This study aims at investigating how different cultures are depicted in textbooks. The textbooks were selected by examining their reference to Inner, Outer, and Expanding Circle countries, including cultural themes which represent these countries. This study’s data corpus consisted of two EFL Primary textbooks, Hang Out 4 and Hang Out 5. Employing Critical Discourse Analysis as the research design, this study adopted two frameworks to analyze the data: Kachru’s (1986) Concentric Circles to categorize the cultural contexts and Pfister and Borzelli’s (1977) categorization to identify the cultural aspects represented. The findings revealed that the cultural representation in the textbooks reflected significant diversity. Particularly within the inner circle, the United States was the nation whose culture was best represented. While in outer and expanding circles, East Asian countries were dominant and included all five categories. However, Indonesia as the source culture has little reference in this textbook.
This study aims to explore the scaffolding instruction used in developing students’ speaking and describe the teacher's perspective after using scaffolding to support and help students develop their English speaking skills. A qualitative descriptive research method was used in this study that aims to describe the situation observed in the field more precisely, transparently, and in-depth. The focus of this study was one English teacher in a primary school. In collecting the data, the researcher conducted semi-structured interviews and observations to obtain the teacher’s perception and the instructional scaffolding used in teaching speaking. Then in analyzing data, the researcher adopts Miles and Huberman's (1994) method consisting of data reduction, data display, and conclusion or drawing. The results showed that the types of scaffolding used by the researcher in teaching English were two types: modelling and bridge, and then the positive and negative effects were provided. Significantly, this study can be used as a reference in supporting students to develop their speaking skills through instructional scaffolding.
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