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
2
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
GRADUATE PROGRAM OF ENGLISH EDUCATION
THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING
UIN SYARIF HIDAYATULLAH JAKARTA
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
GRADUATE PROGRAM OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
UIN SYARIF HIDAYATULLAH JAKARTA
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
6
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
8
يهخص
انظتخذيح ف انذارص درص انهغح اإلجهشح 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 اإلجهشح انظتخذيح ف انذارص انتىط
(. نهذا انصذد ختار انكتاتا intercultural competenceتح انكفاح ت انثقافاخ )
(" ي إزالجا نهطثاعح English on Skyها كتاب "انهغح اإلجهشح ف انظاء )
("ي English in Focusوانشز وانتىسع،وكتاب "انهغح اإلجهشح 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 اإلجهشح وأ
Guru Mata Pelajaran (MGMP) .)
حصم هذا انثحث عه انخالصح أ يحتىي انثقافح ف انكتات انذكىر تثم ف
انصىرج انثصزح فحظة وه ي خالل انتجاتىاألجهشج، وتظى تانثقافح اإلذوظح
انغزتح انت تتطىر يعها انهغح اإلجهشح، وتثف شكم دو انثقافح انعانحوانثقافح
ططح نض عقا، وشتم عه انجىاة انجانح وانتذاونح/انثزاجتح تأكثز ي
انجىاة االجتاعح وانذالنح، وال تىفز انقارح واالختالف ت انثقافاخ. فهذنك ظتذل
عا تح انكفاح ت انثقافاخ.هذا انثحث عه أ انكتات انذكىر ال ذ
كهاخ انفتاح: انحتىي انثقاف، كتاب درص انهغح اإلجهشح.
9
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
10
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
11
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
a. Types of Cultural Information ........................... 63
b. Types of Culture ................................................ 65
c. Senses of Culture ............................................... 67
d. Elements of Culture ........................................... 69
3. English in Focus 3 .................................................. 71
a. Types of Cultural Information ........................... 71
b. Types of Culture ................................................ 74
c. Senses of Culture ............................................... 75
d. Elements of Culture ........................................... 77
4. English on Sky 1 ..................................................... 78
a. Types of Cultural Information ........................... 80
b. Types of Culture ................................................ 81
c. Senses of Culture ............................................... 83
d. Elements of Culture ........................................... 85
5. English on Sky 2 ..................................................... 86
a. Types of Cultural Information ........................... 86
b. Types of Culture ................................................ 88
c. Senses of Culture ............................................... 89
d. Elements of Culture ........................................... 92
6. English on Sky 3 ..................................................... 92
a. Types of Cultural Information ........................... 93
b. Types of Culture ................................................ 95
c. Senses of Culture ............................................... 97
d. Elements of Culture ........................................... 97
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 4.5 Types of Cultural Information in English in Focus 2 ...... 59
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 4.9 Types of Cultural Information in English in Focus 3 ...... 66
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 4.17 Types of Cultural Information in English on Sky 2 ...... 80
Chart 4.18 Types of Culture in English on Sky 2 ........................... 81
Chart 4.19 Senses of Culture in English on Sky 2 .......................... 82
Chart 4.20 Elements of Culture in English on Sky 2 ...................... 84
Chart 4.21 Types of Cultural Information in English on Sky 3 ...... 86
Chart 4.22 Types of Culture in English on Sky 3 ........................... 87
Chart 4.23 Senses of Culture in English on Sky 3 .......................... 88
Chart 4.24 Elements of Culture in English on Sky 3 ...................... 89
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
Picture 4.2 Descriptive texts and contextualized writing task
representing target culture ................................................................ 55
Picture 4.3 Descriptive texts and contextualized writing task
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)
15
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 4.2 Themes, Topics, and Text Genres in EIF2 ...................... 60
Table 4.3 Themes, Topics, and Text Genres in EIF3 ...................... 69
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
17
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
18
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.
20
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.
21
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
Nina Bates, Real Time: An Interactive English Course for Junior High
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
Nina Bates, Real Time: An Interactive English Course for Junior High
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
Nina Bates, Real Time: An Interactive English Course for Junior High
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
Nina Bates, Real Time: An Interactive English Course for Junior High
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
Nina Bates, Real Time: An Interactive English Course for Junior High
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
Nina Bates, Real Time: An Interactive English Course for Junior High
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
Nina Bates, Real Time: An Interactive English Course for Junior High
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.
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
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.
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
Ka Ming Yuen, ―The Representation of Foreign Cultures in English
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
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.
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 functional texts
(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
Short functional 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
Artono Wardiman, Masduki B. Jahur, and M. Sukirman Djusma. English
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
2. English in Focus 2
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
Short functional texts
(memo, signs)
Descriptive texts
Unit 2
It‘s Time for
Holidays
Cities and
holidays
Short functional texts
(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
Artono Wardiman, Masduki B. Jahur, and M. Sukirman Djusma. English in
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
Artono Wardiman, Masduki B. Jahur, and M. Sukirman Djusma. English in
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
Artono Wardiman, Masduki B. Jahur, and M. Sukirman Djusma. English in
Focus 2 for grade VIII (Jakarta: 2008), p.137.
186
c) Senses of Culture in English in Focus 2
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
Artono Wardiman, Masduki B. Jahur, and M. Sukirman Djusma. English
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.
d) Elements of Culture in English in Focus 2
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
Artono Wardiman, Masduki B. Jahur, and M. Sukirman Djusma. English
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
Artono Wardiman, Masduki B. Jahur, and M. Sukirman Djusma. English in
Focus 2 for grade VIII (Jakarta: 2008), p.42.
190
is good for source culture preservation, but at the same time, is not
good for cross cultural knowledge.
3. English in Focus 3
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
Artono Wardiman, Masduki B. Jahur, and M. Sukirman Djusma. English in
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
Artono Wardiman, Masduki B. Jahur, and M. Sukirman Djusma. English in
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.
c) Senses of Culture in English in Focus 3
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
Artono Wardiman, Masduki B. Jahur, and M. Sukirman Djusma. English in
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
Artono Wardiman, Masduki B. Jahur, and M. Sukirman Djusma. English in
Focus 3 for grade IX (Jakarta: 2008), p.59., p88.
197
certain culture value, nor any information about the social
organization in other countries.
d) Elements of Culture in English in Focus 3
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
illustration, and h) sound recording.
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
Mukarto, et. al. English on Sky 1 (Jakarta: Erlangga), p. 83.
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
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.
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).
Chart 4.18 Types of Culture in EOS 2
111
Mukarto, et. al. English on Sky 2 (Jakarta: Erlangga), p. 75.
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
Chart 4.19 Senses of Culture in EOS 2
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
Mukarto, et. al. English on Sky 2 (Jakarta: Erlangga), p. 173.
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
Mukarto, et. al. English on Sky 2 (Jakarta: Erlangga), p. 137.
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
foreign attitudes and opinions, c) dialogues about
213
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 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
Chart 4.22 Types of Culture in EOS 3
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.
Chart 4.23 Senses of Culture in EOS 3
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
Mukarto, et. al. English on Sky 3 (Jakarta: Erlangga, 2008), p. 5.
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
Mukarto, et. al. English on Sky 2 (Jakarta: Erlangga, 2008), p. 161.
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
Mukarto, et. al. English on Sky 2 (Jakarta: Erlangga, 2008), p. 34.
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.
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
Ka Ming Yuen, ―The Representation of Foreign Cultures in English
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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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
AS: Assalamualaikum Pak
VP: Waalaykumsalam. Ya? Ada apa?
AS: saya Arnis, Pak. Dari UIN Jakarta, program magister
pendidikan Bahasa Inggris. Saya sebelumnya sudah
mengirimkan survey via pos pak.
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
pendidikan Bahasa Inggris. Saya sebelumnya sudah
mengirimkan survey via pos pak.
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
AS: Assalamualaikum ..
VP: Waalaykumsalam. Iya, ini siapa ya?
AS: Saya Arnis, Pak. Dari UIN Jakarta, program magister
pendidikan Bahasa Inggris. Saya sebelumnya sudah
mengirimkan survey via pos pak.
VP: Oh yang itu. Iya mbak. Saya sudah catat nama bukunya.
AS: Oh begitu, boleh disebutkan pak?
VP: Sebentar ya..jangan ditutup.
268
AS: Baik pak, terima kasih...
VP: Halo. Bukunya dari Diknas mbak. English in Focus
judulnya.
1a
AS: Oh BSE ya pak? Oke sudah saya catat. Sementara sudah
cukup pak, terima kasih atas bantuannya.
Wassalamualaikum..
VP: Waalaykumsalam.
5. MTsN 33 Jakarta
AS: Halo, Assalamualaikum. betul dengan pak waka
kurikulum?
VP: Waalaykumsalam. Betul, 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 iya iya saya ingat.
AS: Iya 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 tinggal sebentar mau ambil bukunya
dulu. Nanti bisa telp lagi?
AS: Baik pak, saya telepon lagi ketika istirahat kedua, jam 12.
(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?
VP: Waalaykumsalam. Betul, dengan siapa ini?
AS: saya Arnis, bu. Dari UIN Jakarta, program magister
pendidikan Bahasa Inggris. Saya sebelumnya sudah
mengirimkan survey via pos pak.
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
perlukan. Wassalamualaikum.
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.
VP: Oh iya iya saya ingat.
AS: Iya pak. Maaf saya boleh minta waktunya sekitar 2 menit ya
pak, untuk menanyakan judul buku bahasa Inggris yang saat
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
AS: Sip, baik pak, terima kasih banyak. Itu saja yang saya
perlukan. Wassalamualaikum.
VP: Waalaykumsalam.
8. MTsN 21 Jakarta
AS: Halo, Assalamualaikum. betul dengan pak waka
kurikulum?
VP: Waalaykumsalam. Betul, dengan siapa ini?
AS: Saya Arnis, Pak. Dari UIN Jakarta, program magister
pendidikan Bahasa Inggris. Saya sebelumnya sudah
mengirimkan survey via pos pak.
VP: Iya trus saya bisa bantu apa?
AS: Iya pak. Maaf saya boleh minta waktunya sekitar 2 menit ya
pak, untuk menanyakan judul buku bahasa Inggris yang saat
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
AS: Sip, baik pak, terima kasih banyak. Itu saja yang saya
perlukan. Wassalamualaikum.
270
VP: Waalaykumsalam.
9. MTsN 24 Jakarta
AS: Halo, Assalamualaikum. betul dengan pak waka
kurikulum?
VP: Waalaykumsalam. Betul, 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 iya iya saya ingat.
AS: Iya 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 tinggal sebentar mau ambil bukunya
dulu. Nanti bisa telp lagi?
AS: Baik pak, saya telepon lagi ketika istirahat kedua, jam 12.
(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.
10. MTsN 18 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: 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
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: Ya ya 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: 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
AS: Assalamualaikum Pak
VP: Waalaykumsalam. Ya? Ada apa?
AS: saya Arnis, Pak. Dari UIN Jakarta, program magister
pendidikan Bahasa Inggris. Saya sebelumnya sudah
mengirimkan survey via pos pak.
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
AS: Assalamualaikum ..
VP: Waalaykumsalam. Siapa ini?
AS: Saya Arnis, Pak. Dari UIN Jakarta, program magister
272
pendidikan Bahasa Inggris. Saya sebelumnya sudah
mengirimkan survey via pos pak.
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. English in Focus, buku BSE mbak 1a
AS: Oh BSE ya pak? Oke sudah saya catat. Sementara sudah
cukup pak, terima kasih atas bantuannya.
Wassalamualaikum..
VP: Waalaykumsalam.
14. MTsN 36 Jakarta
AS: Assalamualaikum ..
VP: Waalaykumsalam. Iya, ini siapa ya?
AS: Saya Arnis, Pak. Dari UIN Jakarta, program magister
pendidikan Bahasa Inggris. Saya sebelumnya sudah
mengirimkan survey via pos pak.
VP: Oh yang itu. Iya mbak. Saya sudah catat nama bukunya.
AS: Oh begitu, boleh disebutkan pak?
VP: Sebentar ya..jangan ditutup.
AS: Baik pak, terima kasih...
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
AS: Halo, Assalamualaikum. betul dengan pak waka
kurikulum?
VP: Waalaykumsalam. Betul, 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 iya iya saya ingat.
AS: Iya pak. Maaf saya boleh minta waktunya sekitar 2 menit ya
pak, untuk menanyakan judul buku bahasa Inggris yang saat
ini dipakai.
273
VP: Sebentar ya. Saya tinggal sebentar mau ambil bukunya
dulu. Nanti bisa telp lagi?
AS: Baik pak, saya telepon lagi ketika istirahat kedua, jam 12.
(2 hours later)
VP: OK. Ini ada. Judulnya ada dua. English in Focus sama
Flying Start
1a
AS: Sip, baik pak, terima kasih banyak. Itu saja yang saya
perlukan. Wassalamualaikum.
VP: Waalaykumsalam.
16. MTsN 31 Jakarta
AS: Halo, Assalamualaikum. betul dengan pak waka
kurikulum?
VP: Waalaykumsalam. Betul, dengan siapa ini?
AS: saya Arnis, Pak. Dari UIN Jakarta, program magister
pendidikan Bahasa Inggris. Saya sebelumnya sudah
mengirimkan survey via pos pak.
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
AS: Sip, baik pak, terima kasih banyak. Itu saja yang saya
perlukan. Wassalamualaikum.
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.
VP: Oh iya iya saya ingat.
AS: Iya pak. Maaf saya boleh minta waktunya sekitar 2 menit ya
pak, untuk menanyakan judul buku bahasa Inggris yang saat
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
AS: Sip, baik pak, terima kasih banyak. Itu saja yang saya
perlukan. Wassalamualaikum.
VP: Waalaykumsalam.
18. MTsN 21 Jakarta
AS: Halo, Assalamualaikum. betul dengan pak waka
kurikulum?
VP: Waalaykumsalam. Betul, dengan siapa ini?
AS: saya Arnis, Pak. Dari UIN Jakarta, program magister
pendidikan Bahasa Inggris. Saya sebelumnya sudah
mengirimkan survey via pos pak.
VP: Iya trus saya bisa bantu apa?
AS: Iya pak. Maaf saya boleh minta waktunya sekitar 2 menit ya
pak, untuk menanyakan judul buku bahasa Inggris yang saat
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
AS: Sip, baik pak, terima kasih banyak. Itu saja yang saya
perlukan. Wassalamualaikum.
VP: Waalaykumsalam.
19. MTsN 14 Jakarta
AS: Halo, Assalamualaikum. betul dengan pak waka
kurikulum?
VP: Waalaykumsalam. Betul, 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 iya iya saya ingat.
AS: Iya 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 tinggal sebentar mau ambil bukunya
dulu. Nanti bisa telp lagi?
AS: Baik pak, saya telepon lagi ketika istirahat kedua, jam 12.
(2 hours later)
VP: OK. Ini ada. Judulnya ada dua. English in Focus sama 1a
275
English on Sky
AS: Sip, baik pak, terima kasih banyak. Itu saja yang saya
perlukan. Wassalamualaikum.
VP: Waalaykumsalam.
20. MTsN 29 Jakarta
AS: Halo, Assalamualaikum. betul dengan pak waka
kurikulum?
VP: Waalaykumsalam. Ya, saya. Dengan siapa saya berbicara?
AS: saya Arnis, Pak. Dari UIN Jakarta, Saya sebelumnya sudah
mengirimkan survey via pos pak.
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
AS: Sip, baik pak, terima kasih banyak. Itu saja yang saya
perlukan. Wassalamualaikum.
VP: Waalaykumsalam.
21. MTsN 17 Jakarta
AS: Halo, Assalamualaikum. betul dengan pak waka
kurikulum?
VP: Waalaykumsalam. Ya, saya. Dengan siapa saya berbicara?
AS: saya Arnis, bu. Dari UIN Jakarta, Saya sebelumnya sudah
mengirimkan survey via pos pak.
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
perlukan. Wassalamualaikum.
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?
AS: saya Arnis, Pak. Dari UIN Jakarta, program magister
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?
AS: saya Arnis, Pak. Dari UIN Jakarta, program magister
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.
Oh ya, apakah bapak punya nomor kontak ketua MGMP
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?
AS: saya Arnis, Pak. Dari UIN Jakarta, program magister
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.
Oh ya, apakah bapak punya nomor kontak ketua MGMP
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?
AS: saya Arnis, Pak. Dari UIN Jakarta, program magister
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
MTs Negeri 20 Jakarta
MTsN 4 JAKARTA SELATAN
Mtsn 33 Jakarta
MTs Negeri 4 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
Interviewer : Arnis Silvia (AS)
Interviewee : Mrs. IM
School : MTsN 9 Jakarta Pusat
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 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
internasional selain budaya Indonesia, di dalam buku
bahasa Inggris untuk MTs?
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
Interviewer : Arnis Silvia (AS)
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
melakukan survey tentang buku bahasa Inggris yang
digunakan di MTs di DKI Jakarta. Saya boleh meminta
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
AS: 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.
IK: Menurut saya yang paling banyak itu Budaya Indonesia. 3c
AS: Menurut ibu, perlukah ada budaya barat dan budaya
internasional selain budaya Indonesia, di dalam buku
bahasa Inggris untuk MTs?
IK: Perlu juga. Untuk informasi. Hanya saja porsinya tidak
terlalu besar.
AS: Seberapa banyak ya bu, kira-kira? 20%, 30%, 50%?
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
Apakah budaya Indonesia saja? Apakah budaya Indonesia
dan nilai Islami? Ataukah semua budaya?
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
lain yang bisa direkomendasikan untuk saya wawancarai
mengenai tema yang sama?
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
Interviewer : Arnis Silvia (AS)
Interviewee : Ms. HF
School : MTsN 37 Jakarta Barat
Pre-setting
AS is calling the TU staff in the morning (at 8 a.m) to inform that
she is going to speak with the English teacher at the break time (10
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
melakukan survey tentang buku bahasa Inggris yang
digunakan di MTs di DKI Jakarta. Saya boleh meminta
waktunya sekitar lima menit ya bu?
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.
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?
HF: mm.. ya ada ya mbak ya..
Banyakan di English on Sky daripada di Scaffolding
4b
AS: 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.
HF: Ya, ada sih. Tapi kebanyakan budaya Indonesia. 4c
AS: Menurut ibu, perlukah ada budaya barat dan budaya
internasional selain budaya Indonesia, di dalam buku
bahasa Inggris untuk MTs?
HF: Perlu juga. Untuk informasi. Hanya saja porsinya tidak
terlalu besar.
AS: Seberapa banyak ya bu, kira-kira? 20%, 30%, 50%?
HF: Sedikit saja lah ya. 20% paling banyak. 4d
AS: Baik bu.. untuk pertanyaan terakhir. Menurut ibu, 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?
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
AS: I see. Terima kasih banyak atas penjelasannya bu..
HF: Sama-sama mbak.
AS: Oh iya bu, apakah bapak mempunyai rekan guru di sekolah
lain yang bisa direkomendasikan untuk saya wawancarai
mengenai tema yang sama?
HF: 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.
HF: Waalaykumsalam Warahmatullah.
291
Interview 5
Day / Date : Monday, 13 September 2013
Time : 8 p.m
Interviewer : Arnis Silvia (AS)
Interviewee : Ms. SP
School : MTsN 20 Jakarta Barat
Pre-setting
AS is calling the TU staff in the morning (at 8 a.m) to inform that
she is going to speak with the English teacher at the break time (10
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
melakukan survey tentang buku bahasa Inggris yang
digunakan di MTs di DKI Jakarta. Saya boleh meminta
waktunya sekitar lima menit ya bu?
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
AS: Oh begitu ya bu. Saya mau menanyakan mengenai konten
budaya di dalamnya ya bu. Menurut buku, di English in
Focus muatan budayanya ada tidak?
SP: Ada, banyak sekali. 5b
AS: 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.
SP: Ya, ada sih. Tapi kebanyakan budaya Indonesia. 5c
AS: Menurut ibu, perlukah ada budaya barat dan budaya
internasional selain budaya Indonesia, di dalam buku
bahasa Inggris untuk MTs?
SP: Perlu juga. Untuk bahan banding saja. 5d
AS: Seberapa banyak ya bu, kira-kira? 20%, 30%, 50%?
SP: Sedikit saja lah ya. 20% paling banyak.
AS: Baik bu.. untuk pertanyaan terakhir. Menurut ibu, idealnya
292
nih, buku Bahasa Inggris untuk MTs, sebaiknya
menampilkan budaya mana saja?
Apakah budaya Indonesia saja? Apakah budaya Indonesia
dan nilai Islami? Ataukah semua budaya?
SP: Semuanya saja. Tapi kan yang ada sekarang tidak ada unsur
Islaminya, jadi ya dipilih dan dipilah saja.
5e
5f
AS: I see. Terima kasih banyak atas penjelasannya bu..
SP: Sama-sama mbak.
AS: Siap bu, ini nomor saya: 0856 xxx xx xxx terima kasih
banyak ya bu atas bantuannya. Wassalamualaikum.
SP: Waalaykumsalam Warahmatullah.
Interview 6
Day / Date : Thursday. 3 October 2013
Time : 10 a.m
Interviewer : Arnis Silvia (AS)
Interviewee : Ms. YN
School : MTsN 29 Jakarta
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.
AS: Buku yang digunakan di MTSN 29 apa saja ya bu?
MH: Kita pakainya Scaffolding dari Diknas sama Let‘s Talk dari
Pakar Raya.
6a
AS: Oh begitu ya bu. Saya mau menanyakan mengenai konten
budaya di dalamnya ya bu. Menurut ibu, di Scaffolding ada
muatan budayanya?
MH: Ada, lumayan banyak. 6b
AS: 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.
MH: Ya, ada sih. Tapi kebanyakan budaya Indonesia. Jadi kalau 6c
293
diurutkan, budaya Indonesia dulu, budaya Barat, lalu
budaya Internasional.
AS: Menurut ibu, perlukah ada budaya barat dan budaya
internasional selain budaya Indonesia, di dalam buku
bahasa Inggris untuk MTs?
MH: Perlu juga. Namun sedikit saja.
AS: Seberapa banyak ya bu, kira-kira? 20%, 30%, 50%?
MH: Sedikit saja lah ya. 20% paling banyak. Untuk menambah
wawasan.
6d
AS: Baik bu.. untuk pertanyaan terakhir. Menurut ibu, 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: Ya semuanya sih. Kan kita perlu tahu ragam budaya dalam
dan luar.
6e
6f
AS: I see. Terima kasih banyak atas penjelasannya bu..
MH: Sama-sama mbak.
AS: Wassalamualaikum.
MH: Waalaykumsalam Warahmatullah.
Interview 7
Day / Date : Thursday. 3 October 2013
Time : 12 p.m
Interviewer : Arnis Silvia (AS)
Interviewee : Ms. EH
School : MTsN 17 Jakarta
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.
AS: Buku yang digunakan di MTSN 17 apa saja ya bu?
MH: Kita pakai Scaffolding dari Diknas mbak. Kalau lainnya, 7a
294
kita pakai sumber dari internet.
AS: Oh begitu ya bu. Saya mau menanyakan mengenai konten
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
AS: 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.
MH: Ada juga. Di scaffolding itu banyakan budaya barat, lalu
budaya Indonesia, baru budaya internasional.
7c
AS: Menurut ibu, perlukah ada budaya barat dan budaya
internasional selain budaya Indonesia, di dalam buku
bahasa Inggris untuk MTs?
MH: Perlu sekali.
AS: Seberapa banyak ya bu, kira-kira? 20%, 30%, 50%?
MH: Yaa..30-40% lah ya. Karena kalau kita mau berkomunikasi
dengan native, kita perlu tahu budaya mereka.
7d
AS: Baik bu.. untuk pertanyaan terakhir. Menurut ibu, 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: 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
AS: I see. Terima kasih banyak atas penjelasannya bu..
MH: Sama-sama mbak.
AS: Wassalamualaikum.
MH: Waalaykumsalam Warahmatullah.
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
Info
rmati
ve
text
Tex
ts (
att
itu
des
&
op
inio
n)
Dia
logu
es
Con
textu
ali
zed
wri
tin
g t
ask
s
Idio
ms
&
coll
oca
tion
s R
eali
a &
pse
ud
o
reali
a
Vis
ual
illu
stra
tion
Sou
nd
rec
ord
ings
Aes
thet
ic
Sen
se
Soci
olo
gic
al
Sen
se
Sem
an
tic
Sen
se
Pra
gm
ati
cs S
ense
Pro
du
cts
Pra
ctic
es
Per
spec
tiv
es
Per
son
s
1
...
...
...
...
...
...
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
1) Types of Cultural Information in English in Focus 2
Chapter Type of cultural information
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%
2) Types of Culture in English in Focus 2
Chapter
Type of culture
source
culture
target
culture
international
target culture culture free
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
3) Senses of Culture in English in Focus 2
4) Elements of Culture in English in Focus 2
Products Practice Perspectives Persons
SC 5 0 0 1
TC 6 0 0 0
ITC 24 0 0 5
sum 35 0 0 6
Aesthetic Sociological Semantic Pragmatic
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
1) Types of Cultural Information in English in Focus 3
Chapter Type of cultural information
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%
2) Types of Culture in English in Focus 3
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
3) Senses of Culture in English in Focus 3
Aesthetic Sociological Semantic Pragmatic
SC 27 0 0 0
TC 5 0 0 13
ITC 6 0 0 0
sum 38 0 0 13
4) Elements of Culture in English in Focus 3
Products Practice Perspectives Persons
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
target culture culture free
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
Aesthetic Sociological Semantic Pragmatic
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
Chapter Type of cultural information
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
target culture culture free
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
Aesthetic Sociological Semantic Pragmatic
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
1) Types of Cultural Information in English on Sky 2
Chapter Type of cultural information
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%
2) Types of Culture in English on Sky 2
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
3) Senses of Culture in English on Sky 2
Aesthetic Sociological Semantic Pragmatic
SC 16 6 0 0
TC 79 27 0 47
ITC 20 4 0 0
sum 115 37 0 47
4) Elements of Culture in English on Sky 2 Products Practice Perspectives Persons
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
1) Types of Cultural Information in English on Sky 3
Chapter Type of cultural information
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%
2) Types of Culture in English on Sky 3
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
3) Senses of Culture in English on Sky 3
Aesthetic Sociological Semantic Pragmatic
SC 8 3 0 0
TC 22 18 0 25
ITC 7 0 0 0
sum 37 21 0 25
4) Elements of Culture in English on Sky 3 Products Practice Perspectives Persons
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
target culture culture free
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
Aesthetic Sociological Semantic Pragmatic
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)
DIRECTORY OF MADRASAH TSANAWIYAH NEGERI
IN DKI JAKARTA
315
APPENDIX 7(continued)
DIRECTORY OF MADRASAH TSANAWIYAH NEGERI
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