A Content Analysis of the 2018 Indonesian Ministry of Education and Culture-Published English Textbook "Bahasa Inggris" For 12th-Grade Students

, Ratna Irawati (2024) A Content Analysis of the 2018 Indonesian Ministry of Education and Culture-Published English Textbook "Bahasa Inggris" For 12th-Grade Students. Other thesis, IAIN SALATIGA.

	Text Thesis Ratna Irawati.pdf Download (3MB)
	Text Thesis Ratna Irawati.pdf Download (3MB)

Abstract

Irawati, Ratna. A Content Analysis of the 2018 Indonesian Ministry of Education and Culture-Published English Textbook "Bahasa Inggris" For 12th-Grade Students. Salatiga: Postgraduate in English Education, State Islamic University (UIN) Salatiga, 2024. This study seeks to address inquiries regarding the standards of an exemplary book as outlined by Cunningsworth (1995), as well as the cultural perspective encompassing cultural categories by Cortazzi and Jin (1999) and cultural dimensions by Moran (2001). Descriptive qualitative analysis was employed to tackle these queries. The research zeroed in on the English student textbook "Bahasa Inggris," released by the Indonesian Ministry of Education and Culture in 2018 for 12th-grade students in Senior High School. Data collection involved extensive reading, comprehension, analysis, and information gathering from books, in-depth interviews with students, and focus group discussions with fellow teachers. The analysis indicates that the "Bahasa Inggris" textbook for twelfth-grade students effectively fulfills the evaluation criteria established by Cunningsworth (1995) and incorporates cultural perspectives from Cortazzi and Jin (1999) as well as cultural dimensions from Moran (2001). Out of the forty-five quick-reference checklists, thirty-six are entirely relevant, five are partially relevant, and only four are not relevant. Therefore, the quality of "Bahasa Inggris" textbook can be classified as a good resource for twelfth-grade students due to its impressive level of relevance aligns with the criteria for Aims and Approaches, Design and Organization, Language Content, Skills, Topic, Methodology, Teachers' book, and Practical Considerations. Furthermore, it serves as a valuable tool for enhancing students' cultural awareness by encompassing Cultural Content from Cortazzi and Jin (1999), such as Source Culture, Target Culture, and International Culture, and Cultural Dimensions from Moran (2001), including Products, Practices, Perspectives, Communities, and Persons, thereby enriching students' cultural understanding through content and personal experiences. Therefore, the textbook is well-suited for senior/vocational high school twelfth-graders. It enhances students' comprehension of everyday life and cultural facets, making it an invaluable resource for teaching and learning. However, there is a need for substantial improvements to effectively address its weaknesses such as provide a link to listening section or others. Keywords: content analysis, textbook evaluation, cultural analysis

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