CULTURAL CONTENT ANALYSIS OF TWO ENGLISH TEXTBOOKS FOR SENIOR HIGH SCHOOL.
Riska Purnawati Salam,2013
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CULTURAL CONTENT ANALYSIS OF TWO ENGLISH TEXTBOOKS FOR SENIOR HIGH SCHOOL
A Research Paper
Submitted to the English Education Department of Indonesia University of Education as a Partial Requirement to Achieve Sarjana Pendidikan Degree
Riska Purnawati Salam 0907219
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION
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Cultural Content Analysis of Two
English Textbooks for Senior High
School
Oleh
Riska Purnawati Salam
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Riska Purnawati 2013 Universitas Pendidikan Indonesia
Oktober 2013
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
CULTURAL CONTENT ANALYSIS OF TWO ENGLISH TEXTBOOKS FOR SENIOR HIGH SCHOOL
Written by: Riska Purnawati Salam
0907219
Approved by:
Main Supervisor, Co-supervisor,
Pupung Purnawarman, M.S.Ed., Ph.D. Rojab Siti Rodliyah, S.Pd., M.Ed. NIP. 19681013198031001 NIP. 197308062002122001
Head of English Education Department Faculty of Language and Arts Education
Indonesia University of Education
Prof. Dr. H. Didi Suherdi, M.Ed. NIP. 196211011987121001
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CULTURAL CONTENT ANALYSIS OF TWO ENGLISH TEXTBOOKS FOR SENIOR HIGH SCHOOL
ABSTRACT
Language and culture are said to become indivisible as language signifies its cultural context in which it is used. In foreign language learning, the cultural aspects of language can be conveyed through the language materials, including textbook. Therefore, this study attempts to analyze the representation of culture in two English textbooks for senior high school in Indonesia: Developing English Competencies and Interlanguage. The reading passages from the two textbooks were analyzed in order to see what types of culture are presented in the textbooks and how the cultural content is represented. The cultural content was described qualitatively by employing the framework theory of culture in four senses adapted from Adaskou, Britten, & Fahsi (1990) and the theory of types of culture proposed by Cortazzi & Jin (1999). The findings reveal that the three types of culture (source culture, target culture, and international target culture) are all presented with the target culture as the prominent type of culture in the textbooks, and its representation in four senses of culture, as well as the other two types of culture varied from literature to gesture. Nevertheless, the cultural content represented in the two textbooks is not thoroughly explored. Even so, the textbooks are relatively suitable to introduce the target culture as well as other cultures to the learner without neglecting the learner’s source culture.
Keywords: cultural content, culture analysis, English textbook evaluation
Bahasa dan budaya sejatinya tidak dapat dipisahkan karena bahasa menandakan konteks budaya di mana ia digunakan. Dalam pembelajaran bahasa asing, aspek budaya dapat disampaikan melalui materi pembelajaran, termasuk buku pelajaran. Penelitian ini bertujuan untuk menganalisis representasi budaya dalam dua buku pelajaran Bahasa Inggris untuk SMA di Indonesia, yaitu buku teks Developing English Competencies dan Interlanguage. Bahan bacaan dari dua buku tersebut dianalisis untuk mengetahui budaya mana yang lebih ditonjolkan dan seperti apa representasi dari budaya yang ditampilkan dalam kedua buku tersebut. Penelitian ini menggunakan pendekatan kualitatif dengan mengaplikasikan kerangka teori pemahaman budaya yang diadaptasi dari Adaskou, Britten, & Fahsi (1990) dan teori mengenai tipe budaya yang diadaptasi dari Cortazzi & Jin (1999). Hasil dari penelitian ini menunjukkan bahwa di dalam kedua buku tersebut seluruh tipe budaya (budaya sumber, budaya target, dan budaya target internasional) ditampilkan dan
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budaya yang paling menonojol adalah budaya target. Representasi budaya yang ditampilkan dalam dua buku teks tersebut sangat bervariasi mulai dari karya sastra hingga bahasa tubuh. Namun demikian, kandungan isi budaya dalam dua buku teks tersebut tidak dieksplorasi secara mendalam. Meski begitu, dua buku pelajaran Bahasa Inggris tersebut dapat dikatakan sesuai bagi para siswa jika digunakan untuk memperkenalkan budaya negara lain tanpa harus mengabaikan budaya sumber siswa.
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TABLE OF CONTENTS
PAGE OF APPROVAL ... i
DECLARATION ... ii
PREFACE ... iii
ACKNOWLEDGEMENTS ... iv
ABSTRACT ... v
TABLE OF CONTENTS ... vii
LIST OF TABLES ... ix
LIST OF FIGURES ...x
LIST OF APPENDICES ... xi
CHAPTER I: INTRODUCTION ...1
1.1. Background of the study ... 1
1.2. Research Questions ... 3
1.3. Purpose of the Study ... 3
1.4. Scope of the Study ... 3
1.5. Significance of the Study ... 3
1.6. Research Methodology... 4
1.6.1. Research Design ... 4
1.6.2. Data Collection... 4
1.6.3. Data Analysis ... 4
1.7. Clarification of Terms ... 5
1.8. Organization of the Paper ... 6
CHAPTER II: LITERATURE REVIEW ...7
2.1. Definition of Culture ... 7
2.2. Types of Culture ... 9
2.3. Cultural Framework in Language Teacing: Culture in Four Senses ... 10
2.3.1. Indonesian Culture in Four Senses ... 12
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2.4. The Use of Textbook in Indonesia ... 17
2.5. Cultural Content in Textbook ... 20
2.6. The Role of Textbook in Foreign Language Teaching ... 23
2.7. English Textbook Evaluation ... 25
2.8. Cultural Presentation and Representation in Textbook ... 28
2.9. Relevant Research on Cultural Content in English Textbook ... 30
CHAPTER III: RESEARCH METHODOLOGY ...32
3.1. Research Design ... 32
3.2. Data Collection... 33
3.3. Selection of the Text ... 34
3.4. Data Analysis ... 36
3.5. Data Presentation ... 37
CHAPTER IV: FINDINGS AND DISCUSSION ...39
4.1. Types of Culture Prominently Presented in the Textbooks ... 39
4.2. How the Cultural Content Is Represented in Four Senses of Culture ... 44
4.2.1. The Representation of Source Culture ... 46
4.2.2. The Representation of Target Culture ... 47
4.2.3. The Representation of International Target Culture ... 50
CHAPTER V: CONCLUSION AND RECOMMENDATION ...52
5.1. Conclusion ... 52
5.2. Recommendation... 53
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LIST OF TABLES
Table 3.1 Detailed Information about the Textbooks ...33 Table 3.2 The Distribution of the Reading Passages in Textbook ...35 Table 4.1 Foreign Countries Integrated in the Reading Passages ...42
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LIST OF FIGURES
Figure 2.1 Cultural Mirror in Textbook ...9 Figure 2.2 Four Senses of Culture ...12
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LIST OF APPENDICES
Appendix A: Data Interpretation
Appendix B: The Examples of Reading Passages from the Textbooks Appendix C: Table C1 Types of Cultural Content in Developing English
Competencies Textbook
Table C2 Types of Cultural Content in Interlanguage Textbook Appendix D: Table D1 Source Culture in Four Senses (Developing English
Competencies Textbook)
Table D2 Source Culture in Four Senses (Interlanguage Textbook) Table D3 Target Culture in Four Senses (Developing English Competencies Textbook)
Table D4 Target Culture in Four Senses (Interlanguage Textbook) Table D5 International Target Culture in Four Senses (Developing English Competencies Textbook)
Table D6 International Target Culture in Four Senses (Interlanguage Textbook)
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CHAPTER I INTRODUCTION
This chapter presents an overview of this study. It consists of eight sections which are: background of the study, research question, purpose of the study, scope of the study, significance of the study, research methodology, clarification of terms, and organization of the paper.
1.1 Background of the study
Culture has an important role in foreign language teaching. Linguists and anthropologists have long recognized that cultural values of a society can be reflected in its language (Peterson & Coltrane, 2003). This has made language and culture to become indivisible, since language and culture cannot be separated without losing the importance of either language or culture (Brown, 2000, p. 177). Thus, as the language signifies the cultural context in which it is used, it is inevitable to learn the culture underlying the language being learned (Kilickaya, 2004). The existing curriculum in Indonesia, Kurikulum Tingkat Satuan Pendidikan 2006 (School-based curriculum), also ascertains the importance of culture in language learning as it is stated in Content Standard of National Education Standard that one of the objectives of learning English is for the students to gain more understanding of the interrelation between language and culture (Badan Standar Nasional Pendidikan, 2006, p. 124).
Furthermore, speaking in a foreign language without understanding its culture could cause the appropriateness of cultural norms to be violated and it will lead to sociopragmatic or communication failure and also stereotyping (Thomas, 1983 cited in Hinkel, 1999). Thus, cultural learning is considered as an important element in language teaching (Hadley, 2001, p. 345). In the process of foreign language teaching, culture can be conveyed or communicated through the teaching material, including textbooks (McGrath, 2002). In this case, textbook also becomes an essential part in English language teaching (Hutchinson &
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Torres, 1994, p. 317) as it could be the resource of cultural content. The cultural
content mirrored in the textbook could cover the learner’s own culture, the culture
of the language being learned, and the variety of culture around the world (Cortazzi & Jin, 1999, pp. 204-205). More importantly, Cortazzi & Jin (1999) also argued that it is essential to include the variation of cultural content in the textbook in order for the students not to see only a monolithic culture (p.204).
There are substantial amount of researches related to the analysis of cultural content in English textbook. For instance, in China, Juan (2010) analyzed the cultural content in a college EFL textbook of non-English major. The study revealed that the cultural content in the selected textbook had not been given specific attention and the textbook mostly involved the target language culture in the text (Juan, 2010). On the other hand, unbalanced proportion of cultural content was found in Indonesian ELT textbook in which the source culture holds the main cultural focus of the textbooks (Noerkhasanah, 2011). In addition, Clarke and Clarke (1990) reported that cultural content in British EFL materials are often presented with stereotypes and bias in terms of gender, race, class, and religion (cited in Reimann, 2009).
The foregoing studies have shown that the cultural content is provided in ELT textbooks. However, the cultural content in textbooks is often lack of appropriate presentation and representation. Therefore, this study attempts to see how the source culture, in this case Indonesian culture, and the target culture, as well as the international target culture in two selected English textbooks are represented through the framework of culture in four senses. The textbooks are two local English textbooks used for senior high school in Indonesia: Developing English Competencies for Grade X and Interlanguage for Grade X. The textbooks were claimed to comply with the requirement set by Badan Standar Nasional Pendidikan (National Education Standardization Board). The copyright of the books is owned by the Ministry of Education and Culture and the books have been officially approved for nationwide usage. The digital version of the books is also available on the Ministry's website and it can be downloaded for free. The books
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were selected as the government recommends the textbooks to be used in Indonesian public schools (Pusat Kurikulum dan Perbukuan, 2006).
1.2 Research Questions
This study sought to find the answer to the following questions:
1. What type(s) of cultural content (whether it is source culture, target culture, or international target culture) is prominently presented in the textbooks?
2. How is the cultural content in the textbooks represented in four senses of culture?
1.3 Purpose of the Study
The purpose of this study is to investigate the cultural content represented in two selected English textbooks provided by the Ministry of Education and Culture in terms of the type of cultural content presented and how it is represented in four senses of culture. Further recommendation based on the study in regard to cultural content in textbook is given.
1.4 Scope of the Study
This study is included into the subject of textbook evaluation. In order to make the discussion more specific, the scope of the study is limited to the analysis of cultural content described in the reading passages provided in the textbooks. The analysis of culture in this study is based on the types of culture in language materials by Cortazzi & Jin (1999) and four senses of culture suggested by Adaskou, Britten, and Fahsi (1990).
1.5 Significance of the Study
The result of this study is expected to make a useful contribution to the field of English Language Teaching in terms of how to provide the appropriate representation of culture in textbooks for EFL. The finding is expected to provide recommendation for the textbook author or material developer to reconsider the
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cultural content integrated into the learning material in English textbooks. Moreover, the result of this study hopefully could offer suggestions for English language teachers in selecting the textbook to be used in classroom.
1.6 Research Methodology 1.6.1 Research Design
Qualitative research is employed as the approach to this study. Qualitative
research is defined as the type of research study that “investigates the quality of
relationships, activities, situations, or materials” (Fraenkel, Wallen, & Hyun, 2012, p. 426). In addition, this study is descriptive in nature as it is thoroughly describing a specific matter (Fraenkel, Wallen, & Hyun, 2012, p. 15). The data are analyzed by using the concept of four senses of culture adapted from Adaskou, Britten, and Fahsi (1990), and the types of culture in language materials proposed by Cortazzi & Jin (1999).
1.6.2 Data Collection
The data were collected from two English textbooks for Senior High School grade X. The first one was Developing English Competencies and the second one was Interlanguage. Both were published by Pusat Perbukuan Departemen Pendidikan Nasional. The data collected are in the form of the reading passages in each textbook. The textbooks were selected as the source of the data because the textbooks were claimed to comply with the requirement set by Badan Standar Nasional Pendidikan (National Standardization Board) and the source of the data is not difficult to find since the digital version of the books can be downloaded for free on the Ministry's website.
1.6.3 Data Analysis
The data analysis consists of three stages. First, to establish the presence of the cultural content, the data from the textbooks were divided into source culture, target culture, and international target culture. Second, the representation of source culture, target culture, and international target culture was analyzed using
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the concept of four senses of culture proposed by Adaskou, Britten, and Fahsi (1990). Third, interpretations were built to measure how the cultural content is represented in the reading passages of the two textbooks.
1.7 Clarification of Terms
In order to avoid misinterpretation related to the basic concept in this study, in the following is the explanation of the specific terms used.
Cultural Content
Cultural content refers to the cultural information represented in the teaching material, including the textbook.
Textbook
Textbook is an organized and pre-packaged set of teaching/learning materials (Hutchinson & Torres, 1994).
Textbook Analysis
According to McGrath, the analysis of textbook is a process to examine a textbook that involves a description process in order to understand what assumptions and beliefs lie beneath the surface (McGrath, 2002).
Textbook Evaluation
Textbook evaluation is a process to discover particular aspects provided in textbook and to put value on it (McGrath, 2002).
Source Culture
Source culture in this sense is the learners' native culture (Cortazzi & Jin, 1999). It means that the source culture here refers to Indonesian culture.
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The target language here is English language, thus the target culture is the culture of the country where English is spoken as the first language (Cortazzi & Jin, 1999). The target country refers to the countries that belong to Kachru’s inner circle which are Australia, Canada, New Zealand, United Kingdom, and United States of America (Kachru, 1985 cited in Kachru & Smith, 2008, p.4).
International Target Culture
International target culture is the variety of culture in the world, where the target language is spoken as the second language or as an international language (Cortazzi & Jin, 1999). It means that the international target culture refers to the culture that does not belong to the source culture or target culture.
Four Senses of Culture
Four sense of culture in this study refers to the theory of culture suggested by Adaskou, Britten, & Fahsi who said that the concept of culture can be divided into four 'meaning' of culture: the aesthetic sense, sociological sense, semantic sense, and pragmatic (sociolinguistic) sense (Adaskou, Britten, & Fahsi, 1990).
1.8 Organization of the Paper
The organization of the paper consists of five chapters as in the following. Chapter 1: Introduction. This chapter points out the background of the study, research question, aims of the study, scope of the study, significance of the study, research methodology, clarification of terms , and organization of the paper. Chapter 2: Literature Review. This chapter provides the theories related the topic of this study. It covers: the definition of culture; types of culture; cultural framework in language teaching: culture in four senses; the use of textbook in Indonesia; cultural content in textbook; the role of textbook in foreign language teaching; English textbook evaluation; cultural presentation and representation in English textbook; and relevant research on cultural content in English textbook.
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methodology will be elucidated.
Chapter 4: Findings and Discussion. This chapter presents the result of the study and the analysis of the findings.
Chapter 5: Conclusion and Recommendation. This chapter presents the conclusion based on the study conducted and points out some suggestions or recommendations.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the procedure in conducting this study. It encompasses the detailed explanation of the research methodology which is organized into five sections: (i) research design (ii) data collection (iii) selection of the text (iv) data analysis (v) data presentation. Section one presents the elaboration of the general concept related to the design of the research. Section two which is data collection, covers the steps taken in order to collect the data needed for this study. Since the data are in the form of reading passages, thus section three covers the selection of the text. The elaboration of how the data is analyzed to result in the findings is covered in section four which is data analysis. Lastly, the presentation of the data is covered in section five of data presentation.
3.1 Research Design
Qualitative research is employed as the approach to this study. Qualitative
research is defined as the type of research study that “investigates the quality of
relationships, activities, situations, or materials” (Fraenkel, Wallen, & Hyun, 2012, p. 426). Furthermore, according to Creswell (2008) qualitative research is defined as in the following definition:
… the type of educational research in which the researcher relies on the views of participants; asks broad, general questions; collects data consisting largely of words (or text) from participants; describes and analyzes these words for themes; and conducts the inquiry in a subjective, biased manner. (p. 46)
As this study employs systematic technique to analyze and describe how the cultural content is represented in the selected textbooks and the data collected are in the form of reading passages, thus qualitative approach is seen as the most suitable approach for this study. In addition, this study is descriptive in nature as it is thoroughly describing a specific matter (Fraenkel, Wallen, & Hyun, 2012, p.
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15). The data were analyzed by using the types of culture in language materials of Cortazzi & Jin (1999) and the concept of four senses of culture adapted from Adaskou, Britten, and Fahsi (1990).
3.2 Data Collection
The data were collected from two English textbooks for Senior High School. The first one is Developing English Competencies and the second one is Interlanguage. Both were published by Pusat Perbukuan Departemen Pendidikan Nasional. The textbooks were selected as the source of the data as the textbooks were claimed to comply with the requirements set by Badan Standar Nasional Pendidikan and the textbooks are recommended by the government to be used in Indonesian public schools (Pusat Kurikulum dan Perbukuan, 2006). In addition, the source of the data was not difficult to find since the digital version of the books can be obtained on the Ministry's website and it can be downloaded for free.
The data collected are in the form of the reading passages in each textbook. The illustrations that accompany the text were analyzed if it assists the interpretation of the meaning. The reading passages were examined carefully to see how the culture is represented in the text. The following table presents the detailed information about the textbooks.
Table 3.1 Detailed Information about the Textbooks
Books Author Publisher/Year Pages ISBN
Developing English Competencies Achmad Doddy, Achmad Sugeng, and Effendi Pusat Perbukuan Departemen Pendidikan Nasional/2008
184 979-462-973-1
Interlanguage Joko Priyana, Ph.D., Arnys Rahayu Irjayanti, and Virga Renitasari Pusat Perbukuan Departemen Pendidikan Nasional/2008
207 979-462-895-6
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The texts were selected from two textbooks: Developing English Competencies and Interlanguage. From the two textbooks, the analysis was specified into the reading passages presented in each unit. The illustrations juxtaposed with the reading passages were analyzed only when it constitutes the meaning of the reading passages.
Developing English Competencies comprises six units and two reviews. Each unit consists six sections: section one to four are related to four language skills (listening, speaking, reading, and writing), and each section is focused on one skill; section five is Chapter Summary: this section sum up the core material that have been learned in the unit; and last section is Learning Reflection which is provided for the students so that they can reflect on what have been learned and what they are expected to be able to do after learning the unit. The reading
passages are presented mostly in „Reading‟ section, but in a certain unit they are also presented in „Writing‟ and „Speaking‟ section. Therefore, the reading passages were taken from those sections.
Interlanguage textbook comprises ten units and two unit reviews. Each unit is divided into six sections: (a) Let's Get Ready: this is the pre-activity that will lead into the learning materials; (b) Let's Act: this section is divided into two cycles: oral cycle and written cycle. This section also consists of the explanation of language structure; (c) Let's Do More: this section provides exercises related to the materials; (d) Let's Check Your Competence: this section provides additional exercises; (e) Let's Make a Reflection: this section is provided with the table for their progress after learning the unit; and (f) Let's Make a Summary: this section consists of the review of the material that have been learned in the unit. The reading passages are mostly presented in the Let's Act section of written cycle and
Let‟s Do More. The data from Interlanguage textbook were collected from these two sections of the textbook.
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number of the reading passages presented in each unit in the textbooks can be seen in table 3.2.
Table 3.2 The Distribution of the Reading Passages in Textbook
Unit I II III IV V VI VII VIII IX X Total
Developing English Competencies
5 6 7 8 10 10 46
Interlanguage 2 1 5 3 2 2 1 7 3 3 29
From table 3.2 it can be seen that the number of the reading passages increasing gradually from one unit to the next unit. Developing English Competencies provides the students with a few reading passages in one unit, but plenty of it can be found in another unit. Unlike Developing English Competencies textbook, distribution of the reading passages in Interlanguage textbook is erratic. In one unit, the reading passages could be plentiful, but in the other unit there is only one reading passage. This is seemingly related to the length of the reading passages. It is found that in unit 8 in which there are seven reading passages, the most of all units, all of the reading passages are composed of one short paragraph only. In terms of length, the textbooks consist of various reading passages with different length from a reading passage with only one short paragraph to a very long one with more than ten paragraphs.
The reading passages in each unit written in different form such as narrative, announcement, invitation, etc., yet the variation of the reading passages form is not that different in the two textbooks. The textbooks comprises mainly of recount text, procedural text, narrative text, descriptive text, news item, and announcement. It is because the textbooks followed the guidelines of the standard competence given by the government which requires those types of text to be included in the materials (Badan Standar Nasional Pendidikan, 2006). Apart from those texts, there is also another type of additional text in the textbooks, such as invitation text in Interlanguage textbook and brochure in Developing English Competencies textbook.
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Moreover, the arrangement of the topic in each unit are generally alike, for instance unit 1 in both textbooks focused on recount text telling about experience, stories/narrative texts were found in two units in the textbooks (unit 2 and 4 in Developing English Competencies textbook, unit 4 and 6 in Interlanguage textbook), and the news items were found in the last unit in the two textbooks. Apparently, narrative text is given more attention than the other types of text. The detailed information related to the topic in the textbooks can be found in the appendix.
3.4 Data Analysis
The data analysis consists of three stages. First, to establish the presence of the cultural items, the reading passages from each textbook are first divided into three types of culture: source culture, target culture, and international target culture (Cortazzi & Jin, 1999) in order to see which culture is prominently presented in the textbooks. The source culture here refers to Indonesian culture; target culture refers to the culture where English is the first language or according
to Kachru „the inner circle country‟ which are UK, USA, Canada, Australia, and
New Zealand; and international target culture refers to the culture of the country that does not belong to the source culture or target culture.
Second, in order to reveal how the cultural content is represented in the reading passages, the source culture, target culture, and international target culture are analyzed by using the concept of culture in four senses adapted from Adaskou, Britten, and Fahsi (1990), which are: (i) the aesthetic sense; (ii) the sociological sense; (iii) the semantic sense; and (iv) the pragmatic (sociolingusitic) sense. The aesthetic sense refers to culture in a capital C; the sociological sense comprises the vast area that often seen as culture in a small c, which is culture as „the way of
life‟; the semantic sense is the conceptual system embodied in the language, such as food, clothes, institutions, time and space relations, emotional states, colours, lexical hyponymy, and so forth; and the pragmatic (sociolinguistic) sense covers the background knowledge, social skills, and paralinguistic skills including: the
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ability to use appropriate exponents of the various communicative functions and appropriate intonation patterns, to conform to norms of politeness, where different
from the learners‟ culture, including taboo avoidance; awareness of conventions
governing interpersonal relation-questions of status, obligation, licence, where different form learners‟ culture; and familiarity with the main rhetorical conventions in different written genres.
Third, interpretations are built to measure how the cultural content is represented in the reading passages of the two textbooks.
3.5 Data Presentation
The collected data are interpreted based on the framework theory of culture in four senses proposed by Adaskou, Britten, & Fahsi (1990), and the types of culture proposed by Cortazzi & Jin (1999). In the following is an instance of data interpretation.
Data interpretation:
The text is related to the activities during holiday. Someone talks about his holiday experience when he was a boy. The setting was on the beach, but no specific beach mentioned. However, the text seemingly refers to the target culture as it
used the measurement system of the target culture, “It was only twenty yards from the water”. „Yard‟ here refers to the unit of measurement to measure the
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Cultural Content Analysis Of Two English Textbooks For Senior High School Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
length/distance which is commonly used in the target countries, not in Indonesia. This item constitutes the presence of target culture associated with the semantic sense, in relation to the space.
The data is also presented in the following tables in order to see the cultural representation more clearly and to see the prominent culture represented in the textbooks.
Types of Cultural Content in Textbook
Unit Topic of reading passage SC TC ITC
SC: Source Culture TC: Target Culture ITC: International Target Culture
Source Culture in Four Senses
Unit N o
Topic The
aesthetic sense The sociological sense The semantic sense The pragmatic (sociolinguistic) sense
Target Culture in Four Senses
Unit N o
Topic The
aesthetic sense The sociological sense The semantic sense The pragmatic (sociolinguistic) sense
International Target Culture in Four Senses
Unit N o
Topic The
aesthetic sense The sociological sense The semantic sense The pragmatic (sociolinguistic) sense
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Cultural Content Analysis Of Two English Textbooks For Senior High School Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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52 Riska Purnawati Salam,2013
Cultural Content Analysis Of Two English Textbooks For Senior High School Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER V
CONCLUSION & RECOMMENDATION
This chapter is divided into two sections: (i) conclusion and (ii) recommendation. The first part presents the conclusion of the conducted study and the second part points out some suggestions for further research.
5.1 Conclusion
The aim of this study is to analyze the cultural content in two English textbooks for senior high school in Indonesia. The result reveals that the type of culture prominently presented in the textbooks is the target culture. The dominant aspects of the target culture presented in the textbooks could help the learners in understanding the linguistic and cultural aspects of the target language. However, this does not mean that the other cultures are plainly neglected as the textbooks still provide some information related to the source culture and international target culture. In this case, the source culture in the textbook could help the learners to appreciate their own culture, and the presence of the international target culture would make the learners to be aware of the existence of other cultures.
Furthermore, the cultural content in the textbooks are represented through all four senses of culture which are the aesthetic sense, the sociological sense, the semantic sense, and the pragmatic (sociolingustic) sense. This result proves that the textbooks attempt to perceive culture from several different aspects.
Considering the cultural content represented in the reading passages, the two textbooks are relatively suitable for the first grade of high school students in order to introduce the target culture as well as other cultures without neglecting
the students’ source culture. Nevertheless, the cultural content in the two
textbooks is not thoroughly explored as the discussion of culture is not really given specific attention. The representation of culture in the textbooks is still at the superficial level. Thus, the deeper exploration on cultural content in the
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Riska Purnawati Salam,2013
Cultural Content Analysis Of Two English Textbooks For Senior High School Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
textbooks is needed so that the learners are able not only to understand the source or target culture but also to raise their cultural awareness.
5.2 Recommendation
There are several points of recommendation that this study could suggest. First, for English material developers and textbook authors that it is necessary to consider the proper representation of cultural content integrated in English language materials. It is also important to provide the variation of culture in order for the learners to raise their cultural awareness.
Second, it is hoped that foreign language teachers would consider conducting the process of textbook evaluation especially cultural content analysis before selecting the textbook to be used in their classroom.
Third and lastly, this study could hopefully add more insight especially for those who intend to conduct the research with the same focus. Since this study is a small scale study involving only two English textbooks with only the reading passages to be analyzed, hence it is possible to conduct further investigation involving more textbooks to analyze as well as other aspects of the textbooks.
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54 Riska Purnawati Salam,2013
Cultural Content Analysis Of Two English Textbooks For Senior High School Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
REFERENCES
Adaskou, K., Britten, D., & Fahsi, B. (1990). Design decisions on the cultural content of a secondary English course for Morocco. ELT Journal , 44, 3-10. Alptekin, C. (1993). Target language culture in EFL materials. ELT Journal , 47,
136-143.
Badan Standar Nasional Pendidikan. (2006). Standar isi untuk satuan pendidikan dasar dan menengah. Jakarta: Badan Standar Nasional Pendidikan.
Beaty, B., Briton, D., Filax, G., & Sullivan, R. (2010). How Canadians communicate III: Contexts of Canadian popular culture. Edmonton: AU Press.
Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New York: Longman.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. New York: Longman.
Byram, M. (1989). Cultural studies in foreign language education. Philadelphia: Multilingual Matters.
Cambridge University Press. (2008). Cambridge advanced learner's dictionary (Version 3) [Electronic dictionary]. Cambridge: Cambridge International Dictionary of English.
Christopher, D. (1999). British culture: An introduction. New York: Routledge. Clancy, L. (2004). Culture and customs of Australia. Westport, CT: Greenwood
Press.
Cortazzi, M., & Jin, L. (1999). Cultural mirrors: materials and methods in the EFL classroom. In E. Hinkel, Culture in Second Language Teaching and Learning (pp. 196-219). New York: Cambridge University Press.
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). New Jersey: Pearson Education.
Cunningsworth, A. (1995). Choosing your courseboook. Oxford: Macmillan Publisher.
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Riska Purnawati Salam,2013
Cultural Content Analysis Of Two English Textbooks For Senior High School Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Darity, W. A. (2008). Representation in postcolonial analysis. In International Encyclopedia of the Social Sciences (2nd ed., Vol. 7, pp. 172-173). Detroit: Macmillan Reference.
Dat, B. (2008). ELT materials used in Southeast Asia. In B. Tomlinson, English Language Learning Materials: A Critical Review (pp. 263-280). London: Continuum International Publishing Group.
Doddy, A., Sugeng, A., & Effendi. (2008). Developing English competencies 1: for Senior High School (SMA/MA) grade X. Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional.
Fernandez, D., Yanti, P. G., Hasanuddin, D., Dharmawati, D., Kusnadi, E., Wahidin, et al. (2011). Article: Survei penggunaan buku teks dari penerbit swasta non-BSE. Retrieved August 8, 2013, from Universitas
Muhammadiyah Prof. DR. Hamka Web site:
http://uhamka.ac.id/file/article/Artikel%20Penelitian%20Internal.pdf
Forshee, J. (2006). Culture and customs of Indonesia. Westport, CT: Greenwood Press.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw Hill.
Graves, K. (2000). Designing language courses: A guide for teachers. Boston: Heinle & Heinle Publishers.
Hadley, A. O. (2001). Teaching language in context (3rd ed.). Boston: Wendy Nelson.
Hall, S. (1997). Representation: Cultural representations and signifying practices. London: SAGE Publication.
Hardy, T. (2004). Language and culture: Teaching methods and materials. Teaching English Now , 6.
Harmer, J. (1998). How to teach English. Essex: Longman.
Harmer, J. (2001). The practice of English language teaching (3rd ed.). Essex: Pearson Education.
Hinkel, E. (1999). Culture in second language teaching and learning. New York: Cambridge University Press.
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Riska Purnawati Salam,2013
Cultural Content Analysis Of Two English Textbooks For Senior High School Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Holmes, J. (2001). An introduction to Sociolinguistics (2nd ed.). Essex: Pearson Education.
Hutchinson, T., & Torres, E. (1994). The textbook as agent of change. ELT Journal , 48, 315-328.
Jovchelovitch, S. (2007). Knowledge in context: Representations, community and culture. New York: Routledge.
Juan, W. (2010). A content analysis of the cultural content in the EFL textbooks. Canadian Social Science , 6 (5), 137-144.
Judd, E. L. (1999). Some issues in the teaching of pragmatic competence. In E. Hinkel, Culture in Second Language Teaching and Learning (pp. 152-166). New York: Cambridge University Press.
Kachru, Y., & Smith, L. E. (2008). Cultures, contexts, and world Englishes. New York: Routledge.
Kilickaya, F. (2004). Guidelines to evaluate cultural content in textbooks. Retrieved December 8, 2012, from The Internet TESL Journal: http://iteslj.org/Techniques/Kilickaya-CulturalContent/
Levine, D. R., & Adelman, M. B. (1993). Beyond language: Cross-cultural communication (2nd ed.). New Jersey: Prentice-Hall.
McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh University Press.
Menteri Pendidikan Nasional. (2008). Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 2 Tahun 2008. Peraturan Menteri Pendidikan Nasional Republik Indonesia. Jakarta: Departemen Pendidikan Nasional. Moran, P. R. (2001). Teaching culture: Perspective in practice. Boston: Heinle. Munandar, M. I., & Ulwiyah, I. (2012). Intercultural approaches to the cultural
content of Indonesia’s high school ELT textbooks. Canadian Academy of Oriental and Occidental Culture , 8 (5), 67-73.
Newmark, P. (1988). A textbook of translation. Hertfordshire: Prentice Hall International.
Noerkhasanah, L. (2011). A place for local culture in English textbooks: An analysis of cultural content in primary English textbooks. Universitas Pendidikan Indonesia. Bandung: Unpublished Paper.
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Riska Purnawati Salam,2013
Cultural Content Analysis Of Two English Textbooks For Senior High School Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Nunan, & Carter. (2001). Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press.
Oettli, P. (2009). New Zealand: A survival guide to customs and etiquette. New York: Marshall Cavendish.
Olajide, S. B. (2010). A critical assessment of the cultural content of two primary English textbooks used in Nigeria. Journal of Language Teaching and Research , 1 (5), 656-661.
Parker, L. (2002). The subjectification of citizenship: Student interpretations of school teachings in Bali. Asian Studies Review , 26 (1), 3-37.
Peterson, E., & Coltrane, B. (2003). Culture in second language teaching. Retrieved April 29, 2013, from Center for Applied Linguistics: http://www.cal.org/resources/digest/0309peterson.html
Pinkney, J. (2000). Aesop's fables. New York: Seastar Books.
Pitkin, H. F. (1967). The concept of representation. California: University of California Press.
Priyana, J., Irjayanti, A. R., & Renitasari, V. (2008). Interlanguage: English for Senior High School students X. Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional.
Pusat Kurikulum dan Perbukuan. (2006). Program perbukuan: Buku Sekolah Elektronik. Retrieved June 7, 2013, from Pusat Kurikulum dan Perbukuan Badan Penelitian dan Pengembangan Kementerian Pendidikan dan Kebudayaan Web site: http://www.puskurbuk.net
Rajabi, S., & Ketabi, S. (2012). Aspects of cultural elements in prominent English textbooks for EFL setting. Theory and Practice in Language Studies , 2 (4), 705-712.
Reimann, A. (2009). A critical analysis of cultural content in EFL materials. Retrieved April 30, 2013, from Utsunomiya University Academic Information Repository: http://uuair.lib.utsunomiya-u.ac.jp/dspace/bitstream/10241/7783/1/28-8-reimann.pdf
Richards, J. C. (2012). Articles: The role of textbooks in a language program. Retrieved June 11, 2013, from Cambridge English Language Teaching Web site: http://www.cambridge.org.br
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Riska Purnawati Salam,2013
Cultural Content Analysis Of Two English Textbooks For Senior High School Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Shearer, B. F. (2008). Culture and customs of the United States. Westport, CT: Greenwood Press.
Skopinskaja, L. (2003). The role of culture in foreign language teaching materials: An evaluation from an intercultural perspective. In I. Lázár, Incorporating Intercultural Communicative Competence in Language Teacher Education (pp. 39-68). Kapfenberg: Council of Europe Publishing.
Vivelo, F. R. (1978). Cultural anthropology handbook: A basic introduction. New York: McGraw-Hill.
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Riska Purnawati Salam,2013
Cultural Content Analysis Of Two English Textbooks For Senior High School Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
textbooks is needed so that the learners are able not only to understand the source or target culture but also to raise their cultural awareness.
5.2 Recommendation
There are several points of recommendation that this study could suggest. First, for English material developers and textbook authors that it is necessary to consider the proper representation of cultural content integrated in English language materials. It is also important to provide the variation of culture in order for the learners to raise their cultural awareness.
Second, it is hoped that foreign language teachers would consider conducting the process of textbook evaluation especially cultural content analysis before selecting the textbook to be used in their classroom.
Third and lastly, this study could hopefully add more insight especially for those who intend to conduct the research with the same focus. Since this study is a small scale study involving only two English textbooks with only the reading passages to be analyzed, hence it is possible to conduct further investigation involving more textbooks to analyze as well as other aspects of the textbooks.
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54 Riska Purnawati Salam,2013
Cultural Content Analysis Of Two English Textbooks For Senior High School Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
REFERENCES
Adaskou, K., Britten, D., & Fahsi, B. (1990). Design decisions on the cultural content of a secondary English course for Morocco. ELT Journal , 44, 3-10. Alptekin, C. (1993). Target language culture in EFL materials. ELT Journal , 47,
136-143.
Badan Standar Nasional Pendidikan. (2006). Standar isi untuk satuan pendidikan
dasar dan menengah. Jakarta: Badan Standar Nasional Pendidikan.
Beaty, B., Briton, D., Filax, G., & Sullivan, R. (2010). How Canadians
communicate III: Contexts of Canadian popular culture. Edmonton: AU
Press.
Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New York: Longman.
Brown, H. D. (2001). Teaching by principles: An interactive approach to
language pedagogy. New York: Longman.
Byram, M. (1989). Cultural studies in foreign language education. Philadelphia: Multilingual Matters.
Cambridge University Press. (2008). Cambridge advanced learner's dictionary (Version 3) [Electronic dictionary]. Cambridge: Cambridge International Dictionary of English.
Christopher, D. (1999). British culture: An introduction. New York: Routledge. Clancy, L. (2004). Culture and customs of Australia. Westport, CT: Greenwood
Press.
Cortazzi, M., & Jin, L. (1999). Cultural mirrors: materials and methods in the EFL classroom. In E. Hinkel, Culture in Second Language Teaching and Learning (pp. 196-219). New York: Cambridge University Press.
Creswell, J. W. (2008). Educational research: Planning, conducting, and
evaluating quantitative and qualitative research (3rd ed.). New Jersey:
Pearson Education.
Cunningsworth, A. (1995). Choosing your courseboook. Oxford: Macmillan Publisher.
(3)
Riska Purnawati Salam,2013
Cultural Content Analysis Of Two English Textbooks For Senior High School Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Darity, W. A. (2008). Representation in postcolonial analysis. In International
Encyclopedia of the Social Sciences (2nd ed., Vol. 7, pp. 172-173). Detroit:
Macmillan Reference.
Dat, B. (2008). ELT materials used in Southeast Asia. In B. Tomlinson, English
Language Learning Materials: A Critical Review (pp. 263-280). London:
Continuum International Publishing Group.
Doddy, A., Sugeng, A., & Effendi. (2008). Developing English competencies 1:
for Senior High School (SMA/MA) grade X. Jakarta: Pusat Perbukuan
Departemen Pendidikan Nasional.
Fernandez, D., Yanti, P. G., Hasanuddin, D., Dharmawati, D., Kusnadi, E., Wahidin, et al. (2011). Article: Survei penggunaan buku teks dari penerbit
swasta non-BSE. Retrieved August 8, 2013, from Universitas
Muhammadiyah Prof. DR. Hamka Web site:
http://uhamka.ac.id/file/article/Artikel%20Penelitian%20Internal.pdf
Forshee, J. (2006). Culture and customs of Indonesia. Westport, CT: Greenwood Press.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate
research in education (8th ed.). New York: McGraw Hill.
Graves, K. (2000). Designing language courses: A guide for teachers. Boston: Heinle & Heinle Publishers.
Hadley, A. O. (2001). Teaching language in context (3rd ed.). Boston: Wendy Nelson.
Hall, S. (1997). Representation: Cultural representations and signifying practices. London: SAGE Publication.
Hardy, T. (2004). Language and culture: Teaching methods and materials.
Teaching English Now , 6.
Harmer, J. (1998). How to teach English. Essex: Longman.
Harmer, J. (2001). The practice of English language teaching (3rd ed.). Essex: Pearson Education.
Hinkel, E. (1999). Culture in second language teaching and learning. New York: Cambridge University Press.
(4)
Riska Purnawati Salam,2013
Cultural Content Analysis Of Two English Textbooks For Senior High School Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Holmes, J. (2001). An introduction to Sociolinguistics (2nd ed.). Essex: Pearson Education.
Hutchinson, T., & Torres, E. (1994). The textbook as agent of change. ELT
Journal , 48, 315-328.
Jovchelovitch, S. (2007). Knowledge in context: Representations, community and
culture. New York: Routledge.
Juan, W. (2010). A content analysis of the cultural content in the EFL textbooks.
Canadian Social Science , 6 (5), 137-144.
Judd, E. L. (1999). Some issues in the teaching of pragmatic competence. In E. Hinkel, Culture in Second Language Teaching and Learning (pp. 152-166). New York: Cambridge University Press.
Kachru, Y., & Smith, L. E. (2008). Cultures, contexts, and world Englishes. New York: Routledge.
Kilickaya, F. (2004). Guidelines to evaluate cultural content in textbooks. Retrieved December 8, 2012, from The Internet TESL Journal: http://iteslj.org/Techniques/Kilickaya-CulturalContent/
Levine, D. R., & Adelman, M. B. (1993). Beyond language: Cross-cultural
communication (2nd ed.). New Jersey: Prentice-Hall.
McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh University Press.
Menteri Pendidikan Nasional. (2008). Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 2 Tahun 2008. Peraturan Menteri Pendidikan
Nasional Republik Indonesia. Jakarta: Departemen Pendidikan Nasional.
Moran, P. R. (2001). Teaching culture: Perspective in practice. Boston: Heinle. Munandar, M. I., & Ulwiyah, I. (2012). Intercultural approaches to the cultural
content of Indonesia’s high school ELT textbooks. Canadian Academy of
Oriental and Occidental Culture , 8 (5), 67-73.
Newmark, P. (1988). A textbook of translation. Hertfordshire: Prentice Hall International.
Noerkhasanah, L. (2011). A place for local culture in English textbooks: An
analysis of cultural content in primary English textbooks. Universitas
(5)
Riska Purnawati Salam,2013
Cultural Content Analysis Of Two English Textbooks For Senior High School Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Nunan, & Carter. (2001). Cambridge guide to teaching English to speakers of
other languages. Cambridge: Cambridge University Press.
Oettli, P. (2009). New Zealand: A survival guide to customs and etiquette. New York: Marshall Cavendish.
Olajide, S. B. (2010). A critical assessment of the cultural content of two primary English textbooks used in Nigeria. Journal of Language Teaching and
Research , 1 (5), 656-661.
Parker, L. (2002). The subjectification of citizenship: Student interpretations of school teachings in Bali. Asian Studies Review , 26 (1), 3-37.
Peterson, E., & Coltrane, B. (2003). Culture in second language teaching. Retrieved April 29, 2013, from Center for Applied Linguistics: http://www.cal.org/resources/digest/0309peterson.html
Pinkney, J. (2000). Aesop's fables. New York: Seastar Books.
Pitkin, H. F. (1967). The concept of representation. California: University of California Press.
Priyana, J., Irjayanti, A. R., & Renitasari, V. (2008). Interlanguage: English for
Senior High School students X. Jakarta: Pusat Perbukuan Departemen
Pendidikan Nasional.
Pusat Kurikulum dan Perbukuan. (2006). Program perbukuan: Buku Sekolah
Elektronik. Retrieved June 7, 2013, from Pusat Kurikulum dan Perbukuan
Badan Penelitian dan Pengembangan Kementerian Pendidikan dan Kebudayaan Web site: http://www.puskurbuk.net
Rajabi, S., & Ketabi, S. (2012). Aspects of cultural elements in prominent English textbooks for EFL setting. Theory and Practice in Language Studies , 2 (4), 705-712.
Reimann, A. (2009). A critical analysis of cultural content in EFL materials. Retrieved April 30, 2013, from Utsunomiya University Academic Information Repository: http://uuair.lib.utsunomiya-u.ac.jp/dspace/bitstream/10241/7783/1/28-8-reimann.pdf
Richards, J. C. (2012). Articles: The role of textbooks in a language program. Retrieved June 11, 2013, from Cambridge English Language Teaching Web site: http://www.cambridge.org.br
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Riska Purnawati Salam,2013
Cultural Content Analysis Of Two English Textbooks For Senior High School Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Shearer, B. F. (2008). Culture and customs of the United States. Westport, CT: Greenwood Press.
Skopinskaja, L. (2003). The role of culture in foreign language teaching materials: An evaluation from an intercultural perspective. In I. Lázár, Incorporating
Intercultural Communicative Competence in Language Teacher Education
(pp. 39-68). Kapfenberg: Council of Europe Publishing.
Vivelo, F. R. (1978). Cultural anthropology handbook: A basic introduction. New York: McGraw-Hill.