CULTURAL CONTENTS OF A JUNIOR HIGH SCHOOL ENGLISH TEXTBOOK WHEN ENGLISH RINGS A BELL FOR GRADE VII
Due to the growing interest in the promotion of ecological pedagogy in this 21st-century English language teaching and learning, the cultural content has been becoming a major focus in many investigations including within the textbooks as the students' learning resources. The manifestation of e...
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2019-01-31.
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Summary: | Due to the growing interest in the promotion of ecological pedagogy in this 21st-century English language teaching and learning, the cultural content has been becoming a major focus in many investigations including within the textbooks as the students' learning resources. The manifestation of elements of cultural content in English textbooks has been well documented in the previous research, albeit not deeply into the contributing factors. Thus, this study, a part of a larger study, aims to explore the manifestation of elements of cultural content and types of cultural information across chapter in the textbook. A current national textbook for junior high students, becomes the object of analysis in which the utterances in the dialogues become the unit of analysis. A checklist of nine types of cultural content proposed by Byram and Morgan (1994) and source of culture by Cortazzi and Jinn (1999) were employed to conduct the content analysis. The findings showed that social interaction (55.10%) becomes the most frequently manifested cultural content. The local content in the textbook includes National Geography (2.04%) as the least one among three types followed by National History (1.02%) and National cultural heritage (1.02%). The findings indicate that there is an unbalanced cultural representation where the source culture (60,78) appeared more than target culture (28,26%). In addition, there is little attention in promoting intercultural communicative competence (ICC). Suggestions are given for ICC learning through the textbook and EFL teachers to mediate the cultural learning.; Seiring meningkatnya minat dalam pengajaran dan pembelajaran bahasa Inggris di abad ke- 21, konten budaya kini menjadi focus utama dalam banyak penelitian termasuk analisa buku ajar sebagai sumber belajar siswa. Manifestasi konten budaya dalam buku ajar Bahasa Inggris telah terdokumentasi dengan baik dalam penelitian sebelumnya, namun belum begitu mendalam faktor kontribusinya. Maka penelitian ini adalah bagian dari penelitianyang luas dalam rangka mengelaborasi manifestasi komponen konten budaya dan sumber budaya di masing-masing bab di sebuah buku ajar Bahasa Inggris. Buku siswa terbitan Kementerian Pendidikan dan Kebudayan Republik Indonesia untuk tingkat SMP ini menjadi bahan penelitian dimana unit analisanya adalah dialog dan ujaran. Penelitian analisa konten ini menggunakan sembilan komponen konten budaya yang di rekomendasikan oleh Byram dan moragn (1994) dan sumber budaya oleh Cortazi dan Jinn (1999). Hasil dari penelitian ini menunjukkan tujuh komponen konten buadaya di semua dialog dalam buku ini, komponen yang paling dominan muncul adalah intekasi social (55,10%) sedangkan konten yang berkaitan dengan budaya lokal seperti Geografi Nasional (2,04%), Sejarah Nasional (1,02%) dan Warisan Budaya Nasional (1,02%) menempati urutan paling rendah. Sedangkan konten budaya dilihat dari sumbernya terdapat tiga hal yaitu, budaya Indonesia, Budaya target, dan konten yang tidak teridentiikasi sumber budayanya. Sementara budaya target internasional nihil dalam penelitian ini. Data analisa menunjukkan bahwa budaya Indonesia dalam dialog mendominasi sebanyak (60,78%) atas budaya target. Ini menunjukkan bahwa buku ajar ini sedikit perhatianya dalam mempromosikan kompetensi komunikasi lintas budaya. Sehingga disarankan kompetensi ini diperkuat dalam pengajaran bahasa Inggris melalui buku ajar dan kompetensi guru dalam memediasi pemebelajaran lintas budaya. |
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Item Description: | http://repository.upi.edu/49809/1/T_B.ING_1603287_Title.pdf http://repository.upi.edu/49809/2/T_B.ING_1603287_Abstract.pdf http://repository.upi.edu/49809/3/T_B.ING_1603287_Table_of_content.pdf http://repository.upi.edu/49809/4/T_B.ING_1603287_Chapter1.pdf http://repository.upi.edu/49809/5/T_B.ING_1603287_Chapter2.pdf http://repository.upi.edu/49809/6/T_B.ING_1603287_Chapter3.pdf http://repository.upi.edu/49809/7/T_B.ING_1603287_Chapter4.pdf http://repository.upi.edu/49809/8/T_B.ING_1603287_Chapter5.pdf http://repository.upi.edu/49809/9/T_B.ING_1603287_Bibliography.pdf http://repository.upi.edu/49809/10/T_B.ING_1603287_Appendix1.pdf http://repository.upi.edu/49809/11/T_B.ING_1603287_Appendix2.pdf http://repository.upi.edu/49809/12/T_B.ING_1603287_Appendix3.pdf |