e-ISSN: 2622-4224 | p-ISSN: 2087-9628

Evaluation of Cultural Content on English Textbook

Used by EFL Students in Indonesia

Mutiara Ayu
[email protected]
Universitas Teknokrat Indonesia

Abstract
Choosing an acceptable textbook is not a simple task since it may be a key
component in most language program. It serves as language input and
language practice for learners. It also provides the premise for content lesson,
the variety of language practice for learner, and serves as a supplement for
teacher’s instruction. Teaching and learning a language without knowing its
culture are useless. Culture should be taught to the students so as to dig deeper
their language potential in learning English. Therefore, a textbook which is
often utilized by teachers as a medium to show and help them within the
process of teaching and learning should have a significant part in
disseminating cultures. Culture is split into three categories: source culture,
target culture, and international target culture. Some problems arise whether
to keep up the source culture because the dominant part or to clarify more
about the target culture. Also, the ignorance of cultural teaching commonly
happens in language classroom. Thus, this paper will evaluate and explore
how important cultural literacy in EFL teaching is and discuss which culture
should be taught in EFL.

Keywords: cultural literacy, EFL textbook, textbook evaluation

INTRODUCTION
Textbooks are important media in the learning process both in general, and specifically,
for example in language learning. Textbooks are the main learning resources that provide
English learning materials for students and teachers. The importance of textbooks is also
emphasized by Tomlinson (1998) that textbooks help providing a learning guideline for
teachers and students, which allows teachers and students to be able to see what can be
done in subsequent learning and what that has been done in previous learning. In addition,
textbooks not only provide a framework that can be followed by teachers to adjust to the
applicable curriculum but also provide guidance to teachers when giving lessons by
providing various examples and models of practice that are relevant to the subject matter
being taught.
In the field of English learning, textbooks are also still considered important to be
used in the classroom, although at this time, English learning materials can be found on
the Internet and used in learning English in the classroom. This is also emphasized by
Cunningsworth (1995) which states that English textbooks have a variety of roles which

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include as a tool for introducing written and spoken material, encouraging interaction,
providing references to grammar and vocabulary, acting as a source for classroom
activities and offers work that can be accessed by students independently and provides
self-directed learning. Furthermore Cunningsworth also stated that textbooks are seen as
the main instrument for shaping the knowledge, behavior, and discipline of students,
although sometimes some books may be less successful in attracting interest from
students. This could happen if the textbook used is less able to accommodate the needs
of students and teachers. Textbooks are learning materials that are designed for learning
processes that aim to increase students' knowledge and experience. "The textbook is
viewed as a source in achieving aims and objectives that have been set in terms of learners
needs" (Cunningsworth, 1995).
Furthermore, in the field of English learning, Richards (2019) confirms that
textbooks are a key component in language programs that function as the source of most
language information (language input) both for language learning and for practicing
English in the classroom. Therefore text books generally provide a basis for: learning
content, the balance of abilities taught and various kinds of English language practice
activities carried out by students in the classroom. Functioning as an English language
information provider for English language learners, textbooks are instruments that enable
English learners to familiarize themselves not only with linguistic aspects but also the
social and cultural aspects that are included or accompany in learning the language. As a
result, the significance of the textbook in English classroom has attracted educators and
researchers to analyse it from several aspects (Ayu and Indrawati, 2018)
Learning English in Indonesia basically began to be given at the elementary
school level, but since the entry into force of the 2013 Curriculum, English has been given
as a local content subject where English lessons are not a compulsory subject for
elementary school students. So that each school has the freedom to determine the learning
model of its English subjects and has the freedom to use appropriate textbooks. A wide
selection of English textbooks in circulation provides many alternatives for teachers to be
able to use them as needed. With so many English textbooks available it is necessary for
teachers to find out which textbooks are suitable for students. Therefore, it is important
and there needs to be an evaluation in English textbooks to be able to determine the
suitability of the book with the needs of students.
Evaluation of textbooks or English textbooks is based on thinking about the role
of textbooks in learning, especially learning English where the textbooks in this study
will be seen as a medium that helps learning English. The fact that textbooks are used as
primary learning aids and can shape the way students look at language, in this case
English, then the analysis of Stairway textbooks as textbooks needs to be done to
determine their suitability with the guidelines for selection of appropriate textbooks. In
addition, the evaluation of English textbooks according to Jusuf (2018), that the
evaluation of textbooks is a requirement to see that a textbook meets the requirements in
terms of conditions and integrates it with the needs of the teaching and learning process
in the settings of English Learning. as a foreign language (EFL setting).
The importance of evaluating textbooks or English textbooks was also expressed
by (Demir & Ertas, 2014). Sheldon said there are two main reasons for evaluating a
textbook or textbook: first, evaluation will help the teacher to make decisions in selecting
the appropriate book. Second, evaluating the appropriateness or impropriety of a textbook
will make the teacher more accustomed to the possible strengths and weaknesses of the
textbook or textbook. Whereas Tomlinson (1998), considers that material evaluation or

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evaluation of textbooks or lessons is a form of action research that develops our

understanding of how a teaching material, in this case, is what textbooks or textbooks
work. However, evaluation of teaching material seems to be able to contribute to the
development of professional teachers by giving critical views to teachers and allowing
teachers to examine carefully teaching materials in an academic perspective.
Since the implementation of curriculum 2013 in Indonesia, one of requirements of a good
textbook is the comprehensiveness of the content based on the standard competency as
indicate by the basic competences covered in the book criteria based on BSNP (2007),
which also explicitly mentions the requirements for the content appropriateness is the
development of the “unity in diversity” perspective. Therefore, it is recommended that
EFL textbooks should reflect appreciation and respect upon multi-cultures and
community plurality, which include various cultural values and local, national, and global
wisdoms.
Teaching language includes the teaching of culture as well. A number of
researchers have suggested that language and culture can not be separated (Colson 2008;
Dobrovol’skij & piirainen, 2006; Williams, 2010). As Kramsch (1997) said that culture
occurs wherever the language is being learnt. Functioning EFL as the context for local
cultural knowledge acquisition makes the students experience a negotiation between their
own culture and the cultural knowledge of the target language. Being introduced to the
target culture through teaching materials and class activities essentially helps the students
to recognize their own identity. This phenomenon fulfils the idea of sociological subject
in the umbrella of identity concept as defined by Hall (1996). The process of learning
local culture through EFL in class has made the students interact, negotiate and define
their own identity. Learning the target language has made the students are not only
acquiring sufficient EFL basic skills but also using it to express their own local cultural
knowledge as well as to receive information about a foreign culture.
On the other hand, many EFL textbooks lack explicit cultural content (Sharif and
Mohammadi, 2013). In Indonesia specifically, Hermawan and Noerkhasanah (2012)
analyses a number of primary school textbooks which they found containing very limited
local cultural information, despite having been written for use in the Indonesian context,
and a considerable amount of implied assumptions about English language users.
As this research, was intended to analyze some aspects of cultures in English textbook
like cultural categories and cultural element. As proposed by Cortazzi and Jin (1999) in
Eli Hinkel Culture in second language teaching, culture in the textbook could be derived
into 3 different categories. They are source culture, target culture and international target
culture. Source culture defines as cultural content in the textbook that contain language
learner own culture. In this context, source culture is Indonesian culture. The third culture
in the text book is others culture. Target culture defines as cultural content in the textbook
that contain target language’s culture, in this case target language’s culture are United
Kingdom and United States culture. This culture is famous as western culture. Cortazzi
& Jin (1999) defined international target culture as a culture that is not the target culture
nor source culture. In addition, it is the culture which is come from the country that
doesn’t consider English as a first language or second language.
To know the representation of cultural element, the writer used a framework from
Yuen (2011) in investigating the cultural content. Some cultural elements that can be
seen, that is, products, person, practice, perspective. Products: cultural elements that are
physical, including man-made products which refer to particular culture (e.g., historical
sites, songs, folklores, books/ novel, comics, inventions, foods, etc. Persons: figures or

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famous people (singers, poets, writers, national figures, athletes, artists, heroes) which
refers to particular culture. Practices: cultural elements in the forms of rituals, activities,
and cultural practices which refer to certain culture (e.g., holiday celebrations,
ceremonies, passed traditions and so on) Perspectives: the way certain group of people
see something which differs them from other cultures (e.g., native speakers consider that
giving gift to teachers is unprofessional.
The previous study (Phillipson, 1992; Prodromou, 1992; Kramch, 1993; Modiano,
2001; & Taki, 2008) has shown that ELT textbooks contain representations of different
cultures and society from all over the world (e.g. source culture, target culture, and
international target). In contrast, this study is aimed to use qualitative content analysis
study to better understanding and explaining Indonesia cultural content as the source
culture, western cultural content as the target culture, and other cultural content as
international target culture in the new curriculum textbook. Therefore, the writer’s aim of
this research is to find out the representation of cultural content on textbooks used by
tenth grade students in Indonesia created by Ministry of Education and Culture.

METHOD
The design of this research is a descriptive qualitative study. It is used to describe
categories of information such as gender or patterns of interaction when using technology
in a group situation. Descriptive research involves gathering data that describe events and
then organizes, tabulates, depicts, and describes the data collection (Glass & Hopkins,
1984). In this study, the writer described how the cultural contents are spread in English
textbook used by tenth graders in terms of cultural categories and cultural element.

Object
The object of research is an English textbook made by ministry of education and culture
of Indonesia for tenth graders.

Instruments
In collecting the data, checklist is used as the instrument based on Yuen (2011).
Table 1 below shows how data was gathered.

Products Persons Practices Perspectives

Items
SC TC ITC SC TC ITC SC TC ITC SC TC ITC
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9

Procedures
In analysing the data, it is started by observing the textbook at first, then it is continued
by analysing each page which contains cultural element (products, persons, practices, and

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perspectives). In doing the analysis, the wroter also decided whether it is included into
source culture, target culture, or international target culture. The pages number are put in
the checklist in order to know the place. After that, the numbers is counted of how many
products, persons, practices and perspectives are existed in this textbook, and also the
portions of source culture, target culture, and international target culture. At the end, the
percentages of every part in cultural element and cultural categories have been got and
findings is described.

FINDINGS AND DISCUSSION

This findings will explain answer the research question about how the cultures are
represented in English textbook used by tenth grades students in Indonesia. The result can
be shown in table checklist below (table 2). Then, the data is altered into charts in order
to know the percentage of each part. Below is chart 1 and chart 2. They represent how
the cultures are spread in English textbook used by tenth graders created by ministry of
education and culture in Indonesia.

7%0%
20%

73%

PRODUCTS PERSONS PRACTICES PERSPECTIVES

Chart 1 – Cultural element

From chart 1, it can be shown how the distribution of cultural element in this
textbook is. Products which has the highest percentage 73% is the most element that is
used by the author in selecting the content material such as providing pictures of tourism
places such as Bali, Raja Ampat, Tanjung Puting National Park, Mount Bromo, Niagara
Falls, and so on; name of cities/ countries such as Bali, Sulawesi, Papua, Borneo,
Padang, Minneapolis, Johor Baru KL, Minnesota USA, and Indonesia; cuisines such as
rendang, rawon; name of planes such as Garuda; historical sites such as Stonehenge,
Borobudur temple, and Monas. Then, persons which get 20% is put on the second element
that is mostly used by the author such as mentioning some well-known actor such as Tom
Cruise; singers such as Maher Zain, Siti Nurhaliza, Yusuf Islam; famous writers such as
JK Rowling, Andrea Hirata, Ahmad Fuadi and western name such as Caroline, Alia.
Practice is only 7% that has been in the third position that is used in this textbook where
the author provides situation how people eat in a celebration, how people greet such as
saying Assalammualaikum, how to appreciation other people religion such as Moeslims
and Christs. In contrast, perspectives has not been chosen by the author in selecting the
material in this textbook. It can be seen from the percentage that it is 0%.

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13%

25%
62%

SC TC ITC

Chart 2 – Cultural categories

In chart 2, the author of this textbook mostly chose source culture, which is
Indonesian culture with the percentage 62% for this category. For example the picture of
students who wear white and grey uniform at senior high school and brown scouts in
Indonesia; stating Indonesian red cross (PMI), mentioning food such as rendang and
rawon, tourism places such Ancol, Pantai Kuta Bali, Gunung Semeru, Tanjung Puting
National Park, Mount Bromo, Batu City in East Java, Borobudur temple, Monas: novelist
such as Andrea Hirata, Ahmad Fuadi, traditional transportation such as becak; traditional
art such as ukir Jepara, name of planes such as Garuda; mountain such as Gunung
Semeru, and use Indonesian names such as Ami, Rudi, Nina, sita, Edo, Slamet, Sinta,
Rahmi, Imran, Rido, Bima, Rina, Ria, Indah, Bayu, Santi, Riri, Dina, Yuni, Abdel, Tuti,
Ihsan, Ali . The second one with 25% is target culture such as the name of western people
such as Caroline, John, Hannah, Bob, Parker Pearson; places/ countries/ cities such as
Minnesota USA, England, London, Niagara Falls, Ontario, Cave of the Winds,
Stonehenge cuisines such as fast food, burger, and salad , and so forth, and the last one,
they also consider a little space with 13% for international target culture like mentioning
name of countries such as Johor Baru KL, Singapore, Beijing and Vietnam; singers such
as Siti Nurhaliza, Maher Zain; football player such as Christiano Ronaldo; and traditional
game such as playing scissors, rock and paper from Japan.
Based on the findings, it's shown that the result percentage of the target culture
has the highest proportion in the textbooks designed by government especially in naming
people in the text, dialogue, and exercises like George, Michelle, John, Bill Jones, Gillian
Jones, Johnson, Mackenzi, Nick, Caroline, Dominic, Mike, Geraldine, Ryan, and so forth,
and a few products of culture like tourism places, food, songs, and stories. Meanwhile,
source culture only shows in a limited portion with a half target culture percentage,
followed by international target culture. On the other hand, the textbook written by the
government primarily explored on Indonesian culture like Indonesian artists, Indonesian
foods, and Indonesian folktales which are discussed in English. It implies that these three
textbooks have imbalance proportion regarding cultural types.
In the current curriculum ‘2013 Curriculum’ employed by Indonesian education,
it is stated that the materials in the textbook should be designed interactively based on the
students’ background knowledge, the place where they live, the food they eat, the
buildings and tourisms around them, customs and moral values in existence so as to make
their national character because interactive activity can motivate and engage students with
learning activities and create their interest in learning English (Ayu,Diem, and Viyanti,
2017). Therefore, home culture should also be considered by the writer of the textbook if

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they want to write it. It is also supported by Campbell and Campbell (2008, p. 9) who
explains that educators need to tap into students’ background knowledge because what
students can learn depends, to a bigger extent than previously assumed, on what they
already know. There is also a critic from the scholars within the questionnaire dealing
with learning materials in the textbooks. They said that most of the words are unfamiliar
which then make them hard to grasp the texts. in line with Alqahtani (2015, p. 22),
vocabulary plays a fundamental role in any student’s knowledge domain. In line with
Campbell, he also states that teaching vocabulary to the students is synonymous with
building their information. As a result, it is easy to determine how students can fall behind
if they do not learn vocabulary, for example: one in every of the cultural products
mentioned within the textbook is about Italian food, pizza. for a few Indonesian people
who do not board an enormous city, they will not know what kind of food it is, how it
tastes, what it's like.

Then, once they find that word within the textbook, they're going to haven't any
idea to relinquish their opinion by using English. Consequently, they will keep silent in
the class and it'll not make them think critically in language classroom. Moreover, there
is a need for teachers to realize the example above. If they face this quite problem, it
might be better for them to match the food like pizza to other foods they need in Indonesia
like bakwan, or pempek. So, they'll change it so as to form their students being familiar
with the material that they're visiting talk. this manner can increase the teachers’
competence in introducing various cultures around the world to their students by
comparing with their own. So that, their students will be easy to catch the materials.
However, the importance of target culture cannot also be denied. Most of the teachers
thought it's better to introduce target culture just like the comparison between Western
people and Indonesian people such as life-styles, habits, customs, etiquettes, what should
do and what should not do, and body gestures. Those things are also required to foster
students’ intercultural communicative competence.
In cultural dimension, person appears most dominantly and followed by products,
practices, perspectives, and communities. Name of people such as singers, writers, he-
roes, presidents, sport player, or even com-mon names are used in this textbook to sup-
port the texts, dialogues and exercises. In the language content category, it has five
criteria, namely the completeness of the main frame, material for vocabulary, part of the
exercise for its pronunciation and intonation, arrangement in accordance with language
conventions, and style of language in accordance with social situations. The book
evaluation results state that of the five criteria, the book fits two criteria, one of the reasons
is because one of the criteria is for the advanced class, namely the middle and upper
classes. The evaluation results also show that the book used does not have a complete and
clear section describing the main grammar. This is because the focus of this book is the
ability of functional communication so that the explanation or reference of grammar
merges in the expressions of conversation and models of activity for conducting
functional communication.
In the vocabulary section it is sufficient in terms of quantity and range of
vocabulary according to the topic given but there is no section given to practice
pronunciation clearly either in the form of word emphasis or intonation. This language
content category also links the contents of the book with the language convention, but
because this book is a book for elementary school students so that an agreement on the
use of language for example to take part in conversation or compose an expanded piece

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of writing has not been given because it is more relevant at the secondary and advanced
levels
Based on the criteria in the topic category, it can be stated that the book used even
though it has quite a variety of topics but not all materials or materials are in accordance
with students' interests. However, the quite diverse topics seem to be able to attract
student awareness and enrich their discussion experience because the topics contained in
this book are adapted to situations and conditions that are likely to be experienced by
students or will be experienced by students. The topics in the book are also quite capable
of representing socio-cultural conditions in Indonesia and are suitable for the level of
understanding of elementary school students. In addition, the representation between men
and women in the book is quite balanced so that there is no inequality of gender
representation. On the other hand, ethnic representation and origins and occupations are
less clear. With various kinds of ethnic groups in Indonesia, it does not appear to be
represented in this book either in terms of illustrations or topics

CONCLUSION
This study examined the cultural content portrayed in English textbooks used by
ten graders published by government. It may be concluded that the load of culture in most
of the textbooks were different in terms of cultural element and cultural source. Also,
teachers’ expectation to the textbooks they were using now was unsatisfactory. it
absolutely was the identical as what students expected. The textbooks did not expose
much on the cultural content of source culture and small cultural element of target culture.
Also, they hoped the textbooks could contain their own culture, Indonesia. Target culture
was only used because the comparison to be told English. it's because Indonesia consists
of varied cultures and that they still didn't recognize their own culture yet. Therefore,
there's a necessity to revise the textbook in relation to cultural content since those three
textbooks contain few inappropriate materials associated with cultural knowledge and
imbalance or quite less explanation about cultural content, specifically to those aspects
which might increase students’ intercultural communicative competence.
Since the guidance that is used to write this textbook is based on curriculum 13, it
provides more local context in terms of learning materials. Thus, source culture is most
dominantly chosen in this textbook. The textbook designer is likely to present the cultural
contents such as tourism places, clothes, singers, novelist, cuisines, and traditional
transportation. It is very good for teachers and students to make a better understanding in
internalizing their own culture through learning a foreign language. It also indicates that
the government had successfully delivered and rendered basic philosophy of curriculum
2013 which stated that every development of curriculum should consider national culture,
present and future of the nation.
On the other, it also brings an effect to students because they have lack
information of target culture that can lead cultural gap. The students also need the
information about the target language culture in order to enrich their knowledge about
target language culture. It is very essential for them to get to know target culture and
international target culture of their target language in order to avoid culture-shocked if
one day they have a chance to go abroad or if they are not, at least they can know the
target culture that they learn and they will be able to counterfeit and anticipate cross
cultural communication.
Therefore, this study concludes with the following recommendation, that in order
to understand the culture better, each aspect of cultural element and cultural categories

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should be integrated in teaching and learning materials more. Moreover, there are two
major implications that could be the issues to be considered. The first is the cultures
encourage the students to think critically. The second is the cultures are able to increase
student awareness towards culture differentiated between the contexts

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