An Analysis of Cultural Values Represented Visually in the Grade 8 ‘English for Nusantara’ Textbook

Abstract

The objective of this study is to identify and analyze the representation of cultural values in the textbook entitled “English for Nusantara” for eighth-grade junior high school students. The study emphasizes the importance of including culture in language learning, given the close relationship between language and culture. Textbooks are important for developing language skills and for transmitting cultural values to students. Therefore, it is important to consider how cultural content is represented in learning materials, especially in the Emancipated Curriculum.

The study employed a qualitative content analysis framework based on Yuen’s (2011) cultural dimensions of products, practices, perspectives, and individuals. The data were collected from the textbook's images. In total, 153 images were analyzed from five chapters. The researcher categorized and classified the images into four cultural dimensions. The data were then analyzed in three phases: organization and familiarization, coding and reduction, and interpretation and representation. To ensure data reliability, inter-coder reliability was assessed, yielding a score of 94.2%. The findings show that 52 out of 153 images contain cultural content. Among these, the practice aspect is the most dominant with 23 images, followed by products with 18 images, and perspectives with 11 images. However, the person aspect is not represented in the visual materials. The product aspect is represented through tangible cultural elements such as traditional clothing, flags, traditional houses, and musical instruments. Meanwhile, the practice aspect is reflected in cultural activities such as Independence Day celebrations, traditional games, and social interactions that emphasize values like cooperation, participation, and togetherness. The perspective aspect is represented through implicit values such as responsibility, tolerance, social awareness, and religious identity.

The findings indicate that the textbook tends to emphasize visible and concrete cultural elements, particularly products and practices, rather than abstract cultural meanings such as perspectives. While this approach helps students easily recognize cultural elements, it may limit their deeper understanding of cultural values. In addition, the absence of the person aspect suggests that the textbook does not sufficiently represent individuals as cultural figures who embody cultural identity.

In conclusion, the “English for Nusantara” textbook has successfully incorporated cultural content into English language learning, particularly by presenting local cultural elements that are relevant to students’ daily lives. However, the representation of cultural aspects remains imbalanced. Therefore, it is recommended that future textbook development include a more balanced representation of cultural dimensions by incorporating deeper cultural perspectives and the person aspect to support students’ intercultural competence.