AN ANALYSIS OF CULTURAL CONTENT OF AN ENGLISH TEXTBOOK “ENGLISH ZONE” FOR THE TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL
| Main Author: | Kasih, Saza Rozella |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2016
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/32736/1/jiptummpp-gdl-sazarozell-44075-1-introduc-n.pdf http://eprints.umm.ac.id/32736/2/jiptummpp-gdl-sazarozell-44075-2-chapteri.pdf http://eprints.umm.ac.id/32736/ |
Daftar Isi:
- Keyword : An analysis, Culture, Cultural Content, English textbook, English Zone It is very obviously that language and culture are closely interwoven. Language is an expression of humans’ communication through knowledge, belief, and behavior that can be explained and shared among group of people. Meanwhile, culture is a system of knowledge that are shared by among groups of people including values, belief, and attitudes. In this research, the researcher analyzed two problems needed to be investigated. First, cultural dissemination in English textbook “English Zone” for the tenth grade students of senior high school was divided into three categories: source culture, target culture, and international target culture based on Cortazzi and Jin, (1999). Second, types of cultural content representation that were classified into four senses: aesthetic, pragmatic, semantic, and sociological sense based on Adaskou, Britten, and Fahsi, (1990). Qualitative research design was used by the researcher as research design. The data of this research were collected from English textbook for senior high schools entitled “English Zone” written by Eka Mulya Astuti and published by Erlangga publisher. There were 21 reading passages that were analyzed by the researcher. The finding revealed that there were three categories of culture found and they were: source culture, target culture, and international target culture. Regarding the types of cultural content that were represented, the finding showed various result. In the target culture, the four senses of culture found that were: sociological sense, pragmatic sense, semantic sense, and aesthetic sense. Meanwhile, in the source culture and the international target culture were found only three cultural senses: sociological sense, semantic sense, and aesthetic sense. Regrettably, pragmatic sense was not found. Overall, the textbook presented variety of cultural content that can build students awareness about the exposure of cultural issue in the English textbooks. As a conclusion, the textbook was relatively suitable to introduce target culture as well as other cultures to the learners without neglecting the learners’ native culture