ABSTRACT

Adhy Nugroho. K2216001. 2020. Analysis of Indonesian Ideo-Cultural Representation in ELT Textbook “Bahasa Inggris, When English Rings the Bell”: Gramscian Hegemony Perspective. Supervisor I: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D., Supervisor II: Teguh Sarosa, SS., M.Hum. Thesis. Surakarta. English Education Department, Teacher Training and Education Faculty, Sebelas Maret University.

The focus of this study is an analysis of Indonesian ideo-cultural representation, and the relation to hegemony practice, in English Language Teaching (ELT) textbook for 7th grade of Junior High School; Bahasa Inggris, When English Rings the Bell. The purpose of this study are: 1) to describe Indonesian ideo-cultural content represented in Bahasa Inggris, When English Rings the Bell, and 2) to explain how far the hegemony practice is carried out through the discourse production in the Bahasa Inggris, When English Rings the Bell.

This study is a descriptive qualitative study. Using the purposeful random sampling concerning the politically important data, this study describes the four cultural dimensions proposed by Yuen (2011): Product, Practice, Perspective, Person, and cultural types proposed by Cortazzi and Jin (1999): Source, Target, International found in the book to illustrate the distribution of the contents based on the categories. This study also analyzes the hegemony practice proposed by Gramsci (1971) utilizing the Critical Discourse Analysis framework proposed by Fairclough (1995). It analyzes three dimensions of the discourse: Text, Interaction, and Context, to explain the implication of meaning based on social practices.

The findings of this study are: 1) there is a considerable imbalance in the contents distribution for each content category, and 2) the discourse built in this book focused on national discourse. There are 28% contents categorized as Source, 1% contents categorized as Target, and 71% contents categorized as International. The significant number in International category was caused by the huge number of neutral products of modern society and neutral practices such as greeting, thanking, and apologizing. However, the discourse process begins with what was planned can illustrate the relevant situation of Indonesia and reinforce national discourse.

The imbalance of references implicates to the situation in which learners might feel shocked and vulnerable in the practical use of language that has a relation to ideo-cultural references. This feeling might decrease investment in second language learning. This study suggests the teachers to be the gate-keeper to filter and provide ideo-cultural references in the class, the publishers to provide more diverse references, and the future researchers to develop more critical studies about ideo-cultural references in ELT textbooks.

Keywords: Elt Textbook, Cultural Hegemony, Critical Discourse Analysis