A Critical Micro-semiotic Analysis of Values Depicted in the Indonesian Ministry of National Education-Endorsed Secondary School English Textbook

Widodo, Handoyo Puji

doi:10.1007/978-3-319-63677-1_8

Cited by 75 publications

(99 citation statements)

References 29 publications

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“…This is because there are various cultural differences that exist between them. The contribution expected from this study is that the findings of this critical discourse study can be a catalyst for language textbook writers to design and develop multicultural-sensual language material to promote understanding of multicultural differences (Ruiz-Cecilia, 2012;Widodo, 2018). This finding helps in understanding how the culture in KFL textbooks can be adapted well based on situations where the language and culture in the country are different.…”

Section: Introductionmentioning

confidence: 88%

“…Studies on cultural representations in textbooks, especially in English, have been carried out comprehensively for the last ten years (Ahmed & Narcy-Combes, 2011;Awayed-Bishara, 2015;McConachy, 2018;Ndura, 2004;Shin et al, 2011;Song, 2013;Tajeddin & Teimournezhad, 2015;Weninger & Kiss, 2013;Widodo 2018;Yamada, 2010) but, cultural representation of Korean textbooks as foreign languages (KFL) has not been investigated intensively. Nonetheless, Lee (2012) conducted a study on the way textbooks to teach Korean as a foreign language is designed, and made a comparison to the design of English as a foreign language (EFL) textbooks.…”

Section: Introductionmentioning

confidence: 99%

“…Lee (2012) explained that the KFL textbook was expected to develop in its content as those of EFL textbooks which has developed rapidly in the academic field as a foreign language. Evidently, there have been many studies that have raised studies on cultural repetitiveness in EFL textbooks (Widodo, 2017). Widodo (2017) believes that foreign language learners must be able to communicate with people of different languages and with different backgrounds, including different cultural backgrounds.…”

Section: Introductionmentioning

confidence: 99%

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The representation of cultural values in Korean as a foreign language (KFL) textbook

Samsudin

Ansas

Triarisanti

2021

Indonesian J. Appl. Linguist.

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The representation of cultural values in textbooks is crucial to be examined because learning a foreign language is bound with the culture. Although previous research has quite extensively investigated this issue, much is yet to be explored in the context of Korean as a foreign language learning. This study aims to address the gap by investigating how cultural values are represented in the Korean as a foreign language (KFL) textbook, published by The Korea Foundation for Indonesians. A critical discourse analysis (CDA) approach was employed to analyze the data. The findings exhibited the representation of cultural values in four language skills: listening, speaking, reading, and writing. The introduction to the Korean language could be given through cultural recognition. Among the identified cultural values in the textbook, the representation of showing respect to creative products or the results of local culture was more evident than the other categories, followed by showing respect to cultural differences from various ethnic or religious groups and merging with nature and life. However, the representation category of showing respect to indigenous people’s culture was not seen in the textbook. This suggests that the textbook is intended to foster the students’ multicultural awareness in learning Korean as a foreign language.

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Section: Introductionmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The representation of cultural values in Korean as a foreign language (KFL) textbook

Samsudin

Ansas

Triarisanti

2021

Indonesian J. Appl. Linguist.

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“…Sementara Widdowson (2007), menyatakan bahwa ideologi buku teks adalah kepercayaan kelompok sosial yang kuat yang bertujuan untuk mempengaruhi orang untuk percaya dengan cara tertentu atau untuk membuat orang lain melakukan hal-hal tertentu. Karena itu, ketika buku teks sedang diperhatikan sebagai pesan ideologi yang memancarkan nilai dan kepercayaan (Widodo, 2018), sehingga evaluasi buku teks sangat dibutuhkan. Ini dilakukan untuk mengkritik pesan teks.…”

Section: Pendahuluanunclassified

Representasi Gender dalam Buku Teks Bahasa Inggris Kelas X SMA di Indonesia: Analisa Linguistik Fungsional Sistematis

Maufiroh

Lukmana

2020

JPP

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Penelitian ini bertujuan untuk mencari representasi gender didalam buku teks bahasa inggris SMA kelas 10 di Indonesia yang di desain oleh Penulis Indonesia dan di publikasikan oleh Menteri Pendidikan dan Kebudayaan. Dalam pengumpulan data, analisis konten kualitatif digunakan sebagai desain penelitian. Penelitian ini memanfataatkan kerangka dari Linguistik Fungsional Sistematis yang dikembangkan oleh Halliday dan Matthiessen (2004) dan memanfaatkan kerangka stereotip gender yang diusulkan oleh Sundarland (1994a) sebagai panduan untuk mengungkapkan isu gender mengenai stereotip gender. Hasil dari penemuan penelitian ini mengungkapkan bahwa sudah tidak ada lagi gender stereotip di dalam buku teks bahasa Inggris kelas 10 SMA di Indonesia.

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“…These stories were chosen as they contain moral values which may raise students' moral awareness of texts. For example, such moral themes as friendship, familyrelated conflicts, and self-esteem are part of character education as stipulated in the current English language curriculum (see Widodo, 2018).…”

Section: The Studymentioning

confidence: 99%

English students’ experience of reframing narrative stories from a critical literacy perspective

Gustine

Insani

2019

Indonesian J. Appl. Linguist.

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This article reports a study investigating the English teacher’s strategies for assisting secondary school students of English to be critically literate through an analysis of narrative texts. In this study, Luke and Freebody’s (1999) four resources model of critical literacy was used as a framework for English instruction situated in an Indonesian secondary school. Data were collected from classroom observations, students’ reflective journals, and an interview with secondary school students. The findings showed that the four resources model of critical literacy, to some extent, helped students to become critically literate especially at the stage of meaning-making-of and criticizing the text. The implication of the study is that there is the possibility of implementing critical literacy-oriented English classrooms in Indonesian and Asian secondary schools.

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A Critical Micro-semiotic Analysis of Values Depicted in the Indonesian Ministry of National Education-Endorsed Secondary School English Textbook

Cited by 75 publications

References 29 publications

The representation of cultural values in Korean as a foreign language (KFL) textbook

The representation of cultural values in Korean as a foreign language (KFL) textbook

Representasi Gender dalam Buku Teks Bahasa Inggris Kelas X SMA di Indonesia: Analisa Linguistik Fungsional Sistematis

English students’ experience of reframing narrative stories from a critical literacy perspective

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