<![CDATA[Pembelajaran teks biografi memerlukan contoh yang memungkinkan peserta didik mengamati hubungan antara organisasi teks dan pilihan bahasa. Penelitian ini bertujuan mendeskripsikan struktur dan enam kategori kebahasaan dalam lima teks pada e-book “Biografi Tokoh Sastra” serta menjelaskan implikasinya sebagai contoh teks pembelajaran di SMA. Penelitian menggunakan analisis isi kualitatif terhadap biografi Pramoedya Ananta Toer, W.S. Rendra, Kahlil Gibran, Abu Nawas, dan William Shakespeare. Unit analisis meliputi orientasi, peristiwa penting, reorientasi, pronomina orang ketiga tunggal, verba tindakan, kata deskriptif, verba pasif, verba mental, dan penanda temporal. Hasil menunjukkan bahwa seluruh teks memuat orientasi dan peristiwa penting, sedangkan reorientasi hanya muncul pada tiga teks. Secara agregat ditemukan 10 unit orientasi, 32 unit peristiwa penting, 3 unit reorientasi, 10 pronomina orang ketiga tunggal, 62 verba tindakan, 47 kata deskriptif, 46 verba pasif, 33 verba mental, dan 53 penanda temporal. Dominasi verba tindakan dan penanda temporal menunjukkan bahwa korpus terutama merepresentasikan tokoh melalui rangkaian aktivitas yang ditata secara kronologis, sedangkan proses mental mendapat porsi lebih kecil. Variasi struktur dan pilihan leksikogramatikal tersebut dapat digunakan untuk membandingkan cara biografi membangun perjalanan, citra, dan perspektif terhadap tokoh. Penelitian ini berkontribusi menyediakan pemetaan tekstual-komparatif dan prinsip seleksi awal contoh biografi yang dapat digunakan guru secara kritis. Biography instruction requires texts that enable students to examine how textual organization and linguistic choices jointly construct a life narrative. This study describes the structure and six linguistic categories in five biographies from the e-book “Biographies of Literary Figures” and explains their implications as instructional texts for high school. A qualitative content-analysis design was applied to biographies of Pramoedya Ananta Toer, W.S. Rendra, Kahlil Gibran, Abu Nawas, and William Shakespeare. The units of analysis comprised orientation, significant events, reorientation, third-person singular pronouns, action verbs, descriptive words, passive verbs, mental verbs, and temporal markers. All texts contained orientation and significant events, whereas reorientation appeared in only three texts. Aggregate coding identified 10 orientation units, 32 significant-event units, 3 reorientation units, 10 third-person singular pronouns, 62 action verbs, 47 descriptive words, 46 passive verbs, 33 mental verbs, and 53 temporal markers. The predominance of action verbs and temporal markers indicates that the corpus constructs literary figures mainly through chronologically ordered activities, while psychological experience is less foregrounded. The observed structural and lexicogrammatical variation can support comparative classroom analysis of how biographies organize life trajectories, characterize figures, and guide readers’ perspectives. The study contributes a comparative textual map and a cautious basis for teachers to select and mediate biographical examples.]]>
