Content Analysis on Cultural Context of Junior High School English Textbook

Sri Ulfa Dwi Yana Lembah, Harni Jusuf, Abdul Kadir Ismail

Abstract


Textbooks have important roles in learning, including learning English. English textbooks
are not only a source of information about the material studied but also provide an
overview of the culture contained in the textbook. Concerning to culture, this research
aims to determine the culture portrayed in the English textbook "Think Globally Act
Locally" used by SMP MUHAMMADIYAH 2 Gorontalo students in Grade IX and to
determine the teacher’s way to implement the culture in textbooks. This research used
qualitative descriptive. The data collected through observation check list, interview, and
documentation. The steps in analyzing the data are: (1) reading the textbook "Think
Globally Act Locally"; (2) grouping culture into several aspects according to the theory
used by Cortazzi and Jin and Adaskou, Briten and Fahsi; (3) analyzing the most dominant
culture in textbooks. The research findings shown that the culture described in textbooks
includes source culture, target culture and international culture. The culture that appears
most often is the source culture. This is evidenced by the results of 50% source culture, 38% target culture and 12% international culture.


Keywords: Textbooks, Cultural, Source Culture, Target Culture, International Culture


Full Text:

PDF

References


Adaskou, K., Britten, D., & Fahsi, B. (1990). Design decisions on the cultural contents of a secondary English course for Morocco. ELT Journal,

(January), 3–10.

Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in the EFL Classroom. In E. Hinkel (Ed.), Culture in Second Language Teaching (pp. 196–219). Cambridge University Press.

Faris I. N. (2014). Cultural content analysis of an English textbook for Senior High School Grade Three in Cianjur, West Java. Journal of English and Education, 2(2), 14–25.

Hidasi, J. (2017). The impact of interconnectedness: Culture, language,

communication. Nyelv Vilag, 19(1), 62–69.

Kim, L. S. (2003). GEMA Online Journal of Language Studies. 3(2).

Krippendorff, K. H. (2004). Content Analysis: An Introduction to Its

Methodology. SAGE Publications.

Mazari, A. & Derraz, N. (2015). Journal of Humanities and Cultural Studies. 2(2), 350–359.

Mustapidaturrohmah, N., Dian, P., Degeng, D., Caterina, W., & Info, A. (2022). A Cultural Content Analysis of the EFL Textbooks for Primary Education in Indonesia. 13(1), 67–82. https://doi.org/10.15642/NOBEL.2022.13.1.67-82

Nurjanah, I., & Umaemah, A. (2019). an Analysis of Cultural Content in the Textbook “Pathway To English” for Second Grade in Senior High School. ELT Echo : The Journal of English Language Teaching in Foreign Language Context, 4(1), 83. https://doi.org/10.24235/eltecho.v4i1.4536

Pashmforoosh, R., & Babaii, E. (2015). Whose Culture and How Far? Culture Presentation in Current Business English Textbook Series. Journal of Teaching in International Business, 26(3), 216–236.

https://doi.org/10.1080/08975930.2015.1083514

Roza, A. S., Harya, T. D., & Algiovan, N. (2021). The Inside of English Textbooks in a City of Education: A Cultural Content Analysis. International Journal of Multicultural and Multireligious Understanding, 8(3), 176.

https://doi.org/10.18415/ijmmu.v8i3.2412

Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL

textbook: a critical discourse analysis. Intercultural Education, 30(4), 383– 397. https://doi.org/10.1080/14675986.2019.1548102

Sharma, S. (2015). Effective communication. Scholarly Research Journal for Interdiscilinary Studies, III(March), 3151–3156.




DOI: http://dx.doi.org/10.30984/jeltis.v3i2.2750

Article Metrics

Abstract view : 74 times
PDF - 65 times

Refbacks

  • There are currently no refbacks.


Rumah Jurnal IAIN Manado

Jl. Dr. S.H. Sarundajang, Kawasan Ringroad I, Malendeng Manado Kode Pos 95128, Sulawesi Utara, Indonesia.

 

Creative Commons License