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A CULTURAL CONTENT ANALYSIS OF A SENIOR HIGH
SCHOOL ENGLISH TEXTBOOK FOR GRADE X
A THESIS
Written as a partial fulfillment of the requirements for the graduate education
degree of English language teaching
Written by
Kurnia Citra Dewi
S891408021
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
FACULTY OF TEACHER TRAINING AND EDUCATION
SEBELAS MARET UNIVERSITY
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Kurnia Citra Dewi. 2016. A Cultural Content Analysis of A Senior High School
English Textbook for Grade X. Consultant: Dr. Abdul Asib, M.Pd. Co-Consultant:
Dr. Nur Arifah Drajati, M.Pd. Thesis. Surakarta. English Education Magister Department, Sebelas Maret University of Surakarta.
ABSTRACT
Language is embedded in a particular culture and learners inevitably learn about its culture while learning a language. The integration of cultural contents in ELT (English Language Teaching) materials is strongly related to the current status of English. Being a global and commonest language, many recent theories suggest that the cultural contents of English materials should not be limited to native English-speaking countries and should include local cultural contents. To this end, 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 Cortazzi and Jin (1999), Moran (2001), Yuen (2011), and Xiao (2011) 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.
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Kurnia Citra Dewi. 2016. Analisis Budaya pada Buku Teks Bahasa Inggris SMA
(Sekolah Menengah Atas) Kelas X. Tesis. Pembimbing: Dr. Abdul Asib, M.Pd.
Kopembimbing: Dr. Nur Arifah Drajati, M.Pd. Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret Surakarta.
ABSTRAK
Bahasa tertanam dalam suatu budaya and pembelajar bahasa tidak dapat terhindarkan dari proses mempelajari budaya itu sendiri ketika ia sedang mempelajari sebuah bahasa. Pengintegrasian muatan buadaya dalam materi pengajaran bahasa Inggris sendiri sangat dipengaruhi oleh status bahasa Inggris dewasa ini. Karena bahasa Inggris merupakan bahasa global dan bahasa yang paling umum digunakan di seluruh dunia, banyak teori yang menyatakan bahwa muatan budaya pada materi bahasa Inggris tidak seharusnya terbatas pada pemaparan budaya dari negara-negara yang menggunakannya sebagai bahasa ibu dan seharusnya mencakup muatan budaya lokal. Berdasarkan isu tersebut, penelitian ini bertujuan untuk menginvestigasi keberadaan muatan buadaya dalam sebuah buku teks bahasa Inggris yang digunakan siswa SMA kelas X di Indonesia yang berjudul Bahasa Inggris. Untuk mencapai tujuan tersebut, media pemaparan muatan budaya, kategori-kategori budaya, dan aspek-aspek budaya diinvestigasi dalam penelitian ini. Metode yang digunakan dalam penelitian ini adalah kajian isi. Beberapa model teori yang dikemukakan oleh Cortazzi dan Jin (1999), Moran (2001), Yuen (2011), dan Xiao (2012), digunakan dalam studi ini sebagai kerangka utama dalam proses menganalisa buku teks. Investigasi menghasilkan temuan sebagai berikut: (1) muatan budaya paling banyak dipresentasikan melalui gambar dan teks bacaan dengan presentase (61%), (2) aspek budaya paling dominan adalah products dengan presentase (44%), (3) muatan budaya yang dipaparkan lebih didominasi oleh budaya sumber/budaya Indonesia dengan presentase (45%). Pemaparan aspek-aspek budaya Indonesia yang dipresentasikan melalui objek gambar dan teks bacaan mendominasi paparan muatan budaya dalam buku teks Bahasa Inggris. Berdasarkan temuan-temuan tersebut, guru dan penulis buku teks diharapkan untuk menyajikan muatan budaya yang lebih seimbang yang mencakup dimensi budayanya (products, practices, persons, perspectives) dan kategori budaya (source, target, dan international target cultures) untuk membantu siswa mengembangkan pemahaman antar budaya.
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vii MOTTOS
Surely, with hardship comes ease, so when you have finished (with your immediate
task), then stand and to your Lord direct (your) longing.
(Q.S. Insyirah, 94: 6-8)
If you are wrong, fix it.
If you fail, try again.
But if you give up,
everything is ended.
(Unknown)
If you can’t fly, then run, If you can’t run, then walk, If you can’t walk, then crawl,
but whatever you do,
you have to keep moving forward.
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DEDICATIONS
This thesis is specially dedicated to:
My beloved Father and Mother
(Sudjono, S.Pd and Sri Hadi Whayuni, S.Pd.)
My beloved elder and younger brothers
(Aan Galih Wicaksana, S.Pd and Bripda Satria Aji Laksana)
My lecturers My beloved one
(dr. Hilmy Pradiksa)
My beloved friends
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ACKNOWLEDGEMENTS
Alhamdulillahi Rabbil ‘aalamiin, all praises belong to Allah SWT, the
Almighty and the Most Merciful, whose blessing, guidance, and mercy have
strengthened me along the hard path of my life so that I can finally finish my thesis
entitled “A Cultural Content Analysis of A Senior High School English Textbook
for Grade X”. In this opportunity, the writer would like to thank all of those who
have supported and guided in the process of writing this thesis. The completion of
this thesis is indeed supported by a lot of help. Therefore, she would like to offer her
highest appreciation to:
1. the writer’s beloved parents; Sudjono, S.Pd., and Sri Hadi Wahyuni, S.Pd., for
their endless loves, cares, prayers, sacrifices, and supports, the writer’s
Education Faculty of Sebelas Maret University,
3. Dr. Ngadiso, M. Pd. as the Head of English Education Department of
Graduate School Sebelas Maret University,
4. the first consultant, Dr. Abdul Asib, M.Pd., for his patience, guidance, advice,
solutions, and his best proofreading in the completion of this thesis and the
co-consultant, Dr. Nur Arifah Drajati M.Pd., for her kind words, quality hours
of consultation, and motivation,
5. the author of Bahasa Inggris for grade X students for her time of interview
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6. friends of English Education Graduate program in academic year 2014/2015
in Sebelas Maret University, especially Team A for all the joy and sorrow.
Thanks for the suggestions and supports.
7. Those who cannot be mentioned one by one in favor of supporting the
researcher to accomplish this thesis.
May Allah bless you all.
Surakarta, July 2016
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CHAPTER II LITERATURE REVIEW A. Literature Review ………..………. 9
1. Language and Culture a. The Nature of Culture .………..……… 9
b. Types of Culture ……… 10
c. The Relation between Language and Culture …..………. 14
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b. The Role of Textbook in Foreign Language Teaching and Learning ……… 19
c. Cultural Contents in EFL Textbooks ……… 21
d. English textbook in Senior High Schools ………. 26
4. Textbook Analysis a. The Need to Analyze Textbook ………. 27
b. Criteria for analyzing Cultural Contents in EFL Textbook 1) Categories of Culture ……….. 29
2) Dimensions of Culture ……….. 31
3) Media of Culture presentation ……… 38
B. Review of Related Studies ………. 41
D. Techniques of Collecting Data……… 50
1. Data Collecting Techniques ……… 50
2. Data Collecting Instrument ……… 51
E. Unit of Analysis ………. 54
F. Techniques of Analyzing the Data ……… 55
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2. Aspects of Culture ………... 72
3. Categories of Culture ………..……. 86
B. Discussion ……… 106
CHAPTER V CONCLUSSIONS, IMPLICATIONS, AND
SUGGESTIONS
A. Conclusions ……… 111
B. Suggestions ………. 112
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LIST OF FIGURES
Figure Page
Figure 2.1 A descriptive text Representing Source Culture
taken from Bahasa Inggris Semester I …………..….. 23
Figure 2.2 A descriptive text Representing Target Culture
taken from Bahasa Inggris Semester I ………… …… 21
Figure 2.3 A descriptive text Representing International Target
Culture taken from Bahasa InggrisSemester II ……. 25
Figure 2.4 Cultural Aspects: Products taken from Bahasa Inggris
Semester I ……… 37
Figure 2.5 Cultural Aspects: Persons taken from Bahasa Inggris
Semester II ………. 37
Figure 2.6 Cultural Aspects: Practices taken from
Bahasa Inggris textbook Semester I ……… 37
Figure 2.7 Cultural Aspects: Perspectives taken from
Bahasa Inggris textbook Semester I ……… 37
Figure 3.1 Covers and Table of Contents of Bahasa Inggris…… 49
Figure 3.2 A Sample of Coding
(Bahasa Inggris, Semester II, page 9) ……… 58
Figure 4.1 Questionnaire Sheet Showing Media of
Cultural Presentation of Teacher 1 ………. 60
Figure 4.2 Questionnaire Sheet Showing Media of
Cultural Presentation of Teacher 2 ……….. 61
Figure 4.3 Questionnaire Sheet Showing the most used forms
of Media of Cultural Presentation from Teacher 1……. 70
Figure 4.4 Questionnaire Sheet Showing the most used forms
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Figure 4.5 A Quotation of an Interview between the Researcher (R) and the Textbook Writer (W) about Media of Cultural
Presentation ………... 70
Figure 4.6 The Questionnaire Sheet Showing Cultural Aspects
Presented in the Textbook from Teacher 1……… 72
Figure 4.7 The Order of The Exposure of Categories of Culture
from Teacher 1 ……….. 87
Figure 4.8 The Order of The Exposure of Categories of Culture
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LIST OF TABLES
Table Page
Table 2.1 Coding guidelines for the nine themes of
big “C” culture (Xiao, 2010: 39) ……….. 12
Table 2.2 Coding guidelines for the nine themes of
little “c” culture (adopted from Xiao, 2010: 40) ……. 13
Table 2.3 Main Categories of Culture Adopted
from Xiao (2010: 37) ……… 31
Table 2.4 A brief Summary of the Five Aspects of Culture
(Moran, 2001) ………. 35
Table 2.5 Media of Cultural Representation
(Dehbozorgi, Amalsaleh, and Kafipour, 2014: 72) …… 39
Table 2.6 The Framework of the Instrument for Evaluating
Bahasa Inggris ……… 45
Table 3.1 The Criteria for Analyzing Cultural Contents in
Bahasa Inggris : Media of Cultural Presentation ……. 52
Table 3.2 Criteria for Analyzing Cultural Contents in
Bahasa Inggris: Themes for Aspects of Culture …….. 52
Table 3.3 Criteria for Analyzing Cultural Contents in
Bahasa Inggris: Categories of Culture ……….. 53
Table 3.4 Checklist 1: Categories of Culture presented in
Audio-Visual Media ………... 57
Table 3.5 Checklist 2: Aspects of Culture presented in
Audio-Visual Media ……… 57
Table 3.6 Checklist 3: Categories of Culture presented in
Textual Media ………. 57
Table 3.7 Checklist 4: Aspects of Culture presented in
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Table 4.1 Some Examples of Audio-Visual Media presenting
Cultural Loads ……….. 62
Table 4.2 Some Examples of Textual Media Containing
Cultural Loads ………. 66
Table 4.3 The Detailed Distribution of Audio-Visual and
Textual Media in Each Chapter of Bahasa Inggris… 68
Table 4.4 The Distribution of Dimension of Culture in
Bahasa Inggris ………. 73
Table 4.5 Some Examples of Products Containing
Cultural Contents in Bahasa Inggris ……….. 75
Table 4.6 Some Examples of Persons Containing
Cultural Loads in Bahasa Inggris ………. 78
Table 4.7 Some Examples of Practices Containing
Cultural Loads in Bahasa Inggris………. 81
Table 4.8 Some Examples of Perspectives Containing
Cultural Loads in Bahasa Inggris ……… 84
Table 4.9 Some Examples of a Case in which One Source of Data Represents More Than One Categories of Culture …. 88
Table 4.10 The Distribution of Categories of Culture ………….. 93
Table 4.11 Some Examples of Cultural Contents Representing
Source Culture in Bahasa Inggris……… 95
Table 4.12 Some Examples of Culture Free in Bahasa Inggris…. 99
Table 4.13 Some Examples of cultural contents representing
target culture in Bahasa Inggris………. 101
Table 4.14 Some Examples of Cultural Contents Representing
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LIST OF APPENDICES
Appendix 1 : The Blueprint/Guidelines of the Instruments
Appendix 2 : Questionnaire of Teacher 1
Appendix 3 : Questionnaire of Teacher 2
Appendix 4 : Questionnaire of Teacher 3
Appendix 5 : Questionnaire of Teacher 4
Appendix 6 : Interview Transcripts with the Author of the textbook
