AN ANALYSIS OF CULTURAL REPRESENTATION IN EFL ENGLISH TEXTBOOKS FOR JUNIOR HIGH SCHOOL STUDENTS IN INDONESIA

Abstract

This study analyzed cultural representation and intercultural communicative competence (ICC) in the English for Nusantara Grade VIII textbook. Using a qualitative content analysis method, this research examined texts, dialogues, and illustrations to identify the types of cultural representation and assess how the textbook fosters ICC. The findings revealed that Source Culture dominates (70.5%), followed by International Culture (25.8%) and Target Culture (3.8%). In terms of ICC, Knowledge (31.3%) and Attitudes (23.7%) were most frequently represented, while Discovery & Interaction (9.9%) appeared least. The results indicate that while the textbook promotes national identity and some         intercultural                 awareness,     opportunities for interactive and critical           cultural engagement are limited. These findings suggest the need for more balanced cultural exposure and tasks that develop students’ intercultural competence.