Multimodal Analysis on The Cultural Content of Indonesian High School English E-Textbooks
Keywords:
Multimodality, Cultural Content, Ebook
Abstract
The pedagogy of English-Language Teaching (ELT) has highlighted the close connection between language and culture. In the educational setting, teaching and learning materials are linked to the introduction of culture, which is represented through language, particularly in English language material. The findings of this paper provide Indonesian English teachers with new insights into the presence of cultural value in the English textbooks used. Unquestionably, the inclusion of various cultures in the textbook may help teachers and students become more aware of their own cultures as well as develop a better understanding of the existence of other cultures. The cultural content of High school Indonesian English e-textbooks was analyzed using multimodal analysis. The framework used in this project is based on Stec's work on categorizing as well as Cortazi and Jim's (1999) work. It is discovered that there is an imbalance between the source culture, the target culture, and the international culture as a result of the cultural content in Indonesian high school e-textbooks. Nevertheless, when compared to other cultures, the source culture is more dominant. Students are expected to be more aware of their culture after reading input texts that expose surface cultures. It could validate the idea that using relevant, culturally relevant content is crucial when teaching the target language.
References
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Tan, Y. (2012) A multimodal discourse analysis of the senior high school English textbooks Advance with English. MA Thesis, Hunan University of Science and Technology, China.
Weninger, Csilla, & Kiss, Tamas. (2013). Culture in English as a foreign language (efl) textbooks: A semiotic approach. TESOL Quarterly, Vol. 47(4) 694-716. Nevertheless, I applied social-semiotic approach which following multimodal textbook applied by Kress and Leeuwen (2001), as well as Jewitt (2009).aRetrieved from http://www.jstor.org/stable/43267925
Widodo, Puji, Handoyo. (2018). A national education – Endorsed secondary school English textbook. Situating Moral and Cultural Values in ELT Materials, English Language Education 9, DOI 10.1007/978-3-319-63677-1_8
Alemi, M., & Jafari, H. (2012). Gender and culture analysis in EFL textbook as measured by personal proper names. Advances in Asian Social Science, 1(2), 237-243.
Antaranews. (2008, August 20). Presiden resmikan peluncuran program buku elektronik gratis. Antaranews.com. Retrieved from http://www.antaranews.com/view/?i=1219206488&c=NAS&s=
Baldry, A. (Ed.). (2000). Multimodality and multimediality in the distance learning age: Papers in English Linguistics. Campobasso: Palladino.
Baldry, A., & Thibault, P. J. (2010) Multimodal transcription and text analysis. London; Oakville.
Bezerman, J. & C. Jewitt (2010). Multimodal analysis: Key issues. In: L. Litosseliti (ed), Research Methods in Linguistics. London: Continuum. pp. 180-197.
Bloor, Michael, and Wood, Fiona. (2006). Keywords in Qualitative Methods; A vocabulary of research concepts. London
Brown, H. D. (2007). Principles of language learning and teaching. New York, NY: Pearson Education.
Bryman, A. (2004) Social Research Methods (2nd edition). Oxford: Oxford University Press.
Byram, M. (2013). Foreign language teaching and intercultural citizenship. Iranian Journal of Language Teaching Research, 1(1), 1-26.
Citraningtyas, Evi, Clara, et al. (2014). An old folktale reconstructed for better generation: an Indonesian case. Global illuminators, Vol. 1, 267-275.
Cortazzi, M., and Jin, L. (1999). Cultural mirrors, materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in Second Language Teaching and Learning. Cambridge: Cambridge University Press.
Cummins, J. (1994). Knowledge, power, and identity in teaching English as a second language. In F. Genesee (Ed.), Educating second language children (pp. 33- 58). Cambridge: CUP
Densombe, Martvn. (2010). The Good Research Guide for small-scale social research projects fourth Edition. McGraw Hill.
Gibbs, W. J., & Bernas, R. S. (2008). Interactional and structural characteristics of communication and social interactions during computer-mediated communication. Journal of Computing in Higher Education, 20(1), 3–33
Gunawan, Imam. (2017). Indonesian curriculum 2013: Instructional management, obstacles faced by teachers in implementation and the way forward. Advances in Social Science, Education and Humanities Research, vol. 128.
Gómez, Fernando, L. (2010). English textbooks for teaching and learning English as a foreign language: Do they really help to develop communicative competence?. Educación y Educadores, 13(3) 327-346
Halliday, M. A. K. (2007). Language and education. London: Cotinnum.
Hasan, Hamid, Said. (2013). History education in curriculum 2013: A new approach to teaching history. International Journal of History Education, Vol. XIV, No. 2.
Isik, A. (2008). “Linguistic imperialism and foreign language teaching”. The Journal of Asia TEFL, 5(1), 123-144.
Jewit, C. (2009). Technology, literacy and learning; A multimodal approach. London: New York: Routledge
Jewitt, C., & Kress, G. R. (2003). Multimodal Literacy. P. Lang
Jiangqiong, Q., & Tin, T. B. (2010). Cultures of learning in three language course books in China: ‘read withyour heart’, ‘listen and check’, and ‘fill the blank and the use of the language. In Tomlinson, B and Masuhara, H. (Eds.), Research for materials development in language learning. (pp. 83-102). London, Great Britain: Continuum.
Khan, Intakhab, Alam. (2013). Relevance of brainstorming in an EFL classroom. Elixir Journal, 54a 12880-12883.
Krippendorff, Klaus. (2004). Reliability in Content Analysis: Some Common Misconceptions and Recommendations. Annenberg School for Communication: University of Pennsylvania
Kress, G., & Leeuwen, T. van. (2001). Multimodal Discourse (First ed.)”. Bloomsbury USA.
Lederman, Regina, P. (1991). Content analysis: Reliability and validity. MCN Key to Research Vol 6 (4) 199.
Majdzadeh, M. (2002). Disconnection between language and culture: A case study of Iranian English textbook. ERIC Document Reproduction Service No. ED 474-691.
Mappiasse, Siti Syamsinar, & Sihes, Ahmad, Johari, Bin. (2014). Evaluation of English as a foreign language and its curriculum in Indonesia: A review. English Language Teaching, Vol. 7(10), 113-122.
McKay, S. (2003). Toward an appropriate EIL pedagogy: Reexamining common ELT assumptions. International Journal of Applied Linguistics, 13(1), 1-22.
Murtisari, E., T., & Mali, Y., C., G. (2017). impact of English on the Indonesian language and culture: High school students’ perceptions. Studies about Language No. 30, 90-104
Nasir, Inayah, Zohra. (2015). Teaching English based on 2013 curriculum at junior high school in Gowa. ETERNAL Vol. 1(2).
Nur, Fekry. (2013). Placing local cultural content into EFL teaching in Indonesia’s schools. ISELT FBS UNP, Vol. 1
Oishi, Toshiya. (2015). Applying Brainstorming Techniques to EFL Classroom. Shohoku College Vol. 36 121-127
Pérez-González, L. (2014). Audiovisual translation: Theories, methods and issues. Routledge: London.
Paauw, Scott. (2009). One land, one nation, one language: An analysis of Indonesia’s national language policy. University of Rochester Working Papers in the Language Sciences, 5(1), 2-16.
Pauwels, Luc. (2012). A multimodal framework for analyzing websites as cultural expressions. Journal of Computer-Mediated Communication, Vol. 17(3), 247-265.
Pasassung, N. (2003). Teaching English in an: Acquisition-poor environment: An ethnography example of remote Indonesian EFL classroom. Doctor Philosophy, University of Sydney
Pérez-González, L. (2014). Audiovisual translation: Theories, methods and issues. Routledge: London.
Prastiwi, Yeny. (2013). Transmitting Local Cultural Knowledge through English as Foreign Language (EFL) Learning as a Means of Fostering “Unity in Diversity”. Academic Journal of Interdisciplinary Studies, Vol. 2(3), 507-513.
Puskurbuk (The Centre for Curriculum and Textbooks). (2010). Development of cultural and national character building: A school guide. Jakarta: Ministry of Education and Culture of Republic of Indonesia.
Sadeghi, Karim, & Sepahi Zhila. (2017). Cultural content of three EFL textbooks: teachers’ and learners’ cultural preferences and cultural themes of textbooks. Pedagogies: An International Journal, 13(3), 222-245
Salbego, et al. (2015). A visual analysis of English textbook: Multimodal scaffold learning. Calidoscópio, Vol. 13(1), 5-13
Saussure, F. D., & Baskin, W. (2011). Course in General Linguistics. Columbia University Press
Stec, Maria. (2017). Multimodality of cultural content in ELT materials for young learners. Theory and Practice of Second Language Acquisition, Vol. 3 (1), 101–124
Suryati, et al. (2013). Students' perceptions of EFL classroom interaction: An Indonesian study. International Journal of Literacies, 19(3), 181-199
Surmiyati, & The, Yanto, Hery. (2014). Multimodal analysis and the cultural context of Indonesian English textbooks. Universitas Tanjungpura, Pontianak.
Tan, Y. (2012) A multimodal discourse analysis of the senior high school English textbooks Advance with English. MA Thesis, Hunan University of Science and Technology, China.
Weninger, Csilla, & Kiss, Tamas. (2013). Culture in English as a foreign language (efl) textbooks: A semiotic approach. TESOL Quarterly, Vol. 47(4) 694-716. Nevertheless, I applied social-semiotic approach which following multimodal textbook applied by Kress and Leeuwen (2001), as well as Jewitt (2009).aRetrieved from http://www.jstor.org/stable/43267925
Widodo, Puji, Handoyo. (2018). A national education – Endorsed secondary school English textbook. Situating Moral and Cultural Values in ELT Materials, English Language Education 9, DOI 10.1007/978-3-319-63677-1_8
Published
2022-11-10
How to Cite
Permatasari, D. (2022). Multimodal Analysis on The Cultural Content of Indonesian High School English E-Textbooks. ENLIT, 2(2), 111-122. https://doi.org/10.33654/enlit.v2i2.1921
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