Representation of Multicultural Values in English Textbooks for Junior High School: An Interpretive Content Analysis

Saqila, Nurul (2025) Representation of Multicultural Values in English Textbooks for Junior High School: An Interpretive Content Analysis. Undergraduate thesis, UIN KHAS KH ACHMAD SIDDIQ.

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Abstract

Nurul Saqila, 2025: Representation of Multicultural Values in English Textbooks for Junior High School: An Interpretive Content Analysis
Keywords: Multicultural Value, English Textbook, Interpretive Content Analysis
English textbooks are essential for representing multicultural values, especially in junior high school, where students begin developing global awareness. English textbooks have been widely used to mediate English language learning. Apart from encompassing language skills materials, it is important to incorporate multicultural value content into English textbooks. This inclusion helps students connect with local culture and the subject matter. By integrating multicultural value into English textbooks, students are more likely to be motivated to learn and retain knowledge, as they can relate the topics to their own environment.
The main objective these research to analyse the representation of multicultural value presented of the textbooks through interpretive content analysis perspective. These research objectives were taken from research questions, including: How are the representation of multicultural values presented in the textbooks from interpretive content analysis.
The research used a qualitative approach utilizing interpretive content analysis as the reseach method to acquire specific information regarding multicultural ideals and English textbook data. The researcher selected two textbooks, entitled “English for Nusantara” and “Bright an English”. This content analysis research examined multicultural values using Mishra‟s three multicultural elements: language, cultural, and ethnic. The research revealed findings indicating that all aspects of multicultural values are include in this ELT textbook.
The result of this research shows 120 data from the two textbooks, language 20, cultural 79, ethnic 31, devided into multicultural value aspect. The representation of multicultural values in English textbooks for junior high school is essential in promoting inclusive education. From a language perspective, it enriches students' communication skills through exposure to diverse expressions. From a cultural perspective, it fosters understanding and respect for different ways of life. From an ethnic perspective, it supports identity recognition and combats stereotypes. The purpose of these research because previous studies have examined representation of multicultural values, but little attention has been paid to how representation of multicultural values in English textbooks through language, cultural, and ethnic from textual and image data.
In conclusion, This study highlights the significant role English textbooks play in representing multicultural values, particularly for 7th-grade junior high school students who are beginning to develop global awareness. Through an interpretive content analysis of two English textbooks, the research reveals that multicultural elements; language, cultural, and ethnic, are actively embedded within both textual and visual content. These findings indicate that the textbooks promote inclusive education by encouraging communication skills, cultural understanding, and ethnic identity recognition.

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