Local VS Global Culture: A 3P Framework Analysis of Cultural Content in English Textbook for 12th Grade Indonesia

Maharani Faizah Putri, Nur Atsilah (2025) Local VS Global Culture: A 3P Framework Analysis of Cultural Content in English Textbook for 12th Grade Indonesia. Undergraduate thesis, Universitas Islam Negeri Kiai Achmad Siddiq Jember.

Text Nur Atsilah Maharani Faizah Putri NIM 201101060008..pdf Download (1MB)

Abstract

ABSTRACT
Nur Atsilah Maharani Faizah Putri, (2025): Local VS Global Culture: A 3P Framework Analysis of Cultural Content in English Textbook for 12th Grade in Indonesia.
Keywords: Content Analysis, Cultural Content, English Textbook Local Culture, Global Culture,
English textbooks play a crucial role in language learning and cultural transmission. The integration of cultural elements in language teaching materials potentially impacts students' intercultural competencies and global awareness. While previous studies have examined cultural representation in English textbooks, there remains a gap in analyzing how contemporary Indonesian English textbooks balance local and global cultural content. This study addresses this gap by examining the latest English textbook used in Indonesia's Independent Curriculum (Kurikulum Merdeka), specifically "Bahasa Inggris: Tingkat Lanjut: Train of Thought" for grade XII, using a 3P cultural analysis framework.
This research is driven by two main questions: (1) To what extent does the "Advanced English: Train of Thoughts" textbook reflect local and global cultures based on the 3P framework? and (2) How comprehensively does the book represent local and global cultures based on the same framework? The objectives of this study are: (1) to analyze the representation of local and global culture contained in the textbook, and (2) to explore the existence and depth of cultural representation based on the 3P framework. The 3P framework provides a structured approach to examining cultural content through three dimensions: Products (tangible cultural artifacts), Practices (behaviors and customs), and Perspectives (values, beliefs, and attitudes), allowing for a comprehensive assessment of how culture is portrayed in educational materials.
This study employed Intepretive Content Analysis to systematically examine cultural references in all five chapters of the textbook. Cultural elements were identified, coded, and categorized according to the 3P Framework (Products, Practices, and Perspectives), then classified as either local (Indonesian) or global culture. The analysis covered the complete textbook content, with cultural elements being quantified and represented through percentage-based calculations to determine the proportion of local versus global cultural content across all chapters.
The analysis reveals a balanced 50-50 proportion between local and global cultural content across the textbook. Within the framework dimensions, Products category shows 30% local vs 12% global content, Practices demonstrates 31% for local culture and 35% for global culture, and Perspectives indicates 39% in local culture and 53% in global culture. The cultural representation follows a systematic alternating pattern across chapters, ensuring consistent exposure to both cultural perspectives throughout the learning progression.
These findings demonstrate that the textbook adequately balances cultural representation both quantitatively and structurally, supporting intercultural competence development while maintaining local cultural identity. The study contributes to understanding how educational materials can foster global citizenship without compromising cultural authenticity in English language teaching contexts.

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