Cultural Contents in Indonesian Vocational High Schools
Textbook analysis on cultural categories evident in an English textbook used in Indonesian vocational high schools. Research explores teacher perceptions and cultural elements present in the curriculum-based text.
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Reading culture in an Indonesian vocational high school: Cultural contents of a Merdeka Curriculum-based English textbook By REGIANA GINANJAR ISTI GANDANA
TABLE OF CONTENT 01 01 02 02 03 03 04 04 05 05 FINDINGS AND DISCUSSION CONCLUSION LITERATURE REVIEW METHODOLOGY INTRODUCTION
INTRODUCTION BACKGROUND Language and culture are two sides of a coin. Mastery English at work environment is often required, and vocational education has an important role to fulfil this demand. Analyzing the textbook used can provide a picture of what is taught in the classroom. Pembelajaran Unggul textbook RESEARCH QUESTIONS 01 01 WHAT CULTURAL CATEGORIES ARE EVIDENT IN PEMBELAJARAN UNGGUL ENGLISH SMK/MAK? WHAT IS THE TEACHER S PERCEPTION TOWARD THE TEXTBOOK? 02 02
LITERATURE REVIEW CORTAZZI & JIN CORTAZZI & JIN Cortazzi & Jin (1999) devide culture into consisting of three types: Source culture, Target culture, and International culture. YUEN YUEN Yuen (2011) classifies elements of culture in ELT materials into 4 major aspects: Product, Person, Practice, and perspective
METHODOLOGY DATA COLLECTION & ANALYSIS RESEARCH DESIGN DATA SOURCES DOCUMENT MINING INTEVIEW Pembelajaran Unggul English SMK/MAK Grade Ten textbook. Qualitative content analysis The cultural materials in the textbook Teacher s perception of the book: strengths and weaknesses English teacher
FINDINGS & DISCUSSION PEMBELAJARAN UNGGUL TEXTBOOK IN GENERAL IN A CHAPTER CONSISTS OF EIGHT LESSONS WITH 336 PAGES INTRODUCTION BASED ON KURIKULUM MERDEKA CONTENT MAP SKILLS: SPEAKING LISTENING CORE MATERIALS WRITING PRESENTING ACTIVITIES READING VIEWING ADDITIONAL MATERIALS GRAMMAR FOCUS ENRICHMENT MISCELLANIES EXTRA
FINDINGS & DISCUSSION TOTAL TOTAL SOURCE CULTURE SOURCE CULTURE TARGET CULTURE TARGET CULTURE INTERNATIONAL CULTURE INTERNATIONAL CULTURE 27 27 13 13 19 19 PRODUCT PRODUCT 5 5 20 20 10 10 PERSON PERSON 24 24 17 17 10 10 PRACTICE PRACTICE 10 10 12 12 10 10 PERSPECTIVE PERSPECTIVE The most dominant element and type of culture that appear in Pembelajaran Unggul English SMK/MAK Grade Ten are product and source culture. This is in contrast to Butar s findings (2021) on Erlangga book, in which almost 50% of the book contains target culture.
FINDINGS & DISCUSSION STRENGTHS STRENGTHS Good design and well organized It has a wide varietyof topics Thetextbookcovers alltypesofculture andincorporatedallfourelementsofculture WEAKNESES WEAKNESES There is no teacher book Thebookcontainssome error qr codes There is noself-check progress for the students
FINDINGS & DISCUSSION INTERVIEW INTERVIEW In my opinion, this book is indeed suitable to be used as a guide for teachers because it is easy to understand. This book is quite comprehensive for my students because the contents are relevant to my students daily lives. this book has some familiar topics, for example there is a reading passage about Maling Kundang and this is a way to raise my students awareness of their own culture. Foreign language learning requires students to not only learn about other s cultures but it also requires an understanding of their own culture.
CONCLUSION Textbooks play an important role in teacher s classroom teaching. Because the textbook Pembelajaran Unggul involves the three types of culture and incorporates all four elements, the book provides more comprehensive exposure tovariousaspectsofculture. In general, the teacher has also shown a positive attitude toward the use of the textbook because it is well structured, covers a wide range of topics and provides differentinsights intovariousaspects ofculture.
