印尼英文教材文化內容分析｜國立臺灣科技大學博碩士論文系統

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研究生：	吳彩雲 Fanny - Tjong
論文名稱：	印尼英文教材文化內容分析 An analysis of Cultural Content in Indonesian English Textbooks
指導教授：	王啟琳 Chilin Wang
口試委員:	鄧慧君 Huei-Chun Teng 黃瑞恆 Rui-Heng Huang
學位類別：	碩士 Master
系所名稱：	人文社會學院 - 應用外語系 Department of Applied Foreign Languages
論文出版年：	2014
畢業學年度：	102
語文別：	英文
論文頁數：	92
中文關鍵詞：	英文教材、文化、內容分析
外文關鍵詞：	ELT textbooks, culture, content analysis
相關次數：	點閱：388 下載：6
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語言反應文化，而在語言教學方面，語言和文化更是關係密切。在現今全球化的年代，英語成為全世界最重要的語言，也是印尼的第一外語。從國中到大學階段，英語都已被列為學校的必修科目之一。而教科書對於老師及學生來說，更是學習語言不可或缺的媒介。教科書大多涵蓋了文化內涵，更對不同文化有了不同程度的詮釋。有些教科書包含了所謂英語系國家文化，亦稱目標語文化；有些收錄了非英語系國家文化或國際文化，更有許多教科書所注重的是學習者的文化，也就是本土文化。
此篇論文以內容分析法探究印尼的高中英文課本如何呈現文化內容。並以此兩套高中英語教材Developing English Competencies，Interlanguage series作為分析來源。這兩套教科書由印尼教育部特別為印尼十到十二年級學生編寫而成，研究範圍鎖定在閱讀篇章的部分，其統計數據的百分比將成為本論文的研究結果。根據Cortazzi & Jin’s (1999)的文化架構，結果顯示百分之五十之教科書內容為非特定文化，百分之二十為本地文化，百分之十八屬目標語文化，國際文化占百分之十二。在目標語文化中，以美國文化最具代表性，占百分之七十。國際文化又以亞洲文化為最，百分之五十二。此外，文化範疇的歸類也是本論文所採納的分析之一。研究結果發現文化內容中，　語言與俗諺(LLPS)方面於閱讀部分所占的比率最高，達百分之三十一。科學發現、事件與工程之成就(DEE)所占比率最低。
　　本研究認為英語教科書的編輯及撰寫人需致力於加強學生對於文化的認知，語言與文化的關係，特別是英語系國家中不同的語言及文化差異，以及現今使用英語的現象。最重要的是，語言教學的活動與內容及教科書上所涵蓋的各種資訊必須與學生的生活有所關連。

Language reflects culture; language and culture are inseparable in language teaching and learning. English, as a first foreign language in Indonesia, is increasingly used in this globalization era and has established itself as the most important language in the world. English has been made a compulsory subject from Junior High School up to university level. As one of the resources to learn language, textbooks are a pivotal and indispensable teaching and learning medium for both students and teachers. Textbooks often carry cultural content and vary to the approach of cultural treatment. Some books include a range of the so-called English speaking cultures or Target culture; others include non-English-speaking cultures or International Target Culture as well and plenty of the textbook which focus on the learners cultures or Source Culture.
Using content analysis, this study attempts to find out how cultural content is integrated in Indonesia’s senior high school English textbook. The data were collected from ELT Developing English Competencies and Interlanguage series, which were compiled and edited by Indonesian authors and editors and intended for Indonesian high school students in grade 10, 11 and 12. The range of data was narrowed to the reading passages. Descriptive statistics such as percentages were presented to describe the findings of this study. Based on Cortazzi & Jin’s (1999) cultural framework, the findings revealed that 50% of the content belongs to non-specific culture, 20% belongs to Source Culture and 18% to Target Culture and 12% International Target Culture. The cultural content related to the United States of America occupies the Target Culture category by 70%, while Asian countries predominate by roughly one half (52%) of International Target Culture category. Additionally, cultural aspects categories were adapted as subcategories for analysis. It was found that the subcategory “language, literacy, proverbs, and sayings” (LLPS) occupies the most of the reading passages (31%) and “discoveries, events, and engineering accomplishments” (DEE) engages the least in the cultural representations.
It is recommended that ELT textbook writers or editors should strive to enhance the learners’ knowledge of the nature of culture, the relationship between language and culture, and the fact of linguistic and cultural variations of English-speaking community in particular and today’s English users in general. More importantly the tasks, activities, and content of language teaching in terms of the types of information contained in the linguistic forms need to be relevant to the students.

Table of Contents

中文摘要…………………………………………………………………………..	i
Abstract ……………………………………………………………………………	ii
Acknowledgments ………………………………………………………………...	iv
Abbreviations ……………………………………………………………………...	v
CHAPTER ONE     INTRODUCTION
1. 1 Background and Motivation ………………………………………………...	1
1. 2 Purpose of the Study ………………………………………………………..	14
1. 3 Research Questions …………………………………………………………	14
1. 4 Significance of the Study …………………………………………………...	15
1. 5 Definitions of Terms ………………………………………………………..	15
1. 6 Organization of the Thesis ………………………………………………….	17

CHAPTER TWO      LITERATURE REVIEW
2. 1 Textbook and Cultural Content ……………………………………………….	18
2. 2 Cortazzi and Jin’s Cultural Content …………………………………………..	22
    2. 2. 1 Textbooks Based on Source Culture …………………………………	22
    2. 2. 2 Textbooks Based on Target Culture …………………………………..	24
    2. 2. 3 Textbooks Based on International Target Culture …………………….	25
2. 3 Content analysis ……………………………………………………………..	27

CHAPTER THREE     METHODOLOGY
3. 1 Materials ……………………………………………………………………..	35
3. 2 Data Collection ……………………………………………………………..	37
3. 3 Data Analysis ……………………………………………………………….	46
3. 4 Research Measurements ……………………………………………………	47

CHAPTER FOUR     RESULTS AND DISCUSSION
4. 1 Source Culture ………………………………………………………………..	50
4. 2 Target Culture ………………………………………………………………...	55
4. 3 International Target Culture ………………………………………………….	57
4. 4 Aspects of Culture …………………………………………………………….	62

CHAPTER FIVE     CONCLUSION
5. 1 Discussion of Major Findings ………………………………………………..	69
5. 1. 1 Cultural Categories…………………………………...………………...	69
5. 1. 2 Aspects of Culture……..……………………………………………….	71
5. 2 Limitations of This Study and Suggestions …………………………………..	72
5. 2. 1 Limitations of the Study ……………………………………………...	72
5. 2. 2 Suggestions …………………………………………………………...	72
5. 3 Pedagogical Implications……………………………………………………...	75

REFERENCES …………………………………………………………………..	77

APPENDICES
Appendix A     Six e-textbooks Used in the Research ……………………........	83
Appendix B     The List of Lesson Chapters of DEC Book X, XI, and XII …...	85
Appendix C     The List of Lesson Chapters of Interlanguage Book X, XI, and XII …………………………………………………………….	87
Appendix D     Coding Samples for Cultural Categories ……………………...	89
Appendix E     Coding Samples for Cultural Aspects Categorization …………	91

LIST OF FIGURES AND TABLES

Figure:

Figure 3. 1 Summary procedures for data analysis………………………………..	46
Figure 4. 1 Percentage of cultural categories ……………………………………..	52
Figure 4. 2 Source Culture distribution in both series of textbooks ………………	54
Figure 4. 3 Percentage of Target countries ………………………………………..	57
Figure 4. 4 Percentage of International Target countries by continents …………	60
Figure 4. 5 Percentage of aspects of culture ………………………………………	65

Table:

Table 1. 1 English curriculum and teaching approaches in Indonesia …...……........	11
Table 1. 2 Numbers of Electronic textbooks that has been assessed and published ..	13
Table 2. 1 Summary of studies on culture in ELT textbooks………………………..	33
Table 3. 1 Number of chapters from two e-textbooks series and reading passages...	36
Table 4. 1 Frequency distribution and percentages of cultural materials in two series of senior high school English textbooks …………………………..	51
Table 4. 2 Frequency distribution and percentages of Source Culture countries categories in two series of senior high school English textbooks ……...	53
Table 4. 3 Frequency distribution and percentages of Target Culture countries categories in two series of senior high school English textbook……….	56
Table 4. 4 The frequency and percentage of the International Target Culture by distribution of countries in two series of textbooks …………………….	59
Table 4. 5 Cultural content in DEC and Interlanguage textbooks by aspects of culture …………………………………………………………………..	63

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