Abstract
This research aimed to find out and to describe the cultural content of two Indonesian Senior High School EFL textbooks namely Buku Bahasa Inggris Kelas XII and Pathway to English 3 from the content of cultural information, the elements of surface and deep culture of Hall’s (1976) Iceberg theory and the dimension of intercultural communicative competence of Byram’s (1997). This study is a document analysis, and the writer used descriptive qualitative analysis. The data were collected by reviewing document and were analyzed based on the concept of Miles, Huberman, and Saldana (2014) which covered data condensation, data display, and drawing conclusion. The findings showed that the cultural information in both textbooks mostly presented by elements of surface culture. This research also showed that both textbooks had facilitated the three dimensions of intercultural communicative competence (knowledge, skill, and attitude), while the last dimension (critical cultural awareness) had not been achieved yet. In conclusion, the textbooks are still providing and facilitating the material in improving learners' language competency and cultural knowledge.
Highlights
Culture by its nature cannot be separated from language as language expresses, embodies and symbolizes cultural reality (Silvia, 2014)
As a textbook analysis study, this research aims to investigate the cultural content in English textbooks concerning the surface culture and deep culture viewed from perspective of intercultural communicative competence as the foothold theory of this study
Having analyzed the kinds of culture in the textbooks of surface culture and deep culture and its elements, the researcher presents the result of the textbooks in sequence
Summary
Culture by its nature cannot be separated from language as language expresses, embodies and symbolizes cultural reality (Silvia, 2014). Language is embedded in a culture and the learners inevitably. ENGLISH EDUCATION JOURNAL (EEJ), 12(1), 124-142, January 2021 learn about its underlying culture while learning the language (Erfani, 2014). The relationship between language and culture based on Cakir (2006) is recognized expansively as cultural systems are interrelated with communicative behavior. Based on the Standards for Foreign Language Learning as quoted by Dema and Moeller (2012) there is a set of standards of goals for foreign language learning; they are communication, cultures, connections, comparisons, and communities. Cultures as one of the essential skills and the knowledge for second or foreign language learner are needed in order to achieve language proficiency. Surface culture is the part that we can see, taste, smell, hear, and touch, such as food, arts, language, celebrations, etc. Unconscious values and attitudes as the deep culture may be the most difficult and less obvious elements to be identified and observed
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