functional texts, and
monolog texts.
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.
The types of various texts that are taught in English classes include descriptive
text, Procedures text, Recount text, narrative text, and Report text. The five type
of text was taught to students as long as they follow for learning English in junior
high school with the following details:
Descriptive (Grade VII semester 2 and Grade VIII semester 1)
Procedures (Grade VII semester 2 and Grade IX semester 1)
Recount (Grade VIII semester 1 and 2)
Narrative (Grade VIII semester 2 and Grade IX semester 2)
Report (Grade IX semester 1 and 2)
Based on the explanation above, the writer interested to find out whether the
monologue text 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. According to Halliday, there are
any three compenents in context of situation. They are Field: subject matter and

the nature of the activity, i.e., what is happening, to who, when and where. What
the participants know, why they are doing what they are doing. Tenor: social
(power and status) relationships existing between participants. How they regard
each other, and how familiar they are with each other. Mode: how the language is
being used, organised, whether it is written or spoken, written to be spoken,
spoken to be written. Also refers to how the text is produced: spontaneous,
prepared, performative or reflective. Context of culture is general, non-verbal
permanent environment of speech including background cultural knowledge.

B The Problem of the Study

Based on background explained before, the problems are formulated as the
following.
1

What genres of monologue text are found in junior high school grade VIII
books?

What is more dominant genre in monologue text types found in junior high
school grade VIII books?

3 How are the compositions of generic structure and language features in terms of
each text?

C The Objective of the Study

In relation to the problem state before, the objectives of the study are:
1 To know the genre of monologue text found in junior high school
grade VIII books.

To know the genre of monologue text more dominant in junior high

school grade VIII books

To know the composition of generic structures and language features
of each texts.

D The Scope of the Study

This study is focused on the structured of monologue text types found in
junior high school grade VIII books based on the generic structured and
language features. The researcher chooses all of the monologue text. Which
are the textbook having three genre of monologue text type they are;
Descriptive text, Recount text, and Narrative text. The data will be taken from
The Bridge English Competence 2 textbook for junior high school grade VIII
published by Yudhistira.

E The Significances of the Study

Theoretically, the research findings of this study are expected to be useful
for enrichment for the relevant theory. Practically, the research findings of this
study are expected to be useful for the teacher of English to consider when
choosing a textbook to teach and when teacher want to prepare his or her own
material about monologue text. For the student to more easily understand when
the monologue text read and when the students do the test after read the text.
Other researchers who want to conduct further studies about monologue text types
found in other text book.

CHAPTER II
REVIEW OF LITERATURE
A. Theoretical Framework
In this chapter researcher quote and explain some sources which are in line
with curriculum, textbook and text. The theoretical framework of this study begin
from the main set that curriculum can be functioned as the guidance for a teacher
to teach. The importance media to teach is a textbook; even though textbook is not
the only one of media to teach. A good textbook should fulfilled the requirements
as stated by the school curriculum which is text based.
1. Curriculum
According to BSNP (2006:3) Curriculum is a set of plans and arrangements
regarding objectives, content and learning materials as well as the means used as a
guideline organization of learning activities to achieve objectives certain
education. The specific objectives include national education goals and
compliance with particularity , conditions and potential areas , units education and
learners . Therefore, the curriculum prepared by education units to allow for
adjustment of educational programs with the needs and potential in the area.
The other definition of curriculum defines the educational foundations and
contents, their sequencing in relation to the amount of time available for the
learning experiences, the characteristics of the teaching institutions, the
characteristics of the learning experiences, in particular from the point of view of
methods to be used, the resources for learning and teaching (e.g. textbooks and
new

technologies),

evaluation

and

teachers

profiles.

(http://www.ibe.unesco.org/fileadmin/user_upload/archive/AIDS/doc/cecilia_e.pd
f. Cecilia Braslavsky)
5

I conclude that curriculum is the all plans to create the teaching and learning
process going in a good manner. It is a brand of direction in the teaching learning
process.
a. English school curriculum
In educational context, English has function as a instrument for
communicating measured to entrance information and communication in daily
context, and as a instrument to make interpersonal relationship. Based on 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.
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.
b. Competences Standard of English at SMP/Mts
Based on the curriculum, competencies standard of English subject at SMP
and MTs are to communicate the language both in spoken and written using
sundry texts glibly and appropriate. The competences of English subject are:
1) Writing: Telling sundry meanings (interpersonal, ideational,
textual) in sundry interactional written texts and monologue

especially in form of procedure, descriptive, narrative, recount,

report texts.
2) Reading: Understanding

sundry

meanings

(interpersonal,

ideational, textual) in sundry interactional written texts and

monologue especially in form of procedure, descriptive, narrative,
recount, report texts.
3) Speaking: Telling sundry meanings (interpersonal, ideational,
textual) in sundry interactional spoken texts and monologue
especially in form of procedure, descriptive, narrative, recount,
report texts.
4) Listening: Understanding

sundry

meanings

(interpersonal,

ideational, textual) in sundry interactional spoken texts and

monologue especially in form of procedure, descriptive, narrative,
recount, report texts.
According to the explanation before, the researcher considering if SMP/MTs
graduates students should domineer in writing, reading, speaking and listening
interactional texts and monologue in form of procedure, descriptive, narrative,
recount, report texts.
2. Textbook
When teaching and learning process, teachers have to use media to make the
teaching and learning process interactive and easier. One media they can use in
the classroom is a textbook because it is easy to buy, to carry, and to study.
a. Definition of Textbook
According to Richard (2001) Textbooks are a key component in most language
programs. In some situations they serveas the basis for much of the language in
7

put learners receive and the language practice that occurs in the classroom. They
may provide the basis for the content of the lessons, the balance of skills taught
and the kinds of language practice the students take part in. A book that contains
detailed information about a subject for people who are studying that subject
(http://dictionary.cambridge.org/dictionary/english/textbook). A book about a
particular subject that is used in the study of that subject especially in a school.
(http://www.merriam-webster.com/dictionary/textbook).

Textbooks

are

as

universal as formal schooling and almost as old. They have been used to aid
teaching, and some cases, to be the teacher for centuries. Textbook are not just
teaching and learning object but are political document that hold content that
reflect the vision of specific group.
(http://courses.educ.ubc.ca/etec540/May08/goslina/researchtopic/history%20intro
%20page.html)
From the definition of textbook above, the researcher considering 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.
b. Advantages of Textbook
A textbook has many advantages, according to Richard (2001), the
advantages are:
1) They provide structure and a syllabus for a program
Without textbooks a program may have no central core and learners may
not receive a syllabus that has been systematically planned and
developed.

2) They help standardize instruction

The use of a textbook in a classroom can ensure that the students in
different classes receive similar content and therefore can be tested in
the same way.
3) They maintain quality
If a well developed textbook is used students are exposed to materials
that have been tried and tested, that are based on sound learning
principles, and that are paced appropriately.
4) They provide a variety of learning resources
Textbooks are often accompanied by workbooks, CDs and cassettes,
videos, CDROMs, and comprehensive teaching guides, providing a rich
and varied resource for teachers and learners.

5) They are efficient

They save teachers time, enabling teachers to devote time to teaching
rather than materials production.
6) They can provide effective language models and input.
Textbooks can provide support for teachers whose first language is not
English and who may not beable to generate accurate language input on
their own.
7) They can train teachers
If teachers have limited teaching experience, a textbook together with
the teachers manual can serve as a medium of initial teacher training.

8) They are visually appealing.

A textbooks usually have high standards of designand production and
hence are appealing to learners and teachers.
3. Text
a. 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.
Based on Peter and Megan (2005:29) a text is any completed act of
communication such as a greeting between friends in the street, a television
advertisement, a novel, or a film and so on. As far as speech and writing are
concerned, a text stands alone as an act of communication.
Different types of texts have distinctive characteristics, depending on what
they are made to do. A piece of poetry, for instance, is immediately and
10

characteristically different from a scientific description because each is doing a

vastly different thing with language.
Texts can be classified and organised in a multitude of ways: everyday,
formal, entertaining and informational.Traditionally, different types of texts have
been identified according to established conventions: Shakespeare and Dickens
are literary, a scientific procedure and a computer manual are factual, and The
Simpsons and the 7.30 Report are media texts. How, then, do we classify a text
such as Sally Morgans autobiography, My Place? In the first instance it is literary
in that it uses language in a way that moves or evokes in readers reflective and
emotional responses. It is also factual: it is a recount of her life and puts forward
powerful arguments for a change in social perceptions and understanding. Finally,
it has become widely read and influential through the print media.
In the light of these problems and contradictions, however, teachers require
ways of thinking about the characteristics of texts more than before. The
following classifications are therefore useful as one way of thinking, and by no
means absolute.
1. Literary Texts
For the purposes of teaching English, literary texts might include the
broad range of texts that reflect and interpret individual and social life,
whether real or imaginary. Literary texts can deal with everyday experience
in a way that lifts readers beyond the everyday. Literary texts use language
in a way that moves it beyond the concrete representational and functional
modes of language. Literary texts often use language to create images in

11

readers minds; the language enables readers to engage with the text and
incorporate their own meanings and understandings with those of the writer.
Literary texts make greater use of figural language (metaphor, rhythm,
repetition) and poetics (language for the sake of language) than do everyday
texts. Literary texts include novels, epics, poems, dramas and sagas.
2. Factual Texts
Factual texts, from the point of view of schooling, include those
texts that have the primary aim of communicating knowledge as it has
been educationally defined, classified and constructed. Factual texts deal
with the exchange of knowledge (learning) in all of the learning areas. In
the everyday sense they include all of the texts that we use from day to
day to get things done. Many factual texts such as technical descriptions,
explanations and procedures tend to be driven by purpose and seek to be
efficient and effective in their transmission. Other factual texts, such as
essays, reviews and arguments, are more rhetorical and take time to
position and persuade readers.
3. Media Texts
This classification of texts is problematical for a range of reasons,
not least of which is that the modalities are changing and developing
literally before our eyes. For example, much is made of the impact on
spelling and syntax of SMS and emails. Such discussions are outside the
scope of this book; however, as discussed earlier in this chapter, one of
the dynamic variables of any concept of text is the potential for users to
make it their own. In light of this, it is important that the forms and
modalities of media texts impact on the literacy experiences of all

12

students. From this perspective we need to recognise that media texts are
any texts (whether literary or factual) that are used in channels of mass
communication such as print, broadcasting, cable, film and video.
Depending on the media, these texts can use different modes of
communication: writing, speech, pictures or sound or all of these. The
shape of media texts is determined to some extent by the technology
employed by the particular media.An understanding of such texts would
necessarily imply an understanding of the technologies and modes of
production of the respective media.
In the learning area of English, students are expected to gain a
competent understanding of how English works in all of the above
categories of texts. For example, the type of language deployed to write a
poem will be vastly different from that required for a set of instructions.
English, in its more functional modes, will be able to be effectively taught
in the context of the other learning areas. In its more figural or literary
modes, however, it will have to be taught as English. In order to give
students a technical understanding of how texts work, teachers will need
to use a technical language for the task.Without such a language about
language, the acquisition of this knowledge would be quite difficult in
many cases and almost impossible in others.
b. Kinds of Text Types
There are three kinds of text types that should be taught for the students of
junior high school based on English school curriculum. There are

13

transactional and interpersonal texts, short functional texts, and simple

monologue texts including descriptive, narrative and recount texts.
In this study researcher only discuss several simple monologue texts that
should be taught for the students of junior high school based on the school
curriculum, there are:
1) Descriptive

According to Pardiyono (2007:33), the social function of descriptive

text is to describe a particular living, non-living or natural
phenomenon. Descriptions can stand alone but are often part of other
texts, e.g. Information Reports.

Generic Structure:

Identification: identifies the person, place or things to

be described.

Description: describes parts, qualities, characteristics

Language Features:

Use of nouns, e.g. my teacher, the Opera House

Use of a variety of types of adjectives, e.g. opinion,

factual, numbering, classifying

Use of action verbs

use of simple present tense, verbs being and having.

2) Narrative

14

According to Pardiyono (2007:91), the social function of narrative text

is to entertain, create, stimulate emotions, motivate, guide or teach
through story.
Generic structure
Orientation setting the scene
Complication/Evaluation problem and series of events
Resolution of the problem
Coda (or moral) optional

Language Features:

usually specific participants

time words used to connect events

action

words

predominate

in

complication

and

resolution

noun groups important in describing characters and

settings

3) Recount

According to Pardiyono (2007:63), the social function of recount text

is to reconstruct past events by retelling them in the order in which
they occurred. Literary recount also has the purpose to entertain.

Generic structure:

Orientation: information on the context of the recount,

provides settings and participants

Events: a record of events in a temporal sequence

Reorientation: closure of events

Coda: comment on events (optional)

15

Language Features:

descriptive language

past tense

time words to connect events

words which tell us where, when, with, who, how

4) Report

According to Pardiyono (2007:271), the social function of report text

is to classify and/or describe general classes of phenomena. Reference
to a range of natural, man-made and social phenomena in our
environment.

Generic structure:

Opening general statement that defines or classifies

your topic

Description:

A series

of

sequenced

paragraphs

explaining facts about the topic (with or without

headings), e.g. features, behaviour or types

Language Features:

generic participants (human and non-human)

use of relational processes

use of simple present tense

no temporal sequence

5) Procedure

16

According to Pardiyono (2007:125), the social function of procedure

text is to tell how to do something, e.g. instructions, directions or rules.

Generic structure

Goal or opening statement of what you are going to do

A list of the materials or ingredients you are going to

use in the order you are going to use them (optional)

The time ordered steps you are going to use to make

your item

Language Features

verbs usually at the beginning of each instruction

words or groups of words which tell us how, when,

where, with, whom

use of commands

17

CHAPTER III
THE RESEARCH METHOD
A. Research Design
Research design can be explained as a procedure which explores relationship
between variables and analyze the data. In conducting the research, writter use a
qualitative approach, which means the data will be analyzed qualitatively.
According to Donald & Lucy (2002) qualitative study are distinctive type of
research in education and the social science that can produce vivid and richly
detailed accounts of human experience. Qualitative researcher seeks to understand
a phenomenon by focusing on the total picture rather than breaking it down into
variables. The goals are a holistic picture and depth of understanding, rather than a
numeric analysis of data. The data in this study is in the form of complete
description and identification of the texts.
B. Subject
The subject in this study is the monologue texts found in The Bridge English
Competence 2 textbook for junior high school grade VIII published by
Yudhistira. Furthermore, the writter take all the texts available in the textbook.
C. The Technique of Collecting Data
The data will be taken from the monologue texts in junior high school grade
VIII books. Documentary technique is used to collect the data. First, the writter is
reading all of the texts in the textbook . Then the writter decide which of the text
is monologue text types and identified the data systematically according to the
problem of the study.
D. The Technique of Analyzing Data

18

After the data have been collected. Analyzing the data in this study
involved several steps.
a. Identifying structures of each monologue text
b. Classifying the type of the text based on its structures
c. Calculating the percentage of monologue text type to identifiying which
are genre more dominant by using formula :
f
X = x 100
N
Note

X = the percentage of obtained items

F = frequency of the genre text
N = the total number all of the text

Analyzing the text in terms of its generic structure and leanguage features
of each text.

19