Cultural Content Analysis in the Textbook "Bahasa Inggris Life Today" For Senior High School Grade XII

Amelia, Nengsih (2025) Cultural Content Analysis in the Textbook "Bahasa Inggris Life Today" For Senior High School Grade XII. Skripsi thesis, UIN Imam Bonjol Padang.

	Text (cover and daftar isi) Cover and Daftar isi Nengsi Amelia 19_0027.pdf - Published Version Download (1MB)
	Text (Chapter I) Nengsih Amelia 19_0027 Chapter I.pdf - Published Version Download (418kB)
	Text (Chapter III) Nengsih Amelia 19_0027 Chapter III.pdf - Published Version Download (329kB)
	Text (Chapter V and daftar pustaka) Nengsih Amelia 19_0027 Chapter V dan Daftar Pustaka.pdf - Published Version Download (315kB)
	Text (Full text (bab I-V)) Skripsi full text Nengsih Amelia 19_0027 (1).pdf - Published Version Restricted to Repository staff only Download (2MB)

Abstract

The aim of This study to investigate the types of cultural content represented in the textbook. The research employed a qualitative descriptive method using content analysis, with Cortazzi and Jin’s (1999) framework of cultural categories (source culture, target culture, and international culture) as the main reference, supported by Byram’s intercultural competence theory. The data were collected from texts, dialogues, and images in the textbook.The findings reveal that source culture is the most dominant type of culture represented in the textbook, followed by international culture, while target culture appears the least. This indicates that the textbook emphasizes local cultural representation, with only limited inclusion of foreign and global cultures. Based on the findings, this study suggests that the Bahasa Inggris “Life Today” textbook should be supplemented with teaching strategies that support a balanced representation of cultures. Therefore, teachers are encouraged to enrich the learning process with additional materials or activities that integrate target and international cultures, such as discussions, text comparisons, or culture-based projects. In this way, students are not only able to appreciate their local identity but also develop intercultural awareness necessary for global communication. Such balance will enhance students’ intercultural competence, help them value their local identity, and prepare them for wider global interaction.

Actions (login required)

View Item