The Representation of Cultural Content in Indonesian English Foreign Language Textbook "English: Work in Progress"

Abstract

The role of English as an international language (EIL), emphasizes that English textbooks should include learners’ culture (source culture), international culture (cultures of other countries around the world) in addition to the target culture. This study investigates the types of culture (e.g. source culture, target culture, international culture and neutral culture) and elements of culture (products, persons, practices and perspectives). Data were garnered from an English textbook nationally prescribed for Grade Ten senior high school students in Indonesia. The textbook analysis showed that (1) in terms of the categories of culture, it is indicated that international culture dominates the textbooks, followed by local culture, with neutral culture coming next and the target culture being the least represented and (2) in terms of the elements of culture, products appear to be the most prominent element of culture, followed by persons in second place, practice and perspectives are the least represented. The findings suggest that the textbook authors and the teachers should develop the materials to address the weaknesses in the materials related the categories and elements of culture in the textbook so that the textbook can act as source for both language and culture learning.

Keywords: Categories of Culture, Cultural Content, Elements of Culture