A CDA Perspective of Cultural Contents in the English Junior High School Textbooks

Vidya Mandarani, Oikurema Purwati, Dian Rahma Santoso

Abstract


In the aim to engage the volatile future, Kemendikbud considered developing the textbooks with cultural values imbued for the 2013 Curriculum. This study is a content analysis that seeks to examine the cultural elements found in the English textbooks for junior high schoolers, to discover the evidence of global cultural manifestation in the textbooks, as well as to find out the space given to local culture in the textbooks. The data were collected from the latest revision of ‘When English Rings a Bell’ textbook for both 7th & 8th grade, and ‘Think Globally Act Locally’ textbook for 9th grade. The data then analyzed qualitatively. The findings showed that: (1) social group & social identity dictate the cultural dimension, followed by belief & behavior. While another aspect, such as stereotypes & national identity, social interaction, the life-cycle & socialization, national culture heritage, national geography, national history as well as socio-political institution, are not commonly presented. This idea is in line with the curriculum objectives to facilitate the development of students with proper character, behavior and a strong sense of nationality. In terms of proportionality as shown by cultural dimensions, it is inferred that the English textbooks are on their way to perfection; (2) the existence of the target cultures is still dominant, yet the authors had tried to maintain the initial content of the source culture, as well as (3) the students require to realize the importance of learning culture from their English textbooks & develop their cultural competence and a certain degree of respect, as well as tolerance for others.

Keywords


CDA, cultural contents, cultural value, english textbook

Full Text:

PDF

References


Akincioglu, M. (2012). A Critical Approach to Textbook Analysis: Critical Discourse Analysis (CDA) of two EAP Textbooks. University of St. Andrews.

Altbach, P. G., Kelly, G. P., & Petrie, H. G. (1991). Textbooks in American Society: Politics, Policy, and Pedagogy. SUNY Press.

Andarab, M. S., & Inal, D. (2014). From English of Specific Cultures to English for Specific Cultures in Global Coursebooks in EIL Era. Journal of Education and PRactice, 5(3), 50–63.

Ariawan, S. (2020). Investigating Cultural Dimensions in EFL Textbook by Using Byram Checklist. Register Journal, 13(1), 123–152. https://doi.org/10.18326/rgt.v13i1.123-152

Aslan, & Setiawan, A. (2019). Peran Pendidikan dalam Merubah Karakter Masyarakat Dampak Akulturasi Budaya di Temajuk. Fenomena: Jurnal Penelitian, 11(1), 11–30.

Bahrami, N. (2015). Evaluating the Representation of Cultural Elements in an In-use EFL Textbook. Advances in Language and Literary Studies, 6(3). https://doi.org/10.7575/aiac.alls.v.6n.3p.128

Beiki, M., & Gharaguzlu, N. (2017). The Analysis of Iranian English School Text Book: A CDA Study Based on Norman Fairclough’s 2001 Model. International Journal of Humanities and Cultural Studies, 4(1), 55–67.

Byram, M. (1989). Cultural Studies in Foreign Language Education. Multilingual Matters. https://doi.org/10.1080/09571739185200241

Byram, M. (1994). Teaching and Learning Language and Culture. Multilingual Matters.

Chao, T. chia. (2011). The Hidden Curriculum of Cultural Content in Internationally Published ELT Textbooks: A Closer Look at New American Inside Out. Journal of Asia TEFL, 8(2), 189–210.

Chapelle, C. A., & Risager, K. (2013). Culture in Textbook Analysis and Evaluation. The Encyclopedia of Applied Linguistics, 1620–1625. https://doi.org/10.1002/9781405198431.wbeal1206

Cortazzi, M., & Jin, L. (1999). Cultural Mirrors: Materials and Methods in the EFL Classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 196–219). Cambridge University Press.

Da Silva, T. T. (1999). The Poetics and Politics of Curriculum as Representation. Pedagogy, Culture and Society, 7(1), 7–33. https://doi.org/10.1080/14681369900200055

Downes, W. (1998). Language and Society (2nd ed.). Cambridge University Press.

Fairclough, N. (1995). Critical Discourse Analysis: The Critical Study of Language. Longman Group Ltd.

Fairclough, N. (2003). Analysing Discourse: Textual Analysis for Social Research. Routledge.

Frank, J. (2013). Raising Cultural Awareness in the Language Classroom. Eric, 51(4), 2–11. http://https//eric.ed.gov/?id=EJ1020809

Hermawan, B., & Noerkhasanah, L. (2012). Traces of Cultures in English Textbooks for Primary Education. Indonesian Journal of Applied Linguistics, 1(2), 49–61. https://doi.org/10.17509/ijal.v1i2.84

Hsieh, H.-F., & Shannon, S. E. (2005). Three Approaches to Qualitative Content Analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687

In-jae, L. (2001). The Proper Directions and Practical Ways for Character Education in the Korean Elementary School. 2(2), 72–84.

Janks, H. (1997). Critical Discourse Analysis as a Research Tool. Discourse, 18(3), 329–342. https://doi.org/10.1080/0159630970180302

Jourdan, C., & Tuite, K. (2006). Language, Culture, and Society: Key Topics in Linguistics Anthropology. Cambridge University Press.

Kawar, T. I. (2012). Cross-cultural Differences in Management. International Journal of Business and Social Science, 3(6), 1–3.

Kemendikbud. (2014a). Konsep dan Implementasi Kurikulum 2013. In Paparan Wakil Menteri Pendidikan dan Kebudayaan R.I Bidang Pendidikan.

Kemendikbud. (2014b). Salinan Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 79 Tahun 2014.

Khusniyah, N. L., & Khomsiyah, I. (2019). Culture and Religion Value in E-English Textbook for Junior High School : A Content Analysis. Schemata, 8(1), 17–24.

Kirschenbaum, H. (1995). 100 Ways to Enhance Values and Morality in Schools and Youth Settings. Allyn & Bacon. https://eric.ed.gov/?id=ED414003

Lund, R. (2006). Questions of Culture and Context in English Language Textbooks: A Study of Textbooks for the Teaching of English in Norway [Universitetet i Bergen]. https://doi.org/10.18261/978-82-15-03074-6-2019-13

Mayangsari, L., Nurkamto, J., & Supriyadi, S. (2018). Cultural Content: An Analysis of EFL Textbook in Indonesia. International Journal of Scientific and Research Publications (IJSRP), 8(11), 192–199. https://doi.org/10.29322/ijsrp.8.11.2018.p8325

McGrath, I. (2002). Materials Evaluation and Design for Language Teaching (A. Davies & K. Mitchell (eds.)). Edinburgh University Press.

Nadhif, A. (2017). Representation of Religious and Moral Values in the English Textbook for Indonesian Junior High School: A CDA Investigation. Kodifikasia, 11(1), 79–104.

Ndura, E. (2004). ESL and Cultural Bias: An Analysis of Elementary through High School Textbooks in the Western United States of America. Language, Culture and Curriculum, 17(2), 143–153. https://doi.org/10.1080/07908310408666689

Novita, D., Purwati, O., Anam, S., & Setiawan, S. (2020). Using Local Contents in English Materials: A Manifestation of Maintaining Local Wisdom in English Language Teaching. Asian EFL Journal Research, 27(4), 40–62.

Otlowski, M. (2003). Ethnic Diversity and Gender Bias in EFL Textbooks. The Asian EFL Journal, 5(4), 1–15.

Pulverness, A. (2014). Developing Materials for Language Teaching (B. Tomlinson (ed.); 2nd ed.). Bloomsbury.

Qodriani, L. U., & Kardiansyah, M. Y. (2018). Exploring Culture in Indonesia English Textbook for Secondary Education. Jurnal Pendidikan Indonesia, 7(1), 51–58. https://doi.org/10.23887/jpi-undiksha.v7i1.13692

Rachman, A. K., & Kinanti, K. P. (2018). Respon Pujian Oleh Mahasiswa Multikultural (Studi Kasus dengan Tinjauan Sosiopragmatik). Belajar Bahasa: Jurnal Ilmiah Program Studi Pendidikan Bahasa & Sastra Indonesia, 3(1).

Raigón-rodríguez, A. (2018). Analysing Cultural Aspects in EFL Textbooks: A Skill-Based Analysis. Journal of English Studies, 16, 281–300.

Richards, J. C. (2001). Curriculum Development in Language Teaching. In European Journal of Teacher Education (Vol. 25, Issues 2–3). Cambridge University Press. https://doi.org/10.1080/0261976022000044872

Rizky, R., & Wibisono, T. (2012). Mengenal Seni dan Budaya Indonesia. Cerdas Interaktif.

Roohani, A., & Heidari, N. (2012). Evaluating an Instructional Textbook : A Critical Discourse Perspective. Issues in Language Teaching, 1(1), 123–158.

Samadikhah, M., & Shahrokhi, M. (2015). A Critical Discourse Analysis of ELT Materials in Gender Representation: A Comparison of Summit and Top Notch. English Language Teaching, 8(1), 121–133. https://doi.org/10.5539/elt.v8n1p121

Syahri, I., & Susanti, R. (2016). An Analysis of Local and Target Culture Integration in the English Textbooks for Senior High School in Palembang. Journal of Education and Human Development, 5(2), 29–34. https://doi.org/10.15640/jehd.v5n2a11

Zarei, G. R., & Khalessi, M. (2011). Cultural Load in English Language Textbooks: An Analysis of Interchange Series. Procedia - Social and Behavioral Sciences, 15, 294–301. https://doi.org/10.1016/j.sbspro.2011.03.089




DOI: http://dx.doi.org/10.21093/ijeltal.v5i2.671

Refbacks

  • There are currently no refbacks.



Creative Commons License
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) by http://ijeltal.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


 

Abstracting and Indexing

                     



Contact Us: IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics;

Address: Faculty of Teacher Training and Education, State Islamic University Sultan Aji Muhammad Idris Samarinda

Jl. H.A.M. Rifadin, Samarinda, Kalimantan Timur, Indonesia. Email: ijeltalj@gmail.com