Abstract:
This research deals with the existence of nominalization realized in the
argumentative reading section of the EFL textbooks. It investigates the types, the
processes, and reasons of using nominalization on phrasal complexity in the
argumentative text. The research objectives were to identify the types of
nominalization in the argumentative reading section, to describe the
nominalization of phrasal complexity realized in the argumentative reading
section, and to elaborate on the uses of nominalization impact phrasal complexity
in the argumentative reading section. This research employed qualitative research.
The sources of data were taken from two textbooks, "Bahasa Inggris: Stop
Bullying Now, Kelas XI" and "Modul Bahasa Inggris SMA Class XI," focusing
on the argumentative reading sections. The research finding show that there were
only four types of nominalization in the argumentative: noun suffixes, adjective
suffixes, verb suffixes, and compound nouns, with the phrasal noun not being
realized. In terms of nominalization processes, only one were used, V2N, while
the other two were absent: Adv2Adj and Gen. Meanwhile, a new research was
found in this study namely verb inflection, compound word, and N2Adj. The last
finding regarding reasons indicates that only four reasons for using nominalization
were implemented in this study: paraphrasing, formality, concision, and
grammatical metaphor. One another reason disciplinary variation was not present.
The conclusion emphasizes the importance of employing nominalization
strategically for formal and abstract argumentation in writing, urging both
students and educators to understand its diverse forms, maintain clarity, and
ensure a balanced representation across various types to foster comprehensive
comprehension.
