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ANALYSIS OF CULTURE VALUES IN THE ENGLISH TEXTBOOK AT THE ELEVENTH GRADE OF SMK TARUNA INDONESIA JAMBI
THESIS
NURMILAYANA NIM: TE. 141021
ENGLISH EDUCATION DEPARTMENT EDUCATION FACULTY AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN
JAMBI 2019
ANALYSIS OF CULTURE VALUES IN THE ENGLISH TEXTBOOK AT THE ELEVENTH GRADE OF SMK TARUNA INDONESIA JAMBI
THESIS
Submitted as Partial Fulfillment of Requirement to get Undergraduate Degree (S.1) in Education
NURMILAYANA NIM: TE. 141021
ENGLISH EDUCATION DEPARTMENT EDUCATION FACULTY AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN
JAMBI 2019
i
KEMENTERIAN AGAMA RIUIN SULTHAN TIIAHA SAIFUDDIN JAMBIFAKULTAS TARBTYAE DAN KEGURUAN
Jl. Jambi-Ma.Bulian Km.16 Simp.Sungai DurenKab.Muaro Jambi 36363
TH$SIS AGRtrEMEIYTIF'INAL TASK
MatterAttachment
: Ollicial memo
:Nurmilayana:TE. 141021
: English Education: Analysis of Culture Values in the Bngfish Textbook at theEleventh Grade of SMK Taruna Indonesia Jambi
The Dean Faculty of Education and Teacher TrainingThe State Islamic University of SulthanThahaSaifuddinInJambi
Assalamualaikum Wr.W.After reading, grving guidance and making necessary correctiorq we agree that thethesis of:Name
Student's IDDepartmentTitle
Could be submitted to munaqasah exam as one of the requirements for theundergraduate degree (Sl) in English Education Program Faculty of Education andTeacher Training the State Islamic University SulthanThahaSaifuddin Jambi. So, wesubmit it in order to be examined soon.
We would like to say thanks for attention.Was s a I amu' al a i kum Wr. Wb.
^*\. KEMENTERIAN AGAMA RI#0h urN s{rr,THAN THAHA sArrunurN JAMBr\IAI/ F'AKULTAS TARBTYAH I}AN KEGURUAN+-i
Jl. Jambi-Ma.Bulian Km.16 Simp.Sungai DurenKab.Muaro Jambi 36363
THESIS AGREEMENTIFINAL TASK
MatterAttachment
The Dean Faculty ofEducation and Teacher TrainingThe State Islamic University of Sulthaa Thaha Saifuddinln Jambi
Assalamual aikum Wr.Wb.After reading grving guidance and making necessary correction, we agree that thethesis of:Name
Student's IDDepartmentTitle
Could be submitted to munaqasah exam as one of the requirements for theundergraduate degree (Sl) in English Education Program Faculty of Education andTeacher Training the State Islamic University SulthanThahaSaifuddin Jambi. So, wesubmit it in order to be examined soon.
We would like to say thanks for attention.Wa s s a I amu' al a i kum Wr. l{b.
Jambi,lg xtd*r,2019Second Advisor
: Of{icial memo:-
:Nurmilayana:TE.l4l,A21: English Education
: Analysis of Culture Values in the English Textbook at theEleventh Grade of SMK Taruna Indonesia Jambi
lrr
r. M. Taridi. M. PdIP: 19640106201 4121 002
ORIGINALTTY THESIS STSTEMENT
I who signed bellow stated that the thesis which is entitle (Analysis ofCulture Yalues in the English Textbook at the Eleventh Grade of SIIf,KTafuna Indonesia Jambi" is originally and truly my own work as therequirements to obtain the undergraduate Degree (Sl) in English EducationProgram of Faculty of Education and Teacher Training of State Islamic UniversitySultan Thaha Saifuddin Jambi.
Any parts of writing of which I quoted from the work of other people havebeen completed with the source in clearly in accordance with the norms, rules,and ethics of academic uniting.
If the letter found that some parts of the thesis'are not my own work oridenticated any element of plagiarism, I am willing to accept the cosenquences inaccordance with rules and regulation previl. Therefore, in writing this statemenl Iam going in good health and mind.
Jambi, 8 ak{obec, 2Al9
lv
DEDICATION
In the name of Allah SWT for the blessing and the merciful, with deep thanks and proud, Shalawat to the Prophet Muhammad SAW his coming really change the
word.
Special Thanks to:
My parents, my beloved father M. Jamin and my beloved mother Sriani who always give me everlasting love, guidance, motivation and always praying for me.
My sister and brother who always pray and give me support and motivation, especially my beloved brother & sister (Harpinsyah & Wirrupidah) always help
me and spirit as well as wish for my success.
My soulmate (Tina, Lisa, Riana, Nila, Hani, Nur, Juleiha and Annila) when we meet in the first semester until the last semester we always together, thank for your support, motivation, and quality time to share happiness and sadness with me and understand. Although we are sometime different think but you are make me know
that the meaning of true friendship.
All my beloved classmate in the class A of English education program 2014 thanks for your support and your participant. My beloved almamater English
department and education and Kampus Biru UIN STS JAMBI thanks your support and your participant.
May Allah Subhanallahu Wata‘ala bless us
Aamiin
MOTTO
―You who have believed, when you are told, ―Space yourselves‖ in assemblies, then make space; Allah will make space for you. And when you are told, ―Arise,‖ then arise; Allah will raise those who have believed among you and those who were given knowledge, by degrees. And Allah is acquainted with what you do.‖ (Al-Mujaadalah, 11) (Ali, 2004, 654)
―Hai orang-orang beriman apabila dikatakan kepadamu: ―Berlapang-lapanglah dalam majlis‖, maka lapangkanlah niscaya Allah akan memberi kelapangan untukmu. Dan apabila dikatakan: ―Berdirilah kamu‖, maka berdirilah, niscaya Allah akan meninggikan orang-orang yang beriman di antaramu dan orang-orang yang diberi ilmu pengetahuan beberapa derajat. Dan Allah Maha Mengetahui apa yang kamu kerjakan.‖ (Al-Mujaadalah, 11) (Departemen Agama, 2011, 542).
ACKNOWLEDGEMENTS
By saying Alhamdulillahirabbil‘alamin all veneration to Allah SWT. The
beneficence and merciful, who has given us the mercy, and blessing and guidance
to complete writing this thesis. Mat peace and solution always be given to our
prophet Muhammad SAW who has given his life moral improvement and to be
mercy to universe.
The goal of this thesis is a partial requirements for the undergraduate
degree ( S1) in English Education Study Program at The State Islamic University
of Sultan Thaha Sifuddin Jambi which is entitled “Cultural Content Analysis of
an English Textbook at the Eleventh Grade of SMK Taruna Indonesia
Jambi” The researcher would like to express my sincere gratitide to Dr. Rusmini,
S. Ag., M. Pd. I as the first advisor and Dr. M. Taridi, M. Pd as the second advisor
who give me support, guidance for accomplishing this thesis. Then researcher also
would like to express many thanks to the following people who provideed me
helps in finishing this thesis, namely :
1. Dr. H. Hadri Hasan, MA as the rector of The State Islamic University of
Sultan Thaha Saifuddin Jambi.
2. Prof. Dr. Su‘aidi, M. A., Ph. D, as first vice rector of The State Islamic
University of Sultan Thaha Saifuddin Jambi.
3. Dr. H. Hidayat, M.Pd, as the second vice rector of The State Islamic
University of Sultan Thaha Saifuddin Jambi.
4. Dr. Hj. Fadilah, M.Pd, as the third vice rector of The State Islamic
University of Sultan Thaha Saifuddin Jambi.
5. Dr. Hj. Armida, M.Pd. I, as the dean of Faculty of Education and Teacher
Training of The State Islamic University of Sultan Thaha Saifuddin Jambi.
6. Dr. H. Lukman Hakim, M.Pd.I as the vice dean of Academic fair of Faculty
of Education and Teacher Training of The State Islamic University of
Sultan Thaha Saifuddin Jambi.
7. Dr. Z,awaqi Afdal Jamil, S. Ag, M. Pd. I, as the vice dean of Finance and
administration of Faculty of Education and Teacher Training of The State
Islamic University of Sultan Thaha Saifuddin Jambi.
8. Dr. H. Kemas Imron Rosadi, M. Pd as the vice dean of students' Affairs
and Cooperative of Faculty of Education and Teacher Training of The
State Islamic University of Sultan Thaha Saifuddin Jambi.
9. Amalia Nurhasanah, S.Pd, M.Hum as chief of English Education Study
Program of Education and Teacher Training of The State Islamic
University of SultanThaha Saifuddin Jambi.
10. All lecturers at Faculty of Education and Teacher Training in The State
Islamic University of Sultan Thaha Saifuddin Jarnbi who gives knowledge
to researcher.
ll. The administration staff at The State Islamic University of Sultan Thaha
Saituddin Jambi.
Jambi, l,,o1zt*rb'cr20lg
Researcher,
wNurmilayanaNIM.TEI4I02I
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ABSTRAK
Nama : Nurmilayana
Jurusan : Bahasa Inggris
Judul :. Analisis Nilai Nilai Budaya Dalam Buku Teks Bahasa Inggris di
Kelas XI SMK Taruna Indonesia Jambi
Skripsi ini membahas tentang nilai nilai budaya yang diwakili dalam buku teks
bahasa Inggris yang terbitkan oleh Departemen Pendidikan dan Kebudayaan dalam hal
jenis nilai nilai budaya yang diwakili. Ini adalah penelitian kualitatif, data yang
dikumpulkan dalam bentuk bacaan-bacaan di buku teks. Ilustrasi yang menyertai teks
yang dianalisa dapat membantu interpretasi makna untuk mengumpulkan data dan
analisis data dalam penelitian ini adalah analisis deskriptif dan analisis data yang
dilakukan dengan mengungkap nilai nilai budaya apa yang diwakili dalam buku teks, isi
bacaan membaca dikategorikan ke dalam sumber budaya, target budaya, budaya
internasional
Hasil penelitian menunjukkan bahwa teks bacaan dalam buku teks bahasa Inggris
berjudul Bahasa Inggris untuk SMK yang diterbitkan oleh Yudistira diprediksi cukup
mudah dari 6 teks bacaan mendapatkan rata-rata skor masing-masing 48% bahan budaya
sumber, 35% bahan budaya target dan 17% bahan budaya target internasional. Buku teks
tidak banyak bercerita tentang budaya di mana dari enam teks hanya empat teks yang
bercerita tentang budaya, tetapi teks-teks itu membuat siswa dapat membacanya.
Mereka dapat memahami teks. Oleh karena itu, buku teks ini cocok untuk siswa sebagai
bahan bacaan karena teks tersebut baik untuk latihan membaca pemahaman.
Kata Kunci: konten budaya, buku teks
ABSTRACT
Name : Nurmilayana
Study Program : English Department
Title :. Analysis of Culture Values in the English Textbook at the
Eleventh Grade of SMK Taruna Indonesia Jambi
The aim of this study was to investigate the culture values represented in an
English textbook provided by the Ministry of Education and Culture in terms of the type
of culture values represented. This is a qualitative research, the data were collected in the
form of the reading passages in the textbook. The illustrations that accompany the text
analyzed if it assists the interpretation of the meaning to collect data and data analysis in this research was descriptive analysis in order to reveal what cultures values are
represented in the textbook, the contents in the reading passages were categorized into
the source culture, the target culture, the international culture
The result of the study showed that the reading texts in the English textbook
entitled English for SMK was published by Yudistira are predicted to be quite easy from 6
reading texts get the average each score is 48% source culture materials, 35% target
culture materials and 17% international target culture materials. The textbook did not
much tells about the culture where from six texts only four texts have told about the
culture, but the texts made students are able to read them. They can understand the
texts. Therefore, this textbook is suitable to the students as reading material because the
texts are good for practice reading comprehension.
Key words: cultural content, textbook
TABLE OF CONTENT
PAGE OF TITLE ...................................................................................................... i
OFFICIAL NOTE ..................................................................................................... ii
ORIGINAL THESIS STATEMENT .............................................................................. iv
THESIS AGREEMENT ............................................................................................. v
MOTTO ................................................................................................................ vi
DEDICATION ........................................................................................................ vii
ABSTRAK ............................................................................................................. viii
ABSTRACT ........................................................................................................... vix
ACKNOWLEDGMENT ............................................................................................ x
TABLE OF CONTENT ............................................................................................. xii
CHAPTER I INTRODUCTION
A. Background of the Study ............................................................................... 1
B. Research Question ........................................................................................ 5
C. Limitation of the Study .................................................................................. 5
D. Purpose of the Study ..................................................................................... 6
CHAPTER II REVIEW OF LITERATURE
A. Culture .......................................................................................................... 7
1. Definition of Culture .............................................................................. 7
2. Culture and Language ............................................................................. 10
3. Types of Culture ...................................................................................... 11
4. Dimension of Culture .............................................................................. 12
5. Categories of Culture .............................................................................. 15
B. Textbook ....................................................................................................... 20
1. Definition of Textbook ............................................................................ 20
2. Kinds of Text .......................................................................................... 22
3. Criteria of Good Text .............................................................................. 23
4. The advantage of Textbook ..................................................................... 24
C. The Role of Textbook in Language Teaching Learning .................................. 25
D. Textbook Analysis ......................................................................................... 26
E. Previous Study .............................................................................................. 27
CHAPTER III RESEARCH METHOD
A. Research Design ........................................................................................... 33
B. Setting and Subject of the Research ............................................................. 34
C. Data Collection ............................................................................................. 34
D. Selection of the Text ..................................................................................... 35
E. Data Analysis ................................................................................................ 36
F. Research Schedule......................................................................................... 38
CHAPTER IV FINDINGS AND DISCUSSION
A. Research Finding ........................................................................................... 39
B. The Cultural Content Represented in an English Textbook ........................... 39
1. Source Culture Materials ......................................................................... 39
2. Target Culture Materials ............................................................................. 44
3. International Target Culture Materials ................................................... 48
C. Discussion .................................................................................................... 40
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ..................................................................................................... 53
B. Suggestion ..................................................................................................... 53
REFERENCES
APPENDIXES
CURRICULUM VITAE
CHAPTER I
INTRODUCTION
A. Background of the Study
Culture and human related to each other since they were born to this world.
They are similar at their birth, what make them different is their own society to set
them up into different cultural group. Society creates different interactions among
persons or groups which lead into different behavior and patterns. All children who
live in this world become the members of cultural communities where they live in
a certain society. It can be concluded that understanding about children can be seen
from their childhood as the part of understanding children development (Faris,
2014, p. 23). They have ability to obtain certain cultural skills without passing the
cultural evaluation process that shapes their own development.
The topic of learning culture has a crucial position in learning English
language because learning a certain language means learning a certain culture. The
relationship between language and culture is highly strong (Salam, 2013, p. 43). In
learning a language, it cannot be separated from its culture because both of them
are bound together not only to indicate how people use language as expressing
facts and ideas but also to reflect their attitudes which are developed through the
way living in their communities. Furthermore, language symbolizes people‘s
cultural reality because it becomes a symbol of cultural identity.
The connection between language and society is highly anchored. Both of
language and society perform various functions in each level. Basically, language
is the primary tool for communication in the society to show authority and power.
1
However, society functions to control the language use. Several people may accept
certain language while others offence or insult. It means that social changes
influence changes in language because language incorporate social values to have
some cultures in the society (Kinasih, 2014, p. 37).
In learning language and learning culture, the students have to practice two
items; culture in language and language in culture. Salam (2013, p. 23) claimed
that learning a language is unlike any other subject because there are at least five
competencies to be mastered. In addition to reading, writing, listening, speaking,
and grammar students need to be aware of how to interact using the language
within a new culture that is often very different from their own. These five
competencies belong to how students master language in culture.
Culture in language and language in culture are the two items which are
started to be taught in international class particularly in Indonesia. Kinasih (2014)
argued that when teachers hold such an international class in English language,
they have to pay attention to some items such as characteristics of language,
cultural role in the teaching-learning process, and the role of materials and
methods. These items give the explanation both of differing and important impacts
of language acquisition involving English subject competencies and
comprehending the culture. It means that as an International language, English
contains the cultural values, language and teaching process themselves. This
requires a serious link between English speaking and non-English speaking
countries.
The relationship of language and culture shows the dynamic process
between the situation and the actors in cultural context and prior experience. This
dynamic relationship can be seen from the position of culture at the core of
language education which prepares the students to be culture learners. The students
themselves might know several kinds of culture such as source culture or local
culture which tells cultures from the countries of origin where the learners comes
from, target culture which tells cultures from the English speaking countries such
as USA, UK, Australia, etc. or international target culture which tells cultures from
English speaking countries other than USA, UK, Australia (Faris, 2014, p. 29).
Students obtain cultural materials such as moral and values, custom and
habit, belief, attitude and behaviors from different media such as textbook as the
vital source for the teaching-learning process, from others media such as novel,
short story, legend, movies, television, music videos. In this process, the students
get the cultural knowledge at once, for instance, the students know body painting,
dances around the world to celebrate special occasion, special costumes on the
special occasion, etc. Finally, the students try to accumulate this cultural
knowledge into the process of intercultural development.
One of the resource and reference is textbooks. They become the most
accessible and practical learning materials. Textbook is an almost universal
element of ELT process (Harmer, 2001, p. 285). They provide such the input as the
texts, activities, and explanation. It is also known that textbooks do not require any
special tools and equipment to make it usable. However, teachers have to be more
careful about the selection of textbook which will be used in the classroom.
Language is the first media to discuss about culture. One of the reasons to make
culture as a part of English subject is because the interaction of the capability with
the native which is not only based on the fluency in using language but also
depend on the comprehend of language and custom. Since the spread of certain
language through textbooks can influence language learners‘ attitude, the decision
on choosing English textbook should take the cultural contents in textbooks into
consideration.
Textbooks play important role to provide valuable inputs in exposing
students to new cultural expressions and diversity of cultures (Kinasih, 2014, p.
23). Textbooks are ideology in the way reflect a worldview of cultural system and
a social construction to learners and teachers which indirectly influence their view
of culture. In Indonesia, the objective of national education is set based on the
cultural value and ideology of the nation and applied in all school subjects
including English. Considering textbooks play important roles in English language
teaching, English textbooks evaluation needs to be conducted to make sure the
appropriateness of the English textbook. the general objective of national education
is educating Indonesian students to be religious, well-mannered, healthy, clever,
creative, independent, responsible, nationalist, and democratic citizens
(Kemendikbud).
The factors influencing the selection process of textbook in Indonesia vary
from financial issue to the visual appearance of the textbooks (Faris, 2014, p. 34).
Then, the tendency that the textbooks chosen are not appropriate in term of cultural
contents exists since the reasons of choosing the textbook used may not consider
the contents of the textbook.
In terms of English language teaching through textbooks that target culture
should take more proportion in order to bring the cultural context of the native
speakers (Salam, 2013, p. 64). On the contrary, the other scholars argued that the
source, culture should take more proportion in English textbooks due to the status
of English as an international language and familiarity. English teaching should
teach both the target and the source culture in non-judgmental way where the
difficulties between the target and the source culture do not clash with each other.
The balanced proportion of both the source culture and international culture seem
to be the win-win solution in this intense discussion.
The research investigates what cultures are represented in English textbook
used by Taruna vocational High School in Jambi city entitled English for SMK
grade eleven published by Yudistira.
B. The Scope of the Study
Concerning the aims of the study, this research is limited to explain the
culture values presented in the textbook (whether is it source culture, target
culture, or international target culture.
C. Formulation of the Problem
This study sought to find the answer to the following question what sorts of
cultural values (whether it is source culture, target culture, or international target
culture) is prominently presented in Indonesian textbook?
D. Purpose of Study
The purpose of study is to analyze the cultural values represented in an
English textbook provided by the Ministry of Education and Culture in terms of
the type of cultural content represented.
CHAPTER II
THEORETICAL REVIEWS
A. Culture
1. Definition of Culture
Culture as a whole a system of principles of life, together with the
products of the system. Thus, culture as a whole, can be seen as the design of
opinions, ideas, and beliefs that are used to interpret other people‘s action,
utterances, and patterns of thinking (Ikromah, 2018, p. 43). However, it is very
important for language learner to know the different cultural frameworks,
either their own or those of others so that with their knowledge of different
culture, the language learners can adapt themselves in learning the language as
well as the culture of it.
Clancy (2004, p. 6) definition of culture is that complex whole which
includes knowledge, belief, art, morals, law, custom, and any other capabilities
and habits acquired by man as a member of society. Culture is not one of life‘s
luxuries, it is life itself. Culture is the soil that provides society‘s nourishment
and the basis on which it defines its value system, traditions, and behavior. It
contains morals and ethics of the community, governs society‘s conception of
its own future and selects the means of getting there. The conclusion, culture is
a complex system of behaviors, attitudes, values, beliefs, conventions and
lifestyles of group. Culture developed in a group naturally by their daily
lifestyle.
7
This definition shows that culture is seen as something which is
acquired or learned, and passed down from one generation to the next. Culture
is seen as having to do with the material productions through which a group of
people represents itself, but the definition focuses on people‘s knowledge,
beliefs, attitudes. In linking culture to ‗a group of people‘. The definition
indicates that culture is shared by the members of a particular community, and
that one community is, somehow, different from another in terms of culture
(Kinasih, 2014, p. 43). Since the language and culture are not two different
teaching subjects, foreign language learning is the same time cultural learning.
Setiono (2016, p. 2) said that culture in language learning is always in
the background in classrooms when language learners are looking for a good
communicative competence and challenging their ability to make sense of the
world around them. Father, Britten & Fahsi in Faris (2014, p. 23) mention four
senses of culture that language teaching may involve, namely the aesthetic
sense, the sociological sense, the semantic sense, and the pragmatics (for
sociolinguistics sense) which further formulated below :
a. The aesthetic sense
Aesthetic sense related to so-called ‘big C‘ which means the culture that
commonly becomes the main reasons for language teaching learning,
including the media, the cinema, music (either serious or popular) and
literature.
b. The sociological sense
Sociological sense includes culture with ‗small c‘ such as the
organization of a family, a home life, interpersonal relations, material
conditions, work and leisure, customs and institution. Culture in this
term is a vast area which only some parts can ever be selected by the
learners.
c. The semantic sense
Semantic sense associates with the concepts, perceptions, or thought
towards the culture.
d. The pragmatic sense
Pragmatics sense deals with the background knowledge, social and
paralinguistic skills and language code which are necessary for
successful communication, including
e. The ability to use appropriate exponents of the various communicative
functions;
f. The ability to use appropriate intonation patterns;
g. Awareness of conventions governing interpersonal relations – questions
of status, obligation, lisence, where different from learners‘ culture;
h. Familiarity with the man rhetorical conventions in different written
genres, e. g. different types of letters and messages, form-filling,
advertisements (Mayangsari, 2018, p. 23).
Based on the explanations above it can be known that culture is the
surface of the culture. Comparing culture with an iceberg, the part people can
observe of others‗ culture is usually the tip of the iceberg, which include the
language, architecture, food, population, music, clothing, art and literature,
peace of life, emotional display, gestures, leisure activities, eye contact
2. Culture and Language
Culture and language have related, language is used as main medium
through to expressed culture. Combining the areas of study, language and
culture is seemingly ambiguous phrase language and culture studies (Azkiyah,
2017, p. 3). The example of mutual relation between language and culture the
interaction of language and culture has long been a settled issue thanks to the
writings of prominent philosophers (Faris, 2014, 33). It means that culture are
essential to be included in the English language teaching process. However
which culture should be taught is still in debate amongst different scholars. To
deepen those understanding, some definition of culture, topics for teaching
culture, and its goals should be stated first.
Although many researchers sure and believe that there is a relationship
between language and culture, there are a few who remain unconvinced of
this. Learning another language as the foreign or second language means
having to learn the culture from the language. The statement calls into question
traditional teaching techniques as most of these focused purely on the linguistic
side of language learning, not on the cultural (Af‘idaturrohmawati, 2018, p. 9).
In briefly, language and culture are not two different teaching subjects
because foreign language learning is at the same time cultural learning. So,
language and culture cannot be separated because when learn a language, the
culture will be learned automatically.
3. Types of Culture
The notion of two types of culture in the present study is based on many
researchers‘ idea in that culture in language teaching and learning should.
Culture can be in general divided into two types: Big ―C‖ culture and little ―c‖
culture refers to Big ―C‖ culture as ―the culture which represents a set of facts
and statistics relating to the arts, history, geography, business, education,
festivals and customs of a target speech society. ‖ For Peterson (2004, p. 23)
the culture relating to grand themes, is classified under Big ―C‖ culture which
includes the following themes such as geography, architecture, classical music,
literature, political issues, society‘s norms, legal foundation, core values,
history, and cognitive processes.
Regarding little ―c‖ culture, it involves the routine aspects of life and
encompasses everything as a total way of life. This type of culture is ―the
invisible and deeper sense of a target culture‖ including attitudes or beliefs and
assumptions. Af‘idaturrohmawati (2018, p. 13) defines little ―c‖ culture as the
culture focusing on common or minor themes. It includes themes such as
opinions, viewpoints, preferences or tastes, gestures, body posture, use of
space, clothing styles, food, hobbies, popular music, and popular issues, and
certain knowledge (trivia, facts). Students possessing both big ―C‖ and little
―c‖ culture can effectively take part in intercultural settings.
While the domain of big ―C‖ culture (arts, history, geography,
education, business, etc. is for the highly educated, little ―c‖ cultural
knowledge is essential for intercultural communication because it affects ways
of thinking, behaving and using a language. The socio-cultural values, norms,
beliefs and assumptions entailed in small ―c‖ culture assists members of a
particular culture to use ―appropriate and polite‖ language within the target
society. However, it can also possibly result in, as Mulfianti (2013) put it
―pragmatic failure‖ when attempting to communicate with other cultural
groups.
Therefore, if EFL learners know about small ―c‖ culture in the target
culture, they will better comprehend how those in that culture communicate
with each other. Corresponding with the concepts of big ―C‖ and little ―c‖
culture, many cultural frameworks regarding specific aspects of cultural
learning in EFL classroom were proposed in relevant research for example,
carried out a survey to examine Chinese student (Mayangsari, 2018, p. 42).
4. Dimension of Culture
Moran has initiated to define dimensions of culture. Azkiyah (2017)
defined culture as the interplay of products, practices, perspectives,
communities and persons. However, Gunantar (2017) simplifies the category
into four Ps by eliminating communities dimension. It means that cultural
dimensions can be conceptualized as a system of code (products) used, to
signify thoughts (perspectives), for communication (practices), by different
people (persons) (Mayangsari, 2018, p. 41).
a. Products
Products in Moran definition are all artefacts produced or adopted
by members of the culture as well as environmental issues are considered to
be products of the culture. They reflect a culture‗s perspectives. The
products range from tangible objects such as written documents, clothing,
and buildings to spoken language, music and institutions as family,
education, politics, religion. Products, both tangible and intangible, are
located and organized on physical places.
Mayangsari (2018) defined products as a system of code that
measures a cultural dimension in four broad aspects: artefacts, place,
institution and art forms. Artefacts include cultural issues such as foods,
language, and money. Place refers to building or cities associated with
particular cultures. Institutions refer to family, law, economy, religion,
education, and politics. Art forms include cultural topics dealing with
music, dancing, or painting.
b. Practices
Practices are actions carried out by members of the culture
individually or with other members. ‗Practices‗ characterizes another
cultural dimension that measurers various aspects such as customs, daily
life and society. Language and other forms of communication and self-
expression are forms of these practices as well as actions associated with
social groups and use of products. Practices are both verbal and nonverbal,
including interpretations of time, space, and the context of communications
in social situations relating also to appropriateness and taboos.
They represent the knowledge of ―what to do when and where‖
and how to interact within a particular culture. Example of practice are rites
of passage, the use of forms of discourse (e.g., use of formal vs. informal
forms of address), the use of space (norms of respect in social interactions),
the social ―pecking order‖ meal times, table manners, gestures and other
nonverbal forms of communication, turn-taking (in conversation or in
games), playing behaviours, traditions related to holiday celebrations,
shopping behaviours, socially appropriate behaviours for interviewing,
dating, weddings, funerals, (Mayangsari, 2018, p. 62).
c. Perspectives
Perspectives provide meaning and constitute worldview, they are
often implicit. They cover ―perceptions, beliefs, values, and attitudes that
underlie the product and that guide persons and communities in the
practices of the culture.‖ They represent a culture‗s view of the world.
Examples of Perspectives: youth valued over age or vice versa, importance
of individual freedom; independence, importance of family, the belief that
bigger is better, valuing of sports/entertainment over education, values
attached to bilingualism, multilingualism, monolingualism, value of having
(ownership), belief that humans are part of the natural world and must
respect and care for it, value associated with personal privacy.
d. Person
Person refer to the individual members who represent the particular
cultures and communities. Personal identity and life history play key roles
in the development of a cultural person A story about Martin Luther King,
Jr. described in an English textbook can be a good example of the cultural
aspect of persons.
5. Categories of Culture
The three categories of culture presented in textbook in this study are
based on the idea of Cortazzi & Lix in Af‘idaturrohmawati (2018, p. 7). They
distinguish three categories of cultural information that can be used in language
textbooks and materials.
a. Source culture materials
Refers to the textbooks which present language learners‘ own
culture. usually, these are the textbooks that are produced a national level
for a particular country. The main purpose of this category of textbook is to
enable learners to talk about their own culture to foreign visitors to their
country rather than be prepared to encounter other cultures. Source culture
is aimed at enabling learners to talk about their own culture to foreign
visitors instead of preparing the students encounter other culture. Bram‘s
cultural content category used to specify the Indonesian cultural materials
as follow: First, social identity and Social group.
Second, social interaction (Example of the passage: text about how
people having conversation with elder people. Third, belief and behavior
(Example of the passage: text about politeness of Indonesian people).
Fourth, social and political instruction (Example of the passage: text about
political party). Fifth, socialization and the life cycle (Example of the
passage: text about schooling system is). Sixth, national history (Example
of the passage: text about Independence). Seventh, national geography
(Example of passage: text about sea). Eighth, stereotype and national
(Example of the passage: text about Monumen).
b. Target culture materials
Usually focus on one or two target cultures, such as the United
Kingdom materials in the EFL context. Though widely used all over the
world, they are often citizen for their commercial nature and seen as
publishers‘ promotional materials. target culture materials usually focus on
the culture of United Kingdom or United States. This type of culture refers
to the culture country where the language being learned is used as first
language (English native countries) (Af‘idaturrohmawati, 2018, p. 33).
Simply, it can said that target culture means any kind of information related
to the culture owned by the native countries. It is referring to materials
presenting the culture of the Inner Circle countries which are the United
States, the United Kingdom, Australia, Canada, and New Zealand.
The aim of the target culture usually is exposing users to the
cultural contexts of the target language. Byram‘s cultural content category
will be used to specify the inner circle countries cultural materials as
follow: Social identity and Social group (Example of the passage: text
about American tribe, Aborigin tribe). Social interaction (Example of the
passage: text about how British people having conversation with people).
Belief and behavior (Example of the passage: text about Christmas Eve
celebration in America). Social and political instruction (Example of the
passage: text about Australian political party).
Socialization and the life cycle (Example of the passage: text about
British family system is). National history (Example of the passage: text
about British royal family biography). National geography (Example of
passage: text about Australian sea). Stereotype and national (Example of
the passage: text about monument of Liberty). Target culture is presented
by history of the secret of Stonehenge which is placed in English. Target
culture also present history of USA, British culture, USA culture, and such
c. International target culture materials
Involve textbook that include a wide variety of cultures set in
English-speaking countries or in countries where English is not first or a
second language, but it used as an international language. Cortazzi & Jin in
Fari (2014) maintains that the rationale for this category is that speakers
who do not speak it as their first language frequently use English in
international situations. International target culture materials involve the
culture of English speaking countries where English is their international
language, such as some African countries, some Asian countries, and
European countries. It is mirrors the culture that does not belong to the
source or the target culture; it is variety of culture around the world, where
the target language is spoken as an international language
The aims of the international culture materials are raising users
―intercultural awareness and making users familiar with various
sociocultural contexts. By this, the learners could be more aware of cross
cultural understanding while learning English. Byram‘s cultural content
category used to specify the outer circle countries cultural materials as
follow: Social identity and Social group (Example of the passage: text
about Middle East tribe).
Social interaction (Example of the passage: text about how Arabian
people having conversation with people). Belief and behavior (Example of
the passage: text about Ied Mubarok celebration in Saudi Arabia). Social
and political instruction (Example of the passage: text about Arabia
kingdom). Socialization and the life cycle (Example of the passage: text
about Thailand family system is). National history (Example of the
passage: text about Egypt civilization history). National geography
(Example of passage: text about Japansea). Stereotype and national
(Af‘idaturrohmawati, 2018, p. 14).
In seeking to learn a foreign language, learners generally expect that
they will need to become familiar with the culture of those who speak this
language as a mother tongue. In the case of English, learners of the
language living in the countries where English is spoken as the dominant
language naturally link the notion of the ‗target culture‘ of the English
speakers, English teaching materials written for a purpose of global use
usually adopt English names and try to present target culture. They also
comment on the textbooks written bgy native speakers for particular
countries as ―there is no attempt to understand other cultures‖.
Setiono (2016, p. 11) had focused on the use of the target language
culture as a vehicle for teaching the language in textbooks and suggest that
is not really possible to teach a language without embedding it in its
cultural base. To demonstrate the current sociolinguistics profile of English
language on a world scale, Kachru in Setiono (2016) provides a model of
English users below:
Figure 2. 1 : Kachru’s categories of countries in which English
B. Textbook
1. Definition of Textbook
Textbook is one of the medium instructions. It has an important role in
educational program, because it can facilitate either the teachers or the students
in teaching learning process. Moreover, the term of textbook is not only as a
course book but also as a set of teaching and learning guideline, as Salam
(2013, p. 34) says that textbook for a coherent body of teaching materials
which may consist of either just the course book(s), but also of a learning
package consisting of several parts. The importance of the textbook in an
English as a Second Language (ESL)/English as a Foreign Language (EFL)
class makes the selection process crucial.
Sometimes, it is the responsibility of the teachers to select the textbook
they will use in a given class. Textbook is used both by the teachers and the
students to determine the activities in the classroom. By using textbook, the
teachers can decide what and how to teach the materials based on curriculum
and syllabus. The text is defined as the core of the reading process, the means
by which the message is transmitted from writer to reader. It means that the
text is a mean to transfer a message from the writer to reader. Alderson (2000,
p. 6) added when you speak or write to communicate a message, you are
constructing a text. In can be understood that a text according to them is what
we speak and write to communicate a message. Moreover, other explanation of
a text is that a text is usually longer than just a word or a sentence contains a
series of sentences, as in a letter or postcard, in which the sentences are
connected to one another by grammar and vocabulary and/or knowledge of the
world.
The researcher agrees with that statement. We can find a text
surrounding our life like in a novel, letter, or announcement, etc. Sentences in
them are put together to communicate a meaning in a text form, so a text
consists of some words and sentences. Furthermore, Hughes specifies in Salam
(2013, p. 36) a number of the parameters of the texts as follow:
a. Text types include: textbooks, handouts, articles (in newspapers,
journals or magazines), poems/verse, letters, advertisements, reviews,
notices, signs, etc.
b. Text forms include: description, exposition, argumentation, narration,
etc.
c. Graphic features include: tables, charts, diagrams, etc.
d. Topics may be listed or defined in general way or in relation to a set of
candidates whose background is known. Style may be specified terms
of formality.
e. Intended readership can be quite specific (e. g. native speaking science
undergraduate students) or more general (e. g. young native speakers)
f. Length is usually expressed in number of words.
g. Readability which measure difficulty of texts.
h. Range of vocabulary may be indicated by a complete list of words
i. Range of grammar may be a list of sentences.
From the explanations above, it could be concluded that text is
everything we hear or say in spoken language, and what we read or write in
written language. A textbook serves as a single repository of information
on a subject, allowing both the teacher and the learner to use a single
common source for acquiring the desired content. By using a textbook, the
teacher and learners are expected obtain subject material are needed in the
textbook. To sum up, that a textbook is one of a primary instructional
medium which provide teaching materials and facilitate teachers and
students about what and how to teach in the classroom in teaching learning
process.
2. Kinds of Text
Text has different kinds. Students may have known a kind of texts
when they learn in the school or read a book. Anderson and Anderson write
category of text below: There are two main categories of texts literary and
factual. Literary texts include aboriginal dreaming stories, movie scripts,
limericks, fairy tales, plays, novels, song lyrics, mimes, and soap operas. There
are three main text types on this category: narrative, poetic, and dramatic.
Media text such as films, videos, television show, and CD can also be told in
this category (Mulfianti, 2013, p. 54).
Factual texts include advertisements, announcements, internet web
sites, current affairs shows, debates, recipes, reports, and instructions. The
main text types in these categories are recount, response, explanation,
discussion, information report, exposition, and procedure (Alderson, 2000, p.
13). From the explanation above, the researcher concludes that literary texts
include literatures such as fairy tales, novels, etc. It can be fiction or non-
fiction to amuse the readers, even make them laugh or cry as they record that
its aim is to express their feelings or experience. While factual texts is
according to factual phenomenon happening in surround us to show and tell the
audience.
3. Criteria of Good Text
The number of textbooks has increased dramatically. Reading text is
one of important aspects in an English textbook. Since in the reading activities
always involve the reading passages therefore the selection of a good passage
become an important thing. Selecting a good passage is not an easy matter.
Since reading texts plays an important role in the reading activities, therefore it
is better to find out the criteria of good text. Budiarti (2014, p. 6) mentions
three points of view in selecting a text as follow:
a. Readability, namely the combination of structural and lexical (i. e.
vocabulary) difficulty,
b. Suitability of content that a text should be able to interest the greatest
number of students and will not actually bore them,
c. Exploitability, it means facilitation of learning. When a teacher exploits
a text, s/he makes use of it to develop the students‘ competence as
readers (Fahriah and Rahayu, 2016, p. 42).
It can be synthesized that criteria of good text can be seen from the
readability, not only structural and lexical difficulty but also on the
interestingness of the text for the readers. An exciting text will carry the
readers to read it more and more than a dull text that is not likely to
contribute them to the development of reading competence.
4. The advantage of Textbook
There are many advantages in using a textbook to teach in the class,
even if the textbook is suitable to the whole students. According to Harmer
(2001), the advantages of the textbook are as follow:
a. Good textbooks often contain lively and interesting material; they
provide a sensible progression of language items, clearly showing what
has to be learnt and in some cases summarizing what has been studied
so that students can revise the grammatical and functional points that
they have been concentrating on.
b. Textbooks can be systematic about the amount of vocabulary presented
to the students and allow them to study on their own outside the class.
c. Good textbooks relieve the teacher from the pressure of having to think.
of original material for every class.
d. There is a greater variety of published material for teaching and
learning English than ever before.
It can be concluded that textbook has some advantages not only for
the teacher but also for the students. By using textbook, the teacher get
facilitation in teaching the material in the class, while the students can
concentrate to certain material that they want to learn.
C. The Role of Textbook in Language Teaching Learning
The textbooks and instruction materials are often used by language
instructors for they are considered essential constituents in EFL classrooms. As
Mulfianti (2013, p. 32) suggests the textbook is an almost universal element of
English language teaching. Millions of copies are old every countries. No teaching
learning situation, it seems, is complete until it has its relevant textbook. It means
that textbooks do not only represented the visible heart of any English teaching and
learning program but also offer considerable advantages for both students and
teachers in ESL/EFL classroom. He also points out our students offer have
expectations about using textbook and belief that published materials are more
synthetic and credible than teacher-planned materials.
According to Kinasih (2014, p. 7) in China many English learners and
students approach textbooks are teachers and authorities. They expect the teacher
to help their knowledge expound based on contents presented in the textbooks.
Many Chinese English teachers takes the English textbooks as the only or
indispensable resource for their everyday teaching. Students are made to spend a
huge amount of time on textbook-related work in classroom. It is not difficult to
see that many teachers and students expect to cover everything in the textbook.
The textbooks probably thus viewed and accepted as facts, as authority documents
both in linguistic and cultural contents. Therefore, when cultural learning is
presumed, the role of textbooks in English teaching and learning is the most
primary and significant in China.
It can be concluded that the textbooks indeed play a very important role in
English and learning. The use of textbook can be beneficial and effective for
learners and the special features of textbooks used in China, the cultural contents
of textbook have a great influence on learners. Cultural content refers to the
cultural information represented in the teaching material, including the textbook. It
means that 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.
D. Textbook Analysis
Textbook is an organized and pre-package set of teaching/learning.
Aliakbari (2004, p. 14) investigated the way culture is addressed in ELT in Iran in
general and the place of culture in ELT at the high school level of education in
particular. Throughout the study, the issue was examined with reference to the
relevant theoretical background and the content analysis of the prescribed English
textbook. The textbook analysis was done based on modified version of model
with a concentration on the presentation given to various target language speaking
countries or groups in the textbook. With a similar purpose, two researchers,
Fahriah and Rahayu, (2016, p. 23) conducted a study on content analysis related to
intercultural elements used in EFL course books in Turkey.
This study aimed to examine some course books of English as a foreign
language to see whether they involve any intercultural topics belonging to different
countries i the world as well as to what extend teaching materials used EFL setting
involve intercultural elements five EFL course books was selected which were all
published by worldwide well-known publishing house.
E. Content Analysis
Content analysis is a method for summarizing any form of content by
knowing various aspects of the content. This enables a more objective evaluation
than comparing content based on the impressions of a listener. For example, an
impressionistic summary of a TV program, is not content analysis. Nor is a book
review: it‘s an evaluation. Content analysis, though it often analyses written words
(Kinasih, 2014, p. 42). The content that is analyzed can be in any form to begin
with, but is often converted into written words before it is analyzed. The original
source can be printed publications, broadcast programs, other recordings, the
internet, or live situations. All this content is something that people have created.
All this is content such as print media newspaper items, magazine articles, books,
catalogues.
If we are also doing book research, the main reason for also doing content
analysis is to be able to make links between causes (e.g. book content) and content
analysis has six main stages, selecting content for analysis, where, deciding sample
size, the need for a focus, units of content, units of media content, units of audience
content, large units are harder to analyze, and dealing with several units at once
(Faris, 2014, p. 4).
F. Previous Study
In this research, the researcher also has found some relevant studies. At
first, Kurnia Citra Dewi (2012) ―A Cultural Content Analysis of a Senior High
School English Textbook for Grade X. Consultant‖. This research is aimed at
investigating the existence of cultural contents in an English textbook used by
Senior High School students grade X in Indonesia, entitled Bahasa Inggris. To this
purpose, the media of cultural presentation, categories of culture, and aspects of
culture were investigated. The method used in this study was content analysis.
Some underlying models proposed by Kinasih (2014). were used as the main
framework for analyzing the textbook. The investigation revealed that: (1) cultural
contents were mostly presented through pictures and reading texts (61%), (2) the
dominant aspect of culture is products (44%), and (3) the presented culture were
mostly about source culture (45%). In summary, the exposures of visible cultural
aspects of Indonesian culture which were presented through pictures and texts
dominated the exposures of culture in Bahasa Inggris. Based on the findings, it is a
need for textbook developers and teachers to provide a more balanced proportion
of cultural contents in terms of the dimensions (products, practices, persons,
perspectives) and categories of culture (source, target, and international target
cultures) to help learners develop their intercultural understanding. Keywords:
language and culture, cultural contents, English textbook.
In addition. The previous research by Ihsan Nur Iman Faris (2014). The
cultural content in an English textbook for Senior High School grade three in
Cianjur, West Java. The data of this study were collected from reading passages in
the English textbook for Senior High School entitled look Ahead‖ published by
Erlangga publisher. This study uses both culture theories; Cortazzi & Jin and
Adaskou, Britten & Fahsi. The study shows that the target culture is predominant
in the textbook. The investigation found that 77. 05 % cultural contents refer to the
target culture, 13. 11% cultural contents refer to the source culture, and 09. 84%
cultural contents refer to the international culture. Regarding how cultures are
represented in the textbook, generally culture is represented by the aesthetic sense
(37. 70%), the sociological sense (31. 15%), the pragmatic sense (19. 67%) and the
semantic sense (11. 48%). Based on the findings it is recommended that more
source culture and international culture be included in the textbook.
Another previous research by Dian Ekawati and Fakry Hamdani (2012)
investigated the role of culture in the textbooks and methods used in the
classrooms. With the documentation and the observation as the center of data, this
investigation also tries to arose students‘ awareness of the target culture. The result
of the study found that some EFL (English as Foreign Language) textbooks and
EFL methods did not reflect not only the target culture, but also source and
international culture. However, this study also try to explain that cultural mismatch
aroused from different culture of learning between teacher and students or between
students and textbooks can be handled by ethnographic stance and explicit
teaching. Despite this study discussed the students‘ awareness of the target culture,
the writers use the specific way to explain how this study conducted. Therefore, it
looks to be overgeneralizing.
The previous research by Riska Purnawati Salam (2013) from English
Education Department Faculty of Language and Arts Education, Indonesia
University of Education Bandung. 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 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 types of
culture theory proposed by Cortazzi & Jinn (1999). The findings explained that the
three types of culture (source culture, target culture, and international target
culture) are all presented with the target culture as the prominent well as the other
two types of culture varied from literature to gesture. Nevertheless, the cultural
content representedin 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
Another previous research related with this research is written by Ika
Aprilia Mulfianti (2013) ―The Cultural Content on English Textbook used by
Second Grade of Junior High School Students from English Dapartment of faculty
of Language and Literature of Satya Wacana Christian University of Salatiga‖.
This study was conducted to investigate the existence of cultural content in
English textbook used by second grade junior high school. The study analyzed an
English textbook entitled English in Focus which currently used by public junior
high school in I ndonesia. English in Focus was published by Pusat Perbukuan
Departemen Pendidikan Indonesia in 2008 and written by Wardiman, Jahur, and
Djusma (2008). The book was designed based on standard of KTSP 2006. This
study focused on analyzing the cultural conten ts in reading, listening and
speaking texts. The data was analyzed quantitatively and elaborated qualitatively.
The result of this study revealed that English in Focus tended to represent local
culture. It was important to note that the two other cultures were also being
represented through the texts such as the English diversity and Western culture.
Another previous research related with this research is written by Agni
Kusti Kinasih (2013) ―A Content Analysis on English Textbooks for the Tenth
Graders: Look Ahead an English Course for Senior High School Students Year X
and Pathway to English for Senior High School Student Grade X from English
Language‖ Education Study Programmed from Faculty of Languages and Arts of
State University Yogyakarta. This research which was a content analysis
contained the stages: referring t o criteria for English textbook evaluation issued
by Pusbuk in 2007 and making some modification to suit the 2013 Curriculum ;
deciding on the subjects, that were English textbooks entitled Look Ahead: An
English Course for Senior High School Student for Grade X Pathway to English
for Senior high School for Grade X; applying the criteria for evaluating
the textbooks using a simple tick and cross system as judgments; analyzing the
textbook; and interpreting the findings and stating conclusions. The result is Look
Ahead was not relevant to the 2013 Curriculum in terms of content due to the
absence of presentational texts and activities and character building. Pathwayto
English was relevant to the 2013 Curriculum due to the presentational activities
and activities for character building. It was recommended that teachers modify the
textbooks to suit 2013 curriculum and adapt the difficulties to suit learners‟
cognitive development.
Another previous research related with this research is written by Dede puji
Setiono (2016) ―An Investigation of Cultural Content on English National
Examination Item Test (A Content Analysis Study on Reading Passages of English
National Examination Academic Year 2013/ 2014, 2014/ 2015 and 2015/ 2016).
Written by from English Education at the Faculty of Tarbiya‟ and T‟achers‟
Training of Syarif Hidayatullah State Islamic University Jakarta, 2016. This study
aimed to find and describe how cultural content is presented in the reading
passages of English national examintion and what culture is contained on those
item test. This study employed qualitative method with content analysis design,
where documents of national examination from the latest three academic years are
used. To collect the data, Byram‟s cultural criteria and Cortazzi and Jin‟s cultural
type material rubrics are used as the instruments. The result showed that cultural
information in English national Examination mostly potrayed trough behavior,
social and daily life context.
Another previous research related with this research is written by
Af‘idaturrohmawati (2018), ‟Cultural Content Analysis of English on Target (An
English Textbook Published by Erlangga in the year of 2016 for Tenth Grade of
Senior High School)‖ written by from Education And Teacher Training Faculty
Walisongo State Islamic University Semarang. The background of the study was
based on the cultural content in the English on Target textbook. Actually,
understanding of cultural content for students is important because it will influence
students‘ behavior in their daily. The students have to understand which the
appropriate culture for them. The problem of this research are what types of
cultural content (whether it is source culture, target culture, or international target
culture) are presented in the English on Target and how is the cultural content in
the English on Target represented in four sense of culture. This research was
descriptive qualitative by which the writer interprets of text contain the types of
culture and senses of culture. The result of this study showed that 60 texts were
succesfully identified. There are source culture (18 data or 30%), target culture (16
data or 26. 7%), international target culture (9 data or 15%) and free culture (17
data or 28. 3%). The sense of culture, there are aesthetic sense (10 data or 16.
67%), sociological sense (43 data or 71. 67%), semantic sense (5data or 8. 3%) and
pragmatic sense (2 data or 3. 3%). So it can be concluded that the dominant of
types culture is source culture and for the senses of culture is sociological sense.
Furthermore, for the further researchers who are interested in doing similar
research, this research will give contribution to comprehend the types of culture
and senses of culture. Moreover, they should give more attention and careful in
analyzing and use some sources to get good analysis.
Form previous above it can be known that the same points this research
with the researchers above is in finding cultural contents in the textbook. The
different point this research with them are in taking the texts, where the researcher
took six texts in the English for SMK grade eleven published by Yudistira.
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
Qualitative research is employed as the approach to this research. It is
defined as the type of research study that ―investigates the quality of relationships,
activities, situations, or materials. Furthermore, according to Creswell (2003 p.
45) 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.
Content analysis is a research method for making replicable and valid
inferences from data to their context, with the purpose of providing knowledge,
new insights, a representation of facts and a practical guide to action (Salam,,
2013, P. 53). 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 and the data were
analyzed by using the tipes of culture in language materials of.
This research involved selecting text, determining the unit to be coded,
developing content categories, and analyzing data. The data were categorized
based on the types of culture in language materials by Cortazzi & Lix in
34
Af‘idaturrohmawati (2018, p. 7).
B. Setting and Subject of the Research
Setting is where the research will take place, in this case, the research will
do at the English Textbook entitled ― English for SMK‖ used by Taruna vocational
High School Jambi.
C. Data Collection
The data were collected from an English textbook for Taruna vocational
High school. The textbook entitled is English for SMK was published by Yudistira.
The textbooks were selected as the source of the data as the textbooks were
claimed to fulfill with the requirements set by Badan Standar Nasional
pendidikan the textbooks are recommended by the government to be used in
Indonesian public schools (Pusat Kurikulum dan Perbukuan, 2012). 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 were collected in the form of the reading passages in the textbook.
The illustrations that accompany the text 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 detailed information about
the textbooks.
Table 3. 1 Detailed Information about the Textbooks
No Books Author Publisher/Year Page ISBN 1 English for
SMK Sularto Yudistira/2008 979-676-750-
3
D. Selection of the Text
The texts were selected from the textbooks: English for SMK from the
textbook, the analysis was specified into the reading passages presented in each
unit. The illustrations just a posed with the reading passages were analyzed only
when it constitutes the meaning of the reading passages. English for SMK comprises
seven units. Each unit consists 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.
Table 3. 2 The Distribution of the Reading Passages in Textbook
Unit I II III IV V VI VII VIII IX X Total
English for SMK 1 1 1 1 1 1 6
From table 3. 2 it can be seen that the number of the reading passages
increasing gradually from one unit to the next unit. English for SMK provides
the students with a few reading passages in one unit, but plenty of it can be found
in another unit. Moreover, the arrangement of the topic in each unit is generally
alike, for instance unit 1 in both textbooks focused on descriptive text in this
research, the writer will choose unit 1 -7. In order to make the data display more
accurate and the news items were found in the last unit in the textbooks.
Apparently, descriptive 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
appendixes.
E. Data Analysis
In analyzing the data of the research, the writer adapted the scheme of
interactive model analysis from Huberman and Sladana, 2004 in Sugiyono, (2009,
p. 186). The model analysis consists of four steps; data collection, data reduction,
data display and conclusion from all data.
Table 3. 3 The Scheme of Interactive Model Analysis
Figure E. 1 The Scheme of Interactive Model Analysis
(Source: Huberman & Sladana in Sugiyono, 2009, pp. 186-193)
Data analysis are divided into two main steps. First, in order to reveal what
cultures are represented in the textbook, the contents in the reading passages were
categorized into the source culture, the target culture, the international culture, or
culture neutral (Cortazzi & Lix in Af‘idaturrohmawati 2018, p. 7). The source
culture refers to Indonesian culture. The target culture refers to British, American,
Canadian, Australian, and New Zealand cultures or the culture belong to The Inner
Circle countries and the international culture refers to cultures which do not belong
to the source culture and the target culture. Culture neutral contents are contents in
the textbook which do not refer to any culture, such as scientific explanation.
Then, in order to reveal how the cultures are represented in the textbook,
the cultural contents found in the reading passages were categorized into the
aesthetic sense, the sociological sense, the semantic sense, or the pragmatic sense
(Father, Britten & Fahsi in Faris, 2014, p. 23). 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.
F. Research Schedule
Schedule of the study can be seen in the following table:
NO Activities
Month 2018-2019
October 2018
January 2019
February 2019
June 2019
July 2019
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Preparation of proposal
2 Improvement of proposal
3 Seminar of proposal
4 Improvement of seminar
5 Research permit
6 Research preparation
7 Research improvement
8 Scrip arrange
9 Scrip improvement
10 Final report
CHAPTER IV
FINDINGS AND DISCUSSION
A. Research Finding
The textbook which is analyzed by the researcher is an English
textbook entitled English for SMK was published by Yudistira in 2012. This
textbook is compiled by Sularto and Istiqomah. This textbook is dedicated for
the eleventh grade students of Senior High Schools and it is claimed to be
based on School-Based Curriculum 2013. This textbook consists of 135 pages
and 7 chapters. In each chapter presents four language skills; listening, talking,
reading, and writing. This textbook also contains three genres of the texts.
1. The Cultural Content Represented in an English Textbook
a. Source Culture Materials
Refers to the textbooks which present language learners‘ own
culture. usually, these are the textbooks that are produced a national level
for a particular country. The main purpose of this category of textbook is to
enable learners to talk about their own culture to foreign visitors to their
country rather than be prepared to encounter other cultures. It can be seen
the examples below:
(1) A teacher from a Western country recently visited an elementary in an Asian country
From the data above it can be known that the quotation referred to
source culture materials because the quotation is about sociological activity
40
in a country where the is a teacher from Western country will visit the
Asian country and it is used to enable learners to talk about their own
culture to foreign visitors to their country. The quotation from the text with
the title method of education: east and west and it is in the first paragraph
and page 72.
(2) in her own country produced a room full of unique pictures, each one completely different from the others
From the data above it can be known that the quotation referred to
source culture materials because the quotation is about sociological activity
while teaching activities where the teacher watched the lesson and was
surprised. The teaching methods were very different from the way of
teaching in her own country a children‘s art lesson in her own country
produced a room full of unique pictures, each one completely different
from the others and it is used to enable learners to talk about their own
culture to foreign visitors to their country. The quotation from the text with
the title method of education: east and west and it is in the third paragraph
and page 72.
(3) she teaches culture (the ideas and beliefs of that country).
From the data above it can be known that the quotation referred to
source culture materials because the quotation is about sociological activity
where it showed that the people would reflected their activities because of
their education system and it is used to enable learners to talk about their
own culture to foreign visitors to their country. The quotation from the text
with the title method of education: east and west and it is in the third
paragraph and page 72.
(4) Each educational system is a mirror that reflects the culture of the society
From the data above it can be known that the quotation referred to
source culture materials because the quotation is about sociological activity
where it showed that every system education has roles and that roles could
make the students get what they want to, the students should learn based on
the regulation in there. The quotation from the text with the title method of
education: east and west and it is in the third paragraph and page 72.
(5) The educational systems in these countries show these values
From the data above it can be known that the quotation referred to
source culture materials because the quotation is about sociological activity
where it showed about the educational systems where the students do not
memorize information. Instead, they work individually and find answers
themselves. There is Often discussion in the classroom. At an early age,
students learn to form their own ideas and Opinions and it is used to enable
learners to talk about their own culture to foreign visitors to their country.
The quotation from the text with the title method of education: east and
west and it is in the first paragraph and page 72.
(6) Memorization is an important learning method in Japanese schools
From the data above it can be known that the quotation referred to
source culture materials because the quotation is about sociological activity
where it showed about the educational system in Japanese schools, yet
many students say that after an exam, they forget much of the information
that they have memorized. It is used to enable learners to talk about their
own culture to foreign visitors to their country. The quotation from the text
with the title method of education: east and west and it is in the fourth
paragraph and page 72.
(7) Many children collect stamps, stickers, coins erasers and cards
From the data above it can be known that the quotation referred to
source culture materials because the quotation is about sociological activity
where it showed about the educational system in every country would like
to collect stamps, stickers, coins erasers and cards, they have understood
about the material that they have to bring in learning. It is used to enable
learners to talk about their own culture to foreign visitors to their country.
The quotation from the text with the title collecting stickers and it is in the
first paragraph and page 28.
(8) She bought them from different countries around the world
From the data above it can be known that the quotation referred to
source culture materials because the quotation is about sociological activity
where it showed about the the unique ones were from the airline that she is
working for, because during me free time, she will bring out all her lovely
collections, lay them on the ground and admire them. She is really enjoy
doing this as it will help me recall who gave them, where and when she got
them. It is used to enable learners to talk about their own culture to foreign
visitors to their country. The quotation from the text with the title collecting
stickers and it is in the third paragraph and page 28.
(9) I would love to share my collections with him. I must really thank Wilfred for his little gift which started my hobby
From the data above it can be known that the quotation referred to
source culture materials because the quotation is about pragmatic activity
where it showed about the friends are jealous of her collections as she will
not exchange her unique stickers with them. Unfortunately, Wilfred shifted
away a few years ago and they had lost contact with each other. It is used to
enable learners to talk about their own culture to foreign visitors to their
country. The quotation from the text with the title collecting stickers and it
is in the fifth paragraph and page 28.
(10) I started collecting stickers since I was four years old. My hobby began through the influence of my neighbor, Wilfred.
From the data above it can be known that the quotation referred to
source culture materials because the quotation is about pragmatic activity
where it showed about the daily activities, it is the activities that happen to
the character who love with the stickers, the stickers could be the collection
for him. It is used to enable learners to talk about their own culture to
foreign visitors to their country. The quotation from the text with the title
collecting stickers and it is in the fifth paragraph and page 28.
(11) My interest in language, especially, foreign languages begin after I joining a tourist escort course.
From the data above it can be known that the quotation referred to
source culture materials because the quotation is about sociological activity
where it showed about the hobby, he had the hobby and he had to join with
the students who have many languages. After joining the music class in his
school, he began enjoying in playing guitar. It adds his hobbies. Before
loving in playing guitar, he makes himself interested in writing reading
novel, singing, dancing and traveling. By developing his hobbies, he
already earn some money from it. And actually, he had his interest in
language and biology too because there are many students from different
culture. It is used to enable learners to talk about their own culture to
foreign visitors to their country. The quotation from the text with the title
music class and it is in the fifth paragraph and page 6.
b. Target Culture Materials
Usually focus on one or two target cultures, such as the United
Kingdom materials in the EFL context. Though widely used all over the
world, they are often critized for their commercial nature and seen as
publishers‘ promotional materials. It can be seen the examples below:
(1) In a society such as the United States or Canada
From the data above it can be known that the quotation referred to
target culture materials because the quotation is about sociological activity
while teaching activities where a society such as the United States or
Canada. The educational systems in these countries show these values.
Students do not memorize information. Instead, they work individually and
find answers themselve and it is used to show the people about their
commercial nature. The quotation from the text with the title method of
education: east and west and it is in the fourth paragraph and page 72.
(2) In most Asian societies, by contrast, the people have the same language, history, and culture
From the data above it can be known that the quotation referred to
target culture materials because the quotation is about sociological activity
in Asian societies the educational system in much of the orient reflects
society's belief in group goals and purposes rather than individualism.
Children in China, Japan and Korea often work together and help one
another on assignments. and it is used to show the people about their
commercial nature. The quotation from the text with the title method of
education: east and west and it is in the fifth paragraph and page 72.
(3) Children in China, Japan and Korea often work together and help one another on assignments.
From the data above it can be known that the quotation referred to
target culture materials because the quotation is about sociological activity
in students activities, where they in the classroom, the teaching methods are
often very formal. The teacher lectures, and the students listen. There is not
much discussion. Instead, the students recite rules or information that they
have memorized and it is used to show the people about their commercial
nature. The quotation from the text with the title method of education: east
and west and it is in the fifth paragraph and page 72.
(4) which has many national, religious, and cultural differences, people highly value individualism the differences among people.
From the data above it can be known that the quotation referred to
target culture materials because the quotation is about sociological activity
while teaching activities where a society such as the United States or
Canada, which has many national, religious, and cultural differences,
people and it used for the teacher to show the students that there are many
place a lot of importance on the qualities that make each student special.
and it is used to show the people about their commercial nature. The
quotation from the text with the title method of education: east and west
and it is in the fourth paragraph and page 72.
(5) One advantage to the system in Japan is' that students there learn much more math
From the data above it can be known that the quotation referred to
target culture materials because the quotation is about sociological activity
about the one advantage education system in Japan, they also study more
hours each day and more days each year than North Americans do. The
system is difficult, but it prepares students for a society that values
discipline and self-control and it is used to show the people about their
commercial nature. The quotation from the text with the title method of
education: east and west and it is in the fifth paragraph and page 72.
(6) science than American students learn by the end of high school.
From the data above it can be known that the quotation referred to
target culture materials because the quotation is about sociological activity
about the one advantage education system and the sentence used to tell to
the reader if the students has learn it. The good system could make the
students get many knowledge also. The quotation from the text with the
title method of education: east and west and it is in the fifth paragraph and
page 72.
(7) The advantage of the educational System in North America, on the other hand, is that students learn to think for themselves.
From the data above it can be known that the quotation referred to
target culture materials because the quotation is about sociological activity
about the advantage of the educational System in North America, on the
other hand, is that students learn to think for themselves. The system
prepares them for a society that values creative ideas. There is, however, a
disadvantage. When students graduate from high school, they haven't
memorized as many basic rules and facts as students in other countries have
and it is used to show the people about their commercial nature. The
quotation from the text with the title method of education: east and west
and it is in the fifth paragraph and page 72.
(8) According to World Health Organization's web site at least 227 people have died worldwide from the virus.
From the data above it can be known that the quotation referred to
target culture materials because the quotation is about sociological activity
about the according to World Health Organization's web site at least 227
people have died worldwide from the virus and it is used to show the
people about their commercial nature. The quotation from the text with the
title Bird flu kills 16-year-old boy in Indonesia, bringing nation's toll from
illness to 104 and west and it is in the fifth paragraph and page 52.
c. International Target Culture Materials
Involve textbook that include a wide variety of cultures set in
English-speaking countries or in countries where English is not first or a
second language, but it used as an international language. The rationale for
this category is that speakers who do not speak it as their first language
frequently use English in international situations.
(1) Indonesia has regularly recorded human deaths from bird flu since the virus began ravaging poultry stocks across Asia in 2003
From the data above it can be known that the quotation referred to
international target culture materials target culture materials because the
quotation is about sociological activity about the Indonesia has regularly
recorded human deaths from bird flu since the virus began ravaging poultry
stocks across Asia in 2003. Bird flu remains hard for people to catch, but
health experts worry the virus could mutate into a form that passes easily
among humans, sparking a pandemic. So far, most human cases have been
linked to contact with infected birds and it is used to show the international
target culture materials from the text with the title Bird flu kills 16-year-old
boy in Indonesia, bringing nation's toll from illness to 104 and west and it
is in the fifth paragraph and page 52.
(2) The Health Ministry said on Saturday that a 16-year-old Indonesian boy
From the data above it can be known that the quotation referred to
international target culture materials because the quotation is about
sociological activity about the Health Ministry said on Saturday that a 16-
year-old Indonesian boy from Central Java province has died of bird flu,
bringing the nation's death toll from the illness to 104. The boy became ill
on Feb. 3 with a cough and other respiratory symptoms, according to the
Health Ministry's Web site. Sumardi, a ministry spokesman, said that the
boy died a week later in a hospital in the city of Solo, about 450 kilometers
(280 miles) southeast of the capital, Jakarta. and it is used to show the
international target culture materials from the text with the title Bird flu
kills 16-year-old boy in Indonesia, bringing nation's toll from illness to 104
and west and it is in the fifth paragraph and page 52.
(3) Central Java province has died of bird flu, bringing the nation's death toll from the illness to 104
From the data above it can be known that the quotation referred to
international target culture materials because the quotation is about
sociological activity about the Health Ministry, this is about the Indonesian
culture in Solo and it is used to show the international target culture
materials from the text with the title Bird flu kills 16-year-old boy in
Indonesia, bringing nation's toll from illness to 104 and west and it is in the
fifth paragraph and page 52.
(4) the boy died a week later in a hospital in the city of Solo, about 450 kilometers (280 miles) southeast of the capital, Jakarta
From the data above it can be known that the quotation referred to
international target culture materials because the quotation is about
sociological activity about the boy became ill on Feb. 3 with a cough and
other respiratory symptoms, according to the Health Ministry's Web site.
Sumardi, a ministry spokesman, said that the boy died a week later in a
hospital in the city of Solo, about 450 kilometers (280 miles) southeast of
the capital, Jakarta and it is used to show the international target culture
materials from the text with the title Bird flu kills 16-year-old boy in
Indonesia, bringing nation's toll from illness to 104 and west and it is in the
fifth paragraph and page 52.
B. Discussion
After doing the analysis of the data, the researcher would like to interpret
the data. The result shows that based on reading texts which found in English for
SMK was published by Yudistira, the researcher got eleven data from three texts
with the title method of education: east and west, collecting stickers and music
class. It means that eleven data were divided with twenty three data and multiplied
100% got 48% source culture materials. The researcher also found in target culture
there were eight data from two texts with the title method of education: east and
west and Bird flu kills 16-year-old boy in Indonesia, bringing nation's toll from
illness to 104. It means that eight data were divided with twenty three data and
multiplied 100% got 35% target culture.
The researcher found in international target culture materials there were
four data from one text with the title Bird flu kills 16-year-old boy in Indonesia,
bringing nation's toll from illness to 104. It means that four data were divided with
twenty three data and multiplied 100% got 17% international target culture
materials. It can be interpreted that these reading texts are good enough to be
understood by the students since they can understand other culture and
representation their culture. The results of the present study are related with the
results of (Kurnia Citra Dewi, 2012, and Dian Ekawati and Fakry Hamdani, 2012)
they found that 77. 05 % cultural contents refer to the target culture, 13. 11%
cultural contents refer to the source culture, and 09. 84% cultural contents refer to
the international culture. Regarding how cultures are represented in the textbook,
generally culture is represented by the aesthetic sense (37. 70%), the sociological
sense (31. 15%), the pragmatic sense (19. 67%) and the semantic sense (11. 48%).
Based on the findings it is recommended that more source culture and international
culture be included in the textbook.
These reading texts are suitable to be used by the students and the teacher
in the class. It is also supported by Kramsch (1993:1) emphasizes that culture in
language learning is always in the background in classrooms when language
learners are looking for a good communicative competence and challenging their
ability to make sense of the world around them. An exciting text will carry the
readers to read it more and more than a dull text that is not likely to contribute
them to the development of reading competence and also the students can
understand the texts but still need the teacher‘s guidance.
Target culture materials on English textbook entitled English for SMK was
not much tells about the culture, from six texts which related to enable learners to
talk about their own culture to foreign visitors to their country only in two texts it
cause the average was 48% in source culture materials. Target culture materials
was also not much tells about the culture, from six texts which related to is used to
show the people about their commercial nature and only in one text it cause the
average was 35% in target culture materials. International target culture materials
was also not much tells about the culture, from six texts which related to is used to
show the international target culture materials and only in one text it cause the
average was 17% in international target culture materials.
From the explanation above, the researcher can interpret that the reading
texts in the English textbook entitled English for SMK was published by Yudistira
are predicted to be quite easy and also did not much tells about the culture where
from six texts only four texts have told about the culture, but the texts made
students are able to read them. They can understand the texts. Therefore, this
textbook is suitable to the students as reading material because the texts are good
for practice reading comprehension.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The finding indicated that the reading texts in the English textbook entitled
English for SMK was published by Yudistira are predicted to be quite easy from 6
reading texts get the average each score is 48% source culture materials, 35%
target culture materials and 17% international target culture materials. The
textbook did not much tells about the culture where from six texts only four texts
have told about the culture, but the texts made students are able to read them. They
can understand the texts. Therefore, this textbook is suitable to the students as
reading material because the texts are good for practice reading comprehension.
B. Suggestion
From the foregoing discussions, some suggestions are offered. The
suggestions are intended to principals, to English teachers, to the publishers and
authors, and to other researchers.
1. To principals
The principals have to be able to decide which the textbook is good to
support in improving the potential of every learners and the quality of
education.
2. To English teachers
Classroom reading activities will be interesting with various reading
materials. The teachers have to select a suitable textbook to their students
54
which are readable, understandable and interesting. Particularly, the
textbook must be suitable to the level of students‘ ability so they won‘t be
bored to read it.
3. To Publishers and authors
The publishers and the authors are expected to pay attention in producing
the better textbooks which match with the culture and also with level of the
students‘ ability as the good textbook can help both the teacher and the
students to reach the goal of teaching and learning English.
4. To Other Researchers
There are still so many textbooks offered by other publishers. The other
researchers can use them as the subject of the research. For those interested
in studying about the culture, you can use one of the categories of culture.
The researcher hopes that this research can give more information for
further research.
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ENGLISH TEXTBOOK ENTITLED ENGLISH FOR SMK WAS
PUBLISHED BY YUDISTIRA
Method of Education: East and West
A teacher from a Western country recently visited an elementary in an
Asian country. In one class, she watched sixty young children as they learned to
draw a cat the class teacher drew a big circle on the blackboard, and sixty children
copied it on their papers. The teacher drew a. smaller circle on top of the first and
then put two triangles on top of it. The children drew in the same way. The lesson
continued until there were sixty-one identical cats in the classroom. Each student's
cat looked exactly like the one on the board.
The visiting teacher watched the lesson and was surprised. The teaching
methods "were very different from the way of teaching in her own country A
children's art lesson in her own country produced a room full of unique pictures,
each one completely different from the others. Why? What causes this difference
in educational methods? In a classroom.
In any country, the instructor teaches more than art or history or language.
He or she teaches culture (the ideas and beliefs of that country). Each educational
system is a mirror that reflects the culture of the society.
In a society such as the United States or Canada, which has many national,
religious, and cultural differences, people highly value individualism — the
differences among people. Teachers place a lot of importance on the qualities that
make each student special. The educational systems in these countries show these
values. Students do not memorize information. Instead, they work individually and
find answers themselves. There is Often discussion in the classroom. At an early
age, students learn to form their own ideas and Opinions.
In most Asian societies, by contrast, the people have the same language,
history, and culture. Perhaps for this reasons, the educational system in much Of
the Orient reflects society's belief in group goals and purposes rather than
individualism. Children in China, Japan and Korea often work together and help
one another on assignments. In the classroom, the teaching methods are often very
formal. The teacher lectures, and the students listen. There is not much discussion.
Instead, the students recite rules or information that they have memorized.
There are advantages and disadvantages to both of these systems of
education. For example, one advantage to the system in Japan is' that students there
learn much more math and science than American students learn by the end of high
school. They also study more hours each day and more days each year than North
Americans do. The system is difficult, but it prepares students for a society that
values discipline and self-control. There is, however, a disadvantage.
Memorization is an important learning method in Japanese schools, yet many
students say that after an exam, they forget much of the information that they have
memorized.
The advantage of the educational System in North America, on the other
hand, is that students learn to think for themselves. The system prepares them for a
society that values creative ideas. There is, however, a disadvantage. When
students graduate from high school, they haven't memorized as many basic rules
and facts as students in other countries have
Bird flu kills 16-year-old boy in Indonesia, bringing nation's toll from illness to 104
The Health Ministry said on Saturday that a 16-year-old Indonesian boy
from Central Java province has died of bird flu, bringing the nation's death toll
from the illness to 104. The boy became ill on Feb. 3 with a cough and other
respiratory symptoms, according to the Health Ministry's Web site. Sumardi, a
ministry spokesman, said that the boy died a week later in a hospital in the city of
Solo, about 450 kilometers (280 miles) southeast of the capital, Jakarta.
Tests confirmed the boy had been infected with the dangerous H5NI strain
of the bird flu virus. The ministry said that the victim's neighbors had sick chickens
on their property and the boy apparently slaughtered some of them before he
became
Indonesia has regularly recorded human deaths from bird flu since the virus
began ravaging poultry stocks across Asia in 2003. Bird flu remains hard for
people to catch, but health experts worry the virus could mutate into a form that
passes easily among humans, sparking a pandemic. So far, most human cases have
been linked to contact with infected birds.
Scientists have warned that Indonesia, which has millions of backyard
chickens and poor medical facilities, is a potential hot spot for a global bird flu
pandemic. According to World Health Organization's web site at least 227 people
have died worldwide from the virus.
Collecting Stickers
Most of us have the collecting instinct. That is why we have to keep certain
just for the fun of it. Many children collect stamps, stickers, coins erasers and
cards.
My hobby is collecting stickers. It is also one of the most popular hobbies
among children. Children can enjoy this pastime because it is not an expensive
hobby. I started collecting stickers since I was four years old. My hobby began
through the influence of my neighbor, Wilfred. One day when I was playing in his
house, he showed me his stacks of sticker albums. I was amazed to see so many
colorful stickers of all shapes and sizes He gave me a few pieces from his
collection. My interest in stickers started from that day
I kept my first set of stickers in a scrapbook but my subsequent collections
were kept in beautiful boxes. I was quite reluctant to paste them on sticker albums
which mv mother has bought for me because I think some of the stickers could not
be removed easily when pasted onto the albums. By keeping the stickers in boxes,
I can exchange some of my stickers with my friends conveniently without
damaging them.
Ever since my family members came to know of my interest in stickers,
they will buy stickers for me whenever they come across nice ones. I love those
stickers from my auntie who is an air-hostess. She bought them from different
countries around the world. Some of the unique ones were from the airline that she
is working for.
During me free time, I will bring out all my lovely collections, lay them on
the ground and admire them. I really enjoy doing this as it will help me recall who
gave them, where and when I got them.
Some of my friends are jealous of my collections as I will not exchange my
unique stickers with them. Unfortunately, Wilfred shifted away a few years ago
and we had lost contact with each other. Otherwise, I would love to share my
collections with him. I must really thank Wilfred for his little gift which started my
hobby.
Voice is All You’ve Got
When you talk to someone in a face-to-face setting, how much of the
communication message do you think is conveyed just by what you say — the
words that you use? Do you think 50 percent of the message is conveyed through
your words? Eighty percent? Thirty percent? Studies show that only 7 percent of a
message is conveyed through the words that you use. Another 38 percent is carried
by your tone of voice. The remaining 55 percent is conveyed through body
language.
Guess what's not available when you're on the telephone: body language,
and that accounts for more than half of the communication message that's
conveyed. You have to make up that missing 55 percent when you're on the
telephone, through your voice. How do you do that?
For one, when the phone rings, be ready. Be prepared to talk. Give your
attention to the caller — the customer. Set aside whatever you are doing and focus
on what the caller is saying. Ask clarifying questions: "Do you want the dean or
the assistant dean?" Paraphrase their comments so you understand what the caller
means. Interact and verbally encourage the caller. Summarize the conversation to
clear up any areas of misunderstanding. Although the caller can't see them use
body gestures body language. Gestures allow you to be more expressive, more
animated in your conversation.
Also pay attention to your vocal quality, consisting of rate, pitch, volume,
clarity, and tone. Is your voice rate too fast or too slow? The average speech rate is
140 words per minute. Fast talkers come across as untrustworthy or too busy to
talk. Callers may think of slow talkers as mentally slow. Pitch is the highness or
lowness of your voice. High-pitched talkers tend to grate on people's nerves, while
low-pitched talkers sound mechanical, almost robotic. Volume is how loud or soft
you talk. Loud people are perceived as brash, overbearing; soft speakers are seen
as shy, wimpy. Clarity takes in how your words are understood. Do you articulate
your words, or do you slur them together? A problem in South is dropping end
consonants ("droppin"' for "dropping") or mispronouncing some words ("git' for
"get'). Lastly, tone is the expressiveness in your voice. It makes up 38 percent of
the communication message, so make it count. Be expressive.
Joining The Music
After joining the music class in my school, I began enjoying in playing
guitar. It adds my hobbies. Before loving in playing guitar, I make myself
interested in writing reading novel, singing, dancing and traveling. By developing
my hobbies, I already earn some money from it. And actually, I have my interest in
language and biology too. My interest in language, especially, foreign languages
begin after I joining a tourist escort course. But my interest in biology is behind my
back right now, because I don't have much time to develop it. Actually, I plan to
study and learn more about it as soon as time permits me.
Playing guitar now becomes my new hobby. By playing it, I can develop
my other hobby too, that is singing. Besides I can make melodies and music with it
when I am bored with my job, as a corporate secretary, I can ease my tiredness by
playing guitar and get my energy back. I plan to learn more and more and I try
getting new techniques in playing guitar. I hope I can develop my ability and
master on playing guitar one day. I also hope I can play other music instruments
someday.
My English Teacher's Daily Activities
Every day he leaves his house at about a quarter past six in the morning and
he goes to school by his old motorcycle. Sometimes he goes by bus when it rains.
At about two thirty, he usually gets home and meets his wife and his children. He
doesn't have lunch at home once a while. After taking a nap for some minutes, he
comes back to his school again to teach his students to prepare for the English
national test until five thirty.
At about six thirty in the evening he has dinner with his family at home.
While having dinner, he always asks his children what they have studied at school
and what they are going to do for the next day. Before going to bed, he usually
watches "the world news" program on television.
DOCUMENTATION
\-
NameStudent IDAdvisor IITitle
Faculty
KEMENTERIAN AGAMAUMYERSITAS ISLAM NEGERI
SULTHAN TEAHA SAMUDI}IN JAMBIJl.Jambi-MuaroBulian KM. I 6 Simp. Sei.Duren Kab.MuaroJambi 36363
Telp.ff ax: (074 I )583 I 83 -5 84 I I 8 website: iainjambi. ac. id
:Nurmilayana: TE. 141021: Dr. M. Taridi, M. Pd
: Analysis of Culture Values in the English Textbook at the Eleventh Grade ofSMK Taruna Indonesia Jambi: Faculty of Education and Teacher Training
CONSULTATION CARD
In.08'FM-PP-05-03
NO DAYIDATECONSULTATION
TOMATERTAL CONSULTATION SIGNATURE
IKamis,26 juli2018 1
Sistematis penulisan
,"'rT-^2
Kamis,09Agustus 2018 2
Proposal draft /"-tr,J
Selasa,2lAgustus 2018
Correction BAB I,II & III .J[^4
Senin"17September 2018 4
RevisionBABI&III ,rrfe5
Kamis,20Oktober 2018 5
Correction & ACC Seminar a-.-0/6
Rabu,23 Januari2'019 6
Revision BAB II & ru /fu7
Rabu 20Februari 7
Acc riset r\gI Senin,06 Mei
20t9 8Revisi Al1BAB /.L
9Selasa,l3 Mei2019 9
Revisi BAB fV
,^{,
10Kamis,20 Juni2019 t0
Acc munaqasah rg"Jambi, 19 oktober 2or3
NIP: I9640fi620141210i0.2
NameStudent IDAdvisor ITitle
Faculty
KEMENTERIAN AGAMATINIYERSITAS ISLAM NEGERI
SULTHAN THAHA SAIFUDDIN JAMBIJl.Jambi-MuaroBulian KM. I 6 Simp. Sei.Duren Kab.MuaroJambi 36363
Telp./Fax;(074 I )5S3 I 83-5841 I B website:iainjambi.ac-id
:Nurmilayana:TE. 141021
: Dr. Rusminl. S. Aq." M. Pd. I: Analysis of Culture Values in the English Textbook at the Eleventh Grade ofSMK Taruna Indonesia Jambi: Faculty of Education and Teacher Training
CONSULTATION CARD
NO DAY/DATE CONSULTATIONTO
MATERTAL CONSULTATION SIqNATURE
1
Senin,22Oktober 2018 1
Proposal draft VA
ntL
Rabu,24Oktober 2018 2
Correction BAB I,II & III I ,j/J
Itxrt'at,26Oktober 2018 J
RevisionBABI&III
0r/4
Selasa,30Oktober 2018 4
Correction & ACC Seminar 'L5
Rabu,20Februari 2019 5
Revision BAB II & m M/6
Selasa,26Februari 2019 6
Acc riset }r/7
Rabu,26 juni2019 7
Revisi All BAB v8
Jum'at 28 juni2019 8
Revisi BAB fV w9
Senin,0l juli2019 9
Revisi references ilzt0
Rabu,03 juli20t9 10
Acc munaqasah u:/