AN INTERCULTURAL AWARENESS ON 6th GRADE ENGLISH FOR YOUNG LEARNERS’ SELECTED TEXTBOOKS IN KOTA MALANG
AN INTERCULTURAL AWARENESS ON 6th GRADE ENGLISH FOR YOUNG
LEARNERS’ SELECTED TEXTBOOKS IN KOTA MALANG
THESIS
By:
LUTHFIYATUL MUNIROH
09360196
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
AN INTERCULTURAL AWARENESS ON 6th GRADE ENGLISH FOR YOUNG
LEARNERS’ SELECTED TEXTBOOKS IN KOTA MALANG
THESIS
By:
LUTHFIYATUL MUNIROH
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
AN INTERCULTURAL AWARENESS ON 6th GRADE ENGLISH FOR YOUNG
LEARNERS’ SELECTED TEXTBOOKS IN KOTA MALANG
THESIS
This thesis is submitted to meet one of the requirements
to achieve Sarjana Degree in English Education
By:
LUTHFIYATUL MUNIROH
09360196
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
OCTOBER 2013
MOTTO AND DEDICATION
And to your Lord turn all your attention
(QS. Al. Insyirah: 8)
I cannot do everything, but still I can do something, so that I won’t refuse to do the thing that I
can do
(Hellen Keller)
DEDICATION:
I dedicate this thesis to:
My beloved mother and father,
My sister and brothers,
My best friends,
And the illuminator of a heart.
ACKNOWLEDGEMENTS
Alhamdulillah, all praises due to Allah, the Beneficent, the Merciful and Charitable.
Because of His guidance, blessing and affection, the writer could finish this thesis entitled
“An Intercultural Awareness on 6th Grade English for Young Learners’ Selected
Textbooks in Kota Malang” completely as well as possible. Peace and salutation always be
upon our Prophet Muhammad SAW who had guided us from the darkness to the lightness.
Her great honor is also addressed to her spirit teacher and mursyid As Syeikh Ahmad Asrori
Al Ishaqy ra. for his invaluable guidance during the life time.
The researcher expresses gratitude to Rina Wahyu Setyaningrum, S.Pd, M.Ed as her
first advisor and Puji Sumarsono M.Ed, M.Pd as her second advisor who have spent a lot of
time to give her valuable guidance, advice, and suggestions during the completion of this
thesis. The researcher has great admiration and respect for them.
Her sincere gratitude is also extended to his lovely Father (H. Muh. Alwi) and Mother
(Hj. Muthiah) for the best power, endless prayers, funds and supports. Her gratitude is also to
her little brothers (Abdullah Faqih alm. And A. Rofif Allam) and all of her family for their
supports during the time she did this thesis.
Besides, her grateful thanks are extended to her best friends “Ladies Four” (Widi,
Rina, Olive), her besties (Riva), her brother (Rifhan), her partners in Amcor and Aminef,
English class of 2009 and C2 class who taught her about friendship. Her family in Al
Khidmah and PTQ An Nuur, her friends in KARTAJAWI, her foreign home-mate (Cherif
Amina Louazani) who gives her best correction during this thesis completion, and her special
partner who always give motivation and moral support in finishing this thesis. Thank you for
your love, care and du’a during this time.
Malang, 23 October 2013
Writer
TABLE OF CONTENTS
APPROVAL ............................................................................................................
i
LEGALIZATION ....................................................................................................
ii
MOTTO AND DEDICATION................................................................................
iii
ACKNOWLEDGEMENTS ....................................................................................
iv
ABSTRACT ..............................................................................................................
v
TABLE OF CONTENTS ........................................................................................
vi
CHAPTER I INTRODUCTION
1.1
Background of the Study .......................................................................
1
1.1 Statement of the Problems ...................................................................................
5
1.2 The Purpose of Study ...........................................................................................
5
1.3 Significance of the Study .....................................................................................
5
1.4 Scope and Limitation ...........................................................................................
6
1.5 Definition of the Key Terms ................................................................................
6
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Culture ..............................................................................................................
7
2.1.1 Elements of Culture.............................................................................
8
2.2 Language and Culture .................................................................................
11
2.3 Cultural Awareness .......................………………………..........................
12
2.4 Intercultural Education ....................................................................................
12
2.4.1 Characteristic of Intercultural Education............................................ 14
2.4.2 The Benefit of Intercultural Education to Children............................
15
2.5 Intercultural Awareness ...................................................................................
15
2.6 Teaching English to Young Learners ...............................................................
17
2.6.1 Major Important Areas in Teaching EYL ......................................
18
2.6.1.1 The Basic Principles ............................................................
18
2.6.1.2 The Classroom Techniques ................................................... .. 19
2.6.1.3 The Class Activities ........................................................
19
2.6.1.4 The Assessment ................................................................
20
2.6.1.5 The Materials ...................................................................
21
2.7 Textbook .......................…............................................................................
21
2.7.1 The Role of Textbook .......................................................................
21
2.7.2 Advantages of Using Textbook ........................................................
22
2.7.3 Criteria of a Good Textbook .............................................................
23
2.7.4 Teaching Learning Activities ...........................................................
2.7.4.1 Listening Activities ............................................................
24
24
2.7.4.2 Speaking Activities .............................................................
25
2.7.4.3 Reading Activities ...............................................................
25
2.7.4.4 Writing Activities ................................................................
25
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ................................................................................................
27
3.2 Population and Sample ......................................................................................
27
3.3 Research Instrument ...........................................................................................
29
3.4 Data Collection ..................................................................................................
29
3.5 Data Analysis .....................................................................................................
30
CHAPTER IV FINDING AND DISCUSSION
4.1 Research Findings ...............................................................................................
31
4.1.1 The Intercultural Awareness were employed in English for Young
Learners’ Selected Textbooks .....................................................................
31
4.1.1.1 Grow With English ...........................................................................
32
4.1.1.2 Smile .................................................................................................
45
4.1.1.3 Speed Up English 6 ...........................................................................
57
4.1.2 Intercultural Awareness Mostly Employed in English for Young Learners’
Selected Textbooks....................................................................................
60
4.1.3 Intercultural Awareness Less Employed in English for Young Learners’
Selected Textbooks....................................................................................
61
4.2 Discussion ...........................................................................................................
61
CHAPTER V CONCLUSSIONS AND SUGGESTIONS
5.1 Conclusions.........................................................................................................
64
5.2 Suggestions .........................................................................................................
65
5.2.1 Suggestion for EYL Teachers ...................................................................
65
5.2.2 Suggestion for Authors of English Textbooks ..........................................
65
5.2.3 Suggestion for Further Researchers ..........................................................
65
BIBLIOGRAPHY
APPENDICES
BIBLIOGRAPHY
Act of Republic Indonesia No.20. 2003. National Education System.
Ary,Donald. 2006. Introduction to Research in Education. New York: Wadsworth.
Brumfit, Christopher.et.al. 1991. Teaching English to Children. London: Collins ELT.
Brown, Douglas. 2000. Principle of Language Learning and Teaching. London: Longman.
Byram, Michael.2008. Foreign Language Education to Education for Intercultural
Citizenship. London: Cromwell Press.
Cohen, E.G. 1994. Designing Groupwork-strategies for Heterogeneous Classroom (2nd
edition). New York : College Press.
Richards, Jack and Rodgers, Theodore. 2003. Approaches and Methods in Language
Teaching. Cambridge: Cambridge University Press.
Sabilah, Fardini. 2004. Teaching English to Young Learners: It’s Policy , Framework, and
Activity-Based Teaching. Malang:UMM Press.
Scott, W.A and L.H. Ytreberg. 2002. Teaching English to Children. Longman: New York
Tormey, Roland.et.al.2005. Intercultural Education in the Primary School. Dublin: National
Council for Curriculum and Assessment.
Tomalin, Berry and Stempleski, Susan. Cultural Awareness. 2000. New York: Oxford
University Press.
Vrbova, Lucie. 2006. Developing Cultural Awareness in English Language Teaching.
Unpublished thesis. Czech: Faculty of Arts and Philosophy University of Pardubice.
CHAPTER I
INTRODUCTION
This chapter presents the background of the study, statement of problems, purpose
of study and its significance, scope and limitations, and also the definition of key
terms. Each section is presented as follows.
1.1 Background of Study
Language is an important aspect in human society. Its importance lays on the
need of people to communicate, to share the ideas, feelings, or express what they
want to one-another. In other words, language is used as a tool of communication in
human life. Stewart, et.al (2001:427) mention that “language is an abstract cognitive
system, which uniquely allows human to produce and comprehend meaningful
utterances.”
One of the largely spread languages in the world is English, widely known as an
international language. It is commonly accepted that people find easier information
about science, art, politics, economy, etc from resources such as textbooks, internet,
and television programs in English. When people cannot understand English, they
would automatically lack information.
Learning foreign languages cannot be separated from learning how the language
is used in daily life, especially how the language affected and created the natives’
culture. This implies the person who learns language without learning culture risks
becoming a fluent fool (Bennett, Bennett & Allen, 2003, p. 237). It means that we
1
cannot be competent in the language if we do not have an awareness of that culture,
and how that culture relates to our own first language and culture. It has been widely
recognized that language is used as a main medium through which culture is
expressed.
English is one of the foreign languages learnt in almost every elementary school
in Indonesia. It is taught to elementary levels as a Local Content Subject. However,
the function of English for young learners is just to stimulate and introduce a foreign
language. It is also to develop their interest in learning foreign languages and to
prepare them for the next school levels. Besides, young learners are good at learning
language. Brumfit (in Sabilah, 2001) explains that children have more chance in
learning than adults. Their brain is more adaptable before puberty than after, and that
acquisition of language is possible without self-consciousness at an early stage.
In addition, Wardaugh (2006) says that children can acquire a second (or a
third) language easily and completely as long as they have enough input from those
languages. Stewart,et.al (2001:28) state that a foreign language is better given to
students at young age considering the end result of language acquisition, an early
start-age is definitely more advantageous. That applies in particular to picking up an
authentic accent.
As stated in Act of the Republic of Indonesia on National Education System
No. 20 of 2003, the curriculum for basic and secondary education must include:
religious education, civic education, languages, mathematics, sciences, social
sciences, art and culture, physical education and sport, vocational skills and local
contents (article 37:1). Furthermore, the explanation of the Act stated that English can
2
be one of the local content curriculum, because it is considered as an important
international language for the global communication. In realizing the role, teaching
English at elementary school has been designed as one of the local content subject.
Teaching languages is considered to demonstrate the culture of that target
language. English teachers or even all of the learning resources have to involve the
culture of the target language in teaching-learning activities through writing, picture,
explanations, etc.
Culture is a shared set of values, beliefs, customs, traditions, and behaviors
that provide meaning for human’s experiences and lives from one generation to the
next generation. (Bonder, Martin & Miracle, 2001; Carrillo, Green & Betancourt,
1999).
In English as foreign language classrooms, teaching language is also
automatically teaching culture. The form of address, greetings, formulas, and other
utterances found in the dialogues or models the students hear, read, and see and
aspects of culture found in the resources represent knowledge. The students’
intellectual curiosity is aroused when they learn that they find another mode of
expression to talk about feelings, wishes, needs, and when they find any other
illustration of foreign country. Therefore, it is necessary to introduce to elementary
students the target culture when they learn a foreign language, especially for them
who will enroll to the junior high school level in which English is one of the
curriculum subjects.
English lessons in elementary school consist of developing four skills, i.e
reading, writing, listening and speaking. In delivering the materials, teachers need to
3
have resources for teaching-learning activities for students. One of the most essential
learning resources is textbooks.
A textbook provides an outline that the teacher can use in planning course,
units and lessons. It summarizes a great deal of relevant information, enables the
students to take home in a convenient form of most of the material they need to learn
for the course, provides a common resources for all students to follow, and provides
the teacher with ideas regarding the organization of information and activities. A
textbook also includes pictures, graphs, maps, and other illustrative materials, which
facilitate understanding of learning English. It also includes other teaching materials
such as summaries and review questions (David in Nermatti 2009). A textbook
relieves the teacher from preparing material for the course thus, allowing more time
to prepare the lesson.
In addition, textbooks in elementary school become very important tool of
teaching learning because they can give the young learners a real picture of learning.
Today, many textbooks spread in Kota Malang as the result of how important
learning English as foreign language since elementary schools. However, in choosing
textbooks teacher should consider that the textbook is covering the students’ need in
learning English as foreign language. Moreover, textbook is also introducing the
intercultural awareness as a picture of learning foreign language in its learning
activities.
Considering the explanation, the researcher writes this study under the title of
“An Intercultural Awareness on 6th Grade English For Young Learners’ Selected
Textbooks in Kota Malang”.
4
1.2 Statement of Problem
1 What intercultural awareness were employed in the teaching learning activities
on 6th grade English for Young Learners’ selected textbooks in Kota Malang?
2. What intercultural awareness were mostly employed in teaching learning
activities on 6th grade English for Young Learners’ selected textbook in Kota
Malang?
3. What intercultural awareness were less employed in teaching learning activities
on 6th grade English for Young Learners’ selected textbook in Kota Malang?
1.3 Purpose of Study
1. To find out the intercultural awareness employed on the teaching learning
activities on 6th grade EYL’s selected textbooks in Kota Malang.
2. To know what intercultural awarenss were mostly employed in teaching
learning activities on 6th grade EYL’s selected textbooks in Kota Malang.
3. To know what intercultural awareness were less employed in teaching learning
activities on 6th grade EYL’s selected textbooks in Kota Malang.
1.4 Significance of the Study
The result of the study highlights intercultural awareness on 6th grade English
for Young Learners’ selected textbooks in Kota Malang. The findings of this study
are expected to be able to provide beneficial information for the EYL teachers,
educational institutions forming teachers, English Department of University of
Muhammadiyah Malang, Provincial and Local Department of Education of Kota
Malang, National Department of Education, and those who are interested in carrying
out the research in the same field.
5
1.5 Scope and Limitation
The scope of this study is the intercultural awareness on 6th grade EYLs’
textbooks in Kota Malang. This study is limited on the three most popular sold
textbooks of 6th garde elementary schools in Kota Malang, which are published by
Erlangga, Esis, and Yudhistira companies.
1.6 Definition of Key Terms
1. Intercultural awareness can be regarded as the foundation of communication.
It involves two qualities: one is the awareness of one’s own culture; the other
is the awareness of another culture ( Honglin Zhu, 2011).
2. Young Learners are children from the first year of formal schooling (five or
six years old) to eleven or twelve years of age, who respond to language
according to what it does or what they can do with it ( Philips in Kalendova,
2011).
3
Textbook is defined as a comprehensive learning resource that is in printed or
electronic form, or that consists of any combination of printed, electronic, and
non-printed materials (Ontario ministry of education, 2006).
6
LEARNERS’ SELECTED TEXTBOOKS IN KOTA MALANG
THESIS
By:
LUTHFIYATUL MUNIROH
09360196
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
AN INTERCULTURAL AWARENESS ON 6th GRADE ENGLISH FOR YOUNG
LEARNERS’ SELECTED TEXTBOOKS IN KOTA MALANG
THESIS
By:
LUTHFIYATUL MUNIROH
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
AN INTERCULTURAL AWARENESS ON 6th GRADE ENGLISH FOR YOUNG
LEARNERS’ SELECTED TEXTBOOKS IN KOTA MALANG
THESIS
This thesis is submitted to meet one of the requirements
to achieve Sarjana Degree in English Education
By:
LUTHFIYATUL MUNIROH
09360196
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
OCTOBER 2013
MOTTO AND DEDICATION
And to your Lord turn all your attention
(QS. Al. Insyirah: 8)
I cannot do everything, but still I can do something, so that I won’t refuse to do the thing that I
can do
(Hellen Keller)
DEDICATION:
I dedicate this thesis to:
My beloved mother and father,
My sister and brothers,
My best friends,
And the illuminator of a heart.
ACKNOWLEDGEMENTS
Alhamdulillah, all praises due to Allah, the Beneficent, the Merciful and Charitable.
Because of His guidance, blessing and affection, the writer could finish this thesis entitled
“An Intercultural Awareness on 6th Grade English for Young Learners’ Selected
Textbooks in Kota Malang” completely as well as possible. Peace and salutation always be
upon our Prophet Muhammad SAW who had guided us from the darkness to the lightness.
Her great honor is also addressed to her spirit teacher and mursyid As Syeikh Ahmad Asrori
Al Ishaqy ra. for his invaluable guidance during the life time.
The researcher expresses gratitude to Rina Wahyu Setyaningrum, S.Pd, M.Ed as her
first advisor and Puji Sumarsono M.Ed, M.Pd as her second advisor who have spent a lot of
time to give her valuable guidance, advice, and suggestions during the completion of this
thesis. The researcher has great admiration and respect for them.
Her sincere gratitude is also extended to his lovely Father (H. Muh. Alwi) and Mother
(Hj. Muthiah) for the best power, endless prayers, funds and supports. Her gratitude is also to
her little brothers (Abdullah Faqih alm. And A. Rofif Allam) and all of her family for their
supports during the time she did this thesis.
Besides, her grateful thanks are extended to her best friends “Ladies Four” (Widi,
Rina, Olive), her besties (Riva), her brother (Rifhan), her partners in Amcor and Aminef,
English class of 2009 and C2 class who taught her about friendship. Her family in Al
Khidmah and PTQ An Nuur, her friends in KARTAJAWI, her foreign home-mate (Cherif
Amina Louazani) who gives her best correction during this thesis completion, and her special
partner who always give motivation and moral support in finishing this thesis. Thank you for
your love, care and du’a during this time.
Malang, 23 October 2013
Writer
TABLE OF CONTENTS
APPROVAL ............................................................................................................
i
LEGALIZATION ....................................................................................................
ii
MOTTO AND DEDICATION................................................................................
iii
ACKNOWLEDGEMENTS ....................................................................................
iv
ABSTRACT ..............................................................................................................
v
TABLE OF CONTENTS ........................................................................................
vi
CHAPTER I INTRODUCTION
1.1
Background of the Study .......................................................................
1
1.1 Statement of the Problems ...................................................................................
5
1.2 The Purpose of Study ...........................................................................................
5
1.3 Significance of the Study .....................................................................................
5
1.4 Scope and Limitation ...........................................................................................
6
1.5 Definition of the Key Terms ................................................................................
6
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Culture ..............................................................................................................
7
2.1.1 Elements of Culture.............................................................................
8
2.2 Language and Culture .................................................................................
11
2.3 Cultural Awareness .......................………………………..........................
12
2.4 Intercultural Education ....................................................................................
12
2.4.1 Characteristic of Intercultural Education............................................ 14
2.4.2 The Benefit of Intercultural Education to Children............................
15
2.5 Intercultural Awareness ...................................................................................
15
2.6 Teaching English to Young Learners ...............................................................
17
2.6.1 Major Important Areas in Teaching EYL ......................................
18
2.6.1.1 The Basic Principles ............................................................
18
2.6.1.2 The Classroom Techniques ................................................... .. 19
2.6.1.3 The Class Activities ........................................................
19
2.6.1.4 The Assessment ................................................................
20
2.6.1.5 The Materials ...................................................................
21
2.7 Textbook .......................…............................................................................
21
2.7.1 The Role of Textbook .......................................................................
21
2.7.2 Advantages of Using Textbook ........................................................
22
2.7.3 Criteria of a Good Textbook .............................................................
23
2.7.4 Teaching Learning Activities ...........................................................
2.7.4.1 Listening Activities ............................................................
24
24
2.7.4.2 Speaking Activities .............................................................
25
2.7.4.3 Reading Activities ...............................................................
25
2.7.4.4 Writing Activities ................................................................
25
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ................................................................................................
27
3.2 Population and Sample ......................................................................................
27
3.3 Research Instrument ...........................................................................................
29
3.4 Data Collection ..................................................................................................
29
3.5 Data Analysis .....................................................................................................
30
CHAPTER IV FINDING AND DISCUSSION
4.1 Research Findings ...............................................................................................
31
4.1.1 The Intercultural Awareness were employed in English for Young
Learners’ Selected Textbooks .....................................................................
31
4.1.1.1 Grow With English ...........................................................................
32
4.1.1.2 Smile .................................................................................................
45
4.1.1.3 Speed Up English 6 ...........................................................................
57
4.1.2 Intercultural Awareness Mostly Employed in English for Young Learners’
Selected Textbooks....................................................................................
60
4.1.3 Intercultural Awareness Less Employed in English for Young Learners’
Selected Textbooks....................................................................................
61
4.2 Discussion ...........................................................................................................
61
CHAPTER V CONCLUSSIONS AND SUGGESTIONS
5.1 Conclusions.........................................................................................................
64
5.2 Suggestions .........................................................................................................
65
5.2.1 Suggestion for EYL Teachers ...................................................................
65
5.2.2 Suggestion for Authors of English Textbooks ..........................................
65
5.2.3 Suggestion for Further Researchers ..........................................................
65
BIBLIOGRAPHY
APPENDICES
BIBLIOGRAPHY
Act of Republic Indonesia No.20. 2003. National Education System.
Ary,Donald. 2006. Introduction to Research in Education. New York: Wadsworth.
Brumfit, Christopher.et.al. 1991. Teaching English to Children. London: Collins ELT.
Brown, Douglas. 2000. Principle of Language Learning and Teaching. London: Longman.
Byram, Michael.2008. Foreign Language Education to Education for Intercultural
Citizenship. London: Cromwell Press.
Cohen, E.G. 1994. Designing Groupwork-strategies for Heterogeneous Classroom (2nd
edition). New York : College Press.
Richards, Jack and Rodgers, Theodore. 2003. Approaches and Methods in Language
Teaching. Cambridge: Cambridge University Press.
Sabilah, Fardini. 2004. Teaching English to Young Learners: It’s Policy , Framework, and
Activity-Based Teaching. Malang:UMM Press.
Scott, W.A and L.H. Ytreberg. 2002. Teaching English to Children. Longman: New York
Tormey, Roland.et.al.2005. Intercultural Education in the Primary School. Dublin: National
Council for Curriculum and Assessment.
Tomalin, Berry and Stempleski, Susan. Cultural Awareness. 2000. New York: Oxford
University Press.
Vrbova, Lucie. 2006. Developing Cultural Awareness in English Language Teaching.
Unpublished thesis. Czech: Faculty of Arts and Philosophy University of Pardubice.
CHAPTER I
INTRODUCTION
This chapter presents the background of the study, statement of problems, purpose
of study and its significance, scope and limitations, and also the definition of key
terms. Each section is presented as follows.
1.1 Background of Study
Language is an important aspect in human society. Its importance lays on the
need of people to communicate, to share the ideas, feelings, or express what they
want to one-another. In other words, language is used as a tool of communication in
human life. Stewart, et.al (2001:427) mention that “language is an abstract cognitive
system, which uniquely allows human to produce and comprehend meaningful
utterances.”
One of the largely spread languages in the world is English, widely known as an
international language. It is commonly accepted that people find easier information
about science, art, politics, economy, etc from resources such as textbooks, internet,
and television programs in English. When people cannot understand English, they
would automatically lack information.
Learning foreign languages cannot be separated from learning how the language
is used in daily life, especially how the language affected and created the natives’
culture. This implies the person who learns language without learning culture risks
becoming a fluent fool (Bennett, Bennett & Allen, 2003, p. 237). It means that we
1
cannot be competent in the language if we do not have an awareness of that culture,
and how that culture relates to our own first language and culture. It has been widely
recognized that language is used as a main medium through which culture is
expressed.
English is one of the foreign languages learnt in almost every elementary school
in Indonesia. It is taught to elementary levels as a Local Content Subject. However,
the function of English for young learners is just to stimulate and introduce a foreign
language. It is also to develop their interest in learning foreign languages and to
prepare them for the next school levels. Besides, young learners are good at learning
language. Brumfit (in Sabilah, 2001) explains that children have more chance in
learning than adults. Their brain is more adaptable before puberty than after, and that
acquisition of language is possible without self-consciousness at an early stage.
In addition, Wardaugh (2006) says that children can acquire a second (or a
third) language easily and completely as long as they have enough input from those
languages. Stewart,et.al (2001:28) state that a foreign language is better given to
students at young age considering the end result of language acquisition, an early
start-age is definitely more advantageous. That applies in particular to picking up an
authentic accent.
As stated in Act of the Republic of Indonesia on National Education System
No. 20 of 2003, the curriculum for basic and secondary education must include:
religious education, civic education, languages, mathematics, sciences, social
sciences, art and culture, physical education and sport, vocational skills and local
contents (article 37:1). Furthermore, the explanation of the Act stated that English can
2
be one of the local content curriculum, because it is considered as an important
international language for the global communication. In realizing the role, teaching
English at elementary school has been designed as one of the local content subject.
Teaching languages is considered to demonstrate the culture of that target
language. English teachers or even all of the learning resources have to involve the
culture of the target language in teaching-learning activities through writing, picture,
explanations, etc.
Culture is a shared set of values, beliefs, customs, traditions, and behaviors
that provide meaning for human’s experiences and lives from one generation to the
next generation. (Bonder, Martin & Miracle, 2001; Carrillo, Green & Betancourt,
1999).
In English as foreign language classrooms, teaching language is also
automatically teaching culture. The form of address, greetings, formulas, and other
utterances found in the dialogues or models the students hear, read, and see and
aspects of culture found in the resources represent knowledge. The students’
intellectual curiosity is aroused when they learn that they find another mode of
expression to talk about feelings, wishes, needs, and when they find any other
illustration of foreign country. Therefore, it is necessary to introduce to elementary
students the target culture when they learn a foreign language, especially for them
who will enroll to the junior high school level in which English is one of the
curriculum subjects.
English lessons in elementary school consist of developing four skills, i.e
reading, writing, listening and speaking. In delivering the materials, teachers need to
3
have resources for teaching-learning activities for students. One of the most essential
learning resources is textbooks.
A textbook provides an outline that the teacher can use in planning course,
units and lessons. It summarizes a great deal of relevant information, enables the
students to take home in a convenient form of most of the material they need to learn
for the course, provides a common resources for all students to follow, and provides
the teacher with ideas regarding the organization of information and activities. A
textbook also includes pictures, graphs, maps, and other illustrative materials, which
facilitate understanding of learning English. It also includes other teaching materials
such as summaries and review questions (David in Nermatti 2009). A textbook
relieves the teacher from preparing material for the course thus, allowing more time
to prepare the lesson.
In addition, textbooks in elementary school become very important tool of
teaching learning because they can give the young learners a real picture of learning.
Today, many textbooks spread in Kota Malang as the result of how important
learning English as foreign language since elementary schools. However, in choosing
textbooks teacher should consider that the textbook is covering the students’ need in
learning English as foreign language. Moreover, textbook is also introducing the
intercultural awareness as a picture of learning foreign language in its learning
activities.
Considering the explanation, the researcher writes this study under the title of
“An Intercultural Awareness on 6th Grade English For Young Learners’ Selected
Textbooks in Kota Malang”.
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1.2 Statement of Problem
1 What intercultural awareness were employed in the teaching learning activities
on 6th grade English for Young Learners’ selected textbooks in Kota Malang?
2. What intercultural awareness were mostly employed in teaching learning
activities on 6th grade English for Young Learners’ selected textbook in Kota
Malang?
3. What intercultural awareness were less employed in teaching learning activities
on 6th grade English for Young Learners’ selected textbook in Kota Malang?
1.3 Purpose of Study
1. To find out the intercultural awareness employed on the teaching learning
activities on 6th grade EYL’s selected textbooks in Kota Malang.
2. To know what intercultural awarenss were mostly employed in teaching
learning activities on 6th grade EYL’s selected textbooks in Kota Malang.
3. To know what intercultural awareness were less employed in teaching learning
activities on 6th grade EYL’s selected textbooks in Kota Malang.
1.4 Significance of the Study
The result of the study highlights intercultural awareness on 6th grade English
for Young Learners’ selected textbooks in Kota Malang. The findings of this study
are expected to be able to provide beneficial information for the EYL teachers,
educational institutions forming teachers, English Department of University of
Muhammadiyah Malang, Provincial and Local Department of Education of Kota
Malang, National Department of Education, and those who are interested in carrying
out the research in the same field.
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1.5 Scope and Limitation
The scope of this study is the intercultural awareness on 6th grade EYLs’
textbooks in Kota Malang. This study is limited on the three most popular sold
textbooks of 6th garde elementary schools in Kota Malang, which are published by
Erlangga, Esis, and Yudhistira companies.
1.6 Definition of Key Terms
1. Intercultural awareness can be regarded as the foundation of communication.
It involves two qualities: one is the awareness of one’s own culture; the other
is the awareness of another culture ( Honglin Zhu, 2011).
2. Young Learners are children from the first year of formal schooling (five or
six years old) to eleven or twelve years of age, who respond to language
according to what it does or what they can do with it ( Philips in Kalendova,
2011).
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Textbook is defined as a comprehensive learning resource that is in printed or
electronic form, or that consists of any combination of printed, electronic, and
non-printed materials (Ontario ministry of education, 2006).
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