MULTICULTURALISM FOUND IN ILP ENGLISH BOOK FOR SECOND GRADERS OF SD PL ST YUSUP SEMARANG

Agnes Widyaninngrum ABSTRACT The result of having diverse cultures yields different norms and habits admitted by people whom belong to the same society. The norms and habits will not affect the living if the people are not obliged to do it. Referring to this condition, one way to unite people is by speaking the same language. The language used to unite Indonesian people is Indonesian. But the condtion of Indonesia as a multicultural country makes Indonesian people become bilinguals because they can speak more than one language. The movement to preserve our national identity as a multicultural country by learning a foreign language is through the books used for teaching it. In this study English is taught at elementary school level. The English books are pulished by ILP (International Language Program). Those ILP English books are analyzed to find out the multicultural representation used in them. Therefore, in this study the writer tries to analyze multiculturalism found in ILP English book for second graders of SD PL St Yusup in Semarang. This documentary study is analyzed in qualitative nature by giving detailed explanation for data. The step to collect the data is reading the books and the steps to analyze the data are identification, classification and interpretation. The result shows that there are multicultural representation found in this study for instance the characters, the expressions used, the pictures, the games, the songs and the activities applied in these ILP books. Keywords : bilingual, multilingual, multicultural, multicultural representation INTRODUCTION Background to the study Indonesia is a rich country in terms of culture. With great living cultures exists in Indonesia, the people will go hand in hand together in many ways to create unity. One example that still exists is gotong royong culture, it is an activity done by people in each society with the purpose to get the work done shortly and effectively. This habit may not be run well without people‟s willingness to share their time to work together to do something. Everyone involved in this activity will have self satisfaction that they need to get involved into such kind activity to preserve Indonesian culture. The result of having diverse cultures yields different norms and habits admitted by people whom belong to the same society. The norms and habits will not affect the living if the people are not obliged to do it. Referring to this condition, one way to unite people is by speaking the same language. The language used to unite Indonesian people is Indonesian. But the condtion of Indonesia as a multicultural country makes Indonesian people become bilinguals because they can speak more than one language.

Muticultural representation found in ILP English Book for second graders of SD PL ST Yusup Semarang. two years ahead.The Unity in Diversity as the national slogan emerges because of the need of Indonesian people who are varied in terms of cultures therefore multiculturalism is reflected through it. So does Indonesian language. we still keep our promise to preserve our culture. What multicultural representation is found in ILP English Book for second graders of SD PL ST Yusup Semarang? b. One way to ahieve this is by starting to use English as our official language at national and local settings. when we got our freedom as a free country. Statement of the problems There are some problems in this research namely: a. Those ILP English books are analyzed to find out the multicultural representation used in them. In those era. . we also have to prepare for the upcoming AEC in 2015. Concerning the latest condition of Indonesia that is fighting to eradicate corruption. English is as a compulsory subject but at this time it is not an obligatory subject as the government published 2013 curriculum known as Kurikulum Perekat Bangsa. At the beginning. This new curriculum emphasizes bigger portion on the civic. in this study the writer tries to analyze multiculturalism found in ILP English book for second graders of SD PL St Yusup in Semarang. religion and local art subjects than foreign language. In this study English is taught at elementary school level. we can improve the fluency of using English without loosing our own culture. But the purpose of applying this curriculum is not significant enough with the condition of our nation today. when Indonesian people were fighting againts the Ducth colony. Therefore. Trough it. This will happen because language is a part of culture therefore if we learn a language we will also learn its culture. This will make the culture alive. The English books are pulished by ILP (International Language Program). they struggled to keep and maintain their own identity as a nation. School also teaches cultures through the subjects given and one of them is language subject. The movement to preserve our national identity as a multicultural country by learning a foreign language is through the books used for teaching it. Why is multicultural representation used in IL English Book for second graders of SD PL ST Yusup Semarang? Objectives of the study This research is aimed at finding out: a. Now.

English is as the second language. (Honna. where cross-linguistic analysis is a key to a better understanding of a wide range of new patterns. the writers hope that this study can give some information about elementary schools b. and differences accepted. The major factor of diversification is languages in contact. this study can be a reference for them who are interested to conduct another study about multiculturalism REVIEW OF RELATED LITERATURE Multiculturalism As one of Asian countries. To the students of FBIB Unisbanks. It depends on the government‟s policy. A lot of allowances have to be made. If the American English standard. Indonesia considers English as the first foreign language while in Singapore. 2008:51) Poeple tend to believe that a common language is a uniform language. Each country has used the language in its traditional cultural and linguistic contexts. The reason why multicultural represeantation is used in ILP English books for second graders. 2003). 2000. 2008:71) multiculturalism found in student‟s books for English lesson in . Honna (2008:51) stated that Asian varieties of English are tremendously diverse with social roles attached to the adopted language. was imposed upon all users of English. This has become increasingly obvious in Asian English studies. if we are to establish English as a multicultural langauge and use it as an international language. To other researchers. English can be a common language on a multinational basis only when its cultural diversity is accepted. But this is not true.b. Proficiency levels also differ with countries where English is a second language (ESL) producing more skillful speakers than their counterparts where English is designated as an international language (EIL). for example. they get mingled in many interesting ways. we have to address the issue of diversity management by means of intercultural awareness. thereby producing a distinct variety characterized by unique structural and functional features. A common language has to be a multicultural language (Honna. English would never become an international common language. Thus. The notion of one languages as an independent system is only an imaginary creation. As languages come into contact. Significances of the study This research report is written to give some contributions to the followings: a. (Honna.

races or religions (Longman.Definition of Multiculturalism What is multiculturalism? It is a representation of various living cultures in a country. multicultural is also important. For instance. . Therefore as Indonesian people we shoud be aware of the existence of other cultures so that we can show our respect in order to live in a harmony situation. Indonesia has many different races. Not only language but also traditions and customs as part of culture. According to Mahfud in his book Pendidikan Multikultural that multiculturalism is a belief that stresses on the eguality and similarity of local cultures without ignoring the rights and existence of other cultures that is important for us to be understood altogether in multicultural society like Indonesia (2010:xix). as Mahfud (2010) written that the form of multicultural education is the dialogue while the content is the tolerance. religions and vernaculars. 2004:382). It may take different taste and form but those diversity occurred in all cultural aspects. While culture in a group is the attitudes and beliefs about something that are shared by a particular group of people or in a particular organization (Longman. Examples of Multiculturalism As a multicultural country. Honna stated that the concept of English as a multicultural language is based on the fact that English stays as an indispensable language for intranational and/or international communication in Asia and other parts of the world (2008:69). 2004:382). 2004:1081). In terms of education. Teaching English in Indonesia views English as the international communication used in international community that should be understood by Indonesian people because we are part of international society. This condition applies also in Indonesia as our beloved country is considered as a multicultural country because of the diversity of cultures in it. art and customs that are shared and accepted by people in a particular society (Longman. The multicultural education itself is needed to build the tolerance among Indonesian people as Indonesia is a multicultural country. The word multiculturalism is defined as the beliefs that it is important and good to include people or ideas from many different countries. way of life. Those things made Indonesia as a rich country having many different vernaculars which are still used by Indonesian people. It means that multiculturalism is a condition in which there are many different elements mix and blend within a particular society or country. Dictionary defines culture in a society as the beliefs.

While the example of custom is the celebration of one religious holiday known as Muharam (Moslem‟s new year) is conducted by having melek-melek until midnight and this activity is usually done by male teenagers and men. a physical condition and other identities that support their originality. The originality can be seen from different perspectives like identity of someone covers name. Elements of Multiculturalism As multiculturalism is seen as a belief therefore it includes some elements like races. The elements of multiculturalism may be similar to the elements that support the belief that is admitted by the people based on their races. Due to the condition. religion and countries in which people in the world belong to.the term gotong royong is an activity done by Indonesian people to do something together willingly without any forces upon them. ideas. While Joko. . like Made. Ketut are Balinese names. English is seen as a multicultural language and the concept of it is based on the fact that English stays as an indispensable language for intranational and/or international communication in Asia and other parts of the world. This tradition is still done until now. for example kenduri. Sri. Putu. semantic. religion and many more. it has four seasons and is known as Sakura country which is a popuar name of an original flower that grows there. 2008:69). This tradition is done in many different reagions in Indonesia. and socio-pagmatic across Asian varieties of English (Honna. the participant will get bancaan in return as the thanksgiving for their attendance. natural reources and many more. The relationship of those exmples with English is that the English is used as a medium to tell about those cultures to the international community. Another view is from the language itself. For instance is Japan. The names given to someone is a representation of their own origin. there are some differences found in terms of phonological. The most common type of multiculturalism that is easily seen is from the names because names represent the originality of someone. it is a religious activity to pray together for different purpose based on the host demand and at the end of the pray. There are still many examples existed in Indonesia and those examples are good things to be taught and preserve by Indonesian young generetions so that they know about their own culture and those examples above show tolerance among Indonesian society. The origin is the source that lead people to find out from where they belong to. Indonesian culture also varied based on the traditions and customs in each reagions. religions and even countries. geographical condition. lexical. syntactic. Not only society but also country will have their own identity that is easily recognized from the physical chracteristics such as weather. nationality. Therefore we should think of the elements behind a name. Siti are Javanese names.

An empowering school structure requires the creation of qualitatively different relationships among various groups within schools.Dimensions of Multicultural Education by James A Banks have been used widely by school district to conceptualized and develop courses. The five dimensions are: 1) content integration. there are many languages spoken within the country. perspectives. and cultural practices. 2) the individuals experience equal status. Indonesia is one of multicultural country. This include using a variety of teaching styles and approaches that are consistent with the range of learning styles within various cultural and ethnic groups. Prejudice reduction dimension of multicultural education seeks to help students develop positive and democratic racial attitudes. 2) the knowledge construction process. 4) an equity pedagogy and 5) an empowering school culture and social structure. ethnic. socioeconomic. and theories in their subject area of discipline. We have a jargon known as Bhinneka Tunggal Ika (Unity in Diversity). and language groups experience equality. principals and teachers. The knowledge construction process helps teachers and students to understand why the cultural identities and social position of researchers need to be taken into account when assessing the validity of the knowledge claims. Members of the school staff examines and change the culture and social structure of the school. As a multicultural country. cultural. This condition is represented from the diversity of Indonesia. norms. The theory developed by Gordon Allport (1954) has significantly influenced research and theory in intergroup relations. Content integration deals with the extent to which teachers use examples and content from a variety of cultures and groups to illustrate key concepts. and many people in the country use . investigate. 3) prejudice reduction. principles. and 3)the contact is sanctioned by authorities such as parents. projects in multicultural education. socioeconomic. and determine how the implicit cultural assumptions. such as being demanding but highly personalized when working with American Indian and Native Alaska students. He hypothesized that prejudice can be reduced by interaccial contact if the contact situations have these characteristics :1) they are cooperative rather than competitive. frames of references. An empowering school culture involves restructuring the culture and organization of the school so that students from diverse racial. and biases of researchers and textbook writers influence the ways in which knowledge is constructed. The infusion of ethnic and cultural content into a subject area is logical and not contrived when this dimension is implemented properly. The knowledge construction process describes teaching activities that help students to understand. generalizations. An equity pedagogy exists when teachers modify their teaching in ways that will facilitate the academic achievement of students from diverse racial. programs. It also helps students to understand how ethnic identity is influenced by the context of schooling and the attitudes and beliefs of dominant social groups. Relationships are based on mutual and reciprocal respect of cultural differences that are reflected in school-wide goals. and language groups.

(www. during these early years. The multicultural representation can be formed in the text and pictures avaialable in children‟s books. 1972). Increasingly.org) Multiculturalism Representation According to Daniella Ramos Barroqueiro & Samantha Sprouse in their journal entitled Multicultural children‟s literature: The interplay of text and images send meaningful messages to children. and ethincs. Fact shows that the number of indigenous languages spoken in Indonesia is estimated to be around 480 (LBI. and finally. Barroqueiro and Sprouse wrote that by definition. equitable. it will help them to know more about those differences so that they finally realize that those things are the valuable heritage to be preserved. information and knowledge are key determinants of wealth creation. Language is primary vector for communicating information and knowledge. open and inclusive knowledge societies. including chilren‟s school books. social transformation and human development.UNESCO. 1989).org) UNESCO is convinced that cultural diversity and multilingualism on the internet have a key role to play in fostering pluralistic. they may begin to develop feelings of „pre-prejudice‟ (Derman-Sparks & the ABC Task Force. racial and ethnic differences.more than one language. including the internet and media. they wrote that as children begin to notice gender. races. for example. It is important that children are exposed to multicultural children‟s literature so that they are given the opportunity to explore the heritage and values of the variety of people living in their society and perhaps shed some of their preconceived notions and negative attitudes toward others (Daniella Ramos Barroqueiro & Samantha Sprouse). thus the opportunity to use one‟s language on the internet will determine the extent to which one can participate in emerging knowledge societies. It means that children are trying to use their own understanding about the culture surround them for examples in terms of gender. If the children know that there are many differences among the society where they are living. UNESCO encourages its member states to develop comprehensive language-related policies. (www. the picture . to allocate resources and use appropriate tools in order to promote and facilitate linguistic diversity and multilingualism.UNESCO. almost half of them in Irian Jaya. prejudice.

inexpert reader. “In a picture book the two media intertwine. games and many activities that are fun to play and read. The unit of analysis in this reserach are words . 1990).phrases . 1993. an author can state that things went on in the same manner. Method of data collection The data collection method applied in this research is done by: . RESEARCH METHOD Unit of Analysis The research method used in this research is descriptive in nature. et al. (p.4) In ILP English Books for second graders also supply with pictures.storybook is a format in which words and illustrations have equal responsibility for telling a story (Lynch-Brown. cause and effect and super or subordinate order. The researchers only describe the phenomena found in the object of the study. Illustrations can describe characters or settings of a story with a complexity that cannot be achieved with text that is written for a young. The instruction given to children is easy to follow and the games are fun to play. is more effective than illustrations in conveying temporal order. day after day more easily than an artist could draw such a concept. Method of the Study There are two steps applied in this study namely method of data collection and method of data analysis. Text on the other hand. 1993). The pictures also interesting for the students so that they can memorize the characters and things related to pictures that are arranged beautifully to support the topics.expressions and pictures found in ILP English Book for second graders of SD PL ST Yusup Semarang.4) In their journal about multicultural representation. Images and text work in tandem to communicate meaning (Schwarcz. (1993) that: Pictures are able to convey some aspect of a story more effectively than text. p. et al. Barroqueiro and Sprouse also quoted Creany. complementing and extending each other in such a way that readers cannot understand the storyline by attending only to the text or only to the illustrati ons” (Creany. For example.

magic Multicultural Representations Settings They are landed on the dessert and the bird rescued them by giving Pictures Animals : mouse. smuff. unicorn Humans : a boy & a girl . pelican. Identification : the researchers identify words. pelican. c. the researchers use references and any related materials found in the library. the researchers are documenting any data related to the subject matter of this study. dragon. phrases. including using internet study to seek for more information related to the subject matter. Doing library study In this step. c. Discussion of the findings The data analysis in this study is done trough some steps as follows: Identification The researchers found some elements of multicultural representation from ILP Student‟s Books for second graders of SD PL ST YUSUP Semarang then they identify them into characters. the researchers read the ILP student‟s books in order to get the information due to the topic discussed. Classification : the researchers classify those words. expressions and pictures found in ILP English Book for second graders of SD PL ST Yusup based on the cultural elements.a. b. phrases. Reading ILP student‟s books In this step.phrases. expressions and pictures found in the ILP Book for second graders of SD PL ST Yusup Seamarang. Documentation In this step. FINDINGS AND DISCUSSION Findings The findings in this study are the words . namely: a. b. settings and pictures as follows: NO TOPIC Characters 1 Plus ands Minus Marcus. Bunga. squeak. expressions and pictures found in the ILP student‟s books for second graders of SD PL ST YUSUP Semarang. Method of data analysis There are some steps applied in this data analysis method. Interpretation : the researchers intepret the data based on the knowledge and theoretical framework.

tent. genie. On. smuff. the map. magic book. pots. old lamp. maiia. a monkey. old lamp. Bunga. the map. unicorn. Bunga said that they can make a wish for someone to help them find genie‟s best friend. genie. Everybody was happy. a book 4 Relatives Marcus. unicorn. squeak. magic book. pelican. squeak. maiia. pelican. camel. Under Marcus. Maalik Animals : mouse. tent. pelican. a book Animals : mouse. dragon. genie. camel. squeak. maiia 2 Let‟s Tell The Time Marcus. the sun. old lamp. coconut trees. air balloon. Then genie cried when he told them about his lost friend.book. unicorn. brother. market. . genie. the map. a cobra Animals : mouse. sister) 6 Look What We Can Do Marcus. dragon. smuff. Smuff saw something inside the pot and it is a cobra snake. unicorn. They followed the lemur. pelican. maiia. maiia. A family (mother. smuff. dragon. Then Bunga rub it and a genie appeared. the map. camel. a book Animals : mouse. Bunga. unicorn. dragon. monkey Humans : boys & a girl. The map shows the next clues. All of them followed the lemur to the bridge and suddenly squeak fell off the bridge. unicorn. Then Bunga asked everyone to hold hand and make a wish. old lamp. the map. a book 8 The Way We Feel Marcus. pelican. Amazingly smuff can fly to save squeak. Maalik is being chased by 4o angry thieves and magic book asked everybody to sing a Thing : dessert. people. pelican. maiia. lemur 5 A Family Album The family father. lemur 7 In. magic book. a bridge. lemur. pelican Humans : boys & a girl. genie. They follow the clue by taking 17 steps after counting the numbers that lead them to the camel. lemur. It was a mid day when they saw a tent. food. a book Animals : mouse. smuff. camel Humans : a boy & a girl Plant : coconut trees Thing : dessert. pelican. old lamp. dragon. tent. forty thieves Fruit : banana Thing : dessert. bird. They ride a camel and let the camel take them to the tent after riding for hours. In the tent genie asked why they disturbed him. smuff. food stalls. a book Animals : mouse. the map. camel. magic book. pelican. an oasis. pelican. genie the map. camel. camel Humans :a boy & a girl Plant : coconut trees Thing : dessert. Bunga. camel. dragon. Maalik. genie. sister) students‟ (mother. tent. Bunga. pelican. smuff. passed an oasis until they found a market. camel. There is a family tree to be filled up with photos and short information about the students‟ family. magic book. Finally genie saw Maalik on the magic carpet chased by the forty thieves. magic book. Suddenly lots of lemurs appeared in front of them and genie told lemur to find Maalik. squeak. In the tent there‟s no one except an old lamp. father. camel. squeak. squeak. maiia. genie. Maiia saw feet under the table and it is a monkey eating a banana. camel 3 Family Marcus. At the market there were many people so they have to split to find Maalik. and they told genie that they need help to get home. Bunga. lemur Humans : a boy & a girl Thing : dessert. brother. tent. lemur Humans : a boy & a girl Thing : dessert. magic carpet. Bunga. genie. genie.

jungle. pelican Animals : mouse. Maalik. a crocodile. Data Identification of Green Adventure Unit 3 NO TOPIC Characters 1 Let‟s Play! Marcus. a crocodile Humans : boys & a girl Thing : a magic carpet. The king asked Marcus to tell him about his all adventures so that he can help him to find his way home. genie. so that they make the second wish to send Pictures Animals : mouse. a book. They won the match and the animals took them to see the king. Bunga. pelican. jungle. unicorn. a zebra. When they met with the jungle animals. dragon. But he is a friendly tiger. a magic carpet. coconut. tent. old lamp. a tornado. a monkey. genie. The cave was dark and Marcus used his torch to help them see the king. unicorn. It was a way out but maiia heard a strange sound and a mgic book heard that it was a hissing sound. it‟s got orange and black tripes. the map. maiia. old lamp. Maalik. Maalik had an idea thay by playing his flute it would make the snakes fell asleep. forty thieves Thing : dessert. old lamp. Bunga. genie. old lamp 2 What are hobbies? your Marcus. unicorn. It worked and the 40 thieves dissapeared. magic book. camel. a book. camel. pelican. dragon. a tiger 4 Look at what I‟m wearing Marcus. maiia. magic book. pelican. a cave Animals : mouse. snakes.1. a magic carpet. They followed a noise and it turned to be some animals played a jungle ball. it‟s got big claws. dragon. . smuff. They were at the cave where the king lives. a book Table 5. And the animals agreed to help them to see the king if they can beat them in playing jungle ball. And it worked. a zebra. The king remind them that they still have two wishes. it‟s got big sharp teeth and it is a tiger. genie. maiia. the bird. squeak. a flute. In the cave it was dark and suddenly it was a light. a giraffe. smuff. genie. squeak. maiia. Bunga. genie. snakes Humans : boys & a girl Thing : a cave. Maalik. coconut trees. a giraffe. magic book. a goal 3 What a animal strange Marcus. Then suddenly there was a tornado so everyone was running to save a hiding place. pelican Multicultural Representations Settings They were hiding on the cave to save their life from the tornado. squeak. smuff.spell to stop the 40 thieves. Genie found out that it was some snakes. a tiger Humans : boys & a girl Thing : a magic carpet. Maalik. Instead of a ball they use a coconut. Bunga. smuff. a book. a rhino. dragon. a monkey. unicorn. a flute. the map. camel. pelican Animals : mouse. the map. a rhino. the map. squeak. Finally they went out of the cave and into the jungle. He said that it‟s got a tail. snakes. smuff asked them for a help to get them home. a flute. magic book. genie. camel. genie.

a bog river. Bunga. and the third wish to send genie and Maalik get home. the researchers classify them into four goals of multicultural children‟s literature by Jacobs and Tunnell (2004:18-19) as follows: Topics Goals of multicultural children’s literature (Jacobs and Tunnell:2004) presenting a positive and reassuring representation of the reader’s own instilling appreciation of diverse lifestyles influenced by environment and encouraging children to recognize that members of the human family fostering awareness. thunder. trees The draw pictures to support their magic island. They have to draw their own magic island using their own imagination Humans : boys & a girl Thing : a magic carpet. squeak. flowers. magic book and smuff to walk a very long way and wait for him because the king never go anywhere without his special clothes. maiia. smuff. the king 6 Weather Marcus. Marcus and Bunga could ride the crocodile boats. Data Identification of of Green Adventure Unit 4 Data classification Based on the multicultural representations. understanding. dragon. There is a waterfall and they have to across the big river. They were surprised because they found animal just like maiia. They climbed to the top of the mountain. Smuff and magic book could fly across. maiia. They had some fun and enjoyed the ride. lightning. the map. monkey 7 Our magic island The students squeak and pelican back to the pirate captain. Bunga. They have to go through the clouds and finally they rain stopped and they saw rainbows everywhere.pelican. a big mountain. The king brought them through the jungle until they found a river. Bunga. a book. the king said to Marcus. They were safely across the river. And at last. maiia. a flute. a cave Animals : mouse. genie. rainbow. jungle. unicorn. a tiger Humans : a boy & a girl Thing : the map. a book. maiia can swin across and the king. the king 5 Nature Marcus. smuff. dragon. unicorn. old lamp. a waterfall. The king pointed to the mountain and said that they have to get there before dark. a book. Along the way they heard the sound of lighting and thunder. Table 5. the king. a mountain Animals : mouse. and appreciation of people who seem . It looked stormy on the mountain and it started to rain. The king asked them to use jungle umbrellas. a tiger. magic book. magic book. crocodiles Humans : a boy & a girl Thing : the map. squeak. waterfall.1.

Under The Way We Feel Table 5. On. understanding. and appreciation of people who seem different from the reader  Let‟s Play! What are your hobbies? What a strange animal Look at what I‟m wearing Nature Weather Our island magic              Table 5.cultural group tradition have more similarities than differences different from the reader Plus and Minus Let‟s Tell The Time Family Relatives A Album Family                    Look What We Can Do In.2 Data Classification of Green Book Unit 3 Topics Goals of multicultural children’s literature (Jacobs and Tunnell:2004) presenting a positive and reassuring representation of the reader’s own cultural group instilling appreciation of diverse lifestyles influenced by environment and tradition encouraging children to recognize that members of the human family have more similarities than differences fostering awareness.2 Data Classification of Green Book Unit 4 .

and lifestyles? c. activities. phrases and expressions without disregarding one‟s identity. work together as a team. and behaving. The Green Adventure 3 book is written to aimed at motivating students to be independent. The characters are not only humans but also animals. d. Does the author avoid offensive or degrading vocabulary to describe characters. Does the book exclude stereotypes of appearance. Some criteria are chosen to interpret the data as follows: a. The students are expected to foster themselves to aware. Will children be able to recognize the characters in the text and illustrations? e. Are characters portrayed as individuals—with their own thoughts. understand and appreciate people who are different from their own race. plants and some imagery creatures. .Data Interpretation The researchers interpret the multiculturalisms found in ILP English books for second graders using some criteria to evaluate multicultural children‟s literature proposed by Norton (1995:12) as follows: a. feeling. emotions and ideas—instead of representatives of a group? b. b. There are some new characters along the journey who offer a help to find their way home and they can work together as well. The Green Adventure 3 is the continual series of the previous books therefore the students are familiar with the characters found in the book. The Green Adventure 3 is full of pictures illustrated the topics that are far from stereotyping the characters. traditions. behavior and character traits? Green Book Adventure 3 There are eight (8) topics discussed in this book and the content of each topic is related to the students‟ comprehension so that they can understand about it. and discuss the problem to get the best solution. The characters show their own personality and they can be identified through their own way of thinking. The students are expected to copy positive behavior from the characters. The authors of Green Adventure 3 use positive things through the words. c. Are the illustrations authentic and free of stereotypes? d. tradition and culture. e.

The Green Adventure 4 is full of pictures illustrated the topics that are far from stereotyping the characters. Teaching Ethnic Studies : Concepts and Strategies. The Green Adventure 4 is the continual series of the previous books therefore the students are familiar with the characters found in the book. The characters are not only humans but also animals. c. feeling. The characters show their own personality and they can be identified through their own way of thinking. Some criteria are chosen to interpret the data as follows: a. References Banks. 1973. The Green Adventure 4 book is written to aimed at motivating students to be independent.Green Book Adventure 4 There are seven (7) topics discussed in this book and the content of each topic is related to the students‟ comprehension so that they can understand about it. b. Multicultural representations are found in ILP books of Green Adventure 3 and 4 because the authors want to show the relationship between text and pictures as illustration to help students understand the meaning of the text. work together as a team. d. namely: Multiculturalism representations found in ILP books of Green Adventure 3 and 4 are in the form of characters. . phrases and expressions without disregarding one‟s identity. e.. The pictures are illustrated through the characters and other supplementary pictures. The characters meet new characters that help them to find their way home through their journey and they can work well hand in hand without having dispute among them. This book has more characteristic to instill students to appreciate diverse lifestyle influenced by environment and tradition. and behaving. settings and pictures. ed. The students can learn from the settings written in each topics of the books so that they can follow the adventure through the activities and games written in the books. DC: National Council for the Social Studies. The students are expected to copy positive behavior from the characters. James A. The authors of Green Adventure 3 use positive things through the words. Washington. plants and some imagery creatures. Conclusions There are some conclusions that can be drawn from this analysis. and discuss the problem to get the best solution.

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