NOUN PHRASE CONSTRUCTION IN RECOUNT GENRES FROM THE STUDENTS’ TEXTBOOKS

Buku Bahasa Inggris yang digunakan siswa Sekolah Menengah Atas (SMA) sangat bervariasi dan Kostruksi Noun Phrase ditemukan hampir di semua buku tersebut. Ada tiga jenis buku menjadi bahan penelitian ini denganjudul :“ Look Ahead” terbitan Erlangga,“ The Bridge English Competence ” terbitan Yudhistira, dan“ English for a Better Life ” terbitan Pakar Raya, yang ketiganya dipakai dikelas satu. Teks Recount dalam ketiga buku ini menggunakan Noun Phrase, Pola Konstruksi  Noun Phrase yang ada adalah: Pre- Modifier + Head ; Head + Post- Modifier, and Pre- Modifier + Head + Post- Modifier. Konstruksi Noun Phrase yang paling dominan dalam tiga buku tersebut adalah :Pre- Modifier + Head. Jumlah Konstruksi Noun Phrase dan Pola Noun Phrase dalam ketiga buku di atas adalah berbeda

thought, and feeling anddevelop the knowledge, technology and culture.There is difference between spoken and written language. In English it self there are four skills and four components, which have to bemastered. The skills, they are listening, speaking, reading, and writing and thecomponents consist of phonology, grammar (structure), vocabulary, and fluency,which are different with our native language. There are no certain directions as howgrammar must be taught or learnt.
In the Content of Standard, we can find that the aim of English subject isdeveloping ability of communication in language, both spoken and written.The ability of communication includes listening, speaking, reading andwriting. Based on the Content of Standard, Senior High School students are hoped toget informational level because they are prepared to continue their study to theuniversity. It means that it is hoped that the students can create recount text by them. Increating 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 ofgrammar, lexical density and also punctuation. To create a good recount text which haslexical density students can do it by learning construction of noun phrase. The teacher has responsibility to select the textbook which willuse as a material in teaching learning process. The content of thematerials in the textbook helps us in teaching learning process. Therefore, it isimportant for the teacher to select and analyze the content of the textbook.Because of the difficulties faced by most of the students in learning Englishespecially in noun phrase, the writer will focus his research on noun phraseconstruction found in Recout genres in the first year Senior High School students'textbooks.

Objective of the Study
This study has purpose as follows: (1) To describe the types of Noun Phrase Construction in Recount genres in the firstyear Senior High School students' textbooks.
(2) To find out the most dominant kinds of noun phrase constructions found in Recount genres in the first year Senior High School students' textbooks.

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 Recount genredisplayed on several textbooks.
(2) The result of the study can be used to ease the students indirectly to master English Noun Phrase in Recount genres.
(3) The result of the study would become reference for teachers to understandmore deeply about noun phrase construction and hopefully they can teach totheir students about them.
(4) For English teaching, the study can be used to make this subject becomeinteresting.

Limitation of the Problem
In this research, the writer just gives intention in Noun phrase constructions found in Recount genres in the first year Senior High School students'textbook.

REVIEW RELATED LITERATURE
Using English to communicate, students should understandgrammar or structure as one oflanguage components. Students should have knowledge of therules of language and are able to use the language correctly. Grammar or structure is very important in studying every language.
Grammar hashas several meaning and there is no universally accepteddefinition of it. House and Harman state that grammar is the study of words and theirfunction. 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). Grammar is a set of rules by which people speak and write. According toCook 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 aresource for creating meaning in spoken and written discourse (Lock, 1996).It is definitely true that the descriptions of grammar above are different, butthe purpose is similar, that is an adequate description of the sentence level formalfeatures of language.
Studying a language means have to study about its grammar. Grammar isone of the language components thathas an important role in communication. It istaught to the students to support four skills they are listening, speaking, reading, andwriting. (Depdikbud, 1994: 2-4).It is important to understand the meaning of the individual words in a sentence, but is not enough to understand sentence itself, we need grammatical device,such as the arrangement of words in phrases, tenses, etc.
Curriculum 2004 for High School (SMA/ MA) prepares the students in order to achievecompetencies that can make them to be able to reflect their experience and othersexperience to show their ideas and feelings, and to understand meaning.In the Content of Standard for SMA/ MA, SMA graduates should be able toachieve Informational level for communication and the students should be able to communicate in all genres. 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 spokenand written. The ability of communication includes listening, speaking, reading,and writing.
(2) To have consciousness about the importance of English to increase ourcompetence in global society.
(3) To develop understanding of relationship between language and culture. So, thestudents have knowledge about culture and are involved themselves in cultures.
What is genre? "Genre can be defined as a culturally specific text-type whichresults from using language (written or spoken) to (help) accomplish something (Wignell and Gerrot, 1994: 17). So any instance of living, language is playing somepart in context situation we shall call a text and genre it self is defined as a specifictext-type. Based on participant there are spoken and written texts. Genre is culturespecific. It has particular purposes, particular stages, and particular linguistic feature.In the materials being produced about genre and characteristiclexicogrammatical feature or major grammatical pattern. Different genres display theresources for meaning-making through the grammar in different ways. This grammarattempts to describe language in actual use and so focus on text and their context.
Recount genre is a factual text which tells readers what happened to someone, describes the way things are withreference to a whole range of phenomena, natural synthetic, and social in ourenvironment (Eltis, 1980: 14). Recount genre is written based on a fact and describedby types, parts, qualities and habits of that fact. A Recount generally begins with an orientation. It provides the backgrounds information needed to understand the text such as who was involved, where it happened, and when it happened. Then, the Recount unfolds with a series of events (ordered in chronological sequences). At the various stages, there may be some personal comment on the incident. We call it re-orientation.

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 potentiallyinfinite 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 statedthat noun is a word or group of words used to name someone or something (1997).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 isan expression forming a grammatical constituent of a sentence but not containing afinite verb (WordReference.com).
Nominal group and noun phrase are synonymous term found in differentGrammars: systematic grammars favoring the former, for instance and traditionallynative grammar the latter. They refer to a structure, which has a noun (nominal), orpronoun as a head, with or without modifier (Wales: 272).According to Cook and Sutter, a noun is a grammatical class consisting of anoun or pronoun and any immediate modifiers (the term modifiers refer to anygrammatical 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 replacedby a pronoun. For example, 'they', 'cars', and 'the cars' are noun phrases, but 'car' isjust a noun. (Paul Bress: 2005) From those definitions, we can see the similarities definition and concludethat noun phrase is any group of words, which consist of head (noun, pronoun, oradjective) and modifier.
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, andsometime adjective. Whereas modifiers consist of two modifiers, they are premodifierand post-modifier. Pre-modifier includes noun, adjective, adjective phrase,participle -ed and -ing. Post-modifier includes prepositional phrase, relative clausenon-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, quantifiersand quantifiers phrases, adjective and adjectives phrases, noun and noun phrases, adposition and ad position phrases and clause (Brown & Miller, 1999: 260). There arenot only pre-modifier and post-modifier but also there is determiner in forming nounphrase. 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 calledthe pre-modifiers, and those which follow the head are called post-modifiers . It can be described as follows :NP……Det (s) (Pre-mod (s)) Head (Post-mod (s) The Modifier + Head pattern is the most common in English noun phrase. Itconsists of a noun or a pronoun as the head and one or more modifiers before thehead.
A pre-determiner in English can be an adjective, a noun, a verb in the -ingform, or a verb in the -ed form.
Noun themselves may act as noun phrase pre-modifiers (Brown & Miller,1999: 260). N+ N : gold , London + ring , 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 ispreceded by a noun in an English noun phrase.Possessive Construction Noun-adjunct ConstructionM H M H……John's house power failure There is often doubt as to whether, for example, a modifier is a phrase orcompound word and whether a word ending in -ed or -ing is a verb or an adjectivederived from a verb (Leech, Deuchar, &Hoogenraad, 1982: 62). For example: Verb + ing/-ed N….cleaning, interesting, broken + service ,movie, glass.
Head + modifier in the noun phrase pattern means that modifier here has arole as a post-modifier. The Post-modifier of a noun phrase may be prepositionalphrase, 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).
In the structure of a noun phrase, the function of modifier may be realized bymeans of an adjective or adjective phrase, an adverb, a prepositional phrase, aninfinitive clause, an -ed participle clause, a relative clause, an appositive clause and aclause introduced by temporal conjunction. According to Leech (1882: 60) besides preceding the noun headword in anoun phrase, an adjective or adjective phrase can also follow or modify the nounheadword. For example:Something (burned (in the kitchen) N Adjective phrase.
An adverb may modify a noun headword. However it is relatively rare as thenoun modifier when it appears in this role, it will come immediately after the nounwhich is head (Francis, 1958). For Example:The girl downstairs ….D N Adverb Another modifies occurring after a noun headword in an English noun phrase is the Prepositional Phrase (P-group). For example:The best day (of my life)….D Adj. N PP. 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. It is a type of noun finite clause equivalent to relative clause that fiction asmodifier. As this participle clause does not have tense. It can be interpreted accordingto context, as part of present tense. For example:Dates validating Curtis previous book ….. Ning Participle Clause The -ed participle clause (v-ed group) the other type of non-finite clause can follow or modify a noun headword. In this case the participle clause correspondencein meaning to a passive relative clause, but the participle contain none of thedistinction that can be made by tense and aspect (Leech &Svartvik, 1983). Forexample:Attention paid to this case….. N -ed participle clause.
A noun headword in an English noun phrase can also be modified by arelative clause, which modified the preceding noun or pronoun. The noun beingmodified is called the antecedent (Frank, 1972). For example:The girl who sitting next to me…. N Relative Clause A noun headword in an English noun phrase can also be modified byappositive clause. It is introduced by the conjunction 'that or Wh-word'  (1986), calls this type of clause a nominal-complement clause because itfollows. The head of noun phrase which modified by the appositive clause must canbe an abstract noun such as news, issues, rumor, etc. For example:Days before he left…. N Clause.
According to Ramelan (1992), English it is quite possible to have a series ofmodifier 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

METHOD OF INVESTIGATION
Every research has its own research method that is determined based on thepurpose of the study. This research was design as a qualitative research, so the natureof the study was descriptive and explorative.Qualitative research presents the data and research in the form of qualitativedescription. Analysis of this type is done with words to describe conclusions, so thequalitative study obtains the descriptive data either spoken or written.
The purpose of this section is to find out what is the most dominant kindsnoun phrase construction found in Recount genres in the first year Senior High Schoolstudents' textbooks. Furthermore by employing the percentage descriptive analysisto count noun phrase construction into percentages with a simple formula asfollows: N X= --------×100% ΣN X = percentage one of Noun phrase construction in Recount text found in thetextbook N = one of Noun phrase construction in Recount text found in the textbook ΣN = the total number of Noun phrase construction in Recount text found in thetextbook. 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 threeEnglish textbook used in the first year Senior High School Students. They are " Look Ahead" published by Erlangga( book 1), "The bridge English Competence" published by CV Yudhistira( book 2), and "English for a Better Life" published by Pakar Raya( book3 ). The object of the study was Recount text used for reading materials. The writer chooses three texts onlyin every textbook because there are a lot of Recount texts in every textbook. The writer. They are: (1) " Earthquake " in book 1 (page 13).
(3) " Picasso biographical " in book 1 (page 26). (4) " How could I hide my face" in book 2 (page 84). (5) " ChanHing " in book 2 (page 91). (6) " Adissapponting meeting" in book 2 (page 92). (7) " My cat Sandy " in book 3 (page 22 ) (8) " Out of darkness" in book 3 (page 23) (9) " Mr.Big." in book 3 (page 31) Knowing that purposes this study are to explain Noun Phrase in English to thestudents, to discover how the Noun Phrase Construction in Recount genres in the first year Senior High School students' textbooks are developed and to find out the mostdominant kinds of noun phrase constructions found in Recount genres in the first yearSenior High School students' textbooks, the writer will involve several steps. Thefirst step is finding the English textbook for Senior High School. Then, I select anEnglish textbook used by the first year students of Senior High School. Then, I readthe books, took all Noun Phrase constructions of the Recount texts in writing materials and finally analyzed them.

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 constructions from the selected Recount texts from each book.. The second step was listing allNoun phrase constructions founded in the selected Recount text.. The next step was calculating Nounphrase constructions, and classifying the Noun Phrase constructions found in the texts according to the patterns,based on arrangement of Pre-M + Head ; Head + Post-M; M + H + M. And the last step was interpreting the result.  The results of the analysis are :all textbooks which are analyzed use three typesof noun phrase construction; they are Pre-Modifier + Head, Head + Post-Modifier,and Pre-Modifier + Head + Post-Modifier. And the most dominant pattern of NounPhrase construction found in the three textbooks is Pre-Modifier + Head. It can beproven by seeing the percentage of it. It has 60 % in book 1, 70 % in book 2, and 54%in book 3. From the all explanation above, it can be conclude that Recount texts in book 1,2,and 3 used Pre-Modifier + Head as the most dominant pattern in English Noun Phrase Construction.

CONCLUSION AND SUGGESTION
Noun Phrase is very important to be learnt, especially for Senior high Schoolstudents, because Content of Standard stated that Senior High School students are ininformational level. It means that they have to create texts which have lexical densityby 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" Look Ahead" published by Erlangga," The bridge English Competence " published by Yudhistira, and "English for a Better Life" published by Pakar Raya, we can seeNoun Phrase construction in three patterns, 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 threetextbooks is Pre-Modifier + Head.
As we know that Noun Phrase construction is one important part in creating atext which has a high lexical density. To success the English study especially inSenior High School, there are three important factors, they are English teacher,English textbook publisher or writer, and Indonesia's educational system.
The writer would like to give some suggestion to English teacher and also toEnglish 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 orpublisher, they have to be able to provide and select material especially in selectingreading material. It means that the materials must be up date, appropriate with thecurriculum and also can improve the students' ability.
The last important factor is Indonesia's educational system. Indonesia'seducational system must be update. The success of education in Indonesia is affectedby an appropriate educational system. As the manager of this country, thegovernment must be carefully makes appropriate educational system. By analyzing several English textbook, the writer hope that English textbookwriter 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 besttextbook for their students.