The Cultural Content on English Textbook Used by Junior High School

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The Cultural Content on English Textbook used by Junior High School

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THESIS

Submitted in Partial Fulfillment Of the Requirements for the Degree of

Sarjana Pendidikan

Ika Aprilia Mulfianti 112008011

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA FEBRUARY 2013

The Cultural Content on English Textbook used by Junior High School Students

THESIS

Submitted in Partial Fulfillment Of the Requirements for the Degree of

Sarjana Pendidikan

Ika Aprilia Mulfianti 112008011

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA FEBRUARY 2013

The Cultural Content on English Textbook used by Junior High School Students

THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan

Ika Aprilia Mulfianti 112008011

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The Cultural Content on English Textbook used by Second Grade of Junior High School Students

Ika Aprilia Mulfianti

ABSTRACT

“EIL involves cross-cultural interactions among the users of English from the inner circle, the outer circle and the expanding circle and hence these users of EIL are in constant touch with each other’s varieties of English” (Canagarajah, 2006, p. 231). English as an International Language (EIL) has become one of the current issue in language teaching. This study was conducted to investigate the existence of cultural content in English textbook used by second grade junior high school. The study analyzed an English textbook entitled English in Focus which currently used by public junior high school in Indonesia. English in Focus was published by Pusat Perbukuan Departemen Pendidikan Indonesia in 2008 and written by Wardiman, Jahur, and Djusma (2008). The book was designed based on standard of KTSP 2006. This study focused on analyzing the cultural contents in reading, listening and speaking texts. The data was analyzed quantitatively and elaborated qualitatively. The result of this study revealed that English in Focus tended to represent local culture. It was important to note that the two other cultures were also being represented through the texts such as the English diversity and Western culture. Keywords: local culture, western culture, English as International Language (EIL), English textbook.

Introduction

The aim of the study is to investigate the existence of cultural content in an English textbook used by second grade of junior high school students. When I was junior high student, I remember the textbook that was used to give any western texts such as Cinderella and The Three Little Pigs. Another input text (I was used to known was conversation between two Western people), for example a dialog between Mr. Brown and Mrs. Brown. Based on my experience, now I realize that the textbook I was used to read when I was in junior high gave a lot of exposure on western culture. In ELT, textbooks have an important role in

English teaching and learning process, even though there are other media which can support the activities in classroom. Moreover, textbooks are a key and universal component

(Hutchinson & Torres, 1994; Richard, 2002). Therefore, when I recalled my memory in my junior high school, I consider that western cultures were exposed more than local culture. The

1 fact, the existence of bilingual user who use English are acceptable to teach English, make teachers have more authority to develop local culture as a media on ELT. According to

Cortazzi and Jin (2011), a textbook is useful if students, teachers and textbook authors share the same cultural values. In the same way, the cultural values refers to the idea when the teacher chooses a certain textbook he/she has to consider what cultures is presented on the textbook and how it accommodates the students’ needs.

However, the previous study which was conducted by Ristina (2012) showed the local cultures found in English textbook such as Indonesian heritage (Borobudur temple) and

Javanese value ‘rikuh’. This study has provided a good example about cultural content in

English textbook used by Senior High School. I thought this study was important as the continuity from the Ristina’s study. I expect the cultural context that exists in English textbook may help the students to be more aware with Indonesian culture by learning

English. It is in line with McKay (2012) said that EIL should be taught in a way that respects the local culture of learning.

Based on that situation, I am conducting a research study which focused on an

English textbook title English in Focus which is using by second grade of junior high students. Therefore, this study aimed to answer the following research question: To what extent does English textbook used by junior high school students meet the EIL principles?

There were several reasons for choosing this topic. Firstly, I personally thought that textbook was important for EIL as the teacher’s guidance in teaching. Secondly, my experience in teaching second grade junior high students had opened my mind. The students were enthusiastic when I gave listening activities about Bawang Merah Bawang Putih, while before I gave listening activities about Rihanna. By having a listening activity about Rihana, they even did not pay attention. From their responses, it was shown that they were more

2 interested in listening local fairytales rather than listening to the famous singer’s biography.

This experience led me to think that local culture might be used in teaching English.

The findings of my study might provide new insights for Indonesian English teachers about the existence of cultural value in the English textbook used by second grade of junior high school students. The importance of different cultures in the textbook is to enrich teachers’ and the students’ cultural awareness about their own culture and to have a better cultural understanding towards the existence of other cultures (Cortazzi & Jin, 1999).

The following section discussed the theory of English textbook and EIL principle, which served as the basis for further interpretation of this study.

Literature review

Kress (2000) stated that nearly every textbook at uses to modes of communication: (a) language as writing and (b) image. He added that, the content of textbook only as ‘exercise books’ and ‘instructions books’ which lacked of intention in raising the students’ awareness and interest by providing cultural content. In contrast to Kress’s opinion, McKay (2002) stated that it is important in providing cross-cultural encounter since the students needed encouragement to recognize the diversity within all cultures. Therefore, the function of textbook is not only as an exercise and instruction book, but also as a medium to introduce the cultures diversity.

The reason of choosing this topic was because I wondered whether the English textbook used by second grade of junior high school gave many spaces for western culture, another culture or Indonesian culture. The study used the EIL material development principles based on McKay’s principles (2012). These principles could be used to interpret the cultural content of certain texts in English textbook entitled English in Focus used by second grade of junior high school students. The principles were described as followed:

 “EIL materials should be relevant to the domain in which English is used in the

particular learning context”

Here, the domain and learning context means the local culture, in this case was

Indonesia. Local culture is the culture created by sharing experiences, customs, and

traits. It is supported by Brennan (2012) who says that local culture is the way of lives

which are rules, values, and expected behaviors of certain community. Similarly,

McKay notes that it is important to provide the students with an opportunity to learn

their own culture and to learn the language needed to explain the cultural elements in

English (McKay, 2002). For example, a textbook which is not only published and

used in Indonesia but also used by Indonesian students and teachers might ask to

describe annual Indonesian event such as karaban sapi, ngaben, and wayang. She

added that English did not always be linked to the culture of those who speak it as a

first language (McKay, 2004).

In conclusion, putting the local culture in the English textbook is useful to

stimulate the students’ awareness about their own culture. Thus, it will help them to

learn English better with cultural values.

 EIL material should include example of the diversity of English variety used

today.

Putting the materials that come not only from western culture but also local

culture may make the students aware about the function of English for communication

in International context. As McKay (2012) said that encouraging an awareness of the

varieties of English in EIL classrooms may enhance, learner’s receptive skills in

processing different varieties of English. She encourages the students’ awareness by

informing them that English is no longer belonged to the speakers of the inner circle.

Related to the variety of English, the students have to realize that they speak

English not only with western people but also with Asian or even with Indonesian

people. So, the materials in the textbook should be able to reflect the cultural

diversity, both local and western cultures.

 EIL materials need to exemplify L2-L2 interaction

Western culture is the culture of Inner Circle countries where English is used

as the primary language such as in United Kingdom, the United States, Australia and

Canada (Kachru, 1992). For example historical sites in the U.S., folktale from

Europe and uncommon places for Indonesian students like a subway station. If I

related to the EIL Principle, the existence of western culture in my study is an

example for the students about western culture. Just like McKay (2012) said that

actual examples of L2-L2 interactions can provide a context for discussing various

means by establishing relationships when they may have gaps in their knowledge of

English.

Accommodating western culture in the English textbook may give description

about the real situation in western context. Related to the English materials which put

western context in the English textbook would be discouraged since it prevents the

cultural equalities between English and other language. So, the use of western culture is

more recommended to be used all together with local culture for bilingual English

speaker.

The study

This study concerned on the existence of cultural content in English in Focus. The aim of the study was to analyze cultural content in the English textbooks used by second grade of junior high school. This study uses Buku Sekolah Elektronik (BSE). The title of this book was English in Focus (Wardiman, Jahur & Djusma, 2008). This book was published by

Pusat Perbukuan Departemen Pendidikan Indonesia in 2008 and designed based on the standard of KTSP 2006.

KTSP or Kurikulum Tingkat Satuan Pendidikan is a curriculum made and carried out by all public schools in Indonesia. By using KTSP, the school is allowed to develop the curriculum according to the students’ demand and requirement. KTSP also makes the school have full authority and responsibility to arrange teaching materials that is relevant with the students’ competence, source for teaching learning activities, and the local uniqueness

(Astrida, 2008). On KTSP, the students and teachers are insisted to apply various kinds of teaching methods to help the students gain knowledge. Meanwhile, the students cannot depend on teacher’s instruction all the time; they also have to draw on other sources such as, library, internet, and observation.

Since textbooks serve as a guide for language teachers in language education, Zu

(2009) stated that it is important for English textbooks to provide cultural content perspective for both the teachers and the students. It may help the students to get a description about cross-cultural communication. Recall one component of KTSP which is developed students’ education based on the local uniqueness and the domain local culture, it is connected with

English as International Language which believe in cultural diversity, including the local culture. In this case, English language textbooks are actually ambassadorial cultural artifacts

(Gray, 2000).

Instrument of data collection

The data of the cultural content in the English textbook used by second grade of

Junior High School were collected from the English in Focus (reading, listening and speaking texts). This textbook was made by the government, so it is mandatory to use this textbook for all public junior high schools in Indonesia. Since this textbook was made by the government,

6 the materials of this textbook have been well selected for student’s needs. The data was analyzed quantitatively but elaborated qualitatively.

Procedure of data collection

This study used qualitative data analysis. The data was analyzed quantitatively and elaborated qualitatively. English in Focus was a textbook used by public schools in Indonesia such as SMP Negeri 1 Banyu Biru and SMP Negeri 7 Salatiga. First of all, I tried to find and read all the input text that I found on English in Focus. While I read the input text, I put them in the organizational categories.

Table 1

List of selected input text from English in Focus

The input text Local L2-L2 Notes cultures Interactions

After I made the organizational categories, I continued with counting the total number of texts based on the emerging theme, Local culture and Western Culture. Then, I counted the total number of texts and wrote it down in table below:

Table 2

The percentage of cultural content from English in Focus

Percentage (%)

Local cultures

L2-L2 Interactions(Western culture)

Finally, based on the percentages above I made a chart as my data display.

Chart 1: The representation of cultural content from English in Focus

When I was reading the selected texts intensively, I thought that the local culture should be divided into two categories. So I separated it into two categories, local culture and the diversity culture. There were three cultures that were represented in the English in Focus as shown in chart 2 in the findings and discussions sections.

Findings and Discussion

This section illustrates the number of cultural contents that were represented in the

English in Focus which is used by the second grade of junior high schools. From the data gathered, there were several cultural contents that the textbook had. Chart 2 below shows the data display of cultural contents represented in English in Focus;

Chart 2: The representation of cultural content from English in Focus

Table above shows that there were three kinds of cultures that were represented by the texts in the English textbooks used in this research. 20 % of the input texts represent western culture. However there were about 79 % of the texts represent local culture and there were

1% represent the diversity. From the data above, it could be seen clearly that the textbooks used in this study tended to represent local culture. In the following paragraph, I would discuss the culture represented in the textbook from the lowest until the highest percentage.

The diversity

The diversity in the English in Focus represented neither Indonesian culture context nor Western culture context. The following input text 1 contained a fairy tale entitled

Baghdad.

Input text 1

The Caliph and the Clown Caliph of Baghdad hired an intelligent and high spirited man as his court jester, and was much amused by his clever, witty comments. The clown was so well loved by his master that everyone at court showed him great respect. And so the Caliph was much surprised one day when he heard his beloved clown crying out in distress from the throne room. The Caliph hurried there and was astonished to find the guards beating the clown badly.

“Leave him alone at once!” he ordered. “Why are you beating him?” “We found him sitting on your throne, O majesty!” the captain of the guards explained. “out of my sight!” commanded the Caliph. “For sure the jester did not do it with the intention of offending me.”

The clown, however, continued to weep and wail even after the guards had left.

“Stop it! Said the irritated Caliph. “You’re still in one piece, aren’t you? “I’m not crying for myself, my lord, I weep for you,” the clown explained. “For me?” exclaimed the Caliph in surprise. “Certainly! If I get beaten so badly for having been only a few minutes on the throne, how many beatings must you have suffered in all the years that you have been there?”

Taken from 366 and More Fairy Tales, 1990

The input text above tells about the caliph who had a clown. In this input text, it was

stated ‘Caliph of Baghdad…’. Baghdad is a capital city in Iran so it is seen clearly that this

input text did not come from Indonesian context or western context. It is in line with McKay

(2012) who said that “EIL material should include example of the diversity of English variety

used today”. Considering the content of this input text, the purpose is to give understanding

to the students about the variety of people who are speaking English is not only western

people, but also people from around the world. Related to the variety of English, students

have to realize that they can speak English not only with western people but also with Asian

or even with Indonesian people. So, materials in the textbook should be able to reflect the

diverse cultures, both local culture and foreign cultures. Alptekin (2002) in Coskun (2009)

has pointed out that those students should be exposed to the international culture, not just the

native-speaker or the home culture. It means, by knowing and understanding the cultural

10 contents from others culture instead Indonesian and Western culture will help the students to develop their intercultural communication with those who come from other countries.

Western culture

Western cultures that I found in the English in Focus are covered country landmark and unfamiliar places for Indonesian students. Here is the example of a country landmark:

Input text 2

Mount Rushmore is located in South Dakota, U.S.A. It is a huge carving that shows the faces of four famous American Presidents: George Washington, Thomas Jefferson, Theodore Roosevelt, and Abraham Lincoln. Gutzon Borglum started the construction in 1927 and it was not completed until shortly after he died in 1941. Adapted from: The World Book The students Discovery Encyclopedia, 2006

This input text tells about Mount Rushmore in USA. The purpose of this input text might be to inform the historical place in America to Indonesian students. This kind of input text may help the students in ELT since English is a vehicle which allows the students to interact with people of many different nations and cultures (Snow, 2001). This text can stimulate students to think that English is important to interact with intercultural people outside Indonesia. Moreover in the input text above I can see that it is suitable with the EIL principle which states that EIL material needs to exemplify L2-L2 interaction McKay (2012, p.81). Providing authentic material from the inner circle in the textbook might be aimed to make the students know and understand how to use English with western people for example.

Western culture can also be described in the historical event and geography (Zu,

2009). Here is the example that was shown the western culture.

Input text 3

Mr Kingsley is on a summer vacation in a town. He is trying to get to the bank but he doesn’t know how. He is asking someone for the information.

Mr Kingsley : Excuse me, do you know where the first National Bank is, Madam? Miss Hana : Yes. Just go straight down this road and the bank is on your right, Sir! Mr Kingsley : Thank you very much, Madam. By the way, can you tell me how to get to the subway station from the bank? Miss Hana : Sure, you have to take the no. 12 bus and get off in Burbank street. The subway station is there. Mr Kingsley : Are you sure? As far as I know the guide book informs us that we have to take the no. 14 bus. Miss Hana : You’re right. I confused the no. 14 bus with the no. 12 one. Mr Kingsley : Thank you, Madam. Have a pleasant day. Miss Hana : You’re very welcome, Sir

Another example of the western culture was the unfamiliar noun for Indonesian students. In this input text there is character named ‘Mr. Kingsley’. This name is not an

Indonesian name. I also found ‘summer vacation’ and ’subway station’. As a tropical country,

Indonesia does not have ‘summer vacation’ which means a long vacation during June until

August in four seasons countries. In addition in Indonesia there is no ‘subway station’ which means a train station located in underground. These input texts which have numerous unfamiliar nouns might have the purpose to introduce the students about the different things in other countries. This fact proved that “English textbooks is a preferable way of introducing culture, especially in situations which might otherwise make the students confused or even at a loss” (Zu, 2009). The attempt of using this input text might be to stimulate the students to learn more through English. This is same with Rajabi’s explanation (2012) that the Western characters are used to introduce stereotypes presenting differences between Western culture and local cultures.

Local cultures

Local cultures that I found in the English in Focus are covered the typical fauna

Indonesia, geography heritage, school trips, a permission letter, and pop culture. Look at the input text below:

Input text 4

Bongo the Orangutan Source: www.omepage.mac.com There is an orangutan in the Bandung zoo. People call her Bongo. She comes from a dense forest on the island of Kalimantan. She has physical features similar to a human. Bongo has brownish fur, and walks with two feet. Bongo is almost as big as a human. She is a mammal that means she gives birth to her children and breast feeds them.

This input text tells about typical fauna of Indonesia, the Orangutan. In this input text it is mentioned that she lives in Bandung zoo. The aim of this text might show Indonesian heritage so that the students can be more aware and think of ways to conserve the orangutan as typical fauna of Indonesia. This input text represented the EIL principle which is “EIL materials should be relevant to the domain in which English is used in the particular learning context” (McKay, 2012, p. 81). Here, English textbook has a role to give much more exposures in the local cultures. By giving input text which is familiar with the students, it is good for them to understand the text well. Despite the use of other culture that sometimes does not fit with the teaching learning activities, it is better to use local culture that is more familiar with the students.

The following input text represents Indonesian geography heritage. Here is an input text about Nusa Tenggara, one of Provinces in Indonesia:

Input text 5

Nusa Tenggara

Nusa Tenggara is the name for the chain of islands which lies to the east of Bali. Including the islands of Komodo, Lombok, Flores and Timor, Nusa Tenggara spans a variety of landscapes, from tropical forests, high volcanic lakes and dry savannahs. The largest islands are Lombok and Sumbawa, with hundreds of smaller islands between. East Nusa Tenggara has 566 islands. The long northern arch of the island chain is the result of volcanic activity, whilst the southern islands are formed from coral deposits. Most of the eastern islands are arid, due to hot winds blowing from the continent of Australia and sparsely vegetated. The Western half of Nusa Tenggara is moister and has denser vegetation. The Northern part of the chain is known for deep lakes contained in the craters of extinct volcanoes, the most famous of which are the colored mineral lakes on Gunung Keli Mutu in Flores

Since this textbook is used in Central Java, the input text above may help the students to enhance their knowledge about their country landmark because it contains Indonesian geography. The students could easily understand since the English materials are familiar for them. The purpose of this input text is seemed to be similar with ideas from Norrizan (1993) in Rajabi (2012, p. 708) who set out that “culturally familiar items do facilitate second language learning”. Moreover, McKay (2012) also stated that EIL should be taught in the ways that respect the local culture of learning. Putting this input text may encourage students’ awareness that English no longer belongs to the Western speakers and provoke the students to be more interested in learning English.

The next input text reflects students’ daily activities. Here is an input text that tells a school trip;

Input text 6 Trip to Puncak Cost per the students including transportation, Food and lodging: Rp300, 000 Length of stay: 3 days and 2 nights

Place to stay: Jasmine Chalet Those who wish to go please submit your details and pay the fee to Mr. Hilman.

It is common for a junior high school in Indonesia to have a school trip as an annual agenda from the school. Again, on the input text 6 the trip destination is Puncak which is famous with its natural scenery and located near Bogor, west Java. This kind of input text probably makes the students get the description on how English is used in daily environment.

It is in line with McKay (2002) that the students will be more, not less, motivated to learn

English if the language is presented in contexts that related to their own lives as young adult rather than to see it is presented in the context of an English speaking country. This input text also meets the EIL principle which states that “EIL materials should be relevant to the domain in which English is used in the particular learning context” (McKay, 2012, p. 81).

Putting the local culture in English textbook is useful to stimulate the students’ awareness about their own culture and help them to learn English better with cultural values.

Another input text which reflects students’ daily activities is about students’ permission letter. Look at the input text below:

Input text 7

Jalan Genuk Krajan 15 Semarang 40212 9th August

Dear Miss Titik,

Andra wasn’t at school last week, because he was ill. He had flu.

Yours sincerely, Marina Suryaatmaja

This input text is a permission letter which says that a student was sick and cannot come to school. This kind of letter is common and close to the students’ activities in school.

The purpose of input text might be to tell about attitude, especially about permission indirectly. It is common in Indonesian culture if you cannot attend a schedule, you have to send permission letter. In this case, the attempt of this input text is to give an example about expression for asking permission to elder people who is the teacher. This is in line with

Cortazzi and Jin (1999) that knowing Indonesian culture as the students’ own culture helps them to be aware of their own culture.

In English in Focus, I found pop culture as a part of local culture. Pop culture in this textbook is popular novel and famous artist. Here is the input text contains the popular novel:

Input text 8

Bara : Hi, Mentari. Where are you going anyway? Mentari : Oh, hi Bara. I’m going to the library. Bara : Oh. Hey, maybe you can also borrow teen lit or chick lit there? Mentari : Well, I think that’s impossible, Bara. Because I don’t like those books. In my opinion, the stories are not so interesting and sometimes they’re so boring. Bara : I see. According to me, the books are okay. The stories are based on theeveryday facts in teenagers’ life. Mentari : Then, we have different opinion about it, Bara. And I appreciate your opinion.

From the input text 8, I found that the two Indonesian characters (Bara and Mentari) were talking about teen lit and chick lit a popular teenage novel in Indonesia. In a real world situation, those kinds of novels are well-known by teenagers especially girls. The purpose of showing this input text might be to stimulate the students to discuss the trend that is happening in the society. This is in line with Grey (2000) said that the students will improve their language skills by using their textbooks as useful tools for provoking discussion (p.3).

By having this kind of input text, it attracts the students with common issues and it may stimulate them to use English.

Another kind of pop culture that I found English in Focus is about famous film. Look at the input text below:

Input text 9

Maylie : Hi, Maylie. How is it going today? Alisa : Oh, hi, Maylie. Well, to tell you the truth I’m quite sleepy now. Maylie : Yeah, I noticed that you have been yawning. What did you do last night? Alisa : I stayed up late last night. I watched a new film on DVD, Troy. Maylie : So, how was it? Alisa : It’s a cool film. Brad Pitt was so lovely. How about you? What do you think about it? Maylie : I didn’t like it. I think it’s boring.

The input text brought famous things in the society to the English textbook. For example, Troy which is a famous movie made by Hollywood and Brad Pitt, a famous actor from America. Putting this input text might make the students to be more interested to learn because they find things that are popular or even they like what they are learning. As Morrell

(2002) state;

“English can also help the students to more critically…...popular culture can afford

English teachers the opportunity to develop culturally relevant curricula within

multiethnic classrooms”

Proved by those categories, local cultures in English in Focus which were used by the second grade of Junior High School had had the most dominant cultural content. Indeed, there are western cultures and the diversity cultures that appeared on that English textbook.

With the input texts that expose local cultures it might help the students to be more aware with their culture. It might support the view that it was essential to teach the target language through meaningful and culture-based content. In order to be successful in real life situations, this, in turn, would help the learners to employ the social rules of that target culture in learning its language (Soraya, 2012). Western cultures appeared in textbook may give description about the real situation in western context. I found that the percentage of the

Western culture used in this text book is fewer than the local and it has fulfilled the attempt of

EIL whereas the function of western culture is used just as a companion in the use of local culture as the background context in ELT. In addition, on the English in Focus, I found the input text that describes the diversity of English. It may open students’ mind that in the future they will use English to communicate not only with inner or outer circle community, but also with expanding circle community, Asia for example.

Conclusion

The aim of this study was to investigate the existence of cultural content in an English textbook used by second grade of Junior High School. The findings exposed the important point that culture, especially local culture, applied on English teaching materials. Based on the data analysis, the most emerged factor found in the textbook tended to expose local culture. Then, other factors are western culture and local culture. Furthermore, I found some aspects that expose local value such as ‘Bongo the Orangutan’, ‘permission letter from the student’, and ‘Nusa Tenggara’. By knowing those local cultures, it could make students to be more aware with their identity and might stimulate them to maintain it. Besides, I also found

‘the Mount Rushmore’ that represents western culture might give more knowledge about famous place in other country.

Regarding to the research question: “To what extent does English Textbook used by junior high school meet the EIL Principles?” it can be answered that English in Focus has fulfilled the criteria of the EIL materials based on EIL principles from McKay (2012). It was found that most of the input texts has represented the EIL principle which is EIL materials should be relevant with local culture (McKay, 2012). In the input text, I found the cultural landmark and Indonesian fauna might encourage students to be more concerned with their culture. Moreover, I found things that were close with students’ activities such as permission latter and famous things like movies and novels. Those things made students easily understand the lesson since the students were familiar with the topics. In addition, English does not always need to be linked to the culture of those who speak it as a first language.

Indeed the purpose of an international language is to describe one’s own culture and concerns to others. (McKay, 2004).

I also found that the input texts also meet the EIL principle which is EIL materials need to exemplify L2-L2 interaction (McKay, 2012). In the English in Focus, there is an input text that contained country landmarks which were a mountain in U.S.A and unfamiliar places for Indonesian students such as a subway station. Based on those input texts may give students description about the English context however, this English textbook contained less western culture is rather than the local culture. It means that western culture is more recommended to be used all together with local culture for bilingual users of English.

The interesting input text that I found contained the English diversity. It is an input text that tells about the caliph from Bagdad, Iran. It shows the EIL principle which said EIL material should include examples of the diversity of English variety used today (McKay,

2012). Putting the input text which did not come from Indonesia or western context may give

further understanding about the variety of English. The EIL materials should prepare students

to be both global and local speakers of English and to feel at home in both international and

national cultures Kramsch and Sullivan (1996) in Acar (2009). Here, the use of English for

communication should involve cross-cultural interactions among the users of English from

the inner circle, the outer circle and the expanding circle.

There was a limitation due to my study. In this study, I only used the English textbook

for second grade of Junior High School made by the Indonesian government. This is because

I wanted to know how far this English textbook which is based on KTSP 2006 in accordance

with the EIL principles which are believed in English diversity (McKay, 2012). The scope of

the study only confined to the analysis of written text. It did not consider illustrations and

sound recordings. I hoped that in the further research there will be a researcher who will

willingly continue this study to give the improvement in English teaching materials.

Acknowledgement

First of all, I would like to thank to Allah S.W.T who always strengthens and supports me with His blessing so that I could finish my study here. This thesis would not have been possible without the support of many people. I wish to express my gratitude to my supervisor,

Nugrahenny T. Zacharias, Ph. D., who was helpful and offered invaluable assistance, support and guidance. Deepest gratitude is also due to my examiner, Prof. Dr. Gusti Astika,

M. A. without whose knowledge and assistance this study would not have been completed. I also wish to express my love to Ibu Sri Hartati and Bapak Mulyono, my little sister Fani,

‘Darmo big Family’. Thanks for their endless love and pray through the duration of my study. Special thank goes to Ageng, who always supports and said that ‘I trust you can do it!’

It’s meaningful to have you. To all my friends, Gisel, Siska, Jumi, I can chase you! Fika,

Kiki, Aulia, and Silvi, we could finish it together guys! Then, I would say thank to: Yaya,

Rachma, and Febi, for grammar guidance. The last but not least, I would also like to convey thanks to ED 2008ers. We are gr08 coz we are united!

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