PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CULTURAL CONTENT OF JUNIOR HIGH SCHOOL COURSEBOOKS AS REPRESENTED BY THEIR VOCABULARY

A THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M.Hum) in English Language Studies

by

Francisca Carolina Budy Hartanti Student Number: 136332041

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2018 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

For everyone who asks and keeps on asking receives;

and he who seeks and keeps on seeking finds;

and to him who knocks and keeps on knocking,

the door shall be opened.

Luke 11: 10

The thesis is dedicated to

Jesus Christ

My husband, Lukas, my children, Feli and Hugo

My parents who never give up on me

My friends at KBI 2013

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ABSTRACT

Hartanti, Francisca Carolina Budy.(2018). Cultural Content of Junior High School Coursebooks as Represented by Their Vocabulary .Yogyakarta: Sanata Dharma University

Coursebooks play an important role in teaching and learning process. In Indonesia, where English is taught as a foreign language, the function of coursebooks is very crucial for as the main English exposure in classroom. Nowadays, due to the influence of globalization, English Language Teaching (ELT) must consider cultural learning since the idea of global English is to make learners able to express their ideas and culture. Therefore, a good English coursebook must include learners’ culture. One way to see the cultural content of English coursebooks is through their vocabulary. English vocabulary which is used in Indonesian’s coursebooks is taken from a general corpus developed in English speaking countries. However, English coursebooks for the Junior High School in Indonesia are designed by Indonesians. Thus, this research is conducted to discover the variety of cultural contents which are shown in their vocabularies to respond to the research questions: (1) What is the cultural content of Junior High School Coursebooks for the 8th grade students like?(2) What is the frequency distribution of the Indonesian cultural content vocabulary from the coursebooks for the 8th grade students? Qualitative content Analysis was used to investigate the possible variety of cultural content in the vocabulary of the coursebooks. The data sources came from four Junior High School grade 8th coursebooks were used in Yogyakarta. The data of the research were collected using software from Paul Nation’s concordance programs and a modified program (based on Bauman and Culligan’s wordlists) named RANGE program.The results of the software are corpus which is not in the list of GSL and corpus which is in the GSL but not included in corpus for Junior High School Students grade 8th. Then, both lists are classified using Ripoll’s cultural content theory. There are 9 types or varieties of cultural contents namely nature, leisure, artificial products, religion and mythology, geography, politics and economy, history, art and literature, and science. The findings show that not all books have all variety of cultural contents. Book 1 and 3 do not have variety of cultural content (history). The highest frequency of cultural contents in all coursebooks are placed in “geography” as the result of high frequency of person’s names and names of place. It shows that all books have presented familiar material for Indonesian learners especially on the characters and themes. But, the frequency of Indonesia’s cultural content is to small (5%) compare to international cultural content (73%). Therefore, it will make Indonesian learners facing difficulties in presenting their culture and ideas in English. In addition, this research will be useful for the next researcher who will conduct similar research, for teacher who wants to adapt the materials, and for material developers. Keywords: vocabulary, cultural content, coursebook, junior high school

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ABSTRAK

Hartanti, Francisca Carolina Budy.(2018). Cultural Content of Junior High School Coursebooks as Represented by Their Vocabulary .Yogyakarta: Sanata Dharma University

Buku pelajaran berperan penting dalam prosea belajar dan mengajar. Di Indonesia bahasa Inggris diajarkan sebagai bahasa asing sehingga peranan buku pelajaran sangat penting sebagai sumber utama yang memaparkan Bahasa Inggris. Saat ini, sebagai pengaruh dari globalisasi, pengajaran Bahasa Inggris seharusnya mulai melibatkan unsur budaya siswa karena tujuan dari Bahasa Inggris global adalah membuat siswa dapat mengekspresikan ide dan budayanya. Oleh karena itu, buku pelajaran Bahasa Inggris yang baik harus melibatkan budaya siswanya. Salah satu cara untuk melihat unsur budaya dari siswa adalah melalui kosa kata yang digunakan. Kosa kata yang digunakan dalam pelajaran Bahasa Inggris di Indonesia diambil dari “General Service List” yang dikembangkan oleh negara tempat Bahasa Inggris berasal. Sedangkan, buku pelajaran Bahasa Inggris untuk SMP di Indonesia di tulis oleh orang Indonesia sehingga buku pelajaran Bahasa Inggris untuk SMP di Indonesia mengandung budaya Indonesia disamping budaya dari negara asal bahasa tersebut. Ada dua pertanyaan penelitian yaitu: (1) Jenis unsur budaya seperti apakah yang terkandung di dalam buku pelajaran SMP untuk siswa kelas 8? Berapa frekuensi penyebaran unsur budaya di dalam kosakata yang ada di dalam buku pelajaran SMP untuk kelas 8? Metode Analisis Isi Kualitatif digunakan untuk meneliti unsur budaya yang ada dalam empat buku pelajaran Bahasa Inggris untuk siswa kelas 8. Keempat buku tersebut merupakan buku yang digunakan di Yogyakarta. Data yang digunakan dalam penelitian diambil menggunakan software dari program yang sudah dimodifikasi (berdasarkan sususan kata dari Bauman dan Culligan) bernama RANGE. Hasil dari program tersebut adalah corpus diluar 800 kosa kata untuk anak SMP Kelas 8 dan yang tidak ada dalam daftar GSL Bauman Culligan. Lalu, kedua corpus di kelompokkan berdasarkan teori unsur budaya milik Rippol yang mengelompokkan budaya menjadi sembilan tipe. Hasil dari penelitian menunjukkan bahwa tidak semua buku memiliki semua tipe unsur budaya. Buku 1 dan 3 tidak memiliki unsur budaya tipe sejarah. Di semua buku, frekuensi tertinggi dari unsur budaya dimiliki oleh unsur geografi karena tingginya frekuensi dari nama orang dan tempat. Hal ini menunjukkan bahwa semua buku sudah menampilkan materi yang dikenal siswa terutama terutama pada karakter dan tema. Tetapi perbandingan frekuensi antara budaya lokal (5%) dan internasional (73%) cukup besar. Akibatnya, hal ini akan membuat siswa Indonesia akan kesulitan dalam mengekspresikan budaya dan idenya dalam bahasa Inggris. Sebagai tambahan, penelitian ini akan berguna bagi peneliti selanjutnya yang akan melakukan penelitian serupa dan untuk guru yang ingin mengadaptasi materi dan untuk para pengembang materi pembelajaran. Kata kunci: kosakata, kata, frekuensi, budaya, buku, SMP

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ACKNOWLEDGEMENTS

I would like to express my gratitude to God Almighty for His blessing to finish this thesis. His never ending guidance and love make me strong in hard times.

I would like to express my deep appreciation to all who help me in the process of finishing my study. First of all, I wish to acknowledge my appreciation to Dr. J. Bismoko, my supervisor, who supports me with all the knowledge and guidance that I need to finish my thesis. I also would like to express my deep gratitude toward Dr. Mukarto, Dr. B. B. Dwijatmoko and Dr. Sarwoto who were never tired to remind me to finish my thesis. I also greatly appreciate all lecturers in the Graduate Program in English Language Studies of Sanata Dharma

University Yogyakarta.

I am particularly indebted to my parents, Papa Y.E. Budiyana and Mama M.

M. Sri Hartini and my parents in law Bapak Ramelan and IbuWatini for their love, support, and patience. Thank you for always there for me in any conditions.

Special thanks go to my lovely husband, Lukas Budi Purwanto, for his patience and love during my study. Sincere love and gratitude are expressed to my dedicated fans and friends, Feli and Hugo, for their love and patience every day in waiting for their mommy to come home from campus. Last but not least, my helper, Lik Ngat who always helps me silently. Having enough money and knowledge won’t help much if I don’t get family supports.

Big thanks are dedicated to my KBI’s mates 2013 especially for the last survivor group Dian, Desta, Farah, Anin, Mbak Astee, Mbak Nurul, Bu Sita,

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Amy, and Nindi. Thank you for all your support and cooperation during happy and sad times. May a bright future is waiting for us.

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TABLE OF CONTENTS

TITLE PAGE ...... i APPROVAL PAGE ...... ii DEFENSE APPROVAL PAGE...... iii DEDICATION PAGE ...... iv STATEMENT OF ORIGINALITY ...... v ABSTRACT...... vi ABSTRAK ...... vii LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI...... viii ACKNOWLEDGEMENTS ...... ix TABLE OF CONTENTS...... xi LIST OF TABLES ...... xiv LIST OF FIGURES ...... xvi

CHAPTER I. INTRODUCTION...... 1 A. Background of the Research ...... 1 B. Problem Limitation ...... 8 C. Research Questions ...... 9 D. Research Objectives...... 10 E. Research Benefits...... 10

CHAPTER II. LITERATURE REVIEW...... 12 A. Theoretical Review ...... 12 1. Culture...... 12 a. Definition ...... 14 b. Culture and Language ...... 15 c. Culture, Language, and Identity...... 15 d. Second Culture Acquisition ...... 16 e. Cultural Content in Education...... 17 f. Culture and Custom of Indonesia...... 19 1) Physical Environment of Indonesia ...... 19 2) The National Character of Indonesia ...... 21 2. Global English ...... 23 a. Definition ...... 23 b. History...... 24 c. Kachru Concentric Circle...... 24 d. Models of ELT ...... 26 3. The Nature of Words and Vocabulary Knowledge...... 28 a. The Concept of Words and Vocabulary ...... 28 b. Tokens, Types, and Word Families...... 30 c. Vocabulary for Junior High School Learners ...... 32

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d. Difficult Words Because of Its Meaning ...... 32 4. Words and Communication...... 33 5. Corpus ...... 34 6. Coursebooks (Textbook)...... 36 a. Advantages and Disadvantages of Coursebooks...... 36 b. Cultural Content in Coursebooks...... 37 c. The Importance of Evaluating Coursebooks...... 43 d. Coursebooks in South East Asia ...... 44 B. Previous Study ...... 48 C. Theoretical Framework ...... 50

CHAPTER III. METHODOLOGY A. Research Method...... 53 B. Research Design...... 54 C. Data Analysis ...... 57

CHAPTER IV. FINDINGS AND DISCUSSION A. Cultural Content in Coursebooks...... 60 1. Cultural Content in Coursebook 1...... 61 2. Cultural Content in Coursebook 2...... 68 3. Cultural Content in Coursebook 3...... 74 4. Cultural Content in Coursebook 4...... 79 B. Word Frequency of the Cultural Content...... 86 C. Comparison of International and Local Culture...... 90 D. Discussion ...... 95

CHAPTER V. CONCLUSIONS, SUGGESTIONS, AND RECOMMENDATION A. Conclusions ...... 100 B. Suggestions...... 101 C. Recommendation...... 102

REFERENCES...... 103

APPENDICES ………………………………………………………………… 107 Appendix 1 ………………………………………………………………… 108 Appendix 2 ………………………………………………………………… 109 Appendix 3 ………………………………………………………………… 110 Appendix 4 ………………………………………………………………… 111 Appendix 5 ………………………………………………………………… 112

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Appendix 6 ………………………………………………………………… 113 Appendix 7 ………………………………………………………………… 114 Appendix 8 ………………………………………………………………… 115 Appendix 9 ………………………………………………………………… 116 Appendix 10 ………………………………………………………………… 117 Appendix 11 ………………………………………………………………… 118 Appendix 12 ………………………………………………………………… 119 Appendix 13 ………………………………………………………………… 120 Appendix 14 ………………………………………………………………… 121 Appendix 15 ………………………………………………………………… 122 Appendix 16 ………………………………………………………………… 123 Appendix 17 ………………………………………………………………… 124 Appendix 18 ………………………………………………………………… 125

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LIST OF TABLES Table 2.1 Cultural Content of K. Adaskou, D. Britten, and B. Fahsi 126 Table 2.2 Example Katan’s Cultural Content 126 Table 3.1 Data Analysis Process 127 Table 4.1.1 Data “Non 800” and “Non GSL” Coursebook 1 128 Table 4.1.3 Data Nature as Cultural Content in Coursebook 1 128 Data Leisure, feast, and traditional Cultural Content Table 4.1.4 in Coursebook 1 130 Table 4.1.5 Artificial Productas Cultural Content in Coursebook 1 130 Table 4.1.6 Geography as Cultural Content in Coursebook 1 131 Table 4.1.7 Politics and Economy as Cultural Content in Coursebook 1 132 Table 4.1.8 Art& Literature, Science, History, Religion& Mythology 132 in Coursebook 1 Table 4.2.1 Data “Non 800” and “Non GSL” Coursebook 2 133 Table 4.2.2 Data Nature as Cultural Content in Coursebook 2 133 Data Leisure, Feast, and traditional Cultural Content Table 4.2.3 in Coursebook 2 133 Table 4.2.4 Artificial Product as Cultural Content in Coursebook 2 134 Table 4.2.5 Geography as Cultural Content in Coursebook 2 134 Table 4.2.6 Politics and Economy as Cultural Content in Coursebook 2 135 Table 4.2.7 Art& Literature, Science, History, Religion& Mythology 135 in Coursebook 2 Table 4.3.1 Data “Non 800” and “Non GSL” Coursebook 3 136 Table 4.3.2 Data Nature as Cultural Content in Coursebook 3 136 Data Leisure, Feast, and traditional Cultural Content Table 4.3.3 in Coursebook 3 137 Table 4.3.4 Artificial Product as Cultural Content in Coursebook 3 137 Table 4.3.5 Geography as Cultural Content in Coursebook 3 138 Table 4.3.6 Politics and Economy as Cultural Content in Coursebook 3 138 Table 4.3.7 Art& Literature, Science, History, Religion& Mythology 139 in Coursebook 3 Table 4.4.1 Data “Non 800” and “Non GSL” Coursebook 4 139 Table 4.4.2 Data Nature as Cultural Content in Coursebook 4 139 Data Leisure, Feast, and traditional Cultural Content Table 4.4.3 in Coursebook 4 140 Table 4.4.4 Artificial Product as Cultural Content in Coursebook 4 141 Table 4.4.5 Geography as Cultural Content in Coursebook 4 141 Table 4.4.6 Politics and Economy as Cultural Content in Coursebook 4 142 Table 4.4.7 Art& Literature, Science, History, Religion& Mythology 142 in Coursebook 4 Table 4.5.1 Frequency of Cultural Content in Coursebook 1 143 Table 4.5.2 Frequency of Cultural Content in Coursebook 2 143 Table 4.5.3 Frequency of Cultural Content in Coursebook 3 144

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Table 4.5.4 Frequency of Cultural Content in Coursebook 4 144 Table 4.6.1 Cultural Content Comparison Book 1 145 Table 4.6.2 Cultural Content Comparison Book 2 145 Table 4.6.3 Cultural Content Comparison Book 3 146 Table 4.6.4 Cultural Content Comparison Book 4 146

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LIST OF FIGURES

Figure 1 Kachru's 3 concentric circle model of World Englishes 147 Figure 2 Example Katan’s Cultural Content 147

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CHAPTER I

INTRODUCTION

This chapter explains the relevance of the research Cultural Content of

Junior High School Coursebooks as Represented by Their Vocabulary and its feasibility. It elaborates them in background of the research, problem limitation, problem formulation, research objectives, and research benefits.

A. Background of the Research

It’s hard to deny that coursebooks play important role in learning and teaching a language. Even, teachers and students rely much on coursebooks in order to facilitate the teaching and learning process. Graves argues that a coursebook is an instrument or a tool to teach a language (Graves, 2000, p. 175).

Thus, coursebook has important role in teaching and learning process. In

Indonesia, where English is taught as a foreign language, the function of coursebook is very crucial since coursebook is the main exposure in classroom.

Kachru in McKay’s portrays the roles of English in the world through the

Three Concentric Circles. The circle helps to provide the current numbers of

English speakers and their developments. He finds out that there are more bilingual speakers in Expanding circle rather than in the Outer circle. The spread of English in the Expanding Circle is a result of foreign language learning within the country. (McKay, 2009, p. 10).

Indonesia is in Expanded Circle where English is considered as a foreign language. In Indonesia, English is mainly used in the educational field. It is not PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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use as an official language in the government. Therefore, there is no local model of English since the language does not have an official status and has not become institutionalized with locally developed standard of use (McKay, 2009, p. 10).

Teaching English in Indonesia is challenging because the input is limited.

Indonesian people do not use English in their daily life; consequently, English is mostly learned in the classroom. In the classroom context, the tool which is used for giving input of English language is coursebooks.

Kirkpatrick in his book states that the teaching of English at schools in

Indonesia has not been successful because the graduates often have little English proficiency. He notices that it is because of the curriculum focus on the ‘Anglo’ cultures rather than local culture with consideration that the major role of English in Indonesia is as a lingua franca (Kirkpatrick, 2002, p. 213). McKay also states that in expanding circle countries, teachers and students come from the same cultural background but the materials used in the classroom present cultural information from a target culture (McKay, 2009, p. 88). Both expertises emphasise on the same thing. The materials which are used in Indonesia are not suitable for Indonesian people because they focus more on “Anglo” cultures. This condition may cause failure in learning a language.

In the past, English is used to communicate with native speakers. Even in

Asian countries where English is learned as a foreign language, the idea is that

English is used to communicate with native speakers. The norms which are used as guidance in teaching and learning process have taken from inner circle countries. But, nowadays, English is used globally. English is not intended to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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communicate with native speakers but more to communicate with non-native speakers for example an Indonesian businessman talks to a Japanese businessman in negotiating transaction. English is used as a tool to communicate because there is no other option. There is no other language to bridge the language differences.

Therefore, appears new terms which are called global English or International

English. Global English or International English refers to a language which is used by people of different nations to communicate with one another (McKay,

2009, p. 11). Furthermore, it is a language of wider communication both among individuals from different countries and between individuals from one country.

Why studying English is very important until the government put it in curriculum? People want to learn English because English gives them access to scientific things, technological information, global economic trade, and higher education. Kachru contends in McKay’s (McKay, 2009, p. 21) that “knowing

English is like possessing the fable Alladin’s lamp, which permits one to open, as it were, the linguistics gates to international business, technology, science, and travel. In short, English provides linguistics power”. Some people believe that

English is a key to their economic survival. Furthermore, many countries believe that giving their citizens opportunity to master English language will be beneficial for them.

Therefore, English Language Teaching (EFL and EIL) purpose nowadays is to make people able to present themselves and their culture. McKay highlights when English is used by speakers from outer and expanded circle to communicate across border then one function of the language is to allow speakers to tell others PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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about their ideas and culture (McKay, 2009, p. 11). The English language is used to communicate their needs such as business transactions and their culture such as what they need and their preferences.

Learning and teaching materials which are more familiar to the learners

(based on learner’s culture) will motivate them in studying the target language.

Kirkpatrik argues that a new curriculum based on ASEAN cultures can provide a real practical reason for learning English and thus students will develop a motivation for learning it. So, they will want to learn English to communicate with friends who are non-native speakers of English throughout region

(Kirkpatrick, 2002, p. 215).

One aspect that learners must learn from coursebook is vocabulary. Many learners cannot communicate properly because they have a limited vocabulary list. Cody and Huackin (1997) states in Decarrico’s (Decarrico, 2001, p. 285) that lexical competence is important especially related to communicative competence because having a good communicative competence will support a successful and appropriate communication. Nation also maintains that learners and researcher see vocabulary as being important because difficulties in both receptive and productive language use come from an inadequate vocabulary (Nation, 1990, p.

2). Both experts emphasize the same ideas that vocabulary learning is important and inadequate vocabulary will create problems in the communication process. As coursebooks become the powerful devices in learning English, vocabulary also becomes the most essential to the English learning and the foundation of all

English skills. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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English coursebooks in Indonesia are constructed based on norms which are built by inner circle countries. Bao Dat in Tomlinson’s (Dat, 2008, p. 267) proposes a similar idea about one type of coursebooks which is available in

Indonesia is in-country coursebooks or domestic coursebooks. This kind of coursebooks follows the educational guideline requirements. Developers of domestic coursebooks range from local to foreign writers and less frequently, a collaboration between the two. They have a voice that promotes the national identities, religions and political view points. Their texts cover a wide range of local cultural elements, such as traditional games and cultural celebrations.

However, the types of cultural content in vocabulary and the frequency of ideal local culture vocabulary are still unknown.

Syarbaini states in his book that government is aware to build national character values especially in the context of home, school, and social environment. It is very significant to develop cultural awareness of Indonesia’s culture and enforce their cultural identity to Indonesian English learners especially junior high school students in order to avoid the loss of values and identity in the middle of the globalized world (Dr. H. Syahrial Syarbaini, 2009). This awareness becomes a trend since many Asian countries are in the process of reinventing national identity at the same time as they are legalizing the hegemony of English

(Graddol, 2006, p. 117). Asian countries aware of English may replace their values and belief as a national identity with English values and beliefs.

Global English refers to English language, a language which is globally taught, read, and spoken all over the world. Global English has some PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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characteristics such as focuses on international intelligibility, carries on some first language (L1) characteristic, and able to maintain national identity through

English (Graddol, 2006, p. 91). This document states that the engagement of national character values is also implemented in the corpus of Junior High School course books because it is one form of implementation of the global English idea.

Vocabulary in course books, generally, is taken from General Service List

(GSL) which is built by inner circle. One example of GSL is West’s GSL (1958) where Bauman Culligan’s GSL (1995) is the revised version of West’s GSL.

Richard stated that people assume that learning the core vocabulary of the GSL with grammatical syllabus it is enough as the basis of almost all language courses

(Richards, 2007, p. 15). GSL contains list of essential vocabulary taken from the authentic texts of inner circle countries.

In this research, researcher investigates Indonesian culture that may be present in the vocabulary of four Junior High School Course Books inside the corpus of the course books. Susan Hunston explains that one of corpus functions is to investigate cultural attitude in a language (Hunston, 2002, p. 14). Therefore, it is possible to find vocabularies which are influenced by Indonesian culture in this book through corpus.

There is a research done by Herdian about vocabulary coverage in GSL from Bauman and Culligan A Corpus Analysis of Vocabulary Coverage and Word

Frequencyof Junior High School Coursebooks. The result of his research showed that the vocabulary in four coursebooks are not enough and needs improvement.

The inadequate numbers of word families will make students facing difficulties in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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producing speaking and writing. The lack of vocabulary repetition makes students find difficulties in remembering the vocabulary. This research is based on

Bauman Culligan GSL which is developed by inner circle countries. According to the idea of Global English this research needs improvement because it does not consider Indonesian culture (learners’ culture) as one criterion of good coursebooks.

Meanwhile, this research evaluates local coursebooks which are written by and for Indonesian people. The vocabulary which is used in Herdian’s research contains some localised words which are not listed in GSL even though it is important for Indonesian people for example rice, kilo, kilometer, orang-utan, komodo, spicy, and so on. This list of words is very useful and realistic for

Indonesian people. On the contrary, there are some words which are not important for Indonesian people but listed in GSL for example dollar, winter, and fall. This result shows that Bauman Culligan GSL or other corpus which is developed by inner circle countries are not good enough to use in evaluation of coursebooks from expanded circle. It will be better if there is an English Indonesian corpus which contains list of words which is more suitable for Indonesian people.

Investigating cultural content in coursebooks are possible to do. Agnes

Siwi Purwaningtyas also conduct a research entitle “Expressing Locality in

Learning English: A Study of English Coursebook for Junior High School Year

VII-IX in Indonesia Context” (Tyas, 2017) . She examines the cultural characteristics in the form of names, terminologies, and imagery of both cultural domains (English and Indonesia). The results of her research are the coursebook PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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with several cultural representations of Indonesia by using names, factual information, and images that will help learners understand the values and cultures of the target language without ever losing their identity.

Goes along with that fact, the researcher would like to investigate vocabulary which has Indonesian characters using the same source as Herdian’s

(four local coursebooks for Junior High School Students grade 8th). Hopefully, this research can provide vocabulary which is relevant to Indonesia people. This vocabulary can be used by book publisher as a standard in evaluating a good local

English coursebooks. For teacher, this corpus can be used as a basic in vocabulary learning.

B. Problem Limitation

This study is intended to investigate Indonesia’s cultural contents in vocabulary of Junior High School Coursebooks. Therefore, some limitations are made to obtain deeper investigation and discussion about the strengths and weaknesses of English Coursebooks in Yogyakarta. This research is worked with the eighth grade of Junior High School with the assumption that in this level students are no longer study English as beginners and not at the end of the level with principal that the third grader Junior High School course books contains repetition of vocabulary of grade 1 and grade 2.

The coursebooks are limited to only Junior High School Coursebooks where used in Yogyakarta area. There are two types of course books which are used in this research, the first type is using curriculum 2013 and the second type is using curriculum 2006. Since it is found that cultural content of the books are PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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basically the same, the researcher only describes the cultural content of the coursebooks without comparing cultural content from Curriculum 2013 and 2006.

The cultural content in this research refers to the vocabulary which is more suitable with Indonesian culture for example ‘rupiah’ rather than dollar, rice rather than burger, ‘orang utan’ rather than kangaroo because this research is intended to find Indonesia’s cultural content in Junior High School second grade course books. The classification of cultural content in Junior High School second grades vocabulary is taken from Ripoll’s theory, belongs to translation theory. This theory is used because it has complete classification and simple which is more suitable for this research.

There are several considerations in this research. First, the interpretation is done by the researcher and it may be subjective, although literature review is also used in making interpretation. Therefore, to minimize subjectivity, intrater and peer discussion is used. Second, the scope of the research only focuses on vocabulary. It does not cover other scopes in course books evaluation such as learner’s role, teacher’s role, learning and teaching activities, pictures, and texts.

C. Research Questions

Research Question 1: What is the cultural content of Junior High School coursebooks for the 8th grade students like?

Research Question 2: What is the frequency distribution of Indonesian cultural content vocabulary from the Junior High School coursebooks for the 8th grade students? PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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D. Research Objectives

This study examines Indonesia’s cultural content in Junior High School 8th

Grade course books as represented by their vocabulary. The goal is to present

Indonesia’s cultural content in Junior High School Coursebooks on the 8th grade in which data are taken from its vocabulary. After knowing the cultural content vocabulary in Junior High School English Course Books 8th Grade, teacher and students may know the list of words which contain Indonesia’s culture. Later, they can use it to make the learning and teaching process efficiently in order to fulfill the goal of global English which enable English learner expressing their ideas and culture.

E. Research Benefits

This research has some benefits for those who are directly involved such as teachers, students, or practitioners of education; or, even for those who are not directly involve with this study such as teachers from other subjects, or even parents, or those who need information from teachers’ point of view.

1. ELS Stakeholders

The study gives input to English stakeholders such as teachers and public to be more aware in choosing materials for teaching. This research shows vocabulary which is more familiar for students. Therefore, the process of teaching and learning will be more efficient.

2. For the author/ publisher input PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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This study brings awareness to the publisher to publish better English books for elementary students since the suitable vocabulary is important for english learners. Publisher can choose the best book based on the corpus as a result of this research.

3. For ELS development

The study provides field to do more researchs on vocabulary. Moreover, other reserachers may develop or expand this researchs into another beneficial research. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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CHAPTER II

LITERATURE REVIEW

This chapter discusses some theories about global English to lead the discussion into localized words in non corpus vocabulary, analysis of junior high school course books and content analysis. This chapter has two major parts, namely theoretical review, theoretical framework, and review of related studies.

First part presents and clarifies the review of related theories which include the nature of words and vocabulary knowledge, corpus, course books, global English, and content analysis. The framework of the theories is presented at the end of this chapter in order to give theoretical answer of the research problems.

A. Theoretical Review

The purpose of this section is to clarify concept and to show relations of the concept. It discusses culture, words and vocabulary, corpus, course books, global English, and content analysis.

1. Culture a. Definitions of culture

Tubbs and Moss says that culture is a way of live which is developed and shared by group of people and passed down from generation to generation.

Therefore culture has certain characteristics which are shared among people in the group that becomes their way of life and it last for a long time (Steward Tubbs,

2008). Culture also be defines as the ideas, customs, skills, arts, and tools that PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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characterize a given group of people in a certain time (Brown, Principles of

Language Learning and Teaching, Fifth Edition, 2007, p. 177). Kramsch gives more explanations about culture. Kramsch explains culture in three definitions.

First, culture is a membership in a discourse community. To be admitted by the community, an individual should have same culture like other members. The similarities of all members are in a common social space and history, and it has a common system of standards for perceiving, believing, evaluating, and acting.

Second, culture is the discourse community itself. Discourse community is a group of people who has similar common public goals and purposes in their spoken and written language. Third, culture is the system of standard itself.

Culture has certain standard that becomes rule for its members in order to differentiate member and outsider. Later, this standard becomes that group’s culture and identity. Culture can be defined as a membership in a discourse community that shares a common social space and history, and common imaginings (Kramsch, 2003, p. 10).

Newmark describes culture as the way of life and its manifestations that specially belongs to a community that uses a specific language as its means of expressions (Newmark, 1988, p. 94). In conclusion, culture describes as the way of life belongs to a group of people or community. Culture has certain characteristics which differentiates its members with people outside the community. The example of culture manifestations are ideas, customs, skills, arts, tools, and language which represent special characteristics of the group.

Therefore, a language in one community is different from other communities. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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b. Culture and Language

Culture makes up many complex elements such as religious and political system, customs, and language as well as tools, clothing, building, works of art.

(Steward Tubbs, 2008, p. 311). As it is mentioned above by Newmark, language is a mean of expressions by a group of people. Furthermore, language is used to express people’s thoughts, belief, and as a mean of communication. In addition,

Kramsch states that Language is a system of signs that is seen as having itself a cultural value. Language plays a major role in keeping a culture alive for example in printed form (Kramsch, 2003, p. 8). In other words, language is one product of culture to express people’s feeling, thought, belief, and so on in order to communicate. A language expresses its culture in written or spoken form when people want to communicate something. Therefore, a language keeps the culture alive. Vlakhow and Florin in Guerra’s declares a term “realia” to refer to cultural elements, and the term has now been known as the term refers to objects, customs, habits, and other cultural and material aspects that have an impact in shaping certain language (Guerra, 12/2012, p. 2).

Brown explains further that relation between language and culture is very close and cannot be separated “a language is a part of culture and a culture is a part of a language. The two are intricately interwoven, so that one cannot separate the two without losing the significance of either language or culture.” (Brown,

2007, p. 189).

Both language and culture have functions of communication because both carry meanings. On one side, language carries syntactic, semantic, and pragmatic PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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meanings for language users to communicate. On the other side, culture carries meanings which are expressed through language (Hsin, 2008, p. 2). c. Culture, language, and identity

Since language is a part of culture, people view their language as a symbol of their social identity. It is widely believed that there is a natural connection between the language spoken by members of a social group and that groups’ identity. Group identity showed through their accent, vocabulary, their discourse pattern. Group identities can be divided into ethnicity, regional identity, and national identity. Group identity can be based on ethnicity (Spanish, Creole, and

Maya), race (racial classification based on skin color Black and White), regional and national identity (German, Turkish) (Kramsch, 2003, p. 65). Further example, in Indonesia, people can guess a person’s identity (Bataknese, Javanese,

Sundanese) by listening to their accent when this person speaks Bahasa Indonesia and also that person’s culture. Bataknese people tend to speak in high volume and fast, Javanese people tend to speak in low volume and slowly.

Indonesia’s culture which is discussed in this research focuses on some words in the course books which are more relevant for Indonesian people for example “rupiah”. “Rupiah” is Indonesia’s currency so instead “dollar” which is not culturally relevant for Indonesian people therefore the functions of language, according to global English, as a medium to express culture and ideas are fulfilled. Another example is Indonesian values such as honest, politeness, religious, and so on. “Rupiah, cendrawasih, tropical, spicy, hot, and so on” are the examples of words that show Indonesia national identity. In addition, this research PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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adds some words which are useful in expressing the ideas and expressions of

Indonesian people. d. Second Culture Acquisition

Brown states that learning a second language means learning a second culture (Brown, Principles of Language Learning and Teaching, Fifth Edition,

2007, p. 182). Richards and Renandya emphasizes on the same thing that teaching

English is also teaching a complex system of cultural customs, values, ways of thinking, feeling, and acting (Richard & Renandya, 2002, p. 13) Therefore, cultural learning defines as a process of creating shared meanings between cultural representatives. It is a process that the learners feel through their experience over learning a language and penetrates deeply into ones’ pattern thinking, feeling, and acting. Second language learning involves the acquisition of a second identity. The creation of new identity in cultural learning is called acculturation. A person’s world view, self-identity, and system of thinking, acting, feeling, and communication can be disrupted by a contact with another culture.

Tubbs also supports Richards and Renandya’s statement that culture is learned, not innate; therefore it is also changed as people come into contact with one another or as their experiences change their needs. Because culture is possible to change, people tend to be frightened of other cultures because other cultures challenge our system of belief. (Steward Tubbs, 2008, p. 313).

Smith in Mckays’ adds that learners do not need to internalize the cultural norms of native speakers of that language (McKay, English as an International PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Language, 2009, p. 100). Alptekin states that instead of which culture are more important than other, he declares to bridge both cultures (between the culturally familiar and the unfamiliar one) in order not to avoid conflicts in the learner’s fit as he or she acquires English (Alptekin, 1993, p. 141). e. Cultural content in education

Mckays proposes some principles on how cultural contents are performed in ELT. First, the materials should develop certain condition that encourages students to reflects on their own culture in relation to others in order to create a sphere of inter-culturality. Second, the gap between cultures should be highlighted therefore students know the assumptions present in the books and how the topic could be discussed (McKay, English as an International Language, 2009, p. 100)

K. Adaskou, D. Britten, and B. Fahsi (K. Adaskou, 1990, p. 3) argues that there are four separate sorts of culture that language teaching may involve. The first is culture with capital C which contains aesthetic sense. It includes the media, the cinema, music (whether serious or popular) and literature. The second is culture with small c which reflects sociological sense. There are the organization and nature of family, of home life, of interpersonal relations, material conditions, work and leisure, customs and institutions. Because this area of culture is vast therefore we can select the important points as the content.

The third is the semantic sense which explains as a conceptual system represents in the language and training all our perceptions and our thinking process. Many semantic areas (e.g. food, clothes, and institutions) are unique PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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because they relate to a particular way of life. However, some more general conceptual areas maybe have similarities in different societies using the same language for example time and space relations, emotional states, colours, lexical hyponymy.

The fourth is the background knowledge, social skills, and paralinguistic skills that make possible successful in communication. These skills are included in pragmatic (or sociolinguistic) sense namely the ability to use appropriate exponents of the various communicative functions, the ability to use appropriate intonations pattern, awareness of conventions governing interpersonal relations

(questions of status, obligations, licence, where different from the learners ‘s culture) and familiarity with the main rhetorical conventions in different written genres such as different types of letters and messages, form filling, advertisements.

Table 2.1 Cultural Content of K. Adaskou, D. Britten, and B. Fahsi (K. Adaskou, 1990, p. 3) Culture Culture Aesthetic Sociological Semantic Pragmatic 1 Media Family Food background knowledge 2 Cinema home life clothes institutions social skills 3 Music interpersonal relation Relations paralinguistic skills 4 Literature materials condition emotional states 5 Work Colors 6 Leisure lexical hyponymy 7 Customs 8 Institution PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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f. Culture and Custom of Indonesia

Smith describes nation as “a named human population sharing an historic territory, common myths and historical memories, a mass, public, culture, a common economy and common legal rights and duties for all members” (Smith,

1991, p. 14). People from the same nations share common history, culture, economy, rights and duties. Similar culture is one character of a nation.

Furhtermore, Smith adds that national identity refers to cultural communities, whose members were united by common historical memories, myth, symbols, and tradition (Smith, 1991, p. 11).

Hall states in that “a national culture is a discourse-a way constructing meanings which influences both our actions and conception of ourselves” (Gay,

2003). A national culture contains meaning that determines the citizens’ actions and concept.

Therefore, it is very important to explain Indonesia’s geography and philosophy to help the researcher to classify which words with cultural content are suitable to this research. Moreover, it will help reader of the research to see the researcher’s point of view.

1) Physical Environment of Indonesia

Indonesia is a country located in Asia Continent and as a part of East

South Asia countries. The Geography of Indonesia is in between Asia and

Australia Continent and Hindia and Pacific Ocean. Indonesia is an archipelago with 17.504 islands. There are mountains, forests, rivers, and savannah shape the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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land and it’s modified by volcanic eruptions, earthquakes, erosions, and sedimentation (Forshee, 2006, p. 2) Indonesia has tropical climate that makes the temperature is always high (26-28 C). Rainfall is also high, about 200mm per year. Therefore, Indonesia has rain forest which has various plants and products.

Indonesia’s citizens who live around tropical areas usually cultivate lands and forest by being farmers, gardener, and cultivating forest and its products (Kurnia,

2014, p. 43). For example, inlands people might trade wood products, craft, or garden produce for fish, salt, and imported goods from port communities

(Forshee, 2006, p. 2). Indonesian people introduce their nation as “tanah air” which means Indonesia consist of land as much as the water. Indonesia has a big maritime territory. Some tribes in Indonesia live on boat and earn money from fishing.

Indonesia is separated into 3 times zones with one hour difference.

Indonesia has two climates which because of the influence of monsoon wind namely dry and wet seasons. West monsoon wind brings rain thus it is a sign to start planting rice, vegetables, and fruits. East monsoon starts dry season, people will use this time to build house, travelling, and so on.

Alfred Russel Wallace, the British explorer and naturalist noticed the differences between two zones of the Indonesia Archipelago. The line is an aquatic border laid from north to south between Bali and Lombok and separating

Kalimantan and Sulawesi. The first zone is the west of the line, animal and plants compared to those of Asia, including monkeys and tigers living amid jungle trees.

The second zone is to the east of the line, natural species resembled those of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Australia, including eucalyptus trees, marsupial, and emus. Climate to the east of the border was drier than island to the west (Forshee, 2006, p. 3).

Indonesia consists of thousand of islands, languages, ethnics, religions.

There are five official religions in Indonesia namely Islam, Catholic, Christian,

Hindu, and Budha. The diversity becomes an attraction for other nations for a long time. Indonesia has a lot of volcanoes for example Mount Kerinci in Sumatra

Island, Mount Bromo and Merapi in Java Island, Mount Raya in Kalimantan

Island, Mount Klabat and Soputan in Sulawesi Island, Mount Agung in Bali

Island, Mount Puncak Jaya in Papua Island. There are 61 volcanoes are still active

(Forshee, 2006, p. 2).

Indonesia is passed by mountain ranges of the world thus Indonesia’s archipelago is unstable. Indonesia is often struck by earth quake. Indonesia is also rich of mine natural resources such as petroleum in Aceh and Dumai, Coal in

West Sumatra (Sawah Lunto), iron in Lampung, lead in Bangka Island, gold in

Papua (Timika), and so on.

2) The National Character of Indonesia

Indonesia gives particular attention to the preservation of culture as an effort to develop a national identity. National identity is very important for

Indonesia’s citizens related to the effect of globalization. In globalization era

Indonesia hopes that its citizens do not face identity crisis since so many opportunities to interact with other countries and their cultures are now available.

The cultivation of the values of national identity as the character of the nation PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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must be implemented in every part of Indonesian’s life as explained below (Dr. H.

Syahrial Syarbaini, 2009).

As an individual, Indonesians’ must be honest, open, daring to take risks and responsible, committed and capable of holding a share. Character development in family includes developing good communication among its members in every occasion for example eating together, pray together, going on vacation together. Character development in communities includes taking part in controlling games centre, cafe, entertainment, and sport venues in order to avoid the negative effects of these places since the roles of the community are very important in students and teenagers life.

Therefore, educational objectives is characters’ development as it is stated in the Law of Education No. 20 Year 2003 that a student must have faith and fear to God Almighty; have noble characters; have knowledge and skills, physically and spiritually healthy; have a steady personality and independent; have responsibility to society, religion, nation, and state. It is explains further that

Indonesia’s character in general is have faith and fear to God Almighty; working together; Bhinneka Tunggal Ika and Red and White as culture and character of

Indonesia as a nation.

In conclusion, national identity for Indonesian, in fact, is a manifestation of the cultural values that grow and develop in many aspects of life from hundreds of tribes unite under name of Indonesia as a nation which later became the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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national culture with Pancasila as its reference and Bhinneka Tunggal Ika as its spirit to be the basis and direction of the national identity’s development.

2. Global English a. Definition

Global English refers to English as a global language. Furthermore, Global

English means English language which is used all over the world. This language is very popular because of economic and industrial reasons, but lately it’s also because of governmental reasons. Many countries want to make English as their first and second language instead of foreign language. Learn from India and

China, those countries show huge economic benefits of speaking English.

Therefore some countries such as in Asia compete to make English as their first of second language by providing English education from very young age children.

Later, it becomes one reason why English for Foreign Language program will disappear little by little (Graddol, 2006, p. 95).

Global English has important position in building communication not only between native and people from outer circle and expanded circle but nowadays, it is used more between people from outer circle with people from out of inner circle. As a result, global English has some characteristics such as focuses on international intelligibility, carries on some first language (L1) characteristic, and able to maintain national identity through English (Graddol, 2006). Dialect is one example of language that shows national identity. As we know, there are many variations of English are spoken all over the world and it is spoken with many dialects depend on particular places for example American English, Singaporean PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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English, Indian English and so on. Shortly, global English has several functions namely English as Lingua Franca, English as International Language, and English for Young Learners. b. History

In 1603, under Queen Elizabeth, English language only spoke by several tribes which use English as their mother tongue. The global spread of English language started through two kinds of diasporas. The first diaspora is the migrations of many English native speakers to Australia, New Zealand, and North

America. This migration led to the development of new mother tongue varieties of

English. The second diaspora is the migration of English people to Asia and

Africa. The second diasporas is involving colonization and it lead to the development of second language varities. It refers to the New Englishes (Jenkins,

2009, p. 5). By the time goes by, English became popular not only in Europe,

America, and Australia but also in Asia and Africa.

c. Kachru Circle

Kachru divides English speaking countries into three concentric circle namely inner circle, outer circle, and expanded circle. Inner circle consists of countries which speak English as their mother tongue for example USA, UK,

Canada, Australia, and New Zealand. Outer circle countries are countries where

English language is used for official purposes for example India, Malaysia,

Philippines, Singapore, Ghana, Kenya and so on. Expanded circle members are PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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countries where English officially does not have any functions such as Indonesia,

Japan, Korea, China, Saudi Arabia, and so on (Jenkins, 2009, p. 18). Kachru’s concentric circle can be seen in following figure.

Figure1 Kachru's 3 concentric circle model of World Englishes (source: Jenkins, 2009, p.18)

Therefore, in Indonesia, approach that is used in English language and teaching is English for Foreign Language. Jenkins adds that the rule of the language based on Kachru’s concentric circle is that inner circle countries is said to be norm providing, outer circle countries is the norm-providing, and expanding circle countries is the norm-dependent. Therefore, language rules related to teaching and learning English including English course books, English curriculum, and so on for expanded circle countries are taken from norms which are developed by inner circle countries. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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However, Graddol argues that Kachru’s circle theory is no longer suitable with globalization era. Therefore, Graddol propose new community of English

Speaker based on proficiency, no longer based on a speaker bilingual status.

Kachru himself stated that inner circle is better known as the group of highly proficient speaker of English (Graddol, 2006, p. 110). So the perception of inner circle has changed from native speaker into people who learn and use the language. Graddol’s circle can be seen in figure 2.

Low Proficiency

INNER 500 High proficiency

Figure 2 Representing the community of English speakers including a wide range of proficiencies (source: Graddol 2006: 110)

d. Models of ELT

Graddol states that there are two models of approach that is commonly used in teaching and learning process: teaching of English as a foreign language

(EFL) and the teaching English as a second language (ESL). According to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Graddol, EFL has tendency to highlight the importance of learning about the culture and society of native speakers. It emphasizes on the centrality of methodology in discussions of effective learning and the importance of imitating native speakers’ language behaviour. This approach focuses on grammatical accuracy, native speaker –like pronunciation, and literature. Within EFL approaches there is an inbuilt ideological positioning the learners as an outsider and a failure no matter how proficient they become (Graddol, 2006, p. 82).

Another approach which is usually used in English Language Teaching

(ELT) is the teaching English as a second language (ESL). In contrast with EFL,

ESL is used in countries where English has some roles in the society where it is taught. ESL arose from the needs of the British Empire to teach local people to teach local people sufficient English in order to run the administration for British civil servants and troops. The curriculum was designed to develop language skills,

British and more generally western taste for example literary canon was made in which taught Christian values through English poetry and prose. Because of the contact with local culture then local varieties of English arose. It is called “New

English”.

In ESL countries, children study English informally before they enter school thus at school children just enlarge their knowledge of the language. If there is local English variety, at school, children learn more formal and standard variety. Code switching is one of communicative strategy which are used when they face different environment such as formal at school and local English at home. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Global English brings new approaches which are more suitable for nowadays life. The growing numbers of non-native speakers who use English to communicate with other non-native speakers initiate the appearance of new ELT approach such as English as a lingua franca (ELF) and English as an international language (EIL). ELF refers to English which is used as a “contact language” between people who speak different mother tongue and has different background

(culture) and for those who use English as a foreign language (McKay, English as an International Language, 2009, p. 91). ELF focuses on the intelligibility rather than native like accuracy. ELF concentrates on pragmatic strategies required in intercultural communication. the target model of ELF is a fluent bilingual speakers who preserve a national identity in terms of accent and others who also has the special skills required to negotiate understanding with other non-native speakers.

3. The Nature of Words and Vocabulary Knowledge

This section explains more on concept words and vocabulary, word knowledge, vocabulary knowledge, and vocabulary for Junior High School. a. The concept of words and vocabulary

First of all, it is important to give clear explanation of words and vocabulary since they are the object of discussion. There are several definitions of words. The first definition comes from Carter. It is an orthographic definition

(Carter, 1998, p. 4). It is explained that a word is any sequence of letters with limited numbers of other characteristics such as hyphen and apostrophe, connected to other side by a space or punctuation mark. Carter also states second PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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definition that word is a minimum unit of language. This definition is more accurate but it assumes a clear relation between individual words and the concept of meaning. The third definition of words according to Carter is a word does not have more than one stressed syllable (Carter, 1998, p. 6) . However, those three definitions of “words” are not enough, thus, lexeme will be introduced to help in defining “words”. Huckin adds that one word is one unit of meaning (James

Coady, 1997, p. 23).

Meanwhile, Nunan explains that vocabulary is target language words presented in a list. It is assumed that vocabulary consists of numbers of words.

Words can stand alone but vocabulary is structured by more than one words. A lexeme is an abstract unit that we need to study related to “words”. Lexemes are basic unit of vocabulary in language. Lexeme is used in finding words in dictionary. Lexeme helps us to represent the polysemy (the existence of several meanings) in individual words. Words are categorized as grammatical words and lexical words. Grammatical words are also known as “functional words”,

“functors”, or “empty words”. Grammatical words contains a small and finite class of words consist of pronouns (I, you, me), articles (the, a), auxiliary verbs

(must, could, shall), prepositions (in, on, with, by) and conjunctions (and, but).

Lexical words are also known as “full words” or “content words”. Lexical words consist of nouns (man, cat), adjectives (large, beautiful), verbs (find, wish), and adverbs (brightly, luckily) (Carter, 1998, p. 8).

A word has a set of semantic features or in simple way a word has meaning. Describing a word is to show or explain its meaning. In other words, it PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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names or points to the features which differ one thing from another to make a concept clear (Nation, 1990, p. 56). Therefore, learning vocabulary means learner able to derive and produce meaning from lexical items. b. Vocabulary Coverage

Nation explains that there are several ways of counting words but it depends on what words do you want to count (Nation, Learning Vocabulary in

Another Language, 2013, p. 10) . One simple way to count words in a text is by counting all the words form that are there. Even if there are some repetitions, the words are still counted. The words which are counted this way are called tokens or running words. This form of word is fitted with certain questions such as: How long is this book?, How fast can you read?, How many words does the average person speak per minute?

However, when we count types, the same words only repeated once. For example a sentence consisted of eight tokens maybe consist of only five types of words. Type is used when we want to answer questions like: How many words does this poem contain? How many words do you need to know to read this article?

Bauer and Nation state in Nation that a lemma is made up of headword and some of its inflected forms and reduced forms (n’t). The English inflections consist of plural, third person singular present tense, past tense past participle, - ing, comparative, superlative, possessive. For example take, took, taken, taking are under the same lemma because their stems are the same and they are all verbs.

The Thorndike and Lorge frequency count used lemma as the basis for counting. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Brown’s corpus also produced a lemmatized list. A word family contains a headword, its inflected forms, and its closely related derived forms. Word family is important for systematic approach in vocabulary teaching and deciding the vocabulary load of texts which will be used (Bauer & Nation, 1993).

Nation states that there are four kinds of vocabulary in the text namely high frequency words, academic words, technical and low frequency words. High frequency words consist of function words (and, over, the, on, a, etc.), content words (dog, lazy, beautifully, sleep). Michael West General service List of

English Words is the example of list of high frequency words. Usually, high frequency words cover 80% running words in the text.

Academic words refer to many words which are common in different kinds of academic words for example analyse, approach, area, concept, and so on.

This kind of words covers 9% of the running words in the text. Technical words comprise of words which are related to the topic and subject area of the text for example bitcoin, bluetooth, copyright, digital, and so on. Low frequency words include all words that are not high frequency words, not academic words, and not technical words for a particular subject. Usually it entails technical words for other subject areas, proper nouns, words that almost got into the high frequency list, and words that we rarely meet in our use of the language (Nation, Learning

Vocabulary in Another Language, 2013, p. 17). Furthemore, Web and Nation adds that (based on their research using RANGE programme) words which are not found in the most frequent 14000 word families may be classified as proper PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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nouns, marginal words, and “not in the list” (items less frequent that the most frequent 14000 word families) (Webb & Nation, 2008, p. 4).

The high frequency words of the languge are very crucial in teaching and leraning process. In details, it decides how long learners must spend time on these words. This conditions measures by frequency, coverage, and range of the group words. c. Vocabulary for junior High School Learners

In this research, researchers examines vocabulary from four coursebooks, therefore it is important to know the target of vocabulary mastery for Junior High

School Students Grade VIII. In curriculum 2013 states that the purpose of teaching and learning English is to make students able to communicate in written and spoken form (Kemedikbud, 2013). Herdian states in his research that for

Junior High Schools VIII Grade students are expected to master 1000 types / lemma after finishing their study. He is assumed that in the first grade they will acquire at least 500 words, 300 words in the second grade, and 200 words in the third grade (Herdian, 2017, p. 15).

d. Difficult words because of its meaning

Meaning of a word is one aspect that can influence the burden of learning a word. A word is easy to learn if the word is predictable from its form. It is possible if its form and meaning are similar to those of a mother tongue word, because it is made up of known parts, or the meaning has similar meaning like its form. Many English words are similar to Indonesia words such as bel-bell, hotel- PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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hotel, ekonomi-economy, etc. However, if overlap meaning between English words and mother tongue word are large, the learning burden will be light

(Nation, 1990, p. 41).

4. Words and Communication

Communication defines as sharing experiences among all living organism.

(Steward Tubbs, 2008). Human has ability to create and use symbol. This ability will help human to share experiences individually and vicariously because symbol can be used to represent something. Furthermore, Durkel in Tubbs’ (Steward

Tubbs, 2008, p. 73) defines symbol as “a representation of an event, action, object, person, or place that can be used to communicate about the event, action, object, person, or place.” For example the image of pair of dove can serve as a symbol of a faithful couple. Symbol presents in many forms including words. In

English, the word “sun” is the verbal symbol used to name the star that is the central body of our solar system: the French use another symbol, “soleil”; and the

Germans a third “Sonne”. All three symbols represent the same star. So, the word is not the thing, but it is a verbal symbol of the object it represents (Steward

Tubbs, 2008, p. 73). We can use language to communicate if we understand the system of verbal symbol. The system of words or verbal symbols has meanings only after we have associated them with some referents. It is human beings who assign meanings to words.

Words have two types. The first type is denotation words which refer to basic association which is given by linguistics community. The second type is PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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connotation words which refer to the secondary meaning belongs to one or more members of that community. Words can also serve as culturally informed icons for the concepts, objects, or person they signify (Kramsch, 2003, p. 18). Culture has large impact on connotation words for example the word “red” in Russian refers to “beautiful” meanwhile in English “red” refers to “blood” or “stop” as on a stop sign (Steward Tubbs, 2008, p. 74).

5. Corpus

There are some definitions of corpora. Before we go further, it is important to differentiate corpus and corpora. Kennedy states that corpus is a body of written text or transcribed speech which uses as a data base for linguistics analysis and description. Meanwhile, corpora consist of a large amount of collections of texts (Kennedy, 1998, p. 3). Hunston explaines further that corpus is a collection of naturally occuring examples of language, consisting of anything from a few sentences to a set of written text or tape recording, which have been collected for linguistics study (Hunston, 2002, p. 13).Shortly, we can say that corpora is the biggest version of corpus. Corpora contains lot of varieties of samples from language as it is actually used in real world settings inwide range genres, both written and spoken. Kennedy says that a concordance is a formatted version or display of all the occurrences or tokens of a particular type in a corpus.

One functions of corpora is to investigate cultural attitudes expressed through language and as a resources for critical discourse studies (Hunston, 2002, p. 14) There are some kinds of corpora namely general corpora, learner corpora, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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specialized corpora. General corpora define corpora of many types of text.

General corporaare usually larger then specialized corpus. The purpose of this corpora are providing references for languge learning or translation and as baseline in comparison with more specialized corpora. Thus, it is also called as reference corpora i.e. BNC. Learner corpus is a collection of texts, essays which are produced by learners of language. The purpose of this corpus is to identify what makes learner differ from other learners. Specialized Corpus is a corpus of texts of a particular type such as newpaper editorial, academic articles, etc. It is used to investigate. The parameter of the corpus is the kind of texts. The purpose of the corpus is as a source of specialized corpora as a reflection of the kind of language as the object of research ie. Cancode, micase

One of the famous general corpus was made by West. The most famous list of high frequency words is the Genereal Service List of English Words (West

1953). It has two thousand words with semantic and frequency information taken from a very large corpus of several million words. But this corpus is quite old, taken from very old words counts and not currently being revised (Decarrico,

2001, hal. 287). Bauman Culligan corpus that is used in this research developed from West GSL. This new version was released in 1995 by John Bauman and

Brent Culligan. They added more words in GSL from the original 2000 into 2284 head words. It covers 80% of all words in written texts (90% words in spoken

English). This GSL often use as the source of EFL course books, dictionaries, and graded reader for many years. This GSL also uses as the basis for

AWL (Academic Word List). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

36

6. Coursebooks (Textbooks)

Matsuoka and Hirsh explain a coursebook as a book which is designed specifically to be used in a classroom language learning environment with language teacher support including pre-teaching of target vocabulary items

(Matsuoka & Hirsh, 2010, p. 57). Therefore, coursebooks refers to any kind of book which is used by teachers to support English language learning in a classroom.

According to Cunningsworth (Cunningsworth, 2008, p. 7), coursebooks have numerous roles in ELT and can serve as a resource for presentation material

(spoken and written); a source of activities for learners practice and communicative interaction; a reference source for learners on grammar, vocabulary, pronunciation, etc; a source of stimulation and ideas for classroom language activities; a syllabus (where they reflect learning objectives which have already been determined); a resource for self-directed learning or self-acces work; a support for less experienced teachers who have yet to gain in confidence.

Coursebooks are used to fulfil the needs of teachers and learners but not to be their master. Teachers must carefully select a good coursebooks based on the aims, methods, and values of the teaching programme. Therefore, teachers and the teaching materials (coursebooks) share the common goals and work together to success the teaching and learning process. a. Advantages and disadvantages of coursebooks

In her book Graves has listed the advantages and disadvantages of using coursebooks (Graves, 2000, p. 174). Some advantages using a coursebook are it PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

37

provides syllabus for the course because the author usually already arranges about what will be learned includes the order of the syllabus; it brings the students secure feeling because they know what to expect and what is expected from them; a coursebook usually has already completed with a set of visuals, activities, reading, etc so it saves teachers time in finding or developing such materials; a coursebook usually completed with a basis for assessing students’ learning with test or evaluation tools are included; it usually has supporting materials such as teacher’s guide, cassettes, worksheets, video; a coursebook provides consistency within a program for all level as long as the teachers use the same coursebook.

There are some disadvantages using a coursebook (Graves, 2000, p. 174) such as the content or examples in the book may not be relevant or appropriate to the group you are teaching; the content may not suitable with the level; it may not include everything you want to include and the focus of the lessons are imbalance

(too much focus on one aspect and lack of focus in another aspect); the activities are not matching one to another; the sequence is lockstep; the activities, readings, visuals, and so on may be boring; the materials may be out of date; the timetable for completing the textbooks or parts of it may be unrealistic. b. Cultural contents in coursebooks

Risager, in her book, compares coursebooks in the past with modern coursebooks. In the past, coursebooks were made to serve linguistics purposes, containing on the whole examples of linguistics or grammatical matters such as isolated sentences, dialogues, proverbs, anecdotes, fairy tales, journey accounts, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

38

and extracts of literature. But from the 1950s, cultural role was added in the coursebooks. Today, a modern textbook for beginner contain some references to the foreign culture taken in a broad sense (Risager, 1991, p. 181). Coursebooks in the past focus on linguistics which rule came from native English speakers countries, but, nowadays cousebooks focus\ on learners’ culture.

Cunningsworth and Kirkpatrick (Kirkpatrick, 2002, p. 215) propose the importance of involving learners’ culture in coursebooks. Cunningsworth states that materials in coursebooks must adjust to the learners social and cultural contexts thus it will be easy to comprehend and recognize by the learners in term of location, social mores, age group, etc. (Cunningsworth, 2008, p. 90).

Kirkpatrick adds that it gives learners a real practical reason for learning English

(Kirkpatrick, 2002, p. 215)

K. Adaskou, D. Britten, and B. Fahsi (K. Adaskou, 1990, p. 5) states that almost everything in a language course is capable of carrying a cultural load such as in informative or descriptive text materials, texts presenting foreign attitudes and opinions, questionnaires, contextualized practice activities, writing tasks; lexis (particular idioms), unfamiliar collocations which involve aliens concept, realia, and so on. The relative weight of foreign culture, the cultural mix, depends on the selection of topics.

Course books operate as an effective instrument in teaching and learning process. Course books are the most suitable form to present materials for teachers and learners. Course books help teacher to prepare teaching materials (Tomlinson, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

39

2001, p. 67); (Graves, 2000, p. 175). Therefore, course books are popularly used in Indonesia. Hodge & Kress in Wang’s say that a course book is not a neutral tool of education, but it reflects reality which help the interest of particular groups and shape learners’ understanding of social reality (Wang, 2016).

Cortazzi and Jin states three types of cultural information that can be used in language textbooks and materials (McKay, 2009, p. 88). The first is source culture materials’ that uses the learners’ own culture as content. The second is target culture materials that use the culture of the country where English is spoken as first language. The last is international target culture materials that use a great variety of cultures in English and non English speaking countries around the world.

In this research, it is assumed that English course books which are used in

Indonesia are influenced by two cultures. The first is by the culture of source language because the vocabulary lists are taken from General Service List (GSL) which is developed by inner circle countries and Indonesian culture because it is written by Indonesian writers. As it is stated before, Indonesian culture may be found outside GSL since Indonesian culture is not dominant in the course books.

It is stated above that course books contains social and cultural aspects of our life. Ripoll (Ripoll, 2005, p. 77) arrange a classification of cultural references that include various categories into nine groups as follow: a) Nature including all references to ecology, fauna and flora, types of winds

and other natural phenomena, climate and weather, etc.; PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

40

b) Leisure, feast, and traditions, with all cultural referents related to

gastronomy, popular feasts, regional traditions, sports, games, leisure places,

etc. c) Artificial products, such as a commercial trademarks, clothes, perfumes and

cosmetics, etc.; d) Religion and mythology, which would comprise all kinds of references

related to religion (passages from the Bible, names of religious characters,

names of saints, liturgical elements, etc.) and mythology (Greek-Latin,

Jewish-Christian, Slav, etc.); e) Geography, a category that would include all references regarding place-

names and names of the inhabitants of a country, of a region, etc.; f) Politics and economy, containing all cultures references alluding to political

or economic institution and organism, theories and tendencies, ideologies,

laws, norms, names of banks, public posts, administration, political parties

and trade unions, etc.; g) History: not only ancient, but also contemporary. We could include within

this category all historical references regarding, for instance, historical

characters, events, battles, etc.; h) Art and literature. This would comprise all references to works of art of all

kinds and tendencies; literature, paintings, sculpture, music cinema, etc. We

could also include in this category all references regarding the press, since

this kind of publication could be considered as a form of literature. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

41

Moreover, we should include here the literature of oral tradition (represented

by popular fairy tales, for instance); i) Science, which would constitute the artificial representation of nature,

Natural science and all scientific fields (such as medicine, physics and

chemistry, biology, etc.)

Ripoll’s cultural content is clear and complete (from moral to material aspects) even though not all aspects will be appeared in the research but having this cultural content list will help in categorizing the localized words. However,

Rippoll adds that the limitation of cultural classification is not clear; sometimes one cultural reference can be more than one part of another aspect of culture in community.

Another theory related to cultural content is stated by David Katan.

Katan’s theory will help in explaining the cultural contents states by Rippol. states some forms of cultures that may appear in texts (Katan, 1999, pp. 45-71).

1) Environment

Environment are explained as physical environment such as rivers, seas, mountains; political environment refers to political geography; climate refers to dry and rainy seasons instead of winter, fall, summer; space refers to “private” and “public space”; the built environment refers to some building that reflect identity for example campus, the company offices, worship places (church, mosque, temples), traditional houses (Hanoi, igloo); dress can be seen as the first sign of identity for example kebaya, sneakers, sarong; the variety of food and drink and the taste is also a facet of culture for example durian fruit, rambutan, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

42

rice rather than burger; temporal setting for example “the 60s culture”, “the

Suharto’s year’”, “the Me generation”, etc.

Proper noun such as names of people and places is considered as familiar vocabulary because their meanings have already been learned in L1 and explanation of proper noun has been given in the context in news stories

(Matsuoka & Hirsh, 2010, p. 58)

2) Behaviour

At this level, culture informs us about what a culture does, its takes action

and reactions for example of Indonesian’s behaviours are friendly,

communal work.

3) Capabilities/ Strategies/ Skills

Capabilities/ strategies/ skill are consist of language channel dan style for

example speech, loud talking; rituals for example shake hands, exchange

name cards; strategies refers to a guide to behaviour or strategic rules for

example “the rough guide”, perang gerilya, “devide et impera”

4) Values

It refers to feeling and its hierarchy for example privacy, shame, politeness.

5) Beliefs

Belief is the realization of values. Belief becomes the reason and motivation

in doing actions. Culture-bound beliefs can be analyzed through common

saying and proverbs such as “if I pray everyday, my day will go smoothly”,

fair play, democracy, compromise, musyawarah mufakat (deliberation).

6) Identity PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Our culture is our identity. Identity can be seen from the level of continent

(Asia, Africa, Europe), country, region, ethnically, linguistically, religiously

and so on, for example Indonesian, Singaporean, Javanese, English,

Catholic, etc.

Table 2.1 Example Katan’s Cultural Content

Level Example Criteria Equivalent Identity British Speaking English Fair Play It’s my round Values/ Compromise Let’s go halves Beliefs Privacy Defensible space Language: Use of conditional, polite question Abilities Conversation rules forms Politeness strategies High use of modals, apologise. Indirect Offers “What would you like to drink?” Behaviour Non-threatening questions “Sorry, what did you say?” Explicit politeness markers Pub, full of people on Saturday night British Institution Damp outside Weather Environment Prawn in basket, meat pies, vegetarian Food dishes. Architecture Low ceilings, open beams

c. The importance of evaluating coursebooks

A coursebook must fulfil, ideally, the needs of students, teachers, and sponsors. Therefore book evaluation is important. According to Hutchinson and

Waters (Hutchinson & Waters, 1991, p. 96), “evaluation is a matter of judging the fitness of something for a particular purpose”. Specifically, book evaluation judges the fitness of a textbook for particular learners in line with their learning purpose. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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The coursebook evaluation takes subjective and objective analysis, thus a matching process is crucial to balance the analysis. “Evaluation is basically a matching process: matching needs to available solutions” (Hutchinson & Waters,

1991, p. 97). This matching process needs to be done as objectively as possible therefore teachers must see the needs and solutions separately. The final analysis must be under subjective ground. In conclusion, coursebook evaluation will help teachers in producing their own materials. It provides source of ideas and techniques. It also avoids duplication in your teaching materials. This research evaluates content in four coursebooks. Hopefully, this research will bring new ideas about the numbers of cultural content in domestic coursebooks. d. Coursebooks in South East Asia

Some researchers believe that the growth in English literacy plays an essential role in every country’s economic orientation to the global community.

Therefore, they attempt to upgrade the quality of English materials through some series of modification in English coursebooks (Dat, 2008, p. 263); (Kirkpatrick,

2002).

BaoDat asserts in Tomlinson’s “English Language Learning Materials” that there are three types of textbooks which are distributed in South East Asia namely imported coursebooks, local coursebooks, and regional coursebooks (Dat,

2008, p. 266). The imported coursebooks and foreign coursebooks refer to books which are known as ‘global coursebooks’. They are introduced and distributed in

Southeast Asia even if they are not written for this market. This kind of book is PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

45

produced in English-speaking countries by publisher such as Cambridge

University Press, Oxford University Press, Longman, and so on. There are some strength of imported materials that local courses do not have. To begin with, the imported coursebooks are rich of visual that stimulate students’ curiosity to study

English. They are more systematic than domestic coursebooks. They are good at promoting individual learning by providing workbook with answer keys and tests with answer sheets. They guide teachers with resource banks and teacher manuals with pedagogical tips. Linguistic accuracy is always guaranteed, compared to local textbooks. Texts are interesting, vary in genres and cover a wide range of topics.

Despite the above qualities, imported courses have certain weaknesses.

The instructions on how to carry out classroom activities are not always easy for learners. There have inaccurate cultural information and images. Learners have little opportunity to be themselves and express their identity. The imported books are usually expensive. These textbooks usually do not relate to local examination system.

In-country coursebooks or domestic coursebooks refers to local coursebooks. They follow national curriculum. To meet the educational guideline requirements each ASEAN country has its own publisher. The example of local coursebook publisher in Indonesia is Penerbit Erlangga. In most of ASEAN countries, the Ministry of Education lists the content to be covered and the related institutes or local publishers then create the books based on these list. Developers PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

46

of domestic textbooks range from local to foreign writers and less frequently, a collaboration between the two.

The materials produced in ASEAN show the following strengths. First, they promote the national identities, religions, and political view points. Their texts cover a wide range of local culture elements such as traditional games, cultural celebrations and everyday scenes of night markets. Second, the characters in the books are familiar to the learners in terms of who they are and what they do.

In Indonesian textbooks, they have their own proper names, use local products, reside in customary housing, and visit their neighbouring landmarks. It is also stated in the syllabus as the base of the consideration in designing coursebooks content that cultural content is one of student’s competencies that should be involved in English education (Kemedikbud, 2013). They are such as moral, customs, religious, belief, science, art, and literature. Based on the observation, researcher finds out that cultural content of both syllabus (Curriculum 2013 and

Curriculum 2006) are the same. Therefore, there is no comparison of cultural content between four coursebooks from Curriculum 2013 and Curriculum 2006.

The third strength is that many texts reflect the learners’ socio cultural behaviour, values, beliefs, and familiar experiences. Such familiarity enables the learners to discuss problems and events in their life. Fourth, their sensible practicality can be found in the convenient connection between the materials and the local educational network. It shows by following the local didactic ideology and examination system, by giving instructions in learners’ mother tongue to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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ensure that learners understand how to perform task and exercises, and by offering friendly prices for students in remote areas.

However, in-country coursebooks also have some weaknesses. First, it is lack of financial support and poor market sales, it is lack of attractive design compares to imported books. Second, the translation of texts from mother tongue to English to fulfil the Ministry of Education’s requirements is usually poor. It causes lack of accuracy, unintended effect, and vague content. Third, the material contains many relevant cultural topics which is ideal for content-based courses but are less ideal for skill-based courses. Many teachers say that textbooks in their countries focus too much on reading comprehension rather than fluency language in use. Fourth, some courses introduce too much vocabulary and syntactic structures which demand intense memorization. Such components burden the language learners and take away the energy that could be invested in more meaningful communication. Fifth, an overdose of local culture ingredients can easily damage learners’ curiosity and the novelty. The cultural contents seem too familiar and predictable. It’s not challenging enough for learners. Therefore, some writers pay attention to common cultural practice, settings, and occupations which is less usual but more interesting for learners.

Regional coursebooks are material which are written by non-native speakers in one country but are exported to and become accepted in several other countries. For example, there are many textbooks from Singapore which are popular enough in Malaysia, Thailand, and Vietnam’s schools. This kind of textbooks are written by a small number of affluent publishers based in several PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

48

Southeast Asian Countries such as System Publishing, Casco, Learners

Publishing, and so on. These materials have an efficient distribution network that understands how to enhance product affordability and work effectively with local distributors. Because of good market sales in different countries, they enjoy better financial investment and design their books attractively and sellable.

B. PREVIOUS STUDY

A graduate thesis written by Damasus Desta Herdian (2017) entitle “A

Corpus Analysis of Vocabulary Coverage and Word Frequency of the Junior

High School Course Books”

In his thesis (Herdian, 2017), Herdian studied the characteristics of the vocabulary coverage and word frequency in four Junior High School Course books. His objectives were to find out the types, tokens, and word families in JHS course books and the frequency of the words which were used in JHS course books. The corpus was taken from Bauman and Culligan’s word list. He used corpus based research in doing his research.

My research and Herdian research had the same source namely GSL

Bauman and Culligan, the same object of study namely four Junior High School

Course books, and the same soft ware “Range and Frequency”. Meanwhile, in my thesis, I studied vocabularies which were not listed in Bauman and Culligan’s

GSL to find out the localized words. My thesis also more focused on global

English in Junior High School Course Books.

A Journal written by Stuart Webb and Paul Nation entitle

“Evaluating the Vocabulary Load of Written Text”. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

49

This journal (Webb & Nation, 2008) examined the coverage of a text and words which were likely to be unknown in order to find out suitable text for certain level. The Vocabulary Size Test (Nation & Beglar. 2007) and the RANGE

Programme (Nation & Heatley.2002) were used together to determine the coverage of a text and the words. The research goal was to look at how teachers can use these tools to evaluate the appropriateness of texts. This journal showed that evaluating texts with these tools can be fast easy and effective.

This research also used the RANGE programme to analyze the vocabulary in text. In my research, I used the RANGE programme to determine words with

Indonesia cultural content and to find the frequency of their vocabulary in text to check whether the texts had Indonesia’s cultural content (in line with Global

English ideas).

A journal written by Omer Gokhan ULUM and Erdogan BADA entitle “Cultural Elements in EFL ‘Coursebooks Ingilizce Ders Kitaplarinda

Kulturel Ogeler’”.

In their research, Ulum and Bada (ULUM & BADA, 2016) investigated cultural elements in inner and outer circle contained in the nine Turkish-authored

EFL coursebooks employed by state high school students. This research applied

14 themes of social factors categorized in inner and outer circles of English such as personality, history, traditions, language, art/ literature, education, organizations, belief, customs, institution, technology, clothing, architecture, and stereotypes. The emerging themes were counted using TOM (time of mention) and presented in percentages. The results show that outer circle cultural elements PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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in Turkish authored EFL coursebooks are 66.2% compared to inner circle 33.8%.

Inner and outer circle cultural elements emerged in six categories, they are social, economical, political, geographical, entertainment, and touristic.

ULUM and BADA research similar to this research. Both researches investigated cultural elements in English inner and outer circle. Both researches started with the same assumptions that a good coursebook must have inner culture

(international culture) and outer circle (local culture). The method in classifying and how to find out the cultural elements are the differences between both researches.

C. THEORETICAL FRAMEWORK

Coursebooks play an important role in teaching and learning process. In

Indonesia, where English is taught as a foreign language, the functions of coursebooks are very crucial for the teachers to make coursebooks as the main

English exposure in classroom. Coursebooks provide examples of English communicative interaction, grammar, vocabulary, pronunciation, etc

(Cunningsworth, 2008, p. 7).

Along with globalization many countries feels the importance of English especially for the development of their economic life (Global English). Therefore, they promote English usage in every aspect. Special attention is given to educational field to prepare the competent English users. In line with the growth of English in many countries, especially in Indonesia, it arises awareness that one day English will threaten Indonesia culture and Indonesia’s citizens will lose their

Indonesia identity and replace by English culture and identity since English PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

51

becomes important and needed in local and international communication (Dr. H.

Syahrial Syarbaini, 2009), (Graddol, 2006, p. 117).

Meanwhile, in ELT (English Language Teaching), the idea of Global

English brings new insight that learners’ culture is very important in English acquisition. It gives learners real motivation to use English. In details, it gives a real way to practice English by communicating their ideas and cultures with friends (Kirkpatrick, 2002). Both theories about learner’s culture will increase learners’ level of English proficiency. Therefore, nowadays, English Language

Teaching (ELT) must consider learners’ cultural learning.

One way to see the cultural content of English coursebooks is through their vocabulary (K. Adaskou, 1990, p. 5). English vocabulary which is used in

Indonesian’s coursebooks is taken from a general corpus developed in English speaking countries. It assumes that General corpus brings source language culture as a norm-provider. On the one hand, English course books for the Junior High

School in Indonesia are designed by Indonesians. Thus, they still have Indonesian characters as norm-dependent (Jenkins, 2009, p. 18)

Kirkpatick states that a good coursebook should promote and represent the learner’s culture. Because the authentic teaching materials that address real issues and with which they can identify will increase the learners knowledge and critical skills (Kirkpatrick, 2002, p. 216). Therefore it is important to investigate whether the Junior High School coursebooks in Yogyakarta promote and represent

Indonesia’s cultural content or not. In relation to Indonesia identity, a good PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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coursebook must introduce Indonesian’s culture in order to follow the government requirement (Kemedikbud, 2013).

The representation of culture is seen through vocabulary of the coursebooks with the help of RANGE program. This program can separate word list from international culture (from Bauman Culligan GSL) and local culture (in base word 3 and “not in the list”). Then, the result will be classified using

Rippol’s theory in order to find Indonesia culture. By looking at the token (as a result of RANGE program), finally, the researcher can find the frequency of local culture inside the four coursebooks.

Then, both lists are classified using Ripoll’s cultural content theory. There are nine types or varieties of cultural contents namely nature, leisure, artificial products, religion and mythology, geography, politics and economy, history, art and literature, and science. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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CHAPTER III

METHODOLOGY

This chapter presents the methodology and procedures employed in this research to meet the goals of the research. This chapter shows systematic process of the methodology that is used in this research in order to ensure the validity of the empirical truth. The discussion includes research method, data analysis, and validation of findings.

A. Research Method

In this part the theories of the research method are presented and elaborated. The reasons why a certain research method is employed is also presented. It will be explained in relation with the goals of this study and the nature of the data which become the answers to the research questions.

Since this research objective was to represent cultural content in vocabulary of coursebooks, qualitative content analysis would be applied in conducting this research. Content analysis is one of research study that usually uses in social science study. Content analysis defines as a research technique that uses texts or other meaningful matter as its object of research in order to make legitimate and replicable conclusion (Krippendoff, 2004, p. 18). According to

Neuman, the text refers to all written things, visual, or spoken that can be used for communication, for example books, newspapers, articles, advertisements, and so on. The content of text can be words, meanings, symbols, ideas, or any communicative messages (Neuman, 2011, p. 361). Based on those theories, this PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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research used English Course Books for Junior High School grade 8th (see appendix 1) as sources of study. It investigated list of words in coursebooks.

These lists of words were language samples using by students to communicate their ideas in English.

Creswell explains that qualitative research basically is collecting a text data base and the text will be analized to describe the phenomena behind it

(Creswell, 2012, p. 18). The text data base in this research came from words in coursebooks. Later, the selected words would be classified and analyzed to reveal the meaning behind it. The meaning that the researcher was trying to find in that list of words was the cultural content of Indonesia in comparison with international cultural content.

As it is mentioned above, content analysis uses texts as the object of the study. The texts entail human communication as a part of social interaction.

Therefore, content analysis can be used to expose cultural patterns of groups, institutions, or societies (Weber, 1990, p. 9). Based on Weber theory, the concept of content analysis was matched with the purpose of the research. By using content analysis, this research can show the latent content which was hidden behind the list of words in coursebooks.

B. Research Design

Previous research by Desta Herdian “A Corpus Analysis of Vocabulary

Coverage and Word Frequency of Junior High School Course books” found that there were around 77.78% words inside were listed in GSL for second junior high school course books. The assumption was that words (77.78%) reflected inner PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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circle culture meanwhile the rest of the words reflected Indonesia’s culture. This research would analyze Base Word 3 and “not in the list” from Bauman Culligan

GSL (Culligan, 1995). Base Word 3 (see appendix 4) referred to words in GSL

Bauman Culligan (see appendix 5) but not intended for Junior High School students grade VIII and “not in the list” (list of words in coursebooks which were out of Bauman Culligan).

The nature of the data in this research was in a form of text. The text was a corpus which was not listed in General Service List made by Bauman-Culligan but it was written in four Junior High School course books. The four Junior High

School student’s books were published by official and private publishers which were distributed in Yogyakarta. Two coursebooks use Curriculum 2013 and the other two use Curriculum 2006.

Four coursebooks were chosen to see what cultural contents were presented inside and how many cultural contents were contained in the coursebooks. The result would represent how coursebooks in Yogyakarta portrayed Indonesia cultural content and how its frequency could influence the teaching and learning process. The four course books were (see appendix 1): a) Coursebook 1 is “English in Focus” (Wardiman, Jahur, & Djusma, 2008).

This coursebook is dedicated to Junior High School grade VIII which is published by the order of National Department of Education (BSE) and support the implementation of Curriculum 2006. It has 186-page course book with seven chapters, published in 2008. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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b) Coursebook 2 is “English on Sky” (Mukarto, Sujatmiko, M, & Kiswara,

2007). This book is dedicated to Junior High School grade VIII. This book is issued by private publisher (non-government publisher) and support the implementation of Curriculum 2006. It is a 206-page course book with eight chapters, published in 2007. c) Coursebook 3 is “When English Rings the Bell” (Indonesia, 2014). This book is made for Junior High School grade VIII. This book is considered as BSE

(published by National Department of Education) and support the implementation of Curriculum 2013. It has 233-page course book with twelve chapters, published in 2014. d) Coursebook 4 is “Bright” (Zaida, 2014). This book is made for Junior High

School grade VIII. This book is published by private publisher (non-government publisher) and support the implementation of Curriculum 2013. It is a 263-page course book with nineteen chapters, published in 2014.

The primary instrument that the researcher uses was software named

RANGE (Heatley, Nation, & Coxhead, 2017). The RANGE (see appendix 6) software could be used to compare a text against vocabulary list to see what words were in the text that were not in the list of Bauman and Culligan. This software also showed the frequency of words in the text which were covered by the list.

In quantitative data analysis, the researcher relies on statistical analysis of the data but in qualitative data analysis, researchers analyze the words and to group them to get larger meaning of understanding, instead of relying on statistical analysis (Creswell, 2012, p. 19). Rippols’s theory was used to classify PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

57

the words in order to show the meaning behind the words with Indonesia’s cultural content.

This research used intrarater method (Ary, Jacobs, & Sorensen, 2010, p.

503) to measure the reliability (dependability) of the data. Intrarater method is a method which uses a code-recode strategy in which a researcher codes the data, leaves the analysis for a period of time, and then comes back and recodes the data and compares the two sets of coded materials. This study was coded twice, the first was in August 2018 and the last was in September 2018. There were no significant differences found in both coding time. On the last coding time, researcher corrected and checked more words on one classification but the rest remained the same.

C. Data Analysis

The nature of the data in this research was texts. The data was taken from four Junior High School student’s coursebooks distributed in Yogyakarta. Those course books were Coursebook 1, Coursebook 2, Coursebook 3, and Coursebook

4 (see Appendix 1). The data analysis was started from scanning the coursebooks and saving them in a form of PDF format (see Appendix 2).To obtain the corpus, the PDF files were converted into a TXT file format (see Appendix 3). Next, the

TXT file format is grouped based on the chapter. One TXT file covered one chapter of the book. This classification was important to make the study easier.

After that, each file was analysed using concordance.

Next, step was typing the GSL from Bauman Culligan and classifying it into word base 1, 2, and 3. Then, save it in TXT file format. The concordancer PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

58

was downloaded for free from http://www.victoria.ac.nz/lals/resources/range. This software named RANGE programme (Heatley, Nation, & Coxhead, 2017) (see

Appendix 6). Then, put the word list into the concordance. Then, the txt file of each coursebooks was put in the concordancer. The non–GSL vocabularies and their frequency would be discovered by using this concordance (see Appendix 7-

14). After that, the results from the concordance were presented in table. After the frequencies have discovered, the non-GSL corpus will be grouped based on cultural classification from Ripoll (Ripoll, 2005, p. 77) and supported by other theories about Indonesia and culture. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 3.1 Data Analysis Process

Phase Process Result Downloading or gathering source data. (textbooks of Junior High School). If it 1. is in a form of hardcopy, that would Data (PDF file) need to be scanned first, to make it into softcopy. 2. Converting the PDF file to a TXT file Corpus Cwerefully checking txt files word by word to make sure that all of words in 3 the textbooks were 100% copied and in Corpus a normal form (no broken and damaged words). Separating the TXT file to several TXT 4. files based on each part/chapter of the Corpus textbooks. Analyzing the corpus of each file using Processed data using 5. the concordance programs frequency program 6. Classify the words using Rippol’s theory Interpreting the processed data of Answer both research 7. eachpart and of the whole parts of the questions textbooks. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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CHAPTER IV

ANALYSIS RESEARCH AND DISCUSSION

This chapter presents the results of the data analysis and the interpretation of each analysis to answer the research questions. This chapter consists of three parts. First part will present findings of the cultural contents in English

Coursebooks of Junior High Schools. The second will present the frequency of

Indonesia’s vocabulary distribution from the coursebooks. The third part will discuss the findings of the research.

A. Cultural Content in Coursebooks

Some information about cultural content in English coursebooks is very important to develop students’ awareness about their own culture. As it is mentioned above, language learners must learn the target language culture in order to comprehend the target language. However, together with the idea of

Global English, language learners need to be aware of their own culture therefore while language learners learn another culture, they will not lose their own identity.

Indonesia’s government mostly uses English coursebooks to deliver teaching and learning materials of English Language. Cultural content from both of the language (target language and source language) are reflected in the course coursebooks. In this research, researcher used nine cultural classifications from

Rippol (Ripoll, 2005, p. 77) to identify cultural content in Junior High School coursebooks. Before we went further, some information is needed to help in explaining the result of the research. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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In the research, researcher divided word list from Junior High School coursebooks into two, the first is word list which is not listed in 800 GSL from

Bauman Culligan and the last is word list out of GSL from Bauman Culligan. It is important to divide the results in two parts in order to see in which part of cultural contents are mostly placed and what types of cultural content are listed in each part because each part has its own characteristics. The number of words in “Non

800” word list is less in number than “Non GSL” words. “Non GSL” words contained some error words such as “didn, nt, th, isn, isn, don, couldn, etc.”;

Indonesian words (words which are taken from other language) such as “karna, atas, bawah”; and also local words such as names of places (Indonesia, Bali), names of people (Dayu, Firman, Madek); English words such as “scary, teenager, adulthood, amazing, august, butterfly”. Because of some words that the software cannot recognize, the numbers of word families are not detected. There are only tokens and types of words. To answer problem formulation number one, cultural content will be ansared first, the frequency of the cultural content will be ansared on the next part.

1. Cultural Content in Coursebook 1

Table 4.1.1 Data “Non 800” and “Non GSL” in Coursebook1

WORD LIST TOKENS/% TYPES/% FAMILIES One 18005/64.70 747/21.87 452 Two 1707/ 6.13 298/ 8.73 202 Three 2399/ 8.62 690/20.20 578 not in the lists 5719/20.55 1680/49.19 ????? Total 27830 3415 1232 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.1.1 shows four kinds of word lists. Word list one and world list two are numbers of available words in Coursebook 1 which are listed in GSL

Bauman Culligan and divided into three types of words namely token, types, and word families. Word list three is a word list of “Non 800” or a word list out of

Junior High School Coursebooks for 2nd grade corpus but it is still in Bauman

Culligan GSL. Meanwhile, “Not In the List” word list refers to the number of words which is not in Bauman Culligan GSL. The first findings shows that there are 2399 “non GSL” tokens and 5719 tokens in “not in the list” words with total amount 8.118 tokens (29%). Shortly, Indonesia’s cultural contents will be found in 29% of total token in Coursebook 1.

Based on Rippol’s theory (Ripoll, 2005, p. 77), there are nine categories of culture namely nature; leisure, feast and traditions; artificial products; religion and mythology; geography; politics and economy; history; art and literature; and science. Coursebook 1 shows that not all categories of cultures are fulfilled. There are seven cultural contents in Coursebook 1 which are spread in 5 items in “non

800” words and 7 items in “non GSL” words. History, science, religion& mythology, and art& literature are not found in word list 3 (non 800). Consider the number of word list 3 is bigger than in “not in the list” therefore “not in the list” had more Indonesia’s variety of culture.

Table 4.1.3 Data Nature as Cultural Content in Coursebook 1 NON GSL NON 800 Flora Flora 1 BANANA 1 FLOWER 2 CABBAGE 2 FRUIT 3 CARROT 3 APPLE 4 GINGER 4 RICE PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.1.3 Data Nature as Cultural Content in Coursebook 1 5 LOTUS 5 TEA 6 MANGO Fauna 7 ORCHID 1 WILD 8 RAFFLESIA 2 ELEPHANT 9 VEGETABLES 3 CAT 10 WATERMELON 4 PET FAUNA 5 BIRD 1 ANACONDA 6 FISH 2 ANOA 7 SNAKE 3 BUFFALO 8 CHICKEN 4 BUTTERFLY 9 CATTLE 5 CASSOWARY Climate & Weather 6 CATERPILLAR 1 WARM 7 CENDRAISIH 2 STORM 8 COCKATOO 3 WIND 9 COCKATOOS 4 SUN 10 CROCODILE 5 RAIN 11 EAGLE Natural Resources 12 FAUNA 1 MINERAL 13 FOX 2 OIL 14 HARE 3 WOOD 15 KOMODO 4 GOLD 16 ORANGUTAN 5 COAL 17 PARROT 6 IRON 18 PEACOCKS 19 RHINOCEROS 20 SHARK 21 TOAD 22 TORTOISE 23 WILDLIFE

Table 4.3.1 showed the differences between word list in “Non 800” and

“Non GSL”. Coursebook 1 had 57 total of cultural content talking about nature which is divided into 15 flora, 31 fauna, 5 weather and climate, and 6 natural resources. Word list in “Non GSL” had names of Indonesia’s local fauna for example komodo, orangutan, cassowary, anoa, and cendraisih. In word list 3 the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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types of culture are more vary (flora, fauna, climate& weather, natural resources) but “not in the list” only mentions about flora and fauna. In conclusion, cultural elements of nature in Coursebook 1 covered names of flora, names of fauna, climate and weather, natural resources with 57 total one of cultural content talking about nature.

Table 4.1.4 Data Leisure, feast, and traditional Cultural Content Coursebook 1 Non GSL Non 800 ditionFamilyal Cultural Content Coursebook 1 Family GRANDFATHER PARENT GRANDMOTHER DAUGHTER GRANDPARENT UNCLE GRANDPARENTS SISTER STEPFATHER AUNT DAD BABY MOM COUSIN Aristocracy Aristocracy PRINCE LADY PRINCESS KING THRONE QUEEN ARISTOCRAT Food SRIWIJAYA SUGAR Cultural Activities Cultural Activities FESTIVAL CLIMB CELEBRATE CULTIVATE TRADITIONAL PRAY CARVING Sport PLANTING SWIMS GARDENING FISHING Food RUJAK SPICY

The second cultural content in coursebook 1 is leisure, feast, and traditions with all related reference to gastronomy, leisure spot, games, sport, and regional traditions. All those word list pictures Indonesia’s feast, leisure, and tradition.

Cultural activities in this coursebook referred to activities which are identically PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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with Indonesian people related to Indonesia’s geography for example fishing because fishing is a common job for Indonesian people who are surrounded by sea.

Katan stated that food, drink, and its taste are considered as culture (Katan,

1999, p. 51). Most Indonesian people loved spicy food therefore “spicy” is considered as culture. Rujak is one of Indonesian food similar too fruit salad. As a result, we could see that leisure, feast, and tradition cultural content in coursebook

1 which cover family terms, cultural activities, food, sport, and aristocracy.

Table 4.1.5 Artificial Productas Cultural Content in Coursebook 1 Tools Transportation PHONE BUS TELEVISION BICYCLE Cosmetics Tools SUNGLASSES FAN TV RADIO CIGARETTE SHOE GUITAR

The next cultural element is artificial products such as commercial trademarks, clothes, perfume, cosmetics, etc. In this coursebook, artificial products referred to transportation, cosmetics, and other tools which are close to daily life in Indonesia such as bus, bicycle, cigarette, fan, TV, etc. Indonesians use these items in their daily life.

Table 4.1.6 Geography as Cultural Content in Coursebook 1 Person's names Places' names ABDURRAHMAN INDONESIA ADI City AJENG ACEH PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.1.6 Geography as Cultural Content in Coursebook 1 ALISA BANDUNG AMI BATAM ANDI BOGOR ANDRA BOROBUDUR ANDRE DENPASAR ANITA FLORES ANJAS IRIAN ANTASENA JAKARTA ANTON JOGJAKARTA ARI KALIMANTAN BARA KUPANG BAYU MAJAPAHIT BENI MATARAM BIMA PAPUA BUDI SEMARANG CIKA SUMBAWA DANI YOGYAKARTA DARA Leisure Spot DESHINTA PUNCAK DEWI ANCOL DIDI DUFAN DIKA Beaches DODI SENGGIGI DONO PANGANDARAN ERNA BUNAKEN FANDI Island FENITA JAVA FIRA LOMBOK FIRDA

In “Non GSL” word list, Geographical cultural content consists of names of people and names of places. The names of places are classified into names of island, beaches, cities, and a country. Meanwhile in “Non 800” geographical cultural content consisted of geographical terms such as lake, sea, forest, mountain, eastern, and so on and it is only 12 word family. In contrast, “Non PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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GSL” geographical cultural content had 78 word family in form of people’s name and 29 word family in form of name of beaches, island, leisure spot, and cities.

The most popular names in this coursebook are Nina, Nila, and Andi.

Table 4.1.7 Politics and Economy as Cultural Content in Coursebook 1

Title Title MR MISS MRS SIR Jobs DEAR TEACHERS Values Identity FRIENDLY INDONESIAN INTRODUCE Politics CONGRATULATIONS PRESIDENTIAL WELCOME PROVINCES INTRODUCTION PROVINCIAL POLITE Values PLURAL TRUSTWORTHY FRIENDSHIP HOSPITALITY CONGRATULATES HELPING CONGRATULATION GREETS THANK PLEASE SORRY HELLO SAILOR

Cultural content in politics and economy in Coursebook 1 presented through title, identity, job, and values. It’s a part of Indonesian people to greet someone using their title as a form of politeness. Politeness itself is one value that belongs to Indonesian culture. Another value presented in this coursebook is friendship, greetings “thank, please, sorry, hello”, trustworthy, hospility, and so on. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.1.8 Art& Literature, Science, History, Religion& Mythology in Coursebook 1 Art & Literature Science History Religion & Mythology STATUE CELSIUS - PRAY FABEL CENTIMETRES LEGEND MYTH

There are 2 cultural contents namely history and art& literature which are not available in Coursebook 1. Meanwhile there is one word in religion and mythology. Cultural content in Art& Literature and Science are available on “Non

GSL” word list. There are Celsius and centimeters in science; legend, fable, myth, statue in art and literature. In conclusion, there are only 7 cultural contents are available in Coursebook 1

2. Cultural Content of Coursebook 2

There are 573 word families in word list of “non 800”. However, because there are some error words, word families in “not in the list” or “non GSL” corpus could not be detected. Therefore, the whole numbers of “non GSL” corpus could be noticed from types of words 1501 and tokens 7875. This data presented in table

4.2.1.

Table 4.2.1 Data “Non 800” and “Non GSL” in Coursebook2

WORD LIST TOKENS/% TYPES/% FAMILIES

One 26092/66.59 770/23.60 456 two 2105/5.37 302/ 9.26 208 three 3114/ 7.95 690/21.15 573 not in the lists 7875/20.10 1501/46.00 ????? Total 39186 3263 1237 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.2.1 shows four kinds of word lists. Word list one and world list two are numbers of available words in Coursebook 1 which are listed in GSL

Bauman Culligan and divided into three types of words namely token, types, and word families. Word list three is a word list of “Non 800” or a word list out of

Junior High School Coursebooks for 2nd grade corpus but it is still in Bauman

Culligan GSL. Meanwhile, “Not In the List” word list refers to the number of words which is not in Bauman Culligan GSL. The first findings shows that there are 2399 “non GSL” tokens and 5719 tokens in “not in the list” words with total amount 8.118 tokens (29%). Shortly, Indonesia’s cultural contents will be found in 29% of total token in Coursebook 1

The first cultural content which is presented in table 4.2.2 is nature.

Cultural content about nature in this coursebook is presented through Indonesia’s flora, fauna, and weather. In flora, there are names of fruit such as watermelon, durian, mango, bamboo, rice, grass, and tea. Meanwhile local animals in

Indonesia are cat, fish, rabbit, etc. Climate and weather in Indonesia are showed in words rain, rainy, warm, wet, etc. Cyclone, earthquake, and rain are natural phenomena which are typically happened in Indonesia.

Table 4.2.2 Data Nature as Cultural Content in Coursebook 2

Flora Fauna Climate& Weather APPLE ANIMAL CYCLONE BAMBOO BEAST EARTHQUAKE BANANA BIRD RAIN BUSH CAT RAINING COFFEE DEER RAINY DURIAN FISH SUN FRUIT MOUSE WARM GRASS PET WET PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.2.2 Data Nature as Cultural Content in Coursebook 2

Flora Fauna Climate& Weather LEMON PIG WIND MANGO RABBIT NUT ORANGE RICE TEA WATERMELON WILDLIFE

The second cultural content to discuss is leisure, feast, and tradition. Table

4.2.3 showed that cultural contents in coursebook 2 are family, feast, aristocracy, sport, other thing related to culture. In data about family there are vocabularies of family such as dad, mom, mum, grandma, grandmother, grandpa, grandfather, etc.

In data about feast there are local terms of food such as satay and meatball. In addition, Book 2 also states sandwich, muchkin as food from international cultures instead of local food.

Table 4.2.3 Leisure, feast, and tradition Cultural Content in Coursebook 2 Family Feast Aristocracy AUNT GATHER PRINCE COUSIN GATHERING KING DAD Food QUEEN DAUGHTER MEATBALL PRINCESS GRANDMOTHER SATAY Sport GRANDPA Others BADMINTON MOM TATTOO SOCCER PARENT TRADITIONAL SISTER CLIMB UNCLE FISHING PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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In data about aristocracy there are some terms related to aristocracy such as prince, princess, king, queen, etc. In data about sport there are two names of sport which are familiar in Indonesia namely badminton and soccer. Indonesia is well known with its achievement in badminton. In data about other things related to culture there are activities considered as tradition such as fishing, climbing, prayer, tattoo, and traditional. One tribe in Indonesia which uses tattoo is Dayak (a local tribe in Kalimantan.

Table 4.2.4 Geography as Cultural Content in Coursebook 2 Person's names Geography SHANTI GARDEN DONA FOREST MADEK VILLAGE BUTET YARD Places' names OCEAN INDONESIA SAND JAKARTA WAVE BALI CYCLONE JAVA EARTHQUAKE Building BEACH HUT NUSANTARA CASTLE KINGDOM

According to Table 4.2.4, cultural content in geography is composed of names of person and places, building, terms related to geography. There are 83 names of person and 24 names of places. The names of places are made up of names of cities, names of island, a name of temple, a name of stadium and a name of country. Shanti, Dona, Madek, and Butet have high frequency in this coursebook. Indonesia and Jakarta are highly popular in this coursebook. Terms related to geography such as garden, forest, village, yard, ocean, and so on are PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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terms which are quite familiar to Indonesia’s geography. Castle is the most frequent words among geographical terms followed by beach and cyclone.

Table 4.2.5 Artificial Product as Cultural Content in Coursebook 2 Non GSL Non 800 Transportation MOTORBIKE BICYCLE MOTORCYCLE BUS PEDICAB Others Communication media SCARECROW BRICK RADIO UMBRELLA TV

Table 4.2.5 shows Artificial Product such as transportation, communication media, and others. Motorbike, motorcycle, and pedicab are local transportation which are Indonesian people usually used in their daily activities.

Communication media in coursebook 2 included radio and TV. As an agrarian country, a scarecrow is well known as a useful item used in rice field. Umbrella is also familiar to Indonesian to protect people from sun heat and rain.

Table 4.2.6 Politics and Economy Cultural Content in Coursebook 2 Title Politics MR ELECTION MRS MISS Values LADY THANK PLEASE Identity HELLO BALINESE SORRY SUMATRANS AFTERNOON JAVANESE CONGRATULATIONS SUNDANESE WELCOME INDONESIAN FRIENDLY PLURAL PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.2.6 Politics and Economy Cultural Content in Coursebook 2 Jobs SINCERE FARMER GREET FISHERMEN HONEST SAILOR PROUD NURSE

Table 4.2.6 is about politics and economy cultural content consisted of title, jobs, regional identity, political terms, and values. Learners must now basic manner as Indonesian. Title is important in Indonesian cultures as a basic manner in greeting people. Coursebook 2 concerned with values of honesty, proud, sincere, friendly, plurality. The couresebook wants to show the values which are hold by Indonesian people. This coursebook also mentioned about regional identity such as Balinese, Sumatran, Javanese, etc. the shows that Indonesia is composed of many local tribes which is presented through local tribes identity.

This coursebook also introduced word “election” as political term. It shows that

Indonesia follow democratic politics thus Indonesia’s leaders in the government are chose through election.

Table 4.2.7 History, art, science & religion as Cultural Content in Coursebook 2 History Art & Literature Science Religion & Mythology HABIBIE MALIN KILOMETERS MUHAMMAD HATTA KUNDANG KILO PRAYER KARTINI SANGKURIANG SOEKARNO AFFANDI

According to Table 4.2.7 cultural content in coursebook 2 which is related to history are names of previous presidents, artist, and historical hero. Cultural content in art and literature referred to folk tales such as Malin Kundang and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Sangkuriang. Scientific terms usually used in Indonesia are kilometers and kilo. In religion, in coursebook 2, there is a name of prophet “Muhammad” and “prayer”.

A character name in art and literature “Malin Kundang” actually consists of two words “Malin” and “Kundang” but cultural content is counted base on the meaning therefore the researcher count Malin Kundang as one meaning.

3. Cultural Content in Coursebook 3

Table 4.3.1 Data “Non 800” and “Non GSL” in Coursebook 3 WORD LIST TOKENS/% TYPES/% FAMILIES One 15486/70.44 614/29.72 384 two 957/ 4.35 188/ 9.10 133 three 2048/ 9.32 469/22.70 389 not in the lists 3494/15.89 795/38.48 ????? Total 21985 2066 906

In Coursebook 3, the source of the data is taken from word list three and

“not in the list” or “Non GSL”. There are 2048 tokens in word list three meanwhile there are 3494 tokens in “Not in the List”. So, the researcher must find localized words among 5542 tokens. The first cultural content that would be discussed, nature, would be explained on the next table.

Table 4.3.2 Data Nature as Cultural Content in Coursebook 3 FLORA FAUNA Weather & Climate BANANA CROCODILE TROPICAL BUSH DOLPHINS RAINING CABBAGE MOUSE-DEER RAIN CARROT ORANG-UTAN RAINY CELERY SHARKS WARM CHILLIES SHRIMP Natural Resources CINNAMON TURTLES GOLD COCONUTS CATERPILLARS OIL PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.3.2 Data Nature as Cultural Content in Coursebook 3 FLORA FAUNA Weather & Climate CORRIANDER ANIMAL COTTON SHEEP CUCUMBERS FRUIT DURIANS COW FRUITS SUN GARLIC CAT GINGER FISH GRASS SNAKE GUAVAS GOAT LEMON CHICKEN MANGOES ELEPHANT MANGOOSTEENS RABBIT ONIONS BIRDS ORANGE MONKEY PAPAYAS PIG PEPPER PIGS PINEAPPLES DUCK RAMBUTANS BIRD RICE PET SALAK WILD SPINACH STAR-FRUIT SUGAR TOMATOES TUMERIC VEGETABLES

The table above showed that there are four cultural contents of nature namely flora, fauna, natural resources, and climate& weather. In the table total nature types of words are 75, in “Non 800” there are 32 types of words and in

“Non GSL” there are 43 types of words. There are 38 types of words about flora,

30 types of words about fauna, 3 types of word about natural resources, and 4 types of words about climate and weather. This coursebook had famous flora and fauna from Indonesia namely orang utan, mouse-deer, coconut, durian, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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mangoosteen, salak. From the history, Indonesia was colonized because of its natural resources, one example is spices. This book also introduces spices which are usually used in Indonesian cooking.

Table 4.3.3 Leisure, feast, and tradition Cultural Content in Coursebook 3

Tradition Family Sport Food CELEBRATION DAD BADMINTON SPICES Non 800 MUM Non 800 SPICY CEREMONY MOM SWIM BATH GRANDMA LADY Non 800 SISTER PARENT AUNT UNCLE COUSIN NEPHEW

Table 4.3.3 showed leisure, feast, tradition as cultural content in

Coursebook 3. In tradition there are 4 words which reflects tradition namely celebration, ceremony, bath, and lady. Indonesian people have a lot celebration and ceremony such as In family there are 10 types of words. In sport there are 2 types of words and in food there are 2 types of words. The total of types of words in this cultural content is 18.

Table 4.3.4 Artificial Product as Cultural Content in Coursebook 3 Transportation Tools MOTORCYCLE BROOM BIKE SANDALS BICYCLE TV GUITAR UMBRELLA PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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According to Table 4.3.4 artificial products are divided into two types namely transportation and tools. There are 8 types of artificial products separated in 3 transportation and 5 tools. All of them are used daily in Indonesia. It is very useful in describing learners’ daily activities.

Table 4.3.5 Geographyas Cultural Content in Coursebook 3

Person's names Places’ names Geographical Volcanoes LINA BANDUNG ARCHIPELAGO LAVA EDO SULAWESI ASIA SINABUNG DAYU LOMBOK BACKYARD MERAPI UDIN TORAJA PACIFIC SITI ARAFURU VOLCANOES BENI KALIMANTAN Non 800 ADNAN PAPUA SEA DINA SUMATERA MOUNTAIN WAYAN SUNDA YARD HASAN TIMOR HILL JAKARTA VILLAGE BAY FOREST

Table 4.3.5 presented cultural data of geography in Coursebook 3.

Geographical words types in Coursebook 3 are separated into four parts namely person’s names, places’ names, geographical, and volcanoes. The total of cultural content types of words is 96 with 67 person’s names, 12 places’ names, 12 geographical terms, 3 volcanoes’ names. The five popular persons’ names in this coursebook are Lina, Edo, Dayu, Udin, and Siti. These data show that Coursebook

2 is trying to use familiar environment for local learners. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.3.6 Politics and Economyas Cultural Content in Coursebook 3 Values Identity Jobs Title APPRECIATION INDONESIAN FARMERS MRS DILLIGENT ETHNIC SHEPHERD MR HALLO TEACHERS Non 800 Non 800 SIR PLEASE MISS THANK ELDER PERMISSION SORRY GREET FRIENDLY DISCUSS PRIDE CONGRATULATION DISCIPLINE HELLO AFTERNOON

Table 4.3.6 in Coursebook 3, related to politics and economy, is divided into 4 grouped. The first is value as the dominant types of words. There are 17 types of words that indicated Indonesia’s values such as friendly, sorry, please, thanks, and so on. These values also describe values and belief that the learners should know. The second is Indonesia’s identity namely ethnic and Indonesian.

As we know that Indonesia consists of so many different ethnics with their won characteristics. The third is job which is related to common job in Indonesian for example farmer and shepherd because Indonesia is well known as agrarian economy. The forth is title of names. Indonesian people are very concerned with politeness, therefore it is important to address someone properly. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.3.7 Science and Art and Literature Cultural Content Coursebook 3

Art & Science History Religion & BATIKLiterature CENTIMETERS - PRAYMythology ANGKLUNG KILOMETERS PRAYING FABLE KILOGRAMS RUPIAHS MATHEMATICS

Table 4.3.7 showed that art and literature in Coursebook 3 only had 3 culutral content namely batik, angklung, and fable. Batik and Angklung are famous Indonesian materials culture. Meanwhile, science had 5 cultural content namely centimeters, kilometers, kilograms, rupiahs as measurement scale in

Indonesia. Mathematics is one subject in Indonesian school. There are two cultural contents in religion (pray and praying) which is known as act of culture.

Cultural content in history is not found.

4. Cultural Content in Coursebook 4

Table 4.4.1 Data “Non 800” and “Non GSL” in Coursebook4 WORD LIST TOKENS/% TYPES/% FAMILIES

One 22138/67.39 752/21.44 444 two 1719/ 5.23 317/ 9.04 210 three 2975/ 9.06 760/21.67 627 not in the lists 6018/18.32 1678/47.85 ?????

Total 32850 3507 1281

In Coursebook 4, the source of the data would be taken from word list three and “not in the list” or “Non GSL”. There are 2975 tokens in word list three meanwhile there are 6018 types of word in “Not in the lists”. Then, the researcher PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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will search cultural content among 8993 tokens. The first cultural content in nature is presented in table 4.4.2.

Table 4.4.2 Data Nature as Cultural Content in Coursebook 4 Climate & Natural Flora Name of Fauna Weather Resources DURIAN ANT WINDY GAS BAMBOO CROCODILE EARTHQUAKE GOLD BANANA DOVE Non 800 OIL COCONUT TORTOISE RAINING ORCHIDS PIGGY RAIN RATTAN BUTTERFLY WET Non 800 TURTLE SUN GRASS CASSOWARY RAINY APPLE CATERPILLAR GARDEN EAGLES FLOWER ORANGUTANS RICE PEACOCK TEA RATS COFFEE RHINOCEROS COTTON SNAIL FRUIT PORCUPINE BUSH TIGERS ORANGE Non GSL ANIMAL MOUSE MONKEY GOAT ELEPHANT DEER PET CAT RABBIT PIGS BIRDS FISH PIG SNAKE BIRD CHICKEN PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.4.2 illustrates that there are four cultural content of nature namely flora, fauna, natural resources, and climate& weather. In the table total nature types of words are 65, in “Non 800” there is 35 cultural content and in “Non

GSL” there are 30 cultural content. There are 19 cultural contents about flora, 36 cultural contents about fauna, 3 cultural contents about natural resources, and 7 cultural contents about climate and weather. This coursebook had famous flora and fauna from Indonesia namely orang utan, rhinoceros, cassowary, rattan, durian. Climate and weather in this books shows the weather in Indonesia which has two seasons, dry and rainy seasons. This book tries to introduce Indonesia climate and weather in general.

Table 4.4.3 Leisure, feast, and tradition Cultural Content in Coursebook 4 Family Sport Aristocracy Others Feast MUM BADMINTON SULTAN PLANTING DINNER DAD Non 800 Non 800 TRADITIONAL LUNCH GRANDMA SWIMS QUEEN Non 800 BREAKFAST DADDY SWIM KING CEREMONY SUGAR GRANDPA CLIMB BATH GRANNIES CLIMBING GATHER AUNTIE BIRTH GRANDFATHER GRANDMAS GRANDMOTHER GRANNY Non 800 BABY PARENT SISTER AUNT DAUGHTER NIECE UNCLE PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.4.3 showed leisure, feast, tradition as cultural content in

Coursebook 4 which is divided into family, sport, feast, and tradition. The total types of words in this part is 36. In tradition there are 6 types of word. In family there are 18 types of words. In sport there are 5 types of words and in food there are 4 types of words. There are 3 types of words in aristocracy. Cultural content about family shows that the idea of family is not only about core family. In

Indonesia, core family usually lives with grandparents, aunt, uncle, and so on

(extended family).

Table 4.4.4 Artificial Product as Cultural Content in Coursebook 4 Transportation Communication media Others BIKE TV GUITAR MOTORCYCLE RADIO BROOM PLANE RAINCOAT BUS UMBRELLA BICYCLE TOY AEROPLANE FAN HAT

According to Table 4.4.4 artificial products are divided into three types namely transportation, communication media, and other terms related to artificial product. There are 15 types of artificial products separated in 6 transportation, 2 in media communication, and 7 others related to artificial product tools. All of them are used daily in Indonesia. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.4.5 Geography as Cultural Content in Coursebook 4 Person's Name of Name of Name of Other Geographical Names city Island Volcanoes names terms INDONESI SALMA SURABAYA JAVA SEMERU KAMPONG A FIRMA PRAMBAN JAKARTA SUMATERA BROMO MARINA N AN KARIMUNJA LIA BALI GADANG VOLCANIC WA HENDRI YOGYAKART JOHAR BEACH K A KRESN BANDUNG TORAJA BEACHES A REHAN JAMBI MAIMUN PROVINCE PALMERA ANISA MALANG PROVINCES H ADITY SEMARANG WIND A BASYIR ACEH SEA ZULHA ATAMBUA BAY M LINA BENGKULU WAVE NINDY BOGOR MOUNTAIN A KALIMANTA SITI YARD AN ANDRE KETAPANG TEMPLE ANTON MAKASAR FOREST ARDIK PROBOLING LAKE A GO ARIA TIMOR VILLAGE BAHTIA TERNATE SAND R

Table 4.4.5 presented cultural data of geography in Coursebook 4.

Geographical words types in Coursebook 4 are separated into four parts namely person’s names, places’ names, geographical, and volcanoes. Total type of words in geography word list is 109. Places names is divided into city names, volcanoes names, name of island, and other names. There are 61 types of words in person’s names, 18 types of words in names of cities, 2 names of volcanoes, 3 names of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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islands, 7 types of words in other names, and 18 types of words in geographical terms. The five popular person’s names in this coursebook are Salman, Lia,

Hendrik, Lia and Kresna.

Table 4.4.6, in Coursebook 4, related to politics and economy, is divided into 4 grouped. The first is value as the dominant types of words. There are 30 types of words that indicated Indonesia’s values such as congratulation, sorry, please, thanks, and so on. The second is Indonesia’s identity namely Balinese and

Indonesian. The third is politics such as election. The forth is title of names such as mr, mrs, and lady.

Table 4.4.6 Politics and Economy as Cultural Content Coursebook 4

Title Politics Values Identity SIR ELECTION HELLO BALINESE LADY PLEASE SUNDANESE MR THANK INDONESIAN MRS SORRY GARUDA NICE CONGRATULATIONS GREET POLITE REQUEST EXCUSE FRIENDLY WELCOME MARRIAGE BLESS PUNCTUAL TRUST PLURAL SELF- INTRODUCTION GOODBYE GRATITUDE LEAVE-TAKING PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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From the table, it is shown that this book is trying to introduce good manner in general. There are four magic words which are important in human relation that people should know such as thank, sorry, please, and excuse me. The usage of address when addressing other people is really Indonesian culture.

International culture just says the name of person to greet someone but not in

Indonesia. Therefore, words “lady, mr, mrs, sir” are very important in communication in Indonesia. This words also included in Indonesia’s culture.

This book also mentions about ethnic groups who live in Indonesia.

Table 4.4.7 Politics and Economy as Cultural Content Coursebook 4

Religion & Art & Science Mythology History Literature CELSIUS GALUNGAN SOEKARNO BATIK ADAM

Table 4.4.7 showed the last four of cultural content. It stated that there are five cultural contents related to science, religion and mythology, history, art and literature. The word Adam is included in religion and mythology since it is assumed as a prophet’s name. In this coursebook nine cultural contents stated by

Rippol, all are fulfilled. From all 4 coursebooks we can concluded that geography had the largest number of words types. It is happened because it got influences from person’s names which always presented in large numbers. The second position is nature which got influences from various words types of flora and fauna’s name. Coursebook 2 and Coursebook 4 had all cultural content elements. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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However, Coursebook 1 and 3 are lack of cultural content in art& literature, religion& mythology, and history.

B. Word Frequency of Cultural Content in Coursebooks

The frequencies of cultural content in Junior High School Coursebooks

Grade 8 are divided into groups. The first is the frequency inside the coursebooks.

Meanwhile, the second frequency is the frequency of cultural content compare to international culture (Bauman Culligan GSL). a. Frequency of Cultural Content in Coursebook 1

Table 4.5.1 Frequency of Cultural Content in Coursebook 1

N O COURSEBOOK 1 NON 800 NON GSL SUM SUM RANG FRE RANG FRE FRE RANG E Q E Q Q E 1 Nature 38 176 40 100 276 78 Leisure, feast, and 2 traditions 40 95 27 85 180 67 3 Artificial products 10 19 12 33 52 22 Religion and 4 mythology 1 1 0 0 0 0 5 Geography 25 78 122 358 437 148 6 Politics and economy 55 174 22 51 225 77 7 History 0 0 0 0 0 0 8 Art and literature 0 0 6 7 7 6 9 Science 0 0 2 3 3 2 169 543 231 637 1180 400

Table 4.5.1 showed frequency of cultural content in Coursebook 1. In total, the biggest frequency is on Geography (436) and next followed by nature

(276). The lowest frequency of cultural content happened to religion and mythology and history. Their frequencies are zero because no cultural content PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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related to those subjects had found in Coursebook 1. Cultural content could be found more on Non GSL word List rather than in Non 800. There are 7 cultural contents in Non GSL but there are only 5 cultural contents in Non 800. Moreover, the distribution of the “geography” is the highest (147) or this cultural content is not only has the highest frequency but also distributed well in Coursebook 1. b. Frequency of Cultural Content in Coursebook 2

Table 4.5.2 Frequency of Cultural Content in Coursebook 2 N NON NON O COURSEBOOK 2 800 GSL SUM SUM RANG FRE FRE FRE RANG E Q RANGE Q Q E 1 Nature 59 164 15 40 204 74 Leisure, feast, and 2 traditions 39 121 36 107 228 75 3 Artificial products 13 31 9 45 76 22 4 Religion and mythology 0 0 2 5 2 5 5 Geography 17 57 324 1310 1367 341 6 Politics and economy 61 245 27 73 318 88 7 History 0 0 5 16 16 5 8 Art and literature 0 0 6 9 9 6 9 Science 0 0 2 3 3 2 189 618 426 1608 2226 615

Table 4.5.2 showed that this coursebook has fulfilled all nine cultural content. The highest frequency is in Non GSL word list with geography (1367) as the topic and followed by politics and economy (318). Cultural content which distributed well is also the “Geography” (341), the second position is the “politics and economy”. The lowest frequency of cultural content happened to science (3) and it is distributed only in two chapters. Cultural content could be found more on

Non GSL word List or “Not in the List” word list in Bauman Culligan GSL PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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corpus rather than in Non 800. There are 9 cultural contents in Non GSL but there are only 5 cultural contents in Non 800. c. Frequency of Cultural Content in Coursebook 3

Table 4.5.3 Frequency of Cultural Content in Coursebook 3

N NON NON O COURSEBOOK 3 800 GSL SUM SUM RANG FRE RANG FRE FRE RAN E Q E Q Q GE 1 Nature 61 179 51 124 303 112 Leisure, feast, and 2 traditions 34 70 17 42 112 51 3 Artificial products 6 10 11 19 29 17 Religion and 4 mythology 2 2 0 0 2 2 5 Geography 14 44 176 575 619 190 6 Politics and economy 53 164 31 114 278 84 7 History 0 0 0 0 0 0 8 Art and literature 0 0 4 14 14 4 9 Science 0 0 8 23 23 8 170 469 298 911 1380 468

Table 4.5.3 showed frequency and range of cultural content in Coursebook

3. In total, the biggest frequency is on Geography (619) and next followed by nature (303). The lowest frequency of cultural content happened to religion and mythology and history. Their frequencies are zero because no cultural content related to those subjects had found in Coursebook 3. Cultural content could be found more on Non GSL word List rather than in Non 800. There are 7 cultural contents in Non GSL but there are only 5 cultural contents in Non 800. Moreover, the distribution of the “geography” is the highest (190) or this cultural content is not only has the highest frequency but also distributed well in Coursebook 3. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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d. Frequency of Cultural Content in Coursebook 4

Table 4.5.4 Frequency of Cultural Content in Coursebook 4

N NON NON O COURSEBOOK 4 800 GSL SUM SUM RANG FRE RANG FRE FRE RAN E Q E Q Q GE 1 Nature 88 210 35 137 347 123 Leisure, feast, and 2 traditions 68 134 30 52 186 98 3 Artificial products 19 53 20 41 94 39 Religion and 4 mythology 0 0 2 3 3 2 5 Geography 23 35 181 426 461 204 6 Politics and economy 72 242 25 91 333 97 7 History 0 0 1 1 1 1 8 Art and literature 0 0 2 2 2 2 9 Science 0 0 1 2 2 1 270 674 297 755 1429 567

Table 4.5.4 showed that this coursebook fulfilled all nine cultural content in Coursebook 4. The highest frequency is in Non GSL word list with geography

(426) as the topic and followed by politics and nature (347). Cultural content which distributed well also the “geography” (204), the second position is the

“nature”. The lowest frequency of cultural content happened to history (3) which is distributed only in one chapter. Cultural content could be found more on Non

GSL word List or “Not in the List” word list of Bauman Culligan GSL corpus or

“out of Bauman Culligan GSL” rather than in the GSL itself . There are 9 cultural contents in Non GSL but there are only 5 cultural contents in Non 800. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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1. Frequency of Cultural Content in all coursebooks

The whole frequency of cultural content from the whole book can be seen in table 4.5.5. This table illustrates the whole frequency of cultural content from coursebook one to four 4. The frequency in table 4.5.5 is already ranked from the biggest to the smallest so it will be easier to read. Still, the highest frequency goes to “Geography” with 2883 tokens (46.28%). Meanwhile, the smallest frequency is religion, not until 1% (0.18%). The rank of frequency of cultural content from the biggest to the smallest starts with geography; politics and economy; nature; leisure and tradition; artificial products; science; .art and literature; history; religion and mythology.

C. Comparison of International and Local Culture

On the previous part, the thesis presents findings from word frequency of cultural content compare to other cultural content. However, this part presents comparison of frequency from local culture and international culture. It start findings from book 1, table 4.6.1.

Table 4.6.1 Cultural Content Comparison Book 1

%INT CUL % INDO CUL DEVIASI

25%

4% 71% PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.5.5 Frequency of Cultural Content in All Coursebooks

Total Geography Politics and Nature Leisure, feast, Artificial Science Art and History Religion and (token) economy and traditions Products literature mythology CB1 1186 436 225 276 180 52 3 13 0 1 CB2 2226 1367 318 204 228 76 3 9 16 5 CB3 1389 619 278 303 112 29 32 14 0 2 CB4 1429 461 333 347 186 94 2 2 1 3 + 6230 2883 1154 1130 706 251 40 38 17 11 % 100% 46% 19% 18% 11% 4% 1% 1% 0% 0% PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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In the limitation, it has been discussed that there are two cultures in the vocabulary of Junior High School Coursebooks. The first is the local culture

(Indonesia culture) and international culture. International culture refers to GSL

Bauman Culligan as the norm provider of ELT in Indonesia. Table 5.1 shows international culture has much portion (71%) than local culture (4%). Among international and local culture there is a green area (25%). This area refers to words which are not included in local words (Indonesian culture) and international culture.

It consists of error words such as “didn, nt, th, isn, isn, don, couldn, etc.”;

Indonesian words (words which are taken from other language) such as “karna, atas, bawah”; and proper nouns for example names of places (Australia,

Singapore, Malaysia, London), names of people (John, Michael, Franklin,

Alexander, etc.); English words such as “scary, teenager, adulthood, amazing, august, butterfly”. There is a quiet big difference among Indonesian culture and international culture (67%).

Table 4.6.2 Cultural Content Comparison Book 2

%INT CUL % INDO CUL DEVIASI

22%

6%

72%

92 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.6.2 shows international culture has bigger portion (72%) than local culture (6%). Among international and local culture there is a green area (22%).

This area refers to words which are not included in local words (Indonesian culture) and international culture. It consists of error words such as “didn, isn, isn, hasn, finised, etc.”; Indonesian words (words which are taken from other language) such as “menolong, merah, mengatasi, ”; and proper nouns for example names of places (New York, Moscow, Pennsylvania, Swiss, Sydney, etc), names of people (, etc.); English words such as “scary, teenager, adulthood, amazing, august, butterfly”. There is a quiet big difference among Indonesian culture and international culture (64%).

Table 4.6.3 Cultural Content Comparison Coursebook 3

%INT CUL % INDO CUL DEVIASI

19%

6%

75% PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table above shows international culture is much bigger (75%) than local culture (6%). Among international and local culture there is a green area (19%).

This area refers to words which are not included in local words (Indonesian culture) and international culture. It consists of error words such as “didn, nt, th, isn, isn, don, couldn, etc.”; Indonesian words (words which are taken from other language) such as “karna, atas, bawah”; and proper nouns for example names of places (Australia, Singapore, Malaysia, London), names of people (John, Michael,

Franklin, Alexander, etc.); English words such as “scary, teenager, adulthood, amazing, august, butterfly”. There is a quiet big difference among Indonesian culture and international culture (69%).

Table 4.6.4 Cultural Content Comparison Coursebook 4

%INT CUL % INDO CUL DEVIASI

23%

4% 73%

Table 4.6.4 shows international culture has much portion (73%) than local culture (4%). Among international and local culture there is a green area (25%).

This area refers to words which are not included in local words (Indonesian PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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culture) and international culture. It consists of error words such as “didn, nt, th, isn, don, doesn, etc.”; Indonesian words (words which are taken from other language) such as “rumah, kuku, hidayah”; and proper nouns for example names of places (Paris, Singapore, Malaysia, London), names of people (John, Michael,

Franklin, Alexander, etc.); English words such as “scary, teenager, adulthood, amazing, august, butterfly”. There is a quiet big difference among Indonesian culture and international culture (69%).

In conclusion, in every coursebook, the average number of international culture is about 73% and local culture is 5%. So, there is a big differences between Local culture and international culture. With 5% local culture students of

Junior High Schools grade VIII must be able to express their ideas and cultures in

English. The average numbers of cultural content in every coursebook is low, the frequency mostly is only one and it appears in coursebook for one time.

D. Discussion

Kramsch states that culture has its own membership. Therefore, member of the culture must have certain characteristics which reflect their culture and in order to be accepted by the community in which culture is used. (Kramsch, 2003, p. 10). Indonesian people have their own characteristics to differentiate them with member of other culture. Therefore, it is very important for Indonesian students to know their own culture so they can present their culture and ideas in English to meet the demand of globalization era. Indonesian culture, in this research, is presented through nine cultural elements (Ripoll, 2005). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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The biggest frequency of cultural content in this research is Geography.

The biggest portion in Geography is names of person and followed by names of places. According to Risager (Risager, 1991, p. 181) names of people and places is considered as familiar vocabulary because their meanings have already been learned in L1. This condition illustrates that the four coursebooks try to create familiar conditions in order to motivate learners to study English (Kirkpatrick,

2002).

Coursebook 2 has the highest frequency of Geography. Related to the context of familiarity, this book is good for beginner English learners since it presents familiar background for Indonesia’s learners. Related to familiarity of words, Indonesian localized words are easy to learn by Indonesian students because when the English words not too different from Indonesian localized words, the burden of study is light (Nation, 1990). Coursebook 1 has the smallest number of Geography cultural content. This book is better for advance learners.

If it is sort from the biggest to the smallest frequency of cultural contents, politics and economy is in the second position after geography. This part consists of title, politics, values, jobs, and identity. This part tells about what people can do and cannot do which are reflected in culture. It shows Indonesia’s rules of behaviour (Katan, 1999, p. 53). As it is stated by Koento (2005) in Syarbaini (Dr.

H. Syahrial Syarbaini, 2009, p. 210), Indonesia is famous as a nation with good manner. In Indonesia, addressing people with right title is very important thus introducing title is very important in Indonesia’s context. This part also contains PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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basic moral values which are taught in the coursebooks for example four magic words that students must know such as “please, sorry, excuse, and thanks”.

Coursebook 4 and 3 have all magic words meanwhile others only have 3 values except “excuse or permission”. Knowing all concept of four magic words will help students in communicating their ideas. This part also talks about Indonesia’s ethnics and national identity such as Javanese, Sundanese, Balinese, and

Indonesian. As Smith states that a nation is made of ethics (Smith, 1991, p. 14). It shows that Indonesia consists of various ethnics.

Weber and Nation (Webb & Nation, 2008); Risager (Risager, 1991) states that proper names such as names of a person, name of places, name of flora and fauna are easy to remember. The usage of Indonesia’s flora& fauna words are not intended to memorize by the students but more to create familiar context for learners. Familiar context relates to authentic materials will motivate learners to study English. The books show relevant context for Indonesian for example cendrawasih, anoa, cassowary, orang utan, durian, salak, rambutan.

Climate can be classified as culture. According to Katan climate gives information about culture through our senses (Katan, 1999, p. 47) and climate can influence culture. It is reflected in words like tropical, sun, warm, rainy, etc. and it determie

Next cultural content is leisure, feast, and tradition. As it is stated in coursebook “Pendidikan Pancasila di Perguruan Tinggi” family is an important part of Indonesia’s tradition (Dr. H. Syahrial Syarbaini, 2009, p. 78). Values and belief of Indonesia had passed down through family. Therefore, terms about PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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family are listed in this part. Monarchy is well-known in Indonesia, until now the palace and all related to it still exists. Monarchy is one part of Indonesian tradition. Food, drink, and taste reflect someone’s culture. Katan proposes that taste and smell are different for every person depends on his/ her cultural background (Katan, 1999, p. 51).

According to the Law of Education No.20 Year 2003 (Kebudayaan, 2013), a student must have faith and fear to God. Unfortunately, as the base and crucial value in Indonesia’s education law the vocabulary of religion is very limited. It is stated in four books that there are only two types of words appear for one time in every coursebooks with frequency only one, there are Galungan, pray, prayer,

Adam, and Muhammad.

There are kilo, kilogram, celcius as terms in science. It is included in technical words (Nation, Learning Vocabulary in Another Language, 2013).

These words are not included in high frequency words because it is used in a specific topic. It is not words that can be used in general conditions. These four coursebooks also have minimum historical terms because they are proper names for example Soekarno, Habibie, Kartini, Hatta. For that reason, vocabulary about history also does not appear in book 1 and 3.

In previous research by Ulum and Bada, it shows that outer circle cultural elements in Turkish authored EFL coursebooks are 66.2% compared to inner circle 33.8%. The proportion of outer circle is two times bigger than inner circle.

Meanwhile, this research shows that the average number of international culture is about 73% and local culture is 5%. The international culture is 14 times bigger PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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than local culture. In fact, there is no ideal standard of local culture inside coursebooks. The proportion of outer circle is much bigger than Inner and outer circle cultural elements emerged in six categories, they are social, economical, political, geographical, entertainment, and touristic (ULUM & BADA, 2016).

Meanwhile, compare to this research which shows that the average number of international culture is about 73% and local culture is 5% it seems that the coursebooks need improvement in the vocabulary of Indonesia’s culture.

The result of this research can complete Herdians’ evaluation of coursebooks so a junior high school coursebook can be valued as a good book if the words coverage 1000 types or lemmas and have minimum 5% Indonesia culture.

Based on the research, Coursebook 1 and Coursebook 3 have eight cultural contents except history. History, science, and religion words have low frequency because they are appeared in the book as proper nouns and technical words.

Technical words need special context so it does not appear in general contexts.

Nation explains that someone’s technical words are low frequency words for other people (Nation, Learning Vocabulary in Another Language, 2013, p. 20). In general, the four books have promoted Indonesian culture but the frequency is low and limited just like what Bao Dat states in his article that in-country books already promotes local culture and follow government requirement (Dat, 2008). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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CHAPTER V

CONCLUSIONS, SUGGESTIONS, AND RECOMMENDATION

This chapter presents summary of some points that have been discussed in the previous chapter. Researcher also gives suggestions and recommendation to some parties.

A. CONCLUSIONS

From the research, the researchers conclude that the four coursebooks for

Junior High School which are used in Yogyakarta reflects Indonesia’s culture.

The words which have Indonesia’s cultural content refers to words that can be used to portray the ideas and cultures of Indonesian people who learn English.

However, the words have low frequency. The words which reflect Indonesian culture consist of proper noun, technical words, and words that almost included in high frequency words and words which are rarely use in our use of language.

The research has presented the culture in nine categories namely nature; geography; leisure, feast, and traditions; artificial products; religion and mythology; politics and economy; history; art and literature; and science.

Coursebook 1 and Coursebook 3 have eight cultural contents except history.

Words with cultural content such as history; science; religion and mythology have low frequency because they are appeared in the book as proper nouns and technical words. Technical words need special context so it does not appear in general contexts. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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As the base and crucial value in Indonesia’s education law and it is appeared as students qualification in Curriculum 2013 and 2006, the vocabulary of religion is very limited. It is stated in four books that there are only two types of words appear for one time in every coursebooks with frequency only one. It is suggested to introduce more words related to religion in coursebook such as prayer rug, hijab, mosque, temple, and so on.

The comparison between international and local culture in these coursebook shows a big gap. In average, local culture is presented 5% meanwhile the international culture is about 73%. Book 1 and Book 4 have the lowest frequency of local culture. Meanwile, Book 2 and 3 shows 6% frequency of local cultural content.

B. SUGGESTIONS

Based on the research, the teachers are suggested to see the frame of

Indonesian cultural content when they are trying to adapt materials from course books thus the teachers will not be out of context of the Indonesian culture.

Publishers are suggested to publish books which include Indonesian culture in order to build learners character building suits to Indonesian values and norms.

Based on the result of the research, material developers are suggested to match the content of the books with Indonesian culture therefore the books will be more appropriate to Indonesian language learners. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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C. RECOMMENDATION

As it is mentioned before that my research is limited on the cultural items.

I recommend the other researcher who wants to do the similar research to investigate the cultural words in more details such as to wider the limitation of the cultural content or pay attention more on the words that becomes the government requirement. I also recommend another researcher to develop Indonesian corpus based on the research result. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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University Press. Neuman, W. L. (2011). Social Research Methods: Qualitative and Quantitattive Approach 7th edition. Boston: Allyn and Bacon. Newmark, P. (1988). A Textbook of Translation. Hertfordshire: Prentice Hall. Pennycook, A. (2007). Global Englishes and Transcultural Flows. Oxon: Routledge. Prastiwi, Y. (November 2013). Transmitting Local Cultural Knowledge through English as Foreign Language (EFL) Learning as Means of Fostering "Unity in Diversity". Academic Journal of Interdisciplinary Studies , 508. Pullman, R. d. (2009). Automatic Detection of Preposition Errors . CALICO Journal, 26(3) , 512-528. Richard, j. C., & Renandya, W. A. (2002). Methodology in Language Teaching. Cambridge: Cambridge University Press. Richards, J. C. (2007). Curriculum Development in Language Teaching. New York: Cambridge University Press. Ripoll, M. D. (2005). The translation of cultural references in the cinema. In L. M. Albert Branchadell, Less Translated Languages (pp. 75-94). Amsterdam: Benjamin Translation Library. Risager, K. (1991). Cultural References in European Textbooks: An Evaluation of Recent Tendencies. In D. Buttjes, & M. Byram, Mediating Language Cultures: Towards an Intercultural Theory of Foreign Language Education (pp. 181- 192). England: Multilingual Matters. Savignon, S. J. (2001). Communicative Language Teaching for the Twenty-First Century. In M. Celce-Murcia, Teaching English as a Second or Foreign Language Third Edition (pp. 13-28). United States: Heinle & Heinle. Smith, A. D, (1991). National Identity. London: Penguin Books. Steward Tubbs, S. M. (2008). Human Communication Principles and Context 7th edition. New York: McGraw-Hill Higher Education. Tomlinson, B. (2001). Materials Development. In D. N. Ronald Carter, The Cambridge Guide to Teaching English to Speakers of Other Languages (pp. 66-71). Cambridge: Cambridge University Press. Wang, D. (2016). Learning or Becoming: Ideology and Nationality in Textbook for International Learner of Chinese. Cogent Education: Curriculum and Teaching Studies , 1-16. Wardiman, A., Jahur, M. B., & Djusma, M. S. (2008). English in Focus for Grade VIII Junior High School. Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional. Webb, S., & Nation, P. (2008). Evaluating the Vocabulary Load of Written Text. TESOLANZ Journal 16 , 1-10. Weber, R. P. (1990). Basic Content Analysis Second Edition . California: Sage Publication. Zaida, N. (2014). Bright An English Course for Junior High School Students for SMP/MTs Grade VIII. Penerbit Erlangga. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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APPENDICES PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Appendix 1

Cover of the Coursebooks Being Used PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Appendix 2

Coursebook 1 PDF File PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Appendix 3

Coursebook 1 TXT File PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Appendix 4

GSL Bauman Culligan TXT File Baseword 3 (801-2284) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Appendix 5

GSL Bauman Culligan PDF File PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Appendix 6

Range Program

RANGE, and FREQUENCY are available at http://www.vuw.ac.nz/lals/staff/Paul_Nation. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Appendix 7

Coursebook 1 RANGE SOFTWARE RESULT PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Appendix 8

Coursebook 1 Range Word Families 3 (801-2284) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Appendix 9

Coursebook 1 Range Word Types Not Found In Any List (Out Of Gsl) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Appendix 10

Coursebook 2 RANGE Software Result PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Appendix 11

BOOK 2 RANGE WORD FAMILIES 3 (801-2284) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Appendix 12

BOOK 2 Range Word Types Not Found In Any List (Out Of GSL) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Appendix 13

BOOK 3 Range Software Result PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Appendix 14

Cousebook 3 Range Word Families 3 (801-2284) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Appendix 7

Book 3 Range Word Types Not Found In Any List (Out Of Gsl) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Appendix 16

Coursebook 4 Range Software Result PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Appendix 17

Coursebook 4 Range Word Families 3 (801-2284) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Appendix 18

Coursebook 4 Range Word Types Not Found In Any List PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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List of Tables

Table 2.1 Cultural Content of K. Adaskou, D. Britten, and B. Fahsi (K. Adaskou, 1990, p. 3)

Culture Culture Aestheti c Sociological Semantic Pragmatic background 1 Media Family Food knowledge clothes 2 Cinema home life institutions social skills interpersonal 3 Music relation Relations paralinguistic skills Literatur 4 e materials condition emotional states 5 Work Colors 6 Leisure lexical hyponymy 7 Customs 8 Institution

Table 2.2 Example Katan’s Cultural Content

Level Example Criteria Equivalent

Identity British Speaking English

Fair Play It’s my round Values/ Compromise Let’s go halves Beliefs Privacy Defensible space

Language: Use of conditional, polite question Abilities Conversation rules forms

Politeness strategies High use of modals, apologise.

Indirect Offers “What would you like to drink?” Behaviour Non-threatening questions “Sorry, what did you say?” PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 2.2 Example Katan’s Cultural Content

Level Example Criteria Equivalent

Explicit politeness markers

Pub, full of people on Saturday night British Institution Damp outside Weather Environment Prawn in basket, meat pies, vegetarian Food dishes. Architecture Low ceilings, open beams

Table 3.1 Data Analysis Process

Phase Process Result Downloading or gathering source data. (textbooks of Junior High School). If it 1. is in a form of hardcopy, that would Data (PDF file) need to be scanned first, to make it into softcopy. 2. Converting the PDF file to a TXT file Corpus Cwerefully checking txt files word by word to make sure that all of words in 3 the textbooks were 100% copied and in Corpus a normal form (no broken and damaged words). Separating the TXT file to several TXT 4. files based on each part/chapter of the Corpus textbooks. Analyzing the corpus of each file using Processed data using 5. the concordance programs frequency program 6. Classify the words using Rippol’s theory Interpreting the processed data of Answer both research 7. eachpart and of the whole parts of the questions textbooks. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.1.1 Data “Non 800” and “Non GSL” in Coursebook1 WORD LIST TOKENS/% TYPES/% FAMILIES One 18005/64.70 747/21.87 452 Two 1707/ 6.13 298/ 8.73 202 Three 2399/ 8.62 690/20.20 578 not in the lists 5719/20.55 1680/49.19 ????? Total 27830 3415 1232

Table 4.1.3 Data Nature as Cultural Content in Coursebook 1

NON GSL NON 800 Flora Flora 1 BANANA 1 FLOWER 2 CABBAGE 2 FRUIT 3 CARROT 3 APPLE 4 GINGER 4 RICE 5 LOTUS 5 TEA 6 MANGO Fauna 7 ORCHID 1 WILD 8 RAFFLESIA 2 ELEPHANT 9 VEGETABLES 3 CAT 10 WATERMELON 4 PET FAUNA 5 BIRD 1 ANACONDA 6 FISH 2 ANOA 7 SNAKE 3 BUFFALO 8 CHICKEN 4 BUTTERFLY 9 CATTLE 5 CASSOWARY Climate & Weather 6 CATERPILLAR 1 WARM 7 CENDRAISIH 2 STORM 8 COCKATOO 3 WIND 9 COCKATOOS 4 SUN 10 CROCODILE 5 RAIN 11 EAGLE Natural Resources 12 FAUNA 1 MINERAL PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.1.3 Data Nature as Cultural Content in Coursebook 1

13 FOX 2 OIL 14 HARE 3 WOOD 15 KOMODO 4 GOLD 16 ORANGUTAN 5 COAL 17 PARROT 6 IRON 18 PEACOCKS 19 RHINOCEROS 20 SHARK 21 TOAD 22 TORTOISE 23 WILDLIFE PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

130

Table 4.1.4 Data Leisure, feast, and traditional Cultural Content in Coursebook 1

Non GSL Non 800 Family Family GRANDFATHER PARENT GRANDMOTHER DAUGHTER GRANDPARENT UNCLE GRANDPARENTS SISTER STEPFATHER AUNT DAD BABY MOM COUSIN Aristocracy Aristocracy PRINCE LADY PRINCESS KING THRONE QUEEN ARISTOCRAT Food SRIWIJAYA SUGAR Cultural Activities Cultural Activities FESTIVAL CLIMB CELEBRATE CULTIVATE TRADITIONAL PRAY CARVING Sport PLANTING SWIMS GARDENING FISHING Food RUJAK SPICY

Table 4.1.5 Artificial Productas Cultural Content in Coursebook 1

Tools Transportation PHONE BUS TELEVISION BICYCLE Cosmetics Tools SUNGLASSES FAN TV RADIO CIGARETTE SHOE GUITAR PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.1.6 Geography as Cultural Content in Coursebook 1 Person's names Places' names ABDURRAHMAN INDONESIA ADI City AJENG ACEH ALISA BANDUNG AMI BATAM ANDI BOGOR ANDRA BOROBUDUR ANDRE DENPASAR ANITA FLORES ANJAS IRIAN ANTASENA JAKARTA ANTON JOGJAKARTA ARI KALIMANTAN BARA KUPANG BAYU MAJAPAHIT BENI MATARAM BIMA PAPUA BUDI SEMARANG CIKA SUMBAWA DANI YOGYAKARTA DARA Leisure Spot DESHINTA PUNCAK DEWI ANCOL DIDI DUFAN DIKA Beaches DODI SENGGIGI DONO PANGANDARAN ERNA BUNAKEN FANDI Island FENITA JAVA FIRA LOMBOK FIRDA PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.1.7 Politics and Economy as Cultural Content in Coursebook 1

Title Title MR MISS MRS SIR Jobs DEAR TEACHERS Values Identity FRIENDLY INDONESIAN INTRODUCE Politics CONGRATULATIONS PRESIDENTIAL WELCOME PROVINCES INTRODUCTION PROVINCIAL POLITE Values PLURAL TRUSTWORTHY FRIENDSHIP HOSPITALITY CONGRATULATES HELPING CONGRATULATION GREETS THANK PLEASE SORRY HELLO SAILOR

Table 4.1.8 Art& Literature, Science, History, Religion& Mythology in Coursebook 1

Art & Literature Science History Religion & Mythology STATUE CELSIUS - PRAY FABEL CENTIMETRES LEGEND MYTH PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

133

Table 4.2.1 Data “Non 800” and “Non GSL” in Coursebook2

WORD LIST TOKENS/% TYPES/% FAMILIES

One 26092/66.59 770/23.60 456 two 2105/5.37 302/ 9.26 208 three 3114/ 7.95 690/21.15 573 not in the lists 7875/20.10 1501/46.00 ????? Total 39186 3263 1237

Table 4.2.2 Data Nature as Cultural Content in Coursebook 2

Flora Fauna Climate& Weather APPLE ANIMAL CYCLONE BAMBOO BEAST EARTHQUAKE BANANA BIRD RAIN BUSH CAT RAINING COFFEE DEER RAINY DURIAN FISH SUN FRUIT MOUSE WARM GRASS PET WET LEMON PIG WIND MANGO RABBIT NUT ORANGE RICE TEA WATERMELON WILDLIFE

Table 4.2.3 Leisure, feast, and tradition Cultural Content in Coursebook 2

Family Feast Aristocracy AUNT GATHER PRINCE COUSIN GATHERING KING DAD Food QUEEN DAUGHTER MEATBALL PRINCESS GRANDMOTHER SATAY Sport GRANDPA Others BADMINTON PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.2.3 Leisure, feast, and tradition Cultural Content in Coursebook 2

Family Feast Aristocracy MOM TATTOO SOCCER PARENT TRADITIONAL SISTER CLIMB UNCLE FISHING

Table 4.2.4 Geography as Cultural Content in Coursebook 2

Person's names Geography SHANTI GARDEN DONA FOREST MADEK VILLAGE BUTET YARD Places' names OCEAN INDONESIA SAND JAKARTA WAVE BALI CYCLONE JAVA EARTHQUAKE Building BEACH HUT NUSANTARA CASTLE KINGDOM

Table 4.2.5 Artificial Product as Cultural Content in Coursebook 2

Non GSL Non 800 Transportation MOTORBIKE BICYCLE MOTORCYCLE BUS PEDICAB Others Communication media SCARECROW BRICK RADIO UMBRELLA TV PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.2.6 Politics and Economy Cultural Content in Coursebook 2

Title Politics MR ELECTION MRS MISS Values LADY THANK PLEASE Identity HELLO BALINESE SORRY SUMATRANS AFTERNOON JAVANESE CONGRATULATIONS SUNDANESE WELCOME INDONESIAN FRIENDLY PLURAL Jobs SINCERE FARMER GREET FISHERMEN HONEST SAILOR PROUD NURSE

Table 4.2.7 History, art, science & religion as Cultural Content in Coursebook 2

History Art & Literature Science Religion & Mythology HABIBIE MALIN KILOMETERS MUHAMMAD HATTA KUNDANG KILO PRAYER KARTINI SANGKURIANG SOEKARNO AFFANDI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

136

Table 4.3.1 Data “Non 800” and “Non GSL” in Coursebook 3 WORD LIST TOKENS/% TYPES/% FAMILIES One 15486/70.44 614/29.72 384 two 957/ 4.35 188/ 9.10 133 three 2048/ 9.32 469/22.70 389 not in the lists 3494/15.89 795/38.48 ????? Total 21985 2066 906

Table 4.3.2 Data Nature as Cultural Content in Coursebook 3

FLORA FAUNA Weather & Climate BANANA CROCODILE TROPICAL BUSH DOLPHINS RAINING CABBAGE MOUSE-DEER RAIN CARROT ORANG-UTAN RAINY CELERY SHARKS WARM CHILLIES SHRIMP Natural Resources CINNAMON TURTLES GOLD COCONUTS CATERPILLARS OIL CORRIANDER ANIMAL COTTON SHEEP CUCUMBERS FRUIT DURIANS COW FRUITS SUN GARLIC CAT GINGER FISH GRASS SNAKE GUAVAS GOAT LEMON CHICKEN MANGOES ELEPHANT MANGOOSTEENS RABBIT ONIONS BIRDS ORANGE MONKEY PAPAYAS PIG PEPPER PIGS PINEAPPLES DUCK RAMBUTANS BIRD RICE PET SALAK WILD SPINACH PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.3.2 Data Nature as Cultural Content in Coursebook 3

FLORA FAUNA Weather & Climate STAR-FRUIT SUGAR TOMATOES TUMERIC VEGETABLES

Table 4.3.3 Leisure, feast, and tradition Cultural Content in Coursebook 3 Tradition Family Sport Food CELEBRATION DAD BADMINTON SPICES Non 800 MUM Non 800 SPICY CEREMONY MOM SWIM BATH GRANDMA LADY Non 800 SISTER PARENT AUNT UNCLE COUSIN NEPHEW

Table 4.3.4 Artificial Product as Cultural Content in Coursebook 3

Transportation Tools MOTORCYCLE BROOM BIKE SANDALS BICYCLE TV GUITAR UMBRELLA

Table 4.3.5 Geographyas Cultural Content in Coursebook 3

Person's names Places’ names Geographical Volcanoes LINA BANDUNG ARCHIPELAGO LAVA EDO SULAWESI ASIA SINABUNG DAYU LOMBOK BACKYARD MERAPI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.3.5 Geographyas Cultural Content in Coursebook 3

Person's names Places’ names Geographical Volcanoes UDIN TORAJA PACIFIC SITI ARAFURU VOLCANOES BENI KALIMANTAN Non 800 ADNAN PAPUA SEA DINA SUMATERA MOUNTAIN WAYAN SUNDA YARD HASAN TIMOR HILL JAKARTA VILLAGE BAY FOREST

Table 4.3.6 Politics and Economyas Cultural Content in Coursebook 3

Values Identity Jobs Title APPRECIATION INDONESIAN FARMERS MRS DILLIGENT ETHNIC SHEPHERD MR HALLO TEACHERS Non 800 Non 800 SIR PLEASE MISS THANK ELDER PERMISSION SORRY GREET FRIENDLY DISCUSS PRIDE CONGRATULATION DISCIPLINE HELLO AFTERNOON PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

139

Table 4.3.7 Science and Art and Literature Cultural Content Coursebook 3

Art & Science History Religion & BATIKLiterature CENTIMETERS - PRAYMythology ANGKLUNG KILOMETERS PRAYING FABLE KILOGRAMS RUPIAHS MATHEMATICS

Table 4.4.1 Data “Non 800” and “Non GSL” in Coursebook4 WORD LIST TOKENS/% TYPES/% FAMILIES

One 22138/67.39 752/21.44 444 two 1719/ 5.23 317/ 9.04 210 three 2975/ 9.06 760/21.67 627 not in the lists 6018/18.32 1678/47.85 ?????

Total 32850 3507 1281

Table 4.4.2 Data Nature as Cultural Content in Coursebook 4

Climate & Natural Flora Name of Fauna Weather Resources DURIAN ANT WINDY GAS BAMBOO CROCODILE EARTHQUAKE GOLD BANANA DOVE Non 800 OIL COCONUT TORTOISE RAINING ORCHIDS PIGGY RAIN RATTAN BUTTERFLY WET Non 800 TURTLE SUN GRASS CASSOWARY RAINY APPLE CATERPILLAR GARDEN EAGLES FLOWER ORANGUTANS RICE PEACOCK TEA RATS COFFEE RHINOCEROS COTTON SNAIL FRUIT PORCUPINE BUSH TIGERS ORANGE Non GSL PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.4.2 Data Nature as Cultural Content in Coursebook 4

Climate & Natural Flora Name of Fauna Weather Resources ANIMAL MOUSE MONKEY GOAT ELEPHANT DEER PET CAT RABBIT PIGS BIRDS FISH PIG SNAKE BIRD CHICKEN

Table 4.4.3 Leisure, feast, and tradition Cultural Content in Coursebook 4 Family Sport Aristocracy Others Feast MUM BADMINTON SULTAN PLANTING DINNER DAD Non 800 Non 800 TRADITIONAL LUNCH GRANDMA SWIMS QUEEN Non 800 BREAKFAST DADDY SWIM KING CEREMONY SUGAR GRANDPA CLIMB BATH GRANNIES CLIMBING GATHER AUNTIE BIRTH GRANDFATHER GRANDMAS GRANDMOTHER GRANNY Non 800 BABY PARENT SISTER AUNT DAUGHTER NIECE PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.4.3 Leisure, feast, and tradition Cultural Content in Coursebook 4 Family Sport Aristocracy Others Feast UNCLE

Table 4.4.4 Artificial Product as Cultural Content in Coursebook 4

Transportation Communication media Others BIKE TV GUITAR MOTORCYCLE RADIO BROOM PLANE RAINCOAT BUS UMBRELLA BICYCLE TOY AEROPLANE FAN HAT

Table 4.4.5 Geography as Cultural Content in Coursebook 4 Person's Name of Name of Name of Other Geographical Names city Island Volcanoes names terms INDONESI SALMA SURABAYA JAVA SEMERU KAMPONG A FIRMA PRAMBAN JAKARTA SUMATERA BROMO MARINA N AN KARIMUNJA LIA BALI GADANG VOLCANIC WA HENDRI YOGYAKART JOHAR BEACH K A KRESN BANDUNG TORAJA BEACHES A REHAN JAMBI MAIMUN PROVINCE PALMERA ANISA MALANG PROVINCES H ADITY SEMARANG WIND A BASYIR ACEH SEA ZULHA ATAMBUA BAY M LINA BENGKULU WAVE NINDY BOGOR MOUNTAIN A KALIMANTA SITI YARD AN ANDRE KETAPANG TEMPLE

ANTON MAKASAR FOREST PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.4.5 Geography as Cultural Content in Coursebook 4 Person's Name of Name of Name of Other Geographical Names city Island Volcanoes names terms ARDIK PROBOLING LAKE A GO ARIA TIMOR VILLAGE BAHTIA TERNATE SAND R

Table 4.4.6 Politics and Economy as Cultural Content Coursebook 4 Title Politics Values Identity SIR ELECTION HELLO BALINESE LADY PLEASE SUNDANESE MR THANK INDONESIAN MRS SORRY GARUDA NICE CONGRATULATIONS GREET POLITE REQUEST EXCUSE FRIENDLY WELCOME MARRIAGE BLESS PUNCTUAL TRUST PLURAL SELF-INTRODUCTION GOODBYE GRATITUDE LEAVE-TAKING

Table 4.4.7 Politics and Economy as Cultural Content Coursebook 4 Religion & Art & Science Mythology History Literature CELSIUS GALUNGAN SOEKARNO BATIK ADAM PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.5.1 Frequency of Cultural Content in Coursebook 1

N O COURSEBOOK 1 NON 800 NON GSL SUM SUM RANG FRE RANG FRE FRE RANG E Q E Q Q E 1 Nature 38 176 40 100 276 78 Leisure, feast, and 2 traditions 40 95 27 85 180 67 3 Artificial products 10 19 12 33 52 22 Religion and 4 mythology 1 1 0 0 0 0 5 Geography 25 78 122 358 437 148 6 Politics and economy 55 174 22 51 225 77 7 History 0 0 0 0 0 0 8 Art and literature 0 0 6 7 7 6 9 Science 0 0 2 3 3 2 169 543 231 637 1180 400

Table 4.5.2 Frequency of Cultural Content in Coursebook 2 N NON NON O COURSEBOOK 2 800 GSL SUM SUM RANG FRE FRE FRE RANG E Q RANGE Q Q E 1 Nature 59 164 15 40 204 74 Leisure, feast, and 2 traditions 39 121 36 107 228 75 3 Artificial products 13 31 9 45 76 22 4 Religion and mythology 0 0 2 5 2 5 5 Geography 17 57 324 1310 1367 341 6 Politics and economy 61 245 27 73 318 88 7 History 0 0 5 16 16 5 8 Art and literature 0 0 6 9 9 6 9 Science 0 0 2 3 3 2 189 618 426 1608 2226 615 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.5.3 Frequency of Cultural Content in Coursebook 3

N NON NON O COURSEBOOK 3 800 GSL SUM SUM RANG FRE RANG FRE FRE RAN E Q E Q Q GE 1 Nature 61 179 51 124 303 112 Leisure, feast, and 2 traditions 34 70 17 42 112 51 3 Artificial products 6 10 11 19 29 17 Religion and 4 mythology 2 2 0 0 2 2 5 Geography 14 44 176 575 619 190 6 Politics and economy 53 164 31 114 278 84 7 History 0 0 0 0 0 0 8 Art and literature 0 0 4 14 14 4 9 Science 0 0 8 23 23 8 170 469 298 911 1380 468

Table 4.5.4 Frequency of Cultural Content in Coursebook 4

N NON NON O COURSEBOOK 4 800 GSL SUM SUM RANG FRE RANG FRE FRE RAN E Q E Q Q GE 1 Nature 88 210 35 137 347 123 Leisure, feast, and 2 traditions 68 134 30 52 186 98 3 Artificial products 19 53 20 41 94 39 Religion and 4 mythology 0 0 2 3 3 2 5 Geography 23 35 181 426 461 204 6 Politics and economy 72 242 25 91 333 97 7 History 0 0 1 1 1 1 8 Art and literature 0 0 2 2 2 2 9 Science 0 0 1 2 2 1 270 674 297 755 1429 567 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Table 4.6.1 Cultural Content Comparison Book 1

%INT CUL % INDO CUL DEVIASI

25%

4% 71%

Table 4.6.2 Cultural Content Comparison Book 2

%INT CUL % INDO CUL DEVIASI

22%

6%

72% PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

146

Table 4.6.3 Cultural Content Comparison Coursebook 3

%INT CUL % INDO CUL DEVIASI

19%

6%

75%

Table 4.6.4 Cultural Content Comparison Coursebook 4

%INT CUL % INDO CUL DEVIASI

23%

4%

73% PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

147

List of Figures

Figure1 Kachru's 3 concentric circle model of World Englishes (source: Jenkins, 2009, p.18)

Low Proficiency

INNER 500 High proficiency

Figure 2 Representing the community of English speakers including a wide range of proficiencies (source: Graddol 2006: 110)