A Visual Analysis of Multicultural Values in Junior High School English Textbook (original) (raw)
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Multicultural values in English as a Foreign Language (EFL) textbooks have attracted many researchers, academics, and educators in many studies around the world. However, there is limited literature examining the representation of multicultural content in English course textbooks used in Indonesia, specifically EFL course textbooks from world-class franchise programs. Therefore, this study employs Critical Discourse Analysis (CDA) to examine the impartiality of cultural content representation provided by the EFL course textbook regarding different cultures and ethnic groups. This study provided Halliday's systemic functional analysis to examine verbal data. While Kress and Van Leeuwen's visual grammar theory was employed to comprehend, analyze, and explore visual representations from selected EFL course textbooks. This study reveals the EFL course textbook does not reflect the diversity of cultures in Indonesia, as it mainly focuses on the perspectives and traditions of Western and European countries. This creates an unfair and distorted representation of other cultures, especially those from Asia, Africa, and the Middle East, whose values and beliefs are not adequately considered or respected within the EFL course textbook. The implications of this study suggest that the inclusion of cultural sensitivity within EFL course textbooks is crucial in fostering cultural awareness, promoting respect among EFL learners, and creating a more equitable and inclusive learning environment.
Cultural Content in English Textbook - Visual Grammar Analyis
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This study was a qualitative descriptive study, which investigated how target culture and source culture were visually communicated through pictures taken from English textbook for second grade of secondary school. The data of this study were collected from an English textbook for second grade that implemented the 2013 curriculum entitled "Passport to the World A Fun and Easy English Book (for Grade VIII of Junior High Schools", published by Tiga Serangkai). The data were collected in the form of pictures taken from each unit of the textbook and were analyzed using The Grammar of Visual Design by Kress and van Leeuwen (2006) and the analytical framework for the cultural content was proposed by Xiao (2010). The study found that source culture contents dominate other cultural representation. The book was classified into Source Culture materials based and the criteria of source culture covered Geographic, Architecture, Education, Lifestyle, Art, Costumes, Values, Gesture and Body language and Foods. The book was prepared the learners to talk about their own culture to foreigners rather than be prepared to encounter their cultures.