| dc.description.abstract | The research analyzed the representation of cultural content in the English
textbook entitled “Bahasa Inggris” (Revised edition) which is used for Senior
High School published by the Ministry of Education and Culture of Republic
Indonesia. The written texts including reading text, dialogues and quotes are
analyzed by using Yuen‟s cultural dimension. This research was expected to give
enlightenment towards the discussion of cultural contents needed in English
teaching and learning process.
The research analyzed the cultural contents provided in the written text of
the English textbook, by using content analysis and documentation. Those written
texts were analyzed based on the four types of cultural dimensions by Yuen
(2011); products, practices, perspectives, and persons. The cultural dimension of
products are frequently measure a cultural dimension in such things like
entertainments, travel, foods, merchandise and a printed form. Next, practices
include customs, daily life and society. Then, perspectives include cultural
materials that express the particular perceptions, values, and beliefs and that guide
people‟s behaviors in social practices. Last, persons refer to the individual
members who represent the particular culture and communities.
The findings showed that the four types of Yuen‟s cultural dimension
(products, persons, practices, and perspectives) which are represents the cultural
contents, were appeared in the English textbook. The result of the analysis showed
that cultural contents deals with persons were most frequently presented in 45%.
Then, the cultural contents of products were presented 36%. Next, the cultural
contents of perspectives were presented 14%. The lowest percentage of the type of
cultural contents belonged to practices (5%). Meanwhile, the cultural contents presented in the English textbook were
still unbalance by indicating the frequency of the emergence of Indonesian and
foreign cultures. Therefore, the government should concern to the less presented
cultural contents related to the recent socio-cultural and educational phenomena in
Indonesia, since building and developing intercultural communicative competence
(ICC) for the learners is important. Moreover, the role of English teachers to
provide and improve other additional learning sources and activities containing
cultural contents are also important to enhance students‟ intercultural
communicative competence (ICC). Furthermore, the results of this research also
suggests to the future researchers who are interested in conducting a similar
research to find the gap and investigate other elements in the area of EFL textbook
analysis. | en_US |
