| dc.description.abstract | The objective of the study was to evaluate and assess the readability of
English reading materials in the twelfth-grade textbook published by Darussalam
Press. Numerous studies have been conducted to investigate the adequacy of
reading materials in English textbooks, revealing that some materials are
insufficient for the students' levels. Furthermore, there has been no scholarly
investigation conducted on this particular literary work.
The study employed a quantitative descriptive research design, with the
English Lesson 6 textbook for twelfth grade, published by Darussalam Press,
serving as the research object. The textbook comprises ten reading materials that
are centered on the comprehension of written texts. The study was centered on the
analysis of the reading materials contained in the book, with a particular emphasis
on the evaluation of the English textbook's readability. The book contains five
distinct genres. Examples of text types include analytical exposition, descriptive
text, spoof text, anecdote text, and recount text. The methodology employed for
data collection involved the utilization of observation and document analysis. The
Flesch Reading Ease (FRE) formula was utilized to determine the readability
level.
The process of content analysis involves the assessment and evaluation of
the written materials contained within English textbooks. The findings of the
study indicate that the English textbook contained a total of ten reading texts.
These texts were categorized as follows: one analytical exposition text, five
descriptive texts, one spoof text, two anecdote texts, and one recount text. The
study utilized the Flesch Reading Ease (FRE) formula to conduct an analysis,
revealing that only six texts were eligible for examination. The present study
conducted an analysis of the readability level of six texts, revealing that two of the
texts were classified as Standard level, two were categorized as fairly difficult,
and the remaining two were classified as Difficult level. Out of the six texts
analyzed, only two were deemed appropriate for senior high school students based on their readability level. The titles of the texts were "Albania" and "A Brief about
TV." Furthermore, the researcher conducted an assessment of the readability of
the text by analyzing the factors that impact readability and utilizing readability
measurements. The findings of the analysis indicate that several factors have an
impact on readability, including but not limited to vocabulary awareness,
background knowledge, organization, discourse phenomena, and length of
passage.
The present study involved an examination of vocabulary awareness in
two reading materials, namely "Mother and Moral Education" and "The Whistle".
A total of ten instances of vocabulary awareness were identified. The text titled
"Albania" exhibited a total of twelve instances of vocabulary awareness, while the
text titled "Arabic Calligraphy" demonstrated seven instances of vocabulary
awareness. Similarly, the text titled "A Brief about TV" displayed a total of
sixteen instances of vocabulary awareness, while the text titled "Asia" showcased
fifteen instances of vocabulary awareness. The examination of prior knowledge
derived from the texts revealed that both the teacher and students possessed
equivalent background knowledge.
In the examination of passage length, it was observed that two texts,
namely "Asia" and "The Whistle," contained a total of five hundred words. The
present corpus comprises two texts, each consisting of approximately three
hundred words. The first text is entitled "Albania", while the second text provides
a brief overview of television. This brief composition aims to identify two texts
titled "Mother and Moral Education" and "Arabic Calligraphy" in a concise
manner. The first text explores the role of mothers in providing moral education to
their children, while the second text delves into the art of Arabic calligraphy. Both
texts are of interest and relevance to their respective fields of study.
The research is subject to certain constraints, primarily centered on the
evaluation of the readability level of reading materials contained within a single
textbook. An additional constraint pertains to the fact that solely the Flesch
Reading Ease formula is employed for the computation of data analysis. In
summary, it is recommended that teachers utilize readability formulas to furnish
pupils with suitable reading materials, while also encouraging further research
into the broader context of readability | en_US |
