A Content Analysis Of The Cultural Representations In The English Textbook "English For Nusantara" Grade VII Junior High School In Indonesia

Maknunah, Churotul (2025) A Content Analysis Of The Cultural Representations In The English Textbook "English For Nusantara" Grade VII Junior High School In Indonesia. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

English textbooks play a crucial role in shaping learners‘ understanding of
language and culture, especially in EFL (English as a Foreign Language) contexts
like Indonesia. Despite curriculum reforms that promote cultural balance, previous
studies have shown persistent cultural imbalances, often dominated by foreign or
target cultures while underrepresenting local and international cultures. A notable
gap exists in analyzing English textbooks designed for the recently implemented
Merdeka Curriculum, particularly the "English for Nusantara" series, which
claims to integrate local wisdom. Whether these reforms had successfully
translated into balanced cultural content in textbooks remained unclear.
This study aimed to examine the cultural representations in the English
textbook English for Nusantara for Grade VII by addressing two research
questions: (1) What types of culture are represented in the textbook? and (2) What
elements of culture are represented in the textbook? The primary objective was to
identify and analyze both the types (source, target, international) and elements
(products, practices, perspectives, persons) of cultural content presented in the
textbook to evaluate the extent of cultural balance promoted under the Merdeka
Curriculum.
The study employed a qualitative content analysis method, focusing on
reading texts and illustrations across five chapters in the textbook. Using Cortazzi
and Jin‘s framework for cultural types and Yuen‘s model for cultural elements,
the researcher systematically categorized and coded the data. Cultural references
were identified, classified, and quantified to examine the depth and diversity of
representation, with emphasis on both textual and visual materials.
The findings showed that the textbook heavily emphasized source culture
(73.27%), reflecting Indonesian traditions, daily life, and national identity. Target
and international cultures were minimally represented, with only 7.92% and 5.94%
respectively. Among cultural elements, "products" are the most frequently
featured (49.5%), while deeper aspects like "perspectives" (16.84%) and
"persons" (6.93%) are underrepresented. These results suggest that while the
textbook aligns with the nationalistic goals of the Merdeka Curriculum, it lacks
sufficient intercultural exposure needed to foster global competence. A more
balanced integration of diverse cultural content is recommended for future
textbook development.

Keywords: cultural representation, English textbook, Merdeka Curriculum,
content analysis, EFL

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