Tiven, Punggulina Andawaty (2022) a cultural content analysis of indonesian efl textbooks from intercultural perspectives / Punggulina Andawaty Tiven</p>. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
The wide use of English in today s world does influence the practice of English learning. A monolingual or monocultural English learning model is no longer appropriate. It is replaced by ICC which emphasises that successful English learning is not merely how to interchange information instead it is more about how learners behave appropriately when they meet foreigners or foreign cultures. Learners do not need to act as if they are people from another country but they need to see interlocutors as representatives of a nation or culture. In other words ICC is essential to anticipate some barriers that will emerge in multicultural communication so that the learners can face diversity without any obstacles. This study is qualitative content analysis in nature that focuses on investigating how textbooks as an important part of English learning develop learners rsquo ICC. The data refer to elements of culture categories of culture and ICC dimensions in a textbook series entitled Bahasa Inggris When English Rings a Bell (WERB) locally published by the Minister of National Education and Culture of the Republic of Indonesia for the seventh and eighth graders. The instruments used were coding schemes and wordlists. The findings show an imbalanced representation in both elements and categories of culture. In terms of elements of culture social organisation gets the highest percentage. Then it is followed by custom and tradition as well as language. The other elements religion form of government and art and literature are underrepresented in the textbook series. In terms of categories of culture the textbook series is source-culture-oriented. It obtains more than 80% of total occurrence in either WERB 7 or WERB 8. The other categories of culture share the rest small percentage. Even international culture does not exist in WERB 7. In terms of ICC dimensions the predominance of source culture can be acceptable because the textbook series is intended to JHS level where the learners are at the critical age to shape their identity. However the cultural contents are only considered as segregated facts not as integrated set with other culture theme or other dimension of ICC. The absence of international culture in WERB 7 should be another attention. Moreover neither activity nor instruction is provided in the textbook series to push the learners to compare and contrast cultures in that way the learners can practise and enhance their critical cultural awareness to build their ICC. In a nutshell WERB 7 and 8 have not taken ICC into account seriously. The ICC dimensions exist in the textbooks series only to a slight extent. When using the textbook series teachers should prepare supplementary materials that expose learners to intercultural content. In that way learners shape their identity by learning their own culture and ICC through exposure to other cultures. Moreover the teacher should provide activities and instruction which promote the existence and importance of ICC as well as give the learners access to practice and enhance their ability.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 23 Mar 2022 04:29 |
| Last Modified: | 09 Sep 2022 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/322487 |
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