THESIS A CULTURAL CONTENT ANALYSIS OF EFL ..., Study notes of English Language

Download THESIS A CULTURAL CONTENT ANALYSIS OF EFL ... and more Study notes English Language in PDF only on Docsity! THESIS A CULTURAL CONTENT ANALYSIS OF EFL TEXTBOOKS – CHALLENGE SERIES: 2, 3, AND 4 PUBLISHED BY PEARSON Completed as Partial Requirement for Completion of Master’s Degree at English Department, Faculty of Educational Sciences Syarif Hidayatullah State Islamic University Jakarta By: Woro Endah Sitoresmi 2112014000014 MAGISTER OF ENGLISH EDUCATION DEPARTMENT FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY OF JAKARTA 2017 M/1438 H STATEMENT OF ORIGINALITY I hereby declare that the thesis entitled “4 Cultural Content Analysis of EFL Textbooks — Challenge Series 2, 3, and 4 Published by Pearson” represents my original work and that I have used no other sources and reference except as noted by citations. All data including explanation, chart, figure, table, and text citations which have been reproduced from any other source and reference have been explicitly acknowledged as such. Therefore, I am responsible for any claims in the future regarding the originality of my thesis as my own work. ABSTRACT Woro Endah Sitoresmi. A Cultural Content Analysis of EFL Textbooks—Challenge Series 2, 3, and 4 Published by Pearson. A Thesis of Master Degree at English Department, Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University, Jakarta 2017 M./1438 H. This research aimed to know and describe the cultural content of EFL textbooks - Challenge Series 2, 3, and 4 published by Pearson from the content of cultural information, the elements of culture, and the dimension of Intercultural Communicative Competence (ICC). Dealing with the textbook analysis, this study was content analysis study to reveal the cultural contents in these textbooks. Furthermore, the writer used descriptive qualitative analysis. The procedures of collecting data were document review and observation. The data were analyzed based on adapted Miles’s and Hubarman’s concept which cover collecting, classifaying, coding, tabulating, interpreting and drawing conclusion. The research findings showed that the cultural information in Challenge series 2, 3, and 4 were mostly presented by visual information. Challenge was 139 times (37%). Challenge 3 was 283 times (49%) and Challenge 4 was 124 times (45%). However, forms of government dominated all elements of culture from Challenge series 2, 3, and 4 with different portion; Challenge 2 had 35 times (20%), Challenge 3 had 75 times (41%) and Challenge 4 had 101 times (38%). This research also showed that the Challenge series 2, 3, and 4 had achieved the third dimension of Intercultural Communicative Competence (knowledge, skill and attitude dimension), while the last dimension (critical cultural awareness dimension) had not been achieved yet. In addition, from these three dimensions, knowledge dimension has the highest number from skill and attitude dimension with 979 items. Finally, the cultural content in the textbook could give additional values because it made the readers easier understanding the content of the book. Keywords: elements of culture, cultural materials, intercultural communicative competence. ABSTRAK Woro Endah Sitoresmi. Sebuah Analisis Isi Budaya dalam Bukuteks Bahasa Inggris Sebagai Bahasa Asing-Challenge Series 2, 3, dan 4 yang Diterbitkan oleh Pearson. Tesis Program Magister Pendidikan Bahasa Inggris, Fakultas IImu Tarbiya dan Keguruan, UIN Sayrif Hidayatullah, Jakarta 2017 M./1438 H. Penelitian ini bertujuan mengetahui dan menjelaskan isi budaya dalam buku teks Bahasa Inggris sebagai Bahasa Asing - Challenge series 2, 3 dan 4 yang diterbitkan oleh Pearson dari isi materi budaya, elemen-elemen budaya dan dimensi kompetensi komunikasi antar budaya. Berkaitan dengan analisis buku teks, penelitian ini merupakan kajian isi untuk mengungkap kandungan-kandungan budaya yang ada di buku teks ini, Selebihnya, penulis menggunakan analisa kualitatif deskriptif dalam penelitian ini. Prosedur pengumpulan data melalui pemeriksaan dokumen dan pengamatan. Data dalam penelitian ini dianalisa berdasarkan konsep Mile dan Huberman, yaitu melalui pengumpulan, pengelompokkan, penandaan, tabulasi, interpretasi dan penyimpulan. Hasil penelitian menunjukkan bahwa materi budaya yang ada di buku Challenge series 2, 3 dan 4 kebanyakan ditampilkan oleh illustrasi Visual. Challenge 2 dengan 139 kali (37%). Challenge 3 sebanyak 283 kali (49%) dan Challenge 4 sebanyak 124 kali (45%). Namun, dari hasil elemen budaya, bentuk pemerintahan mendominasi semua elemen budaya di buku Challenge series walaupun dengan porsi yang berbeda. Challenge 2 sebanyak 35 kali (20%), Challenge 3 sebanyak 75 kali (41%) dan Challenge 4 sebanyak 101 kali (38%), Penelitian ini juga menunjukkan bahwa buku Challenge series 2, 3 dan 4 sudah mencapai tiga dimensi dari kompetensi komunikasi antar budaya (dimensi pengetahuan, kemampuan, dan perilaku), sedangkan dimensi terakhir (dimensi kesadaran mengkritisi budaya) belum dicapai oleh buku teks ini. Selanjutnya, dari tiga dimensi, dimensi pengetahuan merupakan dimensi tertinggi dari dimensi kemampuan dan perilaku dengan jumlah 979. Akhirnya, kandungan budaya dalam bukuteks dapat memberikan nilai tambah karena memudahkan pembaca dalam memahami isi buku. 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Aldi) Lal gall ASSL of pol! -Aa dal GLalS) vii  a) Types of Cultural Information in Challenge 3 ..................... 54 b) The Elements of Culture in Challenge 3 ............................. 59 3. Challenge 4 .............................................................................. 61 a) Types of Cultural Information in Challenge 4 .................... 63 b) The Elements of Culture in Challenge 4 ............................ 65 4. The Dimensions of ICC in Challenge series ............................ 69 B. Discussion .................................................................................... 73 1. Culture content inside Challengeseries 2, 3, and 4 .................. 73 2. The Elements of Culture ......................................................... 74 3. The Relationship of Cultural Materials and ICC ..................... 75 CHAPTER V. CONCLUSION AND SUGGESTION ........................................ 79 A. Conclusion ................................................................................ 79 B. Suggestion ................................................................................ 80 REFERENCE .......................................................................................................... 82 LIST OF CHARTS Chart 2.1 Three levels of Uniqueness of Human Mental .......................................... 10 Chart 2.2 Intercultural Communicative Competence Divisions ................................ 20 Chart 4.1 Type of Cultural Information in Challenge 2 ............................................ 41 Chart 4.2 Elements of Culture in Challenge 2 .......................................................... 47 Chart 4.3 Type of Cultural Information in Challenge 3 ............................................ 54 Chart 4.4 Elements of Culture in Challenge 3 ........................................................... 59 Chart 4.5 Cultural Information in Challenge 4 .......................................................... 63 Chart 4.6 Elements of Culture in Challenge 4 ........................................................... 66 LIST OF FIGURES Figure 2.1 The Levels of Culture and Their Interaction ............................................ 9 Figure 2.2 Content Analysis in the Communication Process .................................... 28 Figure 3.1 The Scheme of Interactive Model Analysis ............................................. 36 LIST OF TEXTS Text 4.1 Element of Culture in Social Organization in Challenge 2 ......................... 47 Text 4.2 Element of Culture in Custom and Tradition in Challenge 2 ...................... 48 Text 4.3 Element of Culture in Art and Literature in Challenge 2 ............................ 50 Text 4.4 Element of culture in Economic system in Challenge 2 ............................. 51 Text 4.5 Element of Culture in Language in Challenge 2 ......................................... 52 Text 4.6 Descriptive Text Representing Culture in Challenge 3 .............................. 57 Text 4.7 Realia in Challenge 3 .................................................................................. 58 Text 4.8 Forms of Government in Challenge 3 ......................................................... 59 Text 4.9 Social Organization in Challenge 3 ............................................................. 61 Text 4.10 Religion in Challenge 3 ............................................................................. 61 Text 4.11 Foreign Attitude in Challenge 4 ................................................................ 64 Text 4.12 Dialogues in Challenge 4 .......................................................................... 64 Text 4.13 Writing Task in Challenge 4 ..................................................................... 65 Text 4.14 Art and Literature in Challenge 4 .............................................................. 66 Text 4.15 Custom and Tradition in Challenge 4 ....................................................... 67 Text 4.16 Economic System in Challenge 4 .............................................................. 68 Text 4.17 Religion in Challenge 4 ............................................................................. 69 LIST OF APPENDICES Appendix 1 Number of Cultural Information in Challenge 2 .................................... 86 Appendix 2 Number of Elements of Culture in Challenge 2 ..................................... 87 Appendix 3 Number of Cultural Information in Challenge 3 .................................... 88 Appendix 4 Number of Elements of Culture in Challenge 3 ..................................... 89 Appendix 5 Number of Cultural Information in Challenge 4 .................................... 90 Appendix 6 Number of Elements of Culture in Challenge 4 ..................................... 91 Appendix 7 Number of Division of ICC Dimensions in Challenge series ............... 92 Appendix 8 An E-mail for Pearson Publisher .......................................................... 93 1 CHAPTER I INTRODUCTION A. Background of the Study Culture and human related to each other since they were born to this world. They are similar at their birth, what make them different is their own society to set them up into different cultural group. Society creates different interactions among persons or groups which lead into different behavior and patterns. All children who live in this world become the members of cultural communities where they live in a certain society. It can be concluded that understanding about children can be seen from their childhood as the part of understanding children development. They have ability to obtain certain cultural skills without passing the cultural evaluation process that shapes their own development (Rogoff, 2003, p. 24). The topic of learning culture has a crucial position in learning English language because learning a certain language means learning a certain culture. The relationship between language and culture is highly strong (McKay: 2004, p. 12). In learning a language, it cannot be separated from its culture because both of them are bound together not only to indicate how people use language as expressing facts and ideas but also to reflect their attitudes which are developed through the way living in their communities. Furthermore, language symbolizes people’s cultural reality because it becomes a symbol of cultural identity. Learning culture and language unite the process to acquire culture from the specific into general ways within attitude and behavior, knowledge and skill to build an effective communication from one culture to the other ones. It means that learning language must respect beyond the cultural values because both of them are the sensitive matters for anyone (Englebert, 2004, pp. 37–41). The connection between language and society is highly anchored. Both of language and society perform various functions in each level. Basically, language is the primary tool for communication in the society to show authority and power. However, society functions to control the language use. Several people may accept certain language while others offence or insult. It means that social changes influence changes in language because language incorporate social values to have some cultures in the society (Marciano, 2011, p. 1). One of language that people use to communicate is English language. It is used and taught all over the world, so English has a special position in many ways both English as Second Language and English as Foreign Language. With the term of English as Foreign Language (EFL), English has become one of the important subjects in school starting from basic level into the high level. It might be said that, in the term of English as Foreign Language, the use of English has spread among countries as the tool of communication function. In learning language and learning culture, the students have to practice two items; culture in language and language in culture. Bilash (2011, p. 21) claimed that learning a language is unlike any other subject because there are at least five competencies to be mastered. In addition to reading, writing, listening, speaking, and grammar students need to be aware of how to interact using the language within a new culture that is often very different from their own. These five competencies belong to how students master language in culture. 4 English teachers to understand the potential hidden curriculum of cultural content of internationally published EFL textbooks and then to reflect on how to choose suitable textbooks for the learners. Although the textbooks in Indonesia have been evaluated by the Indonesian National Board of Education Standard (BNSP No. 69, 2008) employed the three criteria and these books are claimed to be teaching learning materials of English as Foreign Language, they should be elaborated more from the suitable linguistic and textual as well as the functional and cultural appropriateness in using language. It means that the existence of cultural knowledge particularly remains questions if the textbooks have showed into the contents. Within this situation, cultural knowledge in such a way did not fully work during teaching and learning English Language. The three criteria are: 1) the language appropriateness in the level of cognitive, socioeconomic, cohesive and coherence, 2) the presentation of the book which includes technique and learning activities, 3) the completeness of book presentation from the introduction to closing. Different countries have paid more attention to cultural content as a means to promote the intercultural understanding. For instance, Malaysian English Textbook examined assumption for the culture gives the beneficial to language proficiency (Abdullah & Chandran, 2012). Next is Singapore. This country makes the program of R3ICH values of Respect, Resilience, Responsibility, Integrity, Care and Harmony. This program is socialized to national values over the material inside the textbooks to introduce courage, loyalty, and humility (Singapore Ministry of Education No. 57). From the description above, the writer argues that cultural contents in the textbooks become the additional knowledge as the fifth English skill in English learning (Mitchell & Myles, 2004, p. 3). The students are not only to master Speaking, Reading, Listening, and Writing competencies as well, but also they have to raise the cultural awareness in the term of tolerance, sensitivity, and flexibility among cultures because there is no better or even worst culture in this world. Finally, the writer argues that EFL materials function for this case. B. Research Focus and Subfocus Cultural content in EFL textbooks Challenge series 2, 3, and 4, becomes the research focus in this research. Meanwhile, there are at least three subfocuses in this research, namely types of culture, elements of culture and intercultural communicative competence. C. Research Questions Referring to the cultural content inside the EFL textbooks Challenge series 2, 3, and 4, the researcher formulated three research questions in this research. They are listed below: 1. How are the cultural information presented by the authors of EFL textbooks Challenge series 2, 3, and 4? 2. What elements of culture do the EFL textbooks Challenge series 2, 3, and 4 contain? 3. To what extent do the dimensions of intercultural communicative competence exist in EFL textbooks Challenge series 2, 3, and 4? D. Research Objectives After drawing research questions and reviewing the previous related studies on the similar cultural content analysis in some countries, this present research has research objectives as follow: 5 1. to explain the cultural information presented by the authors of EFL textbooks Challenge series 2, 3, and 4; 2. to describe the elements of culture which are included in EFL textbooks Challenge series 2, 3, and 4; and 3. to explain the dimensions of intercultural communicative competence in EFL textbooks Challenge series 2, 3, and 4. E. Significance of the Research It is important to practice culture learning in the process of teaching and learning English language because cultural knowledge becomes the fifth English skill in English learning (Mitchell & Myles, 2004, p. 3). As the textbooks become the main resource and reference of teaching and learning, good English textbooks should provide the cultural content to raise students’ cultural awareness. Simply put that, the selection and evaluation of good English textbook must be paid attention more by the teachers. The writer hopes that the result of this study can enrich the cultural reference. Here, there are at least four significant contributions for this case. - English Teachers EFL textbooks Challenge series consist of a lot of cultural materials from around the world. Some of them belong to target culture and some of them belong to international target culture. The teachers who use these EFL textbooks as the instructional material for teaching and learning in English subject could give knowledge for the students about the existence of culture in these books. Although cultural materials are presented differently in these EFL textbooks, the teachers should tell the cultural values which appropriate for the students’ culture. It might be said that, the students can learn a lot of cultures among countries and comprehend the differences among them at once. This is what intercultural communicative competence means. - School Management School management has responsiblity to select the instructional materials for teaching and learning process including the existence of cultural materials in the textbooks. The writer hopes that this research could give significance for the school management to have attention to be more careful to decide English material/textbooks used and offered by local or foreign book publisher. It means that, they also have to know the selection and evaluation items to have appropriateness in the use of English textbooks. - Publishers This research investigates cultural contents the EFL books: Challenge series 2, 3, and 4 from Pearson Education Limited. Pearson Education Limited opens communication with the teachers via internet through Customer Service section. In this section, teachers can ask some issues related to the units inside the EFL textbooks Challenge series 2, 3, 4 from unit 1 until 10 including the cultural materials. It might be said that Pearson Education Limited has transparency communication with the English teachers to accommodate the students due to the materials inside the EFL book: Challenge series. The authors of the books have to provide cultural issues inside the English textbook in the term of cultural material (source culture, target culture, international target culture), the element of culture and intercultural communicative competence by analyzing the contents inside the textbooks which involved cultural contents. These items show culture representation in Challenge series 2, 3, and 4 about which and whose culture dominates others. 6 Since Publishers deliver English textbooks for schools in Indonesia both Public school and Private school, they have to focus on the appropriateness of English textbooks for the students not only to be oriented into market or financial gain. - Future Researchers This research discusses cultural content analysis of EFL textbooks Challenge series 2, 3, and 4 published by Pearson. Further research can discuss cultural content of EFL textbooks with different publishers. It would be more advantage particularly in discussing cultural materials as feedback for international publishers who publish the EFL textbooks. Furthermore, it is to evaluate cultural standards appropriately for the students in Indonesia. 9 Visible but often not decipherable Greater level of awareness  Taken for granted  Invisible  Pre-conscious Figure 2.1 The Levels of Culture and Their Interaction (Source: Oatey, 2012, p. 12) Artifacts include everything from the physical objects, dress code, the manner people address, the smell, emotional intensity, and other phenomena. To more archival manifestations are like company records, products, philosophy statements, and annual reports. Artifacts sometimes become only visible object but it is hard to interpret. To analyze why members behave the way they do, we often look for the values that govern their behavior. In identifying such values, we usually note that values represent accurately only in the manifestation of itself. To really understand a culture and to ascertain more completely the group’s values and over behavior, it is imperative to delve into the underlying assumptions, which are typically unconscious but which actually determine how group members perceive, think and feel. Such assumptions are themselves learned responses that originated as espoused values. But, as a value leads to a behavior, and as that behavior begins to solve the problem which prompted it in the first place, the value gradually is transformed into an underlying assumption about how things really are. As the assumption is increasingly taken for granted, it drops out of awareness. Look at this following figure explaining observable artifacts, values and basic underlying assumptions. b. Culture affects behavior and interpretation behavior Hofstede (2005) noticed that although culture aspects are physically visible, but their meaning is invisible (p. 8). Cultural meaning lies precisely and interpreted by the insiders. For example, a gesture such as the „ring gesture‟ (thumb and forefinger touching) may be interpreted as conveying agreement, approval or acceptance in the USA, the UK and Canada, but this gesture doesn’t belong to other countries. Similarly, choice of clothing can be differently interpreted by different groups of people, in terms of indications of wealth, ostentation, appropriateness, and so on. c. Culture can be differentiated from both universal human nature and unique individual personality Culture is learned, not inherited. It derives from one’s social environment, not from one’s genes. Culture should be distinguished from human nature on one side, and from an individual’s personality on the other, although exactly where the borders lie between human nature and culture, and between culture and personality, is a matter of discussion among social scientists. Look at this figure below: Artifacts and Creations Visible and Audible Behavior patterns Technology Art Values Basic Assumptions Relationship to Environment Nature of Reality, Time and Space Nature of Human Nature Nature of Human Activity Nature of Human Relationships 10 Specific to individual Inherited and learned Specific to a group or category Learned Universal Inherited Chart 2.1 Three Levels of Uniqueness In Human Mental (Source: Hofstede, 2005, p. 3) The chart above clearly explains that levels of uniqueness in human mental consist of three levels, they are human nature, culture and personality. Human nature is in the basic level which has very broad area. Also, the characteristic of human nature is static because it is inherited from person to person. Culture takes place in the second level. It differs from human nature. It belongs to certain persons and people because one culture to another culture is different. So that, the understanding one culture and to comprehend it only by learning among its differences. While in thelast position is personality. Personlaity becomes the smallest unit from these three levels. This level represents both human nature and culture. Since personality is understood by learning and heritage, so personality is specific for everyone. d. Culture is associated with social groups Culture is shared by at least two or more people, and of course real, live societies are always larger than that. There is, in other words, no such thing as the culture of a hermit. If a solitary individual thinks and behaves in a certain way, that thought or action is idiosyncratic, not cultural. For an idea, a thing, or a behavior to be considered cultural, it must be shared by some type of social group or society. e. Culture is both an individual construct and a social construct Culture is as much an individual, psychological construct as it is a social construct. To some extent, culture exists in each and every one of us individually as much as it exists as a global, social construct. Individual differences in culture can be observed among people in the degree to which they adopt and engage in the attitudes, values, belief, and behaviors that, by consensus, constitute their culture. f. Culture is learned Culture is learned from the people we interact with as we are socialized. Watching how adults react and talk to new babies is an excellent way to see the actual symbolic 11 transmission of culture among people. Culture is also taught by the explanations people receive for the natural and human events around them. Cultures have widely differing characteristics, but such patterns for living according to some anthropologists have universal characteristics. The seven cultural patterns of behavior such as described by Tomasouw (2002, p. 14) in this following items, namely: 1. They originate in the human mind 2. They facilitate human and environmental interaction 3. They satisfy basic human needs 4. They are cumulative and adjust to changes in external and internal conditions 5. They tend to form a consistent structure 6. They are learned and shared by all the members of the society 7. They are transmitted to new generations B. Culture in EFL Learning and Teaching Language and culture are closely linked because language and culture are both of integral parts of human life for communicating. Wardhaugh (2006, p. 47) maintains that (1) language determines thought and culture, (2) language influence thought and culture, (3) culture influences people’s language, (4) language and culture influence each other. It advocates that language and culture are highly interrelated and proposed that languages cannot be studied without attention to the cultures involved and language cannot be studied in isolation from the cultures in which they are spoken. The role of culture in foreign language or second language teaching has been a delicate issue and being debatable in language education. Experts have some different models to deal with culture in the language classroom. As Risager (2007, p. 85) stated that cultural study had always distinctive interdisciplinary character with multiple theoretical and philosophical position. According to Alptekin (2005, p. 56) that language has dual character both as a means of communication and as a carrier of culture. Language without culture is unthinkable, so human culture has close relationship to the language. A particular language is a mirror of particular culture. Language teaching is based on view of language as communication. Language is seen a social tool that speakers use to make meaning. However, culture recognized as instrumental in shaping speakers’ communicative competence both of first and subsequent language. Culture becomes a vehicle for teaching language in textbook for the teachers. When it comes to the realm of teaching and learning as Cook (2006, p. 59) presents that the interdependence of language learning and cultural learning is so evident that one can conclude that language learning is culture learning. As consequently, language teaching is cultural teaching. Further, he states that foreign language teachers should be aware of the place of cultural studies in foreign language classroom and attempt to enhance students’ cultural awareness and improve their communication competence. Foreign language teaching is foreign culture teaching and foreign language teachers are foreign culture teachers. According to Tomalin (2008, p. 83) who claims that the international role of the English language and globalization are the two main reasons to teach culture as fifth language skills, in addition to Listening, Speaking, Reading and Writing. It involves understanding how to use language to accept differences, to be flexible, and tolerant of ways of doing things which might be different at all. It is an 14 not be treated as rough guides to cultures, providing practical tips boiling down to what to do or not to do in a certain cultural context. Literary texts are open to a multiplicity of meaning construction options thus, for the purposes of cultural education, aimed at raising awareness of students’ native and target cultures. Hanauer (2001, p. 47) has developed a systematic method of reading literary texts labeled Focus-on-cultural understanding. The key role in this method is still played by the readers who subjectively interpret the text from the perspective of their own culture and personal experience. There are at least three stages for this systematic method. Here is the detail explanation: - The first stage of work FL learners are drawn as an original text and asked for its interpretation in the light of their own culture. - Secondly, they are exposed to cultural experts’ interpretations of the text they read and compare them with their own reading. - The final stage involves a teacher-moderated discussion which aims at realizing culture dependent differences in perception of the reality and conclusive text interpretation as well as addressing the question of the impact of cultural factors on a certain text interpretation. In an intercultural approach, the aim of achieving the intercultural communicative competence is considered to be more important than achieving native proficiency. Corbett (2003) claims that the purpose is not to overestimate the importance of the language development and linguistic studies, but to point out that intercultural understanding should be considered equally important aspect of language learning (pp. 34–35). Furthermore, he highlights the learner’s ability to behave appropriately when they meet foreign actions, attitudes and expectations. Learners also should be able to behave in a flexible manner when they encounter the foreign cultures. C. The EFL Material in Language and Culture 1. The Types of Culture When a teacher teaches a certain language such as English language, he/she might consider the characteristics of its language, the role of teaching, the role of cultural expression in use, the role of teaching materials and also the method that the teacher uses. These materials and methods make clear for both have different and important impact of language acquisition. According to Cortazzi and Jin (1999), there are at least three basic types of materials can be used in language textbooks; source culture materials, target culture materials, and international materials (pp. 196–198). The first is source cultural material (C1). This draws on the learner’s own culture as the content. Usually, these are the textbooks which produced at a national level for a particular country. The main purpose of this category of textbooks is to enable learners to talk about their own culture to foreign visitors to their country rather than to be prepared to encounter other cultures. Source culture material or native culture (C1) possibly may not appear as well as beneficial to concentrate solely on the target culture when teaching a foreign language (L2). The importance of ―correct‖ integrating C1 into L2 teaching can be regarded from two points. First of all, the presence of native culture in L2 learning may help students not to feel totally isolated from their background. This suggests that there is always a way back to familiar concepts if something goes wrong with unknown culture/language. Another 15 argument shows that the presence of C1 involves students in comparing cultures and making cognitive conclusions such as finding similarities and differences between cultures. The second source of materials is from the target culture, drawing on the culture of a country in which English is spoken as an L1. Target culture is called as C2. In this case, students would spend most of their time reading and learning about life in native-English speaking countries, such as the United States, Great Britain and Australia. The textbooks of this category are the most popular instruction materials in the EFL context. Though widely used all over the world, they are often criticized for their commercial nature and seen as publishers promotional materials. The culture in which the language operates, or the target culture, is a background information for all the socio-cultural contexts in which a student will have to use the target language. It is a facilitator in the processes of communication in L2, acquiring new L2 vocabulary, producing L2. Therefore, avoiding it (C2) can lead to teaching an artificial language and as a result producing ―meaningless language‖, or even there can be no language production at all for the students who can refuse to communicate in an alien language. Thus, C2 elements should be introduced in L2 teaching because: - C2 provides a background, basic knowledge of the L2 and of those for whom L2 is a native language; - C2 facilitates the process of communication helping interlocutors to understand each other better, sometimes in the situation where the lack of L2 knowledge can make an obstacle for comprehension, the presence of C2 knowledge can help the understanding process; - C2 provides meanings to the information (lexicon, expressions, etc.) given in L2. The third type is international target culture material, which uses as a wide range of materials from a variety of cultures in English and non-English speaking countries around the world. It is also called as C3. Cortazzi maintains that the rationale for this category is that speakers who do not speak it as first language frequently use English in international situations. International target culture material or C3 is mentioned in the context of intercultural awareness. It is stated that there exist a relationship between native and target cultures, and that knowing and being aware of this relationship is important but not sufficient, since the knowledge of other cultures is needed as well for the purpose of intercultural communication. The materials must be tied to methods, which is another area of language teaching that reflects the perspective of a culture. The use of Communicative Language Teaching (CLT) is one of most popular teaching methodologies today. It was the first used largely in English speaking countries to help non-English speaking people learn English and adjust to their new country. As a result, CLT emphasizes the importance of oral skills and group work and assumes the presence of a largely English social and cultural environment. Another important argument for integrating other world cultures into teaching a foreign language is that teaching students any subject should be done along with developing them as complete personalities. Therefore, not only their native background, and possible settings of target culture should be considered, but the whole range of various cultures and cultural features should be given. The three material cultures based on Cortazzi and Jin are expressed through the form of cultural information. There are at least eight cultural information related to cultural content inside the textbooks (Adaskou, Britten &Fahsi, 1990). They are 1) descriptive text, 16 2) cultural notes, 3) dialogues for habitual action, 4) contextualized writing task, 5) idioms and collocation, 6) realia, 7) sound recording, and 8) visual illustrion. The following table tries to define the cultural information in detail: Table 2.1 Types of Cultural Information in EFL Materials No Cultural Information Definition 1. Descriptive text Informative texts which provide the readers with information about certain culture 2. Cultural note Any notes or texts which focus particularly on how people from different cultures see and react to certain issues 3. Dialogues for habitual action Natural dialogue or conversation among illocutors which mention cultural elements 4. Contextualized writing task It is about gap filling, sentence writing or dialogue completion which mentions one or some elements of culture in it like name of people, food, songs, etc. 5. Idioms and collocation Some words whose meaning is different from the written form. It usually belongs to target culture. 6. Realia It refers to real objects either in real or in picture which refer to particular culture such as post card, e-mail, invitation, etc. 7. Sound recording It refers to some audio like songs, recordings, podcast which represent any particular culture. 8. Visual Illustration Some visible illustration representing any particular culture (Source: Adaskou, Britten &Fahsi, 1990). 2. The Elements of Culture Culture combines a lot of elements to create a unique way of living for different people. Besides culture has some characteristics to draw, culture also has at least seven elements, namely social organization, customs and traditions, religion, language, arts and literature, forms of government, and economic system (Brown, 2001, p. 27). The detail of them comes as follow: 1) Social Organization It is the way a culture divides society into smaller individual group. People are ranked according to what is important to that specific culture. Culture’s social organization also defines what is considered normal family unit and governs how people interact with each other. Family pattern is the most important unit of social organization. Through the family children learn how they are expected to act and what to believe. Meanwhile social classes is to rank people in order of status depending on what is important to the culture such as money, job, education and ancestry. 2) Customs and Tradition Both customs and tradition are the written and unwritten rules of society. They can refer to a culture’s laws, but also its moral and ethical expectations. Rules of behavior are enforced ideas of right and wrong. Customs and tradition might be associated with attitude. It means that the external displays of underlying beliefs that people use to signal to other people of their membership. It also can be used to give warning. By showing an attitude, 19 The following table is a review of development of culture learning in English teaching and learning adopted from Savignon. Table 2.2 Development of Culture in English Teaching-Learning Period Trends/Movement Nature of/ focus on Role of culture in foreign language classroom 1950s – 1960s Grammar Translation Big Culture facts Culture knowledge for the reading of literature Late 60s Audio-lingual Movement Little Culture facts Difference that might impede communication in L2 Knowledge of culture necessary for building vocabulary 1970s – 1980s Communicative competence Language pragmatics. Socio-linguistic facts (greeting, apologizing, etc) Knowledge of culture to avoid communicative breakdown 1990s – present Intercultural communicative competence Process of culture learning Essential integration of language and culture Culture = core Context and purpose for authentic language instruction (Source: Savignon, 2002, p. 41) The table above tries to elaborate the development how culture take position in English teaching and learning especially (English Foreign Language) time to time. It clearly shows that the culture position has already place itself into four periods. Firstly, it started in the late 1950s and the beginning of 1960s which culture focused on reading literature. In the second period, in the late 1960s, the position of culture takes place into vocabulary and glossary replacing reading of literature. In the period of 1970s – 1980s, the position of culture took place in the form of language pragmatics. It functions as socio- linguistic facts. This function is wider than the previous position because it was related to social function. The last but not least, in the last period, in the late of 1990s-now, culture has has become the authentic language as the part of the crucial integration in the teaching and learning process. In contrast from Alptekin and Savignon, According to Byram (2001, pp. 5–7), there are at least four dimensions or components of intercultural components, they are; knowledge, skill, attitudes and critical awareness. 1. Intercultural attitude means being curious and open towards foreign cultures and being able to understand that one’s own attitudes are not only the possible way to perceive the world. 2. Intercultural knowledge includes knowing about how social groups and identities of the foreign culture function. This dimension covers knowledge about daily life, institution, non-verbal behavior, and and history of a culture. 3. Intercultural skill that should be taught to the learners. These skills involve comparing, interpreting, and relating one’s own culture as well as the foreign culture. It is also highly important to teach learners to search for information on their won since teachers cannot anticipate all the knowledge that the pupils might need in the future and therefore learners must be able to find out the information by themselves. 4. Intercultural critical cultural awareness is the ability to evaluate, critically, and on the basis of the explicit criteria, perspectives, practice and products of own and other 20 cultures. The key message this dimension is that learners need to be able to justify their opinions and able to criticially analyse documents or events or foreign cultures. To sum up that this concept tries to explain that basically having intercultural is the simple one within something new and exciting. People grow up in one culture, often in a belief that our own cultural system is natural and normal perhaps even superiors to others. Intercultural makes us realize that the aspects seems to be irrational for us are actually rational for other people’s perspective. Furthermore, being intercultural also includes acknowledging that we belong to a certain culture and that we should learn to explore how we are shaped by our culture just as others are shaped by their own culture. This notion is so crucial for increasing different cultures over the world. Learning English should focus to improve understanding own culture and to communicate with other people with their culture. The following chart is the detail of Intercultural Communicative Competence (ICC). Chart 2.2 ICC Division (Source: Byram, 2001, p. 27) The intercultural communicative competence (ICC) is developed through some stages namely basic cultural awareness, advanced cultural awareness, and intercultural awareness. The detail description comes as follow (Baker, 2012, p. 66): What ICC requires learners to acquire KNOWLEDEGE Social group and culture in one’s own country and in the other countries Process of interaction SKILL Ability to interpret a document from another culture, explain and relate it to one’s own culture Ability to acquire new knowledge of a culture and to operate this knowledge ATTITUDE Developing attitudes of openness and curiosity about other culture and people CRITICAL AWARENESS Ability to think about things actively and intelligently rather than just accept them 21 Table 2.3 Level of Intercultural Competence No Level Description 1. Basic Cultural Awareness An awareness of: 1. Culture as a set of shared behaviors, beliefs and values 2. The role culture and context play in any interpretation of meaning 3. Our own culturally induced behavior, values, and beliefs and the ability to articulate this 4. Others’ culturally induced behavior, values, and beliefs and the ability to compare this with our own culturally induced behavior, values and beliefs 2. Advance Cultural Awareness An awareness of: 1. The relative nature of cultural norms 2. Cultural understanding as provisional and open to revision 3. Multiple voices or perspectives within any cultural grouping 4. Individuals as members of many social groupings including cultural ones 5. Common ground between specific cultures as well as an awareness of possibilities for mismatch and miscommunication between specific cultures 3. Intercultural Awareness An awareness of: 1. Culturally based frames of reference, forms, and communicative practices as being related both to specific cultures and also as emergent and hybrid in intercultural communication 2. Initial interaction in intercultural communication as possibly based on cultural stereotypes or generalizations but an ability to move beyond these through 3. A capacity to negotiate and mediate between different emergent socio-culturally grounded communication modes and frames of references based on the above understanding of culture in intercultural communication. (Source: Baker, 2012, p. 66) To achieve the intercultural awareness, there are several proposals to be implemented in the process of language teaching, they are (Baker, 2012, p. 66): 1. Exploring local culture, which is exploring the diversity and the complexity of different local and national cultural groups. A discussion with other students from different local cultural or nations can enrich the students with the cross cultural understanding 2. Exploring language-learning materials by evaluating or criticizing the presented images or descriptions of the culture on the textbooks whether or not they are match with the students’ real experience/knowledge 3. Exploring the traditional media and arts through English including film, television, radio, newspapers, novels, magazines, to explore the images of local and other cultures 24 It might be said that any kind of textbook might also have weaknesses even thought it was published by a trustworthy publisher. Therefore, any textbook to be used in the classroom should undergo an analysis. The consideration is made based on the vivid rejoinder whether the textbook meets the need of teaching’s goal and value, teacher’s syllabus, and other significant aspects. Textbook evaluation is a process of choosing textbook to be used in particular course considering to the need and value of teaching. The purpose of text evaluation is to support the teacher development and help teachers in order to gain good and useful insights into the nature of material. In short, the goal of textbook analysis is to decide on ―best of the best‖ material teaching as framework and resource of EFL teaching. Byram (2004) suggested the nine criteria for analyzing and evaluating the content of cultural learning (pp. 51—52).These criteria are thought to be a minimum content of cultural knowledge, which textbooks should also include. They come as follow: 1. Social identity and social groups: groups within the nation-state, including social class, regional identity, ethnic minority and professional identity. These criteria are the basis for others than national identity and they illustrate the complexity of individual’s social identities. 2. Social interaction: conventions of verbal and non-verbal behavior in social interaction. 3. Belief and behavior: routine and taken-for-granted actions within a social group (either national or sub-national). The moral and religious beliefs as well as the routines from daily life belong to this section. 4. Socio-political institutions: institutions of the state (e.g. health-care) and their meanings and values. How do they characterize the state and its citizens? 5. Socialization and the life-cycle: Institutions of socialization, e.g. families, schools, employment offices, religion and military service. What are the expectations and shared interpretations in these cases? 6. National history: periods and events, both historical and contemporary. What is their significance in the material and for the learning process? 7. National geography: geographic factors. Which of them are significant for the members of the culture and which are important for outsiders in intercultural communication? 8. National cultural heritage: the cultural artifacts, which are known to the members of the nation, such as Shakespeare in Britain. 9. Stereotypes and national identity: what is typical for the target culture (both historical and contemporary)? Symbols of national identities, for example famous monuments and people. Risager (2001) has also created criteria, or categories, for evaluating cultural content in textbooks. Her four criteria are as follows (pp. 181–182): 1. The micro level – phenomena of social and cultural anthropology: the social and geographical characters, situations of interaction, interaction and the subjectivity of characters: feelings, attitudes, values and perceived problems. 2. The macro level – social, political and historical matters: broad social facts about contemporary society, sociopolitical problems, e.g. unemployment and pollution. 3. International and intercultural issues: comparisons between the target culture and the pupil’s own country, mutual representations, images, stereotypes, relations, cultural power and dominance, cooperation and conflict. 4. Point of view and style of the textbook author(s): expressions of attitudes (positive, negative, critical) towards the country and the people. 25 E. The EFL Textbooks: Challenge Series Considering learner’s diverse language needs, it is so important that English as a foreign language which taught within communication skill including intercultural knowledge. Foreign Language Teaching aims to make students enabling to get the skill in communicating the target language. Through the English teaching materials, they attempt to integrate the culture inside its process as Foreign Language (FL), it emphasizes the social functions the target culture. It might be said that cultural information is required in teaching materials. Here, teachers are required to help students acquire the Intercultural Communicative Competence to be equipped within the skill, knowledge, attitudes about the Foreign Language Teaching (Sercu, 2006, p. 55). Presentation on how cultural is included, omitted or even simplified in the textbook influences both teachers and students. In considering the implementation of cultural knowledge, it involves the content, usage, goal of text and materials. English as International language with its many diverse cultures, forms and representations remains elusive. Cultural references in textbooks are in fact limited to titles, unit chapters, or even arbitrary content. The limited nature of cultural information in language is a general case in the publishing a textbook. The followings are the reasons why it sometimes happens (Shi, 2000, p. 87). 1. Introducing target and learners specific culture is not cost effective when publishers are marketing their books for the widest possible audience. 2. Designing books which engage students and provide relevant and unbiased information is very difficult and time consuming requiring much more research and piloting than usually carried out for standard textbooks. 3. Textbooks are designed primarily with teachers in mind, focus tends to be on simple and easily comprehensible input which requires minimal preparation or explanation by the teacher. 4. Students goals for language learning a varied and diverse, it would be equally useless to create a text geared towards an assumed target culture and designing culture general materials without understanding level, interests, background or goals. The materials writers in EFL books: Challenge series are responsible for the principles and procedures of the material design, publishing companies (here meant by Pearson) take charge of the implementation of the materials development. The following people might be involved in the compilation panel 1. Project director : responsible for overall management of the project, for setting goals and ensuring that the targets are met. The project directors are Elana Katz and EwaBaczak. 2. Writers : those responsible for writing all components of the course. The writers are Michael Haris, David Mower and Anna Sikorzynska. 3. Media specialist : a person who can help with such aspects as use of audiovisual materials and computers aspects. The persons who take in charge of Media Specialist are Larisa Nastavna, Vysotina Svetlana, Natalya Kotlyar, and Daniela Euli. 4. Editor : a person who reviews everything that the writers have produced, and prepared, the final version of the materials for the publication or duplication. The editor is Hilary Fletcher. 26 5. Illustrator : someone responsible for preparing and selecting art and illustration. The illustrators are Tony Forbes, Paul McCaffrey and Debbie Ryder. 6. Designer : the person who is responsible for the lay out, type style, graphics, and the overall format of the materials. The designer is James Hall. According to this case, the research uses the EFL book Challenge series: 2, 3, and 4 published by Pearson Education limited. The books themselves were published in 2011 by three authors at once, namely Michael Harris, David Mower and Anna Sikorzynska. Each series of these EFL books contain 10 chapters. The learning – teaching materials in these books are presented not only in written but they serve within the attractive pictures to attract the students. Each chapter tries to complete the English skills such as Listening, Speaking, Reading, Writing, and Grammar. However, the cultural content has special part in these books. The cultural content exists in Across Cultures part. The authors put the Across Cultures section only in five chapters not all chapters. They exist in chapter 1, chapter 3, chapter 5, chapter 7 and chapter 9. Picture 2.2 EFL Textbooks Challenge Series: 2, 3, and 4 There are two positions of EFL books: Challenge series, textbooks based on target culture and textbook aimed at international target culture. 1. Textbooks based on target culture: the cultural contents of Challenge series focus on the target culture – social, commercial values in order to promote awareness of gender, environmental issues, etc. These books are marketed worldwide portrayed multicultural nature of one of Speaking countries. In this kind of books, there are at least two kinds of text, closed text and open text. Closed text provides unproblematic world that confirms or reinforces learners’ view and belief. Meanwhile open text invites possible interpretation, elaboration, and learners responds. 2. Textbooks aimed at international target culture: EFL books: Challenge series also include a wide variety of cultures set in English speaking countries or in a country where English not first and second language but used as the international language. Challenge series books try to offer interesting culture mirror, the learning of culture and the development of intercultural skills depend on large part how the textbooks are used in the classroom, the quality of interaction between students, texts and teachers. Challenges 2 Challenges 3 Challenges 4 29 Since the existence of cultural contents are so important in the textbooks, the countries have paid attention into this point. Let’s say, BSNP (Indonesian Board of National Education Standard) in Indonesia puts that English is one of the core units to be taught at schools. Despite the EFL materials was firstly implemented based on the Grammar focus. However, they stress on more on the communicative approach by paying the cultural content (Mardiana, 2008, pp. 115–128). Next is South Korea. Through the Korean Ministry of Education promotes to put greater emphasis on cultural content used in foreign language study than traditional language approach such as grammar translation method. McKay and Bokhorst-Heng (2008) asserted that the learning of English promotes a way of developing international awareness and of helping the country to become part of a global economy (p. 184). In accordance with this idea, many texts, including textbooks approved by the Ministry of Education, encourage global themes and consider to other cultures, especially those of English speaking countries. Other country is China. The Government wants that their source culture (Chinese culture) is protected as well as the Chinese students understand both of target culture and international target culture. Ministry of Education of People’s Republic of China has put the regulation by asking Longman publisher as the international book publisher to work together within the academics of China to develop EFL materials (Adamson & Morris, 1997, p. 26). Next country belongs to Finland. Since Finland is a group of Common European Framework of Reference for Languages (CEFR), the country acknowledges the cultural context of language learning which the EFL materials which in line with multicultural and internationality leading into intercultural awareness (Lappalainen, 2011, para.12). G. Previous Related Studies Discussing cultural content analysis in the study or research is an interesting thing. Therefore, it is found there are a lot of researchers from around the world discuss the cultural content analysis including Indonesia. The researcher selects the cultural studies in the region of Asia, European, or even commonwealth countries in order to acquire a better cultural relationship within the Indonesian context. This selection is also made to be more relevant where English is taught and learned as English Foreign Language such as this study. The investigation under the textbook is conducted by Sugirin and Siti Sudartini (2011) who investigate the seven textbooks use for Junior High School in Yogyakarta. This study aims at describing the teachers’ awareness include culture in the teaching and learning process, what cultural aspects are included in the English textbooks used in a number of schools in the Province of DIY and how the cultural elements are inserted in the books. The results of the analyses show that (1) the teachers have inserted cultural elements in their teaching and learning process, following the explicit and implicit modes of insertion used in the textbooks; (2) the cultural elements in the books consist of knowledge, behaviors, and artifacts. Also, this study suggests in efforts to infuse cultural elements, EFL textbooks are written for the Indonesian students should (1) accommodate local, mainstream (Indonesian), Asian and global cultural elements; (2) focus on cultural aspects that may induce misunderstanding or confusion, completed with proper explanation and illustration; (3) be presented in both explicit mode (with an explicit topic on one or more of the cultural aspects) and implicit mode (with cultural elements included, which may induce the students’ curiosity and the teachers’ awareness of the need to deal with them in the teaching and learning process). 30 Dian Ekawati and Fakry Hamdani (2012) investigated the role of culture in the textbooks and methods used in the classrooms. With the documentation and the observation as the center of data, this investigation also tries to arose students’ awareness of the target culture. The result of the study found that some EFL (English as Foreign Language) textbooks and EFL methods did not reflect not only the target culture, but also source and international culture. However, this study also try to explain that cultural mismatch aroused from different culture of learning between teacher and students or between students and textbooks can be handled by ethnographic stance and explicit teaching (pp. 53–59). Despite this study discussed the students’ awareness of the target culture, the writers use the specific way to explain how this study conducted. Therefore, it looks to be overgeneralizing. The cultural content in an English textbook for Senior High School grade three in Cianjur, West Java, belongs to Ihsan Nur Iman Faris (2014). The data of this study were collected from reading passages in the English textbook for Senior High School entitled ―Look Ahead‖ published by Erlangga publisher. This study uses both culture theories; Cortazzi & Jin and Adaskou, Britten & Fahsi. The study shows that the target culture is predominant in the textbook. The investigation found that 77.05 % cultural contents refer to the target culture, 13.11% cultural contents refer to the source culture, and 09.84% cultural contents refer to the international culture. Regarding how cultures are represented in the textbook, generally culture is represented by the aesthetic sense (37.70%), the sociological sense (31.15%), the pragmatic sense (19.67%) and the semantic sense (11.48%). Based on the findings it is recommended that more source culture and international culture be included in the textbook. The next study discusses the cultural content analysis entitled ―Sociocultural Aspect Representation: A content Analysis On An EFL E-textbook For the Twelfth Graders in Indonesia‖ by Putu Cendrawati and Ketut Seken (2014). This study aimed at analyzing representation of ten sociocultural sub aspects, namely: age; gender; social distance and status; politeness strategies; genres; registers; major dialects; and Background Knowledge of the Target Language Group (BKTLG) and Crosscultural Awareness (CcA), in an e-textbook, Developing English Competencies (DEC). Discourse Qualitative Content Analysis was the research method and DEC was the data corpus. Data were gathered through e-textbook observation and were analyzed quantitatively and qualitatively. Yet, several cases show contradicting findings in some ways. Among other plausible causes of these deviations, the following causes are the most potential reasons: (i) that the authors might be aware of these sociocultural aspects but they opted to disregard them, that they were not basing their e-textbook design on lists of sociocultural aspects and sub aspects; (2) that the authors were possibly aware of the need to regard sociocultural aspects, but they were not practically aware of how the representation of these aspects should be; and (3) that the authors were not, at all, aware of these aspects. Arnis Silvia (2014) investigated her study related to cultural content in English textbooks and its implication in facilitating intercultural communicative competence. She chooses the two books (English on Sky and English in Focus) as her research subjects. To explain the cultural content in these books, she use the theories of culture by Adaskou, et al. (1990), Cortazzi & Jin (1990) and Yuen (2011). Meanwhile to explain intercultural competence, she uses the theory of Byram (1997). In her findings, she noticed that the English textbooks portray cultural content in product and persons. Then, she writes that the portion of source culture is more dominant than the portion of target culture and international target culture. Arnis’ study supports Kramsch & Sullivan (1996) and 31 Alptekin’s theory (2002) that the EFL pedagogy should prepare learners to be both global and local speakers of English. In her study also, Arnis tries to explain ―surface culture‖ which is compared to ―deep culture‖. She noticed that Aesthetic sense and pragmatic sense are presented more frequently than sociological sense and semantic sense. Cultures are mainly represented by people names, food, landmarks, dances (Product) and language forms. On the contrary, values, opinion, and perspective, among cultures are not represented. In the last conclusion, she wrote that the two books do not support intercultural communicative competence as the cultural content of Byram’s classification (level 1 – basic cultural awareness). The next study which discussing the cultural content belongs to Kamile Hamiloglu and Bahar Mendi (2010) who investigated a content analysis related to the cross cultural/intercultural elements used in EFL coursebooks. In their study, they try to examine some coursebooks of English as a Foreign Language (EFL) to see whether they involve any cross-cultural topics belonging to different cultures from different countries in the world. Assuming that EFL coursebooks written after the communicative movements in foreign language teaching and learning in the 1970s and the 1980s would have a plenty of cross-cultural elements, it was expected to see these coursebooks would also have a lot of cross-cultural elements, especially regarding their publication dates. This study aimed to investigate to what extent teaching materials used in EFL setting involve intercultural elements. Accordingly, five coursebooks were evaluated, and topics and number of cross- cultural elements were presented. The coursebooks used in the study were published in 1998, 1999, 1999, 2001, and 2006 namely. However, as the results displayed, the frequency of cross-cultural elements were not mutually related to their publication dates. The distribution and frequency of cross-cultural elements were not balanced with the dates chronologically. Yuen (2011) in his investigation about the representation of foreign cultures in English textbooks discussed the representation of foreign cultures in Hongkong secondary schools. He underlined the four elements of culture such as products, practice, perspective and person in his study. Through these four elements he evaluated the cultural contents inside these EFL textbooks. In his findings, he claimed that the investigated textbooks reflected the status of English as an international language. Unfortunately, the materials inside the textbooks investigation commonly providing the students with the tourist’s perspective which appeal the students with cultural products of entertainment, travel, and food but less in the depth of cultural material. Furthermore, he also tried to explain that cultures of Africa inside these textbooks are under - represented. The selection of English language textbooks and the implications for redressing the imbalance in cultural content are also discussed in this study. In his study, Tzu-chia Chao (2011) examines the cultural content and its hidden curriculum of an international book: New American Inside Out. His study used the five dimensions of culture and the categories of culture to codify the cultural content inside the textbook itself. The results show that this textbook has promoted different dimensions of culture with a focus on the introduction of western products, persons and perspectives. Quite a lot of content related to linguistic practices are found not specific to any culture or country; however, the bias in favor of Target Culture (English-speaking countries) is obvious throughout the textbook in terms of the reading texts and listening scripts. Less interest has been put on the presentation of local and Asian cultures. As for the arrangement of intercultural issues, most of them are put in speaking activities but center 34 CHAPTER III RESEARCH METHODOLOGY This research tries to cover the research design, time and place of the research, respondents or informants, unit analysis, data collection methods as well as data analysis method. This chapter tries to complete the previous chapters, chapter I and chapter II. A. Research Method Dealing with the textbook analysis, this study is content analysis study to reveal the cultural contents inside the EFL textbooks Challenge series 2, 3, and 4 for Citra Indonesia Junior High School, Bintaro sector 5. Bhaskaran (2008, p. 7) defines content analysis is as a method in social science research. It is described as the scientific study to discuss content of communication. It is related to the content with reference to the meanings, contexts, and intention contained in messages. It might be said that content analysis falls in the interface of observation and document analysis which the main research subject connects to some certain archives or documents to portrait society. However, the writer will use descriptive qualitative analysis. Descriptive is the characteristic of data in qualitative research because it was taken from the cultural material inside EFL textbooks as the documents. It might be said that this research is kind of documentary analysis. B. Research Setting English textbooks are categorized into stable subject because the textbooks themselves will be used for more five or six years in academic field. It means that SMP Citra Indonesia take the resource from these EFL textbooks to run the process of teaching and learning in English Language lesson. The use of EFL textbook Challenge series 2, 3, and 4 shows that the school uses International book in learning and teaching English. The school chooses these books not only delivering English language but also cultural knowledge as well. However, from the point of time, this research is conducted in the academic year 2015–2016. C. Data Sources The sources of the data for this study are three English textbooks for Junior High School, Challenge series 2, 3, and 4, which are published by Pearson. The data for the study are in the form of written texts and illustrations that may accompany the text of reading passages about culture content inside these textbooks including words and sentence related to culture content. Since the cultural knowledge becomes the data resource for this research, the followings are the unit and the topic inside the EFL textbook Challenge series 2, 3, and 4 in detail. Table 3.1 The Unit and The Topic in Challenge Series 2 Unit Topic Unit Topic 1. Our World 6. Holidays 2. Neighbours 7. Performers 3. Life Stories 8. Technology 4. Mysteries 9. Style 5. Looks 10. Winners 35 Table 3.2 The Unit and The Topic in Challenge series 3 Unit Topic Unit Topic 1. Schools 6. Films 2. Talent 7. People 3. Health 8. Music 4. Cities 9. Books 5. On the Move 10. Discoveries Table 3.3 The Unit and The Topic in Challenge series 4 Unit Topic Unit Topic 1. Communication 6. Save the Planet 2. News 7. Fashion 3. Communities 8. Sport 4. Cash 9. Detectives 5. Water 10. Imagination D. Research Instrument As this research becomes content analysis of the cultural contents inside the EFL textbooks Challenge series 2, 3, and 4 which belongs to qualitative design, the main instrument of this research is the researcher herself. Also, as the tool of the research, the researcher has to use the theoretical framework to answer research questions and divide the cultural knowledge into some divisions such as types of culture, the elements of culture and intercultural communicative competence. By doing checklist worksheet, the researcher compares the data from cultural knowledge from one EFL textbook series to others. E. Data Collection Procedure Data collection procedures allow the researcher to systematically collect information about object of the study. In the collection data, the researcher has to be systematic. Since the object of this research is about cultural materials in EFL textbooks Challenge series 2, 3, and 4, the researcher uses at least two data collection procedures; document review and observation. 1. Document review The cultural materials in these EFL textbooks become the descriptive qualitative research project because they are classified into documentary analysis. It means that this document review utilizes content analysis of the cultural material inside these books. 2. Observation Observation allows for the study of the dynamics of a situation, or behavior as indicated by needs of the evaluation. Observation is good source for providing additional information about the documentation. Through this collection procedure, observation can produce narrative data (as the part of qualitative) and frequency counts (as the part quantitative). F. Data Analysis Procedure In analyzing the data of the research, the writer adapted the scheme of interactive model analysis from Huberman and Sladana, 2004. The model analysis consists of four steps; data collection, data reduction, data display and conlusion from all data. 36 Figure 3.1 The Scheme of Interactive Model Analysis (Source: Huberman & Sladana: 2004, pp. 7—9) The followings are the detail practical steps of data analysis employed in this research: 1. Perusing In analyzing the textbook analysis, the researcher uses two main stages. First, to see the presence of cultural content, the texts are investigated by employing the concept of culture theoretical framework used in this research. Also, perusing texts are analyzed in terms of content. Second, after classifying and recording the cultural loads in the text, the frequency of each cultural load is then converted to percentages for comparison purpose. These percentages are then analyzed to determine which culture bias in the books occur the most frequently. Furthermore, in doing textbook analysis, the researcher peruses the cultural material carefully page by page, line by line, and picture by picture. All pages, lines and pictures contain cultural material will be marked by carefully. 2. Marking/Checklist Having the three different frameworks to analyze the cultural contents in these EFL textbooks Challenge series 2, 3, and 4, the writer uses marking/checklists to help coding the cultural content. Checklist 1 is used to show the types of cultural information based on Adaskou, Britten and Fahsi (1990). Checklist 2 is to show the elements of culture based on Brown (2001) while checklist 3 is used to show the level of intercultural competence based on Byram (2001). The followings are the detail: Table 3.4 Checklist 1: Types of Cultural Information Data Cultural Information IT WT VI D R IC SR FAO U. 1 U. 2 U. 3 U. 4 U. 5 U. 6 U. 7 U. 8 U. 9 U. 10 Data Collection Data Display Data Reduction Conclusion: Drawing/Verifying 39 triangulation is by using some data collection procedure, data analysis procedure related to cultural content analysis in these EFL textbooks which describe as qualitative research. b. Source The researcher takes more information from more resources in the term of data regarding English textbooks and their cultural content including cultural information, elements of culture and intercultural communicative competence by using three different theoretical frameworks about cultural content to support valid resources. 2. Confirmability The researcher puts all procedures of entire data and checks entire data of the research for several times. The researcher attachs all collected data to make sure that the research findings are the result of experience not the preference of the researcher. 3. Transferability The researcher inserts data analysis to answer research questions. It can be accesed by everyone who wanted to. The result of this research is to give additional reference for other researchers who investigates cultural content analysis in EFL textbooks. It means that this research could be transferred in other researchers. 40 CHAPTER IV RESEARCH FINDING AND DISCUSSION Having mentioned the steps and the procedure of the research in chapter III, the present chapter points out the findings and discussions of the research based on the research questions given about cultural content in the EFL textbook Challenge series 2, 3, and 4. The research finding and discussions come as follow: A. Research Finding The structure of the findings in this chapter is described by some following sequences. First, each book content analysis is presented one by one. Second, the results of the EFL textbook Challenge series are collected as one title (Challenge 2, 3, and 4). Last, the results are fallen into categories by the order of research questions. Here are the findings in detail. 1. Challenge 2 Challenge 2 is one of the collection Challenge series books from Pearson Longman education Limited which was published in Edinburgh Gate, Harlow. This book is written by 3 authors at once, Michael Harris, David Mower, and Anna Sikorzynska. This book consists of 10 chapters as mentioned below. Table 4.1 Modules, Topics and Text Genres in Challenge 2 Modules Topics Text Genres Unit 1: Our World Friends Descriptive text Irelands Report text Unit 2: Neighbours Dialogue about daily life Descriptive text Virtual neighbours Report text Unit 3: Life stories Asking and Giving informations Descriptive text Butterfly man Recount text Life in the 50’s Descriptive text Unit 4: Mysteries Aking and giving information Recount text True stories? Narrative text A ghost story: The lady in the Red Narrative text Unit 5: Looks Changing faces Report text Topic Text Genres Movie magic Descriptive text Traditional costumes Report text Unit 6: Holidays Holiday disaster Narrative text Winter adventures Report text Asking and giving information Short functional text Unit 7: Performers Billy Elliot Descriptive text Circus Oz Descriptive text Dances from around the world Report text Unit 8: Technology Ads (Tomorrow’s world) Short functional text Blog Short functional text Unit 9: Style Asking and giving information Descriptive text Youth culture Descriptive text Traditional house Descriptive text Unit 10: Winners Bright future Report text Record breaker Recount text 41 From the table above, it is clearly seen that the EFL textbook Challenge: 2 contains ten modules with at least 25 topics inside it. These ten modules are the chapters of the books which still have wide discussion to break down into the narrow part. The book tries to discover each module with the explanation from the topics given. In giving the explanation of the topic, the writers use at least three texts, they are recount text, descriptive text and short functional text. Furthermore, these texts will lead the readers know what is the module and topic about. a) Types of Cultural Information in Challenge 2 In this section, the writer classifies cultural information based on Adaskou, Britten and Fahsi’s theory. There are at least eight classification of cultural information, they are: a) informative text, b) texts presenting foreign attitudes and opinions, c) dialogues about daily life, d) contextualized writng tasks, e) idioms and collocations, f) realia or pseudo realia, g) visual illustration and h) sound recording. Having analyzed these forms which related to cultural information page by page, text by text, picture by picture, item by item in EFL textbook: Challenge 2, here is the result about it: Chart 4.1 Type of Cultural Information in Challenge 2 From the chart above, it describes that the appearance of cultural information is various. Totally, it appears 254 times. Although each type of cultural information appears, but the most dominant in the form above is visual illustration (g). This illustration becomes as the part of computer illustration and the number of photographs which describe the cultural items. It has appeared 139 times (37%) in this EFL textbook Challenge 2. In the second line, informative texts (a) appear 52 times (26%) mostly in Language and Skill section and Grammar section. Following this, in the third line is contextualized writng tasks with 18 times (9%) in the form of doing project to a certain theme related to each unit in this book. Later on, three items of cultural info have the same value and percentage. They are dialogues (c), sound recording (h), and texts presenting foreign attitudes and opinions (b). Their values and percentage are 10 times (5%). However, idioms and collocation (e) and realia (f) have lack appearance of cultural information in this EFL textbook, Challenge 2. Idiom and collocation have appeared 8 times (4%) and realia has appeared 7 times (3%). Both of idioms and realia have a little portion compared to other cultural information items. 44 days Adam: one more thing, how can we get to Parc Asterix? Man: take a train to Charles de Gaulle airport. From there, get a bus to the amusement park. They go every thirty minutes. Zeki: Great. Thanks very much Man:You mean Merci beaucoup Picture 4.2 Writing Task and Dialogue Representing Cultural Information in Challenge 2 The two texts above have close relationship to the cultural load. The first text about a country, Ireland, while the second one is about dialogue discussing Paris. Both of texts insert the name of country and city to describe what they are about. In the left side, the authors of the books invite the students to promote students’ country which includes capital, population, language and legends. It means that the authors ask students directly to have two levels critical cultural awareness at once. The two levels are knowldege and skill. In the level of knowledge, the students are asked to describe their own country as the representation of source culture. In the level of skill, the authors once again ask the students to compare Ireland as target culture and their own country. It might be said that, the students do the interaction process between source culture and target culture in this level. Here, the students have to interpret a document from another culture and operate it as the new knowldege by making corelation between them. However, in the right side, the text is about the dialgoue about two young boys namely Adam and Zeki who have a trip to explore Paris. Adam comes from Poland and Zeki is Turkish. Therefore, they ask some information to tourist officer about transportation for exploring Paris. The touries officer is French. Here, the authors accurately state that this dialogue is transactional reaction between the speakers and listener. Also, the dialogue shows communicative purpose among them from their questions and answers. Both of speakers and listener give information to each other. Further, in correlation with the cultural load, the dialogue inserts some landmarks of Paris for instance the Louvre, the Eiffel Tower, Notre Dame as the product of culture (Yuen, 2011). The authors of Challenge 2 present the dialogue above easily understood for the readers to show the cultural representation about it. This dialogue is started by the two students (Adam and Zeki) who asked the information politely to the French officer. To reply them, the man answers questions such in detail to let know them about Paris. From this process, it might be said that although the speakers and listener have different countries, both of them use communication politely as the way of communication. Then, skill of communication as the process of interaction here really work as the cultural representation. 45 A group teenagers tell us about the different groups of young people in Belfast on a Saturday night. 1. Smick boy wear baseball caps, big rings and tracksuits. They like rap and house music. Smick girls usually dye their hair blond and wear lots of jewellery 2. New hippies usually have long hair or dreadlock and flared jeans.They are into groups like Nirvana and The Smashing Pumpkins but also listen to famous 60s groupslike Pink Flyod and the Beatles 3. Goths wear black clothes and use lots of black eye make-up and black hair dye, wear fashionable designer clothes. Goths are fanatical about groups like Pagans and Marilyn Manson. 4. Skaters always carry a skateboard with themand wear expensive designer clothes.They wear baggy jeans and sweatshirts with hoods. They listen to Green Day. They sometimes wear baseball caps back to front. They never tie their shoelaces and show their underwear above their jeans. 5. Punks wear tight leather trousers and a lot of metal like chains. They wear leather jacket and big boots. They listen to bands like the Sex Pistol and The Ramones. Most punks have a lot of body piercing. They often make their spiky and dye it different colours. 6. Rockers are a small group.They usually have long hair. They often wear T-shirts with band names on them. They like music by Blink and Metallica. Many adults are scared when they see groups of young people in the street. They think that young people don’t care about anything. But this isn’t fair. These teenagers are just trying to find out who they are – the same as their parents did! Picture 4.3 Text Presenting Foreign Attitudes and Opinion The text above presents foreign attitudes and opinion of some teenagers about the different groups of young people who live in Belfast, northern Ireland, UK. This text describes the style of how these teenagers show themselves just the way they are such as smick boy, new hippies, goths, skaters, punks, and rockers. The text also connects their style with their favorite music and their fashion to easier classify in the society. The use of Music and fashion here show that the two elements as the sign for their personality. 46 In the form of culture, the authors of the book want to discuss cultural load through this text. Actually, this text belongs to deep culture because the text is about attitude and thought of young people to be their ownselves with the way they are. These young people want to be their own selves from the way they behave. For instance, they state that music influence their behavior and attitude. That is why the authors of Challenge 2 describe young people groups with music and the musicians. However, the value of deep culture in this text is obviously seen that they want to be accepted in the society without giving them with negative judgement. Picture 4.4 Cultural Information Presenting Realia The text above is a postcard written by Adam telling Adam and Zeki’s trip in Paris to Rachel as their best friends. Postcard is an example of psudeo realia because it is authentic object which is used to teach and learn English language. Using realia helps to make English lesson memorable by creating link between the object and the words represented. Postcard here becomes realia as the physical object that is related to the target culture. The writers of the book try to put realia as aid to facilitate language acquisition and production. Through this postcard, the writers also help students understand other culture and real life circumstance what Adam and Zeki do in Paris. Furthermore, the content of realia above, both of Adam and Zeki have fantastic holiday in Paris. They only tell their holiday to Rachel via postcard. This book, Challenge 2 shows that Adam and Zeki are being dominant. This book shows them many times become the subjects to tell the materials of the textbook. While Rachel and Tania only become the object materials. It means that, Challenge 2 directly shows the readers about cultural bias because boys dominate girls. b) The Elements of Culture in Challenge 2 Culture combines a lot of elements to create a unique way of living for different people. The researcher classifies the elements of culture in EFL textbook Challenge 2 based on Brown (2001). This classification is divided into seven elements, they are social organization (1), custom and tradition (2), forms of Government (3), art and literature (4), economic system (5), language (6), religion (7). The following is the chart which shows the result of elements of culture. Hi Rachel, I’m having a fantastic time in Paris. Zeki’s family are really nice.Yesterday, we saw Notre Dame Cathedral – an amazing building! We went on a fantastic boat trip, too. The Louvre was a bit boring – I’m not into art. I didn’t like the Eiffel Tower – I can’t stand heights! We went to Parc Asterix today and the rides were great. The weather’s good. How are you? This morning, Zeki got a text message from Tania. Did you know she and Bart split up? See you next week! Adam Rachel Murphy 21 Ormsley Road, Kentish Town, London NW3 BRB Grande Bretgane 49 In the third line, elements of culture is placed by forms of government with 35 times (20%). Three division which include forms of government are name of country, name of city and name of town. The most dominant for forms of government is name of country, such as England, Palestine, Ireland, French, Canada, Finland, Sweden, Australia, China, Taipei, Peru, Brazil, Spain,West Africa, etc. The following pictures and texts are the example of name of country that exist in EFL textbook Challenge 2. Ireland The Republic of Ireland (Eire) has a population of about three and a half million people. The official language is Irish but people usually speak English. People call Ireland the EMERALD ISLE because it is very green island. It often rains in Ireland. The countryside is beautiful and Irish people are very friendly. DUBLIN - A GREAT CAPITAL Have a great time in Dublin! There are wonderful shops, restaurants, music and night life. Walk around the busy streets, visit the museums or relax in one of the parks. Go to Trinity College Library. In the library, you can see the amazing Book of Kells from 8th century. GREAT WRITERS Some of the best writers in the English language are from Ireland, for example, Jonathan Swift, Oscar Wilde and James Joyce. See their portraits and letters in Dublin’s Writers’ Museum LEGENDS Go to Blarney Castle and see the famous Blarney Stone. People say this stone has got magic powers and you become a brilliant speaker when you kiss it! AROUND IRELAND Explore Ireland: drive, walk or cycle around the beautiful coast and the green countryside. Stop in wonderful towns and villages and visit historic castles and churches. FUN ACTIVITIES Horse riding,fishing, cycling and walking are popular activities. There are fantastic beaches, too. Try surfing or scuba diving – or just have a swim! Picture 4.5 Element of Culture in Forms of Government In the forth position, art and literature appear 32 times (18%). Art and literature has more divisions than any other parts of elements of culture division. There at least nine divisions, they are architecture, dance, theathre, literature, film, music, sculpture, 50 painting, and drawing. The picture and the text below related to art and literature in the forms of elements of culture. Dances from Around the World Flamenco is very popular in southern Spain. It begins with guitar music and clapping and then dancers join the performance. Sometimes a woman dances with a man. The woman usually wears a long, colourful dress. She moves her arms and hands slowly but her feet move in fast, complicated steps. The man often wears black. Both dancers click their shoes on the floor when they dance around each other. Cossack dances are from Russia and Ukraine. They are very energetic – some are more like gymnastic than dancing! Dancers have to be very fit because they jump very high and kick their legs up and down. They often jump over swords. The movements are similar to traditional Cossack activities, for examples swordfighting and getting off and on horses. Limbo dancing is originally from West Africa but today it is an important part of celebration in the Caribbean. Young people have to dance under a horizontal pole. This pole is often on the fire and the dancers mustn’t touch it! After a successful ―limbo‖ they put the pole lower and do it again. Some dancers can dance under a pole just twenty centimetres off the ground! Mask dances are important for Dogon people in Mali. Each village makes different masks. They are often huge and colourful. There are masks of people, monsters or local animals like crocodiles, hyenas and monkeys. Masks dancers are always men and they dance to the sound of drums for hours after the death of a person in the village. Nowadays, Dogon villagers also perform the dancers for tourists. Text 4.3 Element of Culture in Art and Literature The text above related to art and literature is actually describing kinds of dances around the world; Flamenco from Spain, Cossack from Russia & Ukraine, Limbo from West Africa and Mask dance from Mali (Senegal). The text describes that kinds of dances from around the world are meaningful. The dances are used to show their habitual (such as Cossack in sword fighting and getting on/off horses, and Dogon in Mali to perform the death person and welcome the visitors. From the text above, the authors of the book show that this text belong to international target culture because the dances come from around the world. Also the authors inform the readers that kinds of dances can be a media to communicate with other people. To short, these dances are the examples of their art and literature. While the point of view from concept culture, dance belongs to surface culture since it is easily visible and conscious element for the people. Every dance has meaning as well as the dances described in the text above. Dance delivers ideas and meaning to the audience about people’s habit. It might be said that dance represents cultural values from the movement in the dance. So that people can easily comprehend certain meanings from these movements. However in the fifth position is placed by economic system in the form of elements of culture. It presents 24 times (14%). According to Brown (2001: p. 27), economic system regulates what people need. Economic system answer three basic questions: what to produce, how to produce it, and for whom the production. The followings are the picture and the text showing economic system in EFL textbook Challenge 2. 51 Winter Adventure Winter is here and there are some great places to go. But how adventurous are you? Here are five unusual winter holidays. Igloo Camping in British Columbia Are you ready for a really active holiday? Go camping in the beautiful mountains of Western Canada. You walk for miles in snowshoes, learn to build a real igloo and then spend the night in it. Igloos are quite warm and comfortable! Contact: Tourism British Columbia Polar Bear Watching in Monitoba This is the place for nature lovers. Everey November, hundreds of bears come to Churchill in Canada to hunt seals. You can go on excursions by snowmobile, dog sledge or helicopter to see the polar bears and other animals, like arctic foxes. Contact: Frontier Canada Ice Swimming in Finland Have a hot sauna and then jump into an icy lake! The swimming is not very enjoyable at first but after it you feel fantastic and it’s very healthy! Over 30,000 Finns did it last year. Contact: Scan Tours Ice Sculpture in China Harbin in northen China has temperatures of-30°C and the city is famous for its ice sculpture festival. For a month, the main park has over 200 wonderful sculpture of animals and plants. On the last day, festival visitors destroy the beautiful sculptures. Contact: Travel China Guide Heli-Skiing in Sweden Riksgransen is the most northern ski resort in the world and there is always a lot of good snow. A helicopter takes you to the top of a mountain and you ski back. It’s not dangerous but it is quite expensive. Contact: Original Travel Text 4.4 Element of Culture in Economic System The text above clearly shows that the condition of foreigners’ season (winter) could be a medium of how they made up an economic system. They arrange winter holidays in their environment to be an economic resources. The text above also tries to answer three basic questions related to economic system they are: 1) what to produce? produce winter holidays, 2) how to produce it? Various ways as their way to create winter holidays, 3) for whom the production? This winter holidays belongs to everyone who wants to enjoy it. However the portion of language comes after economic system. It is in sixth position. Language appears 7 times (4%). It is found seven kinds of language mentioned in EFL textbook Challenge 2. They are English (UK), English (US), Bengali, Irish, Chinese, Polish and French. English (UK) and English (US) are used dominantly in this book. However, the rests are only pieces of words. The last position belongs to religion. It is the smallest portion in the form of element of culture. It just appears 1 time (0%). Religion is explicitly mentioned in the form of worship place. Religion is named only once in Realia text (Short Functional Text) about a postcard in page 64. There, it is called Notre Dame Cathedral – an amazing building, which is symbolized for Christian Religion. While other texts and pictures do not indicate to this element of culture. The followings are the picture and the text indicate kinds of language in Challenge 2. 54 a) Types of Cultural Information in Challenge 3 Compared to EFL textbook: Challenge series 2, Challenge 3 has different portion of cultural aspects. It can be seen from the total cultural occurance which is 283 times. The overal ratio and percentage is drawn in this following section. Chart 4.3 Type of Cultural Information in Challenge 3 From the Chart 4.3, it is clearly seen that the cultural information appeared 283 times throughout the EFL textbook: Challenge 3. The most frequent appearance in the form visual illustration which appears 138 times (49% of the whole cultural information in this EFL textbook). The visual illustration appears as the illustration about the 4Ps (products, person, practice and perspective). The followings are the visual illustrations to describe these 4Ps. a. Mofani worms: Snacks from Africa b. King Kong a movie by Peter Jackson c. Didgeridoo: a musical instrument from Northern Australia d. The Catcher in the Rye: a novel by JD Salinger Picture 4.6 Visual Illustration for Products of Culture Person is also told in this EFL tetxbook. This book contains a lot of persons such as international musician (Ludwig Van Beethoven, Spice Girls, Jimi Hendrix, Joss Stone, Louise Farrenc, Beyonce, Elvis Presley, Nirvana, Tupac Shakur, etc.), international novelist (William Shakespeare, Mark Twain, JD Salinger, Margaret Mitchell, O’Henry, JK 55 Rowling, Mary Ann Evans), actors and actress (Roger Moore, Sean Connery, Pierce Brosnan, Daniel Craig, Brad Pitt, Naomi Watts, Kristen Dunst, Jodie Foster, Adrien Broody, Robert De Niro, Russel Crowe), international director (Peter Jackson, Steven Speilberg), international magician (David Copperfield and Harry Houdini, David Blaine, Howard Jay), international artist (Frida Kahlo, Louise Farrenc) international athlete ( such as Ronaldinho, Samuel Eto’o, Fabien Barthez, Pele, David Beckham). However, for practice and perspective, the EFLtextbook: Challenge 3 tries to put them into the section of Across Culture. This text below tries to give the description about visual illustration for practice and perspective. Coming of Age a) Quinceañera In most Central and South American countries, every girl looks forward to her fifteenth birthday, one of the most important days in her life. The girl chooses a beautiful dress and invites all her friends and family. The Quinceañera is like a princess for a day and chooses her ‘court’ of maids of honour (girls) and escorts (boys). The celebration starts with a service at the local church with her parents and her ‘court’. At the reception, there is a big meal and the girl cuts an enormous birthday cake the same colour as her dress. A group plays music and the girl’s first dance is always with her father. Then the party starts! b) The Sunrise Ceremony Young teenage Apache girls have to go through a difficult but important four day ceremony. The girl’s godmother deals with all the arrangements and gets in touch with all of the girl’s family. The godmother also gives the girl lesson about Apache culture. In the ceremony itself, the girl’s hair and face are covered in white clay like the ‘first woman’ in Apache mythology. For hours and hours, she has to pray, dance, run and sing. After four days, she is exhausted but she has become a young woman. The young woman and her family then celebrate with a fantastic meal. c) Citizenship Ceremony For years there have been ‘citizenship ceremonies’ in Australia for new immigrants. Now, young Australians do the same when they get to the age of eighteen. The ceremonies are usually on 26 th January (Australia Day) or 17 th September (Citizenship Day) and are usually held in schools or town halls. There was once a ceremony in s port stadium when 30.000 people turned up. Native Australians in traditional dress often perform traditional dances to welcome the new citizens. After the ceremony, the proud new citizens have meal with family and friends. Picture 4.7 Visual Illustration for Practice of Culture 56 The text above is an example of kinds of celebration in the world. The text tells three different celebration; birthday celebration in South American countries, teenage Apache girls ceremony, and citizenship celebration in Australia. The three of them are actually the same, they celebrate coming of age for someone but what make them different is the way to celebrate it. Related to culture, it is an example of Practice of culture because it refers to certain activity which inherited from a particular of a community to their generation. These celebration involves around the world because the text also tries to tell the readers that they belong to inetrnational target culture. Furthermore, the authors of the book want to remind the readers that this text is an example of surface culture. The celebration in coming of age become their habit in special occasion. That is why as surface culture, this habit can be aesily comprehended by people. Nomads For Nomads, being on the move is part of everyday life. Some move to look for food for their animals or themselves, others travel to buy and sell things. Actually, there are not many nomads left in the world nowadays but some nomadic people still survive. a) The Reindeer People The Sami live in northern Scandinavia. Most of them now have “normal” jobs in towns and cities but some carry on their traditional way of life. In early summer, they go on a long journey north with their reindeers. The Sami take them far into the Arctic Circle to find grass and plants to eat. When autumn begins, they take their reindeers south again. Nowadays, the Sami use snowmobiles and mobile phopnes when they are looking after their animals. However, they still wear their colorful costumes and sing their traditional songs. b) Desert Survivors The Word “Bedouin” means “desert inhabitant”. Many Bedouins live in towns in Arabia and North Africa but some still make trips into the desert to get food for their camels. The camels,or “ships of the desert”, carry everything and provide food(milk and meal) and shelter (wool for tents).Bedouin hospitality is famous; they give strangers food and water. Bedouin know many tricks to find water.For example, when they see insects or birds, they know water is usually near. 59 Later, dialogue about daily life occurs 21 times (7%). This portion is a little bit different with sound recording which has appeared 20 times (7%). While text presenting foreign attitude and opinion only appears in 16 times (6%). This portion is also a little bit different with contextualized writing task which has appeared 15 times (5%). The last item is collocation which has fewest potion from the others in 5 times (2%). b) The Elements of Culture in Challenge 3 The elements of culture in EFL textbook Challenge 3 are different from the textbook Challenge 2 which form of government has the most dominant portion. Form of government appears in 75 times ( 41%). The following chart shows you the detail about the elements of culture in EFL textbook Challenge 3. Chart 4.4 Elements of Culture in Challenge 3 The Chart 4.4 indicates that forms of government dominate all elements of culture with 75 appearance (41 %). Form of government in this Challenge 3 consists of a lot of name of towns, cities, and countries such as London, Norwich, Scotland, Japan, USA, Hungary, Mexico, Startford, Sami, Myanmar, Australia, etc. The following text is an example for forms of government that exist in Challenge 3. Text 4.8 Norwich Representing Forms of Government in Challenge 3 WELCOME TO NORWICH 1. Sightseeing There’s so much to see in Norwich! You must visit the castle museum with its marvellous animal exhibition. While you’re there, go on underground tour of the old prison – it’s really scary when they turn the lights out! Don’t miss our magnificient cathedral, one of thirty medieval churches in the city. And walk back in time through Stranger’s Hall. This old house has rooms decorated from different periods of history to show how people lived in the past. 2. History Here a few important events in the history of the city.  1966 – 1075. The Normans built a castle to defend the area and then built the cathedral. Norwich became England’s ―second city‖  1349. The bubonic plague killed half the population  1381. An army of peasants attacked the city and demanded more money for 60 their work  1843. A huge storm hit Norwich. It flooded the streets with 12 cm of hailstones.  1939-1945. There hundred and forty people from Norwich died in the Second World War and bombs damaged over 30,000 of the 35,000 houses 3. Local Heroes There are statues of two people from Norwich outside the Cathedral:HoratioNelson and Edith Cavell. Nelson was a British Navy admiral. He defeated the French and Spanish at Trafalgar in 1805 and died in battle. There’s a really famous statue of him in Trafalgar Square in London, too. Cavell was nurse in Brussels when the German army invaded Belgium in 1914. She looked after soldiers from both sides and helped British soldiers to esape. She was caught by the Germans and shot on 12th October 1915. 4. Leisure Activities If you’re feeling a bit tired of sightseeing, you can take a boat trip on the river, go skating on the ice rink or have fun at the indoor aquapark. Maybe you fancy shopping in the old medieval streets or the big-open air market – it’s one of Britain largest. And don’t forget, the beautiful Norfolk Broads are not very far- go boating, or just have walk and picnic. 5. Location Norwich is in the east England and it is very easy to get to. There are regular trains and buses from London and other cities and there is also an international airport. 6. Accomodation There are many hotels in the Norwich area but it is a good idea to book early for the summer months. The text above is an example of form of government because the text itself is discussing a city called Norwich. It is a city in east England. Actually, the authors of the book inform every single of Norwich including sightseeing, history, local heroes, leisure activities, location and accomodation is to offer the readers of the book to travel or spend holiday in Norwich. Therefore, the description of Norwich from this text above persuade the readers in the way it is. It means that this text has aim to promote Norwich as an interesting place to visit. It might be conclude that this text accurately related to tourism. Since the text above is discussing a city, this kind of text belongs to target culture because thecity in the text above is a part of England. While from the content of the text itself, it describes surface culture because the items of the text clearly show about tourism/geographical site. So that, the readers of the book can easily understand about these tourism items because they are visible. Following this number related to element of culture, art and literature comes into the second list in 45 times (25%). Social Organization is in the third position that appears in 37 times (21%). This portion is fewer compared to Challenge 2 which appears 40 times. The text below tells you an example of social organization which has placed in the third position in Elements of Culture in Challenge 3. 61 Text 4.9 School Representing Social Organization in Challenge 3 Hogwarts is a boarding school for magicians. It’s in a huge castle in the mountains in Scotland with a lake, a big forest and a sport pitch. There are about a thousand boys and girls in the school between the age of eleven and eighteen. The school is free but pupils have to buy a broomstick and a magic wand. The uniform is as boring as most school uniforms – white shirt, tie, grey jumper and black trousers or skirt. The big difference is that pupils have to wear a black cloak and a pointed hat for lessons! Pupils can only take off their uniforms and put on ―normal‖ clothes at weekends and in the holidays. Each pupil is in a ―house. There are four houses – Gryffindor, Huffelpuff, Ravenclaw, and Slytherin. Teachers give pupils house points for good work and behaviour. At the end of the year, the house with the most points wins the House Cup. Each house has a ―common room‖. Pupils can do their homework there or get together with their friends. The pupils sleep in dormitaries in groups of five or six. Pupils study subjects like astronomy, flying (on broomsticks, of course), magic and taking care of magical animals. Hogwarts is not as modern as schools today and there aren’t any computers in the school. In fact, mobile phones and computers don’t work because there is too much magic in the air! Many pupils take part in after-school activities. If you want to take up chess, be careful – the chess pieces are big and they actually kill each other! The traditional sport at Hogwarts, Quidditch, takes place outside on teh sports pitch. Players take off and fly on broomsticks. The rules are very complicated and the game has three different balls! The next positions of elements of culture in Challenge 3 are custom and tradition appear in 15 times (11%), economic system which appears 6 times (4%), then two elements culture which have the same portion in Challenge 3 are language and religion appear in 2 times (2%). The book contains two languages written; mostly the materials are written in English and some terminologies found in Japanese such as o soji, shogi, calligraphy and origami. While for the religion, the book told explicitly related to Christian and communism. The following text tells you about religion. Text 4.10 Communism Representing Religion in Challenge 3 Frida Kahlo came from Mexico City. She first was taking up painting professionally when she was in hospital. Two years later, she went to talk to Diego Rivera about painting. She was twenty one and he was forty two but they fell in love. They both believed in communism and Frida later became a friend of Leon Trotsky. Many of Frida’s paintings were self-portrait and she worked with very bright colours. When you look at Frida’s paintings, you can also see the influence of Mexican Culture and popular art. 3. Challenge 4 The next series of EFL textbook Challenge series is Challenge 4 which was written by the same authors with Challenge 2 and Challenge 3 namely Michael Harris, David Mower and Anna Sikorzynska. The book itself consists of ten units to deliver its materials. The materials in Challenge 4 also involve the cultural contents. Here is the detail units for Challenge 4. 64 Text 4.11 Foreign Attitude Representing Cultural Information in Challenge 4 Traditional Communities Scottish ‘clans’ are groups of people with the same surname as their clan chief, for example, Macdonald or Campbell. Each clan has its own ‘tartan’ – a colored patterns used for kilts. Clans began in the Scottish Highlands in the Middle Ages when people accepted the protection and authority of their local chief. Nowadays, clan members live all the world but annual gatherings are still held in Scotland. For example, every year Macraes from different countries go back to Scotland. They first visit the ‘gathering stone’ where the clan met up in the past before going into battle. After that, they tour famous places where the clan fought the English. The next day, they attend the local highland games. All the men wear Macrae kilts and carry banners while the Macrae band plays bagpipe music. In the evening, a banquet is held in the magnificent castle at Eilean Donan. Finally, there is traditional Scottish dancing and singing until late in the night. The Maoris came from Polynesia and colonized the uninhabited islands of New Zealand over a thousand years ago. There are now 526.000 Maoris in New Zealand which has a total population of just four million. Every Maori belongs to a large family group and each group has its own community centre with various buildings. The main building is the meeting house and is decorated in traditional Maori style. On the roof, there is a large carved figure of an important ancestor. Community centers are the focus of Maori culture and older Maoris pass on Maori traditions to young people here: songs, stories, dances, carving, and traditional Polynesian cooking. People of European origin can only visit them with permission. Wedding, christenings and funerals are held in the meeting house as well as formal ceremonies. At these events, local elders give speeches and younger Maoris perform songs and dances. Maori war dances, or ‘hakas’, are world famous, the New Zealand rugby team performs one before every game. Hakas can look and sound aggressive. They were used in the past when one tribe met another to find out if the other tribe was peaceful or was looking for a fight. Dialogues about daily life comes with 19 times (7%). Also, it is available in every sub-unit in this book. Dialogue is mostly found to complete the order. The following is an example of dialogue about daily life in Challenge 4. Text 4.12 Dialoguues Representing Cultural Information in Challenge 4 Complete the dialogue with negative questions. Use the cues in brackets. A: I think that CD’s great. (You/like/it) B: Yeah,but I prefer Green Day‟s new album A: I’ve heard it’s good but I think Foo Fighters are better. (you/think/so?) B: Yeah, I do. They’re great. They were on TV last week. (You/see/them?) A: No, I didn’t. I was on holiday. B: Really? A: Yeah, (you/know/that?) 65 Contextualized writing task appears 15 times (5%). Writing task is mostly found in the section of For Your Portofolio: Project. This section tries to explore students’ knowledge more because they do the project related to the material each unit outside the class. The text below is an example of writing task in Challenge 4. Text 4.13 Writing Task Presenting Cultural Information in Challenge 4 FOR YOUR PORTOFOLIO Project: An article 1. Work in groups. Choose an important type of communication for each student 2. Find out more details about your type of communication and make notes  Say when and where it started  Show an example of it  Explain the advantages and disadvantages 3. Write your article and ask your group to check it 4. Give your article to other students to read. For Example The ancient Egyptians had a system of picture writing called hieroglyphs. Each hieroglyph represented a thing or an idea. For example Writing task presenting cultural information above ordered the students to do the article about types ofcommunication among students. In the section of For Your Portofolio: Project above the authors of the book clearly state that the students have to do collaborative project with other students discussing different communications among them. In this aactivity, one student to others will make intercultural communicative competence with two levels at once; knowledge and skill level. The process of discussing types communication among the students shows the level of knowledge because the students find out the information related to type of communication personally. While in the activities no. 3 & 4 (write your article and ask your group tocheck it & give your article to other students to read) show skill level because from these activities the one student can interpret another culture document from other students by acquiring new knowldege for them personally. Continued to number of types of cultural information, the portion of realia or pseudo realia achieves 14 times (5%). Realia is mostly found in the form of e-mails and blogs. This portion is fewer compared to realia in Challenge 3. While idiom has the fewest portion from all the cultural informations. Idiom expressions appear 5 times (2%). This portion is fewer compared to idiom in Challenge 2. b) The Elements of Culture in Challenge 4 Forms of government which consists of name of town or city and country lead the portion in the elements of culture in Challenge 4. Forms of government comes in 101 times (38 %). This portion is the higest portion from all Challenege series book, Challenge 2 and Challenge 3. The towns, the cities and the countries told in this book such as Prague, The Czech Republic, Danube, Budapest, Peru, China, USA, UK, Everton, Arsenal, Chile, Krk, London, Tibet, Amsterdam, Mexico, Florida, West Africa, Buenos Aires, Zimbabwe, Bristol, New York, Egypt, Greek, India, Morocco, French, Russia, Argentina, Israel, etc. 66 The following chart describes the portion of elements of culture in each detail from the highest rank to lowest rank. Chart 4.6 Elements of Culture in Challenge 4 Forms of government come dominantly in 101 times (38%). Social organization comes after the forms of government with 74 times (28%). This percentage is fewer compared than in Challenge 2 and Challenge 3. In the third position is placed by arts and literature with the result 43 times (16%). Those are the three bigs of elements of culture in Challenge 4. While the rests such as custom and tradition, religion, language and economic system are in the fewer portion. Customs and Tradition comes in 28 times (11%), economic system appears in 10 times (4%), langauge comes in 7 times (3%) and religion 4 times (2%). The texts below are the examples of elements of culture that found in Challenge 4. They are arts and literature, custom and tradition, economic system, and religion. Text 4.14 Art and Literature in Challenge 4 Body art Body painting  Henna is a natural dye with a reddish-orange colour. Itwas first used by women in Mesopotamia over 4,000 years a go to paint their hands.  In India, women still paint their hands and feet with henna for their wedding day. They believe in its power to make their marriage successful.  In Morocco,some women rely on henna patterns to protect them from evil and bring good luck Tattooing  Otzi the Ice Man, a frozen human, was found in Austria and is 5,300 years old. His frozen body had fifty-seven tatoos. From the position of the tattoos, we think he had them done for health reasons because he suffered from arthritis, in his ankles, knees, and lower back.  Only female mummies in ancient Egypt were tattoed. This tradition may have had 69 SUGAR BODY SCRUB Are you worried about using personal care products containing chemicals? Ourcreamy, fresh smooth skin and only has pure, natural ingredients. All the ingredients are produced without using pesticides. This is important because 60% of what you put on your skin is absorbed by it. 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Only Greek-speaking men could take part and games were always in the same place. Instead of giving out medals, they presented crowns of olive leaves to the winners. However, some things are still the same today. Like the old games, the modern Olympics take place every four years and the athletes get a lot of money for winning. Apart from chariot and horse racing, competitiors still do most of the original events like boxing and running, as well as discus and javelin throwing. 4. The Dimensions of Intercultural Communicative Competence in Challenge series 2, 3, and 4 Since one of the characteristic of communicative competence is dynamic, all items involved cultural contents should be in both written and spoken as well as to many other symbolic system (Savignon, 2005, p. 37), EFL textbook Challenge series have it all. According to these books, the contents of Challenge 2, 3 and 4 involve two items at once namely language section and skill section. Grammar section and glossary are the parts of language section, while reading, writing, and speaking belong to skill section. It might be said that, these books have involved the contents of teaching materials both in written and spoken items as the part of the characteristic of communicative competence. Additionally, the previous data related to both cultural information and elements of culture that visual illustration and social organization have dominant portion to the cultural contents of these EFL textbooks, Challenge 2, 3, and 4. It indicates that value of cultural contents do not have comparison and contrast among cultures because these books themselves as the EFL media explicitly or implicitly involve among worldwide cultures. Therefore the material inside these books belong to source culture, target culture and international target culture. Source culture refers to the materials related to 70 Indonesia as students’culture (found in the text Austin Steven: Snakeman, Homo Floresiensis in Indonesia). Target culture refers to the materials related to English is spoken as L1(found in the text Life in the 50s: Born in the UK & Born in theUSA, Welcome to Norwich, Hogwarts, etc). International target culture refers to the materials related to variety of cultures in English and non-English speaking countries (found in the text traditional communities, coming of age, keeping in touch,body painting, Circus Oz, traditional costumes, dances from around the world, winter adventure, Nomads, etc). The EFL textbook Challenge series 2,3, and 4 have also involved the concept of surface and deep culture. It means that the books have already put the content visible culture (surface culture) and invisible culture (deep culture) inside them. Although, the students do not have knowledge specifically about surface and deep culture, but the books implicitly explain about them. Here, the teachers as the agent of culture have big role to add student’s knowledge about surface and deep culture as the process of first dimension of intercultural communicative competence; knowledge dimension. Teachers might explain which items belong to surface culture or deep culture. So, the students understand what are the differences between them. The culture division is basically divided into visible and invisible culture (Hofstede, 2005). This is often done by the analogy of an iceberg. The iceberg model suggests a large part of what constitutes culture is under surface (deep culture) which is unconscious. The elements of culture in this part are primary out of awareness and invisible. While, the remains part (surface culture) is the elements belong to visible group and conscious parts which are more easily subjects to observe. The items belong to surface culture are art & literature, games & dance, music, food & drinks, traditional costume, holiday & celebration. These items are visible and on conscious level. While the items classify into deep culture has more portion than to surface culture, they are governing, relationship with animals, child raising, conception of mobility, notion about logic, body language, nature of friendship, conception of cooperation, theory of disease, conception of past & future, attitude towards dependence, health care, religion, family rules, descent, problem solving, rule of the society. These kinds of items are invisible and on unconscious level. Although the divisions of surface culture are easily known, deep culture has dominated surface culture in these EFL textbook Challenge series 2,3, and 4. It is proven how the authors show the division of deep culture dominantly from surface culture. The texts such as foreign attitude & opinion, social organization, governments, job, education, and family rules are classified into deep culture. Also, from this different portion, the authors of the books want to deliver the readers some messages related to culture. First, deep culture is as important as surface culture despite it is not easily recognizable by the people. Second, EFLbooks Challenge series become the media for the learners particularly to identify people’s habit and tradition from around the world not including surface culture only but also deep culture. Third, through these EFL textbook, the authors of the books remind the importance of intercultural communicative competence for both the studens and teachers to raise the critical cultural awareness understanding and appreciation of the culture within the area or community where the language is used. Using four dimensions including knowledge, skill, attitude and critical cultural awareness to indicate the intercultural communicative competence from Byram (2001), 71 the state of EFL textbook Challenge 2, 3, and 4 is demonstrated in this following explanation: 1. Knowledge As the first dimension and the basic level of intercultural communicative competence, this dimension has two parts; first, social and culture in one’s own country and in the other countries, second, from this culture group make process of interaction among people. According to this theory, Byram (2001), the EFL textbooks Challenge series has involved knowledge dimension because the book themselves contain the cultural load from source culture (students’ culture), target culture (where English spoken as L1) and international target culture (the books contain worldwide cultural contents). Furthermore, the books provide the sections to have interaction to show and deliver cultures in the section of “Portofolio” so that the students do the discussion about certain cultures among their differences background. This is one line with the characteristic of culture that it is both an individual construct and social construct. To sum that, discussion about culture which become new knowledge for the students is one example to construct culture among individuals. 2. Skill As the second dimension of intercultural communicative competence, this dimension also has two domains, they are ability to interpret a document from another culture, explain and relate it to one’s own and ability to acquire new knowledge of a culture and to operate this knowledge. These books, Challenge series 2, 3, and 4, have skill dimension within these domains because the books give the section to corelate the cultural materials in the books into the students’ culture and having interpretated the cultural materials among the world, the books expects the learners to formulate the cultural load well. 3. Attitude Attitude becomes the third level of intercultural communicative competence in Byram theory. This dimension shows the action in developing attitudes of openness and curiosity about other culture and people. Based on culture’s characteristic that it affects behavior and interpretation behavior, so that attitude becomes one of cultural investigation object . According to the material inside EFL textbooks Challenge series 2, 3, and 4 as the cultural contents, these books have contained attitude dimension with these reasons. First, the books explain kinds of attitudes which become cultural understanding as provosional and open revision because based on the characteristic of culture that it is learned not inherited from generation to generation. Additionally, culture derives from one’s social environment, not one’s genes. Second, these books also are about common ground between specific cultures as well as an awareness. The materials inside these books also become the media for the students to raise their cultural awareness among different cultures. 4. Critical Cultural Awareness As the last dimension of intercultural communicative competence in Byram theory. This dimension is claimed as the most difficult dimension to reach because this dimension demands not only understanding the value of culture core but also have specific ability to critize the cultural load. It might be said that this dimension is about ability to think about certain cultures actively and intelligently rather than just accept them. Although these books have contained culture materials such source culture, target culture and international target culture within elements of culture inside them and also 74 (London). These four interlocutors in this book have important role because visual illustration give them much visual explanations to what a lot of activities they do in the dialogues. They discuss about performing arts, sport, health, cinema, seaside trip, film, Norwich adventure, song, etc. However in Challenge 4, the book introduces four interlocutors. They are Abi, Ellie, Steve, and Tanya. Also they discuss some issues in the dialogue section. What makes the interlocutors among Challenge 2 – 4 is, the interlocutors are involved into www.radiochill.org., they become the reporter for that radio station. While, the interlocutors in Challenge 2 and Challenge 3 are not involved into www.radiochill.org. It might be said that the interlocutors in Challenge 4 discuss the dialogue themes widest from all Challenge series book. It is such as how they broadcast their report and observation (dirty river in town, natural products in Camden market, Bristol Zoo, local hero, fashion show, police station) to public. To sum up that all dialogues and conversation in Challenge 2, Challenge 3, and Challenge 4 show that these books belong to international target culture because they involve the materials (dialogues and conversation) as the representation to the culture of English speaking countries where English is used as the international language. To distinguish among source culture, target culture and international target culture is also clearly seen from the visual illustration. Since Challenge series books are used as EFL standard, it is only found once to tell source culture. It is found only in Challenge 4 in the unit detectives on the photograph of Homo Floresiensis. The book gives the visual illustration of homo floresiensis by comparing it to Australopithechus, and Homo Erectus. The material is found in the dialogue between reporter and archaelogist (Q: What have archaelogists found on Flores Island in Indonesia?, A: A skeleton of an unknown,extinct of human, Homo Floresiensis). It might be said that in EFL textbook usage, the source culture has been in the lowest portion to tell the cultural load related to it. One surprising fact is about the portion of across culture section in each Challenge series books. Across culture section is categorized into text presenting foreign attitude and opinion. It is only in small number whether it belongs to target culture or even international target culture. In the other hand, visual illustration clearly gives the visual explanation for the texts presenting foreign attitude and opinion. The authors beleive that visual illustration will lead students’ imagination to the cultural material about. However, the materials such in the text presenting foreign attitude and opinion are good for the students’ intercultural information. So that, the students can know and comprehend one culture to another culture in order to enrich their cultural competence whether in source culture, target culture and international target culture. 2. The Elements of Culture All of the units function in EFL textbook Challenge series 2, 3, and 4 similarly by creating general context for specific themes; this context serves as the basis for the English instruction and activities. Within this framework, an exercise may highlight a topic from a specific culture or country. These books aimed to differentiate learning cultures without feeling intrusion. It becomes a valuable skill to develop, especially if the studnets intend to use their English skills to communicate with English users from different backgrounds. It is stated that culture combines a lot of elements to create a unique way of living for different people. Culture is as much an individual, psychological construct as it is a social construct which become a system of a code used to signify paradigm for human communication. The existence of culture lies on seven elements of culture namely social 75 organization, customs and traditions, religion, language, arts and literature, form of government, and economic system (Brown, 2001, p. 27). From these seven elements of culture, two books of Challenge series, Challenge 3 and Challenge 4 have the same result to show that form of government is the highest rank from all elements of culture. To detail with, chart 4.4. shows the highest rank for element of culture in Challenge 3 with 75 times (41%) and chart 4.6 shows the highest rank for element of culture in Challenge 4 with 101 times (38%). However, Challenge 2 has different result to show the elements of culture. Chart 4.2 shows that social organization has the highest rank with 40 times (23%). What makes Challenge 2 different from Challenge 3 and Challenge 4 about the highest portion for elements of culture is just because the social organization items such as job, education, and family members (anchestry) have more portions than other items for elements of culture. So that, it is not surprisingly that social organization put its portion into the highest rank with these such items. 3. The Relationship of Cultural Materials in Challenge series book and Intercultural Competence An effective textbook for a class in English as a foreign language has several important objectives to meet beyond the mechanics of the language. First, it must be authentic and culturally sensitive to be considered acceptable by curricular gatekeepers as well as to keep the students’ attention. Second, it must prepare students to interact with other users from a variety of backgrounds. Third, the textbooks will be so beneficial if they are written in a variety locations, regardless of source culture. EFL textbooks Challenge series 2, 3, and 4 attempt to teach English through discussion of various cultural topics. The paradigm of English teaching emphasizes the need to direct learners away from focusing on the culture of an inner circle country and back to their own, or at least to an international target culture in relevant situations. In fact, teaching English with a focus on traditional inner circle cultures may be counterproductive to learning, as students may feel that a foreign culture is being imposed on them when they were only looking for language instruction. Within the advance of technology, the authentic cultural materials are easily got. Jordan stated at least five items related to cultural content in the form of authentic materials for EFL learning (2004, p. 4). They are: a. Newspaper, especially local papers gives more of a flavor ofeveryday life in countryside, town and city b. Videos, like a number of published ELT video tapes are a good visual reference for cultural information c. Discussion, that contain some suitable topics for the students’ class d. Drama class, can be used to introspection e. Culture Quiz, to test or evaluate cultural knowledge. Intercultural Communicative Competence needs to be incorporated in the language curriculum if educators hope to help students develop an appreciation for the language and culture studied, an awareness of their own culture, and the development of skills that will allow them to be competent, adaptable, communicators. It is necessary to evaluate the materials or resources available prior to their use in the classes, as oftentimes the materials included in books may indeed be constraining or perpetuating stereotypes, instead of helping students understand diverging cultural practices. It is important for students to be further challenged and guided in order to develop critical communicative skills. 76 As the EFL textbook, Challenge series: 2, 3, and 4, contain the cultural materials to be delivered to the students. The cultural materials consist of culture around the world which give much knowledge to the students. To corelate with this study is to analzye the cultural contents inside these EFL textbooks. It results that international target culture is presented as frequently as the target culture. However, the source culture is only presented in the lowest rank. The existence of cultural contents inside Challenge series book: 2, 3, and 4 are good resouce for the students to add their intercultural information. After analyzing, the writer argued these books, Challenge series book: 2, 3, and 4, support the students to have intercultural communicative competence in certain levels or dimensions. One of media to promote the intercultural communicative competence for the students is textbooks. This is one line with Elomaa (2009, pp. 109–110) who claimed that the textbooks have a critical role in promoting the principles of intercultural learning and teaching because the textbooks have the power to affect learners’ attitude and behavior toward foreign cultures. Savignon stated that intercultural communicative competence is highly related to understand cultural studies in the process of teaching learning language and culture. He added that within interculturalcommunicative competence, students can understand their own culture and communicate with other people through different culture. There are at least four stages to have intercultral communicative competence, they are knowledge, skill, attitude and critical awareness (Byram, 2001: p. 172). Knowledge refers to knowing social group and culture in own country and other countries through the process interaction. Skill is about interpreting and explaining the document of another culture to acquire new knowledge of culture. Attitude refers to developing openness and curiosity about other culture. Critical cultural awareness is about thinking actively and intelligently rather just accept the cultures. It’s important for the students have interculturural communicative competence because being intercultural means people have ability to encounter something new and exciting. Everyone grows up and live in different cultures. Therefore, intercultural communicative competence realize people with various culture background. Also, it makes human being to have tolerance among different cultures because people are shaped by their own culture as just others are shaped by their culture also. After analyzing EFL textbooks of Challenge series: 2, 3, and 4 which contain target culture, international target culture and a little portion for source culture, the writer argued that these books successfully promote the students’ intercultural communicative competence. The reasons why the writer argued that Challenge series can promote the intercultural communicative competence is the books have cultural contents in detail. The items are: - Social identity and social groups (social class, family, regional identity, ethnic minorities) - Social interactions (differing levels of formality, as outsider and insider) - Belief and Behavior (moral, religious, beliefs, values, daily routine, food) - Social and political institution (state institution, the role of government, health care, law, social security). The following table is the dimensions of intercultural communicative competence that exist in Challenge series book; 2, 3, 4: 79 CHAPTER V CONCLUSION AND SUGGESTION This chapter presents the conlusion and suggestion based on the findings and discussion in chapter four as well as offers suggestions for related studies. A. Conclusion The followings are the results of this study which can be summarized from the findings and discussion in chapter IV. Culture content inside Challenge series 2, 3, and 4 Culture in EFL textbook Challenge series 2, 3, and 4 deliever the cultural contents are supported by visual illustration. Visual illustration in Challenge series gives the visual explanation about related materials is mostly through pictures and photographs. The appearance of visual illustration is highly presented about product and people such as photograph of landmark from different countries, arts and literature, name of international musician, famous artists, fabolous directors, successful athlete, international novelist, great actor and actress, and incredible magicians. The existence of visual illustration are helpful for the students or readers to understand what the materials about. Furthermore, visual illustration in these books are colorful, then the students are capable to distinguish the differences from one topic to other topics. In the other hand, visual illustration also becomes the media for the students or learner if they don’t even know the object in certain text in the books. Other parts of informative culture in EFL textbooks such as idioms and collocation, realia, contextualized writing task, sound recording, dialogue of everyday life, text presenting foreign attitude and informative text can enrich the cultural information for student’s understanding. Since the book Challenge series 2, 3, and 4 belong to EFL standards, the cultural materials inside these textbooks are mostly tend to target culture and international target culture. It is very small number to tell and discuss the source culture. It might be said that the number of culture among source culture, target culture and international target culture is imbalance. So that, there would be no cultural information about the comparisons from source culture to target culture and international target culture. Elements of Culture The authors of these EFL textbook Challenge series 2, 3, and 4 really want to show that these books belong to international target culture and these books are really suitable for the international users. One prove is how the authors put or tell the forms of government mostly in the texts. Name of countries, cities and towns are told hundred times in the books to make the learners realize that these books are suitable for worldwide students. Other prove is from the market itself. The books are published by Pearson Education Limited as international and well-recomended publisher which has published good quality books from content standard and competence standard. The Dimensions of Intercultural Communicative Competence in Challenge 2, 3 and 4 The existence of cultural materials inside the textbooks is highly important for the students because they become good initiative resource for interculturalal comprehension. To this level, the texbooks supports the students to be aware of their own culture and comprehend other different cultures. Being intercultural communicative competence will continously make the students understand the meaning of being tolerance among different cultures. 80 Having been analyzed the Challenge series 2, 3, and 4, it is found that these EFL textbooks have three dimensions of intercultural communicative competence based on Byram’s theory, they are knowledge level, skill level, and attiude level. In these three dimensions, Challenge series book have already contained social identity, social interaction, political institution, various behaviors, values, norms and belief as the cultural materials inside the textbook among cultures. However the books themselves have not achieved the fourth dimension, critical cultural awareness dimension, as the last dimension of intercultural communicative competence based on Byram’s theory. It is because the books do not provide the section to function the students becoming mediator among cultures. Also, they are lack cultural materials on cultural quiz.. Within this limitation, the students are not able to have critically analyze after they comprehend and compare one culture to others. This condition will lead them into stereotypes and generalization. The largest number of intercultural communicative dimension divisions belongs to knowledge dimension, However, these EFL textbooks still have attention to skill and attitude dimension. Although the number of intercultural communicative dimension divisions is imbalance, the books have at least promoted the parts of intercultural communicative competence among cultures. It means that Challenge series books 2, 3, and 4 could be good resource to learn language and culture for both teachers and students. B. Suggestion The writer offers some suggestions related to this study about cultural content analysis in the EFL textbooks. These suggestion are revisited as the conclusion of this study. These suggestions are intended to the users for these books, Challeneg series 2, 3, and 4, the teachers who teach English language using these books also the authors and publisher who design the materials for these book. - The Students Since these book Challenge series 2, 3, and 4 have limited numbers in cultural information (including foreign attitude, idiom & collocation, etc) and elements of culture (including language, religion, etcetera), the students can enrich their cultural information by adding their knowledge related to the cultural content in the textbooks for the EFL learning because nowadays, it is easy for them to find the authentic materials by the help from newspaper, novel, movie, drama and videos. - The Teachers These Challenge series 2, 3, and 4 have showed dominantly in Visual illustration and Forms of government, while they are lack to have other cultural information and other elements of culture. To heal this issue, the English tecahers must be the professional teachers by giving extra cultural knowledge from other valid reference to the students in order to have better knowledge of intercultural information. Also, they must guide the students to comprehend and give respect in order to have cultural awareness among different culture. - Authors and Publisher For the authors and the publishers who design Challenge series must be more paying attention to the EFL textbook especially Challenge series 2, 3, and 4 for further improvement. Although, they would make or design the revision or the new one. The followings are some items must be considered by them: - They have to put the cultural load into the balance portion such as the portion of source culture, target culture and international target culture because the users of 81 the book are worldwide users. Here, they need to understand their own compare then compare it to other culture to have intercultural communicative competence among different cultures. - The authors have to add such the section of cultural note, cultural point, cultural focus, etc. This point inserts to the part of text presenting foreign attitude and opinion. To put them in more portion is a brilliant idea. - The portion of intercultural communication competence in EFL textbook is larger than ESL textbook. Here, the books must encounter more portion in values and beliefs inside the materials. The students nowadays in the global values not only have to know other culture in the surface but also comprehend other different values and belief in order to avoid sterotype and generalization.