Rohmah, Laila Lutfiana Ainur (2025) Representations of Culture in “Train of Thoughts”: An Examination of the Twelfth-Grade English Textbook. Undergraduate (S1) thesis, IAIN Ponorogo.
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Abstract
Cultural content in English textbooks is a crucial element that must be considered in a textbook development. The integration of cultural values in foreign language learning plays an important role in enhancing students' intercultural competence. Furthermore, relevant cultural materials can increase students' learning motivation by connecting the content to their cultural backgrounds. This study aims to analyze the cultural content and the cultural meaning found in a twelfth-grade English textbook titled Train of Thoughts.
This research aims to determine whether there are types of culture and components of culture found in English textbook twelfth-grade entitled Train of Thought. Therefore, to categorize the cultural types proposed by Cortazzi and Jin’s theory in this textbook including source culture, target culture, and also international culture. In addition, to identified the cultural components by Adaskou, Britten, and Fahsi’s theory including aesthetic sense, sociological sense, semantic sense, and pragmatic sense. Both of the cultural types and cultural components will be analyze in material content that found in the selected English textbook.
The research employed a qualitative library research method with content analysis as the primary technique. Data were collected by developing a framework and operational definitions, analyzing the textbook, sampling data to be analized, coding, organizing, interpreting findings, drawing conclusions, and conducting in-depth analysis.
The results reveal that the textbook predominantly features source culture based on Cortazzi and Jin’s theory. Regarding cultural components, the findings show that the sociological sense dominates proposed by Adaskou, Britten, and Fahsi’s theory. These findings indicate that cultural content in English textbooks should be presented in a balanced manner to meet students' needs and align with current curriculum standards. Based on the results of data findings in this study, it is shown that the source culture and sociological sense have data with the highest data among other cultural types and cultural components. Therefore, the cultural content found in this textbook is not balanced to meet the needs of students to understand English as a foreign language lesson more easily. So, it is necessary to pay attention to these aspects when preparing textbooks so that students' intercultural communication and English language skills can improve. Students must tolerate and appreciate their own culture and foreign culture so that students can understanding the integration of culture in learning English as a foreign language.
| Item Type: | Thesis (Undergraduate (S1)) |
|---|---|
| Thesis Supervisor: | Dedi Hasnawan |
| Subjects: | 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified |
| Divisions: | Fakultas Ilmu Tarbiyah dan Keguruan > Jurusan Tadris Bahasa Inggris |
| Depositing User: | Perpustakaan Pusat |
| Date Deposited: | 30 Jun 2025 01:56 |
| Last Modified: | 30 Jun 2025 01:56 |
| URI: | http://etheses.uinponorogo.ac.id/id/eprint/34618 |
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