English teachers School policy makers

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D. Research Objectives

By revisiting the research questions and reviewing the previous relevant studies on the similar cultural content analysis in some countries, this current research is aimed at achieving these objectives. 1 to describe the types of cultural information presented in the textbooks 2 to describe the types of culture in the textbooks source culture, target culture, international target culture, culture free 3 to describe the senses of culture in the textbooks 4 to describe the elements of culture included in the textbooks 5 to analyze the implication of in-use English textbooks‘ cultural presentation towards the intercultural competence of the MTsN learners.

E. Significance of the Research

Although culture is an essential element that is inseparable from English teaching and learning, many English textbooks seem to present the English without explicit exposure to the culture. Thus, language is usually presented as a discrete component, while culture is another point of learning. As textbooks are mainly the cultural agent, good English textbooks should provide rich cultural information so that the learners gain enough intercultural knowledge. Surely, a careful textbook selection should be taken, and this study result can be an advantage for reference. Therefore, this current research is expected to give significant contributions for these particular parties.

1. English teachers

In this research context, English teachers play the most important role related to the English textbooks as they are the ones who use textbooks for their students, the ones who present the materials on the textbooks, and the ones who adopt adapt the cultural content. The findings of this research could provide the English teachers with the comprehensive data about the cultural load in their in-use English textbooks which later could assist them to better select English textbooks, or better adapt the current textbooks so that it can raise the students‘ cultural awareness. In the future, it is hoped that English teachers conduct a content analysis 28 prior to the selection of English textbooks for their schools, using the textbook evaluation checklist this research suggests. More importantly, this research is aimed at raising the English teachers‘ awareness and sensitivity towards the culture represented in their English textbooks so that these teachers could be the agent of intercultural competence teaching for their students.

2. School policy makers

School policy makers principle or vice principle of curriculum affairs are the ones who will finalize the teachers‘ suggestion on requested needed English textbooks. This research finding suggests that some English textbooks provide more various cultural information compared to others. It is hoped that the school headmasters will be more careful and look more comprehensively towards some English textbooks offered by local international publishers by considering this cultural appropriateness to the MTs students. 3. Publishers The issue of cultural content carried out in this research challenge the publishers as the material developer either government publishers or commercial publishers to better develop the English textbooks that used specifically for Islamic school students. A balance representation between source culture, target culture, and international culture, particularly those who contain good values relevant to Islam cultures and values need to be actualized in the form of qualified English textbooks which meet the standard of BSNP and also the MTs students‘ need. 4. Future studies This research takes a small scale of research area DKI Jakarta by picking up MTs level only. Further studies can be conducted in a larger scale Indonesia with various level of schools, such as MI Madrasah Ibtidaiyah Islamic primary schools or MA Madrasah Aliyah Islamic senior high schools. It would be beneficial if the similar study is conducted by analyzing cultural content in all titles of English textbooks used in all MTs in Indonesia, as it could be a productive input for BSNP, MoRA Ministry of Religious Affairs, and MoNE Ministry of National Education to reconstruct additional standard for textbook evaluation by adding cultural content consideration as well as to 29 develop a more suitable and culturally appropriate English textbooks for Islamic schools in Indonesia. Further studies can be undergone within these topics: 1 Cultural presentation of English textbooks and students‘ attitudes 2 Cultural presentation of English textbooks and teachers‘ response in adapting to MTs students 3 Cultural presentation of English textbooks written by Indonesian authors and native English authors: a comparative study. The scheme of the research is presented on page 11. Additionally, the following chapter discusses the theoretical frameworks related to culture, EFL teaching, and intercultural competence which further developed into research instruments. i Figure 1.1 Scheme of the Research 132

CHAPTER II LITERATURE REVIEW