LEXICAL AMBIGUITY IN READING ANALYTICAL EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL STUDENTS

This thesis deals with lexical ambiguity in the “English Today 2” and “Advanced Learning English 2” textbooks. The objectives of this study were to find out the types of lexical ambiguity and the most dominant type of lexical ambiguity used in analytical exposition texts in the two English textbooks. Therefore, the research was mainly focused on the four types of lexical ambiguity proposed by Saeed, such as homonymy, polysemy, synonymy and antonymy. The research design of this study was descriptive qualitative. In carrying out this study, the sources of data were taken from the two English textbooks, and the data were taken from analytical exposition texts in reading materials and exercise material which contained the ambiguous words. The findings indicated that the numbers of lexical ambiguity are 46 words within homonymy (34,8%), polysemy (28,2%), synonymy (19,6%), and antonymy (17,4%). It shows that lexical ambiguity was applied in the “English Today 2” and “Advanced Learning English 2” textbooks.