Eka Citra Wardani


Foreign language learners are considered to have achieved Intercultural Communicative Competence (ICC) when they are able to communicate fluently in the socially and culturally appropriate correct form. Thus, there is a need to acquire both cultural and linguistic knowledge. In the context of formal language teaching and learning, a textbook is often used to carry out the English lesson, and therefore its quality should be given considerable attention. One way to provide cultural and linguistic comprehension in a textbook is by exposing learners to the variety of cultural-lexical items and English collocations. In the present study, a corpus analysis is being used to examine three Indonesian EFL (English as a Foreign Language) textbooks. The main objectives of this study are to analyse the distribution and frequency of lexical input that occurs in these textbooks in term of cultural and collocation knowledge. Moreover, this study is also used comparative analysis to analyse the different of lexical inputs variations between global English textbooks and Indonesian EFL textbooks using American New Headway textbooks. The results show that, in general, the Indonesian EFL textbooks analysed in this study are dominated by the presentation of local culture, which is Indonesian cultural knowledge. Furthermore, it shows that there is a limitation in terms of frequency and input variations on the target culture and international culture. The problem of variation was also found in collocation analysis. In comparison to the New Headway textbooks, there are many English collocations that are under-represented in the Indonesian EFL textbooks. The lack of exposure to culture and collocation input may influence learners’ development in ICC, and therefore improvements of lexical input in these textbooks are suggested.
Keywords: Collocation, Corpus analysis, EFL Textbooks, Intercultural knowledge

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