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Furthermore, the theory-guided approach has connections to some theory, but it is not directly based on the theory and theoretical
framework is mostly used as a help tool in the analysis. Finally, theory-based content analysis is a traditional approach, which is
directly based on some theory.
This research employed data-based, theory-guided and theory-based approaches. Theory-guided approach implies that this
research used the frameworks generated from the theory of cultural presentation in English textbooks. These frameworks were used to
help for labeling and categorization in analysis process. Following this, data-based approach means that the results of this research
could generate a theoretical schema hypothesis based on the data.
For instance, ―English textbooks used in Indonesian Junior High School do not raise the students‘ awareness of intercultural
competence‖. And finally, theory-based approach was used to draw conclusions after the results are gained. The order of approach is as
follows:
theory-guided approach data-based approach theory-based approach
Figure 3.1 The Order of Approaches
B. Research Setting
This research was conducted in academic year 2012-2013 20 June 2013
– 20 October 2013 using a one episode framework, since ―the focus of the study is on the current manifestation of the
research subject, if what is being studied is expected to be relatively stable.‖
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English textbooks were considered as relatively stable as it does not change rapidly over a short time. One English
textbook is usually used for four to five academic years. The research area coveredDKI Jakarta region as this area has not been
studied yet for the similar researches. Besides, DKI Jakarta was
chosen by the researchers‘ assumption that DKI Jakarta is a good
87
Jane Ritchie and Jane Lewis, eds., Qualitative Research Practice: A Guide for Social Science Students and Researchers London: Sage Publication, 2003,
p. 53.
162
sample of multicultural representation in Indonesia, as this area contains multiple ethnics, such as: Javanese 35,16, Betawese
27,65, Sundanese 15,27, Tionghoa 5,53, Batak 3,61, Minangkabau 3,18, Melayu 1,62, Bugis 0,59, Madurese
0,57, Banten 0,25, and Banjar 0,1
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.
C. Data and Data Sources
This research was addressed to all MTs Negeri in DKI to generate data in the form of English textbook titles. As there are 42
MTs Negeri
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covering Jakarta Timur 18 MTs, Jakarta Utara 4 MTs, Jakarta Pusat 2 MTs, Jakarta Selatan 9 MTs, and Jakarta
Barat 7 MTs, and Kepulauan Seribu 1 MTs. It was assumed that one school uses the same publishers for its three grades, the
population that is expected from the survey is 42 responses. This population was kept as the highest expectation. Whereas, if these
42 responses were not reached, some representatives from each area would be sufficient.
Since the data covered some areas of DKI Jakarta, cluster sampling was used. At the first stage of cluster sampling, each
population in each area was determined. Jakarta Timur covered 18 schools, Jakarta Utara covered 4 schools, Jakarta Pusat covered 2
schools, Jakarta Selatan covered 9 schools, Jakarta Barat covered 7 schools, and Kepulauan Seribu covered 1 school. At the second
stage of cluster sampling, each cluster was then taken some representatives by using convenient sampling. Convenient
sampling was chosen based on the number of volunteer respondents, which are, English teachers who fill out the online
survey or printed survey. The scheme of the sampling is shown below.
88
Institute of Southeast Asian Studies. Indonesias Population: Ethnicity and Religion in a Changing Political Landscape, 2003 accessed on 1 September
2013 in http:id.wikipedia.orgwikiDaerah_Khusus_Ibukota_JakartaEtnis
89
Satuan Kerja Kanwil Kementerian Agama Prov. DKI Jakarta. Direktori Madrasah Tsanawiyah Negeri DKI Jakarta, 2012. Accessed on November 2,
2013 from http:dki.kemenag.go.idfilefilefilewnki1263372067.pdf
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Table 3.1 The Scheme of Sampling
First Stage Clustering
Second stage convenient
Percentage
Jakarta Timur 18
10 56
Jakarta Selatan 10
5 50
Jakarta Pusat 2
1 50
Jakarta Barat 7
4 57
Jakarta Utara 4
2 50
Kepulauan Seribu 1
Total 42 Total 22
D. Data Collecting and Recording Procedures To gain data in answering the research questions, below are
some instruments used in this research. 1.
Preliminary Questionnaire A preliminary questionnaire was utilized in order to find the
titles of English textbooks used in MTs Negeri in DKI Jakarta region. The survey was developed by the researcher. As can be
seen on Appendix 1 and 3, it was aiming at collecting some data related to:
a. The origin of the school
b. The titles of in-use English textbooks
c. The teachers‘ opinion about the importance of cultural
presentation in English textbooks d.
The teachers‘ judgment on the amount of cultures presented in the textbooks
e. The teachers‘ opinion about which cultures should be
included in English textbooks The survey is taken into two forms namely online survey
and printed survey. The online survey is generated by using online survey
developer called
Survey Monkey
www.surveymonkey.com . This online survey consists of two
parts. The first part describes about the brief description of the research, some technical definition, and consent form. The second
part contains the six statements to be responded by the teachers. The use of online survey is intended to get fast response from vast
area of DKI Jakarta.
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Secondly, the printed questionnaire is delivered by post mail to 42 MTs Negeri in DKI Jakarta. The format of the printed
survey is on Appendix 1. The printed questionnaire consists of three parts. The first part is the cover letter containing Letter of
Permission for Conducting Research, approved by the UIN Syarif Hidayatullah administrative staff and a personal letter from the
researcher. The second part is intended for the head of curriculum division in the school. And the third part contains the six statements
to be responded by one of the English teachers in the schools.
From both methods of survey, all 42 expected respondents were not completing the survey. There were only 22 responses in
online survey and only 4 replied printed surveys. From this preliminary online survey, these were six mostly used English
textbooks in DKI Jakarta region. Please see Appendix 3 for complete results.
Table 3.2 English Textbooks in MTS Negeri in DKI Jakarta by Survey
Title Frequency
English in Focus, 2008 11
English on Sky, 2007 8
Scaffolding, 2008 5
Real Time, 2008 3
Flying Start, 2007 3
Contextual Teaching and Learning, 2007 1
2. Interview
Interviews were conducted to crosscheck the data from the survey. They were conducted through telephone conversation with
English teachers within the same questions ―What are English
textbooks used in your district?‖ The researcher asks the same questions to Ketua MGMP MTs Negeri and Head of Curriculum
Affairs in each districts, namely: Jakarta Barat, Jakarta Selatan, Jakarta Pusat, Jakarta Utara and Jakarta Timur. It resulted these
five mostly used English textbooks See Appendix 2 and 4
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Table 3.3 English Textbooks in MTS Negeri in DKI Jakarta by Interview
Title
English in Focus, 2008 English on Sky, 2007
Flying Start, 2007 Scaffolding, 2008
Real Time, 2008
From these two sets of data, it was taken two series of English textbooks as the units of analysis, namely: English in Focus BSE
and English on Sky Erlangga. This decision is on the basis of equal
sample between
government-funded publisher and
commercial publisher. 3. Checklist worksheet
As the research is intended to analyze some aspects of cultures in English textbooks like: types of cultural information, cultural
types, cultural senses and cultural elements, two worksheets are constructed to answer the research questions number 1, 2, 3,
and 4.
For this need, the researchers used four frameworks: 1.
Types of cultural information Adaskou, Britten and Fahsi
2. Cultural types Cortazzi and Jin
3. Cultural senses Adaskou, Britten and Fahsi
4. Elements of culture Yuen
5. Level of intercultural communicative competence
Byram These frameworks, notions and examples are presented in
Appendix 1. These frameworks are then developed into worksheets as the
instrument of data collection about the culture aspects In what form the culture is presented? Which culture is presented? What
senses of culture are there? What elements of culture are there? in the selected English textbooks. For the detail of the instruments,
see Appendix 5.
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4. The Researcher
The main instrument in this qualitative study is the researcher, as she was the one who classified the types of cultural information,
types of culture, senses of culture, and elements of culture. She then analyzed the results from the checklists by using the
theoretical frameworks. Having the data analyzed statistically by the worksheet checklists, the researcher compare and contrast the
findings with
the English teachers‘ responses and to existed literature and relevant previous studies. The final interpretation
then formulated and the suggestions are given.
E. Trustworthiness
In gaining the validity and trustworthiness of this research, triangulation is employed in several forms. As Denzin
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identifies, there are three types of triangulation: data, investigator, and
methodological triangulation. Data triangulation means retrieving data from a number of different sources to form one body of data.
Investigator triangulation means using multiple observers instead of a single observer in the form of gathering and interpreting data.
While methodological triangulation refers to using more than one research method or data collection technique.
1. Data triangulation
The data were gained through documents, survey responses, and telephone transcription. The document pointed out the
lists of the schools and their address. This data was used to send the survey and to contact the English teachers
appendix 7. Next, the survey responses were collected
from vice principles of curriculum affairs‘ response about titles of English textbooks they are using appendix 2.
Finally, the telephone transcription was derived from the interview with English teachers and head of MGMP
teachers appendix 2 and 4.
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Denzin, ―The Research Act: A Theoretical Introduction to Sociological Methods‖ in Stefinee Pinegar and Mary Linn Hamilton, Self Study of Practice as
a Genre of Qualitative Research London: 2009, p.152.
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2. Investigatorresource triangulation
Some different sources were asked information regarding English textbooks and their cultural content. The sources
consisted of: the head of curriculum affairs waka kurikulum, English teachers, and MGMP leaders appendix
2 and 4
3. Methodological triangulation
Methodological triangulation was completed by using some data collection method, namely: survey appendix 1 and 3,
interview appendix 2 and 4, and documentation appendix 7.
F. Unit of Analysis
