Cultural contents of senior high school English textbook entitled “Bahasa Inggris”
DOI:
https://doi.org/10.12928/tefl.v1i2.255Keywords:
Cultural Elements, Cultural Types, TextbookAbstract
One of the most important aspects that must be included in ELT textbooks is culture. This research aims at exploring types of cultural contents and cultural elements. The subject of this research was English Textbook for grade XII entitled “Bahasa Inggris”. This research belongs to content analysis. Document observation was used to collect the data which were analyzed by using Miles & Huberman’s model and coding method. The research findings show that there were three types of culture found in this textbook, namely the source culture (66 times or 58%), target culture (34 times or 30%), and, international culture (14 times or 12%). Concerning the cultural elements, they were represented by product (39 times or 80%), person (9 times or 18%), and practice (1 times or 2%). Meanwhile, perspective was not represented. It implies that the textbook still focused on source cultures which were more easily internalized by the learners and on products which were the most concrete for learners to learn the culture. It is recommended that the authors of the textbook balance the cultural contents proportionally and the teachers creatively insert more target and international cultures to avoid cultural shocks.
References
Akbar, R. (2016). An analysis of selected eleventh grade English textbooks. Journal of English and Education, 4(1), 109–126. https://ejournal.upi.edu/index.php/L-E/article/view/4623
Ariawan, S. (2020). Investigating cultural dimensions in EFL textbook by using Byram checklist. Register Journal, 13(1), 123–152. https://doi.org/10.18326/rgt.v13i1.123-152
Ayu, M. (2020). Evaluation of cultural content on English textbook used by EFL students in Indonesia. Journal of English Teaching, 6(3), 183–192. https://doi.org/10.33541/jet.v6i3.1925 on April 10, 2021
Bahrami, N. (2015). Evaluating the representation of cultural elements in an In-use EFL textbook. Advances in Language and Literary Studies, 6(3). https://doi.org/10.7575/aiac.alls.v.6n.3p.128
Chao, T. (2011). The hidden curriculum of cultural content in internationally published ELT textbooks: A closer look at new American inside out. Journal of Asia TEFL, 8(2), 189–210. http://journal.asiatefl.org/main/main.php?inx
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education.
Ekawati, D., & Hamdani, F. (2012). Cultural mirrors : Materials and methods in English as a foreign language. International Journal of Basic and Applied Science, 1(1), 53–59. https://www.insikapub.com
Faris, I. N. I. (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. https://ejournal.upi.edu/index.php/L-E/article/view/4599
Gunantar, D. A. (2017). Textbooks analysis: Analyzing English as a foreign language (EFL) textbooks from the perspective of Indonesian culture. Language Circle: Journal of Language and Literature, 11(2), 173–182. https://doi.org/10.15294/lc.v11i2.9590
Gibbs, G. R. (2018). Thematic coding and categorizing. Analyzing Qualitative Data, 53-74. https://dx.doi.org/10.4135/9781526441867
Hardy, T. (2004). Language and culture: Teaching methods and materials. Teaching English Now, 6(22).
Huang, P. (2019). Textbook interaction: A study of the language and cultural contextualisation of English learning textbooks. Learning, Culture and Social Interaction, 21(February), 87–99. https://doi.org/10.1016/j.lcsi.2019.02.006
Lee, J. F. K., & Li, X. (2020). Cultural representation in English language textbooks: a comparison of textbooks used in mainland China and Hong Kong. Pedagogy, Culture and Society, 28(4), 605–623. https://doi.org/10.1080/14681366.2019.1681495
Miles, M. B., & Huberman, A. M. (2004). Qualitative data analysis: A methods sourcebook. https://doi.org/10.7748/ns.30.25.33.s40
Mustapidaturrohmah, N., Dian, P., Degeng, D., Caterina, W., & Info, A. (2022). A cultural content analysis of the EFL textbooks for primary education in Indonesia. NOBEL: Journal of Literqature and Language Teaching, 13(1), 67–82. https://doi.org/10.15642/NOBEL.2022.13.1.67-82
Mustofa, M. I., & Martina, F. (2019). The Analysis of cultural content in two EFL textbooks used at SMA IT Iqra’ and SMKN 1 Bengkulu city. Journal of English Education and Teaching, 3(4), 481–493. https://doi.org/10.33369/jeet.3.4.481-493
Nguyen, T. T. T. (2017). Integrating culture into language teaching and learning: Learner outcomes. ERIC, 17(1), 145–155. https://eric.ed.gov/?id=EJ1139372
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, 4(1), 84–92. https://www.bertelsmann-stiftung.de/fileadmin/files/BSt/Publikationen/GrauePublikationen/
Permendikbud. (2016). Peraturan menteri pendidikan dan kebudayaan nomor 8 tahun 2016 tentang buku yang digunakan oleh satuan pendidikan. Resma, 3(2), 13–22. https://www.ainamulyana.xyz/2016/03/download-permendikbud-nomor-8-tahun.html
Pourkalhor, O., & Esfandiari, N. (2017). Culture in language learning: Background, issues and implications. 23–32. https://doaj.org/article/03ce6a5f8a834d008ba51211741d94e0
Riadini, U. S., & Cahyono, B. Y. (2021). The analysis of the culture-related contents in an Indonesian English textbook. Indonesian Journal of English Language Teaching and Applied Linguistics, 5(2), 285–295. https://ijeltal.org/index.php/ijeltal/article/view/711/pdf
Richards, J. (2015). The Role of textbooks in a language program. June, 1–6. http://www.cup.org.br/articles/articles_21.html
Sharif, M., & Yarmohammadi, L. (2013). Culture, national identity , and globalization between the lines of reading Comprehension texts in Iran. Linguistics and Translation, 56(2013), 13452–13455. https://www.elixirpublishers.com/articles/1363153082_56%20(2013)%2013452-13455.pdf
Shin J, Eslami Z, & Chen, W (2011) Presentation of local and international culture in current international English-language teaching textbooks. Lang Cult Curric, 24(3):253–268. https://doi.org/10.1080/07908318.2011.614694
Silvia, A. (2015). The representation of culture in English textbooks prescribed for high schools in Indonesia. IJEE (Indonesian Journal of English Education), 2(1), 1–16. https://doi.org/10.15408/ijee.v2i1.1432
Yuen, K. M. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65(4), 458–466. https://doi.org/10.1093/elt/ccq089
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish in TEFL Journal agree to the following terms: Authors retain copyright and grant the TEFL Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in TEFL Journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in TEFL Journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
