CULTURE CONTENT ENGLISH TEXTBOOK “BAHASA INGGRIS EDISI REVISI 2018” FOR GRADE TWELVE OF MADRASAH ALIYAH NEGERI 2 SAMARINDA
Abstract
Indonesian students have been taught English because was is one of the disciplines covered in the Indonesian education curriculum. The Indonesia government has established a set of educational objectives based on the Nation’s culture and ideology. Despite the fact that English now serves as a “carrier” for cultural knowledge in EFL settings. In the process of learning English, textbooks that have cultural content are needed to support learning between teachers and students. Based on this phenomenon, the researcher investigates the cultural representations in the “English 2018 Revised Edition” textbook for Madrasah Aliyah Negeri 2 Samarinda class twelve. Researchers employed descriptive qualitative research in examining teaching resources. The research instrument used a checklist to obtain information that supports the problem and objectives. Instrument checklist adapted from Cortazzi and Jin’s framework. The subject of this study was the grade twelfth English textbooks at Madrasah Aliyah Negeri 2 Samarinda. Findings regarding three types of culture, namely source culture, target culture, international culture. The cultures have been listed by name, and each component has been coded. Then the three types of culture that have been discovered and compiled are summarized. Based on the results of research conducted, this textbook contains cultural elements. The source cultural content of 64 items were the first finding. The second finding were 89 cultural target items. The final observation were the 4 international culture items. International culture has received the least cultural content in textbooks, therefore it is highly recommended that international culture or other countries be included more as well. The aims were to develop students' cultural awareness and understanding of cultures from all backgrounds, as well as native speaker cultures.
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