A Study of Cultural Factors in Elementary School English Textbooks in Indonesia

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A S t u d y o f C u l t u r a l F a c t o r s i n E l e m e n t a r y S c h o o l E n g l i s h T e x t b o o k s i n I n d o n e s i a

R i s s a R i z k i a Amelia and Hiroko Arao

1. Introduction

Cu1tural instruction and leaming have been growing interests in issues conceming the teaching and leaming of English for intercultural communication. In this era of globalization， English leamers， as global citizens， are expected to deepen intercu1tural understanding in English cornrnunication. Practical English proficiency required for a global citizen is apparently not only based on language ski11s

，

but also on intercultural cornrnunicative cornpetence， along with a high level of cultural awareness for successful cornrnunication across diverse cultures.

Indonesia is no exception as an EFL country that believes education can cultivate hurnan resources capable of responding to globalization with rnuch emphasis on English education starting early in the 1 st grade of elernentary school curriculurn. In lndonesian English education， however， there is no clear goal published by the Ministry of Education. English teaching in elernentary school in Indonesia rnainly focuses on the four skills: listening， speaking， reading， and writing. The unwritten agreernent， arnong English teachers， is that English education is solely for teaching the English language in order for the students to be able to use grarnrnatically coηect English when cornrnunicating with others. Realistically speaking， cultural instruction is exc1uded

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ornEnglish teaching and hardly surfaces to the conscious rninds of the English teachers.

Cornrnunicative language pedagogy and cornrnunicative cornpetence study c1arif

シ

that language leaming go beyond the lirnits of leaming vocabulary and grarnrnar

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R i s s a R i z k i a Amelia a n d H i r o k o Arao

( C a n a l e

，

1 9 8 3 ) . P u r s u i n g o n l y g r a m m a t i c a 1 c o r r e c t i o n i n E n g l i s h u s e w i t h o u t a n y c o n s i d e r a t i o n t o c u l t u r a l f a c t o r s d o e s n o t g u a r a n t e e s u c c e s s f u l c o m m u n i c a t i o n i n E n g l i s h i n i n t e r c u l t u r a l c o n t e x

t.

B a k e r ( 2 0 1 2 ) u s e s t h e word ， i n t e r c u l t u r a l a w a r e n e s s ( I C A ) a s a n i m p o r t a n t c o n c e p t i n TEFL a n d s u g g e s t s e x p l o r i n g TEFL t e a c h i n g m a t e r i a l s a s o n e o f t h e ways o f a p p l y i n g ICA i n t e a c h i n g .

C u l t u r a l d e s c r i p t i o n s i n E n g l i s h t e x t b o o k s f o r s c h o o l e d u c a t i o n a r e w e l l ‑ r e

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e c t e d r e s o u r c e s o f t h e l e v e l o f lCA e x p e c t e d t o b e r a i s e d t h r o u g h E n g l i s h e d u c a t i o n . The s e l e c t i o n a n d t h e c o v e r a g e o f c u l t u r a l f a c t o r s i n E n g l i s h t e x t b o o k s a r e c a r e f u l l y c o n s i d e r e d a n d d e s i g n e d f o r a p p r o p r i a t e n e s s a n d e 百 e c t i v e n e s si n p u b l i c a t i o n .

T h i s s t u d y e x p l o r e s t h e c u l t u r a l f a c t o r s a n d t h e i r c o v e r a g e i n e l e m e n t a r y s c h o o l E n g l i s h t e x t b o o k s i n l n d o n e s i a . T h e s e f i n d i n g a r e a l s o c o m p a r e d w i t h t h e E n g l i s h t e x t b o o k s a p p r o v e d i n J a p a n w i t h t h e a i m t o s u g g e s t a c u l t u r a l i n s t r u c t i o n f o r t h e f u t u r e TEFL i n I n d o n e s i a .

2 . Cultural a n a l y s i s on elementary s c h o o l English textbook i n Indonesia

U n l i k e many o t h e r c o u n t r i e s

，

t h e r e a r e n o a p p r o v e d E n g l i s h t e x t b o o k s f o r e l e m e n t a r y s c h o o l s i n I n d o n e s i a . So i n t h i s s t u d y ， o n e o f t h e m o s t p o p u l a r t e x t b o o k s e r i e s u s e d i n many I n d o n e s i a n e l e m e n t a r y s c h o o l s ， Grow w i t h E n g l i s h " s e r i e s w i l l b e a n a l y z e d t o s t u d y t h e c u l t u r a l f a c t o r s

r e

f1

e c t i n g ICA i n I n d o n e s i a n TEFL a n d t h e o r i e n t a t i o n s t o w a r d g l o b a l i z a t i o n

.

A l t h o u g h c u l t u r a l i n s t r u c t i o n i s b e y o n d t h e s c o p e o f E n g l i s h t e a c h i n g i n I n d o n e s i a

，

t h e t e x t b o o k s u s e d t h e r e s t i l l

caηy c u l t u r a l f e a t u r e s . F i g u r e

1.

Grow w i t h E n g l i s h 1 ‑ 6 .

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A Study of Cultural Factors in Elementary School English Textbooks in lndonesia

According to the culture categorization by the National Standards (1999)， culture is categorized into three parts: cultural perspectives， cultural products， and cultural practlces.

The cultural information and representations appearing in the textbooks such as in the texts， photos， and illustrations are analyzed and grouped into the three categories. The result of this study shows that cultural products mostly occupy the whole textbooks by more than 80%， fol1owed by cultural perspectives and cultural practices. Cultural products are recognizable for learners and easy to use in textbooks. In particular， if it is the case of young learners， that is all the more reason to be true.

According to Morain (1997)， language teachers and learners have little

difficult~ゾ in

grasping the concepts of cultural product. Every culture has its own unique products， so they easily recognize their own ones and the counterparts in other cultures. On the other hand， cultural practices and perspective are regarded to be rather difficult to understand， let alone teaching it， especially in the case of young students in elementary schools.

Their cultural practices are 0

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enan automatic behavioral pa抗ernand perspectives are split off from consciousness. When it comes to the ones of other cultures， some of the concepts would more than likely go over their heads. Although understanding the cultural perspectives is of more significance than cultural products and practices to go far beyond a superficial understanding in intercultural settings (Arao， 2007)， cultural products are good starters for young children to be receptive to other cultures. It is， however， revealed that in English textbooks for Indonesian elementary schools， the cultural factors are， regardless of the category， mostly the native one， Indonesian culture. On the other hand， foreign cultures are hardly dealt with.

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Rissa Rizkia Amelia and Hiroko Arao

3. Native Culture

The question to be asked here is why English textbooks in lndonesia hardly deal with foreign cultures despite high awareness of globalization. One of the reasons might be due to the ambiguous goal‑setting in English education as was mentioned previously， and also the low awareness against the intercultural context of English use by the naηow view to English proficiency necessary in globalization: the impo目ance of understanding other cultures is underestimated in English teaching.

Another possible reason is attributed to the common belief that elementary school students should have a good understanding of their own native culture prior to other cultures. Having a sufficient knowledge and respect for their own native culture can be a strong foundation to learn and understand other cultures. Therefore， it is widely believed that the pupils should be encouraged to deepen their understandings of their own native culture and develop a deep affection to them.

3.1 Examples ofNative CuIture shown in Indonesia

By the analysis， it is clearly seen that elementary school English textbooks in lndonesia attempt to raise the students' awareness of their native culture. Here are some examples of native culture shown in English textbooks for elementary school in lndonesia based on the three categories.

3.1.1 Cultural Products

National flags are one of the easiest ways to show and recognize the symbols among all products in English textbooks. The one and only flag shown in the lndonesian textbooks is lndonesian. Many pictures in the textbooks show lndonesian flags in many different situations

，

for example

，

at a school building or at the gate of

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schoo. lFlags of any other countries are never shown. This typically illustrates how much emphasis is put on the native culture in English textbooks.

Many descriptions of Jslamic features in the textbooks are worth remark. Some female characters wear a veil as a symbol that they are Muslim， and a male character also wears a cap called kopiah" which culturally shows that he is also Muslim. The likely reason underlying these features is that the majority of lndonesian people are Moslem and the religion is introduced to them at an early age. There is also a part which shows other religious symbols such as a church， a shrine， and a Buddhist monastery acknowledging the other three main religions in lndonesia: Christianity， Hinduism and Buddhism. The lndonesian is so religious that these religious symbols are important cultural parts in their lives and are highly encouraged to be shown to children.

Some parts show everyday life of lndonesian culture without people realizing. There are lndonesian typical means ofpublic transportation illustrated in the textbooks such as pedicabs， carts， and motorcycle taxis. Pedicabs and carts are common sights in small roads that are not on the tracks of usual transportation such as train， taxi， or bus. Motorcycle taxi is usually used to go through small roads or paths with small rocks or trees in small villages in Indonesia. Although these transportations are taken for granted by lndonesia people， the frequent use of them is a unique part of lndonesia culture. Since walking is not a normal lndonesian tradition， people habitually choose to use these transportations even when the destination is in walking distance.

To describe the items of the native culture， the native language term is often used instead ofEnglish. For example， instead ofusing the word "yellow curry"， soto is used in the textbook and salad" is shown as gado‑gado. By using these native language words， the uniqueness is emphasized and the students are encouraged to respect their own culture and language even in English learning.

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ln a lesson explaining about animals， the Komodo Dragon， a large species of lizard found only in lndonesia is mentioned. The wild inhabitants have been protected from human activities， being listed as vulnerable' in the IUCN (International Union for Conservation of Nature) Red List of Threatened Species and protected under Indonesian law. Therefore， the awareness ofthe endangered native animals is regarded to be important for the pupils.

One interesting finding is that there is a male character in the textbooks， who appears most 0

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en，showing that he is from Bali， one of the most popular tourist destinations in lndonesia. A male character named Made， which is definitely a Balinese name

，

always wears a special headwear by which al1 Indonesian people can recognize his hometown. This is due to the fact that Bali is the most famous island which lndonesian people are proud of， since it is an internationally acknowledged tourist spot. Figure 2. Balinese character

，

Made appeared in the textbooks series

As for characters， there is a female character named Meilin who is a typical Chinese ethnic student. She appears often in the textbooks. This might be because the Chinese ethnic population is quite high in Indonesia. In fact， based on national census conducted in 2010， the population ofChinese ethnic in Indonesia reaches 3.7% or about 8.8 million inhabitants， which makes lndonesia the country with the second highest Chinese ethnic population after Thailand (Sulistyo， 2013). It can be said that the textbooks deliver the message to the pupils to respect different ethnicities living in Indonesia.

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A Study ofCultural Factors in Elementary School English Textbooks in lndonesia

3.1.2 Cultural Perspectives

Islamic features also appear in the category of cultural perspectives. In the textbooks

，

there is a part of a lesson carrying a message to do prayer on time. There is also a scene in which a student is looking for a mosque in a recreational place to do prayer. This shows that the Islamic mentality is forged in childhood， needless to say， giving the message of the importance of praying.

There is a scene in which a student does not bring her stationery (pencil) to school and wants to borrow it from another student. The message is to show the moral fiber of being a helpful friend: to lend something to a

仕

iendin need is good behavior. The implication here is that it is a matter of no importance of failing to bring something to school， which is an indication of indiscipline at schoo. lThis demonstrates the reality ofthe elementary school culture which is often not too strict about forgetting things.

3.1.3 Cultural practices

Islamic features are also reflected in cultural practices. There is a lesson with a message to do prayer on time to be a good Moslem. Doing prayer is an inevitable practice shown in the textbooks.

In Indonesia， before leaving home， taking a shower is taken for granted as a part of daily practice. In a lesson teaching about time

，

there is a part conveying a message about a healthy daily life. The importance of living a regular lifestyle is highlighted by showing daily activities for example， taking a shower at 5 a.m. which shows this lndonesian cultural tradition oftaking a moming shower.

These cultural practices have disciplinary meanings for elementary school students instead of cultural leaming. Not compared with other cultural customs， it is hard to raise their awareness of their own culture.

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4. Example of Foreign Culture in Indonesian Textbooks

English textbooks for elementary school in lndonesia indeed do show foreign cultures， though it is much fewer than the native culture. End even if they do， all of them belong to cultural products.

One example of the foreign culture illustrated in the textbooks is Halloween pa

は

y in a lesson to teach the words of many different kinds of costumes. Actually， Halloween has its roots in Catholic reJigion and has taken root in the U.S as popular event， but nowadays， prevails around the world， including 1ndonesia， as one of the pleasures for children.

Many kinds of foreign cartoons are shown in the textbooks， such as Teletubbies

，

Doraemon， Ninja Hαttori， Crayon Shin‑chan， Flinstone， and Popeye. Due to the global popularity， there is no conscious appreciation of these as foreign products anymore. They are all child‑friendly products shown to appeal to the elementary school student in learning. Therefore， these foreign cultural factors in the textbooks are designed and intended not for cultural instruction.

5. Positive influences on Indonesian Pupils by Learning Foreign Culture A past study of Kimura and Arao (2010)

c J

aims that English textbooks for EFL students should strike a balance between the native culture and the foreign culture in description and topic ifthey are expected to develop a cosmopolitan view. 1n this sense

，

lndonesian textbooks are completely devoid of this balance. English textbooks in Indonesia put more emphasis on the native culture than that of foreign culture. Given the importance of many positive inf1uences and benefits， applying foreign cultural factors to the English textbooks should come under consideration.

EFL learners with any cultural background should develop the understanding of foreign cu1tures in order to become competent in English communication (Arao and Kimura， 2012). Mastery of English linguistic elements alone does not equip learners

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with communicative competence in English; cultural knowledge and understanding of a communication pa

口

neris vital for successful communication. lt is reinforced by Peterson and Coltrane (2003) that students will master a language only when they leam both its linguistic and cultural elements. In EFL contexts， this notion refers to English and English‑speaking cultures， however， in global society; needless to say， the culture of one's communication partner does not always belong to English‑speaking countries. Culturallearning is very effective to increase leamers' motivation. As Purba (2011) claims that culture classes do have a great role in achieving high motivation because most learners 1ike culturally based activities such as singing， dancing， role playing， or doing research on other countries and peoples. These kinds of culture‑based activities are very e

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ectiveand applicable in EFL classes especially in elementary leve. l

Barna (1998) suggests the next six stumbling blocks in intercultural communication that people have to be ready to meet: assumption of similarities， language differences， nonverbal misinterpretations， preconceptions， stereotypes， and high anxiety. Except for language di

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erencesand high anxiety， all the rests derive from cultural factors.

For the sake of e

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ectivelearning， lndonesian elementary school students should be exposed to foreign cultural factors through the English textbooks designed to facilitate cultural learning. It is true to say that in order to understand other cultures， one should understand one's own native culture. The other way around is true. Having no basis for comparison， it is impossible to really understand one's own culture. Both native culture and foreign culture should be compared and intemalized， giving a new insight to students' perspective.

6. Global Issues

As globalization advances， EFL learners are also required to have globally accepted common senses and values. In a global society， many people with any

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R i s s a R i z k i a Amelia a n d H i r o k o Arao

c u l t u r a l b a c k g r o u n d s s h a r e concems a b o u t common g l o b a l i s s u e s t o a d d r e s s b a s e d o n t h e i r g l o b a l c i t i z e n s h i p

:

e n v i r o n m e n t

，

g e n d e r

，

p e a c e a n d war a n d human r i g h t s

，

e t c

.

Not many t o p i c s i n l n d o n e s i a n t e x t b o o k s d e a l w i t h g l o b a l i s s u e s . One o f few t o p i c s i n t r o d u c e d i n t h e t e x t b o o k s i s g e n d e r e q u a l i t y . I n a l e s s o n d i a l o g u e

，

o n e n i g h t when a f a t h e r comes home e a r l y f r o m work

，

h e a n d h i s s o n t e l l s t h e m o t h e r t o r e s t b e c a u s e h e w a n t s t o c o o k d i n n e r f o r f a m i l y t h a t n i g h

t.

The a t t e m p t made by t h e d i a l o g u e i s t o d i m i n i s h a s t e r e o t y p e t h a t c o o k i n g i s f o r women.

A n o t h e r e x a m p l e i s shown i n t h e f o l l o w i n g c o n v e r s a t i o n among t h r e e m a l e s t u d e n t s .

Made : What d o e s y o u r m o t h e r d o

，

S e t a ? S e t a : S h e i s a d e n t i s

t.

T i g o r : A d e n t i s t ?

It

' s a j o b f o r men

.

Made : 1 don ' t t h i n k s o

，

T i g o r . Women c a n b e d e n t i s t s

，

t o o . S e t a : Y e s

，

1 a g r e e w i t h you

，

Made.

(Grow w i t h E n g l i s h 5

，

p . 3 8 ) . The m e s s a g e h e r e i s t h a t o n e p e r p e t r a t e s s t e r e o t y p e d c a r r i e r i m a g e s a n d a v i e w o f g e n d e r e q u a l i t y c a n o v e r c o m e t h e m .

I n t e r e s t i n g l y

，

t h e s e t y p e s o f r e v e r s e ‑ s t e r e o t y p e commonly a p p e a r i n E n g l i s h t e x t b o o k s i n o t h e r c o u n t r i e s . F o r e x a m p l e

，

o n e o f t h e K o r e a n a p p r o v e d j u n i o r ‑ h i g h t e x t b o o k s a l s o h a s a v e r y s i m i l a r l e s s o n which d e s c r i b e s a f a t h e r c o o k i n g i n t h e k i t c h e n a n d t h e n a m o t h e r coming home l a t e f r o m work ( A r a o a n d Kimura

，

2 0 1 2 ) . Even i n some J a p a n e s e j u n i o r ‑ h i g h t e x t b o o k s

，

i l l u s t r a t i o n s s h o w i n g a f a t h e r w o r k i n g i n t h e k i t c h e n a r e v e r y common.

7 . Comparison with Japanese English s u b ‑ m a t e r i a l s

I n J a p a n

，

E n g l i s h h a s n o t b e e n t a u g h t a s a n o f f i c i a l s u b j e c t i n t h e e l e m e n t a r y

s c h o o l

，

b u t a c l a s s c a l l e d F o r e i g n Language A c t i v i t i e s (FLA) s t a r t e d a s a p a r t o f t h e

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curriculum in 20

日，

which is to teach the 5^t^hand 6^t^hgraders foreign languages mainly English. The overall objective is to form the foundation of pupil's communication abilities through foreign language while developing the understanding of language and culture through various experiences

，

fostering a positive attitude toward communication， and familiarizing pupils with the sound and basic expression of foreign language." (MEXT， 2008).

In contrast to English class in Indonesia， FLA aims at communication abilities， but not the language skills. The statement also clarifies the idea that the goal is fulfilled by parallel understanding of language and culture.

Ref1ecting the orientation in the goal，Hi， friends" series， sub‑materials officially provided by the govemment for FLA (there is no approved textbook)， ca汀ya variety of cultural factors of both Japanese and foreign ones such as national flags， food， and buildings. Most of them are cultural products as in Indonesia. While Indonesian textbooks show only Indonesian f1ag as was mentioned before，Hi，企iends"have ten di

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erentnational f1ags as images with notable sights of the countries including Japan. There are four kinds of images of school lunch of di

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erentcountries. People's skin and hair colors vary through the whole books， hinting at a multiethnic context where English communication takes place.

Native cultural factors are not especially emphasized

，

since few distinctive Japanese features are shown

，

except for some foods shown along with other food of di

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erentcultures， as one of many kinds of food. The only parts including distinctive Japanese one are a lesson to answer What's this?" showing Chinese characters，

ι

4NJIs， one of the three character systems the Japanese use to read and write and a lesson to listen to an old Japanese story. Other than them

，

some products can be recognized as Japanese ones， but not outstandingly emphasized because they are embedded with other cultures. It is also true that a large part of Japanese daily life is heavily influenced by westem cultures， so most things shown as daily goods and

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products are culturally universal and hard to distinguish which culture they belong to. Except for the character in an old Japanese story， people of any colors dress in westem style clothing. Unlike Indonesian English textbooks

，

religious factors are not seen in Japanese English textbooks such as temples or shrines.

As for cultural practices， they provide different ways of greeting in ten languages and of counting in six languages. In addition， there is a part in which students connect English expressions and the gestures in image. These gestures are

合

omcompletely English‑speaking cultures. Cultural perspectives of any specific cultures are not shown in the materia 1.Global issues are scarcely dealt with as expected， but if they are， they usually give universal perspectives， not specific cultural， to students. The reason seems to be the same with the case of lndonesian textbooks: the limits of English words and expressions at the level of elementary schoo1. Even in the restriction， some lessons strengthen students' consciousness of global issues by design.

The implicit message of gender equality is communicated through pictures. In a lesson in which students talk about their dreams in English， with the page showing reverse‑stereotypes through some images of a female dentist， a female firefighter， a female soccer player and a female bus driver. This is designed to change fixed stereotypes students have as in Indonesian textbooks. lt also helps female students raise their vocational consciousness.

Elementary school students are able to make a difference in society regardless of young age. By the practice of sentence using the words 1 can...

ぺ

studentsare encouraged to think what they can do to make the world a better place to live. One of the sample sentences is 1 can help people" with the picture of a boy helping an elderly woman with a stick and a man in a wheel chair. Another sample sentence is] can save the Earth" showing a boy separating trash， a boy tuming off a faucet and a boy tuming off a light. These raise students' environmental awareness and facilitate their contribution to the world they live in.

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About ninety percent of the factors are cultural products easy to understand and be intelIectually adjusted to elementary school students. However it remains questionable how far the students understand other cultures to the satisfactory level to respond to globalization by the exposure to those cultural products.

Superficial knowledge of cultural products of these kinds can be said to be just an introductory stage of real cultural understanding， given the real intercultural communication they wilI face in the

如何

re.On the other hand， although they are only minor parts of the whole materials and apart from so called cultural leaning"， global issues carried in the material successfully broaden students' point ofview and are well designed to deepen their understanding of others and expand their self‑concepts.

Conclusion

The cultural products observed in the English textbooks for elementary schools in Indonesia mostly give a priority to the native culture and raise the students' awareness of their native culture. The importance of native culture cannot be denied in intercultural understanding. With global education in mind， TEFL should not underestimate learners' own native culture， since valuing and preserving one's own culture raise the awareness and respect toward different ones and creates generous attitudes towards them. Kramasch (1993) argues the importance of retlection on one's own culture in cultural learning by regarding cultural learning as not mere transfer of information between di

汀

erentcultures. However， too much emphasis on native culture in TEFL could possibly limit their perspectives on the world， risking ethnocentrism.

1t is suggested that 1ndonesian English books provide foreign cultural factors in order to widen students' view to the world. TEFL in global age encourages learners to gain an identity as a global citizen. It should not be an identity transformation to threaten the original cultural identity to the degree th

剖

oneloses respect for one's own

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culture. Rather an additional identity leads to strengthen one's own original identity by the consciousness of di

町

erentcontext of speaking di

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erentlanguages. ln this sense， lndonesian elementary school students fail to improve a sense of global citizenship in a limited cultural context. Therefore， through English textbooks， they may want to be provided with many more chances to have quasi‑experiences of different cultures they will meet and different contexts in which they may speak English in the future. A balance of both native culture and foreign culture in textbooks is an idea worth considering. TEFL should play a vital role to prepare young leamers to take their place in global society through the use of English and a good understanding of different culture. All the more reason， textbooks have to be designed to make it possible.

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Al1en Press.

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，

斤iends.2. Tokyo: Tokyo‑shoseki

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Teaching Volume 1 Number 1. 44・56.

A Study of Cultural Factors in Elementary School English Textbooks in Indonesia