TEACHERS' VIEWS OF CULTURAL REPRESENTATION IN EFL TEXTBOOK: CRITICAL DISCOURSE ANALYSIS
Abstract
In recent years, ELT education has paid much attention to EFL textbooks' cultural content analysis. Since the EFL textbook is an essential element because it aids in transmitting ideology and good discourse values to teachers and students who use it while being implemented in the teaching and learning process, the present study investigates the extent of cultural representation in ELT textbooks often used in public schools in Indonesia and the teachers' views about the culture present in the textbooks. The research aims to analyze the culture portrayed in the textbooks by focusing on the four 'p' of culture categorized by Messekher (2014). That consists of product/ big culture (literature, monument, history, and food). Second is practices/ small 'c' culture (behavior, artefacts, entertainment), the third is perspective (the values and beliefs that represent subjective culture), and the last is the person (icons or individuals). Furthermore, the use of textbooks in this study supports the interview section, interviewing the teachers as the participants to examine their perception towards four ’p’ cultural representations. The study used thematic analysis to analyze the data from the interview section. The results showed that there were regions of agreement with the instructors' chosen cultural themes and the cultural content of the textbooks examined, with areas of agreement occurring mostly in small "c" themes and cases of disagreement occurring mostly in big "C" themes.
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DOI: https://doi.org/10.35194/cp.v0i0.2989
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