The Analysis of Cultural Content the Eight Grade Junior High School Students English Textbook
DOI:
https://doi.org/10.62734/jtech.v2i1.458Keywords:
International Cultural; Source Cultural; Target CulturalAbstract
The aims of this research are to analyze the culture categories and get the most dominant category presented in the textbook. Qualitative research design, specifically content analysis of textbooks is employed in the study. This research use data analysis according to Miles and Huberman (1992) explain that analysis involves three concurrent activities: data reduction, data display, and conclusion drawing/verification. The primary data source for this study is the researcher employs established categories to analyze the data, including food and drink, locations, art, ceremonies, social behavior, beliefs and values, history, and individuals. These categories were developed by Adoskou, Moran, Dweik, and Al-Sayed in 1990, 2001, and 2015. The textual and visual data are examined based on the cultural categories of source culture, target culture, and worldwide culture. These categories were developed by Cortazzi & Jin in 2022.
Downloads
References
Adaskou, K., Britten, D., & Fahsi, B. (1990). Design decisions on the cultural content of a secondary English course for Morocco. ELT Journal, 44(1), 3-10.
Adaskou, K., Britten, D., & Fahsi, B. (1990). Journal of English and Education 2014 in Cultural Content Analysis of an English Textbook for Senior High School Grade Three in Cianjur, West Java 2(2), 14-25.
Alizadeh, A., Mahmoodi, F., & Adib, Y. (2024). Representation of cultural patterns of individualism and collectivism in primary school textbooks. Intercultural Education, 35(3), 257–282.
Al-Mutairi, M. A. (2020). Kachru's three concentric circles model of English language: An overview of criticism & the place of Kuwait in it. English Language Teaching, 13(1), 85-88.
Asmayawati, Y., Yufiarti, & Yetti, E. (2024). Pedagogical innovation and curricular adaptation in enhancing digital literacy: A local wisdom approach for sustainable development in Indonesia context. Journal of Open Innovation: Technology, Market, and Complexity, 10(1), Article 100233.
Ayu, M. (2020). Evaluation of cultural content on English textbooks used by EFL students in Indonesia. JET (Journal of English Teaching, 6(3), 183-192.
Ayu, M., & Indrawati, R. (2018). EFL textbook evaluation: The analysis of tasks presented in English textbook. Teknosastik, 16(1), 21-25.
Choi, K. Y., & Lee, D. (2024). A critical analysis of Korean culture represented in the Korean language textbooks developed in Thailand. Cogent Education, 11(1).
Davidson, R., & Liu, Y. (2018). Reaching the world outside: Cultural representation and perceptions of global citizenship in Japanese elementary school English textbooks. Language, Culture and Curriculum, 33(1), 32–49.
Dinh, T. N., & Sharifian, F. (2017). Vietnamese cultural conceptualisations in the locally developed English textbook: a case study of ‘Lunar New Year’/‘Tet.’ Asian Englishes, 19(2), 148–159. https://doi.org/10.1080/13488678.2017.1279763
Dweik, B. S., & Al-Sayyed, S. W. (2015). Analysing the Cultural Content of Action PACK 12. International Journal of English Language and Linguistics Research, 3, 1-28.
Emawati, E., Taufiqulloh, T., & Fadhly, F. Z. (2024). Challenges and opportunities in implementing the Merdeka curriculum in language education: A meta-synthetic analysis. English Review: Journal of English Education, 12(2), 123-145.
Gao, R., Cai, S., & Wen, Z. (2024). Representation of cultures in local Italian language textbooks for Chinese universities: A diachronic content analysis. Italian Studies, 79(3), 318–337.
Irham, I., Nurdin, N., & Rahman, R. (2023). "Interactive English" EFL textbook: A cultural content analysis. Journal of Language and Culture Studies, 15(2), 123-134.
Jang, G., Tinker Sachs, G., & Park, J. H. (2023). Conflicting understandings of multicultural society, global world, and English: Multimodal content analysis of 5 Korean elementary EFL textbooks. Critical Inquiry in Language Studies, 21(2), 153–176.
Jin, L., & Cortazzi, M. (2022). Principles of teaching intercultural communication in TESOL. In A. Burns & J. C. Richards (Eds.), Handbook of Practical Second Language Teaching and Learning (pp. 483-498). Routledge.
Kim, D. (2020). Learning language, learning culture: Teaching language to the whole student. ECNU Review of Education, 3(3), 519–541.
Kramsch, C., & Uryu, M. (2020). Intercultural contact, hybridity, and third space. In J. Jackson (Ed.), The Routledge handbook of language and intercultural communication (pp. 204–218). Routledge.
Lei, W., & Soontornwipast, K. (2020). Developing an evaluation checklist for English majors’ textbooks in China: Focus on intercultural communicative competence. Arab World English Journal, 11(3), 92–116.
Liu, Y., Zhang, L. J., & May, S. (2021). Dominance of Anglo-American cultural representations in university English textbooks in China: A corpus linguistics analysis. Language, Culture and Curriculum, 35(1), 83–101. https://doi.org/10.1080/07908318.2021.1941077.
Machitidze, I., & Bakhtadze, I. (2023). Internal and external factors lead to curriculum change at higher education institutions in Georgia. In The Barcelona Conference on Education 2023: Official Conference Proceedings (pp. 187-194).
Moran, P. (2001). Language and culture. In Teaching culture: Perspectives in Practice (pp. 34-47). Boston, MA: Heinle and Heinle.
Munandar, M. I. (2023). Interculturality, native-speakerism and authenticity: Paradoxes in Indonesia’s EFL pedagogy. Pedagogy, Culture & Society, 1–21.
Downloads
-
PDF
Abstract
View: 5,
PDF
Download: 4
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Faradiba Mahadewi Budianto, Dian Arief Pradana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
