TEXT TYPES USED IN THE READING COMPREHENSION OF TEXBOOKS: A SYSTEMIC-LINGUISTICS BASED STUDY

Abstract

The aim of this research is to analyze the text types present in reading comprehension. To accomplish this goal and address the research inquiries, qualitative data was gathered. The sample for this study involved two textbooks from the Cambridge 'O' and Oxford 'O' levels, and a set of 10 reading passages was created. Halliday's (1978) register model was employed as a theoretical framework to explore the text types in the chosen passages. The outcomes of the research reveal that both textbooks integrated contextual aspects of field, tenor, and mode. Cambridge textbooks exhibited a more extensive utilization of diverse text types in comparison to Oxford textbooks. The discoveries of this study hold significance for curriculum developers and educators, providing valuable insights to improve their teaching methodologies and design inclusive reading programs that expose students to a wide range of genres.