An Analysis of Cultural Content in English Textbook Entitled Bahasa Inggris Life Today for Twelfth-Grade Senior High School Students

Abstract

This study aims to analyzed the cultural content in the twelfth-grade high school “English Life Today” textbook based on the type of culture from Jin & Cortazzi (1999) and how the culture is presented by Adaskou et al., (1990). This study used a descriptive quantitative method that focuses on content analysis. This study used checklist worksheets to gain the data and the results of data analysis are displayed in the form of tables and charts. This study found several findings. First, in the English textbook Life Today, the target culture (43%) dominantly presented compared to the source (56%) and international cultures (21%) it is because the language learned by the learner is English, which is the target language itself, which is why the target culture appears more than others, but on the other hand type of culture in the English textbook is almost equivalent and not that different, in contrast to how the culture was presented in the textbook, generally culture is presented by the sociological sense (41%) because the social skills play a vital role in communication, which will help learners to develop their cultural understanding. Then followed by the pragmatic sense (34%), the semantic sense (17%), and the aesthetic sense (8%) which are in last place. Based on the findings the English textbook Life Today is recommended for use by the teacher or learners at schools because it provides cultural information from the type of culture and how it is presented.