THE REPRESENTATION OF CULTURAL CONTENT IN GLOBAL ELEMENTARY COURSEBOOK

Stefania Supangat, Flora Debora Floris

Abstract


This study was to find out the types of cultural content source found in the reading and listening texts presented in Global elementary coursebook (2012) and the similarities and differences of the types of cultural content source found in those texts. The data were analyzed using the theory of types of cultural content source proposed by Matsuda (2012). The findings of this study showed that the reading texts met 54.9% of global culture, 35.3% of target culture, and 9.8% of local culture while the listening texts met 72.5% of global culture, 25% of target culture, and 2.5% of local culture. All in all, as proposed by Matsuda (2012), a good coursebook is the one that has multiple sources of cultural content; and Global elementary coursebook fulfills this criterion as it has three types of cultural content source.


Keywords


Culture, Global Culture, Target Culture, Local Culture

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References


Cakir, I. (2006). Developing cultural awareness in foreign language teaching. Turkish Online Journal of Distance Education, 7(3), 154–161.

Clandfield, L and Pickering, K. (2010). Global elementary coursebook. London: Macmillan education.

Macmillan Publishers. (2015a). About the course: Global coursebook. Retrieved from http://www.macmillanglobal.com/about/the-course

Matsuda, A. (2012). Teaching Materials in EIL. In L. Alsagoff, S. L. Mckay, G. Hu, and W. A. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 168-185). New York: Routledge.

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DOI: https://doi.org/10.9744/katakita.4.1.1-6

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