ANAPHORIC RELATION IN RECOUNT AND DESCRIPTIVE TEXTS OF SENIOR HIGH SCHOOL TEXTBOOK

ANAPHORIC RELATION IN RECOUNT AND DESCRIPTIVE TEXTS OF SENIOR HIGH SCHOOL TEXTBOOK
Elvi Sri Rahayu, R. Hendro Prasetianto, Ratna Kurnianingsih
Elvirahayu470@gmail.com
Prodi Pendidikan Bahasa Inggris
STKIP PGRI BLITAR

Abstrak: Artikel ini menyelidiki penggunaan tipe-tipe relasi anaforik dalam teks cerita dan teks deskriptif dari buku paket SMA kelas X. Penyelidikan ini penting bagi guru dalam pengajaran membaca di kelas dan juga untuk dosen dalam pengajaran linguistik dan sintak. Temuan menunjukkan bahwa tipe-ipe relasi anaforik yaitu anafor, ko-referens, katafor, dan eksofor diungkapkan dalam hubungan antar dan dalam kalimat serta kategorinya dalam sintak. Implikasinya ialah ketiga unit linguistik ini dapat dijadikam materi sisipan dalan pengajara membaca dan sebagai materi perkuliahan.
Kata Kunci: Relasi Anaforik, Teks Cerita, Teks Deskriptif
Abstract: This article explores the use of anaphoric relation’s type in recount and descriptive texts of Senior High School textbook grade X. The exploration is significant for the teachers in teaching reading and improving the material in applied linguistic and English syntax for the lecturers. The findings show that the types of anaphoric relation, namely anaphora, co-reference, cataphora, and exophora occur in inter- and intra-sentential contexts and its syntactic categories. This implies that these linguistic units may constitute the inserted materials in teaching reading and as the lecturing materials in college.
Key Words: Anaphoric Relation, Recount Text, Descriptive Text

INTRODUCTION
A textbook is one of the material references of the English teaching at school. It is used to facilitate English learning process. Reading text can be useful in facilitating the reading class. It means that reading texts presented in the textbook should be meaningful. Although a text is made up of grammatical units (clauses, phrases, etc.), the text is not just a collection of clauses. The language used in the textbook should be comprehensible. In this case, the textbook writer should take note of the main functions of language usage in writing the reading text. One of the language functions is to attain cohesion and coherence in arranging text, as a result, the reader or hearer is easy to understand the text. It is hoped that reading texts in the textbook serve a good cohesive ties.
Actually, there are many kinds of cohesive devices, one of which is anaphoric relation. It consists of anaphora, co-reference, cataphora, and exophora that exist in reading text of the textbook. Although anaphoric relation just explains about pronoun, but many students getting trouble to understand the text because of it. So, anaphoric relation is so important to be analyzed in order to make the students understand more in the content of reading text.
THEORETICAL FRAMEWORK
Textbook
Hornby (in Susilo, 2010:7) states “Textbook means a book giving instruction in a branch of learning.” A textbook provides a plan for learning, an outline of what is to be learned in the classroom that is appropriate with the curriculum. What happens in the classroom fills out and transforms the outline into learning experience for students. Richard (2001: 254) states “Without textbooks a program may have no central core and learners may not receive a syllabus that has been systematically planned and developed.”
Recount Text
According to Siahaan and Shinoda (2008: 35) “recount is written out to make a report about an experience of a series of related event.” The purpose of a recount is to give the audience a description of what occurred and when it occurred.
Structurally, recount text is a text which contains three components. The first is orientation. It gives information about who, where, and when the event happened. The second contains some events. These components are about some related events. Commonly the events are written subsequently. The last component of recount text is reorientation. It is a restatement of the first component of the text.
Descriptive Text
Siahaan and Shinoda (2008:89) state that descriptive text is a text that describes a particular person, place or thing. It means that descriptive text can be used to describe a particular person, place or thing or describe how does person, place or thing looks like. Furthermore, Droga and Humphrey (2005:148) state that the generic structure of descriptive text consists of identification and description. Identification gives a general orientation toward the subject. Description is stage that describes the characteristics of the subject.
Anaphoric Relation and Its Type
Anaphoric usage refers to the situation "where some term picks out as a referent the same identity." Levinson (in Al-Kahtany, 2007:249). Thus, anaphoric relation takes place when a pronoun is interpreted in terms of its relation to a referent noun phrase (NP) carrying the same syntactic and semantic information in the discourse.
a. Anaphora
In linguistics, anaphora is the use of an expression the interpretation of which depends upon another expression in context (its antecedent or postcedent). In a narrower sense, anaphora is the use of an expression which depends specifically upon an antecedent expression. The anaphoric (referring) term is called an anaphor. Meyer (2009:148) says that “reference back to an antecedent noun phrase is known as anaphoric reference”. In addition “anaphoric elements (those that refer to things mentioned before)” Halliday and Matthiessen (2004:91).
b. Cataphora
A cataphoric reference unit refers to another unit that is introduced later on in the text/speech. Cataphora includes in endhoporic reference as Halliday and Matthiessen (2004:552) say, “This type of endophoric reference is called cataphora, or cataphoric reference. Cataphora is quite rare compared with anaphora.”
c. Exophora
The third direction of reference is outside the text, that is, to items that are not described explicitly in the text. This is called "exophora" because exo means "outward." Reference words that refer outside a text are called "exophoric words." Exophoric words indicate assumed shared knowledge between the writer and the reader. Since the writer assumes that the reader knows what the exophoric words refer to, the writer does not bother to explain them in the text.
d. Co-reference
Radford (2004: 226) states “Two expressions are co-referential if they refer to the same entity.” Co-reference is the main concept underlying binding phenomena in the field of syntax.
Syntactic Categories
A syntactic category is a type of syntactic unit that theories of syntax assume. Word classes, largely corresponding to traditional parts of speech (noun, verb, preposition, etc.), are syntactic categories. In phrase structure grammars, the phrasal categories (noun phrase, verb phrase, prepositional phrase, etc.) are also syntactic categories. As Cristal (2008:411) states, “The approach is in marked contrast with most other versions of generative grammar, where the emphasis is on syntactic categories such as NP and VP, and on linear ordering, syntactic relations being specifiable only derivatively.”
a. Noun Phrase
A noun phrase is a phrase that plays the role of a noun. The head word in a noun phrase will be a noun or a pronoun. Noun phrases often function as verb subjects and objects, as predicative expressions, and as the complements of prepositions. Meyer (2009:117) states, “All noun phrases (NPs) are centered on either a head noun or pronoun”.
b. Verb Phrase
A verb phrase (VP) is a syntactic unit composed of at least one verb and its dependents objects, complements and other modifiers but not always including the subject. Thus in the sentence, A fat man put the money quickly in the box, the words put the money quickly in the box is a verb phrase, it consists of the verb put and its dependents, but not the subject a fat man.
Inter- and Intra-Sentential Contexts
Inter-Sentential Contexts mean relationship of anaphoric relation and its referent between the sentences, whereas Intra-Sentential contexts mean relationship of anaphoric relation and its referent within the sentence.
RESEARCH METHOD
Research Design
This research employed a qualitative design. It is qualitative as it deals with the linguistic phenomenon in the form of words or sentences rather than numbers. According to Creswell (2009: 173), qualitative inquiry employs different philosophical assumptions; strategies of inquiry; and methods of data collection, analysis and interpretation. Adding to this, Lodico, et al., (2010:143) mention that qualitative research is a means of giving voice to the participants feelings and perceptions. This is based on the idea that knowledge is derived from the social setting and understanding it is considered as a legitimate scientific process.
Object of the Research
The six recount texts and five descriptive texts becomes the object of this research. Those texts were taken from Bahasa Inggris grade X and written in English by an Indonesian. They were published by Kementerian Pendidikan dan Kebudayaan in 2014.
Research Instrument
Considering that this research is naturally qualitative, the key instrument is the researcher herself as Sugiyono (2011:306) says that the researcher is the key instrument in qualitative research. The researcher is the primary instrument in taking notes, collecting, and interpreting the data obtained. The researcher does not do any tests, observations, and interviews to gain the source of data, but the researcher does direct library research.
Data Collection
Since this research is aimed at describing anaphoric relation, several steps were taken. The first step was collecting and selecting sentences containing anaphora, co-reference, cataphora, and exophora from recount and descriptive texts. The second step was observing and categorizing anaphora, co-reference, cataphora, and exophora in terms of their types (like pronoun she, he, and it), syntactic categories (like noun phrase and verb phrase), and inter- and intra-sentantial contexts where anaphora, co-referent, cataphora and exophora are manifested. The last step was transferring the data into the table.
Data Analysis
a. Data Collection
Data collection is the first step dealing with collecting and selecting the data. The researcher reads the texts in the Bahasa Inggris, noting the pronoun in the texts.
b. Data Reduction
The data reduction is concerned with the process of identifying, selecting, classifying, or categorizing, and coding the data. It is done with the purpose of providing a clear description of the research data and facilitating the researcher to collect the data.
c. Data Display
In the display data, the researcher maps out the obtained data according sources (or volume) and into the type of anaphoric relation in line with the theory described in chapter two.
d. Data Validation
The displayed data are then validated through the theory, meaning that the data are valid in relation to the theory of anaphoric relation. According to Siahaan and Shinoda (2008: 35) “recount is written out to make a report about an experience of a series of related event.” the six recount texts in Bahasa Inggris are appropriate with the statement. In addition the five descriptive texts in Bahasa Inggris are appropriate with the statement of Siahaan and Shinoda (2008:89) that “descriptive text is a text that describes a particular person, place or thing.” furthermore R. Hendro P., states that anaphoric relation consists of endophora and exophora. Furthermore, endophora consists of two types, namely anaphora and cataphora and co-reference is one branch of anaphora. He confirmed that in recount and descriptive texts in Bahasa Inggris consist of anaphoric relation.
e. Data Analysis
The obtained data, which have been analyzed, are commented under the
CONCLUSION
The objective of this study is to analyze the anaphoric relation used in the recount and descriptive texts of Senior High School textbook and the frequency of occurrence of each type.
The conclusion from the analysis showed that there are four types of anaphoric relation in the recount and descriptive texts of Senior High School textbooks, namely, anaphora, co-reference, cataphota, and exophora. Furthermore, the frequency of occurrence of each type in recount texts is anaphora (82%), co-reference (11%), cataphora (1%), and exophora (5%). Whereas in descriptive texts is anaphora (54%), co-reference (12%), cataphora (0%), and exophora (34%). Furthermore, syntactic categories that appear are noun phrase and verb phrase with the frequency of occurrence of each phrase in recount and descriptive texts noun phrase (97%) and verb phrase (3%). The last, inter and intra sentential in recount text are inter sentential (69%) and intra sentential (31%), whereas in descriptive texts are inter sentential (70%) and intra sentential (30%).
SUGGESTION
With reference to the conclusion, the researcher provides suggestions to the teachers, lecturers, students and the next researcher. For the teachers, they should be teach anaphoric relation in English class especially in teaching reading because there are anaphoric relation types appear in reading text. Furthermore, they need to give explanation more about anaphora because it gets the highest level of frequency occurrence in the research findings. Actually, anaphoric relation is a part of grammar where it will influence the process of English mastering.
Next for the lecturers, they should add the course about anaphoric relation in lecturing applied linguistic and English syntax because it is really important to the students in order to get maximal result in learning English.
Then for the students, they should know about anaphoric relation in order to improve their reading skill ability, by knowing anaphoric relation they can understand the contents in the reading text well. Actually anaphoric relation is part of grammar, so the students not only understand about the text but they also learn about grammar.
Last, the next researcher can build a research and analyze anaphoric relation with object of different topic, like zero anaphora.
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