Analyzing Lexical Density and Readability of Reading Texts in English Textbook “Stop Bullying Now” by Mahrukh Bashir

The complexity of the text can be determined by lexical density and readability tests. Therefore, the purposes of this research are to find out the lexical density and readability of reading texts and the relevancy of them to the grade level of reading texts. This research took a descriptive qualitative method with library research. The subject is taken from the eleven reading texts in the English textbook "Stop Bullying Now" for eleventh grade. For analyzing data, the researcher used Ure formula and Flesch Reading Ease formula. The finding showed that 8 texts with a lexical density score >50% were categorized as quite-density and 3 texts were categorized as low-density. There are 5 levels of reading and only 4 texts which correspond to the students in senior high school. Based on the average analysis score, the texts are categorized as standard level and more appropriate for students in 8th-9th grade. In this study's data, lexical density and readability do not change considerably as text levels increase.


Introduction
Reading skills are very necessary in learning activities for students nowadays. There is a lot of information that we can get by reading a text. This is in line with Manurung and Tuahman (2019) who said that reading a text is a source of knowledge for students. It is not only to get information, but also offers learning opportunities in grammar, vocabulary, and pronunciation (Harmer, 1998). Therefore, mastering reading skills is very important. Every student must master reading skills, so that they can comprehend and interpret the meaning of text easily.
One of the learning media that is often used by schools is the textbook. Kathleen Graves (2000) describes how a textbook serves as a learning and teaching tool and motivation.
Textbook as media learning plays an important role in helping teachers improve students' language skills, especially in reading skills. It is used to facilitate students' learning activities.
Teachers should be able to select the best English textbook for their students. Besides the book corresponds to the current curriculum, it is also important to provide a suitable reading text for students. The term "suitable reading texts" refers to texts that are read at the same level as the students' reading ability. Finding suitable reading texts in an English textbook is not easy. For some students, the text is either too easy or too complex. The facts also reveal that many students have difficulty understanding English texts. A teacher of one senior high school in Jepara said that most students find it difficult in vocabulary and pronunciation when they must read and comprehend a text that has many paragraphs because there are lots of unknown vocabulary for them. All of these are directly related to the lexical density and readability of the texts.
Lexical density is related to the amount of information in a text that can be analyzed by counting the content words (lexical items) in a text. It predicts that text with a large number of lexical items is more difficult to comprehend than text with low lexical items because there is more information (Johansson, 2008). And readability refers to the level of ease or difficulty of a text. In other words, the degree to which what is conveyed by written text is easier or more difficult to understand is readability (Bailin & Grafstein, 2016). Therefore, lexical density and readability influence the difficulty levels of a text. Knowing the lexical density and readability of a text will help the teacher to find the appropriate reading text for their students. Some studies also prove that lexical density and readability are two of the factors that influence the complexity levels of a text. Daw Thida (2019), states that written text with a lexical density score of more than 50% is in the fairly difficult to read category. In addition, To Fan and Thomas (2013) also conducted research on the complexity of the English textbook using lexical density and readability for each text at different levels. From this interesting research, they prove that lexical density and readability can measure the complexity of a text.
From this research, we are going to analyze the English textbook for eleventh grade "Stop Bullying Now" by Mahrukh Bashir. An English teacher said this book is suitable for the current curriculum and has various reading texts and a special part for reading materials. Therefore, in this research we focus on finding the lexical density and readability of reading texts in the English textbook, and the relevance of lexical density and readability to the grade level of reading texts in the English textbook "Stop Bullying Now" for eleventh grade senior high school.

Lexical Density
The lexical density of a text is used to determine how informative it is. It measures the relationship between lexical words and grammatical words in a text (Thornbury & Slade, 2006).
The concept refers to how information is presented; a text with higher lexical words will contain more information than a text with high grammatical words (Johansson, 2008). This concept was first introduced by Ure in 1971. He describes there are two categories of lexical density; lexical item and grammatical item (Stubbs, 2002). Lexical items usually carry high information, such as verbs, nouns, adjectives, and adverbs. And grammatical items include auxiliary verbs, pronouns, prepositions, determiners, conjunctions, and numerals (Stubbs, 2002). The purpose of grammatical items is to connect the content words together in a sentence, even if they do not give information (Syarif & Putri, 2018).
The concept of lexical density by Ure uses a grammatical system, not a lexical set, where they distinguish between lexical and grammatical words in their calculations (Johansson, 2008). For example, take out. Ure counts "take" as one lexical word and "out" as one grammatical word. The formula used by Ure to measure the ratio of lexical density is the total number of lexical items in a text as a proportion of total words (Stubbs, 2002).

Readability
The readability test is to measure the text level. It will be able to predict comprehension at the

Method
The research method is a scientific process of gathering data in order to solve a problem. In conducting this study, we used library research, where the researcher tries to acquire data from the literature, which includes books, journals, and other materials (Fathoni, 2006). And the approach used descriptive qualitative because it focuses on analyzing and interpreting the reading material in a textbook. In general, qualitative research describes social issues in a natural way and aims to drive the important meaning from a certain event, truth, occurrence, reality, or issue (Ary, Jacobs, Sorensen, & Razavieh, 2010).
The subject of this research is from reading texts in the English textbook "Stop Bullying Now" for the eleventh grade of Senior High School. This book was published by the Ministry of Education in 2017. There are eleven reading texts that will be analyzed. To collect data, the researcher used documentation study, which is a data collection method that involves collecting, reviewing, and analyzing documents. And for data analysis technique, she used content analysis with three steps by Miles and Huberman. They are data reduction, data display, and conclusion/verification (Miles, Huberman, & Saldana, 2014).

Data reduction
This process started by reading and identifying the texts. For analyzing lexical density, selecting the words of lexical items and grammatical items using part-of-speech.info.
Focusing and calculating the number of lexical items in a text. For readability test, we used online-utility.org and howmanysyllables.com, then focused and calculated the number of words, sentences, and syllables of text.

Data display
The result of data reduction is then entered into these tables.    According to the table above, eight of the eleven reading texts were classified as high lexical density because the lexical items were higher than the grammatical items, while three others were classified as low lexical density because there were more grammatical items than lexical items. There were no texts classified as having high lexical density because the score was less than 60%. It indicates that text with high lexical items contains more information but is more difficult than text with high grammatical items. For a readability test, the first step is counting the number of words, sentences, and syllables in a text. The result can be seen in

Discussion
Lexical density of a text is used to determine how informative it is. Based on Sholichatun (2011), text with a lexical density score of 40-50% is low dense and the score of 50-60% is quite dense. From this analysis, it found that from 11 texts, there were 3 texts classified as low density and 8 texts classified as quite density. No one text was classified as high lexical density because the score was less than 60%. The texts with low density were Text 3, Text 6, and Text 9. And the texts with quite lexical density were Text 1, Text 2, Text 4, Text 5, Text 7, Text 8, Text 10, and Text 11. There were more lexical items in these texts than grammatical items, indicating that they used a rich vocabulary to convey the text's contents.
The concept of lexical density, according to Johansson (2008), corresponds to the way information is packaged; a text with a higher lexical item will contain more information than a text with a high grammatical item. As a result, a text with a high lexical item can be more difficult to comprehend due to the quality of information, and vice versa. In addition, the number of words in a text does not affect the score of lexical density. Because the great written text features easy sentence structures and a large lexical item. If the text has a complicated sentence structure, there will be more grammatical items and fewer lexical items (Halliday, 2007).
The example can be seen in the Table 5. Text 6 (The Enchanted Fish) had 1025 words, but it was categorized as the lowest lexical density with a score of 46.54% because the grammatical item was higher than the lexical item. Meanwhile, Text 4 (Earthquakes) had 196 words but it was categorized as the highest lexical density with a score of 57.65% because it had a simple sentence structure and the lexical item was higher than the grammatical item. It indicates that the lexical density score is not affected by the number of words in a text.
To analyze the readability and the grade level of texts, we used Flesch Reading Ease formula. From this analysis, it found there were 5 levels of text.

5th grade (Very Easy Level)
In the eleventh grade English textbook, there was only one text that was categorized as very easy level. This text was Text 6 (The Enchanted Fish). It had a readability score of 90,78 and was suitable for students in 5th grade because the readability score ranges between 90-100. It was predicted that students in senior high school should be able to comprehend this text without difficulty.

6th Grade (Easy Level)
In the eleventh grade English textbook, there was only one text that was categorized as easy level. This text was Text 10 (The Last Leaf). It had a readability score of 85,54 and was suitable for students in 6th grade because the readability score ranges between 80-89.
Students in senior high school should be able to understand this text.

7th Grade (Fairly Easy Level)
In the eleventh grade English textbook, there were three texts that were categorized as fairly easy level. This text was Text 3 (Personal Letter) with readability score of 74,43. Text 5 (How Volcanoes are Formed) with a readability score of 72,19. And Text 9 (Letter to God) with a readability score of 79,97. All these texts were suitable for students in 7th grade Junior High School because the readability score ranged from 70 to 79. Students in senior high school grade 11 were expected to comprehend these texts quite easily.

10th-12th Grade (Fairly Difficult Level)
In the eleventh grade English textbook, there were four texts that were categorized as fairly difficult level. This text was Text 2 (Banning of Motorbike) with a readability score of 53,22. Text 4 (Earthquake) with readability score of 54,05. Text 7 (Bullying) with a readability score of 56,60. And Text 8 (President Sukarno) with a readability score of 59,03. All these texts were suitable and matched for students in 10th-12th grade Senior High School because the readability score ranged between 50-59.

College Students
In the eleventh grade English textbook, there were two texts that were categorized as difficult level. This text was Text 1 (Global Warming) with a readability score of 47,30.
And Text 11 (Life and Times of Ki Hajar Dewantara) with a readability score of 34,31.
These texts were more suggested for college students because the readability score ranged between 30-39. Students in senior high school grade 11 were expected to find it difficult to comprehend these texts, but also challenging for them.
A higher readability score (on a scale of 0-100) indicates that a text is more readable (Bailin & Grafstein, 2016). It means that the text will be more difficult to comprehend if it has a lower readability score than others. The result of the lexical density and readability of the texts (Table 7) showed that the level of readability did not really meet the lexical density index.
Each readability score range had a varied density score. For example, Text 3 and Text 5 that were suitable for students in 7th grade were categorized as fairly easy level. But, Text 3 was categorized as low-density and Text 5 was categorized as quite-density. As a result, higher text levels are not always associated with higher lexical density scores.
In general, the reading texts in English textbook eleventh grade had an average lexical density score of 51,68% (quite lexical density) and the average readability score was 64,40 or in the standard level category. It means these texts are, on average, categorized as quite dense and informative. For student in eleventh grade, it is predicted they could comprehend the text because it is more appropriate for 8th-9th graders in Junior High School. It can be a problem for students because the result of readability is not suitable for the grade level of students.
Some texts are too easy for students in grade eleven, while others are too challenging. As a result, the teacher's participation is a key in choosing the best technique and method for assisting students in comprehending reading materials. If the material is neither readable nor appropriate for students, the teacher must be creative.

Conclusion
The following conclusions can be drawn from the findings of this study. Based on the statistical results of lexical density, 3 texts are classified as low lexical density and 8 texts are classified as quite lexical density. It means these eight texts contain more information than three texts with low lexical density. Based on the results of readability test, the eleven texts are classified into 5 reading levels. They are very easy level, easy level, fairly easy level, fairly difficult level, and difficult level. There are only 4 texts in the fairly difficult category that are appropriate for students in eleventh grade. The average lexical density score is 52,68% and the readability score is 64,40. It indicates that these reading texts are quite informative and are classified as standard level of reading. It means the reading text in this English textbook is appropriate for 8th-9th grade in Junior High School. Besides that, in this study's data, lexical density and readability do not change considerably as text levels increase.
However, the writer and publisher must consider all components contained in the textbook, including the suitability between the reading text and the student's grade level before the book is published. In addition, Teachers must always help and facilitate students in learning and understanding reading texts even though the texts are not in accordance with the grade level of students, because each student has different abilities. For future researchers who want to research the same topic, they can use this research as a reference and they can also use other types of books and modify it. So that people in the field of education can better understand in choosing the right reading text.