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ABSTRACT Nurjannah (NIM: 108014000082). A Grammatical Cohesion Analysis of Narrative Passages in “Bright 2” Published by Erlangga; A Content Analysis of English Textbook for VIII Grade Students of SMP Pelita 2 Depok. Skripsi of Department of English Education at Faculty of Tarbiyah and Teachers’ Training of ‘Syarif Hidayatullah’ State Islamic University Jakarta, 2015.

Advisor 1: Dr. Alek, M.Pd.

Advisor 2: Zaharil Anasy, M.Hum.

Keywords: Textbook Evaluation, Grammatical Cohesion, and Narrative Passages.

This study is carried out to identify kinds of grammatical cohesion devices existed in six narrative passages which are provided in “Bright 2”, an English textbook which is for eight grade students of SMP Pelita 2 Depok and published by Erlangga. Purpose of the study is learning whether the narrative passages are good or not in term of grammatical cohesion. By learning cohesiveness of a passage, teachers could know whether the passage is an effective language input or not.

Method used in this study is descriptive qualitative. In conducting this study, all narrative passges which considered as reading exercises are used as a unit of data analysis. Meanwhile, technique of the data analysis in this study encompasses six steps, i.e. dividing and numbering each passage into sentences, identifying and underlining every cohesive item found within every sentences, coding every cohesive item found based on Halliday&Hasan coding scheme table, counting the number of cohesive items which have been coded in percentages, describing the result and the last is concluding it.

Result of the study shows that all kinds of grammatical cohesion exist in the six narrative passages. However, complete kinds of grammatical cohesion only exist in passage 1, 5, and 6. The most cohesion device found in the passages is reference with 74%, the next is conjunction with 24%; While, both substitution and ellipsis only reach 1%.

  

vi  

ABSTRAK Nurjannah (NIM: 108014000082). Sebuah Analisa Kohesi Gramatika pada Teks-Teks Narasi dalam Buku Pelajaran “Bright 2” yang Diterbitkan oleh Erlangga; Sebuah Analisa Isi dari Buku Pelajaran Bahasa Inggris untuk murid Kelas VIII di SMP Pelita 2 Depok. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2015.

Pembimbing 1: Dr. Alek, M.Pd.

Pembimbing 2: Zaharil Anasy, M.Hum.

Kata Kunci: Evaluasi Buku Pelajaran, Kohesi Gramatika, dan Teks-Teks Narasi.

Penelitian ini dilaksanakan untuk mengidentifikasi jenis-jenis kohesi gramatika yang terdapat di enam teks narasi pada “Bright 2”, sebuah buku pelajaran bahasa Inggris untuk kelas 8 di SMP Pelita 2 Depok dan diterbitkan oleh Erlangga. Tujuan dari penelitian ini adalah mengetahui apakah teks-teks narasi tersebut bagus atau tidak dari segi kohesi gramatika. Dengan mengetahui kekohesivan suatu teks, para guru dapat mengetahui apakah teks tersebut bisa dikatakan sebagai sebuah language input yang efektif atau tidak.

Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Dalam melaksanakan penelitian ini, semua teks narasi yang merupakan bahan latihan membaca dijadikan sebagai sebuah satuan analisis data. Sementara itu, tehnik analis data dalam penelitian ini meliputi enam tahapan, yaitu: membagi dan menomeri setiap teks ke dalam kalimat-kalimat terpisah, mengidetifikasi dan menggarisbawahi setiap artikel kohesi yang ditemukan dalam setiap kalimat, memberi kode setiap artikel kohesi yang ditemukan berdasarkan teori Hasan&Halliday, menghitung jumlah artikel kohesi yang sudah diberi kode dalam bentuk persentase, menjelaskan hasilnya, dan yang terakhir adalah menyimpulkannya.

Hasil dari penelitian ini menunjukkan bahwa semua jenis kohesi gramatika terdapat pada keenam teks narasi tersebut. Akan tetapi jenis kohesi gramatika yang lengkap hanya terdapat pada teks 1, 5, dan 6. Jenis kohesi yang paling banyak ditemukan pada teks-teks tersebut adalah reffernce dengan 74%, selanjutnya adalah conjunction dengan 24%; Sementara baik substitution dan ellipsis hanya meraih jumlah 1%.

  

vii  

ACKNOWLEDGMENT

﷽

In the name of Allah, the Beneficent, the Merciful. All praises be to

Allah, Lord of the Universe, who has bestowed strength and health upon the

writer in finishing this skripsi. Peace and salutation be upon to our prophet

Muhammad, his family, his companions,and all of his followers.

Alhamdulillah by the grace of Allah the Highest, this skripsi could be

finished after the long, hard, and confusing moments. Thus, she would like to

express her sincere and greatest gratitude and appreciation to her beloved parents

(Mahyuddin and Khodijah) who always pray, support, and motivate her in every

part of her life especially in accomplishment this study. Her sincere and the

greatest of the greatest appreciaton and gratitude are only aimed to her mother

(Thanks for everything which you have given to me, ma…, then I could be

encouraged to finish this study... Sorry ma…for every mistake that I have done,

intentionally or not…). The writer’s sincere and deepest gratitude and

appreciation also go to Mba Tri Rahayu Handayani, M.Ak. and her advisors Mr.

Dr. Alek, M.Pd. and Mr. Zaharil Anasy, M.Hum. for their patient guidance,

kindness, valuable advice, and correction during development and completion of

this skripsi. She also does not forget to give the sincere thanks to her only one

brother Ali Al-Kassyaf, all of her cousins, all of her uncles and aunties, and all of

her nieces and nephews for giving her the colorful life.

In this special occasion, the writer also would like to acknowledge her

sincere, deep and great appreciation and gratitude to the following people:

1. All lecturers of English Education Department who have taught her new

knowledge and have given her gorgeous experiences in this study.

  

viii  

2. Dr. Alek, M.Pd. and Zahril Anasy M.Hum., as the head and the secretary of

Department of English Education.

3. The late Drs. AM. Zainuri, M.Pd. and Miss. Aida Ainul Wardah, as her

academic advisors who have guided and given her valuable academic

services during her study.

4. Prof. Dr. Ahmad Thib Raya, MA., as the Dean of Faculty of Tarbiyah and

Teachers’ Training of ‘Syarif Hidayatullah’ State Islamic University

Jakarta.

5. The principal and the English teacher of SMP Pelita 2 Depok for

permitting and helping the writer to borrow and use the English textbook.

6. All her beloved friends in English Education Department especially to C

Class for academic year 2008 whose names cannot be mentioned one after

another. (Thank you very much for great sharing and also warm and

amazing friendship during this study, guys…!).

7. All in all, thanks a bunch for everyone who has lent a hand to the wrtiter in

anyway.

May Allah, the Almighty bless and reward them all abundantly. Aamiin…

Finally, the writer realizes that this skripsi still has some weaknesses and

shortages. Hence, she would be pleasure to accept any suggestions and corrections

from anyone. The last, writer hopes that this skripsi could be useful to its readers,

particularly to the writer herself.

Jakarta, July 31th 2015

Nurjannah

  

ix  

TABLE OF CONTENTS

SURAT PERNYATAAN KARYA ILMIAH .......................................................... ii

ADVISORS APPROVAL SHEET ..................................................................... iii

ENDORSEMENT SHEET .................................................................................. iv

ABSTRACT ........................................................................................................... v

ABSTRAK .............................................................................................................. vi

ACKNOWLEDGMENT .................................................................................... vii

TABLE OF CONTENTS ..................................................................................... ix

LIST OF TABLES ............................................................................................... xi

LIST OF FIGURES ............................................................................................ xii

LIST OF APPENDICES ................................................................................... xiii

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

A. Background of Study ................................................................................... 1

B. Focus of the Study ....................................................................................... 4

C. Research Question ....................................................................................... 4

D. Objective of the study ................................................................................. 5

E. Significance of the Study ............................................................................ 5

CHAPTER II. THEORETICAL FRAMEWORK ........................................... 6

A. Textbook ...................................................................................................... 6

1. Notion of Textbook .................................................................................. 6

2. Function of Textbook ............................................................................... 7

3. Criteria of a Good Textbook..................................................................... 8

4. Textbook Evaluation .............................................................................. 10

B. Cohesion .................................................................................................... 14

  

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1. Notion of Cohesion ................................................................................ 14

2. Types of Cohesion .................................................................................. 15

3. Grammatical Cohesion Devices ............................................................. 16

C. Narrative Passage ...................................................................................... 28

1. Notion of Narrative Passage ................................................................... 28

2. Schematic Structure of Narrative Passage .............................................. 29

3. Function of Narrative Passage ................................................................ 32

4. Device of Narrative Passage ................................................................... 32

CHAPTER III. RESEARCH METHODOLOGY .......................................... 35

A. Mesthod of the Study ................................................................................ 35

B. Source of Data ........................................................................................... 35

C. Technique of the Data Collecting .............................................................. 35

D. Technique of the Data Analysis ................................................................ 36

CHAPTER IV. FINDINGS AND DISCUSSION ............................................ 38

A. Findings ..................................................................................................... 38

1. The Data Description .............................................................................. 38

2 The Data Analysis and Intrepretation ..................................................... 39

B. Discussion ................................................................................................. 50

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ................................ 52

A. CONCLUSIONS ....................................................................................... 52

B. SUGGESTIONS ........................................................................................ 52

BIBLIOGRAPHY ............................................................................................... 54

  

xi  

LIST OF TABLES

Table 2.1 Aspects for Choosing Textbook….………………….…………... 11

Table 2.2 The Device of Personal Reference ………………….…………... 17

Table 2.3 The Device of Conjunction …………………………..…………. 27

Table 3.1 The Example Table……………………………………………… 37

Table 4.1 The Recapitulation of Grammatical Cohesion ………………….. 38

Table 4.2 Table of Grammatical Cohesion for Passage 1: Two Goats…….. 39

Table 4.3 Table of Grammatical Cohesion for Passage 2: The Ant and the

Dove……………………………………………………………... 41

Table 4.4 Table of Grammatical Cohesion for Passage 3: The Monkey and

the Crocodile…….………………………………......................... 43

Table 4.5 Table of Grammatical Cohesion for Passage 4: Why are Cicadas

Silent in Winter?............................................................................ 44

Table 4.6 Table of Grammatical Cohesion for Passsage 5: Sura and Baya... 46

Table 4.7 Table of Grammatical Cohesion for Passage 6: Lonely Landy….. 48

  

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LIST OF FIGURES

Figure 2.1 The Device of Demonstrative Reference………..….………..….. 18

Figure 2.2 The Device of Comparative Reference…………….……………. 19

Figure 2.3 Mapping Concept of Grammatical Cohesion…….….....………... 34

Figure 4.1 The Percentage of Grammatical Cohesion………….….………... 39

  

xiii  

LIST OF APPENDICES

APPENDIX 1 Summary Of Grammatical Cohesion And Coding Scheme... 57

APPENDIX 2 Reading Passage 1 Two Goats .....….…………………..…... 62

APPENDIX 3 Reading Passage 2 The Ant And The Dove.……………….. 63

APPENDIX 4 Reading Passage 3 The Monkey And The Crocodile.....….... 64

APPENDIX 5 Reading Passage 4 Why Are The Cicadas Silent In Winter?.. 65

APPENDIX 6 Reading Passage 5 Sura And Baya………...…………..….... 66

APPENDIX 7 Reading Passage 6 Lonely Landy.……………………..….... 68

APPENDIX 8 Surat Keterangan Penelitian dari Sekolah............................ 69

  

1  

CHAPTER I

INTRODUCTION

In this chapter, the writer will elaborate general description of this study.

It encompasses background of study, focus of the study, research question,

objective of the study, and significance of the study.

A. Background of Study

As an international language, English is spoken as a native language by

around 377 million speakers while as a second language by around 375 million in

the world.1 There are many institutions that require their employees to master

English. Furthermore, there are also many universities that require their students

to master English. Besides, there are also many products which we daily use make

English as their media of communication. Hence, mastering English means

enabling us to communicate with people from different countries even continents,

opening up opportunities to study abroad or to work in foreign countries, giving

us a better understanding on products we use daily, and gaining more access to

information and technology. In short, English is a really important language to be

mastered in this global era.

Due to the aforementioned reasons, English has been considered as the

first foreign language to be taught and a compulsory subject in Indonesia

secondary schools.2 In teaching English, there are four basic language skills to be

mastered by students. Those are listening, speaking, reading, and writing. In

speaking and writing, students produce the language; hence they are belonging to

productive skills. While listening and reading are included in receptive skills

because language learners receive messages or codes in these skills.3

                                                            1 http://www.studyenglishtoday.net/english_language.html. 2 Depdiknas, Peraturan Menteri Pendidikan Nasional, No. 22 Tahun 2006 tentang Standar

Isi untuk Satuan Pendidikan Dasar dan Menengah, (Jakarta: Depdiknas, 2006), p. 11. 3 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,

1983), p. 16.

2

  

Reading, specifically reading comprehension is considered as a difficult

skill to be mastered. Linse in her book states that in teaching reading skills,

teachers have to teach their students to acquire meaning and also analyze and

synthesize what they have read, and those complex activities are elemental

components of reading process.4 Additionally, Harmer argues that even learners

who use English as their mother tongue consider reading skills as difficult to

master because there are many complex skills to be learnt.5

Due to the difficulty in teaching reading skills, language teachers and

learners absolutely need tools to help them achieving their reading learning goals.

One of the tools is a good textbook. This is in line with Sasan and Amir’s

argument in their journal that a good textbook assists and supports teachers to

reach their goals in teaching process.6 The argument is also supported by

Harmer’s statement that a good textbook helps students to understand what they

have to learn and review what they have learned.7 In addition, Richards expresses

that a good textbook must provide effective language models and input.8

One of effective language models and input is passages, and one kind of

passages to be taught in second year of junior high school is narrative passage.

Teaching narrative passage in current curriculum is not only aimed to make

students understand and create the passage, but also to introduce values to

students. Additionally, the kind of narrative passage that should be taught for

second year of junior high school students based on the current curriculum is

fable.9

To be good and effective language models and input, narrative passages

should be readable and the crucial things to determine the readability factors are

                                                            4 Caroline T. Linse, Practical English language Teaching: Young Learners, (New York:

McGraw-Hill, 2006), p. 71. 5 Harmer, op. cit., p. 191. 6 Sasan B. And Amir H. R., Evaluation of an ESP Textbook for the Students of Sociology,

Journal of Language Teaching and Research, Vol. 2, No. 5, 2011, pp. 1009-1014. 7 Jeremy Harmer, How to Teach English. New Edition, (Oxford: Pearson Education

Limited, 2007), p. 152. 8 Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge:

Cambridge University Press, 2001), p. 254. 9 Kementrian Pendidikan dan Kebudayaan 2013, Kurikulum 2013, Kompetensi Dasar SMP,

p. 69.

3

  

the harmony and the link among sentences in a passage. Those crucial things are

defined as cohesion.10 However, there are some English textbooks used in

Indonesia which do not expose good narrative passages in term of cohesion. Some

narrative passages have excessive usage only on one cohesion device, while

others do not expose some cohesion devices which actually those devices could be

appeared in the passages.

As an empirical evidence of the ‘in cohesive’ passages, the writer has

found two studies which point out it. The first study was carried out by Rofikoh.

The study showed that there are no complete existing cohesion devices within 4

narrative passages which had been analyzed. Furthermore, there are no ellipsis

appeared within those passages.11 The second study was conducted by Fawziah.

The study pointed out that there are only 2 narrative passages having complete

kinds of grammatical cohesion from 6 analyzed passages.12 Therefore, an

investigation of cohesion within learning material passages could be claimed as an

important duty for teachers in consequence to expose effective language models

and input to their students.

Further on the importance of cohesion, Halliday and Hasan argue that

text is used in linguistics to refer to any passage, spoken or written, of whatever

length, that does form a unified whole.13 They also state that cohesion is meant as

a semantic bound between an element and other in a text that is really important to

the interpretation of it.14 A text or a passage in this case has to be a unified whole.

It means that the sentences in a passage should be well connected one and

another. It can be concluded that an analysis of cohesion in a passage is extremely

needed because the analysis could be a measurement for teachers to determine

                                                            10 Kushartanti, et al., Pesona Bahasa: Langkah Awal memahami Linguistik, (Jakarta: PT.

Gramedia Pustaka Utama, 2005), p. 96. 11 Karimatul Rofikoh, “A Grammatical Cohesion Analysis of Reading Texts in ‘Get Along

with English’ Published by Erlangga”, Skripsi, (Jakarta: UIN Syarif Hidayatullah, 2013), not published.

12 Syifa Fawziah, “Grammatical Cohesion in Narrative Passages of English Textbook ‘English in Focus 2’ ”, Skripsi, (Jakarta: UIN Syarif Hidayatullah, 2013), not published.

13 M.A.K. Halliday and Ruqaiya Hasan, Cohesion in English, (London: Longman Group Limited, 1976), p.1.

14 Ibid., p. 8.

4

  

whether the passages are an effective language input or not. Hence, the effective

language input hopefully could convey good learning outcomes.

To be clear about definition of cohesion, examples of ‘cohesive’

sentences and ‘in cohesive’ sentences are as follows:

a. Dhea and Dede bought the book yesterday. She went to the bookstore by bus.

b. Dila and Dinis bought the book yesterday. They went to the bookstore by bus.

The sentences in (a) are ‘in cohesive’ because the pronoun ‘She’ does not

clearly refer to anyone. It is not clear whether ‘she’ leads to Dhea, Dede, or both

of them. If it leads to both, pronoun ‘she’ should be replaced with ‘they’. The

sentences cannot be understood by readers and the meaning becomes ambiguous

because there are no connections between those two sentences. On the other hand,

the sentences in (b) are ‘cohesive’. The pronoun ‘they’ does refer to Dila and

Dinis.

Cohesion is divided into two main parts. They are grammatical cohesion

and lexical or vocabulary cohesion. Grammatical cohesion has four main

branches. They are reference, substitution, ellipsis, and conjunction. While,

lexical cohesion has two center kinds. Those are reiteration and collocation.15 In

this study, the writer is intended to investigate cohesion devices within narrative

passages of eighth grade textbook “Bright 2” which is published by Erlangga and

used at SMP Pelita 2 Depok only focused on its grammatical cohesion.

B. Focus of the Study

Referring to the above background of study, focus of the study is

grammatical cohesion analysis within the six narrative passages taken from

English textbook “Bright 2” and used by second year students of SMP Pelita 2

Depok.

C. Research Question

Based on the aforementioned focus of the study, the research question is:

                                                            15 Ibid., p. 5.

5

  

What kinds do grammatical cohesion devices exist in the six narrative

passages of English textbook “Bright 2?”

D. Objective of the study

Referring to the above research question, objective of the study is to

identify the kinds of grammatical cohesion devices exist in the six narrative

passages of English textbook “Bright 2”.

E. Significance of the Study

This study hopefully can contribute to following people:

1. The writer, as partial fulfillment of Requirements for Degree of Strata 1

(S.Pd.) in English Education and enrichment her knowledge as an English

teacher candidate.

2. English Teachers, as an understanding to one criterion of good narrative

passages and an improvement to their skills in choosing textbooks.

3. Other researchers, as a comparison and a starting point to make more

comprehensive studies.

  

6  

CHAPTER II

THEORETICAL FRAMEWORK

Having discussed the background of this study in the previous chapter,

this chapter is intended to discuss further about theoretical frameworks

underpinning this study. It covers three main parts; they are textbook, cohesion,

and narrative passage. The explanation of those parts is as below:

A. Textbook

1. Notion of Textbook

Most teachers use textbook as their media of teaching in a classroom

since it provides materials that should be taught by them. It can be treated as a

guide for teachers about what to teach in classroom which is suitable with

syllabus and curriculum used. A textbook is used in school to facilitate teachers

and students in their teaching learning activities. Therefore, textbook is considered

as one of important instructional media for teachers as well as students

In accordance with the above arguments, John Goodland also states in

Obsorn’s book that a textbook takes control in teaching learning activities as

medium of instructions, except in kindergarten. He points out that dependency to

the textbook increased in conjunction with grade level progress.1 In addition,

Swan as cited in Browers and Brumfit argues that the term of textbook refers to a

coherent body of teaching materials which may not only consist of the coursebook

(s) but also consist of a learning package.2 They illustrate a textbook as a bridge

which information about vocabulary would travel and return into a wall, with

teachers and their knowledge on one side and students on another side.3 Similar

opinion is also argued by Allington and Strange. According to them, “a textbook

                                                            1 Jean Obsorn, et al., Reading education: Foundation for a Literate America, (Lexington:

DC. Heath and Company, 1985), p. 46. 2 Michael Swan, “The Textbook: Bridge or Wall?”, in Roger Browers and Christopher

Brumfit (eds.), Applied Linguistics and English Language Teaching, (London: MacMillan Publishers Limited, 1994), pp. 32-33.

3 Ibid., p. 32.

7

  

serves as a single repository of information on a subject, allowing both the teacher

and the learner to use a single common source for acquiring the desired content.”4

Hence, according to the aforementioned experts, a textbook content has a great

impact on learning activities. From the above explanation, the writer could sum up

that a textbook is one of primary instructional media which provides teaching

materials and is used to facilitate teachers and students in teaching learning

activities.

2. Function of Textbook

According to Pusat Pengembangan Kurikulum dan Sarana Pendidikan,

textbook functions in extending outlook, giving new knowledge, and making

students master their knowledge. Therefore, textbook’s function is not only for

gaining students’ knowledge, but also for monitoring and helping students’

learning activities that is used by students’ parents as a guidance.5

In line with the above argument, Sasan and Amir also express in their

journal that a textbook assists and supports teachers to reach their goals in

teaching process.6 The argument is also supported by Harmer’s statement that a

textbook helps students to understand what they have to learn and review what

they have learned.7

Furthermore, Cunningsworth as cited in Richard has summarized

function of textbook in language teaching as follows:

a. a resource for presentation materials;

b. a source of activities for learner practice and communicative interaction;

c. a reference source for learners on grammar, vocabulary, pronunciation,

and so on;

d. a source of stimulation and ideas for classroom activities;                                                             

4 Richard Allington and Michael Strange, Learning through Reading in the Content Areas, (Massachusetts: D.C. Heath and Company, 1980), p. 4.

5 Pusat Kurikulum Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional, Acuan Penulisan Buku Pelajaran yang Sesuai dengan Kurikulum, (Jakarta: Pusat Pengembangan Kurikulum dan Sarana Pendidikan, 2000), p. 1.

6 Sasan B. And Amir H. R., Evaluation of an ESP Textbook for the Students of Sociology, Journal of Language Teaching and Research, Vol. 2, No. 5, 2011, pp. 1009-1014.

7 Jeremy Harmer, How to Teach English, (Oxford: Pearson Education Limited, 2007), new edition, p. 152.

8

  

e. a syllabus (where they reflect learning objectives that have already been

determined);

f. a support for less experienced teachers who have yet to gain in

confidence.8

Additionally Dudley-Evans and St. John as cited in Richard point out that

materials serve the following functions:

a. as a source of language;

b. as a learning support;

c. as a motivator and stimulator;

d. as a reference.9

3. Criteria of a Good Textbook

There are many experts in the educational field who argue about criteria

of a good textbook. Because textbook is one of primary media in teaching

learning activities, the criteria of a good textbook could be useful for teachers to

evaluate a textbook which will be used. Hence, a good textbook hopefully could

affect positive learnig outcomes. Therefore, the writer is going to mention some

criteria of a good textbook according to some experts.The first criteria come from

Penny Ur, as follows:

Objectives explicitly laid out in an introduction, and implemented in the

material.

Approach educationally and socially acceptable to target community.

Clear attractive layout; print easy to read.

Interesting topic and task.

Varied topic and task, so as to provide for different learner levels, learning

styles, interests, etc.

Clear instruction.

Systematic coverage of syllabus.

Content clearly organized and graded (sequenced by difficulty).

                                                            8 Richards, op. cit., p. 251. 9 Ibid., pp. 251-252.

9

  

Periodic review and test sections.

Fluency practice in all four skills.

Encourages learners to develop own learning strategies and to become

independent in their learning.10

The next is from Richards. He has eight characteristics of what a good

textbook is. The characteristics are as below:

1. It should provide structure and syllabus for a program.

2. It helps standardize instruction.

3. It maintains quality.

4. It is efficient.

5. It provides a variety of learning resources.

6. It provides effective language models and input.

7. It can train teachers.

8. It is visually appealing.11

The third criteria are pointed out by Harmer. He states that, “Good

textbooks often contain lively and interesting materials; they provide a sensible

progression of language items, clearly showing what has to be learnt and in some

cases summarizing what has been studied...”12 He also adds that, “Good textbooks

also relieve the teacher from the pressure of having to think of original material

for every class.”13

The last criteria are argued by Greene and Petty as cited in Tarigan. They

argue that good textbooks have certain qualities as bellow:

The textbook must be interested and attractive toward the learners, so they

will be interested in using textbooks.

The textbook must be able to motivate the learners.

The certain of textbook must be illustrative.

                                                            10 Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge:

Cambridge University Press, 2009), p. 186. 11 Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge:

Cambridge University Press, 2001), pp. 254-255. 12 Jeremy Harmer, The Practice of English Language Teaching. New Edition, (New York:

Longman Publishing, 1996), p. 257. 13 Ibid.

10

  

The textbook should consider the linguistic aspect. So, it will be suitable

with the learners’ ability.

The certain of textbook must be related to the other branch of science.

The textbook must stimulate the personal activity of the learners.

The certain of textbook must be clear in written to avoid the children to be

confused in using textbook.

The textbook must have the clear point of view because it will be the

learners’ point of view.

The textbook must be able to give the balance and emphasize on the value

of the learners.

The textbook must be able to respect to the differences of the individual.14

Referring to the criteria which have been stated by the above experts, it

could be claimed that a good passage is included as one of the criteria of a good

textbook. It could be seen from Richards’ statement that a good textbook should

provide effective language models and input. A passage could be concluded as

one of language models and input since it exposes to language learners how a

language should be presented in written form.

4. Textbook Evaluation

As one of primary media in teaching learning activities, a textbook

should be evaluated in order to get a good textbook. Hamer promotes nine aspects

to be considered for choosing textbook.15 The more specific explanation of those

could be seen in the following table:

                                                            

14 Henry Guntur Tarigan, Prinsip-Prinsip Dasar Metode Riset Pelajaran Pembelajaran Bahasa, (Bandung: Angkasa, 1993), pp. 20-21.

15 Jeremy Harmer, How to Teach English, (Edinburgh: Longman, 2003), p. 119.

11

  

Evaluating an English textbook has become a challenging task for

teachers since availability of various English textbooks in public market are high

and keep increasing. Hence, Cunningsworth suggests three factors in selecting

12

  

textbook. The first one is approaches to evaluation, and these are his favourite

questions to guide an evaluation of a textbook:

How does the coursebook present the present perfect with particular

reference to its meaning and use?

How does it teach the use of articles?

Does it include anything on intonation?

Does it deal with the organization of language above the level of the

sentence, eg in conversation or in continuous writing?

The second factor is deciding on a checklist. Cunningsworth has selected

the most general criteria for evaluation and selection purposes, they are:

Aims and approach.

Design and organization.

Language content.

Skills.

Topic.

Methodology.

Teachers’ books.

Practical consideration.

The third one is selecting the best available coursebook. There are three

stages provided in process of selection of the best available coursebook:

1. Identify the aims and objectives of your teaching programme.

2. Analyze the teaching/learning situation in which the materials will be

used.

3. Draw up a list of potential coursebooks, using information from

publishers, advice from colleagues and your own previous experience.16

Els and his friends also point out that information about textbooks could

be obtained from two sources: the textbook itself (textbook description) and the

users of textbook (textbook evaluation). Textbook description is defined as

                                                            16 Alan Cunningsworth, Choosing Your Coursebook, (Oxford: Heinemann, 1995), pp.1-5.

13

  

collection and description of data on content and form of the textbook itself and it

consists of four descriptions:

1. Authors’ and publishers’ information (Information of authors and

publishers is being the provision of pertinent and verifiable data of a

textbook.)

2. Textbook reviews (The most important merit of reviews is that they

provide prompt information.)

3. Checklist

Theo Van Els and his friends mention main categories of checklist as

follows:

objectives and methodology;

structure of the textbook;

organization of teaching;

didactic conception;

exercises;

motivation and activation of learners;

texts;

grammar;

phonetics;

morphosyntax;

vocabulary;

communicative categories, speech acts;

contrastivity;

thematic goals;

communicative, social, and situational context;

culture and intercultural communication;

4. Textbook description and the development of new descriptive tools.

14

  

The second source is textbook evaluation. There are two aspects in

textbook evaluation; Users’ judgments and Experimental research into the effects

of textbooks.17

Based on the above explanation, it could be seen that texts or passages of

a textbook are included to them. Penny Ur includes reading texts in the area of

skills and syllabus as a part to be considered. Theo Van Els and his friends also

include text as one of categories of checklist and is needed to be noticed. Hence,

the writer concludes that texts (passages) in a textbook are components of a

textbook which are crucial to be analyzed.

To be more specific explanation to cohesion analysis, the writer discloses

a textbook assessment according to Pusat Kurikulum dan Perbukuan which states

that cohesion is one of items that should be evaluated. Cohesion analysis is

included in language feasibility aspect in the textbook assessment. They point out

that message or materials presented in a textbook have to be cohesive.18

B. Cohesion

To be a good and effective language input, narrative passages within a

textbook should be readable; and the crucial things to determine the readability

factors are the harmony and the link among sentences in a passage. Those crucial

things are defined as cohesion.19 

1. Notion of Cohesion

In study of language, some of the most interesting observations are made

not only in terms of components of language, but also in terms of the way

language is used. We know that texts must have a certain structure that depends

                                                            17 Theo Van Els, et al, Applied Linguistic and the Learning and Teaching of Foreign

Languages, (London: Edward Arnold Publisher Ltd.,1984), p.298. 18 Standar Mutu Buku Pelajaran Bahasa Inggris untuk SMP dan MTS, SMA dan MA,

(Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2003), p. 4. 19 Kushartanti, et al., Pesona Bahasa: Langkah Awal Memahami Linguistik, (Jakarta: PT.

Gramedia Pustaka Utama, 2005), p. 96.

15

  

on some factors. Some of those factors are described in terms of cohesion, or the

ties and connections that exist within a text.20

The term of cohesion is familiar in the study of language because the

establishment of cohesive relation between two or more elements in a text is a

necessary component. Cohesion is a part of the system language and it is the most

important thing needed in the cohesion of a text. The term cohesion has been

defined in various ways.

According to Kushartanti, cohesion is elements of language that will

make a text be united by connecting each other semantically.21 That statement is

in line with the simple definition of Haliday and Hasan which states that cohesion

is a semantic relation of meaning that exists within a text.22 It means that cohesion

has function to relate one part of a text and another part of the same text.

Therefore, Renkema defines cohesion as the connection which results when the

interpretation of a textual element is dependent on another element in a text.23

To sum up, the writer concludes that cohesion is semantic concept that

refers to language relevance within a text. As a tie to link one sentence to another,

cohesion refers to the surface relations among the sentences that create a text.

Thus, it will help readers to sort out meaning and usage of a text.

2. Types of Cohesion

In guiding principle of language, grammar is used to express the general

meaning of language and vocabulary is used to express the specific meaning.

Cohesive relation is suitable for that pattern. Therefore, cohesion is expressed

partly through grammar and partly through vocabulary.24 In other words, cohesion

refers to the grammatical and lexical elements on the surface of a text which can

                                                            20 George Yule, The Study of Language. Fourth Edition, (New York: Cambridge University

Press, 2010), p. 143. 21 Kushartanti, et al, loc. cit. 22 M.A.K. Halliday and Ruqaiya Hasan, Cohesion in English, (London: Longman Group

Ltd.,1976), p. 4. 23 Jan Renkema, Discourse Studies: an Introductory Textbook, (Amsterdam: John

Benjamins Publishing, Co., 1993), p. 35. 24 Halliday and Hasan, op. cit., p. 5.

16

  

form connections among parts of the text.25 Based on the statement, cohesion is

divided into two types: grammatical cohesion and lexical cohesion.

Halliday and Hasan explain that grammatical cohesion is a semantic

element connecting that marked by grammatical tools. Grammatical cohesion

devices are reference, substitution, ellipsis, and conjunction. Meanwhile, lexical

cohesion is the cohesive effect achieved by the selection vocabulary.26 Lexical

cohesion refers to the rule played by the selective of vocabulary in organizing

relations within a text. Furthermore, Halliday and Matthiessen in their book argue

that lexical cohesion operates within lexis and is achieved through the choice of

lexical items. Lexical cohesion is divided into two main categories: reiteration and

collocation.27

In conclusion, the grammatical cohesion refers to a combination of terms

sentences that form grammatical aspect, and the lexical cohesion refers to a

combination of terms among sentences that form lexical component. Grammatical

cohesion is divided into four kinds. They are reference, substitution, ellipsis, and

conjunction. While lexical cohesion is divided into two kinds; they are reiteration

and collocation.

3. Grammatical Cohesion Devices

Halliday and Hassan as cited in Meyer’s book provide the basic

categories of grammatical cohesion pointing into four categories and referring as

reference, substitution, ellipsis and conjunction.28 These categories have a

theoretical basis and specific types of grammatical cohesion which has also

provided a practical means for describing and analyzing a text.

                                                            25 Sanna-Kaisa Tanskanen, Collaborating towards Coherence: Lexical Cohesion in English

Discourse, (Amsterdam: John Benjamins Publishing, 2006), p. 13. 26 Halliday and Hasan, op. cit., p. 274. 27 M.A.K. Halliday and Christian Matthiessen, An Introduction to Functional Grammar.

Third Edition, (London: Arnold, 2004), p. 535. 28 Charles F.Meyer, Introducing English Linguistics, (Cambridge: Cambridge University

Press, 2009), p. 102.

17

  

a. Reference

One of options which English grammar offers in creating surface links

between sentences is reference.29 Reference is the relation among elements of a

text.30 It may be established at varying distances and usually serves to relate single

elements that have a function within the clause.31 Reference is divided into three

types which have different uses. They are personal reference, demonstrative

reference, and comparative reference.

1) Personal Reference

Personal reference is a reference by means of function in the speech

situation, through the category of person. The category of personal reference

includes personal pronouns, possessive determiners (possessive adjective), and

possessive pronouns.32 The complete explanation could be seen in the table

below:33

For more deep explanation, the writer gives the examples of personal

reference, as follows:

Personal pronoun:

Three blind mice, three blind mice. See how they run! See how they run!

                                                            29 Halliday and Matthiessen, op. cit., p. 534. 30 Halliday and Hassan, op. cit., p. 308. 31 Halliday and Matthiessen, op. cit,. p. 536. 32 Halliday and Hasan, op. cit., p. 43. 33 M.A.K. Halliday, An Introduction to Functional Grammar, (Great Britain: Edward

Arnold, Ltd., 1985), p. 295.

 

18

  

They refers to three blind mice.34

Possessive determiner/possessive adjective:

John has moved to a new house. His wife must be delighted with it.

Here, his refers to John.35

Possessive pronoun:

John has moved to a new house. I didn’t know it was his.

In this sentence, his refers to John.36

2) Demonstrative reference

Demonstrative reference is reference by means of location, on a scale of

closeness.37 It is essentially a form of verbal pointing to a person or thing.38 The

following figure will describe the system of demonstrative reference:

From the demonstrative adverbs (here, there, now, then), the use of now

in a text is very rarely cohesive.39

The example of demonstrative reference is:

                                                            34 Halliday and Hasan, op. cit., p. 31. 35 Ibid., p. 55. 36 Ibid. 37 Ibid., p. 57. 38 John Langan, College Writing Skills with Readings. Fifth Edition, (New York: McGraw-

Hill, 2001), p. 474. 39 Halliday and Hasan. loc. cit.

19

  

“Do you play croquet with the Queen today?”

“I should like it very much,” said Alice, “but I haven’t been invited.”

“You’ll see me there,” said the Cat, and vanished.

From the above sentences, there refers to the place where playing croquet

with the Queen will be happened.40

3) Comparative reference

Comparative reference is indirect reference by means of identity or

similarity.41 This reference is divided into two: general comparison and particular

comparison.

General comparison is comparison in expressing similarity or difference.

In general comparison, two things may be the same, similar or different.

Furthermore, particular comparison is comparison that is relating with quantity or

quality. It is expressed with ordinary adjectives or adverbs in some comparative

form.42

The clear explanation about comparative reference devices of general

comparison and particular comparison could be seen in this figure:43

These are the examples of general comparison and particular comparison:

                                                            40 Ibid., p. 74. 41 Ibid., p. 37. 42 Ibid., p. 77. 43 Ibid., p. 76.

20

  

General comparison:

They were two different things.

The word different in that sentence means different to each other.

Particular comparison:

He is a better man than I am.

The sentence is comparison of quality, with an Epithet as comparative, and I as a

reference.

b. Substitution

Another kind of grammatical cohesion is substitution. Substitution is

used when a writer wishes to avoid the repetition of a lexical item, so the lexical

item will be replaced with the other word. Besides substitution as the replacement

of one item by another, it is also a relation in the wording rather than meaning

within a text. In substitution, there is a substitute which is used in place of the

repetition of a particular item.44

In English, the substitute may function as a noun, as a verb, or as a

clause. Hence, there are three types of substitution: nominal substitution, verbal

substitution, and clausal substitution.45

1) Nominal Substitution (one, ones, same)

Nominal substitution is substitution of nominal with an item that is

appropriate with the nominal genus. It is commonly expressed with the substitute

one/ones (singular/plural) and same.

However, one is not only as a substitution but also as personal pronoun

one, cardinal number one, determiner one, and general noun or pronoun one.46 For

example:

“I shoot the hippopotamus with bullets made of platinum because if I use

leaden ones, his hide is sure to flatten them.”

                                                            44 Ibid., p. 89. 45 Ibid., p. 90. 46 Ibid., p. 98.

21

  

In the above example, the use of ones is a nominal substitution and it

replaces bullets in bullets made of platinum.

2) Verbal Substitution (do)

The verb or a verbal group could be replaced by another verb which is

do. It is usually placed at the end of the group.47 For example:

I don’t know the meaning of half those long words, and, what’s more, I

don’t believe you do either!

Do in that sentence substitutes for know the meaning of half those long words.

3) Clausal Substitution (so, not)

Clausal substitution means where a clause could be usually substituted by

so or not. It is the other types of substitution in which what is presupposed is an

entire clause.48 For example:

He would come if he said so.

In the example, the word so substitutes for he would come.49

c. Ellipsis

Ellipsis is like substitution, it is a relationship consisting of particular

form of wording, either a clause or some smaller item.50 However, ellipsis

involves deleting information that get back from some previous context rather

than replacing the information with a word.51 In other word, Halliday and Hasan

argue that ellipsis can be interpreted as substitution without a substitute or simply

called as ‘substitution by zero.’52 Briefly, the writer concludes that ellipsis is an

omitting word that is able to give the meaning back. It could be used to create the

cohesion in a text.

                                                            47 Ibid., p. 112. 48 Ibid., p. 130. 49 Ibid., p. 141. 50 Halliday and Matthiessen, op. cit., p. 536. 51 Meyer, op. cit., pp. 104-105. 52 Halliday and Hasan, op. cit., p. 142.

22

  

Like substitution, ellipsis also has three types; they are nominal ellipsis,

verbal ellipsis, and clausal ellipsis.53

1) Nominal ellipsis

Nominal ellipsis is an ellipsis within the nominal group. For example:

“Which hat will you wear? This is the best.”

In this case, hat as the common noun representing the thing that is omitted.54 The

original sentence should be ‘which hat will you wear? This is the best (hat)’.

Halliday and Hasan state in their book “Cohesion in English” that

nominal ellipsis consists of the elements Deictic, Numerative, and Epithet. The

Deictic is normally a determiner, the Numerative is a numeral or other quantifier,

and the Epithet is an adjective.55

1. Deictic. The word functioning as Deictic is normally the class of

determiner. Deictic forms a relationship between determiners

(demonstrative, possessive, indefinite determiners) and related categories

(each, every, all, both, any, either, no, neither, some, a). The example is:

“The men got back at midnight. Both were tired out.”

The word both functions elliptically. It refers back to two men. The word

ellipsis here is men.56

2. Numerative. Numerative element in the nominal group is showed by a

numeral or other quantifying words which form three subcategories:

ordinal (first, next, last, second, third, etc), cardinal (one, two, three, four,

five, etc), and indefinite quantifier (many, much, more, most, few, several,

a little, lots, a bit, hundreds, etc). Cardinal numerals which are also

frequent in ellipsis, can be preceded by any Deictic that is appropriate in

number, such as the seven, these three, any five, all seven etc.57

3. Epithet. The function of Epithet is expressed by an adjective. For example:

“Apples are the cheapest in autumn.”

                                                            53 Ibid., p. 146. 54 Ibid., p. 149. 55 Ibid., p. 147. 56 Ibid., p. 155. 57 Ibid., pp. 161-162.

23

  

In this sentence we may fairly ask “the cheapest what?” The cheapest is

an elliptical group presupposing some item such as fruit. Hence, the word

ellipsis here is fruit.58

2) Verbal ellipsis

Verbal ellipsis is an ellipsis within the verbal group. For example is:

“Have you been swimming? Yes, I have.”

The verbal group in the answer is have (yes, I have) is the instance of verbal

ellipsis. It stands for I have been swimming.59

In verbal ellipsis, there are two types; they are lexical ellipsis and

operator ellipsis.

1. Lexical ellipsis. It is the type of ellipsis which is the lexical verb is omitted

from the verbal group. However, all the modal operator such as can,

could, will, would, shall, should, may, might, ought to and is to (am to, is

to, are to, was to, were to) cannot function as a lexical verb, just two other

modal operators: (need and dare), can be used as lexical verbs.60 Halliday

and Hasan point out, “Lexical ellipsis is ellipsis ‘from the right’. It always

involves omission of the last word, which is the lexical verb, and may

extend ‘leftward’, to leave only the first word intact.”61 It means that

lexical ellipsis is happened in the last word of the sentence and may

continue to omit a word before. The example which is given by Halliday

and Hasan is in the following sentences:

“John should have been coming every day. I don’t think he has

been coming.”

For ‘has been coming’, we may omit the word ‘coming’or ‘been coming’.

Hence, the second sentence could be ‘I don’t think he has been’ or simply

‘I don’t think he has’.62

                                                            58 Ibid., pp. 163-164. 59 Ibid., p. 167. 60 Ibid., p. 170. 61 Ibid., p. 173. 62 Ibid.

24

  

2. Operator ellipsis. Operator ellipsis is another type of verbal ellipsis. It

also could be stated as ellipsis ‘from the left’ which means that operator

ellipsis involves only the omission of operator without omitting the lexical

verb. The example is:

“Some were laughing and others crying.”

In this sentence, there is an omit word ‘were’ which is functioned as an

operator. The original sentence should be “Some were laughing and others

were crying”.63

3) Clausal ellipsis

Clausal ellipsis means an ellipsis within the clause. The clause in English

is considered as the expression of the various speech functions, such as statement,

question, response, and so on, and has two parts of structure consisting of modal

element and propositional element. Modal element consists of speech function of

the clause such as Subject plus finite element in the verbal group. Besides, the

remaining part of the verbal group is propositional element. Here is the example

of modal element and propositional element:

The Duke was going to plant a row of poplars in the park.64

(modal element) (propositional element)

Furthermore, it is an example of clausal ellipsis:

‘And how many hours a day did you do lessons?’ said Alice, in a hurry to

change the subject.

‘Ten hours the first day’ said the Mock Turtle: ‘nine the next, and so on.’

The two clauses nine the next and ten hours the first day representing we did

lessons ten hours the first day, etc.65

d. Conjunction

The last type of grammatical cohesion device is conjunction. Conjunction

is different from other types of grammatical cohesion which have been discussed

                                                            63 Ibid., p. 174. 64 Ibid., p. 197. 65 Ibid., p. 144.

25

  

before since it has developed as a complementary resource for creating and

interpreting text.66 It means that elements of conjunction are not primarily devices

to link the previous text, but they express certain meaning which presupposes the

presence of other components in a discourse (text).67 In addition, Meyer also gives

the explanation about it, he argues that conjunction does not depend on linguistic

item in the prior context like the other types, but it contains the inclusion of

various kinds of expression that mark relationship between the previous and next

sentence in a text.68 Furthermore, Halliday and Hasan classify four types of

conjunction; they are additive, adversative, causal, and temporal. Each type of

conjunction has different markers which show a relation among parts of a text.69

1) Additive Conjunction

Additive conjunction contributes to give additional information without

changing information in previous clause or phrase. Additive or addition

conjunction is signaled in a text by the coordinating conjunction and and other

transitional expressions such as also, in addition, etc.70

2) Adversative Conjunction

The basic meaning of adversative relation is contrary to expectation. The

expectation is from the content of what is being said.71 Adversative conjunction is

marked in the text by the coordinating conjunction but and other conjunctions

such as however, instead, in contrast, and so on which mark the difference or

contrast between parts of a text.72

3) Causal Conjunction

Causal conjunction marks the relationship of reason, result, and

purpose.73 Causal relationship is marked by expressions such as therefore, as a

                                                            66 Halliday and Matthiessen, op. cit., p. 538. 67 Halliday and Hasan, op. cit., p. 226. 68 Meyer, op. cit., p. 107. 69 Halliday and Hasan, op. cit., p. 238. 70 Meyer. loc. cit. 71 Halliday and Hasan, op. cit., p. 250. 72 Meyer. loc. cit. 73 Halliday and Hasan, op. cit., p. 256.

26

  

result, so, and etc. So is an informal marker of causation. On the other hand,

therefore or as a result are used in more formal text.74

4) Temporal Conjunction

Temporal conjunction specifies the time sequence relationship which

exists between sentences.75 This temporal relation is expressed in its simplest

form by then. Besides, there are still many sequential senses like after that, an

hour later, finally, at last, and other expressions.76 Here is an example of each

conjunction from Halliday and Hasan:

“For the whole day he climbed up the steep mountainside, almost without

stopping.”

- Additive: and in all this time he met no one

- Adversative: yet he was hardly aware of being tired

- Causal: so by night time the valley was far below him

- Temporal: then, as dusk fell, he sat down to rest.77

Additionally, the complete devices of conjunction will be mentioned in a

table on next page:78

                                                            74 Meyer, op. cit., p. 108. 75 Halliday and Hasan, op. cit., p. 261. 76 Gillian Brown and George Yule, Discourse Analysis, (Cambridge: Cambridge University

Press, 1993), p. 191. 77 Halliday and Hasan, op. cit., p. 239. 78 Ibid., pp. 242-243.

27

  

28

  

C. Narrative Passage

1. Notion of Narrative Passage

Narrative passage is one of passages which should be learnt by junior

high school students. The term of narrative passage has been defined in some

ways. In general, narrative passage tells a story about a series of events. The story

can be fiction or nonfiction. While in specific notion for junior high school

students, narrative passage is an imaginative story in past tense. Besides, the kind

of narrative passage to be taught for second year of junior high school students

based on current curriculum is fable.79

According to Siahaan and Shinoda, “Narration is any written English text

in which the writer wants to amuse, entertain people, and to deal with actual or

vicarious experience in different way.”80 Additionally, Conlin expresses that

narration is usually used to tell about personal experiences.81 She divides narration

into non-fiction and fiction. Non-fiction is a true and actual story or event. On the

contrary, fiction is an unreal story or an event which is not actually happened.82 In

line with Conlin’s statement, Coffey also argues that narration tells a story about a

series of events or actions, and it may be fiction or non-fiction.83

Moreover, Goatly states that “A narrative is a story (possibly fictional)

which is an attempt to make sense of events and happenings in the world.” The

genesis creation myth is the example of narrative that he gives. This story does

not only try to make sense of the origin of life on earth, but more particularly

explains why there are seven days in a week.84

                                                            79 Kementrian Pendidikan dan Kebudayaan 2013, Kurikulum 2013, Kompetensi Dasar

SMP, p. 69. 80 Sanggam Siahaan and Kisno Shinoda, Generic Text Structure, (Yogyakarta: Graha Ilmu,

2008), p.73. 81 Mary Lou Conlin, Patterns: A Short Prose Reader, (New York: Houghton Mifflin

Company, 1983), p. 9. 82 Ibid., p. 11. 83 Margaret Pogemiller Coffey, Communication through Writing, (Englewood Cliffs:

Prentice-Halls, Inc., 1987), p. 19. 84 Andrew Goatly, Critical Reading and Writing; An Introductory Coursebook, (New York:

Routledge, 2000), p. 33.

29

  

In addition, Flyyn and McGuire point out that narrative is the way to tell

about a story that has coherent purposes. They also explain that narrative is a story

which happened in past.85 Furthermore, in accordance with Wardiman et al, a

narrative passage usually tells a story in an imaginative way.86 These are some

types of narrative passage:87

Humor Romance

Crime Real-life fiction

Historical fiction Mystery

Fantasy Science fiction

Diary-novels Adventures

Based on the above definitions, the writer concludes that however

narrative passages tell events in past which mostly the events did not exist or

came from imaginary world, the narrative passages could also tell true events.

Additionally, narrative passage is usually made to amuse or entertain its readers.

2. Schematic Structure of Narrative Passage

Narrative passage is a meaningful sequence of events which is told in

words. A good narrative passage is usually arranged with a beginning or

orientation, middle or complication, and the end or resolution. In an orientation,

the characters are introduced. In a complication, the problems in the story are

constructed. In a resolution, the problems are solved.88

Moreover, Flyyn and McGuire point out that in a beginning, there must

be a summary to relate previous events which help readers understand characters

and situations. Scene which usually constitutes middle of a story is fully

developed by events during an action begins, a crisis develops, or a problem is

solved. In ending, full meaning will be shown simply if stories of a narrative

                                                            85 Fletcher Flyyn and Thomas G. McGuire, Design 3; Rhetoric and Anthology for College

English. Third Edition, (California: Wadsworth Publishing Company, 1982), p. 88. 86 Artono Wardiman, Masduki B. Jahur, and M. Sukirman Djusna, English in Focus; for

Grade VIII Junior High School (SMP/MTs), (Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2008), p. 93.

87 Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra: Macmillan Education Australia Pty Ltd, 1997), p. 18.

88 Wardiman, et al, op. cit., p. 98.

30

  

passage have been connected each other.89 In addition, William Labov as cited in

Goatly elaborates the following elements of a narrative’s generic structure:

Abstract. It is a short summary of the story before a narrative begins.

Abstract is an optional, but it provides a signal that a narrative intends to

begin, and that the writer wishes to keep its readers reading.

Orientation. Orientation gives information about who are in the story,

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

Complicating action. Complicating action and the resolution are essential

elements in a narrative. Complicating action sets off a sequence of events

that influences what will happen in the story.

Resolution. Resolution is provided by last of narrative clauses which

began with the complicating action, bringing the sequence of actions and

events to an end. In other word, in resolution, the characters solve the

problems that have been created in the complication.

Coda. Coda is a bridge out of narrative. It provides a comment or moral

based on what has been learned from the story. It is an optional element

like an abstract.

Evaluation. Evaluation may occur at any point in a narrative, spread in a

text between abstract and coda. Labov defines evaluation as those clauses

which do not belong to the narrative action, but delay its forward

movements.90

Referring to the above explanation, there are three main parts in

schematic structure of a narrative passage, namely orientation, complication, and

resolution. A narrative passage introduces characters, place, and time of the story

in orientation, develops problems in the story in complication, and solves the

problems in resolution. Besides, some optional parts in schematic structure are

abstract where is placed before orientation, coda where is positioned after

resolution, and evaluation where is spread in a text between abstract and coda.

Here is the example of generic schematic structure of a narrative passage:

                                                            89 Flyyn and McGuire, op. cit., pp. 90-92. 90 Goatly, op. cit., pp. 31-32.

31

  

Lonely Landy

One day there was a porcupine named Landy. He was lonely. No

one wanted to play with him, because they were afraid of his spike.

“Dear Landy, we don’t want to play with you because your spikes

are too sharp. We don’t want you to hurt us,” said Cici the rabbit

one day. Landy felt lonely. Landy spent most of his time

daydreaming at the river bank. “I would be happy if there were no

spikes on my body.”

Orientation

Suddenly Kuku the turtle appeared from the river. He came to

Landy and said “What are you thinking of?” Shortly Landy told his

problem. Kuku nodded his head. He said, “Poor you. But it isn’t

your fault. I know your spikes are very useful and helpful for you.

They will realize it someday. Trust me!”

“Thanks Kuku, you are my best friend.”

One day Koko the frog invited all his friends including Landy to

come to his party. But Landy decided not to come. He didn’t want

to mess up the party.

I’ll come with you Landy. I’ll tell everyone that you’re harmless,”

said Kuku. Finally Landy attended the party. Everyone enjoy the

party. Suddenly Tito screamed, “Help… help! The evil wolf is

coming. Save yourself!” Then everyone saved their lives except

Kuku and Landy. Kuku pulled his head and his legs into his shell.

And Landy rolled his body into a ball.

Complication

Unintentionally the evil wolf touched Landy. Of course, the spikes

pricked him. He screamed, “Ouch!” Since his foot was bleeding, he

didn’t chase Landy’s friends any longer. Then he ran away.

“Hooray... hooray..! Long Live Landy! He saved our lives, said

Cici and her friends. They thanked him from then on. Landy wasn’t

Lonely anymore.

Resolution

(Adopted from Bright 2 for Grade VIII)

32

  

3. Function of Narrative Passage

Wardiman et al state that the functions of narrative passage are

entertaining, amusing, and dealing with an actual experience in different ways.91

In accordance with the writer’s opinion, Mark and Kathy Andersons’ arguments

could conclude complete functions of a narrative passage. They disclose that a

narrative passage provides entertainment as well as excites readers’ emotions, and

provides an issue to think, and also a lesson to teach.92

4. Device of Narrative Passage

In a narrative passage, commonly there are some features or devices that

are used to make narrative passage become clearer or cohesive. Anderson states

that features in grammatical, are:

Noun that identifies the specific characters and place in the story.

Adjective that delivers accurate description of the characters and settings.

Verb which shows the action in the story (active or passive verbs in the

past).

Time words that connect events.93 Time words could be marked by ‘first’,

‘then’, ‘next’, ‘after’, ‘while’, ‘during’, and ‘finally’.94 ‘While’ or ‘at the

same time’ is used to relate two nearby clauses, while ‘after’ or ‘before’ is

used to show sequence.95

In addition, Akhmadi and Safrida argue that the language features which

should be considered in the narrative text are:

Mostly using verbs in past forms.

Using speech marks when the characters are speaking.

Using some adverbs to indicate time.

                                                            91 Wardiman, et al, loc. cit. 92 Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan

Education Australia Pty Ltd., 1998), p. 3. 93 Ibid. 94 Langan, op. cit., p. 207. 95 Michael G.W. Bamberg, The Acquisition of Narratives: Learning to Use Language,

(Berlin: Walter de Gruyter&Co., 1987), p. 16.

33

  

Using some relating verbs (was, were) to begin the story.96

Murkato and friends also point out that linguistic features which contains

in the narrative text are as follows:

Specific participants or characters, such as: the Beast, Belle, Maurice, etc.

The use of past tense, for example: “They lived happily ever after.”

The use of past continuous tense, as an examlpe: “It was raining so hard

that he decided to enter the castle.”

A lot of action verbs, such as: asked, arrived, declared, travelling.

Some relational verbs to describe the characters and setting, for example:

“He was good looking and rich. He looked very ugly instead.”

Many connectives or conjunctions to sequence the story, such as: after,

then, finally, and etcetera.97

                                                            96 Ali Akhmadi and Ida Safrida, Smart Steps; An English Textbook for Junior High School,

(Jakarta: Ganeca Exact, 2007), p. 174. 97 Mukarto, et al., English on Sky 2 for Junior High School Students Grade VIII, (Jakarta:

Penerbit Erlangga, 2007), p. 124.

 

Mapping C

GRAMMATICACOHESION

 

FiguConcept of

AL 

ure 2.3 Grammati

Reference

Substitution

Ellipsis

Conjunction

ical Cohesi

R

DeR

CoR

Su

Su

Su

Nom

Ve

Cla

A

T

(‘co

ion

Personal Reference

monstrativeReference

omparativeReference

Nominal ubstitution

Verbal ubstitution

Clausal ubstitution

minal Ellipsis

erbal Ellipsis

ausal Ellipsis

Additive

Adversative

Causal

Temporal

Other ontinuative’)

34

  

35  

CHAPTER III

RESEARCH METHODOLOGY

This chapter is going to explain how the writer conducts the study. It

covers four main parts. They are method of the study, source of data, technique of

the data collecting, and technique of the data analysis.

A. Mesthod of the Study

In this study, the writer uses descriptive qualitative method by analyzing

narrative passages of textbook “Bright 2” published by Erlangga. This textbook is

an English textbook used by eighth grade students of SMP Pelita 2 Depok. She

analyzes all kinds of grammatical cohesion found within the six narrative

passages in the textbook which included reference, substitution, ellipsis, and

conjunction. What the writer does is grouping the kinds of grammatical cohesion

found based on Halliday and Hasan’ theory, describing those findings, and

concluding the result.

B. Source of Data

The writer takes data from the narrative passages within the textbook

entitled “Bright 2” published by Erlangga and used at SMP Pelita 2 Depok.

C. Technique of the Data Collecting

In collecting data of the study, the writer does several steps. The steps are

as follows:

1. Selecting the Textbook. In this study, the writer chooses the textbook

entitled “Bright 2” published by Erlangga. The book is used by eight grade

students of Pelita 2 Depok Junior High School. She uses this textbook as her

study object since this textbook uses the current curriculum which is 2013

Curriculum, Character Curriculum. The writer wants to know how the

curriculum is implemented in the one of language learning media, textbook.

36

  

2. Selecting the Passages. Selected passages in this study are all the narrative

passages in the “Bright 2” textbook which are used as reading skill

exercises. In this textbook, there are six selected passages as a unit of

analysis in this study. These are the selected narrative passages:

i. The Ant and the Dove.

ii. The Monkey and the Crocodile.

iii. Two goats.

iv. Why are Cicadas Silent in Winter?

v. Sura and Baya.

vi. Lonely Landy.

D. Technique of the Data Analysis

The narrative passages of the English textbook are analyzed using

document analysis and the analyzing steps are as below:

1. Dividing and numbering each passage into sentences. Each passage is

divided into sentences and numbered to find grammatical cohesion items

within those sentences. For example:

1One hot day, an ant was searching for some water.| 2After walking

around for some time, she came to a spring.|

3To reach the spring she had to climb up blade of grass.| 4While making

her way up, she slipped and fell into the water.|

2. Identifying and underlining every cohesive item found within the

sentences. In this step, every cohesive item found are underlined. For

example:

1One hot day, an ant was searching for some water.| 2After walking

around for some time, she came to a spring.|

The underlined words are items of grammatical cohesion. In the first

sentence there is one cohesive item. It is included as conjunction. While, in

the second sentence there are two cohesive items. They are belonging to

reference and conjunction.

37

  

3. Coding every cohesive item found based on halliday&hasan coding

scheme table. Table of grammatical cohesion from the above example

passage is presented below:

Table 3.1

The Example Table

Sentence Number

Number of

Devices

Cohesive Items

Reference Substitution Ellipsis Conjunction

Items Type Items Type Items Type Items Type

1 1 - - - - - - One hot day C441

2 2 She R12 - - - - After C411

∑ 1 2

4. Counting the number of cohesive items which have been coded in

percentages. The purpose of this step is to find what kind of grammatical

cohesion mostly existed in a passage and to count each kind of grammatical

cohesion found into percentages using a simple formula explained by Anas

Sudiyono:1

P FNX100%

Notes:

P = the percentage of a kind of grammatical cohesion existed in a passage.

F = the number of each type of grammatical cohesion existed in a passage.

N = the total number of grammatical cohesion items found in a passage.

5. Describing the result. The table of grammatical cohesion for each passage

will be explained in this step.

6. Concluding. The last step is making a conclusion from the result of the data

analysis.

                                                            1 Anas Sudiyono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 2008),

p. 43.

  

38  

CHAPTER IV

FINDINGS AND DISCUSSION

Having explained the method and the technique of the data analysis in

chapter III, the findings and discussion of this study will be shown in this chapter.

A. Findings

1. The Data Description

In this study, the writer uses narrative passages in English textbook

“Bright 2” that is used in eight grade of Pelita 2 Depok Junior High School. There

are six narrative passages in the textbook which will be analyzed. The analysis

will apply the Halliday and Hasan’s concept of cohesion. The grammatical

cohesion is divided into four kinds; they are reference, substitution, ellipsis, and

conjunction.

The following table shows the recapitulation of grammatical cohesion

found in every narrative passage.

Table 4.1

The Recapitulation of Grammatical Cohesion

Passages Grammatical Cohession

Reference Substitution Ellipsis Conjunction

Two Goats 58 1 1 15

The Ant and the Dove 34 0 0 13

The Monkey and the Crocodile 55 0 0 14

Why are Cicadas Silent in Winter? 65 0 0 26

Sura and Baya 60 1 1 25

Lonely Landy 67 1 1 20

Sub total 339 3 3 113

TOTAL 458

in Percentage 74% 1% 1% 24%

 

T

T

cohesion.

conjunctio

2 The

T

cohesion

within a p

APPENDI

paragraph

Stc. No.

Numberof

Devices

1 3

2 5

3 3

 

Subs

Ellips

The above re

The above

The highes

on with 24%

e Data An

Table of gra

found in ea

pasage. The

IX 1). Addi

hs which are

Table of

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s Referenc

Items Time

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The 4

The 2

Th

stitution, 1%

sis, 1%

Conjunction,24%

ecapitulatio

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Grammatic

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rammatical

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Goats

Conjunctio

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39

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C444

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C231

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40

  

Stc. No.

Number of

Devices

Cohesive Item

Reference Substitution Ellipsis Conjunction

Items Times Type Items Times Type Items Times Type Items Times Type

morning

4 2 He 1 R11 The 1 R23

5 3 He 1 R11 The 1 R23 There 1 R22

6 3 The 2 R23

Every morning 1 C443

7 3 He 1 R11 The 2 R23

8 3 He 1 R11 The 1 R23 There 1 R22

9 6 The 3 R23

One morning 1 C444

Same 1 R31

At the same time 1 C232

10 3 They 1 R14 The 2 R23

11 1 The 1 R23 12 2 There 1 R22

Them 1 R14 13 2 The 2 R23 14 2 The 1 R23 But 1 C21215 2 Him 1 R11

The 1 R23 16 1 One 1 S11 - - - 17 6 They 2 R14

Two (goats) 1 E12 Suddenly 1 C13

The 1 R23 That 1 R22

18 2 The 2 R23 19 8 The 5 R23 Then 1 C451

Then 1 R22 And 1 C11120 6 He 1 R11 After that 1 C411

The 3 R23 And 1 C11121 5 They 1 R14

In the afternoon 1 C444

The 2 R23 Different

1 R33

22 4 This 1 R21 This time 1 C472They 1 R14 The 1 R23

∑ 75 58 1 1 15

The above table shows that reference is used in the most part of the

passage (58 times), while conjunction is used 15 times. On the other hand,

41

  

substitution and ellipsis are used only once. In reference, cohesive items that often

used are ‘the’, it is even used 5 times within a sentence (sentence 19).

In terms of grammatical cohesion, a good passage should consist of all

kinds of grammatical cohesion in balance manner. This passage only has one

substitution and one ellipsis, whereas there are potentials to make more. For

example:

The black goat then went back to the end of the bridge and let the white

goat pass the bridge first. (Sentence 19)

The sentence could be rephrased as follows:

The black goat then went back to the end of the bridge and let the white

one pass first.

In the above rephrased sentence, ‘one’ is a substitution for ‘goat’, while

the omission of ‘the bridge’ is considered as an ellipsis.

Table 4.3

Table of Grammatical Cohesion for Passage 2: The Ant and the Dove

Stc. No.

Number of

Devices

Cohesive Item

Reference Substitution Ellipsis Conjunction

Items Times Type Items Times Type Items Times Type Items Times Type

1 1 - 0

One hot day 1 C444

2 2 She 1 R12 After 1 C4413 3 The 1 R23 To reach 1 C323

She 1 R12 4 5 Her 1 R12 While 1 C411

She 1 R12 And 1 C111The 1 R23

5 3 The 1 R23 Because 1 C312She 1 R12

6 2 There 1 R22 Luckily 1 C2327 8 That 1 R22 Seeing 1 C341

The 4 R23 And 1 C111It 1 R13

8 4 The 2 R23 And 1 C111There 1 R22

9 3 It 1 R13 Soon 1 C442Her 1 R12

10 5 That 1 R22

Just at that time 1 C447

His 1 R11

42

  

Stc. No.

Number of

Devices

Cohesive Item

Reference Substitution Ellipsis Conjunction

Items Times Type Items Times Type Items Times Type Items Times Type

The 1 R23 It 1 R13

11 2 The 1 R23 He 1 R11

12 3 She 1 R12 Him 1 R11 The 1 R23

13 4 The 2 R23 Feeling 1 C341His 1 R11

14 2 The 1 R23 Her 1 R12

∑ 47 34 0 0 13

The above table shows that reference is used in the most part of the

passage (34 times), while conjunction is used 13 times. On the other hand, no

substitution or ellipsis is used. In reference, cohesive items that often used are

‘the’, it is even used 4 times within a sentence (sentence 7).

In terms of grammatical cohesion, a good passage should consist of all

kinds of grammatical cohesion in balance manner. This passage does not have

substitution and ellipsis, whereas there are potentials. For example:

Seeing that the ant was in trouble, the dove quickly plucked off a leaf and

dropped it into the water near the struggling ant. (Sentence 7)

The sentence could be rephrased as follows:

Seeing that, the dove quickly plucked off a leaf and dropped it into the

water near the struggling ant.

The above rephrased sentence is deleting ‘the ant was in trouble’ which

already stated in the previous context (sentence 5), and therefore can be

considered as an ellipsis.

43

  

Table 4.4

Table of Grammatical Cohesion for Passage 3: The Monkey and the Crocodile

Stc. No.

Number of

Devices

Cohesive Item

Reference Substitution Ellipsis Conjunction

Items Times Type Items Times Type Items Times Type Items Times Type

1 1 - 0 0 0 One day 1 C4442 6 He 2 R11 So 1 C311

The 2 R23 Him 1 R11

3 3 The 2 R23 Its 1 R13

4 3 Then 1 R22 The 2 R23

5 10 Now 1 R21 Now 1 C5 The 4 R23 So 1 C311It 2 R13 And 1 C111

6 1 My 1 R13 7 5 He 2 R11 Then 1 C451

The 1 R23 Then 1 R22

8 6 The 3 R23 Then 1 C451Then 1 R22 C451He 1 R11

9 5 I 1 R13 Because 1 C33My 1 R13 Me 1 R13 The 1 R23

10 3 I 1 R13 It 1 R13 The 1 R23

11 5 The 3 R23 So 1 C311 And 1 C111

12 7 They 1 R14

As soon as 1 C442

The 4 R23 And 1 C11113 2 Your 1 R13

The 1 R23 14 3 You 1 R13

The 2 R23 15 5 Now 1 R21 Now 1 C5

I 1 R13 And 1 C111You 1 R13

16 3 The 2 R23 Him 1 R11

17 1 The 1 R23 ∑ 69 55 0 0 14

The above table shows that reference is used in the most part of the

passage (55 times), while conjunction is used 14 times. On the other hand, no

44

  

substitution or ellipsis is used. In reference, cohesive items that often used are

‘the’, it is even used 4 times within a sentence (sentence 5 and sentence 12).

In terms of grammatical cohesion, a good passage should consist of all

kinds of grammatical cohesion in balance manner. This passage does not have

substitution and ellipsis, whereas there are potentials. For example:

So the crocodile turned around and swam back to the bank of the river.

(Sentence 11)

The sentence could be rephrased as follows:

So the crocodile turned around and swam back.

The above rephrased sentence is deleting ‘to the bank of the river’ which

already stated in the previous context (sentence 8), and therefore can be

considered as an ellipsis.

Table 4.5

Table of Grammatical Cohesion for Passage 4: Why are Cicadas Silent in Winter?

Stc. No.

Number of

Devices

Cohesive Item

Reference Substitution Ellipsis Conjunction

Items Times

Type Items Times Type Items Times Type Items Times Type

1 2 - 0 In the old days

1 C444

And 1 C1112 2 They 1 R14

Different 1 R33

3 3 The 2 R23 But 1 C2124 2 The 1 R23 In the

summer 1

C4445 5 They 2 R14

That 1 R22

The 1 R23

Their 1 R14

6 2 They 1 R14

The 1 R23

7 3 The 2 R23 While 1 C4118 2 They 1 R14 And 1 C111

9 4 They 2 R14 When 1 C411The 1 R23

10

2 The 1 R23 One day 1 C444 And 1 C111

11 2 They 1 R14

Their 1 R14

45

  

Stc. No.

Number of

Devices

Cohesive Item

Reference Substitution Ellipsis Conjunction

Items Times

Type Items Times Type Items Times Type Items Times Type

12 2 The 1 R23

My 1 R13

13 1 It 1 R13

14 2 Us 1 R14 And 1 C11115 2 The 1 R23

You 1 R13

16 3 You 2 R13 If 1 C3317 3 The 1 R23 But 1 C212

We 1 R14

18 2 We 2 R14 19 0 - 0

20 3 They 1 R14 And 2 C11121 4 The 2 R23 In the

winter 1

C444 And 1 C111

22 2 It 1 R13 And 1 C11123 2 The 1 R23 But 1 C21224 2 They 1 R14

The 1 R23

25 2 We 1 R14

You 1 R13

26 2 Now 1 R21 And 1 C111

27 5 The 2 R23 And 1 C111That 1 R22

Their 1 R14

28 5 The 1 R23 But 1 C212We 1 R14

Now 1 R21

It 1 R13

29 5 We 1 R14 If 1 C33

You 1 R13

There 1 R22

Us 1 R14

30 0 - 0

31 3 The 1 R23 And 1 C111Their 1 R14

32 5 The 3 R23 The next day

1 C411

Their 1 R14

33 6 We 1 R14 That's why

1 C33

The 2 R23 But 1 C212

They 1 R14

∑ 90 65 0 0 26

The above table shows that reference is used in the most part of the

passage (65 times), while conjunction is used 26 times. On the other hand, no

46

  

substitution or ellipsis is used. In reference, cohesive items that often used are

‘the’, it is even used 3 times within a sentence (sentence 32).

In terms of grammatical cohesion, a good passage should consist of all

kinds of grammatical cohesion in balance manner. This passage does not have

substitution and ellipsis, whereas there are potentials. For example:

While the ants worked hard, the cicadas didn’t do anything. (Sentence 7)

The sentence could be rephrased as follows:

While the ants worked hard, the cicadas didn’t.

The above rephrased sentence is deleting ‘do anything’ because the

above sentence has already been clear without adding ‘do anything’, and that

rephrasing also can make the passage become more cohesive. The rephrasing is

considered as an ellipsis.

Table 4.6

Table of Grammatical Cohesion for Passsage 5: Sura and Baya

Stc. No.

Number of

Devices

Cohesive Item

Reference Substitution Ellipsis Conjunction

Item Times Type Items Times Type Items Times Type Items Times Type

1 1 - 0 a long time ago

1 C444

2 1 - 0 and 1 C111

3 2 They 1 R14

The 1 R23

4 1 They 1 R14

5 3 They 2 R14 but 1 C212

6 2 They 1 R14

Their 1 R14

7 4 They 1 R14 and 1 C111

It 1 R13

Them 1 R14

8 1 It 1 R13

9 1 - 0 And 1 C111

10 1 - 0 suddenly 1 C13

11 2 This 1 R21

My 1 R13

12

13 2 This 1 R21

My 1 R13

14 1 You 1 R13

15 1 I 1 R13

47

  

Stc. No.

Number of

Devices

Cohesive Item

Reference Substitution Ellipsis Conjunction

Item Times Type Items Times Type Items Times Type Items Times Type

16 1 then 1 C451

And 1 C111

17 2 They 1 R14 After several hours

1 C442

18 1 Their 1 R14

19 1 I 1 R13

20 2 Me 1 R13 Me too

1 S24

21 1 We 1 R14

22 1 You 1 R13

23 2 I 1 R13 Do (have idea)

1 E21

24 1 Us 1 R14

Our 1 R14

25 5 I 2 R13 so 1 C311

The 2 R23

26 3 You 1 R13 And 1 C311

The 1 R23

27 3 You 1 R13 so 1 C311

The 1 R23

28 4 The 2 R23 so 1 C311

We 1 R14

29 1 You 1 R13

30 2 - 0 after 1 C442

finally 1 C462

31 4 They 1 R14 then 1 C451

The 1 R23

Different 1 R33

32 3 The 1 R23 but 1 C212

one day 1 C444

33 2 He 1 R11

The 1 R23

34 1 That 1 R22

35 2 Then 1 R22 then 1 C451

and 1 C311

36 1 They 1 R14

37 3 They 1 R14 because 1 C33

Them 1 R14

38 4 They 1 R14 and 1 C11

Them 1 R14 because 1 C33

39 1 The 1 R14

They 1 R14

40 3 Then 1 R22 and 1 C11

The 1 R23

41 6 They 1 R14 and 1 C11

Then 1 R22

48

  

Stc. No.

Number of

Devices

Cohesive Item

Reference Substitution Ellipsis Conjunction

Item Times Type Items Times Type Items Times Type Items Times Type

The 3 R23

∑ 83 60 1 1 25

The above table shows that reference is used in the most part of the

passage (60 times), while conjunction is used 25 times. On the other hand,

substitution and ellipsis are used only once. In the passage, cohesive items that

often used are ‘the’ (used 15 times) and ‘they’ (used 13 times). ‘The’ is even used

3 times within a sentence (sentence 41).

In terms of grammatical cohesion, a good passage should consist of all

kinds of grammatical cohesion in balance manner. This passage only has one

substitution and one ellipsis, whereas there are potentials. For example:

They would fight for it and never stop fighting until one of them gave up.

(Sentence 7)

The sentence could be rephrased as follows:

They would fight for it and never stop until one of them gave up.

The above rephrased sentence is deleting ‘fighting’ which already

appeared in the previous context in (sentence 7), and therefore can be considered

as an ellipsis.

Table 4.7

Table of Grammatical Cohesion for Passage 6: Lonely Landy

Stc. No.

Number of

Devices

Cohesive Item

Reference Substitution Ellipsis Conjunction

Item Times Type Items Times Type Items Times Type Items Times Type

1 2 There 1 R22 0 0 one day 1 C444

2 1 He 1 R11 0 0 0

3 5

Him 1 R11 One 1 S11 Because 1 C33

They 1 R14

His 1 R11

4 4

We 1 R14 Because 1 C33

You 1 R13

Your 1 R13

5

5

We 1 R14 one day 1 C444

You 1 R13

Us 1 R13

49

  

Stc. No.

Number of

Devices

Cohesive Item

Reference Substitution Ellipsis Conjunction

Item Times Type Items Times Type Items Times Type Items Times Type

The 1 R23

6 0 - 0 - 0 - 0 - 0

7 2 The 2 R23

8

3

I 1 R13

There 1 R22

My 1 R13

9 3 The 2 R23 suddenly 1 C13

10 3

He 1 R11 And 1 C111

You 1 R13

11 2 His 1 R11 Shortly 1 C481

12 1 His 1 R11

13 2

He 1 R11

You 1 R13

14 3

It 1 R13 But 1 C212

Your 1 R13

15

4

I 1 R13 And 1 C111

Your 1 R13

You 1 R13

16 2

They 1 R14

It 1 R13

17 1 Me 1 R13

18 2

You 1 R13

My 1 R13

19 4

The 1 R23 one day 1 C444

His 2 R11

20 2 - 0 Come (to the party)

1 E11 But 1 C212

21 2

He 1 R11

The 1 R23

22 2

I 1 R13

You 1 R13

23 2

I 1 R13

You 1 R13

24 2 The 1 R23 Finally 1 C462

25 1 The 1 R23

26 2 The 1 R23 suddenly 1 C13

27 1 Your 1 R13

28 4

Then 1 R22 Then 1 C451

Their 1 R14 And 1 C111

29 4 His 3 R11 And 1 C111

30 2 His 1 R11 And 1 C111

31 2 The 1 R23 Unintentionally 1 C13

32 2

The 1 R23

Him 1 R11

33 1 He 1 R11

34 3

His 1 R11 Since 1 C33

He 1 R11

50

  

Stc. No.

Number of

Devices

Cohesive Item

Reference Substitution Ellipsis Conjunction

Item Times Type Items Times Type Items Times Type Items Times Type

35 3

Then 1 R22 Then 1 C451

He 1 R11

36 2

He 1 R11

Her 1 R12

37

3

They 1 R14

Him 1 R11

Then 1 R22

38 0 - 0 0 0

∑ 89 67 1 1 20

The above table shows that reference is used in the most part of the

passage (89 times), while conjunction is used 20 times. On the other hand,

substitution and ellipsis are only used once. In reference, cohesive items that often

used are ‘the’ (12 times within the passage) and ‘his’ (10 times within the

passage). ‘His’ is even used 3 times within a sentence (sentence 29).

As in other reading passages, dominant types of grammatical cohesion

within the six narrative passages which had been analyzed is reference. However

there are some overly usages of the cohesion within the passage, as in below

example:

Kuku pulled his head and his legs into his shell. (Sentence 29)

The sentence could be rephrased as follows:

Kuku pulled his head and legs into his shell.

According to the writer, the rephrasing which has just been done does not

only make the sentence (sentence 29) become more cohesive because there is one

‘his’ omitting, but also become more interesting to read.

B. Discussion

Based on the aforementioned data analysis and interpretation, it could be

claimed that all kinds of grammatical cohesion devices exist in the six narrative

passages which have been analyzed. However, not all types of grammatical

cohesion devices exist in each passage. Complete types of grammatical cohesion

are only shown in passage 1, 5 and 6.

51

  

Although the devices are appropriately applied within the passages, the

results of this study are not aligned with Richards’ argument on characteristics of

a good textbook. According to him, a good textbook should provide effective

language models and input.1 Hence, the textbook is not included as a good

textbook since it does not provide good passages, in term of grammatical

cohesion. In short, good passages in term of grammatical cohesion could be

effective language models and input which could enrich students’ grammatical

form.

The results of this study are in line with 2 previous studies’ results. The

first study found is conducted by Fawziah. The study points out that from 6

analyzed passages; there are only 2 narrative passages which have complete kinds

of grammatical cohesion.2 Moreover, the second study found discloses that there

are no complete devices existed within 4 narrative passages which had been

analyzed. Furthermore, there are no ellipsis appeared within those passages.3

                                                            1 Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge:

Cambridge University Press, 2001), p. 254. 2 Syifa Fawziah, “Grammatical Cohesion in Narrative Passages of English Textbook

‘English in Focus 2’ ”, Skripsi, (Jakarta: UIN Syarif Hidayatullah, 2013), not published. 3 Karimatul Rofikoh, “A Grammatical Cohesion Analysis of Reading Texts in ‘Get Along

with English’ Published by Erlangga”, Skripsi, (Jakarta: UIN Syarif Hidayatullah, 2013), not published.

  

52  

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

In this chapter, the writer is about to present the conclusions based on the

findings and discussion in the prior chapter as well as offer suggestions for related

parties.

A. CONCLUSIONS

Referring to the findings and discussion in preceding chapter, some

points could be concluded from this study are as follows:

1. All types of grammatical cohesion i.e. reference, substitution, ellipsis and

conjunction exist in the six narrative passages of the English textbook

“Bright 2”.

2. Complete kinds of grammatical cohesion devices are only shown in

passage 1, 5 and 6.

3. Most of the devices are appropriately applied. Therefore cohesive

narrative passages are established. However the analyzed passages do not

expose all types of grammatical cohesion sufficiently and provide too

much highlights on one type, i.e reference (‘the’).

B. SUGGESTIONS

By revisiting the conclusions of this study, the writer offers some

suggestions regarding cohesion within narrative passages in an English textbook.

The suggestions are:

1. English teachers should consider the availability of cohesive devices when

selecting a textbook as a tool in their teaching learning activities. More

variations of cohesive device could enrich their students’ grammatical

forms well as their vocabularies.

2. Textbook authors and publishers should consider to provide more

variations in grammatical cohesion within an English textbook, and

53

  

avoiding typos, and also grammatical and punctuation errors to avoid

inaccurate interpretations for its readers.

3. Students should select good reading texts to expose them to effective

language models and input.

4. Other researchers could correlate the research with other aspect in

education such as students’ achievements, schools’ accomplishments,

teachers’ abilities and etc.

  

54  

BIBLIOGRAPHY

Akhmadi, Ali and Ida Safrida. Smart Steps; An English Textbook for Junior High School. Jakarta: Ganeca Exact, 2007.

Allington, Richard and Michael Strange. Learning trough Reading in the Content Areas. Massachusetts: D.C. Heath and Company, 1980.

Anderson, Mark and Kathy Anderson. Text Types in English 2. South Yarra: Macmillan Education Australia Pty, Ltd., 1997.

. Text Types in English 3. South Yarra: Macmillan Education Australia Pty, Ltd., 1998.

Arends, Richard I, et al. Exploring Teaching: An Introduction to Education. NewYork: McGrawHills, 2001.

Bamberg, Michael G.W. The Acquisition of Narratives: Learning to Use Language. Berlin: Walter de Gruyter &Co., 1987.

Browers, Roger and Christopher Brumfit (eds.). Applied Linguistics and English Language Teaching. London: MacMillan Publishers Limited, 1994.

Brown, Gillian and George Yule. Discourse Analysis. Cambridge: Cambridge University Press, 1993.

Cunningsworth, Alan. Choosing Your Coursebook. Oxford: Heinemann, 1995.

Coffey, Margaret Pogemiller. Communication through Writing. Englewood Cliffs: Prentice-Halls, Inc., 1987.

Conlin, Mary Lou. Patterns: A Short Prose Reader. New York: Houghton Mifflin Company, 1983.

Depdiknas. Peraturan Menteri Pendidikan Nasional No 22 Tahun 2006 tentang Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah. Jakarta: Depdiknas, 2006.

Els, Theo Van, et al. Applied Linguistic and the Learning and Teaching ofForeign Languages. London: Edward Arnold Publisher, Ltd., 1984.

Fawziah, Syifa. “Grammatical Cohesion in NarrativePassages of English Textbook ‘English in Focus2’ ”, Skripsi, Jakarta: UIN Syarif Hidayatullah, 2013, not published.

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Flyyn, Fletcher and Thomas G. McGuire. Design 3; Rhetoric and Anthology for College English. Third Edition. California: Wadsworth Publishing Company, 1982.

Goatly, Andrew. Critical Reading and Writing; An Introductory Coursebook. New York: Routledge, 2000.

Halliday, M.A.K. An Introduction to Functional Grammar. Great Britain: Edward Arnold, Ltd., 1985.

Halliday, M.A.K and Ruqaiya Hasan. Cohesion in English. London: Longman Group, Ltd., 1976.

Halliday, M.A.K and Christian Matthiessen. An Introduction to Functional Grammar. Third Edition. London: Arnold, 2004.

Harmer, Jeremy. The Practice of English Language Teaching. New York: Longman, 1983.

. How to Teach English. New Edition. Oxford: Pearson Education, 2007.

http://www.studyenglishtoday.net/english_language.html.

Kementrian Pendidikan dan Kebudayaan. Kurikulum 2013, Kompetensi Dasar SMP., 2013.

Kushartanti, Untung Yuwono, and Multamia RMT Lauder. Pesona Bahasa: Langkah Awal Memahami Linguistik. Jakarta: PT. Gramedia Pustaka Utama, 2005.

Kushartanti, et al. Pesona Bahasa: Langkah Awal Memahami Linguistik. Jakarta: PT. Gramedia Pustaka Utama, 2005.

Langan, John. College Writing Skills with Readings. Fifth Edition. New York: McGraw-Hill, 2001.

Linse, Caroline T. Practical English Language Teaching: Young Learners. New York: McGraw-Hill, 2006.

Meyer, Charles F. Introducing English Linguistics. Cambridge: Cambridge University Press, 2009.

Mukarto, et al. English on Sky 2 for Junior High School Students Grade VIII. Jakarta: Penerbit Erlangga, 2007.

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Obsorn, Jean, et al. Reading education: Foundation for a Literate America. Lexington: DC. Heath and Company, 1985.

Pusat Kurikulum Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional. Acuan Penulisan Buku Pelajaran yang Sesuai dengan Kurikulum. Jakarta: Pusat Pengembangan Kurikulum dan SaranaPendidikan, 2000.

Renkema, Jan. Discourse Studies: an Introductory Textbook. Amsterdam: John Benjamins Publishing, 1993.

Richards, Jack. C. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press, 2001.

Rofikoh, Karimatul. “A Grammatical Cohesion Analysis of Reading Texts in ‘Get Along with English’ Published by Erlangga”, Skripsi, Jakarta: UIN Syarif Hidayatullah, 2013, not published.

Sasan B. And Amir H. R. Evaluation of an ESP Textbook for the Students of Sociology. Journal of Language Teaching and Research. Vol. 2. No. 5, 2011.

Siahaan, Sanggam and Kisno Shinoda. Generic Text Structure. Yogyakarta: Graha Ilmu, 2008.

Standar Mutu Buku Pelajaran Bahasa Inggris untuk SMP dan MTS, SMA danMA. Jakarta: Pusat PerbukuanDepartemen Pendidikan Nasional, 2003.

Sudiyono, Anas. Pengantar Statistik Pendidikan. Jakarta: Raja Grafindo Persada, 2008.

Tanskanen, Sanna-Kaisa. Collaborating towards Coherence: Lexical Cohesion in English Discourse. Amsterdam: John Benjamins Publishing, 2006.

Tarigan, Henry Guntur. Prinsip-prinsip dasar metode riset pelajaran pembelajaran bahasa. Bandung: Angkasa, 1993.

Ur, Penny. A Course in Language Teaching. Cambridge: Cambridge University Press, 1996.

Wardiman, Artono, Masduki B. Jahur, and M. Sukirman Djusna. English in Focus; for Grade VIII Junior High School (SMP/MTs). Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2008.

Yule, George. The Study of Language. Fourth Edition. New York: Cambridge University Press, 2010.

APPENDIX 1

57  

Summary of Grammatical Cohesion and Coding Scheme

Types Of Grammatical Cohesion Cohesive Devices Coding

REFERENCE R

1. Pronominals 1

(1) Singular, masculine He, him, his 11

(2) Singular, feminine She, her, hers 12

(3) Singular, neuter It, its, I, me, my, mine, you, your, yours

13

(4) Plural They, them, their, theirs, we, us, our, ours

14

2. Demonstratives and definite article 2

(1) Demonstrative, near This/these, here 21

(2) Demonstrative, far That/those, there, then 22

(3) Definite article The 23

3. Comparatives 3

(1) Identity same, identical (ly), equal 31

(2) Similarity similar (ly), such, additional, 32

(3) Difference different (ly), other different else, otherwise

33

(4) Comparison, quantity eg: more, less, as many; ordinals 34

(5) Comparison, quality eg: as+adjective; comparatives and superlatives

35

SUBSTITUTION S

1. Nominal substitutes 1

(1) For noun Head one/ones 11

(2) For nominal Complement the same 12

(3) For attribute so 13

2. Verbal substitutes 2

(1) For verb do, be, have 21

(2) For process do the same, likewise 22

(3) For proposition do so, be so 23

58

  

Types Of Grammatical Cohesion Cohesive Devices Coding

(4) Verbal reference do it/that, be it/that 24

3. Clausal substitutes 3

(1) Positive so 31

(2) Negative not 32

ELLIPSIS E

1. Nominal ellipsis 1

(1) Deictic as Head 11

(2) Numerative as Head 12

(3) Epithet as Head 13

2. Verbal ellipsis 2

(1) Lexical ellipsis (‘from right’) 21

(2) Operator ellipsis(‘from left’) 22

3. Clausal ellipsis 3

(1) Propositional ellipsis 31

(2) Modal ellipsis 32

(3) General ellipsis of the clause (all elements but one omitted)

33

(4) Zero (entire clause omitted) 34

CONJUNCTION C

1. Additive 1

(1) Simple 11

i. Additive And, and also 1

ii. Negative Nor, and…not 2

iii. Alternative or, or else 3

(2) Complex, emphatic 12

i. Additive Furthermore, add to that, in addition, besides

1

ii. Alternative Alternatively 2

(3) Complex, de-emphatic By the way, incidentally 13

(4) Apposition 14

59

  

Types Of Grammatical Cohesion Cohesive Devices Coding

i. Expository That is, in other words, I mean 1

ii. Exemplificatory Eg, thus, for instance 2

(5) Comparison 15

i. Similar Likewise, in the same way, similarly

1

ii. Dissimilar On the other hand, by contrast 2

2. Adversative 2

(1) Adversative ‘proper’ 21

i. Simple 1

ii. +’and’ But 2

iii. Emphatic However, even so, all the same, nevertheless, despite this

3

(2) Contrastive (avowal) In (point of) fact, actually, as a matter of fact

22

(3) Contrastive 23

i. Simple But, and 1

ii. Emphatic However, conversely, on the other hand, at the same time

2

(4) Correction 24

i. Of meaning Instead, on the contrary, rather 1

ii. Of wording At least, I mean, or rather 2

(5) Dismissal 25

i. Closed In any/either case, which ever way it is

1

ii. Open-ended In any case, anyhow, at any rate, however it is

2

3. Causal 3

(1) General 31

i. Simple So, then, therefore, hence 1

ii. Emphatic Consequently, because of this 2

(2) Specific 32

i. Reason On account of this, for this reason 1

ii. Result In consequence, as a result 2

60

  

Types Of Grammatical Cohesion Cohesive Devices Coding

iii. Purpose With this in mind, for the purpose 3

(3) Reversed causal For, because 33

(4) Causal, specific 34

i. Reason It follows, on this basis 1

ii. Result Arising out of this 2

iii. Purpose To this end 3

(5) Conditional 35

i. Simple Then 1

ii. Emphatic In that case, in such an event, that being so

2

iii. Generalized Under the circumstance 3

iv. Reversed polarity Otherwise, under the circumstance

4

(6) Respective 36

i. Direct In this respect, here, in this regard, with reference in this

1

ii. Reversed polarity Otherwise, apart from this, in other respects, aside from this

2

4. Temporal 4

(1) Simple 41

i. Sequential Then, next, after that 1

ii. Simultaneous Just then, at the same time 2

iii. Preceding Before that, hitherto, previously 3

(2) Conclusive In the end, finally, at last 42

(3) Correlatives 43

i. Sequential First…then 1

ii. Conclusive At first/ originally/formerly…finally/now

2

(4) Complex 44

i. Immediate At once, thereupon 1

ii. Interrupted Soon, after a time 2

iii. Repetitive Next time, on another occasion 3

iv. Specific Next day, an hour later 4

61

  

Types Of Grammatical Cohesion Cohesive Devices Coding

v. Durative Meanwhile 5

vi. Terminal Until then 6

vii. Punctiliar At this moment 7

(5) Internal temporal 45

i. Sequential Then, next, secondly 1

ii. Conclusive Finally, in conclusion 2

(6) Correlatives 46

i. Sequential First…next 1

ii. Conclusive In the first place…to conclude with, … finally

2

(7) Here and now 47

i. Past Up to now, hitherto 1

ii. Present At this point, here 2

iii. Future From now on, hence-forward 3

(8) Summary 48

i. Summarizing To sum up, in short, briefly 1

ii. Resumptive To resume, to return to the point 2

5. Other (‘continuative’) Now, of course, well, anyway,

5

Notes:

C = Conjunction

S = Substitution

R = Reference

E = Elipsis

62 APPENDIX 2

  

Reading Passage 1 - Two Goats

1Once upon a time, there lived two goats, a white goat and a black goat.| 2The white goat lived on the west mountain, and the black goat lived in the east

mountain.|

3Every morning, the white goat went down the hill.| 4He crossed a narrow

bridge to go to the east mountain.| 5He liked the grass there.| 6Every morning, the

black goat went down the hill too.| 7He crossed the narrow bridge to go the west

mountain.| 8He liked the grass there.|

9One morning, the two goats crossed the bridge at the same time.| 10They

met at the middle of the bridge.| 11The bridge was so narrow.| 12There was no

room for both them.|

13“Go back!” yelled the black goat to the white goat.| 14But the white goat

didn’t want to go back.|

15“You, go back!” yelled him back to the black goat.|

16No one wanted to go back.| 17They were about to start a fight, when

suddenly the black goat realized that they were two in danger.| 18The river below

the bridge was deep.|

19The black goat then went back to the end of the bridge, and let the

white goat pass the bridge first.| 20After that, he passed the bridge and went up the

hill to eat the grass.|

21In the afternoon, they met again at the different ends of the bridge.| 22This time, they took turn crossing the bridge.|

63 APPENDIX 3

  

Reading Passage 2 - The Ant and the Dove

1One hot day, an ant was searching for some water.| 2After walking

around for some time, she came to a spring.|

3To reach the spring, she had to climb up a blade of grass.| 4While

making her way up, she slipped and fell into the water.|

5The ant was in a big trouble because she could not swim.| 6Luckily,

there was a dove nearby.| 7Seeing that the ant was in trouble, the dove quickly

plucked off a leaf and dropped it into the water near the struggling ant.| 8The ant

moved towards the leaf and climbed up there.| 9Soon it carried her safely to dry

ground.|

10Just as that time, a hunter nearby was throwing out his net towards the

dove, hoping to trap it.| 11The ant knew what he was about to do.| 12She quickly bit

him on the heel.| 13Feeling the pain, the hunter dropped his net.| 14The dove

quickly flew away to save her life.|

64 APPENDIX 4

  

Reading Passage 3 - The Monkey and the Crocodile

1One day a monkey wanted to cross a river.| 2He saw a crocodile in the

river so he asked the crocodile to help him.| 3The crocodile told the monkey to

jump onto its back.| 4Then the crocodile swam down the river.|

5Now the crocodile was very hungry so when it was in the middle of the

river it stopped and said to the monkey,| 6“Monkey, my father is very sick.| 7He

must eat the heart of a monkey, then he will be strong again.”|

8The monkey thought for a while then he told the crocodile to swim back

to the river bank.|

9“Because I didn’t bring my heart with me,” said the monkey,| 10“I left it

under the tree near some coconuts”|

11So the crocodile turned around and swam back to the bank of the river.| 12As soon as they reached the river bank, the monkey jumped off the crocodile’s

back and climbed up to the top of a tree.| 13“Where is your heart?” asked the

crocodile.| 14“You are foolish,” the monkey said to the crocodile,| 15“Now, I am

free and you have nothing.”| 16The monkey told the crocodile not to try to trick

him again.| 17The crocodile swam away hungry|

65 APPENDIX 5

  

Reading Passage 4 - Why are Cicadas Silent in Winter?

1In the old days, ants and cicadas were friends.| 2They were very

different.| 3The ants were hardworking, but the cicadas were lazy.|

4In the summer, the ant families were very busy.| 5They knew that in the

winter they would have to stay in their anthill.| 6They wanted to have enough food

for the whole winter.| 7While the ants worked hard, the cicadas didn’t do

anything.| 8They sang and danced all day.| 9When they were hungry, they could

fly to the farm and get something to eat.|

10One day, the cicadas were singing and dancing.| 11They saw a long line

of ants bring food to their anthill.| 12The cicadas said, “Stop, my silly friends.| 13It’s a very nice day.| 14Come and dance with us.”| 15The ants said, “Don’t you

know about winter?| 16If you don’t work now you’ll have trouble later.”|

17But the cicadas said, “We have strong wings.| 18We can fly anywhere

we want.| 19Stupid ants.”| 20And they continued to sing and dance.|

21In the winter, it rained and snowed all the time and it was very cold.| 22In the anthill, there were singing and dancing.| 23But the cicadas had nothing to

eat.| 24They asked the ants for some food.| 25The ants said, “We thought you could

fly anywhere.| 26Now who is stupid and silly?”|

27The cicadas cried and said that their wings were wet from the rain.| 28The ants said, “We’re sorry, but now it’s too late.| 29If we help you, there won’t

be enough food for us.| 30Sorry, very sorry.”| 31And the ants closed their door.|

32The next day, when the ants opened their door, all the cicadas were

dead!| 33That’s why we can hear cicadas in the summer, but in the winter they are

silent.|

66 APPENDIX 6

  

Reading Passage 5 - Sura and Baya

1A long time ago in East Java lived two strong animals, Sura and Baya.| 2Sura was a shark and Baya was a crocodile.| 3They lived in the sea.| 4Actually,

they were friends.| 5But when they were hungry, they were very greedy.| 6They

did not want to share their food.| 7They would fight for it and never stop fighting

until one of them gave up.|

8It was a very hot day.| 9Sura and Baya were looking for some food.| 10Suddenly, Baya saw a goat.|

11”Yummy, this is my lunch,” said Baya.|

12“No way!| 13This is my lunch.| 14You are greedy!| 15I had not eaten for

two days!” said Sura.|

16Then Sura and Baya fought again.| 17After several hours, they got very

tired.| 18Sura had a plan to stop their bad behavior.|

19“I’m tired of fighting, Baya,” said Sura.|

20“Me too.| 21What should we do to stop fighting?| 22Do you have any

idea?” asked Baya.|

23“Yes, I do.| 24Let’s share our territory.| 25I live in the water, so I look for

food in the sea.| 26And you live on the land, right?| 27So, you look for the food also

on the land.| 28The boarder is the beach, so we will never meet again.| 29Do you

agree?” asked Sura.|

30After thinking for a while, Baya finally agreed with Sura’s suggestion.| 31Then they started living in the different places.|

32But one day, Sura broke the promise.| 33He was roaming on the land

trying to find food.| 34Baya was very angry to see that.| 35Then Sura and Baya

fought again.| 36They both hit each other.| 37They fought days because both of

them were strong animals.| 38They fought and fought until both of them died

because of tiredness.|

67

  

39The place where they were fighting was a mess.| 40People then always

talked about the fight between Sura and Baya.| 41They then named the place

‘Surabaya’, from Sura the shark and Baya the crocodile.|

68 APPENDIX 7

  

Reading Passage 6 - Lonely Landy

1One day, there was a porcupine named Landy.| 2He was lonely.| 3No one

wanted to play with him, because they were afraid of his spike.|

4“Dear Landy. We don’t want to play with you because your spikes are

too sharp.| 5We don’t want you to hurts us,” said Cici the rabbit one day.| 6Landy

felt lonely.| 7Landy spent most of the time day dreaming at the river bank.| 8“I

would be happy if there were no spikes on my body.”|

9Suddenly, Kuku the turtle appeared from the river.| 10He came to Landy

and said, “Landy, what are you thinking of?”|

11Shortly, Landy told his problem.| 12Kuku nodded his head.| 13He said,

“Poor you.| 14But it isn’t your fault.| 15I know, your spikes are very useful and

helpful for you.| 16They will realize it someday.| 17Trust me!”|

18“Thanks, Kuku. You are my best friend.”|

19One day, Koko the frog invited all his friends, including Landy, to

come to his party.| 20But Landy decided not to come.| 21He didn’t want to mess up

the party.|

22“I’ll come with you Landy.| 23I’ll tell everyone that you’re harmless,”

said Kuku.| 24Finally Landy attended the party.| 25Everyone enjoyed the party.| 26Suddenly Tito screamed, “Help… help...! The evil wolf is coming.| 27Save

yourself!”| 28Then, everyone saved their lives except Kuku and Landy.| 29Kuku

pulled his head and his legs into his shell.| 30And Landy rolled his body into a

ball.|

31Unintentionally the evil wolf touched Landy.| 32Of course, the spike

pricked him.| 33He screamed, “Ouch!”| 34Since his foot was bleeding, he didn’t

chase Landy’s friends any longer.| 35Then, he ran away.|

36“Hooray… hooray…! Long live Landy! He saved our lives,” said Cici

and her friends.| 37They thanked him from then on.| 38Landy wasn’t lonely

anymore.

69APPENDIX 8