COMPARATIVE STUDY OF LEXICO-GRAMMATICAL FEATURES OF READING TEXTS IN “WHEN ENGLISH RINGS A BELL” AND “BRIGHT” ENGLISH TEXTBOOKS FOR GRADE 8

This final project was conducted to find out how the descriptive, recount, and narrative texts for grade 8 are presented in When English Rings A Bell and Bright English textbooks. In this study, When English Rings A Bell English textbook is called Book 1 and Bright English textbook is called Book 2. Based on the Curriculum 2013, there are three kinds of text-types that should be learned by the eighth graders, they are: descriptive, recount, and narrative. Book 1 and Book 2 have those text-types materials. Both of textbooks are written by the Indonesia writers, so I assumed there would be some mismatches found in the written materials which are not in line with those written by native speakers in terms of the generic structure and lexico-grammatical features. This study used qualitative approach. I collected the data by reading the reading texts in the text-types materials in those two English textbooks. I used document analysis in collecting and analysing the data for this study. I classify each element of lexico-grammatical features inside the reading texts. According to the Systemic Functional Grammar (SFG), descriptive texts have Relational Processes. The findings of this study indicated that descriptive texts in Book 1 and Book 2 have other processes besides the Relational Processes, namely Material, Mental, Verbal, Behavioural, and Existential Processes. Recount texts have Material Processes. The recount texts in both of Book 1 and Book 2 have other processes besides the Material Processes namely Relational, Mental, Verbal, Behavioural, and Existential Processes. Narrative texts have Material, Relational, and Mental Processes. The narrative texts in both of Book 1 and Book 2 have other processes besides the processes mentioned before, namely Behavioural and Existential Processes. The findings of the study indicated that some reading texts in the texttypes materials in both of textbooks do not have complete lexico-grammatical features. It is better for the teachers to adjust the English textbooks that will be used in the teaching and learning process. For the textbookwriters, it is advisable that they be well-informed about the convention of writing English text-types, so that they can conform to the socio-culturally accepted practice.