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CHAPTER V CONCLUSION AND SUGGESTION
This chapter presents the conclusion based on the findings and discussion in previous chapter as well as offers suggestions for
related parties.
A. Conclusion
From the previous findings and discussion, the results of this research can be concluded as follows.
1. Culture and How It Is Represented
Culture in English in Focus and English on Sky series is mostly introduced by means of virtual illustration and songs.
Additionally, it is also represented by Grammar Point section in each book explaining target culture‘s grammatical competence,
with the culture-vacuum example of sentence contexts. It means that culture is often regarded as tangible objects of certain
countries. However, these types of information do not include practices of source and target culture such as festivals,
celebrations, holidays, and the like. This kind of presentation suggests that culture is mostly taught as products, popular people,
products
and places. This leads to a ‗tourist view‘ of the learners which only focus on ―surface culture‖ instead of ―deep culture‖.
Finally, the examined textbooks show less dense cultural information in the form of idioms and collocations, descriptive
texts, texts presenting foreign attitudes and opinions; and realia. Although there are some descriptive texts appear, but the number is
limited and is often culture-free such as general facts about earth and health. Whereas, these types of information is potentially
culture-rich thus they can be used as a means of culture introduction, culture comparison, as well as culture understanding.
Above all, these types of cultural information do not adequately introduce culture in an explicit way. Therefore, the learners might
just miss the cultural information as it is not presented vividly. Learners would not notice the source culture, target culture, and
international target culture except for their popular products thus they would not being aware of intercultural knowledge which is
beyond the artifacts.
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2. Types of Culture in English Textbooks
The books under study present mostly the source culture Indonesian culture in comparison to target culture and
international target culture. This ratio is quite ideal as English is taught as a Foreign Language thus the English textbooks in
Indonesian contexts are aimed at focusing more on local content while introducing the learners to the target culture and
international. Contextualizing and localizing the context of EFL materials is beneficial as it raises the local culture awareness while
learning source and international target culture.
Lastly, despite the number of occurrence among cultures seems ideal, but these cultures are presented by the ―surface culture‖ with
a little occurrence of ―deep culture‖. Additionally, the English teachers add that source culture is
dominant compared to target culture and international target culture. They think that the target culture and international target
culture are needed as comparison and information so that misunderstanding in communication is avoided. They also expect
that English textbooks used in MTsN in DKI Jakarta contain Islamic values in addition to various cultures.
3. Senses of Culture in English Textbooks
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