CULTURE-RELATED CONTENTS IN ENGLISH COURSE BOOKS FOR

CULTURE-RELATED CONTENTS IN ENGLISH COURSE BOOKS FOR

SENIOR HIGH SCHOOL STUDENTS

A Thesis Presented to

The Graduate Program in English Language Studies

in Partial Fulfillment of the Requirements

for the Degree of

Magister Humaniora (M.Hum.)

in

English Language Studies

by

NATALISA KRISNAWATI

166332020

THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2019

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

CULTURE-RELATED CONTENTS IN ENGLISH COURSE BOOKS FOR

SENIOR HIGH SCHOOL STUDENTS

A Thesis Presented to

The Graduate Program in English Language Studies

in Partial Fulfillment of the Requirements

for the Degree of

Magister Humaniora (M.Hum.)

in

English Language Studies

by

NATALISA KRISNAWATI

166332020

THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2019






vi

ACKNOWLEDGEMENTS

First, I would like to express my gratitude to Lord Jesus Christ with my

deepest heart for all of His blessings and guidance given to me. He always listens

to my every prayer, gives me health and strengths, and never lets me alone so I can

finish my thesis.

My next deepest gratitude goes to my beloved mom, Endang Sri Rahayu.

I thank her for her patience, support, and endless love for me. I also would like to

thank my brother, Cornelius Hendrik Gunawan for his support for me.

Equally important, I would like to thank my advisor, FX. Mukarto, Ph.D.,

for his guidance. Even though he had many duties, he always patiently listened to

me and gave me precious advice to better my thesis. I believe, without him, my

thesis would not have been finished. Additionally, I also would like to send my

deepest thank to my reviewers Novita Dewi, Ph.D. and Paulus Sarwoto, Ph.D.,

for suggestions and feedbacks to better my thesis. I was also blessed to have Novita

Dewi, Ph.D., Paulus Sarwoto, Ph.D., and Dr. B.B. Dwijatmoko, M.A. as my

thesis examiners who opened up my eyes and awareness about the limited

knowledge and competence I had in this thesis writing. Their suggestions have

broadened my insight in thesis writing.

Next, I also would like to place my best regards to all my lecturers for the

knowledge I gained and sharing we had together. I have learned a lot from them,

and I believe it will be very useful to develop my career in the future. Finally, yet

importantly, I also want to thank all of my friends in English Language Studies

batch 2016 for the support and every single time we spent together during our study

in this university.

Natalisa Krisnawati


vii

TABLE OF CONTENTS

THESIS TITLE ...................................................................................................... i

APPROVAL PAGE .............................................................................................. ii

THESIS DEFENSE APPROVAL PAGE .......................................................... iii

STATEMENTS OF WORKS’ ORIGINALITY ............................................... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ................................................ v

ACKNOWLEDGEMENTS ................................................................................. vi

TABLE OF CONTENTS .................................................................................... vii

LIST OF TABLES ............................................................................................... ix

LIST OF FIGURES .............................................................................................. x

LIST OF APPENDICES ..................................................................................... xi

ABSTRACT ......................................................................................................... xii

ABSTRAK .......................................................................................................... xiii

CHAPTER I ........................................................................................................... 1

A. BACKGROUND OF THE RESEARCH ....................................................... 1

B. PROBLEM IDENTIFICATION .................................................................... 4

C. DELIMITATION OF THE STUDY .............................................................. 7

D. PROBLEM FORMULATION ....................................................................... 7

E. RESEARCH GOALS ..................................................................................... 7

F. RESEARCH BENEFITS ................................................................................ 8

CHAPTER II ....................................................................................................... 11

A. THEORETICAL REVIEW .......................................................................... 11

1. Culture and English Language Teaching ................................................... 11

2 Culture and Culture Learning ..................................................................... 15

3. The Role of Course Books in Language Teaching and Learning .............. 21

4. Culture-related Contents in ELL Materials ............................................... 23

5. Intercultural Communicative Competence ................................................ 30

B. SIMILAR RESEARCH REPORTS ............................................................. 32

1. Awareness of Cultural Teaching and Learning ......................................... 32

2. Attitudes and Perceptions towards Culture Learning and Contents in

English Course Books ............................................................................... 34

3. Course Books Analysis .............................................................................. 39


viii

C. FRAMEWORK OF PRE-UNDERSTANDING AND PRE-FIGURED

THEMES ..................................................................................................... 45

CHAPTER III ..................................................................................................... 48

A. RESEARCH DESIGN .................................................................................. 48

B. DATA COLLECTION ................................................................................. 49

C. SELECTION OF THE UNITS OF ANALYSIS .......................................... 51

D. DATA ANALYSIS ...................................................................................... 52

E. DATA PRESENTATION ............................................................................. 53

F. TRUSTWORTHINESS ................................................................................ 54

CHAPTER IV ...................................................................................................... 56

A. FINDINGS ................................................................................................... 56

1. Culture-related Contents in Bahasa Inggris Siswa X ............................... 56

2. Culture-related Contents in Pathway to English 1..................................... 64

3. Overall Results of Culture-related Contents from Both Course Books .... 73

4. Intercultural Communicative Competence Level of the Course Books .... 77

B. DISCUSSION ............................................................................................... 79

1. Culture-related Contents in the Course Books .......................................... 80

2. The Proportion of Cultures ........................................................................ 85

3. The Implication of the Culture-related Contents towards Intercultural

Communicative Competence. ................................................................... 88

CHAPTER V ....................................................................................................... 94

A. CONCLUSIONS ......................................................................................... 94

B. SUGGESTION ............................................................................................ 96

BIBLIOGRAPHY ............................................................................................. 100

APPENDIX A. English Course Books and Materials Used in Senior High

Schools ....................................................................................................... 104

APPENDIX B. Culture-related Contents Taken from the Course Books ....... 105

APPENDIX C. Detailed Occurrence Number and Percentages of the Culture-

related Contents ......................................................................................... 113

APPENDIX D. The Front Covers of Bahasa Inggris Siswa X and Pathway to

English 1 .................................................................................................... 116


ix

LIST OF TABLES

Table 2.1. Development of culture learning in language teaching (adapted

from Fu, 2001) ………………………………………………… 17

Table 3.1. Detailed information about the course books ……………......... 49

Table 4.1. Themes, topics, and text genres in Bahasa Inggris Siswa X …... 56

Table 4.2. Themes, Topics, and Text Genres in Pathway to English 1 …… 63

Table 4.3. Level of intercultural communicative competence in Bahasa

Inggris Siswa X………………………………………………………. 76

Table 4.4. Level of Intercultural Communicative Competence in Pathway

to English 1…………………………………………………… 77


x

LIST OF FIGURES

Figure 2.1 Kachru's classification of countries using English (Crystal

1997:54)………………………………………………………. 25

Figure 2.2 The framework of pre-understanding ……………………… 46

Figure 4.1 Types of cultural information in Bahasa Inggris Siswa X …… 57

Figure 4.2 Types of culture in Bahasa Inggris Siswa X ………………… 59

Figure 4.3 Senses of culture in Bahasa Inggris Siswa X ………………… 60

Figure 4.4 Elements of culture in Bahasa Inggris Siswa X………………. 62

Figure 4.5 Types of cultural information in Pathway to English 1 ……… 65

Figure 4.6 Types of culture in Pathway to English 1 ……………………. 66

Figure 4.7 Senses of culture in Pathway to English 1 …………………… 68

Figure 4.8 Elements of culture in Pathway to English 1 ………………… 69

Figure 4.9 Types of cultural information in both course books …………. 71

Figure 4.10 Types of culture in both course books ……………………….. 73

Figure 4.11 Senses of culture in the course books ……………………… 74


xi

LIST OF APPENDICES

APPENDIX A English Course Books and Materials Used in Senior High

Schools…………………………………………………...

100

APPENDIX B Culture-related contents taken from the course books ….. 101

APPENDIX C Detailed occurrence number and percentages of the

occurrence of culture-related contents ………………...

111

APPENDIX D The front cover of Bahasa Inggris Siswa X and Pathway

to English 1 ……………………………………………...

112


xii

ABSTRACT

Natalisa Krisnawati. 2019. Culture-Related Contents in English Course Books for

Senior High School Students. Yogyakarta: The Graduate Program, English

Language Studies, Sanata Dharma University.

It has become common knowledge among English teaching practitioners

that course books are considered as important elements to facilitate the teaching and

learning activities in the classroom. Course books provide the needed elements for

the perfect mastery of the language being learned. One important element of

language learning is culture learning. Since culture and language are intertwined

that learners cannot learn one without having proper knowledge of the other, course

books can be great sources of language learning especially when they load culture

in the material provided.

This study is a content analysis. The data were collected from English

course books. Two English course books that are currently in use in schools were

chosen through purposive sampling. Thus, Bahasa Inggris Siswa X and Pathway to

English 1, were selected to be the subjects of the research. Theories proposed by

Cortazzi & Jin and (1990) Adaskou, et.al, (1990) about culture in language learning

materials were adopted in developing the analysis categorization. Additionally, the

classification proposed by Byram (2002) about intercultural communicative

competence (ICC) was applied for analyzing the course books as to the mentioned

intercultural communicative competence.

From the data analysis, the study finds that the English course books load

culture mainly in the form of idioms and collocations. On the other hand, the two

course books provide different variations of cultural information. Bahasa Inggris

Siswa X load lesser number of cultural information in the forms of texts representing

foreign attitudes and opinion and sound recording. The cultural aspect mainly exists

by language forms (expressions for various purposes and occasions), people names,

landmarks, and food. Fewer number of culture-related contents were presented in

relation to opinions, perspectives, and values, among cultures. Bahasa Inggris

Siswa X only supported level 1 of Byram (2002) classifications which is basic

cultural awareness, and Pathway to English 1 supported level 2 which is advanced

cultural awareness. Level 1 means that culture from various countries has been

provided and level 2 provide the comparison between different cultures, therefore

intercultural competence which involves the process of negotiation between the

cultural difference has not been facilitated. In conclusion, the course books need to

provide more variations of culture-related contents and more explicit explanation

on how to deal with the mismatch between the different culture that will allow the

learners to be mindful on the existence of other cultures that will help them to

master the intercultural communicative competence (ICC).

Key words: culture-related contents, English course books


xiii

ABSTRAK

Natalisa Krisnawati. 2019. Culture-Related Contents in English Course Books for

Senior High School Students. Yogyakarta: Program Pascasarjana, Kajian Bahasa

Inggris, Universitas Sanata Dharma.

Telah menjadi pengetahuan yang umum diatara praktisi pengajar bahasa

Inggris bahwa buku mata pelajaran diperhitungkan sebagai elemen yang penting

untuk menunjang aktivitas belajar mengajar di dalam kelas. Buku mata pelajaran

juga menyediakan elemen yang dibutuhkan untuk penguasaan yang baik dari

bahasa yang dipelajari. Salah satu elemen yang penting dalam pembelajaran bahasa

adalah pembelajaran budaya. Karena bahasa dan budaya saling berkaitan maka satu

dari hal tersebut tidak dapat dipelajari tanpa memiliki pengetahuan yang cukup

mengenai yang lainnya. Buku mata pelajaran dapat menjadi sumber pembelajaran

bahasa yang baik jika buku tersebut menggabungkan budaya dalam materi yang

disajikan

Penelitian ini merupakan analisis konten. Data diambil dari Buku mata

pelajaran Bahasa inggris. Dua buku mata pelajaran yang saat ini digunakan di

sekolah dipilih melalui Teknik purposive sampling. Maka Bahasa Inggris Siswa X

dan Patway to English 1 dipilih sebagai subjek penelitian. Teori mengenai budaya

dalam pembelajaran bahasa yang dikemukakan oleh Adaskou, et.al, (1990) dan

Cortazzi & Jin (1990) digunakan untuk mengembangkan pengelompokan elemen

untuk melakukan analisis. Sebagai tambahan klasifikasi kompetensi komunikasi

interkultural oleh Byram (2002) digunakan untuk mengananlisis status dari buku

mata pelajaran sehubungan dengan kompetensi komunikasi interkultural.

Dari analisis terhadap data, penelitian ini menemukan bahwa buku mata

pelajaran bahasa Inggris yang sedang dalam penggunaan menyajikan budaya paling

banyak dalam bentuk idiom dan kolokasi. Di sisi lain, kedua buku mata pelajaran

menyediakan variasi yang berbeda sehubungan dengan informasi mengenai budaya.

Bahasa Inggris Siswa X kurang mencakup informasi budaya dalam bentuk teks

yang berisi opini dan perilaku asing dan rekaman suara. Nilai, opini, dan sudut

pandang dari suatu budaya disediakan dalam jumlah yang terbatas. Bahasa Inggris

Siswa X hanya memenuhi level 1 dari klasifikasi Byram (2002) yang adalah

kesadaran budaya dasar yang baru memuat budaya dari tempat yang berbeda.

Sementara Pathway to English 1 memenuhi level 2 dari klasifikasi tersebut, dimana

buku yang bersangkutan sudah menyediakan perbandingan antara budaya yang

berbeda. Sehubungan dengan hal ini kompetensi komikasi interkultural belum

terpenuhi, karena dalam kedua buku tersebut belum menyediakan penjelasan

mengenai bagaimana mengatasi dalam komunikasi yang melibatkan budaya yang

berbeda. Dapat disimpulkan bahwa bahwa buku mata pelajaran perlu menyediakan

lebih banyak variasi dari konten yang berkaitan dengan budaya disretai dengan

penjelasan eksplisit mengenai cara untuk bernegosiasi dalam komunikasi

interkultural. Dengan cara tersebut siswa akan mengusai kompetensi komunikasi

interkultural.

Kata kunci: konten kultural, buku mata pelajaran bahasa Inggri


1

CHAPTER I

INTRODUCTION

The initial chapter of the thesis encompasses the purpose and background

of the study. Therefore, some similar studies that had been conducted previously by

many researchers are going to be exposed. This chapter contains (1) background

of the research, (2) problem identification, (3) problem limitation, (4) problem

formulation, (5) research goals, and (6) research benefits.

A. BACKGROUND OF THE RESEARCH

Culture holds a significant role in the teaching and learning of foreign

languages. Linguist and anthropologist have previously documented that the

cultural value of a particular society can be seen in its language (Peterson &

Coltrane, 2003). Edward Sapir and Benjamin Lee Whorf, after carrying out a study,

acknowledged that there exists a very close relationship between language and

culture so that it is almost impossible to understand one without paying attention to

the other (Wardhaugh, 2002). Considering this argument, it is obvious that language

and culture have become one intertwined part, that language and culture cannot be

separated and if we do so, we would lose the importance of either language or

culture (Brown, 2000). Consequently, because language reflects strongly the

culture of which it is spoken, learning culture has become an unavoidable part when

ones decide to learn a language (Kilickaya, 2004). The curriculum in Indonesia that

is currently in-use, the 2103 curriculum (School-based curriculum), also ensures

the importance of culture in language learning. We can see that it is included in the

grand objectives of national education stating that one of the objectives of English


2

teaching and learning is to allow students to gain more understanding of how

language and culture are interrelated (Badan Standar Nasional Pendidikan, 2016,

p.162)

Moreover, being able to speak in a foreign language without properly

understand its culture could lead to the violation of the appropriateness norm of the

language and it will lead to communication failure and also making stereotype

(Thomas, 1983 cited in Hinkel 1999). Consequently, culture learning is an

important element in language teaching that we cannot leave it (Hadley, 2001).

During the process of language teaching and learning, culture can be presented and

conveyed in the teaching materials, and obviously one of them is course books

(McGrath, 2002). Regarding this matter, course books have become an essential

part to facilitate English language teaching in the classroom (Hutchison & Torres,

1994) since it may contain the resource of culture-related contents. The culture-

related contents included in the course books could be from the learners’ own local

culture, the culture of the language being learned, and the diverse cultures around

the world (Cortazzi & Jin, 1999). They also claim that it is very important to present

the variation of culture-related contents in the course books to allow the students to

see not only the culture from one fixed place.

English language learning materials should considerably promote culture

from various sources, in order that English language learning will possibly be one

of the means for students to learn intercultural competence. As an element of

communicative competence, intercultural competence is crucially needed in the

current world because the learners exist in the world without boundary. By only


3

attending the lesson at school, students encounter different cultural background of

local tribes. In addition to other contexts they possibly encounter, the learners are

also communicating in various ways such as in cross-national communities, social

media, email pal or even virtual peers. Regarding this matter, students need proper

cultural understanding.

There has been considerable research conducting an analysis of culture-

related contents in English course books. Let us take one example, Juan (2010),

conducting research in China, analyzed the culture-related contents in a college

English course books from non-English majors. From the research, it was revealed

that the culture-related contents in the chosen course books had not been considered

seriously and the books mostly take the local settings to be provided as an example

of interaction patterns in the books. Meanwhile, the unequal proportion of culture-

related contents was discovered in Indonesian ELL course books with the source

culture dominating the setting of the interaction patterns provided in the course

books (Noerkhasanah, 2011). Subsequently, Clarke and Clarke (1990) stated the

presentation of culture-related contents in English language learning materials is

often poorly incorporated that it leads the learners to make stereotype toward the

culture of the language being learned (Reimann, 2009).

By looking at the year of studies of cultural contents in English course books

in Indonesia, it shows that the study of such field in English course books is a widely

interesting issue. In addition, the course books being analyzed are from the newest

revised edition, so there are still a few studies dealing with them. Therefore, it is

essential to study the culture-related contents in English course books. It can build


4

awareness of people who are involved in education about the importance of culture

in language teaching. Besides, it can give some better improvement for English

course books in Indonesia in the future as well. Therefore, this study is going to

discover the culture-related contents and the level of intercultural communicative

competence the course books fulfill.

B. PROBLEM IDENTIFICATION

Taking into account the current condition, concern on the cultural element

in the course book has become an important matter to look at. There are some

arguments emerging in relation to culture-related contents loaded in local English

course books. Starting with the simplest matter, the existence of various culture

from the source and target country without proper consideration in course books

may result in the improper understanding of a culture. For the very first reason,

mentioning Thanksgiving in the textbook without any further information may

cause confusion for Indonesian students in understanding it. They are possibly to

take the act and tradition performed in ‘giving thanks to God’ to correspond

thanksgiving. Secondly, well-funded schools in Indonesia tend to use the

international series of English course books compared to the local ones. Books

published for international use are usually more favorable because they present

more ‘perfect’ English language resources to facilitate the learning of the four

language skills. The international series provide richer contents of materials in

terms of the various culture mentioned in the books than what we have in the books

issued by local publishers. Based on these findings, we may come into conclusion

that some enhancement must be made by the local publishers of English course


5

books that the books also provide a rich experience for cultural learning to the

students.

In relation to the standard of the English course books, some criteria have

been approved by Indonesian Board of National Education Standard (BSNP)

regulating on what kind of contents course books have to include so that they can

come into proper use for students at schools. Decree No. 21 the year 2016 is the

regulation made to establish standards for English language learning materials. As

a further effort, BSNP established several instruments used to evaluate English

course book from elementary level to secondary school. Nevertheless, the

mentioned instrument only regulates some aspects that are related to only the

physical features of the English course books, yet it does not provide the standards

for culture-related contents that should properly be included in the course books.

The components scrutinized by the standard set by BSNP include: 1) the language

relevance, whether it is relevant or not for a particular age range of students to learn

the sub-topic of the English language learning; 2) presentation of the book dealing

with how the sequence of presenting the material whether it has followed the

standard scaffolding of the material presentation; and 3) the coverage of the material

presented in relation to whether all the chapters have included the materials

intended for a certain level.

Let us take for our consideration that some of the Asian countries at the hand

of the Ministry of Education are taking into account the culture-related contents in

English course books. This is intended to enhance the students' cultural awareness

of various culture they encounter when learning a foreign language so that they will


6

have the ability to deal with situations when they are required to use the language

in diverse cultural settings. One example from a big eastern Asian country, the

Ministry of Education, Culture, Sports, Science and Technology of Japan, argues

that "the understanding of different cultures" have to be taken seriously as one of

the foremost objectives in English language teaching and learning in high school

level. In addition, China’s Ministry of Education made a considerable move by

proposing to Longman as a standardized international publisher to work on the

English course book together. Longman was requested to collaborate with China’s

material developers to design ELL materials which properly correspond to the daily

life of typical Chinese and Western elementary students who live in a big city in

China. The kids are illustrated to have interactions at school or involved in more

daily activities that are culture specific.

Drawing from this fact, it can be concluded that a course books evaluation,

specifically on culture-related contents is important to conduct in Indonesian

educational setting so that we are able to better choose English learning materials

which are appropriate for the local students. To be more particular, an analysis of

culture-related contents in local English course books that are in use at schools need

to be conducted. Providing proper culture-related contents will give considerable

impacts on students’ learning. This intended to nurture the students’ cultural

awareness of their very own identity likewise enriching them with respectable

values adopted from different cultures. In line with this, the proportional numbers

of the culture-related contents on English course books is expected to assist the

students to be wiser and smarter in dealing with various form of cultures. They can


7

do so by taking the appropriate values from other cultures, avoiding the use of the

inappropriate ones, and being more tolerant towards different kinds of habit from

various culture.

C. DELIMITATION OF THE STUDY

Evaluating course books should be thoroughly done. However, due to the

time constraint, this study was limited to evaluating two English course books used

by grade X which was designed based on the 2013 Curriculum. In this qualitative

study, the researcher limited the study by evaluating the course books to discover

what culture-related contents the books provide to promote the students’

intercultural knowledge. The course books were chosen through an initial interview

with twenty senior high school teachers to gain the information which books they

were using to teach English in the classroom.

D. PROBLEM FORMULATION

This study is going to answer two research problems, namely:

(1) What culture-related contents are exposed in Bahasa Inggris Siswa X and

Pathway to English 1?

(2) How do the course books support the mastery of intercultural

communicative competence (ICC)?

E. RESEARCH GOALS

The main goal of this study is to describe the culture-related contents present

in English course books for Junior High School. This study intends to discover the

culture based on the origin of the country and the types of cultural information

loaded in the course books. Further, by looking at the provided culture-related


8

contents this study tries to identify the level of intercultural communicative

competence the course books fulfill.

F. RESEARCH BENEFITS

Even though culture is considered as an important element so that it cannot

be separated from English language teaching and learning, numerous English

course books appear to provide the English language material without specifically

expose the students to different cultures. Consequently, language is usually

acquainted as a separate element, whereas culture is considered as a distinct point

to learn. As course books are particularly the cultural agents, appropriate English

course books need to provide rich cultural information in order that the beginner

learners benefit sufficient intercultural knowledge. Without a doubt, a cautious

course books selection has to be performed, and the result of this study might be

advantageous for consideration. Thus, the present research is anticipated to provide

considerable assistance for those of the specific practitioners.

1. English Instructors

In the context of the current research, English instructors have the most

critical function dealing with the English course books because they are the most

possible people using the course books for the students, the practitioners who

expose the materials on the course books to the students, and the individuals who

adopt or adapt the culture-related contents. The result of this study would give

English instructors the comprehensive data related to the culture-related contents in

the English course books that further could help them to choose the best available


9

English course books, or to efficiently adopt or adapt the currently published course

books in order to promote the cultural awareness of the students. Further, English

instructors are expected to carry on contents analysis to select English course books

to be used in the teaching and learning process at school. They may refer to the

course books evaluation checklist used in this research. Chiefly, this research is

meant to raise sensitivity and awareness among the English teachers concerning the

culture in the English course books so that they are able to be the intercultural

competence learning sources for the students.

2. Policy Makers at Schools

These parties are those sitting in the position of the headmasters or vice

principal of curriculum matters. They are the people in charge to grant the teachers'

proposal on the desired English course books. The findings of the research show

that some English course books offer a greater variety of culture-related contents in

comparison to the other books. It is anticipated school policymakers at school look

more cautiously and comprehensively concerning to some English course books

offered by international or local publishers. They should take measured

consideration on the suitability of the culture-related contents to use in the senior

high school.

3. Course Book Designers and Publishers

The matter on culture-related contents brought up in this research challenge

the material designers as well as the publishers, both publishers funded by the

government and publishers with commercial purposes, to properly design the


10

English course books that are used particularly by senior high schools. An equal

proportion of target culture, source culture, and international culture are obviously

needed. The aspects especially those containing virtue that is relevant to the local

values and culture need to be represented in English course books which fulfill

BSNP standards for English course books as well as the students' needs. A

conscious effort to load more culture-related contents to promote the mastery of

ICC needs to be done in the making of every English course book.

4. Forthcoming Studies

This research took only a relatively small scale in a particular research area

by only taking senior high school level. Forthcoming research needs to be carried

out on a wider scale involving various levels of schools. The research would be

advantageous if a similar study is conducted to analyze culture-related contents in

all levels of English course books used in all Senior high school in Indonesia. It

could be a beneficial contribution to the Ministry of National Education and BSNP

to restructure the standards for English course books evaluation. Further, cultural

contents can be taken into account to develop more culturally rich and appropriate

English course books for Indonesian students.


11

CHAPTER II

LITERATURE REVIEW

The objective of this chapter is to clarify the constructs of the title of this study. It

will discuss theories of major concept and the concepts in relation. It consists of

several sub-titles: (1) theoretical review and (2) similar research reports.

A. THEORETICAL REVIEW

This section attempts to elaborate and clarify the theories and constructs of

this study. The elaboration of some related theories will give comprehension about

the concepts employed in this study. Therefore, this section will focus on the

discussion of the followings: (1) Culture and foreign language teaching, (2) Culture

learning, (3) The role of course books in language teaching and learning, (4) Source

culture, Target Culture and International Culture, and (5) Intercultural

Communicative Competence.

1. Culture and English Language Teaching

Hymes (1964) mentions that spoken language takes a very fundamental part

of a people’s daily life and language as a whole is the incorporation of different

cultural aspects. Language and culture are greatly linked. Kramsch (1962) describes

three main functions of language. The first function is that language is the major

means of communication. The second function highlight that language reveals an

individual’s personality and his/her background. The last function according to

Kramsch (1962) is that language facilitates the diffusion and development of culture,

the society’s steadiness, the well-functioning social control within the group.

People cannot study the language properly without paying attention to the culture


12

of the language and people cannot study the language in isolation or separated from

the culture in which the language is used (Witherspoon, 1980). Language is the

medium to convey what people have in mind as well as to exchange information.

Language is a non-instinctive human-made method to express ideas, desire and

emotions using some sort of symbols (Sapir, 1921). Many scholars agree on the

statement that culture and language have close links, as both are important parts of

human life as the main means of communication. Language takes part in forming

the culture and people’s thought and similarly thought and culture are also

influenced by languages (Wardaugh, 2002). Further Wardaugh (2002) adds that

people’s languages are affected by culture and it is obvious that culture and

language affect one another. To sum up, the abovementioned theories proposed by

experts, culture, and language become part of one another. A very close relationship

exists between those two elements. Language is the primary element of culture.

Language is also the primary means of cultural diffusion. Additionally, language is

formed and affected by the culture of a particular society.

There are different possible views and perspectives to define culture.

Kramsch mentions that culture can be seen as a coin which has two sides. That is

so because there are two possible definitions from the views of social science and

humanities. One of the sides describes the way in which a social group characterizes

itself and others by employing its production of materials, the creation of literature,

art, social organizations, and reproduction or preservation through history.

Sociologist defines culture as one of the civilization products. It is not limited to a

product as the realization of how people invent a certain means of communication,


13

but it reflects different values possessed by a particular group of society.

Koentjaraningrat (1980) explains culture in a widely-accepted view stating that

culture is a complete system of thought, activity and human conception which exist

in the social setting and it is owned by human and that it is obtained by undergoing

a process of learning. Hence, culture can be represented in the form of ideas,

artifacts, and activities found in a group of society. Culture has also been defined

by Liddicoat (2004) as a sophisticated system of ideas, behavior, norms,

assumptions, lifestyle, consensus, and action performed by a certain group of

people. Further, he adds that language is the institution and artifact produced by a

particular society. From the definition mentioned, we can see how it highlights the

existence of the particular members or group of society that vary from one another.

By viewing the inseparable relationship between language and culture, more

and more scholars and educators have emphasized the significant role of culture in

language teaching and learning. For instance, McKay (2002) noted that the

integration of cultural components into language teaching can heighten the

motivation language class.

Foreign language education has been greatly influenced by ideological

positions that language belongs to the native speaker and that language is

inextricably linked to the culture of the native speaker (Kumaravadivelu 2008: 18–

23). Accordingly, the native speaker is idealized as having both infallible

competence of the language and intuitive understanding of the culture (Paikeday

1985). Therefore, learners of English are to approximate the native speaker’s

language competence and cultural behaviors (Selinker 1972) in order to


14

communicate successfully with the native speaker. Assumptions such as these have

become so entrenched within ELT that Holliday (2006) refers to as native-

speakerism – a monocentric ideology which idealizes the native speaker teachers as

the best while positioning the learner of English as an outsider, one who struggles

to attain acceptance by the target community. In relation to this Graddol (2006)

stated that the target language is always someone else’s mother tongue. The learner

is constructed as a linguistic explorer – allowed to visit, without rights of residence

and required always to respect the superior authority of native speakers.

The above assumptions about language and culture in relation to the native

speaker are problematic in the current situation of English as an international

language (EIL) where learners stand far more chances to communicate with non-

native speakers of the language (McKay 2012). This is a distinctive social

communicative characteristic of EIL entailing a fundamental difference between

English and other foreign language education.

Following the shifting of language teaching paradigm in recent years toward

EIL, therefore Doan (2014) stated that teaching sole British and American Cultures

would not be beneficial. Teaching English in the view of English as International

Language should introduce students to multi-cultural concept and values. Nault

(2006) called for scholars, language educators and practitioners to reconsider the

status quo of cultures and their representation for the development of English as an

International Language (EIL). He advised that English educators must be aware of

other target culture than only British and American culture. Additionally, ELT

specialists should select and design teaching curricular using international source


15

materials. However, there are so many cultures to be learned, take for an example,

from Asian countries themselves, and we cannot any way to cover everything. In

the absence of practical knowledge with this issue, the preferred option is often to

include the cultures of the native speakers (Matsuda, 2009).

By having attention to the need for English language learning based on the

revised 2013 curriculum, taking one one-side culture of either the source culture or

the target culture would be problematic. People use English nowadays not only to

communicate with those native speakers of English but also people around the

world. Therefore, a proper consideration of how to teach English with cultural

knowledge should be taken to achieve the goal of English teaching in to fulfill the

current students’ need.

2 Culture and Culture Learning

Many experts find it hard to define culture in one concise and precise

definition. Street (1993) mentions that defining culture is not an easy matter to deal

with, particularly in the current global and highly connected world. In a more

widely accepted view, culture is perceived as people’s way of life. It deals with the

way how people judge and accept a person in a group of society (Lado, 1957).

Culture, as defined by Byram (1989), concerns on the thorough way of life of people

from a particular country covering the art production, philosophy making and what

is viewed as virtuous value. Saville-Troike (2003) adds that culture is the

combination of both material and non-material realization. The latter is more

complicated to observe than the former.


16

In the field of anthropology, culture is explained as a thorough way of life

by a particular group of people. In light of the definition proposed by anthropologist,

culture is best to define as a set of the whole social practices and relationship

maintained together by a group of people and later, they try to differentiate

themselves from others. Various definitions of culture are based on the observation

of groups of people, society, activities, and behavior (Hinkel: 1999). Thanasoulas

(2001) further adds that culture refers to behavior and ways of life performed by a

group of people that have a certain pattern and have already been accepted by the

group. In conclusion, culture is a social and technical inventory shared by the local

community. It is obvious that the concept also includes the internalized and

patterned value, not only dealing with how people perceive, think and act.

Samovar, Porter, and Stefani (1998) propose the most possibly thorough

definition that is able to be the home of many definitions mentioned in this part.

They define culture as a set of insights, experience, values, beliefs, actions,

relationship, faith, ways of perceiving time, social roles, ideas about life and

universe, and the creation of artifacts from a particular generation survived in a

certain period of time.

From the mentioned definition, we can conclude that culture is something

obtained or learned. Culture continues and is passed down from generation to

generation as long as the generation who has the culture managed to survive.

Culture includes not only the productions of artifacts or materials, but it rather

focuses more on people’s belief, behavior, and knowledge. In relation to how

obvious culture is related to a group of people or a certain society, it can be stated


17

that the members of a society have and perform the same culture, and the

community is different in various aspect to the other in terms of the culture

possessed (Lund, 2006).

Hence, we may take the conclusion that foreign language teaching and

learning are related in such an intense way. Culture, therefore, become a part to be

taught during the language teaching and learning activity. Culture in language

learning stays as the base in the classroom and it emerges when students wish to

possess good communicative competence. Students also need to improve

themselves by linking the language being learned and the culture of it. In the scope

of English language teaching and learning, there has been a considerable

development through years in terms of cultural learning as part of language learning.

Here is the presentation of a quick summary of culture learning as a part of

English language teaching and learning. The trend started with Grammar-

translation method (GTM) which emerged in the 1950s.

Table 2.1. Culture learning development in English language learning through

the years (Fu, 2001)

Year Method Emphasis The role of cultural

knowledge in ELL

1950s-

1960s

Grammar-

translation Method

(GTM)

Literature as one of the

‘Big C’ elements

Knowledge of culture

was required to read

literary works.

the late

60s

Audio-lingual

Method

Cultural beliefs,

behaviors, and value as

the representation of

‘little c’

Cultural knowledge

was important to build

vocabulary.

1970s-

1980s

The teaching of

Communicative

Competence

The pragmatic and

sociolinguistic aspect of

English, i.e. greeting,

complimenting.

Cultural insight was

required to prevent

mismatch in

communication.


18

1990s-

present

The teaching of

Intercultural

Communicative

Competence (ICC)

Culture is highly

integrated into language

learning. Learning the

language will necessarily

make the learner know

about the culture well.

Knowledge of culture

facilitates the mastery

of English.

According to Fu (2001), inasmuch what is presented in the table above,

during the 1950s, the grammar-translation method is the most common approach

employed in language teaching and learning. GTM emphasized on the mastery of

grammatical knowledge, vocabulary and reading of the target language. As a result,

the assessment emphasized doing translation tasks, memorizing vocabulary, and

doing dictations. Grammar tests in the form of ‘fill in the blanks’ exercises were

also a hit. The major focus was on the mastery of language rules and their

reproduction in a precise manner. Communicative and sociolinguistic competence

were not properly covered in this approach. The culture learning occurred in GTM

era was the learning of ‘Big C’ or the physical products of culture such as the

learning of literary works, geography and the other cultural products of the target

language. The process of understanding different cultures did not occur here (Lang,

1990).

Moving to 1960s where culture learning started to be a part of the language

learning curriculum. At that era, the development of language teaching and learning

curriculum initiate the rise of language teaching practitioners’ awareness to reach a

more enhanced goal of language learning. They aimed at the students’ mastery of

language in such a level that they would be able to use the language in a practical

setting. An integrated culture learning started to be introduced in language teaching

and learning classrooms. During the trend of ALM, culture is taught in the


19

classroom by presenting words and actions performed by native speakers. (Kramsch,

1998).

During 1970s-1980s, experts on language teaching and learning proposed

the integration of culture as a part of foreign language learning as they believe that

it is obligatory for language learners to learn the cultural contents so that they can

use the learned language properly in the practical settings. The proper knowledge

of culture enables the students to communicate appropriately in different kinds of

settings (Lado, 1987). When students are prepared to reach the highest objective of

culture learning, they will be able to ripen their cultural understanding and behavior

towards the culture so that they can communicate with the society who use the target

language. One of the experts, Littlewood (year), emphasizes the importance of

culture learning. However, he still highlights the vitality of language proficiency as

the main objective in communicative language teaching.

Hymes (1972) initially proposes the term ‘communicative competence’. It

is the combination of the knowledge of language riles and language use in an

appropriate manner in a given context. Experts such as Canale and Swain (1980)

later develop the idea proposed by Hymes. Canale (1983) splits communicative

competence into several sub-competence. He divides it into four specified

competence, namely: grammatical competence, sociolinguistic competence,

strategic competence, and discourse competence. Grammatical competence deals

with the ability of the learners to recognize and reproduce language rules. The rules

cover phonological, morphological, syntactic, semantic, and lexical item rules. This

is what we currently name as linguistic competence. Sociolinguistic competence


20

concerns on how learners properly produce utterances that are well-understood and

acceptable in various social settings considering the contextual factors. The focus

is on the mastery of pragmatic elements such as speech acts, norms, cultural value,

and other social and cultural values in social contexts. Subsequently, strategic

competence comprises two major strategies. The first one is a strategy to handle

communication mishap caused by insufficient competence and limiting conditions.

The second strategy deals with the enhancement of effective communication.

Finally, discourse competence reflects the learner’s ability to combine rules of

language and meanings to a well-incorporated spoken and written texts in different

genres.

Intercultural communicative competence (ICC) has become more trending

among language teaching and learning practitioners starting from the 1990s.

Intercultural communicative competence does not only emphasize the linguistic,

sociolinguistic, and discourse competence, but also puts a highlight on certain

promoted attitudes, skills, and knowledge. The promoted attitudes cover learners’

openness and curiosity in addition to adaptability to disregard negative judgment

about other people’s as well as communities’ cultures and beliefs (Byram, 1997).

According to Byram, language learners should attain knowledge of social groups

and their practices and products of their own country as well as foreign countries in

addition to the knowledge of patterns and processes performed by an individual or

a group of people in social interaction. Those skills and ability cover the capability

to interpret and relate, to discover and interact, as well as the ability to gain some

insight from critical awareness. Subsequently, Byram claims that a language


21

learning classroom has to guarantee that they provide enough chances so that

learners will be able to attain the previously mentioned skills, attitude, and

knowledge.

Drawing to the latest theory, we arrive at a conclusion, as Lund (2006)

suggests that several competences build up foreign language teaching and learning.

Those components comprise linguistic competence, language proficiency,

communicative competence and positive attitude in regard to the mastery of cultural

competence. Cultural competence covers various knowledge such as the knowledge

of beliefs, habits, norms, and system of meaning used in a certain language. It is

undoubtedly an important component of foreign language learning that many

practitioners see it as an ultimate goal to make a curriculum, which incorporates the

teaching of language and culture (Straub, 1999).

3. The Role of Course Books in Language Teaching and Learning

Language instructors generally use course books and instructional materials

because they find readily provided materials beneficial for them for various reasons.

Course books have become the most commonly used means in English language

teaching. The teaching and learning in the classroom are assumed incomplete

without the presence of course books in related subjects. That is why the demand

for course books are still high over the years (Hutchison & Torres, 1994).

Not only do course books reflect the core of English teaching and learning,

but they also provide a great number of benefits for both learners and instructors in

the classroom (Sheldon, 1988). Further, he adds that students normally expect the

use of the course books to accompany their learning. Students get the advantage


22

from course books that they are already well-arranged. Most students also assume

that course books are more well-planned than materials provided independently by

teachers.

Cunningsworth (1995) claims that course books are beneficial due to several

factors. He explains course books offer the opportunity to do self-study and self-

directed exercise. Course books present all the needed materials in an effective and

neatly arranged order. Students also find course books useful because a set of

learning sources has been provided in the form of compact books. Additionally,

course books are useful sources to learn grammar, vocabulary, text organization,

and many other aspects of language. Course books are also practical to use because

normally they are designed by following a certain syllabus with pre-determined

learning goals. Finally, less experienced instructors will get the benefit of using

course books as readily provided materials that course books will help them to

lessen their anxiety while preparing the materials and teaching.

According to Xu (2013), even in China which can be considered as a country

with the high development of technology, the ELT practice in the primary and

secondary school still uses course books as one of the sources of the material for

the learning and teaching activity in the classroom. Throughout decades, along with

changes in the curriculum, some changes had been made in terms of the materials

presented in the course books. Xu (2013) additionally added that for Chinese

students, current English course books in China has already paid attention to the

balance in numbers of the culture-related contents in the course book. The books

are recently designed to include cultural information not only from the target or


23

source culture but also from various countries in the world. This was done to

facilitate the cross-cultural understanding of the students while they are learning

English that has been used globally.

A conclusion can be made that course books undeniably play a very

important role in English teaching and learning in various countries. The use of

course books can be beneficial and effective for learners and teachers in many ways.

Since the students deal a lot with their course books for their English language

learning at school, a well-designed course book will give useful knowledge about

the cultural elements in the relation of foreign language learning.

4. Culture-related Contents in ELL Materials

Cotazzi & Jin (1999) proposes a classification of culture, which possibly

presented in English course books. Culture is divided into three main classifications

covering source culture, target culture, and international target culture. The

classification is used in this study to analyze the culture-related contents.

The first mentioned sub-division is the source culture. The term covers the

cultural contents of local people or students. We can normally find this kind of

information in the course books produced by national publishers of a certain country.

The objective of presenting this classification of cultural information is to facilitate

the students to be able to describe their very own culture to people from different

nationalities they may encounter.

The second category is the target culture. It generally focuses on the two

main target culture of English-speaking countries that are the United States and the


24

United Kingdom. This type of culture-related contents are mostly found English

course books.

Subsequently, International target culture covers the information that deals

with an extensive variety of cultural settings in English speaking countries other

than the United States and the United Kingdom or the countries where English is

used as the international language. The basis of forming this classification is on the

argument that many speakers use English, not as their first language, but they use

it to communicate in an international setting.

An additional categorization was proposed by Xiao (2010) which is the

culture-free elements. This category refers to the universally shared information

and that containing no specific aspect of a certain country. It usually refers to

generic things like ones usually find in nature.

During the process of English language learning, students have the

expectation to get accustomed to speaking to the users of English who use it as a

native language. Johan & Roger (2006) state that learners have the general

assumption that ‘target culture’ is the culture of the societies from the main English-

speaking countries. Aliakbari (2012) highlights that materials for English language

learning provided by international publishing companies mainly use popular

English names for the characters in the books and the books attempt to provide the

target culture. Additionally, from his observation Aliakbari (2012) also mentions

that course books designed by native speakers of English from particular countries


25

do not provide the opportunity for the learners to get in touch with cultures other

than the target cultures.

Phillipson (1992) observes how language course books and the target

culture are linked and he finds that the course books as the means of promotion of

both ideological and cultural ideas. Prodomou (1998) highlights the use of the target

culture in the course books as a medium to teach the language. Further, Alptekin

(2002) adds that it is nearly impossible to teach a particular language without

integrating the language in the culture of the society who uses it. Thus, they claim

that in a language learning, when students are forced to express themselves in the

customs of the culture, they have not been familiar with, students may end up in

making stereotype toward the target culture.

Experts on language teaching and learning are still discussing what culture

should be presented in a language course book. The effort to incorporate cultures

from different sources have become noticeable. Kachru (1985) presents the widely-

used classification of English language users as seen in Figure 2.1. The

classification is based on how English is spread, and how it is used in different

cultural contexts.


26

Figure 2.1 The classification of countries using English (Kachru, 1985)

The classification divides countries as users of English into three main

groups. They are grouped in ‘circles’ namely: the inner circle, the outer circle, and

the expanding circle. Countries such as the United Kingdom, the United States,

Australia, and Canada form the inner circle as they possess the cultural base,

traditional base, and linguistic base of English. The countries which were

previously under the British colonization and currently use English in the formal

settings such as in the governmental setting, legal setting, and educational setting

are grouped as the outer circle. This circle includes countries such as India,

Singapore, Malaysia, etc. Countries, where English is used for different purposes

and formally learned at schools and English course institutions but has no formal

role in a governmental setting, are categorized as the outer circle. In these countries,

English is extensively studied for specific purposes such as for accessing

information, conducting business, and using technologies. Kachru (1985) further

The Expanding Circle

Japan, China, Korea, Indonesia

The Inner Circle

United Kingdom,

United States, Australia, etc.

The Outer Circle

India, Malaysia, Singapore, etc.


27

adds that the use of English in these countries is limited and it does not possess a

steady status.

Currently, the status of the English language in various countries is

changing (Gradoll, 2017). It is said so due to the findings that many countries from

the expanding circle start to use English in the same manner as those of the outer

circle in addition to using it as the international language. Therefore, from this

circumstance, intercultural communication does not involve only English native

speakers and non-native speakers, but it also involves English users from various

cultural backgrounds.

Besides covering the origin of the culture like source culture, target culture,

and international target culture, English teaching materials also contains different

types of cultural information. According to Adaskou, Britten, and Fahsi (1999),

cultural information is conveyed in different forms. The information is categorized

as descriptive texts, texts presenting foreign attitudes and opinions, dialogs about

daily life, contextualized writing tasks, idioms and collocations, realia and pseudo-

realia, visual illustration and sound recordings.

Informative texts presenting information from a particular culture are what

is meant as descriptive texts. These texts are provided in addition to texts for the

learning activities. Texts presenting foreign attitudes cover those texts

concentrating on the point of view from different cultures on seeing and reacting to

particular issues. This may be in the form of cultural note explaining gifts as

something inappropriate in academic settings in several countries. Dialogs about


28

daily life cover those natural conversations among speakers mentioning cultural

aspects. This may be in the form of dialog discussing daily routine from people in

a certain country. Contextualized writing tasks include the activities that require the

students to produce texts from the given themes or topics based on culture-specific

settings. These kinds of activities may include tasks of writing descriptive texts

explaining holiday activities or making dialog using compliment expressions and

the responses.

Some words have a different meaning from what they are actually written,

and these are what people call idioms. Normally, English course books the idioms

are taken from those of the target culture. Additionally, collocations are the possible

combinations of two words that will sound unnatural for the native speakers if we

change one of the words.

Realia in English teaching and learning field include real objects used for

facilitating the teaching and learning activity. Some course books include realia or

the modified ones, pseudo-realia, in the form of postcards, forms, invitation cards,

and such representing a particular culture. Visual illustrations are pictures in

relation to the texts assisting the readers to understand what is being discussed in

the texts. The last type of cultural information is sound recordings. These include

audios such as podcast, songs, and recordings taken from particular cultural settings.

Adaskou, Britten, and Fahzi (1999) adds that culture is divided into four

elements. These elements are products, persons, practice, and perspectives.

Products refer to the creation of a particular culture, covering both concrete and


29

intangible items. Products are represented by items such as realia and pictures

showing concrete objects of culture such as buildings, food, or clothing. The second

element is persons and this is presented by mentioning various figures in the course

books, whether they really exist or they are fictional characters. People mentioned

can possibly be influential figures, celebrities and such. Subsequently, practices

reflect the existing habit or daily routine of a particular group of society which is

passed down from the ancestors to the younger generations. A celebration from a

particular society is one example of practices. The last-mentioned element of

culture is perspectives. It is related to how a particular group of culture sees

different aspects of life such as human relationship, family, friendship, perception

about time, money, etc.

Further, Adaskou, Britten, and Fahsi (1999) mention that culture can be

categorized into four specific senses. Those senses cover aesthetic sense, semantic

sense, pragmatic sense, and sociological sense. The first mentioned category is

aesthetic sense, which deals with the elements of cultural persons and products that

generally captivate the learners’ vision and hearing. This category of cultural sense

is represented by pop culture, literary works, entertainment and such. The second

sense is called sociological sense. We commonly find this category in the form of

the idea of work and leisure activity, family life, and neighborhood. By

encountering this sociological sense, learners will be able to draw a certain

comparison which allows them to see other ways of how people build

communication and interaction in their own context of culture. The third category

is semantic sense. It includes the thought perception and concept towards culture.


30

We generally find this aspect in the representation of general belief, norms, opinion,

etc. Lastly, the so-called pragmatic sense is represented by conventions, social skills,

background knowledge, and paralinguistic skills. This sense is usually represented

in English teaching and learning material in the form of writing conventions, norms

of politeness, and intonation patterns.

5. Intercultural Communicative Competence

Different terms have been used to correspond intercultural communication

including ICC, intercultural competence (IC), multicultural competence, cross-

cultural competence, intercultural communication competence, and those

mentioned terms have been interchangeably used. This study, however, focuses

primarily on the notion of ICC taken from both views of communicative

competence (CC) and intercultural competence (IC).

Byram (1997), among many experts trying to define the term of ICC,

proposed that ICC is a term that covers many components consisting of linguistic

competence, sociolinguistic competence, discourse competence, and intercultural

competence. He, in addition, points out that the term ICC is the capability of

allowing a person to have interaction in a foreign language efficaciously and

appropriately with people from various cultures. In a similar way, Chen and Starosta

(1999) outline that intercultural communicative competence is the ability to

perform communication effectively and appropriately in which negotiation of

speakers’ cultures occur in various kinds of settings. This additional element is not

generally spotted in popular definitions of ICC. Here, motivation itself is defined

as the combination of needs, drives, and intention related to the preparedness to


31

perform real interaction using intercultural communication. Wiseman (2002) claims

that these elements have an essential role to achieve appropriate and effective

exchange in a particular cultural setting.

Moving to a slightly different definition proposed by Lazar et al. (2007),

ICC is defined as the capability to build effective communication in situations

involving different cultures and the ability to cope appropriately in different cultural

contexts. This definition has been widely used as a guideline by language

instructors, teachers, and educators. In this definition, two major components are

highlighted, namely skills and intelligence. The former deals with the development

of learners’ thinking process and the latter deals with the social ability to respect,

give tolerance for ambiguity, and to be open to build communication with people

from different cultures with no judgment towards them. Seeing from the fact that

various definitions have been proposed by different experts, we find that those

experts have not yet achieved settlement on the fixed definition of ICC and what

elements must be included in ICC. Nonetheless, this study defines that ICC is the

competence which allows a person to build appropriate and effective interaction in

his or her non-native language with people from different background of culture

and language. ICC encompasses language competence such as linguistic, discourse,

and sociolinguistic competence in addition to intercultural competence with its sub-

competences including skills, knowledge, and attitude. ICC facilitates a person so

that he or she will successfully take part in communications of the multicultural

society.


32

Byram (2000) claims that in order to fulfill the highest level of ICC the

course books should load equal numbers of culture-related contents of culture from

different types. The culture-related contents must be present in each task or activity

in the book. Krippendorff (2004) proposes the concept of balance in contents

analysis saying that balance is a condition in which different elements of the same

categorization are in equal number or proportion. When the number of a certain

element exceeds the number of the other element, here domination arises. A lack

happens when a certain element is presented in a fewer number than the others.

B. SIMILAR RESEARCH REPORTS

1. Awareness of Cultural Teaching and Learning

Starting from the 1990s, experts and scholars in the language teaching field

have been giving more attention in incorporating cultural awareness into language

teaching and learning curriculum. This has become a great movement since then

and practitioners began to study and pay greater attention to the teaching of culture-

related elements of various aspects in language teaching and learning.

A survey was conducted by Chen (2005) to investigate the students and

teachers’ attitude toward culture teaching and learning in English language classes

in China. The survey respondents cover 40 English instructors, 273 students of

China’s local universities, and 48 Chinese exchange students studying abroad in

English speaking countries. The result of the investigation clearly revealed that

according to the survey’s participants, culture teaching and learning in language

classes is marked important. There were 87% of exchange students, 77% of English

instructors, and 57% of local students in China regard culture teaching and learning


33

is greatly needed by language learners. Subsequently, students who studied abroad

stated that they face culture shock and based on the circumstance that they were in,

they suggest that language teaching practitioners should provide the learners with

sufficient knowledge to cope with the cultural differences. Nonetheless, some

culture teaching seemed not to reach the students properly. From the survey, it was

found that 16% of the English instructors stated that they had already incorporated

‘lifestyle’ in the learning materials, but in the limited percentage of 2% of the

students stated that they had learned ‘lifestyle’ in their English class. Different

impressions were recorded on the cultural elements taught in English Language

classes.

Stapleton (2010) concerned to conduct a survey on English teachers’

perspectives of culture teaching and learning. He conducted research in Japan, with

28 participants responding to the questionnaire. They were inquired about what

kind of cultural elements they taught during the class. The teachers gave comments

that they taught culture in a rather unorganized way, although they clearly

understand its importance. They further added that they had no guideline of what

culture should be taught. They had paid great attention to culture teaching and tried

to alter their materials and teaching style to promote cultural learning in the

classroom. We may take a conclusion that the teachers did feel it important to teach

culture, but since they had no guideline, they taught culture in a random way in their

language classes.

From both previously mentioned studies by Chen (2005) and Stapleton

(2010) teachers and learners were mindful of the necessity of culture teaching and


34

learning in English classrooms. Nevertheless, they did not have a clear guideline on

how to incorporate and teach culture and it resulted in the unorganized teaching of

culture during the class.

2. Attitudes and Perceptions towards Culture Learning and Contents in

English Course Books

A study was conducted by Paige, Colby, Jorstad, Klein & Siaya (2010)

carrying an objective to improve the practice of culture teaching among language

instructors. They carried out the research by identifying relevant data related to

culture teaching and learning in language classrooms. They came to a final

conclusion claiming that cultural information included in ELL course books was

very simple and shallow if it is viewed from the broad sense of culture. That

information included in the course books is hence not sufficient seeing that the

instructors are burdened with the task to teach culture and its aspects such as the

representation of belief, customs, values and so on. The results of the research

additionally show the fact that due to the shallow depiction of culture, the

inappropriate stereotype would be possibly formed. Another fact revealed from the

study was that there had not been any research identifying the impact of the absence

of different cultural elements in the course books. The significance of course books

containing culture-related contents was also demonstrated by different studies on

the same topic.

Paige at al, (2010) furthermore discovered the fact that course books were

employed as guides to lead and determine the set and the sequence of the learning

materials. They moreover found that course books have impacts on students in


35

internalizing most of the knowledge. The fact was revealed after they conducted

extensive interviews with young learners. The observation made was specifically

complex due to the fact that the course books subjects were often poorly selected

and represented a one-sided view of fact by means of taking a traveler’s perspective

that only specializing in topics related to restaurants, food, or public transportation.

It should be highlighted that the course books influence the variety and intensity of

the cultural information.

Fu (2001) added research implying that even though the crucial function of

course books performed in English language classroom has been mentioned, most

of the culture teaching in the language classrooms seems to be coincidental and

unnatural. Therefore, the specified culture-related contents provided in English

course books were not utilized properly. It becomes wasteful when the instructors

themselves are not aware that they need to provide cross-cultural understanding

along with the language teaching in the classroom.

Another similar survey was accomplished by Zhang & Ma (2004) involving

students of the first, second and third year of Chinese college with distinctive levels

of English language proficiency. The study was meant to identify attitudes and

perceptions towards the culture-related contents presented in the English teaching

materials for university students in China. From the study, the obtained responses

show the indication of the cultural contents provided in the English teaching

materials did not in line with the students’ preference. The majority of the college

students admit that they wanted to gain knowledge on the target culture, nonetheless,

most of the course books designers additionally express their preference to cover


36

more than the culture of the target country, by presenting the combination of source

culture and culture from different countries in English teaching materials.

Nevertheless, in line with the respondents, the course books used mostly contained

target culture elements. From the study, it was concluded that one of the reasons

could probably be that English language learning objectives were various, which

are not restricted to certain approaches of the presentation of culture-related

contents in the used course books.

Earlier research mentioned that language learners show positive interests

and attitudes in the practice of culture learning in the English language classroom.

By building interaction with ones from the target culture, learners may get positive

influence and their attitudes towards culture learning grow in a positive manner.

Nevertheless, not only the positive impact of culture learning has been recognized

but a few bad effects for the beginner level learners studying the target culture

provided in English course books have also been reported.

Additionally, Adaskou, Britten, and Fahsi (1990) found a set of negative

perspective towards culture learning among teachers. Taking conclusion from the

extensive inquiry involving Moroccan teachers, it was mentioned that most of the

teachers have the same assumption which says that including information about the

target culture can possibly create doubts among the students to their very own

culture. Those teachers additionally claimed that some patterns of behavior existed

in Britain and America were considered inappropriate that many teachers did not

want their students to know about them. As the result, teachers in charge have a

strong assumption that students would be more encouraged to learn English if it


37

was presented in contexts that they can relate it to their very own lives as teenagers

rather than encountering the English language in the context of English-speaking

nations.

A study highlighting what kind of culture and whose culture need to be

incorporated within language learning was carried out by Prodromou's (1992).

Three hundred EFL students participated in this study. Attitudes toward the

importance of the local culture, cross-cultural knowledge, cultural background, and

multicultural variety were analyzed. From the study, it was confirmed that over half

of the total respondents taken into consideration that the native-speaker teachers

have to understand the local culture, therefore, they could better understand the need

of local students. The results of the study additionally showed that the respondents

were given ten categories of culture, namely English language, British lifestyles

and society, British and American literature, British and American lifestyles and

society, and culture from different nations. A report obtained that 40% of the

number of respondents claimed they were not interested in both American and

British culture-related things.

Nevertheless, the considerably exceptional research on the specified

contents of culture teaching and learning to this point in the context of Chinese

students was carried out by Lessard-Clouston (1996), who participated in a summer

course, and they got the data from110 English teachers from education university

and English Language learning institutions in China. A number of sixteen

instructors that were randomly chosen to be interviewed at the end of the program.

The result of the interview was the main data for the research, and it was directed


38

to find out how many of the teachers when practicing culture teaching. Summing

up the findings of the survey, it becomes apparent that teachers’ support played a

major role of culture teaching in their EFL classrooms, however, it was additionally

proposed the need for further knowledge and guide of how to convey culture into

their very own EFL classroom context. The predominant culture-related contents

taught and learned in Chinese EFL classroom was dominated by the topics of

history, geography, economic, politic and literature, which were associated with big

"C" culture.

Chen (2005) carried out a survey to discover whether big “C” or little “c”

dominated cultural teaching and learning in Chinese universities. The researcher

designed 7 topics for big “C” culture consisting of music, history, geography,

politics, economic system, social system and some other 9 topics such as cultural

value, daily routine, lifestyle holiday, food, body language, weather, greeting, and

custom for little "c" to analyze the attitudes of students for cultural learning in

Chinese EFL classroom.

The survey findings confirmed that a low proportion of little “c” culture

category was taken into consideration. The top 5 subject matters of both big “C”

and little “c” that were taught in terms of frequency according to the teachers were

customs (33%), social system (24%), history (22%), Literature (19%) and education

(13%). Meanwhile, some instructors and students do have cultural knowledge, but

they get confused about what scope of culture and which culture need to be studied.


39

Within the inquiry performed by Canagarjah (as cited in Xiao, 2010) on the

ESL training in Sri Lanka, it was discovered that the students had negative attitudes

towards the target language and culture. They observed that this was because of the

western bias of the materials. The students felt anxious and had the worry of being

"absorbed" by the culture of the language they were learning. Due to these situations,

students indicated that they preferred the more conventional method of memorizing

the grammar and vocabulary whilst they were gaining knowledge of English,

possibly as it becomes a procedure which allowed them to maintain a considerable

distance from the culture which was completely distinctive to their conventional

cultural values.

3. Course Books Analysis

Ashikaga, Fujita, and Ikuta (2001) accomplished research which tried to

analyze how and to what extent cultural contents is incorporated into English

conversational course books for Japanese students. In the scope of this research, the

authors described two components of culture: Concrete Culture and Abstract

Culture which were primarily based on the Allen and Valette's (1972) definition of

culture and idea of capital "C" culture and small "c" culture. Concrete culture (CC)

denotes to the perceptible representation of culture including country, history,

geography, and products. Abstract Culture (AC) refers to the more imperceptible

manifestations of a culture, which included the patterns of habit and thinking. By

inspecting examining English communication course books used in Japan, a

conclusion was drawn. Based at the researchers’ teaching experience and former

research, it was hypothesized that of the two kinds of representation, AC performs


40

a more substantial role in intercultural verbal exchange and is consequently a more

essential element in effective language teaching. The current seventeen course

books emphasize CC contents to a much greater quantity than AC contents. CC

contents (76%) was extensively more frequent than AC contents (24%). Further,

the authors stated that as the research indicated, however, the cultural contents of

the seventeen communication course books varies substantially from course books

to course books. In real practice, course books are the primary source of guidance

for both students and instructor, and accordingly selection of course books will

become a critical problem.

Following the previous research from a different country, Zu and Kong

(2009) accomplished an evaluation of one set of English course books entitled

learning English used for Chinese secondary college students. For the types of

culture, the researchers mentioned that most of these topics included represented

the target cultures, or simply a reflection of the target culture. Moreover, the book

learning English gives learners with not only target culture materials, but also

domestic culture and international culture elements. Subjects related to the target

culture, lifestyles, amusement, the circle of relatives’ relationships, social customs,

vacations were also provided.

With a similar intention, Yamanaka's (2006) conducted an evaluation on

English course books from the point of view of countries in the inner, outer and

expanding circles, the author decided on three course books from junior high school

and ten course books from senior high school. The analysis was designed to give

details on which countries are covered in junior high and senior high school English


41

course books and is primarily based on Kachru's three-concentric-circles model.

The frequencies of cultural items were examined in all of these English course

books regarding the countries from which the elements of culture were discovered.

The frequencies of the cultural items of nations belong to the inner circle confirmed

that the dominant emphasis was on the United States for all grades of course books.

There has been a considerable lack of emphasis on countries from the Outer Circle

in contrast with countries in The Inner Circle. Japan strongly dominates the

expanding Circle and Japanese cultural products occurred for about 64% in course

books. It was advised that it might have been better if the nations of the Expanding

Circle, similarly to the Outer Circle, had acquired more attention. As English has

grown to be a global language which is used for interacting with people

internationally, it would be useful for younger Japanese people to learn about a

variety of cultures, not just those associated with Inner Circle countries. For this

reason, an equal number of culture based on the countries which are presented in

the course books would absolutely enhance the learning material.

A Korean researcher, Lee (2009), gathered 11 EFL high-school

conversation course books utilized in Korea and examines how the course books

presented culture. The researcher designed 22 topics for big "C" which includes

geography, agriculture, and education which are primarily based on Paige et al.

(2000) and Hinkel (2001). Meanwhile, 26 topics for little “c” domains included

fairness, competition, materialism, and liberalism which were designed with

references from intercultural, sociological, ethnographical and sociolinguistic

views. All of which postulate that culture learning and teaching and the topics to


42

support this are essential for modern-day English language teaching culture

acquisition.

Lee's (2009) studies confirmed that the 11 high school course books were

remarkably restrained in the range of instances employed, while the majority of the

cultural contents were predominantly devoted to big "C" target-lifestyle getting to

know along with a fixed of memorable facts and data in arts, history, and geography

with none in addition explication of the little "c" domain of culture. The researcher

concluded that the 11 English as a foreign language course books in Korea were not

designed to permit their adolescent learners to expand either intercultural

communicative competence or culture-specific competence, that is, the little "c"

domain of cultural teaming.

Hamiloglu and Mendi (2010) carried out a content analysis research on

associated with the intercultural aspects utilized in EFL course books in Turkey.

This research aimed to study some course books of English as a foreign language

to see whether they contain any intercultural subjects belonging to distinctive

cultures from various nations in the world as well as to what extent teaching

materials utilized in EFL setting contain intercultural elements. Five EFL course

books were chosen which were all published by international publishing companies.

The outcomes of the research discovered that each course book had already

integrated intercultural subjects in various ranges. One of the books New Streetwise,

no longer presented any intercultural elements and concerned only on cultures of

the United States and England as the target culture of the primary English-speaking

countries. The two other books: New Hotline and Matrix included 11 and 14


43

intercultural elements respectively. Some other two course books, entitled Total

English and Enterprise, ranked on the top 2 of the highest frequency occurrences

of intercultural topics, with a complete wide variety of 26 items and 33 items

respectively. For instance, in Enterprise, cultural aspects of English-speaking

countries along with countries such as Australia, Scotland, New Zealand, Ireland,

and Canada were provided in the course books. The other cross-cultural topics are

selected from India, Japan, France, Thailand, Spain, Norway, and from thirteen

other countries. The cultural information provided by the authors is particularly

well-known people, festival, accommodations, holidays, meals, weather and the

traits of the native people. The outcomes of the analysis of Enterprise, as Hamiloglu

and Mendi (2010) mentioned previously, they confirmed that the authors designed

the course book efficaciously in terms of the number and the point of interest of

intercultural topics used all through the units.

An investigation by Aliakbari (2012) was made to find out how culture is

addressed in ELT in Iran in general and the place of culture in ELT at the high

school level specifically. At some stage in the observation, the problem was

examined with regards to the applicable theoretical background and the content

analysis of the prescribed English course books. The course books analysis was

completed primarily based on a modified version of Ramirez & Halls' (1990) model

with an attention on the presentation given to various English-speaking countries

or groups in the course books. The research findings gave the information that

culture free passages occurred for 53% in the book. The culture of English-speaking

countries, Middle-east countries tradition, and cross-cultural comparison occupied


44

only 3% of the content material of each. No connection with eastern countries was

discovered, nor was there a text solely dealing with Iran culture. The researcher

concluded that the treatment of cultural understanding and the improvement of

intercultural competence nonetheless continue to be inadequate.

A research was conducted by Hermawan & Noerkhasanah (2013) to find

out how culture-related contents are disseminated in English course books for

primary school students in Bandung, Indonesia. They take the model of culture

classification designed by Cortazzi & Jin (1999) which divides culture in English

materials into three main categories: source culture, target culture, and international

target culture. The result of the study showed that target culture was dominant in

the course books and it appeared in the texts discussing places, persons, and

customs. The research nevertheless, focused mainly on the visual illustration and

reading passages. The analysis for the sound recording and writing tasks had not

yet been conducted.

Moving to the more recent study, Ekawati & Hamdani (2015) conducted

research to review what kind of culture-related contents was included in English

course books for junior high school students. The result of the study showed that

the book focused highly on presenting American culture. It was in the form of

family life and working habit. However, there was no special section, dedicated

specifically to discuss and draw a comparison of the aspect of culture in students’

point of view. Therefore, an explicit explanation was needed to facilitate the

students in being open and to avoid stereotype for the culture that is different from

their very own culture.


45

From the studies mentioned earlier in this section, we can see the critical

function of course books play in the English language classroom. The cultural

contents provided in language course books have been examined from various

aspects. The fundamental purpose of culture-associated course books analysis

pursuits to discover whether the culture-related contents presented in course books

support and encourage the learners' mastery of communicative competence and

intercultural communicative competence.

In order to know whether the course books present an equal proportion of

culture-related contents and whether they support the mastery of intercultural

competence, it requires a detailed analysis. This research focuses on presenting the

description of the culture-related contents in the course books, whether they occupy

the same numbers or not and to what level the books facilitate intercultural

communicative competence mastery.

C. FRAMEWORK OF PRE-UNDERSTANDING AND PRE-FIGURED

THEMES

This section presents a framework of how to answer the research question.

English course books have become the main resource in ELT in Indonesia. All

schools need to use English course books to employ effective teaching and learning

activity.

The role of course books in English language teaching is crucial because, in

some situations, they play a role as the main source of language inputs for learners.

Course books also become the resource books for ELT teaching practice, yet

teachers should not only take them for granted. As the new curriculum is applied,


46

the students are required to be able to use the language in a real setting with various

speakers from different cultural background. Thus, they are expected to use the

language appropriately. A study conducted by Salam (2013) in analyzing course

books in relation to the cultural contents shows a good result. Considering the books

cultural contents represented in the reading passages, the course books that were

analyzed are relatively suitable for the tenth grade of senior high school students in

order to introduce the target culture as well as other cultures without neglecting the

students’ source culture. Silvia (2014) conducted a study on course books used in

junior high school and it showed that the representation of the target culture was in

the equal numbers with the source culture.

Nevertheless, the previously conducted studies have a focus on where the

culture originated. They have not yet analyzed deeper on what kind of cultural

information is provided by the course books. Therefore, aside from analyzing the

origin of the culture, this study has the intention to analyze the kind of cultural

information included in the course books. Thus, the classification of cultural

information proposed by Adaskou, Britten, and Fahsi (1990) was taken as a

guideline to classify more specifically the aspect of culture presented in the books.

The 2013 curriculum has a distinctive characteristic that it emphasizes the

students to be able to use the language properly in a certain social context. The

students will be able to acquire proper sociolinguistic competence if they are

provided with well-designed material that includes the culture-related contents

related to the target language in every task provided. Therefore, the framework of

pre-understanding of this research is shown in the figure below:


47

Figure 2.2. The framework of pre-understanding

English Language Learning

(ELL)

Culture in

ELL

Course Books

Types of Cultural Information

Informative Texts, Dialogs, Recordings, Idioms and

Collocation, Visual Representation

The Origin of Culture

Source Culture

Target Culture

International Target Culture

The Sense of Culture

Aesthetic

Sociological

Semantic

Pragmatic

Elements of Culture

Products

Practice

Persons

Perspectives


48

CHAPTER III

RESEARCH METHODOLOGY

This chapter gives a detailed explanation on the procedure in conducting the

research. Here the detailed elaboration of the research methodology is included.

The chapter is organized into six sections namely: (1) research design (2) data

collection (3) selection of the unit of analysis (4) data analysis (5) data presentation

and (6) trustworthiness. Section one gives the elaboration of the general concept

related to the research design. Section two is data collection and it covers the

sequences taken as the effort to collect the required data for this study. Section three

discusses what unit is analyzed as separate items from the course books. Section

four mentions the steps of the data analysis. The elaboration of how the data is

analyzed to result in the findings is covered in section five of the data presentation.

The last section discusses how to prove this study trustworthy.

A. RESEARCH DESIGN

This research is a content analysis research in nature which applies

qualitative method. Fraenkel, Wallen, & Hyun, (2012) mentions qualitative

research as the kind of research study that examines the quality of relationships,

activities, situations, or materials. Subsequently, according to Creswell (2008)

qualitative research is defined as an educational research where the researcher

depends on the views of participants by asking broad and general questions,

collecting data consisting mainly of words or text from the participants, describing


49

and analyzing these obtained words for certain themes, and conducting the inquiry

in a subjective manner.

As this study engage systematic technique in analyzing and describing how the

culture-related contents are represented in the selected course books. The collected

data will be in the form of passages and tasks. Therefore, the qualitative approach

is viewed as the most suitable approach for this study. In addition, this study is

descriptive in nature because it describes thoroughly a specific matter (Fraenkel,

Wallen, & Hyun, 2012, p.15). The data are analyzed using the types of culture in

language materials of Cortazzi & Jin (1999) and the concept of types of cultural

information, four senses, and four elements of culture adapted from Adaskou,

Britten, and Fahsi (1990).

B. DATA COLLECTION

The data were taken from two different English course books for Senior

High School. The first book is Buku Bahasa Inggris Siswa 1 published by BSNP

and the second one is Pathway to English 1 published commercially by Erlangga.

Bahasa Inggris Siswa X was chosen because it is the compulsory course book

provided by the government to be used at public schools. Bahasa Inggris Siswa X

was revised in the first half of 2017 in accordance with the revision of the 2013

curriculum. The government makes the book easily accessed by providing the

online digital version of the book which can be easily downloaded on the Ministry’s

website so that every school in Indonesia can use the book. The second course book,

Pathway to English 1, was chosen through an initial survey, that among 20 high


50

school teachers from different schools, 14 teachers or 70% used Pathway to English

1 as the additional source to provide learning materials. A study by Laili &

Wahyanti (2017) suggests that Pathway to English 1 published in 2016 has the

compatibility with the core and basic competence of the revised 2013 curriculum.

Students from the tenth grader start to engage with more complex communication

than what they encounter in junior high school. They are supposed to get more

exposure to various context of communication. Thus, Bahasa Inggris Siswa X and

Pathway to English 1 were selected. Local course books are designed by following

the syllabus designed by the government, the course books on the same subject will

have the same template and the same topic of what has been chosen for the data

collection.

The data collected are mainly in the form of tasks and any written

information provided in each course books. The picture as illustrations that go with

the text are analyzed if it contributes to the interpretation of meaning. The reading

passages and the other written information are analyzed carefully to see what aspect

of culture exists in the text. The table below shows detailed information about the

course books.

Table 3.1 Detailed Information about the Course Books

Books Author Publisher/Year Pages ISBN

Bahasa Inggris

Siswa

Utami Widiati,

Zuliati Rohmah,

Furaidah

BSNP/2016 206 978-602-

282-479-4

Pathway to

English

Theresia

Sudarwati,

Eudia Grace

Erlangga/2016 212 978-602-

298-922-6


51

C. SELECTION OF THE UNITS OF ANALYSIS

The texts and tasks are selected from two course books: Bahasa Inggris

Siswa X and Pathway to English 1. From these two course books, the analysis will

concern on the reading passages, written information, and tasks presented in each

unit. The picture and illustrations placed alongside the texts will be analyzed only

when it constituted the partial and the whole meaning of the texts.

Bahasa Inggris Siswa X consists of fifteen units. Each unit consists of ten

to twelve sections: all the section represents four language skills which are listening,

speaking, reading, and writing, which is divided into different tasks. At the

beginning of the unit, there is a warmer task and a vocabulary builder task intended

to recall and give the students' background knowledge about the topic being

discussed throughout the unit. Those tasks are further followed by tasks to gradually

develop students’ English skills. They in the sequence used in the book include

listening, reading, writing, and speaking tasks that are presented in the different

arrangement in each unit. In the latter part of each unit, a section called reflection

is provided. It is intended to guide the student to reflect on what they have learned,

which part they master well, and which part they have not fully understood.

Pathway to English 1 comprises ten units. Each unit consists of fifteen to

twenty tasks which cover the four English skills. Each task focuses on different

English skills. At the end of the unit, a summary and a reflection section are

provided. There are also additional notes found throughout the units that present

additional information.


52

D. DATA ANALYSIS

The data analysis consists of two phases. The first step is establishing the

types of cultural information the texts and the tasks. They were first categorized

using types of culture proposed by Cortazzi & Jin, (1999) which divide culture into

three categories: source culture, target culture, and international target culture. It

was done in order to see which culture was prominently presented in the course

books. The source culture here refers to local or Indonesian culture. The target

culture denotes to the culture from the countries where English is the first language

according to Kachru (1985) ‘the inner circle country’ which are United States,

United Kingdom, Canada, Australia, and New Zealand. The last is international

target culture denoting to the culture of countries that are outside the source culture

or target culture.

The second phase the units of analysis were categorized following the types

of cultural information using the classification proposed by Adaskou et al., (1990).

The model classifies culture into (1) descriptive/informative text, (2) texts

presenting foreign attitudes and opinions, (3) dialogs about daily life, (4)

contextualized writing tasks, (5) idioms and collocations, (6) realia or pseudo realia,

(7) pictures or visual illustration, and the last one (8) sound recording.

Moving to the third phase, to reveal in what forms the culture-related

contents was represented in the reading passages and tasks were analyzed following

the concept of in four senses of culture taken from Adaskou, Britten, and Fahsi

(1990), which are: (1) the aesthetic sense, (2) the sociological sense, (3) the


53

semantic sense, and (4) the pragmatic sense. Aesthetic sense refers to culture in the

big C category. Sociological sense includes a wide area that often seen as culture in

small c category, which describes culture as ‘the way of life’. Semantic sense is the

conceptual system presented in the language, such as food, clothes, institutions,

space and time relations, emotional conditions, colors, lexical hyponymy, and so

on. The last one, pragmatic (sociolinguistic) sense covers aspects such as

background knowledge, social skills, and paralinguistic skills including.

Paralinguistic skills itself covers the ability to use appropriate elements of different

communicative functions and appropriate intonation patterns, to follow norms of

politeness, that is slightly or totally different from the learners’ culture. This skill

includes taboo avoidance, awareness of conventions governing interpersonal

relation-questions of status, obligation, and license, in which they are different from

learners’ culture, and proper understanding of the rhetorical conventions in different

written genres.

The last phase is to categorize the units of the analysis into elements of culture.

They were divided into product, practice, perspective, and persons to find out

whether the books have provided all those mentioned elements of culture or not.

E. DATA PRESENTATION

The interpretation of the collected data was based on the framework theory

of types of cultural information, culture in four senses, and culture in four elements

proposed by Adaskou et al., (1990), and the origin of culture proposed by Cortazzi

& Jin (1999). The data will be presented in the form of charts of the culture-related


54

contents. Further interpretations were built to see the portion of cultural information

existing in the tasks and reading passages of the selected course books.

F. TRUSTWORTHINESS

Trustworthiness is essential to obtain the validity of the data analysis.

According to Guba (1981), to guarantee the trustworthiness of the data analysis, it

is important to consider the credibility, reliability, and transferability. The

trustworthiness of the data analysis in this research is based on three aspects as

mentioned above: credibility, reliability, and transferability. The first effort to gain

the credibility of this study is by having some consultation with the thesis advisor

and some colleagues, particularly about the instruments used to collect the data. The

credibility was also obtained through triangulation. After the main data were

obtained and analyzed, there will be a cross-check on the main analysis of data.

After that, to check the reliability of the research, data analysis is done by repeating

the research to see whether the research findings are similar.

Prior to this study, a pilot study had been conducted in November 2017. The

purpose was to discover how the findings in the pilot study and this study were

similar. The pilot study analyzed a course book for vocational high school grade X.

The book was entitled Forward published by Erlangga in 2016. The study found

that the course book mainly provides the source culture information and there were

an unequal number in the types of cultural information presented in the course book,

with informative texts dominating meanwhile the book did not present any piece of

information presenting foreign attitude and opinion.


55

The transferability in this research was obtained by enlarging the context in

which this research can be applied. A similar study can be conducted by evaluating

other similar books to analyze the cultural contents included in the books.

Based on the claim made by Graneheim & Lundman (2004), an important

concern when discussing the trustworthiness of findings from a qualitative content

analysis is that there will always be some degree of interpretation when approaching

a text. Therefore, all researchers have to carefully consider how to confirm the

credibility and conformability of the organization phase. The recommendation is

that the analysis should be performed by more than one person to increase the

comprehensivity and to provide a solid interpretation of the data (Schreier, 2012).

Due to the fact that this research was carried out by only one researcher, thus to

ensure the comprehensivity of the data interpretation, after the analysis was

completed it was shown to an expert majoring the subject.


56

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter discusses the answers to the research problem. It consists of

two sections, namely findings and discussion. In the findings section, manifest

contents will be discussed. Therefore, the findings in each book are presented and

depicted thoroughly. Next, the discussion section presents covert contents. In this

section, the results are interpreted based on underlying theories.

A. FINDINGS

This section describes culture-related contents found in the course books. It

was grouped based on the types of culture based on the country of origin, types of

cultural information senses of culture, and elements of culture loaded in the course

books. The results are based on tasks in the English course books for tenth graders

published by BNSP, Minister of Culture and Education and Erlangga. Following is

the description of the fulfillment of intercultural communicative competence (ICC).

1. Culture-related Contents in Bahasa Inggris Siswa X

Published in 2017 by the Ministry of Education and Culture, Bahasa Inggris

Siswa was written by Utami Widiati, Zuliati Rohmah, and Fuaridah. This book

presents fifteen units as described in the table below.


57

Table 4.1. Units, Topics, and Text Genres in Bahasa Inggris Siswa X

Units Topics

Text

Genres/Language

Features

Unit 1

Talking about Self

Introducing and mentioning

Identity Descriptive

Unit 2

Congratulating and

Complimenting Others

Congratulating and

Complimenting Descriptive

Unit 3

Expressing Intentions

Telling and asking about

intentions

The use of would

like and be going to

Unit 4

Which One is Your

Best Gateway?

Describing Tourist Attraction

and Historical Building Descriptive

Unit 5

Let’s Visit Niagara

Falls

Describing a particular place Descriptive

Unit 6

Giving Announcement

Giving information to the

public

Short functional text:

Announcement

Unit 7

My Idol

Retelling a series of past

events Recount

Unit 8

The Battle of Surabaya

Retelling a series of past

events Recount

Unit 9

B.J. Habibie Retelling past events Recount

Unit 10

Cut Nyak Dien Retelling past events Recount

Unit 11

Issumboshi

Entertaining and appreciating

moral and cultural values Narrative

Unit 12

Malin Kundang



Unit 13

The Wright Brothers Talking about past events Recount

Unit 14

Strong Wind



Unit 15

You’ve Got a Friend




58

a) Types of culture in Bahasa Inggris Siswa X

First, the book was analyzed using the classification proposed by Cortazi &

Jin (1999). There are three types of culture based on this classification, namely: the

source culture, the target culture, and international target culture. Free culture

elements were added to the classification to specify that the information does not

belong to any type of the category in this framework.

The type of culture occurring in Bahasa Inggris Siswa X is shown in the

chart below.

Figure 4.1. Types of Culture in Bahasa Inggris Siswa X

The chart above clearly indicates that source culture, the culture of

Indonesia, exists in by the most occurrences in the course book for 25 times (32%).

Source culture is shown mostly by person names, like, Santi, Bayu, Saidah; names

of cities, such as Yogyakarta, Mount Bromo, Jepara; and pictures of Indonesian

students and some places in Indonesia. Moreover, source culture was also

25; 32%

6; 7%

15; 19%

33; 42%Source Culture

Target Culture


Culture Free


59

represented by dialogs containing typical interaction in the Indonesian context. To

an example, a dialog happened between two students talking about Heroes

Monument and the activity they do to commemorate Heroes Day.

The international target culture had less occurrence in the course book,

which was 15 times (18%). It is limited to folktale and games used in most of the

units. In Unit 12 (p.155) a Japanese folktale entitled Issumboshi was presented

along with the pictures to illustrate the story.

Aside from that, the target culture filled a small portion on the course book

by occurring for 6 times (8%). Thus, limited presentation is restricted only to names

of, places and people, and in the speech act section. There is nothing like cultural

notes or cultural point sections in this book which additionally presents the foreign

culture which is similar or contrastive to local culture. Foreign people’s names

rarely appear in the book. Indonesian names are used for all the character of the

book. Some of the foreign names that appeared were found on page 97 in a dialogue

taken from a talk show.

From the speech act section, there was a set of pictures with bubbles of

dialog in them about paying a compliment and responding to it (p.34). We find that

Indonesian people tend to deny the compliment given. However, in this section, the

responses given are the expression of gratitude to accept the compliment.

b) Types of Cultural information in Buku Bahasa Inggris Siswa X

After classifying the origin of culture presented in the course book, each text

and task was classified following Adaskou et al., (1990) classification of cultural


60

information. Eight forms of cultural information are expected to appear based on

the classification. They include (1) informative text, (2) texts presenting foreign

attitudes and opinions, (3) dialogs about daily life, (4) contextualized writing tasks,

(5) idioms and collocations, (6) realia or pseudo realia, (7) visual illustrations, and

(8) sound recordings. After analyzing these forms of cultural information from one

page to the other page of the book, here is the result of cultural information

occurring in Bahasa Inggris Siswa for grade X.

Figure 4.2. Types of Cultural Information in Bahasa Inggris Siswa X

The chart above shows that cultural information appears 79 times taking

different forms. Idioms and collocations occur most often through the chapters of

the book by appearing 33 times (42%). This information is mostly in the form of

expressions and grammar sections. Some of useful English expressions are given

such as: introducing and mentioning identity, congratulating and complimenting,

telling and asking about intentions, giving information to the public, and retelling

13

0

11

14

33

1

6

1

0 5 10 15 20 25 30 35

Informative Texts

Texts Presenting Foreign Attitude

Dialogues about Daily Life

Contextualized Writing Tasks

Idioms and Collocations

Realia and Pseudo Realia

Visual Illustration

Sound Recording


61

past events. Contextualized writing tasks (d) appear 14 times (18%) which are

presented in writing activity that is given with certain situational settings.

Informative texts occur 13 times (16%). Informative texts appeared in the

form of description about people and places. Following this, dialogs about everyday

life appear 11 times (14%), which include dialogs for writing tasks and reading

activities. Listening tasks using dialog was hardly found in this book. Visual

illustrations that appeared only for 6 times (8%) in the forms of pictures

representing tourist attraction and a western party on page 17.

From the results, a conclusion can be made that there is a lack of cultural

exposure in the forms of realia or pseudo-realia (f) and sound recording (h). Both

of the cultural information only occurs once (1%) for each of them. Moreover, the

book did not provide any text representing foreign attitude and opinion.

c) Senses of Culture in Bahasa Inggris Siswa X

Senses of culture provide the entity from which the learners are able to make

sense of the new culture they encounter and learn. The more plenty of culture senses

caught by the learners from the books, the easier they understand the culture being

presented. In terms of the four senses of culture, Bahasa Inggris Siswa presented

them in the following proportion.


62

Figure 4.3. Senses of culture in Bahasa Inggris Siswa X

From all the four senses of culture, this book presented plenty of pragmatic

sense compared to other senses. The pragmatic sense appears 48 times or 61%

taking the form of speech acts and grammar. The speech acts provided in the book

cover the expressions of:

a. Introducing identity (p.17)

b. Complimenting (p.30)

c. Congratulating (p.32)

d. Telling intentions (p.40)

e. Asking and giving information (p.92)

Following this, aesthetic sense appeared 22 times (28%) which portrayed

the source culture in the form of pictures of local tourist attractions, and folklores

from Sumatra. The target culture was represented by a picture of Niagara fall, and

American pop songs. The international target culture was represented by a Japanese

0

5

10

15

20

25

30

35

40

45

50

AESTHETIC SOCIOLOGICAL SEMANTIC PRAGMATIC

11

5

0 0

11

4

0

48

1 0 0 0

Source Culture Target Culture International Target Culture


63

folklore. Meanwhile, sociological sense occurs 9 times or 11% portraying source

culture. One of which is from a dialog discussing a holiday plan and a picture of a

typical western party.

d) Elements of Culture in Bahasa Inggris Siswa X

Elements of culture are presented in the forms of products, practice,

perspective, and person. The chart below shows how these elements occur in

Bahasa Inggris Siswa X.

Figure 4.4. Elements of culture in Bahasa Inggris Siswa X

In Bahasa Inggris Siswa X, elements of culture appeared 14 times only in

the book. This fact suggests that the elements of culture were not the concern and

they are not so explicitly introduced to the learners. If it is compared to the

occurrence of cultural information which is 79 times, the elements of culture occur

in quite a small number. Among the four elements of culture, three of them were

included in the course book. Person appeared more often (7 times) than products (4

times) and practices (once). Persons of the source culture were represented by

0

0,5

1

1,5

2

2,5

3

3,5

4

4,5

5

PRODUCTS PRACTICE PERSPECTIVE PERSON

2

1

0

5

2

0 0

2

0 0 0 0



64

mentioning national heroes and prominent figure such as Cut Nyak Dhien, Bung

Tomo, B.J. Habibie. Two Indonesian famous singers were also mentioned. Afgan

and Agnes Mo were mentioned in the 6th unit of the book which discussed idols.

Products found in the course books were plane which was found by The Wright

Brothers and also Choco chip cookies which are a typical American snack. There

were also products from the source language mentioned such as Jembatan Merah

and Tugu Pahlawan. And lastly, practice was substituted by the custom of how

people do their prayer.

After analyzing the findings of culture-related contents presentation in

Bahasa Inggris Siswa X, a conclusion can be made that the target culture and

international target culture are very limitedly presented in this book. The cultural

information presented in the course book is mostly in the forms of idioms and

collocation provided in the speech acts session. Cultural exposure in terms of the

senses and the elements are also in a limited number, limited only to names of

people, places, food.

2. Culture-related Contents in Pathway to English 1

The second course book, Pathway to English was published in 2016 by

Erlangga. The authors of the book are Theresia Sudarwati and Eudia Grace. The

book consists of ten units as mentioned below.


65

Table 4.2. Units, Topics, and Text Genres in Pathway to English 1

Units Topics Text Genres/Language

Features

Unit 1

Would You Fill Out

This Form, Please?

Understanding Various

Types of Forms

Short functional text:

forms

Unit 2

What Should I Do?

Giving Advice, Opinion,

and Correction Modal Verb: Should

Unit 3

Whatever Will Be, Will

Be

Expressing an act or

activity that will happen

in the future

Modal Verb: Will

Unit 4

Both You and I

Using Correlative

Conjunction to Describe

Various Things

Correlative Conjunction

Unit 5

Why Were They

Famous?

Relating the Life Story of

Famous Figures Recount: Biography

Unit 6

Too Hot, Too Cold Sufficiency and Excess Adverb of Degree

Unit 7

Calendar of Events Events Advertisement

Unit 8

Inventions Make Life

Easier

Description of Various

Inventions Factual Report

Unit 9

Why Is Water Like a

Horse?

Proverbs and Riddle Proverbs and Riddle

Unit 10

Make a Peaceful World

Through Songs

Song Song

Seeing from the provided culture-related contents, this book presents a

bigger number of cultural information and points than the previous book, Bahasa

Inggris Siswa 1. The occurrence of culture-related contents is in a greater number

than what was found in the previous book and the findings are described as below.


66

a) Types of Culture in Pathway to English 1

Discussing the types of culture based on its origin, Pathway to English 1 possess

greater proportion in terms of source culture, target culture, international target

culture, and culture free elements. The presentation of types of culture based on the

place it originated is presented below.

Figure 4.5 Types of Culture in Pathway to English 1

The chart indicates that presentation of the origin of culture is more diverse

than in Bahasa Inggris Siswa X which showed more portion on source culture than

that of target and international culture. In this course book, the biggest presentation,

target culture occurs for 90 times (50 %). American and British cultures were

comprehensively portrayed in the forms of names of buildings, food, songs and also

some habits that were explained explicitly.

Source culture occurs in fewer number. They occurred for 43 times (24%)

taking forms in names of person and cities that were mentioned in the book.

43; 24%

90; 50%

24; 13%

23; 13%

Source Culture

Target Culture


Culture Free


67

International target culture was mentioned 24 times (14 %) in various forms. Some

of them were represented by informative texts related to the culture in cultural notes

explaining the belief and attitude of people from different countries. Culture-free

elements were also found in the course book for 23 times (12%) represented by

descriptions and pictures of generic things (animals, houses, flowers, etc.)

b) Types of cultural Information in Pathway to English 1

This chart represents the proportion of the culture-related contents occurred

in the book.

Figure 4.6. Types of cultural information in Pathway to English 1

The existing chart proposes that the types of cultural information appear 180

times in the course book from the beginning to the end. They mostly presented

culture is in the form of dialogs about daily life which appear 39 times (21%) of the

whole cultural information in the book). The dialogs are from reading, listening,

and writing tasks.

33

8

39

22

36

12

10

27

0 5 10 15 20 25 30 35 40 45

Informative Texts

Texts Presenting Foreign Attitude and Opinion

Dailogs about Daily Life

Contextualized Writing Tasks

Idioms and Collocations

Realia or Pseudo-realia

Visual Illustration

Sound Recording


68

Secondly, idioms and collocations appeared 36 times (19%) in the form of

speech acts and the grammar sections. The book included the English expressions

for giving advice, opinion, and correction; describing things; relating life story and

such. The grammar presented in the course book was correlative conjunction and

adverb of degree.

Following those categories, informative texts appeared 33 times (18%) in

the book. They were in the forms of description, and some explanation related to

the foreign culture. Sound recordings appeared for 27 times (14%) in listening tasks

and in the form of some American pop songs. Contextualized writing tasks occurred

for 22 times (12%), some of them are writing dialogs for certain situations, filling

forms based on provided descriptions and writing a postcard based on the given

situation. Realia and pseudo-realia appeared for 12 times (6%). Most of them were

forms and the other was postcards.

The next cultural information is visual illustrations which occurred for 10

times (5%). Unlike in the previous book, this book provides texts presenting foreign

attitudes and opinion. They appeared for 8 times (4%). Some of them were cultural

notes and others were in descriptions.

c) Senses of Culture in Pathway to English 1

The senses of culture facilitate the learners to understand better the whole

set culture of target language being learned. In the course book, all the senses were

found. They were represented in aesthetic materials, patterns of interaction and

social life, perspectives or opinion towards the culture itself, and lastly through the


69

knowledge of language forms. The senses of culture throughout the ten units of the

book are shown below.

Figure 4.7 Senses of Culture in Pathway to English 1

Pragmatic sense occurs in a greater number in the book, 47 times (32%) in

which target culture appeared the most (40 times) and followed by international

target culture (17 times). However, there is no pragmatic sense of culture from the

source language. The pragmatic sense of the target language was shown through

some explanation of writing convention and the use of certain expressions in daily

communication. For instance, there was a section explaining how people should

write an advice column and how to say that something is beyond the limit in English.

The pragmatic sense of the international target culture was constituted with some

writing convention such as the language that should be used in writing an

advertisement.

0

5

10

15

20

25

30

35

40

AESTHEIC SOCIOLOGICAL SEMANTIC PRAGMATIC

0

5

0 0

5

20

9

40

3

14

25

17



70

Semantic sense in total appeared for 34 times (19%) which was divided into

25 times of international target culture and 9 times of target culture. Semantic sense

was presented in the forms of cultural notes explaining culture from various

countries. Sociological sense occurred in the same number as semantic sense, 34

times (19%), and it was presented both in the dialogs from various occasions and

also some picture accompanying the text.

Aesthetic sense appeared the least in the book. There were some American

pop songs used in the last chapter of the course book and some pictures of landscape

from the target country also presented in the book.

d) Elements of Culture in Pathway to English 1

Not too different from the previous course book, products dominate greatly

the cultural elements presented in the book. Nevertheless, this book mentioned

more products than the previous book did, and the product mentioned is mainly

from the target culture. The following chart summarizes the occurrence of elements

of culture.


71

Figure 4.8 Elements of culture in Pathway to English 1

Elements of culture in this book appeared explicitly for 84 times in which

products showed up most often for 46 times (51%). Products of target culture appear

in songs, names of food, buildings, newspapers, magazines, and movies.

Persons were also featured by the presentation of the names of inventors,

musicians, and politicians. It occurred for 35 times (38%). American inventors such

as Orville and Wilbur Wright and also the name of American musician such as

Taylor Swift were found among 16 persons of target culture mentioned in the book.

Meanwhile, for persons from the international target culture, the names that

appeared among those were Anne Frank and Nelson Mandela. From the source

culture, there were prominent national figures such as Ismail Marzuki and Sanusi

Pane.

0

5

10

15

20

25

30

PRODUCTS PRACTICE PERSPECTIVE PERSONS

20 0

9

29

0

4

1615

12

10



72

There were 9 perspectives (10%) presented in the course book. One of them

was about the view of 13 as an unlucky number for many western societies as well

as the belief of zodiac signs. Both were from the international target culture,

meanwhile, there was no perspective from target culture and source culture that was

explicitly stated in the book.

The least element of culture found in the course book was practice. It

occurred only once (1%) in the form of a text about the activity of fortune telling

and a picture accompanying it. The fortune-telling topic mentioned in the book is

the one with the western zodiac sign, with the gods and goddesses. In Indonesia

fortune-telling exist in different practices, for example, the common Javanese

fortune teller will use the day and the date of our birth to predict the future

happening, the best day to get married, and even the best match for a marriage

partner.

By carefully looking at the portion of elements of culture and senses of

culture presented in this book, we may conclude that this book presented more

target culture than the source culture. International target culture was also presented

slightly higher than the source culture. There are some specific parts of the books

showing culture explicit explanation of culture in ‘cultural note’ and ‘culture

awareness’ section. These parts present cross-cultural information and comparison

on how the target culture or international target culture might be similar or different

from the source culture. The four cultural senses were found with products and


73

persons dominating. Practice and perspective of target and international target

culture were found even though they were in a limited number.

3. Overall Results of Culture-related Contents from Both Course Books

a) Types of Cultural Information

Figure 4.9 Types of cultural information in both course books

As shown by chart 4.8, idioms and collocations make the highest frequency

(79 times) compared to dialogs about daily life (50 times) and informative texts (46

times). Whereas other cultural information occurred in a fewer number than those

mentioned previously. The dialogs mostly placed in the listening and writing tasks.

Idioms and collocations mainly presented in the grammar sections and in the

expression sections. Informative texts appeared mainly in the form of descriptive

texts about things, texts about prominent figures and some bedtime stories.

Sound recording appeared for 28 times in the forms of listening tasks and

songs. However, there is a significant difference in the number here where Bahasa

0

5

10

15

20

25

30

35

40

a b c d e f g h

Bahasa Inggris Siswa 13 0 11 14 33 3 6 1

Pathway to English 33 8 39 22 36 12 10 27

13

0

1114

33

36

1

33

8

39

22

36

1210

27

Bahasa Inggris Siswa Pathway to English


74

Inggris Siswa X only used one sound recording throughout the book. The listening

tasks instructions found in Bahasa Inggris Siswa X were ‘listen to your teacher’ so

that sound recording was hardly found in this book. Meanwhile, Pathway to English

1 provides 27 sound recordings in the form of dialogs, monologs, and songs.

For the total number of the cultural information Pathway to English provide

more cultural information elements (187) and Bahasa Inggris Siswa X provided less

number than the previous book. It did not even reach half of the former book for

the cultural information was only found for 79 times in the book.

b) Types of Culture

Figure 4.10 Types of culture in both course books

Chart 4.10 indicated that there is a significant difference in terms of the

number of source culture and the target culture that appeared in the books. Pathway

to English 1 includes less source culture than Bahasa Inggris Siswa X and it

Source Culture

41%

Target Culture

32%


19%

Culture Free8%

BAHASA INGGRIS SISWA X

Source Culture

23%

Target Culture

52%


13%

Culture Free12%

PATHWAY TO ENGLISH 1


75

presented more target culture than Bahasa Inggris Siswa X did. International target

culture occurred less than 20% in the book in which Bahasa Inggris Siswa X is

higher in terms of the percentage.

c) Senses of Culture

Figure 4.11 Senses of Culture in the Coursebooks

From the chart Pathway to English shows more variation of culture senses.

Bahasa Inggris Siswa X did not include semantic sense, but it was found in Pathway

to English 1 for 29%. Semantic sense reflects about concepts, and perceptions, or

thought about culture and it was constituted in Pathway to English from the

informative texts as well as cultural notes.

In terms of pragmatic sense, both books include them in the tasks about

expressions used in daily life situations. And the sociological sense is represented

Aesthetic; 28%

Sociologic; 11%

Semantic; 0%

Pragmatic; 61%


Aesthetic; 11%

Sociologic; 29%Semantic; 29%

Pragmatic; 31%



76

from the interaction between people in the book from the dialogs and visual

illustration.

d) Elements of Culture

Figure 4.12. Elements of culture in the course books

Figure 4.12 obviously highlights that person and product are dominating in

the two course books. Product occupied 34% in Bahasa Inggris Siswa X and 51%

in Pathway to English. Meanwhile, Person occupied 58% in Bahasa Inggris Siswa

X and 38% in Pathway to English. The big percentage implies that in both of the

course books show culture explicitly through persons and products rather than by

practices and perspectives. Products were shown by the names of food, buildings,

newspapers and such, meanwhile, persons were constituted by mentioning the

names of prominent inventors, musicians, and freedom fighters.

Product; 34%

Practice; 8%

Perspective; 0%

Person; 58%


Product; 51%

Pratice; 1%Perspective; 10%

Person; 38%



77

4. Intercultural Communicative Competence Level of the Course Books

The previously discussed data results indicated that pragmatic sense in

dominated Bahasa Inggris Siswa X but the book did not mention semantic sense of

culture. Meanwhile, Pathway to English 1 included all senses of culture in which

Pragmatic sense and semantic sense dominating with a slight difference in those

two senses. In the formerly mentioned book, there was no comparison and contrast

of culture between source and target language. By using levels of intercultural

competence proposed by Byram, the state of the course books may be described as

in the table below. Each criterion mentioned in every level is decided based on its

presentation in the course books, whether it is explicitly mentioned or not.

Table 4.3. Level of Intercultural Communicative Competence in Bahasa Inggris

Siswa X

Bahasa Inggris Siswa X

Levels Description Mentioned/Not

Mentioned

Level 1

cultural

awareness at

the basic

level

Include the awareness of:

1. Culture is a set of shared behaviors,

beliefs, and values

Not Mentioned

2. The role culture and context play in

any interpretation of meaning

Mentioned

3. Our own culturally induced behavior,

values, and beliefs and the ability to

articulate this

Mentioned

4. Others’ culturally induced behavior,


compare this with our own culturally

induced behavior, values, and beliefs

Not Mentioned

Level 2

cultural

awareness at

the advanced

level

An awareness of:

5. The relative nature of cultural norms;

Not Mentioned

6. Cultural understanding as provisional

and open to revision

Not Mentioned

7. Multiple voices or perspectives

within any cultural grouping

Not Mentioned


78

8. Individuals as members of many

social groupings including cultural

ones

Not Mentioned

9. The common ground between

specific cultures as well as an

awareness of possibilities for

mismatch and miscommunication

between specific cultures

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 emergent and

hybrid in intercultural

communication

Not Mentioned

11. Initial interaction in intercultural

communication as possibly based on

cultural stereotypes or

generalizations but an ability to move

beyond these through

Not Mentioned

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

Table 4.4. Level of Intercultural Communicative Competence in Pathway to

English 1

Bahasa Inggris Siswa X

Level Description Mentioned/Not

Mentioned

Level 1

Basic

Cultural

awareness

An awareness of:

1. Culture as a set of shared behaviors,

beliefs, and values

Not Mentioned

2. The role culture and context play in

any interpretation of the meaning

Mentioned

3. Our own culturally induced behavior,


articulate this

Mentioned


79

4. Others’ culturally induced behavior,


compare this with our own culturally

induced behavior, values, and beliefs

Mentioned

Level 2

Advanced

cultural

awareness

An awareness of:

5. The relative nature of cultural norms

Mentioned

6. Cultural understanding as provisional

and open to revision

Not Mentioned

7. Multiple voices or perspectives

within any cultural grouping

Mentioned

8. Individuals as members of many

social groupings including cultural

ones

Not Mentioned

9. The common ground between

specific cultures as well as an

awareness of possibilities for

mismatch and miscommunication

between specific cultures

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 emergent and

hybrid in intercultural

communication

Not Mentioned

11. Initial interaction in intercultural

communication as possibly based on

cultural stereotypes or

generalizations but an ability to move

beyond these through

Not Mentioned

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

B. DISCUSSION

This section discusses the interpretation of the results of the study. In order

to achieve precise and effective explanations, this section is divided into three parts,

namely culture-related contents in the course books, the proportion of cultures, and


80

the implication of the culture-related contents towards intercultural communicative

competence.

1. Culture-related Contents in the Course Books

The total occurrence in the first book, Bahasa Inggris Siswa X, shows that

there is an unequal portion between one type of cultural information to the others.

Idioms and collocations have the highest occurrence in comparison to dialogs,

informative texts, and sound recordings. Unfortunately, texts presenting foreign

attitudes and opinions are not presented at all. Visual illustration mentioned here is

meaningful pictures accompanying the texts. In this book, the visual illustrations

are mostly in the forms of cartoons. Sound recording appeared once in the course

book. This case is considered unusual because in the front pages the author of the

book stated that this book covers four language skills, but there was hardly any

sound recording found for the listening tasks. The tasks depend on the teacher to

read aloud the words, and the texts.

The presence of big numbers of idioms and collocation indicates that the

book is intended to introduce the learners to the use of language in real contexts. In

the first two chapters of Bahasa Inggris Siswa X, the students were shown the way

to introduce themselves and others using English. Throughout the units, the book

presents pragmatic sense through a set of expressions. This may go in line with the

learning objectives language pedagogy, which is to facilitate students to use chunks

of language in communication. It is understandable why chunks of language in the

forms of expressions included in a high frequency from the text.


81

Bahasa Inggris Siswa X also lacks explanations about the target language

culture. Since the book is intended for the 10th grade of senior high school which is

considered as beginner learner, explicit explanation about the target culture is

necessary so that they are able to use the language learned in a proper manner. In

the unit about paying compliments, many examples of written dialogs were given.

The students may wonder why the responses of compliments are all accepting the

compliments and giving thanks to those who pay the compliment. Indonesian have

a different way to give responses to compliments. Indonesian will consider it is

appropriate and polite to deny a compliment, but for the target language culture,

compliments are accepted gracefully with gratitude. If there is no such explanation,

the students will possibly wonder about the pattern of paying compliments and the

giving response to it.

The books mentioned more local names than foreign names. Some of the

local names were taken from different ethnicities, such as Slamet and Edo. The

author of the book tried to introduce the diversity of local culture through the use

of typical proper names from various ethnic groups, even though this one does not

significantly raise the students’ awareness through the use of certain names from

different ethnic groups. Mentioning typical English proper names would also be

useful for the learners so that they will recognize which word is a proper noun and

they will also learn to pronounce the names correctly.

The presence of visual illustration suggests that culture can be explicitly

included in the book through tangible objects. Unfortunately, Bahasa Inggris Siswa


82

X only includes one picture of western style party, although more pictures

containing interaction in various cultural context can be presented. Visual

illustration accompanying the dialog will help the students to imagine in what

situation a dialog or a text takes place.

The settings for the dialogs in Bahasa Inggris Siswa X did not give much

variation. Mostly the dialogs were taken in the conversational setting between

friends or family. The monotonous setting continued throughout the dialogs found

in the book. Had the book provided more various situational settings, like in a

workplace or in the other formal settings, the students will get an insight about the

use of language in a more formal way. They will know how to address people

formally using the target language.

There was no text found explaining the culture related to the use of language

and behavior accompanying it. For instance, how to express intentions in a casual

situation compared to how to express intentions in a more formal situation. Since

the book does not provide such an explanation, the students may mistakenly use the

less appropriate language in a certain setting. That is why explicit explanation

should be made related to the appropriate use of the language.

The lack of occurrence of realia and pseudo realia can actually be

anticipated. Realia can possibly be provided in the form of excerpts from various

novels, books, comics, newspapers, magazine articles, letters, and such. In the unit

discussing tourist attraction, for example, texts taken from a travel guide book can


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be used instead of made up articles. Similarly, when talking about idols, articles

from magazines suits the topic being discussed

Move to Pathway to English 1, this book provides more various cultural

information than Bahasa Inggris Siswa X. The cultural information that was not

included in the first book were presented in this book. The dominating cultural

information was still idioms and collocation, but this book includes the different

manners of saying certain expression in Indonesian and English in a separate section.

There was a section that contrasted how English speaker and Indonesian speaker

express excess or something that is abundant or beyond the limit. This kind of

information is very useful so that the students will start to shape their knowledge

that there is some difference in using the target language and the source language.

The settings of the dialogs provided in this book gave more variations than

the previously mentioned book. Besides dialogs in a casual setting with friends and

family, the book included dialog in a professional setting, like in a job interview, a

formal party and a music concert. Most of the dialogs were accompanied with sound

recordings and they were also only in the form of sound recording. The role of the

sound recording here is essential because it gives knowledge to the students related

to the pronunciation, the tone, and the intonation of a spoken language. Good

quality sound recordings will facilitate the students to develop their listening and

speaking skill.

The visual illustrations in this book also varied greatly. Aside from generic

things found in the environment and daily life, the book includes some picture


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illustrations of interaction in a formal workplace and also various job around the

world like a honey-bee farmer, and such.

This matter goes along with the arguments stated by Hatoss (2004) saying

that a general problem in language learning course books is on the assumption that

learners are able to automatically acquire the cultural differences with no intentional

effort involving the teachers to facilitate them in developing their knowledge of

cultures and languages. Teachers also have the social responsibility to strengthen

the students’ understanding of their very own culture. McKay (2002) additionally

states that language teaching and learning materials should be designated to

encourage learners to reflect or to draw some kind of comparison on their own

culture in relation to different cultures from various countries. Therefore, course

books will assist learners to master the core of intercultural communication. We can

see from the previous statements that the culture-related contents should be

presented in a way that they will attract learners to gain more knowledge about it.

The best way is by giving a specifically designated section to present them. Explicit

explanations like what has already included in ‘culture note’ and ‘culture point’

from one of the course books may raise the learner’s awareness of their own culture

and others. Therefore, it would be beneficial, if a section like ‘culture note’ is

dedicated in each unit to provide, for example, an explanation on how people from

different culture address each other, the use of honorifics in different settings and

such. It is one small example of providing a good opportunity to develop student’s

ability to draw a comparison on both target and source culture.


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Just by paying attention properly to a small part of this kind of explicit

explanation, it can change the students’ view on culture and language learning. It is

the start of a meaningful learning process of language. Due to the availability of

various sophisticated technology recently, we can easily find authentic materials.

Jordan (2013) composes a list to help teachers or material designers to include

intercultural information. The sources are as follows.

a. Local newspapers from different countries that allow the learners to have a

clear picture of life in different parts of the world.

b. Videotapes can also be a good source of rich cultural information.

c. Conversations, talks, discussions with certain topics may include rich

cultural information.

d. Role play is also possible to use to initiate discussions and reflections.

e. Culture quizzes and trivia would also be beneficial.

However, teachers and material designers should adjust the language

complexity so that the materials would suit perfectly for senior high school students.

2. The Proportion of Cultures

One thing is still lacking in the presentation of culture-related contents. That

is the presentation of deep culture. If we often find that the source culture is mostly

presented by including famous figures, places, and products, the learners will just

possibly be the ‘audience’ of the local culture of their own. They may have broad

knowledge of their own cultural products, such as food, artifact and such but they


86

will probably fail if they are required to give explanations on the value of their own

culture to people from different cultural backgrounds. It will also be the same for

the target culture and international target culture. If the culture is only presented by

the pop cultures, prominent figures, and invention, learners would only be the ones

to observe, admire and see the culture without proper understanding.

This claim is in line with what is stated by Paige et al, (2010). They claim

that most course books provide culture in a way that the readers will be ones like

‘tourist’. That is the case if culture is only portrayed by tangible elements such as

products and people. Subsequently, they claim that the cultural information

provided in language course books is often fragmented, taking only a narrow aspect

to represent the broad sense of culture. Without having real experience of

encountering such culture or proper explanation on the matter, learners may build

assumption from that fragmented information as something that is generally true.

Therefore, the incomplete portrayal of culture may lead to the act of stereotyping

and prejudicing. As a consequence, course books should provide less information

about local culture, and provide a greater number of information from target culture

and international target culture.

Considering how much the portion of the source culture, target culture, and

international target culture that should be provided, we can reflect it to prominent

philosophy of ELT practice adopted by the Indonesian government. Due to the fact

that the National Standard Board of Education (BSNP) states that the development

of the course books in the future is directed towards the goal of improving student’s


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intercultural competence, English course books, especially for senior high school

students, should be designated to assist the learners in reaching that specified goal.

Local culture is also taken into serious consideration that the local culture-related

contents can be explored in a more intensive and extensive manner, without

neglecting the quality of the culture loaded in the books. Aside from tangible

products of culture, social aspects should also be properly presented. Because

Indonesia itself has various kinds of cultures, the good quality portrayal will

promote the understanding of our national culture sufficiently.

Apart from the source culture, target culture, and international target culture

require a considerable proportion that it will be noticeable for the readers. Further,

they can negotiate and construct a better understanding of culture. In order to

support this kind of improvement, interaction patterns in Bahasa Inggris Siswa X

need to be modified. The current contents in the course book mainly present

interactions in the Indonesian context. The modification can be done by providing

more interaction patterns with people from different countries and continents. Let

us take an example, an American student sent an email to his e-pal in Indonesia,

telling about his school holiday during certain seasons. The Indonesian student will

reply to the email by explaining what celebration that may lead to school holiday.

McKay (2004) states if teachers do not portray foreign language users in the dialogs

involving people from different background, they miss an opportunity to expose

learners with the model of how English speakers communicate in the most effective

and appropriate manner.


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From this phenomenon, we are able to conclude that the majority of English

course book lack in the presentation of ‘deep culture’ in both source culture and

target culture. The opportunity to build comparison and contrast need to be properly

provided, and further culture-related contents can be incorporated more smoothly

in English course books.

3. The Implication of the Culture-related Contents towards Intercultural

Communicative Competence.

This research concerns on how culture is disseminated in two English course

Books for Senior High School. The analysis of both books showed different results

that one of the books have the presentation of source culture more frequently than

the presentation of the target culture and the other book showed the opposite

proportion. The existence of different products of cultures in the course books is

certainly considered as a good initiative for intercultural information. In this level,

the course books have the ability to support the learners to gain awareness of

different cultures nearby.

Course books ultimately play a big role in assisting the students’

intercultural competence. Byram (2002) states that there are components of

intercultural competence which include knowledge, skills, and attitudes. First,

possessing intercultural knowledge will enable them to gain insight on how

different group of society interacts and function. The second, intercultural skills

should be taught to students. It includes the ability to compare, interpret, and relate

to someone’s own culture and foreign cultures. Third, if learners possess

intercultural attitudes, it means that they would be curious and become open


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towards different cultures. They will have the ability to understand that someone’s

attitude does not always represent the majority group. Because the analyzed course

books only include limited descriptions of the attitudes of both target culture and

international target culture, they cannot be fully classified as the means to

successfully improve the learners’ intercultural communicative competence.

Additionally, Elomaa (2009) claims that course books possess an essential

role to promote the core principles of intercultural communicative competence

teaching and learning. This is said so due to the fact that course books have the

ability to influence students’ attitude towards different cultures. The ultimate goal

is that course books are able to get the students attracted to learn culture by

providing the concept of culture in an encouraging and interesting manner. In line

with it, Bredella (2003) highlights that possessing intercultural skills means that the

learners have the ability to encounter and cope with something new and interesting.

Previously mentioned research done by Silvia (2014) gives different results

from the analysis of different course books. One of the books gave less dense

cultural information than does the other book. This is in line with the result of this

research where one book seems to lack in the representation of international and

target culture. It was stated that the lack of cultural representation contributes to the

weakness of the course books to be used as learning materials in the classroom.

Individuals are brought up in a particular cultural setting, carrying the belief that

their own culture is what considered as the most natural thing and sometimes it is

perceived as something with the highest value. Intercultural competence enables


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people to realize that what we perceive as normal may be perceived as the opposite

by other people and vice versa. Moreover, having intercultural knowledge allows

us to acknowledge that we are part of a particular culture too and we are supposed

to learn how culture shapes us, and it also applies to other people from different

cultures. This idea is essential to share so that people will be able to raise broad-

mindedness towards cultures from different places.

Intercultural competence, as Byram et al. (2002) mentions, is the capability

to guarantee the understanding that people belong to distinctive social groups and

each group has different patterns of interaction based on its own custom and

convention. Based on that point, Byram’s classification of intercultural competence

consists of three main levels of intercultural competence. The firstly mentioned

level is cultural awareness in the basic level referring to the ability limited to

identifying the students’ culture and the culture other than theirs. The second one is

the level of advanced cultural awareness. It is referring to the state in which students

have the ability to identify numerous perspectives existing among cultures.

Subsequently, the third level is intercultural awareness referring to the awareness

to negotiate when encountering cultural communications.

After examining closely, the types of culture based on its origin, types of

cultural information, elements of culture, and senses of culture occurring in the two

English course books, a conclusion is drawn that both books have different levels

of the intercultural competence. Bahasa Inggris Siswa X supports the first level

which is basic cultural awareness. Meanwhile, Pathway to English 1 supports the


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second level of intercultural competence which is the advanced cultural awareness.

Though the book has been decided to be compatible with the first and the second

level of cultural awareness, the whole arrangement of the course books did not

conform completely the criteria that Byram (2002) require of basic and advanced

cultural awareness.

Attaining these mentioned levels of intercultural communicative

competence appears to be a very considerable achievement for local English course

books. The available English course books at schools and in the bookstores have

not been officially examined and approved in terms of the culture-related contents.

From those findings, we may conclude that the exposure towards culture-related

contents and intercultural communicative competence should be promoted by

introducing values, beliefs, and behavior patterns of various cultures; describing

one particular culture to people from other culture; and raising the awareness to

perform negotiation if ones find differences from various cultures.

To reach this ideal, course books designers should concern in the

representation of culture-related contents, its elements, and senses to be

comprehensively provided in the course books. Types of cultural information

should be provided in various forms ranging from informative texts to sound

recordings. The presented information cannot only include tangible aspects of

culture such as products and persons, but it should also cover the perspectives and

practice. Concerning on Bahasa Inggris Siswa X, there can possibly be informative

texts to be added, describing various practices of different cultures. It can be in the


92

form of celebrations from different countries. Aside from that, the four senses of

culture should be included, in sufficient proportion for senior high school students.

Pathway to English 1 has already provided different perspectives of culture from

both the target culture countries and international target culture countries, but they

are provided only in a limited number. Ideally, in one unit, there should be at least

a text representing foreign attitudes and opinion. Lastly, a more recent set of phases

in teaching intercultural communicative competence has been proposed by

Liddicoat (2003) and it is a good guideline for English teachers. The phases include

selecting of input, noticing the input, making reflections, building output, noticing

the output, making reflection based on the output, making new output based on the

previously discussed output.

The proposed scheme highlights that input should be easy to notice by the

learners. Thus, separate sections such as cultural notes are a good point to include

in the course books. Further, teachers should bring the students to perform reflection

on the new knowledge of culture compared to their very own culture. Teachers or

guideline provided in the course books can lead the students to do the reflection by

asking some questions such as: “What are the similarities between the way of

addressing people in the mentioned country and our country?”, “What are the

differences in the way of interactions?”, “What can we learn from the differences?”

will be a good stimulant to lead the students in doing reflection stage.

In the next phase, the output can be presented in the form writing tasks,

discussion or group presentation, stating the result of their reflection. The output


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from the activity should be accessible for all students. Therefore, it can be made

into shareable notes, posts on classroom wall magazines, or making a post on

classroom blogs. Later, in the next class meeting, new reflection can be made based

on the previous ones.


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CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter comprises two sections, namely: (1) conclusions, and (2)

suggestions. Conclusions summarize the result of this study and the answer of the

research questions. Suggestions are addressed to related parties and they give

recommendations for future study.

A. CONCLUSIONS

This study is a qualitative content analysis. Therefore, the data of this research

are presented in verbal descriptions. Initially, the data were taken by carrying out

an analysis of the course books. Previously a pilot study has been done to check the

consistency of the data taken. After completing the analysis, the results of the

analysis were shown to an expert of the related field of this study to ensure the

trustworthiness of this research. From the previous findings and discussion, the

results of this research can be concluded as follows.

Bahasa Inggris Siswa X and Pathway to English 1 load culture from

Cortazzi and Jin (1999) categorization which are the source culture, the target

culture, and international target culture. Bahasa Inggris Siswa X shows the highest

numbers of source culture whereas Pathway to English 1 has the highest number of

the target culture.

Culture-related contents found in Bahasa Inggris Siswa X and that in

Pathway to English 1 mostly in the forms of idioms and collocations which was

provided in the expression sections. Additionally, culture-related contents were


95

found in grammar sections in each book explaining the target culture’s grammatical

competence. The formerly mentioned course book shows less dense cultural

information mainly on sound recordings and texts presenting foreign attitudes and

opinions. Although there were some descriptive texts appeared, the number was

limited and some of them were culture-free (consist of general fact about nature).

Whereas these types of information are potentially culture-rich thus they can be

used as a means of culture introduction, culture comparison, as well as cultural

understanding.

These types of cultural information do not 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 be

aware of intercultural knowledge which is beyond the artifacts.

Above all, the course books only minimally develop the students’

intercultural communicative competence (ICC). From the 13 categories of cultural

awareness listed by Byram (2000), Bahasa Inggris Siswa X fulfills only two of

which. They are the awareness to give different reaction to utterances in different

cultural contexts, and the awareness to describe students own culture in an

intercultural context. Meanwhile, Pathway to English 1 fulfills 5 of the 13

categories. The tasks in the book load the awareness to give different reaction to

utterances in different cultural contexts, and the awareness to describe students own

culture in intercultural context, the awareness to understand and explain the target


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culture, and make comparison from them; the awareness to understand and

introduce place-specific value; and the awareness to understand and explain that in

one group of society different values may exist.

B. SUGGESTION

By revisiting the conclusion of this study, the researcher offers some

suggestions regarding the cultural contents in the English course books. This

suggestion is intended for the user of the current course books as well as for the

authors of the future edition of English course books.

First, some of the current English course books are lack of cultural

information in the forms of descriptive texts, sound recording, texts presenting

foreign opinions and attitudes.

To cope with this issue, English teachers who are the users of these course

books would better provide extra materials when they teach English using this book.

These 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 course books with richer cultural information or looking for authentic

resources (magazine, newspaper, radio podcasts, videos, etc.).

For the authors of future English course books, the aforementioned types of

cultural information can be added in the English course books in the future. Surely,

the authors should consider the authenticity, the appropriate language level, the

relevance with Indonesian contexts, and the relevance with the standard of

competence. Furthermore, the authors should consider putting this cultural


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information explicitly so that the learners easily notice them. Making a "cultural

note", "culture point", "cross-cultural knowledge" sessions in the course books is a

good idea. The text in the course books alone will not give any contribution to the

learners if there are no tasks that would require them to notice and discuss the

contents and the linguistic elements. Culturally rich materials alone are not enough

for the learning to take place. Therefore, course book designers can put reading

texts, poems, and jokes along with the tasks which enable the students to recognize

the culture-related contents and different cultural values.

Second, the equality in 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 cultural objects. Local

wisdom, 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 more comprehensive content. Learners are expected to explain to the

foreigners about their cultures, beliefs, and values so that they feel confident for

existing among the world's cultures, beliefs, and values.

Third, the aesthetic sense of culture in the course books is actually good for

catching the learners' attention and interest. Pragmatic sense is also good for

equipping learners with sufficient language tools to communicate. It would be

better if there are not only aesthetic sense that appears in the course books, but also


98

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 add thus the learners will gain a better

understanding beyond the surface of the culture.

Fifth, intercultural communication in senior high school loads bigger

contents as learners of this school level also encounter other culture and values in

their daily life. Meanwhile, to compete in the 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 on the culture to other people.

Sixth, there is a need for culturally responsive teachers. These culturally

responsive teachers are those who have an adequate understanding of cultural

diversity within the classroom and within the foreign language. Such an

understanding necessitates teachers to emphasize cultural differences in the

classroom as a starting point to lead students to develop cross-cultural awareness.

Once such awareness is created, then the teacher can further elaborate on foreign

language culture and the similarities and differences between students’ own culture

and the target culture. Language teachers training programs should consider

ensuring the teacher candidates have proper understanding and ability to deliver

cultural matters in the classroom.


99

Sixth, there should be a content analysis on the cultural contents of English

course books conducted by the teacher or school policymaker prior to picking up a

course books by considering the rich cultural contents.


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104

APPENDIX A. English Course Books and Materials Used in Senior High

Schools

No School Name Compulsory

Book

Additional

Book/Material

1. SMAN 1 JETIS, BANTUL Bahasa Inggris

Siswa

Pathway to English

2. SMAN 1 BANTUL Bahasa Inggris

Siswa

Pathway to English


Siswa

Pathway to English

4. SMAN 1 KASIHAN,

BANTUL

Bahasa Inggris

Siswa

Pathway to English

5. MA ALI MAKSUM,

BANTUL

Bahasa Inggris

Siswa

Worksheets from the

teacher

6. SMAN 1 IMOGIRI,

BANTUL

Bahasa Inggris

Siswa

Pathway to English

7. SMA BOPKRI 1

YOGYAKARTA

Bahasa Inggris

Siswa

Pathway to English

8. SMAN 6 YOGYAKARTA Bahasa Inggris

Siswa

Pathway to English

9. SMAN 1 SEDAYU,

BANTUL

Bahasa Inggris

Siswa

Pathway to English

10. SMAN 1

BAMBANGLIPURO,

BANTUL

Bahasa Inggris

Siswa

Worksheet from the

teacher

11. SMAN 1 WONOSARI,

GUNUNGKIDUL

Bahasa Inggris

Siswa

Students workbook

12. SMAN 2 WONOSARI,

GUNUNGKIDUL

Bahasa Inggris

Siswa

Pathway to English

13. SMAN 1 WATES,

KULONPROGO

Bahasa Inggris

Siswa

Pathway to English

14. SMAN 1 PUNDONG,

BANTUL

Bahasa Inggris

Siswa

Pathway to English


Siswa

Pathway to English

16. SMAN 1 SEWON,

BANTUL

Bahasa Inggris

Siswa

Pathway to English

17. SMA MUHAMMADIYAH

1 BANTUL

Bahasa Inggris

Siswa

Students workbook

18. SMAN 1 PRAMBANAN,

SLEMAN

Bahasa Inggris

Siswa

Students workbook

19. SMAN 1 GODEAN ,

SLEMAN

Bahasa Inggris

Siswa

Students workbook

20. SMAN 7 YOGYAKARTA Bahasa Inggris

Siswa

Pathway to English


105

APPENDIX B. Culture-related Contents Taken from the Course Books

1. Tasks and reading text containing cultural information in Bahasa Inggris

Siswa X.

No Reading Texts/Tasks Page

Idioms and collocation

05

Visual illustration

23

Dialog about daily life

24


106

Informative text

26

Contextualized writing task

34


107

Realia or pseudo realia

84


108

Sound recording

196

2. Tasks and reading text containing cultural information in Pathway to English.

No Tasks/Reading Passages Page

Realia or pseudo-realia

02


109

Informative text

03

Dialogs about daily life and sound recording

07


110

Visual illustration

40


111

Text presenting foreign attitude and opinion

63

Contextualized writing task

111


112

Idioms and collocation


113

APPENDIX C. Detailed Occurrence Number and Percentages of the Culture-

related Contents

1. Types of Cultural information in Bahasa Inggris Siswa X

Unit Types of Cultural Information

a b c d e f g h

Unit 1 0 0 1 1 2 0 1 0

Unit 2 0 0 1 3 3 0 2 0

Unit 3 1 0 1 1 3 0 0 0

Unit 4 2 0 1 1 3 0 0 0

Unit 5 2 0 1 1 2 0 0 0

Unit 6 0 0 1 1 1 1 2 0

Unit 7 2 0 1 1 2 0 0 0

Unit 8 2 0 1 1 1 0 0 0

Unit 9 2 0 1 0 4 0 0 0

Unit 10 0 0 0 0 2 0 0 0

Unit 11 0 0 1 0 1 0 1 0

Unit 12 0 0 0 1 2 0 0 0

Unit 13 2 0 1 0 1 0 0 0

Unit 14 0 0 0 0 5 0 0 0

Unit 15 0 0 0 1 1 0 0 1

Frequency 13 0 11 14 33 1 6 1

Percentage 16% 0% 14% 18% 42% 1% 8% 1%

2. Types of Culture in Bahasa Inggris Siswa X

Unit Types of Culture

Source

Culture

Target

Culture

International

Target Culture

Culture Free

Unit 1 2 0 1 2

Unit 2 2 0 0 2

Unit 3 1 0 0 3

Unit 4 3 0 0 2

Unit 5 3 0 3 2

Unit 6 2 1 1 2

Unit 7 1 0 0 2

Unit 8 1 1 0 2

Unit 9 2 0 1 4

Unit 10 1 0 0 2

Unit 11 1 0 0 1

Unit 12 1 1 1 2

Unit 13 2 1 4 2

Unit 14 2 1 1 2


114

Unit 15 1 1 2 2

Total 25 6 15 33

3. Senses of Culture in Bahasa Inggris Siswa X

Aesthetic Sociological Semantic Pragmatic

SC 11 5 0 0

TC 11 4 0 48

ITC 0 0 0 0

Total 22 9 0 48

4. Elements of Culture in Bahasa Inggris Siswa X

Products Practice Perspectives Persons

SC 2 1 0 5

TC 2 0 0 2

ITC 0 0 0 0

Total 4 1 0 7

5. Types of Cultural Information in Pathway to English 1

Unit Types of Cultural Information

a b c d e f g h

Unit 1 2 0 3 2 2 5 0 2

Unit 2 2 1 5 3 3 2 2 4

Unit 3 6 1 3 2 3 1 0 4

Unit 4 8 0 4 4 3 0 1 3

Unit 5 5 1 7 1 2 0 0 4

Unit 6 8 1 3 3 7 1 1 3

Unit 7 4 1 4 2 2 3 0 3

Unit 8 2 1 3 2 1 0 1 1

Unit 9 2 1 4 2 10 0 0 1

Unit 10 0 1 3 1 3 0 1 5

Frequency 33 8 39 22 36 12 10 27

Percentage 18% 4% 21% 12% 19% 6% 5% 14%

6. Types of Culture in Bahasa Pathway to English 1

Unit Types of Culture

Source

Culture

Target

Culture

International

Target Culture

Culture Free

Unit 1 5 7 2 2

Unit 2 2 9 2 2

Unit 3 4 7 3 3


115

Unit 4 3 8 3 2

Unit 5 3 9 3 2

Unit 6 2 7 2 2

Unit 7 4 8 2 2

Unit 8 5 9 2 2

Unit 9 10 19 2 4

Unit 10 5 7 3 2

Total 43 90 24 23

7. Senses of Culture in Pathway to English 1

Aesthetic Sociological Semantic Pragmatic

SC 0 5 0 0

TC 5 20 9 40

ITC 3 24 25 17

Total 8 49 35 47

Elements of Culture in Pathway to English 1

Products Practice Perspectives Persons

SC 2 0 0 9

TC 29 0 4 16

ITC 15 1 2 10

Total 46 1 6 35


116

APPENDIX D. The Front Covers of Bahasa Inggris Siswa X and Pathway to

English 1

1. Bahasa Inggris Siswa X


117

2. Pathway to English 1


Documents

CULTURE-RELATED CONTENTS IN ENGLISH COURSE BOOKS FOR