i

The Cultural Content on English Textbook used by Junior High School

Students

THESIS

Submitted in Partial Fulfillment

Of the Requirements for the Degree of

Sarjana Pendidikan

Ika Aprilia Mulfianti

112008011

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

FEBRUARY 2013

ii

The Cultural Content on English Textbook used by Junior High School

Students

THESIS

Submitted in Partial Fulfillment

Of the Requirements for the Degree of

Sarjana Pendidikan

Ika Aprilia Mulfianti

112008011

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

FEBRUARY 2013

iii

The Cultural Content on English Textbook used by Junior High School

Students

THESIS

Submitted in Partial Fulfillment

of the Requirements for the Degree of

Sarjana Pendidikan

Ika Aprilia Mulfianti

112008011

Approved by

iv

COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any course or

accepted for the fulfillment of any degree or diploma in any university. To the best of my

knowledge and my belief, this contains no material previously published or written by any

other person except where due reference is made in the text.

Copyright@ 2012. Ika Aprilia Mulfianti and Nugrahenny T. Zacharias, Ph. D.

All rights reserved. No part of this thesis may be reproduced by any means without the

permission of at least one of the copyright owners or the English Department, Faculty of

Language and Literature, Satya Wacana University, Salatiga.

Ika Aprilia Mulfianti:

v

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I verify that:

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Student ID Number : 112008011

Study Program : English Department

Faculty : Faculty of Language and Literature

Kind of Work : Undergraduate Thesis

In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free

right for my intellectual property and the contents therein entitled:

The Cultural Content on English Textbook used by Second Grade of

Junior High School Students

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Made in : Salatiga

Date : 11 February 2013

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1

The Cultural Content on English Textbook used by Second Grade of

Junior High School Students

Ika Aprilia Mulfianti

ABSTRACT

“EIL involves cross-cultural interactions among the users of English from the inner circle, the

outer circle and the expanding circle and hence these users of EIL are in constant touch with

each other’s varieties of English” (Canagarajah, 2006, p. 231). English as an International

Language (EIL) has become one of the current issue in language teaching. This study was

conducted to investigate the existence of cultural content in English textbook used by second

grade junior high school. The study analyzed an English textbook entitled English in Focus

which currently used by public junior high school in Indonesia. English in Focus was

published by Pusat Perbukuan Departemen Pendidikan Indonesia in 2008 and written by

Wardiman, Jahur, and Djusma (2008). The book was designed based on standard of KTSP

2006. This study focused on analyzing the cultural contents in reading, listening and

speaking texts. The data was analyzed quantitatively and elaborated qualitatively. The result

of this study revealed that English in Focus tended to represent local culture. It was important

to note that the two other cultures were also being represented through the texts such as the

English diversity and Western culture.

Keywords: local culture, western culture, English as International Language (EIL),

English textbook.

Introduction

The aim of the study is to investigate the existence of cultural content in an English

textbook used by second grade of junior high school students. When I was junior high

student, I remember the textbook that was used to give any western texts such as Cinderella

and The Three Little Pigs. Another input text (I was used to known was conversation between

two Western people), for example a dialog between Mr. Brown and Mrs. Brown. Based on

my experience, now I realize that the textbook I was used to read when I was in junior high

gave a lot of exposure on western culture. In ELT, textbooks have an important role in

English teaching and learning process, even though there are other media which can support

the activities in classroom. Moreover, textbooks are a key and universal component

(Hutchinson & Torres, 1994; Richard, 2002). Therefore, when I recalled my memory in my

junior high school, I consider that western cultures were exposed more than local culture. The

2

fact, the existence of bilingual user who use English are acceptable to teach English, make

teachers have more authority to develop local culture as a media on ELT. According to

Cortazzi and Jin (2011), a textbook is useful if students, teachers and textbook authors share

the same cultural values. In the same way, the cultural values refers to the idea when the

teacher chooses a certain textbook he/she has to consider what cultures is presented on the

textbook and how it accommodates the students’ needs.

However, the previous study which was conducted by Ristina (2012) showed the local

cultures found in English textbook such as Indonesian heritage (Borobudur temple) and

Javanese value ‘rikuh’. This study has provided a good example about cultural content in

English textbook used by Senior High School. I thought this study was important as the

continuity from the Ristina’s study. I expect the cultural context that exists in English

textbook may help the students to be more aware with Indonesian culture by learning

English. It is in line with McKay (2012) said that EIL should be taught in a way that respects

the local culture of learning.

Based on that situation, I am conducting a research study which focused on an

English textbook title English in Focus which is using by second grade of junior high

students. Therefore, this study aimed to answer the following research question: To what

extent does English textbook used by junior high school students meet the EIL principles?

There were several reasons for choosing this topic. Firstly, I personally thought that

textbook was important for EIL as the teacher’s guidance in teaching. Secondly, my

experience in teaching second grade junior high students had opened my mind. The students

were enthusiastic when I gave listening activities about Bawang Merah Bawang Putih, while

before I gave listening activities about Rihanna. By having a listening activity about Rihana,

they even did not pay attention. From their responses, it was shown that they were more

3

interested in listening local fairytales rather than listening to the famous singer’s biography.

This experience led me to think that local culture might be used in teaching English.

The findings of my study might provide new insights for Indonesian English teachers

about the existence of cultural value in the English textbook used by second grade of junior

high school students. The importance of different cultures in the textbook is to enrich

teachers’ and the students’ cultural awareness about their own culture and to have a better

cultural understanding towards the existence of other cultures (Cortazzi & Jin, 1999).

The following section discussed the theory of English textbook and EIL principle,

which served as the basis for further interpretation of this study.

Literature review

Kress (2000) stated that nearly every textbook at uses to modes of communication: (a)

language as writing and (b) image. He added that, the content of textbook only as ‘exercise

books’ and ‘instructions books’ which lacked of intention in raising the students’ awareness

and interest by providing cultural content. In contrast to Kress’s opinion, McKay (2002)

stated that it is important in providing cross-cultural encounter since the students needed

encouragement to recognize the diversity within all cultures. Therefore, the function of

textbook is not only as an exercise and instruction book, but also as a medium to introduce

the cultures diversity.

The reason of choosing this topic was because I wondered whether the English

textbook used by second grade of junior high school gave many spaces for western culture,

another culture or Indonesian culture. The study used the EIL material development

principles based on McKay’s principles (2012). These principles could be used to interpret

the cultural content of certain texts in English textbook entitled English in Focus used by

second grade of junior high school students. The principles were described as followed:

4

“EIL materials should be relevant to the domain in which English is used in the

particular learning context”

Here, the domain and learning context means the local culture, in this case was

Indonesia. Local culture is the culture created by sharing experiences, customs, and

traits. It is supported by Brennan (2012) who says that local culture is the way of lives

which are rules, values, and expected behaviors of certain community. Similarly,

McKay notes that it is important to provide the students with an opportunity to learn

their own culture and to learn the language needed to explain the cultural elements in

English (McKay, 2002). For example, a textbook which is not only published and

used in Indonesia but also used by Indonesian students and teachers might ask to

describe annual Indonesian event such as karaban sapi, ngaben, and wayang. She

added that English did not always be linked to the culture of those who speak it as a

first language (McKay, 2004).

In conclusion, putting the local culture in the English textbook is useful to

stimulate the students’ awareness about their own culture. Thus, it will help them to

learn English better with cultural values.

EIL material should include example of the diversity of English variety used

today.

Putting the materials that come not only from western culture but also local

culture may make the students aware about the function of English for communication

in International context. As McKay (2012) said that encouraging an awareness of the

varieties of English in EIL classrooms may enhance, learner’s receptive skills in

processing different varieties of English. She encourages the students’ awareness by

informing them that English is no longer belonged to the speakers of the inner circle.

5

Related to the variety of English, the students have to realize that they speak

English not only with western people but also with Asian or even with Indonesian

people. So, the materials in the textbook should be able to reflect the cultural

diversity, both local and western cultures.

EIL materials need to exemplify L2-L2 interaction

Western culture is the culture of Inner Circle countries where English is used

as the primary language such as in United Kingdom, the United States, Australia and

Canada (Kachru, 1992). For example historical sites in the U.S., folktale from

Europe and uncommon places for Indonesian students like a subway station. If I

related to the EIL Principle, the existence of western culture in my study is an

example for the students about western culture. Just like McKay (2012) said that

actual examples of L2-L2 interactions can provide a context for discussing various

means by establishing relationships when they may have gaps in their knowledge of

English.

Accommodating western culture in the English textbook may give description

about the real situation in western context. Related to the English materials which put

western context in the English textbook would be discouraged since it prevents the

cultural equalities between English and other language. So, the use of western culture is

more recommended to be used all together with local culture for bilingual English

speaker.

The study

This study concerned on the existence of cultural content in English in Focus. The

aim of the study was to analyze cultural content in the English textbooks used by second

grade of junior high school. This study uses Buku Sekolah Elektronik (BSE). The title of this

book was English in Focus (Wardiman, Jahur & Djusma, 2008). This book was published by

6

Pusat Perbukuan Departemen Pendidikan Indonesia in 2008 and designed based on the

standard of KTSP 2006.

KTSP or Kurikulum Tingkat Satuan Pendidikan is a curriculum made and carried out

by all public schools in Indonesia. By using KTSP, the school is allowed to develop the

curriculum according to the students’ demand and requirement. KTSP also makes the school

have full authority and responsibility to arrange teaching materials that is relevant with the

students’ competence, source for teaching learning activities, and the local uniqueness

(Astrida, 2008). On KTSP, the students and teachers are insisted to apply various kinds of

teaching methods to help the students gain knowledge. Meanwhile, the students cannot

depend on teacher’s instruction all the time; they also have to draw on other sources such as,

library, internet, and observation.

Since textbooks serve as a guide for language teachers in language education, Zu

(2009) stated that it is important for English textbooks to provide cultural content perspective

for both the teachers and the students. It may help the students to get a description about

cross-cultural communication. Recall one component of KTSP which is developed students’

education based on the local uniqueness and the domain local culture, it is connected with

English as International Language which believe in cultural diversity, including the local

culture. In this case, English language textbooks are actually ambassadorial cultural artifacts

(Gray, 2000).

Instrument of data collection

The data of the cultural content in the English textbook used by second grade of

Junior High School were collected from the English in Focus (reading, listening and speaking

texts). This textbook was made by the government, so it is mandatory to use this textbook for

all public junior high schools in Indonesia. Since this textbook was made by the government,

7

the materials of this textbook have been well selected for student’s needs. The data was

analyzed quantitatively but elaborated qualitatively.

Procedure of data collection

This study used qualitative data analysis. The data was analyzed quantitatively and

elaborated qualitatively. English in Focus was a textbook used by public schools in Indonesia

such as SMP Negeri 1 Banyu Biru and SMP Negeri 7 Salatiga. First of all, I tried to find and

read all the input text that I found on English in Focus. While I read the input text, I put them

in the organizational categories.

Table 1

List of selected input text from English in Focus

After I made the organizational categories, I continued with counting the total number

of texts based on the emerging theme, Local culture and Western Culture. Then, I counted the

total number of texts and wrote it down in table below:

Table 2

The percentage of cultural content from English in Focus

Percentage (%)

Local cultures

L2-L2 Interactions(Western culture)

The input text Local

cultures

L2-L2

Interactions

Notes

8

Finally, based on the percentages above I made a chart as my data display.

Chart 1: The representation of cultural content from English in Focus

When I was reading the selected texts intensively, I thought that the local culture

should be divided into two categories. So I separated it into two categories, local culture and

the diversity culture. There were three cultures that were represented in the English in Focus

as shown in chart 2 in the findings and discussions sections.

Findings and Discussion

This section illustrates the number of cultural contents that were represented in the

English in Focus which is used by the second grade of junior high schools. From the data

gathered, there were several cultural contents that the textbook had. Chart 2 below shows the

data display of cultural contents represented in English in Focus;

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Chart 2: The representation of cultural content from English in Focus

Table above shows that there were three kinds of cultures that were represented by the

texts in the English textbooks used in this research. 20 % of the input texts represent western

culture. However there were about 79 % of the texts represent local culture and there were

1% represent the diversity. From the data above, it could be seen clearly that the textbooks

used in this study tended to represent local culture. In the following paragraph, I would

discuss the culture represented in the textbook from the lowest until the highest percentage.

The diversity

The diversity in the English in Focus represented neither Indonesian culture context

nor Western culture context. The following input text 1 contained a fairy tale entitled

Baghdad.

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Input text 1

The input text above tells about the caliph who had a clown. In this input text, it was

stated ‘Caliph of Baghdad…’. Baghdad is a capital city in Iran so it is seen clearly that this

input text did not come from Indonesian context or western context. It is in line with McKay

(2012) who said that “EIL material should include example of the diversity of English variety

used today”. Considering the content of this input text, the purpose is to give understanding

to the students about the variety of people who are speaking English is not only western

people, but also people from around the world. Related to the variety of English, students

have to realize that they can speak English not only with western people but also with Asian

or even with Indonesian people. So, materials in the textbook should be able to reflect the

diverse cultures, both local culture and foreign cultures. Alptekin (2002) in Coskun (2009)

has pointed out that those students should be exposed to the international culture, not just the

native-speaker or the home culture. It means, by knowing and understanding the cultural

The Caliph and the Clown Caliph of Baghdad hired an intelligent and high spirited man as his court jester, and was much

amused by his clever, witty comments. The clown was so well loved by his master that everyone

at court showed him great respect. And so the Caliph was much surprised one day when he heard

his beloved clown crying out in distress from the throne room. The Caliph hurried there and was

astonished to find the guards beating the clown badly.

“Leave him alone at once!” he ordered. “Why are you beating him?”

“We found him sitting on your throne, O majesty!” the captain of the guards explained.

“out of my sight!” commanded the Caliph. “For sure the jester did not do it with the intention of

offending me.”

The clown, however, continued to weep and wail even after the guards had left.

“Stop it! Said the irritated Caliph. “You’re still in one piece, aren’t you?

“I’m not crying for myself, my lord, I weep for you,” the clown explained.

“For me?” exclaimed the Caliph in surprise.

“Certainly! If I get beaten so badly for having been only a few minutes on the throne, how many

beatings must you have suffered in all the years that you have been there?”

Taken from 366 and More Fairy Tales, 1990

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contents from others culture instead Indonesian and Western culture will help the students to

develop their intercultural communication with those who come from other countries.

Western culture

Western cultures that I found in the English in Focus are covered country landmark

and unfamiliar places for Indonesian students. Here is the example of a country landmark:

Input text 2

This input text tells about Mount Rushmore in USA. The purpose of this input text

might be to inform the historical place in America to Indonesian students. This kind of input

text may help the students in ELT since English is a vehicle which allows the students to

interact with people of many different nations and cultures (Snow, 2001). This text can

stimulate students to think that English is important to interact with intercultural people

outside Indonesia. Moreover in the input text above I can see that it is suitable with the EIL

principle which states that EIL material needs to exemplify L2-L2 interaction McKay (2012,

p.81). Providing authentic material from the inner circle in the textbook might be aimed to

make the students know and understand how to use English with western people for example.

Western culture can also be described in the historical event and geography (Zu,

2009). Here is the example that was shown the western culture.

Mount Rushmore is located in South Dakota, U.S.A. It is a huge carving that shows the faces of four

famous American Presidents: George Washington, Thomas Jefferson, Theodore Roosevelt, and

Abraham Lincoln. Gutzon Borglum started the construction in 1927 and it was not completed until

shortly after he died in 1941.

Adapted from: The World Book The students Discovery Encyclopedia, 2006

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Input text 3

Another example of the western culture was the unfamiliar noun for Indonesian

students. In this input text there is character named ‘Mr. Kingsley’. This name is not an

Indonesian name. I also found ‘summer vacation’ and ’subway station’. As a tropical country,

Indonesia does not have ‘summer vacation’ which means a long vacation during June until

August in four seasons countries. In addition in Indonesia there is no ‘subway station’ which

means a train station located in underground. These input texts which have numerous

unfamiliar nouns might have the purpose to introduce the students about the different things

in other countries. This fact proved that “English textbooks is a preferable way of introducing

culture, especially in situations which might otherwise make the students confused or even at

a loss” (Zu, 2009). The attempt of using this input text might be to stimulate the students to

learn more through English. This is same with Rajabi’s explanation (2012) that the Western

characters are used to introduce stereotypes presenting differences between Western culture

and local cultures.

Local cultures

Local cultures that I found in the English in Focus are covered the typical fauna

Indonesia, geography heritage, school trips, a permission letter, and pop culture. Look at the

input text below:

Mr Kingsley is on a summer vacation in a town. He is trying to get to the bank but he doesn’t know

how. He is asking someone for the information.

Mr Kingsley : Excuse me, do you know where the first National Bank is, Madam?

Miss Hana : Yes. Just go straight down this road and the bank is on your right, Sir!

Mr Kingsley : Thank you very much, Madam. By the way, can you tell me how to get to the subway

station from the bank?

Miss Hana : Sure, you have to take the no. 12 bus and get off in Burbank street. The subway station is

there.

Mr Kingsley : Are you sure? As far as I know the guide book informs us that we have to take the

no. 14 bus.

Miss Hana : You’re right. I confused the no. 14 bus with the no. 12 one.

Mr Kingsley : Thank you, Madam. Have a pleasant day.

Miss Hana : You’re very welcome, Sir

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Input text 4

This input text tells about typical fauna of Indonesia, the Orangutan. In this input text

it is mentioned that she lives in Bandung zoo. The aim of this text might show Indonesian

heritage so that the students can be more aware and think of ways to conserve the orangutan

as typical fauna of Indonesia. This input text represented the EIL principle which is “EIL

materials should be relevant to the domain in which English is used in the particular learning

context” (McKay, 2012, p. 81). Here, English textbook has a role to give much more

exposures in the local cultures. By giving input text which is familiar with the students, it is

good for them to understand the text well. Despite the use of other culture that sometimes

does not fit with the teaching learning activities, it is better to use local culture that is more

familiar with the students.

The following input text represents Indonesian geography heritage. Here is an input

text about Nusa Tenggara, one of Provinces in Indonesia:

Input text 5

Bongo the Orangutan

Source: www.omepage.mac.com

There is an orangutan in the Bandung zoo. People call her Bongo. She comes from a dense forest on

the island of Kalimantan. She has physical features similar to a human. Bongo has brownish fur, and

walks with two feet. Bongo is almost as big as a human. She is a mammal that means she gives birth

to her children and breast feeds them.

Nusa Tenggara

Nusa Tenggara is the name for the chain of islands which lies to the east of Bali. Including the

islands of Komodo, Lombok, Flores and Timor, Nusa Tenggara spans a variety of landscapes,

from tropical forests, high volcanic lakes and dry savannahs. The largest islands are Lombok and

Sumbawa, with hundreds of smaller islands between. East Nusa Tenggara has 566 islands. The

long northern arch of the island chain is the result of volcanic activity, whilst the southern islands

are formed from coral deposits. Most of the eastern islands are arid, due to hot winds blowing

from the continent of Australia and sparsely vegetated. The Western half of Nusa Tenggara is

moister and has denser vegetation. The Northern part of the chain is known for deep lakes

contained in the craters of extinct volcanoes, the most famous of which are the colored mineral

lakes on Gunung Keli Mutu in Flores

14

Since this textbook is used in Central Java, the input text above may help the students

to enhance their knowledge about their country landmark because it contains Indonesian

geography. The students could easily understand since the English materials are familiar for

them. The purpose of this input text is seemed to be similar with ideas from Norrizan (1993)

in Rajabi (2012, p. 708) who set out that “culturally familiar items do facilitate second

language learning”. Moreover, McKay (2012) also stated that EIL should be taught in the

ways that respect the local culture of learning. Putting this input text may encourage students’

awareness that English no longer belongs to the Western speakers and provoke the students to

be more interested in learning English.

The next input text reflects students’ daily activities. Here is an input text that tells a

school trip;

Input text 6

It is common for a junior high school in Indonesia to have a school trip as an annual

agenda from the school. Again, on the input text 6 the trip destination is Puncak which is

famous with its natural scenery and located near Bogor, west Java. This kind of input text

probably makes the students get the description on how English is used in daily environment.

It is in line with McKay (2002) that the students will be more, not less, motivated to learn

English if the language is presented in contexts that related to their own lives as young adult

rather than to see it is presented in the context of an English speaking country. This input text

also meets the EIL principle which states that “EIL materials should be relevant to the

domain in which English is used in the particular learning context” (McKay, 2012, p. 81).

Trip to Puncak

Cost per the students including transportation,

Food and lodging: Rp300, 000

Length of stay: 3 days and 2 nights

Place to stay: Jasmine Chalet

Those who wish to go please submit your details and pay the fee to Mr. Hilman.

15

Putting the local culture in English textbook is useful to stimulate the students’ awareness

about their own culture and help them to learn English better with cultural values.

Another input text which reflects students’ daily activities is about students’

permission letter. Look at the input text below:

Input text 7

This input text is a permission letter which says that a student was sick and cannot

come to school. This kind of letter is common and close to the students’ activities in school.

The purpose of input text might be to tell about attitude, especially about permission

indirectly. It is common in Indonesian culture if you cannot attend a schedule, you have to

send permission letter. In this case, the attempt of this input text is to give an example about

expression for asking permission to elder people who is the teacher. This is in line with

Cortazzi and Jin (1999) that knowing Indonesian culture as the students’ own culture helps

them to be aware of their own culture.

In English in Focus, I found pop culture as a part of local culture. Pop culture in this

textbook is popular novel and famous artist. Here is the input text contains the popular novel:

Input text 8

Jalan Genuk Krajan 15

Semarang 40212

9th August

Dear Miss Titik,

Andra wasn’t at school last week, because he was ill. He had flu.

Yours sincerely,

Marina Suryaatmaja

Bara : Hi, Mentari. Where are you going anyway?

Mentari : Oh, hi Bara. I’m going to the library.

Bara : Oh. Hey, maybe you can also borrow teen lit or chick lit there?

Mentari : Well, I think that’s impossible, Bara. Because I don’t like those books. In my

opinion, the stories are not so interesting and sometimes they’re so boring.

Bara : I see. According to me, the books are okay. The stories are based on theeveryday

facts in teenagers’ life.

Mentari : Then, we have different opinion about it, Bara. And I appreciate your opinion.

16

From the input text 8, I found that the two Indonesian characters (Bara and Mentari)

were talking about teen lit and chick lit a popular teenage novel in Indonesia. In a real world

situation, those kinds of novels are well-known by teenagers especially girls. The purpose of

showing this input text might be to stimulate the students to discuss the trend that is

happening in the society. This is in line with Grey (2000) said that the students will improve

their language skills by using their textbooks as useful tools for provoking discussion (p.3).

By having this kind of input text, it attracts the students with common issues and it may

stimulate them to use English.

Another kind of pop culture that I found English in Focus is about famous film. Look

at the input text below:

Input text 9

The input text brought famous things in the society to the English textbook. For

example, Troy which is a famous movie made by Hollywood and Brad Pitt, a famous actor

from America. Putting this input text might make the students to be more interested to learn

because they find things that are popular or even they like what they are learning. As Morrell

(2002) state;

“English can also help the students to more critically…...popular culture can afford

English teachers the opportunity to develop culturally relevant curricula within

multiethnic classrooms”

Maylie : Hi, Maylie. How is it going today?

Alisa : Oh, hi, Maylie. Well, to tell you the truth I’m quite sleepy now.

Maylie : Yeah, I noticed that you have been yawning. What did you do last night?

Alisa : I stayed up late last night. I watched a new film on DVD, Troy.

Maylie : So, how was it?

Alisa : It’s a cool film. Brad Pitt was so lovely. How about you? What do you think about it?

Maylie : I didn’t like it. I think it’s boring.

17

Proved by those categories, local cultures in English in Focus which were used by the

second grade of Junior High School had had the most dominant cultural content. Indeed,

there are western cultures and the diversity cultures that appeared on that English textbook.

With the input texts that expose local cultures it might help the students to be more aware

with their culture. It might support the view that it was essential to teach the target language

through meaningful and culture-based content. In order to be successful in real life situations,

this, in turn, would help the learners to employ the social rules of that target culture in

learning its language (Soraya, 2012). Western cultures appeared in textbook may give

description about the real situation in western context. I found that the percentage of the

Western culture used in this text book is fewer than the local and it has fulfilled the attempt of

EIL whereas the function of western culture is used just as a companion in the use of local

culture as the background context in ELT. In addition, on the English in Focus, I found the

input text that describes the diversity of English. It may open students’ mind that in the future

they will use English to communicate not only with inner or outer circle community, but also

with expanding circle community, Asia for example.

Conclusion

The aim of this study was to investigate the existence of cultural content in an English

textbook used by second grade of Junior High School. The findings exposed the important

point that culture, especially local culture, applied on English teaching materials. Based on

the data analysis, the most emerged factor found in the textbook tended to expose local

culture. Then, other factors are western culture and local culture. Furthermore, I found some

aspects that expose local value such as ‘Bongo the Orangutan’, ‘permission letter from the

student’, and ‘Nusa Tenggara’. By knowing those local cultures, it could make students to be

more aware with their identity and might stimulate them to maintain it. Besides, I also found

18

‘the Mount Rushmore’ that represents western culture might give more knowledge about

famous place in other country.

Regarding to the research question: “To what extent does English Textbook used by

junior high school meet the EIL Principles?” it can be answered that English in Focus has

fulfilled the criteria of the EIL materials based on EIL principles from McKay (2012). It was

found that most of the input texts has represented the EIL principle which is EIL materials

should be relevant with local culture (McKay, 2012). In the input text, I found the cultural

landmark and Indonesian fauna might encourage students to be more concerned with their

culture. Moreover, I found things that were close with students’ activities such as permission

latter and famous things like movies and novels. Those things made students easily

understand the lesson since the students were familiar with the topics. In addition, English

does not always need to be linked to the culture of those who speak it as a first language.

Indeed the purpose of an international language is to describe one’s own culture and concerns

to others. (McKay, 2004).

I also found that the input texts also meet the EIL principle which is EIL materials

need to exemplify L2-L2 interaction (McKay, 2012). In the English in Focus, there is an

input text that contained country landmarks which were a mountain in U.S.A and unfamiliar

places for Indonesian students such as a subway station. Based on those input texts may give

students description about the English context however, this English textbook contained less

western culture is rather than the local culture. It means that western culture is more

recommended to be used all together with local culture for bilingual users of English.

The interesting input text that I found contained the English diversity. It is an input

text that tells about the caliph from Bagdad, Iran. It shows the EIL principle which said EIL

material should include examples of the diversity of English variety used today (McKay,

2012). Putting the input text which did not come from Indonesia or western context may give

19

further understanding about the variety of English. The EIL materials should prepare students

to be both global and local speakers of English and to feel at home in both international and

national cultures Kramsch and Sullivan (1996) in Acar (2009). Here, the use of English for

communication should involve cross-cultural interactions among the users of English from

the inner circle, the outer circle and the expanding circle.

There was a limitation due to my study. In this study, I only used the English textbook

for second grade of Junior High School made by the Indonesian government. This is because

I wanted to know how far this English textbook which is based on KTSP 2006 in accordance

with the EIL principles which are believed in English diversity (McKay, 2012). The scope of

the study only confined to the analysis of written text. It did not consider illustrations and

sound recordings. I hoped that in the further research there will be a researcher who will

willingly continue this study to give the improvement in English teaching materials.

Acknowledgement

First of all, I would like to thank to Allah S.W.T who always strengthens and supports

me with His blessing so that I could finish my study here. This thesis would not have been

possible without the support of many people. I wish to express my gratitude to my supervisor,

Nugrahenny T. Zacharias, Ph. D., who was helpful and offered invaluable assistance,

support and guidance. Deepest gratitude is also due to my examiner, Prof. Dr. Gusti Astika,

M. A. without whose knowledge and assistance this study would not have been completed. I

also wish to express my love to Ibu Sri Hartati and Bapak Mulyono, my little sister Fani,

‘Darmo big Family’. Thanks for their endless love and pray through the duration of my

study. Special thank goes to Ageng, who always supports and said that ‘I trust you can do it!’

It’s meaningful to have you. To all my friends, Gisel, Siska, Jumi, I can chase you! Fika,

Kiki, Aulia, and Silvi, we could finish it together guys! Then, I would say thank to: Yaya,

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Rachma, and Febi, for grammar guidance. The last but not least, I would also like to convey

thanks to ED 2008ers. We are gr08 coz we are united!

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