All Chapter Asli

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CHAPTER I
INTRODUCTION
A. Background
In daily life, language is always used by people for communication. As
human being, people tend to live or interact with other people. It proves that
in general, human beings are social creatures who need each other. As social
creatures, the most important thing is that naturally they are motivated to
interact with other people to express their existence, needs, opinions, and to
influence other people. The importance of language includes all of the aspects
of life because experience, feeling, and idea of someone can only be known
by other people by using language. It means that language is used for
communication.
English is an important means of communication which is used in many
countries in the world. It plays in important role in the process of
modernization as an international language to be taught in schools. 1 The
purpose of teaching English is to develop four language skills: listening,
speaking, reading and writing. These four language skills enable students to
take part in information exchange, to establish interpersonal relationship, and
to obtain knowledge as well as to enjoy the language esthetic of English. The
teacher must develop four language skills that their students own, so that they
can use language to communication and to express their mind, their feeling
and their idea.
1
Ramelan, Introduction to Linguistics, (Semarang: IKIP Semarang Press, 1992), p. 6.
2
There are four skills in English, listening, reading, speaking, and writing.
Those skills are important to be mastered without ignoring each other. For
many students, reading is the important of the four skills in second language.
As a skill, reading is clearly one of important language skill that where
students have to read English material for their subject. The student often
thought to be easier to obtain information from written text by reading.
Reading skill in one language is not necessarily transferred to another
language. The result of teaching reading, however, is still considered to be
unsatisfactory despite how long it has been taught in school and various
techniques of teaching reading used. Most of students face difficulties in
reading English text due to the different English language features from their
first language. Basically, teaching reading is conveying or guiding the
students to gain some important message and get meaning from written text.
Most of students are interested in reading the English written material such
as: book, novel, newspaper, article, text, etc. In the English lesson of Senior
High School the development of reading skills, especially in analyses kinds of
text.
The materials can be authentic materials, for example from newspaper,
magazine, recipe or textbook. The English teacher should be able to decide
whether the contents of the textbook are suitable with the current curriculum
or not. Textbooks are important for students to prepare and fulfill experiences
in the good process.

3
According to Dana Ferris and John S. Hedgcock, “textbooks are so
pervasive in educational systems throughout the world. Indeed, textbooks
provide the backbone for the courses many educators teach”.2 It means that
the materials in the textbook should help the teacher in conducting teaching
and learning process, so it is important for the teacher to select and to analyze
the contents of textbook.
Based on this thesis, the writer would like to try to analyze the reading
materials found in Bahasa Inggris textbook for 10th grade of Senior High
School published by Menteri Pendidikan dan Kebudayaan. There are several
reasons why the writer chooses the book: First, Bahasa Inggris textbook is
one of book that suitable with the current curriculum. Second, Bahasa Inggris
textbook used for teaching English to tenth year’s students in Bengkulu
because, it is important to know whether the reading materials are appropriate
with the students’ need. Third, the writer used this book to know about the
genre and also lexical density of reading text based on the 10th grade level of
Senior High School.
B. Research Question
Problems that are discussed in this study can be stated as follows:
1. What kind of genre contained in the reading passage found in “Bahasa
Inggris” English textbook for 10th Senior High School published by
Menteri Pendidikan dan Kebudayaan?
2
Dana Ferris and John S. Hedgcock, Teaching ESL Composition: Purpose, Process, and
Practice, (London, USA: Laurence Erlbaum Associates, 2005), 2nd Ed., p. 125.
4
2. What is the lexical density of reading text based on “Bahasa Inggris”

English textbook for 10th grade level of Senior High School published by
Menteri Pendidikan dan Kebudayaan?
C. Objective of The Research

The objectives of this study are as follows:
1. To find out the kind of genre contained in the reading passage found in
“Bahasa Inggris” English textbook for 10th grade of Senior High School
published by Menteri Pendidikan dan Kebudayaan.
2. To find out the lexical density of reading text based on “Bahasa Inggris”
English textbook for 10th grade level of Senior High School.
D. Significances of the Research

The writer hopes that this research will be useful for :
a. Teacher
1. The teacher can select the textbook which is most suitable in teaching
learning process.
2. The teacher can apply the result of this study as feedback on their
teaching activities.
b. Headmaster
The researcher hopes that the result of this study can be useful for
headmaster in monitoring teachers and the material that used by teachers
before they go to the classroom.
c. The researcher
It would be useful for the writer because it can improve the
researcher’s knowledge about the genres and lexical density in Reading
materials.
5
E. Limitation of the Research

This research is limited only by analyzing and the genre and lexical
density of English textbook entitled “Bahasa Inggris” published by Menteri
Pendidikan dan Kebudayaan.
F. Definition of Keys Term

a. “Bahasa Inggris” is a textbook that is used as a media in teaching and
learning English in Senior high school that is published by Menteri
Pendidikan dan Kebudayaan.
b. Genre is one of the most important and influential concept in language
education. Genre can be defined as a culturally specipic text type which
results from using language (Written or spoken) to (help) accompholish
something.
c. Lexical density is a mesure of the proportion content words in text.
Content words as opposed to function words are words that carry a high
information such as nouns, verbs, adjectives and adverbs.
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CHAPTER II
LITERATURE REVIEW
A. Content Analysis of Reading Materials
1. Reading
a. Definition of Reading
Reading in language learning plays an important role. It is one of
four language skills students have to learn. It is assumed to be the
central means for learning new information and gaining access to
alternative explanations and interpretations. Reading as one of language
skills, has given an important contribution to human life. Through
reading, people can get many useful and new information, ideas and
inspirations which can enrich their knowledge, and they can know
about things happen in the world recently. Reading can help or train
people to wider their mind and point of views in facing and solving
matters happen in their life. In the teaching of Islam, reading is also one
key word to seek knowledge. As Allah stated in verse al-‘Alaq 1-5:
Recite in the name of thy Lord Who created everything. He

created man from a clot of blood. Recite, for thy Lord is Most
Beneficent, Who has taught by the pen, taught man that which
he knew not.3
It means that the reading is one activity which is very much

suggested by Islam, so that its followers can seek knowledge wherever
and whenever possible.
Reading is an interactive process that goes on between the reader
and the text. In the process of trying to understand a written text, the
reader has to perform a number of simultaneous tasks, decode the
message by recognizing the written signs, interpret the message by
3
Muhammad Zafrullah Khan, The Quran, (London: Curzon Press, 1985), 3rd Ed, p. 624.
7
assigning meaning to the string of words, and finally, understand what

the author’s intention was. In this process there are three participants:
the writer of text, text, and reader.4 So, reading is one of the linguistic
skills that people should have in order to communicate in English
fluently and it is important to understand information from the text and
interpret it’s meaning.
b. Reading Material
As a skill, reading is clearly one of the most important in many
instances around the world. It is the most important foreign language.
According to Harmer, reading is a model of language, reading texts
provide opportunities to study language such as; vocabulary, grammar,
punctuation and the way to construct sentence, paragraph and text.5
From the explanation above, it means that reading is one of
important language that to be mastered by students in the Senior High
School. To enable the students to master reading activity, teacher of
English should provide materials. The teaching materials which are
suggested by curriculum are reading materials which are not only
suitable with the topic which is discussed, but also a good reading for
students from the point of the setting of its message, the plot of the
thought, structure of the text, lexical characteristic and correctness of
the language.
Reading material refers to any texts or passage that brings certain
message or ideas to be shared to the reader through the process of
reading activity. In preparing the material there are some aspects to be
considered. The writer emphasizes on the level of the readers interest as
well as the objectives of the reading activity.
Based on the School-Based Curriculum, the basic competence in
reading materials is to understand the meaning and the steps of rhetoric
4
Mariane Celce-Murcia and Elite Olshtain, Discourse and Context in Language
Teaching,(United Kingdom: Cambridge University Press, 2000), p. 119.
5
Jeremy Harmer. How to teach English (United State: Addison Wesley Longman, 1998),
p.68.
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development in the written text (narrative, descriptive, recount

procedure, report, etc). Reading is usually conceived of as a solitary
activity in which the reader to interact with the text.
2. Curriculum
a. Definition of Curriculum
Curriculum is the most essential of teaching learning process. A
teacher should teach his/her students according to the current
curriculum because it has been designed on the basis of students’ needs.
Feez stated that “curriculum is a general statement of goals and
outcomes, learning arrangement, evaluation, and documentation
relating to the management of program within an education
institution”.6 Curriculum is a plan that gives guidance in the teaching
learning process activities.7
From the definition above, the writer concludes that curriculum is a
plan that is developed to make teaching-learning activities progress
well. It is kind of guidance in the teaching-learning process. The
reformation of curriculum is sometimes done in order to improve or to
develop the quality of education. The curriculum also contains science,
knowledge, and experience worth giving to the students to obtain the
educational objectives.
b. The 2013 English Curriculum
Since the Indonesian government has designed the latest
curriculum, that is the 2013 English curriculum or School-Based
Curriculum 2013, it is automatically that all school in Indonesia has to
apply it, The 2013 curriculum is designed to meet the 21st century
learning model. In it there is a shift of learning from learners to be
educated learners from various learning sources beyond the limits of
6
Feez, Susan, Text-Based Syllabus Design, (Sidney: Macquarie University, 2002), p. 9.
7
Nana Syaodih Sukmadinata, Pengembangan Kurikulum: Teori dan Praktek, (Bandung:
Remaja Rosdakarya, 1999), p.5.
9
teachers and educational units. The role of English in such learning

models becomes very central given the more learning resources in
English than all the learning resources in all other languages combined.8
As part of the 2013 curriculum emphasizing the importance of
balance of attitude, knowledge, and skill competencies. The ability of
English to be formed through continuous learning begins with
increasing knowledge about the types, rules, and context of a text,
followed by the skill competence of presenting a written and oral text
both planned and spontaneous with proper pronunciation and
intonation, The formation of an attitude of language politeness.
The 2013 English Curriculum mentions that English subject has
several objectives which can be stated as follows:
1) To Develop a balance between spiritual and social attitudes,
knowledge, and skills, and apply them in various situations in
schools and society.
2) Placing schools as part of the community that provides the learning
experience so that learners are able to apply what is learned in
school to the community and utilize the society as a learning
resource to grow the students understanding of the relationship
between language and culture.
3) Giving enough time to develop a variety of attitudes, knowledge,
and skills.
4) Developing competencies expressed in the form of competencies
the core classes are further elaborated in the subject's basic
competencies.
5) Developing competencies core classes into elements of organizing
(organizing elements) basic competencies. All basic competencies
and learning processes are developed to achieve the competencies
expressed in core competencies.
8
Mohammad Nuh, When english rings a bell, (Jakarta: Menteri Pendidikan dan
Kebudayaan, 2014) h.3
10
6) Develop basic competencies based on accumulative principles,

reinforced and enriched inter-subjects and educational levels
(horizontal and vertical organizations).
3. Textbook
a. Definition of English Textbook
A medium is a means to help the teachers when the teaching and
learning activities progress. A teacher usually uses some media to make
him or her easier in explaining the teaching materials. One media which
is ordinarily used is a textbook. The textbook is easy to buy, to carry,
and to study. Even though there are so many kinds of media rivaling the
printed materials of communication, the textbook remains the major
source in school.
Textbook is a book giving instruction in a subject, used especially
in schools, etc. According to Thomson, “the textbook is a stimulus or
instrument for teaching and learning”.9 In another definition, textbook
is a manual of instruction or a standard book in any branch of study
which is produced according to the demands of educational
institutions.10
Based on the definitions above, it is important for teachers to use a
textbook when they teach a particular subject in order to help them
when they conduct teaching and learning activities as well as to reach
educational purposes.
b. The Functional of Textbook
A textbook has many functions. According to Thomson, the
textbook has many functions as follows:11
1) Individualization of instruction
9
Thomson Heinle, Designing Language Courses: A Guide for Teachers, (Canada:
Kathleen Graves, 2000), p. 175.
10
Wikipedia, Textbook, http:www.wikipedia.org/wiki/textbook, retrieved on 13 th July
2010.
11
Thomson Heinle, op.cit, p. 176.
11
A textbook helps students to individualize instruction by enabling

them to proceed at their own rate and to a limited extent, according
to what they are interested in studying.
2) Organization of instruction
A textbook helps students to organize instruction by providing
experiences, suggested activities, recommended reading and
question. Written textbook give unity to classroom interaction and
are graded to introduce new concepts or contents they build upon
what has preceded.
3) Tutorial Contribution
A teacher often uses the textbook to help students learn how to read
better, to study, to weigh evidence, and to solve problems.
4) Improvement of Teaching
Textbook is also regarded as a helpful utility which is used by
teachers to improve their skills in teaching.
From the explanation above, textbook is a kind of visual aid
in teaching learning process. It means that the function of a textbook
is actually as one of the visual aids by teachers, when they are teach
and explain the teaching materials. Besides, it also helps the students
in getting a better understanding of the materials given by teacher.
4. Text
a. Definition of Text
A text is very important in our life. We need texts to communicate
with others. Actually, when we speak or write something, we have
made a text. Text is a means of transferring message to the readers or
listeners.
Text is an arrangement of systematically words in a good diction,
without ignore the rule of coherence and cohesive. Text is any stretch of
12
language which is held together cohesively through meaning.12 In

addition, Halliday and R. Hasan mention that text is meant any
connected stretch of language that is doing job in some contexts.13
From the explanation above, any instance of living language that is
playing some parts in context of situation we shall call a text. It may be
either spoken or written. Based on the participant there are spoken and
written texts. Spoken refers to language interaction, including a
conversation orally between two persons or more which their text has a
purpose and the written text refers to language text, including abstract
reflection on causes and effects of distance events.
b. Genre
The term ‘genre’ has been used for many years to refer to different
styles of literary discourse. In recent time, the term has been adapted to
refer to different types of communicative events.
Genre is one of the most important and influential concept in
language education. Genre can be defined as a culturally specific text
type which results from using language (written or spoken) to (help)
accomplish something.14 Each genre is characterized by distinctive
schematic structure, that is, by a distinctive beginning, middle, and end
structure through which the social function of the genre is realized.15 It
can be concluded that there are differences between each genre to
another. There are some genres texts: spoof/ recount, reports, analytical
exposition, news item, anecdote, narrative, procedure, description,
hortatory, explanation, discussion, and reviews.
12
Feez J and Joyce, H, op.cit, p. 4.
13
M.A.K Halliday and R. Hasan, Language, Context, and Text: Aspect of Language in a
Social-Semiotic Perspective, (Oxford: Oxford University Press, 1985), p. 6.
14
Linda Gerot and Peter Wignell. Making Sense of Functional Grammar, (North South
waLes: Gerd Stabler, 1995), p 17.
15
Jenny Hammond, English for Social Purposes: A Handbook for Teachers of Adult
Literacy, (Sidney: Australian Print Group, 1991), p. 2.
13
5. Lexical Density
Lexical density is a measure of the amount of content information in a
text. Lexical density is calculated by dividing the number of content words
in a clause complex by the number of clauses in the complex.16 It means that
the lexical density measures the density of information in any passage of
text, according to how tightly the lexical items (content word) have been
packed into the grammatical structure. This is a measure of how much
information provided in a particular piece of writing. Lexical words are
perhaps more commonly known as content words or information words.
Nunan stated that “lexical density referred to the number of lexical content
of function words per clause”.17 Lexical density measures of the proportion
of content words in a sentence or text.18 In addition, lexical density is a term
used in discourse (or text) analysis. It is used to measure the ratio of content
words to grammatical words in any given text (spoken or written).19
Based on the above explanation, lexical density is the number of content
words as a percentage of the total number of words. Content words as
opposed to function words are words that carry a high information load such
as; nouns, verbs, adjectives, and adverbs. Sentences which are long and
lexically densed are more difficult to understand. Those words are includes
content words (nouns, verbs, adjectives, and adverbs), and grammatical
function words (determiners, pronouns, preposition, conjunctions, numerals,
auxiliary verbs). Texts with a lower density are more easily understood.
a. Content Words
Content words are any nouns, verbs, adverbs, and adjectives which
have suitable and significant lexical meaning.
1) Nouns
16
Ibid, p.163.
17
David Nunan, Introducing Discourse Analysis, (England: Penguin group, 1993), p. 11.
18
Readability, http://www.unisanet.unisa.edu.au/resources/ia/readability/content words
and lexical density, retrieved on 6th July 2010.
19
Lexical Density, http://wiki.answer.com/Q/What is lexical density, retrieved on 10th
July 2010.
14
Nouns are the names of person, thing or place.20 It may be the

names of persons (Joseph, John), the names of places (countries,
cities), the names of things (book, school), the names of professions
(doctor, driver), the names of animals (bird, fox), the names of
abstract nouns (information, discovery), the names of activities
(athletic, running), the names of days and months (monday, year), the
names of subjects (English, sport), and the names of families (father,
aunt).
Based on the meaning, concrete nouns may be devided into several
classes, they are:21
a) A common noun is the name of a class of objects, it may name
a mass of objects or a material. Example: cat, tree, boy, insect, girl,
teacher.
b) A proper noun is an individual name.
Example: George, Billy (a person), Indonesia, Japan (a country),
May, June (a month).
c) A collective noun is name a group of persons, places, or things
gathered together into a unit. Example: people, audience, number,
nation, class.
2) Verbs
Verb is that part of speeech which expresses action, being, or state
of being. Verbs can be classified as to form and as to meaning.
a) Based on the form, verbs are divided into two, they are:
(1) A regular verb is one which forms its past indicative and past
participle by addition the suffix –ed, or –d. Example: want,
wanted, wanted, ask, asked, asked.
20
Slamet Riyanto, et.all, A Handbook of: English Grammar, (Yogyakarta: Pustaka
Pelajar, 2010), 4th Ed., p.7.
21
Rudi Hariyono, Complete English Grammar, (Surabaya: Gramedia Press, 2002), p.14,
15.
15
(2) An irregular verb is one that does not form its past indicative
and past participle by adding –ed, or –d. Example: become,
became, become, buy, bought, bought.22
b) Based on the meaning, verbs are divided into two, they are:
(1) A transitive verbs are verbs that express an action and require
one or more objects. Example: learn, buy, sell, write, bring.
(2) An intransitive verbs are verbs that express an action and
do not require object(s). Example: come, study, arrive, run, lie,
work.23
3) Adjectives
An adjective are words that are used to explain or modify a person,
place, or thing.24 Example: beautiful, good, expensive, important,
ugly, yellow, interesting.
4) Adverbs
Adverbs are words that are used to describe verbs, adjectives or
adverbs.
Type of adverbs can be divided into six kinds:
a) Adverbs of manner
Example: beautifully, well, fast, hard, quickly.
b) Adverbs of place and direction
Example: away, here, west, there, in Solo.
c) Adverbs of time
Example: ago, from, now, last, once, since, then, today
d) Adverbs of frequency
Example: always, never, often, sometimes, usually.
e) Adverbs of degree
Example: indeed, of course, rather, in fact, really, too, very.
f) Adverbs of modality
Example: likely, maybe, perhaps, possibly, probably, unlikely.25
22
Ibid, p.81.
23
Slamet Riyanto, et.all, op.cit., p.62-63
24
Ibid, p.44.
16
b. Grammatical Function Words

Grammatical function words create the relationships between the
concepts in a sentence.26 Grammatical function words might be
determiners, pronouns, preposition, conjunctions, numerals, auxiliary
verbs.
1) Prepositions
A preposition links nouns, pronouns and phrases to other words
in a sentence. A preposition usually indicates the temporal, spatial or
logical relationship of its object to the rest of the sentence. Example:
about, above, across, after, at, behind, beside, by, in into, inside,
among, around, before.
2) Pronouns
Common types of pronouns are as follows:
a) Personal Pronouns
Personal pronouns are words that are used to replace a person or
thing. Example: I, you, we, they, he, she, it.
b) Demonstrative Pronouns
Demonstrative pronouns are words that are used to point out
something. Example: this, these, that, those.
c) Interrogative Pronouns
Interrogative pronouns are words that are used to ask for questions.
Example: who, what, which, when, where, whose, whom,why,
how.
d) Relative Pronouns
Relative pronouns are usually used in adjective clauses.
Example: that, who, whom, whose, which.27
3) Conjunctions
25
Ibid, p.50.
26
Readability, http://www.unisanet.unisa.edu.au/resources/ia/readability/content words
and lexical density, retrieved on 6th July 2010.
27
Slamet Riyanto, et.all, op.cit., p.36.
17
Conjunctions are words that are used to connect words or a group

of words or sentences.28 Example: although, even, once, as, if, until,
when, where, during, since, for, while, because.
4) Auxiliary Verbs
These verbs are called auxiliary verbs because their function is to
help other verbs express different meanings.29 Example: be, do, have,
can, may, must, shall, will, could, might, should, would.
5) Determiners
Example: some, any, many, much, no, few, little, every, all,
several, a lot of.
6) Numerals (numbers)
Numbers can be divided into three that is:
a) Cardinal numbers
Example: zero, one, two.
b) Ordinal numbers
Example: first, second, third.
c) Fraction
Example: a half, a third, a quarter.30
B. Previous Research
In composing this proposal, these are some previous researches related to
this study that can be described as follows:
1. Erma Suryani (2201405626), Faculty of Language and Art, UNNES
Semarang 2008 (The Text Structures of the Reading Text Types Found in
“Contextual Learning: Developing Competencies in English Use”). The
result from this research explained that there were 13 reading texts. As
stated by the Competence-Based Curriculum and School-Based
Curriculum, the choices of text types in the analyzed textbook had fulfilled
the suggestion as narrative, explanation, and discussion texts. The textbook
28
Ibid, p.85.
29
Ibid, p.213.
30
Rudi Hariyono, op.cit., p.45.
18
was relevant to the curriculum because it provided the texts that were
required by curriculum.31 The similarities between her research and the
writer’s were on the reading materials and object of the study (genres).
The differences were on source of data, kinds of text, and data analysis.
2. Nugrahani (2201404114), Faculty of Language and Art, UNNES

Semarang 2008 (The Reading Materials in Look Ahead Textbook for
Tenth Year Students of Senior High School). The aim of English teaching,
based on School-Based Curriculum is that the students of Senior High
School hopefully can reach the informational level of literacy since they
are prepared to continue their study to the university level. As the result of
this analysis, her research found 20 reading material in five genres;
specifically recount, narrative, descriptive, procedure, and news item. The
most dominant was narrative, recount and procedure. She concluded the
textbook was relevant to the current curriculum, in this case was School-
Based Curriculum.32 The similarity between her research and the writer’s
was on the object of the study (genres). The differences were on source of
data, type of data and data analysis.
Based on the explanation above, this thesis will be different with
previous research. We have some purposes that it will be helpful in
improving students’ understanding on different types of genre. This thesis
is expected to give a brief overview as main point of consideration for the
book writers on designing their book material. They should consider the
lexical density as well in order to make their book suitable for the
language users based on their level of competence.
31
Erma Suryani, The Text Structures of the Reading Text Types Found in ”Contextual
Learning: Developing Competencies in English Use”, Skripsi Pendidikan Bahasa Inggris,
(Semarang: UNNES, 2008).
32
Nugrahani, The Reading Materials in Look Ahead Textbook for Tenth Year Students of
Senior High School, Skripsi Pendidikan Bahasa Inggris, (Semarang: UNNES, 2007).
19
CHAPTER III
METHODOLOGY
A. Research Design
In conducting the research, the writer uses qualitative approach. Maxwell
stated that “the strength as qualitative research derives primarily from its
inductive approach, its focus on specific situation or people, and its emphasis
on words rather the numbers”.33 It means that the data in this study is
analyzed in the form of description and identification or analysis of the texts.
Qualitative research gives priority to analyze data. The data in this study is
analyzed in the form of description and identification or analysis of the texts.
In this research, the writer analyzes the genre and lexical density in reading
text based on the 10th grade of Senior High School.
Considering the purpose of the research and the nature of the problem, the
research is basically library research, where the writer attempts to gather the
data from the library as the data sources. It is suitable as the goals of the
writer’s study. Library research used to gain written sources either had been
published or not published yet, by reading and analyzing as the basis of
composing the research. The writer presents and explains the data without
hypothesis test.
This research focused on content analysis of Bahasa Inggris textbook for
10th grade level of Senior High School published by Menteri Pendidikan dan
Kebudayaan. The content analyzed genre and lexical density of reading text.
B. Source of Data
Arikunto stated that the data resource is the subject from which the data
can be found.34 In this study, the source of data is the reading texts found in
Bahasa Inggris textbook for 10th grade of Senior High School published by
Menteri Pendidikan dan Kebudayaan.
33
Maxwell, Joseph Alex. Qualitative Research Design, (London: SAGE Publication,
1996), p. 17.
34
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka
Cipta, 2006), 6th Ed., p. 129.
20
C. Data
In conducting this study, the researcher takes some of reading texts found
in the textbook as the data. There are 16 reading texts which are categorized
into different kinds of text. They are descriptive, narrative, report and recount
texts.
D. Procedure Data Collection

In collecting the data, the writer used documentation study.
Documentation study may refer to technique of collecting data by gathering
and analyzing documents, while document is any communicable material
(such as text, video, audio, etc) used to explain some attributes of an object,
systems or procedures.35 It means that the qualitative data which is drawn
with words and sentences, clustered following its category to gain conclusion.
In doing this research, the researcher uses three steps as follows:
1. Reading
The first step is reading the textbook Bahasa Inggris for 10th grade of
Senior High School which is published by Menteri Pendidikan dan
Kebudayaan.
2. Identification
After the researcher read the reading text in the English textbook,
the next step is identify the genre of every text.
3. Classification
The next step of this research is classification. In this case, the
researcher classifies the text based on its genre. The researcher made a
table in doing the classification.
NO Genre Number of Page Sum
35
Research Documentation, http://www.answer.com/topic/documentation, retrieved on
29th September 2010.
21
The first column used for numbering of the data. The second column
for the name of genre that found in Bahasa Inggris textbook for 10th grade
of Senior High School. The third column used for the number or the page
of text.
In doing the research, the researcher need some reference that related
to the study. There aimed to help me in analyzing the data. There were
several steps that the writer did in collecting the reference, as follows:
a. Looking for any materials related with the study from internet.
b. Looking for books related to the study from library.
c. Looking for any thesis related to the study from library.
E. Procedure of Analyzing Data

In analyzing the data, the writer used text analysis or discourse analysis as
the technique. Discourse analysis is minimally the study of language in use
that extends beyond sentence boundaries.36 It means that discourse analysis is
concerned with the study of the relationship between language and the
context in which it is used.
Here, the data that had been collected and classified are then analyzed. The
analysis includes the lexical density of the reading text. For this research,
lexical density will be measured by:
1. Identifying which one includes the content words and which one includes
the grammatical (function) words in a sentence.
2. Counting the number of content words and the number of grammatical
(function) words.
3. Counting the portion of lexical density by employing the following
formula:
36
Mariane Celce-Murcia and Elite Olshtain, Discourse and Context in Language
Teaching, (United Kingdom: Cambridge University Press, 2000), p. 4.
22
Lexical density = Number of Content Words x 100

Total Number of Words
4. Analyzing the data to know the lexical density of the reading text based on
the 10th grade level of Senior High School. As a guide, lexically dense
text has a high lexical density of around 60- 70%, quite lexical density
measures of around 50-60%, and those which are not dense have a lower
lexical density measures of around 40-50%.37
37
Agni Kusti Kinasih, A Content Analysis on English Textbook for The Tenth Graders:
Look Ahead An English Course for Senior High School Student Year X and Pathway to English for
Senior High School Student Grade X, A Thesis, (Yogyakarta: Universitas Negeri Yogyakarta,
2014).
23
CHAPTER IV
RESEARCH FINDING AND ANALYSIS
A. Research Finding
This chapter is going to deal with the finding and analysis of the
research. This is possible to be done after the researcher completing the
analysis. In this regard, the researcher has Senior High School published by
Menteri Pendidikan dan Kebudayaan.
There are 15 units reading materials which will analyze in this chapter.
All of these reading texts are collected 16 reading texts from “Bahasa Inggris
Textbook” for 10th grade of Senior High School taken from the reading
passages, excluding some sub reading texts in every unit.
The following are the list of reading text titles which will be the data for
analysis:
Table 1: Main Reading Passage in Each Unit of 10th Grade
No Title of Reading Text Unit Grade
1 An Email from Hannah 1 X
2 A Letter from Saidah 1 X
3 Conversation 1 2 X
4 Conversation 2 2 X
5 Tanjung Puting National Park 4 X
6 Taj Mahal 4 X
7 Visiting Niagara Falls 5 X
8 An Announcement about Concert Cancellation 6 X
An Announcement about McMaster Mini-Med
9 6 X
School
10 Meeting My Idol 7 X
11 Heroes Day 8 X
12 B.J. Habibie 9 X
13 Cut Nyak Dhien 10 X
24
14 Issumboshi 11 X
15 The Legend of Malin Kundang 12 X
16 Strong Wind 14 X
From all above reading texts, the researcher classified some types of
reading text from every unit as can be seen belows:
B. Analysis
1. Analysis Kind of Text in Reading Materials in Bahasa Inggris
Textbook for 10th Grade.
From all above reading texts, the researcher classified some types of
reading text from every unit as can be seen below:
Table 2: Types of Genre in Each Unit of 10th Grade
Grad
No Title of Reading Teks Genre Unit Page
e
1 An Email from Hannah Descriptive 1 4 X
2 A Letter from Saidah Descriptive 1 5 X
3 Conversation 1 Narrative 2 23 X
5 Tanjung Puting National Park Descriptive 4 53 X
6 Taj Mahal Descriptive 4 58 X
7 Visiting Niagara Falls Descriptive 5 72 X
An Announcement about
8 Report 6 83 X
Concert Cancellation
9 Report 6 84 X
McMaster Mini-Med School
10 Meeting My Idol Recount 7 98 X
11 Heroes Day Report 8 111 X
12 B.J. Habibie Report 9 122 X
13 Cut Nyak Dhien Report 10 133 X
14 Issumboshi Narrative 11 145 X
25
The Legend of Malin

15 Narrative 12 160 X
Kundang
16 Strong Wind Narrative 14 185 X
Thus, it can be seen that the number of each reading types is:
Table 3: Total Number of Each Genre
No Genres Sum
1 Descriptive 5
2 Narrative 5
3 Report 5
4 Recount 1
2. Analysis of Lexical Density

To analyze the lexical density, this analysis will measure it with
counting the number of content words as a percentage of the total number
of words.
The researcher used the technique of marking kinds of content words
and grammatical function words in the sentences. The content words were
marked in bold and grammatical function words were marked in italics.
Text 1
1. Identifying which one includes the content words and which one
includes the grammatical function words in a sentence.
An Email from Hannah
Hello, Alia! Let me introduce myself. My name is Hannah. I
know your name from my friend, Caroline. She told me that you sent
her an email telling her that you would like to have more pen pals
from the US. I’d really like to be your E-pal. You sound really cool! I
guess I’d better tell you something about myself first. I’m 16 year sold
and I attend Thomas Edison High School here in Minneapolis,
Minnesota, USA. I have two brothers and two half sisters and I’m the
26
middle child. My father died a few years ago so my mother runs the
house and the family business.
My father was a barista. I have lots of hobbies. I like music –
mostly classical music and folk music – but I don’t play an
instrument. I like sports, especially tennis and basketball. At school
I’m in the basketball team and I spend most of my extra-curricular
time playing basket ball. i’m intoanimals very much. My sister and I
have three dogs. They need lots of attention as you can imagine. My
favorite subjects at school are art and geography. I think I’d like to
become a park ranger when I graduate, perhaps work for the
National Parks Service.I don’t like reading but I love drawing and
painting. How about you? Please drop me a line, Alia! Can’t wait to
hear from you!
Hannah
function words.
Text 1 had 126 content words and 112 grammatical function words.
formula:
The number of content words
126
Lexical density = x 100
126+112
126
238
Lexical density = 52,94 %
4. Analyzing the data to know the lexical density of the reading text based
on the 10th grade level of Senior High School.
Based on the result above, text 1 had 52.94 % lexical density. It showed
that text 1 had quite lexical density.
27
Text 2
A Letter from Saidah
Assalamu’alaikum Alia,
It was very interesting to read your letter about yourself and your
hometown. I would really like to be your pen friend. I’m a sixteen-
year-old school student from Johor Bahruin Malaysia. Actually I
attend an Islamic boarding school just outside the city but my family
live in Kuala Lumpur. My eldest sister is a medical doctor. My
younger brother is an elementary school student. My favorite
subjects are social sciences. I like history very much; it helps me
know more how different countries existed in the past. At school we
are supposed to use English at all times, so we have become quite
fluent although sometimes we slip back into Malay, which is our
mother tongue.As for hobbies, i’m really into songs and music.
My favorite boy band is One Direction. My favorite Malay
singer is of course Siti Nurhaliza. I also like watching movies,
especially comedies. The actor I like best is Tom Cruise. I’m really
into books. I like reading novels and short stories. I like some
writers in English, like JK Rowling and Indonesian writers too, like
Andrea Hirata and Ahmad Fuadi. My dream, when I’m older, is to
be a writer of science fiction books.I’d really love to come to
Indonesia some day, especially to the magnificent Raja Ampat in
Papua. What about you, do you want to visit my country?
Wassalam, Saidah
Cheers,
Saidah
function words.
28

formula:
143
143+96
143
239
Text 3
Conversation 1
After a long struggle and hard work, Alif is finally appointed as
the director of a national company where he works. Many of his
friends who work at the same company congratulate him.
Samuel : Alif, congratulations. You deserved it man.
Alif : Thank you very much. This is because you always help
me
Sinta : I am very happy for you, Alif. Now, that you are the
director of the company, I believe the company will
develop even faster.
Alif : (replies with a happy tone) Thank you. I cannot forget
your collaboration with me, and I will still need your help.
Other friends shake his hands and congrats him too.
Deni : That’s wonderful Alif.
29
Alif : Oh, thanks.

Santi : Good for you. Good luck.
Alif : Thank you very much.
Bejo : Well done.
Alif : Thank you for saying so.
Ivan : That was great. You must be very proud of your
achievement.
Alif : Thanks. I’m glad you think so. But I still have to learn a
lot.
His staff also congratulate him.
Eny : Please accept my warmest congratulations sir.
Alif : It’s very kind of you to say so. Thank you.
Bintari : I must congratulate you on your subccess.
Alif :Thank you very much for saying so.
They all celebrate Alif’s success by having lunch together in a simple
food stall next to their office. Everybody is happy.
function words.
formula:
118
118+106
118
224
30
Text 4
Conversation 2
Cita has won the first winner of the story telling competition in
her school. Her best friend congratulated her.
Ditto : Cita, congratulations for being the first winner of the
school story telling competition! Excellent. You really
did it well.
Cita : Thanks, Ditto.
Ditto : I heard that you will be the representative of our school
in the story telling competition of our regency. Is it true?
Cita : Yes, you’re right.
Ditto : I hope you will win as well in the next competition
Cita : I hope so. But I’m nervous.
Ditto : Don’t worry, you’re a very good story teller. Good
luck.
Cita : Thanks. I’ll do my best. Wish me luck.
function words.
formula:
62
62+48
31
62
110
Text 5
Tanjung Puting National Park
Tanjung Putting National Park is an internationally famous
ecotourism destination, which is located in the southwest of Central
Kalimantan peninsula. Visitors from foreign countries come to this
park because of its amazing nature. This is called a park, but unlike
any park that you have seen in your city, this is a jungle! It is a real
jungle, which is home to the most interesting animal in the world:
orangutans.
Though the park is home to many animals, seeing orangutans is
usually the visitors’ main reason to visit the park. Orangutans,
which literally mean, the man of the forest, are the largest arboreal
animal on the planet. Most of their lives are spent in trees where
orangutans travel from branch to branch by climbing or swinging
with their long arms.
To see orangutans, we should go to Camp Leakey, which is
located in the heart of Tanjung Putting National Park. Camp Leaky
is a rehabilitation place for ex-captive orang utans and also a
preservation site. It is also a famous center for research about
orangutans which has been conducted by the famous primatologist
Dr Birute Galdikas since 1971. Here visitors can see daily feedings
32
to orangutans at jungle platforms as part of the rehabilitation

process to their natural habitat. This event gives them opportunity to
see orangutans up close.
To reach the place, we should take a boat down Sekonyer river.
The boat is popularly called perahu klotok which is a boathouse that
can accommodate four people. The trip by the boat to Camp Leaky
takes three days and two nights. You sleep, cook, and eat in that
klotok, night and day during your journey into the jungle.
The traveling in the boat offers an unforgettable experience. In
daylight, on your way to Camp Leaky, you can see trees filled with
proboscis monkeys, monkeys that have enormous snout which can
only be found in Kalimantan. The monkeys anxiously await klotok
arrivals. A troop of 30 light-brown monkeys may plunge from
branches 10 meters or higher into the river and cross directly in front
of the boat. These monkeys know that the boat’s engine noise and the
threat of its propeller scare crocodiles, which find these chubby
monkeys delicious. At night, you can enjoy the clear sky and the
amazingly bright stars as the only lights for the night.
With such exotic nature, no wonder many tourists from foreign
countries who love ecotourism frequently visit Tanjung Puting
National Park. What about you?
function words.
formula:
229
229+185
33
229
414
Text 6
Taj Mahal
Taj Mahal, an epitome of love, is actually a mausoleum.
Standing majestically on the banks of River Yamuna, the Taj
Mahal is synonymous to love and romance. Taj Mahal was
constructed by Mughal Emperor Shah Jahan in the memory of his
beloved wife and queen. The name “Taj Mahal” was derived from
the name of Shah Jahan’s wife, Mumtaz Mahal, which means crown
of palaces.
Taj Mahal represents the finest architectural and artistic
achievement. The mausoleum was constructed of pure white
marble. The white marble is inlaid with semi-precious stones
(including jade, crystal, lapis lazuli, amethyst and turquoise) that
form the intricate designs. Its central dome reaches a height of 240
feet (73 meters). The dome is surrounded by four smaller domes.
Four slender towers, or minarets, stand at the corners. Inside the
mausoleum, an octagonal marble chamber adorned with carvings
and sembi-precious stones house the false tomb of Mumtaz Mahal.
Her actual remains lie below, at garden level.
Taj Mahal shows shades of magnificent beauty at different time
during the day. At dawn when the first rays of the sun hits the dome
34
of this epic monument, it radiates like a heavenly pinkish palace. At

daytime, when the sky is bright and clear, the Taj looks milky white.
At a moonlit night when the full moon rays fall on the glistening
white marble, the cool moon rays reflect back from the white marble
and give the Taj Mahal a tinge of blue color. It’s simply
breathtaking! With such beauty, no wonder that Taj Mahal becomes
one of the the Seven Wonders of the World.
function words.
formula:
165
165+104
165
269
that text 6 had high lexical density.
Text 7
Visiting Niagara Falls
Niagara Falls is the collective name for three waterfalls that
cross the international border between the Canadian province of
Ontario and the USA’s state of New York. They form the southern
35
end of the Niagara Gorge. From largest to smallest, the three

waterfalls are the Horseshoe Falls, the American Falls and the
Bridal Veil Falls. The Horseshoe Falls lie on the Canadian side and
the American Falls on the American side. They are separated by
Goat Island. The smaller Bridal Veil Falls are also located on the
American side, separated from the other waterfalls by Luna Island.
There are various attractions that people can enjoy in Niagara Falls,
six of them are described here.
The first to enjoy in Niagara Falls is Cave of the Winds. This
attraction helps people get closer to the falls and go face-to-face with
the pounding waters of the Falls. People can get soaked on the
Hurricane Deck where they are just feet from the thundering waters.
Waterproof clothing and sandals are provided. A trip at night when
the Falls are illuminated in a rainbow of color is really amazing.
The second charm is Maid of the Mist Boat Tour.It is a world-
famous scenic boat tour of the American and Canadian Falls for
about a half-hour ride. People may access the tour via the
Observation Tower elevator at Prospect Point in the state park. The
boat operates mid-May until late October.
The next to visit in Niagara Falls is Niagara Adventure Theater.
Here tourists may enjoy the most powerful and involving film
experience that brings reality to life on a 45 foot screen. Audience
members are given the priviledge to discover the thundering Falls
from a completely new and exhilarating perspective, and plunge over
them. The theater shows hourly and free multi-language headsets
are made available.
Niagara Science Museum is another place to visit. It is a
sanctuary for the preservation and appreciation of old science
instruments and philosophical apparatus.
The fifth point of interest is Niagara’s Wax Museum of History.
Here, life-size wax figures portraying dramatic history of Niagara
36
Falls are presented to guests. They can see Fort Niagara Scene,
Indian Village, old store, blacksmith and barber shop scenes and
how electricity is made. Wax figures of Julia Roberts, Princess
Diana and many more are displayed here, too.
Finally, people can also enjoy Rainbow Air Helicopter Tours
above and around the American and Canadian Falls. The tours start
from downtown, next to the entrance to the Rainbow Bridge, and
open from 9am to dusk when weather permits. The tours operate
every day from second weekend in May until October 31st.
The Niagara Falls are renowned both for their beauty and as a
valuable source of hydroelectric power. Managing the balance
between recreational, commercial, and industrial uses has been a
challenge for the stewards of the falls since the 19th century.
function words.
formula:
275
275+212
275
487
37
Text 8
Cancellation of JYJ Concert in Singapore
Dear Fans and Media
This is an official announcement to inform everyone that we
have just been notified by CJes Entertainment, the artiste agency of
JYJ that they have decided to cancel JYJ World Tour Concert in
Singapore which is scheduled on 23 April 2011 at Singapore Indoor
Stadium.
It is with utmost regret that we have to accept this cancellation
notice from the artiste agency at this point in time. We have
submitted the final plans for stage, seating and ticketing for the
agency’s approval so as to procced with the official announcement
on ticket sale. These plans are in accordance with the regulations
required by the authorities in Singapore and the budget allocated for
the concert. It is most unfortunate that the plans are not approved by
CJes and their decision is to cancel the concert. We respect the
agency’s decision and, with regret, we are unable to change their
mind but to accept this unforeseen circumtance that is beyond our
control.
We understand the disappointment as well as the inconvenience
caused due to the cancellation and we sincerely apologize-especially
to the fans of JYJ.
The Management
Faith & D Entertainment
function words.
formula:
38

100
100+98
100
198
Text 9
An Announcement about McMaster Mini-Med School.
We hope that you enjoyed becoming a McMaster Mini-med
student in 2014 and we welcome you to become a student in 2015.
The new seven week term will begin on Tuesday, March 3, 2015 with
classes held on March 24, March 24, March 31, April 7, and April
14, 2015.
Registration will occur on a first-come basis. As the response for
the previous years was tremendous, it is advised to reoster as soon as
possible. After all the student spots are full, all others will be placed
on a waiting list and will be contacted when spots become available.
With registration fees participants receive:
• A reserved spot in the McMaster Mini-Med School Class 2015
• An ‘official’ Mini-Med School tote bag
• An ‘official’ Mini-Med School Clipboard and Pen
• An ‘official’ Mini-Med School Stadium blanket
• An ‘official’ Mini-Med School travel book light
39
• A McMaster Mini-Med School Certificate of Attendance that will

be presented on the last day of classes
For a list of speakers and further information including
registration and fees, please go to the following website:
http://www.medportal.ca/minimed/index.html Or register online by
visiting www.fhs.mcmaster.ca/conted.
function words.
formula:
116
116+81
116
197
Text 10
Meeting My Idol
Afgan has always been my favourite singer. I had always been
thinking of how I would feel when I met him. Then I was suddenly hit
by lightning when I found out Afgan was coming to town for a
concert in a local auditorium. A day before the concert, there would
40
be a meet-and-greet event at a local radio station. Feeling excited, I

packed all my Afgan’s CDs to get his signature at the event.
On that bright and sunny Saturday morning, the radio station
was full of Afganism (that’s how Afgan’s fans are called). They sat on
the chairs prepared inside the radio station’s lobby. Some stood in
rows in the front yard of the radio station. A spot inside a lobby was
prepared with a mini stage for Afgan’s singing performance and a
table for Afgan to sign Afganism’s memorabilia. Finally, after about
40 or 50 minutes wait, Afgan showed up from inside the radio
station. He smiled and waved to all Afganism who had been waiting
excitedly saying, “Good morning. How are you all?”. The crowd
went crazy. The shouts sounded like a mix of “Fine, thank you” and
screams of Afgan’s name.
Then, he started the event by singing his hit single “Dia dia dia”.
Afganisme went even crazier; they sang along with him throughout
the song. Of course, I did too. I couldn’t take my eyes off this amazing
singer who had released three albums. When he was finished with the
song, the host announced that it was time for autographing the
memorabilia. I prepared my CDs and began to stand in the line.
When I arrived at the table, I was speechless. It was unreal just
seeing him that close. I thought it was really cool seeing him like that
because he really just felt like a normal person, which was awesome.
He asked my name so that he could write it on the CD to say “To Mia,
Love Afgan”. He was also very friendly, so I didn’t feel too nervous
when I had a chance to take pictures with him. He was just an
amazing person. That was one of the best days in my personal life
history.
function words.
41
formula:
188
188+82
188
270
Based on the result above, text 10 had 69.62 % lexical density. It
showed that text 10 had high lexical density.
Text 11
Heroes Day
On 10 November, Indonesia celebrates Hari Pahlawan or
Heroes Day in remembrance of the Battle of Surabaya which started
on that very date in the year 1945. The bloody battle took place
because Indonesians refused to surrender their weaponry to British
army. British Army at that time was part of the Allied forces. The
defiant Bung Tomo is the well-known revolutionary leader who
played a very important role in this battle.
It all started because of a misunderstanding between British
troops in Jakarta and those in Surabaya, under the command of
Brigadier A. W. S. Mallaby. Brigadier Mallaby already had an
agreement with Governor of East Java Mr. Surya. The agreement
stated that British would not ask Indonesian troops and militia to
surrender their weapons.
42
However, a British plane from Jakarta dropped leaf lets all over
Surabaya. The leaflet told Indonesians to do otherwise on 27
October 1945. This action Angered the Indonesian troops and
militia leaders because they felt betrayed.
On 30 October 1945, Brigadier Mallaby was killed as he was
approaching the British troops’ post near Jembatan Merah or Red
Bridge, Surabaya. There were many reports about the death, but it
was widely believed that the Brigadier was murdered by Indonesian
militia. Looking at this situation, Lieutenant General Sir Philip
Christison brought in reinforcements to siegethe city.
In the early morning of 10 November 1945, British troops began
to advance into Surabaya with cover from both naval and air
bombardment. Although the Indonesians defended the city
heroically, the city was conquered within 3 days and the whole battle
lasted for 3 weeks. In total, between 6,000 and 16,000 Indonesians
died while casualties on the British side were about 600 to 2000.
Battle of Surabaya caused Indonesia to lose weaponry which
hampered the country’s independence struggle. However, the battle
provoked Indonesian and international mass to rally for the
country’s independence which made this battle especially important
for Indonesian national revolution.
function words.
formula:
186
186+138
43
186
324
showed that text 11 had quite lexical density.
Text 12
B.J. Habibie
Bacharuddin Jusuf Habibie known as BJ. Habibie was born on
25 June 1936. He was the Third President of the Republic of
Indonesia (1998–1999). Habibie was born in Parepare, South
Sulawesi Province to Alwi Abdul Jalil Habibie and R.A. Tuti
Marini Puspowardojo. His father was an agriculturist from
Gorontalo of Bugis descent and his mother was a Javanese
noblewoman from Yogyakarta. His parents met while studying in
Bogor. When he was 14 years old, Habibie’s father died.
Following his father’s death, Habibie continued his studies in
Jakarta and then in 1955 moved to Germany. In 1960, Habibie
received a degree in engineering in Germany, He remained in
Germany as a research assistant under Hans Ebner at the
Lehrstuhlund Institut für Leichtbau, RWTH Aachen to conduct
research for his doctoral degree.
In 1962, Habibie returned to Indonesia for three months on sick
leave. During this time, he was reacquainted with Hasri Ainun, the
daughter of R. Mohamad Besari. The two married on 12 May 1962,
returning to Germany shortly afterwards. Habibie and his wife
settled in Aachen for a short period before moving to
44
Oberforstbach. In May 1963 they had their first son, Ilham Akbar
Habibie, and later another son, Thareq Kemal Habibie.
When Habibie’s minimum wage salary forced him into part-
time work, he found employment with the Automotive Marque
Talbot, where he became an advisor. Habibie worked on two
projects which received funding from Deutsche Bundesbahn. Due to
his work with Makosh, the head of train constructions offered his
position to Habibie upon his retirement three years later, but Habibie
refused.
Habibie did accept a position with Messerschmitt-Bölkow-
Blohm in Hamburg. There, he developed theories on
thermodynamics, construction, and aerodynamics known as the
Habibie Factor, Habibie Theorem, and Habibie Method,
respectively. He worked for Messerschmit on the development of the
Airbus A-300B aircraft. In 1974, he was promoted to vice president
of the company.
In 1974, Suharto requested Habibie to return to Indonesia as
part of Suharto’s drive to develop the country. Habibie initially
served as a special assistant to Ibnu Sutowo, the CEO of the state oil
company Pertamina. Two years later, in 1976, Habibie was made
Chief Executive Officer of the new state-owned enterprise Industri
Pesawat Terbang Nusantara (IPTN). In 1978, he was appointed as
Minister of Research and Technology. Habibie was elected vice
president in March 1998. On 21 May 1998, Suharto publicly
announced his resignation and Habibie was immediately sworn in as
president. Habibie’s government stabilized the economy in the face
of the Asian financial crisis and the chaos of the last few months of
Suharto’s presidency.
Since relinquishing the presidency, Habibie has spent more
time in Germany than in Indonesia. However, he has also been active
as a presidential adviser during Susilo Bambang Yudoyono’s
45
presidency. In September 2006, he released a book called Detik-

Detik Yang Menentukan: Jalan Panjang Indonesia Menuju
Demokrasi (Decisive Moments: Indonesia’s Long Road Towards
Democracy). The book recalled the events of May 1998.
function words.
formula:
289
289+208
289
497
Text 13
Cut Nyak Dhien
Cut Nyak Dhien was a leader of the Acehnese guerrilla forces
during the Aceh War. She was born in Lampadang in 1848.
Following the death of her husband Teuku Umar, she led guerrilla
actions against the Dutch for 25 years. She was awarded the title of
Indonesian National Hero on 2 May 1964 by the Indonesian
government.
46
Cut Nyak Dhien was born into an Islamic aristocratic family in

Aceh Besar. Her father, Teuku Nanta Setia, was a member of the
ruling Ulèë Balang aristocratic class in VI mukim, and her mother
was also from an aristocratic family. She was educated in religion
and household matters. She was renowned for her beauty, and many
men proposed to marry her. Finally, she married Teuku Cik
Ibrahim Lamnga, the son of an aristocratic family, when she was
twelve.
On 26 March 1873, the Dutch declared war on Aceh. In
November 1873, during the Se-cond Aceh Expedition, the Dutch
successfully captured VI mukimin 1873, followed by the Sultan’s
Palace in 1874. In 1875, Cut Nyak Dhien and her baby, along with
other mothers, were evacuated to a safer location while her husband
Ibrahim Lamnga fought to reclaim VI mukim. Lamnga died in
action on June 29, 1878. Hearing this, Cut Nyak Dhien was enraged
and swore to destroy the Dutch.
Some time later, Teuku Umar proposed to marry her. Learning
that Teuku Umar would allow her to fight, she accepted his proposal.
They were married in 1880. This greatly boosted the morale of Aceh
armies in their fight against Dutch. Teuku Umar and Cut Nyak
Dhien had a daughter, Cut Gambang.
The war continued, and the Acehnese declared Holy War
against the Dutch, and were engaged in guerrilla warfare.
Undersupplied, Teuku Umar surrendered to the Dutch forces on
September 30, 1893 along with 250 of his men. The Dutch army
welcomed him and appointed him as a commander, giving him the
title of Teuku Umar Johan Pahlawan. However, Teuku Umar
secretly planned to betray the Dutch. Two years later Teuku Umar
set out to assault Aceh, but he instead deserted with his troops taking
with them heavy equipment, weapons, and ammunition, using these
47
supplies to help the Acehnese. This is recorded in Dutch history as

“Het verraad van Teukoe Oemar” (the treason of Teuku Umar).
The Dutch general Johannes Benedictus van Heutsz sent a spy
to Aceh. Teuku Umar was killed during a battle when the Dutch
launched a surprise attack on him in Meulaboh. When Cut
Gambang cried over his death, Cut Nyak Dhien slapped her and then
she hugged her and said: “As Acehnese women, we may not shed
tears for those who have been martyred.”
After her husband died, Cut Nyak Dhien continued to resist the
Dutch with her small army until its destruction in 1901, as the Dutch
adapted their tactics to the situation in Aceh. Furthermore, Cut Nyak
Dhien suffered from nearsightedness and arthritis as she got older.
The number of her troops was also decreasing and they suffered from
lack of supplies.
One of her troops, Pang Laot, told the Dutch the location of her
headquarters in Beutong Le Sageu. The Dutch attacked, catching
Dhien and her troops by surprise. Despite desperately fighting back,
Dhien was captured. Her daughter, Cut Gambang, escaped and
continued the resistance. Dhien was brought to Banda Aceh and her
myopia and arthritis slowly healed, but in the end she was exiled to
Sumedang, West Java because the Dutch were afraid she would
mobilize the resistance of Aceh people. She died on 6 November
1908.
function words.
formula:
48
234
234+260
234
494
showed that text 13 had lower lexical density.
Text 14
Issumboshi
Once upon time there was an old couple who didn’t have a child.
They lived in a small house near the village forest. “Please give us a
child,” they asked God everyday. One day, from the house hold
Shintoaltar, they heard a cute cry,“Waa!Waa!”
They looked and saw a crying baby who looked just like a little
finger. “This child must be a gift from God. Thanks to God!”“We will
call this child ‘Issumboshi’,”they said. They raised Issumboshi with
much care,but Issumboshi never grew bigger. “Hey,Issumboshi, do
you want to be eaten by a frog?”Issumboshi was always being
bullied by the children of the village and often went home feeling
unhappy.
Grandmother would make some big rice balls and encourage
him. “Eat a lot, and grow up quickly,” Grandmother said. Oneday,
Issumboshi said, “I will go to the capital to study and become are
spectable person. Then I will come back. ”Grandfather and
Grandmother were worried about him, but Issumboshi’s mind would
not be changed. A tonce they began to prepare for his trip.
49
Issumboshi sheathed a needle sword in astraw case, put on a

cup for as edge hat, and started out with a chopstick staff, in high
spirits. “I’m going now,”Issumboshi said. “Is he safe? With such a
small body?”Grandfather and Grandmother asked as they saw him
off.
Issumboshi went on the trip with a big wish in a small body.... ...
...At last Issumboshi reached the capital city and anchored under the
bridge. Then he climbed up to the railing and viewed the town.
“There is a fine palace over there. I shall ask the mat once.”At long
last Issumboshi arrived at the palace. “Excuse me, but I want to meet
the feudal lord. ”The lord came to the door, “What? Who’s there?”
“Here I am, at your feet.” “Oh. How small! Why do you want to meet
me?” “Please let me be your retainer.” “I wonder if your very small
body can do anything.” “I’ll stay in your pocket and guard you from
all harm. ”When Issumboshi said so, a bee came buzzing
by.“Yhaa!”Issumboshi yelled, stabbing the bee. “Bravo! I employ
you. It would be good if you became the Princess’s man.” “Oh! What
a cute fellow he is!” said the Princess, putting Issumboshi on her
palm.“I will defend you upon my life,”said Issumboshi.
The Princess liked Issumboshi, and she taught him reading,
writing, and various studies. Further, Issumboshi practiced fencing
very hard in order to be strong. One day the Princess went out to
worship at the Kiyomizu Temple. Suddenly there was a strong
wind, and some demons appeared. The leader of the demons tried to
grab the Princess. “Help me!”she screamed. Issumboshi tried to help
her, but the demon caught him and threw him into his mouth.
Issumboshi, who was swallowed, jabbed and jabbed the demon’s
stomach. The demon rolled over and spat out Issumboshi.
Issumboshi jumped at the demon and stabbed his eyes.
There maining demons were frightened. They ran away in great
haste, but one demon, who was left behind, trembled while holding
50
the magic hammer.“Do you want me to stab your eyes,too?

”Issumboshi asked.“Please, don’t. This is the magic hammer that will
grant you a wish. I give it to you,so please spare me.”And saying this,
he ran off in a hurry. “Thank you, Issumboshi. You have saved my
life, ”the Princess said.“Princess, please wave this magic hammer
and make a wish that I may become big,”said Issumboshi.
The Princess waved it and asked, “May Issumboshi become big!
”And then, strangely, before her eyes, Issumboshi began to grow. He
grew into a nice young man. They went back to the palace, and the
Princess asked the King to let her marry Issumboshi. The Princess
and Issumboshi then got married, and they invited Grandfather and
Grandmother to live with them in the palace. They lived happily ever
after.
function words.
formula:
369
369+298
369
665
51
Text 15
The Legend of Malin Kundang
A long time ago, in a small village near the beach in West
Sumatra lived a woman and her son, Malin Kundang. Malin
Kundang and his mother had to live hard because his father had
passed away when he was a baby. Malin Kundang was a healthy,
dilligent, and strong boy. He usually went to sea to catch fish. After
getting fish he would bring it to his mother, or sell the caught fish in
the town.
One day, when Malin Kundang was sailing, he saw a
merchant’s ship being raided by a band of pirates. With his bravery,
Malin Kundang helped the merchant defeat the pirates. To thank
him, the merchant allowed Malin Kundang to sail with him. Malin
Kundang agreed in the hope to get a better life. He left his mother
alone.
Many years later, Malin Kundang became wealthy. He had a
huge ship and a lot of crews who worked loading trading goods. He
was also married to a beautiful woman. When he was sailing on his
trading journey, his ship landed on a coast near a small village. The
local people recognized that it was Malin Kundang, a boy from the
area. The news ran fast in the town; “Malin Kundang has become
rich and now he is here”.
An old woman, who was Malin Kundang’s mother, ran to the
beach to meet the new rich merchant. She wanted to hug him to
release her sadness of being lonely after a long time. When his
mother came near him, Malin Kundang who was with his beautiful
wife and his ship crews denied that she was his mother. She had
pleaded Malin Kundang to look at her and admit that she was her
mother. But he kept refusing to do it and yelling at her. At last Malin
52
Kundang said to her “Enough, old woman! I have never had a

mother like you, a dirty and ugly woman!” After that he ordered his
crews to set sail to leave the old woman who was then full of sadness
and anger. Finally, feeling enraged, she cursed Malin Kundang that
he would turn into a stone if he didn’t apologize to her. Malin
Kundang just laughed and set sail. Suddenly a thunderstorm came
in the quiet sea, wrecking his huge ship. He was thrown out to a
small island. It was really too late for him to avoid his curse; he had
turned into a stone.
function words.
formula:
229
229+185
229
414
Text 16
Strong Wind
53
Once there was a great warrior named Strong Wind. He lived

with his sister in a tent by the sea. Strong Wind was able to make
himself _______________(1). His sister could see him, but no one else
could. He had said he would marry the first woman who could see
him as he came at the end of the day.
Many women came up to his tent to watch for him. When his
sister saw him coming, she would ask, “Do you see him?” Each girl
would answer, “Oh, yes! I see him!” Then Strong Wind’s sister would
ask, “What is he pulling his sled with?” And then the girls would
answer, “with a _____________ (2)” or “with a wooden pole.”Then
Strong Wind’s sister would know that they were lying, because their
guesses were wrong.
A chief lived in a village. His wife had died, and he had three
daughters. One was much younger than the other two. She was
gentle, kind and beautiful, but her sisters were ___________ (3) of
her and treated her badly. They cut off her long black hair and they
made her wear rags. They also burned her face with coals so that she
would be ugly. They lied to their father that she did these things to
herself. But she remained calm and _______________ (4).
The two older sisters also went to try and see Strong Wind.
When he was coming, Strong Wind’s sister asked them, “Do you see
him?”“Oh, yes! I see him!” Each of them answered. “What is his bow
made out of?” asked Strong Wind’s sister. “Out of iron,” answered
one. “Out of wood,” answered the other. “You have not see him,” said
Strong Wind’s sister. Strong Wind himself heard them and knew
that they had lied. They went into the tent, but still they could not see
him. They went home very sad.
One day the youngest daughter went to try and see Strong
Wind. She was wearing ____________ (5), and burn covered her
face. People laughed at her, but she kept going. When she got to
Strong Wind’s tent she waited.
54
When Strong Wind was coming, his sister asked the girl, “Do
you see him?” “No,” the girl answered. “I don’t see him.” Strong
Wind’s sister was surprised because the girl had told the truth.
“Now do you see him?” asked Strong Wind’s sister. “Yes,” answered
the girl. “Now, I do see him. He is very wonderful.”“What is his
_______________ (6) made of?” asked Strong Wind’s sister. “The
rainbow,” answered the girl. “And what is the bowstring made of?”
asked Strong Wind’s sister. “Of Stars,” answered the girl. Then
Strong Wind’s sister knew that the girl could really see him.
He had let her see him because she had told the truth.“You really
have seen him,” said Strong Wind’s sister. Then the sister washed
the girl, and all the burns went away. Her hair grew ____________
(7) and black again. The sister dressed the girl in _______________
(8) clothes. Strong Wind came and the girl became his wife. The
girl’s two older sisters were very angry, but Strong Wind turned
them into aspen trees. Ever since that day, the leaves of the aspen tree
always ______________ (9) with fear wherever he comes near,
because they know he remembers their ______________ (10) and
meanness.
function words.
formula:
272
272+279
272
551
55
showed that text 16 had lower lexical density.
C. Discussions
The explanations above had informed us that the Reading materials in
Bahasa Inggris textbook for 10th grade.
1. The Genre of Text in Bahasa Inggris Textbook 10th Grade of Senior
High School
the researcher will classify some types of reading text from every
unit as can be seen belows:
No Title of Reading Teks Genre Unit Page Grade
1 An Email from Hannah Descriptive 1 4 X
2 A Letter from Saidah Descriptive 1 5 X
5 Tanjung Puting National Park Descriptive 4 53 X
6 Taj Mahal Descriptive 4 58 X
7 Visiting Niagara Falls Descriptive 5 72 X
8 Report 6 83 X
Concert Cancellation
9 Report 6 84 X
McMaster Mini-Med School
10 Meeting My Idol Recount 7 98 X
11 Heroes Day Report 8 111 X
12 B.J. Habibie Report 9 122 X
13 Cut Nyak Dhien Report 10 133 X
14 Issumboshi Narrative 11 145 X
15 The Legend of Malin Narrative 12 160 X
56
Kundang
16 Strong Wind Narrative 14 185 X
Based on the above table, it can be seen that there are four text types
found in analyze textbook. The dominant are Descriptive, Narative,
Repot text, and then continued by Recount text.
In Bahasa Inggris Textbook for 10th grade level of Senior High
School there are four types of texts; Descriptive, narrative, Report and
Recount text.
2. Lexical Density in Bahasa Inggris Textbook 10th Grade of Senior
High School
To analyze the lexical density, this analysis will measure it with
counting the number of content words as a percentage of the total number
of words. The researcher used technique of marking kinds of content
words and grammatical function words in the sentences. The content
words were marked in hold and grammatical function words were
marked in italics.
Title of Reading LD
NO Genre Unit Page CW GFW
Text (%)
1 An Email from Descriptive 1 4 126 112 52.94%

Hannah
2 A Letter from Descriptive 1 5 143 96 59.83%
Saidah
3 Conversation 1 Narrative 2 23 118 106 52.67%
4 Conversation 2 Narrative 2 24 62 48 56,36%
5 TanjungPuting Descriptive 4 53 229 185 55.31%
National Park
6 Taj Mahal Descriptive 4 58 165 104 61.33%
7 Visiting Niagara Descriptive 5 72 275 212 56.46%
Falls
An
8 Announcement Report 6 83 100 98 50.50%
about Concert
57
Cancellation
An
Announcement
9 about Report 6 84 116 81 58.88%
McMaster Mini-
Med School
10 Meeting My Idol Recount 7 98 188 82 69.62%
11 Heroes Day Report 8 111 186 138 57.40%
12 B.J. Habibie Report 9 122 289 208 58.14%
13 Cut Nyak Dhien Report 10 133 234 260 47.36%
14 Issumboshi Narrative 11 145 369 298 55.48%
15 The Legend of Narrative 12 160 229 185 55.31%
Malin Kundang
16 Strong Wind Narrative 14 185 272 279 49.36%
CW = Content Words
GFW = Grammatical Function Words
LD = Lexical Density
Qualification of Lexical Density

NO Title of Reading Text
High Quite Lower
(60%-70%) (50%-60%) (40%-50%)
1 An Email from Hannah 
2 A Letter from Saidah 
3 Conversation 1 
4 Conversation 2 
Tanjung Puting
5 
National Park
6 Taj Mahal 
7 Visiting Niagara Falls 
8 An Announcement 
58
about Concert
Cancellation
An Announcement
9 about McMasterMini- 
Med School
10 Meeting My Idol 
11 Heroes Day 
12 B.J. Habibie 
13 Cut Nyak Dhien 
14 Issumboshi 
The Legend of Malin
15 
Kundang
16 Strong Wind 
The result of the research based from 16 of the reading texts on the
table above, there are two lower lexical densities (easily to be
understood), twelve quite lexical densities. And also two high lexical
densities (difficult to be understood), most of them have quite lexical
densities. It means only 2 texts are difficult to be understood and the
others are not difficult to be understood.
59
CHAPTER V
CONCLUSION AND RECOMMENDATION
A. Conclusion
The findings reported in the four chapter discussed previously have given
us a description about the result of this research. Here, the researcher drew
some concluding remarks based on the statements of the problem of this
research. They are:
1. The writer found that the Bahasa Inggris textbook contained four genres.
They are descriptive, narrative, report and recount. The dominant text on
this book are descriptive, narrative, and report text. The writer found five
from each genre texts. Furthermore, the writer found only one recount text
in this book.
2. In addition, the writer analyzed the lexical densities. After analyzing, the
writer concluded from 16 of the reading texts, there are two lower lexical
densities (easily to be understood), twelve quite lexical densities. And also
two high lexical densities (difficult to be understood), most of them have
quite lexical densities. It means only 2 texts are difficult to be understood
and the others are not difficult to be understood.
B. Recommendation
After drawing the conclusion, then the writer presents some
recommendations as follows:
1. Since the writer just analyzed the lexical density in reading text, it gave little
explanation about genre and lexical density. So, this study can be used as
comparison for another study which is related to the lexical density.
2. For the authors, they can use this study to present the textbook with balance
composition between content words and grammatical function words of
lexical density in order the students can understanding about the reading
text.
60
3. For the English teachers, they can apply the result of this study as feedback
on their teaching activities; improve their knowledge and experience in
choosing appropriate book, so that the students are better in reading skill.
Finally, the researcher realizes that this final project is far from being
perfect. Because of limiting condition, constructive critics and advice are really
accepted for the perfection of the final project. Hopefully, this final project will
be useful for all of us. Amen.

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1

by other people by using language. It means that language is used for

English is an important means of communication which is used in many

countries in the world. It plays in important role in the process of

modernization as an international language to be taught in schools. 1 The

purpose of teaching English is to develop four language skills: listening,

take part in information exchange, to establish interpersonal relationship, and

to obtain knowledge as well as to enjoy the language esthetic of English. The

and their idea.

As a skill, reading is clearly one of important language skill that where

thought to be easier to obtain information from written text by reading.

Reading skill in one language is not necessarily transferred to another

language. The result of teaching reading, however, is still considered to be

techniques of teaching reading used. Most of students face difficulties in

first language. Basically, teaching reading is conveying or guiding the

High School the development of reading skills, especially in analyses kinds of

The materials can be authentic materials, for example from newspaper,

magazine, recipe or textbook. The English teacher should be able to decide

in the good process.

According to Dana Ferris and John S. Hedgcock, “textbooks are so

pervasive in educational systems throughout the world. Indeed, textbooks

the contents of textbook.

School published by Menteri Pendidikan dan Kebudayaan. There are several

textbook used for teaching English to tenth year’s students in Bengkulu

because, it is important to know whether the reading materials are appropriate

Senior High School.

2. What is the lexical density of reading text based on “Bahasa Inggris”

C. Objective of The Research

D. Significances of the Research

E. Limitation of the Research

F. Definition of Keys Term

Recite in the name of thy Lord Who created everything. He

It means that the reading is one activity which is very much

assigning meaning to the string of words, and finally, understand what

development in the written text (narrative, descriptive, recount

teachers and educational units. The role of English in such learning

6) Develop basic competencies based on accumulative principles,

A textbook helps students to individualize instruction by enabling

language which is held together cohesively through meaning.12 In

Nouns are the names of person, thing or place.20 It may be the

b. Grammatical Function Words

Conjunctions are words that are used to connect words or a group

2. Nugrahani (2201404114), Faculty of Language and Art, UNNES

D. Procedure Data Collection

NO Genre Number of Page Sum

E. Procedure of Analyzing Data

Lexical density = Number of Content Words x 100

The Legend of Malin

2. Analysis of Lexical Density

3. Counting the portion of lexical density by employing the following

Alif : Oh, thanks.

to orangutans at jungle platforms as part of the rehabilitation

of this epic monument, it radiates like a heavenly pinkish palace. At

end of the Niagara Gorge. From largest to smallest, the three

Lexical density = Number of Content Words x 100

• A McMaster Mini-Med School Certificate of Attendance that will

be a meet-and-greet event at a local radio station. Feeling excited, I

presidency. In September 2006, he released a book called Detik-

Cut Nyak Dhien was born into an Islamic aristocratic family in

supplies to help the Acehnese. This is recorded in Dutch history as

Issumboshi sheathed a needle sword in astraw case, put on a

the magic hammer.“Do you want me to stab your eyes,too?

Kundang said to her “Enough, old woman! I have never had a