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CHAPTER II
REVIEW OF RELATED LITERATURE

To make this study theoretically well structured, the researcher will

provide some theories that support this study in this chapter. Those theories
include multicultural value, English textbook as teaching material, English
teaching as multicultural character building. Besides, reviews of related studies
are discussed afterward. Then, the rationale of the research follows.

A. Literature Review
1. Multicultural Value
a. Definition of Multicultural Value
In attempting to define multicultural meaning, this study tries to explain
it from the definition of multicultural dan value. Multicultural is a term used to
describe cultural diversity and the appreciation of cultural differences. As
defined by Colombo (2015), "multiculturalism refers to situations in which
people who hold different habits, customs, traditions, languages, and religions
live alongside each other in the same social space, willing to maintain relevant
aspects of their difference and to have it publicly recognized".
Moreover, according to Murphy (2012), multicultural is a situation in
which different. It recognizes and accepts different cultural beliefs, practices,
languages, and lifestyles within a society. Multicultural values come from the
notion of pluralistic ideology, which respects the existence of cultural
differences of people from different races, language ethnicity, sexual orientation,
gender, age, class differences, education, religious tendency, and other cultural
dimensions are recognized (APA, 2017). Those cultural differences are
considered and recognized as an ideal system for each culture and civilization
based on equality and respect for others (Rattansi, 2011).
Meanwhile, according to Kluckhohn (1951), value is "a conception,
explicit or implicit, distinctive of an individual or characteristic of a group, of
the desirable which influences the selection from available modes, means, and
commit to
ends of action". In line with Kluckhohn, user (1939) stated that values deal
Dewey

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with things, belief, emotion, action, and attitude, which are found acceptable,
desirable, and even praiseworthy to the individual or society. Therefore, based
on the definition above, it can be concluded multicultural values are that respect,
tolerate, and appreciate the cultures of people from different ethnic, religious,
socio-cultural, and geographical backgrounds (Widodo, 2019).
Concerning classify multicultural values, some researchers tried to
propose several detail aspects of culture using two major types of culture. The
first type of culture is "big C" culture and the second is little "c" culture. Brooks
(cited in Xiao, 2010: 18) defines that the big "C" culture as the best in human
life restricted to the elitists. It is also named as culture MLA: great Music,
Literature, and Art of the country. The big "C" also includes some aspects such
as politics, economy, history, literature, fine arts, sciences, geography (Chastain
1988).
Meanwhile, little "c" culture can be defined as everything in human life.
It is also called BBV: Beliefs, Behaviors, and Values (Brooks, 1968, cited in
Xiao, 2010: 18). The little "c" also includes routine aspects of life such as food,
holiday, living style, customs, and values. She also stated that in EFL classes
more attention should be assigned to little "c". Thus, this cultural aspect is the
one that will explain language learners with beliefs, ideas, and values of another
society.
In addition, Big C represents a formal culture consisting of legal
institutions (economic, political, or social institutions), significant figures in
history, and products of literature, art, and science. Culture with a symbol (small
c) refers to the way of life of particular groups of people, such as housing,
clothing, food, and behavior patterns considered necessary and appropriate by
members of the culture regarding as necessary and proper (Yuen, 2011). Bennett,
Bennett, and Allen (2003) refer to “Big C and little c as 'objective culture', which
includes institutions, artifacts, and everyday behavior; the world view
maintained by the members of a group or society, such as values and beliefs, can
be described as subjective culture, which is more conceptual in contrast to the
tangible objective culture”.
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Regarding the concept of objective and subjective culture, according to

Standards for Foreign Language Learning (cited in Yuen 2011), the different
aspects of culture can be labeled into some dimensions; 'products' (Big C),
'practices' (little c), and 'perspectives' (subjective culture). Accordingly, Moran
(2001) added another aspects 'persons' and 'communities'. Moran firstly adopted
the triangular concept of culture, including products, practices, and perspectives,
and then added two more elements because he argued that culture's triangular
concept is still not complete because these elements cannot function without
people.
Tabel 2.1 Coding guidelines for the five dimensions of culture (Moran, 2001)
Aspects Example
Products Artifacts: food, documents, language
Places: buildings, cities, geography
Institutions: family, law, economy, religion
Art forms: music, clothes, paintings
Practices Operations: manipulation of cultural products
Acts: ritualized communicative practices
Scenarios: extended communicative practices
Lives: stories of members of the culture
Perspectives They represent the perceptions, beliefs, values and attitudes
that underlie the products and guide people’s behavior in the
practice of culture. They can be explicit but often they are
implicit, outside conscious awareness.
Communities They include the specific social contexts (e.g. national
cultures), circumstances (e.g. religious ceremonies) and
groups (e.g. different social clubs) in which members
carry out cultural practices.
Persons They refer to individual members who embody the culture
and its communities in unique ways. Personal identity and
life history play key roles in the development of a cultural
person.
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To categories the aspects of multicultural value in the English textbook,

this study will use four dimensions of multicultural value by Bennett (2010) that
connected with the data obtained from the EFL textbook to analyze what
multicultural values are represented in the textbook. Those dimensions are “(1)
acceptance and appreciation of cultural diversity, (2) respect for human dignity
and universal human rights, (3) responsibility to the world community, and (4)
respect for the earth”.
Those four dimensions above are the core values of multicultural
education by Bennett. As a core value of multicultural education, it also has some
goals, they are: (1) To develop multiple historical perspectives, (2) To strengthen
cultural consciousness, (3) To strengthen intercultural competence, (4) To
combat racism, sexism, and other forms of prejudice and discrimination, (5) To
Increase Awareness of the State of the Planet and Global Dynamics, (6) To Build
Social Action Skills Social action skills. The values and goals are interrelated,
as it can be seen in Figure 1.

Figure 2.1 : Multicultural Values and Goals (Bennett, 2010)

Bennett (2010) clarifying the goals of multicultural education as follows:

1. To Develop Multiple Historical Perspectives Multiple historical
commitand
perspectives are the knowl-edge to user
understanding of the heritage and
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contributions of diverse nations and ethnic groups, including one's own.

The goal is to develop awareness of historical and contemporary
experi-ences among the world's diverse nations and ethnic groups. This
awareness includes both mi-nority-group viewpoints and those held by
many members of the macroculture or nation, especially the differing
interpretations of human events.
2. To Strengthen Cultural Consciousness Cultural consciousness is the
recognition or awareness on the part of an individual that he or she has a
view of the world that is not universally shared and differs profoundly
from that held by many members of different nations and ethnic groups.
It includes an awareness of the diversity of ideas and practices found in
human societies around the world and some recognition of how one's
own thoughts and behaviors might be perceived by members of differing
nations and ethnic groups.
3. To Strengthen Intercultural Competence Intercultural competence is the
ability to interpret in-tentional communications (language, signs,
gestures), some unconscious cues (such as body lan-guage), and customs
in cultures different from one's own. Emphasis is on empathy and
communication. The goal is to develop self-awareness of the culturally
conditioned assumptions that people of different cultural backgrounds
make about each other's behaviors and cognitions.
4. To Combat Racism, Sexism, and All Forms of Prejudice and
Discrimination Reduction of racism, sexism, and all forms of prejudice
and discrimination is lessening negative attitudes and behaviors based on
gender bias and misconceptions about the inferiority of races or cultures
dif-ferent from one's own. Emphasis is on clearing up myths and
stereotypes associated with gen-der, different races, and ethnic groups.
Basic human similarities are stressed. The goal is to develop antiracist,
antisexist behavior based on awareness of historical and contemporary
evi-dence of individual, institutional, and cultural racism and sexism in
U.S. society and elsewhere in the world.
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5. To Increase Awareness of the State of the Planet and Global Dynamics

Awareness of the state of the planet and global dynamics is knowledge
about prevailing world conditions, trends, and developments. It is also
knowledge of the world as a highly interrelated ecosystem subject to
sur-prise effects and dramatic ramifications of simple events.
6. To Build Social Action Skills Social action skills include the knowledge,
attitudes, and behav-ior needed to help resolve major problems that
threaten the future of the planet and well-being of humanity. One
emphasis is on thinking globally and acting locally; the goal is to develop
a sense of personal and political efficacy and global responsibility
resulting in a participatory ori-entation among adult members of society.
Another emphasis is enabling minorities and non-minorities to become
change agents through democratic processes.

In particular, the school become most appropriate institution and vehicle

for implementing and training these values and goals concerning developing
multicultural values. “Within the school environment, students have diverse
backgrounds (religions, ethnicity, socio-economic background, parent education
background, customs, and culture). Schools can accelerate pluralism through
various activities such as workshops, exercises, and activities in small groups”
(Sahal et al., 2018). Moreover, Bennett (2010) suggests that “ideally teams of
teachers within a school…college or university would collaborate on the
sequencing and articulation of multicultural perspectives in curriculum
objectives, strategies, and materials”.
.
b. Representation of Multicultural Value in Education
In the context of education, multicultural can be defined as celebrating
differences. “Multicultural education is based on the idea that students can obtain
knowledge and associated values from being exposed to different cultural
messages, ideals, attitudes, and values, as evidenced and communicated by
participation in interpersonal relationships" (Goo, 2018). Based on the
definition, it can be concluded thatcommit to user program's goal is to be more
this educational
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inclusive of students coming from various ethnic or cultural backgrounds

(Hadjisoteriou et al., 2015).
Banks (2009) argues that most multiculturalists agree that multicultural
education's primary goal is to restructure schools to acquire the knowledge,
attitudes, and skills needed to function in an ethnically and racially diverse nation
and world. It is designed to empower all students to become knowledgeable,
caring, and active citizens in an ethnically separated and polarized country.
Therefore, in the educational context, multicultural education effectively
resolves “barriers stemming from the environment, such as poverty and crime”
(Ingraham et al., 2016).
Banks (2009) describes that explains that multicultural education is a
way of looking at reality and thinking, not just content about diverse ethnic,
racial, and cultural groups. Moreover, Banks proposed if multicultural education
can be divided into five dimensions. “(1) Content integration, which involves
diversity in educational culture, aims to eliminate prejudice. It addresses the
extent to which teachers use examples and content from diverse cultures and
groups to illustrate major concepts, principles, generalizations and theories in
their subject or discipline. (2) Knowledge construction, realized by knowing and
comprehending diversity. It related to the extent to which teachers help students
understand, investigate, and to determine how the implied cultural assumptions,
terms of reference, perspectives and prejudices within the discipline affect the
way knowledge is organized in them. (3) Prejudice reduction, which focuses on
the characteristics of students' racial attitudes and how attitudes can be altered
by teaching methods and matters. (4) Equality pedagogy that provides space and
opportunity for different elements. It exists when teachers change their teaching
into a way that will facilitate the academic achievement of students from
different racial, cultural, and social class groups. (5) Empowering school culture,
which is seen as a social element of social structures. The practice of grouping
and naming sports participation, disproportionate achievements, staff
interactions, and students between ethnic and racial components of school
culture must be researched to create a school culture that empowers learners
commit
from diverse groups, races, ethnicities, andtocultures”.
user
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c. The Role of Multicultural Education in Social Life

It is important to know the root of multicultural education to know the
role of multicultural in education. According to Banks (2008), the pioneer of
multicultural education comes from Prudence Crandall (1803-1890), who
intensively propagate views on the significance of learners' background, both in
terms of aspects of culture, ethnicity, and religion. Arends (2014) added that
“multicultural education is defined as curriculum and pedagogical approaches
that teach students to respect and value diversity”. In short, the notion of
multicultural education attempts to understand the diversity of race, religion,
ethnicity, and culture to live in peace among communities or societies. Based on
the definition, it understood if the goal of multicultural education is to be able to
respect cultural diversity and encourage them significantly to be able to
recognize and eliminate prejudice and discrimination that already exists.
According to Arifin (2017), multicultural education has five roles in
social issues, they are: "(1) the process of education that respects, recognizes and
celebrates the differences in all areas of human life. Multicultural education
stimulates students to the fact that developed in the community, which is a way
of life, customs, culture, all of which have enriched human life; and (2) the
process of applying equation balance education and human rights, discrimination
against injustice and voicing values that build balance; (3) Multicultural
education is based on the equality and equity pedagogy; (4) multicultural
education aimed at the realization of human intelligence in the community
especially for students during the learning process in the school; and (5) the
principle of globalization".

d. Multicultural Education to Foster Tolerance

Talking about the focus of multicultural education, Tesconi (1984)
formulated the concerns of multicultural education, there are; “knowledge of
cultures and subcultures with emphasis on significant minority groups;
awareness of how specific cultures shape student responses to schooling;
commit totolerance
minimizing prejudice and maximizing user for different others; and
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minimizing prejudice and maximizing tolerance for different others”. After

decades the concern seems to be still more or less the same (Babaii, 2018).
According to Tilaar (2015), multicultural education focuses not only on
religious, racial, and cultural areas but also on increasing the tolerance
understanding of individuals to other groups in society. Thus, it can be concluded
that multicultural education has a vital role in educating our children with
multicultural education, leading them to be more tolerant.
Tolerance is defined as a person's acceptance of others that have a
different social and cultural background from his/herself. It is seen as “a
cornerstone in maintaining good relations between people of different
ethnicities, cultures, and religions” (Shirmer, Weidenstedt & Reich, 2012).
Tolerance is vital in a multicultural society because each race is believed “to
have equal status and the right to preserve their cultural heritage” (Sahal et al.,
2018). Hence, it can be said the goal of multicultural is to "celebrate the
difference" by doing good things and respect to others despite different beliefs
(Harper, 1997).
The Declaration of the Principles of Tolerance by UNESCO (1995) states
that “tolerance is respect, acceptance, and respect for the rich cultural diversity
of the world, various forms of self-expression, and the ways of being human.
Tolerance is harmony in difference”. Therefore, it can be said that tolerance is
willingness and ability to be wary of the small group's rights where live in the
community that the rules is defined by the majority.
Tolerance is developed within the diversity framework, mainly involving
religion and culture, including traditions and customs. The greater diversity in
society or nation will demand greater tolerance to realize the harmony. “In a
broader sense, tolerance is more focused on providing a vast place for diversity
and differences between individuals or groups” (Sahal et al., 2018).
Consequently, it is necessary to reiterate that is wrong if tolerance is defined as
the castration of individual or group rights to be adapted to other persons or
groups' conditions or circumstances or otherwise compromising others' rights to
be transferred following the conditions of a particular group. “Tolerance
commit between
appreciates and respects the differences to user individuals or groups, where
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they are bound and unified in a framework of togetherness of mutual interests.

Tolerance can also be said as acceptance towards rich diversity, expression, and
various ordinary manhood. It is maintained by knowledge, openness,
communication, and freedom of thought and trust. Tolerance is harmony in
difference” (UNESCO, 1995).
According to Hasyim (1979), the characteristics of tolerant attitude are:
(a) “Acknowledge the rights of everyone. It is a mental attitude recognizing
every human being as having the right to determine their attitude, conduct, and
destiny; (b) respect others' beliefs. It is crucial as forcing a person's beliefs by
force or subtly resulting in others being hypocritical; (c) Agree in disagreement.
Differences do not necessarily lead to the opposition as it exists in this world;
(d) Understanding each other. There is no mutual respect between people if there
is no mutual understanding; (e) Awareness and honesty. The attitude of tolerance
concerns one's inner attitudes and consciousness and awareness, leading to
honesty and behavior innocence”.
The study about tolerance has been widely practiced before, for example,
the study from Bogardus. Bogardus concept is popularly called the Social
Distance Scale, which is used to measure social tolerance as a function of the
affective distance between the members of two groups. "social distance studies
the center of attention on persons' feelings toward people and towards groups of
people. In this concept, social distance is basically measured by how much
sympathy an individual or group feels toward another individual or group”
(Bogardus, 1925).
Mujani (2007) sees tolerance as "The necessity in individual space and
public space because one of the goals of tolerance is to build a peaceful
coexistence between different groups of people from different historical, cultural
and identity backgrounds". The goal of tolerance is to create a peaceful life in
society despite there are differences. Thus, it can be concluded that tolerance is
an important factor in the life of society. Thus, it can be concluded that
“tolerance is an attitude of mutual respect, respect, and do not discriminate
between people with one another” (Misrawi, 2010).
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e. The Important of Tolerance in Democracy Country

Tolerance is very important in democratic country, because without
tolerance, societies do not have the right to speak freely and widely. The
intolerant condition in society can create “the possibility of difficulties in the
practice of democracy that depends on the people's willingness to speak widely
and participate, called deliberative democracy” (Sahal et al., 2018). The concept
is that any choice people make in the democracy must be based on a broad
discussion of the ethics stemming from their opinions and considering the
possible consequences of their choices. Thus, it should present “the opinions of
all the groups in a society, although there are differences in religion, gender,
ideology, ethnicity, age, etc”. (Sutton, 2006).
Moreover, Nursavitri (2013) stated that “plural society, horizontally, is
characterized by social unity based on ethnic differences, religious differences,
customs, regional differences, etc”. Meanwhile, if we see vertically, there is a
striking difference between the top and bottom layers. Such society's condition
will be easy to emerge with various riots such as ethnic conflict, conflicts in the
name of religion, and social jealousy caused by a sharp gap between rich and
poor. There are at least four attitudes that must have to live in a multicultural
society. According to Kartanegara (2004), four multicultural society attitudes are
"Inclusivism, humanism, tolerance, and democracy. Inclusivism is more defined
as a broad-minded attitude. Humanism means to judge all human beings equally,
regardless of race, color, religion, etc. Tolerance is interpreted as an attitude that
respects and respects the differences that each human being has. Then,
democracy can be defined as individual freedom to express their opinion
(freedom of thought and speech)”.
In short, according to Levitsky & Ziblatt (2018), “egalitarianism, civility,
a sense of freedom, and shared purpose” becomes the essence of democracy.
Today that vision is under assault. Thus, to maintain democracy, we need to
restore the basic norms that protected it. The basic norm is seen as to work
together in racial equality and ethnic diversity. Few societies in history have
managed to be both multiracial and genuinely democratic.
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2. English Textbook
a. Definition of Textbook
According to Richard and Schmidt (2010) textbook is a book on “a
specific subject used as a teaching-learning guide, especially in a school or
college. Textbooks for foreign language learning are often part of a graded series
covering multiple skills” (writing, listening, speaking, reading, grammar) or deal
with a single skill (e.g., writing). In addition, Cunningsworth (1995) stated that
"textbooks can be seen as a resource in achieving aims and objectives that have
already been set in terms of learners need in the process of teaching and
learning".
In addition, textbooks also provide course core material, which serves as
the foundation for students’ language input to receive and practice language that
happens in class. (Tomlinson, 1998). Kim & Park (2015) stated that textbooks
needed containing multicultural content to meet the increasing need of the
development of multicultural competence and to fulfil its use as a key of teaching
and learning material effectively.
Based on the definition above, the textbook is a book that contains a
source of materials used by teachers and students as guidance of the teaching-
learning process. Textbook contains teaching-learning materials that aim to
develop students’ competence.

b. The Roles of the English Textbook

Concerning the attempt to elaborate the textbook's role, Brown (as cited
in Matsuda, 2012) recognizes the meaning of a textbook by positioning it as one
of the six components of a language curriculum, together with teaching, needs
analysis, and goals and objectives, and program evaluation. In addition, because
the process of designing a curriculum is sometimes not clear to English teachers
and learners, Dubin and Olstain (cited in Matsuda, 2012) argue that "the tangible
element that gives language course face validity to many learners and teachers
is the textbook." Thus, textbooks play a crucial role in teaching and learning a
foreign language as a tangible object that helps teachers and learners. Moreover,
commitaffects
the content of textbooks significantly to userlearners. Therefore, textbooks
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directly or indirectly transmit cultural values to a certain degree, called "hidden

curriculum" (Cunningsworth, 1995).
From the concept above, it can be concluded that the textbook is a tool
or instrument in the form of teaching material, which is crucial in the process of
teaching and learning. The textbook is organized to be used in the teaching-
learning process to make it useful. It is a book that contains the source of
materials used by teachers and students as a teaching/learning guide.

c. The Role of the Textbook in EFL

Language instructors often use textbooks and instructional materials
because they are considered important elements in EFL classrooms. "One
obvious way the teaching materials contribute to foreign language teaching is as
a source of input" (Matsuda, 2012: 168). Because the contact with the target
language is limited outside the classroom, the language input's quality and
quantity in class are critical in acquiring the language. Textbooks supplement
the classroom input by providing language samples, which are sometimes
forgotten and even neglected by English teachers. Consequently, students often
have expectations about using a textbook and believe that published materials
are more systematic and credible than teacher-planned materials.
Cunningsworth (1995) briefly explains the roles of textbooks in teaching
and learning context that include: “(1) a resource for presentation material
(spoken and written), (2) a source of activities for learner practice and
communicative interaction, (3) a reference source of stimulation and ideas for
learners on grammar, vocabulary, pronunciation, etc., (4) a source of stimulation
ideas for classroom language activities, (5) a syllabus (where they reflect
learning objectives which have already been determined), (6) a resource for self-
directed learning or self-access work, and (7) a support for less experience
teachers who have yet to gain in confidence”.
The content of textbooks affects learners significantly. Thus, “textbooks
directly or indirectly transmit cultural values to a certain degree, called hidden
curriculum” (Cunningsworth, 1995: 8). Concerning the attempt to elaborate
commit and
textbooks for cultural elements, Cortazzi to user
Jin (as cited in Aliakbari, 2004: 3)
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note that "ELT textbooks perform different function; as a teacher, a map, a

resource, a trainer, an authority, and an ideology".
A textbook can be seen as a teacher in that it contains materials that are
going to instruct students directly. It can also be a map because it gives an
overview of a structured program of linguistic and cultural elements, which show
teachers and learners the things to be covered in the lesson. It is called a resource
since it covers a set of materials and activities from which the most appropriate
items can be chosen. A textbook is also a trainer for inexperienced or untrained
teachers in which it explains and guides them step by step. A textbook is also
seen as an authority in that it is reliable, valid, and written by experts.
Additionally, often a textbook carries the authorization of important publishers
or the ministry of education. Finally, a textbook is seen as an ideology because
it reflects a cultural system worldview and social construction to the users, which
indirectly constructs their view of culture.
It can be concluded that textbooks are very important for the classroom's
teaching and learning process, especially for foreign language teaching and
learning. Textbooks will contribute to the teaching and learning process's
success by playing their roles (as a teacher, a map, a resource, a trainer, an
authority, and an ideology). Teachers and students need them as a guide and as
a source in the process of teaching and learning.

d. English textbook in Senior High Schools

In EFL classroom at senior high schools, teachers, students, teaching

methods, and teaching materials are expected to facilitate the aim of EFL
teaching, which is intercultural communicative competence. It implies that
senior high school students are expected to be culturally aware of their own
culture while learning some other cultures.
Based on the documents emerged by the Ministry of National Education,
the goals of English teaching at senior high school level are:
1. to improve communicative competence both in oral and written to
gain informational literacy level,
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2. raise awareness about the importance of English to raise the

competitiveness of the nation in the global community, and
3. develop students' understanding of the connection between language
and culture.
Based on those goals, it can be inferred that the ultimate goal of EFL
teaching is communicative competence. Canale & Swain (1980) defined socio-
cultural competence as the ultimate goal is intercultural communicative
competence. Ideally, the cultural presentation on English textbooks of senior
high school level should raise the students' intercultural awareness. Savignon (as
cited in Xiao, 2010) calls “intercultural communicative competence refers to the
complex ability needed to perform effectively and appropriately” when
interacting linguistically and culturally different from others.
Based on the explanation, it can be summarized that the ultimate goal of
English teaching at senior high school level is communicative competence, in
which intercultural competence is one of the main bridges to reach the goal. To
help learners have intercultural awareness, English textbooks that are mostly
used by teachers and as a career of culture should facilitate students with various
exposures of culture locally, nationally, and internationally.

e. Multicultural Value in English Textbook

Multicultural values come from the concept of pluralistic ideology,
which respects cultural differences among people from different religious,
ethnic, geographical backgrounds, and socio-economic (Widodo, 2019).
Multicultural concurs to teach “English as a lingua franca (e.g., to prepare EFL
learners to become global and intercultural citizens)” (Hajisoteriou and
Angelides 2016). Brown (in Richards and Renandya, 2002) asserts, “whenever
you teach a language, you also teach a complex system of cultural customs,
values, and ways of thinking, feeling, and acting”. Therefore, in implementing
multicultural value in education, it is important to involve the components of the
teaching-learning process, including teachers, students, and other aspects such
as teaching-learning material.
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Considered as the main source of teaching-learning material, textbook

plays an important role in distributing multicultural elements in the teaching-
learning process. According to Widodo (2018), English textbooks can be “a
vehicle for channeling the teaching of values in all school subjects. Textbooks
are a symbolic and signifier of culture in language classrooms because their
function is to translate and transfer images and discourses over from the culture
being learned about to the host one”. Moreover, Hinkel (1999) stated, “it is clear
that textbooks are the main materials used in language classes. The significance
of textbooks is demonstrated by their role in facilitating language teaching and
learning processes in the classroom”.
From those definitions, it can be concluded that multicultural values
become an important aspect to be manifested in the English textbook as
teaching-learning material. The textbook can be a major source of multicultural
influence besides providing raw linguistic content. Thus, the content reflects the
ideology inherent in the EFL context of a particular 'Circle' (Kachru, 1992).
Language textbooks also contain explicit and implicit cultural and linguistic
messages as teaching-learning material (Risager, 1991).
To identify multicultural values included in the English textbook, it is
needed to classify cultural content into categories. Cortazzi & Jin (1999)
proposed three categories of culture represented in the EFL textbook. Those
categories are distinguished based on their treatment of culture. The three
categories are as the following:
a. Source culture
This category refers to textbooks which present language learners' own
culture. For English learners in Indonesia, source culture refers to Indonesian
cultures. The main purpose of this category is to enable learners to talk about
their own culture to foreign visitors rather than be prepared to encounter other
cultures.
b. Target culture
This category refers to countries where English is spoken as first
language, for example, the United Kingdom, United States, Canada, Australia,
commit
etc. The importance of target culture to user
is that students provide pragmatic aspects
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of language use that understand how to express something correctly and how to
perform certain functions appropriately. It will shape them as better English
learners since they can understand English native speakers' culture and promote
cross-cultural understanding of other cultures.
c. International target culture
This category refers to countries worldwide where English is not as a
first or a second language, but it is used as an international language. It can be
presented by using various cultures across the world. The purpose of
international culture materials is to raise students' intercultural awareness and
make them familiar with the various socio-cultural contexts.
In analyzing cultural content, there is a problem in which the cultural
content has no reference to the specific cultural categories (whether source,
target, or international). Therefore, a new category, namely cultural free, is
added to the criteria framework (Xiao, 2010). It refers to the universally shared
information and that containing no specific aspect of a certain country.
Therefore, it can be concluded that types of cultures that should be included in
ELT materials must load source culture, target culture, international culture, and
culture-free. Moreover, these types of culture must be provided in the English
textbook in a balanced proportion to develop students' multicultural competence.

3. Teaching-Learning Process
a. Definition of Teaching-Learning Process
According to Uzer (as cited in Suryosubroto, 1997), learning process
contains a course conducted by teachers and students. It is a reciprocal
relationship that takes place in an educational environment with the purpose to
reach certain goals. Furthermore, the learning process is “learning as a process
that contains two terms, namely a series of stages or phases in learning
something, and it also means a series of planning activities which are planned by
teachers, implementation of activities until the evaluation and the follow-up
program” (Suryosubroto, 1997).
Based the definitions, the learning process is series of activities which
commitand
are planning, implementing, evaluating, to user
following-up program which took
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place in an educational situation to achieve certain objectives, namely teaching.

The teaching-learning process is part of education that cannot be separated from
each other. There is a relationship between teaching and learning. Teaching is
one way of transferring knowledge systems and learning, which cannot be
separated from each other. As a result, teaching-learning can be defined as
transferring knowledge by giving and asking through interaction between
teachers and learners who study a particular subject in a particular place.

b. Challenges in the Teaching-Learning Process

In this twentieth century, the purposes of education are expanding
rapidly. One of the most important aims is giving opportunities for education for
all children. There are some challenges from different perspectives to conduct
teaching-learning, which can be the factor of diversity, teacher strategies, and
education standards.
First, the development of teaching and learning in this era has a diversity
challenge. According to Arends (2014), the improvement of social and economic
development has given many people in the larger society the opportunities of
education for all children from different backgrounds. Thus, today's school
requires teachers with a repertoire of effective teaching-learning strategies, so
all children's needs can be met. Arends added that "we live in a global,
multicultural society; it is a condition of our culture". Therefore, teachers may
face some difficulties in the classroom when dealing with students and teachers
from different cultural backgrounds. This negatively affects the academic levels
of students. Thus, teachers should be provided with professional development
opportunities that help them learn how to assess, train, teach, and be motivated
to use multicultural teaching. This study also suggests that teachers should be
prepared to use several multicultural classroom approaches before they start
teaching (Witsel, 2003).
Second, the challenge comes from teacher's strategy in conducting the
teaching-learning process. “Some are general challenges that are likely to be of
concern to many teachers. There are how teachers using formative assessment
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strategies and making use of technology to user
enhance the learning environment.
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Other challenges addressed in the articles are more specific to particular

curriculum subjects” (Livingston, 2017). If the teachers cannot collaborate with
the teaching-learning strategy, they cannot reach the aim well. So, using the
assessment, teaching style, and collaboration with the internet affects the
teaching-learning process.
The third challenge teaching-learning process is the education standard.
Education standards are another aspect of education that have featured strongly
in the educational debate and, like critical competencies, have been widely
contested. Douglas (2017) suggest “a critical examination of teachers' standards
for student teachers engaged in teacher education. By focusing heavily on
meeting required teachers' standards, the school teaching practice in the data
example does not encourage students or teachers to develop their understanding
of teaching”. He suggests that neither the context of teacher education nor the
participants' personal views are considered. The author concludes that ways of
analysing experiences recognising schools' influence in affecting the kinds of
learning available to student teachers are needed to increase understanding of the
benefits and drawbacks of different approaches to school-based teacher
education.

c. Multicultural Values in Teaching Learning Process

According to Henry (2003), there is no universal construction of a
multiculturalism course that is perfect for achieving all students' goals.
“Updating curriculum by incorporating race, gender, and multicultural
perspectives can be beneficial in defining the classroom as a multicultural
learning environment” (Benns-Suter, 1993). Thus, discussions of multicultural
education generally center on the importance of broadening students'
understanding and appreciation of diverse cultures.
According to Arends (2014), “the heart of working with cultural diversity
is the teacher's ability to connect the world of their students and their cultures to
the world of the school and the classroom”. Arends also added that teacher must
understand, recognize, and appreciate cultural groups from various background
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such as ethnic, racial, gender language, etc., so teacher can work effectively with
students in racially and culturally diverse classrooms.
According to Arifin (2017), it is important to understand both the
students and schools in the current situation. "Multicultural comes from the word
that means lots and multicultural/culture that means the culture or customs". This
is important because teachers with a good understanding when giving lessons at
school, in which the subjects contained multicultural education values to be
achieved, then it implies that the teacher should have been providing a good
understanding of respect in diversity for students in the teaching-learning
process.
The teacher needs to have the ability to teach multicultural values in the
teaching-learning process. The teacher must have the following information and
training to deal with diverse students in the classroom environment (Khatoon et
al., 2011). First, it is the knowledge about ethnic minorities and the complex
nature of their position in society. Second, the teacher should have a positive
attitude towards minority parents and an ability to listen to their viewpoint, and
a clear idea of the meaning and application of cultural diversity. Third, they
have the ability to view society from the position of minority communities.
Fourth, the teacher has appropriate expectations of all pupils, not based on
stereotypes, to offer all pupils equality of opportunity based on teaching' subjects
and skills'.
Besides the teacher's understanding of multiculturalism, the activities of
promoting multiculturalism are important to be conducted both inside and
outside the classroom. There are suggested activities for promoting
multiculturalism in teaching-learning (Khatoon et al., 2011).
- Represent various cultural groups such as displaying charts, items, pictures,
video films, storybooks, language books, cultural information, social and
moral values relating to a specific cultural group.
- Celebrate cultural days for various cultural groups in the classroom.
- Reserving portion for the display of various cultural groups contributions
without any discrimination
- commitareas
Arrange field trips/visits to various to user
of the country.
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- Celebrate national days through the participation of various cultural groups

in the classroom.
- Show equal respect for every cultural group that is present in the classroom
environment.
- Creating an atmosphere in which every student of the class has respect and
regard for other cultural group's feelings and emotions.
- Promoting cooperative learning activities in which various groups are
involved

d. Component in Teaching and Learning

There are some important components in the teaching-learning process.
The following are some important component, they are:

a. Teacher

The teacher plays a crucial role in bringing the class to get a good
quality of learning. The teacher has some functions in classroom
activities. Harmer (1987) suggests the teacher's role in the teaching-
learning process as follows: “(1) Controller: when teachers act as
controllers, they are in charge of the class, and the activity taking place
and are often 'leading from the front'. (2) Prompter: in this stage, the
teacher often gives a prompt or takes charge to encourage the students to
be active during the lesson. (3) Participant: teacher sometimes wants to
join the activity done in the teaching and learning process. In this stage,
the teacher takes a role during the classroom activities. (4) Resource: in
this stage, the teacher can be one of the most critical resources in the
teaching and learning processes. The teacher can provide all information
needed by students, for example, by using a textbook. (5) Tutor: By
acting as a tutor, the teacher can combine both prompter and resource
roles during the teaching and learning process”.

The teacher's role during the teaching and learning process is

dependent based on what the students need to achieve. The teacher needs
commit
to be able to switch between to user
those various roles. The teacher should
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know the position based on the needs of the teaching and learning
process. Additionally, Harmer (1987) explains some criteria to be a good
teacher such as "must be approachable, can identify with the hopes,
aspiration, and difficulties of the students, should try and draw out the
quiet ones and control the more talkative ones, should be able to correct
without offending them, able to control boisterous classes".

In conclusion, as one of the essential components to the quality

of teaching and learning, the teacher should consider many aspects to be
an ideal teacher for the learners. The teacher should know well how to
control the class. A good teacher also needs to have good classroom
management.

b. Student

Another critical component in teaching and learning is learners

or students. Each student has differences characteristic such as “age,
gender, nationality, language level, and personality. The students'
attitudes in the classroom are affected by their motivation, needs,
educational and cultural background, and learning styles and characters”
(Hadfield, 2008).

In the English teaching and learning process, the students should

get an equal opportunity to use English during the classroom activities.
In other words, the students have to be actively involved in every
teaching and learning stage so that the teaching and learning activities
run well.

However, students' active involvement does not go far from

active learning. Bonwell&Elson (1991) describe active learning as
“involving students in doing things and thinking about the things they
are doing”. They list the following general characteristics of strategies
that utilize active learning in the classroom.

1. Students are involved in more than listening.

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2. Less emphasis is placed on transmitting information and more on

developing students' skill.
3. Students are engaged in higher-order thinking (analysis,
synthesis, evaluation).
4. Students are involved in activities (e.g., discussing, writing,
reading)

c. Classroom Interaction

Classroom interaction is “the internal process of learning that

consists of a sequence of the external interaction between two
participants: the teacher on the one side and the learners on the other”
(Maalamah, 1991). In addition, Brown (2001) added that “interaction is
the collaborative exchange of thought, feelings, ideas between two or
more people, resulting in a reciprocal effect on each other”.

Tsui proposes one more definition of classroom interaction (in

Carter and Nunan, 2001). She states that “the term classroom interaction
refers to the interaction between the teacher and learners and learners.
Each of those components interacts with one another during the teaching
and learning process”.

“In the teaching and learning process, the teacher and the student
are not the only participants in the classroom interaction” (Maalamah,
1991). They also interact with the material, teaching aids, and other
components involved in the English teaching and learning process. Thus,
in other words, the classroom interaction is a sequencing process of
exchanging information, ideas among the participants in the classroom.

In conclusion, to reach a good quality of teaching and learning

process, the teacher should actively participate in the teaching and
learning process. The students must engage in ask a question, answer
questions, give an opinion, and the like. Thus, it can be concluded, good
quality of EFL teaching-learning can be seen from how the teacher
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teaches and how the students are actively involved in the teaching and
learning process

d. English Learning as Character Building

Defining character-building can't be separated from defining character
education. As Lickona (1996) stated, character education can also be described
as "a wide tent, covering various approaches to building good character. It
focuses on meeting a wide range of students' needs, including academic, moral,
physical, psychological, and social needs. The call for character education has
been amplified by what Lickona refers to the desire for a recovery of shared,
objectively important ethical values".
The studies of character building have been discussed in all education
disciplines involved in English teaching and learning. It means that language has
a central position in creating a good human being life generally and teacher, as
a model of change, significantly. For example, English teaching is beneficial to
building character by using and expressing words in a good way. Moreover,
building character can be developed through English teaching by giving a
positive impact on children and national development (Faiziyah, 2013). In other
words, English teachers have responsibility for students' character building.
According to Qoyyimah (2016), "English teachers were required to
incorporate a particular set of values in their teaching syllabus and in their
lessons". There are 18 values proposed by the MONEC taken from Indonesia's
Pancasila (Five Principles), Indonesian culture, religions, and Indonesian
education objectives (Kemendiknas, 2011). The stipulated values were
"religiosity", "honesty", "tolerance", "discipline", "hard working", "creative",
"independence", "democratic", "curiosity", "patriotism", "nationalism",
"appreciative", "being friendly", "peace maker", "love to read", "environment
awareness", "social awareness" and "responsibility". Among those values,
teachers were allowed to prioritize among the stipulated values and add other
values as appropriate in English teaching. The government has also launched the
mapping of character values to be developed in each subject. For English, there
are six-character values such as respect for diversity, courtesy, confidence,
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independence, cooperativeness, and to userIn this way, MONEC requires
obedience.
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English teachers to nominate particular values and incorporate them into their
language teaching activities. In other words, teachers were asked to insert values
in their lesson plans and their pedagogic design with those mentioned values in
their preparation activities.
Character building aims to improve the education's implementation and
outcomes quality in forming students' character or moral as a whole, integrated,
and balanced. “Through the implementation of character building, the students
are expected to be individuals who live in line with Indonesian ideology,
Pancasila. Character education also leads to the established-working school
culture, that underlines the attitudes, traditions, habits, and symbols practiced by
all stakeholders of the school peacemaker community” (Kemendiknas, 2011).
Therefore, character education is expected to support the construction of
Indonesia's new generation.
With the character education reform, the educational authority required
that teachers implement such curricular policy in all classes, including English
as a Foreign Language (EFL) classes. "In this way, EFL teachers were required
to nominate particular values and incorporate instruction on these values into
their language learning activities" (Qayyimah, 2016). In other words, teachers
were asked to insert values in their existing lesson plans and align their
pedagogic design with those nominated values in their preparedness activities.
EFL programs "embody a moral landscape much more complex than
other subjects because EFL classrooms incorporate the cross-cultural interface
between the target culture and students' home culture” (Akbari & Tajik, 2012).
In this case, the EFL teacher is responsible for facilitating learners' exposure to
the target culture while respecting learners' home culture. Akbari and Tajik argue
that "the interface of the two cultures has a significant impact on the moral
dimensions of language teaching". Moreover, Qayyimah (2016) added that “in
terms of character education, EFL teachers in Indonesia could face more
dilemmas than teachers of other subjects around incorporating the stipulated
values rooted in Pancasila ideology and the community's religions and the values
associated with the target culture for EFL classes”.
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B. Review of Previous Studies

To conduct the research on the issue of multicultural in EFL textbooks,
the researcher has reviewed several studies that analyzed the multicultural values
in English textbooks, which are explained in the following:
First, the study done by Awayed-Bishara (2015) was to investigate the
cultural content in English textbooks for the Palestinian Arab students. The
research used critical discourse analysis to analyze cultural contents. The article
presents a critical discourse analysis of six English textbooks used in Israeli high
schools to examine seven discursive devices' recurrence. The result indicated
that the English textbooks in Israel marginalize the Palestinian Arab minority,
culture, and common traditions, thereby engendering a learning environment
that creates a negative learning experience for students of this sector. The
previous and current research similarity is that both explore how the
multicultural values are represented in English textbooks. In contrast, the
difference is the context and the theory used to analyze the cultural contents.
Moreover, the current study used content analysis, and the previous study was a
critical discourse analysis research.
Second, McConachy (2018) studied research about the critical cultural
meanings and representations in English textbooks. The research aimed to
investigate that cultural representation represented in language textbooks,
though often problematic, can help learners develop their abilities for
interpretation and critical reflection. The data collection setting was in an
English language classroom in Japan, highlighting how language learners
construct critical accounts of cultural content in a language textbook, not only
the content of their accounts but also the discursive strategies they use to
construct them. It illustrates the potential for working with imperfect materials
to develop intercultural competencies. The similarity between this previous
study and the current study is the topic of multicultural values in the EFL
textbook. The difference is the research design and the context of the research.
Third, research conducted by Gebregoris (2017) who reviews the content
and activities of the Ethiopia’s textbook by searching for embedded peace values
and prejudices. The research used commit
textual, to user
contextual, and sociological discourse
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analysis to explain and understand textbook content meaning. The research

found there are some peace values appeared in the textbook, those values are;
“positive self-concept; good health and compassion (inner peace); tolerance,
solidarity and social responsibility (social peace); and respect for life in all its
forms and care for the environment (peace with nature)”. Nevertheless, there are
some content in the textbook reflected gender stereotype which in contrast to the
equality peace value.
Fourth, Ait-Bouzid (2020) conducted content analysis research which
examined three Moroccan ELT textbooks. The research uses a theoretical
framework based on a standards-based methodology and the UNESCO (2015)
Global Citizen Learning Field. The UNESCO framework defines the three
dimensions of citizenship, which in turn constitute the three areas of global
citizenship education, namely the cognitive, social, emotional and behavioral
areas of learning. The results show that although these three textbooks actually
provide many content and activities to promote citizenship awareness, there is
still room to raise learners’ awareness of various global issues, including
democracy, human rights, and conflict resolution.
Fifth, Kusumaningputri (2017) conducted a research about promoting
students' critical intercultural awareness by using digital photograph-mediated
intercultural tasks. The aim was to determine the college students' critical
awareness, which involves critical understanding, analysis, evaluation, and
interpretation of socio-cultural realities. Furthermore, this article analyzes a
classroom-based study in the use of digital photograph-mediated intercultural
tasks to promote students' critical intercultural awareness in the tertiary ELT
context. Data collection was from students' work artifacts, classroom
observations, in-class discussion notes, and field notes. The study was
qualitative content analysis. The finding showed that digital photograph-
mediated intercultural tasks improve students' critical awareness of cultural
realities portrayed in the photographs they accessed online. The similarity of this
study with the present study is the research design, which is a qualitative content
analysis in the cultural content. The difference is the document being analyzed
in this study is EFL textbooks. commit to user
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Isnaini (2019) analyzed visual images which contain multicultural values

in the textbook. The study uses Chao's framework (2011) of the main categories
of culture in analyzing the multicultural values in order to categorize the types
of culture. Moreover, in analyzing multicultural values, the researcher uses
visual semiotic by Barthes to examined the four categories of multicultural
values; respecting other people's traditions (ROPT), appreciating other people's
perspectives (AOPP), acts of appreciating women's equal rights (AWER), acts
of appreciating other people's cultural products (AOPCP). The finding reveals
there is imbalanced representations of multicultural values in the textbook. None
of the cultural values depicted in the textbook represents the target culture. The
similarity between this previous study and the current study is the topic of
multicultural values in the EFL textbook. In contrast, the difference is the context
and the theory used to analyze the multicultural values. In addition, the current
study analyzes not only visual content but also textual content.
Setyono & Handoyo (2019) was to investigate the multicultural content
in the English textbook. The research aims to investigate multicultural values by
using discourse analysis and SFL. The findings of this research reveal that there
are “four themes of multicultural values from the textbook such as (1) respect
for cultures of different ethnic and religious groups; (2) respect for cultures of
indigenous people; (3) conflict-avoidance and peace with all forms of life and
nature; and (4) appreciation of creative cultural products”. The previous and
current research similarity is that both explore how the multicultural values are
represented in English textbooks. In contrast, the difference is the context and
the theory used to analyze the cultural contents. Moreover, the current study used
content analysis, and the previous study was a critical discourse analysis
research.
The similarity with the previous studies is all of them were conducted to
find out the phenomena of cultural and multicultural values. Moreover, the
design was similar to Kusumaningputri (2017) and Ait-Bouzid (2020), who used
quantitative content analysis to answer the research question. Moreover, the
research's textbook was an EFL textbook published by MONEC, which Setyono
commitalso
and Handoyo (2019) and Isnaini (2019) to user
used the book from MONEC.
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The differences between the present study with the previous studies are
from the research design, the document analysis, the underlying theories, and the
context. The research design used in previous study was a critical discourse
analysis and systemic functional linguistics (Awayed-Bishara, 2015;
Gebregoris, 2017; McConachy, 2018; Setyono & Handoyo, 2019). Meanwhile,
this study used content analysis. Moreover, the document used to analyze was in
different forms, such as tasks in research conducted by Kusumaningputri (2017).
This present study used the underlying theory from Bennett (2010), while the
previous studies used Chao's framework (2011). Then, the context of the
previous studies is various, which are from Indonesia (Isnaini, 2019;
Kusumaningputri, 2017; Setyono & Handoyo, 2019), Israel (Awayed-Bishara,
2015), and Japan (McConachy, 2018).
The research gap in the research is to investigate Setyono & Handoyo's
research (2019). They studied the multicultural values represented in MONEC's
English book. The present study studied the new version of EFL textbooks
authorized by MONEC with a content analysis design. Moreover, the present
studies adopt more than a framework to be used to analyze multicultural values.
Isnaini (2019) analyzed the semiotic representation in EFL textbooks. The
current research analyzed both visual, textual, and visual-textual representations
in the textbooks, so the analysis was more comprehensive to compare the aspects
represented.

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