A CULTURAL CONTENT ANALYSIS OF ENGLISH TEXTBOOK ENTITLED “ENGLISH ALIVE 3” FOR SENIOR HIGH SCHOOL

Rizky, Romdania (2022) A CULTURAL CONTENT ANALYSIS OF ENGLISH TEXTBOOK ENTITLED “ENGLISH ALIVE 3” FOR SENIOR HIGH SCHOOL. Undergraduate thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT A Cultural Content Analysis of English Textbook Entitled “English Alive 3” for Senior High School By: Rizky Romdania Teaching culture in the class is usually done by the teacher with help from the media. One of the media that can help the teacher to teach culture is textbooks. Some textbooks usually contain cultural content although culture is not the subject of the textbook. On some subjects, teaching culture is a completion, for example teaching English. It is common to find cultural content in English textbooks. This study is to analyze cultural content found in “English Alive Grade 3” textbook. This study aims to know what culture is and how culture is represented in this textbook. this study used descriptive qualitative method specifically content analysis to analyze the textbook. This study used two frameworks from Cortazzi and Jin (1990) about kinds of culture and from Adaskou, Brittent, and Fahsi (1990) about the sense of culture. The analysis of the textbook has revealed some major findings. Firstly, the “English Alive Grade 3” textbook dominantly presented International Culture (with percentage 62,5%) compared to Source Culture (with percentage 20,8%) and Target Culture (with percentage 16,7%). Secondly, the cultures in the textbook are mostly represented by Sociological Sense compared to Semantic Sense, Pragmatic Sense, and Aesthetic Sense. It can be concluded that the cultures represented in this textbook are unbalanced. This study suggests English teachers to consider the sources they used in the class and teachers also need to use more than one source to avoid unbalanced knowledge to the students. Keywords: textbook, content analysis, cultural content, kind of culture, sense of culture

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