A Culture Shift: the Comparison Between Cultural Contents of the Textbooks of the 2006 Curriculum and the 2013 Curriculum  

Oleh:

Faris, Ihsan Nur Iman

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 13 : Konferensi Linguistik Tahunan Atma Jaya Ketiga Belas : Tingkat Internasional, Jakarta, 8-9 April 2015, page 497-501.
Topik: culture shift; types of culture; four senses of culture; English textbooks
Fulltext: (497-501) Ihsan N.I.F. - A Culture Shift . . . - 050415.pdf (96.34KB)

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Perpustakaan PKBB Nomor Panggil: 406 KLA 13 Non-tandon: tidak ada Tandon: 1

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In Indonesia, building students’ characters based on the codes of the acceptable culture has become one of the objectives of education. This notion is applied to all subjects, including English. One of the variables influencing how students learn culture is the textbook used. This research aims at portraying the cultural contents contained in the English textbooks developed based on different curriculums. This research was a qualitative research employing textual analysis method. The data of this research were collected from the reading passages in Englishs textbooks of 2006 curriculum and 2013 curriculum for senior high school. The cultural contents in the textbooks were categorized into the source culture, the target culture, and the international culture. Moreover, in order to reveal how the cultures are portrayed, the cultural contents were also categorized into the aesthetic sense, the sociological sense, the semantic sense, and the pragmatic sense. The findings show that from 88 cultural contents found in the textbook of 2006 curriculum, 71.59% are the target culture, 18.18% are the source culture, and 10.23% are the international culture, portrayed by the aesthetic sense (32.95%), the sociological sense (44.32%), the semantic sense (9.09%) and the pragmatic sense (13.64%). On the other hand, from 98 cultural contents found in the textbooks of 2013 curriculum, the target culture comprises 35.71%, the source culture comprises 37.76% and the international culture comprises 26.53% of the total cultural contents found in the textbooks, portrayed by the aesthetic sense (18.37%), the sociological sense (57.14%), the semantic sense (11.22%), and the pragmatic sense (13.27%). The textbooks of 2013 curriculum can be seen more suitable for students’ character building since it contains more source culture. Moreover, it can be said that the different curriculum can trigger the difference in cultural contents of the textbook used.

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