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A Final Project
NOUN PHRASE CONSTRUCTION FOUND IN REPORT GENRES
IN THE FIRST YEAR SENIOR HIGH SCHOOL STUDENTS’ TEXTBOOKS
a Final Project,
Submitted as a Partial Fulfillment of Requirements
for The Degree of Sarjana Pedidikan in English Department
by
Diah Mawarni Ayuningsih
2201403507
ENGLISH DEPARTMENT
LANGUAGES AND ARTS FACULTY
SEMARANG STATE UNIVERSITY
2007
PERNYATAAN
Dengan ini saya:

Nama : Diah Mawarni Ayuningsih
NIM : 2201403507
Prodi/ Jurusan : Pend. Bahasa Inggris S-1/ Bahasa dan Sastra Inggris
Fakultas Bahasa dan Seni Universitas Negeri Semarang, menyatakan dengan
sesungguhnya bahwa skripsi/ tugas akhir/ final project yang berjudul:
NOUN PHRASE CONSTRUCTION FOUND IN REPORT GENRES
IN FIRST YEAR SENIOR HIGH SCHOOL STUDENTS’ TEXTBOOKS
Yang saya tulis dalam rangka memenuhi salah satu syarat untuk memperoleh gelar
sarjana ini benar- benar merupakan karya saya sendiri, yang saya hasilkan setelah
penelitian, pembimbingan dan diskusi, dan pemaparan atau ujian. Semua kutipan,
baik yang langsung maupun tidak langsung, baik yang diperoleh dari sumber
kepustakaan, wahana elektronik, maupun sumber lainnya, telah disertai keterangan
mengenai identitas sumbernya dengan cara sebagaimana yang lazim dalam penulisan
skripsi/ tugas akhir/ final project ini membubuhkan tanda tangan sebagai
keabsahannya, seluruh isi karay ilmiah ini tetap menjadi tanggung jawab saya sendiri.
Jika kemudian ketidakberesan, saya bersedia menerima akibatnya.
Demikian, surat pernyataan ini dapat digunakan seperlunya.

Semarang,
Yang membuat pernyataan,
Diah Mawarni Ayuningsih

NIM. 2201403507
ii
ACKNOWLEDGEMENT
Foremost, Alhamdulillahirobbil’alamin, I wish to thank God the Almighty

who has given me the greatest love, grace and blessing that I had finished this final
project with Him.
On this very special occasion I would like to express my deepest gratitude and
appreciation to Helena. I.R. Agustien, M.A, P.h.D and Dra. Indrawati M. Hum as my
first and second advisor, who gave me advice and guidance during the writing on this
final project. Drs. Yan Mujianto, M.Hum as my examiner. I would also like to extend
my gratefulness to all lectures of the English Department and the whole staff of the
Languages and Arts Faculty, Semarang State University who have thought, guided
and helped me during the study.
Moreover, the writer is very grateful to her beloved family; Bapak Sakdun,
Ibu Ta’imah and my ‘little’ sister Wulan.
Next, special thanks to Hernawan Bagaskoro Abid who always accompanied
me in need and indeed. For Anak Mami Genk; mami (Fajar), anak mami (Wasis and
Widda) “thanks for every goodness that you gave to me; love care and friendship”. Z-
house community (2006): Mba’ Ayi you’re my big sister, Sari “you are the best
roommate that I’ve ever had”, Mba’ Ima, Mba Edi, Mba Nana, Mba riana, Mba’ Lia,
Wina-cha, Sayuti mamen, Dwee, Yoga and Melix “I’ll miss you all”, Mas Farid
“thanks for your critics, comments and advises”. And for all writers’ friends who
helped her in finishing her final project.
The writer realizes that this final projects is far from being perfect. So that the
writer expects to get some critics and suggestions in order to make this writing better.
Hopefully, this writing will be beneficial for everyone.
The Writer
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“In order irreplaceble one must always be different.”
(Coco Chanel)
“Man’s once stretched by a new idea, never regains its original dimensions.”
(Oliver Wendell Holmes)
To
My Lovely Mother and Father
My Beloved Sister Wulan
My Dearest Awanx
My best friends “Anak Mami Genk” in English Education/ C Class/ 03
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ABSTRACT

NOUN PHRASE CONSTRUCTION FOUND IN REPORT GENRES IN FIRST
YEAR SENIOR HIGH SCHOOL STUDENTS’ TEXTBOOKS. Name: Diah
Mawarni Ayuningsih. Final Project. English Department. Languages and Arts
Faculty. Semarang State University
This thesis analyzes about types of Noun Phrase construction. Based on the
Standar Isi, Senior High School students are hoped to get informational level. It
means that the students are expected to create report texts. In creating text it is
important to the students to know about the structure or grammar. Written text needs
correctness of grammar, lexical density and also punctuation. To create a good report
text which has lexical density students can do it by learning construction of noun
phrase.
There are two problems of the study, (1) What types noun phrase construction
are found in report genres in the first year Senior High School students’ textbooks?,
and (2) What is the dominant kind of noun phrase constructions found in report
genres in the first year Senior High School students’ textbooks?
As a source of data, the writer utilized three English textbook used in the first
year Senior High School Students. They are “Link to The world” published by
Yudhistira, “English Text in Use” published by CV Aneka Ilmu, and “English for a
Better Life” published by Pakar Raya. The object of the study is report text in reading
material. The writer chooses three texts only in every textbook. This research is
designed as a qualitative research.
The results of the analysis are all textbooks which are analyzed use three types
of noun phrase construction; they are Pre- Modifier + Head, Head + Post- Modifier,
and Pre- Modifier + Head + Post- Modifier. And the most dominant type of Noun
Phrase construction found in the three textbooks is Pre- Modifier + Head. It can be
proven by seeing the percentage of it. It has 71% in book 1, 58% in book 2, and 64%
in book 3.
By studying and analyzing noun phrase construction, the writer expects the
noun phrase construction can be learnt more, especially in Senior High School
Students, because they are in informational level. The writer also expects English
teachers have to be careful in selecting and providing materials for their students,
especially in choosing a good English textbook. For English textbook writer or
publisher, they have to be able to provide and select material especially in selecting
reading material. It means that the materials must be up date, appropriate with the
curriculum and also can improve the students’ ability.
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TABLE OF CONTENTS
ABSTRACT..................................................................................................... vi
ACKNOWLWDGEMENT.............................................................................. vii
TABLE OF CONTENTS................................................................................. viii
LIST OF TABLES ........................................................................................... xi
LIST OF APPENDIXES.................................................................................. xii
CHAPTER
I. INTRODUCTION
1.1 Background of the Study .................................................................. 1
1.2 Reason for Choosing the Topic......................................................... 5
1.3 Statement of the Problem.................................................................. 6
1.4 Objective of the Study ...................................................................... 7
1.5 Significance of the Study .................................................................. 7
1.6 Limitation of the Study ..................................................................... 8
1.7 Outline of the Study .......................................................................... 8
II. REVIEW OF RELATED LITERATURE
2.1 Grammar ........................................................................................... ….. 9
2.1.1 Definition of Grammar…………………………………………………9
2.1.2 The Role of Grammar in Language Teaching………………………. 10
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2.2 Standar Isi for SMA/ MA………………………………………………11
2.3 Definition and Function of Textbook ............................................... 12
2.4 Genres ............................................................................................ 13
2.4.1 Definition of Genre ........................................................................ 13
2.4.2 Kinds of Genres Taught in SMA/ MA........................................... 14
2.4.3 Definition of Report Genre ............................................................ 14
2.5 Noun Phrase ...................................................................................... 14
2.5.1 Definition of Noun Phrase .......................................................... 14
2.5.2 The components of English Noun Phrase ................................... 16
2.5.3 Arrangement of Head and Modifier............................................ 18
2.5.3.1 Pr e - M odi fi er + He a d (M + H)......................................... 18
2.5.3.1.1 Determiner + Noun .................................................................. 18
2.5.3.1.2 Adjective + Noun..................................................................... 19
2.5.3.1.3 Noun + Noun............................................................................ 19
2.5.3.1.4 Verb-ing/ -ed + Noun............................................................... 20
2.5.3.2 Head + Post-Modifier ................................................................. 20
2.5.3.2.1 Noun + Adjective ..................................................................... 21
2.5.3.2.2 Noun + Adverb ........................................................................ 21
2.5.3.2.3 Noun + Prepositional Phrase.................................................... 21
2.5.3.2.4. Noun + Infinitive Clause......................................................... 22
2.5.3.2.5 Noun + -ing Participle Clause ................................................ 22
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2.5.3.2.6 Noun + -ed Participle Clause ................................................. 22
2.5.3.2.7 Noun + Relative Clause ......................................................... 23
2.5.3.2.8 Noun + Introduced by Temporal Conjunction ....................... 23
2.5.3.3 Pre-Modifier + Head + Post- Modifier....................................... 24
2.5.3.4 Summary of Noun Phrase Construction .................................... 24
III. METHOD OF INVESTIGATION
3.1 Object of the Study ........................................................................ 25
3.2 Research Design............................................................................. 25
3.3 Data Source .................................................................................... 26
3.4 Research Variable .......................................................................... 27
3.5 Method of Collecting Data............................................................. 27
3.6 Method Analyzing Data ................................................................. 28
IV. RESULT OF THE ANALYSIS
4.1 Types of Noun Phrase Construction ................................................. 30
4.1.1 Pre-Modifier + Head (M + H)..................................................... 30
4.1.1.1 Determiner + Noun ................................................................. 31
4.1.1.2 Adjective + Noun ................................................................. 32
4.1.1.3 Noun + Noun ................................................................. 33
4.1.1.4 Verb-ing/ -ed + Noun ................................................................. 33
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4.1.2 Head + Post-Modifier ................................................................. 34
4.1.2.1 Noun + Adjective ................................................................. 34
4.1.2.2 Noun + Adverb ................................................................. 34
4.1.2.3 Noun + Prepositional Phrase....................................................... 35
4.1.2.4 Noun + Infinitive Clause............................................................. 35
4.1.2.5 Noun + -ing Participle Clause..................................................... 36
4.1.2.6 Noun + -ed Participle Clause ...................................................... 36
4.1.2.7 Noun + Relative Clause .............................................................. 36
4.1.2.8 Noun + Introduced by Temporal Conjunction............................ 37
4.1.3 Pre-Modifier + Head + Post- Modifier ....................................... 37
4.2 Interpersonal and Logical strategy ..................................................... 38
V. CONCLUSION AND SUGGESTION
4.3 Conclusion........................................................................................... 39
4.4 Suggestion ........................................................................................... 39
BIBLIOGRAPHY............................................................................................ 41
APPENDIXES ................................................................................................. 44
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LIST OF TABLES
Table
4.1 The Percentage and the amount of all Noun Phrase Construction ........... 29
4.2 The Percentage and the amount of all Noun Phrase Construction ........... 30
4.3 The Percentage and the amount of Pre-Modifier + Head ......................... 31
4.4 SomeExamples of Determiner + Noun ...................................................... 31
4.5 SomeExamples of Adjective + Noun......................................................... 32
4.6 SomeExamples of Noun + Noun .............................................................. 33
4.7 SomeExamples of V-ing/-ed + Noun......................................................... 34
4.8 SomeExamples of Noun + Adverb ........................................................... 35
4.9 SomeExamples of Noun + Prepositional Phrase ...................................... 35
4.10 SomeExamples of Noun + -ed Participle ................................................ 36
4.11 SomeExamples of Noun + Relative Clause ............................................ 36
4.12 SomeExamples of Pre-Modifier + Head + Post-Modifier ...................... 37
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LIST OF APPENDIXES
APPENDIXES
1. Nature Reserve of Java ............................................................................... 45
2. Cleanlinness Habit ....................................................................................... 46
3. What’s a Mother Do..................................................................................... 47
4. Telephone..................................................................................................... 48
5. Cheetahs ....................................................................................................... 49
6. Mangoes ....................................................................................................... 50
7. Solar Energy................................................................................................. 51
8. Mangroves Trees.......................................................................................... 52
9. The Brainy Body.......................................................................................... 53
10. Pre-Modifier + Head in Book 1 ................................................................. 55
13. Head + Post-Modifier in Book 1................................................................ 62
16. Pre-Modifier + Head + Post-Modifier in Book 1....................................... 65
19. Pre-Modifier (Determiner) + Head in Book 1 ........................................... 73
xi
22. Head + Post-Modifier (Adjective) in Book 1 ............................................ 80
xii
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CHAPTER I
INTRODUCTION
1.1 Background of the Study
Language is something that is used for communicating in spoken and written.
According to Ramelan (2003: 1), “Man speaks a language as a means of
communication with other people, as tool to express his ideas and wishes. Without
language it is hard to imagine how people can cooperate and get along with another”.
One of the languages in the world is English. English is one of the most important
languages.
There are some reasons why English is really considered very important and
has to be taught in Indonesia. First, as a developing country, Indonesia has to
cooperate with other countries to carry about the development in all fields. In this
position, English is really needed since it is used as an International language.
Second, Indonesia has to mastery English as an international language because in
science and technology developments the information Indonesia cannot work alone.
Here, English is used as a tool to understand and develop the information of science
and technology progress.
Knowing that the advantages of English for the development, our government
always makes effort to improve the quality of the English teaching in Indonesia by
stressing and taking it as a compulsory subject to be taught to the Junior High School
and Senior High School. Our government stated in Content of Standard for English
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subject that is that English is a tool for communicating in spoken and written.
Communicating is to understand and give information, thought, and feeling and
develop the knowledge, technology and culture.
There is difference between spoken and written language. Written language is
more complex than spoken language, because it needs correctness of grammar,
content of words (lexical items), and also punctuation. Halliday (1985: 61) stated that
written language displays much higher ratio of lexical items to total running words. If
we often use written language, it means that we use a lot of lexical items. Halliday
(1985: 64) also explained that the number of lexical items as a proportion of the
number of running words is called lexical density.
In English it self there are four skills and four components, which have to be
mastered. The skills, they are listening, speaking, reading, and writing and the
components consist of phonology, grammar (structure), vocabulary, and fluency,
which are different with our native language. There are no certain directions as how
grammar must be taught or learnt. The role of grammar is in part due to changing
attitude toward the language it self that make them find difficulties to remember the
grammar rules (Veit, 1986: 249). As we know that there are many subjects covered in
grammar study, the writer limit the discussion into syntax, which is still, has a very
close relationship with grammar.
Syntax is the study of words are put together (Veit, 1986: 6). Based on that
statement, syntax discuses the relation of words to other in phrases, clauses, and
sentences. It is stated above that one of the language components is structure or

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grammar that is very important to learn. Its function is to make a string of words or an
utterance meaningful. For example of words “beautiful the woman” is un
grammatical or meaningless, on the other hand, these words “the beautiful woman” is
grammatical and meaningful according to the correct mechanism of arranging words.
English is a first foreign language in Indonesia. However, learning English as a
foreign language for the Indonesian students is not easy, for the students often have
some learning problem. As an example, it can be seen from the difference of
grammatical structure occurring English and Indonesia. A large number of English of
construction especially in phrase is “Modifier-Head”, whereas in Indonesia is “Head-
Modifier”, for example in English says “red flower” in translating “bunga merah” and
do not “merah bunga”.
In the Content of Standard, we can find that the aim of English subject is
developing ability of communication in language, both spoken and written.
The ability of communication includes listening, speaking, reading and

writing. These abilities are used to create a discourse in society life. Moreover
English is hoped to develop those abilities in order to be able to communicate
in English in certain level of literacy. This level includes performance,
functional, informational and epimistic. In performative level, people can
read, write, listen, and speak with the symbols. In functional, people can use
language to fulfill their daily needs such as reading newspaper, journal or
guidance. In Informational level, people can access knowledge with their
ability using the language, and in epistemic level people can express
knowledge into the target language. (Content of Standard)
Based on the Content of Standard, Senior High School students are hoped to
get informational level because they are prepared to continue their study to the
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university. It means that it is hoped that the students can create report text by them. In
creating text it is important to the students to know about the structure or grammar.
As we know that text is one of kind of written text. Written text needs correctness of
grammar, lexical density and also punctuation. To create a good report text which has
lexical density students can do it by learning construction of noun phrase.
The materials which will be given to the students can come from newspaper,
magazine or textbook. The teacher has responsibility to select the textbook which will
use as a material in teaching learning process. Finocchiaro (1974: 49) stated that he
should be able to decide whether the contents of the textbook are suitable with
curriculum or not. She wrote that you should examine as many as textbook as
possible in the field of teaching English as a second language. The content of the
materials in the textbook helps us in teaching learning process. Therefore, it is
important for the teacher to select and analyze the content of the textbook.
Because of the difficulties faced by most of the students in learning English
especially in noun phrase, the writer will focus his research on noun phrase
construction found in report genres in the first year Senior High School students’
textbooks.
1.2. Reasons of Choosing the Topic
We have known that English has important function nowadays. It has been
told before there are some reasons here; those are first, as a developing country,
Indonesia has to cooperate with other countries to carry about the development in all
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fields. In this position, English is really needed since it is used as an International
language. Second, Indonesia has to mastery English as an international language
because in science and technology developments the information Indonesia cannot
work alone. Here, English is used as a tool to understand and develop the information
of science and technology progress.
Most of high school students and other students in general, regard that English
is a difficult subject. This is a reason why their achievement is low. Hamer stated that
why English grammar is difficult for students lies in the differences between English
and Indonesian (1985: 12).
Based on the Content of Standard, Senior High School students are hoped to
get informational level because they are prepared to continue their study to the
university. It means that it is hoped that the students can create report text by them. In
creating text it is important to the students to know about the structure or grammar.
One of the components of grammar is arrangement or construction of Noun Phrase.
For that reasons, the writer takes grammar component especially in Noun Phrase as
the object of the study. As the writer’s topic, the writer focuses this study to the third
year of Senior High School, since they get confused when they have to arrange or
make of a noun phrase. They confuse whether which one is the head and which one is
the modifier. Education in Indonesia gives English as a subject at first time in the first
year Senior High School, so it is easy to give understanding about the arrangement of
noun phrase in English in the beginning. The writer chooses to analyze the
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construction of noun phrase found in report genres in their textbook whether it is
good enough to add students mastery in noun phrase.
The students can do nothing if they do not know and understand especially in
vocabulary and grammar. Based on this fact, there are some reasons why the writer
chooses this topic:
(1) Noun phrase is a part form a sentence, so it is important for report noun phrase
construction to be consisted in report genres in the first year Senior high
school students’ textbook.
(2) Noun phrase in English language is different from Noun Phrase in the
Indonesian language so the students indirectly have to know their differences,
because noun phrase is used in daily conversation.
(3) In creating a text students have to know about the construction of Noun
Phrase.
1.3 Research Question
The problem of the study can be formulated into the following questions:
(1) What types noun phrase construction are found in report genres in the first
year Senior High School students’ textbooks?
(2) What is the dominant kind of noun phrase constructions found in report

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1.4 Purposes of the Study
This study has purpose as follows:
(1) To describe the types of Noun Phrase Construction in report genres in the first
year Senior High School students’ textbooks are developed.
(2) To find out the most dominant kinds of noun phrase constructions found in
report genres in the first year Senior High School students’ textbooks.
1.5 Significances of the Study
There are some of benefits that writer expects from the study, those are:
(1) The study is expected to reveal the noun phrase constructions in report genre
displayed on several textbooks.
(2) The result of the study can be used to ease the students indirectly to master
English Noun Phrase in report genres.
(3) The result of the study would become reference for teachers to understand
more deeply about noun phrase construction and hopefully they can teach to
their students about them.
(4) For English teaching, the study can be used to make this subject become
interesting
1.6 Limitation of the Problem
The scope and set problem of the research are necessary to limit, so that they
will be efficacious. In this study, the writer just gives intention in noun phrase
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constructions found in report genres in the first year Senior High School students’
textbooks.
1.7 Outline of the Report
This thesis is divided into five chapters. Each chapter will contain different
topic.
Chapter I is the introduction. This chapter explains the background of the
study, the reason for choosing the topic, statement of the problem, the objectives of
the study, the limitation of the study, and the outline of the study.
Chapter II is the review of related literature. This chapter explains definition
of grammar, the role of grammar in language teaching, Content of Standard in SMA/
MA, textbook, genre, definition of noun phrase, and the components of the English
noun phrase.
Chapter III is the method of investigation. This chapter includes the Research
design, Data source, method of data collection, and method of data analysis.
Chapter IV consists of noun phrase construction found in report genres in the
first year Senior high school students’ textbooks
Chapter V consists of conclusion and suggestion.

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CHAPTER II
REVIEW RELATED LITERATURE
2.1 Grammar
In developing students’ mastery in using English to communicate, structure as one of
language components may be taught to them. Students should have knowledge of the
rules of language and are able to use the language correctly.
This is based on Harman’s explanation. He state that the pattern of a language
is seen in its grammar, rather than in its vocabulary (Harman, 1950: 3). From his
statement, we can see that structure or grammar is very important in every language.
The writer will explain some sources which are in line with grammar, textbook,
genres and noun phrase
2.1.1 Definition of Grammar
Grammar has flexible definition, which means that many experts give the
definition of grammar. It has several meaning and there is no universally accepted
definition of it. House and Harman state that grammar is the study of words and their
function. In its wider sense, it may include phonology (pronunciation), morphology
(inflectional forms), syntax (the relation of words to other words in phrases, clauses,
and sentence), and semantic (meaning of words). And in its narrower sense it may
deal with the forms with the use of words (House & Harman, 1950: 3).
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Grammar is a set of rules by which people speak and write. According to
Cook and Richard, grammar is a written description of the rules of a language (Cook
& Richard, 1980: 2). It is similar with Lock statement, he stated that a grammar as a
resource for creating meaning in spoken and written discourse (Lock, 1996).
It is definitely true that the descriptions of grammar above are different, but
the purpose is similar, that is an adequate description of the sentence level formal
features of language.
2.1.2 Role of Grammar in Language Teaching
If we study a language, we also have to study about its grammar. Grammar is
one of the language components; it has an important role in communication. It is
taught to the students to support four skills they are listening, speaking, reading, and
writing. (Depdikbud, 1994: 2-4).
Wilkins strengthens this statement. He stated that we know that there exist a
limited number of structures in each language, and some admittedly, more simple
more basic, more important than others, that the learning of a language is the learning
of these structures one by one (1983).
From those, we know that grammar is very essential knowledge in learning
language. It is important to understand the meaning of the individual words in a
sentence. It is not enough to understand sentence itself, we need grammatical device,
such as the arrangement of words in phrases, tenses, etc.

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2.2 Content of Standard for SMA/ MA
English language is a means for communicating in spoken or written. For that
reason, the 2004 curriculum for SMA/ MA prepares the students in order to achieve
competencies that can make them to be able to reflect their experience and others
experience to show their ideas and feelings, and to understand report meaning.
In the Content of Standard for SMA/ MA, SMA graduates should be able to
achieve Informational level for communication and the students should be able to
communicate in report genre, including text type that are state for this literacy focuses
in developing English teaching-learning process, as the Content of Standard states.
In educational context, English has function as device for communicating in
order to access information and communication in daily context and also as a device
to make interpersonal relationship. According to Content of Standard for SMA/ MA,
English subject has several objectives as the following:
(1) To develop the competence of communication using the language, both spoken
and written. The ability of communication includes listening, speaking, reading,
and writing.
(2) To have consciousness about the importance of English to increase our
competence in global society.
(3) To develop understanding of relationship between language and culture. So, the
students have knowledge about culture and are involved themselves in report
cultures.
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2.3 Definition and Function of Textbook
In teaching learning process, we always use some media to make this process
easier. One of media which is used often is textbook, because it is easy to buy, to
carry and to study. To support this idea Brown et al (1983: 385) stated those books
are portable; they remain fairly economical to buy and maintain.
According to Langenbeach (1997: 563) said that in the strict case of term, a
textbook is a book that present a body of knowledge in an organized and usually
simplified manner for purpose of learning. Moreover, Hornby (1974: 893) stated that
textbook is a book that is giving instruction in a branch of learning.
Based on the definition above, the writer concluded that text book is printed
material which is easy to bring, to buy and to study.
A textbook has many functions for teachers in order to run the teaching-
learning program well. Some of functions of textbook are explained by Greene and
Petty as quoted by Sundjojo (1991:6) as follows:
(1) To express a tough and modern view of lessons and also demonstrate its
application in the teaching materials.
(2) To present a report, readable subject matter which is suitable with the students’
needs and interests, as source of the learning programs to make a real condition
just like in the students’ real life.
(3) To provide an arranged, gradual source in the expressional skill of
communication.
(4) To present together with the supplementary books.

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(5) To provide an evaluation and remedial teaching program suitable and useful for
both teachers and students.
(6) To presents exercises and practical tasks.
From the above explanation, we can see that the role of textbook is important
for teaching learning process. Textbook is used as a media which is easy to buy, to
carry and to study.
2.4 Genre
2.4.1 Definition of Genre
What is genre? “Genre can be defined as a culturally specific text-type which
results from using language (written or spoken) to (help) accomplish something
(Wignell and Gerrot, 1994: 17). So any instance of living, language is playing some
part in context situation we shall call a text and genre it self is defined as a specific
text-type. Based on participant there are spoken and written texts. Genre is culture
specific. It has particular purposes, particular stages, and particular linguistic feature.
In the materials being produced about genre and characteristic
lexicogrammatical feature or major grammatical pattern. Different genres deploy the
resources for meaning- making through the grammar in different ways. this grammar
attempts to describe language in actual use and so focus on text and their context.
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2.4.2 Kinds of Genre Taught In SMA/ MA
There are some types of genre: Recount/Spoof, Reports, Analytical
Exposition, News Item, Narrative, Procedure, Description, Hortatory Exposition,
Review, Explanation, and Anecdote (Hammond, 1992: 75). In Senior High School
there are thirteen genres which are taught, they are Narrative, Descriptive, Recount,
Procedure, Report, Spoof, review, discussion, Analytical exposition, Hortatory
exposition, News item, explanation, and public Speaking.
2.4.3 Definition of report Genre
Report genre is a factual text which describes the way things are with
reference to a whole range of phenomena, natural synthetic, and social in our
environment (Eltis, 1980: 14). Repor genre is written based on a fact and described
by types, parts, qualities and habits of that fact.
2.5 Noun Phrase
2.5.1 Definition of Noun Phrase
Part of speech in English grammar consists of noun, adjective, verb, and
adverb. The noun phrase is a quintessential part of every sentence, it is potentially
infinite in length, and it can include any number of other phrases (e.g. noun,
adjective, and adverb) within its structure. Noun Phrase comes from two of words,
noun, and phrase. Some of experts give the similar definition of noun. Sanford stated
that noun is a word or group of words used to name someone or something (1997).
15
According to Gleason, a noun is a name of a person, place, or thing. Some
recently proposed definitions have been in terms of inflection: a noun is a word,
which forms a plural by adding –s or the equivalent (1965). Whereas a phrase is a
group of related words used as a single part of speech. In different definition phrase is
an expression forming a grammatical constituent of a sentence but not containing a
finite verb (WordReference.com).
Nominal group and noun phrase are synonymous term found in different
Grammars: systematic grammars favoring the former, for instance and traditionally
native grammar the latter. They refer to a structure, which has a noun (nominal), or
pronoun as a head, with or without modifier (Wales: 272).
According to Cook and Sutter, a noun is a grammatical class consisting of a
noun or pronoun and any immediate modifiers (the term modifiers refer to any
grammatical element, which limits the meaning of some others, elements), (1980:
35).
A noun phrase is either a pronoun or any group of words that can be replaced
by a pronoun. For example, 'they', 'cars', and 'the cars' are noun phrases, but 'car' is
just a noun, as you can see in these sentences (in which the noun phrases are all in
bold), (Paul Bress: 2005)
From those definitions, we can see the similarities definition and conclude
that noun phrase is any group of words, which consist of head (noun, pronoun, or
adjective) and modifier.

16
2.5.2 The Components of English Noun Phrase
After knowing some definition of the noun phrases that is any group of words,
which consist of head and modifier. Head here consists of noun itself, pronoun, and
sometime adjective. Whereas modifiers consist of two modifiers, they are pre-
modifier and post-modifier. Pre-modifier includes noun, adjective, adjective phrase,
participle –ed and –ing. Post-modifier includes prepositional phrase, relative clause
non-finite clause (-ing clause, -ed clause and infinitive clause) and complementation.
Noun phrases are traditionally thought of as consisting minimally of a head noun,
together with any number of noun phrases modifier, they are determiners, quantifiers
and quantifiers phrases, adjective and adjectives phrases, noun and noun phrases, ad
position and ad position phrases and clause (Brown & Miller, 1999: 260). There are
not only pre-modifier and post-modifier but also there is determiner in forming noun
phrase. For the specific explanation, we can see in the diagram below:
17
(http://www.teachingenglish.org.uk/think/vocabulary/noun phrase.shtml.)
18
2.5.3 Arrangement of Head and Modifier
A noun headword in noun phrase can be accompanied by the determiners (the,
a, an, some, etc) and other modifier. Modifiers which precede the headword are called
the pre-modifiers, and those which follow the head are called post-modifiers (leech &
svartvik: 1983). It can de described as follows
NP
Det (s) (Pre-mod (s)) Head (Post-mod (s))
2.5.3.1 Pre-Modifier + Head (M + H)
The Modifier + Head pattern is the most common in English noun phrase. It
consists of a noun or a pronoun as the head and one or more modifiers before the
head. A pre-determiner in English can be an adjective, a noun, a verb in the –ing
form, or a verb in the – ed form.
2.5.3.1.1 Determiner + Noun
The first modifier + head here is determiner + noun. Determiner consists of
Pre determiner, Central determiner, and Post determiner.
Pre determiner includes quantifier (all, both, half), multiplier (double, twice),
fraction (one-third, one-fifth). Central determiner includes article which
consists of definite article (the), indefinite article (a, an), pronoun which
consists of deceictic (that, those), personal (my, her), indefinite (any, some),
interrogative (which, what), and negative (no). Post determiner includes
cardinal numbers (one, two, three), ordinal numbers (first, second), and
quantifier (few, several, much).
19
(http://www.teachingenglish.org.uk/think/vocabulary/noun phrase.shtml.)
D N
an apple
the boy
that nouse
2.5.3.1.2 Adjective + Noun
Adjectives typically denote some quality or property attributed to nouns; most
commonly, there are used to narrow down, or specify, the reference of nouns (Leech,
Deuchar, & Hoogenraad, 1982: 47). For example:
Adj. N
black shoes
young man
good music
F, Aarts and, Aarts (1982: 109) stated that we shall confine our selves to adjective
whose positional behavior shows some regularity. They give the sequences of
adjective used in noun phrase as below: Adjective denoting nationality, i.e.: England,
Indonesian, Korean, etc, Adjective denoting substance, i.e.: wooden, Adjective
denoting color i.e.: red, green, blue, etc, Adjective denoting age i.e.: old, young,
Adjective denoting shape i.e.: circle, triangle, etc., Adjective denoting size i.e.: big,
small, tiny, etc., Adjective denoting expensive, fine, secret, etc.
2.5.3.1.3 Noun + Noun
Noun themselves may act as noun phrase pre-modifiers (Brown & Miller,
1999: 260).
20
N N
gold ring
London park
There are two kinds of the structure of this sort; those are the possessive construction,
and noun-adjunct construction. This pattern consists of a noun headword which is
preceded by a noun in an English noun phrase.
Possessive Construction Noun-adjunct Construction

M H M H
John’s house Power failure
2.5.3.1.4 Verb –ing/-ed + Noun
There is often doubt as to whether, for example, a modifier is a phrase or
compound word and whether a word ending in –ed or –ing is a verb or an adjective
derived from a verb (Leech, Deuchar, & Hoogenraad, 1982: 62). For example:
Verb –ing/-ed N
Cleaning Service
Interesting Movie
broken glass
2.5.3.2 Head + Modifier (H + M)
Head + modifier in the noun phrase pattern means that modifier here has a
role as a post- modifier. The Post-modifier of a noun phrase may be prepositional
phrase, relative clause, and report other types of modifier, including adverb,
adjective, noun phrase in apposition, and other types of clause (Leech, Deuchar, &
Hoogenraad, 1982: 62).

21
In the structure of a noun phrase, the function of modifier may be realized by
means of an adjective or adjective phrase, an adverb, a prepositional phrase, an
infinitive clause, an –ed participle clause, a relative clause, an appositive clause and a
clause introduced by temporal conjunction.
2.5.3.2.1 Noun + Adjective (Adjective Phrase)
According to Leech (1882: 60) besides preceding the noun headword in a
noun phrase, an adjective or adjective phrase can also follow or modify the noun
headword. For example:
Something (burned (in the kitchen))
N Adjective phrase
2.5.3.2.2 Noun + Adverb
An adverb may modify a noun headword. However it is relatively rare as the
noun modifier when it appears in this role, it will come immediately after the noun
which is head (Francis, 1958). For Example:
The girl downstairs
D N Adverb
2.5.3.2.3 Noun + Prepositional Phrase (PP)
Another modifies occurring after a noun headword in an English noun phrase

is the Prepositional Phrase (P-group). For example:
22
The best day (of my life)
D Adj. N PP
2.5.3.2.4 Noun + Infinitive Clause
Infinitive clauses can modify the noun headword in an English noun phrase.
The infinitive in this clause is usually preceded by ‘to’ (to-group). For example:
A tool to cut the iron
D N Inf. Clause
2.5.3.2.5 Noun + -ing Participle Clause
It is a type of noun finite clause equivalent to relative clause that fiction as
modifier. As this participle clause does not have tense. It can be interpreted according
to context, as part of present tense. For example:
Dates validating Curtis previous book
N -ing Participle Clause
2.5.3.2.6 Noun + -ed participle clause
The –ed participle clause (v-ed group) the other type of non-finite clause can
follow or mo9dify a noun headword. In this case the participle clause correspondence
in meaning to a passive relative clause, but the participle contain none of the
23
distinction that can be made by tense and aspect (Leech & Svartvik, 1983). For
example:
Attention paid to this case
N -ed participle clause
2.5.3.2.7 Noun + Relative clause
A noun headword in an English noun phrase can also be modified by a
relative clause, which modified the preceding noun or pronoun. The noun being
modified is called the antecedent (Frank, 1972). For example:
The girl who sitting next to me
N Relative Clause
2.5.3.2.8 Noun + Clause introduced by temporal conjunction
A noun headword in an English noun phrase can also be modified by
appositive clause. It is introduced by the conjunction ‘that or Wh- word’.
Veit (1986), calls this type of clause a nominal- complement clause because it
follows. The head of noun phrase which modified by the appositive clause must can
be an abstract noun such as news, issues, rumor, etc. For example:
Days before he left
N Clause
24
2.5.3.3 Modifier + Head + Modifier
According to Ramelan (1992), English it is quite possible to have a series of
modifier to modify a word at the same time, which is called a nesting construction.
For example:
M M H M
The bad boy whose bicycle just stolen
2.5.4 Summary of Noun Phrase Construction
Based on several definitions and the explanations of Noun Phrase construction
it can be concluded that Noun Phrase is any group of words which consists of Head
and Modifier. Head in Noun Phrase Construction consists of Adjective, and Noun it
self. Modifier in noun Phrase Construction is divided into two kinds of modifier.
They are Pre-modifier and Post-modifier. Pre-modifier consist of Deternimer,
Adjective, V-ing, V-ed and noun itself. Post-modifier consists of Adjective, Adverb,
Prepositional Phrase, Infinitive Clause, -ing Participle Clause, -ed Participle Clause,
Relative Clause and Clause introduced by Temporal Conjunction.

25
CHAPTER III
METHOD OF INVESTIGATION
3.1Objectives of the study
This study has an objective as follows:
(1) What types noun phrase construction are found in report genres in the first
year Senior High School students’ textbooks?
(2) What is the dominant kind of noun phrase constructions found in report
3.2 Research Design
Every research has its own research method that is determined based on the
purpose of the study. This research was design as a qualitative research, so the nature
of the study was descriptive and explorative.
Qualitative research presents the data and research in the form of qualitative
description. Analysis of this type is done with words to describe conclusions, so the
qualitative study obtains the descriptive data either spoken or written.
The purpose of this section is to find out what is the most dominant kinds
noun phrase construction found in report genres in the third year Senior High School
students’ textbooks. Furthermore I counted noun phrase construction into
percentages. I employed the percentage descriptive analysis using a simple formula as
follows:
26
N
X = × 100%
∑N
X = percentage one of noun phrase construction found in the
textbook
N = one of noun phrase construction found in the textbook
∑N = the total number of noun phrase construction found in the
textbook.
3.3 Data Source
Data source is the subject of research from the data is taken (Arikunto, 1991:
102). It can be thing, man, place, etc. As a source of data, the writer utilized three
English textbook used in the first year Senior High School Students. They are “Link
to The world” published by Yudhistira, “English Text in Use” published by CV Aneka
Ilmu, and “English for a Better Life” published by Pakar Raya. The object of the
study was report text used for reading materials. The writer chooses three texts only
in every textbook because there are a lot of report texts in every textbook. The writer
chooses three texts only in every book which are almost of similar length and also the
number of words. They are:
(1) “Nature Reserve of Java” in book 1 (page 36).
(2) “Cleanlinness Habit” in book 1 (page 48).
(3) “What’s A Mother Do” in book 1 (page 68).
(4) “Telephone” in book 2 (page 74).

27
(5) “Cheetahs: in book 2 (page 86).
(6) “Mangoes” in book 2 (page 88).
(7) “Solar Energy” in book 3 (page 79)
(8) “Mangrove Trees” in book 3 (page 80)
(9) “The Brainy Body.” in book 3 (page 207.)
3.4 Research Variable
There are two kinds of variables in this study: dependent and independent
variables.
(1) The independent variable is report genres in the third year Senior High School
textbooks.
(2) The independent variable of the study is the noun phrase construction.
3.5 Method of Collecting Data
Knowing that purposes this study are to explain Noun Phrase in English to the
students, to discover how the Noun Phrase Construction in report genres in the third
year Senior High School students’ textbooks are developed and to find out the most
dominant kinds of noun phrase constructions found in report genres in the third year
Senior High School students’ textbooks, the writer will involve several steps. The
first step is finding the English textbook for Senior High School. Then, I select an
English textbook used by the third year students of Senior High School. Then, I read
the books, took all of the texts in writing materials and finally analyzed them.
28
3.6 Method of Analyzing Data
To ease the analysis, the writer uses the following procedure:
1. The noun phrase constructions analysis
2. The type of meaning analysis consists of:
The first step was identifying the noun phrase of each transcript of
texts. The second step was stating each phrase based on arrangement
Head-Modifier and Modifier-Head. The next step was calculating Noun
phrase constructions, and classifying meaning choices found in texts. And
the last step was interpreting the result.

29
CHAPTER IV
RESULTS OF THE ANALYSIS
After examining in details, I try to present my finding and interpretation in
this chapter. I will answer the statement of the problem stated in chapter I. Based on
the data analysis; the result can be presented as follows:
Table 4.1
The percentage and the amount of all Noun Phrase Construction
Noun Phrase Book 1 Book 2 Book 3
Construction Amount Percentage Amount Percentage Amount Percentage
1. Pre-M + H 122 71% 82 58% 78 64%
a. Det. + Noun 83 68% 46 56% 45 58%
b. Adj. + Noun 21 17% 29 35% 17 22%
c. Noun + Noun 15 12% 4 5% 16 20%
d. V-ing + Noun 3 3% 2 3% - -
e. V-ed + Noun - - 1 1% - -
2. Head + Post- M 3 2% 5 4% 3 3%
a. Noun + Adj. - - - - - -
b. Noun + Adv. - - 1 20% - -
c. Noun + PP 1 34% 3 60% 2 66%
d. Noun + Inf. Cl 1 33% - - - -
e. Noun + -ing Cl - - - - - -
f. Noun + -ed Cl - - 1 20% - -
g. Noun + RCL 1 33% - - 1 34%
h. Noun + Temp. - - - - - -
Cj Cl
3. M + H + M 47 27% 54 38% 40 33%
30
Book 1 = “Linked To the World” published by Yudhistira

Book 2 = “English Text in Use” published by Aneka Ilmu
Book 3 = “English For a Better Life” published by Pakar Raya.
1.1 Types of Noun Phrase Construction
As the writer explained in Chapter II, three pattern of English Noun Phrase
Construction are pre-modifier + Head, Head + Post- Modifier, and Pre-Modifier +
Head + Post-Modifier. There are three books that were analyzed. Every book has
different percentage in using three types of noun phrase pattern. Here are the
percentages of English Noun Phrase construction in three kinds of different
textbooks.
Table 4.2
The percentage and the amount of all Noun Phrase Construction

Pre-M + Head 122 71% 82 58% 78 64%
Head + Post- M 3 2% 6 4% 3 3%
M+H+M 47 27% 54 38% 40 33%
4.1.1 Pre- Modifier + Head
We can see in the table 2 that Pre- Modifier + Head pattern in English Noun
Phrase construction is the most dominant Pre- Modifier. In Pre- Modifier + Head
pattern itself consisits of determiner, adjective, noun, V-ing, V-ed (see Table 1a, 1b,
1c). The percentage of the use Pre- Modifier is presented bellow:

31
Table 4.3
The Percentage and the amount of Pre-Modifier + Head
1. Determiner 83 68% 46 56% 45 58%
2. Adjective 21 17% 29 35% 17 22%
3. Noun 15 12% 4 5% 16 20%
4. V-ing 3 3% 2 3% - -
5. V-ed - - 1 1% - -
4.1.1.1 Determiner + Noun
the use of determiner + Noun has percentage 68% in book 1, 56% in book 2,
and 58% in book 3. So determiner here is the most dominant Pre- Modifier. Some
examples the use of Determiner + Noun:
Table 4.4
Some examples of Determiner + Noun
Book Determiner Noun
1 the parks
1 many places
1 a consequence
1 this problem
1 his house
2 one computer
2 most telephone
2 these claws
2 its balance
2 the body
3 70,000 homes
32
3 some species
3 your brain
3 other species
3 its surface
4.1.1.2 Adjective + Noun
The use of Adjective + Noun has percentage 17% in book 1, 35% in book 2,
and 22% in book 3. Adjective as a determiner consists of nationality, substance,
color, age, shape, size, and quality. Adjective denoting quality is the most dominant
adjective as Pre- Modifier. Some examples of Adjective + Noun presented bellow:
Table 4.5
Some examples of Adjective + Noun
Book Adjective Noun
1 aggressive loggers
1 local potters
1 bad smell
1 big pressure
2 large computers
2 powerful bodies
2 orange pulp
2 European explorers
3 modern semicondutors
3 dry land
3 additional roots
3 amazing nerve activity
33
4.1.1.3 Noun + Noun
Noun in English Noun Phrase construction not only has function as a head,
but also as a pre-modifier. The use of Noun + Noun has percentage 12% in book 1,
5% in book 2, and 20% in book 3.There are two kinds of thestructure of this sort.
Those are the possive construction, and Noun- Adjuncdt construction. Some
examples of Noun + Noun are presented bellow:
Table 4.6
Some examples of Noun + Noun
Book Noun Noun
1 orangutan habitat
1 days ride
1 air pollution
1 rubbish container
1 pollution problem
2 voice messages
2 telephone network
3 solar energy
3 nuclear energy
3 water sources
3 brain cells
4.1.1.4 V- ing/ -ed + Noun
The use of V-ing/ -ed + Noun has percentage 3% in book 1, 3% in book 2,
and 0% in book 3. Whereas the use of V-ed has percentage 0% in book 1, 1% in book
2, and 0% in book 3. Some examples of V- ing/ -ed + Noun are presented bellow:
34
Table 4.7
Some examples of V-ing + Noun
Book V-ing Noun
1 purchasing agent
2 running shoes
4.1.2 Head + Post- Modifier
In the table 2 shows that Head + Post- Modifier has percentage only 2% in
book 1, 4% in book 2, and 3% in book 3. Post- Modifier consists of an adjective or
adjective phrase, an adverb, an prepositional clause, an infinitive clause, an –ed
participle clause, an –ing participle clause, an appositive clause clause, or a clause
introduced by temporal conjunction (see Table 2a, 2b, 2c).
4.1.2.1 Noun + Adjective
The use of Noun + Adjective as a post- modifier has percentage 0% in book 1,
0% in book 2, and 0% in book 3. There is no Noun + Adjective in book 1,2, and 3.
4.1.2.2 Noun + Adverb
The use of Noun + Adververb as a post- Modifier has percentage 0% in book
1, 20% in book 2, and 0% in book 3. It is similar with Noun + Adjective that there is
no Noun + Adverb in book 1 and 3. An example of Noun + Adverb is presented
bellow:
35
Table 4.8
Some examples of Noun + Adverb
Book Noun Adverb
2 people all over the world
4.1.2.3 Noun + Prepositional Phrase
The use of Noun + Prepositional Phrase as a post- Modifier has percentage
34% in book 1, 60% in book2, and 66% in book 3. Some examples of Noun +
Prepositional Phrase:
Table 4.9
Some examples of Noun + Prepositional Phrase
Book Noun Prepositional Phrase
1 herds of grazing wild oxen
2 telephone in people home
2 members of the cat
3 shrub of the rhizona
3 parts of the ecosystem
4.1.2.4 Noun + Infinitive Clause
The use of Noun + Infinitive Clause as a post- modifier has percentage 0% in
book 1, 0% in book 2, and 0% in book 3. There is no Noun + Infinitive Clause in
book 1,2, and 3.

36
4.1.2.4 Noun + -ing Participle Clause
The use of Noun + -ing Participle Clause as a post- modifier has percentage
0% in book 1, 0% in book 2, and 0% in book 3. There is no Noun + -ing Participle
Clause in book 1, 2, and 3.
4.1.2.6 Noun + -ed Participle Clause
The use of Noun + -ed Participle Clause as a post- Modifier has percentage
0% in book 1, 20% in book2, and 0% in book 3. An example of Noun + -ed Participle
Clause:
Table 4.10
Some examples of Noun + -ed Participle
Book Noun -ed Participle Clause
2 cables buried in the ground
4.1.2.7 Noun + Relative Clause
The use of Noun + Relative Clause as a post- Modifier has percentage 0% in
book 1, 17% in book2, and 0% in book 3. Some examples of Noun + Relative Clause
are presented bellow:
Table 4.11
Some examples of Noun + Relative Clause
Book Noun Relative Clause
1 those who live in the city
3 areas that are shelter from waves
37
4.1.2.8 Noun + Clause Introduced by Temporal Conjunction
The use of Noun + Clause Introduced by Temporal Conjunction as a post-
modifier has percentage 0% in book 1, 0% in book 2, and 0% in book 3. There is no
Noun + Clause Introduced by Temporal Conjunction in book 1, 2, and 3.
4.1.3 Pre- Modifier + Head + Modifier.
Pre- Modifier + Head + Modifier is the combination between Pre- modifier +
head and Head + Post- Modifier (see Table 3a, 3b, and 3c). The usage of this pattern
has percentage 27% in book 1, 38% in book 2, and 33% in book 3. Some examples of
Pre- Modifier + Head + Post- Modifier are presented bellow:
Table 4.12
Some examples of Pre-Modifier + Head + Post-Modifier
Book Pre- Modifier Head Post- Modifier
1 10 percent of its land area
1 motorbike track from labuan via sumur
1 the polluted dust to taman jaya
in air
1 a manager of the complaint
department
1 great burden for a mother
2 an instrument that send and receive
voice message.
2 a person across the street
2 artificial satellites orbiting far above the
earth
2 large eyes that point forward to
38
judge distant accurately.

2 other cats whose claws tuck away
in special sheath in their
paws.
3 one great alternative for future energy
sources.
3 An renewable source of energy
3 Special species of mangroves trees.
3 The lower parts of the cerebrum
3 Basic process for life
1.2 The Dominant Noun Phrase Construction
Most of the Noun Phrase construction used in three textbooks for the first year
Senior High School students, entitled “Linked to the World” published by
Yudehistira, “English Text In Used” published by Aneka Ilmu, and “English for a
Better Life” published by Pakar Raya are in the form Pre- Modifier + Head. Thre are
71% in book 1, 58% in book 2, and 64% in book 3.
From the all explanation above, I can conclude that report texts in book 1,2,
and 3 used Pre- Modifier + Head as the most dominant type in English Noun Phrase
Construction as many as 64,98%.

39
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Noun Phrase is very important to be learnt, especially for Senior high School
students, because Content of Standard stated that Senior High School students are in
informational level. It means that they have to create texts which have lexical density
by themselves. Based on the overall discussion, conclusion can be drawn as follows:
From the three textbooks for the first year Senior High School students, entitled
“Linked to the World” published by Yudhistira, “English Text In Used” published by
Aneka Ilmu, and “English for a Better Life” published by Pakar Raya, we can see
Noun Phrase construction in three types, they are Pre- Modifier + Head, Head + Post-
Modifier, and Pre- Modifier + Head + Post- Modifier.
The most dominant type of Noun Phrase construction found in the three
textbooks is Pre- Modifier + Head. It can be proven by seeing the percentage of it. It
has 71% in book 1, 58% in book 2, and 64% in book 3.
5.2 Suggestion
As we know that Noun Phrase construction is one important part in creating a
text which has a high lexical density. To success the English study especially in
Senior High School, there are three important factors, they are English teacher,
English textbook publisher or writer, and Indonesia’s educational system.

40
The writer would like to give some suggestion to English teacher and also to
English textbook writer or publisher related to this study. For the English teachers,
they have to be careful in selecting and providing materials for their students,
especially in choosing a good English textbook. For English textbook writer or
publisher, they have to be able to provide and select material especially in selecting
reading material. It means that the materials must be up date, appropriate with the
curriculum and also can improve the students’ ability.
The last important factor is Indonesia’s educational system. Indonesia’s
educational system must be update. The success of education in Indonesia is affected
by an appropriate educational system. As the manager of this country, the
government must be carefully makes appropriate educational system.
By analyzing several English textbook, the writer hope that English textbook
writer or publisher will increase their quality in arranging and choosing materials.
And also for English teachers, hopefully this study can help them to choose the best
textbook for their students.

41
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Sanford. A. 1997. Using English Grammar and Writing Skill. New York: Harcourt
Brace Java Novich.
Content of Standard
Sundjojo,I. 1991. Buku Teks.(Unpublised Modul). Semarang
Terry, G. P. 1977. International Dictionary of Education. London: The Anchor Press.

Ltd.
Veit, R. 1986. Discovering English Grammar. Boston: Houghton Mifflin Co.

43
Wales, K.Ed.1989. Dictionary of Stylistic. England: Pearson Education
Wilkins, D.A. 1983. Linguistic in Language Teaching. London: The Cancer Press,
Ltd.
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[accessed 24/02/06]
44
Appendixes I : The Report Texts
Appendixes II : The Tables of Noun Phrase
Construction
45
Appendix 1
Book 1 “The Linked to The World” Published by Yudhistira
Text 1
Nature Reserves of Java
Indonesia has been ahead of most of the world in preserving natural wonder. In fact,
10 percent of its land area is under protection. The range of protected areas extends
from volcanoes to orangutan habitats and coral reefs, nearly 200reserves and parks.
Nevertheless, understanding and aggressive loggers threaten many of the parks.
Local porters can be hired and park guards may often accompany visitors as guides.
They should be tipped, plus reimbursed for expanses. To avoid misunderstanding, it
is advisable to negotiate fees clearly be4fore setting out.
The listing below, though not comprehensive, covers some of Indonesia’s finest
reserves and parks. Ujung Kulon: At Java’s western tip, Ujung kulon is Indonesia’s
first and premiere reserves. You will have to be lucky to see one of the park’s 60
remaining Javan Rhinos, but there are many other fascinating animals, including
leopards, gibbons, long-tailed macaques, leaf monkeys, crocodiles, muntjaks, mouse
deer and herds of grazing wild oxen.
There are two types of accommodation available most visitors stay at the guesthouses
on Peucang Island, but it is also worthwhile to stop over for a night or two at the
older guesthouse on Handaleum Island to visit the Cigenter River, a favorite rhino
haunt just across the strait. Bedding, furniture and cooking facilities are provided at
both guesthouses, but you must bring your own food.
Ujung kulon is accessible with motorbike track from Labuan via Sumur to
Taman Jaya, where the park headquarters is located (about a six-hour ride). From
here, it spends two days ride to Kalejetan and Peucang Island via the south coast. Or
else, charter a boat from Labuan directly to Peucang or Handeleum, a five hours
voyage each way. While there, visit the volcanic island of Krakatau, 40 kilometers
(25 mil) northwest of Labuan , in the middle of the Sunda Strait separating Java from
Sumatra.
46
Text 2
Cleanliness Habit
Cleanliness is not only related to bathing, brushing teeth, wearing clean clothes, and
washing hands before dining but also participating in preventing pollution. Pollution
is harmful to public health. But not all people, especially those who live in cities, care
about it. We can see the rubbish or wreckage the broken parts of a destroyed thing, in
many places. As a consequence, it damages the beauty of the city, creates water and
air pollution and cause diseases. The polluted dust in air makes it hard for people to
breathe and can irritate the eyes. Polluted water and air are smelly. Besides giving
smell, polluted water, rivers, and drains are not nice to see.
The government argues the residents to cooperate in preventing pollution. But it is

not enough. A good resident must be aware of this problem by starting cleanliness
habits at home and in environment surroundings. He should arrange his house neatly
and tidily. At home he should have the rubbish container. Cleanliness operation in the
neighborhood is important. It can be held periodical, once or twice a month.
The cleanliness of environment actually depends on the people. As the number of

people increases rapidly, the pollution problem will be more and more serious. Let’s
love and enjoy our home and environment by preventing any pollution. We must
make them clean and healthy. No spitting and no littering. Cleanliness must be our
habit, our motto in our days.
47
Text 3
What’s a mother to do?
What’s a mother to do? There are only twenty-four hours in a day and the task is so
great!
A mother is a director of operations for the home. She’s a counselor, psychologist,

and friend. She’s a nurse, nutritionist, Pharmacist, and for big emergencies,
ambulance driver. She’s a waitress, grocer, chef, short-order cook, and chair person
of the after dinner cleanup committee. A mother is a disciplinarian, program director,
listener, encourager, activities director, and taxi driver. She’s a seamstress, family
wardrobe coordinator, purchasing agent, and manager of the complaint department.
She’s in promotion and public relation work. She’s a teacher, student, tutor, and
playmate. She’s a maintenance o9f engineer and director of a janitorial service. She’s
an advisor and career annalist. She teaches driver education and coaches a variety of
sports activities. She’s a spiritual leader and prayer warrior. She’s an expert in shuttle
diplomacy.
While juggling these tasks often she is a career woman. She also maybe a wife.
Sometimes she handles her awesome task as a single parent.
There also is great psychological pressure on all mothers. The wise old proverb says,”
The hands that rocks the cradle rules the world.” there’s a lot of thrust in that.
Mothers have a key role in shaping the attitudes, ambitions, and destiny of their
children. Their children, in turn, determine the destiny of the world. That can be a
great burden for a mother. Who can stand up under so heavy responsibility?
Faced with such demand and psychological pressure, what’s a mother to do? She has
to relax! Mother should not attempt to be all people, nor should they try to excel at all
task. Husband, son and daughters often forget that mom is, after all only human.
Much is written about corporate burnout and stress, but mothers face a serious threat
of burnout if they try to do everything, do it exceptionally will, and do it with
urgency.
We advice all mothers to work hard at being themselves. Revel in the things to you
do well and enjoy them. Obviously, you will have to do something’s you do not do
well and do not enjoy doing, but don’t let those things dominate your time and energy
and under-mine your self esteem. A wise mother will enlist hobby and kids to assist
with these chores.
Remember, mom, you are the best mother your children have. Instead of trying to be
super mom, trying being your self. Our hunch is that being your self. Our hunch is
that being yourself will come closer to being super mom than you would ever dream!
48
Book 2 “English Text in Use” Published by CV Aneka Ilmu

Text 1
Telephone
Telephone is an instrument that sends and receives voice messages, usually by means
of communication. In just a few second, you can telephone a person across the street,
in another part of the country, on another continent.
In its most basic forms, a telephone enables people to talk with one another at
distances beyond the range of the human voice. More sophisticated telephone can
send and receives not only voice message, but also written words, drawing,
photographs, and even video images. In addition, telephone can send information
from one computer to another.
Telephone in people’s home are connected trough a vast complex telephone network.
The network includes large computers tremendous lengths of copper wire and hair
thin strands of glass, cables buried in the ground and laid along the bottom of ocean,
radio transmitter and receivers, and artificial satellite. Orbiting above the earth.
Most telephone connect with the telephone network by means of wires that run
trough the walls of houses and other buildings. A small clip connects each telephone
to the wiring. Other phone are installed in cars or carried in a bag or pocket. Such
phones connect with line network radio.
Alexander Graham Bell patented the telephone in 1876, Today, hundreds million of
telephones serve people all over the world.
49
Text 2
Cheetahs
Cheetahs are members of the cat family and are the world’s fastest lad animals. They
inhabit open grassland and scrub in Africa, Southern Asia and the Middle East.
Cheetahs are often mistaken for Leopards and have many similar features. Their
distinguishing marks are the long, teardrop-shaped lines on each side of the nose from
the corner of the eyes to the mouth.
The animals have muscular and powerful bodies which are aerodynamically perfect
for short, fast runs. Their bandy back keep the body flexible as they sprint they can
accelerate from standing to 40 mph in three strides and to a full speed of 70 mph
within seconds. Cheetahs’ feet are like running shoes and have grips and spikes to dig
into the ground. The grips are special ridges o the animals’ footpads and the claws act
as spikes. These claws stay out all the time. This is different from other cats, whose
claws tuck away in special sheaths in their paws.
Cheetahs are carnivores and eat gazelle and small antelope. A long tail helps the
cheetahs keeps its balance as it swerves after its prey, using large eyes that point
forward to judge distant accurately. Once the cheetah has pounced, the victim is
gripped by the throat to stop it breathing. However, the cheetah has weak jaws and
smells teeth and cannot always protect it kills or its young, especially, if tired sat after
run.
Female Cheetahs give birth to an average of three young of that they rear by
themselves. Once fully grown, the animals usually live alone, through male
sometimes form small groups. Most cheetahs live about twelve years.
Cheetahs are now an e4ndangered species and many conservationists are drying to
help to protect the habitat of this interesting creature.
50
Text 3
Mangoes
Mangoes are scientifically classified as Mangifera Indica. They belong to the cashew
family, Anacardinaceae. They are fruit that grow in tropical regions throughout the
world.
Mangoes serve as the main food of many people in tropical countries. They are often
called the king of tropical fruits. Mangoes are eaten fresh or are used I making
desserts, preservers, and some other foods. The fruit is an excellent source of vitamin
A and C.
Most mangoes are kidney-shape, oval or round. They vary from about 5 to 25
centimeters in length and from 57 grams to 2,3 kilograms in weight. Mangoes have a
smooth, lathery skin that surrounds a juicy, yellow or orange pulp and a hard inner
pit. The skin may be green, purple or various shades of orange, red, or yellow. Many
mangoes have tough fibers in their pulp, and some of the fruit have unpleasant
turpentine like odor. However mangoes grown commercially have a soft fibreless
pulp and a sweet, spicy taste and odor.
The mangoes tree is an evergreen that grows about 21 meters tall. It has long, slender
leaves and small, pinkish-white flowers. The fruit develops from the ovaries of the
blossoms and ripens about five months after the flowers bloom.
Mangoes were first cultivated about 4.000 years ago in India and the Indonesian
Archipelago. In the 1700’s and 1800’s, European explorers brought mangoes from
India to other tropical countries. Today, farmers grow mangoes in Brazil, India,
Mexico, and the Philippines, In the United States; Mangoes grow in Florida and
Hawaii.
51
Book 3 “English for a Better Life” Published by Pakar Raya

Text 1
Solar Energy
Solar energy is one great alternative for future energy sources. It is environmentally
friendly and renewable, thus making it an excellent energy source.
According to the United States Environmental Protection Agency (EPA); ‘Enough

sunlight reaches the earth’s surface every year to produce approximately 1,000times
the amount of energy produced by burning all fossil fuels mined and extracted during
the same time period’.
As with most renewable energy system, the initial cost of setting up these solar
energy projects is quite expensive. However the saving electricity bills in the long-
term should make up for this and year after year, the cost of this solar energy are
falling which will make it make it more affordable and widespread.
Solar energy will also be powering some 70,000 homes and several hundred
businesses in Britain soon after the government announced a £ 10 million investment
into photovoltaic (PV) technologies over the next three years.
Photovoltaic cells provide an unlimited supply of free power by converting sunlight

into electricity by using modern semiconductors. Vast arrays of these cells will be
placed on roofs and walls around the country to provide buildings with a renewable
source of energy for lighting, heating and storage.
Street lighting and traffic signals can also benefit from this power supply further
reducing our dependence on fossil fuels and nuclear energy.
52
Text 2
Mangrove Trees
A Mangroves Trees is a tropical maritime tree or shrub of the Rhizopora. Mangroves

has a special aerial roots and salt-filtering tap roots that enable them to thrive in
brackish water (brackish water in salty, but not as salty as sea water).
There are special species of Mangrove trees found all over the world. Some prefer
more salinity, while others like to be very close to a large fresh water source (such as
a river). Some prefer areas that are sheltered from waves. Some species have their
roots covered with sea water every day during high tide. Others are more sensitive to
salinity, and grow closer to the shore. Other species grow on dry land, but are still
part of the ecosystem.
Mangroves need to keep their trunk and leaves above the water line. Yet they also
need to be firmly attached to the ground, so they are not moved by waves. There are
three type of Mangrove root that help in this process.
1. Support roots which directly pierce the soil.
2. Level-growing roots which twist upwards and downwards, with the upwards
twist emerging on the water surface.
3. Level-growing roots whose downward twist (sub-roots) appear on the water
surface.
Any part of the root that appears above the water line channels oxygen to the plant
below the water line. Over time as soil begins to build up, these roots produce
additional roots that become embedded in the soil.
53
Text 3
The Brainy Body
You brain is as big as you two fits side by side. It’s the place where you think, learn,
work out problems, remember, feel happy and sad, wonder, worry, have ideas, sleep
and dream.
Yet the brain looks like a wrinkly lump of grey-pink jelly! On average it weights
about 1,4 kilograms. It doesn’t move, but its amazing nerve activity uses up one-fifth
of all energy needed by the body.
The main parts of the brain are its bulging, wrinkled upper par, the cerebrum.
Different area of its surface (cerebral cortex) deal with nerve signals to and from
different parts of the body. For example, massage from the eyes pass to the lower
parts of the cerebrum, called the visual center. They are sorted here as the brain cells
work out what the eyes are seeing.
There are also areas for touch, hearing, taste and other body processes.
The cerebellum is the rounded, wrinkled part at the back of the brain. It processes
massages from the motor center, sorting and coordinating them in great detail, to send
to the body’s hundred muscles. This is playing music (or all three), almost without
thinking.
The brain stem is the lower part of the brain, where it joins the body’s main nerve, the
spinal cord. The brain stem control basic processes vital for life, like breathing, heart
bite, digesting food and removing wastes.
The brain really does have ‘brain waves’. Every second it receives, sort and sends
millions of nerve signals. Special pads attached to the head can detect these tiny
electrical pulses. They are shown on a screen or paper strip as wavy lines called an
EEG, electro-encephalogram.
54
Appendix II : The Table of Noun Phrase

Construction
Book 1 "Linked to the world " Published by Yudhistira
Table 1.a
Pre- Modifier + Head
Pre-Modifier Head
text
Determine
Adjective Noun V-Ins V-ed Noun
r
1 - - orangutan - - habitat
1 200 - - - - reserves
1 - aggressiv - - - loggers
e
1 the - - - - parks
1 - locak - - - poters
1 indonesia' finest - - - reserves
s
1 the park's remainnin - - - rhinos
60 g Javan
1 many fascinatin - - - animals
other g
1 the park's older - - - guesthous
60 e
1 the - - - - cigenter
river
1 a favorite - - - rhino
hount
1 the - - - - strait
1 both - - - - guesthous
e
1 your - own - - food
1 two - days - - ride
1 the - south - - coast
1 a - - - - boat
2 - - - -
2 - clean - - clothes
2 - public - - - health
2 all is - - - - people
2 many - - - - places
2 a - - - - consegue
nce
2 - - air - - pollution
2 the - - - - eyes
2 - bad - - - smell
2 the - - - - governme
nt
2 the - - - - resident
2 a good - - - resident
2 this - - - - problem
2 his - - - - house
2 a - rubbish - - container
2 the - - - - neighbour
hood
2 a - - - - month
2 the - - - - people
2 the - pollution - - problem
2 out - - - - home
2 any - - - - pollution
2 our - - - - habit
2 our - - - - motto
3 the - - - - task
3 a - - - - mother
3 a - - - - counselor
a - - - - psychologi
3 st
3 a - - - - nurse
3 a - - - - nutrionist
a - - - - pharmacis
3 t
- big - - - emergenci
3 es
- - ambulanc - - driver
3 e
3 a - - - - waitress
3 a - - - - grocer
3 a - - - - chef
a short- - - - cook
3 order
a - - - - disciplinari
3 an
a - programm - - director
3
3 a - - - - listener
an - - - - encourage
3 r
3 an - activities - - director
3 a - taxl - - driver
a - - - - seamstres
3 s
3 a - family - - coordinato
wardrobe r
a - - purchasin - agent
3 g
3 a - - - - teacher
3 a - - - - student
3 a - - - - tutor
3 a - - - - playmate
3 an - - - - advisor
3 - - driver - - education
3 a spiritual - - - leader
3 a - prayer - - warrior
3 these - - - - task
3 a career - - - woman
3 a - - - - wife
3 a single - - - parent
3 - great - - - pressure
psychologi
cal
3 all - - - - mothers
3 these wise old - - - proverb
3 these - - - - hand
3 these - - - - cradle
3 these - - - - world
3 a - key - - role
3 thye - - - - attitudes
3 these - - - - ambition
3 all - - - - things
3 all - - - - people
3 all - - - - task
3 the - - - - things
3 your - - - - time
3 your-self - - - - esteem
3 all wise - - - mother
3 the - - - - kids
3 these - - - - chores
3 the best - - - mother
3 your - - - - children
3 our - - - - hunch
Book 1 83 21 15 3 - 95
BOOK 2. "English Text in Use " Published by Aneka ilmu
Table 1.b
Pre-Modifier Head
text
Determine
r
1 another - - - - continent
1 its most basic - - - form
1 a - - - - ftelephone
1 - more sophi - - - telephone
1 - - voice - - messages
1 - - - - - words
1 one - - - - computer
1 a vast completelephone - - network
1 the - - - - network
1 - larga - - - computers
1 most - - - - telephone
1 a small - - - chip
1 each - - - - telephone
1 the - - - - wiring
1 other - - - - phones
1 a - - - - bag
2 the world's fastest land - - - animals
2 - open - - - grassland
2 the - - - - middle-east
2 many similar - - - features
2 their distinguishi - - - marks
2 the - - - - mouth
2 the - - - - animals
2 - powerful - - - goodies
2 their bendy - - - back
2 the - - - - body
2 three - - - - strides
2 - - Cheetahs' - - feet
2 - - - running - shoes
2 the - - - - ground
2 the - - - - grips
2 the - - - - claws
2 these - - - - claws
2 all the - - - - time
2 - small - - - an telope
2 a long - - - tail
2 its most - - - - balance
2 the - - - - victim
2 the - - - - throat
2 - weak - - - jaws
2 - small - - - teeth
2 - feamale - - - cheetahs
2 - small - - - groups
2 an - - - endangeredspecies
2 many - - - - conversationsist
3 the cashew - - - family
3 - tropical - - - regions
3 the - - - - world
3 - - - making - dessert
3 some other - - - - foods
3 the - - - - fruit
3 most - - - - managoes
3 - orange - - - pulp
3 a hard inner - - pit
3 the - - - - skin
3 many - - - - managoes
3 the - - - - skin
3 an unpleasant - - - adour
3 a soft - - - pulp
3 a fibreless - - - taste
3 - sweet spicy - - - leaves
3 - slender - - - flowers
3 the small, pinki - - - archipelago
3 - indonesian - - - explorers
3 other europian - - - countries
Book 1 46 29 4 2 1 65
BOOK 3. "English for a better life " Published by Pakar Raya
Table 1.c
Pre-Modifier Head
text
Determine
r
1 - - solar - - energy
1 an excellent energy - - sources
1 the earth's - - - - surface
1 the earth's same time - - period
1 most renewable energy - - system
1 the earth's initial - - - cost
1 these - solar energ - - projects
1 the - saving elec - - bills
1 the - - - - long-term
1 some 70.00 - - - - homes
1 the - - - - government
1 the next thr - - - - years
1 - modern - - - semiconductors
1 the - - - - country
1 this - - - - power
1 our - - - - dependence
1 - - nuclear - - energy
2 a - mangroves - - trees
2 a tropical mo - - - tress
2 a special aer - - - roots
2 a large fresh water - - sources
2 some 70.00 - - - - species
2 their - - - - roots
2 the - - - - shore
2 other - - - - species
2 - dry - - - land
2 their - - - - thurnk
2 the - water - - line
2 the - - - - ground
2 the - - - - soit
2 the upwards - - - twist
2 the - - - - plant
2 these - - - - rools
2 - additional - - - roots
3 your - - - - brain
3 two - - - - fits
3 - amazing nerve - - activity
3 all - - - - energy
3 the - - - - cerebrum
3 its - - - - surface
Pre-Modifier Head
text
Determine
r
3 - - nerve - - signal
3 the - - - - eyes
3 the visual - - - center
3 the - brain - - cells
3 other - body - - processes
3 the - motor - - center
3 - great - - - details
3 body's hund - - - - muscles
3 the body's main - - - nerve
3 the spinal - - - cord
3 the - - - - head
3 these tiny electric - - - pulses
3 a - - - - screen
3 an - - - - egg
Book 3 46 17 15 - - 54
Book 1 "Linked to the World " Published by Yudhistira
Table 2.a
Head + Post-Modifier
Head Post- Modifier
Text
Prep. Infinitive ing ed Relaqtive clause
Noun Adjective Adverb
Phrase Clause participle Participle Clasue Temp CJ
herds - - of grazing - - - - -
1 wild oxen
those - - - - - - who live in -
2 the city
2 - - 1 - - - 1 -
Book 2 "English Text in Use " Published by Aneka Ilmu

Table 2.b
Head Post- Modifier
Text
1 telephone in peoples
s home
1 cables in the burried

ground
1 radio transmitter -
1 people all over -

the world
family
5 1 1 3 - - 1 - -
66
Book 3 "English for a Better Life" Publised by Pakar Raya
Table 2.c
Head Post- Modifier
Text
of the
2 shurb - - - - - -
Rhizona -
that are
shelter
2 areas - - - - - -
from
waves -
of the
2 part - - ecos - - - -
ystem -
3 - - 2 - - - 1 -
66
BOOK 1. "Linked to The World " Published by Yudhistira
Table 4.a
Pre- Mofifier + Head (Determiner + Noun)
Pre - Modifier Head
text
Deceictic. personal Interogatv Crd. Ord.
qantifier Mutiplier Franction Def.art Indef.art Indef. Pr Negative Noun
Pr Pr Pr Numb Numb
1 - - - - - - - - - - - - reserves
1 - - - the - - - - - - - - parks
cigenter
1 - - - the - - - - - - - - river
1 - - - the - - - - - - - - strait
guesthous
1 both - - - - - - - - - - - e
1 - - - - a - - - - - - - boat
2 all - - - - - - - - - - - people
2 many - - - - - - - - - - - places
conseque
2 - - - - a - - - - - - - nce
2 - - - the - - - - - - - - eyes
governme
2 - - - the - - - - - - - - nt
2 - - - the - - - - - - - - resident
2 - - - - - this - - - - - - problem
2 - - - - - - his - - - - - house
neighbour
2 - - - the - - - - - - - - hood
2 - - - - a - - - - - - - month
2 - - - the - - - - - - - - people
2 - - - - - - our - - - - - home
2 - - - - - - - any - - - - pollution
2 - - - - - - our - - - - - habit
2 - - - - - - our - - - - - motto
3 - - - the - - - - - - - - task
3 - - - - a - - - - - - - mother
Pre- Mofifier + Head (Determiner + Noune)
Pre - Modifier Head
text
Pr Pr Pr Numb Numb
3 - - - - a - - - - - - - counselor
psychologi
3 - - - - a - - - - - - - st
3 - - - - a - - - - - - - nurse
nutritionist
3 - - - - a - - - - - - -
pharmacis
3 - - - - a - - - - - - - t
3 - - - - a - - - - - - - waitress
3 - - - - a - - - - - - - grocer
3 - - - - a - - - - - - - chef
clisiplinari
3 - - - - a - - - - - - - an
3 - - - - a - - - - - - - listener
encourage
3 - - - - an - - - - - - - r
seamstres
3 - - - - a - - - - - - - s
3 - - - - a - - - - - - - teacher
3 - - - - a - - - - - - - student
3 - - - - a - - - - - - - tutor
3 - - - - a - - - - - - - plyamate
3 - - - - an - - - - - - - advisor
3 - - - - a these - - - - - - task
3 - - - - a - - - - - - - wife
3 all - - - - - - - - - - - mother
3 - - - the - - - - - - - - hand
3 - - - the - - - - - - - - cradle
3 - - - the - - - - - - - - world
3 - - - the - - - - - - - - attitudes
3 - - - the - - - - - - - - ambition
Pre - Modifier Head
text
Pr Pr Pr Numb Numb
3 all - - - - - - - - - - - things
3 all - - - - - - - - - - - people
3 all - - - - - - - - - - - task
3 - - - the - - - - - - - - things
3 - - - - - - - - - - - - time
3 - - - - - - your - - - - - esteem
3 - - - the - - yourself - - - - - kids
3 - - - - - these - - - - - - chores
3 - - - - - - your - - - - - children
3 - - - - - - our - - - - - hunch
Book 1 7 - - 16 23 3 8 1 - - - - 58
BOOK 2 "English Text in Use " Published by Aneka Ilmu
Table 4.b
Pre - Modifier Head
text
Pr Pr Pr Numb Numb
1 - - - - - - - - - - - another continent
1 - - - - a - - - - - - - telephone
1 - - - - - - - - - - one - computer
1 - - - the - - - - - - - - network
1 most - - - - - - - - - - - telephone
1 each - - - - - - - - - - - telephone
1 - - - the - - - - - - - - wiring
1 - - - - - - - - - - - other phones
1 - - - - a - - - - - - - bag
midle-east
2 - - - the - - - - - - - -
2 - - - the - - - - - - - - month
2 - - - the - - - - - - - - animals
2 - - - the - - - - - - - - body
2 - - - - - - - - - - three - strides
2 - - - - - - cheetahs' - - - - - feet
2 - - - the - - - - - - - - ground
2 - - - the - - - - - - - - grips
2 - - - the - - - - - - - - claws
2 - - - - - these - - - - - - claws
2 - - - - - - its - - - - - balance
2 - - - the - - - - - - - - victim
2 - - - the - - - - - - - - throat
conversati
2 many - - - - - - - - - - - onist
3 - - - the - - - - - - - - world
3 - - - the - - - - - - - - fruit
3 most - - - - - - - - - - - mangoes
3 - - - the - - - - - - - - skin
3 many - - - - - - - - - - - mangoes
books 2 5 - - 14 2 1 2 - - - 2 2 28
BOOK 3 "English for a Better Life " Published by Pakar Raya
Table 4.c
Pre - Modifier Head
text
Pr Pr Pr Numb Numb
1 - - - the - - earth's - - - - - surface
fosil fuel
1
all - - - - - - - - - - - mined
1
solar
1 energy
- - - - - these - - - - - - project
1 - - - the - - - - - - - - long-term
1 - - - - - - - - - - 70,000 - homes
governme
1
- - - the - - - - - - - - nt
1 - - - the - - - - - - - - country
1 - - - - - this - - - - - - power
dependen
2
- - - - - - our - - - - - ce
mangrove
2
- - - - a - - - - - - - tree
2 - - - the - - - - - - - - world
2 - - - - - - - some - - - - species
2 - - - - - - their - - - - - roots
2 - - - the - - - - - - - - shore
2 - - - - - - - - - - - other species
2 - - - - - - their - - - - - thrunk
2 - - - the - - - - - - - - ground
2 - - - the - - - - - - - - soil
2 - - - the - - - - - - - - plants
2 - - - - - these - - - - - - roots
3 - - - - - - your - - - - - brain
3 - - - - - - - - - - two - fits
3 - - - - - - - - - - - - energy
Pre - Modifier Head
text
Pr Pr Pr Numb Numb
3 - - - the - - - - - - - - cerebrum
3 - - - - - - its - - - - - surface
3 - - - the - - - - - - - - eyes
3 - - - the - - - - - - - - head
3 - - - - an - - - - - - - screen
3 - - - - an - - - - - - - egg
Books 3 3 - - 12 3 3 6 - - 2 1 30
Table 3.a
Pre- Modifier + Head + Post - Modifier
Pre-Modifier Head Post- Modifier
text
Prp. Ing ed CL. Temp.
Det Adj Noun V-Ing V-ed Noun Adj Adv Inf. CL RCL
Phrase participel participle CJ
1 10 - - - - percent - - of its land - - - - -
area
1 the - - - - range - - of - - - - -
protected
area
1 - - motorbike - - track - - from - - - - -
labuan via
sumur to
Taman
jaya
1 the volcanic - - - island - - of - - - - -

krakatau
1 the - - - - middle - - of the - separating - - -
Sunda java from
Strait Sumatra
2 the broken - - - parts - - of a - - - - -

destroyed
things
2 the - - - - beauty - - of the city - - - - -
2 the - - - polluted dust - - in air - - - - -
2 the - - - - cleanlines - - of - - - - -
s environme
nt
3 twenty- - - - - hours - - in a day - - - - -
four
3 a - - - - director - - of - - - - -
operation
for the
home
3 a - - - - chair - - of the - - - - -
person after
dinner
clean up
committee
3 a - - - - manager - - of the - - - - -
complain
departmen
t
3 a - - - - maintenan - - of - - - - -
ce engineer
text
3 a - - - - director - - of a - - - - -
janitorial
service
3 a - - - - variety - - of sport - - - - -
activities
3 an - - - - expert - - in shuttle - - - - -
diplomacy
3 a lot of - - - - truth - - in that - - - - -

3 the - - - - destiny - - of their - - - - -
children
3 the - - - - destiny - - of the - - - - -
world
3 a great - - - burden - - for a - - - - -
mother
Book 1 20 3 1 - 1 21 - - 21 - 1 - - -
Book 2 "English Text in Use " published by Aneka Ilmu
Table 3.b
text
1 an - - - - instrument - - - - - - that send -
and
receive
voice
messages
1 our most valuable - - - means - - of - - - - -

communic
ation
1 a - - - - person - across the - - - - - -
stret
1 another - - - - parts - - of the - - - - -
country
1 the - - - - range - - of the - - - - -
human
voice
1 - tremendou - - - lenghts - - of copper - - - - -
s wine
1 - hair -thin - - - standard - - of the - - - - -
glass
1 the - - - - bottom - - of the - - - - -
ocenan
1 - artifical - - - sattellites - - - - orbiting far - - -
above the
earth
2 the - - - - corner - - of the - - - - -
eyes
2 the long, - - - lines - - on each - - - - -
teardrop side of the
shapped nose
2 a full - - - speed - - of 70 mph - - - - -
within
second
2 other - - - - cats - - - - - - whose -
claws tuck
away in
special
sheat in
their paws
2 - large - - - eyes - - - - - - that point -

forward to
judge
distant
accurately
text
Det Adj Noun V-Ins V-ed Noun Adj Adv Inf. CL RCL
2 an - - - - average - - of three - - - - -
young
2 the - - - - habitat - - of these in - - - - -
terestign
creature
3 the main - - - food - - of many - - - -

people in
tropical
countries
3 the - - - - king - - of tropical - - - -
fruit
3 an excellent - - - source - - of vitamin - - - -
A and C
3 a smooth - - - skin - - - - - - that -
leathery surround a
juicy
3 - various - - - shades - - of orange - - - - -
3 - tough - - - fibres - - in their - - - - -
pulp
3 an - - - - everreen - - - - - - that graws -
about 21
meters tall
3 the - - - - ovaries - - of the - - - - -

blossoms
3 five - - - - months - - - - - - - -
Book 2 18 12 - - - 25 - 1 17 - 1 - 5 -
Book 3 "English for a Better life ' published by Pakar Raya
Table 3.c
text
1 one great - - - alternative - - for future - - - - -
energy
sources
1 the - - - - amount - - of energy - - - - -
1 the - - - - cost - - of these - - - - -
solar
energy
1 an unlimited - - - supply - - of tfree - - - - -
power
1 an renewable - - - source - - of energy - - - - -
2 - salt- - - - roots - - - - - - that -

filterirs enables
them
thrive in
brockish
water
2 - special - - - species - - of - - - - -
mangrove
s tress
2 three - - - - type - - of - - - - -
mangrove
s roots
2 any - - - - part - - of the root - - - - -
that
oppears
above
3 the - - - - place - - - - - - - -
3 a wrinkly - - - lump - - of grey- - - - - -
pink jelly
3 the main - - - parts - - of the - - - - -
brain
3 - different - - - parts - - of the - - - - -
body
3 the lower - - - parts - - of the - - - - -
cerebrum
text
3 the - - - - back - - of the - - - - -

brain
3 - basic - - - processes - - for llife - - - - -
Books 3 12 10 1 - - 16 1 - 14 - - - 2 -
Table 2.a
Head Post- Modifier
Text
herds - - of grazign - - - - -
1 wild oxen
those - - - - - - who live in -
2 the city
Book 1 2 - - 1 - - - 1 -
Book 2 "English Text in Use " Published by Aneka Ilmu
Table 2.b
Head Post- Modifier
Text
1 telephone in peoples
s home
1 cables in the burried

ground
1 radio transmitter -
1 people all over -

the world
family
Book 2 5 1 1 3 - - 1 - -
Book 3 "English for a Better Life" Publised by Pakar Raya
Table 2.c
Head Post- Modifier
Text
of the
2 shurb - - - - - -
Rhizana -
that are
shelter
2 areas - - - - - -
from
waves -
of the
2 part - - ecos - - - -
ystem -
Book 3 3 - - 2 - - - 1 -
Book 1 "Linked to the world " Published by Yudhistira
Table 5.a
pre - Modifier + Head (Adj + Noun)
pre - Modifier + Head (Adj + Noun) Head
text
Nationallit Quality Noun
Subtance Color Age Shape Size
y
aggressiv loggers
1 - - - - - - e
1 - - - - - - local poters
2 - - - - - - bad smell
- emergen
3 - - - - - - cies
great, pressure
3 - - - - - big phsycologi
cal
3 - - - - - -
Book 1 - - - - - 1 4 5
Book 2 "English Text II Use " Published by Aneka Ilmu
Table 5.b
text
y
- comput
1 - - - - - large ers
2 - - - - - - powrful bodies
open grassland
2 - - - - - - s
2 - - - - - - - antolope
2 - - - - - small weak jaws
2 - - - - - - - feeth
2 - - - - - - female cheetahs
2 - - - - - small - groups
2 - - - - - - tropical regions
2 - - orange - - - - pulp
2 - - - - - - - leaves
pinkish- - flowers
2 - - white - - small
2 europian - - - - - - explorers
Book 2 1 - 2 - - 4 5 13
Book 3 "English for a Better Life " published by Pakar Raya
Table 5.c
text
y
modern Semi
conduc
1 - - - - - - turs
2 - - - - - - dry land
2 - - - - - - additional roots
amazing nerve
3 - - - - - - activity
Book 3 - - - - - - 4 4

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NOUN PHRASE CONSTRUCTION FOUND IN REPORT GENRES

IN THE FIRST YEAR SENIOR HIGH SCHOOL STUDENTS’ TEXTBOOKS

Dengan ini saya:

NOUN PHRASE CONSTRUCTION FOUND IN REPORT GENRES

IN FIRST YEAR SENIOR HIGH SCHOOL STUDENTS’ TEXTBOOKS

kepustakaan, wahana elektronik, maupun sumber lainnya, telah disertai keterangan

Jika kemudian ketidakberesan, saya bersedia menerima akibatnya.

Demikian, surat pernyataan ini dapat digunakan seperlunya.

Diah Mawarni Ayuningsih

Foremost, Alhamdulillahirobbil’alamin, I wish to thank God the Almighty

TABLE OF CONTENTS................................................................................. viii

LIST OF TABLES ........................................................................................... xi

LIST OF APPENDIXES.................................................................................. xii

1.1 Background of the Study .................................................................. 1

1.2 Reason for Choosing the Topic......................................................... 5

1.3 Statement of the Problem.................................................................. 6

1.4 Objective of the Study ...................................................................... 7

1.5 Significance of the Study .................................................................. 7

1.6 Limitation of the Study ..................................................................... 8

1.7 Outline of the Study .......................................................................... 8

II. REVIEW OF RELATED LITERATURE

2.1 Grammar ........................................................................................... ….. 9

2.1.1 Definition of Grammar…………………………………………………9

2.1.2 The Role of Grammar in Language Teaching………………………. 10

2.3 Definition and Function of Textbook ............................................... 12

2.4 Genres ............................................................................................ 13

2.4.1 Definition of Genre ........................................................................ 13

2.4.2 Kinds of Genres Taught in SMA/ MA........................................... 14

2.4.3 Definition of Report Genre ............................................................ 14

2.5 Noun Phrase ...................................................................................... 14

2.5.1 Definition of Noun Phrase .......................................................... 14

2.5.2 The components of English Noun Phrase ................................... 16

2.5.3 Arrangement of Head and Modifier............................................ 18

2.5.3.1 Pr e - M odi fi er + He a d (M + H)......................................... 18

2.5.3.1.1 Determiner + Noun .................................................................. 18

2.5.3.1.2 Adjective + Noun..................................................................... 19

2.5.3.1.3 Noun + Noun............................................................................ 19

2.5.3.1.4 Verb-ing/ -ed + Noun............................................................... 20

2.5.3.2 Head + Post-Modifier ................................................................. 20

2.5.3.2.1 Noun + Adjective ..................................................................... 21

2.5.3.2.2 Noun + Adverb ........................................................................ 21

2.5.3.2.3 Noun + Prepositional Phrase.................................................... 21

2.5.3.2.4. Noun + Infinitive Clause......................................................... 22

2.5.3.2.5 Noun + -ing Participle Clause ................................................ 22

2.5.3.2.7 Noun + Relative Clause ......................................................... 23

2.5.3.2.8 Noun + Introduced by Temporal Conjunction ....................... 23

2.5.3.3 Pre-Modifier + Head + Post- Modifier....................................... 24

2.5.3.4 Summary of Noun Phrase Construction .................................... 24

III. METHOD OF INVESTIGATION

3.1 Object of the Study ........................................................................ 25

3.2 Research Design............................................................................. 25

3.3 Data Source .................................................................................... 26

3.4 Research Variable .......................................................................... 27

3.5 Method of Collecting Data............................................................. 27

3.6 Method Analyzing Data ................................................................. 28

IV. RESULT OF THE ANALYSIS

4.1 Types of Noun Phrase Construction ................................................. 30

4.1.1 Pre-Modifier + Head (M + H)..................................................... 30

4.1.1.1 Determiner + Noun ................................................................. 31

4.1.1.2 Adjective + Noun ................................................................. 32

4.1.1.3 Noun + Noun ................................................................. 33

4.1.1.4 Verb-ing/ -ed + Noun ................................................................. 33

4.1.2.1 Noun + Adjective ................................................................. 34