THE READABILITY LEVEL OF READING PASSAGES OF AN ENGLISH TEXTBOOK PATHWAY TO ENGLISH PUBLISHED BY ERLANGGA

Transcription

1 THE READABILITY LEVEL OF READING PASSAGES OF AN ENGLISH TEXTBOOK PATHWAY TO ENGLISH PUBLISHED BY ERLANGGA (A Case Study on the Tenth Grade of MAN 1 Tangerang Selatan) By: Nurul Zahra ENGLISH EDUCATION DEPARTEMENT FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2016

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5 ABSTRACT Nurul Zahra (NIM: ). The Readability Level of Reading Passages of English Textbook Pathway to English Published by Erlangga. A Case Study on the Tenth Grade Students of MAN 1 Tangerang Selatan in Academic Year 2016/2017. Skripsi of The Departement of English Language Education at Faculty of Educational Sciences of State Islamic University Syarif Hidayatullah Jakarta, Keywords: Readability level, Reading Passages, English Textbook. The objective of the study was to know and describe the readability level of reading passages of English textbook Pathway to English published by Erlangga and written by Th. M. Sudarwati and Eudia Grace. The writer used descriptive analysis which explain, describe, and measure the readability of passages by students. Population in this research is tenth grade students of MAN 1 Tangsel. The writer took 40 students from three classes. The result of readability is got from the Flesch Reading Ease formula and Cloze Procedure test. Based on the results using Flesch Reading Ease Formula, Nine passages score are for 6th-9th grade. Then, two passages are between for grade There are only two passages based on the tenth grade students, Bali and A Letter of Recommendation got score 51 and 57. Those passages tested using Cloze Procedure test. Those passages on the level instructional reading. it means that students still need help from the teacher in reading the material and teacher have to assist student in reading. i

6 ABSTRAK Nurul Zahra (NIM: ). The Readability Level of Reading Passages of English Textbook Pathway to English Published by Erlangga. Studi Kasus pada Siswa Kelas Sepuluh MAN 1 Tangerang Selatan Tahun Akademik 2016/2017. Skripsi jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan dari Universitas Islam Negeri Syarif Hidayatullah Jakarta, Kata kunci: Tingkat Keterbacaan, Teks Bacaan, Buku Teks Bahasa Inggris. Tujuan penelitian ini adalah untuk mengetahui dan menjelaskan tingkat keterbacaan teks di dalam buku teks bahasa Inggris Pathway to English yang diterbitkan oleh Erlangga dan ditulis oleh Th. M. Sudarwati dan Eudia Grace. Penulis menggunakan analisis deskriptif dengan menjelaskan, menggambarkan, dan mengukur keterbacaan teks bacaan siswa. Populasi dalam penelitian ini adalah siswa kelas X MAN 1 Tangerang Selatan. Penulis mengambil 40 siswa dari tiga kelas. Keterbacaan teks didapatkan dari Flesch Ease Reading Formula dan Cloze Procedure. Berdasarkan hasil penelitian menggunakan Flesch Reading Ease Formula, 9 teks dengan nilai yaitu untuk siswa kelas 6 kelas 9. Dua teks mendaptakan nilai antara untuk kelas (perguruan tinggi). Hanya ada dua teks yang sesuai untuk siswa kelas X, Bali dan A Letter of Recommendation, dengan nilai 51 dan 57. Selanjutnya, kedua teks tersebut dites menggunakan Cloze Prosedur tes. Hasil penelitian menunjukkan bahwa keduanya pada level instruksional. itu berarti bahwa siswa masih membutuhkan bantuan dari guru dalam membaca materi dan guru harus membantu siswa ketika membaca teks tersebut.. ii

7 ACKNOWLEDGEMENT In the name of Allah, the Beneficent and Merciful All praises be to Allah, the lord of the world, who always gives His mercy and blessing upon the writer in completing this skripsi. Praying and greeting always be upon His messenger, our prophet Muhammad SAW, his family, his companion, and his adherence. First of all, the writer would like to express her deeply grateful to her advisors, Nida Husna, M.Pd., M.A.TESOL and Atik Yuliyani, M.A.TESOL, for their big contribution, kindness and patience to guide the writer until the writer refined and finished this Skripsi. Second, the writer would like to express her deeply grateful to her examiner, Dra. Faridah Hamid, M.Pd. and Neneng Sunengsih, M.Pd. for their kindness and patience to examine the writer until the writer finished the skripsi. Then, the writer would like to express the greatest honor to her beloved family, her parents Alm. H. Nurozim and Hj. Rosana Masfufah, her brothers M. Arsyad and M. Salahudin Al Ayyubi, her lovely aunty Bu Yun, Nisa and Bunda Nova who always give big supports and moral encouragement to the writer to finish her study. Furthermore, the writer would like to convey her sincere gratitude to: 1. All the lecturers of Department of English Education who have given precious knowledge and experiences to the writer during her study. 2. Dr. Alek, M.Pd., the Head of Department of English Education and Zaharil Anasy, M.Hum., the secretary of Department of English Education. 3. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University Jakarta. 4. Teguh Kaerudin, M.App.Ling., academic adviser of PBI-C 2012, who has been patient to give the writer and her friends support in academic. 5. The principle, all teachers, staffs, and the students of MAN 1 Tangerang Selatan. iii

8 6. The big family of PBI Class C 2012 who have accompanied the writer during the process of study with their big support and precious friendship. The happiest and grateful thing in college is being one of you. 7. All people whose names cannot be mentioned one by one who always give support and pray to the writer, thanks to you all. May Allah Subhanallahu Wata ala always give His bless to all of us. Finally, the writer conveys that her writing is still far from being perfect; therefore she hopes some suggestions and critics from the reader for this Skripsi to make it better. Jakarta, November 8 th 2016 The Writer iv

9 TABLE OF CONTENTS ABSTRACT... i ABSTRAK... ii ACKNOWLEDGEMENT... iii TABLE OF CONTENTS... iv LIST OF TABLES... vii LIST OF FIGURES... viii LIST OF APPENDICES... ix CHAPTER I. INTRODUCTION... 1 A. Backround of the Study... 1 B. Focus of the Problem... 2 C. Question Research... 2 D. The Objective of the Study... 3 E. The Significance of the Study... 3 CHAPTER II. THEORETICAL FRAMEWORK... 4 A. Reading Passages General Concept of Reading Passages Purposes of Reading Passages Kinds of Reading Passages... 9 B. Textbook General Concept of Textbook Advantages and Disadvantages of Textbook Standard of Indonesian Textbook C. Readability General Concept of Readability Measuring Readability Readability Formula The Previous Study CHAPTER III. RESEARCH METHODOLOGY A. Place and Time of the Reasearch B. The Method and Design of the Reasearch C. Subject of the Research D. Instrument of Research v

10 E. The Technique of Data Analysis CHAPTER IV. RESEARCH FINDING AND INTERPRETATION A. Research Finding Description of Data The Analysis of data B. Interpretation CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion B. Suggestion REFERENCES APPENDICES vi

11 LIST OF TABLES Table 2.1 The Judgment of Comprehension Procedure Table 2.2 Grade of Dale-Chall Formula Table 2.3 The Reading Scale of the Flesch Reading Ease Formula Table 2.4 Judgement of Cloze Procedure Text Table 3.1 The Reading Scale of the Flesch Reading Ease Formula Table 3.2 Judgement of Cloze Procedure Text Table 4.1 The Description of Syllables, Words, Sentences Calculation Table 4.2 The Number of Deleted Words of the Texts Table 4.3 The Score and Pecentage of Right Answer of the Text 2 A Letter of Recommendation Table 4.4 The Score and Precentage of Right Answer of Text 6 bali Table 4.3 The Judgement of the Text Based on Flesch Reading Ease Formula Table 4.6 Th Score of Cloze Test Procedure Test and Reading Difficulty Level of the Texts vii

12 LIST OF FIGURES Figure 2.1 Fry Graph viii

13 LIST OF APPENDICES APPENDIX 1 Reading Passages from Textbook APPENDIX 2 Question of Cloze Procedure Test APPENDIX 3 Answer of Cloze Procedure Test APPENDIX 4 Surat Bimbingan Skripsi APPENDIX 5 Surat Permohonan Izin Penelitian APPENDIX 6 Surat Keterangan Telah Melakukan Penelitian APPENDIX 7 Silabus ix

14 CHAPTER 1 INTRODUCTION A. Background of the Study A textbook is one of printed material which is used for teacher. Many teachers use it as medium in teaching and learning process in classroom. Textbook is chosen because the easiness of the textbook such as it is easy to be brought by the student and teacher to schools and student could review the material at home. Moreover, it is cheaper than tab or other technology for some developing countries such as; Indonesia since many people could not buy technology. Even, textbook is expensive for some regions. 75 percent of teaching and learning in classroom in some developing country including Indonesia uses the text material in the form of textbook. 1 Therefore, it is very important for teacher to be able to choose the appropriate textbook based on the syllabus and the need of the student in the school because it probably becomes the only resources for student. In Indonesia, many textbooks are produced by publisher to support teacher in teaching and learning process in classroom. A book by Ministry of National Education is not the only textbook which is written based on a new curriculum K- 13. There are many other textbooks which are also published and claimed by the publisher that they are written based on K-13. However, there are not many researches on whether the textbook is appropriate based on K-13 since K-13 is issued by government. It is important to evaluate the textbook since it is widely used in teaching and learning process in classroom. Based on K-13, English as the subject in the class is stressed on reading. It can be viewed on the syllabus that there are some types of the reading which should be learnt by the students including the grade tenth students that should be mastered including recount, narrative and descriptive 2. However, when the writer observed at MAN 1 Tangerang Selatan on January until April 2016, writer saw that reading which the basic skill should master as it 1 Arthea J.S. Reed, Verna E. Bergemann, and Mary W. Olson, In the Classroom: An Introduction to Education, (New York: McGraw-Hill, 1998), third edition, p Syllabus of tenth grade of Senior High School Students K-13. 1

15 is stated in the K-13 become one of difficult material in the class to be understood. After several times, the writer taught in the tenth classes. Writer saw in formative test that their score are below of minimum mastery standard which is 75 but their average score is 72, 15 of 20 questions in the test are reading passage. Based on the unstructured interview with the students, they said that they were unfamiliar with the vocabularies and technique of teaching was bored sometimes. The unfamiliarity of vocabularies is probably caused by the level of readability in the passage in the textbook which is according to the student, it is upper than their level. Therefore, the writer asked the teacher that whether the textbook is chosen by the teacher or school, teacher said that the textbook was chosen by school. Having such experience during Integrated Teaching Profession Practice Praktik Profesi Keguruan Terpadu (PPKT), the writer is interested to analyze the readability level of textbook because the writer want to know whether the readability level of the textbook is appropriate or not for the tenth grade student in the school. Based on the statement and the observation, the writer will analyzed the readability level of the textbook Pathway to English published by Erlangga on 2013 for Senior High School grade tenth (general programme). This study is to find whether the reading passage on the textbook is readable or not. The readability is to find that the passages are easy, plain or even difficult for students. B. Focus of the Problem Based on the background of the study, the research is focused on analyzing the readability level using Flesch Reading Ease Formula and Cloze test of selected reading texts on Pathway to English for tenth grade of Senior High School published by Erlangga on C. Question Research Based on focus of the problem above, the writer formulates a question research as follow: How is the readability level of reading passages in Pathway to English for tenth grade of Senior High School (General Programme) published by Erlangga? 2

16 D. The Objective of the Study Based on the question research, the objective of the research is to find the readability level of English Textbook Pathway to English for Tenth grade published by Erlangga on E. The Significance of the Study 1. Teacher As the author stated before, the textbook is the main media for many teachers especially in Indonesia since it is easy to be used. The result of the study is hopefully helping the teacher choose the textbook and give them information about the content of the textbook. It will be helpful for them to criticize if they have the chance to do it or develop it. 2. Writer It may help the writer to create better content in textbook. The result of the research is hopefully helping the writer of textbook to be careful in creating and selecting the content of a textbook. 3. Publisher The result is hopefully helping the publishers to analyze the content before publishing it. The publisher also can use this study as a reference while compiling the content of the textbook. If the publisher wants to make more material development for the book, this study can enrich the theory used and support the study. It will help the publisher to create an appropriate level of the content in a textbook based on grade. Moreover, the writer from the publisher could improve the passages of the text based on the student level. 3

17 A. Reading Passages Chapter II Theoretical Framework 1. General Concept of Reading Passages Reading is a receptive skill which student could do it easily outside the class without any additional equipment except reading tools such as novel or book 1. People have to make an effort to understand what they read. Moreover, there are many definitions of reading. That s because people have different knowledge and perspective about reading. The border definition of reading, D.A Wagner reading is comprehended as different activities to get knowledge which has particular purposes (e.g., reading bus route, newspaper ads, announcement or road sign). 2 According to Mikulecky, readers read information in two ways consciously and unconsciously. 3 She also stated that the information is related to their background knowledge to understand the author intended. Therefore, the background knowledge and experience of the reader help the reader construct the meaning of the text easily. In addition reading, reading is how the reader can interpret the printed material to information which they could understand appropriately. 4 In example, a writer write about a story. Then, readers read the research. From one and other readers, they can have different understanding and message which is conveyed by the author itself. Meanwhile, According to Gillian Brown and Gorge Yule, Passage is words which are recorded to communicate events. 5 Beside it, Mark and Kathy Anderson define passage when speaker or writer wants to convey a message then he/she 1 Alan Cunningsworth, Choosing your Textbook, (Oxford: Macmillan Henimann, 1995), p K. Rayner, B.R. Foorman, C.A. Perfetti, D. Pesetsky, and M.S. Seidenberg, How psychology Science informs teaching of Reading, Psychological Science in the Public Interest. Vol. 2, No.2 (November 2001), p Beatrice S. Mikulecky, Teaching Reading in a Second Language, 2016, p. 1, ( 4 William Grabe and Federicka L. Stoller,Teaching and researching (Applied Linguistics in Action),(London and New York: Routledge Taylor & Francis Group,2013) Second edition, p Gillian Brown, Gorge Yule, Discourse Analysis, (New York: Cambridge University Press, 1983), p

18 makes a text to communicate it. 6 Hence, the passage is to communicate meaning through words and event which have a sequence. Although passage is collected from letters, words, and sentences but passages is how the reader could have experience of the story in text such as places, events and people in the text. it is not easy as the author put characters in the passage but more than it, the author give readers motivation to read the passage and build readers curiosity about the action that character will do. 7 In addition, passage is not anly written but also transcribed of verbal expression. 8 Grabe in Kaplan also stated that passage is not only orthographic symbol but also non-verbal elements such as punctuation, capitalisation, format of the text, and paragraphing. In conclusion, reading passage is people read a passage conciously and unconciously in the form of trancribed from of speech or in a written passage. While doing reading passages, it happens communication of massage between reader and author through orthographic symbols and non-verbal symbols. The messages of the passage is gotten through the curiousity of the readers in reading the passage, it involves the character, places and event in the passages. 2. Purposes of Reading Passages When people read, they have different purpose or background knowledge of their reading activity. Even though, good reader has known what their purpose before they read. Blanton and colleagues suggest that for readers who are difficult in reading, it is best to set a purpose than multiple purposes. 9 Grabe and Stoller divide it into seven purposes: 6 Mark anderson and Kathy Anderson, Text Types in English 3, (South Yara, Macmillan Education AutraliaPTY LTD, 1998), p Seymour Chatman and Brian Attebery, Reading Narrative Fiction,(America: Macmillan Publishing Company, 1993), p John S. Hegcoc and Dana R. Ferris, Teaching Readersof English: Students, Texts and Context, (New York: Routledge, 2009), p Karen R, Harris and Steve Graham, Teaching Readig Comprehension to Students with Learning Difficulties,(New York: The Guilford Press, 2007), p

19 a. Reading to search for simple Information and reading to skim In reading to search, people typically scan to find a specific word which they need to know the specific information. For example; when people find out the name in a telephone book, they scan the name to know the phone number. Beside it, skimming is to get the general idea of the information. It needs some strategies to guess the place of the general idea. For example, when teacher is asked the student to read a passage to get the main idea, it means the student have to skim the passage to get a general idea. b. Reading to learn from texts It is usually done by professional and academic context, a person who needs as much as possible information from the text. Readers need some abilities to learn from the information. First, readers have to elaborate supporting ideas and main ideas in the text as much as possible. Then, organize the information by finding out and making rhetorical frames. Last, make a connection between the information and readers background knowledge. Sometimes, it takes much time since readers read the text slower to understand it than general reading comprehension. c. Reading to integrate information, write and critique texts. Readers need to select the information to make rhetorical frames, which one of the information is supporting or conflicting. They have to relate the information from one and other resources until they could decide how to integrate the information and they could reach their goal in integrating the information. Reading to write, and to critique texts are represent academic tasks. It is also to integrate information. d. Reading for general comprehension Reading for general comprehension doesn t mean easy or simple because it is usually achieved only by fluent readers. They have the skill to understand the word, to recognize the main idea faster and to read under very limited time constraints. The fluent readers usually have the ability to manage the strategic in reading and they have the skill in reading for general comprehension. The general reading comprehension is also can be managed by the fluent readers in many 6

20 kinds of passages. This purpose is more difficult to master than to learn since the fluent readers have to read the passage efficiently. 10 Furthermore, the passages purpose is to increase student vocabulary and they can use it. 11 Another purpose is word could be left in students mind so they could comprehend and memorize the meaning of the passage. 12 Then, It is important since student have to know why they read the passage and memorize it for general reading purposes. Moreover, Cunningsworth stated that there are six purposes of reading passage: 1. Developing reading skills and strategies Through the passage, a student could improve their reading skills and strategies. Skill could be said as the linguistic ability in understanding the passage. It is including recognizing words and syntactic processing in the passage. 13 In the other hand, strategic is the ability of the readers to process the passage as they process text in their native language. For example guessing from context, students could guess the vocabulary which they don t know the context of the passage. 14 Thus, students are hopefully developing their skills and strategies in reading the passage. 2. Presenting/recycling the grammar items Every passage has the generic features. It is usually taught including in the text. for example in the textbook which is used for this research, the authors explain the grammar besides the passage then the student is given exercise based on the generic feature which is explained. Most of the exercises have to change the grammar to be another form for example about description text, they will learn simple present tense, and the students are asked to change it to negative or interrogative of the sentence. Thus, through the passage, students will understand the grammar contextually. 10 Grabe and Stoller, Op. Cit. pp Roger Seguin, The elaboration of School Textbooks, (Unesco: 1989), p Ibid., p Grabe and Stoller, Op. Cit. p NCLRC, Teaching Reading Strategies for Developing Reading Skills, 2016 ( 7

21 3. Extending vocabulary This purpose is same as Seguin said. Reading passage is to improve student vocabulary. The vocabulary which is usually used are; common vocabulary which students usually know and use it in school or in dialogue, and new words, students are not really familiar with the words but it needs to be known by them because it is in the content of the subject Providing models for writing. Writing is a makeup of a person s thoughts onto a paper to communicate the person s idea. Hence, the idea could be understood by others and the message is conveyed. 16 Through reading passage, students could know and imagine the form of the text, it also could be an example for students. 5. Giving information of interest to student Students will have motivation if the topic is interesting enough to be red by students. The topic which is not interesting will make the students lazy to read outside of the class. In fact, the aim of reading passages is to get their attention in reading the passage outside the class Stimulation Oral Work 18 The students which love to read a passage usually have much information. Because of it, they can handle oral test easier than the students who don t like to read. It becomes simulation to explain for other since they will be asked to explain about what they have read. In summarize, the purpose of reading passage is to get the informtion from the passage. The information could be to learn for the importance of study or to develop reader s vocabulary in reading the passage. the different purpose in every reader is help the readers to make their own goal in reading passage. 15 Seguin, Op. Cit., p Larry Lewin, Paving the Way in Reading and Writing (Strategies and Activities to Support Struggling Students in Grades 6-12), (San Fransisco: Jossey-Bass, 2003), p Richard R. Day, Selecting a Passage for the EFL Reading Class, FORUM, Vol.32 No.1, January-March 1994, p Cunningsworth, loc. cit. 8

22 3. Kinds of Reading Passages There are many passages in the textbook from different genres but tenth grade students of senior high school at MAN 1 Tangerang Selatan only learn 3 genres based on the K-13 syllabus. Those 3 kinds of reading passages which tenth grades of senior high school students learn in their textbook are descriptive, narrative and recount text. a. Descriptive A descriptive passage describes about a person, thing or place feature without people s opinion. 19 Beside it, the descriptive text could be imagined by the reader so the writer must make clear description and organization of the text. 20 It differs from information report because describes a specific subject rather than a general group. There are several examples of descriptive text, those are: 1. Description about the building: in describing building, people could explain about the color, height, shape, floor (if the building has more than a level), the place of building, or the building which is around it. For example: Syarif Hidayatullah hospital is in Jl. Ir. H. Juanda. The building is beside of Fathullah Mosque and in front of UIN Syrif Hidayatullah. There are four floors in the hospital. The first floor is for administration and ICU. Consultation and outpatient are at the second floor. Hospitalization is on the second, third and fourth floors. 2. Description about a specific animal is describing the name of animal, the height of the animals, characteristics such as its food, how they are born, where they usually live, and etc. For example: A rabbit is a small mammal with a short tail and pointed ears. Rabbit live in burrows in the ground. Each burrow is the home of a single family. The first 19 Anderson and Anderson, Op. Cit., p Regina L. Smalley and Mary K. Rutten, Refining Composition Skills, (America: International Thomson Publishing, Inc, 1995), p

23 fossils which can attribute to this family came from North America but now they are found in every part of the world. Compared to its small body, the rabbit has large sized ears. The large area of their catches almost every sound wave produces in the air and transfers them into the inner ear Description of a particular place, describing a particular place means to describe the place such as a specific room in the house, a city, a museum, public places, or etc. In describing a particular place, a writer could start with the walls and floors if it is a room. The writer should arrange the details of the paragraph based on the subject and the goals of the writer. It is writer task that making the reader could imagine by describing the location of the objects in the description clearly. 22 For example: My room is on the first floor of Griya Nabila boarding house. It is a small rectangular room with green walls. As you enter the room, straight ahead you will see a small toilet with a glass door. My bed, which is covered with a red bedspread, is beside the window. Under the bad, there are three drawers for clothes, food, and plastic. On your left, against the wall, there is a large bookcase, with a small basket under it. A large mirror is placed against the wall which is beside of toilet. 4. Description of a specific person can be described person s physical appearance, behavior, or both. There are several ways in describing a person; style clothing, manner walking, color and style of hair, facial appearance, body shape, expression, way of talking. For example: Pevita Pearce is a famous actress. She has long black hair that falls down to her shoulders and surrounds her diamond-shaped face, which is usually smiling. She has black eyebrows over her black eyes, which are rather large. Her nose is straight and on the bottom of the nose, she has a small mouth, 21 Descriptive Text about Animals, 2016, ( 22 Regina L. Smalley, Mary K. Ruetten, and Joann Rishel Kozyrev, Refining Composition Skills Academic Writing and Grammar Sixth Edition, (Boston: Heinle, 2012), p

24 with lips that usually are not covered by a lipstick. Her teeth are straight and white. 23 a. Narrative Narrative is telling about what happened at a moment. Making some sequence of event into a plot, a plot has some point (It would be defined as a "point" in a moment). 24 Beside it, Anderson said that it tells a story which has a purpose to entertain people but more than it, narrative is to make people thinking about an issue, to teach people a lesson, to excite people s emotions to the story. There are some examples of narrative passage such as; myths, fairytales, science fiction, historical fiction, and romance novels Myths is narrative story that tells about supernatural events and characters, it is usually used by a culture to explain how and why things happened. 26 For example in Indonesia myths about Nyi Roro Kidul. 2. Fairytale is a narrative story which relates with fairy. For example Cinderella s story. She has a fairy which changed her to be a beautiful girl and found her prince. 3. Science fiction is a story which involves technology, new inventions, and imaginative description is used as the background of the story such as star wars or space demons by Gillian Rubinstein, and etc Historical fiction is a story which takes place in the past. one of the famous Indonesian historical fiction is a novel Bumi Manusia by Parmoedya Ananta Toer. 5. Romance novel is a novel which relates about loving, heartbreaking, and etc. There are so many writers about romance novel since many teenagers love the genre such as a novel entitled Dilan by Pidi Baiq. 23 Ibid., p Chatman and Attebery, Op. Cit., p Anderson and Anderson, Op. Cit. p Chatman and Attebry, Op. Cit. p Mark Anderson And Kathy Anderson, Text Types in English 2, (America: Macmillan Education Australi PTY LTD, 2003), p

25 b. Recount Recount text is retelling past event, usually in the order in which they occurred. 28 The purpose of recount text is to describe the event when and what it occurred. There are several kinds of recount text such as: 1. Newspaper reports are articles which could be found in newspaper. It is about what happened around the area of newspaper or sometimes the world. It reported the event which has happened 2. Letters, a few years ago, letter is a famous thing to retell a story to family, friend or etc. Usually, people retell what they did in their vacation or about their condition at the time. Now, it doesn t popular anymore since most of people have handphone to send a greeting or saying about their conditions. 3. Speeches, it is a spoken text which has some purposes but one of the purposes is to recount. Speaker retells an event with the place which happens to audience. 29 B. Textbook 1. General Concept of Textbook Many schools use the textbook as the main media in teaching and learning. Textbook is the printed materials which student and teacher could bring easily. In some region in Indonesia, it is cheaper sources than using a tablet or other resources. Sometimes, it is side by side with CD to support the content in the textbook. Teacher as the role model in the class has to decide which textbook is appropriate for students. Because of selecting textbook involves matching the material in the textbook with the current curriculum in the school. There are not a best textbook but at least teacher could find the better textbook based on the aim of their teaching process. 30 There are two steps to choose the course book before use it: firstly, recognize the aim and objectives of the program based on syllabus. 28 Anderson and Anderson, Op. Cit. p Ibid 30 Cunningsworth, Op. Cit.., p

26 Then, see the situation in teaching and learning activity program. 31 The textbook itself has some roles in ELT, as follow: a. a course book for presentation material (spoken and written) a textbook which has explanation about material for example material for descriptive text, narrative text or others. b. A source of activities for learner practice and communicative interaction Some textbook provides activities in order to help students know whether they understand the book or not. c. A reference source for learners on grammar, vocabulary, pronunciation, etc. A textbook beside provides explanation about the material. It also adds by some grammar based on the grade. For example, when they learn about descriptive text, they will also learn about simple tense and vocabulary about description such as adjective words. d. A source of stimulation and idea for classroom language activities. Activities usually add by the creator of textbook to help the teacher giving a different experience in learning. e. A syllabus (where they reflect learning objectives which have already been determined. Almost every textbook provides syllabus before the material. it will help the teacher to get the picture what is the objective of every material in the textbook. f. A resource for self-directed learning or self-access work. Teacher only becomes a counselor for student because student set their own style in learning and their objectives of learning. The textbook help them to learn by themselves. g. A support for less experienced teachers who have yet to gain in confidence 32. For new teachers who are new in teaching activity, textbook is good to support their teaching activity in the class. Moreover, if they don t prepare very well, it will help them to manage the class. 31 Ibid 32 Ibid., p

27 Because of the role, the textbook influences the student s experience in learning in the class generally. Although, the role of the teacher use the textbook is the main idea how the role of the textbook could be maximal. Choosing the textbook have to relevant to the purpose of the purpose of the process teaching and learning. 2. Advantages and Disadvantages of Textbook When choosing the textbook of course there are some of the advantages in textbook. 33 Advantages a. They provide structure and syllabus for a program In some textbook syllabus are provided in the textbook. the material in the textbook will follow the syllabus of the program. It helps the teacher to make planning for activity in the class. b. They help standardize instruction. Textbook is as a handout for teacher to give instruction for the student. In the textbook the instruction is clear. Thus, the teacher could easily to give instruction in exercise, homework, etc. the instruction in the test for different class will be same because it based on the same textbook c. They maintain quality Student is exposed to the materials that have been tried and tested which is based on the learning principles. Since textbooks from government or commercial usually are always reviewed and revised by the publisher. d. They provide a variety of learning resources Workbook, Cds, cassettes, videos, CD-ROMs, and comprehensive teaching guides are accompanying the textbook. It will help the teacher especially in listening material to give the student listening exercise. 33 Jack C. Richards, The role of Textbooks in Language Program, 2016, ( 14

28 e. They are efficient Teacher will decrease their time to find out about materials by using textbook as the sources of the material. Teacher could find additional material and they could do other works such as scoring students test. f. They can provide effective language models and input The writer of the textbook has capacity in English. So, for the teacher who their first language is not English, using textbook is good as the accurate sources for language input. g. They can train teachers Teacher s book which is given by the publisher besides of the textbook is good to train the teacher. Teacher will know step by step of the book and the objectives of writer of the book. h. They are visually appealing Commercial textbook usually is eye catching with the high standard of design and production. For visual students, an eye-catching textbook which have contrast color will be easily remembered than the usual textbook which is only black and white like photocopy. Meanwhile, there are some of disadvantages of textbook; 34 a. They may contain inauthentic language Sometimes, they don t present authentic material in dialogue, text and other aspects of content and often not representative of real language use. For example, in dialogue about shopping, the material in the textbook about shopping is not covering as real as we see in the real world of shopping dialogue. b. They may distort content They usually don t represent the current issue. Sometimes, they avoid the controversial issue. In particular, LGBT (lesbian, gay, bisexual, and transgender) is current issue in Indonesia but it can not be exposed for Indonesian textbook since it is controversial issue. 34 Ibid 15

29 c. They may not reflect students needs Since textbooks for the global market, they often do not reflect student need and interest. For instance, knowledge of some of the students from small cities is different than big city since students from small cities have limited access of information. d. They can deskill teachers If teachers use textbook as the main sources of the learning and teaching activities in the class, the teacher s role is reduced since material have been prepared. e. They are expensive For students in some regions in Indonesia, buying commercial textbook is expensive since it is difficult to find. Both of them need to be considered. If the textbook which was judged have some negative effects, providing guidance book for the teacher in how to use the textbook appropriately should take as the remedial action in judging the textbook. 3. Standard of Indonesian Textbook The textbook which is used for this study is Pathway to English published by Erlangga for tenth grade senior high school. The book is English textbook for Indonesia students by an independent publisher. Therefore, English still become a foreign language for Indonesian students. Because of it there are some criteria of a good textbook based on Ministry of Education in Indonesia; those are called National Education Standards (SNP): a. Content Standard It includes material and graduation competencies at the grade of education. By understanding the content, the writer of the textbook knows what the subject which the students will learn at the level, allocation of time and how many times meeting in a semester. Those are needed by the author to plan and develop the textbook which is written but it still bases on the student s competence. 16

30 b. Standard Process Process standard (SP) refers to the teaching and learning activity in educational unit. In this process standard, there are several notes which have to be noted: 1. Planning the process of teaching and learning activity in this process. Activities in these processes are arranging the syllabus, lesson plan, and principles of arranging the lesson plan. 2. Implementation learning process including requirements in the implementation of learning process in maximal class size, maximum teaching loads, textbook and classroom management. 3. Assessment of learning outcomes which is done by the teacher to the learning outcomes to measure student achievement competency. Assessment is carried out in a consistent, systematic and programmed using test and non-test in written or oral, observation of performance, attitude measurement, assessment a task, project or product portfolios, self-assessment, assessment of learning outcomes using a teacher s standard assessment and scoring guide by the group of teacher s subject. 4. Supervision of the learning process is done through monitoring supervision, evaluation, reporting, and follow-up. The writer of the textbook have to pay attention by the requirements which is assigned in SP, especially to develop models and methods in learning to achieve basic competency, competency standard, and graduate competency standard. The writer of the textbook have to use the theory of learning then the student could get the experience in learning skills to fulfill SP for every educational unit. c. Graduate Competency Standard Graduate competency standard (SKL) has different qualification for every educational unit. It is including attitude, knowledge, and skill; these are the graduate competency for every educational unit. 1. SKL for primary education has the purposes to laid the foundation of intelligence, knowledge, attitude, noble character, and skill to live independently and to follow the higher education. 17

31 2. SKL for secondary education has the purposes of improving student intelligence, knowledge, attitude, noble character, and skill to live independently and to follow the higher education. 3. SKL for secondary vocational education has the purposes of improving students intelligence, knowledge, attitude, noble character and skill to live independently and to follow the higher education based on their major The textbook writers have to understand the SKL because they have to choose the appropriate learning methods and determine the relevance, depth, and broadness of materials. all of the results in educational units, materials, and learning process is expected to achieve SKL. d. Standard of Facilities and Infrastructure This standard is the national education standard to get the minimum criteria in facilities and infrastructure. The facilities which have to be had by a school are furniture, educational equipment, educational media, books and other learning resources, other equipment needed to support the learning process on regular and ongoing. In addition, a school have to has infrastructure such as; land, classroom, boardroom, space educator, space administration, library, laboratory, workshop, space production, canteen, power plants and services, gym, places of worship, playgrounds, places for recreation another place needed to support the process teaching and learning. In this standard, textbook writers have to know the facilities and infrastructure of school. They can use it as the material to develop the textbook, so, the textbook is appropriate for the school in learning style and availability of facilities and infrastructure. 35 In summary, textbook is used by many teachers as the resources in the school, especially in Indonesia. Because of it the teacher has to measure the advantage and disadvantages of the textbook which is used or the standard of the appropriate textbook based on student s level. From the standard which have been explained, 35 B.P. Sitepu, Penulisan Buku Teks Pelajaran, (Bandung: PT Remaja Rosdakarya Offset, 2012), pp

32 the authors could say that the writer of the Indonesia textbook uses the standard as the criteria in textbook. Thus, the teachers also have to measure it in choosing the best textbook for student. C. Readability 1. General Concept of Readability Readability is an important topic for educator and professional people in all range of field including education. In addition, It is needed to all kinds of tasks such as selecting appropriate reading materials, creating a standardized test, teaching writing and communication skill, and etc. 36 The readability helps readers or authors to know whether text is easy to be understood or not. Readability is what text is easier to read than others. G Harry McLaughlin (1998) states that readability is the level which is given to the material, so, people could know the interesting and understandable of the text. This definition emphasized between the class of readers of known characteristics such as reading skill, prior knowledge, and motivation. 37 Then, readability is to know the easiness of the text to be understood by people. 2. Measuring the Readability According to Smith and Robinson, measuring the readability could be done through 3 ways. Those are Comprehension Testing, Readability Formula and Cloze Procedure Comprehension Comprehension testing or Informal reading inventories is usually done by teachers to select textbook for their children. The test is implemented to measure the advantage and need of the students of the materials. both silent and oral 36 Allan Bailin, Ann Grafstein, Readability; Text and Context,(London: Palgrave Macmillan, 2016), p Willian H.Dubay, The Principles of Readability,(Costa Mesa: Impact Information, 2004),p Nila B. S, H. Alan R, Reading Instruction for Today s Children 2nd Edition, (Engleewood Cliffs: Prentica-Hall, 1963), pp

33 reading in involved in the test procedure. However, the procedure is not standardized but this informal procedure has been ordered into semiformal inventories. Unfortunately, this procedure could be implemented to other material, it is only for the material which is tested. There are several steps that should be taken by the teacher to match the material with students. First, the teacher should take textbooks which are 2 years below and 2 years above the student s grade. Then, teachers select 6 passages which are 100 words or based on the student s grade, the passages which are chosen are 2 passages from beginning, 2 passages from middle and 2 passages from the end of each book. After that, students are asked to start from a year below their grade level, they read a pair of passage by a passage orally and a passage silently and read as the previous way for other pairs. Afterward, while the students are reading orally, teacher have to take a note about the deviation of such questions; what is the reading behavior that students have done in the session? What words which students change by another word? Whether the student has done auto-correct by themselves? And when and why most likely the students read back and regress?. After taking those notes, teachers ask students to retell about what they have read at the passage through a series of question, a closure procedure, or retelling. teacher have to save the record of all of the result. When students are doing the silent reading, the teacher must take a note about student s reading time in seconds and their behaviour during the reading. After reading silently and orally has done, students are asked to do the same thing for other par passages. Then, compare the result of all notes which teacher have taken during the reading test such as from the print, reading behaviors, comprehension, and time for silent reading. Finally, teacher have to make a decision about reading level of students which are of the material cold be done independently and can be used for instruction purposes (without frustration). If the teachers are able to use the multilevel material, certain children could be given suitable material for 20

34 independent and then for instruction. 39 These are the criteria of the student s reading level using this procedure. 40 Table 2.1 The Judgement of Comprehension procedure Deviation Level word Recognition Comprehension Independent level 99% 90% Instructional Level 95% 75% Frustration Level 90% or less 50% or less 2. Readability Formula Readability formula could be used to measure the readability of a large number of book and cannot all of them by students to comprehend it. It is involving the use of average sentence length, vocabulary list, or counts syllables length, which is given to estimate of readability of reading difficulty level. Beside it, the formula could not include interest, purpose language complexity and concepts. 41 a. The Dale-Chall Formulas Dale and Chall used McCall-Crabbs texts and test as benchmarks. They developed the formula which really different from the Flesch formula. Knowledge of vocabulary as a factor in readability is emphasized in their formula. They made a list 3000 easy words which 80% are known by the fourth-grade students. 42 There are some steps to apply the formula. First, Selecting 100-word samples throughout the text (for a book every tenth page is recommended). Then, compute the average sentence length in words by counting the number of words dividing by the number of the sentence. Third, compute the percentage of hard words or words outside of the Dale list of easy words. last, compute the equation of the formula, as follow; Score =.15179PDW ASL Ibid., pp Ibid., p Ibid., p Dubay, Op. Cit., p

35 Where: Raw score = reading grade of reader who can answer one-half of the test questions on passage PDW ASL = Percentage of Difficult Words (words not on the Dale-Chall word list) = Average Sentence Length in words After getting the score, the tester has to match the range of the score with the raw score of Dale and Chall s formula. Where the score is, it is the grade of the text 43 Table 2.2 Grade of Dale-Chall Formula Raw Score Dale-Chall Score 4.9 and below Grade 4 and below 5.0 to 5.9 Grades to 6.9 Grade to 7.9 Grade to 8.9 Grades to 9.9 Grades (college) 10 and above Grades 16 and above (college graduate) b. Gunning Fog The formula is simpler than Dale because it doesn t use easy word list. Gunning create the formula It uses two variables; average sentence length and the number of words with more than two syllables for each 100 words. 44 there are several steps to apply Gunning Fog formula; first, Take a passage with minimum 100 words or close. Then, count the number of sentences in the passage. It can be counted by counting independent clauses that follow one another directly (i.e after semicolons or colons or coordinating conjunctions followed by a comma). Third, find the average number of words per sentence by dividing the number of words 43 Ibid., p Bailin, Grafstein, Op. Cit., p

36 by the number of sentences.fourth, count the number of words (excluding proper nouns) of three syllables or more. Don t count verbs that reach three syllables by grammatical endings such as es, -ed, or ing. Exclude simple compounds like shopkeeper. Then, Calculate the percentage of three-syllable words and add the average number of words per sentence to the percentage of three-syllable words add it again and multiple the total by 0.4. Finally, The resulting number is the years of formal schooling needed to easily read and understand the text from which the text has been taken. 45 Grade Level =.4 (average sentence length + hard words). 46 c. Fry s Readability Graph Edward Fry limits the formula in two factors, sentence length, and word complexity. In the formula, sentence length was to be measured as the average number of sentence in three 100-word passages selected randomly. Then, count the number of sentences in all three 100-word passages. After that, estimating the rational number of the last sentence to the nearest 1/10 th. In addition, enter the graph with the average Sentence Length and Number of Syllables. Plot dot where the two lines intersect, an area where a dot is plotted signifies the approximate reading grade level of the content. If you find a great deal of variability, you can put more sample counts into the average. The result is looked down in the graph, called the readability graph. 47 Figure 2.1 Fry Graph 45 Pearson Education Canada, 2016 ( sfogindex.pdf) 46 Dubay, Op. Cit.,p Readability Formulas, The Fry Graph Readability Formula, 2016, ( 23

37 d. Flesch Reading Ease formula Flesch developed the formula in his dissertation on In 1948, he developed the second formula with two parts. The first part Reading ease formula which used only two variables is the number of syllables and the number of a sentence of each 100-word sample. Then, the second part is Flesch s formula. It counts personal words and personal sentence as human interest. Moreover, Flesch reading ease formula is the most widely used formula and one of the most tested and reliable formula. 48 The formula for updated Flesch Reading Ease score is: Score = (1.015 x ASL) (84.6 x ASW) Score = Position on scale of 0 (difficult) to 100 (easy), with 30 = very difficult and 70 = suitable for adult audiences ASL = Average sentences length (the number of words divided by the number of sentences) ASW = average number syllables per word (the number of syllables divided by the number of words). After finding the result of the Flesch Reading Ease Formula, it will be analyzed into the table of the grade. 49 Table 2.3 The reading Scale of the Flesch Reading Ease Formula Reading Style Description Estimated reading Grade Ease Score 50 to 60 Fairly Difficult 10th to 12th grade 60 to 70 Standard 8th and 9th grade 70 to 80 Fairly Easy 7th grade 80 to 90 Easy 6th grade 90 to 100 Very easy 5th grade 48 Dubay, Op, Cit.,p Dubay, Op, Cit.,p

38 3. Cloze Procedure The 1970s saw the invention in ESL. Cloze Procedure was claimed not only for test of general language proficiency but also for reading. But before it, the test was used to test the readability level through the native speaker. 50 Wilson L. Taylor proposed a new Approach to readability, which is called cloze procedure. The test will be deleted 10% of words with the minimum words in text is 500 or deleted every fifth word. 51 Then, the choice is put at the bottom of the test. The idea of the test is if the students are better in understanding the passage, the students are more successful in answer the test. However, the more difficult of the text, the lower is the score. In fact, even the advanced students, they cannot answer it correctly more than 65% of the deleted words in cloze test. Cloze test has the manner of the cloze score as the table bellow; 52 Table 2.4 Judgement of Cloze Procedure Test Purpose Cloze Unassisted reading 50-60% Instructional, assisted reading 35-50% Frustration level Below 35% If the average of the students could only answer the deleted words only below 35%, students are frustration with the reading material since it is not in their present ability. They have to give more afford to read the material in the level because it is really difficult for them. 53 Then, 35-50% in a text, it means that the text is instructional or assisted reading. The text is appropriate based on their level and they could understand the text because the text is not frustratingly difficult for readers. 54 In this grade, teacher could use the assisted reading technique, teachers read a passage but they stop occasionally,then the student countinue the next 50 J. Charles Anderson, Assessing Reading, (New York: Cambridge University Press, 2000), p Bailin and Grafstein, Op. Cit, p Dubay, Op. Cit., p Ned D. Marksheffel, Better Reading in the Secondary School, ( America: the Ronald Press Company, 1966), p J. Charles Anderson, Op, Cit., p

39 sentence. 55 The material could improve students reading skills since in this leel new vocabulary and new concepts are introduced in this level. The tecxtbook should in this level of reading materials. 56 For the result, 50-60% is instructional/ assissted reading, it means that readers did not have to be assiseted by teacher since they are capable to read without any support. At this level students do the reading as the leisure time and their comprehension and understanding of text is very good. Teachers could help them to improve their reading speed and they also need material which is above their level to challenge their ability but don t make them frustration. 57 Among all of the formulas, Flesch s Reading Ease Formula became the most widely used formula and one of the most tested and reliable. 58 Because of it, the writer used the formula to measure the readability level of the textbook Pathway to English published by Erlangga. After that, to make sure the reading level, the author used Cloze Procedure Test by deleted every fifth or tenth word in the passage which is applied Flesch s reading ease formula. 4. The Previous Study The relevant studies which are ideal with this study is The Readability of Marketing Journals: Are Award-Winning Articles Better Written? By Alan G. Sawyer. Juliano Laran, and Jun Xu. The samples of the research are awardwinning articles in JM, JMR, Journal of International Marketing. The manuscript is judged not only by how the author presents the ideas but also whether the manuscript could be read or not. The study uses the classical readability formulas such as; Flesh-Kincaid, Automated readability Index (ARI), the Gunning-Fox index (Fog), and the SMOG grade-level scores. They also used Flesch Index and Lix Index which vary between After the measurement, all of the readability levels of the essays have a score 16,2, which is considered difficult reading for 55 Roxanne F. Hudson, Holly B. Lane, and Paige C. Pulle, Reading Fluency Assessment and Instruction: What, Why, and How? in Peter Aflerbach (ed), Essential in reading assessment., (Newark, DE: International Reading Association, 2010), p Marksheffel, Op. Cit., pp Ibid., p Dubay, loc. cit. 26

40 people below of college senior. 15 articles are the best readability which is 13 of the articles won article award. In the other hand, 11 articles rated least readable, 9 articles are non-winners and. Based on the study award-winning articles in AMA academic journals is more readable than the non-winners. 59 The second study was from Ade Afrizal by the title The Readability of Reading Passages in English Textbook Contextual Learning published by Grafindo Media Pratama. The study conducted at the eleventh grade of SMA Negeri 9 Tangerang Selatan.the objective of the study is to see the readability level of English Textbook Contextual Learning. He use descriptive analysis which will explain, describe and measure the readability of texts by students. The population of the study is eleventh grade of SMAN 9 Tangerang Selatan, total students are 200, he took randomly 20% of the students. The result of readability is obtained from five test given to students by the writer using the Flesch Reading Ease Formula and Cloze Test Procedure. based on the results of his research show that from five text reading using Flesch Reading Ease Formula 2 of the texts are on easy level, 2 of the texts are very easy and another is plain. The conclusion is that student can understand the contents of text and level readability from those methods are easy and instructional. 60 The third study is from N. Yani Saniyatul Amaniy by the title The Readability Level of Reading Texts in Pathway to English 2; A descriptive Analysis on the Textbook for the Eleventh Grade of Senior High School Students Published by Erlangga. She used Flesch Reading Ease Formula to test the suitable level of the reading texts, from 19 reading texts only 4 texts which is suitable for eleventh grade. The 4 texts is classified into 3 levels of reading diffiulty by using Cloze Procedure Test. Based on the test, the result is a text in 59 Alan G. Sawyer. Juliano Laran, and Jun Xu, The Readability of Marketing Journals: Are Award-Winning Articles Better Written, Journal of Marketing, Vol.72, 2008, pp Ade Afrizal, The Readability of Reading Passages in English Textbook of Contextual Learning Published by Grafindo Media Pratama, a case study at Eleventh Grade of SMAN 9 Tangerang Selatan, a skripsi Presented to the Faculty of Tarbiya and Teachers Training in UIN Syarif Hidayatullah Jakarta, Jakarta, 2012, unpublished. 27

41 Independent Level, 2 Texts are in Instructional Level, and a text is in Frustrational Level. 61 The different of this study in the obejct of this study are first, the author used textbook Pathway to English published by Erlangga for Senior High School Grade X General Programme, the textbook is written by Th. M. Sudarwati and Eudia Grace.. In the other side, the previous study used Pathway to English for eleventh grade of senior high school which is conducted by Amaniy, contextual learning which is analyze by Afrizal,and the award-winner articles by Sawyer. The second difference is the place of this study, the writer took place at MAN 1 Tangerang Selatan but Amaniy at MA An-Najah and Afrizal at SMAN 1 Tangerang Selatan. Those are the difference of this study with the previous study. 61 N. Yani Saniyatul Amany, The Readability of Reading Texts in Pathway to English Published by Erlangga, a descriptive analysis on the textbook for the Elevent Grade of Senior Hish School Students Published by Erlangga, 2014, unpublished. 28

42 CHAPTER III RESEARCH METHODOLOGY A. Place and Time of the Research 1. Place of the research This research took place at MAN 1 Tangerang Selatan at Jl. Raya Kademangan, Setu, Tangerang Selatan. 2. Time of the Research The research was started on July 1 st, 2016 and finished on October 13 th, B. The Method and Design of the Research The writer used descriptive analysis method, the writer tried to describe, elaborate and use the content analysis of reading texts in Pathway to English textbook published by Erlangga. The writer used a common technique to measure the readability of reading text by using cloze procedure text and Flesch reading ease formula. She also determined the difficulty level and reading grade based on the reading ease scale of Flesch reading ease formula. C. Subject of the Research The subject of this study is all student of tenth grade. There are 200 students which are divided into five classes. The subject is more than 100; for descriptive research a sample of 10% of the population is considered a bare minimum. 1 The writer took random 20% of 200 students (40 students) as samples of this research. Author took random students from three classes. She gave two passages for students which have been measured through Flesch Reading Ease Formula. D. Instrument of Research In collecting the data, first, sources is from the textbook from odd and even semester for tenth grade senior high school entitles Pathway to English published by Erlangga. There are 14 passages in the textbook. Then, the passages 1 L. R. Gay, and P. I. Diehl, Research Methods for Business and Management, (New York: Macmillan., 1992), p

43 were analyzed based on the Flesch Reading Ease Formula. In addition the author conducted the Cloze Procedure test, 40 students of the tenth grade of MAN 1 Tangerang Selatan became the source of the data. E. The Technique of data Analysis In analyzing the data, the writer did some steps. First, the writer select the passages in the textbook based on the syllabus for tenth grade student, there are 14 passages based on the three kinds of passages (descriptive, narrative and rcount) in the textbook Pathway to English published by Erlangga. Then, each passage is counted the number of sentence, number of words and number of syllables using website the writer copy the passages then paste on the website, the result would be appear beside of the text. After That, The Flesch Reading Ease Formula is used as the following formula: 1. Flesch Reading Ease Formula Score = (1.015 x ASL) (84.6 x ASW) Score = Position on scale of 0 (difficult) to 100 (easy), with 30 = very ASL difficult and 70 = suitable for adult audiences = Average sentences length (he number of words divided by the number of sentences) ASW = average number syllables per word (the number of syllables divided by the number of words). 2 After finding the result of the Flesch Reading Ease Formula, the score will be analyzed into the table of the reading scale of the Flesch Reding Ease Formula, as follow: Table 3.1 The reading Scale of the Flesch Reading Ease Formula Reading Ease Score Style Description Estimated reading Grade 0 to 30 Very Difficult Collage Graduate 30 to 40 Difficult 13th to 16th grade 50 to 60 Fairly Difficult 10th to 12th grade 2 Dubay, loc. cit. 30

44 Reading Ease Score Style Description Estimated reading Grade 60 to 70 Standard 8th and 9th grade 70 to 80 Fairly Easy 7th grade 80 to 90 Easy 6th grade 90 to 100 Very easy 5th grade After finding the result of the reading scale of the Flesch Reading ease Formula. The writer will chose the passages which are appropriate for the tenth grade of Senior High School. Those passages would be tested by using Cloze Procedure test. The true answer would be 1 and false 0. All of the true answer would be changed into percentage using Anas Sudijono s formula 3. P = f x 100% N P = Percentage f = frequency N = Number of Item Then, the finding of the correct answer will be presented in percentage, the writer will determine the text reading difficulty based on the Judgment of Cloze Procedure Test Score. The lower of the percentage of the score, it means the more frustration level of the passage. This following table 3.2 presents the judgement of cloze produre test score: 4 Table 3.2 The Judgment of Cloze Procedure Test Score Purpose Cloze Percentage Unassisted reading 70-80% Instructional, Assisted Reading 50-60% Frustration Level Below 50% Finally, the writer will describe the result of Flesch Reading Ease Formula and Cloze Procedure test, descriptions are not only about the score of Flesch Reading Ease Formula and which grade every text is, but it is also about the score of cloze procedure test whcih have done by students of MAN 1 Tangerang Selatan and the purpose of every passage. 3 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta:PT Raja Grafindo Persada, 2014), p Dubay, loc. cit. 31

45 CHAPTER IV RESEARCH FINDING AND INTERPRETATION A. Research Finding 1. The Description of Data Pathway to English is the title of the textbook which is analyzed by the writer. The textbook is published by Erlangga in the This textbook is created for senior high school grade 10th (General Programme). The textbook is published using the newest curriculum, K-13. There are 11 chapters in the textbooks. The book is emphasized on 4 skills such as reading, listening, speaking and writing. Every chapter has different topics to learn for the student. Every theme relates to the material which is learnt by student. Moreover, there are 14 passages in the textbook Pathway to English. Those passages are included in the narrative, descriptive, and recount text. Those text are the genre of text which senior high school student should learn on 10 th grade. a. The Result Calculation Using Flesch Reading Ease Formula Flesch s formula predicts human interest by counting the number of words, syllables, words, and sentence of a text by counting it in Table 4.1 The description of Syllables, words, sentences calculations. Text Number of Sentence Number of words Number of Syllables Text Text Text Text Text Text Text Text Text Text Text

46 Text Number of Sentence Number of words Number of Syllables Text Text Text b. The Result Calculation of the Cloze Procedure Test There were two passages which are appropriate for tenth grade students is tested using Cloze Procedue test. The test was given to 40 students of the tenth grade MAN 1 Tangerang Selatan. The writer deletes every 5th words of each text and the answer below the passage to fill in the blanks. The answers are listed at the bottom of the text. Each reading text has different number of deleted words depends on the length of the text. The number of words and deleted words of each text is presented in the table 4.3 below: Table 4.2 The Number of Deleted Words of the Texts Text The number of words Deleted words Text Text This table shows the result of the score and precentage of the Cloze Procedure test by the passage A Letter of Recommendation : Table 4.3 The Score and Precentage of Right Answer of the Text 2 A Letter of Recommendation of Tenth Grade of MAN 1 Tangerang Selatan Total Number of Right Number of student Answers Precentage Text % % % % % % % % 33

47 Total Number of Right Answers Number of Student Text 2 Precentage % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % Total % Average 11,6 35% 34

48 This table 4.4 below shows the score and precentage of right answer of text 6 Bali : Table 4.4 The score and precentage of right answer of Text 6 Bali of the tenth grade students of MAN 1 Tangerang Selatan Number of Total Number of Right Answers Student Text 6 Precentage % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % 35

49 Number of Total Number of Right Answers Student Text 6 Precentage % % % % % % % % % % Total % Average 12,65 44% 2. The Analysis of Data a. The Flesh Reading Ease Formula After counting the number of sentence, words and syllables, the data is analyszed using Flesch Reading Ease Formula. First, the data is calculated the score. Then, the grade of Reading ease scale is decided based on the score. Text 1 ASL =207 : 18 = 11.5 ASW = 276 : 207 = 1.33 Text 2 = (1.015 x 11.5 ) (84.6 x 1.33) = = ASL = 224 : 19 = ASW = 367 : 224 = 1.63 = (1.015 x ) (84.6 x 1.63) = =

50 Text 3 ASL = 175 : 21 = 8.33 ASW = 239 : 175 = 1.36 Text 4 = (1.015 x 8.33 ) (84.6 x 1.36) = = ASL = 293 : 19 = ASW = 506 : 293 = 1.72 Text 5 = (1.015 x ) (84.6 x 1.72) = = ASL = 183 : 10 =18.3 ASW = 303 : 183 = 1.65 Text 6 = (1.015 x 18.3 ) (84.6 x 1.65) = = ASL = 187 : 20 = 9.35 ASW = 325 : 187 = 1.73 = (1.015 x 9.35 ) (84.6 x 1.64) = = Text 7 ASL = 345 : 20 = ASW =517 : 345= 1.49 Text 8 = (1.015 x ) (84.6 x 1.49) = = ASL = 262 : 25 =

51 ASW =471 : 262 = 1.79 = (1.015 x 10.48) (84.6 x 1.79) = = Text 9 ASL = 225 : 21 = ASW = 325 : 225 = 1.44 = (1.015 x 10.71) (84.6 x 1.44) = = Text 10 ASL = 406 : 29 = 14 ASW = 546 : 406 = = (1.015 x 14) (84.6 x 1.344) = = Text 11 ASL = 348 : 29 = 12 ASW = 539: 348 = = (1.015 x 12) (84.6 x 1.548) = = Text 12 ASL = 478 : 31 = ASW = : 478= = (1.015 x ) (84.6 x1.274) = = 83.4 Text 13 ASL = 478 : 31 = ASW = 410 : 315 =

52 Text 14 = (1.015 x 10.16) (84.6 x1.30) = = ASL = 582 : 52 = ASW = 728 : 582 = 1.25 = (1.015 x ) (84.6 x 1.25) = = The table 4.5 shows the score of each passage and the estimated Reading Ease Formula: Table 4.5 The Judgment of the Text Based on Flesch Reading Ease Formula Text Title of the text Score Estimated reading grade Text 1 Aunt Dolores 82,59 6th grade Text 2 A letter of 56,995 10th to 12th grade recommendation Text 3 Letter 83,335 6th grade Text 4 Semarang 45,845 13th to 16th grade Text 5 The Borobudur temple 48,86 13th to 16th grade Text 6 Bali 51,16 10th to 12th grade Text 7 David Beckham 63,281 8th and 9th grade Text 8 Mohamad Hatta 44,764 13th to 16th grade Text 9 Steve Paul Jobs 74,141 7th grade Text 10 Stripped Tulips 78,925 7th grade Text 11 The legend of Si Pahit 63,695 8th and 9th grade Lidah Text 12 The Green Knight 83,4 6th grade Text 13 Batu Badung 86,545 6th grade Text 14 King Midas 89,735 6th grade 39

53 Based on the data analysis result above, there are 2 passages which are classified into Faily Difficult level. The level is suitable for the tenth grade of senior high schol students. Those passages are text 4 and text 8. b. The Cloze Procedure Test Based on the result as seen in the table 4.5 above the Cloze Procedure test score for text 2 entitled A Letter of Recommendation are 35% and text 6 entitled Bali are 44%. Those precentages are then used to determine the text reading difficulty level of the texts. The following table shows the score of Cloze Procedure Test and the reading difficulty level of the texts. Table 4.6 The Score of Cloze Procedure Test and the Reading Difficulty Level of the Texts Text Cloze Test Level Text 2 35% Instructional level Text 6 44% Instructional level B. The Interpretation This research is conducted to describe the readability level of English textbook Pathway to English published by Erlangga for tenth grade senior high school. The textbook is used at MAN 1 Tangerang Selatan. The writer analyzed the passages using 2 techniques: the Flesch Reading Ease formula and cloze test. First, the writer calculated the readability level through Flesch reading ease formula. Almost all of the passages are easy for their level. The result of the Flesch Reading Ease formula was calculated by counting the syllables, words, and sentences of each passage. There are nine (9) passages in under the students level, those are Aunt Dolores, Letter, David Beckham, Steve Paul Jobs, Stripped Tulips. Those passages got the score between It means that the passage is for 6 th 9 th grade, those passages are under the grade of students MAN 1 Tangsel. Then, Three passages are above the student s grade, the scores between are Semarang and The Borobudur Temple. Those passage is for grade or for Indonesia students for collage students. Thus, the passages which are for 40

54 the tenth grade students are only two passages, A Letter of Recommendation and Bali. A letter of Recommendation got score 57 and Bali got 51. It means that those are for grade of students. The grade may be above the student s level expectation but it still for the tenth grade students and those were tested to tenth grade of students MAN 1 Tangsel. The writer conducted Cloze Procedure Test. the test was conducted at MAN 1 Tangerang Selatan using 40 students to answer the test. There are 33 deleted words of 224 number of words in the passage A Letter of Recommendation and there are 29 deleted words of 197 number of words in the passage Bali. Those texts were disributed to the students. the result of the passage A Letter of Recommendation got the average of right answers 11.6 in the precentage 35%. The average of right answers of Bali is 12,65 in precentage 44%. Those texts are in the level of instructional level. In this level student could read the passage by themselves but sometimes they have to be helped by teacher or counsellor. The text is appropriate based on their level and they could understand the text because the text is not frustratingly difficult for readers. 1 In this grade, teacher could use the assisted reading technique, teachers read a passage but they stop occasionally,then the student countinue the next sentence. 2 The material could improve students reading skills since in this leel new vocabulary and new concepts are introduced in this level. The tetxtbook should in this level of reading materials. 3 Finally, analyzing the readability level of passages in the textbook should be done by the teacher since the teacher will use the same book for long time until there is a change of syllabus or curriculum. The teachers are also able to decide whether they will use the book or not. 1 J. Charles Anderson, loc. cit 2 Hudson, Lane and Pulle, loc. cit.. 3 Marksheffel, loc. cit. 41

55 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion The result of the study shows that there are only two passages which are appropriate for tenth grade of senior high school students. The result is derived from Flesch Reading Ease formula. The author counts such as syllable, sentences and words of the passages. In addition, the result of Cloze Procedure test shows that those two passages are in the instructional level. In this level student could read the passage by themselves but sometimes they need the teacher to help them. The text is appropriate based on their level and they could understand the text because the text is not frustratingly difficult for readers. B. Suggestion From the discussion above, the writer would like to offer suggestions as follows: 1. To the teachers of English - Teacher should analyze again the textbook since most of the passages is under their grade and only two passages based on the students grade. - Teacher should assist the students in reading the passage since in this level, they will get three kinds of passages and it is importand for the next level of their grade. - Teacher must use the appropriate strategic which is interesting in learning and make the student easy to understand the passage. - If the teacher feel that the book doesn t reflect student s need, the teacher could be better to discuss it with school and publisher. 2. To the writer and publisher - This publisher could use this study as reflection of the passages in the textbook since there are only two passages based on student s level - Althought, this research doesn t applied for most schools but it can be review for the writer of the book to develop the book for the next edition. 42

56 3. To Other Researchers This study concerns only reading passages in the book Pathway To English for Tenth Grade published by Erlangga. the writer suggests to other researcher to research other textbook since there are many independent publisher which publish textbook based on the new curriculum (K-13). She also suggests to research other aspects in MAN 1 Tangerang Selatan since there are many aspects in teaching and learning activities in the school. 43

57 References Afrizal, Ade, The Readability of Reading Passages in English Textbook of Contextual Learning Published by Grafindo Media Pratama, a case study at Eleventh Grade of SMAN 9 Tangerang Selatan, a skripsi Presented to the Faculty of Tarbiya and Teachers Training in UIN Syarif Hidayatullah Jakarta, Jakarta, 2012, unpublished. Amany, N. Yani Saniyatul, The Readability of Reading Texts in Pathway to English Published by Erlangga, a descriptive analysis on the textbook for the Elevent Grade of Senior Hish School Students Published by Erlangga, 2014, unpublished. Anderson, Mark and Kathy Anderson, Text Types in English 3, America, Macmillan Education Autralia PTY LTD, , Text Types in English 2, America: Macmillan Education Australi PTY LTD, 2003 Anderson, J. Charles, Assessing Reading, New York: Cambridge University Press, 2000 Bailin, Allan, Ann Grafstein, Readability; Text and Context, London: Palgrave Macmillan, 2016 Brown, Gillian, Gorge Yule, Discourse Analysis, New York: Cambridge University Press, 1983, p.190. Chatman, Seymour and Brian Attebery, Reading Narrative Fiction, America: Macmillan Publishing Company, 1993 Cunningsworth, Alan, Choosing your Textbook, Oxford: Macmillan Henimann, 1995 Day, Richard R., Selecting a Passage for the EFL Reading Class, FORUM, Vol.32 No.1, January-March 1994, Dubay, Willian H. The Principles of Readability, Costa Mesa: Impact Information, 2004 Gay, L. R. and P. I. Diehl, Research Methods for Business and Management, New York: Macmillan.,

58 Grabe, William and Federicka L. Stoller,Teaching and researching Applied Linguistics in Action),(London and New York: Routledge Taylor & Francis Group,2013 Harris, Karen R, and Steve Graham, Teaching Readig Comprehension to Students with Learning Difficulties, New York: The Guilford Press, 2007 Hegcoc, John S. and Dana R. Ferris, Teaching Readersof English: Students, Texts and Context, (New York: Routledge, 2009 Hudson, Roxanne F. Holly B. Lane, and Paige C. Pulle, Reading Fluency Assessment and Instruction: What, Why, and How? in Peter Aflerbach (ed), Essential in reading assessment., Newark, DE: International Reading Association, 2010 Lewin, Larry, Paving the Way in Reading and Writing (Strategies and Activities to Support Struggling Students in Grades 6-12), San Fransisco: Jossey- Bass, 2003 Marksheffel, Ned D. Better Reading in the Secondary School, America: the Ronald Press Company, Rayner, K. et al., How psychology Science informs teaching of Reading, Psychological Science in the Public Interest. Vol. 2, No.2 November, Reed, J. S Aretha., et al., In the Classroom: An Introduction to Education, New York: McGraw-Hill, S, H. Nila B. Alan R, Reading Instruction for Today s Children 2nd Edition, Engleewood Cliffs: Prentica-Hall, 1963 Sawyer, Alan G., et al., The Readability of Marketing Journals: Are Award- Winning Articles Better Written, Journal of Marketing, Vol.72, 2008 Seguin, Roger, The elaboration of School Textbooks, Unesco: 1989 Sitepu, B.P., Penulisan Buku Teks Pelajaran, Bandung: PT Remaja Rosdakarya Offset, 2012 Smalley, Regina L. and Mary K. Rutten, Refining Composition Skills, America: International Thomson Publishing, Inc, 1995 Smalley, Regina L., et al., Refining Composition Skills Academic Writing and Grammar Sixth Edition, Boston: Heinle,

59 Sudijono, Anas Pengantar Statistik Pendidikan, Jakarta : PT. Raja Grafindo Persada, 2014 Assess Fox Index, Pearson Education Canada, c/ch15/05_use&assessfogindex.pdf, September 18 th Descriptive text about Animals, September 20 th 2016 Jack C. Richards, The role of Textbooks in Language Program, September 18 th 2016 Mikulecky, Beatrice S., Teaching Reading in a Second Language, skills.html, September 18 th NCLRC, Teaching Reading Strategies for Developing Reading Skills, September 18 th Readability Formulas, The Fry Graph Readability Formula, September 18 th 2016 Syllabus of tenth grade of Senior High School Students K-13 46

60 APPENDIX 1 : Reading Passages from Textbook Text 1 Aunt Dolores Of all my relatives, I like my Aunt Dolores the best. she s my father s eldest sister. She married twice. Her first husband died in a war. She married Uncle George in She had one son from her first husband and two daughters with her second husband. They live in a village near Brighton. Aunt Dolores is in her late sixties, but she looks younger than her age. She has fair complexion, thick blonde hair, which she wears in a bun, a pair of dark bron eyes. She has a friendly face, and when you meet her, the first thing you notice is her lovely and cheerful smile. Her face is a little wrinkled now, but I think she is till rather attractive. She is the sort of person you can always go to if you have a problem. She likes cooking and knitting, and she travels a lot, play tennis twice a week. She s a very active person. She is a very sympathetic person, too. She usually listens patiently to those who come to her with problems. She s extremely generous, but not very tolerant with people who lie to her. I hope that I am as happy and contented as she is when I m her age. 47

61 Text 2 Miami Palmetto Senior High School 7460 S.W. 118th Street Pinecrest, Florida, USA Phone : (hunting system) A Letter of Recommendation To Whom It May Concern, I am privileged to write in support of my dear student, Dan Peel. Dan studied in our school and laboratory program for three (3) years, during which time I witnessed his tremendous growth and development. This development came not only in the area of business achievement and leadership, but in maturity and character as well. Dan entered Miami Palmetto Senior High School, Pincerest, Florida at the age of 16. At first, he had a little difficulty accepting his lessons at our school, but soon, he enjoyed the opportunity to learn from his peers, his seniors and his teachers. Dan quickly learned to manage his time, work in group situations under strict deadlines, and to recognize the importance of a strong work ethic, persistence, and Intellectual integrity. He has long since become the most valuable member of my student-lab team, and role model for his new classmates. I recommend Dan to Riverside University, California with absolute confidence. He has made the teachers proud and I am sure he will continue to do so as he grows in your business program and beyond. Thank you for the opportunity of correspondence. Sincerely. Dr. Howard Weiner, Ph.d. Head Teacher 48

62 Text 3 82 Wright Lane, London W8. 5TZ, England Dear Mr Miller, In your last letter, you kindly requested me to to describe myself as you are going to pick me up at John F. Kennedy International Airport, New York. So let me tell you about myself. I m forty (40) years old. I m of average height, about 1.69m. I have quite a dark complexion. I have a straight and strong body. My hair is curly, short and black. There is a small mole at the right side of my nose. I always wear glasses. I will be wearing a white with blue stripes and a dark blue necktie. My trousers are dark blue, too. Well, that s all the description of me. By the way, I would like to reconfirm my arrival in New York. My BA987 flight destination New York is scheduled to arrive at New York s time. We ll meet at the arrival area soon. You can contact me on the ususal number. Thank you for your good cooperation and kindest attention Sincerly yours, Rob Gibson 49

63 Text 4 Semarang Semarang is a city on the north coast of the island of Java, Indonesia. It is the capital of the province of Central Java. The city of emarang is headed by a Mayor. The northern part of the city built on the coastal plain while the southern parts, known as Candi Lama and Candi Baru, are on higher ground. The city has an area of km2 and is divided into 16 subdistricts. The 16 districts are: West Semarang, East Semarang, Central Semarang, North Semarang, South Semarang, Candisari, Gajahmungkur, Gayamsari, Pedurungan, Genuk, Tembalang, Banyumanik, Gunungpati, Mijen, Ngaliyan, and Tugu. Semarang features a tropical wet and dry climate, with disticnt we and dry seasons. The city s wet season lasts from November until May, while the dry season lasts June to December. The population of Semarang is approximately 1.5 million people, making it Indonesia s fifth largest city, and is predominantly Javanese, though with smaller numbers of people from many regions in Indonesia. The city is known for its large ethnically chinese population. The main languages spoken are indonesian and javanese. Sometimes Hokkien Chines or Mandarin is spoken among the Chinese residence. As a result of its large ethnically Chinese population, the city boast several Chinese temples. The greatest one is Sam Po Kong (gedung batu), built in honour of the Chinese Great Admiral Zheng He who visited the area in 1405.Blenduk Church, a 1753 Protestant church built by the Dutch, is located in the old town (called Outstad ). Tugu Muda (Youth Monument), a monument to heroes of Indonesia s Independence struggle, is located in a large roundbout surounded by famous buildings such as Gedung Lawang Sewu and the Semarang Cathedral. Pemuda Street, one of the roads leading into the roundabout, is a major shopping street. 50

64 Text 5 The Borobudur Temple Borobudur is Hindhu-Buddhist temple built in the 9th century under the Sylendra Java. It is located near Magelang, Central Java, Indonesia. Abandoned in the 11th century and patially excavated by archeologists in the early 20th century, Borobudur temple is well-known all over the world. Influenced by the Gupta architecture of India, the temple is constructed on a hill 46 m (150 ft) high and consists of eight step like stone terraces, one on top of the other. Th first five terraces are square and surrounded by walls adorned with Buddhist sclupture in bas-relief; the upper three are circular, each with a circle of bell-shaped stupas (Buddhist shrines). The entire edifice is crowned by a large stupa at te senter of the top circle. The way to the summit extends through some 4.8 km (some 3 mi) of passages and stairways. The design of Borobudur, a temple-mountain symbolizing the structure of the universe, is similar to the temples built at Angkor, Cambodia. The Borobudur Temple, rededicates as an Indonesia national monument in 1983, is a valuble treasure for Indonesian people. 51

65 Text 6 Bali When you say Bali, most westerners will think of a tourism as The Island of The Gods. Bali is located between Java and Lombok. It has an area of 5620 square km. The island is dramatically mountainous. Bali is densely populated with approximately 3.1 million people. Most of its citizens are concentrated in Denpasar, the capital of Bali. Ninety percent of its people are Hindus. Therefore, there are many famous temples in Bali for example : Tanah Lot Temple and Ulu Watu Temple, and traditional ceremonies such as Ngaben, Nyepi, and Galungan. Bali has 9 regencies. They are : Denpasar, Jembrana, Tabanan, Klungkung, Karangasem, Bangli, Badung,Gianyar, and Buleleng. The average temperature hovers around 30 degree Celcius all year. There are two seasons in Bali i.e. the wet season and dry season. The wet season runs from October and lasts until March while the dry season runs from April and lasts until September. Bali has some traditional foods such as Betutu Chicken, which is made of chicken with species inside. Sate Languan, which is made of chicken with species inside. Sate Languan is made of sea fish, green coconut, spices, and brown sugar. Those foods are all spicy. 52

66 Text 7 DAVID BECKHAM David Beckham is an English footballer who was currently just retired from his professional football career and he is also an established member of the England National Team. Beckham was born on the 2nd of May 1975 in Leystone, London, England. He is the son of a kitchen fitter and a hairdresser. When he was a child, he regulary played football in ridgeway Park and attended Chase Lane Primary School and Chingford Foundation School. Beckham said, At school, whenever the teachers asked, What do you want to do when you are older? I would say, I want to be a footballer. And they would say No, what do you really want to do for a job? But that was the only thing I ever wanted to do. At the age of 17, Beckham s career began when he signed a professional contract with Manchester United (MU), first-team debut in During his time there, MU won the Premier League six times, the FA cup twice and the UEFA Champion League in He left MU to sign for Real Madrid in 2003, where he remained for four seasons. Beckham played in all England s matches at Euro 2004, but the tournament was a disappointment for him. He has a penalty saved in England s 2-1 defeat France and missed another in a penalty shoot-out in the quarter-final against Portugal. England lost the shoot-out and went out of the competition. Beckham became a UNICEF Goodwill Ambassador in January 2005, and was involved in promoting London s successful bid for 2012 Olympic Games. In England s opening game at the 2006 World cup, against Paraguay Beckham s free kick led to own-goal by Carlos Gamarra as England won 1-0 In January 2007, it was announced that beckham signed a new contract with Major League Soccer Club Los Angeles Galaxy and this gave him the highest player salary. His playing contract in 2007, 2008, and 2009 was worth $6.5 million each year. Beckham is married to a former singer of Spice Girl, Victoria Adam, the couple has four sons. Adapted from Wikipedia 53