cultural representation in english course books … · specifically three english course books...

CULTURAL REPRESENTATION IN ENGLISH

COURSE BOOKS FOR JUNIOR HIGH SCHOOL

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

THEODESIA LADY PRATIWI

156332017

THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

CULTURAL REPRESENTATION IN ENGLISH

COURSE BOOKS FOR JUNIOR HIGH SCHOOL

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

THEODESIA LADY PRATIWI

156332017

THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017


A THESIS

CULTURAL REPRESENTATION IN ENGLISHCOURSE BOOKS FOR JUNIOR HIGH SCHOOL

by

Theodesia LadyPratiti

156332017

Approved by

FX. Mukarto. Ph.D.Advisor Yogyakart414July 2Al7


CT]LTURAL REPRESENTATION IN ENGLISHCOURSE BOOKS FOR JUNIOR IIIGH SCHOOL

Presented by

TheodesiaLady Pratiwi

156332017

Defended before the Thesis Committeeand Declared Acceptable

TI{ESIS COMMITTEE

Chairperson

Secretary

Member

Member

: Dr. B. B Dwijatmoko, M. A.

: F. X. Mukarto, Ph. D.

: Dr. J. Bismoko

: Dr. E. Sunarto, M.Hum.

A f5*(Gl}-S'.4;==--

Y ogy akarta, 2l July 20L7The Graduate Program Director

ltl

Dharma University

us Budi Subanar, SJ.


STATEMENT OF ORIGINALITY

This is to certify that all the ideas, phrases, and sentences, unless otherwise

stated, are mine' I understand the full consequences inciuding degree cancelation

if I took somebody else's ideas, phrases, or sentences without proper reference.

Yogyakarta, 14 Juli 2017

tM+Theodesia Lady Pratiwi

iv


LEMBAR PER}{YATAAN PERSETUJUAN PUBLIKASIKARYA ILMIAH UNTUK KEPENTINGAI\ AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Theodesia Lady Pratiwi

NIM :156332017

Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaanUniversitas Sanata Dharma karyailmiah saya yang berjudul:

CULTARAL REPRESENTATION IN ENGLISH COARSE BOOKS

FOR JUNIOR IIIGH SCHOOL

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikankepada Perpustakaan universitas Sanata Dharma hak untuk menyimpan,mengalihkan dalam bentuk media lain, mengelolanya dalarn bentuk pangkalandata, mendistribusikan secara terbatas, dan mempublikasikannya di intemet ataumedia lain untuk kepentingan akademis tanpa perlu meminta izin dari sayamaupun memberikan royalty kepada saya selama tetap mencantumkan nama sayasebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 74 Juli 2011

Yang menyatakan

Theodesia Lady Pratiwi


vi

ACKNOWLEDGEMENTS

First of all, I would like to express my gratitude to The Almighty God

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 parents, Paskalis Noko

and Kornelia Sunita. I thank them for their patience, support, and endless love

for me. I also would like to thank my brother, Polikarpus Maria Boyke 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 for suggestions and feedbacks to better my thesis.

Next, I also would like to place my best regards to all of 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 2015 for the support and every single time we spent together

during our study in this university.

Theodesia Lady Pratiwi


vii

TABLE OF CONTENTS

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

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

THESIS DEFENCE APPROVAL PAGE .......................................................... iii

STATEMENT OF ORIGINALITY ................................................................... iv

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

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

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

LIST OF TABLES ................................................................................................ x

LIST OF FIGURES ............................................................................................. xi

LIST OF APPENDICES .................................................................................... xii

LIST OF ABBREVIATIONS ........................................................................... xiii

ABSTRACT ........................................................................................................ xiv

ABSTRAK ............................................................................................................. xv

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

A. RESEARCH BACKGROUND .......................................................................... 1

B. PROBLEM LIMITATION ................................................................................. 5

C. PROBLEM FORMULATION ........................................................................... 5

D. RESEARCH GOAL ........................................................................................... 6

E. RESEARCH BENEFITS ................................................................................... 6

CHAPTER II LITERATURE REVIEW ............................................................ 8

A. THEORETICAL REVIEW ................................................................................ 8

1. Culture ........................................................................................................... 8

a. Culture and Language ............................................................................... 9

1) Linguistic Relativity ........................................................................... 10

2) Cultural Representation ...................................................................... 12

b. Cultural Categories ................................................................................. 13

2. English Course Books ................................................................................. 16

a. Government Policy on English Course Books........................................ 17


viii

b. English Course Book Design .................................................................. 19

c. Culture in English Course Books ............................................................ 20

1) Roles of Culture ................................................................................. 21

2) Types of Cultural Information............................................................ 24

B. THEORETICAL FRAMEWORK ................................................................... 26

CHAPTER III RESEARCH METHODOLOGY ............................................ 29

A. RESEARCH METHOD ................................................................................... 29

B. NATURE AND SOURCES OF DATA ........................................................... 31

C. RESEARCH INSTRUMENT .......................................................................... 33

D. RESEARCH SETTING ................................................................................... 33

E. DATA COLLECTION ..................................................................................... 33

F. DATA ANALYSIS .......................................................................................... 35

G. TRIANGULATION ......................................................................................... 35

CHAPTER IV RESULTS AND DISCUSSION ............................................... 37

A. RESULTS ......................................................................................................... 37

1. Food and Drinks .......................................................................................... 40

2. Places ........................................................................................................... 42

3. Art ................................................................................................................ 45

4. Traditional Ceremony .................................................................................. 50

5. Social Behavior ............................................................................................ 52

6. Beliefs and Values ....................................................................................... 55

7. History ......................................................................................................... 55

8. Person .......................................................................................................... 57

B. DISCUSSION .................................................................................................. 63

1. Cultural Representation ............................................................................... 63

2. Cultural Awareness ...................................................................................... 67

3. Intercultural Competence............................................................................. 69


ix

CHAPTER V CONCLUSIONS, IMPLICATIONS, AND

RECOMMENDATIONS .................................................................................... 76

A. Conclusions ...................................................................................................... 76

B. Implications ...................................................................................................... 78

C. Recommendations ............................................................................................ 79

BIBLIOGRAPHY ............................................................................................... 80

APPENDICES .................................................................................................... 83


x

LIST OF TABLES

Table 3.1: The Selected Sample ....................................................................... 32

Table 3.2: The Distribution of Cultural Representation .................................. 34

Table 4.1: The Textual and Pictorial Tallies of the Course Books ................. 38

Table 4.2: Word Type and Word Token of Textual Data ............................... 39

Table 4.3: Food and Drinks in WERB ............................................................ 40

Table 4.4: Food and Drinks in Bright ............................................................. 41

Table 4.5: Places in WERB ............................................................................. 43

Table 4.6: Places in Bright .............................................................................. 44

Table 4.7: Art in WERB .................................................................................. 46

Table 4.8: The Number of Art Types in WERB ............................................. 47

Table 4.9: Art in Bright ................................................................................... 48

Table 4.10: The Number of Art Types in Bright ............................................ 49

Table 4.11: Traditional Ceremony in WERB ................................................. 51

Table 4.12: Social Behavior in WERB ........................................................... 52

Table 4.13: Social Behavior in Bright ............................................................. 53

Table 4.14: History in WERB ......................................................................... 56

Table 4.15: History in Bright .......................................................................... 56

Table 4.16: Person in WERB .......................................................................... 58

Table 4.17: Person in Bright ........................................................................... 59

Table 4.18: Total Occurrences ......................................................................... 61

Table 4.19: Summary of the Results ................................................................ 64


xi

LIST OF FIGURES

Figure 2.1: Framework of Pre-Understanding ................................................. 26

Figure 4.1: The Representation of Food and Drinks ....................................... 42

Figure 4.2: The Representation of Places ....................................................... 45

Figure 4.3: The Representation of Art ............................................................ 49

Figure 4.4: The Representation of Traditional Ceremony .............................. 51

Figure 4.5: The Representation of Social Behavior ........................................ 54

Figure 4.6: The Representation of History ...................................................... 57

Figure 4.7: The Representation of Person ....................................................... 60

Figure 4.8: Total Occurrences .......................................................................... 62


xii

LIST OF APPENDICES

APPENDIX 1: Analysis Results of Text in When English Rings a Bell ........ 83

APPENDIX 2: Analysis Results of Text in Bright ......................................... 98

APPENDIX 3: Unit Sample of When English Rings a Bell ........................... 114

APPENDIX 4: Unit Sample of Bright ............................................................ 143


xiii

LIST OF ABBREVIATIONS

IC : International Culture

SC : Source Culture

TC : Target Culture

WERB : When English Rings a Bell

WK : Word Token

WT : Word Type


xiv

ABSTRACT

Pratiwi, Theodesia L. (2017). Cultural Representation in English Course

Books for Junior High School. Yogyakarta: English Language Studies, Graduate

Program, Sanata Dharma University.

Language cannot be separated from culture, thereby, learning a language

must involve learning its culture. As a result, the inclusion of cultural contents in

English Language Teaching (ELT) is considered essential. Course book as one of

the elements of ELT can be one of the media to accommodate cultures. However,

it is still a dilemma to include which culture in an English course book; whether to

include students‟ own culture or other cultures. Therefore, this study aims to

discover how culture is represented in the English course books.

This study is a qualitative content analysis which specifies on summative

content analysis. In this study, the data were taken from the English course books

for Junior High School. To select the English course books, this study employed

purposive sampling. Two series of English course books were selected,

specifically three English course books entitled When English Rings a Bell

published by Balitbang, Minister of Culture and Education and three other course

books entitled Bright published by Erlangga. To select the unit analysis, three

units were selected by employing systematic random sampling. The results show that culture in WERB and Bright is represented in the

form of source culture, target culture, and international culture. Specifically,

WERB reaches 259 occurrences for the source culture, two occurrences for the

target culture, and five occurrences for the international culture. Meanwhile,

Bright reaches 117 occurrences for the source culture, sixteen occurrences for the

target culture, and ten occurrences for the international culture. In other words,

WERB and Bright more represent the source culture.

This study argues that the high representation of source culture is affected

by the adoption of 2013 English syllabus. It is to build the students‟ identity.

Although the target culture and international culture is very lowly represented, it

may provide some opportunities for the students, especially Junior High School

students, to start building their cultural awareness and intercultural competence.

Further, to build the cultural awareness and intercultural competence,

understanding students‟ own identity also plays important role. Hence, identity,

cultural awareness, and intercultural competence can be a help for them to

communicate with people from other cultures. In conclusion, an English course

book can be a source to represent culture and to build the students‟ identity,

cultural awareness, and intercultural competence in their preparation for wider

communication with people from other cultures.

Keywords: cultural representation, English course books


xv

ABSTRAK

Pratiwi, Theodesia L. (2017). Cultural Representation in English Course

Books for Junior High School. Yogyakarta: Kajian Bahasa Inggris, Program

Pascasarjana, Universitas Sanata Dharma.

Bahasa tidak dapat dipisahkan dari budaya, maka pembelaran bahasa

melibatkan pembelajaran budaya. Akibatnya, menyisipkan konten budaya dalam

pembelajaran Bahasa Inggris dinilai penting. Buku pelajaran sebagai salah satu

element dalam pembelajaran Bahasa Inggris dapat menjadi salah satu perantara

untuk mengakomodasi budaya. Tetapi, masih menjadi sebuah dilemma untuk

menentukan budaya mana yang dimasukkan dalam buku pejaran Bahasa Inggris.

Karena itu, penelitian ini bertujuan untuk menemukan bagaimana budaya

direpresentasikan dalam buku pelajaran Bahasa Inggris.

Penelitian ini adalah analisis konten qualitatif yang berfokus pada konten

analisis sumatif. Data penelitian ini diambil dari buku pelajaran Bahasa Inggris

untuk SMP. Untuk memilih buku pelajaran Bahasa Inggris, penelitian ini

menggunakan teknik purposive sampling. Dua seri buku mata pelajaran Bahasa

Inggris dipilih. Semua seri dalam setiap buku dipilih, yaitu tiga buku berjudul

When English Rings a Bell diterbitkan oleh Balitbang, Menteri Pendidikan dan

Kebudayaan dan tiga buku lainnya berjudul Bright diterbitkan oleh Erlangga.

Untuk memilih unit yang akan dianalisis, tiga unit dipilih dengan menggunakan

teknik systematic random sampling.

Hasil penelitian menunjukkan bahwa budaya di WERB dan Bright

direpresentasikan dalam bentuk budaya lokal, budaya target, dan budaya

internasional. Secara rinci, dalam WERB, budaya lokal muncul sebanyak 259

kali, budaya target muncul sebanyak dua kali, dan budaya internasional muncul

sebanyak 5 kali. Dalam Bright, budaya lokal muncul sebanyak 117 kali, budaya

target muncul sebanyak 16 kali, dan budaya internasional muncul sebanyak 19

kali. Dengan kata lain, WERB dan Bright lebih merepresentasikan budaya lokal.

Penelitian ini berpendapat bahwa tingginya representasi budaya lokal

dipengaruhi oleh adopsi dari silabus mata pelajaran Bahasa Inggris Kurikulum

2013. Hal itu dimaksudkan untuk membangun identitas siswa. Sementara itu,

budaya target dan budaya internasional direpresentasikan dengan sangat rendah.

Namun, representasi budaya target dan budaya internasional dapat memberikan

sedikit kesempatan bagi siswa untuk mulai membangun kesadaran budaya dan

kompetensi antar budaya. Selain itu, untuk membangun kesadaran budaya dan

kompetensi antar budaya, memahami identitas sendiri juga memainkan peran

penting. Maka, identitas, kesadaran budaya, dan kompetensi antar budaya ini

dapat membantu mereka ketika berkomunikasi dengan orang-orang dari budaya

berbeda. Kesimpulannya, buku mata pelajaran Bahasa Inggris dapat menjadi

sumber untuk pembelajaran budaya dalam rangka membangun identitas,

kesadaran budaya, dan kompetensi antar budaya siswa.

Kata kunci: representasi budaya, buku pelajaran Bahasa Inggris


1

CHAPTER I

INTRODUCTION

This chapter is going to present the justification of this study. It is the

background of the research. This chapter will also present problem limitation,

problem formulation, research benefits, and research goals.

A. RESEARCH BACKGROUND

Language and culture cannot be separated. It is because a language which

is spoken by people can reflect their culture in the way they are thinking and

living and what they believe. A language can be a means to express their culture

since culture is „shared meanings or shared conceptual maps‟ (Hall, 1997). A

language is used to share and exchange meanings between the members of a

society through a system of representation, which is through sounds, words,

physical gestures, clothes, food, music and so on (Hall, 1997). Therefore, the

cultural patterns, customs, and ways of life can be expressed and reflected in a

language (cited in Mckay, 2002). As a result, undeniably, learning a language

involves learning a culture.

The relationship between culture and language indirectly gives impact to

language teaching. Valdes (1986) states that „it is virtually impossible to teach a

language without teaching cultural content‟ (cited in McKay, 2002, p. 85).

Unfortunately, the importance of culture in language learning is still neglected.

Kramsch (1993) argues that „cultures are often seen as mere information conveyed

by the language, not as a feature of language itself; cultural awareness becomes an

educational objective, separate from language‟ (p.40). Besides, a language is a


2

social interaction in which the students learn how to communicate with others.

Specifically the function of English as an international language may open wider

communication. As a result, it is essential to improve students‟ cultural awareness

so they are able to communicate with other people, especially with people from

different cultures.

English language teaching involves many elements. One of them is course

books. Hutchinson and Torres (1994) state that „a course book is an almost

universal element of English Language Teaching‟ (p. 315). Consequently, the

English course books must contain some cultural elements or values. Kramsch

(1993) asserts that one of the aims of the insertion of cultural contents in English

language teaching is to develop interculturality. Interculturality means that the

students can compare and contrast their own culture with other cultures. Hence,

later, it can develop their communicative competence with people who may have

different cultures.

There are some studies talking about the cultural representation in English

language teaching, especially in the English course books. Juan (2010) analyzes

the cultural contents in an English course book entitled College English (New)

which consist of four volumes. He analyzes the representation of cultures in the

texts in the English course books by using cultural categories proposed by Byram

(1993). He finds that the target culture mostly appears in the English course

books. Therefore, he suggests increasing the representation of local (Chinese)

culture and including the international cultures. He also finds that the English

course books do not develop the students‟ intercultural competence.


3

Mahmood, Asghar, and Hussain (2012) also study the cultural

representation in an English course book, namely Step Ahead 1. They also use the

cultural model developed by Byram, et al. (1994). The result shows that the

source culture dominates the cultural representation in the English course books,

while there is no target culture in the English course book. Hence, it does not give

opportunity for the students to compare and contrast their own cultures with other

cultures. However, there is strangeness in the title of the study, they state that it is

a case study, but the research methodology shows that the study uses a content

analysis.

In addition, in 2015, Kim and Paek also analyze the cultural content in the

English course books. To analyze the cultural contents, they analyze the cultural

information, cultural categories, and cultural themes. In addition, they analyze the

cultural contents from multicultural perspectives. They discover that the English

course books ignore the intercultural interaction.

In Indonesia, there are three studies which study the cultural representation

in the English course books. They are studies conducted by Hermawan and

Noerkhasanah (2012), Amalia (2014), and Santosa (2015). Hermawan and

Noerkhasanah (2012) analyze the cultural contents in three English course books

in a series for primary students, namely Grow with English 1, 2, and 3. They

analyze texts and images in the course books. The result shows that the local

(source) culture still dominates the course books; if it is compared to the target

culture or other cultures. Besides, culture as a way of life also dominates the

cultural representation in the course books. Therefore, they suggest exploring

more dimensions of culture.


4

Amalia (2014) also studies the cultural representation in two English

course books entitled Contextual English for grade twelve of senior high schools:

physical sciences and social sciences major and Bahasa Inggris: Berbasis

pendidikan karakter. She focuses her research on analyzing National Character

Building values, which are proposed by the government in the 2013 Curriculum.

She analyzes texts and images in the English course books by employing those

values. The result proves that the local culture is the most dominant culture in

English course books in order to support the National Character Building.

Santosa (2015) studies the cultural representation in When English Rings

the Bell. He discovers that the local cultures mostly dominate When English Rings

the Bell. Besides, he also finds that the most dominant cultural content in the

course book is sociological sense which covers the way or the social behavior of

people.

By looking at the year of the studies of cultural representation in the

English course books in Indonesia, it shows that the study of cultural

representation in the English course books is a widely interesting issue. In

addition, the number of studies of cultural representation in English course books

in Indonesia is still few. Therefore, it is essential to study the representation of the

cultural content in the English course books. It can build the awareness of people

who involve in education field of the importance of culture in language teaching.

Besides, it can give some better improvement for the English course books in

Indonesia in the future as well.

In addition, it is still a dilemma to claim whether the students‟ own culture

or culture from native speakers‟ or other cultures is more essential to learn


5

(Clouet, 2006). Some argue that knowing the native speakers‟ culture or other

cultures is important since it can prepare the students to communicate with people

from different cultures. However, before understanding other cultures, the

students also need to know their identity by understanding their own culture

(Knutson, 2006 cited in Shemshadsara, 2011). For Junior High School students, it

is necessary to start preparing them for cross cultural communication in the future.

On the other hand, it is also necessary to build their identity nowadays. Therefore,

this study is going to discover how the English course books for Junior High

School represent culture, specifically whether the culture is represented in the

form of students‟ own culture, the native speakers‟ culture, or other cultures.

B. PROBLEM LIMITATION

Because of the time constraints, this study considered some limitations.

First, the limitation is the number of English course books. This study only

analyzes two series of English course books. Three English course books entitled

When English Rings a Bell are published by Balitbang, Minister of Culture and

Education and three English course books entitled Bright are published by

Erlangga. Second, the limitation is based on the unit analysis. This study uses

sample to analyze the course books. Three units are analyzed in each course book.

It is due to the time efficiency.

C. PROBLEM FORMULATION

This study is going to answer one research problem, namely: How is

culture represented in the English course books?


6

D. RESEARCH GOAL

Since it is still a dilemma to decide whether to include the students‟ own

culture, the English speaking countries‟ culture, or other cultures and knowing

each of those cultures play some important roles for Junior High School students,

this study is going to disclose how culture is represented in the English course

books for Junior High School. To find out the representation of those cultures,

cultural categories are going to be investigated. The cultural categories are food

and drinks, places, art, traditional ceremony, social behavior, beliefs and values,

history, and person. In addition, the written texts and pictures in the English

course books are going to be analyzed.

E. RESEARCH BENEFITS

This study aims to provide both scientific and practical benefits. The

scientific benefit contributes on the English Language Studies knowledge about

the cultural representation in the English course books. The practical benefits may

enlighten some parties, such as course book authors/editors/illustrators, English

teachers/educators, students, and future researchers.

First, for the course book authors/editors/illustrators, the results can

contribute some enlightenment to consider the cultural contents in the material

design of the course books. Second, for the English teachers or educators, the

results expect to develop the English teachers or educators‟ understanding of the

importance of cultural learning in English language teaching. Besides, it can help

them to select the appropriate course books for the students based on the cultural

contents. Third, for the students, the results can help them to comprehend more


7

about culture. Fourth, for the future researchers, this study can give some

enlightenment to the researchers who are going to conduct Research and

Development (R&D) to consider the cultural representation as one of criteria to

create an English material.


8

8

CHAPTER II

LITERATURE REVIEW

This chapter consists of two sections, namely theoretical review and

theoretical framework. The theoretical review explains related theories employed

in this study. After reviewing the related theories, the theoretical framework is

developed. The theoretical framework is used to portray how those theories

employed to answer the research problem.

A. THEORETICAL REVIEW

This section is used to review theories related to this study. It consists of

two main parts, namely culture and English course books. Those theories are

going to be reviewed in this section.

1. Culture

Culture is slippery to define. There are many different definitions of

culture (Rocher, 1972; Tylor, 1974; Hall, 1997; Spencer-Oatey, 2012). Rocher

(1972 as cited in Mahadi & Jafari, 2012 p. 231) believes that „culture is a

connection of ideas and feelings accepted by the majority of people in a society‟.

Tylor (1974) argues that culture includes „beliefs, arts, skills, moralities, laws,

traditions, and behaviors that an individual, as a member of a society, gets from

his own society‟ (cited in Mahadi & Jafari, 2012, p. 231). In addition, Hall (1997,

p. 2) defines culture as „whatever distinctive about the way of life of people,

community, nation, or social group‟ (Hall, 1997, p. 2). Likewise, Brown defines

that cultures are „ideas, customs, skills, and arts and tools that characterize a given


9

group of people‟ (2000, p. 177). Therefore, culture is „shared meanings‟ (Hall,

1997). Culture is learnt. People learn culture from whom they interact with,

specifically with those who are from same society or group (Spencer-Oatey,

2012).

In other words, from those experts‟ definitions, culture is ideas, beliefs,

attitudes, behaviors, and habits that are shared, learnt, and accepted in a society.

Culture from one group or society may be different from other groups or societies.

Therefore, culture distinguishes an individual from a society with other societies.

Culture characterizes a group. Related to this study, this study seeks to find the

ideas, beliefs, attitudes, behaviors, and habits of a group of society that are

depicted in English course books.

a. Culture and Language

It is widely accepted that language cannot be separated from culture. A

language spoken by people reflects their culture in the way they are thinking and

living and what they believe. In other words, people can identify someone‟s

culture in the way he/she speaks. It is in line with statements of Kramsch (1998)

who states about the relationship of language and culture. He argues that a

language can reflect people‟s identity since it can reflect the speaker‟s thoughts,

attitudes, and beliefs. Those thoughts, attitudes, and beliefs can be reflected

through how they use the language, for example, what they choose to say or not to

say.

A language can also represent cultural identity since it is used as a medium

for people to speak and it creates meanings that are understandable to the


10

members of the group they belong to. People in a social group have their own

common ways of viewing the world. The ways they view the world are shared to

the other members of a group they belong to by a means of language. Then, a

language can symbolize a cultural identity because a language is a system of signs

that can reflect some cultural values. Related to the relationship of culture and

language, the following sections will discuss linguistic relativity and cultural

representation.

1) Linguistic Relativity

The relationship between culture and language are strongly connected with

Linguistic Relativity Hypothesis. Linguistic Relativity Hypothesis was proposed

by Edward Sapir (1858-1942) and his pupil, Benjamin Lee Whorf (1897-1941);

therefore this hypothesis was also well known as Sapir-Whorf Hypothesis

(Kramsch, 1998). This hypothesis argues that „the structure of language one

habitually uses influences the manner in which one thinks and behaves‟

(Kramsch, 1998, p. 11). In other words, a language shapes the way people think.

The language affects how they view and express the world around them. It means

different people speak different language because the ways they view the world

may be different.

However, this hypothesis has been through a long debate. Later, the

scholars divided the Linguistic Relativity Hypothesis into two versions, namely

strong and weak form of Linguistic Relativity Hypothesis. The strong form

hypothesizes that language shapes thought and perception and it has long been

abandoned. Meanwhile, the weak form states that language affects thought (cited


11

in Pae, 2012). The weak form has still been accepted since there are a number of

empirical evidences regarding that hypothesis. The evidences are the effects of

language on people‟s representation of space, color, time, substances, and objects.

The first evidence of the weak form of Linguistic Relativity Hypothesis is

related to spatial relation. As an example, English distinguishes between putting

things into containers and putting things onto surfaces, meanwhile Korean

distinguishes between tight and loose attachments. The second evidence is how a

language differs on their descriptions of time. English use asymmetric horizontal

spatial terms to order events (front/back), meanwhile Mandarin speakers

systematically use vertical metaphor to talk about time (up/down).

The third evidence is languages differ on a grammatical distinction

between objects and substances. English have a distinction between objects and

substances. Objects can have the distinction between singular and plural forms

(e.g. one chair and two chairs), while substances do not (e.g. mud and wax).

English must specify the unit of measurements for substances (e.g. one mound of

mud or a cup of mud). Unlike English, people of Yucatec, Mayan do not have a

grammatical boundary between objects and substances. All nouns act almost as if

they refer to substances.

The fourth evidence is in how names of objects are grouped into

grammatical categories. Unlike English, many languages have a grammatical

gender system in which nouns are given a gender. Spanish and German are two

examples of languages which use the grammatical gender system. They assign

more feminine or more masculine properties depending on their grammatical

gender. For example, asked to describe a „key‟ (a word masculine in German and


12

feminine in Spanish), German speakers were more likely to use words like „hard,

heavy, jagged, metal, serrated, and useful‟, while Spanish speakers were more

likely to say „golden, intricate, little, lovely, shiny‟ (Boroditsky, 2003). Those

evidences show that languages appear to influence many aspects of human

cognition in space, time, objects, and substances. Hence, people who speak

different languages may think differently.

Those empirical evidences show the close relationship between culture and

language. It also informs that the speakers of different languages may not

understand each other since they do not share the same ways of viewing and

interpreting the world. It is not because their languages cannot be translated into

one another (Kramsch, 1998). Therefore, it is necessary to understand people who

speak different languages by having knowledge about them (cited in Elmes,

2003). It is in line with Kramsch (1998) who states that „understanding across

cultures does not depend on the structure of the language, but on the common

conceptual systems, born from larger context of our experience‟ (p. 13). In other

words, when we learn a language, we do not only learn the structure of the

language, but we also need to understand the culture of the language.

Consequently, language learning should involve cultural learning. Therefore, this

study attempts to find out the cultural representation in the English course books

as one of the elements in language learning.

2) Cultural Representation

It has been proved that culture and language cannot be separated since

they are related. Therefore, culture can be represented through language,


13

specifically through how people say or symbolize something. Hall (1997) states

that representation connects meaning and language to culture because

representation means using a language to say something meaningful about, or to

represent, the world meaningfully, to other people. Each culture has its own

meaning. To share the meanings of culture to other people, people need to use a

means, namely a language. Therefore, a language functions as a representational

system. People can use signs, symbols, words, sounds, pictures, and etcetera to

represent their culture through a language.

Therefore, O‟neil (2006) states that a language is more than a means of

communication since it influences our culture. People can share and express their

experiences, beliefs, knowledge, and behaviors and give meanings by utilizing a

language (cited in Kirkgoz & Aggam, 2011). Strictly speaking, a language

functions as a means to represent or symbolize culture of a group or community

through signs or symbols in forms of sounds (spoken language), written words,

pictures, or illustrations. Related to this study, texts and pictures become the

sources to discover the cultural representation in English course books.

b. Cultural Categories

The concept of culture is complex and difficult to define. Every person has

his or her own perceptions and definitions of culture. Adaskou, Britten, and Fahsi

(1990, cited in McKay, 2002) categorize dimensions of culture into four senses.

They are aesthetic, sociological, semantic, and pragmatic sense. The aesthetic

sense includes literature, film, and music, while the sociological sense covers

customs and institutions of the country. The semantic sense represents how a


14

culture‟s conceptual system is embodied in a language and the pragmatic sense

represents how cultural norms influence what language is appropriate for which

context is examined.

Besides, Moran (2001) also summarizes culture in five dimensions,

namely products, practices, perspectives, communities, and persons. First,

products are artifacts, places, social institutions, and other constructions, like art,

literature, architecture, and music, which symbolize culture. The artifacts can be

food, documents, language, money, and tools, while the places can include

buildings, cities, and houses. The institutions can include family, law, economy,

religion, education, and politics, while the art can be in form of music, clothes,

dancing, painting, movie, and architecture.

Second, cultural practices mean the way people interact with others.

When people come together, they must talk. Consequently, when they talk, they

need to talk appropriately; as an example, what is appropriate to say or what is not

appropriate to say. Therefore, cultural practices include customs, daily life, and

types of communication practices.

Third, cultural perspectives mean how members of a particular society

view the world. Cultural perspectives are used to guide people‟s behavior in the

practice of culture. Simply say, it is to govern how people live. It can be in the

form of values, beliefs, and myths (horoscope and superstitions).

Fourth, cultural communities mean every community has their own

cultural practices and products. In this case, language, which is distinct from one

community to other communities, becomes the means to describe and carry out


15

the practices. The examples are the specific social contexts (e.g. national cultures),

circumstances (e.g. religious ceremonies), and groups (e.g. different social clubs).

Fifth, person; in this context, it means everyone has a unique manner of

self-expression in a language. It can be seen through tone of voice, a certain pitch,

a way of pronouncing, an accent, a writing voice, and a communication style, a

preference of words, expressions, and idioms. However, it can also refer to an

individual member who can symbolize a particular culture and the uniqueness of a

community.

Dweik and Al-Sayyed (2015) develop a cultural checklist based on

Shatnawi (2009) and Newmark (1988) and also add some extra cultural categories

in their research. They develop twelfth cultural categories. First, history and

politics cover famous figures, flags, national heroes or heroines, historical events,

leadership, governments, and in relation with other countries. Second, religion and

religion rituals include religious, places of worship, religious ceremonies, and

religious holidays. Third, food and drinks can be seen through famous dishes, hot

and soft drinks, food recipes, and eating utensils. Fourth, ecology comprises

rivers, lakes, seas, mountains, plants, animals, weather, and climate. Fifth,

economy can be in form of names of banks, currency, as well as buying and

selling goods.

Sixth, leisure time, music, and arts cover entertaining activities, popular

sports, entertaining programs, touristic and entertaining places, traditional music,

famous singers, actors and actresses, famous paintings and painters in addition to

artistic productions such as films and plays. Seventh, dress includes traditional

dress, men‟s and women‟s dresses, casual clothes, formal clothes and clothes of


16

occasions such as marriages and funerals. Eighth, literature and science include

different field of literature, famous poets, dramatists, and playwrights, scientific

fields as well as biographies about famous scientists. Ninth, social behavior

consists of greeting and parting expressions, exchanging gifts, acceptable

behavior. Eleventh, family and male-female relationship include role of women

and men, equality between men and women, family gatherings and family

relations. The last, first names cover all males and females names or nicknames.

2. English Course Books

Hutchinson and Torres (1994) claim that „a course book is an almost

universal element of ELT teaching‟ (p. 315). It means course books are one of the

most widely used sources of language learning which is used by teachers and

students in language teaching and learning process. It is because the course books

play some important roles in teaching and learning process. The course books can

provide some inputs, which are lessons in form of texts, activities, explanations,

and so on (Hutchinson and Torres, 1994). In other words, the course books consist

of a set of planned and structured materials which is used in a classroom. The

materials are usually in form of exercises, activities, or tasks which are provided

to the teachers and the students. Therefore, Cunningsworth (2005, cited in

Crawford, 2002) defines that the course books can be a syllabus. It is because the

course books can help the teacher and the students to know the goal or objective

of the lesson and the whole activities done in the classroom. The course books can

also help to divide roles between the teachers and the students. Briefly, the course

books can become a framework for the teachers and the students (Ellis, 1982).


17

Besides, a course book can also be a source to stimulate the teachers to

explore some ideas for classroom activities (Cunningsworth, 1995). It provides an

opportunity for the teachers to adapt and improvise the activity in the class (Ellis,

1982). Therefore, sometimes, it can be a support for the teachers who are less

experienced because the course books have provided some activities to do. In

addition, Allwright (1981, cited in Hutchinson & Torres, 1994) describes that a

course book provides an interaction between the teachers, the students, and the

material, so it can create a learning situation for the students in the classroom.

Hutchinson and Torres (1994) add that the interaction is necessary to produce

structure of how the learning process is going on in the classroom. Therefore, the

course books can help the teachers and the students to set the activities in the

classroom and manage their roles in the classroom. From those definitions, a

course book, briefly, can be defined as a source and a guide for teachers and

students to support them in teaching and learning process. Related to the English

course books, specifically those are published in Indonesia, the following sections

will talk about government policy on the English course books and the English

course book designs.

a. Government Policy on English Course Books

A course book has become one of the main sources in ELT in Indonesia. It

is affected by the government‟s obligation to use a course book in all levels of

every school (Permendiknas No. 2 Year 2008 Chapter 1 Article 3). Therefore, a

course book becomes the compulsory source in teaching learning process. It

means every school and university in Indonesia must use a course book to support


18

the teaching and learning process in a classroom. Thus, a course book plays a

significant role in the classroom.

Mostly, the compulsory course books used by schools Indonesia are

developed based on curriculum. If the curriculum changes, the new course books

are soon developed adjusting to the new curriculum. Besides, the course books are

designed by referring to Kompetensi Dasar or Inti.

Additionally, course books in Indonesia are firstly evaluated by Badan

Standar Nasional Pendidikan before used by teachers and/or students as the

learning source in schools (Permendiknas No. 2 year 2008, Chapter 3, Article 1).

It means the teachers and the students can only use the course books which have

been evaluated and selected meticulously by the responsible department. Besides,

the course books for each subject which are used in primary and high schools

were chosen through a teachers meeting based on the course books which have

already been evaluated by the Minister (Permendiknas No. 8 Year 2008, Chapter

5, Article 1). If the Minister has not yet decided the trustworthiness of the course

books, the teachers meeting can select a course book which has been provided in

the market by considering the quality of the course book and its fitness to the

Education National Standard (Standar Nasional Pendidikan) (Permendiknas No. 2

Year 2008, Chapter 5, Article 2).

In conclusion, the course books must have been through a meticulous

process of evaluation by the governments and teachers. It is to guarantee that the

course books are trustworthy and useful for improving the students‟ knowledge

and guiding teachers in the teaching and learning processes. Therefore, this study

would like to study cultural representation in the English course books to


19

enlighten those who involve in education field to select the appropriate course

books by considering the cultural contents as one of the criteria.

b. English Course Book Design

Course book design is not only the work of the authors, but it involves

other parties, such as editors, designers or illustrators, and publishers. Course

books in Indonesia are mostly published by local publishers; not by a particular

author (for example teachers) for a particular class. It means that the course books

are designed for all schools in Indonesia with different learning contexts and

situations. Bell and Gower (1998, p. 116) states that „course book writers may set

out to write materials they would want to use themselves if they were teaching in

a particular situation but their role has to collaborate in the publication of

materials for others.‟ As a result, they need to adjust to a wide range of students,

teachers, and classroom contexts.

A course book design involves a notion of compromise. It is a compromise

between all parties involved in the course books design. The teachers and the

students who utilize the course books can also take part. The government also

participates in the course books design since the course books used in Indonesia

are based on curriculum. Certainly, it involves a long process to finally create and

publish a course book.

Designers have an essential (and integral) function in making sure that the

authors‟ ideas are properly and attractively presented. They also need to make the

students and the teachers feel they are using materials with an up-to-date but

usable look. Sometimes, a good design for a designer is not necessarily a good


20

design for a teacher. The designers may be sometimes severely criticized because

of the design of the course books that they regard as successful course books but

the teachers do not think the course books are well designed. Sometimes, what

matters to teachers is that it is clear on the page where things are and what their

purpose is and that the balance (and tone) of visuals and text is right for their

students. While publishers would undoubtedly agree with this in principle and

argue that the number of columns and pages per unit affects usability. There is

sometimes a worrying gap between the aesthetic principles of a designer and the

pedagogic principles of the writers. In addition, there are real and necessary

pedagogic constraints which designers have to accept as well as design constraints

that authors have to accept (Bell & Gower, 1998). In other words, creating a

course book involves a number of parties, such as the government, the authors, the

designers or the illustrators, the editors, and the publishers. Regarding this study,

those parties may take part in the selection of cultures depicted in English

textbooks.

c. Culture in English Course Books

A number of studies discover some empirical evidences which prove the

relationship between culture and language. Clouet (2006) claims a particular

language reflects values and behaviors in a particular culture. As a result, when

someone is learning a language, he/she is learning its culture as well. Simply say,

learning a language involves learning its culture. Therefore, the inclusion of

cultural contents in language teaching materials has been a wide and interesting

issue among researchers in the field of English language teaching. The following


21

sections will discuss roles of culture, cultural information, and cultural categories

in English course books.

1) Roles of Culture

Some support that the inclusion of cultural content is beneficial for English

language teaching process. McKay (2002) argues that language teaching materials

should include a variety of cultural elements. It can help the students to stimulate

their interest and foster their motivation in language learning. Kilickaya (2004)

suggests that English course books should not only contain grammatical features.

The course books that too focus on grammatical features will cause the students

less interested and motivated to learn a language. Therefore, it is suggested to

include variety and excitement in language learning to develop students‟ interest

(Kirkgoz & Aggam, 2011). One of the varieties is the inclusion of cultural content

in English course books. The inclusion of cultural content can help the students to

boost their motivation and encouragement in language learning.

Kramsch (1993) establishes three benefits of the insertion of cultural

contents in ELT. First is to establish a sphere of interculturality. In this case,

interculturality means understanding foreign cultures by relating with one‟s own

culture. It can be built through comparing and contrasting one‟s own culture with

other cultures. Therefore, it is not only the transmission of information of cultures

to the students, but it is to invite the students to reflect their own culture with

other cultures. Second is to create teaching culture as an interpersonal process.

Teaching a language is to teach the students to share meanings through an

interaction. When the students interact with others, it is essential for the students


22

to understand the cultures of the person whom they are speaking with, especially

person of different cultures, to avoid misunderstanding. Therefore, rather than

presenting or informing the cultural facts and behaviors, it would be better to

teach the students to understand how to interact with people of different cultures.

Third is to teach culture as difference. It is necessary to build students‟ awareness

about a great variety of different cultures.

McKay (2002) also states that „it is beneficial for learners to be asked to

reflect on their own culture in relation to others‟. Students need to acquire

knowledge about other cultures and reflect on how their own culture contrasts

with those cultures. In other words, learning a culture does not necessarily mean

that one must accept that culture. Learning a culture can provide the students with

knowledge and understanding of various cultures from other countries so they can

learn to respect the differences of each culture.

Byram, Esarte-Sarries, Taylor, & Allat (1991, cited in Mahmood, Asghar, &

Hussain 2012) also observe that the insertion of cultural aspects in ELT can

prepare the students for better and well-informed national and international life.

As a result, it can increase their understanding and tolerance between cultures.

Thereby, it gives them opportunities to view the world from the perspective of

others (Kirkgoz & Aggam, 2011). Besides, it enables them to communicate in

various communicative contexts with appropriate and effective manner.

However, to be able to understand and respect other cultures and to reflect

students‟ own cultures with other cultures, students need to firstly understand and

respect their own cultures. Understanding own cultures is important to build

students‟ identity. Woodward (2001, cited Amalia, 2014) states that identity


23

„gives us a location in the world and presents the link between us and the society

in which we live‟ and „gives us an idea of who we are and of how we relate to

others and to the world in which we live‟ (p. 1). In other words, students can

know who they are and act as who they are when they communicate with other

people, especially with other cultures.

Concisely, cultural content in the English course books is essential.

Understanding students‟ own culture is useful to build their identity so they can

act as who they are when communicating. Besides, the identity can also help them

to build the cultural awareness and intercultural competence. It is very possible

that the students‟ own cultures are different from the target culture or other

cultures. Inserting cultural content in the course books provide the students with

an opportunity to compare and contrast their own cultures with other cultures. As

a result, it can build their understanding and respect toward other cultures. Later,

it can be useful for them to build their communicative competence when

communicating with foreign people with different cultures.

Thus, culture plays important roles in language learning, especially for

Junior High School students. It is a critical start for them to prepare themselves

for wider communication, especially with people from different cultures. As a

result, they need to be given an opportunity to understand and respect other

cultures. In addition, it is also important to build Junior High School‟s identity by

understanding their culture well. Later, they are able to reflect their own cultures

with other cultures and it can lead them to better communication with people who

have different cultures. Thus, considering the important roles of culture in ELT,


24

especially for students of Junior High School, the study of cultural representation

in the English course books for Junior High School is necessary to conduct.

2) Types of Cultural Information

English has developed increasingly. People from around the world have

increasingly used English as lingua franca. This affects the emergence of varieties

of English, for example, in Asian context; it appears Chinese-English,

Singaporean-English, or Malaysian-English. In other words, English does not only

belong to one English, but many Englishes (Kirkpatrick, 2007). The ownership of

English has become denationalized (McKay, 2004). Therefore, it is incorrect if

people speak English by using one or same standard model which refers to the

native speakers of English (Kirkpatrick, 2007). This circumstance makes English

functions as an international language (EIL) or World Englishes.

In relation to culture, „learners of an international language do not need to

internalize the cultural norms of native speakers of that language‟ (McKay, 2004,

p. 2). In other words, when the students are learning English, it does not mean that

they need to accept and behave like what the native speakers of English behave or

act or believe. The students only need to know and understand about the native

English culture or other cultures to build their respect and tolerance toward those

cultures. The respect and tolerance can prepare them for better cross cultural

communication. Therefore, the goal of learning English as an international

language is to enable the students to communicate their ideas and culture to others

(McKay, 2004). Therefore, to be able to communicate their cultures, they need to

understand their cultures very well.


25

Cortazzi and Jin (1999) distinguish three types of cultural information that

can be used in language course book materials. They are source culture materials,

target culture materials, and international culture materials. First, source culture

materials are materials that represent learners‟ own culture. In this study, the

source culture is Indonesian culture. Second, target culture materials are materials

which depict culture from language that the learners study (as cited in McKay,

2002). In this case, the target culture is a culture where English is spoken as first

language, specifically English-speaking countries or Inner Circle Countries (ICC).

According to Kachru (1997, cited in Kilickaya, 2009), English-speaking countries

include England, USA, and Canada. In the last, international culture materials are

materials which portray cultures from English and non-English-speaking countries

(McKay, 2002). In other words, the international culture is culture from other

countries, except source culture and target culture.

However, it is still a dilemma to claim which culture should be represented

in the English course books. The source culture is surely necessary for the

students to have knowledge about their own culture, so they can have enough

topics and vocabularies related to their cultures. Hence, later, they will be able to

interact with other people from different background and introduce their cultures

as well (McKay, 2002).

Meanwhile, the inclusion of the target culture and the international culture

in the English course books is also important. Besides increasing the students‟

motivation and attitudes toward English learning, it can build students‟ cultural

awareness. Cultural awareness means to become aware of another cultural group

including their behavior, their expectations, their perspectives and values


26

(Cortazzi & Jin, 1999). Further, knowledge about other cultures can help the

students when communicating with other people from different cultures (McKay,

2002).

B. THEORETICAL FRAMEWORK

This section intends to give a framework of how to answer the research

question. The English course books have become the main resource in ELT in

Indonesia. All schools must use the English course book in the teaching learning

process in the classroom.

This study focuses on the cultural representation in the English course

books for Junior High School. Therefore, after reviewing the related theories,

Figure 2.2 presents the construct map of how to answer the research problem.

Figure 2.1: Framework of Pre-Understanding


27

To find out the cultural representation, this study analyzed texts and

pictures that depict culture in the English course books. Further, culture is ideas,

beliefs, attitudes, behaviors, and habits that are shared, learnt, and accepted in a

society. It characterizes a group because culture from a group is different to

another group (Rocher, 1972, cited in Mahadi & Jafari, 2012; Tylor, 1974; Hall,

1997; Spencer-Oatey, 2012).

Further, no exact agreement is made toward which culture should be

represented in the course books (Clouet, 2006). Therefore, to discover how culture

is represented in the English course books, this study employs a theory of cultural

information by Cortazzi and Jin (1999). There are three types of cultural

information in the English course books, namely source culture, target culture,

and international culture. To investigate the cultural information, this study adapts

some theories of cultural categories which are previously developed by the

experts. They are four dimensions of culture by Adaskou et al. (1990), namely

aesthetic, sociological, semantic, and pragmatic sense; five dimensions of culture

by Moran (2001), namely products, practices, perspectives, communities, and

persons; and a cultural checklist developed by Dweik and Al-Sayyed (2015)

which consists of eleventh cultural categories, namely history and politics,

religion and religious rituals, food and drinks, ecology, economy, art, literature

and science, social behavior, family and male-female relationship, and first

names.

From those cultural categories, this study employs eighth categories,

namely food and drinks, places, art, traditional ceremony, social behavior, beliefs

and values, history and persons. The categories are selected because those are


28

kinds of culture that are common for Junior High School students and it is

comprehensible and suitable to be employed for this study. Further, the cultural

categories are in the form of cultural products. Thus, this study employs those

theories to make a table checklist to help in organizing the data to answer the

research problems.


29

CHAPTER III

RESEARCH METHODOLOGY

This chapter describes the logical truth of this study. All things related

with the study need to be designed systematically in order to achieve the highest

level of the truth. Hence, this chapter consists of some sections, namely research

method, nature and sources of data, research instrument, research setting, data

collection, data analysis, and triangulation.

A. RESEARCH METHOD

This study aims at finding out how culture is represented in the English

course books. To discover the cultural representation in the English course books,

this study examined the cultural information and cultural categories in the English

course books. The cultural information analyzed was source culture, target

culture, and international culture (Cortazzi & Jin, 1999). Meanwhile, there were

eight cultural categories, which were adopted from Adaskou, et al. (1990), Moran

(2001), and Dweik and Al-Sayyed (2015), namely food and drinks, places, art,

traditional ceremony, social behavior, beliefs and values, history, and person. The

cultural information and cultural categories were depicted through the written

texts and images in the English course books.

To make this study easier to discover the cultural representation, the

number of occurrences of each cultural information and categories were counted.

In other words, the data in this study were dealt with the number of words and

pictures. Therefore, the suitable method for this study is a content analysis.


30

Content analysis is a research that makes inferences from texts or other

meaningful data (Krippendorf, 2004). The phrase “other meaningful data” stresses

that the texts are not only the written texts. It can also be other texts, such as

pictures. Hence, this study did not only examine the written texts but also the

pictures that exposed the cultural information and cultural categories in the

English course books.

Furthermore, this study used qualitative content analysis. Qualitative

content analysis is „a research method for the subjective interpretation of the

content of the text data through the systematic classification process of coding and

identifying themes or patterns‟ (Hsieh and Shannon, 2005, p. 1278). Further,

Hsieh and Shannon (2005) divide three approaches to qualitative content analysis

according to the inductive reasoning. One of them is summative content analysis.

Summative content analysis is a content analysis which starts by identifying and

quantifying certain words or content in a text. This study used summative content

analysis because it categorized some words and counted the occurrences of the

words and pictures. At some points, summative content analysis is similar to

quantitative content analysis. However, it is not a quantitative analysis. The

counting of the number of words is used to understand the context use of the

words and pictures. Besides, it is also to understand the meaning of the words in

their context.

Ary, Jacobs, Sorensen, and Razavieh (2010) argue that content analysis is

a research method to identify specified characteristics of the material. In this case,

this study investigated how culture is represented in the English course books.


31

The cultural information and cultural categories were examined to disclose the

representation of the culture in the English course books.

B. NATURE AND SOURCES OF DATA

The subject of this research is the English course books, specifically the

English course books for Junior High School. Many English course books for

Junior High School are published and used in Indonesia, thus, data criteria in

selecting the course books were decided. This study used purposive sampling to

select the course books. Purposive sampling means „the researcher is making a

decision as to what units he or she deems appropriate to include in the sample‟

(Neuendorf, 2002, p. 88). The purposive data sources in this study were two series

of English course books, in which each series consists of three English course

books.

Three English course books entitled When English Rings a Bell were

written by Siti Wachidah, Asep Gunawan, Diyantara, and Yuli Khatimah and

published by Balitbang, Minister of Culture and Education. Three other course

books entitled Bright were written by Nur Zaida and published by Erlangga.

Those course books were selected because they employ the 2013 Curriculum.

Besides, those books were in the national scope and published by the trusted

publishers. Then, the English course books published by Balitbang, Minister of

Culture and Education were called „WERB 1‟, „WERB 2‟, and „WERB 3‟.

Meanwhile, the other three course books published by Erlangga were called

„Bright 1‟, „Bright 2‟, and „Bright 3‟.


32

Related to the primary data, this study did not analyze all units in the

course books in order to manage the data easily. Therefore, this study used sample

to select the units by employing systematic random sampling. Systematic random

sampling consists of „selecting every xth unit, either from the sampling frame or

in some flow of occurrence over time‟ (Neuendorf, 2002, p. 84). Three units were

decided as the sample. Hence, the selected sample is presented in the following

table.

Table 3.1: The Selected Sample

Course

Books

Numbers The Selected Units Units Review Pages

WERB 1 8 3 194 1. Unit 3: This is My World

2. Unit 6: We love what we do

3. Unit 8: That‟s what friends are

supposed to do

WERB 2 12 3 232 1. Unit 4: What are you doing?

2. Unit 8: I‟m proud of Indonesia

3. Unit 12: Mousedeer and

Crocodile

WERB 3 14 3 274 1. Unit 5: This is how you do it

2. Unit 10: Sangkuriang

3. Unit 11: They are made in

Indonesia

Bright 1 12 3 171 1. Unit 4: How many are days in a

week?

2. Unit 8: Things around us

3. Unit 12: Lovely songs

Bright 2 19 3 265 1. Unit 6: Will you come to my

party?

2. Unit 12: As timid as a rabbit

3. Unit 18: May I have your

attention, please?

Bright 3 14 3 142 1. Unit 5: You must not do it

2. Unit 10: I exercise so that I keep

fit

3. Unit 14: Special offer! Today

only!


33

C. RESEARCH INSTRUMENT

In this study, the researcher was the one who made the coding and

categorization by herself. Therefore, the primary instrument used in this research

is human instrument (Ary et al., 2010). Since the researcher becomes the primary

instrument, it is important to guarantee that the results of this study are objective.

Thus, this study used a table checklist (see Table 3.2, p. 32). The table checklist

was developed by referring to the construct map (see Chapter II).

D. RESEARCH SETTING

It took about three months to do this study. The study was conducted from

January to March 2017. The study took place at Sanata Dharma University.

E. DATA COLLECTION

Ezzy (2002, cited in Cohen, Manion, & Morrison, 2007) suggests that a

content analysis starts with a sample of texts (the units), defines the units of

analysis (e.g. words, sentences) and the categories to be used for analysis, reviews

the texts in order to code them and place them into categories, and then counts and

logs the occurrences of words, codes, and categories. To count the occurrences of

the words and pictures, a table of checklist was developed. There was one table

checklist used in this research. Table 3.2 was used to help the researcher to

manage the data categorization. The table checklist is presented in the following

table.


34

Table 3.2: The Distribution of Cultural Categories

Cultural

Categories

WERB 1 WERB 2 WERB 3 Bright 1 Bright 2 Bright 3

SC TC IC SC TC IC SC TC IC SC TC IC SC TC IC SC TC IC

Food and

Drinks

Places

Art

Traditional

ceremony

Social

behavior

Beliefs and

Values

History

Person

Source: Liu & Laohawiriyanon, 2013 and Xiao, 2010


35

F. DATA ANALYSIS

This study employed a table checklist to answer the research problem. In

addition, this study used codes and categorizations to analyze the data, which has

been provided in the table checklist. The codes and categorizations were the types

of cultural information and the cultural categories in the English course books.

The cultural information consists of source culture, target culture, and

international culture (Cortazzi & Jin, 1999). The cultural categories were

developed from some experts, namely Adaskou, et al. (1990), Moran (2001), and

Dweik and Al-Sayyed (2015). From those theories, eight cultural categories were

used, namely food and drinks, places, art, traditional ceremony, social behavior,

beliefs and values, history, and person.

After that, the textual data in the form of utterances, sentences, and words

and the pictorial data in the form of pictures in the English course books were

analyzed according to the cultural information and cultural categories. Thus, the

data in this research were utterances, sentences, words, and pictures. Next, the

number of occurrences of the data was counted to help the analysis of this study.

G. TRIANGULATION

Triangulation may be defined as „the use of two or more methods of data

collection in the study of some aspects of human behavior‟ (Cohen, et al., 2007, p.

141). Triangulation is used to guarantee the trustworthiness of the results of the

research. Triangulation in content analysis is necessary since the primary

instrument is the researcher. It is to avoid bias in this study.


36

To guarantee the trustworthiness, Lincoln and Guba (1985, cited in Zhang

& Wildelmuth, 2009) proposed some criteria, namely credibility, transferability,

and dependability. In this study, the credibility was achieved through consultation

with material designers and experts, advisors, and colleagues. Besides, the table

checklist employed in this study has been used in the previous studies (Liu &

Laohawiriyanon, 2013; Xiao, 2010). Then, to achieve the transferability, the

categories used in this study have been used in the previous research works. The

dependability could be depicted through the consistency of coding and categories.

Since this study used a table checklist, the table checklist should be

understandable. Besides, the table checklist was piloted as well.


37

CHAPTER IV

RESULTS AND DISCUSSION

This chapter discusses an answer to the research problem. It consists of

two sections, namely results and discussion. In the results section, manifest

content will be discussed; therefore the results in each book are presented and

depicted thoroughly. Next, the discussion section presents latent content. In this

section, the results are interpreted based on underlying theories.

A. RESULTS

This section presents the results of source culture, target culture, and

international culture in form of tables and narrative explanation is following.

According to Cortazzi and Jin (1999), source culture is students‟ own culture

(Indonesian culture for the context of this study), target culture is English

speaking countries‟ culture (England, US, and Canada) since the students are

learning English, and international culture is culture from around the world except

source culture and target culture.

Since a language can represent culture through its system of representation

(Hall, 1997; Kramsch, 1998; Clouet, 2006; & O‟neil, 2006), the results of this

study are based on texts and pictures in the English course books for seven,

eighth, and ninth graders published by Balitbang, Minister of Culture and

Education and Erlangga. Those course books, henceforth, are called WERB 1, 2,

3 and Bright 1, 2, 3. WERB 1, 2, and 3 are published by Balitbang, Minister of

Culture and Education. Then, Bright 1, 2, and 3 are published by Erlangga.


38

To obtain the meticulous results, the textual data are divided into three

types, namely utterance, sentence, and word. The utterance derives from dialogues

which involves at least two persons and monologues. The sentence derives from

passages and exercises. The word derives from some words or a group of words

which stand alone.

The results of the six English course books are presented in Table 4.1.

Table 4.1: The Textual and Pictorial Tallies of the Course Books

Book Textual Data Pictorial

Data Utterance Sentence Word

WERB 1 187 76 82 91

WERB 2 270 122 2 90

WERB 3 10 186 127 56

Bright 1 4 83 220 93

Bright 2 151 240 191 60

Bright 3 52 131 98 23

Table 4.1 shows the total textual and pictorial data in three units of each

book. The textual data in three units in WERB 1 contained 187 utterances, 76

sentences, and 82 words. Meanwhile, the pictorial data contained 58 pictures. In

WERB 2, the textual data were 270 utterances, 122 sentences, and two words.

Meanwhile, the pictorial data were 90 items. In WERB 3, textual data were ten

utterances, 186 sentences and 127 words. The pictorial data were 56 items.

In Bright 1, the textual data were four utterances, 83 sentences, and 220

words. The pictorial data were 93 items. In Bright 2, the textual data were 151

utterances, 240 sentences, and 191 words. Meanwhile, the pictorial data were

sixty pictures. In Bright 3, the textual data were 52 utterances, 131 sentences, 98

words, and 23 pictures.


39

Then, the textual data are classified into word type and word token. The

results are presented in Table 4.2.

Table 4.2: Word Type and Word Token of Textual Data

Book

Textual Data Total

Utterance Sentence Word

WT WK WT WK WT WK WT WK

WERB 1 323 1,021 225 530 82 124 630 1,675

WERB 2 629 2,000 478 1,227 2 2 1,109 3,229

WERB 3 44 62 543 1,890 158 306 1,045 2,258

Bright 1 19 22 235 540 182 368 436 930

Bright 2 250 653 792 2,060 274 376 1,316 3,089

Bright 3 198 345 563 1,057 122 151 833 1,553

Word token refers to the total number of word forms, which means that a

single word that appears more than once is counted each time it appears.

Meanwhile, word type is the total number of different form words, so word which

appears more than one is counted only once (Read, 2000). Therefore, classifying

word type and word token can help us to know how the repetition of words used.

Table 4.2 shows that the textual data in three units in WERB 1 contained

1,675 word token and 630 word type. In WERB 2, the textual data were 3,229

word token and 1,109 word type. In WERB 3, the textual data consisted of 2,258

word token and 1,045 word type. In Bright 1, the textual data contained 930 word

token and 436 word type. Bright 2 consisted of 3,089 word token and 1,316 word

type. In Bright 3, the textual data were 1,553 word token and 883 word type.

Next, the following sections discuss the results of data analysis based on

the predetermined categories. The predetermined categories are cultural categories

developed from Adaskou, et al. (1990), Moran (2001), and Dweik and Al-Sayyed

(2015). Further, to achieve efficiency in presenting the results, each cultural


40

category will directly relate to all components of cultural information by Cortazzi

and Jin (1999), namely source culture, target culture, and international culture.

Therefore, there are eight parts in this section, namely food and drinks, places, art,

traditional ceremony, social behavior, beliefs and values, history, and person. In

addition, in the last of this section, this study will present the total occurrences in

WERB and Bright. The results will also be presented in a table and followed by

an explanation.

1. Food and Drinks

Food and drinks category presents the occurrences of food and drinks

which appear depicting source culture, target culture, and international culture.

The textual and pictorial data are analyzed based on the food and drinks category

and categorized into each type of cultural information. In order to achieve the

effective results, the books under the same title are presented in one table and

followed by an explanation. For that reason, When English Rings a Bell

(henceforth WERB) represents WERB 1, 2, and 3. Then, Bright represents Bright

1, 2, and 3.

The first table demonstrates the representation of food and drinks for

source culture, target culture, and international culture in WERB.

Table 4.3: Food and Drinks in WERB

Book No. SC N %

WERB 1

Total WERB 1 0 0%

WERB 2

Total WERB 2 0 0%

WERB 3 1

Iced fruit cocktail

with condensed

milk (Es Teler)

2 100%

Total WERB 3 2 100%

Total WERB 2 100%


41

Table 4.3 shows that WERB reached small numbers of food and drinks.

Only two occurrences appeared and it referred to a drink, namely iced fruit

cocktail with condensed milk (es teler). In addition, that drink is from source

culture. Meanwhile, the target culture and the international culture were not

depicted.

Bright shows different results from WERB. The results of representation

of food and drinks from source culture, target culture, and international culture are

presented in Table 4.4.

Table 4.4: Food and Drinks in Bright

Book No. SC N % TC N % IC N %

Bright 1 1 Sandwich 4 57.1% Spaghetti 1 14.3%

2 Pizza 2 28.6%

Total Bright 1 0 0% Total 4 57.1% Total 3 42.9%

Bright 2 1 Sandwich 3 75%

2 Hotdogs 1 25%

Total Bright 2 0 0% Total 4 100% Total 0 0%

Bright 3

1 Gado-

gado 1 10%

Burger 5 50%

2 Rendang 1 10%

3 Pempek 1 10%

4 Gudeg 1 10%

5 Nasi liwet 1 10%

Total Bright 3 5 50% Total 5 50% Total 0 0%

Total Bright 5 23.8% 13 61.9% 3 14.3%

Table 4.4 shows that Bright presented more varied food and drinks than

WERB. Totally, there were 21 occurrences of food in Bright. Different from

WERB, the target culture was more represented in Bright. The ratio between the

occurrences of the source culture and the target culture was quite high (38.1% or

eight occurrences). In addition, Bright also portrayed the international culture in

this category. Specifically, thirteen occurrences of food (61.9%) were from the

target culture, five occurrences (23.8%) were from the source culture and three

occurrences (14.3%) were from the international culture.


42

Figure 4.1 shows the representation of cultures under food and drinks

category in WERB and Bright.

Figure 4.1: The Representation of Food and Drinks

Figure 4.1 shows that WERB and Bright show different pattern of the

representation of food and drinks in the source culture, target culture, and

international culture. WERB presented low representation of food and drinks

since only two occurrences were depicted and those only represent the source

culture. Conversely, Bright is more varied than WERB. 21 occurrences of food

and drinks appeared in Bright. Those food and drinks represent the source culture,

target culture, and international culture. In addition, the target culture dominates

the representation of food and drinks in Bright.

2. Places

Places category presents the names of places in the English course books

that depict source culture, target culture, or international culture. The textual and

pictorial data become the sources for this category; however, no pictorial data

represents this category in WERB and Bright.

Again, to have the effective explanation, the results of places category are

presented in the same way as the previous category. It means that one table


43

presents the results for three books under the same title and the explanations are

following.

The representation of culture under this category in WERB is firstly

demonstrated in Table 4.5.

Table 4.5: Places in WERB

Book No. SC N %

WERB 1

Total WERB 1 0 0

WERB 2

1 Bali 2 5%

2 Papua 2 5%

3 Kalimantan 2 5%

4 Sumatera 4 10%

5 Sulawesi 2 5%

6 Java 6 15%

7 The Java sea 2 5%

8 The Bali sea 2 5%

9 The Arafuru sea 2 5%

10 The Timor sea 2 5%

11 The Sunda strait 2 5%

12 The Lombok strait 2 5%

13 Sinabung 2 5%

14 Marapi 2 5%

15 Merapi 2 5%

16 Lokon 2 5%

17 South Sulawesi 1 2.5%

18 Lombok 1 2.5%

Total WERB 2 40 100%

WERB 3 1 Mount Tangkuban Perahu 1 100%

Total WERB 3 1 100%

Total WERB 41 100%

Table 4.5 shows that WERB presents similar results to the previous

category. All places in WERB are from the source culture. Specifically, there

were 41 occurrences with nineteen different names of places. No target culture

and international culture were depicted.


44

Bright shares the similar pattern, but slightly different from WERB. Table

4.6 shows the result of the representation of places in Bright. Table 4.6 is

presented in the following table.

Table 4.6: Places in Bright

Book No. SC N % IC N %

Bright 1 1 Bali 1 50%

2 Lampung 1 50%

Total Bright 1 2 100% Total 0 0%

Bright 2

1 Bandung 2 6.9% Amazon 1 3.4%

2 Bengkulu 1 3.4% Eiffel

Tower

1 3.4%

3 Central Java 1 3.4% Taj

Mahal

1 3.4%

4 Bromo Tengger

Semeru National

Park

1 3.4% Pisa

Tower 1 3.4%

5 East Java 1 3.4%

6 Gunung Palung

National Park

1 3.4%

7 Jakarta 1 3.4%

8 Jambi 2 6.9%

9 Kerinci Seblat

National Park 2 6.9%

10 Ketapang Regency 1 3.4%

11 Lumajang 1 3.4%

12 Malang 1 3.4%

13 Medan 1 3.4%

14 Pasuruan 1 3.4%

15 Prambanan Temple 1 3.4%

16 Probolinggo 1 3.4%

17 Sam Poo Kong 1 3.4%

18 Semarang 1 3.4%

19 South Sumatera 1 3.4%

20 Surabaya 1 3.4%

21 West Kalimantan

Province 1 3.4%

22 West Sumatera 1 3.4%

Total Bright 2 25 86.2% Total 4 13.8%

Bright 3 1 Cilacap 1 50%

2 Malang 1 50%


Total Bright 29 87.9% 4 12.1%


45

Table 4.6 shows that the representation of places reached 33 occurrences

with thirty different names of places in Bright. In this category, the source culture

was more represented. In addition, Bright portrayed the international culture as

well. No target culture was represented. Specifically, 87.9 % (29 occurrences with

24 places) were the source culture, while 12.1% (four occurrences with four

places) were the international culture. The ratio between the source culture and the

international culture was obviously high, which reached 75.8% (25 occurrences or

twenty places).

After explaining the results of each English course book, Figure 4.2 tries

to summarize the representation of places in each type of cultural information in

WERB and Bright.

Figure 4.2: The Representation of Places

Figure 4.2 shows that WERB and Bright show similar representation. The

source culture dominated the representation of places in WERB and Bright.

Besides, WERB and Bright did not depict any target culture as well. However,

Bright depicted the international culture, while WERB did not.

3. Art

Art category presents the kinds of art in the English course books that

represent the source culture, target culture, and international culture. The art is


46

then classified into some types, namely music, literature (novels, legends, fables,

and myths), dress, dancing, painting, movie, and craft. Similar to the previous

category, the textual and pictorial data are the sources for this category.

The way of presenting and explaining the results is the same as the

previous category. A table presents the results of three books under the same title.

The table is presented first and the explanations are following. In addition, the

results of art in WERB and Bright are then categorized into some types of art. The

way of presenting is similar.

Table 4.7 demonstrates the results of representation of art for source, target

and international culture in WERB. The table is presented in the following

section.

Table 4.7: Art in WERB


WERB 1

Total WERB 1 0 0 Total 0 0%

WERB 2

1

A handy craft from

Tana Toraja (triangle

with beautiful

carving)

1 20%

A Wolf in

Sheep

Clothing

1 20%

2 Batik 2 40%

3 Mousedeer and

Crocodile 1 20%

Total WERB 2 4 80% Total 1 20%

WERB 3

1 Dayang Sumbi 6 40%

The Golden

Star Fruit

Tree

2 13.3%

2 Sangkuriang 6 40%

3 Tumang 1 6.7%

Total WERB 3 13 86.7% Total 2 13.3%

Total WERB 17 85.0% 3 15.0%

Table 4.7 shows WERB depicted twenty occurrences in the art category.

The representation of art in source culture was the highest, which reached

seventeen occurrences (85.0%). The international culture was quite lowly


47

represented (15.0% or three occurrences), while the target culture was not

represented. Hence, the ratio between the source culture and the international

culture was quite high (65% or equal with fourteen occurrences).

As previously explained, the art is classified into some types, namely

music, literature (novels, legends, fables, and myths), dress, dancing, painting, and

movie. Thus, Table 4.8 tries to categorize the art that appear in WERB into those

types.

Table 4.8: The Number of Art Types in WERB

Category WERB 1 WERB 2 WERB 3

SC TC IC SC TC IC SC TC IC

Music 0 0 0 0 0 0 0 0 0

Literature 0 0 0 1 0 1 13 0 2

Dress 0 0 0 2 0 0 0 0 0

Dancing 0 0 0 0 0 0 0 0 0

Painting 0 0 0 0 0 0 0 0 0

Movie 0 0 0 0 0 0 0 0 0

Craft 0 0 0 1 0 0 0 0 0

Table 4.8 shows that the types of art that occurred in WERB were

literature, dress, and craft. Literature was the most represented since it reached

seventeen occurrences. Therefore, from the total numbers of art in WERB,

literature mostly appeared. Besides, the literature from the source culture

dominated the representation of art as well (thirteen occurrences). In addition, the

literature from the source culture which appeared is a fable and a legend,

specifically Mousedeer and Crocodile and Sangkuriang. Sangkuriang was

repeated for thirteen times. It is including the repetition of characters involved in

Sangkuriang, namely Dayang Sumbi and Tumang.

The art from the international culture was in the form of literature as well

(four occurrences). The literature was also in the form of a fable and a legend,


48

specifically A Wolf in Sheep Clothing (a fable from Greek) and A Golden Star

Fruit Tree (a legend from Vietnam). Other types that appeared were dress and

craft, namely Batik and a handy craft from Tana Toraja. Those are from the

source culture.

On the contrary, Bright presents different results from WERB. The results

are presented in Table 4.9.

Table 4.9: Art in Bright


Bright 1


Bright 2

1 Debus

music

1 A boy and a

girl wearing

hanbok

(traditional

dress from

Korea)

1


Bright 3

Indian

sari/a

woman

wearing

Indian sari

1


Total Bright 1 33.3% 2 66.7%

Table 4.9 shows that there were only three occurrences of art in Bright.

Thus, the representation of art in Bright was obviously lower than WERB.

Further, similar to WERB, the art in Bright was depicted in the source culture and

international culture. No target culture was depicted. However, different from

WERB, Bright represented the international culture higher than the source culture.

Totally, the representation of art in the international culture was 66.7% (two

occurrences) and the source culture was 33.3% (one occurrence).


49

Similar to WERB, the art that appears in Bright will be classified into

some types as well. The results are presented in the following table.

Table 4.10: The Number of Art Types in Bright

Category Bright 1 Bright 2 Bright 3

SC TC IC SC TC IC SC TC IC

Music 0 0 0 1 0 0 0 0 0

Literature 0 0 0 0 0 0 0 0 0

Dress 0 0 0 0 0 1 0 0 1

Dancing 0 0 0 0 0 0 0 0 0

Painting 0 0 0 0 0 0 0 0 0

Movie 0 0 0 0 0 0 0 0 0

Craft 0 0 0 0 0 0 0 0 0

Table 4.10 shows that two types of art appeared in Bright, namely music

and dress. Dress was more represented in Bright (two occurrences). Further, those

dresses are from the international culture. They are hanbok (a traditional dress

from Korea) and Indian sari (a woman traditional dress from India). Another type

that occurs was music. The music is represented in the source culture. It is debus

music (a traditional music from Indonesia).

After presenting and explaining the results in WERB and Bright, Figure

4.3 will sum up the results of the representation of art in the source culture, target

culture, and international culture.

Figure 4.3: The Representation of Art


50

Figure 4.3 indicates that the results in WERB and Bright show a similarity

and some differences. The similarity is WERB and Bright presented the source

culture and the international culture, meanwhile the target culture was not

depicted. Then, the difference is in the numbers of occurrences. The number of art

in WERB was higher than Bright. WERB reached twenty occurrences, while

Bright only contained three occurrences.

Further, WERB and Bright also present different results for the

representation of source and international culture in this category. The

representation of source culture was the highest in WERB. On the contrary, the

representation of international culture was the highest in Bright.

4. Traditional Ceremony

Traditional ceremony category presents some traditional ceremonies

representing the source culture, target culture, and international culture. The

textual and pictorial data are analyzed to find out whether the traditional

ceremony depicting the source culture, target culture, or international culture.

However, only pictorial data portray this category.

The presentation of the results is still the same as the previous categories.

A table presents the results of three books under the same title and explanations

are following. However, in this category, only WERB contains the traditional

ceremony, while Bright does not. Therefore, the explanation of results is only the

results of WERB.

Table 4.11 presents the results of the number of traditional ceremony from

the source culture, target culture, and international culture in WERB.


51

Table 4.11: Traditional Ceremony in WERB

Book No. TC N % IC N %

WERB 1


WERB 2

1 Halloween 1 25% Father‟s

Day 1 25%

2 Baby

Shower 1 25%

Mother‟s

Day 1 25%


WERB 3


Total WERB 2 50% 2 50%

Table 4.11 shows that the occurrences of traditional ceremony in WERB

were low, which only reached four occurrences. In relation to cultural

information, the traditional ceremonies in WERB were represented in the target

culture and international culture. Meanwhile, the traditional ceremony from the

source culture was not depicted. The number of occurrences of target culture and

international culture was equal, which were two occurrences (50%). The number

of kind of traditional ceremonies from the target culture and international culture

were also equal.

To conclude the representation of this category, Figure 4.4 will sum up the

results of both English course books.

Figure 4.4: The Representation of Traditional Ceremony


52

Figure 4.4 indicates that WERB portrayed the traditional ceremonies,

while Bright did not. Further, the traditional ceremonies in WERB are not from

the source culture, but they are from the target culture and the international

culture. Additionally, the target culture and the international culture shared equal

numbers of occurrences in this category.

5. Social Behavior

Social behavior category presents common behaviors or habits from the

source culture, target culture, or international culture. Therefore, the textual and

pictorial data becomes the source of this category. The results are presented in the

same way as the previous categories. A table that represents three books under the

same title is presented first and followed by the explanations.

Table 4.12 presents the results of social behaviors from the source culture,

target culture, and international culture in WERB.

Table 4.12: Social Behavior in WERB

Book No. SC N %

WERB 1 1

Students wearing

Indonesian student

uniform for Junior

High School

58 100%


WERB 2 1

Students wearing

Indonesian student

uniform for Junior

High School

1 100%

Total WERB 2 1 100%

WERB 3

Total WERB 3 0 0%

Total WERB 59 100%


53

Table 4.12 shows that the representation of social behavior in WERB was

quite high, which reached 59 occurrences. Further, all social behaviors are

represented in the source culture. Meanwhile, the target culture and the

international culture were not depicted. In addition, the social behaviors depicted

were in the form of pictures (see Appendix 2) and it referred to one behavior.

Those were pictures of a student who wears a uniform for Junior High School

students (a white shirt with OSIS logo in the pocket and blue skirt or short). It is a

typical uniform for Indonesian students. Therefore, it clearly shows the social

behavior of Indonesian students which are obliged to wear a uniform when

coming to school.

Next, the representation of social behaviors in Bright show different

results. The results are presented in Table 4.13.

Table 4.13: Social Behavior in Bright

Book No. SC N % TC N %

Bright 1 1

I have a

sandwich

and an apple

for lunch

2 100%


Bright 2 1

Eating

sandwich,

hotdogs,

bread, or

pastel for

lunch break

1 100%


Bright 3

In Indonesia,

children must

wear a uniform

when they go

to school

1 100%


Total Bright 1 25% 3 75%


54

Table 4.13 shows that the number of occurrences of social behaviors in

Bright was obviously much lower than WERB. Only four occurrences were

depicted. However, Bright did not only portray social behaviors from the source

culture, but from the target culture as well. Meanwhile, the international culture

was not depicted. Further, the representation of target culture was higher than the

source culture. Specifically, the source culture reached 25% (one occurrence) and

the target culture reached 75% (three occurrences). In addition, the social

behaviors depicted in Bright were more varied than WERB. Bright presented

three social behaviors, while WERB only presented one social behavior.

Figure 4.5 tries to conclude the representation of social behavior from

source culture, target culture, and international culture in WERB and Bright.

Figure 4.5: The Representation of Social Behavior

Figure 4.5 shows that the representation of social behavior from the source

culture, target culture, and international culture between WERB and Bright is very


55

contrasting. In WERB, the source culture was highly represented, while the target

culture and international culture was not depicted. Conversely, Bright depicted

two types of cultural information, namely the source culture and target culture.

Different from WERB, the representation of target culture in Bright was higher

than the source culture.

6. Beliefs and Values

Beliefs and values category presents common beliefs and values from the

source culture, target culture, and international culture. The textual and pictorial

data are used to analyze this category. Unfortunately, this study did not find any

beliefs and values represented in WERB and Bright.

7. History

History category includes the textual and pictorial data of WERB and

Bright that depict history from source, target, and international culture. However,

only the textual data represents this category, while the pictorial data does not.

The way of presenting the results is the same as previous categories.

The following table demonstrates the representation of history from source

culture, target culture, and international culture in WERB.


56

Table 4.14: History in WERB

Table 4.14 shows that the representation of history in WERB reached

thirteen occurrences (eleven examples). Further, all history depicted are from the

source culture and those are Indonesia‟s national days. As a result, the target

culture was not represented and neither was the international culture.

Bright shows similar results to WERB. The results are presented in the

following table.

Table 4.15: History in Bright

Book No. SC N %

WERB 1

1 Kartini Day 3 23.1%

2 National Education Day 1 7.7%

3 National Awakening Day 1 7.7%

4 Pancasila Day 1 7.7%

5 Reformation Commemoration Day 1 7.7%

6 Independence Day 1 7.7%

7 Batik Day 1 7.7%

8 Youth Pledge Day 1 7.7%

9 Heroes‟ Day 1 7.7%

10 Labor Day 1 7.7%

11 Indonesia National Armed Force Day 1 7.7%


WERB 2

Total WERB 2 0 0%

WERB 3

Total WERB 3 0 0%

Total WERB 13 100%

Book No. SC N %

Bright 1

1 Kartini Day 1 20%

2 National Education Day 1 20%

3 National Children‟s Day 1 20%

4 Indonesian Independence Day 1 20%

5 Teacher‟s Day 1 20%

Total Bright 1 5 100%

Bright 2

Total Bright 2 0 0%

Bright 3

Total Bright 3 0 0%

Total Bright 5 100%


57

Table 4.15 shows that the total occurrences of history in Bright were lower

than WERB. Bright reached five occurrences of history. Similar to WERB, all

history is represented in the source culture. Likewise, those are Indonesia‟s

national days. No target culture and international culture was represented.

Figure 4.6 tries to sum up the results of history category. Figure 4.6 is

presented below.

Figure 4.6: The Representation of History

Figure 4.6 indicates that WERB and Bright show similar representation of

history. It is very obvious that history in WERB and Bright are represented in the

source culture. No target culture and international culture was represented.

However, the occurrences of history in WERB was higher than Bright. WERB

reached thirteen occurrences of history (eleven national days), while Bright

reached five occurrences (five national days).

8. Person

Person category includes typical names of person from the source culture,

target culture, and international culture. To analyze this category, both textual and


58

pictorial data in each course book are used. The results are presented in the same

way as the previous categories.

Table 4.16 demonstrates the results of the representation of person from

the source culture, target culture, and international culture.

Table 4.16: Person in WERB

Book No. SC N %

WERB 1

1 Lina 3 3.0%

2 Dayu 11 11.1%

3 Edo 17 17.2%

4 Beni 22 22.2%

5 Udin 8 8.1%

6 Miss Mutia 13 13.1%

7 Lisa 10 10.1%

8 Siti 9 9.1%

9 Miss Mutiara 5 5.0%


WERB 2

1 Beni 3 10.7%

2 Dayu 3 10.7%

3 Diah Puspita Dewi 1 3.6%

4 Dina 2 7.1%

5 Edo 3 10.7%

6 Lina 7 25.0%

7 Nina 1 3.6%

8 Siti 3 10.7%

9 Udin 2 7.1%

10 Wike Wulandari 1 3.6%

11 Yulius 1 3.6%

12 Rina 1 3.6%


WERB 3

Total WERB 3 0 0%

Total WERB 127 100%

Table 4.16 shows that the occurrences of names in WERB were very high.

It reached 127 occurrences. No name from the target culture and international

culture was depicted. All names represent the source culture. In other words, the

names of the characters used in the utterances, sentences, words, and pictures are


59

the typical or common names used by Indonesian. In addition, the occurrences of

person in WERB presented the highest number of all categories. As a result, it

also contributed on almost a half of the total representation of source culture in

WERB since the total occurrences of source culture in WERB was 259.

The representation of person from the source culture, target culture, and

international culture in Bright is similar to WERB. The following table presents

the results of the representation.

Table 4.17: Person in Bright


Bright 1 1 Dani Surya Permana 1 33.3% Lorenzo 1 33.3%

2 Dani 1 33.3%

Total Bright 1 2 66.7% Total 1 33.3%

Bright 2

1 Ambar 2 3.7%

2 Firman 11 20.4%

3 Hari Mulyaningsih 1 1.9%

4 Rehan 2 3.7%

5 Rehan Alim 5 9.3%

6 Reyhan Chairul Alim 1 1.9%

7 Salma 12 22.2%

8 Sofyan 1 1.9%

9 Siti 3 5.5%


Bright 3

1 Dimas 1 5%

2 Dina 1 5%

3 Doni 6 30%

4 Ida 1 5%

5 Irma 1 5%

6 Ivan 1 5%

7 Raditya 1 5%

8 Reyhan 1 5%

9 Salma 1 5%

10 Tantri 5 25%

11 Yoga 1 5%


Total Bright 76 98.7% 1 1.3%


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Table 4.17 shows that the total occurrences of names in Bright were 77.

Similar to WERB, the representation of person from the source culture in Bright

was the highest. Besides, the occurrences of person in Bright presented the highest

number of all categories as well. However, Bright represented one name from the

international culture. Therefore, the ratio between the source culture and the

international culture was obviously very high (97.4%). Specifically, the source

culture reached 98.7%, while the international culture only reached 1.3%.

Additionally, names from the target culture were not depicted.

To sum up the results of representation of person in WERB and Bright,

Figure 4.7 is presented in the following section.

Figure 4.7: The Representation of Person

Figure 4.7 shows that WERB and Bright share similar pattern. The source

culture dominates the representation of person in WERB and Bright. WERB did


61

not portray any names from the target culture and international culture.

Meanwhile, Bright depicted one name from the international culture. In other

words, all names used in WERB and Bright are the typical names from Indonesia.

Further, the occurrences of person in WERB and Bright reached the highest

representation of all categories.

From the number of occurrences of each cultural category, the following

table will present the total number of occurrences in WERB and Bright. Table

4.18 presents the total number of occurrences for WERB. Table 4.18 is presented

below.

Table 4.18: Total Occurrences

Book SC TC IC Total

WERB 259 2 5 266

Bright 117 16 10 143

Table 4.18 shows that totally WERB contained 266 occurrences of culture.

The source culture reached the highest occurrence, namely 259 occurrences. The

number of occurrences of target culture and international culture in WERB was

very low. The target culture only reached two occurrences, while the international

culture reached five occurrences. Thus, the target culture was the lowest

represented in WERB.

Bright also shares similar result, but slightly different from WERB. Bright

presented 143 occurrences of culture. Similar to WERB, the source culture in

Bright reached the highest number of occurrences, namely 117 occurrences.

Meanwhile, the target culture and the international culture were represented very

low. The target culture was represented for sixteen occurrences and international


62

culture was represented for ten occurrences. Different from WERB, the

international culture was the lowest represented in Bright.

Figure 4.8 will sum up the results of total occurrences of cultures

represented in WERB and Bright. Figure 4.8 is presented below.

Figure 4.8: Total Occurrences

Figure 4.8 reveals that WERB and Bright shared similar pattern. WERB

and Bright represented the source culture very highly. Meanwhile, the target

culture and the international culture were represented very lowly. It is very

obvious that the ratio between the source culture and the target culture or the


63

source culture and the international culture in WERB and Bright was very high. In

addition, WERB represented the target culture as the lowest, but conversely

Bright represents the international culture as the lowest.

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 cultural representation, cultural awareness, and intercultural

competence.

1. Cultural Representation

The results of the determined categories become the source to discern how

culture is represented in the six books, specifically the representation of source

culture, target culture, and international culture. Again, in the context of this

study, the source culture refers to Indonesian culture (student‟s own culture), the

target culture refers to culture from English speaking countries (since the students

learn English), and the international culture refers to cultures from around the

world, except source and target culture (see Chapter II).

Before going further, Table 4.19 sums up the result of each category.

Further, to achieve the efficiency of the discussion, the books under the same title

are presented together. When English Rings a Bell (WERB) represents WERB 1,

2, and 3, while Bright represents Bright 1, 2, and 3.


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Table 4.19: Summary of the Results

No. Category WERB Bright

1. Food and

Drinks

- SC only

- No TC and IC

- No opportunity for

intercultural competence

- TC > SC > IC

- Opportunity for


2. Places - SC only

- No TC and IC



- SC > IC

- No TC

- Opportunity for


3. Art - SC > IC

- No TC

- Opportunity for


- SC < IC

- No TC

- Opportunity for


4. Traditional

Ceremony

- TC = IC

- No SC

- Book B: opportunity for


- No representation

5. Social

Behavior

- SC only

- No TC and IC



- SC < TC

- Opportunity for


6. Beliefs and

Values

- No representation - No representation

7. History - SC only

- No TC and IC



- SC only

- No TC and IC



8. Person - SC only

- No TC and IC



- SC > IC

- No TC

- Opportunity for


Table 4.19 shows that the texts and pictures in WERB and Bright contain

the representation of source culture, target culture, and international culture. In

other words, culture in WERB and Bright is represented in the form of source

culture, target culture, and international culture. However, the source culture

dominates the cultural representation in WERB and Bright. Meanwhile, the target

culture and the international culture are lowly represented (see Table 4.18). In

other words, WERB and Bright are aware of the importance of cultural content in


65

the English course books. Including cultural contents in the English course books

can motivate and foster the students‟ motivation to learn the language (McKay,

2002; Kilikckaya, 2004; Kirkgoz & Aggam, 2011).

In WERB, the source culture appeared in almost all categories, except

beliefs and values category. In addition, the source culture dominated almost all

categories, except the traditional ceremony, and beliefs and values categories.

Meanwhile, the representation of target and international culture was very low.

The international culture was only depicted through the art and traditional

ceremony and the target culture was only depicted through the traditional

ceremony.

Similar to WERB, the source culture always appeared in each category.

However, the source culture did not dominate every category. The source culture

only dominated the representation of places, history, and person. Further,

interestingly, the target culture dominated the representation of food and drinks,

and social behavior. While, the international culture dominated the representation

of art. The international culture also appeared in the representation of places.

The results which show the high representation of source culture in the

English course books confirm the previous findings from previous studies in

Indonesia (Hermawan & Noerkhasanah, 2012; Amalia, 2014; Santosa, 2015).

Their studies revealed that the source or local culture dominates the cultural

representation in English course books, while the target culture and international

culture are lowly represented.

Apparently, no agreement is made toward which culture should be

represented in English Language Teaching or how the proportion of the


66

representation of each culture should be. The English course books used in

Indonesia are designed based on the curriculum. Therefore, this study argues that

the high representation of source culture in WERB and Bright adjusts to the goal

of 2013 English syllabus which focuses on National Character Building (NCB).

Further, National Character Building (NCB) stresses on Indonesia‟s values.

The representation of source culture is important. Comprehending the

source culture may build the students‟ identity. Identity means know who we are

and know how we relate to others (Woodward, 2001 cited in Amalia, 2014). The

identity is fruitful to prepare the students to introduce and share their ideas or

cultures with others. Besides, the identity is important to help the students to

reflect their own cultures with other cultures. In other words, the students firstly

need to understand their own culture very well in order to enable them later to

understand and respect other cultures. Further, understanding their own culture

will enrich them with useful topics and vocabularies when introducing their own

cultures to people with from different cultures (McKay, 2002, 2004).

However, having knowledge about other cultures is also essential for

better communication with people from different cultures (Byram, et al., 1991,

cited in Mahmood, et al., 2012; Kramsch, 1998, cited in Elmes, 2003). WERB and

Bright represent the target culture and international culture. Although those

cultures are lowly represented, it intends to give the students at least the

knowledge about other cultures. Later, it can benefit them for their preparation to

enter the cross-cultural communications in the future (McKay, 2002 & Kirkoz &

Aggam, 2011). Therefore, this study attempts to look deeper on cultural

awareness and intercultural competence.


67

2. Cultural Awareness

Culture is ideas, beliefs, attitudes, behaviors and habits that are distinctive

from a group to another group; therefore culture characterizes a group (Rocher,

1972, cited in Mahadi & Jafari, 2012; Tylor, 1974; Hall, 1997; Spencer-Oatey,

2012). As a result, cultural learning in language learning intends to build the

students‟ cultural awareness. Cortazzi and Jin (1999) pointed out that cultural

awareness means to become aware of another cultural group including their

behavior, their expectations, their perspectives and values. In other words, cultural

awareness means an attempt to know and understand other cultures because one‟s

own culture may be different from other cultures. Related to this study, the

English course books can be a source to build students‟ cultural awareness.

Hence, this section discusses whether WERB and Bright build the cultural

awareness. The discussion in this section derives from the results in the results

section.

In WERB, the target culture was only depicted in traditional ceremony for

two occurrences with two kinds of traditional ceremony (see Table 4.11).

Meanwhile, the international culture was depicted in the art and traditional

ceremony category. The art from international culture was depicted for three

occurrences with two kinds of art (see Table 4.7) and the traditional ceremony

from international culture was depicted for two occurrences with two kinds of

traditional ceremonies (see Table 4.11). In other words, the target culture only

appeared for two occurrences and the international culture appeared for five

occurrences (see Table 4.18).


68

Meanwhile, Bright depicted the target culture through the representation of

food and drinks and social behavior. The food and drinks from target culture

reached thirteen occurrences which depict three kinds of food (see Table 4.4).

While, the social behavior was depicted for three occurrences which present one

behavior (see Table 4.13). Meanwhile, the international culture was more depicted

by the representation of food and drinks, places, art, and person. The food and

drinks category reached three occurrences which refer to a food (see Table 4.4),

the places category reaches four occurrences (see Table 4.6), the art category

reaches two occurrences (see Table 4.9), and the person category reached one

occurrence (see Table 4.17). Totally, the total occurrences of target culture were

sixteen occurrences and the total occurrences of international culture were ten

occurrences (see Table 4.18).

The results show that WERB and Bright presented lower representation of

target culture and international culture than the representation of source culture.

The lower representation of target culture and international culture does not mean

that WERB and Bright do not give chances for the students to develop their

cultural awareness. WERB and Bright attempt to build the students‟ cultural

awareness though it is in a small amount. For Junior High School level, it is only

to introduce other cultures to make them know first. Besides, the identity building

is essential to develop students‟ cultural awareness. Knutson (2006, cited in

Shemshadsara, 2011, p. 95) points out that „the development of students‟ cultural

awareness starts by encouraging them to recognize their cultural identity in

relation to others‟. In other words, students firstly need to be aware of their

identity so they are able to build their cultural awareness.


69

3. Intercultural Competence

The inclusion of culture in English Language teaching, specifically in

English course books, is to enrich the students with the knowledge about culture;

not only their own cultures, but also other cultures. Later, it enables them to

compare and contrast their own cultures with other cultures. This competence is

called interculturality or intercultural competence (Kramsch, 1993).

Intercultural competence is essential in ELT. Regarding the notion of

English as an international language (EIL), this competence may prepare the

students to encounter the cross-cultural communication. An English course book

can be one of the sources to promote the intercultural competence in the language

learning since a course book is „one of the most widely used elements in English

Language Teaching‟ (Hutchinson & Waters, 1994, p. 315). Hence, this section

discloses whether WERB and Bright support or promote the intercultural

competence. The discussion in this section derives from the results in the result

section.

Table 4.19 shows that WERB and Bright gave opportunities for the

students to develop their intercultural competence. Yet, WERB provided fewer

opportunities than Bright. In WERB, the intercultural competence may be gained

through the representation of art and traditional ceremony. In the art category,

WERB presented the source culture and international culture. The examples of art

from source culture were a handycraft from Tana Toraja, Batik, Mousedeer and

Crocodile, Dayang Sumbi, Sangkuriang, and Tumang. Meanwhile, the examples

of art from international culture were A Wolf in Sheep Clothing and A Golden Star

Fruit Tree.


70

Interestingly, WERB represented a legend and a fable from the source

culture and international culture. The legend and fable from the source culture

were Mousedeer and Crocodile and Sangkuriang (Dayang Sumbi and Tumang),

while the legend and fable from the international culture were A Wolf in Sheep

Clothing and A Golden Star Fruit Tree. This representation may enrich the

students with the knowledge of fables and legends from different cultures. It may

also give them opportunity to compare and contrast their own legends or fables

with other cultures‟ legends or fables.

The representation of traditional ceremony may also give the students

opportunity to develop their intercultural competence. WERB represented target

culture and international culture in this category, while the source culture was not

represented. The representation of target culture and international culture enables

the development of intercultural competence although the source culture is not

depicted.

As an example, the WERB portrayed Baby Shower. Baby Shower is a

ceremony from the target culture. It is a small party to celebrate the mother-to-be

and the expected child by presenting some gifts. It is like a tea party to welcome

the baby. Interestingly, the source culture has a similar ceremony as well. It is

usually held when the mother has four-month or seven-month pregnancy. The

ceremony must be quite different from Baby Shower. The ceremony is called

mitoni. It is usually held by Javanese people. The ceremonies are siraman

(shower), putting an egg in cloth of mother-to-be, breaking the twisted thread,

drinking jamu (herbal drink), and etcetera.


71

Different from WERB, Bright opened more opportunities to promote the

students‟ intercultural competence. The intercultural competence can be achieved

through the representation of food and drinks, places, art, social behavior, and

person. In the food and drinks category, the source culture portrayed Gado-gado,

Rendang, Pempek, Gudeg, and Nasi Liwet; the target culture presented pizza,

sandwich, and hotdogs; and the international culture presented spaghetti. The

representation of food from the source culture, target culture, and international

culture can provide the students with the knowledge about kind of food from their

own cultures and other cultures. Later, they can compare and contrast the

difference between their own food and other food from other cultures.

In the places category, Bright represented the source culture and the

international culture. Bright represented many places from the source culture,

while there were only four places from the international culture. The international

culture presented Amazon Tower, Eiffel Tower, Pisa Tower, and Amazon. The

places from the source culture allow the students to develop their intercultural

competence, for example Bromo Tengger Semeru National Park, Gunung Palung

National Park, Kerinci Seblat National Park, Prambanan Temple and Sam Poo

Kong. Those representations can allow the students to distinguish between the

characteristics of their places and places from different culture.

In the art category, the source culture and international culture were

depicted. The art from the international culture that appears was dress. There were

two kinds of dresses, namely hanbok (a traditional dress from Korea) and sari (a

traditional dress from India). This representation was in the form of pictures (see

Appendix). Although the dress from the source culture was not depicted, the


72

students can compare and contrast the difference or special characteristics of their

own traditional dresses from the traditional dresses from Korea and India.

Unfortunately, there was no representation of music in the target culture or the

international culture, since the source culture represented Debus music.

In the social behavior category, the source culture and the target culture

were depicted. The target culture represented eating habit. The examples were I

have a sandwich and an apple for lunch and Eating sandwich, hotdogs, bread, or

pastel for lunch break. This eating habit is different from the eating habit in the

source culture. Having a sandwich or hotdogs or bread for lunch is not common in

the source culture. Hence, this representation can invite the students to understand

other culture‟s social behavior and later it can develop their intercultural

competence.

In the person category, the representation of names was in the form of

source and international culture. There was only one name from the international

culture, namely Lorenzo. The representation of names from other cultures may

give knowledge of person from other countries to the students.

Unfortunately, the beliefs and values category was not depicted in WERB

and Bright. This is regrettable since knowing the beliefs and values are quite

important to learn. Beside for building students‟ intercultural competence,

recognizing the beliefs and values from their own culture and other cultures is also

quite important. It is to help them when they communicate with foreign people

who have different cultures from them.

Certainly, similar to cultural awareness, to achieve this intercultural

competence, it is essential for the students to comprehend their own cultures


73

firstly. Therefore, the students‟ development of identity plays an important role.

Knowing their identity can lead them for better intercultural competence. In the

context of this study, for Junior High School students, developing their identity is

crucial. Consequently, the source culture is exposed more in WERB and Bright.

Yet, reflecting their cultures with other cultures is important as well.

Providing sufficient opportunities can become a small step for building the

intercultural competence and prepare them for the better communication in the

future. Understanding, comparing, and contrasting many of other cultures are

probably burdensome for the Junior High School students.

In addition, from the discussion, WERB and Bright shares different point

of views. For students‟ identity building, WERB provides more opportunities for

the students than Bright since WERB presents the high number of occurrences of

source culture than Bright. In other words, WERB stresses on the importance of

identity building because the ratio between source culture and other cultures are

very high. For the development of cultural awareness and intercultural

competence, Bright is more aware of the importance of developing cultural

awareness and intercultural competence than WERB since it presents the higher

number of target culture and international culture than WERB. Besides, the ratio

between target culture/international culture and source culture in Bright is lower

than WERB.

To sum up, the results of this study show that the cultural representation in

the English course books affects students‟ achievement in language learning. As a

result, those who are involved in language learning, such as teachers, students,

and scholars, need to understand the importance of culture in language learning.


74

Therefore, the theory of teaching and learning English should include the

importance of cultural representation to build the students‟ identity, cultural

awareness, and intercultural competence.

Besides, the parties who are involved in designing an English course book

or creating an English material need to consider culture as one of the

consideration in the process of designing an English course book. Specifically,

designing an English course book is a matter of compromise (Bell & Gower,

1998). In other words, it is not only the work of authors only; but it is also the

work of editors and illustrators. Therefore, those parties need to be aware of the

representation of culture as well.

Further, it is very open now for researchers to develop English materials;

therefore they also need to consider culture as one of the criteria. Besides, in

Indonesia, the English course books must be through meticulous process of

evaluation by the government and the teachers (Permendiknas No. 2 Year 2008).

Therefore, culture can also be one of the criteria in the process of selection of the

course books before the course books are distributed to the students.

It has been proved that the English course books play some important roles

in the classroom. Cunningsworth (2005) defines that the course books can be a

syllabus. The course books are also a framework for teachers and students (Ellis,

1982) since the course books have already provided activities and exercises to do

in a class (Cunningsworth, 1995). It can help the teachers to manage the class

(Allwright, 1981, cited in Hutchinson & Torres, 1994). In other words, the course

books become the source for the teaching learning process.


75

Therefore, relating the results of this study with the functions of course

books, the English course books can be a source for cultural learning for the

teachers and the students. The teachers can utilize the cultural representation in

the course books to build the students‟ identity, cultural awareness, and

intercultural competence. The students can also enrich their cultural knowledge.

In conclusion, the English course books can become a source to build the

students‟ identity, cultural awareness, and intercultural competence.


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CHAPTER V

CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS

This chapter consists of three parts, namely conclusions, implications, and

recommendations. The conclusions summarize essential points based on the

research results and discussion. The implications depict the impacts of the study

for English Language Studies, course book authors/editors/illustrators, and

teachers or educators. The recommendations present some suggestions for those

who are concerned with this issue and also for future researchers.

A. CONCLUSIONS

A content analysis has been conducted to investigate the cultural

representation in the English course books for Junior High School. Two series of

English course books, namely When English Rings a Bell (WERB) and Bright,

which were published by Balitbang, Minister of Culture and Education and

Erlangga, became the subject of the analysis. This study employed some theories

upon culture from other previous studies such as Cortazzi and Jin (1999),

Adaskou et al. (1990), Moran (2001), and Dweik and Al-Sayyed (2015). The

results show that WERB and Bright represent culture in the form of source

culture, target culture, and international culture. Specifically WERB represents the

source culture for 259 occurrences, the target culture for two occurrences, and the

international culture for five occurrences. Meanwhile, Bright represents the source

culture for 117 occurrences, the target culture for sixteen occurrences, and the

international culture for ten occurrences. In other words, culture in the two course


77

books is highly represented by the source culture rather than the target culture and

international culture.

In addition, in WERB, the source culture appears in almost all cultural

categories, except beliefs and values category; while the target culture in WERB

is depicted through traditional ceremony and the international culture is depicted

through art and traditional ceremony. In Bright, the source culture also appears in

almost all cultural categories, except traditional ceremony and beliefs and values

category; while, the target culture is depicted through food and drinks and social

behavior and the international culture is depicted in food and drinks, places, art.

This study also disclosed that the adopted 2013 English syllabus affects

the cultural representation in WERB and Bright. Therefore, the source culture is

more represented than target culture and international culture. However, the

representation of source culture may give the students some chances to build their

identity. The identity can help the students in preparation for wider

communication with foreigners from different cultures.

Besides, WERB and Bright also provide opportunities for the students to

promote the intercultural competence and cultural awareness, yet it is in a small

size. It does not matter since it can be a start for Junior High School students to

develop their cultural awareness and intercultural competence. However, to build

that competence and awareness, the identity plays a vital role. In conclusion, this

study reveals that the English course books can be a source for cultural learning.

The English course books can build the students‟ identity and lead the students to

achieve the intercultural competence and cultural awareness.


78

B. IMPLICATIONS

The results of this study have some scientific and practical implications

towards the importance of cultural representation in education, especially in

English education. First, the scientific one refers to the implication of the study

upon the ELS (English Language Studies) knowledge regarding the importance of

cultural representation in English course books. The theory upon teaching and

learning English should not neglect the importance of local culture to build

students‟ identity and other cultures for the development of students‟ cultural

awareness and intercultural competence.

Second, the practical one may suggests some implications of the study

towards course book authors/editors/illustrators, teachers/educators, students, and

future researchers. The course book authors, editors, and illustrators should

include cultures in their design to develop the students‟ identity, cultural

awareness, and intercultural competence in their preparation to communicate with

foreigners who may have different cultures. Then, the teachers or educators

should be careful and critical in selecting a good course book as a medium in

teaching and learning process. The teachers or educators should put culture as one

of the considerations.

Besides, pedagogically, the teachers need to create cultural learning when

students are learning English. As a result, the teachers need to enrich their cultural

knowledge and understand about cultures also, specifically target culture and

international culture, by finding other resources. Hence, the students can gain

more cultural knowledge and get more opportunities to build their identity,

cultural awareness, and intercultural competence.


79

Next, for students; especially Junior High School students, it is essential

for them to understand about cultures; not only their own cultures, but also other

cultures. They need to start developing their identity, cultural awareness, and

intercultural competence to help them when communicating with people who may

different cultures. The last, for future researchers who are interested in Research

and Development (R&D) study, this study can be a consideration to include

cultural representation when designing English materials.

C. RECOMMENDATIONS

This study may far from perfect. In other words, it may have some

weaknesses. Cultural representation in an English course book may be affected by

those who are involved in developing the course book. For this reason, future

researchers may interview the authors, editors, and illustrators of the English

course books. They can discern their beliefs about cultural representation in the

English course books.

Next, the future researchers may explore and focus on more topics related

to the cultural representation, such as the cultural awareness and intercultural

competence. The future researchers may also do a survey or case study to find out

the teachers‟ and students‟ perception toward the cultural learning or to find out

their preferences of culture. In addition, future researchers from Indonesia can

explore the research on cultural diversity and tolerance since Indonesia has

various different cultures from region to region.


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83

APPENDIX 1: Analysis Results of Text in When English Rings a Bell

1: The Analysis Results of Text in When English Rings a Bell for Seventh

Graders (WERB 1)

1.1: The Number of Food and Drinks

The number of food and drinks from source, target, and international culture in

When English Rings a Bell for seventh graders (WERB 1) is not depicted.

1.2: The Number of Places

The number of places from source, target, and international culture in When

English Rings a Bell for seventh graders (WERB 1) is not depicted.

1.3: The Number of Art

The number of art from source, target, and international culture in When English

Rings a Bell for seventh graders (WERB 1) is not depicted.

1.4: The Number of Traditional Ceremony

The number of traditional ceremony from source, target, and international culture

in When English Rings a Bell for seventh graders (WERB 1) is not depicted.

1.5: The Number of Social Behavior

Table 1.1: The Number of Social Behavior in When English Rings a Bell for

Seventh Graders (WERB 1)

Type of Text SC Numbers

Utterance - 0

Total 0

Sentence - 0

Total 0

Word - 0

Total 0

Picture Students wearing

Indonesian

student uniform

for Junior High

School

58

Total 58


84

Table 1.2: The Number of Social Behavior from Source, Target, and

International Culture in When English Rings a Bell for Seventh

Graders (WERB 1)

No. SC Numbers

1 Students wearing

Indonesian

student uniform

for Junior High

School

58

Total 58

The number social behavior from target culture and international culture is not

presented in the table since WERB 1 does not depict any social behaviors from

those cultures.

1.6: The Number of Beliefs and Values

The number of beliefs and values from source, target, and international culture in

When English Rings a Bell for Seventh Graders (WERB 1) is not depicted.


85

1.7: The Number of History

Table 1.3: The Number of History in When English Rings a Bell for Seventh

Graders (WERB 1)


Utterance Kartini Day 2

Total 2

Sentence - 0

Total 0

Word Kartini Day 3

National

Education Day

1

National

Awakening Day

1

Reformation

Commemoration

Day

1

Pancasila Day 1

Independence

Day

1

Batik Day 1

Youth Pledge

Day

1

Heroes‟ Day 1

Labor Day 1

Indonesia

National Armed

Force Day

1

Total 13

Picture - 0

Total 0


86

Table 1.4: The Number of History from Source, Target, and International

Culture in When English Rings a Bell for Seventh Graders

(WERB 1)

No. SC Numbers

1 Kartini Day 3

2 National

Education Day

1

3 National

Awakening Day

1

4 Reformation

Commemoration

Day

1

5 Pancasila Day 1

6 Independence

Day

1

7 Batik Day 1

8 Youth Pledge

Day

1

9 Heroes‟ Day 1

10 Labor Day 1

11 Indonesia

National Armed

Force Day

1

Total 13

The number of history from target culture and international culture is not

presented in the table since WERB 1 does not depict any history from those

cultures.


87

1.8: The Number of Person

Table 1.5: The Number of Person in When English Rings a Bell for Seventh

Graders (WERB 1)


Utterance Miss Mutia 13

Beni 11

Dayu 9

Lisa 9

Udin 5

Edo 10

Siti 9

Lina 2

Miss Mutiara 5

Total 73

Sentence Beni 7

Edo 7

Udin 2

Lina 1

Dayu 1

Total 18

Word Beni 4

Dayu 1

Lisa 1

Edo 1

Udin 1

Total 8

Picture - 0

Total 0

Table 1.6: The Number of Person in When English Rings a Bell for Seventh

Graders (WERB 1)

No. SC Numbers

1 Lina 3

2 Dayu 11

3 Edo 17

4 Beni 22

5 Udin 8

6 Miss Mutia 13

7 Lisa 10

8 Siti 9

9 Miss Mutiara 5

Total 99


88

The number of person from target culture and international culture is not

presented in the table since WERB 1 does not depict any person from those

cultures.


89

2: The Analysis Results of Text in When English Rings a Bell for Eighth

Graders (WERB 2)


The number of food and drinks from source, target, and international culture in

When English Rings a Bell for eighth graders (WERB 2) is not depicted.


Table 1.7: The Number of Places in When English Rings a Bell for Eighth

Graders (WERB 2)


Utterance Bali 2

Total 2

Sentence Papua 2

Kalimantan 2

Sumatera 4

Sulawesi 2

Java 6

The Java sea 2

The Bali sea 2

The Arafuru sea 2

The Timor sea 2

The Sunda strait 2

The Lombok

strait

2

Sinabung 2

Marapi 2

Merapi 2

Lokon 1

South Sulawesi 1

Lombok 1

Total 38

Word - 0

Total 0

Picture - 0

Total 0


90

Table 1.8: The Number of Places from Source, Target, and International

Culture in When English Rings a Bell for Eighth Graders (WERB

2)

No. SC Numbers

1 Bali 2

2 Papua 2

3 Kalimantan 2

4 Sumatera 4

5 Sulawesi 2

6 Java 6

7 The Java sea 2

8 The Bali sea 2

9 The Arafuru sea 2

10 The Timor sea 2

11 The Sunda strait 2

12 The Lombok

strait

2

13 Sinabung 2

14 Marapi 2

15 Merapi 2

16 Lokon 1

17 South Sulawesi 1

18 Lombok 1

Total 40

The number of places from target culture and international culture is not presented

in the table since WERB 2 does not depict any places from those cultures.


Table 1.9: The Number of Art in When English Rings a Bell for Eighth

Graders (WERB 2)

Type of Text SC Numbers IC Numbers

Utterance A handy craft from

Tana Toraja

(triangle with

beautiful carving)

1 - 0

Batik 2

Total 3 0

Sentence Mousedeer and

Crocodile

1 A Wolf in Sheep

Clothing

1

Total 1 0

Word - 0 - 0

Total 0 0

Picture - 0 - 0

Total 0 0


91

Table 1.10: The Number of Art from Source, Target, and International

Culture in When English Rings a Bell for Eighth Graders

(WERB 2)

No. SC Numbers IC Numbers

1 A handy craft

from Tana Toraja

(triangle with

beautiful carving)

1 A Wolf in Sheep

Clothing

1

2 Batik 2

3 Mousedeer and

Crocodile

1

Total 4 1

The number of art from target culture is not presented in the table since WERB 2

does not depict any art from that culture.


Table 1.11: The Number of Traditional Ceremony in When English Rings a

Bell for Eighth Graders (WERB 2)

Type of Text TC Numbers IC Numbers

Utterance - 0 - 0

Total 0 0

Sentence - 0 - 0

Total 0 0

Word - 0 - 0

Total 0 0

Picture Halloween 1 Father‟s Day 1

Baby Shower 1 Mother‟s Day 1

Total 2 2

Table 1.12: The Number of Traditional Ceremony from Source, Target, and

International Culture in When English Rings a Bell for Eighth

Graders (WERB 2)

No. TC Numbers IC Numbers

1 Halloween 1 Father‟s Day 1

2 Baby Shower 1 Mother‟s Day 1

Total 2 2

The number of traditional ceremony from source culture is not presented in the

table since WERB 2 does not depict any traditional ceremonies from that culture.


92


Table 1.13: The Number of Social Behavior in When English Rings a Bell for

Eighth Graders (WERB 2)


Utterance - 0

Total 0

Sentence - 0

Total 0

Word - 0

Total 0

Picture Students wearing

Indonesian

student uniform

for Junior High

School

1

Total 1

Table 1.14: The Number of Social Behavior from Source, Target,

International Culture in When English Rings a Bell for

Eighth Graders (WERB 2)

No. SC Numbers

1 Students wearing

Indonesian

student uniform

for Junior High

School

1

Total 1

The number of social behavior from target culture and international culture is not

presented in the table since WERB 2 does not depict any social behaviors from

those cultures.



When English Rings a Bell for eighth graders (WERB 2) is not depicted.


93


The number of history from source, target, and international culture in When

English Rings a Bell for eighth graders (WERB 2) is not depicted.


Table 1.15: The Number of Person in When English Rings a Bell for Eighth

Graders (WERB 2)


Utterance Edo 2

Dina 2

Manis 1

Udin 1

Lina 1

Dayu 1

Siti 1

Total 9

Sentence - 0

Total 0

Word Nina 1

Yulius 1

Total 2

Picture Beni 2

Lina 5

Wike Wulandari 1

Diah Puspita

Dewi

1

Siti 1

Dayu 1

Edo 1

Total 12


94

Table 1.16: The Number of Person from Source, Target, and International

Culture in When English Rings a Bell for Eighth Graders

(WERB 2)

No. SC Numbers

1 Beni 3

2 Dayu 3

3 Diah Puspita

Dewi

1

4 Dina 2

5 Edo 3

6 Lina 7

7 Nina 1

8 Siti 3

9 Udin 2

10 Wike Wulandari 1

11 Yulius 1

12 Rina 1

Total 28

The number of person from target culture and international culture is not

presented in the table since WERB 2 does not depict any person from those

cultures.


95

3: The Analysis Results of Text in When English Rings a Bell for Ninth

Graders (WERB 3)


Table 1.17: The Number of Food and Drinks in When English Rings a Bell

for Ninth Graders (WERB 3)


Utterance - 0

Total 0

Sentence - 0

Total 0

Word Iced fruit cocktail

with condensed

milk (Es Teler)

2

Total 2

Picture - 0

Total 0

Table 1.18: The Number of Food and Drinks from Source, Target, and

International Culture in When English Rings a Bell for Ninth

Graders (WERB 3)

No. SC Numbers

1 Iced fruit cocktail

with condensed

milk (Es Teler)

2

Total 2

The number of food and drinks from target culture and international culture is not

presented in the table since WERB 3 does not depict any food and drinks from

those cultures.


96


Table 1.19: The Number of Places in When English Rings a Bell for Ninth

Graders (WERB 3)


Utterance - 0

Total 0

Sentence Mount

Tangkuban

Perahu

1

Total 1

Word - 0

Total 0

Picture - 0

Total 0


Culture in When English Rings a Bell for Ninth Graders (WERB

3)

No. SC Numbers

1 Mount

Tangkuban

Perahu

1

Total 1


in the table since WERB 3 does not depict any places from those cultures.


Table 1.21: The Number of Art in When English Rings a Bell for Ninth

Graders (WERB 3)


Utterance - 0 - 0

Total 0 0

Sentence Dayang Sumbi 6 The Golden Star

Fruit Tree

2

Sangkuriang 5

Tumang 1

Total 12 2

Word Sangkuriang 1 - 0

Total 1 0

Picture - 0 - 0

Total 0 0


97


Culture in When English Rings a Bell for Ninth Graders

(WERB 3)


1 Dayang Sumbi 6 The Golden Star

Fruit Tree

2

2 Sangkuriang 6

3 Tumang 1

Total 13 2

The number of art from target culture is not presented in the table since WERB 3




in When English Rings a Bell for ninth graders (WERB 3) is not depicted.


The number of social behavior from source, target, and international culture in

When English Rings a Bell for ninth graders (WERB 3) is not depicted.



When English Rings a Bell for ninth graders (WERB 3) is not depicted.


The number of history from source, target, and international culture in When

English Rings a Bell for ninth graders (WERB 3) is not depicted.


The number of person from source, target, and international culture in When

English Rings a Bell for ninth graders (WERB 3) is not depicted.


98

APPENDIX 2: Analysis Results of Text in Bright

1: The Analysis Results of Text in Bright for Seventh Graders (Bright 1)


Table 2.1: The Number of Food and Drinks in Bright for Seventh Graders

(Bright 1)

Type of Text TC Numbers IC Numbers

Utterance - 0 - 0

Total 0 0

Sentence Sandwich 3 - 0

Total 3 0

Word Sandwich 1 Spaghetti 1

Pizza 1

Total 1 2

Picture - 0 Pizza 1

Total 0 1


International Culture in Bright for Seventh Graders (Bright 1)

No. TC Numbers IC Numbers

1 Sandwich 4 Spaghetti 1

2 Pizza 2

Total 4 3

The number of food and drinks from source culture is not presented in the table

since Bright 1 does not depict any food and drinks from that culture.


Table 2.3: The Number of Places in Bright for Seventh Graders (Bright 1)


Utterance - 0

Total 0

Sentence Bali 1

Lampung 1

Total 2

Word - 0

Total 0

Picture - 0

Total 0


99


Culture in Bright for Seventh Graders (Bright 1)

No. SC Numbers

1 Bali 1

2 Lampung 1

Total 2


in the table since Bright 1 does not depict any places from those cultures.


The number of art from source, target, and international culture in Bright for

seventh graders (Bright 1) is not depicted.



in Bright for seventh graders (Bright 1) is not depicted.


Table 2.5: The Number of Social behavior in Bright for Seventh Graders

(Bright 1)

Type of Text TC Numbers

Utterance - 0

Total 0

Sentence I have a sandwich

and an apple for

lunch

2

Total 2

Word - 0

Total 0

Picture - 0

Total 0


International Culture in Bright for Seventh Graders (Bright 1)

No. TC Numbers

1 I have a sandwich

and an apple for

lunch

2

Total 2


100

The number of social behavior from target culture and international culture is not

presented in the table since Bright 1 does not depict any social behaviors from

those cultures.



Bright for seventh graders (Bright 1) is not depicted.


Table 2.7: The Number of History in Bright for Seventh Graders (Bright 1)


Utterance Kartini Day 1

Total 1

Sentence - 0

Total 0

Word National

Education Day

1

National

Children‟s Day

1

Indonesian

Independence

Day

1

Teacher‟s Day 1

Total 4

Table 2.8: The Number of History from Source, Target, and International


No. SC Numbers

1 Kartini Day 1

2 National

Education Day

1

3 National

Children‟s Day

1

4 Indonesian

Independence

Day

1

5 Teacher‟s Day 1

Total 5

The number of history from target culture and international culture is not

presented in the table since Bright 1 does not depict any history from those

cultures.


101


Table 2.9: The Number of Person in Bright for Seventh Graders (Bright 1)


Utterance - 0 - 0

Total 0 0

Sentence Dani 1 Lorenzo 1

Dani Surya

Permana

1

Total 2 1

Word - 0 - 0

Total 0 0

Picture - 0 - 0

Total 0 0




1 Dani 1 Lorenzo 1

2 Dani Surya

Permana

1

Total 2 1

The number of person from target culture is not presented in the table since Bright

1 does not depict any person from that culture.


102

2: The Analysis Results of Text in Bright for Eighth Graders (Bright 2)


Table 2.11: The Number of Food and Drinks in Bright for Eighth Graders

(Bright 2)


Utterance Sandwich 3

Hotdogs 1

Total 4

Sentence - 0

Total 0

Word - 0

Total 0

Picture - 0

Total 0


International Culture in Bright for Eighth Graders (Bright 2)

No. TC Numbers

1 Sandwich 3

2 Hotdogs 1

Total 4

The number of food and drinks from source and international culture is not

presented in the table since Bright 2 does not depict any food and drinks from

those cultures.


103


Table 2.13: The Number of Places in Bright for Eighth Graders (Bright 2)


Utterance - 0 - 0

Total 0 0

Sentence Sam Poo Kong 1

Jakarta 1 Eiffel Tower 1

Bandung 2 Pisa Tower 1

Prambanan

Temple

1 Taj Mahal 1

Central Java 1 Amazon 1

Surabaya 1

Semarang 1

Medan 1

Jambi 2

Bromo Tengger

Semeru National

Park

1

Pasuruan 1

Probolinggo 1

Lumajang 1

Malang 1

East Java 1

Gunung Palung

National Park

1

Ketapang

Regency

1

West

Kalimantan

Province

1

Kerinci Seblat

National Park

2

West Sumatera 1

Bengkulu 1

South Sumatera 1

Total 25 4

Word - 0 - 0

Total 0 0

Picture - 0 - 0

Total 0 0


104


Culture in Bright for Eighth Graders (Bright 2)


1 Bandung 2 Amazon 1

2 Bengkulu 1 Eiffel Tower 1

3 Bromo Tengger

Semeru National

Park

1 Pisa Tower 1

4 Central Java 1 Taj Mahal 1

5 East Java 1

6 Gunung Palung

National Park

1

7 Jakarta 1

8 Jambi 2

9 Kerinci Seblat

National Park

2

10 Ketapang

Regency

1

11 Lumajang 1

12 Malang 1

13 Medan 1

14 Pasuruan 1

15 Prambanan

Temple

1

16 Probolinggo 1

17 Sam Poo Kong 1

18 Semarang 1

19 South Sumatera 1

20 Surabaya 1

21 West Kalimantan

Province

1

22 West Sumatera 1

Total 25 4

The number of places from target culture is not presented in the table since Bright

2 does not depict any places from that culture.


105


Table 2.15: The Number of Art in Bright for Eighth Graders (Bright 2)


Utterance - 0 - 0

Total 0 0

Sentence Debus music 1 - 0

Total 1 0

Word - 0 - 0

Total 0 0

Picture 0 A boy and a girl

wearing hanbok

(traditional dress

from Korea)

1

Total 0 1




1 Debus music 1 A boy and a girl

wearing hanbok

(traditional dress

from Korea)

1

Total 1 1

The number of art from target culture is not presented in the table since Bright 2




in Bright for eighth graders (Bright 2) is not depicted.


106


Table 2.17: The Number of Social Behavior in Bright for Eighth Graders

(Bright 2)


Utterance Eating sandwich,

hotdogs, bread, or

pastel for lunch

break

1

Total 1

Sentence - 0

Total 0

Word - 0

Total 0

Picture - 0

Total 0


International Culture in Bright for Eighth Graders (Bright 2)

No. TC Numbers

Eating sandwich,

hotdogs, bread, or

pastel for lunch

break

1

Total 1

The number of social behavior from source and international culture is not

presented in the table since Bright 2 does not depict any social behaviors from

those cultures.



Bright for eighth graders (Bright 2) is not depicted.


The number of history from source, target, and international culture in Bright for

eighth graders (Bright 2) is not depicted.


107


Table 2.19: The Number of Person n Bright for Eighth Graders (Bright 2)


Utterance Siti 1

Ambar 1

Total 2

Sentence Mrs. Hidayah 2

Reyhan Chairul

Alim

1

Mrs. Katmiati 2

Marina Hartati 3

Rehan Alim 2

Rehan 1

Hari

Mulyaningsih

1

Salma 12

Firman 11

Lia 8

Siti 1

Sofyan 1

Total 45

Word Mr. Katmiyati 1

Rehan Alim 3

Rehan 1

Siti 1

Ambar 1

Total 7

Picture - 0

Total 0


108



No. SC Numbers

1 Ambar 2

2 Firman 11

3 Hari

Mulyaningsih

1

4 Lia 8

5 Marina Hartati 3

6 Mrs. Hidayah 2

7 Mrs. Katmiati 2

8 Mrs. Katmiyati 1

9 Rehan 2

10 Rehan Alim 5

11 Reyhan Chairul

Alim

1

12 Salma 12

13 Sofyan 1

14 Siti 3

Total 54

The number of person from target and international culture is not presented in the

table since Bright 2 does not depict any person from those cultures.


109

3: The Analysis Results of Text in Bright for Ninth Graders (Bright 3)


Table 2.21: The Number of Food and Drinks in Bright for Ninth Graders

(Bright 3)

Type of Text SC Numbers TC Numbers

Utterance - 0 - 0

Total 0 0

Sentence Rendang 1 Burger 3

Pempek 1

Gudeg 1

Nasi liwet 1

Gado-gado 1

Total 5 3

Word - 0 - 0

Total 0 0

Picture - 0 Burger 2

Total 0 2


International Culture in Bright for Ninth Graders (Bright 3)

No. SC Numbers TC Numbers

1 Gado-gado 1 Burger 5

2 Padang‟s rendang 1

3 Palembang‟s

pempek

1

4 Yogya‟s gudeg 1

5 Solo‟s nasi liwet 1

Total 5 5

The number of food and drinks from international culture is not presented in the

table since Bright 3 does not depict any food and drinks from that culture

.


110


Table 2.23: The Number of Places in Bright for Ninth Graders (Bright 3)


Utterance Malang 1

Total 1

Sentence Cilacap 1

Total 1

Word - 0

Total 0

Picture - 0

Total 0


Culture in Bright for Ninth Graders (Bright 3)

No. SC Numbers

1 Cilacap 1

2 Malang 1

Total 2

The number of places from target and international culture is not presented in the

table since Bright 3 does not depict any places from those cultures.


Table 2.25: The Number of Art in Bright for Ninth Graders (Bright 3)

Type of Text IC Numbers

Utterance - 0

Total 0

Sentence - 0

Total 0

Word - 0

Total 0

Picture Indian sari/a

woman wearing

Indian sari

1

Total 1

Table 2.26: The Number of Art in Bright for Ninth Graders (Bright 3)

No. IC Numbers

1 Indian sari/a woman

wearing Indian sari

1

Total 1


111

The number of art from source and target culture is not presented in the table since

Bright 3 does not depict any art from those cultures.



in Bright for ninth graders (Bright 3) is not depicted.


Table 2.27: The Number of Social Behavior in Bright for Ninth Graders

(Bright 3)


Utterance - 0

Total 0

Sentence In Indonesia,

children must

wear a uniform

when they go to

school

1

Total 1

Word - 0

Total 0

Picture - 0

Total 0


International Culture in Bright for Ninth Graders (Bright 3)

No. SC Numbers

1 In Indonesia,

children must

wear a uniform

when they go to

school

1

Total 1

The number of social behavior from target and international culture is not

presented in the table since Bright 3 does not depict any social behavior from

those cultures.


112



Bright for ninth graders (Bright 3) is not depicted.


The number of history from source, target, and international culture in Bright for

ninth graders (Bright 3) is not depicted.


Table 2.29: The Number of Person in Bright for Ninth Graders (Bright 3)


Utterance Doni 6

Tantri 5

Ivan 1

Reyhan 1

Total 13

Sentence Dimas 1

Yoga 1

Salma 1

Irma 1

Ida 1

Dina 1

Raditya 1

Total 6

Word - 0

Total 0

Picture - 0

Total 0


113


Culture in Bright for Ninth Graders (Bright 3)

The number of person from target and international culture is not presented in the

table since Bright 3 does not depict any person from those cultures.

No. SC Numbers

1 Dimas 1

2 Dina 1

3 Doni 6

4 Ida 1

5 Irma 1

6 Ivan 1

7 Raditya 1

8 Reyhan 1

9 Salma 1

10 Tantri 5

11 Yoga 1

Total 20


114

APPENDIX 3: Unit Sample of When English Rings a Bell

1: Unit Sample of When English Rings a Bell for Seventh Graders (WERB 1)


115


116


117


118


119


120


121


122


123

2: Unit Sample of When English Rings a Bell for Eighth Graders (WERB 2)


124


125


126


127


128


129


130


131


132


133


134

3: Unit Sample of When English Rings a Bell for Ninth Graders (WERB 3)


135


136


137


138


139


140


141


142


143

APPENDIX 4: Unit Sample of Bright

1: Unit Sample of Bright for Seventh Graders (Bright 1)


144


145


146


147


148


149


150


151


152

2: Unit Sample of Bright for Eighth Graders (Bright 2)


153


154


155


156


157


158


159


160


161

3: Unit Sample of Bright for Ninth Graders (Bright 3)


162


163


164


165


166


167


168


169


cultural representation in english course books … · specifically three english course books...

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