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Abstract
This study aims to study the lexical density and lexical variation in Indonesian folklore narrative texts in English textbooks for grade X which were published by the Ministry of Education and Culture of The Republic of Indonesia. This study uses qualitative method since this study focuses on lexical density and lexical variation in the texts from the textbooks. This study applies the theory of Systemic Functional Linguistics based on lexical density theory of Ure (1971) which was refined by Halliday (1985) and the theory of lexical variation of Castello (2008). In addition, Gunning Fog Index and Estimated Reading Grades by Heydari (2012) are also applied to help measure suggested reading grades of the texts. The data are three narrative texts about Indonesian folklore from Bahasa Inggris: third edition (2017) and Interlanguage (2008) textbooks. This study revealed that the texts vary in terms of their lexical density and lexical variation. Moreover, in some of the texts, their lexical variation does not go in line with their lexical density and affect the difficulty level of the texts to be comprehended. This study also revealed that the texts vary in terms of Gunning Fog Index and many of the texts are suggested for lower graders.
Highlights
Textbooks play an important role in teaching and learning processes both for formal and informal schools
This study is based on narrative texts in Indonesian folklores in the Bahasa Inggris: third edition (2017) and Interlanguage (2008) textbooks for grade X which were published by the Ministry of Education and Culture of The Republic of Indonesia
The data collected are Indonesian folklore narrative texts in Bahasa Inggris: third edition (2017) and Interlanguage (2008) textbooks for grade X which were published by the Ministry of Education and Culture of The Republic of Indonesia
Summary
Textbooks play an important role in teaching and learning processes both for formal and informal schools. The use of textbooks in teaching and learning processes can help both teachers and their students in teaching and learning processes but the use of good quality textbooks can help boost the outputs of the students This is in line with Watts-Taffe, Gwinn, Johnson & Horn (2003); Dole & Osborn (2003); Reys, Reys & Chávez (2004); Apple (1991); Elliot & Woodwart, (1990) as cited by Putra and Lukmana (2017) who argue that textbooks have been considered as the key role of school education. Those researchers point out that textbooks are essential for teaching and learning processes as media to plan teachers’ lessons and to facilitate students’ learning
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