CULTURAL CONTENT REPRESENTATION IN READING MATERIAL FOR ENGLISH SPECIALIZATION IN ELT TEXTBOOK

Pratiwi, Vika Armanda and Safnil, Safnil and Azwandi, Azwandi (2023) CULTURAL CONTENT REPRESENTATION IN READING MATERIAL FOR ENGLISH SPECIALIZATION IN ELT TEXTBOOK. Masters thesis, Universitas Bengkulu.

Text (THESIS) THESIS VIKA ARMANDA PRATIWI (A2B021041) - Vika Armanda Pratiwi.pdf - Bibliography Restricted to Repository staff only Available under License Creative Commons GNU GPL (Software). Download (3MB)

Abstract

Textbooks have become an important and primary resource for teachers when it comes to teaching language. The representation of cultural content in reading material for English Specialization in ELT textbook as a focus in this research. The researcher used qualitative design, specifically content analysis of textbooks. This study focused on analyzing cultural content types and cultural content themes in “Bahasa dan Sastra Inggris Peminatan Ilmu-Ilmu Bahasa dan Budaya” textbook published by Mediatama. The researcher examined all of the cultural content types and themes presented in the textbook's 9 chapters and the researcher found 179 items in reading material. To determine what cultural types are represented in this textbook, the cultural contents are divided into three categories: source culture, target culture, and international culture (Cortazzi & Jin, 1999). To determine what cultural themes are represented in this textbook, the cultural contents are divided into two categories: Big "C" and Little "c" (Xiou, 2010). According to the research, the target cultural content type is most prevalent in this textbook. The investigation discovered that 53% of cultural content type refers to the target culture, 45% refers to the source culture, and 2% refer to the international culture. Big "C" cultural content themes are generally dominated by History with 20% and the lowest cultural are social norm and architecture with 1%. Holiday and lifestyle aspects dominate Little "c" with the same percentages of 6%. Hobbies and gesture have the lowest percentages with the same percentages of 0%. It is related to Kramsch's theory (2008) that target culture and source culture should be combined in teaching and learning language in order to comprehend a target culture. Interaction with native speakers or authentic text requires learners to construct their own meanings rather than having educators simply transfer information about people and culture. Keywords: ELT textbook, cultural content type, cultural content theme

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