CULTURAL CONTENT ANALYSIS OF TEXTBOOK BAHASA INGGRIS "THINK GLOBALLY ACT LOCALLY" FOR IX GRADE JUNIOR HIGH SCHOOL

Azizah Nur, Rahayu (2022) CULTURAL CONTENT ANALYSIS OF TEXTBOOK BAHASA INGGRIS "THINK GLOBALLY ACT LOCALLY" FOR IX GRADE JUNIOR HIGH SCHOOL. Skripsi thesis, UIN Prof. K.H. Saifuddin Zuhri.

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Abstract

The cultural context in the English textbook will make students be extra aware of Indonesian culture and help students apply the English language in their society, one of the aims of the insertion of cultural content in English language teaching is to increase intercultural competence. Intercultural competence approach that the student can compare their cultures. So that, later it may develop their communicative competence with people who have different cultures. To analyze dimension of culture in the textbook “Bahasa Inggris “Think Globally Act Locally” for 9th grade Junior High School, the method used in this research is a content analysis method that uses a qualitative method as an approach. Content analysis is a method for identifying a type corresponding to the cultural content analyzed from a textbook. The qualitative method was implemented as the approach of this research. The data collection is carried out by reading the textbook analysis technique. The result of this research get three types of cultural content source culture, target culture, international culture, while dimension of culture is classified into four kinds: aesthetic sense, sociological sense, semantic sense, and pragmatic sense. This section answers the second research question about how each culture is represented in the cultural dimension in the textbook Based on the result of data analysis of cultural categories and representation in the textbook Bahasa Inggris "Think Globally Act Locally" for IX Junior High School. it can concluded that this textbook has a lot of cultural content. It can be seen from the type of culture found in textbooks. The data displayed is the category of source culture domination. Source culture has a percentage of 50%, target culture has 38%, and international culture is only 12%. The forms of representation in textbooks are shown in illustration, text, quotes, stories, dialogues, song lyrics, literature, and advertisement.

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