An Analysis of Cultural Contents Presented in “Bahasa Inggris Train of Thought” Textbook for Grade XII Senior High School

Salsabila, Olvariza (2025) An Analysis of Cultural Contents Presented in “Bahasa Inggris Train of Thought” Textbook for Grade XII Senior High School. Skripsi thesis, Universitas Islam Negeri Imam Bonjol Padang.

	Text (cover dll) Olvariza Salsabila 1914050026 Cover - Daftar Isi.pdf - Published Version Download (1MB)
	Text (BAB I) BAB I.pdf - Published Version Download (210kB)
	Text (BAB III) BAB III.pdf - Published Version Download (198kB)
	Text (BAB V dan Daftar Pustaka) BAB V dan Daftar Pustaka.pdf - Published Version Download (264kB)
	Text (fulltext) Olvariza Salsabila 1914050026 Full Text.pdf - Published Version Restricted to Repository staff only Download (3MB)

Abstract

English as a foreign language is introduced simultaneously with the cultural elements inherent in it. Therefore, understanding and teaching English is not just about mastering grammar and comprehension, but also about understanding the values, traditions, and thought processes of native speakers. The purpose of this research is to determine the types of cultures most frequently presented in textbooks, and which cultural elements are included in the English textbook Train of Thoughts. This research uses descriptive analysis based on the Cortazzi & Jin (1999) framework. Texts, dialogues, and images in the textbooks were analyzed to understand the research questions based on Byram's (2016) framework. The research results show that the culture most presented in the Train of Thought textbook is the source culture, which occupies the first position as the most presented in the textbook, followed by international culture in the next position, and the least presented in the textbook through textual analysis is the target culture. And the cultural elements presented in the textbook are Livelihood, Technology, Religion, and Art. It is clear that references and representations of source culture seem to dominate the textbook. By using dialogue, images, and texts (narrative texts and reading texts), it can be concluded that the authors of the twelfth-grade English textbooks convey these three cultural categories in varying proportions.

Actions (login required)

View Item