Tujuan dari penelitian ini adalah untuk menemukan budaya mana yang direpresentasikan dalam dua teks bahasa Inggris "Edisi Revisi Bahasa Inggris 2016" dan bagaimana budaya direpresentasikan dalam dua teks bahasa Inggris "Edisi Revisi Bahasa Inggris 2016". Di sisi lain, Bahasa Inggris untuk Kelas XI lebih banyak disajikan melalui Budaya Sasaran dibandingkan dengan Budaya Sumber dan Budaya Internasional. Tujuan dari penelitian ini adalah untuk mengetahui budaya apa yang direpresentasikan dalam dua teks bahasa Inggris “English 2016 RevisiEdition”.
Penelitian ini menggunakan metode Library Research untuk mengidentifikasi konten budaya dalam buku teks bahasa Inggris yang digunakan sekolah. Pertama, bahasa Inggris untuk kelas X lebih dominan disajikan melalui budaya sumber dibandingkan budaya target dan budaya internasional. Sebaliknya, Bahasa Inggris Kelas XI lebih banyak disajikan melalui budaya sasaran dibandingkan budaya sumber dan budaya internasional.
Oleh karena itu, penelitian ini menyarankan agar penulis buku teks bahasa Inggris harus memasukkan presentasi yang seimbang antara Budaya Sumber, Budaya Sasaran, dan Budaya Internasional.
INTRODUCTION
- Background of Study
- Research Questions
- Aims of the Study
- Significances of study
- Scope of study
- Concept of Culture
- Definition of culture
- Definition of Content Analysis
- Concept of textbooks in English Language Teaching
- Concept of Cultural in the textbook
- Conceptual Framework
It can be a guide for teachers in teaching students based on the theory in the textbook. For example, Faris (2014) found that the target culture was predominantly discussed in a textbook for a senior high school in Cianjur and that cultural aspects were generally presented with an aesthetic aspect. The researcher tries to analyze what kind of cultural aspects are included in the textbook and how the aspects are presented.
In addition, the researcher wants to know what types of culture are included in the textbook. To explore which cultures are represented in the two English textbooks “BahasaInggris 2016 revised edition” used by the tenth and. To explore how the cultures are represented in the two English textbooks “BahasaInggris 2016 revised edition” used by the tenth and eleventh grades of SMK Laniang Makassar Senior High School.
This research focuses on the investigation of the written cultural content in the two English texts titled “BahasaInggris 2016 revised edition” used by tenth and eleventh grade students of senior secondary school at SMK Laniang Makassar. The second definition derives from the social sciences and refers to the life "attitudes and beliefs, ways of thinking, behaving and remembering shared by the members of that community" (Kramsch 1996, p.2). According to Karvonen (1995 as cited in Lappalainen, 2011, p. 8), the most important basic function of a textbook is the transmission of information.
The textbooks from this category are the most popular instructional materials in the EFL context. In the textbook, this sense of culture is often found in the textbooks in terms of information about film, theater, singing, concerts and other major content. Syahri and Susanti (2016) conducted a study on the analysis of the integration of local and target cultures in high school English textbooks in Palembang.
The research aimed to find out the percentage of the local culture and the integration of the target culture in the textbooks. This study attempted to explain the role of culture in the textbook and the methods used in the classroom. Aliakbari (2004) conducted a research on the place of culture in Iranian ELT texts at the secondary school level.
Therefore, they were not suitable for the task of teaching culture in the deep sense of the word (values, norms, beliefs).
RESEARCH METHOD
- Research Design
- Subject Of The Research
- Research Instrument
- Data Collection Procedures
- Data Analysis
- Findings
- Source culture
- International culture
- Bahasa Inggris for grade XI
After that, to find out how cultures were represented in the textbooks, all aspects of the materials were categorized: aesthetic meaning, sociological meaning, pragmatic meaning and semantic meaning (Adaskou, Britten and Fahsi, 1990). The researcher assigns codes to each element of culture based on the framework to facilitate classification. Open coding was one of the processes of analyzing textual content and involves labeling concepts based on their aspects (Saldana, 2009).
The data obtained from each chapter of the book was analyzed using the framework of Cortazzi and Jin (1999) and Adaskou, Britten and Fahsi (1990). Findings are the information found based on the cultural content analysis of the English textbooks, while discussion is the conclusion of the topic of the research. First, the results of the textbook analysis are presented based on the title of the textbooks.
The source culture refers to the culture of the students, the target culture refers to the culture of the countries of the domestic districts and the international culture. The explanation will be divided based on the types of cultures: Source Culture, Target Culture and. Material analysis was every aspect of the material presented in the text such as: readings, conversations, grammar, visual illustrations, videos, sentences, phrases and words.
The chart above clearly mentions that not every chapter of the book contained source culture or in this case is mentioned as Indonesian. The highest frequency of source culture's existence was in chapter 2 (17 times) and on the other hand, chapter 7 did not provide any kind of source culture. Target culture refers to the culture of the Inner Circle countries such as the USA, UK, Canada, Australia and New Zealand.
The highest frequency of the existence of the target culture was in chapter 1 (14 times) while the lowest frequency was in chapters 8 and 9 (once). Moreover, there was also a part of the book which was introduced about the song, in this textbook, on page 196 to 197 there was a song in the target language called You've Got A Friend From James Taylor. According to the data presented, the culture represented in the text was the source culture, the target culture and the international culture.
The above diagram clearly indicates that not every chapter of the textbook contained source cultures.
2). Target Cultures
As before, the reading portion was given in the last chapter or enrichment. She said she lives just like the last leaf outside their house.
3). International cultures
Discussion
Also, the cultures in that textbook were slightly different in the representation of cultures based on four senses from the framework of Adaskou, Britten and Fahsi. First, the type of cultures in each book is represented by each material presented in the textbook, such as pictures or visual illustrations, readings, statements, words, names of people, names of places, conversations or dialogues and other activities. In the textbook Bahasa Inggris for Grade X, Source culture was dominantly presented among other types of culture.
The second most presented type was Target culture, with a percentage of 38.26%, the international culture excelled with a percentage of 13.26%. On the other hand, the Bahasa Inggris textbook for Class XI showed different results in terms of types of cultures. The prevailing appearance of the target culture was similar to English textbooks studied by Arslan (2016) in Turkey; Faris (2014) in Cianjur, West Java.
Unlike the first textbook, Bahasa Inggris For Class XI tends to promote the target culture in teaching English for secondary school. This finding was similar to the result conducted by Ekawati and Fakri (2012) some EFL textbooks not only reflect the target culture but also the source culture and the international one. Second, the finding showed that Bahasa Inggris for grade X contains more cultural aspects than Bahasa Inggris for grade XI.
The findings also found that there was an imbalance between cultural items, which meant that Source and Target Culture were dominantly presented as International Culture. Bahasa Inggris for grade XI contained more Aesthetic sense than Bahasa Inggris for grade X (see table 4.2 & 4.4). Finally, semantic sense was the least presented in the first textbook, but in the second textbook it was placed second last before Aesthetic sense.
The first section explains about the finding of the research questions related to which cultures of cultures are represented and how the cultures are represented in the textbooks for senior high school titled Bahasa Inggris for grade X and XI. The second section, recommendations, presents the suggestion for the future research related to textbook analysis.
Conclusion
First, Bahasa Inggris for grade X predominantly presented source culture compared to the target culture and the international culture. On the other hand, Bahasa Inggris for grade XI is mostly taught by target culture compared to Source culture and International culture. The cultures are presented through visual illustrations, readings, names of people, names of places, grammar, speech acts, conversations, songs, poems and other materials presented in the selected textbooks.
The total value in Bahasa Inggris language for class X is times) Its percentage is (48.67% of the total existence), followed by sociological sense, aesthetic sense and semantic sense. Pragmatic meaning is explicitly presented as the Grammar section, the Pronunciation section, the Vocabulary section, the Reading section and the Speech Act section. These findings are not consistent with the study conducted by Faris (2014) that aesthetic meaning is represented the most in the textbook in Cianjur, West Java.
Recommendations
Finally, the findings of the current research can be used for further research as the basic theory under the same topic. Since then it has many limitations. it is possible to do other similar research with different amounts, levels, publishers of English textbook. Cultural Content Analysis of an English Textbook for Senior High School Grade Three in Cianjur, West Java.
Presentation of American culture in EFL textbooks: An analysis of the cultural content of the Finnish EFL textbook for secondary and upper secondary education. Hidden curriculum: An analysis of the cultural content of ELT textbooks in inner, outer and growing countries. Content analysis of the English textbook titled English in mind starter (student book) (undergraduate thesis, University of Malang, Indonesia).
An analysis of the integration of local and target culture in Palembang senior secondary school English textbooks. Cultural Content in English Textbooks Used in Medresah TsanawiyahNegeri in DKI Jakarta (Master's Thesis, UIN SyarifHidayatullah Jakarta, Indonesia).
APPENDIX
DOCUMENTATION
