THE PROCESS TYPES USED IN THE ACTIVE ENGLISH TEXTBOOK FOR THE FIFTH GRADE STUDENTS OF ELEMENTARY SCHOOLS. By ARUM WAHYU LESTARI

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 ........................................................................................................ LOGO ........................................................................................................... PAGE OF TITLE ........................................................................................ PAGE OF APPROVAL .............................................................................. BOARD OF EXAMINERS ........................................................................ MOTTO AND DEDICATION ................................................................... ACKNOWLEDGEMENT .......................................................................... ABSTRACT ................................................................................................. ABSTRAKSI ................................................................................................ TABLE OF CONTENTS ............................................................................ LIST OF TABLES ...................................................................................... LIST OF APPENDICES ............................................................................

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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 xi

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 4.2

The Process Types Used in the “Active English” Textbook for Fifth Grade Students of Elementary Schools ............................................... 25 The interpretation of the Process Types Used in the “Active English” Textbook for Fifth Grade Students of Elementary Schools ................ 44

CHAPTER V DISCUSSION 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

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 ......................................................................................... APPENDICES ............................................................................................... STATEMENT ................................................................................................ CURRICULUM VITAE ...............................................................................

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86 88 100 101

LIST OF TABLES Table 3.4

Page 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 4.1.2 The Process Types in Text 2 of Active English Textbook ................. 28 4.1.3 The Process Types in Text 3 of Active English Textbook ................. 30 4.1.4 The Process Types in Text 4 of Active English Textbook ................. 31 4.1.5 The Process Types in Text 5 of Active English Textbook ................. 33 4.1.6 The Process Types in Text 6 of Active English Textbook ................. 34 4.1.7 The Process Types in Text 7 of Active English Textbook ................. 36 4.1.8 The Process Types in Text 8 of Active English Textbook ................. 37 4.1.9 The Process Types in Text 9 of Active English Textbook ................. 38 4.1.10 The Process Types in Text 10 of Active English Textbook ............... 39 4.1.11 The Process Types in Text 11 of Active English Textbook ............... 41 4.1.12 The Process Types in Text 12 of Active English Textbook ............... 43

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LIST OF APPENDICES

Appendix

Page

1.

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

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4.


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5.


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10.

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

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11.


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12.


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5.

The Calculation of the Cohesion Score ...........................................

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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

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