THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK.
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Submitted to Department of English Education of Faculty of Language and Literature Education of Indonesia University of education in Partial
Fulfillment of the Requirements for Sarjana Pendidikan Degree
A Research paper By
Annisa Marcella 1006358
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE EDUCATION INDONESIA UNIVERSITY OF EDUCATION
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i
Hak Cipta
THE PORTRAYAL OF THE SOURCE AND THE
TARGET CULTURES IN PICTURES OF AN
ENGLISH TEXTBOOK
Oleh Annisa Marcella
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Sastra
© Annisa Marcella 2015 Universitas Pendidikan Indonesia
Juni 2015
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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PAGE OF APPROVAL
ANNISA MARCELLA
THE PORTRAYAL OF THE SOURCE AND THE TARGET
CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Approved by: Supervisor,
Prof. Dr. Emi Emilia, M. Ed., Ph. D. 196609161990012001
Co-Supervisor,
Nicke Yunita Moecharam, S. Pd., M.A. 198206302005012001
Head of English Education Department Faculty of Language and Literature Education
Indonesia University of Education
Prof. Dr. H. Didi Suherdi, M. Ed. NIP. 196211011987121001
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRACT
The Portrayal of the Source and the Target Cultures in Pictures of an English Textbook
Main Supervisor
Prof. Dr. Emi Emilia, M. Ed., Ph. D.1
Co- Supervisor
Nicke Yunita Moecharam, S. Pd, M. A.2
This study investigates how the source and the target cultures are portrayed in an English textbook for junior high school. This study is qualitative in nature. The data for this study are eleven pictures collected from eleven chapters in the English textbooks for junior high school entitled Bahasa Inggris: When English Rings a bell for Grade VII published by Indonesia
Ministry of Education and Culture. To reveal how the source and the target cultures (Cortazi
& Jin, 1999) are portrayed in the textbook, the cultural contents are categorized into the aesthetic sense, the semantic sense, the sociological sense and the pragmatic sense (Adaskou, Britten, & fahsi, 1990). The culture portrayed in the pictures are also unpacked using visual grammar theories in several categories such as gaze, size of frame and color (Kress & van Leeuwen, 2006). The investigation found that, according to the cultural aspects analysis, the pictures are dominated by the semantic sense and the sociological sense of culture from the
students’ source culture. According to the visual grammar analysis, the pictures in the English textbook offer information in far social distance. Based on the findings it is recommended that more target culture and international culture be added in the balance
amount in order to develop students’ cultural awareness.
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRAK
The Portrayal of the Source and the Target Cultures in Pictures of an English Textbook
Pembimbing 1
Prof. Dr. Emi Emilia, M. Ed., Ph. D.1
Pembimbing 2
Nicke Yunita Moecharam, S. Pd, M. A.2
Penelitian ini mencari bagaimana budaya asal dan budaya target ditampilkan dalam sebuah buku Bahasa Inggris untuk Sekolah menengah Pertama. Penelitian ini menggunakan metode kualitatif. Data yang digunakan dalam penelitian ini terdiri atas sebelas gambar yang dikumpulkan dari sebelas bab yang terdapat di dalam buku Bahasa Inggris untuk sekolah menengah pertama berjudul Bahasa Inggris: When English Rings a bell for Grade VII yang diterbitkan oleh Kementrian Pendidikan dan Kebudayaan Indonesia. Untuk mengungkap bagaimana budaya asal dan budaya target ditampilkan di dalam buku, muatan budaya yang terdapat di dalam buku dikelompokkan kedalam the aesthetic sense, the semantic sense, the
sociological sense dan the pragmatic sense (Adaskou, Britten, & fahsi, 1990). Budaya yang
ditampilkan dalam gambar juga diteliti menggunakan teori visual grammar dalam beberapa kategori seperti gaze, size of frame and color (Kress & van Leeuwen, 2006). Penelitian menemukan bahwa menurut analisis menggunakan aspek budaya, gambar yang digunakan sebagai data didominasi oleh the semantic sense dan the sociological sense of culture dari budaya asal. Menurut teori visual grammar, gambar di dalam buku tersebut memberikan informasi dalam ifar social distance. Iberdasarkan haasil penelitian tersebut, dianjurkan untuk melibatkan lebih banyak budara target dan budaya internasional dengan jumlah yang seimbang untuk menumbuhkan kesadaran budaya yang dimiliki para siswa.
Kata kunci: budaya, the target culture, the source culture, visual grammar, gambar, buku teks
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu x
TABLE OF CONTENTS
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2.5.2 Culture of Learner’s Target Language ... Error! Bookmark not
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu x
2.5.3 Culture of Learner’s International Language .. Error! Bookmark not
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2.6 Benefits of Learning Culture ... Error! Bookmark not defined. 2.7 Visual Grammar ... Error! Bookmark not defined. 2.7.1 Relation of Image and Gaze ... Error! Bookmark not defined. 2.7.2 Size of Frame and Social distance.... Error! Bookmark not defined. 2.7.3 Color ... Error! Bookmark not defined. 2.8 Textbook Evaluation ... Error! Bookmark not defined. 2.9 Concluding Remark ... Error! Bookmark not defined.
CHAPTER III RESEARCH METHODOLOGY .. Error! Bookmark not defined.
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CHAPTER IV FINDINGS AND DISCUSSIONS .. Error! Bookmark not defined.
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu x
APPENDICES
APPENDIX I ANALYSIS OF PICTURES FROM THE TEXTBOOK APPENDIX II OFFICIAL LETTERS
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[Type text]
LIST OF TABLES
Table 2.1 The Significant of Color (Taken From de Bortolli & Maroto, 2001) ....31
Table 3.1 Textbook’s Detailed Information ...34 Table 4.1 How the Source Culture is portrayed in the Pictures ...48 Table 4.2 How the Target culture is Portrayed in the textbook ...52
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
x
LIST OF FIGURES
Figure 2.1 The Four Senses of Culture (adapted from Adaskou, Britten & fahsi, 1990) 14
Figure 2.2 The Iceberg of Culture (Taken from Ho, 2009) ... 15
Figure 2.3 Interactive Meanings in Images (Adapted from Kress & van Leeuwen, 2006) 24 Figure 2.4 An Example of a “Demand Gaze ... 25
Figure 2.5 An Example of an “Offer Gaze ... 26
Figure 2.6 Close Up Shot ... 27
Figure 2.7 Medium Close Shot ... 27
Figure 2.8 Medium Shot ... 27
Figure 2.9 Medium Long Shot ... 27
Figure 2.10 very Long Shot ... 27
Figure 2.11 Close Personal Distance ... 28
Figure 2.12 Far Personal Distance ... 28
Figure 2.13 Close Social Distance ... 29
Figure 2.14 far Social Distance... 29
Figure 4.1 Picture 1 ... 44
Figure4.2 Picture 2 ... 45
Figure 4.3 Picture 10 ... 46
Figure 4.4 Picture 4 ... 47
Figure 4.5 Picture 8 ... 55
Figure 4.6 Picture 11 ... 56
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I
INTRODUCTION
This chapter presents the introduction of the study which covers background of the study, research question, aim of the study, scope of the study, significance of the study, clarification of terms, organization of the paper and concluding remark.
1.1. Background of the Study
Textbook is a manual of instruction or a standard book in any branch of study which is commonly used by teachers as a source for teaching and learning process in classroom (Brown, 2000 & McGrath, 2002). It plays a very important role for the success of teaching and learning. In Indonesia, textbook is considered as a primary source for language learning and used by Indonesian teachers because it provides educational texts, language models, input and a large number of exercises covering all the language skills to offer the learner opportunities for language practice (Cunningsworth, 1995 & Richards, 2002). According to textbook’s various functions in language learning, some aspects should be owned by a textbook to make sure that it is appropriate for language learners. Some textbook’s aspects have been listed by Sheldon (1988) and Kitao (1997) such as availability, user definition, layout, appropriacy, authenticity, sufficiency, educational validity and information on culture.
As it is clearly mentioned by Sheldon and Kitao, culture becomes an essential aspect to be taken into consideration in choosing a textbook. In line with Sheldon and Kitao, Lund (2006, p. 45) affirms that textbook plays important roles to provide valuable inputs in exposing students to new cultural expressions and diversity of culture. Therefore, cultural aspects in English textbook can be presented in verbal and visual texts. Thus, this study is focused on analyzing the
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
visual text in pictures portrayed in English textbook for junior high school printed by Indonesia Ministry of Education and Culture. Visual grammar developed by Kress and van Leeuwen (2006) is a framework to examine the cultural aspects in the pictures. Furthermore, Stokes (2002) also explains that visual grammar analysis becomes necessary to conduct since the presence in visual elements in teaching and learning is increasing.
There are some opinions regarding the cultural proportion in textbook. Cortazzi & Jin (1999) find the benefits on English textbook which uses more source culture in English language teaching so the learners can learn language in their own social context and they are able to explain their own culture using English. In line with previous statement, McKay (2003), Brown (2000), and Cunningsworth (1995) say that the source culture should take more proportion due to the status of English as an international language. On the contrary, Byram, Esarte-Sarries, Taylor, & Allat (1991) offer the idea that foreign language learning should introduce the target culture so that the learners are able to understand and use the language in its original setting. To maintain learners’ attitudes toward both source and target language, the researcher believes that the inclusion of both cultures should be made balance. It is supported by Peterson & Coltrane (2003) and Kramsch (1993) state that the balanced proportion of source culture and target culture is important as long as both cultures do not clash.
In the meantime, there is lack of study regarding the cultural aspect in pictures portrayed in the textbook. Thus, this study attempts to fill the gap by investigating the source and the target cultures portrayed in the textbook published by Indonesia Ministry of Education and Culture entitled Bahasa Inggris: When English Rings a
Bell for Grade VII. This study investigated the source culture and the target
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
The Four Senses of Culture framework developed by Adaskou, Britten, & Fahsi (1990) and visual grammar framework by Kress & van Leeuwen (2006).
1.2Research Question
As stated in previous section, this study was conducted to find out:
1. How are the source and the target cultures portrayed in the pictures in English textbook for Junior High School entitled Bahasa Inggris: When
English Rings a Bell for Grade VII?
1.3Aim of the Study
This study is attempted to discover:
1. How the source and the target cultures are portrayed in English textbook for Junior High School entitled Bahasa Inggris: When English Rings the
Bell for Grade VII.
1.4Scope of the Study
This study focused on investigating how the source and the target cultures are portrayed in English textbook entitled Bahasa Inggris: When English Rings a Bell
for Grade VII through selected pictures in the textbook. There were eleven
pictures taken from eleven chapters in the textbook. Thus, pictures in form of charts, tables and diagrams do not comprise in this study. Texts accompanying that may explain the pictures are also attached. Selected pictures were restricted to pictures that carry cultural aspects. Cultural aspects in the pictures can be in form of the character’s clothes, arts, customs, foods, and norms. The cultural aspects
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
will be completely described in the following chapter. Furthermore, the cultural aspects can be in the domain of the source culture, the target culture, or the international culture. Hence, this study was focused on the representation of culture portrayed in pictures contained in English textbook for junior high school by using the theoretical framework of visual grammar by Kress & van Leeuwen (2006) and cultural content framework developed by Adaskou, Britten, & Fahsi (1990).
1.5Significance of the Study
This study attempts to offer theoretical, practical and professional contributions. Theoretically, this study is expected to enrich the literature on English textbook evaluation especially in the topic of representation of culture. The findings of this study can be used as one of references for the next cultural content in English textbooks research. Practically, the result of this study is expected to be a consideration in selecting English textbook for teaching and learning process related to its cultural content. Also, with this study, teachers and learners are expected to be able to select the appropriate cultural contents carried in the textbook they used. Professionally, this study signifies the cultures represented in the textbook and encourages other researchers to develop further studies regarding the topic. The findings of this study are also expected to help textbook writers to develop English materials in terms of cultural content in textbooks.
1.6Clarification of Terms
To avoid misperception about main terms that will be used in this study, the definition of the terms will be elaborated in this part.
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Textbook is a manual of instruction or a standard book in any branch of study. It is the most obvious and most common form of material support for language instruction (Brown, 2000, p. 156). Textbook in this study refers to a book entitled Bahasa Inggris: When English Rings a Bell for Grade VII published by Indonesia Ministry of Education and Culture.
b. Culture
Culture is a shared knowledge within a group of people which reflected in the four senses of culture namely the aesthetic sense, the sociological sense, the semantic sense and the pragmatic sense (Adaskou, Britten, & Fahsi, 1990; Moran, 2001, p. 4; Rajabi & Ketabi (2012, p. 705).
c. Picture
Picture is a visual aid, a means of transmitting information to inexperienced listeners and readers that could not be conveyed by words alone (Nodelman, 1988, p. 3).
d. Source Culture
Source culture refers to the learners' native culture. In this study, source culture refers to Indonesian culture (Cortazzi & Jin, 1999, p. 197).
e. Target Culture
Target culture refers to the culture of the country where English is spoken as the first language (Cortazzi & Jin, 1999, p. 197).
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Visual grammar is a study of the components of picture or drawing which includes the structure of form of space and compositional layout which determine the illustrator’s point of view (Kress & van Leeuwen, 2006, p. 3)
1.7Organization of the Paper
In this chapter, the findings of the research result is presented and discussed.
CHAPTER I: Introduction
In this chapter, the general description of the paper is elaborated. It includes background, statement of problems, purpose of the study, scope of the study, significance of the study, clarification of key terms and the organization of the paper.
CHAPTER II: Literature Review
In this chapter, the theoretical frameworks that are relevant for the study are served as the foundation to rely upon in the data analysis.
CHAPTER III: Research Methodology
This chapter discusses the method of the study. It covers the design of the research, subject of the study, data collection and analysis of data.
CHAPTER IV: Findings and Discussions
In this chapter, the findings of the research result is presented and discussed.
CHAPTER V: Conclusions and Suggestions
This is the last chapter of this paper. It contains writer’s interpretation of the study from what have gained from the research result. There is also suggestion and recommendation for the reader on next research.
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.8Concluding Remark
This chapter has elaborated the introduction of the study. It has presented background, statement of problems, purpose of the study, scope of the study, significance of the study, clarification of key terms and the organization of the paper. In next chapter, this paper will discuss the literature review of the study.
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the procedure and steps in conducting the research. Specifically, this chapter exemplifies the research design which is distributed into four sections namely research design, data collection, data analysis, and data presentation. The first section exemplifies the elaboration of the general concept related to the design of the research. The second section exemplifies the subject chosen for the research. The third section exemplifies the steps taken in order to collect the data needed for the research. The fourth section exemplifies the analysis of the data that has been collected in the previous steps. The last section exemplifies how the data are presented.
3.1Research Design
This study is considered as a descriptive qualitative design since it is conducting visual analysis using cultural content analysis framework and visual grammar framework. Qualitative research is defined as a research which includes procedural data collection resulting significantly in open-ended, non-numerical data which is primarily analyzed by non-statistical methods (Dornyei, 2007, p. 24). The qualitative approach is exploited since the study is intended at collecting, examining, analyzing, describing and categorizing data in order to discover the source culture and the target culture depicted in the pictures contained in English textbooks for junior high school. This is supported by Savenye & Robinson (1996) and Fraenkel, Wallen, & Hyun (2012, p. 426), they state that qualitative research is piloted to investigate the quality of relationships, activities, situations or materials in natural setting without intentionally manipulating the environment. Furthermore, it also fulfills the criteria as a qualitative research which endeavors to research the quality of materials by involving description and analysis rather than counting features for the reason that
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
the data of the study rely on pictures confined in the textbook (Creswell, 2009, p.173; Fraenkell, Wallen & Hyun, 2012, p.426; Wray & Bloomer, 2006).
3.2Data Collection
This study employed English textbook for junior high school entitled Bahasa
Inggris: When English Rings a Bell for Grade VII, published by Indonesia
Ministry of Education and Culture in 2014. The textbook was selected as the source of the data since it was written under the supervision and coordination of Indonesia Ministry of Education and culture. It was also claimed to comply with the requirements set by Badan Standar Nasional Pendidikan and the textbook is recommended by the government to be used in public school in Indonesia. In addition, the textbook can be easily accessed both by teachers and students since the textbook can be downloaded for free in Indonesia Ministry of Education and Culture official website and the printed textbook is nationally distributed to every student in Indonesia for free. The detailed information about the book is presented in the table below:
Table 3.3.1
Textbooks’ Detailed Information
Title Bahasa Inggris: When English Rings a Bell for Grade VII Author Yuli Rulani Khatimah
Asep Gunawan
Siti Wachidah
Publisher Pusat Perbukuan Departemen Pendidikan Nasional 2014
Pages 210
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
The data for this study were in form of pictures contained in each chapter. Pictures were purposively chosen as the data since it has high possibility in signifying cultural values and also informing the questions being investigated (Zhang & Wildemuth, 2009, p. 311). In addition, Yin (2011, p. 88) also asserts that purposive sampling method is appropriate for qualitative study due to its purpose to answer the research questions. One picture was taken from each chapter in the textbook so there were eleven pictures collected as the data. Reading texts intended to explain the pictures were also collected as the data. The pictures selected were pictures which represents the title of the chapter. Pictures in form of graph, table, and chart were not selected as the data.
There were eleven chapters in the English textbook used for this study. Chapter one entitled “How Are You?” explains about greeting, thanking, taking leave and apologizing.
Chapter two entitled “It‟s me” teaches students how to introduce themselves and how to introduce others. Since this chapter covers linguistic skill and social skill, the pragmatic sense occurs as a dominant sense. According to Adaskou, Britten, & Fahsi (1990, p. 4), the ability to conduct a successful communication, to adjust to politeness norms and to communicate socially are included to pragmatic sense or sociolinguistics sense.
Chapter three entitled “It‟s My Birthday” consists of lessons about names of the days, names of the months, names of the dates, names of the years and time. Chapter four entitled “I love People around me” consists of lessons about personal
identity, family member‟s identity and other‟s identity. Chapter five entitled
“How Many Pets Do You Have?” assists students to count things and animals
around them and also to identify public places around them. Chapter three, chapter four and chapter five reflect the sociological sense of culture in which the organization and nature of a family, work, work, leisure and customs (Adaskou, Britten, & Fahsi, 1990, p. 3).
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Chapter six entitled “Let‟s listen to the Songs” is aimed at engaging students to identify the meaning of the song, the rhyme in the song and name singular and plural nouns. This chapter covers the aesthetic sense of culture since it deals with culture in form of music (Adaskou, Britten, & Fahsi, 1990, p. 3). Chapter seven entitled “I Love Things around Me” helps students to name things in the classroom, things in the bag, things in the house, and animals in my school and in my home.
Chapter eight entitled “She‟s so Nice” helps students to describe people and
animals. Chapter nine entitled “My Grandfather is a Doctor” consists of lessons about what people do, where they do the activity, what animals do and what things are for. Chapter ten entitled “Attention, please!” makes students learn how to create instructions, short notices, and warning or cautions. The last chapter is
chapter eleven entitled “I am Proud of My Teacher” where students are going to learn about how to describe students‟ idol teacher, cute pet, and lovely house. The
last four chapter of the textbook are presenting culture in the sociological sense because of interpersonal relations, naming, home life and nature of family (Adaskou, Britten, & Fahsi, 1990, p. 3).
There were eleven pictures taken from eleven chapters. The picture that likely contains cultural values and the most signifying the chapter title was taken for analysis needs.
3.3Data Analysis
The data analysis in this study was divided into two core steps. The first step employed cultural framework developed by Adaskou, Britten & Fahsi (1999) in order to reveal how the source culture and the target culture are addressed in the textbook. The framework entitled the four senses of culture which distributes culture into the aesthetic senses, the sociological sense, the semantic sense and the pragmatic sense. The aesthetic sense of culture refers to the big “C” of culture covering pragmatic culture in form of art, literature, and media. The sociological
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
appropriateness codes held by certain community. The semantic senses covering culture related to the conceptual system exemplified in the language such as cultural terms referring to foods, clothes, institutions, time, and space relations. The pragmatic sense refers to pragmatic aspects accommodating effective and successful communication in social context.
Then, it employs cultural framework by Cortazzi & Jin (1999) to reveal the cultures exemplified in the textbook. The pictures taken were categorized into three categories of culture specifically the source culture, the target culture and the international culture. Source culture refers to Indonesian culture since the study was conducted to analyze English textbook used by Indonesian students. The target culture refers to British, American, Canadian, Australian, and New Zealand cultures that belong to the inner circle countries where English is their native language (Kachru, 1992) while the international culture refers to cultures owned by countries that does not belong to source culture country and target culture countries.
Next, visual grammar framework developed by Kress & van Leeuwen (2006) is utilized to discover the depiction of the source culture and the target culture in the selected pictures. Data in form of pictures were chosen due to its presence in English textbook which represents culture to language learners. In addition, Kress and Van Leeuwen (2006) affirm that “… image, color, music, typography
and other visual modes are similar to language and they can simultaneously fulfill and realize the three broad communicative metafunctions as language does”. In this step, pictures‟ elements such as the presence of gaze, social
distance, and color are carefully evaluated.
After analyzing the data using cultural framework and visual grammar framework, the findings of the analysis were presented in form of description and elaboration. In conducting the research, the steps taken can be divided into several steps as follow:
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
1. Choosing English textbooks for junior high school grade VII as the subject of this study.
2. Selecting pictures that may carry cultural contents from each chapter in the textbook. Eleven pictures were selected as the data for this study. 3. Examining the data using the four senses of culture which covers the
aesthetic sense, the sociological sense, the semantic sense or the pragmatic sense in the pictures.
4. Determining the scope of cultural aspects that belongs to the source culture, the target culture and the international culture.
5. Analyzing the pictures using culture theories and visual grammar framework. The presence of gaze, size of frame and social distance, and color in the picture were carefully examined.
6. Constructing conclusion and suggestion for further research.
3.4Data Presentation
In this section, the collected data were analyzed and interpreted using the four senses of culture framework established by Adaskou, Britten and Fahsi (1990) supported by the world Englishes model invented by Cortazzi & Jin (1999) and visual grammar theories designed by Kress and van Leeuwen (2006). The example of data analysis and interpretation is served in the following table:
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Picture 1
((Taken from When English Rings a Bell, p. 4)
Picture Description The first picture was taken from the first chapter in English textbook entitled When English
Rings a Bell. It shows a junior high school girl greets
her teacher. The conversation may take place in front of the school since there is a fence between the student and the teacher. The girl is wearing a distinctive Indonesian junior high school uniform which is white shirt, blue tie, blue skirt, and yellow
“OSIS” badge. The teacher is wearing a dark brown
blazer matched with her dark brown skirt.
The four Senses of Culture
- The Aesthetic sense - The Sociological
Sense
The picture represents Indonesian local culture in form of sociological sense (Adaskou, Britten, & Fahsi, 1990). It is categorized into sociological sense because it is a common culture in Indonesia and in other cultures where younger
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu - The Pragmatic sense
- The Semantic Sense
person initiated to greet older person, in this case the student greets her teacher as a form of respect. The sociological sense also exemplified by the setting in which the conversation takes place.
In this picture, the semantic sense of culture
also represented by the student‟s uniform and the teacher‟s clothes (Adaskou, Britten, & Fahsi, 1990).
The uniform worn by the student is a typical of Indonesian junior high school uniform consists of white shirt, blue tie, blue skirt for girls or blue short
for boys and a yellow “OSIS” badge. The teacher‟s
clothes also represent the semantic sense of Indonesian culture. It can be sorted to that category since Indonesian teachers are usually wear two pieces clothes consist of blazer and skirt in neutral color such as brown, khaki, or green.
The clothes worn by the participants are categorized into the target culture because the clothes are in form of shirt, tie, and skirt. those
clothing are not considered into the students‟ source
culture although those are usually worn by Indonesian. It is well known that Indonesian traditional clothing are kebaya and kain batik.
Cultural Aspects - The Source culture - The Target Culture - The International
Culture
- The Culture free
Visual Grammar - Mood (gaze) - Size of Frame and
Social Distance - Color
- Gaze
The picture is complemented by greeting expressions in speech balloons by both participants. The depicted participants do not look at the viewer so, no contact is made. The absence of gaze in the picture indicates that the participants do not
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
the viewer. Regarding to the absence of gaze, Kress and van Leeuwen (2006: 119) explain that,
“Other pictures address us indirectly. Here the
viewer is not object, but subject of the look, and the represented participant is the object of the viewer‟s
dispassionate scrutiny. No contact is made. The viewer‟s
role is that of an invisible onlooker. All images which do not contain human or quasi-human participants
looking directly at the viewer are of this kind.” - Size of frame and Social Distance
This picture has medium long shot frame since the teacher presented in a full figure and the student placed in the half height of the frame. It is in line with Kress & van Leeuwen (2006, p. 124) conveying that the medium long shot presents the participants in full figure or placed in the half height of the frame. In terms of distance, the participants are positioned not too far from each other but they cannot reach each other. In relation to this reason, the distance between the participants is far personal distance.
Far personal distance is defined by Kress and van Leeuwen (2006, p. 124) as the distance extending from a point in which a person is outside the easy touching distance or where the participant can touch another participant if they both spread their arms. The picture also categorized into far personal distance due to the relationship between the
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
participants as a student and a teacher in which the student should respect the teacher.
- Color
The use of color in visual analysis is important to examine since particular color may represents particular things or culture. This statement also supported by Nodelman in a book entitled
Words about Picture which is affirms that “…color in visual art speaks not only conventional meanings but also the unconscious thought of language and culture” (1998, p. 59). Both ideas are realized by the
depiction of certain culture in this picture through
the student‟s uniform and the teacher‟s clothes.
The girl in this picture is wearing a typical Indonesian junior high school uniform. Colors in school uniform signify certain rank in Indonesia. It is well- known that white and blue are the colors of junior high school uniform. In Indonesia, white symbolizes purity, simplicity and modesty while blue indicates dynamic, peace, creativity and communication. Meanwhile, the teacher is wearing a brown tailored blazer and skirt which represents the earth, modesty, and patience (de Bortoli & Maroto, 2001).
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.5Concluding Remark
The elaborations of the procedure and steps in conducting the study have been presented in this chapter. The next chapter will present the findings and the related discussions regarding the study.
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V
CONCLUSIONS AND SUGGESTIONS
Chapter IV presents the analysis and discussions of the source culture and the target culture in pictures contained in English textbook for junior high school. This chapter will present conclusions and suggestions drawn from the preceding chapter. The conclusions are derived from the findings on the data analysis. Whereas, the suggestions are drawn to offer some inputs for the readers in conducting further studies in this field.
5.1Conclusions
As stated in Chapter I, the study has one purpose to achieve. It is aimed at investigating the cultural aspects from the source culture and the target culture in pictures contained in English textbook for junior high school. After foregrounding cultural framework developed by Adaskou, Britten, & Fahsi (1990) and visual grammar framework proposed by Kress & van Leeuwen (2006) to analyze the data, some conclusion can be drawn.
First, according to the cultural aspects analysis, the pictures contained in English textbook for junior high school are dominated by the semantic sense and the sociological sense of culture from the students’ source culture. It means that the pictures provide abundant amount of Indonesian culture as the learning materials. It can be seen from number of pictures depicting a student in a typical Indonesian junior high school uniform. It is in line with Cortazzi & Jin’s (1999) statement which says that the use of the source culture in foreign language learning helps the students’ to learn language in their own social context.
The students’ source culture in form of sociological sense is depicted in various aspects such as the nature of family, home life, and work and leisure. The representation of the sociological sense can be found in pictures 2, 4 and 9. Hence, the aesthetic sense cannot be found in the pictures. In contrast, the students’ target
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
language culture represented in the pictures is disseminated. It only occurs in the semantic sense of culture which is depicted by types of clothes worn by the represented participants such as blazer and shirt and the pragmatic sense in which the speech portrayed in the picture used English.
Second, based on the visual grammar analysis, the pictures contained in English textbook for junior high school are analyzed using several aspects namely gaze, size of frame and social distance, and color. In relation to gaze, the pictures are mainly functioned to offer information to the students. It is supported by the absence of direct eye- contact between the represented participants and the viewers (Kress & van Leeuwen, 2006, p. 119). Concerning the size of frame and social distance, the pictures are displayed in medium long shot. In visual grammar, medium long shot means that the represented participants characterize a social relationship. The social relationship portrayed in the pictures is considered relevant with Indonesian student- teacher relationship in which teacher is a respected figure. Regarding to the choice of color used in the pictures, white, blue, brown and green are predominating. Those colors represent purity, dynamic mind, strength and freshness (de Bortoli & Maroto, 2001, p. 16 & Nodelman, 1998, p. 63).
5.2Suggestions
Based on the findings, discussions, and the conclusions of this study, the researcher draws some suggestions for textbook developers, teachers and following researchers. First, it is suggested that the textbook developers should include the balance amount of the students’ source culture, the students’ target culture and also the students’ international culture. The cultural aspects represented in the pictures should vary from the local culture up to the international culture in order to develop students’ cultural awareness. The pictures used for learning materials should provide a clear difference between the source culture and another culture to reduce cultural confusion.
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Second, it is suggested that foreign language teachers should be more aware in presenting pictures as teaching material since junior high school students are very curious about things and phenomena around them. In addition, the presentation of culture by the textbooks and the teachers can affect students’ view toward culture. Teachers should be more creative in delivering the cultural values during the foreign language learning. The use of various pictures from various sources can be a great help in foreign language learning.
Lastly, the finding of the current study is expected to provide more support for further research regarding cultural aspects analysis. However, the study has a limitation as well. The pictures were analyzed by the four senses of culture and visual grammar framework. For further research, it is suggested to analyze the picture contained in English textbook using different tools of analysis for different levels of textbook.
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu BIBLIOGRAPHY
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Annisa Marcella , 2015
THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
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THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
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Annisa Marcella , 2015
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THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
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http://iteslj.org/Articles/Kitao-Materials.html
Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press.
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Mahmood, K. (2010). Textbook Evalaluation in Pakistan: Issue of Conformity to the National Curriculum Guidelines. Bulletin of Education and Research, Vol. 32, No. 1, June, 15-36.
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McGrath, I. (2002). Materials evaluation and design for language teaching Edinburg: Edinburg University Press.
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http://rel.sagepub.com/content/34/1/31
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http://ojs.academypublisher.com/index.php/jltr/article/view/jltr030611281 134/5736
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THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
O’Neill, R. (1982). Why Use Textbooks?. ELT Journal Volume 36/2 January,
104-111. Retrieved on 15 September 2014 from
http://textbookuse.pbworks.com/f/Why+use+textbooks.pdf
Rajabi, S. & Ketabi, S. (2012). Aspects of Cultural Elements in Prominent English Textbooks for EFL Setting. Theory and Practice in Language Studies Volume 2/4 April, 705-712.
Richards, J. C. (2002). Role of Textbook. Retrieved from Professor Jack C. Richards: http://www.professorjackrichards.com/wp-content/uploads/role-of-textbooks.pdf
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