When English Rings a Bell for SMPMTs Kelas VIII

used 44 textbooks used in Senior High School in Indonesia from the first grade to the third grade, while the category of ethnicity was divided into Javanese, those of other islands in Indonesia non-Java, and those outside Indonesia international, identified with the indicators of ethnic markers. The findings of this research showed the domination of Javanese culture over the non-Javanese ones with significantly large gap. Meanwhile, there is not much difference between the Javanese and international representation. Lie 2000: 95 later concluded that “students from non-Java ethnic groups might feel alienated by textbooks that seem foreign, irrelevant, and unfamiliar.” The later research analyzed the English users in both reading and speaking texts in two Curriculum 2013 English textbooks released in Indonesia, Pathway to English and Bright. These English users are divided into English users from Indonesia, Inner Circle Countries, Outer Circle Countries, and Expanding Circle Countries other than Indonesia, with Indonesian English users were analyzed further to their ethnic groups. The identification of English users is indicated by ethnic markers especially from names of the characters depicted in the textbooks. The findings of this research regarding the ethnicity of Indonesian English users in the textbooks showed that there are 9 of Javanese characters found as the most common characters whose ethnicity are known. In second place, there is Balinese with the percentage of 5. Meanwhile other ethnic groups including Lampungnese, Cirebonese, BandungSundanese, Jakartanese, Kupangnese, South SumatraPalembangnese, are each around 2-3. The rest 71 are identified as Unknown. It is interesting that the findings of both research showed that the ethnic Javanese to be the most commonly found ethnic groups in English textbooks. On the other hand, there is significant difference between the findings of the two researches regarding the gap in number between the ethnic Javanese and other ethnic groups in Indonesia: while the first research showed a significantly large gap with the non-Javanese ethnic groups are around 13 of the percentage of the ethnic Javanese, the second research showed that, in accumulation, non-Javanese ethnic groups are around twice of the ethnic Javanese. It is still notable, though, that in the second research the gap between the ethnic Javanese in the first place and the Balinese in the second place, is quite significant with the percentage of the Javanese to be almost twice the percentage of the Balinese. Referring to both these research findings, this research will try to examine further the representation of ethnicity in English textbooks with additional analysis of systemic functional linguistics in order to find out more thoroughly the depiction of ethnic groups in English textbooks.

G. Conceptual Framework

In this research, the researcher infers the representation of multi- ethnicity in the textbook When English Rings A Bell for SMPMTs Kelas VIII from the semantic and grammatical realization of its spoken texts using the interpersonal metafunction analysis Halliday, 1994. Interpersonal metafunction deals with the language as interaction which constitutes interactive and personal communication. In its semantic perspective, the interpersonal metafunction classifies the spoken language into several speech functions, for which in its grammatical representation, the realization of the speech functions encompasses the mood system. Speech functions are derived from the relationship between speech roles of either giving or demanding and the commodity being exchanged of either information or goods--services. Giving information makes up the speech function of a statement, while giving goods--services constitute the speech function of an offer. Similarly, demanding information comprises the question, while demanding goods--services constitute a command. Each of the four speech functions in the form of initiation may be responded in two manners, either expected or discretionary. Table 8 shows each corresponding response and its example. Table 8: Speech Functions and Their Responses Speech Functions Initiation Response Expected Discretionary Question Answer Disclaimer When will she go there? Tomorrow. I’m not sure Statement She will go there tomorrow. Offer Acknowledgement Contradiction Shall I come to dinner tonight? Yeah. No. Command Come here for dinner tonight Speech functions are realized by certain grammatical construction involving the system of mood. The mood system is the primary system in the interpersonal metafunction consisting of the structural realization of Mood and Residue. The Mood is the nub of an argument, carrying the argument forward Matthiessen et al., 2010. It consists of Subject and Finite. Meanwhile Residue is