English (United Kingdom)

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This article is part of research and development under the issue of developing English writing textbooks oriented to Blended Culture for the XI grade of science program at Culture-Based Senior High School (henceforth, CB-SHS) in Yogyakarta. This relies on the evidence of how the majority of English textbooks rely on considering the student’s local culture background, which eventually may impact meaningmaking English in context. It leads the researcher to evaluate Educational Culture-Based Curriculum (henceforth, ECBC) implementation, and to conduct need analysis for students, teachers, and stakeholders. To achieve the objective, this study involved the voluntary participation of 180 students at 3 schools from 3 regencies; 8 English teachers; 3 headmasters; 1 staff on Department of Education, Youth, and Sport; Institute of Educational Quality Assurance; and Department of Culture. Observation sheet, structured interview, questionnaires for need analysis, questionnaire checklist for culture awareness, learning style on writing, and also self-assessment for writing ability and English proficiency level were employed to gather data and analyzed them by using both descriptive qualitative and quantitative methods. There are three findings documented, i.e. 1) the majority of students placed culture awareness mode on novice range; 2) audio-visual is detecting on mostly learning styles of students; 3) the fundamental problem of ECBC is that none of the books are integrated with local cultures, and there is no semi-guided writing. Keywords—english textbook, need analysis, blended culture, educational culture-based curriculum, senior high school students

Analyzing the Needs of Students, Teachers, and Stakeholders in Developing Blended Culture-Oriented English Textbook at Culture-Based Senior High Schools in Yogyakarta