AN ANALYSIS OF CULTURAL CONTENT OF AN ENGLISH TEXTBOOK “ENGLISH ZONE” FOR THE TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL

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AN ANALYSIS OF CULTURAL CONTENT OF AN ENGLISH

TEXTBOOK “ENGLISH ZONE” FOR THE TENTH GRADE

STUDENTS OF SENIOR HIGH SCHOOL

THESIS

By:

Saza Rozella Kasih

201110100311015

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG


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AN ANALYSIS OF CULTURAL CONTENT OF AN ENGLISH

TEXTBOOK “ENGLISH ZONE” FOR THE TENTH GRADE

STUDENTS OF SENIOR HIGH SCHOOL

THESIS

This thesis is submitted to meet one of the requirements to

achieve Sarjana Degree in English Education

By:

Saza Rozella Kasih

201110100311015

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG


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i


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MOTTO AND DEDICATION

“It doesn’t matter how we fail, suffer, or lose the hope as long as you do not stop. Bounce back, Never give up, And make it happen”

-Saza Rozella

Kasih-DEDICATION: I Dedicate this thesis to: My beloved father and mother, My sisters, My brothers in law, My niece and My beloved friends.


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An Analysis of Cultural Content of an English Textbook “English Zone” for the Tenth Grade Students of Senior High School

ABSTRACT

It is very obviously that language and culture are closely interwoven. Language is an expression of humans’ communication through knowledge, belief, and behavior that can be explained and shared among group of people. Meanwhile, culture is a system of knowledge that are shared by among groups of people including values, belief, and attitudes.

In this research, the researcher analyzed two problems needed to be investigated. First, cultural dissemination in English textbook “English Zone” for the tenth grade students of senior high school was divided into three categories: source culture, target culture, and international target culture based on Cortazzi and Jin, (1999). Second, types of cultural content representation that were classified into four senses: aesthetic, pragmatic, semantic, and sociological sense based on Adaskou, Britten, and Fahsi, (1990). Qualitative research design was used by the researcher as research design. The data of this research were collected from English textbook for senior high schools entitled “English Zone” written by Eka Mulya Astuti and published by Erlangga publisher. There were 21 reading passages that were analyzed by the researcher.

The finding revealed that there were three categories of culture found and they were: source culture, target culture, and international target culture. Regarding the types of cultural content that were represented, the finding showed various result. In the target culture, the four senses of culture found that were: sociological sense, pragmatic sense, semantic sense, and aesthetic sense. Meanwhile, in the source culture and the international target culture were found only three cultural senses: sociological sense, semantic sense, and aesthetic sense. Regrettably, pragmatic sense was not found. Overall, the textbook presented variety of cultural content that can build students awareness about the exposure of cultural issue in the English textbooks. As a conclusion, the textbook was relatively suitable to introduce target culture as well as other cultures to the learners without neglecting the learners’ native culture.

Keyword:An analysis, Culture, Cultural Content, English textbook, English Zone

Advisor I The Researcher


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ABSTRAK

Sangatlah nyata bahwa bahasa dan budaya terikat satu dengan lainnya. Bahasa adalah suatu ekspresi komunikasi antar manusia melalui pengetahuan, kepercayaan, dan perilaku yang hanya dapat dijelaskan dan disebarluaskan antar kelompok manusia. Sedangkan budaya adalah suatu sistem pengetahuan yang disebarkan oleh sekelompok manusia dimana nilai, kepercayaan, dan perilaku termasuk didalamnya.

Di dalam penelitian ini, peneliti meneliti dua permasalahan yang menjadi bahan penelitian. Pertama, pembagian unsur budaya yang terdapat dalam buku Bahasa Inggris “English Zone” untuk kelas sepuluh Sekolah Menengah Atas (SMA) yang terbagi dalam tiga kategori yaitu: budaya lokal, budaya target, dan budaya target internasional berdasarkan Cortazzi and Jin, 1999. Kedua, penyajian tipe-tipe unsur budaya yang diklasifikasikan kedalam empat makna yaitu: makna estetika, makna pragmatik, makna semantik, dan makna sosiologikal berdasarkan Adaskou, Britten, and Fahsi, 1990. Dalam penelitian ini, peneliti menggunakan penelitian qualitatif sebagai metode penelitian. Dalam penelitian ini, data penelitian diambil dari Bahasa Inggris “English Zone” untuk kelas sepuluh Sekolah Menengah Atas (SMA) ditulis oleh Eka Mulya Astuti dan diterbitkan oleh penerbit Erlangga. Dengan total 21 teks bacaan yang menjadi bahan penelitian oleh peneliti.

Hasil penelitian menunjukkan bahwa terdapat tiga kategori budaya yang ditemukan yaitu: budaya lokal, budaya target, dan budaya target internasional. Mengenai penyajian tipe-tipe muatan kebudayaan, hasil penelitian menunjukkan hasil yang berbeda-beda. Di dalam budaya target, empat makna budaya yang ditemukan diantaranya yaitu: makna sosiologikal, makna pragmatik, makna semantik, dan makna estetika. Sedangkan di dalam budaya lokal dan budaya target internasional hanya ditemukan tiga unsur makna budaya yaitu: makna sosiologikal, makna semantik, dan makna estetika. Sangat disyangkan bahwa makna pragmatik tidak ditemukan dalam keduanya kategori budaya tersebut. Secara keseluruhan, buku tersebut menyajikan berbagai macam unsur kebudayaan dimana dapat membantu siswa untuk peka terhadap pendalaman kebudayaan di dalam buku Bahasa Inggris. Kesimpulannya, buku paket tersebut cukup sesuai untuk memperkenalkan budaya target atau unsur kebudayaan yang lainnya kepada siswa tanpa harus mengesampingkan budaya lokal mereka sendiri. Kata Kunci: Analisis, Budaya, Unsur Kebudayaan, Buku Bahasa Inggris,

“English Zone”.

Pembimbing I Peneliti


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ACKNOWLEDGEMENT

All the praises and gratitude to Allah SWT, who has given us all the blessings and mercies. Finally the researcher could finish her thesis entitled “An Analysis of Cultural Content of an English Textbook “English Zone” for the Tenth Grade Students of Senior High School” as one of the requirement for Bachelor Degree.

The researcher also wants to express her deep and sincere gratitude for her beloved advisors. Sincerely gratitude for Rinjani Bonavidi, M.Ed., Ph.D as my first advisor and Dra. Thathit Manon Andini, M.Hum as my second advisor for their valuable guidance and inspiration for the researcher to finish her thesis. Moreover, their patience, suggestion, support and correction along the process of her thesis from the beginning until the end is unforgettable gratitude from the researcher.

The greatest honor and appreciation from the researcher for her beloved parents. Her father Sulkan and her beloved mother Puji Asri (Alm.) for undoubted love, care, spirit, patience, motivation, willingness and timeless prayer for the researcher to wait for her graduation. Her sincere thanks and loves for her great sisters Siska Gagarin Nita and Sisilia Puspitasari for the support, loves, and patience. The researcher also thanks for her relatives Teja H. B., Eko S. and Umi Ana For their support. Kiss and hug for her little nuggets Ajeng, Citra (Ciprut) and Akbar (Babang) for their cuteness in her hard times. And my beloved friends Ismar Dian Arini, Arieska Satifa Luluk Nasifah, and Nurhidayah for support and help. For all, the researcher would say thank you and say “Love You to the moon and back”

Malang, 3rdMay, 2016


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TABLE OF CONTENS

APPROVAL...i

LEGALIZATION...ii

DEDICATION AND MOTTO... iii

ORIGINALITY DECLARATION... iv

ABSTRACT... v

ACKNOWLEDGEMENT... vii

TABLE OF CONTENTS... viii

LIST OF APPENDIXES...x

LIST OF TABLES...xi

LIST OF FIGURES...xii

CHAPTER I INTRODUCTION 1.1 Research Background...1

1.2 Research Statements...5

1.3 Research Objectives... 5

1.4 Research Limitation...5

1.5 Research Benefit...6

1.6 Definition of Terms... 6

CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Culture... 8

2.2 Categories of Culture...9

2.3 The Four Senses of Culture... 10

2.4 The Use of English Textbook in Language Teaching... 12

2.5 Textbook and Cultural Content... 13

2.6 Textbook Usage in Indonesia... 14


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CHAPTER III RESEARCH METHODOLOGY

3.1 Research Design... 17

3.2 Object of the Study...18

3.3 Data Collection...20

3.4 Data Analysis...20

CHAPTER IV FINDING AND DISCUSSION 4.1 Research Finding... 22

4.1.1 Cultural Dissemination in English Textbook “English Zone” for the Tenth Grade Students of Senior High School...22

4.1.2 Types of Cultural Content in English Textbook “English Zone” for the Tenth Grade Students of Senior High School...25

4.1.2.1 Cultural Sense in Source Culture...26

4.1.2.2 Cultural Sense in Target Culture... 30

4.1.2.3 Cultural Sense in International Target Culture...33

4.2 Discussion...36

CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion...41

5.2 Suggestion... 42

REFERENCES... 44


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LIST OF APPENDIXES

Appendix I : List of Cultural Item Occurrences...48 Appendix II : List of Reading Passages...53


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LIST OF TABLES

Table 4.1 The Ratio of Cultural Items with Source, Target, and International

Target reference in reading passages... 23

Table 4.2 The Distribution of the Reading Text to Analyze... 26

Table 4.3 Frequency of Source Culture Distinctive Occurrences... 27

Table 4.4 Frequency of Target Culture Distinctive Occurrences...30

Table 4.5 Frequency of International Target Culture Distinctive Occurrences...34


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LIST OF FIGURES

Figure 2.1 Four Senses of Culture : Adaskou, Britten, and Fahsi (1990)... 10

Figure 4.1 Target Culture References...23

Figure 4.2 Source Culture References...24

Figure 4.3 International Target Culture References... 25

Figure 4.4 Aesthetic Sense in Source Culture References... 27

Figure 4.5 Sociological Sense in Source Culture References... 28

Figure 4.6 Semantic Sense in Source Culture References...29

Figure 4.7 Aesthetic Sense in Target Culture References...30

Figure 4.8 Sociological Sense in Target Culture References... 31

Figure 4.9 Semantic Sense in Target Culture References... 32

Figure 4.10 Pragmatic Sense in Target Culture References...33

Figure 4.11 Aesthetic Sense in International Target Culture References...34

Figure 4.12 Sociological Sense in International Target Culture References...35


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44 REFERENCES

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Adaskou, K.,Britten, D. and Fahsi, B. (1990). “Design Decisions on the Cultural Content of a Secondary English Course for Morrocco”. ELT Journal. Vol. 44, No. 1, p. 3-10. Oxford: Oxford University Press.

Alamri, Abdulrahman A. M. (2008).An Evaluation of the Sixth Grade English Language Textbook for Saudi Boy’s School. MA Thesis in Applied Linguistics. College of Arts at King Saud University. Retrieved on November 20, 2015 from http://faculty.ksu.edu.sa/amri/Documents/MA%20thesis.pdf

Al-Ghazo, A. and Smadi, M. O. (2013). A Content Analysis of the English Reading Text’s Authenticity in Student’s Book of Action Pack Eleven in Jordan. European Scientific Journal, Vol. 9, No. 29, p. 342-359.

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Indonesia: University of Muhammadiyah Surakarta

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1

CHAPTER I

INTRODUCTION

This chapter presents the general description of the research. It covers research background, research statement, research objective, research limitation, research benefit, and definition of term.

1.1 Research Background

In the globalization era, English has widely spread out in all over the world. It is officially used as an international communication which is used by other people around the world. Language is more than a means of communication since it is influenced by the culture and thought process. There are many propounded definitions about what culture is. Culture has no more boundaries that extend to a geographical area or a religion. Thus, for cultural point of view, all the binding rules are forbidden. Race, religion, or country cannot limit the role of culture among society (Birukou et al., 2009:1).

Therefore, “Culture is unique”. It is the identity of a country since it resembles of language, foods, beliefs, attitudes, way of thinking, music and arts. Moreover, each country has different cultural activities and cultural rituals (Lund, 2006:26). Then, culture also has a role of expectation and worldview which has the purpose and usage based on material objects and knowledge (Rajabi and Ketabi, 2012:705). However, culture cannot be separated from language because it is experienced through language itself. Therefore, cultural understanding should


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not be disregarded but should be in the heart of second language learning. The inseparability between language and culture leads the writer to investigate English language teaching taught in various cultural content that concerning about the representation of culture in English textbook.

Textbook as one of language learning material in ELT carries cultural content (McGrath, 2002). Textbook plays an important role to provide valuable input in exposing students to new cultural expressions and cultural diversity (Lund, 2006:63). Furthermore, textbook is a kind of educational practice tools which can resemble of values and sense for individuals and nations (Hinkel, 2005:6).

In terms of English language teaching through textbooks, the source culture and the target culture reflect each other in the EFL textbook which allows the students to compare and contrast between their culture and target culture due to increase self-awareness of social conventions and cultural knowledge (Kirkgoz and Agcam, 2011:157). Furthermore, they also emphasize another point about the use of local, target, and international cultural elements in teaching materials is needed and it must have equal composition which consider English as an international language. Besides, most of the textbooks are generalized in terms of skills, acceptable subject, or cultural content since most textbooks are targeted and marketed for a global audience (Reimann, 2009:87). Considering this condition, the content of English textbooks must not contain errors because these errors once imbibed by the student as the correct one will have adverse effects on learners’ learning (Alamri, 2008:1).


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helps the teacher to acquire useful, accurate, systematic, and contextual insights into the overall nature of textbook material (Cunningsworth, 1995; Ellis, 1997, as cited in Rajabi and Ketabi, 2012:705). Moreover, this idea also plays a significant role in English teaching and learning process because it helps the textbook authors and researchers to find the strength and weakness in the textbook which has suitable content for the students and the teacher (Al-Ghazo and Smadi, 2013:344).

In Indonesia, the general objective of national education is educating Indonesian students to be religious, well-mannered, healthy, smart, creative, independent, responsible, nationalist, and democratic citizens (Kemdikbud, 2015). Cultural value, norm, and ideology of the nation are a part of national education purposes. And those are applied in all school subjects including English. However, the factors that influence the selection process of textbook in Indonesia vary from financial issue, the relation to certain publishers, to the visual appearance of the textbooks. The tendency of choosing textbooks with inappropriate cultural content may not be considered (Fernandez et al., 2011).

In addition, some investigations of cultural contents in English textbook present various results. Kirkgoz and Agcam (2011) found that English textbook for primary education in Turkey was in equal. The representation of source culture, target culture, and international target culture are favored in locally produced ELT textbooks in a fairly balanced way. Similarly, in Indonesia, Hermawan and Noerkhasanah (2012) also found that in “Grow With English” textbook presented that target culture was more salient in the textbook for


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primary school than local cultures. Meanwhile, another finding was presented by Silvia (2014) that analyzed English textbook “English on Sky” and “English in Focus” for the tenth, eleventh, and twelve grade of senior high school where source culture, target culture, and international target culture were found in a balance proportion, where source culture was more dominant than target culture and international target culture.

This present study tends to investigate what cultures are more disseminated in the English textbook for senior high school, and what types of cultural content are represented in the textbook. The four senses of a cultural framework propounded by Adaskou, Britten & Fahsi (1990) are used to analyze English textbook entitled “English Zone” for the tenth grade students published by

Erlanggapublisher.

English Zone” textbook is a curriculum-based competence textbook for the tenth grade students of senior high school. This book provides a solid coverage area of the importance required by competency standard of the curriculum. Moreover, this book is even more special because the use of Indonesian context and stories which make the students more familiar with their culture and love their country as well. Besides, target culture information is also input in this textbook. Moreover, this textbook is also used for students handbook for Senior High School. In other words, this textbook is needed to be investigated since it is used as students English textbook. The use of local culture as well as the target culture leads the writer to use “English Zone” textbook for analysis. Furthermore, the writer intends to conduct a study entitled“An Analysis of Cultural Content


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of an English Textbook “English Zone” for the Tenth Grade Students of Senior High School”

1.2. Research Statement

1. What cultures are disseminated in English textbook “English Zone” for the tenth grade students of senior high school?

2. What types of cultural content are represented in English textbook “English Zone” for the tenth grade students of senior high school?

1.3 Research Objective

1. To find out what cultures are disseminated in English textbook “English Zone” for the tenth grade students of senior high school.

2. To identify what types of cultural content are represented in English Textbook “English Zone” for the tenth grade students of senior high School.

1.4 Research limitation

This study is included in the field of textbook evaluation. Therefore, investigating the cultural content of the English textbook “English Zone” for the tenth grade students of senior high school is chosen as the scope of the study. More specifically, this study is focused on the cultural content described in reading passages, which are provided in the English textbook “English Zone”. Therefore, dialogues and student exercises will be excluded.


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1.5 Research Benefit

This study is expected to give a contribution to different parties, such as English Department students, English teachers, students of senior high school, and other researchers as follows:

1. For English Department students, it gives new additional knowledge and information about cultural content issues, which help them in determining the proportion of source culture, the target culture, and the international culture in textbooks.

2. For English teachers, this study aims to help the teacher in teaching and learning activity as a purpose to introduce about cultural diversity, which are local culture, target culture and international culture for the students that exist in their English textbook. It helps the teacher to choose appropriate textbook in terms of cultural content.

3. For students of senior high school, it is expected to understand and know how to input cultural content wisely in order to choose which culture is appropriate and inappropriate from the textbook.

4. And the last, the findings of this research may be used to give significant advantages for the following research as a reference for the following cultural content investigation in English textbook.

1.6 Definition of Term

In order to avoid misunderstanding or misinterpretation of this study, definition of key terms provided herein leads the reader to have the same


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understanding with the writer. And the definitions are as follows:

1) An Analysis : The breakdown procedure of whole, intellectual or substantial into parts or components (Ritchey, 1996).

2) Culture : It is belongs to the customs, beliefs, way of life, and social organization among a group of people or country and it is categorized into three which are local, target, and international culture (Cortazzi and Jin, 1999).

3) Cultural Content :The cultural information represented in the teaching material, including the textbook.

4) English Textbook :Materials especially designed for English learning and teaching that have been specially selected and exploited for teaching purposes (McGrath, 2002, p.8 ).

5) English Zone : It is an English Textbook for Senior High School Grade Tenth that is written by Eka Mulya Astuti published by Erlangga Publisher in 2010 based on standard competence 2006.


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not be disregarded but should be in the heart of second language learning. The inseparability between language and culture leads the writer to investigate English language teaching taught in various cultural content that concerning about the representation of culture in English textbook.

Textbook as one of language learning material in ELT carries cultural content (McGrath, 2002). Textbook plays an important role to provide valuable input in exposing students to new cultural expressions and cultural diversity (Lund, 2006:63). Furthermore, textbook is a kind of educational practice tools which can resemble of values and sense for individuals and nations (Hinkel, 2005:6).

In terms of English language teaching through textbooks, the source culture and the target culture reflect each other in the EFL textbook which allows the students to compare and contrast between their culture and target culture due to increase self-awareness of social conventions and cultural knowledge (Kirkgoz and Agcam, 2011:157). Furthermore, they also emphasize another point about the use of local, target, and international cultural elements in teaching materials is needed and it must have equal composition which consider English as an international language. Besides, most of the textbooks are generalized in terms of skills, acceptable subject, or cultural content since most textbooks are targeted and marketed for a global audience (Reimann, 2009:87). Considering this condition, the content of English textbooks must not contain errors because these errors once imbibed by the student as the correct one will have adverse effects on learners’ learning (Alamri, 2008:1).


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helps the teacher to acquire useful, accurate, systematic, and contextual insights into the overall nature of textbook material (Cunningsworth, 1995; Ellis, 1997, as cited in Rajabi and Ketabi, 2012:705). Moreover, this idea also plays a significant role in English teaching and learning process because it helps the textbook authors and researchers to find the strength and weakness in the textbook which has suitable content for the students and the teacher (Al-Ghazo and Smadi, 2013:344).

In Indonesia, the general objective of national education is educating Indonesian students to be religious, well-mannered, healthy, smart, creative, independent, responsible, nationalist, and democratic citizens (Kemdikbud, 2015). Cultural value, norm, and ideology of the nation are a part of national education purposes. And those are applied in all school subjects including English. However, the factors that influence the selection process of textbook in Indonesia vary from financial issue, the relation to certain publishers, to the visual appearance of the textbooks. The tendency of choosing textbooks with inappropriate cultural content may not be considered (Fernandez et al., 2011).

In addition, some investigations of cultural contents in English textbook present various results. Kirkgoz and Agcam (2011) found that English textbook for primary education in Turkey was in equal. The representation of source culture, target culture, and international target culture are favored in locally produced ELT textbooks in a fairly balanced way. Similarly, in Indonesia, Hermawan and Noerkhasanah (2012) also found that in “Grow With English” textbook presented that target culture was more salient in the textbook for


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primary school than local cultures. Meanwhile, another finding was presented by Silvia (2014) that analyzed English textbook “English on Sky” and “English in Focus” for the tenth, eleventh, and twelve grade of senior high school where source culture, target culture, and international target culture were found in a balance proportion, where source culture was more dominant than target culture and international target culture.

This present study tends to investigate what cultures are more disseminated in the English textbook for senior high school, and what types of cultural content are represented in the textbook. The four senses of a cultural framework propounded by Adaskou, Britten & Fahsi (1990) are used to analyze English textbook entitled “English Zone” for the tenth grade students published by Erlanggapublisher.

“English Zone” textbook is a curriculum-based competence textbook for the tenth grade students of senior high school. This book provides a solid coverage area of the importance required by competency standard of the curriculum. Moreover, this book is even more special because the use of Indonesian context and stories which make the students more familiar with their culture and love their country as well. Besides, target culture information is also input in this textbook. Moreover, this textbook is also used for students handbook for Senior High School. In other words, this textbook is needed to be investigated since it is used as students English textbook. The use of local culture as well as the target culture leads the writer to use “English Zone” textbook for analysis. Furthermore, the writer intends to conduct a study entitled“An Analysis of Cultural Content


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of an English Textbook “English Zone” for the Tenth Grade Students of Senior High School”

1.2. Research Statement

1. What cultures are disseminated in English textbook “English Zone” for the tenth grade students of senior high school?

2. What types of cultural content are represented in English textbook “English Zone” for the tenth grade students of senior high school?

1.3 Research Objective

1. To find out what cultures are disseminated in English textbook “English Zone” for the tenth grade students of senior high school.

2. To identify what types of cultural content are represented in English Textbook “English Zone” for the tenth grade students of senior high School.

1.4 Research limitation

This study is included in the field of textbook evaluation. Therefore, investigating the cultural content of the English textbook “English Zone” for the tenth grade students of senior high school is chosen as the scope of the study. More specifically, this study is focused on the cultural content described in reading passages, which are provided in the English textbook “English Zone”. Therefore, dialogues and student exercises will be excluded.


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1.5 Research Benefit

This study is expected to give a contribution to different parties, such as English Department students, English teachers, students of senior high school, and other researchers as follows:

1. For English Department students, it gives new additional knowledge and information about cultural content issues, which help them in determining the proportion of source culture, the target culture, and the international culture in textbooks.

2. For English teachers, this study aims to help the teacher in teaching and learning activity as a purpose to introduce about cultural diversity, which are local culture, target culture and international culture for the students that exist in their English textbook. It helps the teacher to choose appropriate textbook in terms of cultural content.

3. For students of senior high school, it is expected to understand and know how to input cultural content wisely in order to choose which culture is appropriate and inappropriate from the textbook.

4. And the last, the findings of this research may be used to give significant advantages for the following research as a reference for the following cultural content investigation in English textbook.

1.6 Definition of Term

In order to avoid misunderstanding or misinterpretation of this study, definition of key terms provided herein leads the reader to have the same


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understanding with the writer. And the definitions are as follows:

1) An Analysis : The breakdown procedure of whole, intellectual or substantial into parts or components (Ritchey, 1996).

2) Culture : It is belongs to the customs, beliefs, way of life, and social organization among a group of people or country and it is categorized into three which are local, target, and international culture (Cortazzi and Jin, 1999).

3) Cultural Content :The cultural information represented in the teaching material, including the textbook.

4) English Textbook :Materials especially designed for English learning and teaching that have been specially selected and exploited for teaching purposes (McGrath, 2002, p.8 ).

5) English Zone : It is an English Textbook for Senior High School Grade Tenth that is written by Eka Mulya Astuti published by Erlangga Publisher in 2010 based on standard competence 2006.


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