EXPLORING INTERCULTURAL COMMUNICATIVE COMPETENCE IN AN INDONESIAN LANGUANGE TEXTBOOK:A BYRAM’S ICC FRAMEWORK ANALYSIS

aulia, Firdatul (2026) EXPLORING INTERCULTURAL COMMUNICATIVE COMPETENCE IN AN INDONESIAN LANGUANGE TEXTBOOK:A BYRAM’S ICC FRAMEWORK ANALYSIS. Undergraduate thesis, UIN KHAS Jember.

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Abstract

Firdatul aulia, 2026: Exploring Intercultural Communicative Competence in an Indonesian Languange Textbook : A Byram’s ICC framework analysis
Keyword: English Textbook, Intercultural Communicative Competence, Byram’s ICC Framework, Textbook Analysis
English textbooks play a crucial role in language learning, as they not only facilitate the development of language skills but also introduce cultural perspectives and foster students’ intercultural awareness. In the Indonesian context, textbooks function as primary instructional resources aligned with the goals of the Independent or national curriculum, which emphasizes students’ ability to engage with both local and foreign cultures. However, the extent to which intercultural communicative competence (ICC) is represented in English textbooks remains underexplored, particularly when analyzed through Byram’s framework.
This study aims to examine the representation of local and foreign cultural elements in the English for Nusantara textbook SMP/Mts Kelas VIII and to investigate the balance of these cultural elements. The research addresses two questions: (1) What foreign and local cultural elements are presented in the textbook? and (2) How are these cultural elements presented in the textbook in terms of balance?
This study employs a descriptive qualitative design using content analysis. The data were collected through document analysis of the government-issued textbook namely English for Nusantara SMP/MTs Kelas VIII. A checklist instrument was used to systematically identify cultural elements in texts, dialogues, tasks, and visual materials. The data analysis was conducted through three stages: coding, categorizing, and interpreting. In the coding stage, each cultural element was labeled based on Byram’s ICC components and classified as local or foreign culture. In the categorizing stage, the data were grouped to examine patterns and frequency distribution across ICC components. Finally, in the interpreting stage, the data were analyzed to explain the representation and balance of cultural elements in the textbook.
The findings show that the textbook presents both local and foreign cultural elements through texts, dialogues, tasks, and visual materials. Local cultural elements include traditional games, celebrations and historical places, while foreign cultural elements include The Ugly Duckling, BTS, anti-littering campaigns, and plastic pollution issues. However, the representation is unbalanced, with local culture appearing more frequently than foreign culture. Among the ICC components, knowledge is the most dominant aspect, while the other components appear less frequently. Overall, the textbook supports intercultural awareness, but the limited representation of foreign cultures may reduce opportunities for students to develop a more balanced intercultural perspective.

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