CHAPTER I INTRODUCTION This Chapter Presents About The

CHAPTER I INTRODUCTION

This chapter presents about the background of the research problem, identification of problem, the main problem, limitation of the problem, question of the research, aim of the research, significance of the research, previous researches, framework of thinking, theoritical foundation, and the methodology of research.

1.1 Background of The Research Problem English is universal language. It is used by most people around the world. People use English to help themselves in collecting informations such as science, technology and art. As an international language, English gives benefits to people who learn it. We can communicate with other people in other countries. English represents most languages used by most people. English is the first foreign language taught in schools in Indonesia. It is one of principal subjects taught in Elementary, Junior and Senior High Schools up to University level. There are four skills in English: Speaking, Listening, Writing and Reading. These are important, but in implementation, Reading seems more needed by students. It is because most of informations can be collected through Reading. In learning process, many reading sources that can be used, such as magazine, newspaper, novel etc. But in classroom textbook is a priority. Textbook consists of informations and knowledges. It provides structural materials. These are the main source that teacher need to deliver to students. It is something like guide in teaching-learning process in classroom. According to Dana Ferris and John S. Hedgcock (2005), “A textbook provides teachers and learners with reading material, activities, exercises, and sometimes visual aids.” It means these can save the teacher valuable time in locating and adapting authentic materials. Teachers should select the textbook with appropriate reading materials for their learners’ level. The readable material in English textbook is important to be considered by the

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teachers since it is expected to enhance students’ ability in understanding the materials. If the students face some difficulties to read the material, the comprehension will be obstructed (Furcler, 1997). As a result, the learning process in English language classroom will not run properly.

1.2 Identification of Problem There are many kinds of English textbooks which are offered by publishers to various levels of students in the schools. A good English textbook is readable, understandable and comprehensible for students. The text is easy to be read and understood by the students so that it will encourage them to learn English. If they have difficulty to understand the textbook, they usually get bored and it made them frustrated in learning English. Unfortunately, not all content of textbook is appropriate with the level of the students’ ability. Consequently, a teacher has to select a textbook which is appropriate to the whole students in the class according to their competence level and the different background of knowledge. Besides, the teacher has to consider whether or not the materials in the textbook are appropriate with the syllabus and curriculum. A good English textbook is readable, understandable, and comprehensible for students. Good textbooks often contain lively and interesting material; they provide a sensible progression of language items, clearly showing what has to be learnt and in some cases summarizing what has been studied so that student can revise grammatical and functional points that they have been concentrating on. Textbooks can be systematic about the amount of vocabulary presented to the student and allow the student to study on his own outside the class. It motivates them to learn English. If they have difficulty to understand the textbook, they usually get bored and it makes them frustrated in learning English. English textbook selection aims to choose the appropriate textbook to be used in the classroom based on their educational level. One way to know 3

whether an English textbook is appropriate for the students is readability analysis. It is used to analyze the readability of text in a textbook. Readability test, is the tool for analyzing, is needed to know whether English text provided in English textbook is difficult, plain or easy for students. One technique to evaluate the appropriateness of the textbook is by analyzing the readability level of the reading texts in that book. The readability itself refers to the difficulty level of the reading texts according to the level of the students’ educational background. The analyzing of the readability level of the reading texts can help the teacher to predict whether the text is difficult, plain, or easy for the students.

1.3 The Main Problem The factors that affect readability have been established by previous research. Many different factors influence readability for example, content of the texts, vocabulary and style of writing. The concept of readable or not, is not as important as the concept of who can read this? Since texts often are produced for a specific target group. The term readability level is often used to describe the educational level a reader needs to understand a text. Related to this case, there is a textbook by title Bahasa Inggris that published by Indonesia Education and Cultur Ministry in 2014. The contents of the book is interesting. This book concists of five units, each unit consists of one reading material. There are many uniques words are contained in every reading text. This book under the guidance of National Curriculum Standards in Indonesia. The researcher is interested to analyze this book. In this research, the researcher analyzed only the readibility level of reading material in Bahasa Inggris textbook by Mahrukh Bashir for the grade XI students of senior high school in the first semester by using some readibility test applications. Base on those explanations above, the researcher conducted this research by title The Readibility of “Bahasa Inggris” Textbook for The Grade XI Students. 4

1.4 Limitation of The problem This research only focus on analyzing the content of reading materials Bahasa Inggris textbook for the grade XI students of Senior High School in first semester by using 5 readibility test applications: Flesch Kincaid, Gunning Fog Score, Coleman Liau Index, SMOG Index, and Fry Graph. There are 5 reading texts in Bahasa Inggris textbook that are analyzed by researcher. The researcher identified the implication of the result of comparison of those 5 readibility test applications (Flesch Kincaid, Gunning Fog Score, Coleman Liau Index, SMOG Index, and Fry Graph). The researcher limitated this research because of the limited time in doing this research.

1.5 Question of The Research Based on the problem in background above, the researcher made the formulation from the problem, that are: 1) How is the level of readability in the reading material of Bahasa Inggris textbook for the grade XI students of Senior High School in first semester using five readibility test applications? 2) What is the implication of the comparison results of the five readibility test applications?

1.6 Aim of The Research Based on the research questions above, the researcher made the aims of the research: 1) To find out the level of readibility in the reading material of Bahasa Inggris textbook for the grade XI students of Senior High School in first semester by using five readibility test applications. 2) To find out the implication of the comparison results of the five readibility test applications.

1.7 Significance of The Research 5

The researcher hopes this research will be useful for: 1.7.1 Students The students can improve their motivation to read, because the teachers have already known about how to choose interesting textbook for teaching-learning process. 1.7.2 Teachers The teachers can improve they knowledge in selecting appropriate reading materials for students in order the students can gain their motivation to read. 1.7.3 Other Researchers This research also hopefully will be useful as a reference for other researchers who are interested in developing similar research.

1.8 Previous Researches The similar researches were conducted previously. As was written by Siti Solichatun (2014), Rusda Ayu (2014), Anis Muslikhati (2016), Indah Nuraini (2014), Deni Ernawati (2013), and Rahmawati (2012). Those researches as follow: Firstly, Solichatun (2014) was conducted a research by title “An Analysis of Reading Materials in English on Sky Texbook for Junior High School.” The objective of her research was to find out the genre of the reading materials found in English on Sky, and then the researcher analyze the lexical density in each text. She used qualitative research. The results of this research indicated that the genre of text showed in the book is three types. It consists of narrative, procedure, report text and these genres fulfilled the KTSP english syllabus requirement. Secondly, Rusda Ayu (2014) was conducted a research about analysis of reading materials in English Alive textbook in the second grade of Senior High School. The objective of this research was to find out the corelation between reading materials in the book with the school based curriculum. The results of this research indicated that the reading materials in the book is 6

appropriate with the reading indicators and have already developed in accordance with the requirements specified in School-Based Curriculum (KTSP). Anis Muslikhati (2016) conducted a research by title “Analysis of Reading Materials Bahasa Inggris By Utami Widiati Textbook for The First Grade of Senior High School in The First Semester.” The objective of this research was to find out the level of readibility in reading materials, the level of comprehension in each question in reading material and the level of lexical density of reading materials in Bahasa Inggris textbook for the first grade students of senior high school in the first semester. The results of this research indicated that there were five readibility categories of reading ease. It was consist of easy, fairly easy, normal, fairly difficult and difficult grade. The dominant category on the book is fairly difficult category. In this research found 104 questions in reading materials that devided to four level of comprehension. There are 85 questions wich included in literal level of comprehension, 10 questions which included in inferential level of comprehension, 1 question which included in critical level of comprehension and 8 questions which included in creative level of comprehension. Indah Nuaini (2014) conducted a research by title The Readability Level Of English Reading Texts For Grade Viii Students Of Smp Negeri 1 Jetis Bantul In The Academic Year Of 2014/2015. This research focuses on the readability level of English reading tetxs for grade VIII students of SMP N 1 Jetis, Bantul in the academic year of 2014/2015. This research attempts to find out whether the English reading texts are appropriate or not in terms of the readability level for the target students. This research is categorized as descriptive quantitative research. The object of the research was three reading texts from an English textbook entitled English in Focus for Grade VIII with various length and genres as the source of the data tested to 147 students as the research sample. Fry Readability Formula (FRF) and Fog Index (FI) were used to analyze the data from the textbook. A cloze test was also used to collect the data from the research sample. The data from the 7

cloze test were analyzed by descriptive quantitative method. The results of the research show that the average readability level of the texts is at level 7 based on FI and 6 based on FRF. The result of the cloze test shows the average of the percentage of the mean score is 58.48% which belongs to the independent reading level. Based on the findings, it can be concluded that the texts are appropriate and readable for the target students. Deni Ernawati also conducted a research by title An Analysis Of The Readability Level Of Reading Texts In Passport To The World 2 Textbook By Using Cloze Test. This research was carried out to find out the readability level of the reading texts in Passport to the World 2 textbook by using cloze test at the eighth grade students of SMPN 3 Tangerang Selatan. The population of this research was 15 reading texts and 420 students who are distributed into 10 classes, but the writer only took 8 reading texts and class VIII-8 consisting of 45 students as the sample using purposive sampling technique. The method used in this research was descriptive analysis using quantitative data. The procedures were conducted by distributing the cloze test to the students, collecting data, correcting data, calculating data, analyzing data, interpreting data and the last was concluding the result of the research. The result showed that texts 1 to 5 got the average score above 53%. Each score was 92.10%, 89.90%, 73.46%, 78.08%, and 81.20%. Those reading texts were included in the Independent level; it mean that the students could understand them by their own and the texts were predicted to be quite easy as the correct scores were above 60%. Furthermore, texts 6 to 8 got the average scores between 44% and 53%. Each score was 52.06%, 50.49%, and 52.58%. Those reading texts were included in the Instructional level;, it mean that the students could understand the texts but still needed the teacher’s guidance, and the texts were predicted to be of appropriate difficulty as the correct score between 35%-59%. From the finding result, the writer got the average score of 8 reading texts is 71.11%. Thus, it could be concluded that the reading texts were in the Passport to the World 2 textbook were not suitable to be used by the class and teacher of SMPN 3 8

Tangerang Selatan since the readability level of the reading texts were in the Independent Level and they were predicted to be quite easy; it mean that the students could read the texts independently. The last, Rahmawati (2012) conducted a research by title “The Readibility Level of Reading Text In The English Language Textbook Used By The Tenth Grade.” The purpose of this research is to find and compare the readability level of reading texts in English language textbooks used by the tenth grade students. The research also verify whether the reading materials of the textbooks have matched the grade level of the tenth grade students. This research used descriptive approach to analyze the data. The reading texts were taken from two English language textbooks; “Developing English Competencies for Grade X” published by the Department of National Education (originally published in the form of electronic book) and “English Today 1” published by Quadra. Six texts with different type are selected from each textbook. All of selected texts are analyzed by using Flesch Reading Ease formula and Fry Graph formula. Both formulas show that the reading texts mostly appear on 7th level. It indicates that the texts are easily to be read by tenth grade students. The research also found that “English Today 1” has some texts with higher difficulty level than “Developing English Competencies for grade X”. In other words, the reading texts in “English Today is more challenging for the students so that the teacher should give more guidance in reading session. Those previous researches above have the similar object of this research. They analyzed the reading materials in English textbook. This research also analyzed the reading materials in English textbook for the grade XI students by using some readibility test applications, and then the researcher described the implication of the result of comparison.

1.9 Framework of Thinking In learning process, many reading sources that can be used, such as magazine, newspaper, novel etc. But in classroom textbook is a priority. 9

Textbook consists of informations and knowledges. It provides structural materials. These are the main source that teacher need to deliver to students. It is something like guide in teaching-learning process in classroom. According to Dana Ferris and John S. Hedgcock (2005), “A textbook provides teachers and learners with reading material, activities, exercises, and sometimes visual aids.” It means these can save the teacher valuable time in locating and adapting authentic materials. Teachers should select the textbook with appropriate reading materials for their learners’ level. The readable material in English textbook is important to be considered by the teachers since it is expected to enhance students’ ability in understanding the materials. If the students face some difficulties to read the material, the comprehension will be obstructed (Furcler, 1997). As a result, the learning process in English language classroom will not run properly. Some researches were conducted previously. Firstly, Solichatun (2014) was conducted a research by title “An Analysis of Reading Materials in English on Sky Texbook for Junior High School.” The objective of her research was to find out the genre of the reading materials found in English on Sky, and then the researcher analyze the lexical density in each text. She used qualitative research. The results of this research indicated that the genre of text showed in the book is three types. It consists of narrative, procedure, report text and these genres fulfilled the KTSP english syllabus requirement. The second research was from Rusda Ayu (2014), was conducted a research about analysis of reading materials in English Alive textbook in the second grade of Senior High School. The objective of this research was to find out the corelation between reading materials in the book with the school based curriculum. The results of this research indicated that the reading materials in the book is appropriate with the reading indicators and have already developed in accordance with the requirements specified in School- Based Curriculum (KTSP). Anis Muslikhati (2016) conducted a research by title “Analysis of Reading Materials Bahasa Inggris By Utami Widiati Textbook for The First 10

Grade of Senior High School in The First Semester.” The objective of this research was to find out the level of readibility in reading materials, the level of comprehension in each question in reading material and the level of lexical density of reading materials in Bahasa Inggris textbook for the first grade students of senior high school in the first semester. The results of this research indicated that there were five readibility categories of reading ease. It was consist of easy, fairly easy, normal, fairly difficult and difficult grade. The dominant category on the book is fairly difficult category. In this research found 104 questions in reading materials that devided to four level of comprehension. There are 85 questions wich included in literal level of comprehension, 10 questions which included in inferential level of comprehension, 1 question which included in critical level of comprehension and 8 questions which included in creative level of comprehension. Indah Nuaini (2014) conducted a research by title The Readability Level Of English Reading Texts For Grade Viii Students Of Smp Negeri 1 Jetis Bantul In The Academic Year Of 2014/2015. This research focuses on the readability level of English reading tetxs for grade VIII students of SMP N 1 Jetis, Bantul in the academic year of 2014/2015. This research attempts to find out whether the English reading texts are appropriate or not in terms of the readability level for the target students. This research is categorized as descriptive quantitative research. The object of the research was three reading texts from an English textbook entitled English in Focus for Grade VIII with various length and genres as the source of the data tested to 147 students as the research sample. Fry Readability Formula (FRF) and Fog Index (FI) were used to analyze the data from the textbook. A cloze test was also used to collect the data from the research sample. The data from the cloze test were analyzed by descriptive quantitative method. The results of the research show that the average readability level of the texts is at level 7 based on FI and 6 based on FRF. The result of the cloze test shows the average of the percentage of the mean score is 58.48% which belongs to the 11

independent reading level. Based on the findings, it can be concluded that the texts are appropriate and readable for the target students. Deni Ernawati also conducted a research by title An Analysis Of The Readability Level Of Reading Texts In Passport To The World 2 Textbook By Using Cloze Test. This research was carried out to find out the readability level of the reading texts in Passport to the World 2 textbook by using cloze test at the eighth grade students of SMPN 3 Tangerang Selatan. The population of this research was 15 reading texts and 420 students who are distributed into 10 classes, but the writer only took 8 reading texts and class VIII-8 consisting of 45 students as the sample using purposive sampling technique. The method used in this research was descriptive analysis using quantitative data. The procedures were conducted by distributing the cloze test to the students, collecting data, correcting data, calculating data, analyzing data, interpreting data and the last was concluding the result of the research. The result showed that texts 1 to 5 got the average score above 53%. Each score was 92.10%, 89.90%, 73.46%, 78.08%, and 81.20%. Those reading texts were included in the Independent level; it mean that the students could understand them by their own and the texts were predicted to be quite easy as the correct scores were above 60%. Furthermore, texts 6 to 8 got the average scores between 44% and 53%. Each score was 52.06%, 50.49%, and 52.58%. Those reading texts were included in the Instructional level;, it mean that the students could understand the texts but still needed the teacher’s guidance, and the texts were predicted to be of appropriate difficulty as the correct score between 35%-59%. From the finding result, the writer got the average score of 8 reading texts is 71.11%. Thus, it could be concluded that the reading texts were in the Passport to the World 2 textbook were not suitable to be used by the class and teacher of SMPN 3 Tangerang Selatan since the readability level of the reading texts were in the Independent Level and they were predicted to be quite easy; it mean that the students could read the texts independently. Those previous researches above have the similar object of this research. They analyzed the reading 12

materials in English textbook. This research also analyzed the reading materials in English textbook for the grade XI students by using some readibility test applications, and then the researcher described the implication of the result of comparison.

1.10 Theoritical Foundation Reading is one of the four language skills: reading, writing, listening and speaking. It is receptive skill, like listening. For many years, reading specialists have attempted to define reading. There is general agreement that reading involves the ability to construct meaning from printed symbols. This means it involves responding to text, rather than producing it.

1.10.1 The Nature of Reading Reading is an activity involves many things. It is not only pronouncing text, but also involves visual, thinking, psycholinguistic and cognitive activity. As said by Patel and Jain (2008:113) “Reading is an active process which consists of recognition and comprehension skill.” As a visual process, reading is an activity which is translating symbols (written language) into spoken language. Reading covers recognizing word, literal comprehension, interpretation and critical and creative reading. Reading plays important role in English learning process. As cited by Patel and Jain (2008:113), “Reading is most useful and important skill for people. This skill is more important than speaking and writing.” It is certainly an important activity for expanding knowledge of a language. According to Brown (2003:185), there are four types of reading, it consists of selective, extensive, perceptive and interactive. Selective reading is used to recognize lexical, grammatical and discourse features. Extensive reading, this type tells about longer of 13

discourse such as article and book usually read outside the classroom. Perceptive reading, it is a set of categories of similar specification except with differing terminology to understand specify of listening. Interactive reading, it involves several language paragraph to one page or more which the reader in this section needs schemata to understand the meaning of the text. Patel and Jain (2008: 114-116) classified the process of reading into three stages: 1) The first stage is 'the recognition stage'. At this stage the learner simply recognizes the graphic counter parts of the phonological items. For instance he recognizes the spoken words in its written form. Difficulty at this stage depends upon the difference between the script of the learner's mother tongue and English and between the spelling conventions of two languages. 2) The second stage is the 'structuring stage.' The learner sees the syntactic relationship of the items and understands the structural meaning of the syntactical units. 3) The third stage is the 'interpretation stage'. This is the highest level in the process of reading. The learner comprehends the significance of a word, a phrase, or a sentence in the overall context of the discards. For instance, he comprehends the serious and jocular use of words, distinguishes between a statement of fact and a statement of opinion. It is this stage at which a person really reads for information or for pleasure. There are four types of reading according to Patel and Jain (2008: 117-124):

1.10.1.1 Intensive Reading Intensive reading is related to further progress in language learning under the teacher's guidance. Intensive reading provides a basis for explaining difficulties of structure and for extending 14

knowledge of vocabulary and idioms. It also provides material for developing greater control of the language in speech and writing. 1.10.1.2 Extensive Reading Material for extensive reading is selected at a lower level of difficulty than that for intensive reading. The purpose of extensive reading is to train the student to read directly and fluently in the target language for enjoyment, without the aid of the teacher. Extensive reading can be made the basis for oral reports, to the rest of the class, or full class discussion.

1.10.1.3 Aloud Reading Reading aloud also play important role in teaching of English. Teacher should know that the training of reading aloud must be given at primary level because it is the base of words pronunciation. If it is not cared, it is very difficult at secondary level.

1.10.1.4 Silent Reading Silent reading is a very important skill in teaching of English. This reading should be employed to increase reading ability among learners. Silent reading is done to acquire a lot of information. Teacher has to make them read silently as and when they are able to read without any difficulties.

1.10.2 Reading Material The materials are tool for a teacher in the teaching-learning process. It is something that can be presented and something that can be used for classroom activities. It provides the language elements such as grammar or list of vocabularies. Some teachers use instructional materials as their primary teaching resource. For learners, materials may provide the major source of contact they have with the language apart from the teacher. 15

Reading texts allow students to reflect on the structure and use of language at their own pace without the sometimes stressful real-time constraints that go with listening and speaking. According to Cunningshworth (1995: 73) Reading texts can be used for several different purposes: 1) Extending vocabulary 2) Stimulating oral work 3) Providing models of writing 4) Developing reading skills and strategies 5) Presenting grammar items 6) Giving informations of interest to students As tool of teacher in teaching-learning process, reading material should consist of appropriate contents. Cunningshworth (1995: 74) stated that there are some points need to consider when analysing reading contents: 1) Quantity of reading material 2) Type of reading passages included 3) How early on reading passages are introduced in a beginners’ course 4) Whether any help is given to learners in developing good reading strategies 5) The nature and range of exercises and activities linked to the reading passages.

1.10.3 Readibility Formula Readability is derived from the root word “read”, “able” and “ity”. In Webster Collegiate Dictionary, readability is noun form of readable (adj) that means able to read easily. Readable is also defined as a fit to read, interesting, agreeable, attractive in style and enjoyable. Wimmer and Dominick (2005) defined “Readability describes the ease with which a document can be read. It is the “sum total of the entire element and their interactions that affect the success of a piece of printed material”. Also as 16

stated by Bentley (1972) “readability is an attempt to match the reading level of written materials to the „reading with understanding‟ level of the reader”. Readability concerns itself with how a text is readable. It has it beginning with consideration of how scientific books could be read with understanding. Comprehension is vital in reading. It is the ability to understand languages. Thorndike (1973) provided a means for measuring the difficulties in words and this permeated the development of mathematical formula. It is believed that Thorndike tabulated words according to the frequency of their first meaning and later adopted other word lists as a means of measuring word difficulty. This practice assumed that words frequently read by readers proved less difficult. A readability formula is simply a mathematical equation derived by regression analysis. This procedure finds the equation which best expresses the relationship between two variables, which in this case are a measure of the difficulty experienced by people reading a given text, and a measure of the linguistic characteristics of that text (Journal of Reading, 1969). Readibility formula is a tool that can help teacher select the suitable book for students in particular grade level. Zamanian and Heydary (2012: 43) cited the creator of the SMOG readability formula, Harry McLaghlin (1969), that readability as, "the degree to which a given class of people find certain reading matter compelling and comprehensible." By knowing the readibility of text, the teacher knows the level of difficulty of the text, so that teacher can select the suitable text to be taught to students. There are many readibility formulas, as stated by Zamanian and Heydary (2012: 44) “There are many readability formulas used to measure the readability level of the written materials, but some of them are better known and more popular.” Those popular readibility formulas are: Flesch Kincaid, Gunning Fog score, Coleman Liau Index, SMOG Index, and Fry Graph. 17

1.10.3.1 Flesch Kincaid Flesch Kincaid Reading Ease. This formula was credited to Rudolph Flesch (1948). The popularity of his formula made Flesch a leading authority on readability. Flesch Reading Ease Readability Formula (1948) is also used in Microsoft Office Word. Each readability rating is based on the average of the number of syllables per word and words per sentence. Flesch Reading Ease Readability Formula rates texts on a 100-point scale; the higher the score, the easier it is to understand the document. Most standard passages have approximately a readability score of 60 to 70. The Flesch Reading Ease Readability Formula is: 206.835 – (1.015 × ASL) – (84.6 × ASW) Where, ASL is the Average Sentence Length (the number of words divided by the number of sentences), and ASW is the Average of Syllables per Word (the number of syllables divided by the number of words). Kincaid Grade Level The formula:

total words total words 0.39 ( t otal sentences ) + 11.8 ( t otal sentences ) – 15.59 Both Flesch kincaid Reading Ease and grade level use the same core metrics: word length and sentence length.

1.10.3.2 Gunning Fog Score This formula was developed by Robert Gunning. It estimates the years of formal education needed to comprehend a passage of text on the first reading.

total words total words The formula: 0.4 × [ total sentences + (100 × t otal sentences )]

1.10.3.3 Coleman Liau Index Bravo (2009) stated that Coleman Liau Index is a readibility test designed by Meri Coleman and T.L. Liau. characters sentences The formula: CLI = 5.89 ( words ) – 0.3 ( words ) – 15.8 18

1.10.3.4 SMOG Index Another formula delivering a general estimate of readability which requires no external word lists and requires very litle time is McLaughlin’s SMOG grading (Simple Measure of Gobbledygook) Index was created by G. Harry McLaughlin. It estimates the years of education a person needs to comprehend a piece of writing, and it was created as an improvement of other readability formulas. 1) Choose three passages and ten sentences each from near the beginning, middle, and the end of text. 2) Count all words of three or more syllables in the 30 sentences. The total is DW (Difficult Words). 3) Calculate the square root of DW. 4) Add 3 to the square root: the total is the SMOG index. SMOG Index = 1.0430 hard word in 30 sentences + 3.1291. The SMOG index was devised for use with L1 learners, but some FL teachers have found it and similar readability measure useful. You may wish to experiment, for example by defining „difficult word‟ in a way that is more clearly relevant to your own students. But it is said that for L1 learners, attempt to be more rigorous did not achieve spectacularly better result in return for the much greater work.

1.10.3.5 Fry Graph Fry (1968) created one of the most popular readability tests that used a graph. It was suitable for all ages, from infant to upper secondary. Estimation of text readability using the Fry Readability Graph is described in the following algorithm: 1) Select samples of 100 words from the text. 2) On the y (vertical) axis of the Fry Graph, plot the average sentence length of the sample. 3) On the x (horizontal) axis of the Fry Graph, plot the average word length. 19

4) The zone on the graph that includes a point (corresponding to a sample) shows the grade score associated with that sample. Take grade scores associated with at least three points on the graph and average them to get the average grade level associated with the entire text. Scores that appear in the shaded areas are invalid.

1.11 The Methodology of Research The objective of the research is analyzed reading material in Bahasa Inggris By Mahrukh Bashir textbook for the second grade of senior high school in the first semester. This research focus in analyzing Bahasa Inggris By Mahrukh Bashir textbook for the second grade of senior high school in the first semester was published by Indonesia Education and Cultur Ministry in 2014, then identifed the the implication of the comparison results of the five readibility test applications.

1.11.1 Research Method The research used qualitative methods. As stated by (Lodico. et al, 2006: 282) that qualitative methods mean involving well developed procedures for collecting and analyzing qualitative data that are used primarily by professional researchers and program evaluators. The researcher analyzed the data that had been calculated by online readibility test softwares. The researcher used www.readibiltyformulas.com as the online readibility rest softwares.

1.11.2 The Source of Type of Data The data of the research was taken from primary and secondary data: 1) The primary data was taken from Bahasa Inggris By Mahrukh Bashir textbook for the grade XI students of senior high school in 20

the first semester. The publisher of this book is Indonesia Education and Cultur Ministry in 2014. 2) The secondary data was taken from some theoritical books, journals, appropriate books, and the datas based on the applications.

1.11.3 Instrument of The Research In qualitative research, the instrument of the research is the researcher it self (Sugiono, 2009:305). This research used qualitative approach, where the researcher analyzed the readability level of reading material by using readability test applications. So, the instrument of this research is the researcher itself.

1.11.4 Techniques of Data Collection As mentioned earlier, this research is a research document, in which the knowledge gained in the document form. Therefore, the information obtained is not on the people but on the text or document. Researcher presented the research in the form of a text that contains the reading material. Donald Ary (2010: 464-465) stated that content or document analysis is a research method applied to written or visual materials for the purpose of identifying specified characteristics of the material. It means that the data can be obtained by analyzing or identifying the material to get specified purposes. The documentary data are English book for grade XI of senior highschool in the first semester. In this case, the researcher used the content analysis. The researcher analyzed the content of reading material in English book for grade XI of senior highschool in the first semester. 21

1.11.5 Techniques of Data Analysis The procedures of data analysis was stated by Ary Donald, et al (2010: 458), in analyzing data in qualitataive research need to conduct the following procedures: 1) Reading the textbook. 2) Identifying the components of the reading materials in the textbook based on the data characterized needed. 3) Analyzing the data. The researcher choose the text that will be analyzed. Copy the text, then paste into online readiblity test software www.readibilityformulas.com. This online readibility test software consists of five formulas (Flesch Kincaid, Gunning Fog score, Coleman Liau Index, SMOG Index, and Fry Graph) that can measure the readibility level of text based on characteristics of each formula. The researcher identify the results of those formulas. 4) Interpreting the data using descriptive explanation.

1.11.6 Research Timeline

Table 1.7.5 Time of Research No Time Activities 1. 16 – 31 January Proposal preparation 2. 1 – 15 February Collecting the data 3. 16 – 28 February Analyzing the data 4. 1 – 10 March Writing the finding research 5. 11 – 20 March Finishing the research