38
Figure above shows how the register appears in a text book. In the situation number one, you can find the tenor of the situation. The tenor shows the dialogues
between an employee and a client as well as a colleague. The field also is clearly seen. That most of the situation happens in the working place and the purpose of
the speech event is dealing with complaint. The mode is, of course, in spoken one. However, this type of register appears in the textbook implicitly. But the existence
of this feature is clearly seen.
f. Cultural Information
Ideally, when communicating verbally, English learners should know and aware of culture of the target language in order to avoid pragmatic failure or
Figure 2.9 : Sample of Register from Medina, Uceda, and Thierry, 2004
39 communication breakdown. For this reason, the existence of cultural information
in a textbook is vital. Cortazzi and Jin as cited by McKey 2009:88 divide cultural information in
a course book into three types. The first type is ‗source culture materials‘ which
draw on the learners own culture as content. This type of cultural materials can be found in an EFL context like Indonesia. Most of English textbooks written by
Indonesian writers promote this type by including Indonesian folklore in the materials. The second one is ‗target culture materials‘ that use the culture of a
country where English is spoken as first language. This type of materials can be found in the general English coursebooks which are written to aim any English
learners in the world. The last one is ‗international target culture materials‘ which use a great variety of cultures in English- and non-English- speaking countries
around the world. However, in this study cultural information only refers to any information
related to culture of target language use in pragmatic sense, which means how cultural norms influence what language is appropriate for which context is
examined Adaskou, Britten, and Fahsi as cited in McKay, 2009. The following figure depicts how this feature appears in a text book.
40
The figure above is an example of cultural information presented in an English textbook. The figure above is an extract from Speaking Naturally. The
explanation clearly gives explanation when English expresses thanking in certain situations
that is possibly different with learners‘ L1 rule. For instance, Indonesian do not thank for a compliment because it can be considered arrogant or snooty.
Indonesian tend to denying a compliment from someone, but in English, thanking people for a compliment is common. If students do not know this cultural
information, probably they will make a pragmatic failure in thanking or responding compliment.
After looking at the classification of two pragmatic features, between Vallenga 2004 and Wichien and Aksornjarung 2011 there are several points
can be noticed. Firstly, they referred to the same phenomena, but with different terms. Vallenga uses ‗information‘ while Wichien and Aksornjarung use ‗feature‘
to refer to this phenomenon. Seco ndly, both ‗speech act information‘ and
illocutionary force‘ are the same idea. They are only different in terms. Thirdly, Figure 2.10: Sample of Cultural Information from Tillitt and Bruder, 1999
41 Vallenga only notices five features, while Wichien and Aksornjarung notices six
features. Both of them share the same features except ing ‗appropriacy‘,
‗illocutionary force‘, ‗style‘ , ‗speech act information‘, and ‗cultural information‘, where ‗appropriacy‘ and ‗illocutionary force‘ belong to Vallenga‘s model and
‗style‘ and ‗cultural information‘, and ‗speech act information‘ belong to Wichien and Aksornjarung‘s model.
5. Language Model of 2013 Curriculum
