An Analysis of Cultural Content in the English Textbook Entitled “English Advance” for the Eleventh Grade
Keywords:
Cultural representation, English textbook, Cultural ContentAbstract
This study aims to examine the cultural content of the English Advance textbook used in the second grade of Senior High School. Specifically, it seeks to identify the main cultural categories represented in the textbook, based on the framework by Cortazzi and Jin (1999), and the cultural dimensions present, as outlined by Moran (2001). A qualitative content analysis method was employed to examine the extent to which the textbook includes source culture, target culture, and international culture, as well as the five cultural dimensions: products, practices, perspectives, persons, and communities. The findings reveal that the target culture dominates the textbook with 56% of the total content, followed by international culture at 30%, and source culture at only 14%. Regarding cultural dimensions, products emerge as the most dominant with 52%, while persons (17%), perspectives (16%), and practices (15%) are present in smaller portions. Notably, the community dimension is absent. These results suggest that the textbook emphasizes surface-level cultural knowledge and underrepresents deeper, contextual cultural understanding.
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