THE PROCESS TYPES USED IN THE ACTIVE ENGLISH TEXTBOOK … · the Active English Textbook for the...

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THE PROCESS TYPES

USED IN THE “ACTIVE ENGLISH” TEXTBOOK

FOR THE FIFTH GRADE STUDENTS OF ELEMENTARY SCHOOLS

By

ARUM WAHYU LESTARI

200932026

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

2013

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THE PROCESS TYPES

USED IN THE “ACTIVE ENGLISH” TEXTBOOK

FOR THE FIFTH GRADE STUDENTS OF ELEMENTARY SCHOOLS

SKRIPSI

Presented to the University of Muria Kudus

In Partial Fulfillment of the Requirements

for Completing the Sarjana Program

in English Education

By

ARUM WAHYU LESTARI

200932026

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS

2013

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MOTTO AND DEDICATION

Motto:

Allah will not change the condition of a people until they change what is

in themselves.

Winners never quits and quitter never win.

You have to find out what‟s right for you, so it‟s trial and error. You are

going to be all right if you accept realistic goals for yourself.

Dedication:

The writer dedicates her skripsi to:

Allah SWT the Almighty and my Prophet

Muhammad, peace be upon on him

My beloved husband, Ali Aan Khanafi, S.Pd, for all

my spirit to success.

My beloved son, Muhammad Mustauhib Tsana‟a,

for all his laugh and crying bring miracle to finish

this skripsi

My entire family, for all prayers which have been

said and all spirit given

All people who appreciate knowledge

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ACKNOWLEDGEMENT

The first and foremost, I would like to thank Allah SWT, the

Compassionate and the Merciful, for blessing that enabled me to finish this skripsi

entitle “The Process Types Used in the “Active English” Textbook for the Fifth

Grade Students of Elementary Schools“.

Also I would like to express my sincere and deep gratitude to Dr. H. A.

Hilal Madjdi M.Pd and Atik Rohayani S.Pd, M.Pd as my supervisors, who have

spent they valuable time in reading, correcting my skripsi-draft and therefore

guiding and assisting me thoroughly in furnishing my skripsi into better shape and

structure.

The special thanks and high appreciation go to my beloved husband Ali Aan

Khanafi, S.Pd and my child Muhammad Mustauhib Tsana‟a for their patience,

support, and motivation given to me to finish my skripsi.

Then, I desire to thank all people around me who are always helping,

supporting, and encouraging myself to get this research proposal finished well.

Moreover, due to realising that I would not be able to accomplish this final

without any supports, advice, and encouragement from other people, I would like

to thank them including:

1. Dr. Slamet Utomo, M.Pd as the Dean of Teacher Training and Education

Facully of Muria Kudus University.

2. Diah Kurniati, M.Pd as the Head of English Education Department Teacher

Training and Education Faculty of Muria Kudus University.

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3. All of my friends whom I cannot mention one by one, who have been helping,

supporting, and encouraging in many things.

4.All of my facebook friends who say „amen‟ for my prayer in the last seconds of

longing for skripsi exam.

Finally, I would like to admit my imperfections in finishing this research.

There are imperfect things and thus I welcome any suggestions and criticisms to

help make this research better.

I hope this research useful for those concerned with analysis process types.

Last but not least, thank all my classmates who color also my life during my

study.

Kudus,

Arum Wahyu Lestari

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ABSTRACT

Lestari, Arum Wahyu. 2013. The Process Types Used in the “Active English”

Textbook for the Fifth Grade Students of Elementary School. Skripsi:

English Education Department, Teacher Training and Education Faculty,

Muria Kudus University. Advisors: (1) Dr. H. Ahmad Hilal Madjdi M.Pd

(2) Atik Rohayani S.Pd, M.Pd

Keywords: Process Types, Textbook

Textbook is one of the learning sources that can be used to transfer

knowledge within learning process. As a learning source, a textbook should have

certain criteria such as being appropriate with curriculum and understandable.

Recently, besides those criteria, there have been many publishers competing each

other to produce attractive, innovative, and creative textbooks. It is textbook that

is the most popular among teachers for educating their students. Some textbooks

already have characteristic above and Active English 5 is one of them. This

English textbook is used in many elementary schools. This textbook is designed to

introduce the students of grade five to first words of English.

This research aims at finding out what process types are used in textbook

the Active English Textbook for the Fifth Grade Students of Elementary Schools

and how is the interpretation process type used in it.

This belongs to a qualitative research. It analyses the process types in the

Active English textbook. There are twelve texts in this textbook, so that the writer

has analyzed whole the texts.

There are 6 process types found with 176 clauses of process types. These

include material process 47 clauses, mental process 25 clauses, behavioural

process 19 clauses, verbal process 2 clauses, relational process 63 clauses, and

existential process 20 clauses. From the current analysis, relational process is the

most dominant one in the textbook Active English 5 for the Fifth Grade Students

of Elementary Schools.

Therefore, the writer would like to give some suggestions for teachers, and

further researchers formulated as follows; (1) for teachers especially English

teachers, they should understand more about process types. It is in order to use

and distinguish processes type to find out the context of text. By having

knowledge of transitivity the teachers hopefully can distinguish the proper text in

a textbook to become their material in teaching and learning. (2) for further

researchers: the writer hopes that anyone who intend to conduct further research

on the similar topic can take benefit from this research result to support their

research. She also hopes that further researchers who want to conduct a similar

research as the writer did, he or she can use this research as additional references

to sustain the research. The researcher hopes that the next researcher also develop

their study not only in analyzing process type but also analyzing register variables

in other clause sources or may compare process type in other book or textbook;

native or non native discourse.

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ABSTRAKSI

Lestari, Arum Wahyu. 2013.Tipe Proses yang Digunakan dalam Buku Teks

“Active English” untuk Murid Kelas Lima Sekolah Dasar . Skripsi:

Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu

Kependidikan, Universitas Muria Kudus. Pembimbing : (1) Dr. H.

Ahmad Hilal Madjdi M.Pd (2) Atik Rohayani S.Pd, M.Pd

Kata kunci: Tipe Proses , Buku Teks

Buku teks merupakan salah satu sumber ajar yang dapat digunakan

dalam mentransfer ilmu atau pengetahuan dalam proses belajar mengajar. Buku

teks sebagai sumber belajar harus memiliki criteria; sesuai dengan kurikulum,

mudah dipahami. Di zaman sekarang ini,selain criteria tersebut, banyak para

penerbit yang berlomba menciptakan buku teks yang attraktif, innovative dan

kreatif. Buku teks seperti inilah yang paling banyak diminati guru untuk sumber

mendidik siswa. Beberapa buku teks memenuhi criteria diatas dan Active English

5 merupkan salah satunya yang banyak digunakan di Sekolah dasar. Buku teks ini

didesain untuk memperkenalkan siswa kelas lima dengan kata dalam dengan

Bahasa Inggris.

Tujuan penelitian ini adalah untuk mengetahui tipe proses apa saja yang

digunakan serta bagaimana interpretasi proses yang digunakan dalam buku teks

Active English 5 untuk kelas 5 Sekolah Dasar.

Penelitian ini adalah kualitatif. Penelitian ini mengalisa process types pada

teks yang terdapat dalam Active English textbook, ada 12 teks yang ditemukan

dalam buku teks ini, sehingga penulis menganalisis seluruh teks.

Ada 6 jenis process types yang ditemukan dalam 176 kalusa, mereka

adalah material proses 47 klausa, mental proses 25 klausa, verbal proses 2 klausa,

behavioural proses 19 klausa, relational proses 63 klausa dan existential proses 20

klausa. Sehingga dalam analisis tersebut relational proses merupakan proses

yang sering digunakan dan paling dominant dalam buku teks active English 5

untuk murid kelas 5 Sekolah Dasar.

Oleh sebab itu, penulis menyampaikan beberapa saran yang ditujukan

kepada mahasiswa, dosen, guru dan peneliti selanjutnya yang dirumuskan sebagai

berikut; (1) untuk guru bahasa Inggris terutama guru Bahasa Inggris untuk lebih

memahami dan membedakan konteks tiap teks yang terdapat dalam buku teks

tersebut melalui process type. Sehingga guru disarankan dapat menentukan buku

teks yang cocok untuk peserta didik (2) untuk peneliti selanjutnya yang

melakukan penelitian sejenis dengan yang peneliti lakukan supaya penelitian ini

bermanfaat sebagai sumber tambahan untuk menyokong penelitian selanjutnya.

Peneliti juga berharap bahwa penelitian selanjutnya mampu mengembangkan

penelitian mereka tidak hanya tentang process type yang berada dalam buku teks

dalam variable klausa yang berbeda atau dilain sumber data seperti dalam wacana

atau buku native maupun yang bukan native.

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TABLE OF CONTENTS

Page

COVER ........................................................................................................ i

LOGO ........................................................................................................... ii

PAGE OF TITLE ........................................................................................ iii

PAGE OF APPROVAL .............................................................................. iv

BOARD OF EXAMINERS ........................................................................ v

MOTTO AND DEDICATION ................................................................... vi

ACKNOWLEDGEMENT .......................................................................... vii

ABSTRACT ................................................................................................. ix

ABSTRAKSI ................................................................................................ x

TABLE OF CONTENTS ............................................................................ xi

LIST OF TABLES ...................................................................................... xiv

LIST OF APPENDICES ............................................................................ xv

CHAPTER I INTRODUCTION

1.1 Background of the Research .............................................................. 1

1.2 Statement of the Problems ................................................................. 5

1.3 Objective of the Research .................................................................. 5

1.4 Significance of the Research .............................................................. 6

1.5 Scope of the Research ........................................................................ 6

1.6 Operational Definition ....................................................................... 7

CHAPTER II REVIEW TO RELATED LITERATURE

2.1 Transitivity ....................................................................................... 8

2.2 Process Type ..................................................................................... 9

2.2.1 Process Type Based on Gerot and Wignell ....................................... 10

2.2.1.1 Non Relational Processes: Process of Doing ................................... 10

2.2.1.1.1 Material Process ............................................................................... 10

2.2.1.1.2 Mental Process ................................................................................. 11

2.2.1.1.3 Verbal Process .................................................................................. 11

2.2.1.1.4 Behavioural Process ......................................................................... 12

2.2.1.2 Relational Processes: Process of Being and Having ......................... 13

2.2.1.2.1 Relational Process ............................................................................ 13

2.2.1.2.2 Existential Process .......................................................................... 13

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2.2.1.2.3Meteorological Process ..................................................................... 14

2.3 Textbook ........................................................................................... 14

2.3.1 Advantages of Textbook ................................................................... 15

2.3.2 English Textbook .............................................................................. 16

2.4 Review of Previous Study ................................................................. 17

2.5 Theoretical Framework ..................................................................... 17

CHAPTER III METHOD OF THE RESEARCH

3.1 Design of the Research ........................................................................ 20

3.2 Data and Data Source .......................................................................... 21

3.3 Data Collection .................................................................................... 21

3.4 Data Analysis ...................................................................................... 21

CHAPTER IV FINDING OF THE RESEACH

4.1 The Process Types Used in the “Active English” Textbook for Fifth

Grade Students of Elementary Schools ............................................... 25

4.2 The interpretation of the Process Types Used in the “Active English”

Textbook for Fifth Grade Students of Elementary Schools ................ 44

CHAPTER V DISCUSSION

5.1 The Process Types Used in the “Active English” Textbook for Fifth

Grade Students of Elementary Schools ................................................ 47

5.1.1 Material Process .................................................................................. 47

5.1.2 Mental Process .................................................................................... 57

5.1.3 Verbal Process ..................................................................................... 62

5.1.4 Behavioural Process ............................................................................ 63

5.1.5 Relational Process ............................................................................... 68

5.1.6 Existential Process ............................................................................... 77

5.2 The Relational Process as Dominant Process Types in the “Active

English” Textbook for Elementary Schools ........................................ 80

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CHAPTER VI CONCLUSION AND SUGGESTION

6.1 Conclusion ............................................................................................. 83

6.2 Suggestion .............................................................................................. 84

BIBLIOGRAPHY ......................................................................................... 86

APPENDICES ............................................................................................... 88

STATEMENT ................................................................................................ 100

CURRICULUM VITAE ............................................................................... 101

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LIST OF TABLES

Table Page

3.4 The Example of the Process Types Used in the Active English

Textbook for Fifth Grade Students of Elementary Schools ................ 22

4.1.1 The Process Types in Text 1 of Active English Textbook ................. 27









4.1.10 The Process Types in Text 10 of Active English Textbook ............... 39



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LIST OF APPENDICES

Appendix Page

1. Text 1 of Active English V .............................................................. 88









10. Text 10 of Active English V ............................................................ 96



5. The Calculation of the Cohesion Score ........................................... 117

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