THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK.

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THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK

Submitted to Department of English Education of Faculty of Language

and Literature Education of Indonesia University of education in Partial

Fulfillment of the Requirements for Sarjana Pendidikan Degree

A Research paper

By

Annisa Marcella

1006358

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE EDUCATION INDONESIA UNIVERSITY OF EDUCATION

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i

Hak Cipta

THE PORTRAYAL OF THE SOURCE AND THE

TARGET CULTURES IN PICTURES OF AN

ENGLISH TEXTBOOK

Oleh

Annisa Marcella

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Sastra

Universitas Pendidikan Indonesia

Juni 2015

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak

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ii

PAGE OF APPROVAL

ANNISA MARCELLA

THE PORTRAYAL OF THE SOURCE AND THE TARGET

CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK

Approved by:

Supervisor,

Prof. Dr. Emi Emilia, M. Ed., Ph. D. 196609161990012001

Co-Supervisor,

Nicke Yunita Moecharam, S. Pd., M.A. 198206302005012001

Head of English Education Department Faculty of Language and Literature Education

Indonesia University of Education

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Annisa Marcella , 2015

THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

ABSTRACT

The Portrayal of the Source and the Target Cultures in Pictures of an English Textbook

Main Supervisor

Prof. Dr. Emi Emilia, M. Ed., Ph. D.1

emi.emilia.upi@gmail.com

Co- Supervisor

Nicke Yunita Moecharam, S. Pd, M. A.2

nickeyunita@yahoo.com

This study investigates how the source and the target cultures are portrayed in an English textbook for junior high school. This study is qualitative in nature. The data for this study are eleven pictures collected from eleven chapters in the English textbooks for junior high school entitled Bahasa Inggris: When English Rings a bell for Grade VII published by Indonesia

Ministry of Education and Culture. To reveal how the source and the target cultures (Cortazi

& Jin, 1999) are portrayed in the textbook, the cultural contents are categorized into the aesthetic sense, the semantic sense, the sociological sense and the pragmatic sense (Adaskou, Britten, & fahsi, 1990). The culture portrayed in the pictures are also unpacked using visual grammar theories in several categories such as gaze, size of frame and color (Kress & van Leeuwen, 2006). The investigation found that, according to the cultural aspects analysis, the pictures are dominated by the semantic sense and the sociological sense of culture from the

students’ source culture. According to the visual grammar analysis, the pictures in the English textbook offer information in far social distance. Based on the findings it is recommended that more target culture and international culture be added in the balance

amount in order to develop students’ cultural awareness.

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ABSTRAK

The Portrayal of the Source and the Target Cultures in Pictures of an English Textbook

Pembimbing 1

Prof. Dr. Emi Emilia, M. Ed., Ph. D.1

emi.emilia.upi@gmail.com

Pembimbing 2

Nicke Yunita Moecharam, S. Pd, M. A.2

nickeyunita@yahoo.com

Penelitian ini mencari bagaimana budaya asal dan budaya target ditampilkan dalam sebuah

buku Bahasa Inggris untuk Sekolah menengah Pertama. Penelitian ini menggunakan metode

kualitatif. Data yang digunakan dalam penelitian ini terdiri atas sebelas gambar yang

dikumpulkan dari sebelas bab yang terdapat di dalam buku Bahasa Inggris untuk sekolah

menengah pertama berjudul Bahasa Inggris: When English Rings a bell for Grade VII yang

diterbitkan oleh Kementrian Pendidikan dan Kebudayaan Indonesia. Untuk mengungkap

bagaimana budaya asal dan budaya target ditampilkan di dalam buku, muatan budaya yang

terdapat di dalam buku dikelompokkan kedalam the aesthetic sense, the semantic sense, the

sociological sense dan the pragmatic sense (Adaskou, Britten, & fahsi, 1990). Budaya yang

ditampilkan dalam gambar juga diteliti menggunakan teori visual grammar dalam beberapa

kategori seperti gaze, size of frame and color (Kress & van Leeuwen, 2006). Penelitian

menemukan bahwa menurut analisis menggunakan aspek budaya, gambar yang digunakan

sebagai data didominasi oleh the semantic sense dan the sociological sense of culture dari

budaya asal. Menurut teori visual grammar, gambar di dalam buku tersebut memberikan

informasi dalam ifar social distance. Iberdasarkan haasil penelitian tersebut, dianjurkan untuk

melibatkan lebih banyak budara target dan budaya internasional dengan jumlah yang

seimbang untuk menumbuhkan kesadaran budaya yang dimiliki para siswa.

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THE PORTRAYAL OF THE SOURCE AND THE TARGET CULTURES IN PICTURES OF AN ENGLISH TEXTBOOK

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu x

TABLE OF CONTENTS

PAGE OF APPROVAL ... Error! Bookmark not defined. STATEMENT OF AUTHORIZATION ... Error! Bookmark not defined. PREFACE ... Error! Bookmark not defined. ACKNOWLEDGEMENT ... Error! Bookmark not defined. ABSTRACT ... Error! Bookmark not defined. TABLE OF CONTENTS...vii LIST OF TABLES ...ix LIST OF FIGURES ...10 CHAPTER I INTRODUCTION ... Error! Bookmark not defined.

1.1. Background of the Study ... Error! Bookmark not defined.

1.2 Research Question ... Error! Bookmark not defined.

1.3 Aim of the Study ... Error! Bookmark not defined.

1.4 Scope of the Study ... Error! Bookmark not defined.

1.5 Significance of the Study... Error! Bookmark not defined.

1.6 Clarification of Terms ... Error! Bookmark not defined.

1.7 Organization of the Paper ... Error! Bookmark not defined.

1.8 Concluding Remark ... Error! Bookmark not defined.

CHAPTER II THEORETICAL FOUNDATION .. Error! Bookmark not defined.

2.1 Definition of Textbook ... Error! Bookmark not defined.

2.2 Characteristics of a Good Textbook ... Error! Bookmark not defined.

2.3 Pictures as Teaching Media ... Error! Bookmark not defined.

2.4 Definition of Culture ... Error! Bookmark not defined.

2.5 Theories of Culture ... Error! Bookmark not defined.

2.5.1 Culture of Learner’s Native Language ... Error! Bookmark not

defined.

2.5.2 Culture of Learner’s Target Language ... Error! Bookmark not

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2.5.3 Culture of Learner’s International Language .. Error! Bookmark not

defined.

2.6 Benefits of Learning Culture ... Error! Bookmark not defined.

2.7 Visual Grammar ... Error! Bookmark not defined.

2.7.1 Relation of Image and Gaze ... Error! Bookmark not defined.

2.7.2 Size of Frame and Social distance.... Error! Bookmark not defined.

2.7.3 Color ... Error! Bookmark not defined.

2.8 Textbook Evaluation ... Error! Bookmark not defined.

CHAPTER III RESEARCH METHODOLOGY .. Error! Bookmark not defined.

3.1 Research Design ... Error! Bookmark not defined.

3.2 Data Collection ... Error! Bookmark not defined.

3.3 Data Analysis... Error! Bookmark not defined.

3.4 Data Presentation ... Error! Bookmark not defined.

CHAPTER IV FINDINGS AND DISCUSSIONS .. Error! Bookmark not defined.

4.1 Description of the Pictures ... Error! Bookmark not defined.

4.2 How Cultures are Portrayed in the Textbook ... Error! Bookmark not

defined.

4.3 How the Source Culture is Portrayed in the Textbook ..Error! Bookmark

not defined.

4.4 How the target culture is Portrayed in the Textbook...Error! Bookmark

not defined.

4.5 How the Cultures are Portrayed in Visual Grammar...Error! Bookmark

not defined.

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... Error! Bookmark not

defined.

5.1 Conclusions ... Error! Bookmark not defined.

5.2 Suggestions ... Error! Bookmark not defined.

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APPENDICES

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[Type text]

LIST OF TABLES

Table 2.1 The Significant of Color (Taken From de Bortolli & Maroto, 2001) ....31

Table 3.1 Textbook’s Detailed Information ...34 Table 4.1 How the Source Culture is portrayed in the Pictures ...48

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x

LIST OF FIGURES

Figure 2.1 The Four Senses of Culture (adapted from Adaskou, Britten & fahsi, 1990) 14

Figure 2.2 The Iceberg of Culture (Taken from Ho, 2009) ... 15

Figure 2.3 Interactive Meanings in Images (Adapted from Kress & van Leeuwen, 2006) 24 Figure 2.4 An Example of a “Demand Gaze ... 25

Figure 2.5 An Example of an “Offer Gaze ... 26

Figure 2.6 Close Up Shot ... 27

Figure 2.7 Medium Close Shot ... 27

Figure 2.8 Medium Shot ... 27

Figure 2.9 Medium Long Shot ... 27

Figure 2.10 very Long Shot ... 27

Figure 2.11 Close Personal Distance ... 28

Figure 2.12 Far Personal Distance ... 28

Figure 2.13 Close Social Distance ... 29

Figure 2.14 far Social Distance... 29

Figure 4.1 Picture 1 ... 44

Figure4.2 Picture 2 ... 45

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I

INTRODUCTION

This chapter presents the introduction of the study which covers background of

the study, research question, aim of the study, scope of the study, significance of

the study, clarification of terms, organization of the paper and concluding remark.

1.1. Background of the Study

Textbook is a manual of instruction or a standard book in any branch of study

which is commonly used by teachers as a source for teaching and learning process

in classroom (Brown, 2000 & McGrath, 2002). It plays a very important role for

the success of teaching and learning. In Indonesia, textbook is considered as a

primary source for language learning and used by Indonesian teachers because it

provides educational texts, language models, input and a large number of

exercises covering all the language skills to offer the learner opportunities for

language practice (Cunningsworth, 1995 & Richards, 2002). According to textbook’s various functions in language learning, some aspects should be owned by a textbook to make sure that it is appropriate for language learners. Some textbook’s aspects have been listed by Sheldon (1988) and Kitao (1997) such as availability, user definition, layout, appropriacy, authenticity, sufficiency,

educational validity and information on culture.

As it is clearly mentioned by Sheldon and Kitao, culture becomes an essential

aspect to be taken into consideration in choosing a textbook. In line with Sheldon

and Kitao, Lund (2006, p. 45) affirms that textbook plays important roles to

provide valuable inputs in exposing students to new cultural expressions and

diversity of culture. Therefore, cultural aspects in English textbook can be

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

visual text in pictures portrayed in English textbook for junior high school printed

by Indonesia Ministry of Education and Culture. Visual grammar developed by

Kress and van Leeuwen (2006) is a framework to examine the cultural aspects in

the pictures. Furthermore, Stokes (2002) also explains that visual grammar

analysis becomes necessary to conduct since the presence in visual elements in

teaching and learning is increasing.

There are some opinions regarding the cultural proportion in textbook. Cortazzi &

Jin (1999) find the benefits on English textbook which uses more source culture in

English language teaching so the learners can learn language in their own social

context and they are able to explain their own culture using English. In line with

previous statement, McKay (2003), Brown (2000), and Cunningsworth (1995) say

that the source culture should take more proportion due to the status of English as

an international language. On the contrary, Byram, Esarte-Sarries, Taylor, & Allat

(1991) offer the idea that foreign language learning should introduce the target

culture so that the learners are able to understand and use the language in its original setting. To maintain learners’ attitudes toward both source and target language, the researcher believes that the inclusion of both cultures should be

made balance. It is supported by Peterson & Coltrane (2003) and Kramsch (1993)

state that the balanced proportion of source culture and target culture is important

as long as both cultures do not clash.

In the meantime, there is lack of study regarding the cultural aspect in pictures

portrayed in the textbook. Thus, this study attempts to fill the gap by investigating

the source and the target cultures portrayed in the textbook published by Indonesia

Ministry of Education and Culture entitled Bahasa Inggris: When English Rings a

Bell for Grade VII. This study investigated the source culture and the target

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The Four Senses of Culture framework developed by Adaskou, Britten, & Fahsi

(1990) and visual grammar framework by Kress & van Leeuwen (2006).

1.2Research Question

As stated in previous section, this study was conducted to find out:

1. How are the source and the target cultures portrayed in the pictures in

English textbook for Junior High School entitled Bahasa Inggris: When

English Rings a Bell for Grade VII?

1.3Aim of the Study

This study is attempted to discover:

1. How the source and the target cultures are portrayed in English textbook

for Junior High School entitled Bahasa Inggris: When English Rings the

Bell for Grade VII.

1.4Scope of the Study

This study focused on investigating how the source and the target cultures are

portrayed in English textbook entitled Bahasa Inggris: When English Rings a Bell

for Grade VII through selected pictures in the textbook. There were eleven

pictures taken from eleven chapters in the textbook. Thus, pictures in form of

charts, tables and diagrams do not comprise in this study. Texts accompanying

that may explain the pictures are also attached. Selected pictures were restricted to

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will be completely described in the following chapter. Furthermore, the cultural

aspects can be in the domain of the source culture, the target culture, or the

international culture. Hence, this study was focused on the representation of

culture portrayed in pictures contained in English textbook for junior high school

by using the theoretical framework of visual grammar by Kress & van Leeuwen

(2006) and cultural content framework developed by Adaskou, Britten, & Fahsi

(1990).

1.5Significance of the Study

This study attempts to offer theoretical, practical and professional contributions.

Theoretically, this study is expected to enrich the literature on English textbook

evaluation especially in the topic of representation of culture. The findings of this

study can be used as one of references for the next cultural content in English

textbooks research. Practically, the result of this study is expected to be a

consideration in selecting English textbook for teaching and learning process

related to its cultural content. Also, with this study, teachers and learners are

expected to be able to select the appropriate cultural contents carried in the

textbook they used. Professionally, this study signifies the cultures represented in

the textbook and encourages other researchers to develop further studies regarding

the topic. The findings of this study are also expected to help textbook writers to

develop English materials in terms of cultural content in textbooks.

1.6Clarification of Terms

To avoid misperception about main terms that will be used in this study, the

definition of the terms will be elaborated in this part.

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Textbook is a manual of instruction or a standard book in any branch of study.

It is the most obvious and most common form of material support for language

instruction (Brown, 2000, p. 156). Textbook in this study refers to a book

entitled Bahasa Inggris: When English Rings a Bell for Grade VII published

by Indonesia Ministry of Education and Culture.

b. Culture

Culture is a shared knowledge within a group of people which reflected in the

four senses of culture namely the aesthetic sense, the sociological sense, the

semantic sense and the pragmatic sense (Adaskou, Britten, & Fahsi, 1990;

Moran, 2001, p. 4; Rajabi & Ketabi (2012, p. 705).

c. Picture

Picture is a visual aid, a means of transmitting information to inexperienced

listeners and readers that could not be conveyed by words alone (Nodelman,

1988, p. 3).

d. Source Culture

Source culture refers to the learners' native culture. In this study, source

culture refers to Indonesian culture (Cortazzi & Jin, 1999, p. 197).

e. Target Culture

Target culture refers to the culture of the country where English is spoken as

the first language (Cortazzi & Jin, 1999, p. 197).

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Visual grammar is a study of the components of picture or drawing which

includes the structure of form of space and compositional layout which determine the illustrator’s point of view (Kress & van Leeuwen, 2006, p. 3)

1.7Organization of the Paper

In this chapter, the findings of the research result is presented and discussed.

CHAPTER I: Introduction

In this chapter, the general description of the paper is elaborated. It includes

background, statement of problems, purpose of the study, scope of the study,

significance of the study, clarification of key terms and the organization of the

paper.

CHAPTER II: Literature Review

In this chapter, the theoretical frameworks that are relevant for the study are

served as the foundation to rely upon in the data analysis.

CHAPTER III: Research Methodology

This chapter discusses the method of the study. It covers the design of the

research, subject of the study, data collection and analysis of data.

CHAPTER IV: Findings and Discussions

In this chapter, the findings of the research result is presented and discussed.

CHAPTER V: Conclusions and Suggestions

This is the last chapter of this paper. It contains writer’s interpretation of the study from what have gained from the research result. There is also suggestion

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.8Concluding Remark

This chapter has elaborated the introduction of the study. It has presented

background, statement of problems, purpose of the study, scope of the study,

significance of the study, clarification of key terms and the organization of the

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the procedure and steps in conducting the research.

Specifically, this chapter exemplifies the research design which is distributed into

four sections namely research design, data collection, data analysis, and data

presentation. The first section exemplifies the elaboration of the general concept

related to the design of the research. The second section exemplifies the subject

visual analysis using cultural content analysis framework and visual grammar

framework. Qualitative research is defined as a research which includes

procedural data collection resulting significantly in open-ended, non-numerical

data which is primarily analyzed by non-statistical methods (Dornyei, 2007, p.

24). The qualitative approach is exploited since the study is intended at

collecting, examining, analyzing, describing and categorizing data in order to

discover the source culture and the target culture depicted in the pictures

contained in English textbooks for junior high school. This is supported by

Savenye & Robinson (1996) and Fraenkel, Wallen, & Hyun (2012, p. 426), they

state that qualitative research is piloted to investigate the quality of relationships,

activities, situations or materials in natural setting without intentionally

manipulating the environment. Furthermore, it also fulfills the criteria as a

qualitative research which endeavors to research the quality of materials by

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the data of the study rely on pictures confined in the textbook (Creswell, 2009,

p.173; Fraenkell, Wallen & Hyun, 2012, p.426; Wray & Bloomer, 2006).

3.2Data Collection

This study employed English textbook for junior high school entitled Bahasa

Inggris: When English Rings a Bell for Grade VII, published by Indonesia

Ministry of Education and Culture in 2014. The textbook was selected as the

source of the data since it was written under the supervision and coordination of

Indonesia Ministry of Education and culture. It was also claimed to comply with

the requirements set by Badan Standar Nasional Pendidikan and the textbook is

recommended by the government to be used in public school in Indonesia. In

addition, the textbook can be easily accessed both by teachers and students since

the textbook can be downloaded for free in Indonesia Ministry of Education and

Culture official website and the printed textbook is nationally distributed to every

student in Indonesia for free. The detailed information about the book is presented

in the table below:

Table 3.3.1

Textbooks’ Detailed Information

Title Bahasa Inggris: When English Rings a Bell for Grade VII Author  Yuli Rulani Khatimah

 Asep Gunawan

 Siti Wachidah

Publisher Pusat Perbukuan Departemen Pendidikan Nasional 2014

Pages 210

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The data for this study were in form of pictures contained in each chapter. Pictures

were purposively chosen as the data since it has high possibility in signifying

cultural values and also informing the questions being investigated (Zhang &

Wildemuth, 2009, p. 311). In addition, Yin (2011, p. 88) also asserts that

identity, family member‟s identity and other‟s identity. Chapter five entitled

“How Many Pets Do You Have?” assists students to count things and animals

around them and also to identify public places around them. Chapter three,

chapter four and chapter five reflect the sociological sense of culture in which the

organization and nature of a family, work, work, leisure and customs (Adaskou,

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Chapter six entitled “Let‟s listen to the Songs” is aimed at engaging students to

textbook. The framework entitled the four senses of culture which distributes

culture into the aesthetic senses, the sociological sense, the semantic sense and the

pragmatic sense. The aesthetic sense of culture refers to the big “C” of culture

covering pragmatic culture in form of art, literature, and media. The sociological

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appropriateness codes held by certain community. The semantic senses covering

culture related to the conceptual system exemplified in the language such as

cultural terms referring to foods, clothes, institutions, time, and space relations.

The pragmatic sense refers to pragmatic aspects accommodating effective and

successful communication in social context.

Then, it employs cultural framework by Cortazzi & Jin (1999) to reveal the

cultures exemplified in the textbook. The pictures taken were categorized into

three categories of culture specifically the source culture, the target culture and the

international culture. Source culture refers to Indonesian culture since the study

was conducted to analyze English textbook used by Indonesian students. The

target culture refers to British, American, Canadian, Australian, and New Zealand

cultures that belong to the inner circle countries where English is their native

language (Kachru, 1992) while the international culture refers to cultures owned

by countries that does not belong to source culture country and target culture

countries.

Next, visual grammar framework developed by Kress & van Leeuwen (2006) is

utilized to discover the depiction of the source culture and the target culture in the

selected pictures. Data in form of pictures were chosen due to its presence in

English textbook which represents culture to language learners. In addition, Kress

and Van Leeuwen (2006) affirm that “… image, color, music, typography

and other visual modes are similar to language and they can simultaneously fulfill and realize the three broad communicative metafunctions as language does”. In this step, pictures‟ elements such as the presence of gaze, social

distance, and color are carefully evaluated.

After analyzing the data using cultural framework and visual grammar framework,

the findings of the analysis were presented in form of description and elaboration.

In conducting the research, the steps taken can be divided into several steps as

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1. Choosing English textbooks for junior high school grade VII as the

subject of this study.

2. Selecting pictures that may carry cultural contents from each chapter in

the textbook. Eleven pictures were selected as the data for this study.

3. Examining the data using the four senses of culture which covers the

aesthetic sense, the sociological sense, the semantic sense or the

pragmatic sense in the pictures.

4. Determining the scope of cultural aspects that belongs to the source

culture, the target culture and the international culture.

5. Analyzing the pictures using culture theories and visual grammar

framework. The presence of gaze, size of frame and social distance,

and color in the picture were carefully examined.

6. Constructing conclusion and suggestion for further research.

3.4Data Presentation

In this section, the collected data were analyzed and interpreted using the four

senses of culture framework established by Adaskou, Britten and Fahsi (1990)

supported by the world Englishes model invented by Cortazzi & Jin (1999) and

visual grammar theories designed by Kress and van Leeuwen (2006). The

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Picture 1

((Taken from When English Rings a Bell, p. 4)

Picture Description The first picture was taken from the first chapter in English textbook entitled When English

Rings a Bell. It shows a junior high school girl greets

her teacher. The conversation may take place in front

of the school since there is a fence between the

student and the teacher. The girl is wearing a

distinctive Indonesian junior high school uniform

which is white shirt, blue tie, blue skirt, and yellow

“OSIS” badge. The teacher is wearing a dark brown

blazer matched with her dark brown skirt.

The four Senses of Culture

- The Aesthetic sense - The Sociological

Sense

The picture represents Indonesian local

culture in form of sociological sense (Adaskou,

Britten, & Fahsi, 1990). It is categorized into

sociological sense because it is a common culture in

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu - The Pragmatic sense

Indonesian junior high school uniform consists of

white shirt, blue tie, blue skirt for girls or blue short

traditional clothing are kebaya and kain batik.

Cultural Aspects

expressions in speech balloons by both participants.

The depicted participants do not look at the viewer

so, no contact is made. The absence of gaze in the

picture indicates that the participants do not

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the viewer. Regarding to the absence of gaze, Kress

and van Leeuwen (2006: 119) explain that,

“Other pictures address us indirectly. Here the

viewer is not object, but subject of the look, and

the represented participant is the object of the viewer‟s

dispassionate scrutiny. No contact is made. The viewer‟s

role is that of an invisible onlooker. All images which

do not contain human or quasi-human participants

looking directly at the viewer are of this kind.”

- Size of frame and Social Distance

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participants as a student and a teacher in which the

student should respect the teacher.

- Color

The use of color in visual analysis is

important to examine since particular color may

represents particular things or culture. This statement

also supported by Nodelman in a book entitled

Words about Picture which is affirms that “…color in visual art speaks not only conventional meanings but also the unconscious thought of language and culture” (1998, p. 59). Both ideas are realized by the

depiction of certain culture in this picture through

the student‟s uniform and the teacher‟s clothes.

The girl in this picture is wearing a typical

Indonesian junior high school uniform. Colors in

school uniform signify certain rank in Indonesia. It is

well- known that white and blue are the colors of

junior high school uniform. In Indonesia, white

symbolizes purity, simplicity and modesty while

blue indicates dynamic, peace, creativity and

communication. Meanwhile, the teacher is wearing

a brown tailored blazer and skirt which represents

the earth, modesty, and patience (de Bortoli &

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.5Concluding Remark

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V

CONCLUSIONS AND SUGGESTIONS

Chapter IV presents the analysis and discussions of the source culture and the

target culture in pictures contained in English textbook for junior high school.

This chapter will present conclusions and suggestions drawn from the preceding

chapter. The conclusions are derived from the findings on the data analysis.

pictures contained in English textbook for junior high school. After foregrounding

cultural framework developed by Adaskou, Britten, & Fahsi (1990) and visual

grammar framework proposed by Kress & van Leeuwen (2006) to analyze the

data, some conclusion can be drawn.

First, according to the cultural aspects analysis, the pictures contained in English

textbook for junior high school are dominated by the semantic sense and the

sociological sense of culture from the students’ source culture. It means that the

pictures provide abundant amount of Indonesian culture as the learning materials.

It can be seen from number of pictures depicting a student in a typical Indonesian

junior high school uniform. It is in line with Cortazzi & Jin’s (1999) statement

which says that the use of the source culture in foreign language learning helps the students’ to learn language in their own social context.

The students’ source culture in form of sociological sense is depicted in various aspects such as the nature of family, home life, and work and leisure. The

representation of the sociological sense can be found in pictures 2, 4 and 9. Hence,

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language culture represented in the pictures is disseminated. It only occurs in the

grammar, medium long shot means that the represented participants characterize a

social relationship. The social relationship portrayed in the pictures is considered

relevant with Indonesian student- teacher relationship in which teacher is a

respected figure. Regarding to the choice of color used in the pictures, white, blue,

brown and green are predominating. Those colors represent purity, dynamic mind,

strength and freshness (de Bortoli & Maroto, 2001, p. 16 & Nodelman, 1998, p.

63).

5.2Suggestions

Based on the findings, discussions, and the conclusions of this study, the

researcher draws some suggestions for textbook developers, teachers and

following researchers. First, it is suggested that the textbook developers should include the balance amount of the students’ source culture, the students’ target culture and also the students’ international culture. The cultural aspects represented in the pictures should vary from the local culture up to the international culture in order to develop students’ cultural awareness. The pictures used for learning materials should provide a clear difference between the

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Second, it is suggested that foreign language teachers should be more aware in

presenting pictures as teaching material since junior high school students are very

curious about things and phenomena around them. In addition, the presentation of culture by the textbooks and the teachers can affect students’ view toward culture. Teachers should be more creative in delivering the cultural values during the

foreign language learning. The use of various pictures from various sources can be

a great help in foreign language learning.

Lastly, the finding of the current study is expected to provide more support for

further research regarding cultural aspects analysis. However, the study has a

limitation as well. The pictures were analyzed by the four senses of culture and

visual grammar framework. For further research, it is suggested to analyze the

picture contained in English textbook using different tools of analysis for different

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu BIBLIOGRAPHY

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