The Multicultural Curriculum: Education for Peace and Development*

81

The Multicultural Curriculum:Education for Peace and Development*

ANITA LIE

The rampant ethnic and religious tension in Indonesia has frustrated the ef-forts of many social scientists, educators, and community leaders for the pastfew years. Some gains were made in the country’s struggle for democracy,

but continuing ethnic and religious violence and unrest show how prevalent andintransigent prejudice and discrimination are. Demographic changes and eco-nomic pressures force people from different backgrounds to come into contactwith each other, giving rise to distrust and alienation.

While they cannot stop these changes,schools and educators can help shape students’view of the world and promote respect for di-versity and a sense of shared humanity (Jacobsand Kates 1999). During the last few decades,intercultural studies have enabled scholars andpractitioners to see in all areas “the invisibleparadigms” of the academic system and thelarger cultural context that marginalize ortrivialize the lives of women, ethnic minorities,and those outside the dominant class or cul-ture. Language educators and English as a for-eign language (EFL) administrators need tomake the curriculum more responsive tomulticultural experiences.

This essay reports on a study of the 1994English high school curriculum; analyzeswhether EFL textbooks incorporate student’sdiverse cultural environments; and discussesgender, local cultures, traditions, styles, and lev-els of community development.

This study investigates the following:1. whether English textbooks used in the

1994 curriculum incorporate the multi-

cultural perspectives in relation to the stu-dents’ diverse ethnic, racial, and socioeco-nomic backgrounds;

2. to what extent the textbooks incorporatestudents’ diversity in relation to gender, so-cioeconomic status, ethnicity, and geog-raphy; and

3. whether the textbooks meet the principlesand underlying concepts set in Teachingand Learning Guidelines and use themeaning-based approach to multiculturalperspectives.

Significance of the Study

Pressure to integrate and unite the nation sinceindependence provided the setting formulticulturalism. Indonesia’s collective memoryis full of tension and violence resulting fromvarious attempts to secede for ideological, re-gional, cultural, as well as territorial differences,and the efforts to terminate those attempts. Yet,the national motto, Bhineka Tunggal Ika (EPluribus Unum), emphasizes that unity should

_______________* Part of this paper was presented at the 35th Southeast Asian Ministers of Education Organization Regional Language Centre

(SEAMEO RELC) Conference, Singapore, 17–19 April 2000. This paper is taken with the author’s and publisher’s permissionsfrom SEAMEO Jasper Monograph Series (Year 1997–2000, Series 5–8).

82 • HUMAN RIGHTS EDUCATION IN ASIAN SCHOOLS

not be achieved at the cost of diversity. Other-wise, schools will produce narrow-minded citi-zens and deprive people of their indigenousheritage. The recent tension and violence showsthat the excessive drive for unity in the past 30years was ineffective against disintegration.While in some other countries, “multicul-turalism is a therapy for ethnocentrism, in In-donesia it is a balance for unity” (Budianta1996). Now that the nation is at the crossroadsof reform, ethnic, religious, racial, and class dif-ferences should be regarded as the rich nationalheritage. Multicultural education is needed tofoster peace, understanding, and respect.

Educators should recognize that the goalsand values of school curriculums, materials, andactivities reflect social values. Educators shouldensure that textbooks are culturally sensitive andrespect students’ varied sociocultural back-grounds. This study sheds light on the multi-cultural values of EFL textbooks.

Study Scope

How have gender and multiculturalism deter-mined the choice of textbook topics? This studylimits itself to the 1994 English curriculum,primarily gender, ethnicity and geography, andsocioeconomic status.

It took 7 months to complete the study—4months (October 1999 to January 2000) tocollect titles of the textbooks through question-naires sent to senior high school teachers inCentral Java, East Java, Bali, and Lombok,which were chosen because they are among themost developed provinces; and 3 months (Feb-ruary to April 2000) to gather and analyze thetextbooks.

Textbooks are the dominant classroom in-structional media (Patrick 1988; Lockheed andVerspoor 1990) even though teachers are ex-pected to develop innovative activities and useother materials. Because learning resources andteachers are scarce and their quality poor, text-books have a strong positive impact on educa-

tional quality. Neyneman, Farrell, and Salveda-Stuarto (1981) as quoted in Supriadi (1999)indicate that 15 of 18 correlational studiesshowed significant positive correlations be-tween textbook availability and student achieve-ment. Textbooks still dictate the teaching andlearning process.

Supriadi (1999) noted that in the last 3 yearsconcern has been growing over multicul-turalism in textbooks and that “schoolbooksshould also be culturally sensitive and recog-nize varied students’ sociocultural backgroundswhich affect their learning.” This study exam-ines whether this concern, especially pertain-ing to gender, ethnicity, geography, and socio-economic class, also affects the content of se-nior high school English textbooks.

Definition of Terms

Curriculum

Curriculum here means the written curricu-lum (Glatthorn 1987) as reflected in Teachingand Learning Guidelines (Department of Edu-cation and Culture 1995) and translated forsenior high school English textbooks.

The 1994 senior high school English cur-riculum aims to help students acquire read-ing, listening, speaking, and writing skills.Themes were chosen based on students’ cog-nitive development and interests. The level ofvocabulary mastery was 2,500 words for natu-ral science and social studies majors, and 3,000for language majors. The curriculum inte-grates reading, listening, speaking, and writ-ing, but emphasizes reading. Teaching gram-mar, vocabulary, pronunciation, and spellingenhance rather than promote mastery of eachof the four skills.

In 1995, the then Department of Educationand Culture (now the Department of NationalEducation) endorsed only one set of books:English for the Senior High School, written andpublished by the IKIP Malang Team.

The Multicultural Curriculum: Education for Peace and Development • 83

Themes and subthemes

The curriculum prescribes basic themes andseveral suggested subthemes for each term andgrade. Teachers must include all the basicthemes but may choose, modify, add, and de-velop subthemes based on each (Appendix 1).

Teaching and Learning Program Guidelines

Teaching and Learning Program Guidelinesstates that the curriculum applies a meaning-based approach with the following underlyingconcepts:

1. Language is a means to express meaningsthrough a structure (grammar and voca-bulary). Thus, structure serves as a meansto express ideas, thoughts, opinions, andfeelings.

2. Meaning is determined by language as wellas situational scope and context. Themeaning-based approach should be basedon a cross-cultural understanding.

3. Meaning may be revealed through differ-ent sentences. A sentence may convey dif-ferent meanings, depending on the situa-tion where the sentence is used.

4. Learning a foreign language is learning tocommunicate through it. Learning to com-municate should be supported by learn-ing all the skills of the language.

5. Learners’ motivation is a determining fac-tor in the success of learning the target lan-guage. The level of this motivation heavilydepends on whether learning materialsand activities are meaningful to learners.

6. Learning materials and activities becomemore meaningful when they meet the learn-ers’ needs and are relevant to their expe-riences, interests, values, and future. There-fore, learners’ experiences and backgroundsare important to consider in determiningthe teaching and learning process.

7. Learners are the main subjects. Therefore,their traits and needs should be consideredin all teaching and learning decisions.

8. Teachers are facilitators and help learnersenhance their language skills.

English is taught in senior high schools asfollows:

Grades 1 and 2 : 4 x 45 minutes per weekGrade 3 (natural science) : 5 x 45 minutes per weekGrade 3 (social studies) : 5 x 45 minutes per weekGrade 3 (language studies) : 11 x 45 minutes per week

Review of Literature

Multicultural education concepts

Multicultural education encompasses differ-ences in race, ethnicity, occupation, socioeco-nomic status, age, gender, sexual orientation,various physical traits and needs, religion, andculture. As Gates (1992) pointed out:

Ours is a late twentieth century world pro-foundly fissured by nationality, ethnicity, race,class, and gender. And the only way to tran-scend those divisions—to forge for once, acivic culture that respects both differences andcommonalties—is through education thatseeks to comprehend the diversity of humanculture. Beyond the hype and the high-flownrhetoric is a pretty homely truth. There is notolerance without respect—and no respectwithout knowledge.

“Multicultural education is not a set curricu-lum but a perspective that is reflected in all deci-sions about every phase and aspect of teaching.It is a lens through which teachers can scruti-nize their choices in order to clarify what socialinformation they are conveying overtly andcovertly to their students” (Ramsey 1987). Inother words, educators should be aware of andresponsible for the goals and values of the cur-riculum design, material, and activities theydeliver to the students. Education occurs in asociocultural context, and all curriculum mate-rials and practices reflect certain social values.


The broad goals of delivering a multiculturalcurriculum are as follows:

1. Help students develop positive gender, ra-cial, cultural, class, religious, and individualidentities, and recognize and accept theirmembership in many different groups.Ethnic and religious tension often reflectsfeelings of social injustice and in-group/out-group conflicts. Education can helpstudents define themselves within a con-text of diversity.

2. Enable students to see themselves as partof the larger society and to empathize andrelate with individuals from other groupswithin that society. To stop the vicious cycleof resentment and prejudice, students needexposure to the idea that they share manycharacteristics with people of other groups.Students also need to see different pointsof view, use highly developed communi-cation skills rather than impose on theirown views and tolerate differences.

3. Foster respect for and appreciation of dif-ferences. Distrust and resentment of peopleof different groups often rest on ignoranceor misperception of their habits, lifestyles,and viewpoints.

4. Develop a sense of shared humanity. Inter-group prejudice often leads people to lookfor scapegoats and, even worse, to becomedestructive. If students have an objectiveand realistic view of society and see howpeople are affected by the same forces, theymay empathize with others and be less con-strained by their narrow self-interest.

5. Help students develop the educational andsocial skills to fully participate in larger so-ciety in ways appropriate to their individualstyles, cultural orientations, and linguisticbackgrounds. While having knowledge ofdifferent groups and lifestyles may reducethe fear of differences, the motivation forreaching beyond cultural, racial, and classbarriers rests on people’s self-esteem andconfidence.

These goals may have no direct or short-termeffect on the larger societal and economic prob-lems that trigger intergroup tension. However,they can influence the ways that new genera-tions interpret and participate in social relation-ships. These goals are worth pursuing. All sub-ject areas, including EFL, can help studentsdevelop positive attitudes toward people of dif-ferent backgrounds.

Research studies on sociocultural issuesand Teaching of English to Speakersof Other Languages (TESOL)

Culture has always been an important issuein the teaching and learning of a foreign lan-guage. A number of recent articles examine therole of learners’ social and cultural identities inlearning English and the role of the TESOLprofession in reconstructing people’s identitiesand roles. Pennycook (1994) emphasizes thatthe English language teaching industry is notculturally, politically, socially, or economicallyneutral; rather, in the international sphere itplays a powerful part in construction of roles,relations, and identities among teachers and stu-dents. Duff and Uchida (1997) argue that thecultural underpinnings of language curriculumsand teaching must be further examined, “par-ticularly so in intercultural situations in whichparticipants were negotiating their sociocul-tural identities as well as the curriculum.” InEFL, sociocultural identity and representationare crucial. Students learn the social and cul-tural aspects of other ethnolinguistic groups.The nature of the cultural representations ofothers in teaching and learning materials andthe way teachers and students view those rep-resentations need to be examined. Problemsemerge when the students’ (as well as the teach-ers’) ideas about gender roles, nationality, ethni-city, local cultures, and socioeconomic statusconflict with those in the teaching materials.

Hall (1995) highlights the role of socializa-tion in the construction of roles (and stereo-


types) and the need to move beyond the nar-row focus on native versus non-native speakeras the only relevant identity in investigations ofthe use of the target language. Fillmore (1979)found that the individual differences in learn-ing a foreign language had nothing to do withintellectual or cognitive capacity. Rather, it wassolely a matter of social preference and confi-dence. Language and social identity have alsobeen discussed in terms of gender, minority ver-sus majority status, geographical setting, andage (McKay and Hornberger 1996). Other is-sues were the limitations of the relatively super-ficial multicultural curriculum and the need todeal more proactively and critically with soci-etal inequalities reproduced through certaineducational practices (Fleras and Elliott 1992;Grant and Secada 1990; Ng, Staton, and Scane1995; Zamel 1997; Putney and Wink 1998).Hasebe-Ludt, Duff, and Leggo (1995) also ex-amine the cultural messages conveyed throughEnglish language teaching materials in a multi-cultural community school in Canada as well asin Asia and the South Pacific and raise concernsabout certain trends in community building andglobalization that may pay lip service to diver-sity without really confronting the tensions andmisrepresentations that accompany it.

Along the same line, “the teaching of cultureas a component of language teaching had tra-ditionally been caught between the striving foruniversality and the desire to maintain culturalparticularity” (Kramsch [1993] as quoted inDuff and Uchida [1997]). Cultural values rep-resented in the teaching materials are probablyalien to the learners. Yet, when the culture ofthe target language is reduced and minimizedto respect the students’ culture, a dauntingquestion remains: How can educators incor-porate the students’ diverse identities, ethni-cities, socioeconomic backgrounds, and culturaltraditions in the curriculum to understand,affirm, and enhance all students’ learning ex-periences? This question is significant in lightof the vast diversity of the Indonesian peopleand cultures. Education faces the mammoth task

of recognizing that diversity and of acknowl-edging the curriculum’s varied socioculturalbackgrounds.

Research Design and Methodology

This study uses a content analysis: 108 ques-tionnaires were sent randomly to English teach-ers in 36 senior high schools in six cities in EastJava, Central Java, Bali, and Lombok, to findout what textbooks they used in addition to thegovernment-endorsed textbooks; 68 question-naires were completed and returned.

Senior high schools also used other booksbased on the 1994 curriculum (Appendix 2).Passages in these books were used as data.

A content analysis was conducted on all thepassages and supporting pictures and illustra-tions in these books. Four sets of representa-tive categories were constructed as follows: gen-der (male and female); socioeconomic status(lower, middle, and upper class); local culturesand/or ethnicity (Javanese, those of other is-lands in Indonesia, those outside Indonesia);and geography (Java, other islands in Indone-sia, and outside Indonesia).

The category of gender was further dividedinto representation and bias, each consisting ofmale and female subcategories. Representationmeans the frequency of certain characters,proper names, references, and pronouns of oneof the sexes in the passages and accompanyingpictures and illustrations. For example, “TheRed Cross” describes the efforts of HenryDunant to establish the International Red Crossand uses pronouns “he,” “his,” and “him” (re-ferring to Dunant). This passage was countedin the representation of the male subcategory.Bias means the textbook writers’ assumptionthat the gender of characters, people, and pro-fessions was one of the sexes. In “Funeral Ritualin Tana Toraja,” for instance, the writer used“men,” “man,” “they,” and “he” to refer to theburied dead and living people involved in thefuneral ritual although funerals in Tana Torajanormally involve both men and women. Thus,


this passage was counted as a bias of the malesubcategory.

The category of socioeconomic status wasdivided into lower-, middle-, and upper-classsubcategories. This division was based on a ty-pology by Svalastoga (1989) that divides socialclasses into five strata, based on ideology andlifestyle: upper, upper middle, lower middle,upper lower, and lower lower. For the sake ofsimplicity, the five strata were combined intothree classes: upper, middle, and lower (seeSoekanto [1990]). Texts and supporting pic-tures and illustrations portraying topics onIndonesia as well as foreign countries were alsoanalyzed based on this typology, with an Indo-nesian perspective. This category was the hard-est to use for several reasons. First, no singletypology of classes is commonly accepted. So-ciologists and economists have various theories,arguments, and opinions concerning socioeco-nomic status in Indonesia (Heryanto 1999;Subianto 1999; Robison 1999; Werner 1999;Liddle 1999; Budiman 1999). A modifiedtypology of Slavastoga was chosen for simplic-ity and clarity. Second, determining the socio-economic status of characters in the text wasnot easy.

Therefore, this study set four indicators tohelp determine socioeconomic status: lifestyle,ownership, kind of job, and academic as well asaristocratic titles. Changes in socioeconomicstatus imply changes in wealth, power, and in-formation (education) so that different socialclasses develop unique subcultures with differ-ent lifestyles. Upper-class thinking emphasizesa genteel and elegant lifestyle. The middle classesare preoccupied with career advancement andreligious behavior. The lower class focuses onsurvival, and was sometimes apathetic (Sla-vastoga 1989).

Ownership was another indicator to replaceeconomic status and was often used in socio-logical and demographic studies. While manysociological and demographic studies oftenused nominal indicators such as annual income,amount of tax paid, and spending, this study

had to ignore such indicators because almostnone of the texts contained current nominalmeasures. Ownership means possession of sta-tus symbols such as offices decorated withpaintings by famous artists.

Kinds of jobs and academic or aristocratictitles were used as the third and fourth indica-tors and classified as follows:

Class Jobs Titles

Upper class Cabinet ministers, Baron, Princess,high-ranking officials Prince, Raden, professors, doctors, Raden Ajeng,lawyers, company Dr., Prof.directors

Middle class Journalists, secretaries, Reverend, Kyaischool teachers, nurses,accountants, police officers,clerks, shopkeepers,computer operators,religious ministers

Lower class Newspaper deliverers, —farmers, factory workers,domestic helpers, beggars

The classification was based on the tendencyin Indonesia to consider position as moreimportant than role, as revealed by Soekanto(1990).

The next category was formed on the as-sumption that, like other areas, education inIndonesia is highly centralized. Recent dis-course on local autonomy has yet to be imple-mented and proven. For the curriculum, cen-tralization means the dominance of Javaneseculture in texts. The 44 books used in this studywere published by nine publishers, eight ofwhich were in Java. Based on the results of thepreliminary survey to find data for this study,schools in Bali and Lombok (two of the moredeveloped islands in Indonesia) also used text-books written and published in Java. Therefore,the category of local cultures and/or ethnicitywas divided into Javanese, those of other islands


in Indonesia (non-Java), and those outside In-donesia (international), as was the category ofgeography.

Presentation, Interpretation, and Analysis of Data

There were 44 textbooks and 823 passages.Two sets of books (Learn Grammar the EasyWay 1, 2 and 3, and English for SekolahMenengah Umum [SMU]), published byInteraksara and Grafindo Media Pratama, didnot comply with the curriculum and so did notcontain themes and subthemes prescribed. Pas-sages in these books were also counted as data,however, as they are used in several schools, asthe questionnaires showed. The publishers—rather than the individual books—were used topresent some of the findings for a more com-pact data presentation.

Out of the 823 texts, 520 were text only whilethe rest (303) were accompanied by pictures(Table 1). The text-supporting pictures werealso used as data, especially in examining thefrequency of gender representation and bias inthe storyline.

This study yielded some interesting findingson the four categories. To help understandthese findings better, this paper identifies thetextbooks used in the curriculum and the themedistribution in books for grades 1 (260 texts),2 (250 texts), and 3 (215 texts) in Tables 2, 3,and 4, respectively. A total of 725 texts incor-porated the prescribed themes from the cur-

TABLE TABLE TABLE TABLE TABLE 1.1.1.1.1. Units of Analysis by Publisher, N=823Units of Analysis by Publisher, N=823Units of Analysis by Publisher, N=823Units of Analysis by Publisher, N=823Units of Analysis by Publisher, N=823

No. Content focus Text Text andPublisher only picture Total

1 Yudhistira 71 47 1182. Ganeca 153 48 2013. Interaksara 32 8 404. IKIP Malang 47 41 885. Erlangga 81 45 1266. Refika 46 37 837. Bina Pustakatama 34 16 508. Tiga Serangkai 51 51 1029. GMP 5 10 15

TOTAL 520 303 82363.18% 36.82% 100%

TABLE TABLE TABLE TABLE TABLE 2.2.2.2.2. Theme Distribution in RTheme Distribution in RTheme Distribution in RTheme Distribution in RTheme Distribution in Reading Peading Peading Peading Peading Passages in Grade 1 English Tassages in Grade 1 English Tassages in Grade 1 English Tassages in Grade 1 English Tassages in Grade 1 English Textbooksextbooksextbooksextbooksextbooks

Term I Term II Term III

No. Publisher Book title

1 Yudhistira Communicative 2 3 6 2 6 7 4 6 6 9and MeaningfulEnglish for SMU

2 Erlangga English in Use 4 4 5 2 2 5 1 4 1 6for SMU

3 Refika English for SMU 3 1 1 5 4 3 1 3 54 IKIP Malang English for the 2 3 3 4 3 3 5 3 5 3

Senior High School5 Tiga Serangkai Komunikasi Aktif 3 1 4 4 1 6 2 2 4 5

Bahasa Inggris6 Bina Pustaka English ‘94 for SMU 3 3 3 3 4 3 3 3 4 37 Ganeca Penuntun Belajar 7 4 5 3 6 6 5 5 6 4

Bahasa InggrisTOTAL 24 19 27 23 26 33 21 26 31 30

260

Educ

ation

Envir

onme

nt

Fami

ly life

Astro

nomy

Healt

h

Spor

ts

Cloth

ing

Tour

ism

Mass

med

ia

Pollu

tion




No. Publisher Book Title

1 Yudhistira Communicative and 5 2 4 1 6 7 5 7Meaningful English for SMU

2 Erlangga English in Use for SMU 4 9 4 2 6 2 3 13 Refika English for SMU 4 8 3 3 3 1 4 24 IKIP Malang English for the 6 4 6 6 2 6 6 2

Senior High School5 Tiga Serangkai Komukikasi Aktif 3 14 3 3 5 4 3 2

Bahasa Inggris6 Bina Pustaka English ‘94 for SMU 4 2 3 3 3 3 4 37 Ganeca Penuntun Belajar 6 11 10 5 5 3 6 8

Bahasa InggrisTOTAL 32 50 33 23 30 26 31 25

250

Geog

raph

y

Cultu

rean

d arts

Agric

ultur

e

Welf

are

Histo

ry

Com

m. &

IT

Earn

ing

Inter

natio

nal

Relat

ions



No. Publisher Book Title

1 Yudhistira Communicative and 2 3 1 2 2 6 1 2 5 7 2Meaningful Englishfor SMU

2 Erlangga English in Use 1 5 4 2 3 4 2 5 7 3 1for SMU

3 Refika English for SMU 3 1 1 5 2 2 2 2 3 1 24 IKIP Malang English for the 1 3 3 5 1 6 2 2 1 1 2

Senior High School5 Tiga Serangkai Komunikasi Aktif 4 2 2 4 2 2 2 3 1 3

Bahasa Inggris6 Bina Pustaka English ‘94 for SMU – 37 Ganeca Penuntun Belajar 9 9 6 3 6 5 7 6 8 4 3

Bahasa InggrisTOTAL 20 23 17 24 16 25 14 19 27 17 13

215

Econ

omy

Scien

ce an

dtec

hnolo

gy

Politic

s

Cultu

re an

d arts

Comm

unity

Envir

onm

ent a

ndpr

eser

vatio

n

Trad

e an

dind

ustry

Inter

natio

nal

relat

ions

Ener

gy

Bank

ing

Wom

en ro

les


riculum; 93 other texts were not in accordancewith the prescribed themes. The theme distri-bution in these textbooks was even.

For gender, texts and supporting pictureswere used to examine the frequency of repre-sentation and bias. Tables 5 and 6 summarizethe findings in gender representation in textsand pictures, respectively. One reading text (orpicture) possibly contained more than one rep-resentation (explaining why the frequencywas greater than for texts and pictures). How-ever, some passages and pictures did not de-note any gender representation, such as a texton solar energy.

This study found 297 representations of fe-male gender (31.56%) and 644 of male gender(68.44%). This meant that the representationof the male gender was more than twice that offemale representation.

Out of 303 text-supporting pictures, thestudy found 1.177 instances of gender repre-

TABLE TABLE TABLE TABLE TABLE 5.5.5.5.5. FrFrFrFrFrequency and Pequency and Pequency and Pequency and Pequency and Pererererercentage of Gender Rcentage of Gender Rcentage of Gender Rcentage of Gender Rcentage of Gender Rep-ep-ep-ep-ep-rrrrresentation in Tesentation in Tesentation in Tesentation in Tesentation in Texts, f=941exts, f=941exts, f=941exts, f=941exts, f=941

Gender Representation f %

Female 297 31.56Male 644 68.44

TOTAL 941 100

TABLE TABLE TABLE TABLE TABLE 6.6.6.6.6. Gender RGender RGender RGender RGender Repreprepreprepresentation in Tesentation in Tesentation in Tesentation in Tesentation in Text-Supporext-Supporext-Supporext-Supporext-Support-t-t-t-t-ing Ping Ping Ping Ping Picturicturicturicturictures, f=1.177es, f=1.177es, f=1.177es, f=1.177es, f=1.177

No. PicturePublisher F M Total

1. Yudhistira 69 131 2002. Ganeca 75 165 2403. Interaksara 1 7 84. IKIP Malang 42 84 1265. Erlangga 55 104 1596. Refika 46 101 1477. Bina Pustaka 21 52 738. Tiga Serangkai 62 124 1869. GMP 15 23 38

TOTAL 386 791 1,177

sentation consisting of 386 female and 791 malerepresentations.

To examine the gender bias in the readingtexts, this study first mapped the possible as-pects of the subcategory of gender bias asshown in Table 7.

Table 8 presented the frequency of genderbias by publisher, and Table 9, a summary(number and percentage) of the frequency ofgender bias in texts.

The results showed that 38.5% of the fre-quencies favored females and 61.5%, male. Onereading text might contain more than one gen-der bias. However, some passages did not havea gender bias, such as one on pollution. Table10 combined the data on gender representa-tion and bias and displayed the biased as well asthe unbiased representation as follows:

Table 11 summarizes the number of gender-biased and -unbiased texts and indicates thatout of 823 texts, 178 (21.63%) contained gen-der bias.

The textbooks do not provide equal inclu-sion, in terms of gender representation or bias.The representation of males (644 in texts, and791 in text-supporting pictures) was more thanthat of females (297 and 386) while the biasfor males was also higher than that favoring thefemale gender (131 and 82). Out of 941 gen-der representations, only 213 were biased.

Male representation was more than twicefemale representation, which may very well bethe result of sexism built into the social systemand pervading the values of the culture(Stanford 1992). The study also found a higherdegree of bias for males, especially in the useof habitual sex discriminatory language andstereotyping.

This study used the Indonesian context andperspective to determine the level of socioeco-nomic class. A farmer, for instance, may belongto the middle and even upper class in othercountries, but in Indonesia, a farmer (at least inthe society’s perception) belongs to the lowerclass. Lifestyle included dining out, type ofchildcare, type of child education, ways of sav-


TABLE TABLE TABLE TABLE TABLE 7.7.7.7.7. Aspects of Gender Bias Sub Category in TAspects of Gender Bias Sub Category in TAspects of Gender Bias Sub Category in TAspects of Gender Bias Sub Category in TAspects of Gender Bias Sub Category in Texts, f=213exts, f=213exts, f=213exts, f=213exts, f=213

No. Gender BiasAspects of Gender Bias Female Male

1. Proper name associated with a job requiring strength, courage, leadership, and reasoning 252. Personal/possessive pronoun associated with a job requiring strength, courage,

leadership, and reasoning 293. Proper name associated with attention to detail, neatness, patience, care, and service 214. Personal/possessive pronoun associated with attention to detail, neatness, patience,

care, and service 375. Personal/possessive pronoun in the area of sports (athletics, soccer) 46. Personal/possessive pronoun in the area of mass media 77. Personal/possessive pronoun in the area of politics (party, voters, president) 38. Leaders (king, queen, chair) 1 99. Personal/possessive pronoun for smokers and drinkers 3

10. Personal/possessive pronoun for witch/wizard and hermit 211. Personification of flower, beauty, gentleness 312. Personal/possessive pronoun in the area of fashion 513. Personal/possessive pronoun for shoppers 314. Personal/possessive pronoun for philosophers 115. Personal/possessive pronoun for drivers 216. Personal/possessive pronoun for puppet master (“dalang”) 117. Personal/possessive pronoun for dancers 118. Personal/possessive pronoun for sculptor 119. Personal/possessive pronoun for farmers 720. Personal/possessive pronoun in banking (banker, accountant, teller, client) 721. Personal/possessive pronoun in science and education (students, researchers) 722. Personal/possessive pronoun pertaining to social status (rich, poor, unemployed) 523. Personal/possessive pronoun for entrepreneur 524. Personal/possessive pronoun for family planning participants 725. Personal/possessive pronoun in environment (animal lovers, caretakers, hunters) 2 426. Personal/possessive pronoun for workers and job seekers 327. Personal/possessive pronoun for places 2 328. Personal/possessive pronoun for criminals 3

TOTAL 82 131

ing money, and ways of spending holidays. Va-cationing and travelling overseas is consideredupper class. Saving money in national banks isconsidered middle class, and in foreign banksand investment, upper class. Ownership includespossession of certain things such as cars, houses,villas, clothing (including jewelry), and satel-lite dish. Jobs were doctor, lawyer, director,manager, accountant, teacher, nurse, factoryworker, domestic helper, driver, and farmer.

Table 12 shows the distribution of socioeco-nomic aspects across the three classes, and Table13 summarizes the findings.

The study found—among the 823 texts—261 references related to any of the threeclasses: 108 frequencies pertained to the up-per class, 107 to the middle class, and 46 tothe lower class. Some texts referred to socio-economic class more than once, while othersdid not at all.


TABLE TABLE TABLE TABLE TABLE 8.8.8.8.8. The Frequency of Gender Bias Subcat-The Frequency of Gender Bias Subcat-The Frequency of Gender Bias Subcat-The Frequency of Gender Bias Subcat-The Frequency of Gender Bias Subcat-egory in Tegory in Tegory in Tegory in Tegory in Texts by Pexts by Pexts by Pexts by Pexts by Publishers, f=213ublishers, f=213ublishers, f=213ublishers, f=213ublishers, f=213

Gender BiasPublisher Female Male

Judistira 13 16Erlangga 7 18Refika 11 15IKIP Malang 10 12Tiga Serangkai 10 19Bina Pustaka 9 17Ganeca 17 21GMP 3 2Interaksara 2 11TOTAL 82 131

TABLE TABLE TABLE TABLE TABLE 9.9.9.9.9. A Summary of FrA Summary of FrA Summary of FrA Summary of FrA Summary of Frequency and Pequency and Pequency and Pequency and Pequency and Pererererercentagecentagecentagecentagecentageof Gender Bias in Tof Gender Bias in Tof Gender Bias in Tof Gender Bias in Tof Gender Bias in Texts, f=213exts, f=213exts, f=213exts, f=213exts, f=213

Gender Bias f %

Female 82 38.5Male 131 61.5TOTAL 213 100

TABLE TABLE TABLE TABLE TABLE 10.10.10.10.10. Gender Representation (bias andGender Representation (bias andGender Representation (bias andGender Representation (bias andGender Representation (bias andnonbias), f=941nonbias), f=941nonbias), f=941nonbias), f=941nonbias), f=941

Gender representation Nonbiased BiasedGender representation representation Total

Female 215 82 297Male 513 131 644TOTAL 728 213 941

TABLE TABLE TABLE TABLE TABLE 11.11.11.11.11. Gender Bias in TGender Bias in TGender Bias in TGender Bias in TGender Bias in Texts, N=823exts, N=823exts, N=823exts, N=823exts, N=823

Content focus Reading textPenerbit Biased text Nonbiased text Total

Yudhistira 23 95 118Erlangga 23 103 126Refika 21 62 83IKIP Malang 20 68 88Tiga Serangkai 23 79 102Bina Pustaka T 19 31 50Ganeca 35 166 201GMP 3 12 15Interaksara 11 29 40TOTAL 178 645 823

21.63% 78.37% 100%

Difficulty in determining socioeconomic sta-tus weakened this study. It attempted to mapupper-, middle-, and lower-class representationby first classifying the data into lifestyle, own-ership, kind of job, and academic or aristocratictitle. As most Indonesian students belong to themiddle and lower classes, classification washeavily influenced by an Indonesian perspec-tive. For instance, spending holidays abroad isconsidered upper class in this study although

in many other countries, middle-class peopleoccasionally travel overseas for their holiday.This should explain the even distribution of theupper- and middle-class representations (108and 107) as many texts discussing foreign sub-jects that—in Indonesia—are considered to beupper class.

The findings showed that lower-class repre-sentation is very low (46 out of 261 all-classrepresentations). The overall distribution of thethree-class representations obviously does notreflect Indonesia’s real class stratification: a smallupper class, a bigger middle class, and a verylarge lower and lower-middle class (Soekanto1990). The textbook portrayal of class isdouble-edged. Representations of the upperclasses could motivate lower-class students toaspire to higher things and climb the socialladder and change the social stratification. How-ever, not every student has the confidence todo so. Some might be alienated by representa-tions of lifestyles beyond their grasp and thelow representation of their own class’ behav-iors, activities, and habits.

The findings on local cultures and ethnicityare in Table 14 (Java), Table 15 (non-Java), andTable 16 (international).

Table 14 shows that Java had the highest per-centage because many texts used Javanese


TABLE TABLE TABLE TABLE TABLE 12.12.12.12.12. Aspects of Socioeconomic Classes Subcategory, f=261Aspects of Socioeconomic Classes Subcategory, f=261Aspects of Socioeconomic Classes Subcategory, f=261Aspects of Socioeconomic Classes Subcategory, f=261Aspects of Socioeconomic Classes Subcategory, f=261

Category: SESNo. Publisher Aspects Upper Middle Lower Total

1. Yudhistira Lifestyle 5 2 1 8Ownership 1 2 – 3Kind of job 3 11 1 15Degree 5 – – 5

2. Erlangga Lifestyle 9 5 3 17Ownership 5 5 1 11Kind of job 5 6 6 17Degree 5 – – 5

3. Refika Lifestyle 3 8 6 17Ownership 4 1 1 6Kind of job 5 2 2 9Degree 5 – – 5

4. IKIP Malang Lifestyle 5 9 1 15Ownership 5 – – 5Kind of job 2 2 3 7Degree 2 – – 2

5. Tiga Serangkai Lifestyle 3 6 6 15Ownership 2 5 1 8Kind of job 3 4 1 8Degree 3 – – 3

6. Bina Pustaka Lifestyle 5 5 2 12Ownership – 3 – 3Kind of job 1 1 – 2Degree 1 – – 1

7. Ganeca Lifestyle 5 8 3 16Ownership 5 13 1 19Kind of job 5 7 3 15Degree 2 – – 2

8. GMP Lifestyle 2 – 1 3Ownership – 1 2 3Kind of job 2 1 1 4Degree – – – –TOTAL 108 107 46 261


TABLE TABLE TABLE TABLE TABLE 13.13.13.13.13. Category of Socioeconomic Class byCategory of Socioeconomic Class byCategory of Socioeconomic Class byCategory of Socioeconomic Class byCategory of Socioeconomic Class byPublisher, f=261Publisher, f=261Publisher, f=261Publisher, f=261Publisher, f=261

SESPublisher Upper Middle Lower Total

Yudhistira 14 15 2 31Erlangga 24 16 10 50Refika 17 11 9 37IKIP Malang 14 11 4 29Tiga Serangkai 11 15 8 34Interaksara – – – –Bina Pustaka Tama 7 9 2 18Ganeca 17 28 7 52GMP 4 2 4 10TOTAL 108 107 46 261% 41.4 41 17.6 100

TABLE TABLE TABLE TABLE TABLE 15.15.15.15.15. Non-Java Subcategory, f=52Non-Java Subcategory, f=52Non-Java Subcategory, f=52Non-Java Subcategory, f=52Non-Java Subcategory, f=52

Category: Non-Java Ethnicity

No. Publisher Name Tradition Ethnic group Arts Language Literature Clothing Craft Total

1. Yudhistira 2 – 1 – – – – 1 42. Erlangga 5 3 – 1 1 1 3 4 183. Refika 2 – – 1 – 1 – 1 54. IKIP Malang 1 2 – 1 1 – – – 55. Tiga Serangkai 4 – – – 1 – – 1 66. Interaksara – – – – – – – –7. Bina Pustaka 1 3 2 – – – – – 68. Ganeca 2 1 – 1 – – 1 2 79. GMP 1 – – – – – – – 1

TOTAL 18 9 3 4 3 2 4 9 52

TABLE TABLE TABLE TABLE TABLE 14.14.14.14.14. Java Subcategory, f=159Java Subcategory, f=159Java Subcategory, f=159Java Subcategory, f=159Java Subcategory, f=159

Category: Java Ethnicity


1. Yudhistira 11 – – – 3 – 1 6 212. Erlangga 22 2 – 6 5 3 6 6 503. Refika 8 1 – – 1 – – 1 114. IKIP Malang 3 1 – – 1 1 – 1 75. Tiga Serangkai 18 1 – – 1 – – 3 236. Interaksara 3 – – – 1 – – – 47. Bina Pustaka 2 1 – 1 1 – 1 – 68. Ganeca 10 4 – 4 2 – 5 4 299. GMP 5 – – – 2 – 1 8

TOTAL 82 10 – 11 17 4 13 22 159

names such as Sastrowardoyo, Bagyo, andHartati.

Table 15 shows that representation of ethnicgroups and local cultures other than Javaneseis much lower than that of Javanese (52 to 159).

Table 16 shows a high representation ofethnicity and local cultures outside Indonesia,with frequent use of English (and other for-eign) names such as Robert, Billy, Susan, andJohn. There is not much difference betweenethnicity and international representation (159and 161). It is interesting that non-Javaneseethnicity representation was the lowest and thatthe gap between this subcategory and the othertwo significantly large.


TABLE TABLE TABLE TABLE TABLE 16.16.16.16.16. International Subcategory, f=161International Subcategory, f=161International Subcategory, f=161International Subcategory, f=161International Subcategory, f=161

Category: International Ethnicity


1. Yudhistira 9 – – 1 – – – 2 122. Erlangga 19 – – 2 5 3 – – 293. Refika 8 1 – – – – – 1 104. IKIP Malang 9 2 – – 3 – 2 6 225. Tiga Serangkai 27 – 1 3 2 1 – – 346. Interaksara 11 – – – – – – 3 14

Category: Non-Java Ethnicity


7. Bina Pustaka 6 3 – – 1 – 1 – 118. Ganeca 16 1 – 1 2 3 2 3 289. GMP 1 – – – – – – – 1

TOTAL 106 7 1 7 13 7 5 15 161

Tables 17 presents the breakdown ofethnicity by aspect and publisher, and Table 18,the distribution of Java, non-Java, and interna-tional by publisher.

Table 19 summarizes ethnicity representa-tion.

The category of geography—setting of astory or any reference to a certain place—wasrelated to ethnicity geography. Table 20 showsthat most references were to places outsideIndonesia (255 out of 440), followed by Java(110). The difference between Java and non-Java representation (110 and 75) is not as bigas that of ethnicity (159 and 52). In view of thevast territory of Indonesia outside Java, how-ever, this difference is worth noticing.

It is not surprising that textbooks refer mainlyto Javanese culture (159 to 52), references tocultures outside Indonesia were the highest(161). Under geography, there were 110 ref-erences to Java, 75 to outside Java, and 255 tointernational. Many texts contained topics onglobal issues. As Teaching and Learning Pro-gram Guidelines prescribed international rela-tions for grade 1, term 3, and grade 3, term 2,many textbooks discuss international agencies

such as the United Nations and UNICEF, andevents such as Earth Summit.

Findings

The curriculum attempts to be diverse, touch-ing on topics from science and technologyto environment. In general, textbooks com-ply with Teaching and Learning ProgramGuidelines and cover the prescribed themesevenly.

Do textbooks incorporate students’ diverseethnic, racial, and socioeconomic backgrounds?This study found that there is room for im-provement. The textbooks were centralized andlimiting.

To what extent do the textbooks incorpo-rate the students’ diversity? One area of con-cern is the underrepresentation of women andbias that favors males, especially in the use ofhabitual sex discriminatory and stereotypinglanguage.

The distribution of socioeconomic class rep-resentations did not portray reality of classstratification in Indonesia or diversity of stu-dents’ socioeconomic status.


TABLE TABLE TABLE TABLE TABLE 17.17.17.17.17. Aspects of Ethnicity by Publisher, f = 37Aspects of Ethnicity by Publisher, f = 37Aspects of Ethnicity by Publisher, f = 37Aspects of Ethnicity by Publisher, f = 37Aspects of Ethnicity by Publisher, f = 37

AspectsNo. Publisher Name Tradition Ethnic group Arts Language Literature Clothing Craft Total

1. Yudhistira 22 0 1 1 3 0 1 9 372. Erlangga 46 5 0 9 11 7 9 10 973. Refika 18 2 0 1 1 1 0 3 264. IKIP Malang 13 5 0 1 5 1 2 7 345. Tiga Serangkai 49 1 1 3 4 1 0 4 636. Interaksara 14 0 0 0 1 0 0 3 187. Bina Pustaka 9 7 2 1 2 0 2 0 238. Ganeca 28 6 0 6 4 3 8 9 649. GMP 7 0 0 0 3 0 0 0 10

TOTAL 206 26 4 22 34 13 22 45 372

It is not surprising that the non-Javanese sub-category was much less represented than theJavanese and international subcategories. Whileexposure to global issues and concerns is justi-fiable to expand the students’ horizons, the rep-resentation of local cultures other than Javaneseis very low, considering the immense variety ofethnic groups and local cultures. Students fromnon-Java ethnic groups might feel alienated bytextbooks that seem foreign, irrelevant, andunfamiliar.

TABLE TABLE TABLE TABLE TABLE 19.19.19.19.19. A Summary of Ethnicity Category,A Summary of Ethnicity Category,A Summary of Ethnicity Category,A Summary of Ethnicity Category,A Summary of Ethnicity Category,f=372f=372f=372f=372f=372

No. Ethnicity f %

1. Java 159 42.72. Non-Java 52 13.93. International 161 43.3

TOTAL 372 100

TABLE TABLE TABLE TABLE TABLE 20.20.20.20.20. Category of Geography by Publisher,Category of Geography by Publisher,Category of Geography by Publisher,Category of Geography by Publisher,Category of Geography by Publisher,f=440f=440f=440f=440f=440

Category: Geography Out of Out ofPublisher Java Java Indonesia Total

Yudhistira 11 6 27 44Erlangga 24 14 36 74Refika 15 13 29 57IKIP Malang 11 13 35 59Tiga Serangkai 13 12 33 58Interaksara – – 11 11Bina Pustaka Tama 8 2 21 31Ganeca 26 14 61 101GMP 2 1 2 5TOTAL 110 75 255 440% 25 17 58 100

TABLE TABLE TABLE TABLE TABLE 18.18.18.18.18. Distribution of Ethnicity by Publisher, f=372Distribution of Ethnicity by Publisher, f=372Distribution of Ethnicity by Publisher, f=372Distribution of Ethnicity by Publisher, f=372Distribution of Ethnicity by Publisher, f=372

Publisher IKIP Tiga Inter- BinaNo. Ethnicity Yudistira Erlangga Refika Malang Serangkai Aksara Pustaka Ganeca GMP Total

1. Java 21 50 11 7 23 4 6 29 8 1592. Non Java 4 18 5 5 6 0 6 7 1 523. International 12 29 10 22 34 14 11 28 1 161

TOTAL 37 97 26 34 63 18 23 64 10 372

Do the textbooks meet the principles andunderlying concepts set in Teaching and Learn-ing Guidelines and use the meaning-based ap-proach to multicultural perspectives? The claim


that they do is questionable. This study con-cludes that learners’ experiences and back-grounds could have been validated more ad-equately to make the learning process and les-sons more meaningful.

Conclusions

Adjusting to gender-inclusive language andnew terms may seem a waste of time to teachersand textbook writers, but once they get pastthe first awkwardness of using police officer forpoliceman, chairperson for chairman, and theyor he/she for he, they may notice changes in theirown thinking. More important, they will ac-quire the habit of scrutinizing their speech forsex discriminatory or stereotyping expressions.

Textbook writers must take care that whatthey write is inclusive and nondiscriminatory.Educators must address the inequities in thecurriculum and learning materials.

While knowledge of different people andlifestyles may make students less fearful of di-versity, their motivation to reach beyond theirclass barriers rests on their self-confidence, abil-ity to empathize with others, and anticipationof satisfaction from expanding their social rela-tionships. Students of underrepresented groupsare likely to be ambivalent about their groupidentification. In a society where personal worthis often equated with wealth, shame over lowincome is common. Students may question theirpersonal worth when they learn about peoplewith lifestyles that are beyond their reach.

Can we—and should we—help low-incomestudents feel good about the fact that they arepoor? People’s aspirations are often formed atan early age by their adult models and their liv-ing conditions. Should these constraints be re-inforced by extolling the virtues of poverty?Students should feel competent and affirmedon a personal level. Educators—including text-books writers—can help them by conveyingthat students’ families’ ways of life are not theonly ones and are often the result of social in-justice rather than personal failure. If students

cannot distinguish between these social andpersonal issues, educators can empower themand help them expand their ideas about possi-bilities and aspirations. At the same time, text-books should validate students’ lifestyles andphilosophies.

Javanese cultural dominance and the alien-ation of indigenous cultures in national poli-cies have recently become issues. Social scien-tists and representatives of ethnic groups haveasked for autonomous governance. This drivefor autonomy should also include implement-ing curriculum and using teaching-learningmaterials that are relevant and meaningful tothe students in their own local, cultural, andethnic context. Designing a curriculum anddeveloping learning materials that reflect multi-cultural perspectives may not be easy. One setof books will not be adequate to incorporatethe various components of Indonesian cultures.Local autonomy should extend to promotingeducation that is relevant to the local context.Scholars and educators from all regions shouldbe encouraged to get involved in determiningcurriculum content. The central ministry shouldendorse more than one set of textbooks, andschools should have a choice of various text-books to use.

While the Department of National Educa-tion may still need to set goals and prescribethemes in the national curriculum, developmentof learning materials should be left to localscholars, educators, and textbook writers. Someregions are advanced enough to have their ownresources and develop their own learning ma-terials, but while many regions still lack re-sources and power, this fact should not be usedto justify delaying local autonomy. Where localeducators and scholars may not be ready to de-velop their own materials, curriculum develop-ers and textbook writers at the national levelshould involve their local counterparts as part-ners and empower them to develop their owncurriculum later.

Meanwhile, teachers should be aware of thegrowing diversity in schools and the implica-


tion of using a certain set of curricular materi-als in their classrooms. Social scientists and com-mentators often point to Indonesia’s rich cul-tural blend. It is equally true, however, that tack-ling diversity is difficult, especially in schools.However, as Aristotle saw it, the challenge ofethnicity is one of augmenting familial love,expanding the natural links to one’s own“kind,” so that these links also include otherswho are more distantly related, rather than do-ing away with the initial links and bonds as such.Today, for a variety of reasons, unity above di-versity, and schools as cultural melting pots areideas being challenged: “Absence of diversitywould lead to the dehumanization, mechani-zation, and utter impoverishment of humanbeings” (Fishman 1989). Recently, pitchedbattles and wars for more autonomy have beenwaged by various ethnic, racial, and religiousgroups. Demand for autonomy is soon likelyto include a push for more control over thecurriculum and emphasis of local heritage inclassrooms. Teachers often face the dilemma ofrespecting differences while including and re-specting all students in the classroom. Not sur-prisingly, teachers may feel ill-prepared to ad-dress the diverse cultural, personal, religious,socioeconomic, and ethnic diversity of their stu-dents. Multicultural issues should be tackled inprofessional development so that teachers canlearn how to recognize and accept differenceswhile providing a common set of norms andvalues to bind students together.

Recommendations

To develop a multicultural curriculum for peaceand development, the following are recom-mended:

1. The Department of National Educationshould ensure that the curriculum respectsdiversity.

2. The department should endorse more thanone set of books to provide a larger choice.

3. Schools should be free to choose text-books that are suitable and relevant to lo-

cal contexts as long as these textbooks com-ply with the goals, objectives, and prin-ciples set in Teaching and Learning Pro-gram Guidelines.

4. Educators and textbook writers shouldensure that textbooks do not contain dis-criminatory and stereotyping language andcontent in relation to gender, socioeco-nomic, local cultures, and ethnic diversity.

5. Educators—especially from outside Java—should be encouraged and helped to de-velop curricular materials and write text-books suitable and relevant to local needs.

6. Textbook writers at the national levelshould involve local educators as partnersand empower them to develop learningmaterials that address the diverse cultural,racial, personal, and academic needs oftheir students.

7. Teachers should be aware of the growingdiversity in schools and always attempt tocreate a learning environment in which dif-ferences are recognized and accepted whileproviding students with a common set ofnorms and values.

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APPENDIX IIList of English Textbooks Used in senior high School in Indonesia

Grade INo. Book title Writers/Editors Publishers and city

1 English in Use for SMU IA Brendan Heasley and Maskur Penerbit Erlangga, Jakarta2 English in Use for SMU IB3 Komunikasi Aktif Bahasa Inggris IA Sri Lono Widodo, Soegeng HS, Tiga Serangkai, Solo4 Komunikasi Aktif Bahasa Inggris IB Sri Mulyono5 English ‘94 for SMU I Albert Tupan and Kistono Abdoelrachim Bina Pustaka Tama, Surabaya6 English for the Senior High School IA IKIP Malang Team IKIP Malang, Malang7 English for the Senior High School IB8 Communicative and Meaningful English Dedy Suryana, et al. Yudhistira, Jakarta

for SMU I9 LKS Communicative and Meaningful Sri Muryati, et al.

English for SMU IA10 LKS Communicative and Meaningful

English for SMU IB11 English for SMU IA Toto Ciptono and Suparno Refika, Bandung12 English for SMU IB13 Bahasa Inggris I Artono Wardiman and Nan Sobariah Hadi Ganeca Exact, Bandung14 Learn Grammar the Easy Way I Lim Luck Nio and A. Mus. A. Interaksara, Batam

Grade IINo. Book title Writers/Editors Publishers and city

1 English in Use for SMU IIA Brendan Heasley and Maskur Penerbit Erlangga, Jakarta2 English in Use for SMU IIB3 Komunikasi Aktif Bahasa Inggris IIA Sri Lono Widodo, Soegeng HS, Tiga Serangkai, Solo4 Komunikasi Aktif Bahasa Inggris IIB Sri Mulyono5 English ‘94 for SMU II Albert Tupan and Kistono Abdoelrachim Bina Pustaka Tama, Surabaya6 English for the Senior High School IIA IKIP Malang Team IKIP Malang, Malang7 English for the Senior High School IIB8 Communicative and Meaningful English Dedy Suryana, et al. Yudhistira, Jakarta

for SMU II9 LKS Communicative and Meaningful Sri Muryati, et al.

English for SMU IIA10 LKS Communicative and Meaningful

English for SMU IIB11 English for SMU IIA Toto Ciptono and Suparno Refika, Bandung12 English for SMU IIB13 Bahasa Inggris II Artono Wardiman and Nan Sobariah Hadi Ganeca Exact, Bandung14 Learn Grammar the Easy Way II Lim Luck Nio and A. Mus. A. Interaksara, Batam


Grade IIINo. Book title Writers/Editors Publishers and city

1 English in Use for SMU IIIA Brendan Heasley and Maskur Penerbit Erlangga, Jakarta2 English in Use for SMU IIIB3 Komunikasi Aktif Bahasa Inggris IIIA Sri Lono Widodo, Soegeng HS, Tiga Serangkai, Solo4 Komunikasi Aktif Bahasa Inggris IIIB Sri Mulyono5 English for SMU III Grafindo Media Pratama, Jakarta6 English for the Senior High School IIIA IKIP Malang Team IKIP Malang, Malang7 English for the Senior High School IIIB8 Communicative and Meaningful English Dedy Suryana, et al. Yudhistira, Jakarta

for SMU III9 LKS Communicative and Meaningful Sri Muryati, et al.

English for SMU IIIA10 LKS Communicative and Meaningful

English for SMU IIIB11 English for SMU III (Natural Sciences) Toto Ciptono and Suparno Refika, Bandung12 English for SMU III (Social Studies)13 Bahasa Inggris III Artono Wardiman and Nan Sobariah Hadi Ganeca Exact, Bandung14 Learn Grammar the Easy Way Lim Luck Nio and A. Mus. A. Interaksara, Batam

for the SMU III Book III15 Learn Grammar the Easy Way for the

SMU Book IV16 Learn Grammar the Easy Way for the

SMU Book V

Documents

The Multicultural Curriculum: Education for Peace and Development*