CULTURAL CONTENT IN ENGLISH TEXTBOOKS USED AT …

1

CULTURAL CONTENT IN ENGLISH TEXTBOOKS

USED AT MADRASAH TSANAWIYAH NEGERI

IN DKI JAKARTA

THESIS

By

Arnis Silvia

NIM. 2111014000017

GRADUATE PROGRAM OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING

UIN SYARIF HIDAYATULLAH JAKARTA

2014 M/1435 H

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CULTURAL CONTENT IN ENGLISH TEXTBOOKS

USED AT MADRASAH TSANAWIYAH NEGERI

IN DKI JAKARTA

THESIS

submitted as a partial requirement for a completion of Master‘s Degree

at English Department, the Faculty of Tarbiya and Teachers‘ Training

UIN Syarif Hidayatullah Jakarta

By

Arnis Silvia

NIM. 2111014000017


THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING


2014 M/1435 H

3

STATEMENT OF ORIGINALITY

I hereby declare that the thesis entitled ―Cultural Content in English

Textbooks Used at Madrasah Tsanawiyah in DKI Jakarta‖

represents my original work and that I have used no other sources

except as noted by citations. All data, tables, figures and text

citations which have been reproduced from any other sources have

been explicitly acknowledged as such. I have read and understood

the Ministry of National Education (MoNE) of Indonesia‘ Decree

No.17 Year 2010 regarding plagiarism in higher education,

therefore I am responsible for any claims in the future regarding the

originality of my thesis.

Signed

Date January 7, 2014

4

CULTURAL CONTENT IN ENGLISH TEXTBOOKS USED

AT MADRASAH TSANAWIYAH NEGERI IN DKI

JAKARTA

A Thesis

Presented as a Partial Fulfillment of a Completion

for a Master’s Degree (M.Pd)

at Faculty of Tarbiya and Teachers’ Training

UIN Syarif Hidayatullah Jakarta

Written by

ARNIS SILVIA

NIM. 2111014000017

Approved by:

Supervisor I Supervisor II


FACULTY OF TARBIYA AND TEACHERS’ TRAINING


2014 H/1435 H

5

ENDORSEMENT SHEET

This is to declare that the thesis entitled CULTURAL CONTENT

IN ENGLISH TEXTBOOKS USED AT MADRASAH

TSANAWIYAH NEGERI IN DKI JAKARTA has been examined

by the committee at Faculty of Tarbiya and Teacher‘s Training,

UIN Syarif Hidayatullah Jakarta on Tuesday, 7th

of January 2014.

The thesis has been revised as suggested by the examiners, and

therefore fulfilled one of the requirements for the academic title

―M.Pd.‖ (Magister Pendidikan) in Graduate Program of English

Education.

Jakarta, January 7, 2014

Date Signature

Examiner I

Dr. Soepriyatna

Examiner II

Dr. Alek, M.Pd.

NIP. 19690912 200901 1 008

Examiner III

Nurlena Rifa‘i, M.A., Ph.D.

NIP. 19591020 1986032 001

Acknowledged by:

Dean of Faculty of Tarbiya and Teachers‘ Training

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ABSTRACT

Silvia, A. Cultural Content in English Textbooks Used at

Madrasah Tsanawiyah Negeri in DKI Jakarta, 2012

This study was aimed at analyzing the cultural content of English

textbooks used at MTs Negeri in DKI Jakarta and its implication in

facilitating intercultural communicative competence. Two series of

English textbooks namely English on Sky and English in Focus

were chosen as the subjects of research. Content analysis was

employed by using some checklists. Theories of culture by

Adaskou, et al (1990); Cortazzi & Jin (1990); and Yuan (2011)

were used to develop the checklists. Additionally, classification of

intercultural competence level by Byram (1997) was used to

analyze the status of English textbooks in terms of intercultural

communicative competence. Interviews with English teachers and

teacher‘s group (MGMP) were also employed to support the data.

The study finds that the in-use English textbooks portray cultures

mainly in the form of visual illustrations, thus cultures are

represented mostly by their products and persons. On the other

hands, other media of cultural representation, such as: descriptive

texts, idioms, collocation, and texts presenting foreign opinions

which contain more practices and perspectives are minimally

found.

Subsequently, source culture, target culture and international target

culture are found in a balance proportion where source culture is

more dominant than target culture and international target culture.

This finding supports Kramch & Sullivan (1996) and Alptekin

(2002)‘s theories that the EFL pedagogy should prepare learners to

be both global and local speakers of English.

7

Later on, the study also points out that the textbooks represent more

―surface culture‖ compared to ―deep culture‖. Aesthetic sense and

pragmatic sense are presented more frequently than sociological

sense and semantic sense. Cultures are mainly represented by

people names, food, landmarks, dances (products) and language

forms (expressions of showing symphaty, asking for opinion, et

cetera). On the contrary, values, opinions, and perspectives among

cultures are not represented.

Lastly, the study concludes that the examined textbooks do not

support intercultural communicative competence as the cultural

content is at the level 1 of Byram‘s classification (basic cultural

awareness). It implies that the textbooks provide the various

existence of culture which enable the learners to be aware other

culture than theirs. Level 1 also means that comparison and

contrast among cultures are not found, therefore intercultural

competence is not facilitated.

Key words: cultural content, English textbooks

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يهخص

انظتخذيح ف انذارص درص انهغح الإجهشح هفا، أ. انحتىي انثقاف ف كتةط

.2012انتىططح انحكىيح تجاكزتا،

عتثز هذا انثحث ي تحهم انحتىي حث هذف إن تحهم انحتىي انثقاف ف كتة

طح انحكىيح تجاكزتا وإقحايها ف درص انهغح الإجهشح انظتخذيح ف انذارص انتىط

(. نهذا انصذد ختار انكتاتا intercultural competenceتح انكفاح ت انثقافاخ )

(" ي إزلاجا نهطثاعح English on Skyها كتاب "انهغح الإجهشح ف انظاء )

("ي English in Focusوانشز وانتىسع،وكتاب "انهغح الإجهشح ف انتزكش )

.كأداج جع انثااتتظتخذيقىائى انزاجعحانت تقىو عه يزكش اناهج انذراطح وانكتة

(، وكىرتاس وج 1990) Adaskou, et alانظزاخ انثقافح عذ أداطكى واخز

Cortazzi & Jin(1990وىوا ،)Yuan (2011 وتظتخذو أضا طزقح انقاتهح يع ،)

Musyawarahعضاء يجهض انشىرىهذرط انذرص)يذرط انهغح الإجهشح وأ

Guru Mata Pelajaran (MGMP) .)

حصم هذا انثحث عه انخلاصح أ يحتىي انثقافح ف انكتات انذكىر تثم ف

انصىرج انثصزح فحظة وه ي خلال انتجاتىالأجهشج، وتظى تانثقافح الإذوظح

انغزتح انت تتطىر يعها انهغح الإجهشح، وتثف شكم دو انثقافح انعانحوانثقافح

ططح نض عقا، وشتم عه انجىاة انجانح وانتذاونح/انثزاجتح تأكثز ي

انجىاة الاجتاعح وانذلانح، ولا تىفز انقارح والاختلاف ت انثقافاخ. فهذنك ظتذل

عا تح انكفاح ت انثقافاخ.هذا انثحث عه أ انكتات انذكىر لا ذ

كهاخ انفتاح: انحتىي انثقاف، كتاب درص انهغح الإجهشح.

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ACKNOWLEDGEMENT

In the name of Allah, the Most Gracious, the Most Merciful

Praise be for Allah for His continuous blessings which enable me to have

an opportunity for a study and finally complete my Master‘s Degree. This

research is merely a dot among His immense knowledge.

The completion of this thesis is indeed supported by a lot of help.

Therefore, I would like to offer my highest appreciation to some

contributing parties. First of all, I would like to thank the Dean of Faculty

of Tarbiya and Teachers‘ Training, Mrs. Nurlena Rifa‘i, Ph.D for her

kind support and encouragement. Secondly, I also thank the Vice Dean I,

Mr. Didin Syafruddin, Ph.D., for his advice and motivation. Thirdly, for

the secretary of graduate program, Dr. Jejen Musfah, I thank you for

facilitating my examination and giving suggestions.

I also want to express my gratitude for the supervisors and friends. For

my first supervisor, Dr. Muhammad Farkhan, thank you so much for your

kind words and motivation so I can make it. My second advisor, Dr.

Suparto, please accept my gratitude for your thorough and developing

suggestions, quality hours of consultation and the best proofreading ever.

I do appreciate your concern on my thesis. For Bu Ade and Mbak Lia,

thanks for inspiring me to keep going and stay focused.

A sincere thank is also for all curriculum heads of MTs Negeri and the

interviewees from English teachers whom I interviewed and asked survey

from, thank you for helping me completing this research data. This

research will be nothing without your help.

I also want to extend my gratitude for families, teachers, colleagues, and

students for always encouraging me to run until the finish line.

May Allah bless you all.

Ciputat, December 2013

The author

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TABLE OF CONTENT

Cover Page ...................................................................................... i

Title Page ...................................................................................... ii

Statement of Originality .................................................................. iii

Approval by Thesis Supervisors ..................................................... iv

Approval by Examiners .................................................................. v

Abstract ...................................................................................... vi

Acknowledgement .......................................................................... ix

Table of Content ............................................................................. x

List of Charts .................................................................................. xiii

List of Pictures ................................................................................ xiv

List of Tables .................................................................................. xvii

List of Figures ................................................................................. xviii

Glossary ...................................................................................... xix

Chapter I Introduction ................................................................. 1 A. Background of the Research .................................... 1

B. Problem Identification .............................................. 7

C. Research Question .................................................... 7

D. Research Objectives ................................................. 8

E. Research Significance............................................... 8

Chapter II Literature Review ......................................................... 12 A. The Nature of Culture in Foreign Language

Teaching ................................................................. 12

B. Culture and EFL materials ....................................... 16

C. The Role of Textbooks in EFL Learning ................. 27

D. The Nature of English Textbooks in MTsN

in Jakarta ....................................................................... 29

E. Textbook Evaluation Focusing on Cultural Content 33

F. Previous Related Studies on Cultural Content

in English Textbooks .................................................... 37

Chapter III Research Methodology ............................................... 40 A. Research Method ...................................................... 40

B. Research Frame ........................................................ 41

C. Data and Data Resources .......................................... 42

D. Research Instruments ............................................... 43

E. Trustworthiness ........................................................ 46

F. Unit of Analysis ........................................................ 47

G. Data Analysis Method .............................................. 48

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Chapter IV Findings and Discussion ............................................. 54 A. Findings ...................................................................... 54

1. English in Focus 1 .................................................. 55

a. Types of Cultural Information ........................... 55

b. Types of Culture ................................................ 57

c. Senses of Culture ............................................... 60

d. Elements of Culture ........................................... 61

2. English in Focus 2 .................................................. 63





3. English in Focus 3 .................................................. 71





4. English on Sky 1 ..................................................... 78





5. English on Sky 2 ..................................................... 86





6. English on Sky 3 ..................................................... 92





7. Overall Cultural Content in the Textbooks ............ 99

8. Intercultural Communicative Competence of

Textbooks ................................................................... 102

B. Discussion ................................................................... 104

1. Culture and the Media of Presentation ................... 104

2. Which Culture? Whose Culture? ........................... 108

3. Senses of Culture in EFL Textbooks ...................... 113

4. Elements of Culture in EFL Textbooks .................. 116

5. English textbooks and Intercultural Competence ... 117

12

Chapter V Conclusion and Suggestion .......................................... 122 A. Conclusion .................................................................. 122

B. Suggestion ................................................................... 124

Reference ...................................................................................... 127

Appendices ...................................................................................... 135

13

LIST OF CHARTS

Chart 4.1 Types of Cultural Information in English in Focus 1 ...... 52

Chart 4.2 Types of Culture in English in Focus 1 ........................... 54

Chart 4.3 Senses of Culture in English in Focus 1 .......................... 56

Chart 4.4 Elements of Culture in English in Focus 1 ...................... 57


Chart 4.6 Types of Culture in English in Focus 2 ........................... 61

Chart 4.7 Senses of Culture in English in Focus 2 .......................... 62

Chart 4.8 Elements of Culture in English in Focus 2 ...................... 64


Chart 4.10 Types of Culture in English in Focus 3 ......................... 69

Chart 4.11 Senses of Culture in English in Focus 3 ........................ 70

Chart 4.12 Elements of Culture in English in Focus 3 .................... 72

Chart 4.13 Types of Cultural Information in English on Sky 1 ...... 74

Chart 4.14 Types of Culture in English on Sky 1 ........................... 76

Chart 4.15 Senses of Culture in English on Sky 1 .......................... 77

Chart 4.16 Elements of Culture in English on Sky 1 ...................... 78









Chart 4.25 Types of Cultural Information in Both Books .............. 91

Chart 4.26 Types of Culture in Both Books .................................... 96

Chart 4.27 Senses of Culture in Both Books .................................. 101

Chart 4.28 Elements of Culture in Both Book ................................ 104

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LIST OF PICTURES

Picture 2.1 Source Culture Materials ................................................. 15

Picture 2.2 Target Culture Materials ................................................. 16

Picture 2.3 International Target Culture Materials ............................ 17

Picture 2.4 Cultural Element: Products ............................................. 17

Picture 2.5 Cultural Element: Person ................................................ 18

Picture 2.6 Cultural Element: Practice .............................................. 18

Picture 2.7 Cultural Element: Perspective ......................................... 19

Picture 2.8 An Example of Aesthetic Sense Presentation ................. 19

Picture 2.9 An Example of Sociological Sense Presentation ............ 20

Picture 2.8 An Example of Semantic Sense Presentation .................. 20

Picture 2.8 An Example of Pragmatic Sense Presentation ................ 21

Picture 3.1 English in Focus 1-3 ........................................................ 46

Picture 3.2 English on Sky 1-3 .......................................................... 47

Picture 4.1 Descriptive texts and contextualized writing task

representing source culture ................................................................ 54


representing target culture ................................................................ 55


representing international target culture ........................................... 56

Picture 4.4 Elements of Culture in EIF 1: Products........................... 58

Picture 4.5 Visual Illustration of Culture in EIF 2............................. 60

Picture 4.6 Descriptive Texts of Target Culture in EIF 2 .................. 61

Picture 4.7 Culture Free Descriptive Texts in EIF 2 ......................... 62

Picture 4.8 Aesthetic Sense in EIF 2 ................................................. 63

Picture 4.9 Sociological Sense in EIF 2 ............................................ 64

Picture 4.10 Elements of Culture: Products in EIF 2 ......................... 65

Picture 4.11 Visual Illustrations of Culture in EIF 3 ......................... 67

Picture 4.12 Descriptive Texts of Culture in EIF 3 ........................... 68

Picture 4.13 Source Culture Representation in EIF 3 ........................ 69

Picture 4.14 Aesthetic Sense of Target Culture in EIF3 .................... 71

Picture 4.15 Visual Illustration Presenting Source Culture ............... 75

Picture 4.16 Sound recording in EOS 1 ............................................. 75

Picture 4.17 Descriptive Texts of Culture in EOS 1 .......................... 76

Picture 4.18 Aesthetic Sense in EOS 1 .............................................. 77

(continued)

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LIST OF PICTURES (continued)

Picture 4.19 Sociological Sense of Target Culture in EOS 1 ............ 78

Picture 4.20 Dialogues about Daily Life in EOS 2 ............................ 81

Picture 4.21 Aesthetic Sense in EOS 2 .............................................. 83

Picture 4.22 Pragmatic Sense in EOS 2 ............................................. 83

Picture 4.23 Sociological Sense of Target Culture in EOS 2 ............ 84

Picture 4.24 Sociological Sense in EOS 3 ......................................... 89

Picture 4.25 Products of target culture in EOS 3 ............................... 90

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LIST OF TABLES

Table 2.1 Types of Cultural Information in EFL Materials ............ 22

Table 2.2 Level of Intercultural Competence ................................. 29

Table 3.1 Titles of English Textbooks:Preliminary Survey ............ 43

Table 3.2 Worksheet 1: Types of Cultural Information and Types of

Culture ............................................................................. 43

Table 3.3 Worksheet 2: Cultural Senses and Cultural Elements .... 48

Table 4.1 Themes, Topics, and Text Genres in EIF1 ...................... 52



Table 4.4 Themes, Topics, and Text Genres in EOS1 .................... 74

Table 4.5 Themes, Topics, and Text Genres in EOS 2 ................... 80

Table 4.6 Themes, Topics, and Text Genres in EOS 3 ................... 87

Table 4.7 Level of Intercultural Competence in the Textbooks ...... 111

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LIST OF FIGURES

Figure 1.1 Scheme of the Research ................................................. 11

Figure 2.1 Points of Articulation between Culture and Language .. 13

Figure 3.1 Order of Research Approaches ..................................... 40

Figure 3.2 Scheme of Sampling ...................................................... 41

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LIST OF APPENDICES

Appendix 1 Printed Survey, Cover Letter, and Preview 135

Appendix 2 Transcipts of Telephone Interview with the Vice

Principles of Curriculum Affairs

146

Appendix 3 Online Survey and Data Resume 161

Appendix 4 Transcripts of Telephone Interview with the

English Teachers

164

Appendix 5 Worksheet of Content Analysis, Blueprint 175

Appendix 6 Results of Content Analysis 179

Appendix 7 Directory of Madrasah Tsanawiyah Negeri in

DKI Jakarta

193

Appendix 8 Excerpt of Standard of Competence

English Teaching at Madrasah Tsanawiyah

196

Appendix 9 Textbook Evaluation by BSNP 197

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GLOSSARY

Culture Products, values, practices, habit, norms and beliefs

mutually shared by a group of people.

Cultural

content

The occurence of cultural elements (products,

persons, practices and perspectives).

Products Cultural elements that are physical, including man-

made products which refer to particular culture.

Example: historical sites, songs, folklores, books/

novels, comics, inventions, foods, such.

Persons Figures or famous people (singers, poets, writers,

national figures, athletes, artists, heroes) which refers

to particular culture.

Practices Cultural elements in the forms of rituals, activities,

and cultural practices which refer to certain culture.

Example: holiday celebrations, ceremonies, passed

traditions, and the like.

Perspectives The way certain group of people see something

which differs them from other cultures.

Example: native speakers consider that giving gift to

teachers is unprofessional.

Source

culture

Local cultures, Indonesian culture

Target

culture

The cultures of native speakers, refers to the United

States and the United Kingdom.

International

target culture

The cultures of English speaking countries other than

US, UK, and source culture. Example: the culture of

Japan, Greece, Egypt, India, and such.

Aesthetic

sense

Sense of culture which relates to arts, popular

products, literature.

Sociological

sense

Sense of culture which relate to social structure and

relationship

Semantic

sense

Sense of culture related to perspectives, thoughts, and

perceptions

Pragmatic

sense

Sense of culture related to language code, language

forms.

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CHAPTER I

INTRODUCTION

This chapter encompasses the background of the research,

problem identifications, research problems, research objectives,

and the significance of the research.

A. Background of the Research

Like other languages, English as a Foreign Language (EFL)

has been introduced inseparably from its culture, either source

culture (cultures from origin countries the learners coming from),

target culture (cultures from origin countries where English is

coming from, like US and UK), or international target culture

(cultures from English speaking countries other than US and UK).

These cultures are naturally embedded in English, either in the

form of habits, food, norms, values, general beliefs, or life styles.

Often found when learners learn English through some media, such

as television, newspaper, novels, books, or textbooks, at the same

time they got a new cultural knowledge of English speaking

countries. Students in the remote area of Kalimantan, for instance,

read about Valentine Day, Thanksgiving, or Halloween Day in their

English textbooks when they are learning English at schools.

In an EFL setting, English has been the ‗carrier‘ of culture.

Consequently, TEFL (teaching English as a Foreign Language)

materials load the cultural content. Culture can be big C and little c

as Adaskou, Britten & Fahsi classifies, that culture1 in foreign

language teaching as ‗big C‘ referring to the media, cinema, music,

or literature that commonly become the initial interest of the

learners in learning English; and ‗little c‘ which relates to the

organization of family, home life, interpersonal relations, work and

leisure, customs and institutions that needs a closer look compared

to big C. EFL learners at the first time of their period of learning

English might be interested by the trending or popular cultures such

as: songs, TV shows, English movies, and so on. As they learn a lot

1 Adaskou, et al., ―Design Decisions on the Cultural Content of a Secondary

English Course for Morocco‖ ELT Journal Volume 44/1 January 1990: pp. 3—

10.

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more and deeper, they learn closer to the ‗small c‘ such as: the

relationship between teenagers/ adolescents in western countries,

school life, customs in western, or the system of education there.

EFL learning materials ideally facilitate this grading cultural

knowledge of their learners, so that foreign language learning can

be a medium of intercultural learning as well. This intercultural

competence as a component of communicative competence, is

essential in this era as the learners are ‗connected‘ each other in the

almost borderless world. At school only, learners encounter various

local cultures among tribes, like Javanese, Betawi, Batak, Padang,

Sunda, and such. Not to mention other contexts these learners are

communicating such as: online social media, cross-national

community, virtual peers or even pen pals. In this respect, cultural

understanding is essentially needed.

Cultural understanding is the core of language acquisition2.

Culture carriers in EFL teaching and learning are greatly the

instructional materials. These materials are represented by

textbooks or course books, video and audio materials, computer

software, and visual aids. Among these materials, textbooks

appoint the favored use among the teachers in Indonesia. Apart

from the notion that textbooks are ‗a resource for presentation

material, a source of activities for learner practice and

communicative interaction,... a resource for self-directed learning

or self-access work, and a support for less experienced teachers

who have yet to gain in confidence3‘, they are still the most

accessible and practical learning materials. It is also supported by

the fact that textbooks do not require tools, electricity, or other

equipments to make it usable. This favored use of English

textbooks suggests that there should be a careful and thorough

process in the process of textbook selection. English textbooks

should be not only attractive in terms of its visual presentation, but

most of all, it should consider some other factors such as its

appropriateness to learners‘ socio-economic background, cultural

2 Norhana Abdullah and Sanda Komari Chandran, ―Cultural Elements in a

Malaysian English Language Textbook‖, retrieved online at October 21, 2012

from ddms.usim.edu.my/handle/123456789/713 3 Alan Cunningsworth, Choosing Your Coursebook (Oxford: Heinemann,

1995), p. 7.

22

background, and also their goals of EFL learning. Otherwise,

English textbooks will not be the good cultural agents which

support intercultural and communicative competence. When

learners are not exposed to enough cross-cultural knowledge, they

are prone to be misinterpreting other cultures or stereotyping. Thus,

EFL textbooks are expected to provide rich cultural exposure

mentioning not only source culture, but also target culture and

international target culture. Nevertheless, in spite EFL textbooks

are generally expected to contain aspects of target culture where the

English is introduced, number of studies suggest that target

language is not always presented4.

Drawing from above situation, cultural consideration is

urgent to investigate. The urgency of considering the culture

representation on the English textbooks in Indonesia is based on

some arguments. To begin with, the representation of source

culture, international culture, and target culture all at once in a

textbook may lead into a cultural mismatch5. Some celebrations

like Halloween or Valentine Day, for instance, could be culturally

mismatched to Indonesian students. Boy and girl, man and woman

relationship or pattern of interaction could be mismatched to

Indonesian students who are commonly Muslims. Later, the locally

published English textbooks are less preferable compared to

internationally published textbooks. Indonesian teachers in well-

funded schools prefer to use internationally published books for

their students, like Cambridge University Press, Pearson Longman,

and such which surely contain less source culture (Indonesian

culture). These internationally published textbooks are more

favored as they provide ‗perfect‘ English to teach the four language

skills and contain richer materials than those do by the locally

4 M. Aliakbari, ―The Place of Culture in the Iranian ELT Textbooks in High

School Level‖ in PAAL Japan 17th Conference Proceedings 2004, pp.1—14

accessed at October 21, 2012 from

http://www.paaljapan.org/resources/proceedings/2004/Aliakbari.pdf 5 Dian Ekawati and Fakry Hamdani, ―Cultural Mirrors: Materials and

Methods in English as a Foreign Language‖ in International Journal of Basic

and Applied Science Vol. 01, No. 01 (July 2001): pp. 53—59.

23

published books.6 This case indicates that locally published

textbooks need improvement in order to compete with

internationally published ones, especially in the visual

representation, phonological accuracy, rich cross-cultural material,

and various challenging activities for the students.

Dealing with the English textbook standard, Indonesian

Board of National Education Standard (BSNP) has constructed

some criteria for approved English textbooks to be used at schools

in Indonesia. Decree No. 22 year 2006 concerning the content

standard is trying to set standard for standardized EFL materials.

Further, BSNP also developed some instruments of English

textbook evaluation for every level of schools from primary

schools (SD/MI) to high schools (SMA/MA). However, this

instrument only touches some physical aspects of the English

textbooks without analyzing the cultural appropriateness as one of

the criteria of evaluation. Three components that are assessed

comprise: 1) the language appropriateness (appropriateness with

the level of students‘ cognitive development and socio-economic

factor, communicativeness, cohesiveness and coherence); 2)

presentation of the book (technique of presentation and

presentation of learning activities); and 3) the completeness of

presentation (all the chapters are complete from introduction to

closing).

To compare with, some other Asian countries through their

Ministry of Education are concerning this cultural content in EFL

textbooks in order to raise the students‘ cultural awareness of their

own culture as well as to raise the intercultural competence so that

they can reflect their own culture by learning other cultures from

English speaking countries. Japanese Ministry of Education,

Culture, Sports, Science and Technology (MEXT), for instance,

maintains that ―the understanding of cultures‖ should be regarded

as one of the main objectives in teaching English at the secondary

6 Nugrahenny T. Zacharias, ―Teachers‘ Beliefs about Internationally-

Published Materials: A Survey of Tertiary English Teachers in Indonesia‖ in

RELC 36.1 (April 2005): pp. 23—27.

24

school level7. Even, Ministry of Education of People's Republic of

China took a big step by asking an internationally standardized

publisher (Longman) to work together with the academics of China

to develop EFL materials which portrait the daily life of Chinese

and Western children living in Beijing as they interact in school or

engage in more culturally-specific activities at home8.

Additionally, English culture is limited to some descriptions of

food, festivals, and places of interest, sport and language. These

two examples suggest that cultural preservation needs to be

considered in selecting and evaluation EFL materials (textbooks).

EFL textbooks in Indonesia are used in both public schools

and private schools. Among these public schools, there are also

some state Islamic schools which use the same standard of EFL

textbooks from the MoNE of Indonesia. Consequently, these

schools use the similar English textbooks as those used by state

high schools (SMP Negeri and SMA Negeri). Apparently, the need

of these schools cannot be generalized as similar to public schools

since the students of Islamic schools possess some additional need

of more appropriate English textbooks which comply with the

Islamic values. Rohmah mentions that the English teachers, by

survey, mention that they also need Islamic values in the English

textbooks9. This might be caused by the fact that in daily EFL

practices, students of state Islamic schools encounter various

cultures, such as: their inherited cultures (Javanese, Betawese,

Sundanese, etc.), local cultures (Indonesian culture/ eastern

culture), Islamic values, and added by cultures from English

speaking countries represented in the English textbooks. A

preliminary survey towards English teachers of Madrasah

Tsanawiyah in DKI Jakarta also suggests that 63% of the

respondents state that they need the English textbooks loading

7 Nobuko Yamanaka, ―An Evaluation of English Textbooks in Japan from

the Viewpoint of Nations in the Inner, Outer, and Expanding Circles‖ in JALT

Journal, Vol . 28, No . 1 (May, 2006): pp. 57—76. 8 Bob Adamson and Paul Morris, ―The English Curriculum in the People's

Republic of China‖ in Comparative Education Review (41) 1, (December 1997):

pp. 3—26. 9 Zuliati Rohmah, ―EFL Materials in Madrasah Tsanawiyah: What Do They

Really Need‖ in TEFLIN Journal, Volume 20, Number 1 (February 2009): pp.

104—117.

25

source culture, target culture, international culture, and also Islamic

values10

. Further, these teachers want that the source culture should

be dominantly presented, while the other cultures and Islamic

values can be inserted as a complementary.

Drawing from this fact, the writer concludes that a textbook

evaluation, particularly on cultural content is essential to conduct in

Indonesian setting in order to better select EFL materials which

suitable to the students‘ need. More specifically, cultural content

analysis on English textbooks used in Islamic schools need to be

carried out. The students of Islamic schools, like the other students

at public schools are ideally being proportionally exposed to the

different cultures outside their own. This aimed at raising their

cultural awareness of their own identity as well as enriching it with

good values taken from the other cultures. At the same time, the

proportional portion of cultural representation on the English

textbooks are hoped to aid the students to be culturally wise and

smart, by adapting the suitable values from other cultures and

eliminating the bad ones. Particularly for Islamic school students,

they are expected to be culturally aware in comparing and

contrasting as well as filtering the presented cultures in their

English textbooks with their Islamic values and cultures.

This research limits the scope of the study to the Madrasah

Tsanawiyah level in DKI Jakarta. The choice of this scope is based

on some considerations. First, the selected region (DKI Jakarta) is

a good sample of multicultural area where there are various ethnics

of the learners. This aspect might generate different result than the

previous research conducted in East Java, Lombok, and Bandung

which are supposed as more homogeneous. Second, this level of

schools and the region has not yet been investigated by the similar

research on cultural content of English textbooks11

.

10

See Appendix 3 11

See Related Previous Research, p. 37

26

B. Problem Identification From above research background, there are some

researchable issues mentioned as follows.

1) Do the current English textbooks in DKI Jakarta provide the

learners with adequate intercultural knowledge?

2) Do MTs Negeri in Jakarta need English textbooks with Islamic

values?

3) Should intercultural communicative competence be taught in

MTs Negeri?

4) What culture to be taught in MTs Negeri in DKI Jakarta?

5) Is the significance of intercultural communicative competence

supported by the final assessment (National Exam)?

6) Which English textbooks contain intercultural communicative

competence?

7) How do the English teachers deal with the foreign culture

which is not suitable for their students?

8) Is there any difference of cultural presentation in English

textbooks written by Indonesian authors and native speakers?

C. Research Questions

Among the previous formulated problems, the researcher

picks one problem to study. This research is intended to answer

main question ―To what extend the cultural content in English

textbooks at MTs Negeri support main goal of EFL teaching

(which is intercultural communicative competence)?‖ Following

this main question, there are some additional questions that will be

investigated, as follows.

1) How cultures are represented in the English textbooks?

2) What types of culture are represented in the English textbooks?

3) What culture senses are included in the English textbooks?

4) What elements of culture are featured in the English

textbooks?

5) To what extent the cultural content in the English textbooks in

Madrasah Tsanawiyah support the main objective of EFL

teaching, which is intercultural communicative competence?

27

D. Research Objectives

By revisiting the research questions and reviewing the

previous relevant studies on the similar cultural content analysis in

some countries, this current research is aimed at achieving these

objectives.

1) to describe the types of cultural information presented in the

textbooks

2) to describe the types of culture in the textbooks (source

culture, target culture, international target culture, culture free)

3) to describe the senses of culture in the textbooks

4) to describe the elements of culture included in the textbooks

5) to analyze the implication of in-use English textbooks‘ cultural

presentation towards the intercultural competence of the MTsN

learners.

E. Significance of the Research

Although culture is an essential element that is inseparable

from English teaching and learning, many English textbooks seem

to present the English without explicit exposure to the culture.

Thus, language is usually presented as a discrete component, while

culture is another point of learning. As textbooks are mainly the

cultural agent, good English textbooks should provide rich cultural

information so that the learners gain enough intercultural

knowledge. Surely, a careful textbook selection should be taken,

and this study result can be an advantage for reference. Therefore,

this current research is expected to give significant contributions

for these particular parties.

1. English teachers

In this research context, English teachers play the most

important role related to the English textbooks as they are the ones

who use textbooks for their students, the ones who present the

materials on the textbooks, and the ones who adopt/ adapt the

cultural content. The findings of this research could provide the

English teachers with the comprehensive data about the cultural

load in their in-use English textbooks which later could assist them

to better select English textbooks, or better adapt the current

textbooks so that it can raise the students‘ cultural awareness. In the

future, it is hoped that English teachers conduct a content analysis

28

prior to the selection of English textbooks for their schools, using

the textbook evaluation checklist this research suggests. More

importantly, this research is aimed at raising the English teachers‘

awareness and sensitivity towards the culture represented in their

English textbooks so that these teachers could be the agent of

intercultural competence teaching for their students.

2. School policy makers

School policy makers (principle or vice principle of

curriculum affairs) are the ones who will finalize the teachers‘

suggestion on requested/ needed English textbooks. This research

finding suggests that some English textbooks provide more various

cultural information compared to others. It is hoped that the school

headmasters will be more careful and look more comprehensively

towards some English textbooks offered by local/ international

publishers by considering this cultural appropriateness to the MTs

students.

3. Publishers

The issue of cultural content carried out in this research

challenge the publishers as the material developer (either

government publishers or commercial publishers) to better develop

the English textbooks that used specifically for Islamic school

students. A balance representation between source culture, target

culture, and international culture, particularly those who contain

good values relevant to Islam cultures and values need to be

actualized in the form of qualified English textbooks which meet

the standard of BSNP and also the MTs students‘ need.

4. Future studies

This research takes a small scale of research area (DKI

Jakarta) by picking up MTs level only. Further studies can be

conducted in a larger scale (Indonesia) with various level of

schools, such as MI (Madrasah Ibtidaiyah/ Islamic primary

schools) or MA (Madrasah Aliyah/ Islamic senior high schools). It

would be beneficial if the similar study is conducted by analyzing

cultural content in all titles of English textbooks used in all MTs in

Indonesia, as it could be a productive input for BSNP, MoRA

(Ministry of Religious Affairs), and MoNE (Ministry of National

Education) to reconstruct additional standard for textbook

evaluation (by adding cultural content consideration) as well as to

29

develop a more suitable and culturally appropriate English

textbooks for Islamic schools in Indonesia.

Further studies can be undergone within these topics:

1) Cultural presentation of English textbooks and students‘

attitudes

2) Cultural presentation of English textbooks and teachers‘

response in adapting to MTs students

3) Cultural presentation of English textbooks written by Indonesian

authors and native English authors: a comparative study.

The scheme of the research is presented on page 11.

Additionally, the following chapter discusses the theoretical

frameworks related to culture, EFL teaching, and intercultural

competence which further developed into research instruments.

i

Figure 1.1 Scheme of the Research

English as a

Foreign

Language

(EFL)

Teaching

COMMUNICATIV

E

COMPETENCE

(intercultural

competence is

included)

CULTURE IN

EFL

MATERIALS (TEXTBOOKS)

•descriptive texts ; texts about foreign attitudes and opinions; dialogues ; writing tasks ; idioms and collocations; realia/ pseudo realia; visual illustration; sound recordings

Cultural Information

•source culture

•target culture

• international target culture

•culture free

Cultural Types

•aesthetic sense

•sociological sense

•semantic sense

•pragmatic sense

Cultural Senses

•products

•persons

•practices

•perspectives

Cultural Elements

132

CHAPTER II

LITERATURE REVIEW

Having discussed the research problems and research

objectives in the previous chapter, this chapter discusses further

about the theoretical frameworks underpinning this reserch, as well

as putting the position of this research among the similar previous

studies on cultural content in English textbooks.

A. Culture and Foreign Language Teaching

Culture is widely defined from various perspectives. From

sociology perspective, culture can be defined as the product of

civilization12

. It does not limit to the products, but also comprises

some various aspects of certain groups of people. Liddicoat et al

define culture as ‗a complex system of concepts, attitudes, values,

beliefs, conventions, behaviors, practices, rituals and lifestyles of

the people who make up a cultural group, as well as the artifacts

they produce and the institutions they create.13

This definition

suggests that culture is community-bounded as it is shared by the

group members or community, which is different from another

community in terms of culture14

. Long way before,

Koentjaraningrat defines the culture in a global perspective as ―the

whole system of ideas, actions, and human creations within the

social context which is possessed by human and is acquired by

learning process‖ 15

Therefore, culture is represented by the ideas,

the activities of the society, as well as the artifacts.

12

Mary Jill Brody, ―A Linguistic Anthropological Perspective on Language

and Culture in the Second Language Curriculum‖ In D.L Lange and R. Michael

Paige, eds., Culture as the Core: Perspectives on Culture in Second Language

Learning (Greenwich: Information age Publishing Inc., 2003), p. 39. 13

Anthony J. Liddicoat, et al., Report on intercultural language learning.

(Canberra: Commonwealth of Australia, 2003), p. 45. 14

Ragnhild Lund, ―Questions of Culture and Context in English Language

Textbooks‖ (thesis published by University of Bergen, 2006), p. 26. 15

Translated ―keseluruhan sistem gagasan, tindakan dan hasil karya

manusia dalam rangka kehidupan masyarakat yang dijadikan milik diri manusia

dan belajar.‖ Koentjaraningrat, Manusia dan Kebudayaan di Indonesia (Jakarta:

Djambatan, 1979), p. 193.

133

In a broader sense, culture can be defined as the two sides

of coin, as Kramsch mentions that there are two definitions from

the sides of humanities and social science. The first side refers to

‗the way a social group represents itself and others through its

material productions, works of art, literature, social institutions, or

artifacts of everyday life, and the mechanisms for their

reproduction and preservation through history.16

And the second

side refers to "ground of meaning", i.e. the attitudes and beliefs,

ways of thinking, behaving and remembering shared by members

of that community17

. To this point, culture teaching seems to be the

responsibility of historians or social scientists. However, to some

extent, culture becomes the responsibility of language teachers, as

culture manifests itself is through language. The existence of

culture is recorded by language either in prints or spoken and

culture itself has language as its component among other

components. Therefore, language reflects the self and other culture,

along with the views of moral values, notions of good and bad,

right and wrong, beautiful and ugly.

Culture, by its nature, cannot be separated from language as

language expresses, embodies and symbolizes cultural reality.

Language determines thoughts and culture; language influences

thought and culture; culture influences people‘s language; and

language and culture influence each other18

. Mitchel & Myles

support this notion as ‗language and culture are not separate, but

are acquired together, with each providing support for the

development of the other19

. Therefore, it is unavoidable that ‗the

person who learns language without learning culture risks

16

Claire Kramsch, ―The Cultural Component of Language Teaching‖ in

Language, Culture and Curriculum, 8(12) (September,1995): pp. 83—92. 17

‘ground of meaning‘ is a phrase coined by educator Howard Nostrand in

defining culture. See H. Nostrand, ―Authentic texts and cultural authenticity: An

editorial‖, Modern Language Journal, 73(1), (Spring,1989), pp. 49—52. 18

Ronald Wardhaugh, An Introduction to Sociolinguistics 4th Edition (West

Sussex: Wiley-Blackwell Publishing, 2002), pp. 219—220. 19

Rosamund Mitchell and Florence Myles, Second Language Learning

Theories 2nd Edition (London: Arnold, 2004), p. 235.

134

becoming a fluent fool‘20

and that ‗the cultural dimension to

language has always been present in language pedagogy‘21

.

Liddicoat, et al further articulates the relations between

language and culture as follows.

Figure 2.1. Points of articulation between culture and language22

Since language and culture are not two different teaching

subjects, foreign language learning is at the same time cultural

learning. Kramsch emphasizes that ‗culture in language learning is

always in the background in classrooms when language learners are

looking for a good communicative competence and challenging

their ability to make sense of the world around them.‘23

Further,

Adaskou, Britten & Fahsi mention four senses of culture that

language teaching may involve, namely the aesthetic sense, the

sociological sense, the semantic sense, and the pragmatics (for

sociolinguistics sense) which further formulated below.

20

Milton J. Bennett, et al, ―Developing Intercultural Competence in the

Language Classroom‖ D.L Lange and R. Michael Paige, eds., Culture as the

Core: Perspectives on Culture in Second Language Learning (Greenwich:

Information age Publishing Inc., 2003), p. 237. 21 Karen Risager, Language and Culture Pedagogy (Clevedon: Multilingual

Matters, 2007), p. 238. 22

Anthony J. Liddicoat, et al., Report on intercultural language learning.

(Canberra: Commonwealth of Australia, 2003), p. 9. 23

Claire Kramsch, Context and Culture in Language Teaching (Oxford:

Oxford University Press, 1993), p. 1.

135

1. the aesthetic sense

Aesthetic sense relates to so-called ‗big C‘ which means the

culture that commonly becomes the main reasons for

language teaching/ learning, including the media, the

cinema, music (either serious or popular) and literature.

2. the sociological sense

Sociological sense includes culture with ‗small c‘ such as

the organization of a family, a home life, interpersonal

relations, material conditions, work and leisure, customs

and institutions. Culture in this term is a vast area which

only some parts can ever be selected by the learners.

3. the semantic sense

Semantic sense associates with the concepts, perceptions, or

thought towards the culture.

4. the pragmatic sense

Pragmatics sense deals with the background knowledge,

social and paralinguistic skills and language code which are

necessary for successful communication, including:

the ability to use appropriate exponents of the

various communicative functions;

the ability to use appropriate intonation patterns;

the ability to conform to norms of politeness, where

different from the learners‘ culture, including taboo

avoidance;

awareness of conventions governing interpersonal

relations – questions of status, obligation, license,

where different from the learners‘ culture;

familiarity with the main rhetorical conventions in

different written genres, e.g. different types of letters

and messages, form-filling, advertisements.24

Later, Yuen mentions some cultural elements in Four Ps

namely products, practices, perspectives, and persons. Products

refer to tangible culture objects, such as: movies, TV programs,

24 K. Adaskou, D. Britten and B. Fahsi. ―Design Decisions on the Cultural

Content of a Secondary English Course for Morocco‖ in ELT Journal Volume

44/1 (January, 1990): pp. 3—10.

136

food, merchandise, prints, travel destinations, etc. Practices are

related to customs, daily life, sports, school life, and celebrations.

Perspectives are about inspirations, values, myths, world views,

beliefs, etc. Lastly, Persons are about famous individuals (fictitious

or real), figures, characters, etc.25

The four senses are employed in

this study to classify the culture presented in the investigated

textbooks. Additionally, the four Ps are used to explain the cultural

elements the textbooks contain.

B. Cultural Content in EFL materials

In general, learning a foreign language involves learning

different aspects of the culture in which the language is used and

sometimes also how other cultures are represented in that particular

culture because language depicts culture of its own and other

cultures too26

. In Cortazzi and Jin‘s classification, EFL materials

load source culture, target culture, or international target culture.27

These three categories of culture suggest that EFL materials can

load cultural information from various cultures. EFL materials that

contain source culture means that they present language learners‘

own culture, such as textbooks produced at national level. This type

of materials is aimed at enabling learners to talk about their own

culture to foreign visitors instead of preparing the students

encounter other culture.

25

Ka Ming Yuen, ―The Representation of Foreign Cultures in English

Textbooks‖ in ELT Journal Advance Access (March, 2011): p. 2. 26 Ibid. 27

Martin Cortazzi and Lixian Jin, ―Cultural Mirrors, Materials and Method in

the EFL Classroom‖ in Eli Hinkel, Culture in Second Language Teaching and

Learning (Cambridge: Cambridge University Press, 1999), pp. 204—205.

137

Picture 2.1. A folklore Representing Source Culture28

The above text contains source culture (Indonesian culture)

indicated by some local names of figures, places, and cities such as:

Takatuliang, Simbau island, Sulawesi, etc.

Second, EFL materials that contain target culture means

that they present the culture of United Kingdom or United States.

The example is shown below.

Picture 2.2 Cultural Note Representing Target Culture29

In this Cultural Notes section of a textbook, target culture is

presented by an informative text about the obesity problems in the

USA. In other examples, target culture materials also present

28

Mukarto, et al., English on Sky 2 (Jakarta: Erlangga, 2007), p. 124. 29

Nina Bates, Real Time: An Interactive English Course for Junior High

School Students Year VIII (Jilid 2) (Jakarta: Erlangga, 2007), p. 31.

138

British culture, such as: afternoon tea party, how to say time in

British English, and such.

Third, EFL materials which contain international target

culture means that they involve the culture of English speaking

countries where English is their international language, such as:

some African countries, some Asian countries, European countries,

and such. This kind of cultural material is pointed out below.

Picture 2.3 A Descriptive Text Representing International Target

Culture30

In the above picture, international target culture is represented by a

descriptive text about the habit of reading bed time stories to

children in English speaking countries. These countries do not limit

only in the USA or UK, but also apply to other countries, like

Germany, French, Singapore, so on.

Besides containing information on source culture, target

culture, and international target culture, EFL materials also contain

four elements of culture: products, persons, practices and

perspectives. In the EFL materials, products are indicated by some

form like pictures, illustration or realia which show tangible

cultural objects like foods, movies, songs, news or fashion. Here is

an example of an EFL material section that contains products of

culture.

30


School Students Year VIII (Jakarta: Erlangga, 2007), p. 6.

139

Picture 2.4 Cultural Elements: Products31

The second element, persons, refers to figures, publicists, and other

famous people either real or fictitious which are included in the

culture. It could be popular artists, movie actors, pop singers,

characters in a movie, comedians, et cetera. The presentation of

Persons element in EFL materials is illustrated below.

Picture 2.5 Cultural Element: persons32

The third element of culture, practices, refers to the real life

activities which are inherited to a particular group of community

and passed from generation to generation. It could be in the form of

celebration or particular activities. The presentation of practices

element in an EFL material can be seen below.

31


School Students Year VIII (Jakarta: Erlangga, 2007), p. 109. 32

Mukarto, et al., English on Sky 1 (Jakarta: Erlangga, 2007), p.26.

140

Picture 2.6 Cultural Elements: practices33

Lastly, the fourth element of culture, perspectives reflect the way of

certain group of people see some aspects of life, like family

relationships, friendships, concepts about money, time, et cetera.

To illustrate, please see an example below.

Picture 2.7 Cultural Element: perspectives34

Additionally, there are also senses of culture that can be

carried out by EFL materials, namely aesthetic sense, sociological

sense, semantic sense, and pragmatic sense. Aesthetic sense of

33


School Students Year VIII (Jakarta: Erlangga,2007), p.14. 34

Ibid., p.57.

141

culture in EFL materials refers to elements of products and persons

which usually attract the learners‘ two senses (hearing and sought).

This sense is usually presented in the forms of movies, TV

programs, pop songs, novels, comics, and et cetera. An example of

aesthetic sense in EFL material is shown below.

Picture 2.8 An Example of Aesthetic Sense Presentation35

Secondly, sociological sense in EFL materials commonly

expresses about family life, work and leisure, neighborhood, and

such. The representation of sociological sense enables the learners

to reflect the way other people communicate and interact in their

culture context. To illustrate, in Indonesian culture, students

commonly kiss their teachers‘ hands when they meet their teachers

anywhere. However, in target culture context, students do not kiss

teachers‘ hands, they just simply wave hands or just say Hello.

Below is an example of sociological sense presentation.

Picture 2.9 An Example of Sociological Sense Presentation36

35


School Students Year VIII (Jakarta: Erlangga, 2007), p. 99. 36

Bates, Real Time: An Interactive English Course for Junior High School

Students Year IX (Jakarta: Erlangga, 2007), p.76.

142

Thirdly, semantic sense of culture reflects the concepts,

perceptions, or thought towards culture. This can be in the forms of

opinion, general belief, norms, and such. Giving present to teachers

is common in Indonesian context. However, it is not common in

other English speaking countries as it is considered as

unprofessional treat. Semantic sense of culture is illustrated below.

Picture 2.10 An Example of Semantic Sense Presentation37

Lastly, pragmatic sense of culture covers background

knowledge, paralinguistic skill, social skill and conventions. In

EFL materials, this sense is usually presented in the forms of

intonation patterns, norms of politeness, writing conventions in

various forms, and notes on taboo avoidance. An example of

pragmatic sense presentation is shown below.

Picture 2.11 An Example of Pragmatic Sense Presentation38

37


School Students Year IX (Jakarta: Erlangga, 2007), p. 56 38

Ibid, p. 34.

143

The abovementioned types of culture (source culture, target

culture and international target culture), elements of culture

(products, persons, practices, perspectives), and senses of culture

(aesthetic, sociological, semantics, pragmatics) are conveyed by so-

called cultural information. This information takes some forms,

such as: 1) descriptive texts, 2) texts presenting foreign attitudes

and opinions, 3) dialogues about everyday life, 4) contextualized

writing tasks, 5) idioms and collocations, 6) realia, 7) visual

illustrations, or sound recordings39

. Descriptive texts refer to

informative texts which provide the readers with information about

particular culture. In some textbooks, these descriptive texts are

dedicated separated section to distinguish between the information

and the learning activities. Then, texts presenting foreign attitudes

and opinions refer to any texts which focus particularly on how

people from different cultures see and react to certain issues. For

instance, a Cultural Note about how Americans consider a gift

giving as inappropriate in academic context. After that, dialogues

about daily life refer to natural conversation among illocutors

which mention cultural elements, such as: a dialogue about

traditional dances in Indonesia. Subsequently, contextualized

writing tasks refer to gap filling, sentence writing, or dialogue

completion which mentions one or some elements of culture in it,

like names of the people, food, songs, et cetera.

Idioms which represent culture mean some words whose

meaning is different from the written form. In English textbooks,

idioms usually represent target culture. Later on, realia refers to

real objects either in real or in picture which refer to particular

culture, such as: email, post card, invitation, notice, et cetera.

Lastly, sound recordings refer to audio like songs, recordings,

podcasts and such that represents particular culture. To see the

example of cultural information, please see table below.

39

K. Adaskou, D. Britten and B. Fahsi. ―Design Decisions on the Cultural

Content of a Secondary English Course for Morocco‖ in ELT Journal Volume

44/1 (January, 1990): p.5.

144

Table 2.1. Type of Cultural Information in EFL Materials

NO. TYPES OF

CULTURAL

INFORMATION

ILLUSTRATIONS

1. Informative texts 40

2. Texts presenting

foreign attitudes and

opinions41

3. Dialogues about

everyday life42

40


School Students Year VIII (Jakarta: Erlangga, 2007), p.96. 41

Ibid., p. 111. 42

Ibid., p. 20.

145

NO.

TYPES OF

CULTURAL

INFORMATION

ILLUSTRATIONS

4. Contextualized

writing tasks43

5. Idioms and

collocations44

6. Realia or pseudo

realia45

43


School Students Year IX (Jakarta: Erlangga, 2007), p. 57. 44

Ibid., p. 94. 45

Ibid., p. 9.

146

NO.

TYPES OF

CULTURAL

INFORMATION

ILLUSTRATIONS

7. Visual illustrations46

8. Sound recordings47

In the context of EFL learning, learners generally expect that

they will need to become familiar with the culture of those who

speak English as their mother tongue48

. Learners expect to learn

how other teenagers or adolescence at their age, at different part of

the world, talk, dress, think, or belief. It urges that learning

materials should provide target culture information in any

aforementioned forms.

Textbooks are the most common EFL materials widely used

by the teachers and students around the globe. Textbooks‘

important role in facilitating the second language teaching and

learning in the classroom makes it as the most convenient EFL

materials. Despite the fact that textbooks are the most convenient

46

Ibid., p.11. 47

Mukarto, et al., English on Sky 1 (Jakarta: Erlangga, 2007), p.75. 48

Jinliang Xiao, ―Cultural Contents of an in-use EFL Textbook and English

Major Students‘ Attitudes and Perceptions towards Culture Learning at Jiangxi

University of Science and Technology China‖ (Unpublished thesis Prince of

Songkla University, 2010), pp.1—115.

147

EFL materials, ―the information in language textbooks is generally

fragmented and highly generalized, indicating only the norms of

behavior.‖ Therefore, a good cultural and intercultural competence

is urgently needed to encounter such kind of condition. When EFL

learners do not possess actual experience of the culture presented in

the textbooks, they may assume that the information applies to the

culture as a whole. This easily leads to prejudice or stereotype.

Consequently, EFL materials should be carefully selected. From

this point forwards, the term of ‗English textbooks‘ is used in favor

to ‗EFL materials‘.

C. The Role of Textbooks in Foreign Language Learning

Textbook is an effective instrument for the educational

practice and it can reflect values and senses for individuals and

nations49

. Further, textbooks are crucial tools which serve various

functions50

. On the other hand, textbooks are also commodities,

political objects, and cultural representations and therefore, are the

site and result of struggles and compromise in order to determine

how and by whom they will be produced, how and by whom the

contents will be selected, how and to whom they will be

distributed, and how teachers and students will make use of them51

.

The content of textbook significantly affects learners.

Further, textbooks directly or indirectly transmit cultural values to a

certain degree thus called ‗hidden curriculum‘52

. In terms of

intercultural issue, textbooks are believed to have several roles for

students53

. Textbooks can provide valuable input when it comes to

49 Eli Hinkel, Culture in Second Language Teaching and Learning

(Shanghai: Shanghai Foreign Language Education Press, 2005), p. 135. 50

J.M. Kobia, ―Feminity and masculinity in English Primary School

Textbooks in Kenya‖ in The International Journal of Language Society and

Culture pp.57—71 Retrieved at November 1, 2012 from

www.educ.utas.edu.au/users/tle/JOURNAL/ 51

P. Shannon, ―Textbook Development and Selection‖ in International

Encyclopedia of Education (third edition), (Elsevier, 2010): pp.397—402. 52

Alan Cunningsworth, Choosing your Coursebook (Oxford: Heinemann,

1995), p. 8. 53

Ragnhild Lund, ―Questions of Culture and Context in English Language

Textbooks: A Study of Textbooks for the Teaching of English in Norway‖ (A

Dissertation in Universitet I Bergen), pp. 1—350.

148

exposing students to new cultural expressions and to the diversity

of cultures. Reflecting a worldview of a cultural system and a

social construction, textbook is considered to be an ideology54

.

Thus, it influences the way how students and teachers perceive the

view of culture.

Because of the essential role of textbooks in EFL teaching,

the EFL materials choice could determine the quality of teaching

and learning instruction. Particular attention is paid off by the

material selector/ textbook selector by conducting an evaluation to

towards some English textbooks to rate their quality before finally

choose one as the most appropriate EFL materials. Cunningsworth

proposes four stages of choosing textbooks namely analysis,

interpretation, evaluation, and finally selection.55

Analysis deals

with the process of seeking information in a range of categories,

and provides sufficient data for interpretation. Next, Interpretation

refers to the process of interpreting the obtained data in the

previous stage. Later on, Evaluation has to do with professional

judgment and experience to consider the different aspects of

textbooks. In this stage, some factors are taken into account, such

as: learners and teacher expectations, methodological preferences,

the perceived needs of the learners, syllabus requirements and

personal preferences. Lastly, Selection is the last stage where all

requirements are cross-checked to the particular teaching and

learning situation. Some countries tried to develop the English textbooks to be

used nationally to facilitate their learners‘ intercultural competence.

To mention some, there are Contemporary College English for

Listening56

for Chinese universities, Interchange57

and Headway58

used by Iranian college students, and such. These textbooks

contain very rich cultural information and provide the learners with

54 Mohammad Aliakbari, ―The Place of Culture in the Iranian ELT Textbooks

in High School Level‖ in PAAL Japan 17th Conference Proceedings, pp. 1—14. 55

Cunningsworth, Choosing your Coursebook (Oxford: Heinemann, 1995),

p. 9. 56

Published by the Foreign Languge Teaching and Research Press of China

in 2009. 57

Jack C. Richards, et al., Interchange series. Cambridge: Cambridge

University Press, 2010. 58

Liz and John Soars, Headway. Oxford: Oxford University Press, 2010.

149

the insights of target culture and international target culture. In

other words, these textbooks facilitate the learners to gain

intercultural competence.

D. English Textbooks at Madrasah Tsanawiyah in DKI Jakarta

Like other Madrasah Tsanawiyah, MTs Negeri in DKI

Jakarta serve as another formal basic school which incorporate

Islamic values in its nature compared to public junior high schools.

As a consequence, in the daily praxis of EFL teaching and learning,

the values of Islam is (or should be) integrated. Islam is not so

much about believing in the faith but how Muslims respond to the

faith, that is, ‗not so much a noun but a verb, an action‘59

. It

suggests that, all component of the learning institution should be

supporting the integration of Islamic values in daily practice,

including EFL teaching and learning.

In EFL classrooms at MTs, either teachers, students,

teaching methods and teaching materials are expected to facilitate

the aim of EFL teaching which is intercultural communicative

competence. It implies that students of MTsN are expected to be

culturally aware of their culture while they are learning some other

cultures (and embedded values in them). This is a challenge of

MTsN English teachers as they need to preserve Islamic values,

while at the same time presenting target culture and international

target culture for their EFL learners‘ knowledge.

Based on the documents emerged by the Ministry of

National Education, the goals of English teaching at MTsN level

are:

i. to improve communicative competence both in oral and

written to gain functional literacy level,

ii. to raise the awareness about the importance of English to raise

the competitiveness of the nation, and

59 Caroline Ball and Akhlaque Haque, ―Diversity in Religious Practice:

Implications of Islamic Values in the Public Workplace‖ in Public Personnel

Management, 32 no.3 (September 2003): p.317.

150

iii. to develop students‘ understanding about the connection

between language and culture.60

To support these goals, the teaching of English subject at MTsN is

covering some scopes, such as discourse competence, text

production (in various genres) and some supporting competences

(linguistic competence, socio-cultural competence, strategic

competence, and discourse competence).

Revisiting these goals of English teaching at MTsN, it can

be seen that the ultimate goal of EFL teaching is the

communicative competence. As what defined by Dell Hymes and

followed by Canale & Swain61

communicative competence covers

linguistic competence, socio-cultural competence, strategic

competence, and discourse competence. This study focuses on the

socio-cultural competence where intercultural communicative

competence is the ultimate goal.

Ideally, the culture representation on English textbooks,

either in the forms of products, practices, perspectives, or persons

should raise the EFL learners‘ intercultural awareness. Baker

defines intercultural awareness as ―a conscious understanding of

the role culturally based forms, practices, and frames of

understanding can have in intercultural communication, and an

ability to put these conceptions into practices in a flexible and

context specific manner in real time communication‖62

. Savignon

calls this as intercultural communicative competence (ICC) which

refers to the complex ability needed to perform effectively and

appropriately when interacting with others who are linguistically

and culturally different from oneself.63

60

Badan Standar Nasional Pendidikan, Panduan Penyusunan Kurikulum

Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah.

Downloaded on January, 10 2013. from http://bsnp-indonesia.org/id/wp-

content/uploads/kompetensi/Panduan_Umum_KTSP.pdf 61 Michael Canale, ―Theoretical Bases of Communicative Approaches to

Second Language Teaching and Testing” in Applied Linguistics, 1 (1980): p. 1. 62 Michael Byram in W. Baker, ―From Cultural Awareness to Intercultural

Awareness: Culture in EL‖ in ELT Journal Volume 66/1 (January 2012): p. 66. 63

Savignon in Jianliang Xiao, ―Cultural Content of an in-use EFL Textbook

and English Major Students‘ Attitudes and Perceptions towards Culture Learning

at Jiangxi University of Science and Technology, China‖. Unpublished thesis

University of Prince Songkla Thailand, 2010.

http://bsnp-indonesia.org/id/wp-content/uploads/kompetensi/Panduan_Umum_KTSP.pdf


151

This intercultural communicative competence is developed

through some stages namely: basic cultural awareness, advanced

cultural awareness, and intercultural awareness. To better

comprehend these features of intercultural awareness, each stage is

presented below.

Table 2.2 Level of intercultural competence64

Level Description

Level 1

basic cultural

awareness

An awareness of:

1. culture as a set of shared behaviours, beliefs, and values;

2. the role culture and context play in any interpretation of

meaning;

3. our own culturally induced behaviour, values, and

beliefs and the ability to articulate this;

4. others‘ culturally induced behaviour, values, and beliefs

and the ability to compare this with our own culturally

induced behaviour, values, and beliefs

Level 2

advanced cultural

awareness

An awareness of:

5. the relative nature of cultural norms;

6. cultural understanding as provisional and open to

revision;

7. multiple voices or perspectives within any cultural

grouping;

8. individuals as members of many social groupings

including cultural ones;

9. common ground between specific cultures as well as an

awareness of possibilities for mismatch and

miscommunication between specific cultures.

Level 3

intercultural

awareness

An awareness of:

10. culturally based frames of reference, forms, and

communicative practices as being related both to

specific cultures and also as emergent and hybrid in

intercultural communication;

11. initial interaction in intercultural communication as

possibly based on cultural stereotypes or generalizations

but an ability to move beyond these through

12. a capacity to negotiate and mediate between different

emergent socio-culturally grounded communication

modes and frames of reference based on the above

understanding of culture in intercultural communication.

64

Byram in Will Baker, ―From Cultural Awareness to Intercultural

Awareness: Culture in ELT‖in ELT Journal Volume 66/1 (January 2012): p. 66.

152

As a matter of fact, the representation of culture in English

textbooks play essential role in supporting students‘ intercultural

competence. When textbooks present not only aesthetic sense

(products, persons) but also sociological sense, semantic sense and

pragmatic sense; students learn target culture deeper. Textbooks

with rich cultural information enable the students to gain more

knowledge about other cultures. As an illustration, students are not

only presented to Pop musics, TV shows and pop singers. Further,

they also learn the norms and attitudes of other culture and later

will reflect the common ground of cultural understanding. By this

means, intercultural competence will be achieved.

To achieve this intercultural awareness, Baker suggests

some proposals to be implemented in the ELT classrooms, such as:

a. Exploring local culture, which is exploring the diversity and

the complexity of different local and national cultural groups.

A discussion with other students from different local cultures

or nations can enrich the students with the cross cultural

understanding.

b. Exploring language-learning materials, by evaluating or

criticizing the presented images or descriptions of the culture

on the textbooks whether or not they are match with the

students‘ real experience/ knowledge.

c. Exploring the traditional media and arts through English,

including film, television, radio, newspapers, novels,

magazines, to explore the images of local and other cultures.

d. Exploring IT/ electronic media through English, by using some

internet features such as email, chatting, instant messaging,

online learning management systems/ LMS (such as Moodle,

Blackboard, Edmodo, etc) to share cultural view with other

students from different countries.

e. Cultural informants, by inviting an informants (persons who

have intercultural experience) to share their stories and to

provide information about their experiences of other cultures.

f. Face-to-face intercultural communication, if it is possible, by

inviting non local English teachers (foreign teachers).65

65

Will Baker, ―From Cultural Awareness to Intercultural Awareness: Culture

in ELT‖in ELT Journal Volume 66/1 (January 2012): p. 66.

153

F. Cultural Content Analysis of English Textbooks

Looking at the importance of cultural information in

English textbooks, a process of textbook evaluation is essentially

needed before textbooks are chosen to use in classrooms. Byram in

his study of textbook evaluation developed criteria for textbook

evaluation which focuses on cultural content. In his criteria,

cultural content in textbooks should include a focus on eight areas

as mentioned in the following list:

1. Social identity and social group (social class, regional identity,

ethnic minorities)

2. Social interaction (differing levels of formality; as outsider and

insider)

3. Belief and behavior (moral, religious beliefs, daily routines)

4. Social and political institutions (state institutions, health care,

law and order, social security, local government)

5. Socialization and the life cycle (families, schools, employment,

rites of passage)

6. National history (historical and contemporary events seen as

markers of national identity)

7. National geography (geographical factors seen as being

significant by members)

8. Stereotypes and national identity (what is typical symbol of

national stereotypes)66

However, the most common used criteria to analyze the

representation of culture in English textbooks is those that were

developed by Adaskou, Britten, and Fahsi by classifying the culture

into four senses: aesthetic sense, sociological sense, semantic

sense, and pragmatic sense.67

66 Michael Byram, ―Language and Culture Learning: The Need for

Integration‖ In Byram, ed. Germany, Its Representation in Textbooks for

Teaching German in Great Britain( Frankfurt am Main: Diestered), pp. 5—10. 67

K. Adaskou, et al., ―Design Decisions on the Cultural Content of a

Secondary English Course for Morocco‖ in ELT Journal Volume 44/1 (January

1990): pp. 3—10.

154

Indonesian Board of National Education Standard (BSNP)

has constructed some criteria for accredited English textbooks to be

used at schools in Indonesia.68

BSNP developed some instruments

of English textbook evaluation for every level of schools from

primary schools (SD/MI) to high schools (SMA/MA). However,

this instrument only touches some physical aspects of the English

textbooks without analyzing the cultural appropriateness as one of

the criteria of evaluation. Three components that are assessed

comprise: 1) the language appropriateness (appropriateness with

the level of students‘ cognitive development and socio-economic

factor, communicativeness, cohesiveness and coherence); 2)

presentation of the book (technique of presentation and

presentation of learning activities); and 3) the completeness of

presentation (all the chapters are complete from introduction to

closing).

Other countries through their Ministries of Education are

concerning this cultural content in EFL textbooks. It is aimed at

raising the students‘ cultural awareness of their own culture as well

as to raise the intercultural competence so that they can reflect their

own culture by learning other cultures from English speaking

countries. Japanese Ministry of Education, Culture, Sports, Science

and Technology (MEXT), for instance, maintains that ―the

understanding of cultures‖ should be regarded as one of the main

objectives in teaching English at the secondary school level69

.

Even, Ministry of Education of People's Republic of China took a

big step by asking an internationally standardized publisher

(Longman) to work together with the academics of China to

develop EFL materials70

. This partnership is aimed at developing

textbooks which preserve Chinese culture as well as introducing

target culture and international target culture to Chinese students.

68

Badan Standar Nasional Pendidikan, Instrumen Penilaian Buku Teks

Pelajaran Tahun 2011 retrieved from http://bsnp-indonesia.org/id/?p=734 69

Simon Humphries, ―Western-published versus MEXT-mandated: A

comparative textbook analysis‖ in Doshisha Studies in English Vol. 90 (January

2013): pp. 217—238. 70

Bob Adamson and Paul Morris, The English Curriculum in the People's

Republic of China, retrieved on January 2013 from

http://eprints.ioe.ac.uk/4755/1/Morris1997TheEnglish1.pdf

http://bsnp-indonesia.org/id/?p=734

http://eprints.ioe.ac.uk/4755/1/Morris1997TheEnglish1.pdf%20on%20January%202013

155

For secondary level, EFL textbooks for SMP Negeri and

Madrasah Tsanawiyah are similar. Apparently, the need of these

schools cannot be generalized as similar to public schools since the

students of Islamic schools possess some additional needs of more

appropriate English textbooks which comply with Islamic values

and cultures. In daily EFL practices, students of state Islamic

schools encounter various cultures, such as: their inherited culture

(Javanese, Betawese, Sundanese, etc.), local culture (Indonesian

culture/ eastern culture), Islamic culture, and added by cultures

from English speaking countries represented in the English

textbooks.

A recent study on need analysis of EFL materials in Islamic

schools in Indonesia was conducted by LAPIS-ELTIS (Learning

Assistance Program for Islamic Schools – English Language

Training for Islamic Schools) under the Indonesia Australia

Partnership. This research indicates that some common used

English textbooks are English on Sky, Effective English, Let‘s Talk

and English for Junior High Schools. From these books, 54% of

English teachers who are the respondents stated that there is no

Islamic content in the available course books. Therefore, it implies

that EFL materials should also discuss Islamic values besides the

representation of English culture and international culture71

.

Cultural content analysis in EFL textbooks usually focuses

on one aspect of culture, for instance: the elements of culture (such

as Rajabi & Ketabi in 2012), and one type of culture (such as Yuen

in 2011, Zakaria & Hashim in 2002). The cultural content analysis

is firstly conducted through tabulating the types of information

based on the constructed frameworks and analyzing the content

based on the theories used.

71

Zuliati Rohmah, ―EFL Materials in Madrasah Tsanawiyah: What Do They

Really Need?‖ in TEFLIN Journal, Volume 20, Number 1 (February 2009): pp.

104—117.

156

F. Related Previous Studies on Cultural Content in English

Textbooks

There are some studies on the same cultural content

analysis conducted in some different countries, including

Indonesia. The researcher narrows down some relevant studies in

the context of Asia instead of European or British Union in order to

acquire a better cultural connectedness with the Indonesian context.

This selection is also undergone by picking up the relevant

countries where English is taught as a Foreign Language, like

Indonesia.

Munandar and Ulwiyah recently investigated how cultural

content is incorporated into Indonesia‘s high school (SMA) ELT

textbooks from intercultural perspective. By evaluating six ELT

textbooks which comply the 2006 content standard of English

stipulated by Indonesian National Board of Education Standards

(BSNP) namely Interlanguage and Developing English book series.

This study finds out that there is an extensive use of local

references, which help the learners to adopt the language material,

adapt it to the context of language use, and language learning and

serve their own purposes of communication. However, these books

have shortcomings deal with an overgeneralization of target culture

and the native speaker that could lead to cultural stereotypes

therefore here is the role of the English teacher should be called.72

Though this research discussed the intercultural competence, but

the units of analysis are limited to the themes of the books. It did

not analayze to the content in each themes/ chapters therefore it

was prone to be overgeneralizing.

Hermawan and Noerkhasanah also checked into the

dissemination of cultural content in English textbooks at primary

schools in Bandung, Indonesia, referring to the classification

proposed by Cortazzi and Jin namely source culture, target culture,

and international target culture.73

This study found out that target

72

Muhammad Iwan Munandar and Imaratul Ulwiyah, ―Intercultural

Approaches to the Cultural Content of Indonesia‘s High School ELT Textbooks‖

in Cross-Cultural Communication, Vol. 8, No. 5, (2012): pp. 67—73. 73

Martin Cortazzi and Lixian Jin, ―Cultural Mirrors, Materials and Method in

the EFL Classroom‖ in Eli Hinkel, Culture in Second Language Teaching and

Learning (Cambridge: Cambridge University Press, 1999): pp. 204—205.

157

culture (the culture of country where English is spoken as a first

language) is more salient and disseminated in the textbooks while

source culture (the culture where the learners are originated from)

is presented in the form of characters, places and locations

discussed in reading passage, and rituals.74

This research , however,

only focused on the reading passages and visual illustrations in the

textbooks for primary schools, whereas other media such as: sound

recording and writing tasks were not analyzed.

In line with Hermawan and Noerkhasanah‘s study, Ekawati

and Hamdani also review the role of culture in the English

textbooks and the methods used in the classroom. The study finds

that English textbooks reflect not only the target culture, but also

source culture and international culture. This presentation of

culture is sensitive and may cause a cultural mismatch. For

example, in some elementary school textbooks which are marketed

worldwide, it was portrayed a multicultural nature of American

society—husband as being responsible for child care and house

work, while their wives are breadwinners. The researchers,

however, think that this cultural mismatch should be handled by

ethnographic stance and explicit teaching.75

Yuen in his case study entitled ―The representation of

foreign cultures in English textbooks‖ investigated the

representation of foreign cultures in Hongkong secondary schools.

By using four elements of culture such as: products, practices,

perspectives, and persons, he analyzed the content of culture of

EFL textbooks. Further he stated that the English textbooks are

commonly providing the students with the ‗tourist‘s perspective‘

which appeal the students with cultural products of entertainment,

travel, and food but less in the depth of cultural material.76

The

similar research was revealed by the previous study by Juan who

investigated the cultural content of EFL materials in China. It

74

Budi Hermawan and Lia Noerkhasanah, ―Traces of Cultures in English

Textbooks for Primary Education‖ in Conaplin Journal (Indonesian Journal of

Applied Linguistics) Vol.1 No.2 (January 2012): pp.49—61. 75

Dian Ekawati and Fakry Hamdani, ―Cultural Mirrors: Materials and

Methods in English as a Foreign Language‖ in International Journal of Basic

and Applied Science, Vol. 01, No.1 (July 2012): pp.53—59. 76

Ka Ming Yuen,‖The Representation of Foreign Cultures in English

textbooks‖ in ELT Journal Advance Access (March 2011): pp.1—9.

158

suggests that the representation of target culture (western culture)

placed the prominent role in the textbooks while Chinese culture is

minorly represented. Additionally, intercultural competence is not

focused in the textbooks thus comparisons and contrasts between

cultures are rarely found.77

HB Zakaria and Hashim checked into the cultural content of

English language materials in Malaysian high school context and

found out that there was insufficient incorporation of Malaysian

cultural aspects in English learning materials. This qualitative study

recommends that language learning materials must be able to

present the language learners‘ own culture and all the cultures that

surround them. Moreover, these materials should be useful and

effective both as English learning materials as well as a tool for

promoting cultural knowledge and understanding among Malaysian

students.78

One of the most related studies was the research conducted

by Rohmah who addressed some major weakness in the resources

(EFL materials) currently available in MTs in East Java and

Mataram. It is followed by a larger research by LAPIS-ELTIS

conducting a need analysis of EFL materials for MTs students.79

This research, however, did not look deeper into the cultural

content of the EFL materials (English textbooks) unlike what this

research is aimed to. Cultural content is just one small part among

the other criteria in her textbook evaluation.

In addition, a study by Zacharias examined the tendency of

college lecturers in choosing English textbooks. It suggests that the

lecturers prefer textbooks from international publishers instead of

locally published ones. It is caused by the fact that internationally

77

Wu Juan, ―A Content Analysis of the Cultural Content in the EFL

Textbooks‖ in Canadian Social Science. Vol. 6, No. 5 (September 2010): pp.

137—144. 78

Zakaria and Hashim, ―Local Cultural Aspects in the KBSM English

Language Materials‖ in Universiti Teknologi Malaysia Journal, pp.1—10,

available at

http://eprints.utm.my/10730/1/LOCAL_CULTURAL_ASPECTS_IN_THE_KB

SM_ENGLISH.pdf 79

Zuliati Rohmah, ―EFL Materials in Madrasah Tsanawiyah: What Do They

Really Need?‖ in TEFLIN Journal, Volume 20, Number 1 (February 2009): pp.

104—117.

http://eprints.utm.my/10730/1/LOCAL_CULTURAL_ASPECTS_IN_THE_KBSM_ENGLISH.pdf

http://eprints.utm.my/10730/1/LOCAL_CULTURAL_ASPECTS_IN_THE_KBSM_ENGLISH.pdf

159

published books are regarded as providing correct, authentic

English in the original context80

. On the other hand, locally

published materials are seemed to be not readily used in term of the

less complete package (teaching guide, audio file, video file,

student‘s books, exercise books).

Summing up these relevant previous studies, this current

research uses and combines similar research design with Munandar

and Ulwiyah, Hermawan and Noerkhasanah, Ekawati and

Hamdani, Yuen, and Zakaria and Hashim in term of classification

of culture presented in the English textbooks. Additionally, this

research adds this classification used in Yuen‘s study which are:

products, practices, perspectives, and persons.81

Lastly, types of

cultural information by Adaskou, Britten & Fahsi is utilized to

classify the cultural representation.82

Lastly, to investigate the appropriateness of English

textbooks to the EFL teaching at Madrasah Tsanawiyah, the

researcher looks back into the MONE‘s document (UU No. 20

tahun 2003) and Byram‘s classification of intercultural

communicative competence to determine the level of intercultural

competence presented by the textbooks.

These theories are developed into instruments of research.

The discussion about research design, instruments, and data

analysis method is presented in chapter III.

80

Nugrahenny T. Zacharias, ―Teachers‘ Beliefs about Internationally-

Published Materials: A Survey of Tertiary English Teachers in Indonesia‖ in

RELC 36.1 (2005): pp. 23—27. 81


textbooks‖ in ELT Journal Advance Access (March 2011): pp. 1-9. 82

K. Adaskou, et, al.,‖ Design Decisions on the Cultural Content of a

Secondary English Course for Morocco‖ in ELT Journal Volume 44/1 (January

1990): pp. 3-10.

160

CHAPTER III

RESEARCH METHODOLOGY

As the previous chapter encompasses the theoretical basis

of the research, this chapter covers the research design, time and

place of research, respondents/informants, unit of analysis, data

collection methods, as well as data analysis method.

A. Research Method

This research was conducted by using qualitative design,

particularly content analysis of textbooks. Content analysis is a

research technique for making replicable and valid inferences from

texts to the context of their use83

. Miles and Huberman classify

content analysis as archival strategies84

where the main research

subject relates to archives or documents and the researcher does not

give treatment to the research subject (non participatory strategies).

The difference between content analysis and discourse analysis is

that content analysis searches for meanings when discourse

analysis aims to find out how these meanings are created85

.

Therefore, this research was aimed at gaining an in depth data

about the cultural content of in-use English textbooks in DKI

Jakarta, as well as the implication of this cultural presentation

towards the intercultural competence. Content analysis is

conducted to explore the nature of categories and types of cultural

information, types of culture, types of culture senses, and type of

cultural elements.

Further, Tuomi and Sarajärvi in Lappainanen86

state, there

are three different approaches to content analysis: data-based,

theory-guided and theory-based approaches. In the data-based

approach, the aim is to form a theoretical schema based on the data.

83 Klaus Krippendorff, Content Analysis. An Introduction to Its Methodology

(Thousand Oaks, CA: SAGE, 2004), p. 18. 84

Mattew B. Miles and A. Michael Huberman, An Expanded Coursebook

Qualitative Data Analysis (London: Sage, 1994), p. 6. 85

Taniia Lappainanen, ―Presentation of The American Culture in EFL

Textbooks: An analysis of the cultural content of Finnish EFL textbooks for

secondary and upper secondary education (University of Jyväskylä: Unpublished

master thesis), p. 35. 86

Ibid., p.36.

161

Furthermore, the theory-guided approach has connections to some

theory, but it is not directly based on the theory and theoretical

framework is mostly used as a help tool in the analysis. Finally,

theory-based content analysis is a traditional approach, which is

directly based on some theory.

This research employed data-based, theory-guided and

theory-based approaches. Theory-guided approach implies that this

research used the frameworks generated from the theory of cultural

presentation in English textbooks. These frameworks were used to

help for labeling and categorization in analysis process. Following

this, data-based approach means that the results of this research

could generate a theoretical schema/ hypothesis based on the data.

For instance, ―English textbooks used in Indonesian Junior High

School do not raise the students‘ awareness of intercultural

competence‖. And finally, theory-based approach was used to draw

conclusions after the results are gained. The order of approach is as

follows:

theory-guided approach > data-based approach > theory-based approach

Figure 3.1 The Order of Approaches

B. Research Setting

This research was conducted in academic year 2012-2013

(20 June 2013 – 20 October 2013) using a one episode framework,

since ―the focus of the study is on the current manifestation of the

research subject, if what is being studied is expected to be

relatively stable.‖87

English textbooks were considered as relatively

stable as it does not change rapidly over a short time. One English

textbook is usually used for four to five academic years. The

research area coveredDKI Jakarta region as this area has not been

studied yet for the similar researches. Besides, DKI Jakarta was

chosen by the researchers‘ assumption that DKI Jakarta is a good

87

Jane Ritchie and Jane Lewis, eds., Qualitative Research Practice: A Guide

for Social Science Students and Researchers (London: Sage Publication, 2003),

p. 53.

162

sample of multicultural representation in Indonesia, as this area

contains multiple ethnics, such as: Javanese (35,16%), Betawese

(27,65%), Sundanese (15,27%), Tionghoa (5,53%), Batak (3,61%),

Minangkabau (3,18%), Melayu (1,62%), Bugis (0,59%), Madurese

(0,57%), Banten (0,25%), and Banjar (0,1%)88

.

C. Data and Data Sources

This research was addressed to all MTs Negeri in DKI to

generate data in the form of English textbook titles. As there are 42

MTs Negeri89

covering Jakarta Timur (18 MTs), Jakarta Utara (4

MTs), Jakarta Pusat (2 MTs), Jakarta Selatan (9 MTs), and Jakarta

Barat (7 MTs), and Kepulauan Seribu (1 MTs). It was assumed that

one school uses the same publishers for its three grades, the

population that is expected from the survey is 42 responses. This

population was kept as the highest expectation. Whereas, if these

42 responses were not reached, some representatives from each

area would be sufficient.

Since the data covered some areas of DKI Jakarta, cluster

sampling was used. At the first stage of cluster sampling, each

population in each area was determined. Jakarta Timur covered 18

schools, Jakarta Utara covered 4 schools, Jakarta Pusat covered 2

schools, Jakarta Selatan covered 9 schools, Jakarta Barat covered 7

schools, and Kepulauan Seribu covered 1 school. At the second

stage of cluster sampling, each cluster was then taken some

representatives by using convenient sampling. Convenient

sampling was chosen based on the number of volunteer

respondents, which are, English teachers who fill out the online

survey or printed survey. The scheme of the sampling is shown

below.

88

Institute of Southeast Asian Studies. Indonesia's Population: Ethnicity and

Religion in a Changing Political Landscape, 2003 accessed on 1 September

2013 in http://id.wikipedia.org/wiki/Daerah_Khusus_Ibukota_Jakarta#Etnis 89

Satuan Kerja Kanwil Kementerian Agama Prov. DKI Jakarta. Direktori

Madrasah Tsanawiyah Negeri DKI Jakarta, 2012. Accessed on November 2,

2013 from http://dki.kemenag.go.id/file/file/file/wnki1263372067.pdf

http://id.wikipedia.org/wiki/Daerah_Khusus_Ibukota_Jakarta#Etnis

http://dki.kemenag.go.id/file/file/file/wnki1263372067.pdf

163

Table 3.1 The Scheme of Sampling First Stage

(Clustering)

Second stage

(convenient)

Percentage

Jakarta Timur (18) 10 56%

Jakarta Selatan (10) 5 50%

Jakarta Pusat (2) 1 50%

Jakarta Barat (7) 4 57%

Jakarta Utara (4) 2 50%

Kepulauan Seribu (1) 0

Total (42) Total (22)

D. Data Collecting and Recording Procedures

To gain data in answering the research questions, below are

some instruments used in this research.

1. Preliminary Questionnaire

A preliminary questionnaire was utilized in order to find the

titles of English textbooks used in MTs Negeri in DKI Jakarta

region. The survey was developed by the researcher. As can be

seen on Appendix 1 and 3, it was aiming at collecting some data

related to:

a. The origin of the school

b. The titles of in-use English textbooks

c. The teachers‘ opinion about the importance of cultural

presentation in English textbooks

d. The teachers‘ judgment on the amount of cultures

presented in the textbooks

e. The teachers‘ opinion about which cultures should be

included in English textbooks

The survey is taken into two forms namely online survey

and printed survey. The online survey is generated by using online

survey developer called Survey Monkey

(www.surveymonkey.com). This online survey consists of two

parts. The first part describes about the brief description of the

research, some technical definition, and consent form. The second

part contains the six statements to be responded by the teachers.

The use of online survey is intended to get fast response from vast

area of DKI Jakarta.

http://www.surveymonkey.com/

164

Secondly, the printed questionnaire is delivered by post

mail to 42 MTs Negeri in DKI Jakarta. The format of the printed

survey is on Appendix 1. The printed questionnaire consists of

three parts. The first part is the cover letter (containing Letter of

Permission for Conducting Research, approved by the UIN Syarif

Hidayatullah administrative staff and a personal letter from the

researcher). The second part is intended for the head of curriculum

division in the school. And the third part contains the six statements

to be responded by one of the English teachers in the schools.

From both methods of survey, all 42 expected respondents

were not completing the survey. There were only 22 responses in

online survey and only 4 replied printed surveys. From this

preliminary online survey, these were six mostly used English

textbooks in DKI Jakarta region. Please see Appendix 3 for

complete results.

Table 3.2

English Textbooks in MTS Negeri in DKI Jakarta by Survey

Title Frequency

English in Focus, 2008 11

English on Sky, 2007 8

Scaffolding, 2008 5

Real Time, 2008 3

Flying Start, 2007 3

Contextual Teaching and Learning, 2007 1

2. Interview

Interviews were conducted to crosscheck the data from the

survey. They were conducted through telephone conversation with

English teachers within the same questions ―What are English

textbooks used in your district?‖ The researcher asks the same

questions to Ketua MGMP MTs Negeri and Head of Curriculum

Affairs in each districts, namely: Jakarta Barat, Jakarta Selatan,

Jakarta Pusat, Jakarta Utara and Jakarta Timur. It resulted these

five mostly used English textbooks (See Appendix 2 and 4)

165

Table 3.3

English Textbooks in MTS Negeri in DKI Jakarta by Interview

Title

English in Focus, 2008

English on Sky, 2007

Flying Start, 2007

Scaffolding, 2008

Real Time, 2008

From these two sets of data, it was taken two series of English

textbooks as the units of analysis, namely: English in Focus (BSE)

and English on Sky (Erlangga). This decision is on the basis of

equal sample between government-funded publisher and

commercial publisher.

3. Checklist worksheet

As the research is intended to analyze some aspects of cultures

in English textbooks like: types of cultural information, cultural

types, cultural senses and cultural elements, two worksheets are

constructed to answer the research questions number (1), (2), (3),

and (4).

For this need, the researchers used four frameworks:

1. Types of cultural information (Adaskou, Britten and

Fahsi)

2. Cultural types (Cortazzi and Jin)

3. Cultural senses (Adaskou, Britten and Fahsi)

4. Elements of culture (Yuen)

5. Level of intercultural communicative competence

(Byram)

These frameworks, notions and examples are presented in

Appendix 1.

These frameworks are then developed into worksheets as the

instrument of data collection about the culture aspects (In what

form the culture is presented? Which culture is presented? What

senses of culture are there? What elements of culture are there?)

in the selected English textbooks. For the detail of the instruments,

see Appendix 5.

166

4. The Researcher

The main instrument in this qualitative study is the researcher,

as she was the one who classified the types of cultural information,

types of culture, senses of culture, and elements of culture. She

then analyzed the results from the checklists by using the

theoretical frameworks. Having the data analyzed statistically by

the worksheet checklists, the researcher compare and contrast the

findings with the English teachers‘ responses and to existed

literature and relevant previous studies. The final interpretation

then formulated and the suggestions are given.

E. Trustworthiness

In gaining the validity and trustworthiness of this research,

triangulation is employed in several forms. As Denzin90

identifies,

there are three types of triangulation: data, investigator, and

methodological triangulation. Data triangulation means retrieving

data from a number of different sources to form one body of data.

Investigator triangulation means using multiple observers instead

of a single observer in the form of gathering and interpreting data.

While methodological triangulation refers to using more than one

research method or data collection technique.

1. Data triangulation

The data were gained through documents, survey responses,

and telephone transcription. The document pointed out the

lists of the schools and their address. This data was used to

send the survey and to contact the English teachers

(appendix 7). Next, the survey responses were collected

from vice principles of curriculum affairs‘ response about

titles of English textbooks they are using (appendix 2).

Finally, the telephone transcription was derived from the

interview with English teachers and head of MGMP

teachers (appendix 2 and 4).

90

Denzin, ―The Research Act: A Theoretical Introduction to Sociological

Methods‖ in Stefinee Pinegar and Mary Linn Hamilton, Self Study of Practice as

a Genre of Qualitative Research (London: 2009), p.152.

167

2. Investigator/resource triangulation

Some different sources were asked information regarding

English textbooks and their cultural content. The sources

consisted of: the head of curriculum affairs (waka

kurikulum), English teachers, and MGMP leaders (appendix

2 and 4)

3. Methodological triangulation

Methodological triangulation was completed by using some

data collection method, namely: survey (appendix 1 and 3),

interview (appendix 2 and 4), and documentation (appendix

7).

F. Unit of Analysis

Based on the data obtained from interviews and surveys,

there are two textbook titles that are used in MTsN di DKI Jakarta.

Therefore, the materials used for the cultural content analysis are

chosen from two series of English textbooks approved by the

Ministry of National Education (MoNE) of Indonesia as fulfilling

the School Based Curriculum 2006 content standard. They are local

English textbooks written and edited by a group of Indonesian

textbook authors. The series entitled English in Focus (book 1-3)

and English on Sky (book 1-3). English in Focus (book 1-3) is

authored by Artono Wardiman, Masduki B. Jahur, and M.

Sukirman Djusma in 2008 and developed under the government

fund of Puskurbuk (the centre of curriculum and books). This series

is intended for grade VII, VIII and IX of Junior High School

students. The government has bought the license of this book from

the authors to be distributed nationally online (free of charge to

download) and by prints (in an affordable price of IDR 11.000). It

is edited by an internal editor of a partner publisher company.

168

Picture 3.1 English in Focus 1-3

Meanwhile, English on Sky (book 1-3) is authored by Mukarto,

Sujatmiko, Josephine Sri Muwarni, and Widya Kiswara in 2007

and edited by two editors. Alike English in Focus, this series is

proofread by a native speaker (Paul McAdam) before it was

published by Erlangga. This series is also intended for grade VII,

VIII, and IX of Junior High School.

English in Focus is a suggested English textbooks by the

government (the school can choose one title of two titles available,

the other one is Scaffolding) therefore this series is used as the

main textbooks (buku pegangan wajib siswa). Additionally, school

can also choose to use commercial English textbooks by local

publishers. English on Sky was mostly chosen as the language is

simple and easy to understand91

.

Picture 3.2 English on Sky 1-3

91

Informal interviews with English teachers

169

G. Data Analysis Method

The data analysis method applied in this research adapts Miles

and Huberman‘s92

three streams of activity of data analysis

namely: data reduction (simplifying complex data by, for example,

extracting recurring themes via coding); data display (e.g.,

matrices, charts, graphs, even stories); and, finally, drawing

conclusions and verifying them as a means of testing the validity of

findings.

Below are the practical steps of data analysis employed in this

research.

1. Constructing the checklist

Using the four frameworks mentioned earlier, two checklist

worksheets were constructed to help the researcher coding the

cultural content. Worksheet 1 was intended to classify types of

cultural information and types of culture. This worksheet used

Byram‘s framework of cultural information and Cortazzi & Jin‘s

framework of culture types.

Table 3.2

Worksheet 1: Types of Cultural Information and Types of Culture

92

Mattew B. Miles and A. Michael Huberman, ―An Expanded Coursebook

Qualitative Data Analysis‖ in W. Newton Suter, Introduction to Educational

Research: A Critical Thinking Approach Second Edition (California: Sage,

2012), p.363.

S ource

C ulture

Target

C ulture

Internatio

nal Target

culture

C ulture

F ree total

S ource

C ulture

Target

C ulture

Internatio

nal Target

culture

C ulture

F ree total

S ource

C ulture

Target

C ulture

Internatio

nal Target

culture

C ulture

F ree total

S ource

C ulture

Target

C ulture

Internatio

nal Target

culture

C ulture

F ree total

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

P age

Texts pres enting foreign attitudes and opinionsInformative Text dialogues about daily life contextualized writing tas ks

D

a

t

a

170

Additionally, Worksheet 2 was aimed at classifying the cultural

senses and cultural element. This worksheet employed Cortazzi &

Jin‘s cultural senses framework and Yuen‘s framework of cultural

elements.

Table 3.3 Worksheet 2: Cultural Senses and Cultural Elements

To check the intercultural competence level of the textbook,

Worksheet 3 which is derived from Byram‘s classification of

intercultural communicative competence was also employed. See

pp.99—100 for complete results.

Table 3.4 Worksheet 3: The Intercultural Competence Level

S C TC ITC S C TC ITC S C TC ITC S C TC ITC

C hapter 1

C hapter 2

C hapter 3

C hapter 4

C hapter 5

C hapter 6

C hapter 7

S C TC ITC S C TC ITC S C TC ITC S C TC ITC

C hapter 1

C hapter 2

C hapter 3

C hapter 4

C hapter 5

C hapter 6

C hapter 7

Aes thetic S ens e S ociological S ens e S emantic S ens e P ragmatic S ens e

P roducts P ractice P ers pectives P ers ons

171

2. Constructing the guidelines for coding

The guidelines were needed to see the definition of each

criterion so the researcher enabled to classify each sample to

the right column. Guidelines for tabulating each worksheet

are taken from framework 1-4 (see table 3.1, 3.2, 3.3, and

3.4)

3. Analysing the textbook

In doing the textbook analysis, the researcher read carefully

page by page, looking into line by line, picture by picture.

Pages which contain some elements of culture is then marked

by using a Post-it note.

4. Coding

Codes are developed to ease the classification.

Here are some codes that are used.

Codes for the types of cultural information

A = informative texts

B = text presenting foreign attitudes and opinions

C = dialogues about daily life

D = contextualized writing tasks

E = idioms and collocations

F = realia and pseudo realia

G = visual illustration

H = sound recording

Codes for the types of culture

SC = source culture (Indonesian culture)

TC = target culture

ITC = international target culture

CF = Culture free

Codes for cultural senses

AeS = Aesthetic Sense

SoS = Sociological Sense

SeS = Semantic Sense

PaS = Pragmatic Sense

Codes for cultural elements

P1 = Products

P2 = Practice

172

P3 = Perspective

P4 = Persons

On the Post-it note marked on the pages, it is written the aspect/s

of culture presented. Here is the sample of coding.

Picture 3.2 A sample of coding (English in Focus 1, page 42)

This coding means that this section contains cultural

information in the form of visual illustration (code G),

Dialogues about daily life (code C) and contextualized

writing text (D). It shows source culture, particularly social

sense.

5. Data Tabulation

After all pages are coded, marked, and noted, the researcher

inputs the data on each worksheet, manually. Each data in

each page are compiled into each chapter, then compiled as a

whole, a book title. Input from the three book titles is then

compiled into a total tabulation for each series.

6. Analyzing

The data gained from each series of the book is then analyzed

based on four categories mentioned earlier: the types of

cultural information, the types of culture, the types of culture

senses, and the types of cultural elements. The most frequent

occurrence, the less frequent occurrence, and the least

frequent occurrence are analyzed. Later, it is consulted to the

173

literature and compared to the similar researches conducted

in other countries.

7. Reporting

The results of the analysis is then reported and interpreted in

chapter 4 in the section findings and discussions.

The data obtained by these instruments are presented and discussed

in the following chapter.

174

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

Having undergone the steps and procedures mentioned in

chapter III, this chapter points out the findings and discussions of

the study based on the content analysis of on the English textbooks

and the returned surveys. The findings and discussions are as

follows.

A. Findings

The structure of the findings is presented by following some

sequences. First of all, each book content analysis is presented, one

by one. Second, the results of book series of book are collected as

one title (English in Focus (EIF) and English on Sky (EOS). Third,

the results are fallen into categories by following the order of the

research questions. The findings of the content analysis are

presented below.

1. English in Focus 1

Published in 2008 by the Department of National Education,

English in Focus 1 is written by Artono Wardiman, Masduki B.

Jahur, and M. Sukirman Djusma. This book presents eight chapters

as mentioned below.

Table 4.1 Themes, Topics, and Text Genres in EIF 1

Themes Topics Text genres

Unit 1

What is your name?

Greeting and

introduction

Short functional texts

(greeting card)

Unit 2

Things around us

Asking and giving

information

Descriptive texts

Unit 3

Let‘s go to school

Expressing command

and prohibition


(short messages)

Unit 4

What should I buy?

Advertisement Short functional texts

(advertisements)

Unit 5

Family Life

Asking and giving

opinion; expressing like

and dislike

Descriptive texts


(greeting card)

Unit 6

What do you do?

Job Descriptive texts

175

Themes Topics Text genres

Unit 7

Work out

Asking and giving facts Procedural texts

Unit 8

My hobby

Asking for clarification Procedural texts

a) Types of Cultural Information in English in Focus 1

Before classifying the types of culture presented in the

textbook, the researcher classifies each information by using

Adaskou‘s classification of cultural information. There are eight

forms of cultural information based on Adaskou‘s classification,

namely: a) Informative Text, b) Texts presenting foreign attitudes

and opinions, c) dialogues about daily life, d) contextualized

writing tasks, e) idioms and collocations, f) realia or pseudo realia,

g) visual illustration, and h) sound recording. Having analyzed

these forms of cultural information on page by page of the books,

here is the result of cultural information types contained in English

in Focus for Grade VII.

Chart 4.1. Type of Cultural Information in English in Focus 1

The above chart points out that the cultural information

appears 180 times in various forms. Visual illustration (g) appears

most frequently throughout the chapters of the book by 51 times

(28%). This visual information is mostly in the form of unauthentic

pictures (computer illustration) and a small number of real

photographs. Dialogues about everyday life (c) appear 44 times

(24%), which consist of dialogues in the listening comprehension,

dialogues for writing tasks and dialogues for reading activities.

Contextualized writing tasks (d) appear 35 times (19%),

mostly in the forms of gap filling tasks. Following this, descriptive/

176

informative texts appear 22 times (12%). The descriptive texts are

in the form of Speech Act sections, Grammar Focus, and New

Horizon sections. Later on, sound recordings appear 19 times

(11%) in the forms of dialogues and songs.

It can also be concluded that there is a lack of cultural

exposure through the forms of realia/ pseudo realia, idioms,

collocations, and texts about foreign attitudes/ opinions.

Realia/pseudo realia appears only 7 times (4%), idioms and

collocations occur 2 times only (1%) and texts presenting foreign

attitudes and opinions do not appear at all.

b) Types of Culture in English in Focus 1

Having analyzed the book cultural content using eight

forms of Adaskou‘s classification, the researcher classifies the

types of culture using Cortazzi & Jin‘s classification. There are

three types of culture based on Cortazzi and Jin, namely: source

culture, target culture, international target culture. Culture Free

added to the classification to indicate that the information does not

belong to any types of culture in Cortazzi and Jin‘s framework.

The type of culture presented in English in Focus for Grade

VII is shown below.

Chart 4.2. Types of Culture in English in Focus 1

177

The above chart clearly indicates that most of the time,

source culture (Indonesian culture) is presented throughout the

textbook (40%). Source culture is presented mostly by the person

names, like Kartolo, Sembiring, Siregar, Citra, Sigit; names of

cities, such as: Jakarta, Padang, Bukittinggi; and pictures of

Indonesian students. Additionally, source culture also represented

by dialogues that contain typical interactions in Indonesian context.

To illustrate with, a dialogue happens between police officer and a

motorcycle rider (p.43). Descriptive texts presenting Indonesian

culture are easily found throughout the book, such as: Mr Kartolo

the Farmer (p.113), Anto the Good Boy (p.52), Kevin and Family

Trip to Bali (p.94) and such.

Picture 4.1

Descriptive Text and Contextualized Writing Task

Representing Source Culture93

On the other hand, target culture spends a little portion on

the textbook (18%). This minimum presentation is limited only to

names (of food, movies, novels and people) and Speech Act

section. There is no cultural note or cultural point sections in this

book which usually presents the foreign culture which is similar or

contrastive to local culture. Names of people appear often, like:

Jane Knightley, Bianka, Eliza, Andreas. Names of movies like Die

Hard, Armageddon, and Ghost. Name of novel like Harry Potter,

names of food like omelette, sauted green shrimp also show up.

93

Artono Wardiman, Masduki B. Jahur, and M. Sukirman Djusma. English

in Focus 1 for grade VII (Jakarta: 2008), p. 52.

178

Meanwhile, speech act presents certain expression in

English to use in particular situation, for example: the use of

Excuse me (p.61), Expressing politeness (p.78), and preposition

(p.91).

Picture 4.2

Descriptive Text and Dialogues about Daily Life Representing the

Target Culture94

International target culture is least presented in the textbook

(2%). It is limited only on the names of person, like Oscar Ramirez

(Mexico), Kevin Kuranyi, Andreas Brehme (Germany),

Takashimura (Japan), and Dida (Brazil) on page 116-120. Among

22 descriptive texts in the book, there is only 1 short text covers

this type of culture.

94


in Focus 1 for grade VII (Jakarta: 2008), p. 140.

Picture 4.3

Descriptive Text of International

Target Culture1

179

c) Senses of Culture in English in Focus 1

Senses of culture represent the ‗channel‘ where the learners

can make sense of the culture being learnt. The richer culture

senses being presented, the more potentially understand the

learners are (towards the culture). Among aesthetic sense,

sociological sense, semantic sense, and pragmatic sense, English in

Focus 1 presents them in this following proportion.

Chart 4.3 Senses of Culture in English in Focus 1

Among the four senses of culture, this book presents

pragmatic sense most of the time relatively to the other senses. It

appears 11 times (6%) in the form of speech act and grammar. The

speech act covers some expressions of:

a. Asking and giving opinion (page 84, 86, 89, 90, 91)

b. Asking and giving information (page 23, 28)

c. Asking and giving fact (page 124, 127, 128)

d. Asking and giving something (page 102, 103, 105, 106)

e. Asking clarification (page 140, 143, 144)

f. Bargaining (page 68, 69)

g. Command and prohibition (page 40, 41, 42, 43, 44, 46, 47,

48)

h. Expressing likes and dislikes (page 88, 89)

i. Expressing apology (page 21, 22, 23, 26)

j. Expressing gratitude (page 20, 21, 23, 26)

k. Expressing politeness (page 58, 61, 64)

l. Greeting and introduction (page 3, 4, 5, 6, 7, 8, 10, 15)

180

Following this, sociological sense appears 4 times (2%)

which portray source culture (Indonesian culture) such as: a mother

and son interaction and a portrait of Indonesian family during a

graduation ceremony. Meanwhile, the sociological sense of

international target culture is presented by an informative text

about citizenship in Greece (see Picture 4.3)

d) Elements of Culture in English in Focus 1

Elements of culture presented in products, practice,

perspective, and person. Here is how these elements are shown in

the English in Focus 1.

Chart 4.4 Elements of Culture in English in Focus 1

In English in Focus 1, elements of culture appear only 12 times

throughout the book. It suggests that the elements of culture are not

so explicitly introduced to the readers. Compared to the frequency

of cultural information number (180 times), the elements of culture

appear only 12 times or 7% in the book. Among the four elements

of culture, there only products and persons appear in the textbook.

Products appear more often (11 times or 6%) than the persons (1

time or 1%).

181

Picture 4.4 Element of Culture in EIF 1: Product95

Products of source culture are represented by an image

about Indonesian food, kangkung (page 135). It also mentions the

name of jobs in Indonesian context, like: farmer, tailor, doctor,

soldier, and barber. The target culture products place the highest

appearance, in the form of names of the food like: hamburger, fish

and chip, and sandwich. Besides, it is also in the form of sport

name, like: skateboard. Meanwhile, products of international target

culture are shown by the names of international food like: sushi

from Japan, kuah asam from Malaysia. Lastly, the person element

is presented by a famous Indonesian artist, Nirina Zubir.

Having submitted this finding about cultural presentation in

English in Focus 1, it can be inferred that culture is very limitedly

presented in this book. The culture presentation is mostly in forms

of dialogues, fill in the blanks, and speech act session. Cultural

exposure is in a very small amount, limited to names of food, film,

place, person, and cities.

95

Artono Wardiman, Masduki B. Jahur, and M. Sukirman Djusma. English in

Focus 1 for grade VII (Jakarta: 2008), p. 50.

182


This second series, English in Focus 2 for Grade VIII is also

published in 2008 by the same author team like English in Focus 1.

This book consists of six chapters as mentioned below.

Table 4.2 Themes, Units and Chapters of EIF 2 Themes Topics Text genres

Unit 1 My Favorite Animals

and Plants

Flora and fauna,

pets


(memo, signs)

Descriptive texts

Unit 2

It‘s Time for

Holidays

Cities and

holidays


(notices, postcards, leaflets, notes)

Descriptive texts

Unit 3

Growing Up

Adolescene Short functional texts (advertisement,

announcement, timetable)

Recount text

Unit 4

A Friend in Need is a

Friend Indeed

Friendship Short functional texts

(brochure)

Narrative text

Unit 5

Personal Experience

Personal stories Recount texts

Short functional texts (letter)

Unit 6

Share Your Story

Folklores Narrative texts

Short functional texts (advertisement)

In terms of cultural presentation, this book portrays more cultural

points than English in Focus 1 in its chapters as described below.

a) Type of cultural information in English in Focus 2

This book contains this following proportion of cultural

presentation.

183

Chart 4.5 Types of Cultural Information in English in Focus 2

Note: a) Informative Text, b) Texts presenting

foreign attitudes and opinions, c) dialogues about

daily life, d) contextualized writing tasks, e) idioms

and collocations, f) realia or pseudo realia, g) visual

illustration, and h) sound recording.

The presented chart suggests that the culture information appears

210 times throughout the textbook. The mostly presented culture is

in the form visual illustrations which appear for 72 times (34% of

the whole cultural information in the book). This medium is in the

form of photographs (mono color), and also illustrations.

Picture 4.5 Visual illustrations of culture in EIF 296

Secondly, dialogues about daily life appear 35 times (17%)

and writing tasks are following it by 34 times appearance (16%).

Quite often, the writing tasks are in the form of dialogues. Some

others are in the form of filling in the blanks and matching the

vocabularies to their meanings.

Idioms and collocations appear 24 times (11%), higher than

in English in Focus 1. They are explicitly presented in separated

sections, namely: speech act and grammar. Some useful English

expressions are given, such as: expressions of giving opinion,

starting a conversation, asking for helps, complimenting, and such.

Grammar presented includes articles, comparative degree,

96


Focus 2 for grade VIII (Jakarta: 2008), p. 42., p.84.

184

expression of quantity, past continues wh-questions, simple past

tense and simple present tense.

In this book, realia and pseudo realia appear 16 times (8%).

They are in the forms of memo, postcard, advertisement, notice,

letters, and email screenshot. Meanwhile, informative texts appear

13 times (6%) mostly in the forms of description, story, legend and

fairytale. Lastly, texts presenting foreign attitudes appear only 6

times (3%) in the forms of bedtime stories or legends which load

moral and cultural values.

Picture 4.6 Descriptive text presenting target culture in EIF 297

b) Type of culture in English in Focus 2

In terms of types of culture, English in Focus 2 has a more

various proportion among source culture, target culture,

international target culture, and culture free. The overall culture

types are presented as follows.

97


Focus 2 for grade VIII (Jakarta: 2008), p.44.

185

Chart 4.6 Types of Culture in English in Focus 2

The chart above shows that cultural presentation is more

diverse than English in Focus 1 which focuses more on source

culture. In this book, target culture is presented for 97 times (53%)

in the books. Culture about England and United States are

extensively portrayed in the forms of names of buildings, names of

things/ brands, and also some stories.

Source/ local culture are less dominantly exposed, which is

43 times (23%). Name of person, cities, are still presented. Though

international target culture is also presented for 21 times (11%),

some information is culture free 23 times (13%) in the forms of

description and pictures of generic things (rabbit, apple,

watermelon, house, flower, etc).

Picture 4.7 Culture free descriptive texts in EIF 298

98



186


Senses of culture are what help the learners understanding

better about the learnt culture. They help the learners through

aesthetic materials (so-called aesthetic sense), through patterns of

interaction and social structure (so-called sociological sense),

through perspectives or opinion towards the culture itself (so-called

semantic sense), and lastly through knowledge of language forms

(so-called pragmatic sense). English in Focus 2 presents aesthetic,

pragmatics and sociological sense throughout its six chapters,

shown as below.

Chart 4.7. Senses of Culture in English in Focus 2

Aesthetic sense appears most frequently in the books, 35

times (69%) in which international target culture appears the most

(22 times) followed by source culture (9 times) and target culture

(4%). International target culture is represented by names of

landscapes and buildings, such as: Merlion Park in Singapore, the

Great Wall in China, Spinx in Egypt, and such. Additionally, it is

represented by bed-time stories from some countries, like: Little

Mantu from India, Buggy Races, The Singer and the Dolphin, and

so on.

187

Picture 4.8 Aesthetic Sense in EIF 299

Aesthetic sense in source culture which appears 9 times is

shown in the form of visual illustrations, like a picture of

Indonesian customs (Gatotkaca and a Sundanese man). Moreover,

it also portrays some names of cities as tourist attractions in

Indonesia in descriptive texts (Bali, Nusa Tenggara, and

Semarang). Once, it also introduces a specific Indonesian mode of

transportation called angkot.

Pragmatic sense appears 14 times (27%) in this book which are

presented in the form of speech act in the target culture. it

comprises expressions of:

Asking for help, giving, and rejecting (page 3, 11, 12)

Asking and giving opinion (page 28, 29, 34, 35, 36, 76, 77,

81, 82, 83, 84)

Agreeing and disagreeing (page 28, 29, 34, 35, 36)

Inviting, accepting, and declining (page 48, 49, 53, 54, 55,

56)

Congratulating (page 48, 49, 53, 54, 55)

Complimenting (page 48, 49, 53, 54, 55) and more.

In addition, sociological sense appears 2 times (4%) in source

culture in the form of visual illustration showing the hospitality

among Indonesian students. Moreover, it also appears in the

monologue about daily activity where the students are making

rujak after school.

99


in Focus 2 for grade VIII (Jakarta: 2008), p.42.

188

Picture 4.9 Sociological sense presentation in EIF 2100

Lastly, semantic sense does not appear at all in this book,

which means that the authors do not present their opinions nor

share their perspectives about target culture and international target

culture.


Not too different from English in Focus 1, products are still

dominating the cultural presentation in this book. However, the

products of culture in this book are dominantly from international

target culture. The overall ratio is shown below.

Chart 4.8. Elements of Culture in English in Focus 2

In this book, the elements of culture (also called 4Ps) appear

explicitly for 41 times where products are showing up most

frequently (35 times). Products of international target culture such

100


in Focus 2 for grade VIII (Jakarta: 2008), p.111.

189

as: bedtime stories are appearing the most. Additionally, some

famous landmarks are shown, like Sydney Opera House, Pisa

Tower, Merlion Park and Spinx.

Picture 4.10 Products of culture in EIF 2101

Persons are also featured by the presentation of five world

scientists and one Indonesian artist family (Krisdayanti). However,

practice and perspectives are no

t presented at all, which means that the authors do not give cultural

information about traditional customs or celebration either in

source culture, target culture, or international target culture.

Furthermore, authors do not share an explicit culture note

mentioning perspectives or opinions about culture.

Looking at the presentation of cultural elements and cultural

senses presented in this book, it can be deducted that this book

presents mostly the source culture. International and target culture

is also presented though in a small number. There is no specific

―cultural point‖, ―cultural note‖, or ―cultural alert‖ section in the

book to present cross cultural information about how target culture

or international target culture is similar or different from the source

culture. Culture in this book is mainly reported as a product instead

of perspective, person and practice. Finally, this book does not

introduce the semantic sense and sociological sense towards the

target culture and international target culture which to some extend

101



190

is good for source culture preservation, but at the same time, is not

good for cross cultural knowledge.


The third book in the EIF series, English in Focus 3 for Grade IX is

written by Artono Wardiman, Masduki B. Jahur, and M. Sukirman

and is published in 2008 by the Puskurbuk. This book consists of

five chapters as shown below.

Table 4.3 Themes, Units, and Text Genres in EIF 3 Themes Topics Text genres

Unit 1 Do it this way

How to make

things

Procedural texts

Unit 2

Let‘s dance and sing

Arts Short functional texts (TV channel

guide)

Report texts

Unit 3

Be creative

Crafts Procedural texts

Unit 4

It‘s a great story Bedtime stories Narrative texts

Unit 5

Send me a letter,

please.

Correspondence Short functional texts (letter)

Report texts

The text genres in this book consist of procedural text, report text,

and narrative text. Cultural information appears more frequently in

the report text (as informative texts) and narrative text (as folklores

or bedtime stories).

a) Types of cultural information in English in Focus 3

Compared to English in Focus 1 and 2, English in Focus 3 loads

more cultural aspects. It can be seen from the total cultural

occurrence which is 210 times. The overall ratio is presented

below.

191

Chart 4.9 Types of Cultural Information in English in Focus 3

Notes: a) Informative Text, b) Texts presenting foreign

attitudes and opinions, c) dialogues about daily life, d)

contextualized writing tasks, e) idioms and collocations,

f) realia or pseudo realia, g) visual illustration, and h)

sound recording.

The presented table suggests that the culture information

appeared 210 times throughout the textbook. The most frequent

appearance in the form visual illustration which appears for 79

times (38% of the whole cultural information in the book). This

medium is in the form of photographs and also illustrations about

the products of culture, like: traditional dance, folklores, and

customs.

Picture 4.11 Visual Illustrations Representing Culture in EIF3102

102


Focus 3 for grade IX (Jakarta: 2008), p.39.

192

Secondly, idioms and collocations appear 36 times (17%), more

often than in English in Focus 2. They are explicitly presented in

separated sections, namely: speech act, grammar, vocabulary, and

pronunciation. Some expressions are presented in this section, such

as:

Asking and responding certainty (page 2, 3)

Asking repetition (page 6, 7)

Showing and responding hesitation (page 26, 28, 29)

Showing attention and admiration (page 50, 51, 52, 53, 55,

56)

Giving and responding to interesting news or information

(page 76, 77)

Showing polite manners (page 100, 101, 102, 103, 106,

107, 108)

Showing sympathy (page 51, 52, 53)

Grammar: gerunds, present perfect tense, and modals.

Following this, informative texts occur 33 times (16%) which

commonly in the form of report texts presenting products of

culture, such as Indonesian woodcraft, Indonesian traditional

dance, and such. These texts often concur with the realia which

appears 21 times (10%).

Picture 4.12 Descriptive texts representing culture in EIF 3103

103


Focus 3 for grade IX (Jakarta: 2008), p. 43.

193

Later, contextualized writing tasks occur 19 times (9%) and they

are included in the dialogues about daily life which appear 14 times

(14%). Finally, sound recordings take only 8 times appearance

(4%) while the texts presenting foreign attitudes and opinions do

not occur at all.

b) Types of culture presented in English in Focus 3

Statistically, it seems like source culture, target culture, and

international target culture presented in a balance proportion.

Please see the chart below.

Chart 4.10 Types of Culture presented in English in Focus 3

The above chart indicates that the proportion of

international target culture and target culture presentation is bigger

than the previous two books. Furthermore, the diverse presentation

of various cultures looks more balance. Source culture remains the

most frequent appearance (71 times/ 34%). Besides the use of

Indonesian names for person, places, and building; the presentation

of local and traditional arts and dance dominates this kind of

cultural information.

194

Picture 4.13 Source Culture Presentations in EIF3104

Target culture presents 60 times (28%) which are

frequently in the forms of collocation, speech act and vocabularies.

Meanwhile, international target culture appears for 36 times (17%)

which occur in the form of descriptive texts. Culture free occupies

21% of the presentation which portray generic products not

representing any culture. Mostly, culture free materials are found in

the first chapter which is about procedural texts.


The proportion of the cultural sense has no difference than

the previous two books. Aesthetic sense is still dominating the

overall culture exposure, followed by the pragmatic sense. Please

see the chart below.

104


Focus 3 for grade IX (Jakarta: 2008), p.88.

195

Chart 4.11. Senses of Culture in English in Focus 3

Aesthetic sense appears mostly in the books, 38 times

(73%) in which source culture appears the most (27 times)

followed by international target culture (6 times) and target culture

(5 times). Source culture is extensively presented in the form of

Indonesian traditional dances, Indonesian arts and customs, not to

mention Indonesian names for the interlocutors (see Picture 4.11,

4.12, and 4.13).

Aesthetic sense in target culture which appears 5 times are

shown in the form of informative texts about some products of

culture in UK or US, such as: rock music and UK magazine.

Additionally, it also features popular culture products like movies

and food (pancake, Arizona hut).

196

Picture 4.14 Aesthetic Sense of Target Culture in EIF3105

Lastly, international target culture appears almost as frequent as

target culture (6 times). However, this cultural presentation takes

place in bedtime stories and children stories, which are widely-

known.

In addition to aesthetic sense, pragmatic sense appears 13

times (25%) in this book which are presented in the form of speech

act in the target culture. It comprises expressions of:

Asking and responding certainty (page 2, 3)

Asking repetition (page 6, 7)

Showing and responding hesitation (page 26, 28, 29)

Showing attention and admiration (page 50, 51, 52, 53, 55,

56)

Giving and responding to interesting news or information

(page 76, 77)

Showing polite manners (page 100, 101, 102, 103, 106,

107, 108)

Showing sympathy (page 51, 52, 53)

Grammar: gerunds, present perfect tense, and modals.

Unluckily, sociological sense and semantic sense were not

presented at all in this book which means that there is no cultural

information about how foreign people react or response towards

105


Focus 3 for grade IX (Jakarta: 2008), p.59., p88.

197

certain culture value, nor any information about the social

organization in other countries.


Products of culture are still the majority of cultural

presentation in this book. Even, there are no other elements of

culture explicitly presented in the form of practice, perspective, and

persons. The overall ratio of cultural elements can be shown below.

Chart 4.12 The Elements of Culture in English in Focus 3

Based on this graph, English in Focus 3 only presents the

products element of a culture. Products from source culture

(Indonesian culture) appear most frequently by 31 times in the form

of images and descriptive texts. For instance: text about Indonesian

artwork, woodcraft, images about Indonesian traditional dances and

customs. Products of target culture and international target culture

are limitedly presented with occurrence of 8 times and 7 times

consecutively.

The element of practice, perspective, and persons were not

presented at all in this book, either in the source culture, target

culture or international target culture. In other words, there is no

information about celebrations, festivals, culturally-based moral

lessons from the stories, different culture opinion towards an issue,

and such.

198

4. English on Sky 1

English on Sky 1 is one of three books dedicated for Junior

High School students and Madrasah Tsanawiyah. Published in

2007 by Erlangga publisher, EOS 1 is written by a team of authors

namely Mukarto, Sujatmiko, Josephine and Widya Kiswara. This

book is approved by government as the English textbook for

Madrasah Tsanawiyah as it complies with KTSP 2006 (School

Based Curriculum). Additionally, the series of English on Sky is

also proofread by a native speaker, Sara Ann Rude. Generally,

there are eight sections or part in each book as follows

a. On Air introduces the learners to the lesson they will learn

b. Let’s build the field assigns the learners to learn a particular

model of conversation and text

c. Let’s learn the model text lets the learners produce

particular conversation and text together in groups or in

pairs

d. Let’s learn to construct text allows the learners to produce

their own texts (written and spoken)

e. Grammar Pit Stop assists the learners to focus on grammar

and practice with some exercises

f. For your tongue enables the learners with the

pronunciation, stress and intonation

g. Song enables the learners to have fun learning English

through popular songs with related topics.

EOS 1 consists of seven chapters in which also cover some genres

of texts as shown below.

Table 4.4 Themes, topics and text genres in EOS 1 Unit Topic Text genre

Unit 1

A New School Year

Self Introduction Short functional text

(ID card)

Unit 2

Going to School

Daily classroom

instruction

Short functional text

(announcements)

Unit 3

Around the School

Socialization in school

and enrollment in library

Short functional text

(timetable and notice)

Unit 4

Around Me

Jobs and shopping Short functional text

(personal letters,

postcards, emails, and

shopping lists)

199

Unit 5

A Big Clean School

Describing things at

schools

Descriptive text

Unit 6

My Favorite Star

Describing people‘s

appearances and

personalities

Descriptive text

Unit 7

Cut the Paper, please

Instructions and recipes Procedural text

a) Types of cultural information in English on Sky 1

The same protocol is undergone to English on Sky series by

using the same worksheet. This is the results of cultural

information gained in English on Sky 1.

Chart 4.13 Types of Cultural Information in English on Sky 1

Notes: a) Informative Text, b) Texts presenting foreign

attitudes and opinions, c) dialogues about daily life, d)

contextualized writing tasks, e) idioms and

collocations, f) realia or pseudo realia, g) visual


Compared to the English in Focus series, the cultural

occurrence in English on Sky 1 (EOS1) is more frequent (765

times). However, the ratio of cultural information types is similar.

As shown by the table, the cultural information is mostly shown by

visual illustration, which appears for 448 times throughout the book

(59%). Photographs and illustration of Indonesian students

dominantly appear in the dialogues.

200

Picture 4.15 Visual Illustrations Presenting Indonesian Culture106

Following this, contextualized writing tasks appear with 97

times occurrence (13%) and dialogues with 76 times occurence

(10%). Mostly, the writing tasks are in the form of dialogues. The

cultural points are shown in the names of the persons, names of

products, stories, building, or other landmarks. Example: Butet,

Made, Tigor, Nurul, Shanti, Agnes Monica, Tora Sudiro, Britney

Spears, Madonna, Ronaldo, etc. Sound recordings are available in

each unit, following the dialogues and contextualized writing tasks.

They are also serving in the form of songs in each unit. In EOS1,

sound recordings appear 63 times (8%).

Picture 4.16 Sound recordings in EOS 1107

106

Mukarto, et. al. English on Sky 1 (Jakarta: Erlangga), p. 29. 107

Ibid., p. 133.

201

Idioms and collocations, which appear for 38 times (5%)

are included in Grammar Pit Stop sections in the book. It includes

structure, pronunciation, stressing, and intonation. Following this,

informative texts serve a very little portion with 23 times

appearance (3%) which commonly describes about target culture‘s

persons or landmarks. Some famous figures like Bill Gates,

Indonesian band Nidji, and so on.

Picture 4.17 Descriptive Texts Representing Culture in EOS 1108

Lastly, the realia and pseudo realia, such as letter and email occur a

couple of time (20 times/ 3%), while text about foreign attitudes

and opinions do not present at all.

b) Types of culture in English on Sky 1

In terms of cultural types, there is an equal ratio among

source culture, target culture, and culture free in English on Sky 1.

As shown by the table, source culture appears 244 times (33%),

target culture appears 243 times (32%), and culture free appears

252 times (34%). International target culture appears only 7 times

(1%) of all presentation.

108

Mukarto, et. al. English on Sky 1 (Jakarta: Erlangga), p. 78.

202

Chart 4.14 Types of Culture in EOS 1

Although the number shows slightly similar portion among

each source culture and target culture, the culture information is

limited to the products of the culture (culture from the surface).

Name of persons, cities, artists, buildings, are representing each

culture.

Picture 4.18 Products of culture in EOS 1109

c) Senses of culture in English on Sky 1

Senses of culture enable the learners to get acquainting with the

culture through their sense and their thought. In EOS1, sociological

sense appears most frequently compared to the other senses.

109

Mukarto, et. al. English on Sky 1 (Jakarta: Erlangga), p. 24, p.142.

203

Chart 4.15 Senses of Culture in EOS 1

The chart points out that sociological sense, particularly of

target culture, come out most frequently. Sociological sense

describes about the social life of a particular culture including the

structure of a family, jobs, society, and interaction among people.

In this book, sociological sense appears 57 times mostly as jobs and

family of people living in America and Great Britain. Sociological

sense in target culture also appears as jobs and students‘ life.

Indonesian students in their school uniforms, one student is

wearing hijab with the uniform, is a kind of representation of

Islamic values which can be found in Indonesian schools.

Meanwhile, sociological sense in international target culture

appears as descriptive texts and dialogues about some well-known

figures like Christiano Ronaldo and Didier Drogba.

Picture 4.19 Sociological sense of target culture in EOS1110

110


204

Consecutively, pragmatic sense only appears in target culture, in

forms of grammar points, expressions, and occasions where those

expressions are used. It presents 29 times throughout the books as

Grammar Pit Stop sections. And lastly, aesthetic sense appears

least frequently by only 14 times in the form of songs, names of

places (Rama Bookshop, White House), and names of programs

(MTv). Like the other books, semantic sense does not appear at all.

d) Elements of culture in English on Sky 1

The elements of culture presented in EOS 1 are similar with

English in Focus series where it only portrays the products and the

persons. The use of brands, names of artists, singers, names of

landmarks, buildings, and also songs dominate the products

presentation.

Chart 4.16 Elements of Culture in English on Sky 1

The table above clearly indicates that the books contain the

elements of product and person while not presenting the practice

and perspective. It means that there is no information about foreign

celebrations or costumes, holidays, rituals or habit. Neither there is

any information about the foreign people attitudes or perspectives

towards culture.

5. English on Sky 2

Published in 2007, this second series of English on Sky is

written and edited by the same authors and editors as the English

205

on Sky 1. Consisting of 206 pages, EOS 1 has eight chapters as

shown below.

Table 4.2. Themes, Topics and Text Genres in EOS 2 Unit Topic Text genre

Unit 1

The Amazing Muse

Asking for information Descriptive text

Unit 2

Busy People

Jobs, hobbies, and opinions Descriptive text

Unit 3

My Experience

Past experience Recount text

Unit 4

Science and

Experience

Admiration and congratulations Procedural

recount text

Unit 5

Once Upon a Time

Tales and stories Narrative text

Unit 6

The Magic of Stories

Stories Narrative text

Unit 7

Fame and Fortune

Biography Biographical

recount

Unit 8

A Funny Thing

Happened

Making call, telling funny

experiences

Recount text

The themes and topics in this book seem potentially rich of cultural

load, either from the source culture or target culture. Jobs, hobbies,

tales, and stories are very culturally bound thus English textbooks

can contain a lot of cross-cultural information.

a) Types of Cultural Information in English on Sky 2

With the same highest rank, visual illustrations appear the most

frequently in English on Sky 2. Meanwhile, text presenting foreign

attitudes and opinions remain absent.

206

Chart 4.17 Types of Cultural information in EOS 2

Notes: a) Informative Text, b) Texts presenting





Chart 4.17 demonstrates that visual illustrations rank the top

frequency, with total occurrence of 317 (48%). Pictures of cultural-

related products appear frequently, such as: keris (Javanese

traditional weapon), Taj Mahal in India, Monalisa painting, Harry

Potter novel, and illustrations of traditional tales. The second

highest rank is the contextualized writing tasks which show up 99

times (15%). The tasks are commonly gap filling activities where

learners are required to complete them with the available options.

The options are in the form of target language forms (vocabularies

or expressions)

Dialogues about daily life appear slightly as frequent as the

writing tasks. They appear for 82 times (13%), more often than the

informative texts which appear only 24 times (4%). It means that

the discourse modeling is mostly in forms of dialogues instead of

monologues. The next ranks are placed by sound recordings (76

times, 12%), descriptive texts (24 times, 4%), realia/ pseudo realia

(8 times, 1%) and lastly the texts presenting attitudes (0 time, 0%).

207

Picture 4.20 Dialogues about Daily Life in EOS 2111

b) Types of Culture in English on Sky 2

Compared to English on Sky 1, the proportion of each

culture is quite different. In EOS 1, source culture and target

culture have similar frequency. Meanwhile, in EOS 2, target culture

is the highest rank which appears 218 times (33%). Next, source

culture places the second rank by 198 times appearance (30%).

There is 25% culture-free presentation (168 times) and 12%

international target culture presentation (80 times).


111


208

Target culture appearance is represented by names and pictures of

popular figures (Muse band, Christina Aguilera, Madonna, JK

Rowling, Princess Diana, Celine Dion, and such); English songs

(Beauty and the Beast by Celine Dion, Yesterday by the Beatles,

Singin‘ in the Rain by Gene Kelly); children stories (the Beauty

and the Beast, the Snow White, Geppetto, Cinderella, et cetera).

Besides, it also appears in Grammar Pit Stops, covering

expressions and context of use.

Similarly, source culture presentation is shown by repetitive

names and pictures of Indonesian traditional stories (Takatuliang,

Timun Mas, Malin Kundang, Calon Arang, si Kancil); descriptive

texts on famous figures (Muhammad Hatta, Kak Seto, RA Kartini);

pictures of Indonesian traditional products (keris, pendet dance);

the use of Indonesian ethnical names (Made, Butet, Tigor, Ms Ina,

Nurul, Putri); and portraits of Indonesian students in each dialogue.

Lastly, international target culture is represented by

descriptive texts of international famous figures (Thomas Alva

Edison, Louis Pasteur), pictures on cultural products (Taj Mahal in

India, Da Vinci‘s Painting); and also monologues (Mr.Smith the

Lawyer, Mario Bellini, Marco of Phillipines).

c) Senses of Culture in English on Sky 2

While EOS 1 has higher sociological sense than aesthetic

sense, EOS 2 has more frequent aesthetic sense than the

sociological sense. Aesthetic sense, particularly in target culture

dominantly presents the culture while the source culture is lower

than the international target culture.

209


The chart indicates that semantic sense does not appear at

all, while aesthetic sense is dominant. Aesthetic sense appears 115

times (58%), pragmatic sense appears 47 times (24%), and

sociological sense appears 37 times (19%). Target culture aesthetic

sense is higher than source culture‘s and international target

culture‘s. It is shown in the form of songs (You Raise Me Up by

Josh Groban, Yesterday by the Beatles, Beauty and the Beast by

Celine Dion), bedtime stories (Pinoccio, the Princess, Cinderella),

famous figures (Christina Aguilera, Thomas Alva Edison), and

descriptive texts.

Picture 4.21 Aesthetic Sense of Various Cultures in EOS 2112

112


210

Pragmatic sense, as in EOS 1, also appears as grammar

sections, pronunciations, vocabularies, stress and intonation. It

helps the learners to select appropriate expressions in the correct

way and occasions. Some grammar points are pointed out, such as:

articles (a, an, the), present continuous tense, simple past tense,

connectives, the verb ―make‖, and such.

Picture 4.22 Pragmatic Sense in EOS 2113

Lastly, sociological sense represents the social life of

people in local culture (source culture) and in target culture.

Usually, it comes in the form of monologues discussing about the

jobs and life in a particular culture.

Picture 4.23 Sociological Sense of Target Culture in EOS 2114

113


211

d) Elements of culture in English on Sky 2

Products are dominant in the cultural presentation in EOS

2, making it similar to EOS 1. Products of culture, like novels,

songs, stories, buildings present extensively throughout the book.

Additionally, famous figures like scientists and artists both in local

culture and target culture are also presented. Meanwhile, practice

and perspective do not appear at all.

Chart 4.20 Elements of Culture in EOS 2

6. English on Sky 3

English on Sky 3 (EOS 3) is intended for the Grade IX

students of Junior High School and Madrasah Tsanawiyah. There

are only six chapters in this book as shown below.

Table 4.3 Units, Topics, and Text Genres in EOS3

Unit Topic Text genre

Unit 1

Slice the Onions, please

Food menu Short functional text

(menu)

Procedural text

Unit 2

Animal Reports

Animals Short functional text

(invitation card)

Report text

114

Ibid., p.36.

212

Unit Topic Text genre

Unit 3

Discovering Plants

News and opinions Short functional text

(text messages)

Report text

Unit 4

Where Water Flows a Long

Way Away

Comparison Short functional text

(posters)

Report text

Unit 5

Enchanting Storylines

Telling stories Narrative text

Unit 6

Modern Technology

Technology Short functional texts

(emails, text messages,

and advertisements)

Looking at the topics in this book, it seems that some topics are

strongly culture-related, like ―telling stories‖, ―news and opinion‖ ,

and ―food menu‖. Meanwhile, some topics like ―animals‖,

―posters‖ and ―technology‖ are less culture-related.

a) Types of Cultural Information in English on Sky 3

The ratio of cultural information looks similar with EOS 1

and EOS 2 where the visual illustrations place the highest rank of

appearance for the cultural information and the foreign texts on

attitudes are the lowest rank.

Chart 4.21 Types of Cultural Information in EOS 3

Notes: a) Informative Text, b) Texts presenting


213




The presented table suggests that the cultural information is

extensively appeared, about 570 times throughout the textbook.

The mostly presented culture is in the form visual illustrations

which appear for 333 times (58% of the whole cultural information

in the book). This medium is in the form of photographs and

illustrations about plants, rivers, food, and technology. Secondly,

contextualized writing tasks appear 69 times (12%) followed by

idioms and collocation by 44 occurrences (8%). Quite often, the

writing tasks are in the form of dialogues which are also listening

activity. Therefore, there are triple inputtings for dialogues about

daily life, contextualized writing tasks, and sound recording

categories.

Sound recordings appear 36 times (6%), mostly put at the

beginning of each chapter, in the form of dialogues and gap-filling

activities. Following this, informative texts occur 29 times (5%)

followed by realia and pseudo realia which appear 18 times (3%).

Realia is the form of email, letter, and notices.

b) Types of Culture in English on Sky 3

There is a balance proportion between source culture and

target culture in EOS 3, where target culture appears more often

than the source culture. Additionally, the culture free presentation

is a lot bigger than the source culture. This might be caused by the

topics of the books and the text genres like ―procedure‖, and

―animal‖ that are generally free of culture.

214


This chart indicates that culture of target language is

presented most frequently by 145 times appearance (34%). This

culture is presented in the forms of descriptive texts regarding with

food (smoothie), landmarks and nature (the Thames River, Amazon

River), technology (how to send email). It also appears as images

like emails, website of English learning, Harry Potter novel, Tintin

novel. Furthermore, it is as songs (Somewhere Out There, Can You

Feel The Love Tonight by Elton John, Just Around The Riverbend

by the Pocahontas, Yellow Lemon Tea by Fool‘s Garden. Lastly, it

presents as grammar sections, pronunciation, sound, and

expressions.

Source culture that occurs for 119 times (28%) are

represented in the forms of descriptive texts of landmark and nature

(the Bengawan Solo river, Brantas river, Mount Lawu, Mount

Rinjani, Mount Merapi), fruit (durian), plant (Bunga Bangkai), and

famous figures (singer Agnes Monica, Sherina, Audy, Acehnese

storyteller PM Toh).

At last, international target culture occurs for 20 times only

(5%) in some names of landmark and nature (the Nile river), stories

(The Fox and The Stork, the Fox and the Crow, The Boy Who Cried

A Wolf) and descriptive texts about fruit (avocado, coconut, pears).

c) Senses of Culture in English on Sky 3

Alike the other EOS books, EOS 3 loads more pragmatic

sense of target culture than aesthetic sense. The chart below

indicates that pragmatic sense appear 25 times while aesthetic

215

sense appears 22 times. However, from all culture, aesthetic sense

is still dominating by 37 times occurrence (45%), followed by

pragmatic sense by 25 times occurrence (30%) and sociological

sense by 21 times (25%). Meanwhile, the semantic sense does not

appear at all.


Aesthetic sense appears in the form of visual illustrations

(pictures of Harry Potter novel, Tintin, Narnia, Cinderella), songs

(Somewhere out There, Beauty and the Beasts), folklores (Timun

Mas, Calon Arang, Cinderella, Pinocchio), photographs of food

(bacon and eggs, fries, salad), photographs of Indonesian-related

cultural products (Borobudur, keris) and magazines (Spice!).

Foreign celebrations, like: Baby Shower, Valentine Day,

Surprise Party, and Halloween represent the sociological sense of

the target culture.

216

Picture 4.24 Sociological sense in EOS 3115

Lastly, pragmatic sense presents the most frequently in the forms of

grammar (simple present tense, present perfect continuous, present

perfect, and past perfect tense) and expressions (asking to repeat

information, giving compliments, asking opinions, giving tips,

expressing sympathy).

d) Elements of Culture in English on Sky 3

Products of culture are given prioritized in the book,

following by ―practice‖ and ―person‖ element. A different side of

EOS 3 is that, this book contains ―sociological sense‖ while EOS 1

and 2 do not.

115

Mukarto, et. al. English on Sky 3 (Jakarta: Erlangga, 2008), p. 71.

217

Chart 4.24 Elements of Culture in EOS 3

As discussed in the aesthetic sense, products of culture like

stories, foods, and songs are dominantly presented. Additionally,

some culture-related animals, plants and fruits are also added.

These are not classified into aesthetic sense because they are not

related into the entertainment and pop culture. Some fruits like

avocado, durian, pears and star fruit representing Indonesia and

other tropical countries. Koala is culturally related to Australia

(international target culture).

Picture 4.25 Products of Target Culture in EOS 3116

To sum up, by looking at the number of culture appearance,

EOS series contain more cultural information compared to EIF

116


218

series. However, there are some points that both books have in

common. First, the ratio among types of cultural information is

quite similar. Visual illustrations mutually serve as the main

information representing particular cultures. Similarly, texts about

foreign attitudes do not appear at all in both books. Second, source

culture is more often presented compared to target culture and

international target culture. Additionally, culture free spends big

portion throughout the book. Third, both books present cultures by

its aesthetic sense and products. Meanwhile, perspectives were not

introduced explicitly.

Though the ratio of cultural information is quite similar,

EOS loads bigger number of appearance compared to EIF series.

Target culture in EOS is presented more often than in EIF. EOS

also features ―practice‖ element while EIF do not.

7. Overall Results from Both Textbooks

a) Types of Cultural Information

Chart 4.26 Types of Cultural Information in Both Books

Notes: a) Informative Text, b) Texts presenting foreign attitudes

and opinions, c) dialogues about daily life, d) contextualized

writing tasks, e) idioms and collocations, f) realia or pseudo realia,

g) visual illustration, and h) sound recording.

219

As shown by chart 4.26, visual illustrations make the

highest frequency compared to dialogues, texts, and sound

recordings. Whereas other media containing social sense of culture

such as: dialogues about daily life, idioms and collocations, and

texts presenting other cultures are not presented. The visual

illustration presents both ―products‖ and ―Persons‖ elements.

Picture 4.26 Persons of Source Culture, Target and International

Target Culture117

Similarly, visual illustrations also present sociological sense as

shown as below.

Picture 4.27 Interaction between Speakers of Source Culture

and Target Culture118

117


220

b. Types of Culture

Chart 4.27 Types of cultures in textbooks

Chart 4.27 indicates that the proportion of each culture

presentation is quite similar in the two examined textbooks. A

slight difference occurs between English in Focus and English on

Sky series regarding the proportion of source and target culture.

Source culture in EIF series is bigger than the target culture, while

source culture in EOS series is smaller. Additionally, EOS contains

more culture-free material (31%) than does EIF (26%). Similarly,

both books present international target culture in a very small

proportion, smaller than the culture free materials.

c) Senses of Culture

Chart 4.28 Senses of Culture in the Textbooks

118


221

Though EOS series contain a bigger number of cultural

information, but both EIF and EOS shows similar portion amongst

culture senses. As shown by chart 4.28, semantic sense does not

occur at all while the aesthetic sense presents in almost half of the

books.

Additionally, the preliminary survey shows that English

teachers consider that the textbooks mainly present target culture

(69% respondents). Further, 41% of the respondents think that they

need target culture and international target culture in addition to

source culture presentation, in a considerable amount (20-30% of

the whole cultural presentation in the textbooks)119

. This is based

on the consideration that these cultures are needed as additional

information to expand the students‘ horizon. Meanwhile, the

dominant portion of source culture is still needed as it is used for

character development120

. Lastly, the respondents also mention that

they need all types of culture to be presented in the textbooks

(source culture, target culture, and international target culture), but

they will select which is suitable for their students121

.

d) Elements of Culture

Chart 4.29 Elements of Culture in English Textbooks

119

See Appendix 3, pp. 161-162 120

See Appendix 4, p. 164, code 1e 121

See Appendix 4, p.168 code 3e, p.169 code 4e

222

Chart 4.29 clearly points out that products are dominant in

almost the whole culture presentation in English in Focus series

(93%) and it occupies 65% of the whole cultural presentation in

English on Sky series. This big percentage implies that culture is

mainly shown by products instead of practices and perspectives.

Products are shown by foods (sandwich, sushi, kebab); landmarks

(Spinx, Borobudur, Merlion Statue, Great Wall); arts and crafts

(woodcraft, batik, sculpture); dances (tari piring, tari janger, tari

jaipong). Practices are shown by target culture celebrations

(Halloween, Valentine Day, Suprise Party, Baby Shower). And

lastly, persons are shown by famous figures of source culture,

target culture and international target culture (Krisdayanti, Nidji,

Thomas Alva Edison, Pasteur). Perspective is not presented

explicitly in both books.

8. Intercultural Communicative Competence Level of the

Textbooks

The previous data results indicated that aesthetic sense and

sociological sense were dominant in the textbooks, while pragmatic

sense and semantic sense were not. It was also found that there

were no comparison and contrast among culture in both textbooks.

By using Byram‘s level of intercultural competence, the state of

textbooks could be stated as below. Each criteria in each level is

decided based on its presentation in textbooks, whether it is

explicitly mentioned or not.

Table 4.4 Level of ICC of the Textbooks Level Description Mentioned/ Not

Mentioned

Level 1

basic

cultural

awareness

An awareness of:

1. culture as a set of shared

behaviours, beliefs, and values;

2. the role culture and context play

in any interpretation of meaning;

3. our own culturally induced

behaviour, values, and beliefs

and the ability to articulate this;

4. others‘ culturally induced

behaviour, values, and beliefs and

the ability to compare this with

our own culturally induced

behaviour, values, and beliefs

Not mentioned

Mentioned

Mentioned

Not mentioned

223

Level Description Mentioned/ Not

Mentioned

Level 2

advanced

cultural

awareness

An awareness of:

5. the relative nature of cultural

norms;

6. cultural understanding as

provisional and open to revision;

7. multiple voices or perspectives

within any cultural grouping;

8. individuals as members of many

social groupings including

cultural ones;

9. common ground between

specific cultures as well as an

awareness of possibilities for

mismatch and

miscommunication between

specific cultures.

Not mentioned

Not mentioned

Not mentioned

Not mentioned

Not mentioned

Level 3

intercultural

awareness

An awareness of:

10. culturally based frames of

reference, forms, and

communicative practices as

being related both to specific

cultures and also as emergent

and hybrid in intercultural

communication;

11. initial interaction in intercultural

communication as possibly

based on cultural stereotypes or

generalizations but an ability to

move beyond these through

12. a capacity to negotiate and

mediate between different

emergent socio-culturally

grounded communication modes

and frames of reference based on

the above understanding of

culture in intercultural

communication.

Not mentioned

Not mentioned

Not mentioned

224

B. Discussion

1. Culture and How It is Represented

The total occurrence in two book series indicates that there

is an imbalance ratio between one cultural medium to the others in

terms of presenting culture. Visual illustrations are the highest

frequency compared to dialogues, texts, and sound recordings.

Whereas other media containing social sense of culture such as:

dialogues about daily life, idioms and collocations, and texts

presenting other cultures are not presented. Visual illustrations

refer to ―everything that would not be considered ‗text‘ in teaching

material. This includes drawings, cartoons, photographs, flow

charts, pie charts, graphs, and tables122

.‖ In this context, visual

illustrations are mainly photographs.

The presence of big numbers of visual illustration suggests

that culture is mostly presented through tangible objects (products)

and persons. Pictures of landmarks (Pisa Tower in Italy, Borobudur

in Indonesia, Taj Mahal of India), books and novels (Harry Potter,

Tintin, Narnia) and such are samples of how culture through its

products is presented. Some famous figures like artists (Agnes

Monica, Nidji, Madonna, Britney Spear, Christina Aguilera),

athletes (Christiano Ronaldo, Ronaldinho), scientists (Alva Edison,

Einstein, Louis Pasteur), national heroes/ heroines (Princess Diana,

Muhammad Hatta, Mahatma Gandhi), authors/ story tellers (PM

Toh, Margaret Mitchell, JK Rowling). In this respect, English on

Sky series more frequently mix the pictures that representing either

source culture, target culture or international target culture. To

name one, pictures of famous figures from Indonesia, UK, and

Brazil is put in the same section.

Besides the ‗products‘ and ‗persons‘ element, visual

illustrations also present the illustrations of the interlocutors in

dialogues. English in Focus series mainly present the interlocutor

illustrations in Indonesian setting, by showing the Indonesian

students having conversation with their peers and teachers; children

having conversation with father or mother; motorbike riders having

conversation with policeman (getting ticket); and a guest having

122

Martin Hewings. The Interpretation of Illustration in ELT Materials. ELT

Journal , Vol. 45 No. 3 (July 1991), p. 237.

225

conversation with a security. These types of conversation setting

points out the source culture (Indonesian) setting in a big favor.

Meanwhile, in English on Sky series, the type of

conversation setting is more various. In addition to school setting

(dialogue visuals between students; students and teachers), this

book series also presents intercultural conversation setting. Some

students were illustrated in different hair styles (representing

different ethnics of Indonesia), one student wears hijab to school.

This is a good intercultural awareness for the learners to realize

how diverse Indonesia with its ethnics, geographical areas, and

religions. There are also illustrations of Indonesian students having

conversation with a foreigner (the foreigner acts as a contributor or

interviewee in the radio broadcasts).

Visual illustrations distinct each culture so vividly,

therefore the culture is easily identified. English in Focus series is

quite dense on source culture. In English in Focus 3 for instance,

there are numerous pictures about Indonesian dances (Tari Janger,

Tari Jaipong, Ludruk), arts (batik, sculpture, woodcraft) and

legends (Lake Batur, Mount Wayang). On the other hand, target

culture and international culture are limitedly presented as products

(Harry Potter novel, Salad, Spiderman the movies). Similarly,

English on Sky series depicts more cultures in its visual

illustrations. Figures of foreign countries, important landmarks,

fauna, stories, and food are explicitly shown.

Later on, dialogues and contextualized writing tasks have a

slightly similar proportion in the books. Culture is not as vividly

presented as in visual illustrations. Cultures presented by this media

are commonly popped up in the names of references. Again,

references to local culture (source culture) place a bigger portion

than target and international culture. English in Focus series uses

Indonesian names for the interlocutors, such as: Nur, Nayla, Fadli,

Ardi, Sinyo which do not refer to particular Indonesian ethnics.

Target culture in this media is represented mostly by vocabularies

and expressions. English names are rarely found in EIF series.

Local references in dialogues are also found extensively in English

on Sky series. Alike in EIF, dialogues in EOS series use consistent

names of interlocutors, such as: Butet, Nurul, Made Suwartana,

Rahmat, Shanti, Ina Tobing, Tigor, Andy, and such. These names

226

represent various regions of Indonesia such as Bali, Medan,

Padang, Jogjakarta, Palembang and Papua. The presence of local

ethnical names in dialogues is a good way for students‘ awareness

of their own intercultural variety in Indonesia. Foreign names

presenting target and international target culture are also appeared

as famous figures like athletes (Ronaldo, Drogba), artists (Julia

Roberts, Tom Cruise) and singers (Pink, Christina Aguilera,

Britney Spears, Madonna, Justin Timberlake). This kind of

references in dialogues is a good motivation for the learners

coming from different ethnics to notice different ethnical names

than theirs. By explicitly mentoning various ethnical names and

foreign names, cross-cultural awareness is presented to the learners.

One surprising fact is that there is only small number of

occurrence of descriptive texts depicting either cultures (source

culture, target culture, or international target culture). On the other

hand, information in descriptive texts is potentially rich in

presenting either cultures. When discussing about school, for

instance, a descriptive text about school holidays in London, Los

Angeles, and Tokyo are good resources for intercultural

information. Additionally, when discussing about animals, some

descriptive texts about festivals in Madura (Karapan Sapi) and Bull

Race in Spain are also culturally rich in facilitating the intercultural

information.

The minimal occurrence of realia and pseudo realia can

actually be reduced. Realia are possibly in the form of English

novel excerpts, books, comic excerpts, newspapers, magazine

articles, letters, emails, websites, and the like. In the chapter

discussing about news, for instance, an excerpt from Jakarta Post

or Tempo newspapers is used instead of made-up articles.

Similarly, when explaining about recount text, excerpts from

popular comic are presented instead of plain texts.

Above all, the types of cultural information in both books

(except songs and pictures) are less explicit in referring to cultures.

This issue is in line with Hatoss123

‘ argument that ‗a common

problem in language textbooks is that learners are expected to pick

123

Ania Hatoss, ―A Model for Evaluating Textbooks‖ in Babel Volume 39

No.4, (Spring 2004): p. 27.

227

up the cultural differences automatically without any conscious

effort on the part of teachers to encourage them to reflect on the

cultural knowledge, and without raising their awareness of their

own culture.‘ In line with this, McKay124

adds that teaching

materials should be designed with the aim of encouraging the

students to reflect their own culture in relation to others, thus

helping them to establish a sense of intercultural communication. It

implies that the cultural information should catch the learners‘

attention. Giving specific section is an instance. By putting the

cultural values in separated and explicit sections such as ―Cultural

Note‖, ―Do you know?‖, ―New Horizon‖, ―Culture Point‖ and so

on, it raises the learners‘ cultural awareness – of their own culture

and others. Thus, in the ―Cultural Note‖, if there are any

suggestions of comparing the way people address others by calling

their first name or last name, for instance, it would be a very good

opportunity to improve the learners‘ ability to reflect on both target

culture and source culture.

What can be inferred from these types of cultural

information is that, there are a lot more media that need to be

explored to introduce culture, such as: idioms and collocations,

texts presenting foreign attitudes, realia, authentic materials

(newspaper, novel excerpt, and movie script excerpts), and

authentic pictures (instead of illustrated ones).

Cultural content in the form of authentic materials is a good

source for meaningful EFL learning. With the help of todays‘

technology, authentic materials are easily found. Jordan lists

sources of cultural information as follows.

1. Newspapers, especially local papers gives more of a flavor of

everyday life in towns;

2. Videos, like a number of published ELT video tapes are a

good visual source of cultural information;

3. Talks/discussions, which contain some topics suitable for

giving information to students in a plenary session.

124

Sandra Lee McKay, Teaching English as an International Language:

Rethinking Goals and Approaches (Oxford: Oxford University Press, 2002), p. 5.

228

4. Role play/dramatizations that can be used to initiate

discussion and introspection.

5. Culture quizzes/tests125

Consequently, the level of language complexity, themes, and

text types should be adapted to the standard of competence of

English teaching for Junior High School/ Madrasah Tsanawiyah.

2. Which Culture? Whose Culture?

The overall occurrence of cultural information suggests a

balance presentation amongst culture. Relatively, source culture is

the most prominently presented in the textbooks, followed by target

culture, culture-free, and international target culture materials.

Chart 4.27 indicates that the proportion of each culture

presentation is quite similar in the two examined textbooks. A

slight difference occurs between English in Focus and English on

Sky series regarding the proportion of source and target culture.

Source culture in EIF series is bigger than the target culture, while

source culture in EOS series is smaller. Additionally, EOS contains

more culture-free material (31%) than does EIF (26%). Similarly,

both books present international target culture in a very small

proportion, smaller than the culture free materials.

The respondents in this research also agree that in the

English textbooks they use, source culture is dominant compared to

target language and international target culture.

Q : Menurut ibu, apakah ada muatan budaya

dalam buku bahasa Inggris yang digunakan?

Ms. SP : ―Ada sih. Tapi kebanyakan budaya

Indonesia.‖

Ms. HF : ―Ada juga (budaya Barat dan internasional),

tapi kebanyakan budaya Indonesia.‖

Ms. IK : ― Menurut saya yang paling banyak itu Budaya

Indonesia.‖ 126

125

R.R Jordan, in Ferrit Killickaya, ―Authentic Materials and Cultural Content in

EFL Classrooms‖ in The Internet TESL Journal, Vol. X, No. 7, July 2004

http://iteslj.org/Techniques/Kilickaya-AutenticMaterial.html 126

See Appendix 4

229

The prominent appearance of source culture is similar to

English textbooks studied by Abdullah & Chandran127

(2009) in

Malaysia; Rajabi & Ketabi128

(2012) in Iran; Mahmood, Asghar &

Husein129

in Pakistan (2012) and also Adaskou, Britten & Fahsi

(1990)130

in Morocco. This research is also similar to Abdullah &

Chandran‘s study in term of local references that often appeared in

English textbooks. The presentation of local culture helps the

learners to activate their local knowledge, i.e. familiarity with

customs and preoccupations of their community (Widdowson131

,

1998; Munandar & Ulwiyah132

, 2012). By this mean, language

learners can raise their own cultural awareness while learning the

target language133

. This is also in line with Law No 17 PP 19 Year

2005, which states that Indonesia curriculum, KTSP (School Based

Curriculum) insists cultural consideration as the basis of its

development. Additionally, McKay134

(2002, 2003) suggests that

127

Norhana Abdullah and Sandra Kumari Chandran, Cultural Elements in a

Malaysian English Language Textbooks retrieved at October 20, 2012 from

dms.usim.edu.my 128 Soraya Rajabi and Saeed Ketabi, ―Aspects of Cultural Elements in

Prominent English Textbooks for EFL Setting‖ in Theory and Practice in

Language Studies, Vol. 2, No. 4 (April 2012): pp. 705—712. 129

Muhammad Asim Mahmood, Zobina Muhammad Asghar, and Zahida

Hussain, ― Cultural Representation in ESL Textbooks in Pakistan：A Case

Study of ―Step Ahead 1‖ in Journal of Education and Practice Vol 3, No.9,

(2012): pp. 35—42. 130 Kheira Adaskou, Donard Britten, and Badia Fahsi, ―Design Decisions on

the Cultural Content of a Secondary English Course for Morocco‖ in ELT

Journal Volume 44/1 (January 1990): pp. 3—10. 131

Henry G. Widdowson, ―Context, Community, and Authentic Language‖

in TESOL QUARTERLY Vol 32, No. 4, (Winter 1998): pp. 705—716. 132 Muhammad Iwan Munandar and Imaratul Ulwiyah, ‖ Intercultural

Approaches to the Cultural Content of Indonesia‘s High School ELT Textbooks‖

in CS Canada Cross-Cultural Communication Vol. 8, No. 5 (September 2012),

pp. 67—73. 133

Ferrit Kilickaya ―Authentic Materials and Cultural Content in EFL

Classrooms‖ The Internet TESL Journal, Vol. X, No. 7, July 2004, accessed

from http://iteslj.org/ at November 24, 2013. 134

McKay in Min Thu Tuy Nguyen, ―Learning to Communicate in a

Globalized World: To What Extent Do School Textbooks Facilitate the

Development of Intercultural Pragmatic Competence?‖ RELC Journal vol.42

(April 2011), pp. 17—30.

http://iteslj.org/

230

EFL instructional materials should also enrich learners‘ knowledge

of their own language and culture and empower them to use

English to express their unique identity to other people from

different cultures.

Additionally, the respondents also add that the presence of

target culture and international target culture is needed for MTsN

students as it serves as comparison and information of various

cultures, therefore missunderstanding in communication is avoided.

They also add that ideally, Islamic values are also included in

English textbooks (survey, p.155)

Q : Apakah perlu ditampilkan budaya Barat dan

internasional di dalam buku bahasa Inggris?

Mr.MH : ―Perlu juga. Untuk sekedar wawasan. Hanya

saja porsinya tidak terlalu besar. (1d)‖

Ms. SP : ― Perlu juga. Untuk bahan banding saja. (5d)‖

Ms. IK : ―Perlu juga. Untuk informasi. Hanya saja

porsinya tidak terlalu besar. (4d)‖135

The similar result of this study with the previous studies

across the countries reveals that in many countries, the teaching of

English is becoming much more localized by integrating local

flavors with the target culture. Incorporating local characters,

names, places, and arts is now being exquisitely intermixed with

the cultural contexts of English-speaking countries. By this mean,

English serves as an international language. As Smith136

proposed

thirty years ago, only when English is used to express and advocate

local culture and values will it truly represent an international

language. The western (target culture), to some extent, need also be

added as there are much general cultural values that can be infused.

On the other hand, Chart 1.27 also suggests that

international target culture is given a small proportion in the

textbooks. This issue is actually a widespread debate among the

countries in Asean, whether English materials should be taught by

135

See Appendix 4 136

Larry E Smith, ―English as an International Auxiliary Language‖ in

RELC Journal volume 7 no.6 (December 1976): pp. 38—43.

231

the model of native speakers (target culture) or international target

culture. Jenkins (2000), Kirkpatrick (2002), Pennycook (1994),

Seidlhofer (2001a, 2001b) and Tomlinson (2005), argue that

standard native-speaker varieties of English can no longer be

considered to be the only correct varieties and should no longer be

held up as models for learners to emulate137

. This indicates that the

EIL pedagogy should be one of global appropriation and local

appropriation in that it should prepare learners 'to be both global

and local speakers of English and to feel at home in both

international and national cultures' (Kramsch and Sullivan138

,

Alptekin139

).

What missing from the presentation of these cultures is the

―deep culture‖ parts. And this happens to all cultures, including

source culture. When source culture is just presented by the

products or the famous figures, learners would be merely a

―tourist‖ of their own cultures. They know what artifacts they have,

the famous tourist destinations in their hometown, what food they

have in their culture, but potentially fail in explaining the values of

their culture to other people (in target culture setting). Similarly,

when target culture and international target culture are presented

only by their popular cultures, technology, and inventions,

Indonesian learners would see themselves as an ―observer, outsider,

visitor, admirer, and consumer‖.

This is in consonance with Paige, Jorstad, Siaya, Klein, and

Colby140

, in their review of the literature on culture learning in

language education, who note that language textbooks often

represent cultures by taking a ‗tourist‘s perspective‘, that focuses

on topics such as ‗Food‘ and ‗Transport‘, that is, the products and

the practices in terms of the four aspects of culture discussed

137

Brian Tomlinson, ―The Future for ELT Materials in Asia‖ in Electronic

Journal of Foreign Language Teaching Vol. 2, No. 2 (2005): pp. 5—13. 138

Claire Kramsch and Patricia Sullivan, ―Appropriate pedagogy‖ in ELT

Journal Volume 50/3 (July 1996), pp. 199—212. 139

Cem Alptekin, ―Towards Intercultural Communicative Competence in

ELT‖ ELT Journal Volume 56/1 (January 2002): pp. 67—64. 140


textbooks‖ in ELT Journal Advance Access (March 2011): pp. 1-9.

232

above. According to Paige et al., the information in language

textbooks is generally fragmented and highly generalized,

indicating only the norms of behavior. Without actual experience of

the culture or being alerted to individual differences, textbook users

may assume that the information about, for example, the way some

individuals behave, applies to the culture as a whole, which easily

gives rise to prejudice or stereotype. Consequently, textbooks‘

cultural presentation less supports self-awareness and self-

understanding towards local culture, and understanding on the

values of other cultures.

Regarding how much source culture, target culture, and

international target culture should be put, it relates to the grand

philosophy of English teaching adapted by Indonesia. As the

National Standard Board of Education mentions that the future

development of English textbooks is aimed at improving the

learners‘ cross-cultural understanding, English textbooks for

Madrasah Tsanawiyah are ideally designed to facilitate the learners

to reach this understanding. Local is taken priority in a way that

source culture of Indonesia is explored more intensively and

extensively, by its quantity and quality. Not only the cultural

products which are presented, but also the socio-cultural aspects of

Indonesian cultures (such as: family structure amongst various

ethnics in Indonesia, local celebrations and ceremonies as well as

the values behind it, and religious practices of different religions in

Indonesia).

Besides the source culture, target culture and international

target culture are also presented in a considerable proportion which

enables the learners notice the similarity as well as the difference

among the cultures and construct a better understanding. To

support this, patterns of interaction in the textbooks are modified.

The current textbooks mostly present the interaction within the

speakers in Indonesian context. This could be modified by adding

more interaction patterns with the native speakers (US and UK) and

international target culture (Australia, Japan, Abu Dhabi, etc.) as

well as interaction between native speakers. For instance, a student

of Australian high school is sending an email to his online friend in

Padang, telling about his school summer holiday. The Padang

student replies an email by describing his holiday which he spent

233

by following some celebrations in his hometown and asking about

the holiday celebration in Australia. McKay141

asserts that ‗by not

portraying second language speakers of English in dialogue with

one another, educators are missing an opportunity to provide

learners with models of second language speakers of English

communicating effectively with each other‘.

What can be concluded from this phenomenon is that

English textbooks lack of more passages that reflect the culture of

other English speaking countries; content of Indonesian culture is

presented more deeply, not only focusing on the products but also

the practice and perspective; the comparisons and contrasts

between different cultures should be added; and the cultural

knowledge in the part of exercise in EFL textbooks should be

addressed142

.

3. Senses of Culture

Senses of culture are essential English textbooks since

―textbook is the effective instrument for the educational practice

and it can reflect values and senses for individuals and nations.‖143

In these two series, aesthetic sense appears most frequently on both

textbooks. Arts, pop culture, buildings, and food are some of the

theme. Sociological appears less than aesthetic sense, which

focuses on the source culture (Indonesian culture). Pragmatic sense

is also presented explicitly as the grammar section, pronunciation

section, vocabulary section, and speech act sections. Pragmatic

sense only appears in target culture. Lastly, there is no presence (at

least, explicitly) of semantic sense in both textbooks.

The predominant appearance of aesthetic sense in this study

is inconsistent with Hermawan & Nurkhasanah144

and Abdullah &

141

Sandra Lee McKay, ―Western Culture and the Teaching of English as an

International Language‖ in English Teaching Forum. 42,2 (2004): pp. 10—15. 142

Wu Juan, ―A Content Analysis of the Cultural Content in the EFL

Textbooks‖ in Canadian Social Science Vol. 6, No. 5, (2010): p. 142. 143 Eli Hinkel, Culture in Second Language Teaching and Learning

(Shanghai: Shanghai Foreign Language Education Press, 2005), p. 135. 144

Budi Hermawan and Lia Noerkhasanah, ―Traces Of Cultures In English

Textbooks for Primary Education‖ in Conaplin Journal Indonesian Journal of

Applied Linguistics, Vol. 1 No. 2 (January 2012)‖ pp. 49—61.

234

Chandran145

‘s findings about the cultural content on English

textbooks which report that sociological sense is the most

prominent dimension in the textbooks. Similarly, it is also

contradictive to Rajabi & Ketabi146

‘s finding which mentions that

pragmatic sense is the dominant dimension in the examined

English textbooks.

Sociological sense appear in the textbooks, but in a smaller

number than the aesthetic sense. Despite the notion that almost all

the culture distinctive occurrences are sociological in nature147

, the

appearance of sociological sense is less dominant than aesthetic

sense. Sociological sense can be identified by the presence of:

a) Social identity and social group (social class, regional

identity, ethnic minorities)

b) Social interaction (differing levels of formality; as

outsider and insider)

c) Belief and behavior (moral, religious beliefs; daily

routines)

d) Social and political institutions (state institutions, health

care, law and order, social security, local government)

e) Socialization and the life cycle (families, schools,

employment, rites of passage)

f) National history (historical and contemporary events seen

as markers of national identity)

g) National geography (geographical factors seen as being

significant by members)

h) Stereotypes and national identity (what is ―typical‖

symbol of national stereotypes)148

145 Norhana Abdullah and Sandra Kumari Chandran, Cultural Elements in a

Malaysian English Language Textbook, retrieved at October 20, 2012 from

ddms.usim.edu.my/handle/123456789/713 146

Soraya Rajabi and Saeed Ketabi, ―Aspects of Cultural Elements in

Prominent English Textbooks for EFL Setting‖ in Theory and Practice in

Language Studies, Vol. 2, No. 4 (April 2012): pp. 705—712. 147 Abdullah & Chandran, Cultural Elements in a Malaysian English

Language Textbook, retrieved at October 20, 2012 from

ddms.usim.edu.my/handle/123456789/713 148 Michael Byram, ―Language and Culture Learning: The Need for

Integration‖ in Michael Byram (ed.), Germany, Its Representation in Textbooks

235

Among other senses, pragmatic sense is the most explicit

presentation as it is dedicated as separated section namely

Grammar Pit Stop and Speech Act. This sense is intended to

develop the learners‘ pragmatic competence. Nguyen149

defines

pragmatic competence as ‗the knowledge that enables a speaker to

express his/her meanings and intentions via speech acts (e.g.

requests, invitations, disagreements and so on) appropriately within

a particular social and cultural context of communication‘. It is

typical that in Indonesian English textbooks, section of grammar is

explicitly presented. This might be caused by the legacy of

grammar-based teaching method that requires the learners to

memorize the patterns of sentences and remember the vocabularies.

On the other hand, semantic sense which deals with

perceptions and thought processes which differentiate between one

culture to the others is not presented in the textbooks. For instance,

there is no information about how native speakers think about

giving present to their teachers. There is no kind of explicit section

describing this semantic sense in both books. According to

Corbett150

, learners may not want to adopt the practices or beliefs

of the target culture, but they should be able to understand them if

they want to achieve a high proficiency in the target language. The

absence of semantic sense therefore supports what Aliakbari151

posits that ‗current materials or textbooks are shallow and

superficial with respect to their treatment of culture. They are

therefore inadequate to the task of teaching culture specifics in the

deeper sense (value, norms, beliefs, etc.) or culture-general skills

such as intercultural communication and understanding.‘

for Teaching German in Great Britain (Frankfurt am Main: Diestered,193), pp.

5—10. 149

Min Thu Tuy Nguyen, ―Learning to Communicate in a Globalized World:

To What Extent Do School Textbooks Facilitate the Development of

Intercultural Pragmatic Competence?‖ in RELC Journal 42 (2011): pp. 17—30. 150

John Corbett, Languages for Intercultural Communication and

Education (Clevedon: Multilingual Matters, 2003), pp. 19—20. 151

Muhammad Aliakbari, ―The Place of Culture in the Iranian ELT

Textbooks in High School Level‖ in PAAL Japan 17th Conference Proceedings,

(2004): pp. 1—14.

236

4.2.4 The Elements of Culture

Yuen152

mentions that language can be considered an

‗artefact‘ or a system of code (products) used, to signify thoughts

(perspectives), for communication (practices), by different people

(persons). From four elements of culture, the two examined books

show products as the dominating culture element followed by

persons. Practices also appears but in a very small number, only in

EOS series. Both books do not explicitly present perspectives of

culture throughout their chapters.

Chart 4.29 clearly points out that it is dominant almost the

whole culture presentation in English in Focus series (93%) while

it occupies 65% of the whole cultural presentation in English on

Sky series. This big percentage implies that culture is mainly shown

by tangible objects instead of intagible objects. Products are shown

by foods (sandwich, sushi, kebab); landmarks (Spinx, Borobudur,

Merlion Statue, Great Wall); arts and crafts (woodcraft, batik,

sculpture); dances (tari piring, tari janger, tari jaipong). Practices

are shown by target culture celebrations (Halloween, Valentine

Day, Suprise Party, Baby Shower). And lastly, persons are shown

by famous figures of source culture, target culture and international

target culture (Krisdayanti, Nidji, Thomas Alva Edison, Pasteur).

Perspective is not presented explicitly in both books.

This dominant presence of product element is in line with

Kramsch‘s survey showing that in many language classes, culture

was frequently reduced to ―the four Fs‖, which means ―foods, fairs,

folklores and statistic facts‖153

Similarly, it also supports Yuen

(2011)‘s study which shows that products relating to entertainment

appear most frequently, followed by practices (celebrations like

Halloween, Thanksgiving, Sapporo Festival), perspectives

(presented in myths, stories, folklores), and lastly persons (Au Sung

Kyii and Stephen Hawking).

152 Ka Ming Yuen, ―The Representation of Foreign Cultures in English

textbooks‖ in ELT Journal Advance Access (March 2011): p. 1. 153

Claire Kramsch, Context and Culture in Language Learning (Oxford:

Oxford University Press, 1993), p. 218.

237

As are the senses of culture, elements of culture are also

essential in understanding the culture. In fact, culture is not only

the products, but it also covers way of life (practice),

communication among its people to express their thought

(perspective). Therefore, to better understand a culture, learners

need to be introduced to perspective, practice and the persons.

Kramsch adds that the impact of culture on language learning,

teaching and using is far more complex than ―the four Fs‖ and

language teaching needed to link ―the teaching of culture to that

culture‖154

To sum up, the examined textbooks contain four Fs but

are lack of information about cultural perspective and practice.

5. The Implication of the Cultural Presentation towards

intercultural competence

This study discusses what cultures disseminated in two

series of in-use English textbooks used at Madrasah Tsanawiyah in

DKI Jakarta. It results that source culture is presented as frequently

as the target culture. Besides, international target culture is also

appeared. The presence of various culture products in the textbooks

is surely a good initiative for intercultural information. To this

level, the textbooks support the learners to be aware of different

cultures around them.

Textbooks, eventually, have a big role in facilitating the

intercultural competence of the learners. According to Byram155

the

three components of intercultural competence are knowledge, skills

and attitudes. Having an intercultural attitude means being curious

and open towards foreign cultures and being able to understand that

one‘s own attitudes are not the only possible way to perceive the

world. Secondly, having intercultural knowledge includes knowing

about how social groups and identities of the foreign culture (and

one‘s own culture) function. Thirdly, there are intercultural skills

that should be taught to learners. These skills are e.g. comparing,

interpreting and relating one‘s own culture as well as the foreign

154

Claire Kramsch, Context and Culture in Language Learning (Oxford:

Oxford University Press, 1993), p. 236. 155 Michael Byram, Adam Nichols and David Stevens, Developing

intercultural competence in practice (Clevedon: Multilingual Matters, 2001), pp.

5—6.

238

cultures. Since the examined English textbooks do not contain

descriptions on the attitudes of target culture or international target

culture explicitly, these textbooks cannot be categorized as

successfully promote the learners‘ intercultural competence.

Elomaa156

asserts that textbooks have a critical role in

promoting the principles of intercultural learning and teaching

because they have the power to affect learners‘ attitudes towards

foreign cultures. The ideal aim would be that the textbook would

get learners interested in the target culture by presenting the

culture, language and mentality of the target countries in an

interesting and motivating way. On the same view, Bredella157

points out, being intercultural means basically in its simplest form

the learners‘ ability to encounter something new and exciting.

People grow up in one culture, often in a belief that our own

cultural system is natural and normal and perhaps even superior to

others. An intercultural approach makes us realize that aspects that

seem irrational for us are actually rational for other people‘s

perspective and vice versa. Furthermore, being intercultural also

includes acknowledging that we belong to a certain culture and that

we should learn to explore how we are shaped by our culture, just

as other people are shaped by their culture. This notion is essential

to adapt in order to be able to increase the tolerance between

different cultures.

Byram, et al mentions that intercultural competence is an

―ability to ensure a shared understanding by people of different

social identities, and [the] ability to interact with people as complex

human beings with multiple identities and their own

individuality158

‖ having these all notions, Byram‘s classification of

intercultural competence cosists of three levels of cultural

156

E. Eloma, Textbook cheer! : theoretical and practical aspects of

language teaching materials reform, Jyväskylä Studies in Humanities 122

(University of Jyväskylä, 2009), pp. 109—110. 157

L. Bredella, ―What does it mean to be intercultural?‖ in Geof Alred,

Michael Byram, and Michael P. Fleming (eds.), Languages for Intercultural

Communication and Education (Clevedon: Multilingual Matters., 2003), pp. 225—239.

158 Michael Byram, B. Gribkova, & H. Starkey. Developing the intercultural

dimension in language teaching: a practical introduction for teachers (Strasbourg:

Council of Europe,2002), p. 10.

239

competence. First level is basic cultural awareness, consisting an

awareness of: 1) culture as a set of shared behaviours, beliefs, and

values; 2) the role culture and context play in any interpretation of

meaning; 3) our own culturally induced behaviors, values, and

beliefs and the ability to articulate this; 4) other‘s culturally

induced behavior, values, and the ability to compare this with our

own culturally induced behavior, values, and beliefs. Second level

is advanced cultural awareness where the students are aware of

identifying multiple perspectives among culture. And third,

intercultural awareness level, refers to the awareness of negotiating

and mediating between culturally communication.

By looking at the types of culture, elements of culture, and

senses of culture presented in the two English textbooks, it can be

concluded that the intercultural competence is on level 1 (the

lowest level). Though the researcher decides that the intercultural

competence is in level 1, the real presentation on the textbooks do

not comply all the criteria mentioned by Byram in level 1 (basic

cultural awareness). The results of textbook analysis can be

summarized as follows.

Table 4.4 The Level of Intercultural Competence of the Textbooks

Criteria of basic

cultural awareness

(level 1)

Status of the

textbooks

under study

Note

1

culture as a set of shared

behaviours, beliefs, and

values;

Not

mentioned

There is no comparisons among

culture and there is no information

about culture-related behaviors,

beliefs, and values (which is

explisit and noticable for the

students)

2

the role culture and

context play in any

interpretation of

meaning

Mentioned

There are some texts about family

life and jobs in target culture which

is different from source culture

3

our own culturally

induced behaviour,

values, and beliefs and

the ability to articulate

this;

Mentioned This is mentioned in the form of

contextualized writing task (writing

a letter/ email to a pen pal in

Melbourne)

240

Criteria of basic

cultural awareness

(level 1)

Status of the

textbooks

under study

Note

4

others‘ culturally

induced behaviour,

values, and beliefs and

the ability to compare

this with our own

culturally induced

behaviour, values, and

beliefs.

Not

mentioned

There is no information nor

comparisons and contrast among

cultures.

Achieving all level of intercultural competence seems a too

high standard for Indonesian context. Besides the fact that English

is taught as a Foreign Language, the available English textbooks in

local market have not been approved or examined for their

intercultural aspects. Therefore, basic cultural awareness is enough

for analyzing textbooks in MTs level. From the table above, it can

be inferred that intercultural competence should be more facilitated

by 1) promoting behavior, values, and beliefs of different cultures.

2) describing own culture to other speakers, 3) promoting the

awareness on the similarities and difference among cultures.

To achieve this level, textbook authors ideally consider

cultural information, elements of culture and senses of culture to be

presented in the textbooks. Cultural information should vary, from

descriptive texts to sound recording, from attitudes of foreign

culture to visual illustration. This information should not be just

presenting the products and persons of culture, but also the

practice and the perspective. Regarding EIF and EOS series, there

are some descriptive texts that can be inserted, which describe the

practice of target culture, such as: some descriptive texts about

different celebrations in Indonesia, America, and Japan. In addition

to aesthetic sense of culture, sociological, and semantic sense

should also be added, in a right proportion for MTs level. Finally, a

model of awareness raising by Liddicoat is a good reference for

English teachers. It consists of: 1) input, 2) noticing, 3) reflection,

4) output, 5) noticing, 6) reflection, and 7) output.

241

The above scheme points out that the input should be

noticeable to the students. The descriptive texts about Japanese

school for instance, should be placed in a separate section like

Cultural Note. Later, the students should be stimulated to reflect

this culture to their own culture. Some questions after the texts are

some examples. ―What is similar between Japanese schools and

your school?‖, ―What is different from Japanese schools?‖, ―What

can you learn from Japanese students?‖ are some leading examples

to this reflection stage.

The next stage, output, is in the form of discussion, essay

writing, or group presentation, presenting their discussion results of

the above questions. This output is then put explicitly, lead by

teachers in the form of notes on board, new posting on classroom

wall magazine, or new post on classroom blogs. After that, the next

meeting, another reflection can be done by reviewing the previous

lesson.

242

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion based on the findings and

discussion in previous chapter as well as offers suggestions for

related parties.

A. Conclusion

From the previous findings and discussion, the results of this

research can be concluded as follows.

1. Culture and How It Is Represented

Culture in English in Focus and English on Sky series is

mostly introduced by means of virtual illustration and songs.

Additionally, it is also represented by Grammar Point section in

each book explaining target culture‘s grammatical competence,

with the culture-vacuum example of sentence contexts. It means

that culture is often regarded as tangible objects of certain

countries. However, these types of information do not include

practices of source and target culture (such as festivals,

celebrations, holidays, and the like). This kind of presentation

suggests that culture is mostly taught as products, popular people,

products and places. This leads to a ‗tourist view‘ of the learners

which only focus on ―surface culture‖ instead of ―deep culture‖.

Finally, the examined textbooks show less dense cultural

information in the form of idioms and collocations, descriptive

texts, texts presenting foreign attitudes and opinions; and realia.

Although there are some descriptive texts appear, but the number is

limited and is often culture-free (such as general facts about earth

and health). Whereas, these types of information is potentially

culture-rich thus they can be used as a means of culture

introduction, culture comparison, as well as culture understanding.

Above all, these types of cultural information do not adequately

introduce culture in an explicit way. Therefore, the learners might

just miss the cultural information as it is not presented vividly.

Learners would not notice the source culture, target culture, and

international target culture except for their popular products thus

they would not being aware of intercultural knowledge which is

beyond the artifacts.

243

2. Types of Culture in English Textbooks

The books under study present mostly the source culture

(Indonesian culture) in comparison to target culture and

international target culture. This ratio is quite ideal as English is

taught as a Foreign Language thus the English textbooks in

Indonesian contexts are aimed at focusing more on local content

while introducing the learners to the target culture and

international. Contextualizing and localizing the context of EFL

materials is beneficial as it raises the local culture awareness while

learning source and international target culture.

Lastly, despite the number of occurrence among cultures seems

ideal, but these cultures are presented by the ―surface culture‖ with

a little occurrence of ―deep culture‖.

Additionally, the English teachers add that source culture is

dominant compared to target culture and international target

culture. They think that the target culture and international target

culture are needed as comparison and information so that

misunderstanding in communication is avoided. They also expect

that English textbooks used in MTsN in DKI Jakarta contain

Islamic values in addition to various cultures.

3. Senses of Culture in English Textbooks

Culture is introduced by its aesthetic sense most of the time.

Movies, songs, arts, monuments are commonly presented

throughout the book chapters. These products are included as

―surface culture‖. Aesthetic sense can serve as a good motivation

for the learners as it relates with their interest in popular cultural

products. Following this, pragmatic sense is introduced in the

grammar and vocabulary sections. Two other senses like semantic

sense and sociological sense are less shown, whereas these senses

are included as ―deep culture‖. This kind of presentation could lead

to a general assumption that cultural understanding is simply when

somebody have visited the country, eaten the food, watched the

movies, read the novels/ comics, or bought the souvenirs.

4. Elements of Culture in English Textbooks

Product and person are two most frequent culture elements

presented in the textbooks. Artifacts, buildings, brands, famous

figures, songs, and movies are to name some. Most of the time, the

product element of culture is implicitly presented or inserted as a

244

part of texts or dialogues. Several time, person element shows up

explicitly as descriptive texts which are noticable. Practice appears

in a very small number, presenting some celebrations in target

culture such as Halloween, Valentine Day, Baby Shower in a form

of pictures. Practice in source culture was absent, while

Perspective element was not presented at all (at least explicitly).

5. The Cultural Presentation and Intercultural Competence

The presence of various culture products in the textbooks is

surely a good initiative for intercultural information. To this level,

the textbooks support the learners to be aware of different cultures

around them. However, there is no explicit information regarding

the behaviours, beliefs and values (practice and perspective

element; or semantic, sociological sense); shared beliefs or values

that certain culture hold, and how to articulate source culture values

in the target language. Therefore, when using Byram‘s level of

intercultural competence, this level of awareness is included in

basic cultural awareness (the lowest level of intercultural

awareness).

B. Suggestion

By revisiting the conclusion of this study, the researcher

offer some suggestions regarding the cultural content in the English

textbooks. This suggestion is intended for the user of the current

textbooks as well as for the authors of future edition of English

textbooks.

First, the current English textbooks are lack of cultural

information in the forms of descriptive texts, sound recording, texts

presenting foreign opinions and attitudes, idioms and collocations.

To cope with this issue, English teachers who are the users of these

textbooks would better provide extra materials when they teach

English using this book. This materials are to present, not only the

product of culture (either Indonesian culture or target culture) but

also the perspectives. Either taken from another English textbook

with richer cultural information or looking for authentic resources

(magazine, newspaper, radio podcasts, videos, etc.).

For the authors of future English textbooks, the

aforementioned types of cultural information can be added in the

English textbooks in the future. Surely, the authors should consider

245

the authenticity, the appropriate language level, the relevance with

Indonesian contexts, and the relevance with the standard of

competence. Furthermore, the authors should consider to put theses

cultural information expicitly so that the learners easily notice

them. Making a ―cultural note‖, ―culture point‖, ―cross-cultural

knowledge‖ sessions in the textbooks is a good idea.

Second, the balance presentation among source culture,

target culture, and international target culture should be maintained

and should be added for the comparisons and contrasts among

cultures; as well as strategies to cope with the difference. If, to

some cases, authors want to emphasize the source culture, it would

be better to explore local culture values more than merely the

culture objects. Local wisdoms, traditions, and values that can

serve as general cultural knowledge can be presented. This is to

enable the students to communicate themselves in a better way and

in a more comprehensive content. Learners are expected to explain

to the foreigners about their cultures, beliefs, and values so that

they feel confident for being exist among world‘s cultures, beliefs

and values.

Third, the aesthetic sense of culture in the textbooks is

actually good for catching the learners‘ attention and interest.

Pragmatic sense is also good for equipping the learners with

sufficient language tools to communicate. It would be better if

there are not only asthetic sense that appear in the textbooks, but

also sociological sense (by presenting how students in different

countries live their school life, family life, and friendship life, for

instance) and semantic sense (by presenting how students in

different cultures perceive meaning from the discourse).

Fourth, the element of culture should be added, not only

focused on product and person. Practice and perspective should

also added thus the learners will gain better understanding beyond

the surface of the culture.

Fifth, intercultural communication in Madrasah

Tsanawiyah loads bigger content as learners of this school level

also encounter other culture and values in their daily life.

Responding this cultural presentation, add-on activities should be

considered by English teachers of Madrasah Tsanawiyah as there is

no Islamic content in English textbooks. Meanwhile, to compete in

246

global context, these learners are expected not only to comprehend

and acknowledge other culture than theirs, but also to communicate

their belief and values relied in the culture to other people. The

absence of Islamic content in English learning materials can be

supplied by putting selected texts on Islamic histories, news about

Muslim teenagers, articles about Muslim students in English

speaking countries, and such.

Six, there should be a content analysis towards cultural

content of English textbooks conducted by the teacher or school

policy maker prior to picking up a textbook. Considering the rich

cultural content which

247

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Wardhaugh, Ronald. An Introduction to Sociolinguistics 4th

Edition. Sussex: Wiley-Blackwell Publishing, 2002.

253

Widdowson, Henry G. ―Context, Community, and Authentic

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1998): pp.705—716.

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Cited English Textbooks

Bates, Nina. Real Time. Jakarta: Erlangga, 2007.

-------- Contemporary College English for Listening. China:

Foreign Languge Teaching and Research Press, 2009.

Richards, Jack C, Hull, J. and S. Proctor. Interchange (series).

Cambridge: Cambridge University Press, 2010.

254

Liz and John Soars. Headway. Oxford: Oxford University Press,

2010.

Mukarto, et.al. English on Sky 1. Jakarta: Erlangga, 2002.

Wardiman, A., Jahur, M. and Djusma, M. English in Focus.

Jakarta: Puskurbuk. 2008.

255

APPENDIX 1

PRINTED SURVEY AND COVER LETTER

256

257

258

259

260

261

262

263

PREVIEW OF FILLED OUT SURVEY

264

265

PHOTOGRAPH OF SENT SURVEYS AND REPLY

ENVELOPES WITH STAMPS

266

Appendix 2A

Transcript of Telephone Interview with The Vice Principle of

Curriculum Affairs

setting

The interviewer is calling the TU staff in the morning (at 9 a.m) to inform

that she is going to speak with the Vice Principle of Curriculum Affairs.

Some are directly connected to the vice principle, but some are declined.

This telephone interview is done after the printed survey was sent to each

school.

Day/ Date : 3-24 September 2013

Time : 10.00

Name of Interviewer : Arnis Silvia

Duration : 1-3 minutes

1. MTsN 6 Jakarta

AS: Assalamualaikum Pak

VP: Waalaykumsalam. Selamat pagi, dengan siapa ini?

AS: saya Arnis, Pak. Dari UIN Jakarta, program magister

pendidikan Bahasa Inggris. Saya sebelumnya sudah

mengirimkan survey via pos pak.

VP: Oh yang buku itu ya?

AS: Iya pak. Maaf saya boleh minta waktunya sekitar 2 menit ya

pak, untuk menanyakan judul buku bahasa Inggris yang saat

ini dipakai.

VP: Oh kalau itu yang tau judulnya gurunya mbak. Saya

tanyakan dulu nanti ditelpon lagi ya.

AS: Baik pak, saya telepon lagi ketika istirahat kedua, jam 12.

(2 hours later)

VP: Ya. Ini mbak judulnya: dari Erlangga, judulnya English on

Sky. Ada lagi mbak?

1a

AS: Sementara sudah cukup pak, terima kasih atas bantuannya.

Wassalamualaikum pak..

VP: Waalaykumsalam.

2. MTsN 10 Jakarta


VP: Waalaykumsalam. Ya? Ada apa?




267

VP: Oh iya, maaf belum diisi.

AS: Iya pak. Saya sedang survey singkat saja pak, sekitar 2

menit. Kalau boleh tau, judul buku bahasa Inggris di MTsN

10 apa ya pak?

VP: Sebentar..kemarin sudah sempat ditulis di surveynya. Ini

mbak..Ada dua buku yang kita pakai, yang satu English in

Focus, satunya lagi Real Time.

1a

AS: English in Focus dan Real Time ya pak?

Ok, baiklah. Itu saja yang saya perlukan pak.

VP: Ini surveynya nanti kami kirim.

AS: Baik pak, terima kasih atas bantuannya. Wassalamualaikum

pak..

VP: Waalaykumsalam.

3. MTsN 9 Jakarta

AS: Assalamualaikum ..

VP: Waalaykumsalam. Siapa ini?

AS: Saya Arnis, Pak. Dari UIN Jakarta, program magister



VP: Mau nawarkan buku?

AS: Tidak pak. Maaf saya boleh minta waktunya sekitar 2

menit ya pak, untuk menanyakan judul buku bahasa Inggris

yang saat ini dipakai?

VP: Sebentar ya saya lihat dulu di ruang guru, tunggu mbak,

jangan ditutup. Sebentar kok.

AS: Baik pak, terima kasih...

VP: Halo. Ini judulnya. Scaffolding, buku BSE mbak 1a

AS: Oh BSE ya pak? Oke sudah saya catat. Sementara sudah

cukup pak, terima kasih atas bantuannya.

Wassalamualaikum..

VP: Waalaykumsalam.

4. MTsN 4 Jakarta


VP: Waalaykumsalam. Iya, ini siapa ya?




VP: Oh yang itu. Iya mbak. Saya sudah catat nama bukunya.

AS: Oh begitu, boleh disebutkan pak?

VP: Sebentar ya..jangan ditutup.

268


VP: Halo. Bukunya dari Diknas mbak. English in Focus

judulnya.

1a



Wassalamualaikum..

VP: Waalaykumsalam.

5. MTsN 33 Jakarta

AS: Halo, Assalamualaikum. betul dengan pak waka

kurikulum?

VP: Waalaykumsalam. Betul, dengan siapa ini?




VP: Oh iya iya saya ingat.



ini dipakai.

VP: Sebentar ya. Saya tinggal sebentar mau ambil bukunya

dulu. Nanti bisa telp lagi?


(2 hours later)

VP: OK. Ini ada. Judulnya ada dua. English in Focus sama Real

Time.

1a

AS: Sip, baik pak, terima kasih banyak. Itu saja yang saya

perlukan. Wassalamualaikum.

VP: Waalaykumsalam.

6. MTsN 20 Jakarta

AS: Halo, Assalamualaikum. betul dengan ibu waka kurikulum?


AS: saya Arnis, bu. Dari UIN Jakarta, program magister



VP: Iya. Ada apa?

AS: Maaf saya boleh minta waktunya sekitar 2 menit ya pak,

untuk menanyakan judul buku bahasa Inggris yang saat ini

dipakai.

VP: Saya tanya ke gurunya dulu ya. Besok telp lagi bisa? Jam 7

saya sudah di kantor.

AS: Baik pak, saya telepon lagi besok. Assalamualaikum.

269

(the next day)

VP: Ya ini judulnya. English in Focus. 1a

AS: Sip, baik bu, terima kasih banyak. Itu saja yang saya


VP: Waalaykumsalam.

7. MTsN 35 Jakarta

VP: Ya assalamualaikum

AS: Waalaykumsalam. Perkenalkan saya Arnis, Pak. Dari UIN

Jakarta, program magister pendidikan Bahasa Inggris. Saya

sebelumnya sudah mengirimkan survey via pos pak.




ini dipakai.

VP: Saya ambilkan kertasnya ya. Sebentar.

AS: Terima kasih pak. Saya tunggu.

(a minute later)

VP: Ya ini dia. Ada dua buku. Yang satu Scaffolding yang satu

English in Focus

1a



VP: Waalaykumsalam.

8. MTsN 21 Jakarta


kurikulum?





VP: Iya trus saya bisa bantu apa?



ini dipakai.

VP: Begini ya, saya sambungkan ke guru bahasa inggrisnya ya.

Sebentar ya.

AS: Maaf pak, kalau bisa, gurunya ditanyai saja, tapi tetap

Bapak yang menyampaikan, untuk crosscheck saja.

VP: Oh gitu. Sebentar ya. (calling the English teacher)

VP: Katanya, bukunya Flying Start. Penerbit ESIS. 1a



270

VP: Waalaykumsalam.

9. MTsN 24 Jakarta


kurikulum?








ini dipakai.




(2 hours later)

VP: OK. Ini ada. Judulnya ada dua. English in Focus sama Real

Time.

1a



VP: Waalaykumsalam.

10. MTsN 18 Jakarta






VP: Oh yang buku itu ya?



ini dipakai.




(2 hours later)

VP: Halo. Judulnya ini: contextual teaching and learning 1a

AS: Oke, siap pak. Sudah saya catat. Sementara sudah cukup

pak, terima kasih atas bantuannya. Wassalamualaikum pak..

VP: Waalaykumsalam.

271

11. MTsN 5 Jakarta






VP: Ya ya ya.



ini dipakai.




(2 hours later)

VP: Judulnya ada dua, English on Sky dan English in Focus 1a

AS: Sementara sudah cukup pak, terima kasih atas bantuannya.

Wassalamualaikum pak..

VP: Waalaykumsalam.

12. MTsN 3Jakarta


VP: Waalaykumsalam. Ya? Ada apa?




VP: Oh iya, maaf belum diisi.

AS: Iya pak. Saya sedang survey singkat saja pak, sekitar 2

menit. Kalau boleh tau, judul buku bahasa Inggris di MTsN

3 apa ya pak?

VP: Sebentar..kemarin sudah sempat ditulis di surveynya. Ini

mbak..Ada dua buku yang kita pakai, yang satu English on

Sky, satunya lagi Scaffolding

1a

AS: English in Sky dan Scaffolding ya pak?

Ok, baiklah. Itu saja yang saya perlukan pak.

VP: Ini surveynya nanti kami kirim.

AS: Baik pak, terima kasih atas bantuannya. Wassalamualaikum

pak..

VP: Waalaykumsalam.

13. MTsN 32 Jakarta


VP: Waalaykumsalam. Siapa ini?


272



VP: Mau nawarkan buku?

AS: Tidak pak. Maaf saya boleh minta waktunya sekitar 2

menit ya pak, untuk menanyakan judul buku bahasa Inggris

yang saat ini dipakai?

VP: Sebentar ya saya lihat dulu di ruang guru, tunggu mbak,

jangan ditutup. Sebentar kok.


VP: Halo. Ini judulnya. English in Focus, buku BSE mbak 1a



Wassalamualaikum..

VP: Waalaykumsalam.

14. MTsN 36 Jakarta


VP: Waalaykumsalam. Iya, ini siapa ya?




VP: Oh yang itu. Iya mbak. Saya sudah catat nama bukunya.

AS: Oh begitu, boleh disebutkan pak?

VP: Sebentar ya..jangan ditutup.


VP: Halo. Bukunya dari Erlangga mbak. English on Sky 1a

AS: Oke sudah saya catat. Sementara sudah cukup pak, terima

kasih atas bantuannya. Wassalamualaikum..

VP: Waalaykumsalam.

15. MTsN 42 Jakarta


kurikulum?








ini dipakai.

273




(2 hours later)

VP: OK. Ini ada. Judulnya ada dua. English in Focus sama

Flying Start

1a



VP: Waalaykumsalam.

16. MTsN 31 Jakarta


kurikulum?





VP: Iya. Ada apa?

AS: Maaf saya boleh minta waktunya sekitar 2 menit ya pak,

untuk menanyakan judul buku bahasa Inggris yang saat ini

dipakai.

VP: Saya tanya ke gurunya dulu ya. Besok telp lagi bisa? Jam 7

saya sudah di kantor.

AS: Baik pak, saya telepon lagi besok. Assalamualaikum.

(the next day)

VP: Ya ini judulnya. English on Sky 1a



VP: Waalaykumsalam.

17. MTsN 18 Jakarta

VP: Ya assalamualaikum

AS: Waalaykumsalam. Perkenalkan saya Arnis, Pak. Dari UIN

Jakarta, program magister pendidikan Bahasa Inggris. Saya

sebelumnya sudah mengirimkan survey via pos pak.




ini dipakai.

VP: Saya ambilkan kertasnya ya. Sebentar.

AS: Terima kasih pak. Saya tunggu.

(a minute later)

VP: Ya ini dia. Ada dua buku. Yang satu Scaffolding yang satu 1a

274

English on Sky



VP: Waalaykumsalam.

18. MTsN 21 Jakarta


kurikulum?





VP: Iya trus saya bisa bantu apa?



ini dipakai.

VP: Begini ya, saya sambungkan ke guru bahasa inggrisnya ya.

Sebentar ya.

AS: Maaf pak, kalau bisa, gurunya ditanyai saja, tapi tetap

Bapak yang menyampaikan, untuk crosscheck saja.

VP: Oh gitu. Sebentar ya. (calling the English teacher)

VP: Katanya, bukunya Flying Start. Penerbit ESIS. Sama

English in Focus dari BSE.

1a



VP: Waalaykumsalam.

19. MTsN 14 Jakarta


kurikulum?








ini dipakai.




(2 hours later)

VP: OK. Ini ada. Judulnya ada dua. English in Focus sama 1a

275

English on Sky



VP: Waalaykumsalam.

20. MTsN 29 Jakarta


kurikulum?

VP: Waalaykumsalam. Ya, saya. Dengan siapa saya berbicara?

AS: saya Arnis, Pak. Dari UIN Jakarta, Saya sebelumnya sudah


VP: Oh iya, survey sedang kami siapkan.

AS: Oh, terima kasih banyak pak. Sekedar crosscheck pak,

untuk buku bahasa Inggris yang digunakan, apa saja ya

pak?

VP: Sebentar saya lihat lagi di kertasnya.

AS: Baik pak.

VP: Sebentar ya.

VP: Haloo? Ini judulnya ada dua ya mbak ya, yang satu

Scaffolding yang satunya Let‘s Talk.

1a



VP: Waalaykumsalam.

21. MTsN 17 Jakarta


kurikulum?

VP: Waalaykumsalam. Ya, saya. Dengan siapa saya berbicara?

AS: saya Arnis, bu. Dari UIN Jakarta, Saya sebelumnya sudah


VP: Oh iya, survey sedang kami siapkan.

AS: Oh, terima kasih banyak bu. Sekedar crosscheck bu, untuk

buku bahasa Inggris yang digunakan, apa saja ya bu?

VP: Sebentar saya lihat lagi di kertasnya.

AS: Baik bu.

VP: Sebentar ya.

VP: Haloo? Kita pakai Scaffolding dari Diknas mbak. 1a

AS: Sip, baik bu, terima kasih banyak. Itu saja yang saya


VP: Waalaykumsalam.

276

DATA SUMMARY 2A

Rank of English textbooks

No Titles Frequency

1 English in Focus 11

2 English on Sky 8

3 Scaffolding 7

4 Flying Start 3

5 Real Time 3

6 Let‘s Talk 1

277

APPENDIX 2B

INTERVIEW WITH MGMP TEACHERS

Pre setting

The researcher previously contacted a colleague who is a teacher at MTs

Negeri 4 Jakarta who give some contacts of Ketua MGMP. One ketua

MGMP leads to the other, and so on. There are only 4 MGMP leaders

who are successfully interviewed. These people were texted earlier, to set

the date and the time of telephone interview, and the information they

need to prepare. The phone interview itself runs shortly, only 1-3

minutes.

1. MGMP Bahasa Inggris Jakarta Barat (Mr RD)

AS: Halo, Assalamualaikum. betul dengan pak RD?

RD: Waalaykumsalam. Betul, dengan siapa ini?


pendidikan Bahasa Inggris. Saya mendapat nomor pak RD

dari rekan saya bu IM MtsN 4 Jakarta.

RD: Oh iya.. yang kemarin sms ya bu ya? Saya sudah

menyiapkan judul-judulnya. Kebetulan memang tidak ada

data tertulis yang bisa memetakan masing-masing sekolah

itu menggunakan buku apa. Itu kelemahan koordinasi antar

MGMP Bahasa Inggris di MTs di Jakarta ini, selain karena

faktor jarak yang satu sama lain lumayan jauh.

AS: I see.. Pak RD kalau boleh tau, apa saja judul buku yang

digunakan di MGMP Jakarta Barat?

RD: Pada dasarnya menggunakan buku BSE. Sekolah diberi

juga kebebasan untuk menggunakan buku dari penerbit.

Setahu saya kebanyakan ada pakai English in Focus,

Scaffolding, sama EOS. Ada juga sih Flying start, tapi tidak

terlalu banyak.

1a

AS: Apakah ada diskusi MGMP terkait dengan pengembangan

materi dari buku tersebut pak?

RD: Belum ada mbak. Guru-guru lebih memilah milah dari

buku. Kadang ditambahi dari sumber lain misalnya internet

atau koran.

AS: Oh begitu.. baiklah pak, saya sudah mencatatnya.

Oh ya, apakah bapak punya nomor kontak ketua MGMP

Jakarta Pusat atau Jakarta Timur?

RD: Iya nanti saya carikan trus saya smskan ya bu.

278

AS: Siap pak, terima kasih banyak atas bantuannya.

2. MGMP Bahasa Inggris Jakarta Selatan (Ms IK)

AS: Halo, Assalamualaikum. betul dengan bu IK?

IK: Waalaykumsalam. Betul, dengan siapa ini?


pendidikan Bahasa Inggris. Saya mendapat nomor bu IK

dari rekan saya bu IM MtsN 4 Jakarta.

IK: Oh iya.. beliau teman saya. Kemarin saya sudah ditelpon

beliau juga. Ini sudah saya catat judul-judulnya.

AS: Boleh bu dibacakan apa saja judulnya?

IK: BSE ada..pake English in Focus, kebanyakan. Ada juga

yang pakai Scaffolding. Untuk yang dari penerbit ada

Flying Start, English on Sky, trus ada MTs yang RSBI itu

pakai yang dari Pearson itu lho.

1a

AS: Apakah ada diskusi MGMP terkait dengan pengembangan

materi dari buku tersebut pak?

IK: Belum ada mbak.

AS: Oh begitu.. baiklah bu, saya sudah mencatatnya.


Jakarta Pusat atau Jakarta Timur?

IK: Saya tidak punya. Nanti kalau saya punya saya beri ya.

AS: Siap bu, terima kasih banyak atas bantuannya. Demikian

bu, wassalamualaikum

IK: waalaykumsalam

3. MGMP Bahasa Inggris Jakarta Timur (Mr.PM)

AS: Halo, Assalamualaikum. betul dengan pak PM?

PM: Waalaykumsalam. Betul, dengan siapa ini?


pendidikan Bahasa Inggris. Saya mendapat nomor Pak PM

dari blog MGMP Jaktim.

PM: Oh iya, ya ya. Sudah sms juga ya tadi pagi ya.

AS: Betul bapak, saya mau menanyakan judul buku apa saja

yang digunakan di MTs MTs di wilayah jakarta Timur

PM: Ada banyak MTs lho di Jakarta Timur itu. Hampir sebagian

besar MTs ada di wilayah Jakarta Timur

AS: Apakah ada dokumen yang memetakan penggunaan buku

bahasa Inggris di Jaktim pak?

PM: Belum ada mbak. Kita tidak punya data base semacam itu. 1a

279

Itu bisa jadi masukan juga sih. Sementara, sejauh yang saya

tahu, buku-buku yang dipakai biasanya ada English on Sky

dari Erlangga, English in Focus dari BSE, Scaffolding juga

banyak, sama Real Time.

AS: Oh begitu.. baiklah pak, saya sudah mencatatnya.


Jakarta Pusat atau Jakarta Utara.

PM: Saya tidak punya. Maaf ya mbak.

AS: Siap bu, terima kasih banyak atas bantuannya. Demikian

bu, wassalamualaikum

PM: waalaykumsalam

4. MGMP Bahasa Inggris Jakarta Utara (Mr. LB)

AS: Halo, Assalamualaikum. betul dengan pak LB?

PM: Waalaykumsalam. Betul, dengan siapa ini?


pendidikan Bahasa Inggris. Saya mendapat nomor Pak LB

dari rekan saya di Widya Iswara, bu CT.

PM: Oh iya, ya ya. Sudah sms juga ya tadi pagi ya.

AS: Betul bapak, saya mau menanyakan judul buku apa saja

yang digunakan di MTs MTs di wilayah jakarta Utara

PM: Oh iya iya.

AS: Apakah ada dokumen yang memetakan penggunaan buku

bahasa Inggris di Jaktim pak?

PM: Tidak ada bu, Sementara, sejauh yang saya tahu, buku-

buku yang dipakai Ada Scaffolding, English on Sky,

English in Focus, dan lainnya ada Real Time sama yang

dari ESIS apa itu?

1a

AS: Flying start?

PM: Iya bu betul.

AS: baiklah pak, saya sudah mencatatnya. terima kasih banyak

atas bantuannya. Demikian pak, wassalamualaikum

PM: waalaykumsalam

280

DATA SUMMARY 2B

Mostly Used English Textbooks

No Titles

1 English in Focus

2 English on Sky

3 Scaffolding

4 Flying Start

5 Real Time

281

APPENDIX 3

PREVIEW OF ONLINE SURVEY

282

DATA SUMMARY FROM ONLINE SURVEY

Information Response Frequency

Percentage

Number Percentage

1

Names of School

MTS Negeri 34 Makasar-Jakarta

MTs Negeri 14 Jaktim

Mtsn 21 Jakarta Timur

MTs Negeri 18 Jakarta

MTsN 31 Cakung

MTsN 42 Duren Sawit

MTsN 36 Jakarta Barat

MTsN 32 Jakarta Selatan

MTS Negeri 3 Pondok Pinang

MTsN 5 Jakarta Utara

MtsN 18 jakarta timur

MTsN 24 jakarta timur

MTsN 21 jakarta timur

MTsN 35 Palmerah


MTsN 4 JAKARTA SELATAN

Mtsn 33 Jakarta


MTs 9 Jakarta

MTs N 6 Jakarta Timur

MTs 10 Jakarta

MTs N 6 Jakarta

22 of 42 52%

2

Titles of English

Textbooks

English in Focus

English on Sky

Scaffolding

Real Time

Flying Start

Contextual Teaching and Learning

11

8

5

3

3

1

35%

25%

16%

9%

9%

3%

3

Presence of Cultural

Content in English

Textbooks

a. Tidak ada sama sekali

b. Sedikit (<20%)

c. Lumayan banyak (20-30%)

d. Banyak (31-40%)

e. Banyak sekali (>50%)

0

3

9

8

2

0%

13%

41%

36%

9%

4

Types of Culture

a. Budaya Indonesia

b. Budaya Barat (US dan UK)

c. Budaya Internasional (selain

US dan UK)

15

6

1

69%

27%

3%

283

5

Need of Target Culture

and International

Target Culture

a. Tidak perlu sama sekali

b. Perlu, namun sedikit saja

(kurang dari 20%)

c. Perlu (20-30% dari keseluruhan

penampilan budaya)

d. Perlu sekali (31-40% dari total

budaya yang ditampilkan di

buku)

e. Sangat perlu sekali (lebih dari

40% dari total budaya di buku)

0

8

9

4

1

0%

36%

41%

18%

5%

6

Culture Needed in

English Textbooks

a. Budaya Indonesia saja

b. Budaya Indonesia dan budaya

Barat

c. Budaya Indonesia, budaya

Barat, dan budaya dunia

(internasional)

d. Budaya Indonesia dan nilai

Islami

e. Semuanya (budaya Indonesia,

budaya Barat, budaya dunia,

dan nilai-nilai Islami)

f. Tidak perlu ada unsur budaya

0

0

5

3

14

0

0%

0%

23%

14%

63%

0%

284

APPENDIX 4

Script of Telephone Interview with the English Teachers

Conversation 1

Day / Date : Tuesday, 17 September 2013

Time : 10:00 a.m – 10.10 a.m

Interviewer : Arnis Silvia (AS)

Interviewee : Mr. MH

School : MTsN 6 Jakarta Timur

Pre-setting

AS is calling the TU staff in the morning (at 9 a.m) to inform that

she is going to speak with the English teacher at the break time (10

a.m).

AS: Assalamualaikum, benar dengan pak MH?

MH: Waalaykumsalam, iya benar bu. Dengan siapa ini?

AS: Selamat pagi pak, saya Arnis, dari UIN Jakarta, program

magister pendidikan Bahasa Inggris. Saat ini saya sedang

melakukan survey tentang buku bahasa Inggris yang

digunakan di MTs di DKI Jakarta. Saya boleh meminta

waktunya sekitar lima menit ya pak?

MH: Oh boleh bu. Apa yang perlu saya siapkan?

AS: Mungkin judul buku yang sedang digunakan saja pak.

MH: Oh iya, sebentar ya, saya lihat lagi. Saya kalau judul itu

lupa-lupa ingat, tapi kalau penerbitnya saya ingat. Sebentar

ya mbak, saya lihat di meja saya dulu.

AS: Silakan pak, saya tunggu. Tidak usah ditutup telponnya

pak.

MH: 1 minute later

Nah ini mbak. Judul bukunya English in Focus, BSE mbak.

Kalau MTs kan ada pegangan wajib, BSE itu. Sekolah bisa

milih, mau pake itu atau menambah suplemen. Kalau saya

pakai itu saja. Biasanya saya tambahkan dari internet.

1a

AS: Oh begitu ya pak. Saya mau menanyakan mengenai konten

budaya di dalamnya ya pak. Menurut bapak, di English in

Focus itu ada konten budayanya tidak?

MH: mm.. ya ada ya mbak ya.. banyakan budaya Indonesia. 1b

AS: Bagaimana dengan budaya barat dan budaya internasional

pak? Budaya internasional maksud saya adalah budaya dari

negara selain Inggris dan Amerika. Ya, misalnya Australia,

285

negara-negara Asia, Afrika, dll.

MH: Ya, ada sih. Tapi tidak sebanyak budaya Indonesia.

AS: Menurut bapak, perlukah ada budaya barat dan budaya

internasional selain budaya Indonesia, di dalam buku

bahasa Inggris untuk MTs?

MH: Perlu juga. Untuk sekedar wawasan. Hanya saja porsinya

tidak terlalu besar.

1c

AS: Seberapa banyak ya pak, kira-kira? 20%, 30%, 50%?

MH: Yaaa, 25% an lah. Tergantung tema atau unitnya juga kan. 1d

AS: Baik pak.. nah ini pertanyaan terakhir ya pak. Menurut

bapak, idealnya nih, buku Bahasa Inggris untuk MTs,

sebaiknya menampilkan budaya mana saja?

Apakah budaya Indonesia saja? Apakah budaya Indonesia

dan nilai Islami? Ataukah semua budaya?

MH: Nilai Islami ya? Ya, kalau ada sih bagus, tapi kalau tidak

ada ya tidak apa-apa. Toh tiap hari kan anak-anak sudah

penuh dengan pembelajaran berbasis agama. Budaya Barat

dan internasional untuk menambah wawasan, sedangkan

budaya Indonesia untuk pengembangan pendidikan

karakter.

1e

1f

AS: I see. Terima kasih banyak atas penjelasan pak MH ya pak..

MH: Sama-sama mbak.

AS: Oh iya pak, apakah bapak mempunyai rekan guru di

sekolah lain yang bisa direkomendasikan untuk saya

wawancarai mengenai tema yang sama?

MH: Sebentar ya saya lihat hp saya dulu. Ini ada dari MTsN 8

Cengkareng. Namanya pak SS. Nomornya ini mbak

081XXXXXXX

AS: Siap pak, terima kasih banyak ya pak atas bantuannya.

Wassalamualaikum.

MH: Waalaykumsalam Warahmatullah.

286

Conversation 2

Day / Date : Thursday, 19 September 2013

Time : 12:00 a.m – 12.10 a.m


Interviewee : Mrs. IM

School : MTsN 9 Jakarta Pusat

Pre-setting



a.m). AS called again at 10 a.m but the English teacher is not

available yet. She tries again to call at 12 a.m at the second break.

AS: Assalamualaikum bu IM. Saya yang tadi telepon bu.

IM: Waalaykumsalam, Oh iya. Maaf mbak, tadi masih ada

anak-anak nanya ini itu. Mbak siapa tadi? Dari mana tadi?

Maaf saya lupa.

AS: Oh iya bu, tidak apa-apa. Saya Arnis, dari UIN Jakarta,

program magister pendidikan Bahasa Inggris. Saat ini saya

sedang melakukan survey tentang buku bahasa Inggris

yang digunakan di MTs di DKI Jakarta. Saya boleh

meminta waktunya sekitar lima menit ya bu?

IM: Ini mau nawarkan buku ya?

AS: Oh maaf bu, bukan. Saya sedang melakukan survey, untuk

mengetahui buku apa saja yang digunakan di MTs se DKI

Jakarta. Sebelumnya saya juga sempat mengirimkan survey

tertulis. Apakah ibu sempat mendapatkannya?

IM: Oh iya iya. Yang dari UIN itu ya. Iya mbak, maaf ya. Saya

belum sempat ngisi.

AS: Tidak apa-apa bu. Boleh kita mulai ya bu? Saat ini judul

buku yang digunakan apa ya bu?

IM: Sebentar..

Kalau kita pakai BSE ya mbak. Ini judulnya Scaffolding.

Yang dari Diknas itu.

AS: Semester ini pakai itu ya bu? Ibu kira-kira masih ingat ya

tema-temanya?

IM: Sebentar ya mbak, tak ambil saja dulu.

Nah ini mbak.. Apanya yang perlu saya amati?

AS: Dalam buku itu, menurut ibu, ada muatan budayanya atau

tidak?

IM: Yaa ada lah ya.

AS: Ada sedikit atau banyak bu? Apakah satu unit saja, 3 unit,

287

atau lebih dari separuh buku?

IM: Banyak sih mbak ya. Adalah lebih dari separuh buku.

Misalnya nih ya, ada tentang Borobudur, Bengawan Solo,

dan lain lain.

2a

AS: Baik bu. Bagaimana dengan budaya barat dan budaya

internasional pak? Budaya internasional maksud saya

adalah budaya dari negara selain Inggris dan Amerika. Ya,

misalnya Australia, negara-negara Asia, Afrika, dll.

IM: Ada juga.

AS: Kalau misalnya diurutkan antara budaya Indonesia, barat,

dan internasional, dari nomor 1 sampai 3, bagaimana bu?

IM: Yang jelas budaya Indonesia paling banyak, terus baru

budaya barat, baru budaya internasional

2c

AS: Menurut ibu, perlukah ada budaya barat dan budaya



IM: Perlu sih, tapi sedikit saja. Misalnya dimasukkan ke soal

latihan saja.

AS: Seberapa banyak ya bu, kira-kira? 20%, 30%, 50%?

IM: Sedikit saja mbak, maksimal 20% lah ya. Itupun

dimasukkan ke soalnya saja.

2d

AS: Baik bu.. nah ini pertanyaan terakhir ya bu. Misal nih, ada

buku bahasa Inggris yang menurut ibu ideal. Idealnya nih,

buku Bahasa Inggris untuk MTs, sebaiknya menampilkan

budaya mana saja? Apakah budaya Indonesia saja?

Apakah budaya Indonesia dan nilai Islami? Ataukah semua

budaya?

IM: Semuanya sih tidak apa-apa mbak. Tapi dipilih mana yang

update ya.

2e

AS: Kalau nilai Islaminya bagaimana bu?

IM: Ya bagus juga kalau ada. Tapi kalau nantinya tidak diujikan

ya tidak ada juga tidak apa-apa.

2f

AS: I see. Terima kasih banyak atas penjelasannya ya bu IM.

IM: Sama-sama mbak.

AS: Oh iya bu, apakah ibu mempunyai rekan guru di sekolah

lain yang bisa direkomendasikan untuk saya wawancarai

mengenai tema yang sama?

IM: Saya tidak punya nomornya sih mbak. Maaf ya.

AS: Siap bu, terima kasih banyak ya bu atas bantuannya.

Wassalamualaikum.

IM: Waalaykumsalam Warahmatullah.

288

Conversation 3

Day / Date : Tuesday, 21 September 2013

Time : 10:00 a.m – 10.10 a.m


Interviewee : Ms. IK

School : MTsN 4 Jakarta

Pre-setting

Ms IK is AS‘ classmate, she has been contacted earlier about the

interview.

AS: Assalamualaikum, benar dengan bu IK?

IK: Waalaykumsalam, iya benar.

AS: Selamat pagi bu saya Arnis UIN, Saat ini saya sedang



waktunya sekitar lima menit ya bu?

IK: Mau jualan buku?

AS: Oh tidak bu. Hanya ingin menanyakan tentang buku yang

sedang dipakai di MTS ibu.

IK: Oh iya, kalau di kita pakainya Scaffolding sama English on

Sky mbak.

3a

AS: Oh begitu ya bu. Saya mau menanyakan mengenai konten

budaya di dalamnya ya pak. Menurut buku, di Scaffolding

dan English on Sky itu ada konten budayanya tidak?

IK: mm.. ya ada ya mbak ya..

Banyakan di English on Sky daripada di Scaffolding

3b





IK: Menurut saya yang paling banyak itu Budaya Indonesia. 3c




IK: Perlu juga. Untuk informasi. Hanya saja porsinya tidak

terlalu besar.


IK: Sedikit saja lah ya. 20% paling banyak. 3d

AS: Baik bu.. untuk pertanyaan terakhir. Menurut ibu, idealnya

nih, buku Bahasa Inggris untuk MTs, sebaiknya

menampilkan budaya mana saja?

289



IK: Pada dasanya dan akhirnya sih guru ya yang memilah-

milah mana yang cocok untuk anak-anak MTs. Jadi semua

budaya ditampilkan tidak apa-apa, toh nanti kita pilah-lagi.

Tidak semua diajarkan.

3e

3f

AS: I see. Terima kasih banyak atas penjelasannya bu..

IK: Sama-sama mbak.

AS: Oh iya bu, apakah bapak mempunyai rekan guru di sekolah



IK: Sebentar ya saya ingat-ingat dulu. Gini saja, saya minta

nomor mbaknya. Nanti saya sms nmr hp temen saya itu.

AS: Siap bu, ini nomor saya: 0856 xxx xx xxx terima kasih

banyak ya bu atas bantuannya. Wassalamualaikum.

IK: Waalaykumsalam Warahmatullah.

Conversation 4

Day / Date : Wednesday, 16 September 2013

Time : 10:00 a.m – 10.10 a.m


Interviewee : Ms. HF

School : MTsN 37 Jakarta Barat

Pre-setting



a.m). The staff gives Ms HF cellphone number since she is rarely

visiting the TU office.

AS: Assalamualaikum, benar dengan bu HF?

HF: Waalaykumsalam, iya benar bu. Dengan siapa ini?

AS: Selamat pagi bu saya Arnis, dari UIN Jakarta, program

magister pendidikan Bahasa Inggris. Saat ini saya sedang




HF: Mau jualan buku?

AS: Oh tidak bu. Hanya ingin menanyakan tentang buku yang

sedang dipakai di MTS ibu.

HF: Oh iya, kalau di kita pakainya Scaffolding sama English on 4a

290

Sky mbak.


budaya di dalamnya ya pak. Menurut buku, di Scaffolding

dan English on Sky itu ada konten budayanya tidak?

HF: mm.. ya ada ya mbak ya..

Banyakan di English on Sky daripada di Scaffolding

4b





HF: Ya, ada sih. Tapi kebanyakan budaya Indonesia. 4c




HF: Perlu juga. Untuk informasi. Hanya saja porsinya tidak

terlalu besar.


HF: Sedikit saja lah ya. 20% paling banyak. 4d






HF: Pada dasanya dan akhirnya sih guru ya yang memilah-

milah mana yang cocok untuk anak-anak MTs. Jadi semua

budaya ditampilkan tidak apa-apa, toh nanti kita pilah-lagi.

Tidak semua diajarkan.

4e

4f


HF: Sama-sama mbak.

AS: Oh iya bu, apakah bapak mempunyai rekan guru di sekolah



HF: Sebentar ya saya ingat-ingat dulu. Gini saja, saya minta

nomor mbaknya. Nanti saya sms nmr hp temen saya itu.



HF: Waalaykumsalam Warahmatullah.

291

Interview 5

Day / Date : Monday, 13 September 2013

Time : 8 p.m


Interviewee : Ms. SP

School : MTsN 20 Jakarta Barat

Pre-setting



a.m). The staff gives Ms SP cellphone number since she is rarely

visiting the TU office, and Ms SP informs that she can be reached

at 8 p.m.

AS: Assalamualaikum, bu SP. Saya Arnis bu, dari UIN Jakarta.

SP: Waalaykumsalam, iya bu. Saya bu Surmayeni, panggil

Yeni saja.

AS: Baik bu Yeni, langsung saja ya bu? Saat ini saya sedang




SP: Ya boleh. Saya sudah tidak sibuk kalau jam segini.

AS: Buku yang digunakan di MTSN 20 apa saja ya bu?

SP: Oh iya, kalau di kita pakainya dari Diknas semua mbak.

Ada contextual teaching and learning sama English in

Focus.

5a


budaya di dalamnya ya bu. Menurut buku, di English in

Focus muatan budayanya ada tidak?

SP: Ada, banyak sekali. 5b





SP: Ya, ada sih. Tapi kebanyakan budaya Indonesia. 5c




SP: Perlu juga. Untuk bahan banding saja. 5d


SP: Sedikit saja lah ya. 20% paling banyak.


292





SP: Semuanya saja. Tapi kan yang ada sekarang tidak ada unsur

Islaminya, jadi ya dipilih dan dipilah saja.

5e

5f


SP: Sama-sama mbak.



SP: Waalaykumsalam Warahmatullah.

Interview 6

Day / Date : Thursday. 3 October 2013

Time : 10 a.m


Interviewee : Ms. YN


Pre-setting

Ms YN returned the printed survey, stating that she is available for

telephone interview at 10.00 on the scheduled day.

AS: Assalamualaikum, bu YN. Saya Arnis bu, dari UIN Jakarta.

MH: Waalaykumsalam, iya bu. Saya Yuni.

AS: Baik bu. Sebelumnya ibu sudah mengisi survey mengenai

buku bahasa Inggris. Nah, sekarang saya ingin bertanya

lebih lanjut mengenai konten budaya di dalamanya.

MH: Ya boleh.


MH: Kita pakainya Scaffolding dari Diknas sama Let‘s Talk dari

Pakar Raya.

6a


budaya di dalamnya ya bu. Menurut ibu, di Scaffolding ada

muatan budayanya?

MH: Ada, lumayan banyak. 6b





MH: Ya, ada sih. Tapi kebanyakan budaya Indonesia. Jadi kalau 6c

293

diurutkan, budaya Indonesia dulu, budaya Barat, lalu

budaya Internasional.




MH: Perlu juga. Namun sedikit saja.


MH: Sedikit saja lah ya. 20% paling banyak. Untuk menambah

wawasan.

6d






MH: Ya semuanya sih. Kan kita perlu tahu ragam budaya dalam

dan luar.

6e

6f


MH: Sama-sama mbak.

AS: Wassalamualaikum.


Interview 7

Day / Date : Thursday. 3 October 2013

Time : 12 p.m


Interviewee : Ms. EH


Pre-setting

Ms YN returned the printed survey, stating that she is available for

telephone interview at 12.00 on the scheduled day.

AS: Assalamualaikum, bu EH. Saya Arnis bu, dari UIN Jakarta.

MH: Waalaykumsalam, iya bu. Saya EH

AS: Baik bu. Sebelumnya ibu sudah mengisi survey mengenai

buku bahasa Inggris. Nah, sekarang saya ingin bertanya

lebih lanjut mengenai konten budaya di dalamanya.

MH: Ya boleh.


MH: Kita pakai Scaffolding dari Diknas mbak. Kalau lainnya, 7a

294

kita pakai sumber dari internet.


budaya di dalamnya ya bu. Menurut ibu, di Scaffolding ada

muatan budayanya?

MH: Ada, lumayan banyak. Satu buku itu..kalau diperkirakan

berapa unitnya ya, ada sekitar 2-3 unit lah.

7b





MH: Ada juga. Di scaffolding itu banyakan budaya barat, lalu

budaya Indonesia, baru budaya internasional.

7c




MH: Perlu sekali.


MH: Yaa..30-40% lah ya. Karena kalau kita mau berkomunikasi

dengan native, kita perlu tahu budaya mereka.

7d






MH: Ya semuanya sih. Kan bahasa Inggris digunakan sebagai

bahasa pengantar dalam pergaulan dunia, maka perlu juga

mengetahui budaya mereka agar tidak terjadi miss

komunikasi.

7e

7f


MH: Sama-sama mbak.

AS: Wassalamualaikum.


295

Appendix 5

Worksheet A. English textbook self-assessment

Book Title : ...............................

Pages : ...............................

Uni

t

Them

e

Pag

e

Notes Represented in... Sense of Culture 4 Ps classification

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rmati

ve

text

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ts (

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&

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es

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g t

ask

s

Idio

ms

&

coll

oca

tion

s R

eali

a &

pse

ud

o

reali

a

Vis

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illu

stra

tion

Sou

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rec

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ic

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Soci

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Sen

se

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tic

Sen

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es

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...

...

...

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296

CHECKLIST BLUEPRINT

I. TYPES OF CULTURAL INFORMATION

NO

.

TYPES OF

CULTURAL

PRESENTATION

NOTION Examples (if any)

1. Informative texts A kind of text that wants to

advise or tell readers about

something

Newspaper article

Notice

Website

Announcements,

etc

2. Texts presenting

foreign attitudes

and opinions

A kind of text that wants to

present attitudes or

opinions of people at target

culture or international

target culture

Stories

Newspaper column

Propaganda

Journal articles,

etc.

3. Dialogues about

everyday life

Conversations in speech

or writing between two or

more people, about daily

life

Conversations at

school bus

Conversations

between family

members at the

dining table

Conversations

between school

mates, etc.

4. Contextualized

writing tasks

A type of writing tasks

which require the learners

to provide responses based

on required theme,

conditions, or context

Completing a

dialogue on

introducting self

Writing recount

text about students‘

holiday

Writing descriptive

texts about

students‘ local

culture, etc.

5. Idioms and

collocations Idioms are a group of

words established by

usage as having a

meaning not deducible

from those of the

individual words

It is raining cats

and dogs

Nest egg.

gone with the wind

297

Collocations are a

familiar grouping of

words, especially

words that habitually

appear together and

thereby convey

meaning by

association.

like two peas in a

pod

burst into tears.

6. Realia or pseudo

realia

objects from real life used

in classroom instruction by

educators to improve

students' understanding of

other cultures and real life

situations.

Pseudo-realia refers to

objects on real life that is

retyped or scanned or

illustrated.

Statue

Musical

instruments

Customs

Emails

Telegraph

SMS

7. Visual illustrations a visual representation (a

picture or diagram) that is

used make some subject

more pleasing or easier to

understand.

Illustration

accompanying a

dialogue

Illustration

accompanying a

text or stories

8. Sound recordings a recording, fixed in any

material form, consisting

of sounds

Songs

Speech

Dialogues, etc

II. SENSES OF CULTURE

NO. SENSES OF

CULTURE NOTION Examples (if any)

1. Aesthetic sense Part of popular culture

which becomes the major

interests of early language

learners, as it pleases their

sensories (sought, hearing,

or smell)

media,

cinema,

music (either

serious or popular)

and literature.

2. Sociological sense Part of culture including the

social relationship organization of a

family,

298

a home life,

interpersonal

relations,

material conditions,

work and leisure,

customs and

institutions.

3. Semantic sense Concepts, perceptions, or

thought towards the culture.

4. Pragmatics sense background knowledge,

social and paralinguistic

skills, and language code

which are necessary for

successful communication

II. ELEMENTS OF CULTURE (4 Ps)

NO. ASPECTS OF

CULTURE NOTION Examples (if any)

1. Products Tangible culture objects objects, movies, TV

programs, food,

merchandise, prints,

travel destinations, etc.

2. Practices A form of culture that refers

to routines, constructed

habits, etc.

Customs, daily life,

sports, school life,

celebrations, etc.

3. Perspectives A form of culture that relates

to point of view, opinion, or

thoughts

Inspirations, values,

myths, world views,

beliefs, etc.

4. Persons Famous individuals

(fictitious or real), figures,

characters, etc.

Idols, figures of artists,

pop singers, athletes,

etc.

299

Appendix 6

The result of Content Analysis

A. English in Focus 1

1) Types of Cultural Information in English in Focus 1

Chapter Type of cultural information

a b c d e f g h

Chapter 1 0 0 17 9 1 1 4 8

Chapter 2 0 0 7 2 1 1 1 4

Chapter 3 1 0 4 7 0 2 8 3

Chapter 4 3 0 3 5 0 2 5 1

Chapter 5 3 0 6 3 0 1 9 1

Chapter 6 6 0 2 4 0 0 9 0

Chapter 7 5 0 2 1 0 0 10 1

Chapter 8 4 0 3 4 0 0 5 1

Frequency 22 0 44 35 2 7 51 19

12% 0% 24% 19% 1% 4% 28% 11%

2) Types of Culture in English in Focus 1

Chapter

Type of culture

source

culture

target

culture

international

target culture culture free

Chapter 1 37 2 0 15

Chapter 2 13 0 0 16

Chapter 3 22 2 1 13

Chapter 4 11 8 1 9

Chapter 5 18 6 0 18

Chapter 6 19 7 1 22

Chapter 7 5 11 0 9

Chapter 8 7 8 1 7

95 42 4 94

300

3) Senses of Culture in English in Focus 1

4) Elements of Culture in English in Focus 1

Products Practice Perspectives Persons

SC 1 0 0 1

TC 7 0 0 0

ITC 3 0 0 0

sum 11 0 0 1

Aesthetic Sociological Semantic Pragmatic

SC 3 3 0 0

TC 1 0 0 11

ITC 0 1 0 0

sum 4 4 0 11

301

B. English in Focus 2



a b c d e f g h

Chapter 1 3 0 8 6 4 2 22 1

Chapter 2 3 0 2 4 3 4 14 3

Chapter 3 2 0 3 7 4 2 7 2

Chapter 4 1 4 4 7 5 1 10 0

Chapter 5 0 1 7 5 4 4 12 2

Chapter 6 4 1 11 5 4 3 7 2

Frequency 13 6 35 34 24 16 72 10

6% 3% 17% 16% 11% 8% 34% 5%


Chapter

Type of culture

source

culture

target

culture

international


Chapter 1 22 13 2 8

Chapter 2 9 13 7 5

Chapter 3 14 15 0 1

Chapter 4 8 22 2 6

Chapter 5 7 21 7 7

Chapter 6 5 26 5 4

43 97 21 23

302




SC 5 0 0 1

TC 6 0 0 0

ITC 24 0 0 5

sum 35 0 0 6


SC 9 2 0 0

TC 4 0 0 14

ITC 22 0 0 0

sum 35 2 0 14

303

C. English in Focus 3



a b c d e f g h

Chapter 1 1 0 2 1 7 0 7 2

Chapter 2 7 0 3 1 4 12 20 1

Chapter 3 1 0 4 3 4 5 30 4

Chapter 4 22 0 4 6 17 3 8 0

Chapter 5 2 0 1 8 4 1 14 1

Frequency 33 0 14 19 36 21 79 8

16% 0% 7% 9% 17% 10% 38% 4%


Chapter

Type of culture

source

culture

target

culture

international

target culture

culture

free

Chapter 1 4 12 2 12

Chapter 2 22 8 17 2

Chapter 3 10 16 3 27

Chapter 4 35 22 12 3

Chapter 5 4 14 4 13

71 60 36 45

304



SC 27 0 0 0

TC 5 0 0 13

ITC 6 0 0 0

sum 38 0 0 13



SC 31 0 0 0 TC 8 0 0 0 ITC 7 0 0 0 sum 46 0 0 0

305

English in Focus 1-3

1) Types of Cultural Information in EIF 1-3

Books Type of cultural information

a b c d e f g h

EIF 1 22 0 44 35 2 7 51 19

EIF 2 13 6 35 34 24 16 72 10

EIF 3 33 0 14 19 36 21 79 8

Frequency 68 6 93 88 62 44 202 37

11% 1% 16% 15% 10% 7% 34% 6%

2) Types of Culture in EIF 1-3

Chapter

Type of culture

source

culture target culture

international


EIF 1 95 42 4 94

EIF 2 43 97 21 23

EIF 3 71 21 36 45

209 23 61 162

3) Senses of Culture in EIF 1-3


EIF1 0 1 0 0

EIF2 22 0 0 0

EIF3 6 0 0 0

sum 28 1 0 0

4) Elements of Culture in EIF 1-3 Products Practice Perspectives Persons

EIF1 37 0 0 2

EIF2 21 0 0 0

EIF3 34 0 0 5 sum 92 0 0 7

306

D) English on Sky 1

1) Types of Cultural Information in English on Sky 1


a b c d e f g h

Chapter 1 7 0 10 11 6 4 44 10

Chapter 2 1 0 10 16 6 2 68 8

Chapter 3 1 0 9 9 7 6 46 9

Chapter 4 4 0 15 18 5 4 94 9

Chapter 5 5 0 16 15 3 1 80 11

Chapter 6 2 0 9 14 6 2 79 9

Chapter 7 3 0 7 14 5 1 37 7

Frequency 23 0 76 97 38 20 448 63

3% 0% 10% 13% 5% 3% 59% 8%

2) Types of Culture in English on Sky 1

Chapter

Type of culture

source

culture

target

culture

international


Chapter 1 54 37 6 8

Chapter 2 58 32 1 31

Chapter 3 44 27 1 33

Chapter 4 51 83 0 26

Chapter 5 35 23 0 87

Chapter 6 38 57 5 27

Chapter 7 18 21 0 48

244 243 7 252

307

3) Senses of Culture in English on Sky 1


SC 2 12 0 0

TC 14 57 0 29

ITC 0 5 0 0

sum 16 74 0 29

4) Elements of Culture in English on Sky 1 Products Practice Perspectives Persons

SC 6 0 0 30

TC 16 0 0 12

ITC 0 0 0 3

sum 22 0 0 45

308

E) English on Sky 2



a b c d e f g h

Chapter 1 1 0 10 8 5 3 63 10

Chapter 2 5 0 1 8 5 0 47 3

Chapter 3 3 0 14 12 8 2 36 11

Chapter 4 1 0 9 13 7 1 25 10

Chapter 5 5 0 14 12 7 1 64 12

Chapter 6 1 0 8 12 9 0 23 7

Chapter 7 8 0 15 20 6 1 47 13

Chapter 8 0 0 11 14 3 0 12 10

Frequency 24 0 82 99 50 8 317 76

4% 0% 13% 15% 8% 1% 48% 12%


Chapter

Type of culture

source

culture

target

culture

international

target culture

culture

free

Chapter 1 16 42 0 54

Chapter 2 12 23 5 37

Chapter 3 24 28 0 42

Chapter 4 30 27 3 19

Chapter 5 52 45 37 7

Chapter 6 12 16 19 31

Chapter 7 35 54 16 25

Chapter 8 33 25 0 7

198 218 80 168

309



SC 16 6 0 0

TC 79 27 0 47

ITC 20 4 0 0

sum 115 37 0 47


SC 28 0 0 9

TC 35 0 0 12

ITC 20 0 0 14

sum 83 0 0 35

310

F) English on Sky 3



a b c d e f g h

Chapter 1 3 0 15 19 10 5 115 7

Chapter 2 8 0 5 18 9 6 54 5

Chapter 3 7 0 4 9 6 1 44 6

Chapter 4 4 0 11 12 7 3 58 8

Chapter 5 4 0 2 6 7 0 13 6

Chapter 6 3 0 5 5 5 3 49 4

Frequency 29 0 42 69 44 18 333 36

5% 0% 7% 12% 8% 3% 58% 6%


Chapter

Type of culture

source

culture

target

culture

international

target culture

culture

free

Chapter 1 33 57 3 99

Chapter 2 38 35 5 25

Chapter 3 25 19 1 28

Chapter 4 31 32 8 49

Chapter 5 10 20 5 13

Chapter 6 15 39 1 26

119 145 20 141

311



SC 8 3 0 0

TC 22 18 0 25

ITC 7 0 0 0

sum 37 21 0 25


SC 24 1 0 4

TC 27 10 0 0

ITC 17 0 0 0

sum 68 11 0 4

312

English on Sky 1-3

1) Types of Cultural Information in EOS 1-3

2) Types of Culture in EOS 1-3

Chapter

Type of culture

source

culture

target

culture

international


EOS 1 244 243 7 252

EOS 2 198 218 80 268

EOS 3 119 145 20 141

561 606 107 561

3) Senses of Culture in EOS 1-3


EOS 1 26 21 0 0

EOS 2 115 102 0 101

EOS 3 27 9 0 0

sum 168 132 0 38

4) Elements of Culture in EOS 1-3 Products Practice Perspectives Persons

EOS 1 51 0 0 39

EOS 2 78 10 0 24

EOS 3 37 0 0 17

sum 166 10 0 80

Books Type of cultural information

a b c d e f g h

EOS 1 23 0 76 97 38 20 448 63

EOS 2 24 0 82 99 50 8 317 76

EOS 3 29 0 42 69 44 18 333 36

Frequency 76 0 200 265 132 46 1098 175

313

APPENDIX 7

DIRECTORY OF MADRASAH TSANAWIYAH NEGERI

IN DKI JAKARTA

314

APPENDIX 7 (continued)


IN DKI JAKARTA

315

APPENDIX 7(continued)


IN DKI JAKARTA

316

APPENDIX 8

STANDARD OF COMPETENCE

ENGLISH TEACHING AT MADRASAH TSANAWIYAH

LAMPIRAN PERATURAN MENTERI PENDIDIKAN NASIONAL NOMOR 23 TAHUN 2006 TANGGAL 23 MEI 2006

STANDAR KOMPETENSI LULUSAN (SKL)

317

APPENDIX 9

TEXTBOOK EVALUATION INSTRUMENT BY MoNE

INSTRUMEN PENILAIAN I

BUKU TEKS PELAJARAN BAHASA INGGRIS SMP/MTS

318

APPENDIX 9 (continued) TEXTBOOK EVALUATION INSTRUMENT BY MoNE

Badan Standar Nasional Pendidikan (BSNP). 2011. Instrumen

Penilaian Buku Teks Bahasa Inggris Tingkat SMP/MTs

Tahun 2011. Downloaded from http://bsnp-

indonesia.org/id/?p=734



319

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