CULTURAL CONTENT ANALYSIS ON ENGLISH TEXTBOOK “WHEN ENGLISH RINGS A BELL” FOR JUNIOR HIGH SCHOOL

DIANINGRUM, 17203163216 (2020) CULTURAL CONTENT ANALYSIS ON ENGLISH TEXTBOOK “WHEN ENGLISH RINGS A BELL” FOR JUNIOR HIGH SCHOOL. [ Skripsi ]

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Abstract

ABSTRACT Dianingrum. Students Registered Number. 17203163216. 2020. “Cultural Content Analysis on The English Textbook ‘When English Rings A Bell’ for Eight Grade Students of Junior High School”. Thesis. English Education Department. The Faculty of Tarbiyah and Teacher’s Training. State Islamic Institute (IAIN) of Tulungagung. Advisor: Faizatul Istiqomah, M.Ed. Key words: textbook, content, analysis, culture, types, sense. Culture is one of essential factors in English language teaching. Cultural content in language teaching and learning process allows the learner to be able to interpret the language that is embedded in that culture. The delivery of cultural content can be done through a textbook since it has a vital role in teaching and learning process. Therefore, the cultural content material analysis is essential to be conducted to select a right textbook, to develop it, and to use it effectively. This study reports the cultural content contained in an English textbook for junior high school entitled “When English Rings a Bell” 2017 revised edition. The aim of this study is to investigate the types of culture represented in the textbook which categorized into the source culture, the target culture, and the international culture (Cortazzi& Jin, 1999) and how the culture was represented in the textbook which was categorized into the aesthetic sense, the sociological sense, the semantic sense and pragmatic sense (Adaskou, Britten &Fahsi, 1990). The researcher used descriptive qualitative method which is categorized as a content analysis study. The data source of this study was the English textbook “When English rings a Bell” for junior high school. The data was in the form of cultural content material collected from all reading passages, conversation, exercises and pictures contained in the textbook which was transferred into frequency counts. The analysis of textbooks has revealed two major findings. First, the textbook entitled “When English Rings a Bell” 2017 revised edition presented through Source Culture compared to Target Culture and International Culture. Second, the cultures were mostly represented by Pragmatic Sense compared to Aesthetic Sense, Semantic Sense, and Sociological Sense in both textbooks. Therefore, it can be concluded that there was an unbalanced quantity among presented types of cultures and how the cultures were represented in the textbook. Based on the findings of this study, the author of the text book is suggested to include more target and international culture and represented in various sense of culture also.

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