Idea Transcript
AN ANALYSIS OF CULTURAL CONTENT OF AN ENGLISH TEXTBOOK “ENGLISH ZONE” FOR THE TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL THESIS
By: Saza Rozella Kasih 201110100311015
ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG 2016
AN ANALYSIS OF CULTURAL CONTENT OF AN ENGLISH TEXTBOOK “ENGLISH ZONE” FOR THE TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL THESIS This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education
By: Saza Rozella Kasih 201110100311015
ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG 2016
This thesis written by Saza Rozella Kasih was approved on 3rd of May, 2016
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MOTTO AND DEDICATION
“It doesn’t matter how we fail, suffer, or lose the hope as long as you do not stop. Bounce back, Never give up, And make it happen” -Saza Rozella Kasih-
DEDICATION: I Dedicate this thesis to: My beloved father and mother, My sisters, My brothers in law, My niece and My beloved friends.
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An Analysis of Cultural Content of an English Textbook “English Zone” for the Tenth Grade Students of Senior High School ABSTRACT 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. Keyword: An analysis, Culture, Cultural Content, English textbook, English Zone
Advisor I
The Researcher
Rinjani Bonavidi, S.Pd.,M.Ed., Ph.D
Saza Rozella Kasih
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ABSTRAK Sangatlah nyata bahwa bahasa dan budaya terikat satu dengan lainnya. Bahasa adalah suatu ekspresi komunikasi antar manusia melalui pengetahuan, kepercayaan, dan perilaku yang hanya dapat dijelaskan dan disebarluaskan antar kelompok manusia. Sedangkan budaya adalah suatu sistem pengetahuan yang disebarkan oleh sekelompok manusia dimana nilai, kepercayaan, dan perilaku termasuk didalamnya. Di dalam penelitian ini, peneliti meneliti dua permasalahan yang menjadi bahan penelitian. Pertama, pembagian unsur budaya yang terdapat dalam buku Bahasa Inggris “English Zone” untuk kelas sepuluh Sekolah Menengah Atas (SMA) yang terbagi dalam tiga kategori yaitu: budaya lokal, budaya target, dan budaya target internasional berdasarkan Cortazzi and Jin, 1999. Kedua, penyajian tipe-tipe unsur budaya yang diklasifikasikan kedalam empat makna yaitu: makna estetika, makna pragmatik, makna semantik, dan makna sosiologikal berdasarkan Adaskou, Britten, and Fahsi, 1990. Dalam penelitian ini, peneliti menggunakan penelitian qualitatif sebagai metode penelitian. Dalam penelitian ini, data penelitian diambil dari Bahasa Inggris “English Zone” untuk kelas sepuluh Sekolah Menengah Atas (SMA) ditulis oleh Eka Mulya Astuti dan diterbitkan oleh penerbit Erlangga. Dengan total 21 teks bacaan yang menjadi bahan penelitian oleh peneliti. Hasil penelitian menunjukkan bahwa terdapat tiga kategori budaya yang ditemukan yaitu: budaya lokal, budaya target, dan budaya target internasional. Mengenai penyajian tipe-tipe muatan kebudayaan, hasil penelitian menunjukkan hasil yang berbeda-beda. Di dalam budaya target, empat makna budaya yang ditemukan diantaranya yaitu: makna sosiologikal, makna pragmatik, makna semantik, dan makna estetika. Sedangkan di dalam budaya lokal dan budaya target internasional hanya ditemukan tiga unsur makna budaya yaitu: makna sosiologikal, makna semantik, dan makna estetika. Sangat disyangkan bahwa makna pragmatik tidak ditemukan dalam keduanya kategori budaya tersebut. Secara keseluruhan, buku tersebut menyajikan berbagai macam unsur kebudayaan dimana dapat membantu siswa untuk peka terhadap pendalaman kebudayaan di dalam buku Bahasa Inggris. Kesimpulannya, buku paket tersebut cukup sesuai untuk memperkenalkan budaya target atau unsur kebudayaan yang lainnya kepada siswa tanpa harus mengesampingkan budaya lokal mereka sendiri. Kata Kunci: Analisis, Budaya, Unsur Kebudayaan, Buku Bahasa Inggris, “English Zone”. Pembimbing I
Peneliti
Rinjani Bonavidi, S.Pd.,M.Ed., Ph.D
Saza Rozella Kasih
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ACKNOWLEDGEMENT All the praises and gratitude to Allah SWT, who has given us all the blessings and mercies. Finally the researcher could finish her thesis entitled “An Analysis of Cultural Content of an English Textbook “English Zone” for the Tenth Grade Students of Senior High School” as one of the requirement for Bachelor Degree. The researcher also wants to express her deep and sincere gratitude for her beloved advisors. Sincerely gratitude for Rinjani Bonavidi, M.Ed., Ph.D as my first advisor and Dra. Thathit Manon Andini, M.Hum as my second advisor for their valuable guidance and inspiration for the researcher to finish her thesis. Moreover, their patience, suggestion, support and correction along the process of her thesis from the beginning until the end is unforgettable gratitude from the researcher. The greatest honor and appreciation from the researcher for her beloved parents. Her father Sulkan and her beloved mother Puji Asri (Alm.) for undoubted love, care, spirit, patience, motivation, willingness and timeless prayer for the researcher to wait for her graduation. Her sincere thanks and loves for her great sisters Siska Gagarin Nita and Sisilia Puspitasari for the support, loves, and patience. The researcher also thanks for her relatives Teja H. B., Eko S. and Umi Ana For their support. Kiss and hug for her little nuggets Ajeng, Citra (Ciprut) and Akbar (Babang) for their cuteness in her hard times. And my beloved friends Ismar Dian Arini, Arieska Satifa Luluk Nasifah, and Nurhidayah for support and help. For all, the researcher would say thank you and say “Love You to the moon and back” Malang, 3rd May, 2016
The researcher
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TABLE OF CONTENS APPROVAL ..................................................................................................... i LEGALIZATION.............................................................................................ii DEDICATION AND MOTTO........................................................................ iii ORIGINALITY DECLARATION................................................................. iv ABSTRACT...................................................................................................... v ACKNOWLEDGEMENT............................................................................... vii TABLE OF CONTENTS................................................................................. viii LIST OF APPENDIXES.................................................................................. x LIST OF TABLES............................................................................................xi LIST OF FIGURES..........................................................................................xii CHAPTER I INTRODUCTION 1.1 Research Background............................................................................. 1 1.2 Research Statements............................................................................... 5 1.3 Research Objectives............................................................................... 5 1.4 Research Limitation................................................................................5 1.5 Research Benefit.....................................................................................6 1.6 Definition of Terms................................................................................ 6 CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Culture.................................................................................................... 8 2.2 Categories of Culture..............................................................................9 2.3 The Four Senses of Culture.................................................................... 10 2.4 The Use of English Textbook in Language Teaching............................ 12 2.5 Textbook and Cultural Content.............................................................. 13 2.6 Textbook Usage in Indonesia................................................................. 14 2.7 English Textbook Evaluation................................................................. 15
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CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design..................................................................................... 17 3.2 Object of the Study................................................................................. 18 3.3 Data Collection....................................................................................... 20 3.4 Data Analysis..........................................................................................20 CHAPTER IV FINDING AND DISCUSSION 4.1 Research Finding.................................................................................... 22 4.1.1 Cultural Dissemination in English Textbook “English Zone” for the Tenth Grade Students of Senior High School...................22 4.1.2 Types of Cultural Content in English Textbook “English Zone” for the Tenth Grade Students of Senior High School...................25 4.1.2.1 Cultural Sense in Source Culture.....................................26 4.1.2.2 Cultural Sense in Target Culture..................................... 30 4.1.2.3 Cultural Sense in International Target Culture................33 4.2 Discussion..............................................................................................36 CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion.............................................................................................. 41 5.2 Suggestion.............................................................................................. 42 REFERENCES................................................................................................. 44 APPENDIXES...................................................................................................48
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LIST OF APPENDIXES
Appendix I : List of Cultural Item Occurrences.............................................. 48 Appendix II : List of Reading Passages............................................................53
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LIST OF TABLES Table 4.1 The Ratio of Cultural Items with Source, Target, and International Target reference in reading passages............................................... 23 Table 4.2 The Distribution of the Reading Text to Analyze............................. 26 Table 4.3 Frequency of Source Culture Distinctive Occurrences..................... 27 Table 4.4 Frequency of Target Culture Distinctive Occurrences......................30 Table 4.5 Frequency of International Target Culture Distinctive Occurrences......................................................................................34
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LIST OF FIGURES Figure 2.1 Four Senses of Culture : Adaskou, Britten, and Fahsi (1990)........ 10 Figure 4.1 Target Culture References...............................................................23 Figure 4.2 Source Culture References..............................................................24 Figure 4.3 International Target Culture References......................................... 25 Figure 4.4 Aesthetic Sense in Source Culture References............................... 27 Figure 4.5 Sociological Sense in Source Culture References.......................... 28 Figure 4.6 Semantic Sense in Source Culture References................................29 Figure 4.7 Aesthetic Sense in Target Culture References................................ 30 Figure 4.8 Sociological Sense in Target Culture References........................... 31 Figure 4.9 Semantic Sense in Target Culture References................................ 32 Figure 4.10 Pragmatic Sense in Target Culture References...............................33 Figure 4.11 Aesthetic Sense in International Target Culture References...........34 Figure 4.12 Sociological Sense in International Target Culture References......35 Figure 4.13 Semantic Sense in International Target Culture References...........35
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