AN EVALUATION OF CULTURAL CONTENT IN “BAHASA INGGRIS: …

commit to user

library.uns.ac.id digilib.uns.ac.id

i

AN EVALUATION OF CULTURAL CONTENT IN “BAHASA INGGRIS:

WHEN ENGLISH RINGS A BELL”

(Content Analysis of an EFL Textbook for Grade Eight Students in Indonesia)

THESIS

Submitted to fulfill one of the requirements for the completion of Graduate

Degree in English Education

By:

Lusi Mayangsari

NIM. S891408025

ENGLISH EDUCATION DEPARTMENT

GRADUATE PROGRAM

SEBELAS MARET UNIVERSITY

SURAKARTA

2018

commit to user


ii

commit to user


iii

commit to user


iv

commit to user


v

ABSTRACT

Lusi Mayangsari. 2018. S891408025. AN EVALUATION OF CULTURAL

CONTENT IN “BAHASA INGGRIS: WHEN ENGLISH RINGS A BELL”.

(A CONTENT ANALYSIS OF AN EFL TEXTBOOK FOR GRADE EIGHT

STUDENTS IN INDONESIA). Thesis. Thesis Supervisor I: Prof. Dr. Joko

Nurkamto, M.Pd.; Thesis Supervisor II: Dr. Slamet Supriyadi, M.Pd. Surakarta:

English Education Department of Graduate School of Sebelas Maret University.

Culture is the important thing that must be learned when ones want to learn

language. It is believed that learning language will be successful when the culture

is included. This means that both could not be separated. Due to these cases, the

student needs a cross cultural understanding to master the intercultural competence.

Then, one thing that can be done to learn both language and culture is that by

inserting the cultural content in textbooks. This study aims to investigate how

culture content was applied in English textbook entitled “Bahasa Inggris: When

English Rings a Bell” which is used for 8th grade students. The study explored the

cultural dimensions and cultural categories in the textbook. The framework theories

from Byram (1997), Cortazzi and Jin (1999), Chao (2011), Moran (2001) and Razi

(2012) were used to investigate the cultural content both cultural dimensions and

cultural categories. In order to analyze the textbook, descriptive content analysis

was used. The findings showed that this textbook has been dominated by products

dimensions and source culture. Based on the findings, it is needed to encourage the

author, the publishing of textbooks, and the curriculum developers in representing

the balance cultural content in Indonesia to support students’ intercultural

competence.

Keywords: cultural content, intercultural competence, language and culture,

textbook evaluation.

commit to user


vi

ABSTRAK

Lusi Mayangsari. 2018. S891408025. SEBUAH EVALUASI KONTEN

BUDAYA DALAM BUKU “BAHASA INGGRIS: WHEN ENGLISH RINGS

A BELL”. (SEBUAH ANALISIS KONTEN PADA BUKU TEKS BAHASA

INGGRIS SEBAGAI BAHASA ASING UNTUK SISWA KELAS DELAPAN

DI INDONESIA). Tesis. Pembimbing I: Prof. Dr. Joko Nurkamto, M.Pd.;

Pembimbing II: Dr. Slamet Supriyadi, M.Pd. Surakarta: Program Studi Magister

Pendidikan Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan. Universitas

Sebelas Maret Surakarta.

Budaya adalah hal yang penting yang harus dipelajari ketika seseorang ingin

mempelajari bahasa. Hal ini dipercaya bahwa pembelajaran bahasa akan sukses

ketika budaya masuk ke dalam pembelajaran tersebut. Ini berarti kedua hal tersebut

baik bahasa dan budaya tidak dapat dipisahkan. Dikarenakan hal tersebut, siswa

membutuhkan pemahaman lintas budaya untuk menumbuhkan kompetensi

interkultural. Hal yang dapat dilakukan salah satunya dengan memasukkan konten

budaya dalam buku teks. Tujuan penelitian ini adalah menginvestigasi bagaimana

konten budaya diaplikasikan dalam buku teks “Bahasa Inggris: When English

Rings a Bell” kelas delapan. Penelitian ini membahas mendalam mengenai dimensi

dan kategori budaya yang ada dalam buku teks bahasa Inggris. Model teori dari

Byram (1997), Cortazzi and Jin (1999), Chao (2011), Moran (2001) dan Razi

(2012) digunakan untuk menginvestigasi konten budaya antara lain dimensi budaya

dan kategori budaya. Dalam rangka menganalisa buku teks, konten analisis secara

descriptive digunakan. Temuan menunjukkan bahwa buku teks tersebut didominasi

oleh dimensi produk dan budaya sumber (budaya Indonesia). Berdasarkan temuan

tersebut, para penulis, penerbit buku dan pengembang kurikulum perlu

menampilkan konten budaya yang seimbang untuk mendukung kompetensi

interkultural pada siswa.

Kata Kunci: konten budaya, kompetensi interkultural, bahasa dan budaya,

evaluasi buku teks.

commit to user


vii

DEDICATION

This thesis is dedicated especially to:

My beloved parents,

My beloved brothers and sisters,

My big family,

My lecturers, all of my friends, and the readers

commit to user


viii

MOTTO

Man Jadda Wajada

Whoever sincerely does, will get

commit to user


ix

ACKWOLEDGEMENT

Assalamu’alaikum Wr. Wb.

Alhamdulillahhirobbil’ alamin, all praise belongs to Allah SWT due to His

blessing and mercies that have been given to the writer, so she can complete this

thesis entitled AN EVALUATION OF CULTURAL CONTENT IN “BAHASA

INGGRIS: WHEN ENGLISH RINGS A BELL”. (A CONTENT ANALYSIS OF

AN EFL TEXTBOOK FOR GRADE EIGHT STUDENTS IN INDONESIA). The

writer realizes that this thesis is still far from being perfect, so all suggestions and

criticism for improving this thesis are accepted happily.

In writing this thesis, the writer gets some helps from many people.

Obviously, there are honorable people who deserve her special gratitude for their

help to the researcher. Therefore, the researcher wishes to thank:

1. Prof. Joko Nurkamto, M.Pd., as the Dean of School of Teacher Training and

Education of Sebelas Maret University,

2. Dr. Ngadiso, M.Pd., as the chief of English Department of Master Degree,

3. Prof. Joko Nurkamto, M.Pd., as the first consultant who has patiently,

sincerely, and wisely give advice and guidance to her from the beginning up

to the completion of this research paper,

4. Dr. Slamet Supriyadi, M.Pd., as the second consultant who has patiently and

kindly given additional idea, advice, correction, help, and guidance to her

from the beginning up to the completion of this research paper,

5. All the lecturers at English Department of Master Degree of Sebelas Maret

University for useful knowledge and wisdom,

6. H. Sukatam, S.Pd. M.MT., as the headmaster of MTs Bani Ali Mursyad for

giving the writer permission to have research in his institution,

7. Her dearest parents, Mr. Sujoto (late) her beloved father and Mrs. Tanijem

her beloved mother who have given the greatest love, pray, spirit, great

support, and their mental as well as financial support to her study in English

Department,

commit to user


x

8. Her dearest brothers and sisters: Mbak Wiwik, Mas Hariyadi, Mas Agus and

Mbak Indri who have given the greatest love, pray, spirit, and great support.

9. Her beloved friends; Mbak Dyah, Ibu Tere, Avianita and Devia who always

help her in finishing the research and always give her support and motivation,

and thanks for your nice friendship,

10. All of the writer’s friends in English Department 2014, and

11. All the people who help the writer in finishing the research that cannot be

mentioned one by one.

The writer realizes that this research still has many mistakes. Therefore, she

accepts gratefully every suggestions, criticism, and comment from those who

concern to this research. Hopefully, this research will be able to give contribution

and be useful for the readers especially for those who are interested in the similar

study.

Wassalamu’alaikum Wr. Wb.

Surakarta, October 2018

Lusi Mayangsari

commit to user


xi

LIST OF TABLES

Table 2.1 The constructs of cultural dimensions…………………… 15

Table 2.2 The constructs of cultural categories…………………….. 18

Table 3.1 Research Schedule……………………………………….. 24

Table 3.2 Checklist 1: The Cultural Dimensions…………………... 26

Table 3.3. Checklist 2: The Cultural Categories……………………. 26

Table 4.1. The Distribution of Product Dimension…………………. 37

Table 4.2. The Distribution of Practice Dimension…………………. 38

Table 4.3. The Distribution of Perspective Dimension………………. 39

Table 4.4. The Distribution of Communities Dimension…….………. 40

Table 4.5. The Distribution of Person Dimension……………………. 41

Table 4.6. The Distribution of the Cultural Dimension…....…………. 41

Table 4.7 The Distribution of the Cultural Categories …..…………... 51

commit to user


xii

LIST OF FIGURES

Figure 3.1 The Copyright of the Textbook ……………….……….… 28

Figure 3.2 Triangulation of methods ……………….………………… 31

Figure 3.3 Triangulation of data source ……………………………… 31

Figure 3.4 Miles and Huberman’s

Model…………………………….…...................................

32

Figure 4.1 The examples of cultural dimensions 1 …………………… 33

Figure 4.2 The examples of cultural dimensions 2 ………………….. 34

Figure 4.3 The examples of cultural dimensions 2 …………………. 35

Figure 4.4 Teacher’s interview 1 …..…..…………..……………….… 36

Figure 4.5 Teacher’s interview 2……………...…….......…………… 38

Figure 4.6 The example of source culture 1.. ……………….……….. 43

Figure 4.7 The example of source culture 2…..…………….………… 44

Figure 4.8 The sample of interview ……………….………………… 44

Figure 4.9 The example of free culture ………….………………… 45

Figure 4.10 The example of international culture …………………….. 46

Figure 4.11 The example of target culture ……………….………..….. 47

Figure 4.12 The example of intercultural interaction………………….. 50

Figure 4.13 The sample of interview ……………….………………… 52

commit to user


xiii

Table of Content

CHAPTER I

INTRODUCTION …………………………..………………………..

Page

1

A. Background of the Study ……………………………………. 1

B. Problem Statements …………………………………………. 6

C. The Aim of the Study………………………………………… 7

D. The Benefits of the Study …………………………………… 7

CHAPTER II

LITERATURE REVIEW …………………………………..………...

8

A. Textbook …………..…………………..………………………….. 8

1. Nature of Textbook …………………………..………………. 8

a. Definition of Textbook……………………………………. 8

b. The Principles of Textbook ……………………..………… 9

2. Textbook Evaluation ………………………..………………... 12

B. Culture and Language Learning …………………………..……… 13

1. The Nature of Culture………………….……………………... 13

2. The Roles of Culture in Language Learning ………………… 19

C. Empirical Studies ……………….……………………………….. 21

D. Rationale ………….........……………………………………....... 22

CHAPTER III

RESEARCH METHODLOGY …………………...…………………..

24

A. Research Setting ……………………………...………………. 24

B. Research Design ……………………………...………………. 25

commit to user


xiv

C. Research Object ………………………………..…………….. 27

D. Technique of Collecting the Data ……………………………. 28

1. Data Collecting Techniques ……………………………… 28

2. Data Collecting Instruments ………………………...…… 29

E. Trustworthiness ………………………………………………. 30

F. Technique of Analyzing the Data ………………………..…... 31

CHAPTER IV

FINDING AND DISCUSSION ……………………………………… 33

A. Finding ……………………………………………………….. 33

B. Discussion ……………………………………………………. 53

CHAPTER V

CONCLUSION, IMPLICATION AND SUGGESTION ……………. 57

A. Conclusion …………………………………………………… 57

B. Implication …………………………………………………… 58

C. Suggestion …………………………………………………… 58

REFERENCES ………………………………………………………. 60

APPENDICS ………………………………………………………… 64

Appendix 1 …………………………………………………………… 65

Appendix 2 …………………………………………………………… 141

Appendix 3 …………………………………………………………… 185

Documents

AN EVALUATION OF CULTURAL CONTENT IN “BAHASA INGGRIS: …