The Representation of Multicultural Values in Pearson Big English 6 ELT Textbook: A Discourse Analysis (original) (raw)

A Visual Analysis of Multicultural Values in Junior High School English Textbook

2021

The purpose of the present study is to analyze visual elements of junior high school English textbook published by the Ministry of Education and Culture of the Republic of Indonesia. The visual elements were analyzed by using the visual semiotic theory by (Barthes, 1977). This study shows that there are three categories of multicultural values represented in the EFL textbook: respecting other people’s tradition, and appreciating women’s equal rights, and appreciating other people’s perspectives. Three images represented respecting other people’s tradition, one image represented appreciating women’s equal right, and two images represented appreciating other people’s perspective. Furthermore, two visuals found in the present study are categorized as source culture (SC), four visual elements are categorized as universality culture (UC), and there is not visual elements representing target culture (TC). The present study found that there is still imbalanced representation of multicultur...

Multicultural Values Represented in English Textbooks for Indonesian Learners: A Social Semiotic Analysis

Dinamika Ilmu

The social semiotic analysis in this study aims to (1) reveal what multicultural values are found in ELT textbooks for ninth-grade learners, (2) explain how the texts and the images in the analyzed textbooks present multicultural values, and (3) uncover how social semiotics dimensions can decode multicultural values. This study finds that among four multicultural values discovered in the textbooks, responsibility to the world community has the most frequent appearance while respect for human dignity and universal human rights has the least frequent appearance. Those values are presented denotatively and connotatively through texts, images, and texts-images. Based on the findings, textbook authors are recommended to include more content and add learning activities that facilitate discussions and reflections on multiculturalism. In addition, this research suggests that English teachers who use these textbooks add learning activities that enable students to discuss multicultural values...

The Representation of Multicultural Content Provided by “World-Class Franchise” English Course Textbook Used in Indonesia: A Critical Discourse Analysis Study

International journal of language and literary studies, 2023

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.

Multicultural Education Values in the Indonesian Textbooks: A Critical Discourse Analysis

Theory and Practice in Language Studies

The values of multicultural education in Indonesian middle and high school textbooks have been of great interest among researchers, for the Indonesian people have a variety of cultures, ethnicities, religions, as well as different levels of economy. Teaching the values of multicultural education in Indonesian language textbooks aims to foster solidarity and harmony in society. Multicultural education aims to achieve two objectives, namely national unity and cultural diversity, in order to adapt to the changes brought about by the country's economic progress and globalization. This study compared the dominant values of multicultural education between Indonesian language textbooks for grade 7 middle and grade 10 high schools. Based on critical discourse analysis, this study documented the values of multicultural education in three major issues: religion, culture, and ethnicity. The results of the comparative analysis show that high school Indonesian language textbooks dominate the...

Functions and Strategies to the Integration of Multicultural Values in Textbook Discourse for Elementary School Students

Lingua Cultura, 2020

The research was designed to reveal two crucial issues in multicultural education, namely functions and strategies to the integration of multicultural values in textbook discourse. Content analysis was employed to generate systematic and objective findings. Data were collected from textbooks used by the fourth-grade students in Indonesia and published by the Ministry of Education and Culture, Republic of Indonesia. Data collection was performed using the read-and-quote technique. Data analysis consisted of identification, categorization, and interpretation. The results of the analysis reveal that (1) multicultural values represented in textbook discourse function to build students’ positive attitude towards individual, cultural, ethnic, and gender differences to instill an anti-discrimination attitude towards different ethnics, religions, races, and develop students’ pride in sociocultural diversity. (2) Multicultural values are internalized through fiction, story characterization, ...

Cultural Content Analysis in Two Efl Textbooks Used by Boarding Schools in Banten: A Multimodal Analysis

Prosiding Konferensi Linguistik Tahunan Atma Jaya (KOLITA)

Learning a language also contains a cultural learning component. Teaching a foreign language in a country can help to promote the learner’s local culture. English is the most significant language for cross-cultural communication amongst people all over the world in these global Englishes. English is included in the education curriculum in Indonesia and has been learned as a foreign language since the elementary school level. This study aims to find out the cultural content in EFL Textbooks used by Boarding Schools in Banten as well as how the representation of culture in the textbooks. Kachru’s Three Concentric Circle of English (1984) and Moran’s Five Dimension of Culture (2001) were used as the main theory in this study. Content analysis qualitative research was used in this study. This research is a multimodal analysis because the data is not only in the form of words but also from pictures and audio. The subjects of this analysis are two textbooks used by SMA Islam Nurul Fikri S...

CULTURAL REPRESENTATION IN EFL TEXTBOOKS FOR THE SEVENTH GRADERS: A MULTIMODAL ANALYSIS

Lingua Cultura, 2021

This research aimed to investigate the types of cultures represented in the EFL textbooks for the seventh graders. Two EFL textbooks were analyzed: 'When English Rings a Bell' and 'English on Sky 1'. This research used qualitative content analysis as method of research and applied Kress and van Leeuwen's multimodal social semiotic approach as the technique of analyzing the data. The result reveals that imbalances in the representation of cultural types exist. Source culture is represented more dominantly compared to target and international culture. It implies that both the authors and the publishers of the textbooks prioritize the learners' identities construction and characters education rather than focus on the use of language as the lingua franca. Consequently, it could constrain the opportunities for learners to acquire international cultural knowledge and become successful intercultural communicators. Therefore, English teachers need to take an active role in selecting appropriate textbooks and adding supplementary materials or activities to patch up the shortcomings of the textbooks.

The representation of Indonesian cultural diversity in middle school English textbooks

Indonesian Journal of Applied Linguistics, 2018

In Indonesia, exposure to the English language is primarily mediated through the use of English textbooks. What cultural knowledge and whose culture are represented in these textbooks become a critical issue because culture interweaves both language and thought. With this in mind, this study aims to examine how Indonesian cultural diversity and whose cultures are represented in middle school English textbooks. We argue that diversity and multicultural perspectives represented in these textbooks are the core of English language learning and teaching. We also contend that language textbooks play a pivotal role in the acquisition of both linguistic and cultural knowledge of English. Drawing on Kress and Van Leeuwen"s (2006) semiotic approach to analyzing textual and non-textual representations of cultures, we found that the 2013 English textbooks for Grades 7 and 8 permeate Indonesian cultural values and practices that do not provide a balanced and equal depiction of Indonesian cultural diversity. The findings suggest the importance of inclusive representation of the richness of Indonesian local culture in a more salient manner, especially those of minority groups. Pedagogically, teachers are expected to design language materials with cultural sensitivity and appropriation for the inclusiveness of other cultural values that might not be covered in the textbooks.