－ 247 －
How t h e Concept o f E n g l i s h a s an I n t e r n a t i o n a l Language i s R e f l e c t e d i n lndonesian and Japanese E n g l i s h Textbooks
教科・領域教育専攻 言語系コース(英語) Firy Kustantin
I
研究の目的
The study aimed to analyze the extent to which Indonesian and Japanese textbooks used at primary schools to upper secondary schools re宜ectthe concept of EIL (English as an International Language) by comparing the textbooks of both countries. The result of the study is 田 中ectedto be able to propose new insights for the improvement of English textbooks and English language education in Indonesia.
H 論文の構成
The study consisted of five chapters. Chapter 1 discussed the motivation of the study， the purpose of the study， and the method of the study. Chapter II discussed impacts of globalization on ELT by elaborating the concept of EIL; the world language; the development of English Language; current situations and issues; and the paradigm shi:ft in ELT， referring mainly ωEnglish language education in Indonesian and Japanese contexts in w hich the discussion covered the shi五of curriculum， teachers and classrooIll
situations. Chapter III described the
指 導 教 員 伊 東 治 己
intended analysis of English textbooks and Chapter IV discussed the results of the analysis. Finally， Chapter V will present the summary of the study， pedagogical suggestions to ELT in Indonesia， and future issues.
E 論文の概要
Based on the aim of the study， the study analyzed the textbooks in Indonesia and Japan in terms of reading and speaking texts. In the case of the reading texts， the analysis focused on the investigation of lesson content， types of cultural information， and types of白xt.However， the reading analysis was only conducted in upper secondary level due to the absence of reading texts in the textbooks of elementary and lower secondary in Japan. Meanwhile， the analysis on speaking texts was able to be conducted in all level. The analysis investigated the topics and speakers of conversation.. In this respect， some related theories were referred to conduct the analysis on both reading and speaking texts. The results of the analysis were presented on some graphs in order to
－ 248 －
measure up their values in terms of the reflection of the concept of EIL in Indonesian and Japanese school textbooks.
W まとめと今後の課題
From the results and五ndings，it can be concluded that there is a similar tendency in the selection of topic priority of both reading and speaking texts in all level， from elementary to upper secondary school， that is on education. In addition， in general the textbooks in Japanese appear加 have had a good concern on the teaching of EIL compared to Indonesian textbooks even though the variants of the topics， text types， and the frequency of appearance of topics in reading texts still need to be improved acording to the level of education. In terms of lesson contents， the textbooks in Indonesia tend to include those of
native speakers and non園nativespeakers ranks the second， and the conversation amongst the native speakers rank the last. In respects to the topics of conversation， the textbooks in both countries have shown that there is a need to include more topics relate to the teaching of EIL， especially in the elementary level.
Based on the results of the analysis offers a number of pedagogical suggestion to the ELT in Indonesia， such as school educators and teachers are expected ωbe able to improve the quality of the textbook in order to usher learners to be good members of global society， teachers are encouraged to be able to critically select the existing teaching materials and to possess the zest for better ideas to mod:ify them according to the level of education， etc . .
Referring to the results of the analysis， traditional culture in ELT which usually in addition， there are also some deal with learners' individual lives and
leave those of global issues and intercultural awareness discussed improperly， or even， untouched. In terms of cultural information， the textbooks in both countries reveal that they have made an apt selection on international cultural information as the priority.
In the case of the analysis of speaking texts， there si similar tendency between the textbooks in both countries on the priority of the inckusion of the international use of Engish in that the conversation amongst non'native speakers ranks the五rst，the conversation between
implications for the白ture issues. For instances， it is necessary to conduct similar study with more samples in order to prove the reliability of the study since the study has only employed quite limited number of samples; a study covering all the four skills oflanguage will be worth to conduct， etc . .
