English Ideas: Journal of English Language Education Vol.
July 2021 Copyright A 2021 English Ideas CULTURAL CONTENT ANALYSIS OF AN ENGLISH TEXTBOOK FOR INDONESIAN EFL LEARNERS Intan Nabilla* intannabilla4@gmail.
Department of English Education.
Faculty of Teacher Training and Education.
University of Singaperbangsa Karawang.
Indonesia Hilmansyah Saefullah.
SS.
saefullah@fkip.
Department of English Education.
Faculty of Teacher Training and Education.
University of Singaperbangsa Karawang.
Indonesia Maya Rahmawati.
SS.
rahmawati@fkip.
Department of English Education.
Faculty of Teacher Training and Education.
University of Singaperbangsa Karawang.
Indonesia doi: ________________________________ Abstract This article reports the results of research investigating culture contents of English textbooks for EFL Indonesian learners.
The research data were collected from reading in English textbooks for junior high schools entitled "Communicative English In Context", the first printed book published by the publisher Grafindo Media Pratama.
To reveal what culture is represented in textbooks based on the theory of Cortazzi & Jin .
developed by Kim and Paek .
, cultural content is categorized into source culture, target culture, international culture, and universal culture.
To reveal how culture is represented in textbooks, the content of the culture is categorized into four dimensions of product, perspective, practice, and person (Moran, 2.
Research finds that source culture dominates in textbooks.
The investigation found that 48.
21% of cultural content refers to source culture, 24.
10% of cultural content refers to the target culture, 23.
21% of cultural content refers to universal culture and 04.
48% of cultural content refers to international culture.
Regarding how culture is represented in textbooks, in general culture is represented by the person dimension .
2%), the product dimension .
%), the perspective dimension .
5%), and the practical dimension .
2%).
Based on these findings it is recommended that more international culture be included in textbooks.
Keywords: Cultural content analysis.
English Textbook.
Indonesian EFL Learners INTRODUCTION Culture is an important thing that must be learned when someone wants to learn a language thus that it is believed that language learning will be successful when culture is included (Mayangsari et al, 2.
It means that language and culture are closely learning a language is presenting in learning the culture.
Kramch .
also stated that people are separating languages from cultures, whereas languages and cultures are Subsequently, researchers are also brought to investigate the diverse cultural content taught in English language teaching.
One interest of the researchers in analyzing language and culture is how culture is represented in the English Risager .
states that language and culture cannot be separated because language practices are related to cultural and social practices in the real world.
That means students can have positive attitudes such as tolerance and foster a sense of appreciation because of the culture in language learning.
Therefore, since language and culture are so closely intertwined, the integration of culture ELT in Focus.
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Thus, teaching students about cultural aspects can be applied through textbooks because it can easily be claimed that textbooks play an important role in teaching English.
Doro .
believes that textbook selection is important, because, they set a path or provide a model for how to discuss and interpret According to Cortazzi and Jin .
, textbooks can be in the form of teachers, maps, resources, coaches, authority, and ideology.
This can be a guide for teachers to teach students based on the theory in the textbook.
Wen-Cheng et al .
also emphasized that the textbook can serve as a complement to teacher instruction in the EFL teaching and learning Apart from students, teachers can also get additional knowledge from Textbooks that are used as a daily reference are one of the determinants for the delivery of cultural values to students.
Currently, culture is starting to erode.
This is evidenced by the low knowledge of students on Indonesian culture.
Nahak .
states that globalization has caused many problems, especially in the field of culture, one example is the loss of the culture of cooperation in Indonesian society which is slowly being forgotten by the younger Therefore the Main category of Culture has been developed by Kim and Paek .
cited in Ikromah .
as an evaluation guide to exploring the trends in the types of and intercultural presented in the selected textbooks.
Finally, five cultural categories were They are Source Culture (SC).
Target Culture (TC).
International Culture (IC), and Universal culture (UC).
The source culture material in the textbook refers to the material that presents the students' own culture.
this case the source culture applies to Indonesian culture.
The target culture material in textbooks refers to material that presents the culture of native speakers or the culture of a country whose main language is English.
The target culture consists of the UK.
United States.
Australia.
New Zealand and Canada where English is the first language (Kacru, 1.
Along with the times, as well as the spread of English throughout the world, therefore international culture must be presented in learning materials.
Universal culture includes general knowledge or content that is not specific to a culture or country other than the source culture, target culture, and international culture.
There are four dimensions of culture in textbooks.
Moran .
defines the cultural dimension as the interaction of products, practices, perspectives, and people.
He describes the four dimensions of culture: products .
tools, food, clothe.
, practices .
verbal and non-verbal language, actions and interactions, taboo.
, perspectives .
alues, .
There are three categories that should be included in English textbooks based on Cortazzi and Jin's .
theory: .
source culture, .
target culture, and .
international By analyzing textbooks based on this framework, the culture represented in the textbook can be seen.
However, the cultural category has been modified to aid research.
In line with Chao's .
statement that students in the context of EFL should be given various opportunities such as the aid of a good design English textbook to effectively develop Given previously that English textbooks play an important role in conveying cultural values to students, this leads us to the question of how textbooks used by schools represent culture according to Cortazzi and Jin's ELT in Focus.
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cultural theory and also how these cultural dimensions are presented according to Moran's theory.
the researcher decided to adopt several aspects of cultural content in analyzing English textbooks for second grade students in junior high school.
The cultural content of a textbook can be analyzed based on cultural categories and cultural dimensions.
Definition of Culture Culture is a very broad concept that has been discussed in the social The concept of culture can be seen from various points of view.
Robinson .
looks at culture from four perspectives: behavior, function, cognition, and symbols.
From a behaviorist point of view, culture is a polished set of behaviors.
Brown .
0: .
defines culture as a way of life, as a context in which people are, think, feel, and relate to other people, as the glue that binds a group of people together.
He added that culture can also be interpreted as ideas, customs, skills, arts and tools that characterize a certain group of people over a certain period of time.
Categories of Cultural Contents in Textbook There are three categories that should be included in English textbooks based on Cortazzi and Jin's .
theory: .
source culture, .
target culture, and .
international culture.
analyzing textbooks based on this framework, the culture represented in the textbook can be seen.
However, the cultural category has been modified to aid research.
Categories of culture included in the textbook has been developed by Kim and Paek .
3, cited in Ikromah: 2.
as an evaluation guide to explore the trends in the types of culture and intercultural issues presented in the selected textbooks.
Finally, four cultural categories were They are Source Culture (SC).
Target Culture (TC).
International Culture (IC), and Universal culture (UC).
This can be explained as follows:
Culture Integration in Language Teaching and Learning Language and culture are closely related.
As Brown .
AuLanguage is part of culture and culture is part of language.
the two are so intertwined that one cannot separate the two without losing their linguistic or cultural significance.
Ay From the statement, it can be seen that the existence of culture is very important to be included in teaching and learning English, but which culture should we teach students is still a debate.
deepen those understanding, some definition of culture, topics for teaching culture, and its goals should be stated first.
The source culture material in the textbook refers to the material that presents the students' own culture (Cortazzi and Jin, 1999.
In this case the source culture applies to Indonesian culture.
The Indonesian ethnic groups are divided into various tribes, including Javanese.
Sundanese.
Balinese.
Sumatran and other tribes.
The cultural aspects that are explored can include the history of Indonesian legends.
Indonesian icons, and others.
Cultural Content in Textbook As explained in the previous section on cultural content, it appears that some researchers argue that the existence of culture is very important to be included in ELT material.
Therefore, to facilitate this research.
The target culture material in textbooks refers to material that presents the culture of native speakers or the culture of a country whose main language is English (Cortazzi and Jin.
The target culture consists of the UK.
United States.
Australia.
New Zealand, and Canada where ELT in Focus.
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This category is the educational material that is usually presented in ELT.
The target culture material aims to describe the culture of the target language and add more insight to the textbook user about culture from outside Indonesia.
stated that cultural dimensions can be conceptualized as a system of code .
used, to signify .
, communication .
, by different people .
Products Moran .
defines products as artifacts taken by cultural groups as well as environmental issues that are considered cultural products.
They reflect a cultural perspective.
Its products range from tangible objects such as written documents, clothing, and buildings to spoken language, music, and institutions such as family, education, politics, and religion.
Products can be tangible or intangible and are placed and arranged in a physical place.
Along with the times, as well as the spread of English throughout the world, therefore international culture must be presented in learning International material refers to material that presents a variety of cultures in countries that do not use English as a first or second language but as an international language such as European countries, countries in Latin America.
Africa, and Malaysia (Cortazzi and Jin, 1999.
International cultural material understanding of cross-culture towards other cultures.
Yuen .
In Ikromah, 2.
states that the product as a cultural dimension is divided into four broad aspects: artifacts, places, institutions, and art forms.
Artifacts include cultural issues such as food, language, and Place refers to a building or city associated with a particular culture.
Institution refers to family, law, economy, religion, education, and Art forms cover cultural topics related to music, dance, or painting.
Universal culture includes general knowledge or content that is not specific to a culture or country other than the source culture, target culture, and international culture.
There are at least eight cultural information related to cultural content in textbooks (Adaskou.
Britten & Fahsi, 1.
They are .
descriptive text, .
cultural notes, .
dialogue for habitual actions, .
contextual writing collocations, .
realia, .
sound recordings, and .
visual illustrations.
Practices Dimensions of Cultural Contents in Textbook Moran .
defines the cultural dimension as the interaction of products, practices, perspectives, and He describe culture is the evolving way of life of a group of persons, consisting of a shared set of practices associated with a shared set of products, based upon a shared set of perspectives on the world, and set within specific social contexts.
Yuen Practice is an action with various interactions carried out by specific cultural groups (Moran, 2.
In this way, the practice characterizes another cultural dimension that measures various aspects such as customs, daily life, and society.
Language and other forms of communication and selfexpression and actions related to social groups and product use are forms of practice (Ikromah, 2.
She states that practices represent knowledge about how to interact in a particular culture.
Formal and informal discourse or form of greeting is one form of practices Examples of forms of verbal ELT in Focus.
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In addition, nonverbal forms of communication are also practical It provides new insights and understanding of certain phenomena.
The object of this research is an English textbook for grade Vi students "Bahasa Inggris' Communicative English In Context".
Publishers Grafindo Media Pratama from Indonesia.
This book was chosen because it is used as a textbook for eighth-grade students nationally, this book is also a special recommendation from the government that is in accordance with the 2013 revised Perspectives Moran perspective as the way a group of people behaves and believes in several aspects of life, such as family relationships, friendship, the concept of money, time, and others.
That means perspective gives meaning and shapes a worldview often implied.
They include the perceptions, beliefs, values, and attitudes that underlie products and that guide people in cultural practice.
They represent a cultural view of the The main instrument of this research is the researcher himself because this research is an analysis of the cultural content of the Class Vi English Book which is classified as a qualitative design.
In addition, as a research tool, researchers must use a theoretical framework to answer research questions and divide cultural content into sections such as cultural categories and cultural dimensions.
The theoretical framework was adopted from Cortazzi and Jin .
about the cultural category and the theoretical framework from Moran .
about the cultural dimension.
Persons Persons refers to individual members who represent a particular culture and community (Moran, 2.
Personal identity and living history play a key role in the development of a A story about Bill Gates described in an English textbook can be a good example of the cultural aspects of people '.
This is in line with Silvia .
which defines persons as characters, public relations, and other well-known people, both real and fictional, who are included in culture.
could be popular artists, movie actors, pop singers, characters in movies, comedians, and so on.
The data collection technique is a method that researchers use to collect This research uses a qualitative The data collection technique is observation which means observing Research data collection was carried out by looking at the object of research in the form of English textbooks for grade Vi students.
Data collection is done by selecting reading text, dialogues, photos, and activities available in each textbook unit.
METHOD
Researchers analysis as research design because the purpose of this study was to obtain a complete picture of cultural content in both written text and visual images.
Krippendroff .
defines content analysis as a research technique for making replicable and valid inferences from a text .
r other meaningful materia.
to the context in which it is In this study, the practical steps for data analysis used are as follows:
Constructing checklist, analyzing the book, and coding.
RESULTS AND DISCUSSION
This ELT in Focus.
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First of all, the media in which culture is presented is discussed.
In this section, every audio-visual and textual media such as images, reading texts, dialogues that describe several characteristics and/or elements that represent a certain group or country are counted as media for presenting Then the elements / cultural contents are classified into four cultural perspectives, and people.
The dimensions are then categorized into which culture they come from.
The findings are presented below:
that was based on the idea of Cortazzi & Jin .
has been modified to aid They distinguish four categories of cultural information that can be used in language textbooks and They are Source culture (SC).
Target culture (TC).
International culture (IC).
Universal culture (UC).
This cultural category is manifested in English textbook.
Source culture refers to students' own culture.
In textbook, source culture refers to Indonesian culture because this book is used by students in Indonesia.
Whereas target culture refers to the culture of native speaking countries such as America and England.
International culture refers to the cultures of other countries around them in this world.
The types of culture presented in the second-grade junior high school English textbook entitled Communicative English In Context can be seen as follow:
Culture Categories and Dimensions of culture in the English Textbook Communicative English in Context There are four categories of culture are presented in the textbook Chart 1.
Types of Culture in Textbook Comminicative English in Context tHE NYMBER OF CULTURE IN TEXTBOOK Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter Based on chart 4.
1, it can be seen that the cultural category shows an unbalanced Source culture is the most dominant, appearing 54 times in textbooks.
With a frequency of 27 times, the target culture ranks second.
The universal culture was recorded with the appearance of 26 times, followed by international culture Chart 1 shows the number of cultures included in the textbook in each The explanation from the chart above is divided into four groups based on types of culture including Source Culture (SC).
Target Culture (TG).
International Culture (IC) and Universal Culture (UC).
ELT in Focus.
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With this unbalanced result, it can be seen that the most dominant source culture helps students to activate their local knowledge.
As Ikromah .
said that source culture can enrich students' knowledge about their own language and culture and empower them to use English to express their unique identity to other people from different In addition, international culture is the lowest in textbooks.
This means that textbook writers prioritize local Indonesian culture that students must learn rather than cultures outside Indonesia.
Fortunately, target culture and universal culture help present textbooks that provide several cultural dimensions.
Source Culture (SC) THE NUMBER OF CULTURE DIMENSIONS Chart 2.
Source Culture in Textbook Communicative English in Context
PRO
PRA
PER
PEO
CULTURE DIMENSIONS IN TEXTBOOK
Notes :
PRO : Products PRA : Practices PER : Perspectives PEO : Persons culture by presenting the source culture in only 3 pages.
The cultural dimension of the source culture is mostly represented in the aspect of product dimension in terms of place elements, especially the name of the city or region for example Bandung.
Jakarta.
Yogyakarta, and Padang in Chapter I on The product dimensions are also represented by the names of tourist destinations which are also recorded namely the Geological Museum (Chapter i page .
Mustafa Center (Chapter IV page .
, etc.
The detailed data can be seen in the appendix.
Every aspect of the textbook material is analyzed: text, conversation, visual images, sentences, phrases, and articles.
The chart above clearly depicts that the source culture is represented most abundantly in each chapter of the textbook.
In Chapter II, the existence of source culture is supreme.
On the other hand.
Chapter VI and VII has the lowest source ELT in Focus.
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Example of Product in Source Culture Data Code Explanation CH.
01/P.
13/PRO/SC
This image shows the names of cities in Indonesia along with the icons for each city.
These cities have their which often attract local tourists to Asia.
Table 2.
School as example of product source culture Data Code Explanation CH.
06/P.
111/PRO
The picture on the side classroom where a directions to students.
Teachers wear official clothes in Indonesia and students wear junior high school uniforms.
Therefore the image is included in the category of Source Culture.
of Indonesia.
This text provides some information about Jakarta since its foundation and the buildings in Jakarta.
Second, descriptive text about dolphins.
This clearly describes the weight, when it was born, and until the animal dies.
Third, the product dimensions are also represented by recount text about the trip to Bandung in chapter IV This text tells about a family who went on vacation to Bandung.
The fourth is the lyrics of the song One Republic, entitled Future Looks Good.
The products of the cultural dimension in the textbooks are also represented through several institutions, especially educational institutions.
The school institutions displayed are in the form of images to support student learning in All of these places are in Indonesia, mentioned places and buildings are listed as the source culture category.
Several product dimensions of the source culture are also described in a detailed description.
The researcher found four texts consisting of comprehensive product descriptions.
First, the text describes the city of Jakarta.
Jakarta is the capital city The data is calculated as one data to interpret the data in the form of descriptive text, then broken down into several other data that can be reported as a unit of analysis.
Data details are in the appendix.
ELT in Focus.
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Representing Source Culture Data Code Explanation Jakarta northwestern coast of Java.
The city founded in 1619, looks much like Amsterdam.
Many bridges cross the cityAos canals.
Jakarta truly is a cosmopolitan city, made up of many different people from Asia and Europe.
is the capital city of Indonesia.
CH.
01/P.
09/PRO/SC
As Kim .
state locations as components of product dimensions, including the names of cities, countries, and buildings.
It can be seen from the description that Jakarta is the capital city of Indonesia which is very similar to Amsterdam.
I Nyoman Nuarta and Irawarti Durban as representatives of the art field appear in the form of biographical texts published on blogs and in textbooks.
Other names that often appear in Indonesia are also presented in this textbook.
The complete data is in the appendix.
The source culture is also mostly represented by persons who are indicated by Indonesian popular names such as Nyoman which reflects the Balinese name.
Bambang and Ijah reflect Javanese names.
For public figures, services are also Table 4.
Representing example of person in source culture Data Code Explanation Irawati Jogasuria, or better known as Irawati Durban, was born in Bandung on May 22.
She is famously known as a traditional dancer, choreographer, and interior She graduated from Bandung Institute Technology (ITB) in 1975.
CH.
03/P.
55/PEO/SC
Person refer to certain members who specifically represent society and its culture (Kim, 2.
This text briefly explains that Irawarti Durban is an artist in Indonesia and has produced many works that are thick with Indonesian culture.
interlocutor of the dialogue itself.
If the interlocutor usually reflects the Indonesian name, then this practice is included in the source culture (Ikromah, 2.
This is in line with Brown .
n McKey, 2012: .
who states English in the context of local Below is an example of a dialogue excerpt in a textbook:
Source culture is also represented with practical dimension in terms of dialogues or conversations between two or more people in this textbook.
For the practical dimension, more data were found in dialogues about daily life.
The important thing to note in this dimension is the Table 5.
Page 4.
Dialogue Representing Source Culture Data Feyfa : Hey.
Firsty! How are Firsty : IAom good.
I just here back from Jakarta.
Feyfa : You didnAot to Jakarta.
What do you think of it? I went there to visit my aunt but I didnAot stay there long.
I felt hot.
Code CH.
O1/P.
4/PRA/SC
Explanation Dialogue took place between two women.
Feyfa and Firsty.
This dialogue is included in the category of source culture because there are indications of Indonesian culture shown by two cities in Indonesia.
Jakarta and Surabaya and Feyfa name.
ELT in Focus.
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In my opinion Surabaya is hotter thank Jakarta.
Feyfa : Really? Firsty : Yes, it is.
which is a reflection of a person's This is also found in the students' practice questions in the form of paired texts.
A detailed explanation can be seen in the table below.
The detailed explanation can be seen in the table below:
Source culture is also represented through visual illustrations.
This includes dimensional photos of the product and This product is reflected in the picture of a group of children playing kites Table 6.
Other illustrations of Source Culture Data Code Explanation CH.
06/P.
118/PEO/SC
This picture depicts the daily activities of a It can be seen in the photo of some children playing kites which shows the habits of Indonesian children during the day.
Thus, that it is included in the source Target Culture THE NUMBER OF CULTURE DIMENSIONS Chart 3.
Target Culture in Textbook Communicative English in Context
PRA
PER
PRO
PEO
CULTURE DIMENSIONS IN TEXTBOOK
Notes:
PEO : Persons PRO : Products The target cultures presented in this textbook are the cultures from the countries in which the people use English as their first language: the United Kingdom.
United States.
Australia, and Canada.
Based on Chart 4.
1, the target culture in PRA : Practices PER : Perspectives ELT in Focus.
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the text as the target culture category.
Most of the target culture in chapter Vi are represented by song lyrics or filling-gaps tasks of song lyrics.
Here is an example of the filling-gaps tasks of the song "Every Teardrop Is A Waterfall by Coldplay" taken from chapter Vi on page 150.
The mechanism can be done in table 4.
8 below:
Product dimensions of the target culture are expressed through some descriptive text.
The first is a description text of guinea pigs in Colorado.
Since Colorado is part of the Americas, the researcher recorded all units of analysis in Table 7.
Product Dimension of Target Culture Data Code CH.
08/P.
150/PRO/TC
Explanation Coldplay is a rock band formed in London.
United Kingdom, in 1996.
This song was also made in English.
Therefore, it can be categorized as a product of target culture.
of Singapore such as Sentosa Island.
Orchard Road, and Changi Airport.
Table 4.
9 shows the example on how to interpret the data:
Furthermore, the target culture in this textbook is also represented by iconic images Table 8.
Page 70 Product dimension of Target culture Data Code Explanation CH.
04/P.
70/PRO/TC
Changi Airport and Sentosa Island are places in Singapore.
This place is often used as a tourist spot in Singapore.
Not a few tourists from outside Singapore visiting Changi Airport facilities such as a food center.
Crowne Hotel, a butterfly garden, and a mini cinema.
Apart from that, there are six biographical articles of famous figures as person dimension of target culture such as Angelina Jolie from California.
Joyce Hall, an American businessman, and others.
This can be a good example of the dimension of Another example of the appearance of the person dimension through the simple mention of the name of a typical target culture is for example.
John .
David .
, and Phil .
However, this presentation is still limited compared to the representation of people in the source Table 9 shows the example on how to interpret the data:
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Person dimension of Target culture Data Code Explanation Angelina Jolie CH.
4/P.
77/PEO/TC
This name appears in the snippet as a biographical text.
She is well known for his various roles in films such as Land of Blood and Honey.
Unbroken and By the Sea.
Mr.
and Mrs.
Smith, and Wanted, so her name is recorded in people dimension.
She also has a husband named Brad Pitt.
In terms of practical dimension of the target culture, the textbook presents it in a small amount.
Some practices related to communicative practices are still limited.
Interestingly, this practice is also found in the form of visual illustrations showing the target culture.
The visual illustration can be seen in table 10 below:
Table 10.
Practice dimension of Target culture Data Code CH.
08/P.
157/PRA/TC
The perspective in this textbook is reflected through a writing assignment that mentions the idiom 'what goes in the ocean goes in you'.
It's only recorded once.
This is very limited compared to the other cultural dimensions that reflect the target culture.
Explanation Visual illustration can be a great cultural dimension.
the photo on the left, you can see a woman who is happy because she is on vacation in Big Ben.
London.
This is conversation text.
Although the presentation of the perspective dimensions of the target culture is still limited, at least the textbooks have presented all dimensions including products, practices, perspectives, and persons.
Table 11 shows the example on how to interpret the data:
Table 11.
Perspective dimension of target culture Data Code Explanation ELT in Focus.
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nd bottle.
, and protect and respect our oceans.
You can help by shopping with a reusable bag and signing the Rise Above Plastics Surfrider Foundation Pledge.
CH.
07/P.
138/PER/TC
International Culture THE NUMBER OF CULTURE DIMENSIONS Chart 4.
International Culture in Textbook
Communicative English in Context
PRA
PER
PRO
PEO
CULTURE DIMENSIONS IN TEXTBOOK
around the world excluding cultures originating from the source culture country and targeting the cultural country.
It only includes the product and people dimensions.
The product dimensions are represented with the place element.
From Chart 4.
1, although international culture appears in chapter I, chapter V, chapter IV, and chapter Vi, the textbook presents it in the least portion.
Table shows the example on how to interpret the Notes :
PRO : Products PRA : Practices PER : Perspectives PEO : Persons International culture refers to all cultures Table 12.
Product dimension of International Culture Data Code Explanation ELT in Focus.
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01/P.
5/PRO/IC
The dimension of a person is also present in international culture.
Such as the name Lee (Chapter 8 page .
which usually appears in Korea and Maryam This conversation discusses the city of Sydney, considering that it is the largest city in Australia language is the language of Sydney which is commonly called Darug.
So, this is recorded as a (Chapter 1 page .
which usually appears in Saudi Arabia.
Table 13 shows the example on how to interpret the data:
Table 13.
Representing Person dimension of International culture Data Code Explanation Maryam : Are the children playing CH.
01/P.
5/PEO/IC
This short conversation talks about a person who is watching children playing and then asks his friend about the child's play.
The name Maryam identifies international Raisya : No, they arenAot.
They are playing marbles.
Universal Culture Chart 5.
Universal Culture in Textbook Communicative English in Context
THE NUMBER OF CULTURE DIMENSIONS
PRO
PRA
PER
PEO
CULTURE DIMENSIONS IN TEXTBOOK
Notes:
PRO: Products PRA: Pratices PER: Perspectives PEO: Persons Universal culture refers to general ELT in Focus.
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Universal culture is dominated by simple mention of product dimensions.
These tools include several tools, one of which is household utensils such as bowls, dinner plates, cups, spoons and toothbrushes.
Other products were also noted such as watches, televisions, beds and bicycles.
It also includes some documents such as advertisements.
'shared learning culture' described in the English textbook is in the form of visual images (Chapter 3 page .
It can be classified as the Perspective category which recognizes cooperative learning in Western culture as a superior learning approach.
Perspective is described as an attitude that appears in contextual writing tasks.
Common attitudes that are found about someone who must have a good attitude such as having a sense of humanity, caring, and This is a good example of a perspective that a student can immediately apply to his life.
This will guide student behavior towards friends or other people, as a character-building for students themselves.
An example can be seen as follows:
Universal culture also explains the perspective dimension.
They represent those perceptions, beliefs, values and attitudes underpinning products and guiding people's behavior in practice culture (Kim and Paek.
They can be explicit but often implicit, unconscious consciousness.
For example, the Table 14.
Perspective dimension of Universal Culture Data A sense responsibility is an important character to As a responsible person, you will know Code CH.
1/P.
14/PER/UC
Explanation This is the perception that a person who has a sense of responsibility can know his limits and obligations towards It is common in the culture around us.
Based on the data presented, the categories of culture presentation can be sum up in the table as follow:
Table 15.
The frequency of Cultural Dimension in Textbook Communicative English In Context Source Culture Target Culture International Culture Universal Culture Total Product Perspective Practice Person Total From Table 15, it can be clearly explained that the culture presented is predominantly by the dimension of a person.
It appears 54 times .
2%) in the form of people's names including public figures and is dominated by the names of people in Indonesia which are recorded in the source After this, the product dimension appears 37 times .
%) which represents the source culture, target culture, international culture, and universal culture.
This is usually seen in visual images of cities, institutions, an artist's work in the form of songs and Furthermore, perspective dimension appeared 14 times .
5%).
This dimension is only limited to idioms and other information about a person's view of something.
Finally, the practical dimension is the smallest portion presented in this textbook.
This occurred 7 times .
which was presented in the form of conversations about daily life such as congratulating others, giving praise, showing attention, and daily activities.
ELT in Focus.
Vol.
June 2024 Copyright A 2024 ELT in Focus The results show that there is no balance of cultural aspects represented based on the Cortazzi and Jin .
addition, culture is presented through four cultural dimensions based on Moran's .
The purpose of the discussion is to interpret and describe the importance of the The researcher divides the discussion into two points to answer the research First, the appearance of all cultural categories shows the presentation of the source culture among the cultural categories.
It displays some local names, places, indigenous peoples, visual images or illustrations, readings, statements, words, names of people, names of places, conversations or dialogues, and other Source culture reflects the cultural existence of the person dimension in the Meanwhile, the target culture in second place reflects the product, practice, perspective, and person.
On the other hand, the target culture exhibits a high product dimension but has a limited exploration of Perspective is even only re-coded by one data.
In third place, there is a universal culture that is dominated by products and perspectives.
International cultural conditions are not much better than the presentation of the target It does not include perspectives from specific international countries.
Other dimensions of cultural representation are very limited compared to other cultural categories that have been previously mentioned.
The emergence of a prominent source culture is similar to the English textbook researched by Ariawan .
This research also often reveals local references that appear in English textbooks.
By entering local names, places, and artifacts, it can help students to increase their local knowledge.
In this way, language learners can increase their own cultural awareness when learning the target language (Kilickaya, 2.
In addition.
McKay .
suggested that EFL teaching materials should also enrich students' knowledge of their own language and culture and empower them to use English to express their identities to other people from different The target culture is also presented as a product and as a person.
This is in line with Paige, et al .
who say that language textbooks often represent culture by taking a tourist destination-focused perspective.
This means that the target cultural material also needs to be implanted with cultural values in And quite a lot of practice-related content is found to be non-specific to any culture or country which indirectly supports the target cultural practices reflected in the textbook in the form of dialogue.
On the other hand, international culture in textbooks has a little share.
This is contrary to Brown .
n Ikromah, 2.
who uses international target culture material which will include cross-cultural meetings where all the interlocutors are bilingual English speakers.
This shows that textbooks are not sufficient to prepare students to become bilingual speakers.
Intercultural students to pay attention to the similarities and unfortunately, this is not in this textbook.
The textbooks that exist today mostly present speaker interactions in the Indonesian context.
This can be modified by adding interaction patterns with native speakers (US and UK) and international cultures (Korean.
Japanese.
Chinese.
Filipino.
Thai.
Russian, etc.
The second aspect is how the cultural dimension is represented in the analyzed Yuen .
states that language can be considered as an artifact or code system .
that is used to signify thoughts .
, for communication .
by different people .
Among the four dimensions of culture, textbooks exist as a person as the dominant dimension followed by product and person.
This figure was shown by several well-known public figures and the many names of people in the dialogue that indicated the characteristics of Indonesian and foreign names.
Products are represented by artifacts, such as food, buildings, and transportation as well as geographic places such as tourist destinations, country names, and cities.
The person is indicated by local names from Indonesia and some from English speaking countries.
That is.
Perspective is not explicitly present in this text.
Presentations mostly cover general or universal perceptions of society.
The existence of this dominant ELT in Focus.
Vol.
June 2024 Copyright A 2024 ELT in Focus person element is in line with Silvia's .
survey which shows that culture is more shown by real people and objects .
In short, textbooks examine people, products, and perspectives but lack information about cultural practices.
REFERENCES