Advances in Language and Literary Studies

ISSN: 2203-4714
www.alls.aiac.org.au

The Cultural Values in Texts of English Coursebooks for Junior High School in Ambon,
Moluccas-Indonesia

Rosina Fransisca J. Lekawael1*, Emzir2, Zainal Rafli3

1
English Department, FKIP - Universitas Pattimura, Ambon, Moluccas, Indonesia.
2& 3
Applied Linguistics, Postgraduate of Universitas Negeri Jakarta, Indonesia
Corresponding Author: Rosina Fransisca J. Lekawael, E-mail: [email protected]

ARTICLE INFO ABSTRACT

Article history This study aimed at investigating and understanding the cultural values in texts of English
Received: December 10, 2017 coursebooks in Ambon, Moluccas, Indonesia. The researchers used content analysis method
Accepted: February 15, 2018 to analyze data in depth, detailed, and complete about the cultural values. The result of this
Published: April 30, 2018 research revealed that the cultural values from texts view found in the English coursebooks
Volume: 9 Issue: 2 were prestige, honesty, discipline, alignment, individuality, diversity, hard-working, generosity,
Advance access: March 2018 creativity, beauty, equality, fighting spirit, mutual help, caring, proud, independent, and belief.
Thus, there were three dominant values that are, diversity, beauty, and alignment. Those results
lead to implication that English teacher can apply the cultural values in teaching processes. Then,
Conflicts of interest: None for the further language researchers can conduct related research on the impact of the cultural
Funding: None values to the attitude and the teenagers’ age.

Key words:
Cultural Values,
English Coursebooks,
Content Analysis

INTRODUCTION it was less desired by students because of they face diffi-

Culture has become a global issue and concern of ELT re- culties to understand its vocabularies and grammar. Besides,
searchers in the world. In the Middle East areas, it is clear they have insufficient knowledge about foreign culture as
that English culture through textbooks could not be taught result of learning foreign language that is English. They are
separately from the English language. As Awayed-Bishara hoped to study about language and culture once through
(2015:540) assumed that the cultural content of materials education. School is a place where the teacher meets with
used for teaching English to high school speakers of Arabic students who came from different background such as areas,
in Israel were more contained of the western culture than social classes, languages, religions, traditions, and behav-
Arabic. This affected misperceptions on non-native speakers iors in a homogenous society. English language is used as
as minority to maintain their ideology and power. On the a media of communication to transfer ideas, thoughts, and
other hand, Gorjian & Aghvami (2017:77) did a compara- opinions based on the students’ background. Thus, this study
tive study beyond perceptions of EFL teachers and learners conducted to identify the existence of the cultural values
to investigate how importance English culture to improve through reading materials in three English coursebooks in
students’ reading comprehension ability. The results of com- Ambon, Moluccas, Indonesia.
paring English materials of native and non-native textbooks From the preliminary study by using the questionnaires,
indicated that the first performed more cultural content for the researcher found that teachers tended to replace foreign
almost all students in class than the second. It assumed that culture materials into local materials to help students in get-
English language culture is a vital necessity in ELT. These ting ideas on text genres materials. The main reason is that
cultural researches will enrich students’ understanding on the students have less background knowledge of cultures
English culture as an essential aspect in teaching learning from local and foreign countries. To support them, many
processes of English as a foreign language (EFL). materials in English coursebooks should be revised by using
In Indonesia, English is a main subject to be learned by selected cultural and contextual topics in teaching English
students in junior high school. Although, English has taught language for students of junior high school. To be a profes-
at school but their understanding level has not maximized sional English teacher, she/he has a key role to encourage
yet. In specific areas of Indonesia, especially in Ambon city, students’ enthusiasm not only to study about English lin-

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Copyright (c) the author(s). This is an open access article under CC BY license (https://creativecommons.org/licenses/by/4.0/)
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The Cultural Values in Texts of English Coursebooks for Junior High School in Ambon, Moluccas-Indonesia 25

guistically but also they are motivated to be eager with its In studying English as a foreign language, students ex-
culture. This means that the teacher should be hard work in plore culture about England. Kramsch (1998:3) examined
preparing ELT materials which is included cultural values to that language is a system of signs that is seen as having it-
be taught to all students. self a cultural value. Speakers identify themselves and others
through their use of language; they view their language as a
symbol of their social identity. The prohibition of its use often
LITERATURE REVIEW
perceived as a rejection of their social group and their culture.
The awareness of cultural values from west cultures could Thus we can say that language symbolizes cultural reality.
not be avoided by English learners. This article concerned on By language, learning process and culture awareness can as-
to motivate junior high school students on learning culture sist students in transferring their experiences, ideas and atti-
through English materials. A way to teach culture to students tudes, as implementation of learning and cultural meaning.
is by using coursebooks contain of cultural values. The En- As formal education in Indonesia, English functions as
glish material as the research subject here would be focused second language (SL) and foreign language (FL). It means
on cultural values-oriented learning as an emerged material that some areas use English as second language (SL) and
to be focused in ELT in Indonesia. others use it as foreign language (FL). It is caused by Indo-
Cultural values as the main goal of this research, is nesia has thousands languages spread in its archipelago. En-
started by a definition of culture. Reisinger and Turner glish was established by government as one of main subjects
(2003:9) said that culture has also been viewed as infor- for all education levels aimed at preparing young generation
mation (Kluckhohn and Kelly, 1945) and a communication in future global competition. Students can use English as a
system (Hall, 1959). Several anthropologists suggest a rela- means to introduce Indonesia’s culture in the world. To ful-
tionship between culture and language (Kluckhohn, 1944). fill a need of English mastery, it is recommended to use good
Language, the ‘symbolic guide to culture’ (Sapir, 1964, and qualified learning materials.
p. 70) transmits values, beliefs, perceptions, norms (Samo- As a foreign language, English is learned through text-
var et al., 1981, p. 141) and facilitates man’s perception of book recommended by educational institution of Indone-
the world (Sapir, 1964). sia, in this case primary schools. Coursebooks contain not
Culture is part of system in studying language, which only information and knowledge of language to stimulate
contains information and values. On the contrary, language students’ competency, but also design of syllabus guiding
is spoken to express about certain culture. Thus, culture can teachers in teaching based on standard competence that has
be understood as all aspects of human’s life such as belief, been determined previously. There are many advantages of
economy, social, politics, etceteras. Besides, culture could textbooks caught in supporting directed, effective and effi-
produce perception, thoughts, ideas, or norms for the society. cient learning processes in classroom.
Those aspects are expressed through verbal communication When teaching English to students, teacher must consid-
which is called as language. er the students’ mother language or first language and their
In ELT, English language should be defined in wider con- culture. Teaching is about to transfer knowledge of English
text because of it emphasized not only the language and its from someone who has competency and creativity in teach-
grammar, but also it pushed students’ knowledge on cross ing. A success teaching depends on teacher’s competency in
cultural understanding through the cultural values. This may transferring prepared learning materials into a meaningful
be impacted to communication competence improvement learning to students. Therefore, materials of language and
about English and the cultural values they studied through culture must be integrated in learning processes to increase
the coursebooks. the students’ linguistics ability and also communicative
The main problem of this research was to identify the competency through culture.
cultural values contained in English coursebooks for junior
high school grade VIII. These coursebooks were chosen for
Cross Cultural Understanding through the English
they had more dominant of west cultural content especially
Course Book
on genres. The major goal of this research was to investigate
comprehensively the cultural values in texts of three English Cross cultural understanding (CCU) should be taught to
coursebooks for Junior High School Grade VIII in Ambon, students in junior high school level in specific areas such
Moluccas, Indonesia. Therefore, this research was conduct- as Moluccas province, Indonesia. Reisinger and Turner
ed to increase students’ understanding about the cultural val- (2003:19) said that cross-cultural differences may be noticed
ues through texts genres. in social categories such as role, status, class, hierarchy, at-
titudes towards human nature, activity, time, and relation-
ships between individuals. By studying it, the students are
Culture and English Teaching in Indonesia motivated to bear in mind that culture aspect could not be
Culture lives with human. Matsumoto and Juang (2013:226) separated from English. We can recognize cross cultural un-
said that human are intentional agents, having the ability to derstanding when two different languages meet, that is local
infer intentions in others, and language aids in our ability to language and foreign language. This study is emphasized on
communicate intentions, and our beliefs about the intentions development of linguistic competency and cross cultural un-
of others, to each other quickly and efficiently. These abili- derstanding which consist of present foreign culture aware-
ties come together to help humans form human cultures. ness by learning its language.
26 ALLS 9(2):24-30

In globalization era, this big world as if demands human guage. Yuen (2011:459) mentioned that learning a foreign
to increase high intensity so that they may connect with out- languge involves learning different aspects of the culture in
side people or others’ cultures. To emphasize here that culture which the language is used and sometimes also how other
is a proof of a country inheritance that must be preserved. cultures are represented in that particular culture because
It can’t be denied that traditional or national or international language depicts culture of its own and other cultures too. It
culture, values, norms, and customs can change every time. means that English learning must involve all culture aspects
Teacher has control roles in preparing and construct- to be used and to express how the other cultures presented
ing ELT materials with cultural content. To fulfill this task, into certain local culture. Language that used can picture ei-
teacher must have good characteristics as quoted by Brown ther its cultures or others too.
(2007:491) that are: (1) technical knowledge such as En- According to Cortazzi and Jin in Hinkel (1999:204) there
glish grammar, basic principles of language learning and were three patterns in English textbooks reflecting cultures
teaching, fluent competence of four skills; (2) pedagogical (C). C1 refers to learners’ own culture, the source culture. C2
skills such as understand and use approaches, techniques, refers to a target culture where the target culture is used as a
materials, design and evaluation of language teaching; (3) first language. C3 refers to cultures that are neither a source
interpersonal skills such as aware of cross-cultural differ- culture nor a target culture; these are a variety of cultures
ences of students, show enthusiasm, warmth, cooperation; in English- or non-English speaking countries around the
(4) personal qualities such as well-organized and flexible for world using English as an international language. This might
career improvement sake. It can be concluded that a good be termed international target cultures. These categories
teacher must have certain competencies in order to present indicate that EFL materials contain of culture information
cultural content, besides the competencies mention formerly from many countries. First, EFL materials include source/lo-
in English textbook. cal culture means that there are materials from students’ first
Coursebook, or also called as textbook, has position as language and culture. For example, EFL materials are pro-
a key component in some other languages learning. It is a duced locally. Second, EFL materials include target culture
guide which students receive input of language and its prac- are materials describe about cultures from USA or England.
tices in teaching learning processes in classroom. It is time Third, EFL materials include international target culture are
to consider cultural values contained in the coursebooks. materials picture about cultures from countries that use En-
Cultural themes force the students to have competencies of glish as an international language such as Africa, Asia, Eu-
culture knowledge and ability to adapt with socio-culture sit- rope, and others. On the other hands, Allport, Vernon and
uation around them. If they can adapt with the environment,
Lidzey in Suriasumantri (2005:263) identified six basic cul-
it is hoped that they would achieve social fluency and good
tural values in culture that are, the theoretical, the economic,
personal in global society.
the esthetic, the social, the political, and the religious.
On the other hands, cross cultural understanding through
In daily life, these values have standards about which val-
English coursebooks can help to create certain values to be
ues are more important and which values are not. We can say
chosen or refused by other cultures. Cross culture motivate
that every value is determined differently based on context
human to communicate well, and finally, it can bound rela-
where it is used. Six basic cultural values are tightly related
tionship between one to another as a unique self-man and
to education where students can learn a language and also
community.
culture. Teacher plays role to select which cultural values to
be developed in English learning based on students’ needs
The Cultural Values from Texts View in the future.
Why are cultural values important to be taught at school? This present research is conducted to investigate the cul-
Cultural value is a point to get meaning, quality, value, or tural values in texts of English coursebooks for junior high
nature of human cultures. We know that culture in general school grade VIII. The concepts of text are wide. Fairlough
is regarded as soul of all culture forms. On the contrary, cul- (1995:4) mentioned that a text is traditionally understood to
ture practically is more emphasized on customs or norms to be a piece of written language – a whole work such as a
arrange human’s life. poem or a novel, or a relatively discrete part of a work such
According to Nieto (2010:136) that culture is complex an as a chapter. A rather broader conception has become com-
intricate; it includes content or product (the what of culture), mon within discourse analysis, where a text may be either
process (how it is created and transformed), and the agents written or spoken discourse, so that, for example, the words
of culture (who did responsible for creating and changing used in a conversation (or their written transcription) con-
it). Culture cannot be reduced to holidays, foods, or danc- stitute a text. In cultural analysis, by contrast, texts do not
es, although these are, of course, elements of culture. This need to be linguistic at all; any cultural artifact – a picture, a
definition also makes it clear that everyone has a culture be- building, a piece of music – can be seen as a text.
cause all people participate in the world through social and Text is a piece of written language through structural
political relationships informed by history as well as by race, readings to communicate an event, a thing, a place, a person,
ethnicity, language, social class, gender, sexual orientation, or certain culture. Texts’ analysis n this research focused on
and other circumstances related to identity and experience. three text genres are descriptive, recount and narrative. First,
Therefore, to get knowledge of communicative foreign descriptive text is to describe about a thing, a place and a
language it must involve culture aspects in learning the lan- person. Second, recount text is about personal experiences
The Cultural Values in Texts of English Coursebooks for Junior High School in Ambon, Moluccas-Indonesia 27

of someone when he/she was in some events chronological- introduced culture in small scale. Therefore, this research
ly. Third, narrative text is text contains of stories about an would be recommended to English teachers to pay attention
event or an activity related to some customs in certain areas. on culture aspects in their teaching in order to develop inter-
Therefore, those English coursebooks contain of the cultural language competencies of students in classroom.
values, as mentioned previously. The cultural values have Tajeddin & Teimournezhad (2015:180) explored the hid-
been analyzed based on text genres and cultural types too. den agenda in the representation of culture in international
and ELT textbook. The aim of this study was to investigate
the representation of culture in dialogues and reading pas-
Research on the Cultural Content of English
sages in international and textbook used in Iran where lo-
Coursebooks
calization is favored by language education policymakers in
Since English is used as a lingua franca in over the world, its their macro-planning. The analysis revealed that most of the
role appears significantly, especially in intercultural language cultural elements embodied in the textbooks were cultural-
teaching. Tajeddin and Teimournnezhad (2015:182) quoted ly neutral in that they did not clearly refer to any particular
that in intercultural language teaching, language learners are culture and only a few were based on the TL and other cul-
made aware of their own culture and are helped not only to tures. Furthermore, in textbook corpus, first language/local
interpret and understand a variety of other cultures Kilickaya culture did not feature at all, while sociological values were
(2004) but also to express their own cultural identity Kubota highlighted more than the aesthetic aspects of culture. In
(1998). An introduction of one new language into a society contrast, the main focus in the international textbooks was
is similar to recognize others’ cultural aspects by the society. on intercultural elements, two-thirds of which were in the
This new recognition is caused by a language external factor aesthetic category. TL cultural elements were comparatively
that is called as culture or custom. more evident in the international textbooks while very few
Ndurra (2004:143) did a cultural study which empha- representations were culturally neutral. Thus, both text-
sized on analysis of English textbook and culture bias in books, which are international and ELT textbooks, had not
West America. He presents about the evaluation of textbook appropriate references with source cultures of students.
through stereotypes and culture bias, and also to discuss how Based on the previous researches above, it can be synthe-
they are implicated to students at school. This result indicates sized that all of them have similar content that is to identify
that a strong learning is to integrate the students’ experiences cultural content representation in ELT textbooks by using
into learning materials in order to improve knowledge and content analysis method and also critical discourse analysis
wide culture insight. By using textbook, the students are conducted in some countries. There were some weaknesses
challenged to see the truth of culture bias and stereotypes, that are those researches did not explore the cultural values
then to discuss the problems to avoid misperception. comprehensively based on six basic cultural values. From
Yuen (2011:458) did research to investigate whether the the research concepts, this present study was conducted to
representation of foreign cultures in textbooks used by stu- investigate the cultural values which consist of the theoret-
dents of senior high school in Hongkong reflected the status ical, the economic, the esthetic, the social, the political, and
of English as an international language. In order to do this, the religious in English coursebooks for junior high school
references to foreign cultures were categorized into four as- grade VIII in Ambon, Moluccas, Indonesia.
pects: products, practices, perspectives, and persons. It was
found overall that the representation favored the cultures
of English-speaking countries, while the cultures of Africa Methodology
were underrepresented. The selection of English language The purpose of this qualitative research was to investigate
textbooks and the implications for redressing the imbalance comprehensively the cultural values in texts of three English
in cultural content are discussed. coursebooks for junior high school grade VIII in Ambon,
Yaqoob dan Zubair (2012:529) study about culture, class, Moluccas, Indonesia. The researchers use content analysis
and power based on critical discourse analysis in English method to analyze data in depth, detailed, and complete
textbook used in Pakistan. To do research, they use text- about the cultural values. The reason of choosing the stu-
books published by Punjab textbook board and Oxford Uni- dents at junior high school because of they were easy to be
versity edition. The first is for non-elite school. While, the affected by negative impacts of foreign cultures. This quali-
second book is for elite school in Pakistan. English learning tative content analysis was not tied to certain place. And the
and west culture were attracted the students from non-elite. research time from data collection until data analysis was
On the contrary, textbook from Punjab edition which is used one year.
by elite school tend to force the students to learn more about
local culture than west culture. These students have an op-
portunity to have power on low and middle social class ei- The Corpus
ther in economy or politic. There were three selected coursebooks to be analyzed in the
Rodriguez (2015:167) studies about cultural content in study (see Appendix 1). The parameters for the corpus se-
English textbook for students of language program at uni- lection and the description of each group of English course-
versity in Colombia. The aim of this research is to evaluate books are shown in the following:
textbook from surface and deeper culture aspects. The result • The coursebooks are a series edition from Indonesia Er-
shows that the textbook focused on static topics rather than langga publication which is compiled by local experts
28 ALLS 9(2):24-30

such as English teachers cooperated with IALF institu-

tion.
• They were approved by the Ministry of Education and
distributed to various junior high schools in Indonesia.
• They are used junior high students especially at grade 8
in Indonesia areas.
• The primary level coursebooks were selected since cul-
tural elements become more concerned with basic lan-
guage knowledge.

Data Analysis Framework

This research used content analysis method to analyze data. Figure 1. Cultural values in three English coursebooks
Data were collected by: formulate problems and research
questions based on research focus, construct theories and west and local cultural values. The west cultural values were
methodology, read all coursebooks carefully, categorize the prestige, honesty, discipline, alignment, individuality, and
texts, analyze cultural values of texts, recheck the analysis belief. On the other hands, the local cultural values were
results, interpret the results of cultural values, and do authen- diversity, hard-working, generosity, creativity, beauty, equal-
ticity of data. The authenticity data was using credibility cri- ity, fighting spirit, mutual help, caring, proud, and indepen-
terion by triangulation, especially source triangulation. The dent. In addition, the texts were dominated by the cultural
triangulation source was conducted by recheck data from values in social and esthetic that are, diversity, beauty, and
one informant to the other informants. alignment. These values were useful to motivate the students
to know about the cultural values in texts of English course-
books (west culture) and to respect both cultures differences.
RESULT AND DISCUSSION
The researchers also found that texts of three English
This research was based on source data of three English coursebooks adopt negative cultural values from west cul-
coursebooks for junior high school grade VIII in Ambon, ture. These negative values presented as a result of using au-
Moluccas, Indonesia. This text analysis found that there thentic materials from west culture into the English course-
were six basic cultural values that are, the theoretical, the books. Therefore, Sidhakarya and Pratiwi (2015:249) stated
economic, the esthetic, the social, the political, and the re- that one of the best materials to be used in the classroom is
ligious. It is based on research focus that is cultural values authentic materials depicting how native speakers act and
which were viewed from the texts and comparison in three talk in their own social setting and environments with values
textbooks. This text analysis showed different distribution all associated with their culture. Some of the cultural values
of cultural values based on six basic cultural values, as de- are individuality (in family) and alignment (bossy, moody,
scribed in the following diagram. bully).
Figure 1 shows that the cultural values found in EOS 2
were 14 (56%), FS 2A & 2B were 7 (28%), and WERB were
4 (16%). These results indicate that EOS 2 contains rich cul- CONCLUSION
tural values to compare with other coursebooks. This book Based on the result and discussion, it can be concluded
can function to help the students in understanding about six that the cultural values are really presented in texts of three
basic cultural values. Second, the findings on the cultural val- English coursebooks. The cultural values found were pres-
ues of English coursebooks can improve the students’ under- tige, honesty, discipline, alignment, individuality, diversity,
standing on the text genres too. In EOS 2, it was found that hard-working, generosity, creativity, beauty, equality, fight-
there were eight values based on five basic cultural values. ing spirit, mutual help, caring, proud, independent, and be-
Five basic cultural values were the theoretical, the economic, lief. In addition, the texts were dominated by the cultural
the esthetic, the social, and the political. The cultural values values in social and esthetic that are, diversity, beauty, and
of texts appeared in EOS 2 were prestige, diversity, generosi- alignment. As Tajeddin and Teirmournezhad (2015:182)
ty, creativity, discipline, equality, fighting spirit, and belief. In stated that textbooks thus convey sets of cultural values. By
FS 2A & 2B, it was found that there were four values based on understanding the cultural values in texts can rebuild stu-
three basic cultural values. Three basic cultural values were dents’ culture awareness in studying English as a foreign
the esthetic, the social, and the religious. The cultural values language (EFL).
of texts appeared in FS 2A and 2B were hard-working, beau- English teaching that prioritizes the application of
ty, alignment, and diversity. In WERB, it was found that there cultural values in coursebooks provides an opportunity
were four values based on four basic cultural values. Four for teachers to creatively create ELT materials that are
basic cultural values were the economic, the esthetic, the so- positive as a source of learning materials, and provides a
cial, and the religious. The cultural values of texts appeared in broad understanding of cultural values. Learning cultural
WERB were honesty, beauty, proud, and independent. values through English coursebooks can direct students’
So, those cultural values that were needed to be learned behavioral ways in society. The values serve to regulate
by the students could be categorized in two groups that are, students when establishing communication relationships
The Cultural Values in Texts of English Coursebooks for Junior High School in Ambon, Moluccas-Indonesia 29

with others inside or outside their environment. Those re- portance of Teaching Culture. Applied Linguistics and
sults lead to implication that English teacher can apply the Language Learning Journal, 3 (3), 71-78.
cultural values in teaching processes. Then, for the further Harmer, Jeremy. (2007). The Practice of English Language
language researchers could conduct related research on the Teaching. Edinburg: Pearson.
impact of the cultural values to the attitude and the teen- Kramsch, Claire. (1998). Language and Culture. New York:
agers’ age. Oxford University Press.
Rodriguez, Luis F.G. Rodriguez. (2015). The Cultural Con-
tent in EFL Textbooks and What Teachers Need to Do
ACKNOWLEDGEMENTS
about It. Profile Journal, 17 (2), 167-187.
Creating this chapter has been a collaborative effort. I extend Matsumoto, David & Juang, Linda. (2013). Culture and
gratitude to all who contributed to the manuscript’s develop- Psychology, 5th Edition. Canada: Wadsworth, Cengage
ment, especially the classroom teachers who inspired to fin- Learning.
ish this chapter a lot. I also offer special thanks to Indonesia Yaqoob M. Tahir & Zubair, Shirin. (2012). Culture, Class
Research and Technology Department that provided scholar- and Power: A Critique of Pakistan English Language
ship along the present study. Then, the Educational Depart- Textbooks, Pakistan Journal of Social Sciences, 32 (2),
ment of Moluccas province and Municipality of Ambon city 529-540.
who had given recommendation to the researcher took data. Nieto, Sonia. (2010). Language, Culture, and Teaching;
Finally, the primary school teachers who contributed filled Critical Perspectives. New York: Routledge.
the questionnaires. Reisinger, Yvette & Turner, Lindsat. (2003). Cross Cultural
Behaviour in Tourism: Concepts and Analysis. Oxford:
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APPENDIX 1
Three English Coursebooks’ Cover
30 ALLS 9(2):24-30

Profiles of Three English Coursebooks

Num Title Authors Units/Pages Publication/Year

1 English on Sky (EOS) 2 for Mukarto 8 unit/206 Erlangga 2007
Junior High School Year VIII Sujatmiko
KTSP Standar Isi 2006 Josephine S.M.
Widya Kiswara
2 Flying Start – Start Your Tim I/A/L/F 7 unit/2A: 193 ESIS/Erlangga 2007
Journey 2A & 2B for Junior Jeanette 2B: 161
High School Year VIII Lindsay‑Clark
KTSP Standar Isi 2006 Agnes Shanti
Nindyarini
Rahma Diana Sari
3 Bahasa Inggris When English Siti Wachidah 12 unit/232 Indonesia Education and
Rings A Bell SMP/MTs Kelas Asep Gunawan Culture Department 2014
VIII Kurikulum 2013