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Cultural Content Coursebooks As Repres

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Cultural Content Coursebooks As Repres 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 iv PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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 vi PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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 vii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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, ix PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Amy, and Nindi. Thank you for all your support and cooperation during happy and sad times. May a bright future is waiting for us. x PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI TABLE OF CONTENTS TITLE PAGE .......................................................................................................... i APPROVAL PAGE ................................................................................................ ii DEFENSE APPROVAL PAGE............................................................................. iii DEDICATION PAGE ........................................................................................... iv STATEMENT OF ORIGINALITY ........................................................................v ABSTRACT..........................................................................................................
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