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Abstract
Incorporating cultural elements into teaching is essential for Indonesian educators. However, a key issue currently observed is the lack of awareness among English teachers regarding the integration of cultural learning into English instruction. This study was to critically investigate how culture is represented and introduced in an English textbook at the elementary level. Cultural contents were analyzed throughout the 2021 revised edition of the English textbook for grade 5 of elementary school, published by the Ministry of Education and Culture (MOEC). The textbook was selected due to its widespread use in Indonesian schools and its production by MOEC. To analyze the data, a semiotic critical discourse analysis approach was employed on the basis of Kachru's concentric circle framework. Moran's 4P framework, addressing products, practices, perspectives, and people, as well as Bennett's theory on cultural values, were also used to further investigate the cultural dimensions presented in the textbook. The findings revealed a significant dominance of source culture content, while the representation of target culture and foreign culture was minimal. Of the 27 cultural views analyzed, expanding circle cultures were most prevalent. Our findings also indicated that product culture was the most prominent cultural dimension. The findings suggested that cultural embedment in the textbook facilitates students to have a broader perspective of diverse culture. Recognizing and understanding the multicultural values and their representations allows Indonesian students to develop their intercultural competence, which not only introduces them to diverse cultures but also strengthens their communication skills.
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Copyright (c) 2025 Ahmad Amin Dalimunte, Irma Suryani
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How to Cite
Multicultural values in ELT textbook for Indonesian elementary schools: a critical discourse analysis. (2025). JOALL (Journal of Applied Linguistics and Literature), 10(1), 71–94. https://doi.org/10.33369/joall.v10i1.37954
References
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Ahmed, F. (2011). An Analysis of Textbooks from a Cultural Point of View. TESOL Journal, 5, 21–73.
Alcoberes, P. J. N. (2016). “The Author-Initiated Discourses in the Selected English Textbooks in Southeast Asia: A World Englishes Paradigm. ” Asian Englishes, 18(1), 36–52. https://doi.org/doi:10.1080/13488678.2015.1132109.
Ariawan, D. A., Nurkamto, J., & Sumardi, S. (2022). Critical discourse analysis of cultural representations in EFL national commercial textbooks. Studies in English Language and Education, 9(3), 1112-1127.
Awayed-Bishara, M. (2015). Analyzing the cultural content of materials used for teaching English to high school speakers of Arabic in Israel: Http://Dx.Doi.Org/10.1177/0957926515581154, 26(5), 517–542. https://doi.org/10.1177/0957926515581154
Baleghizadeh, S., & Sayesteh, L. A. (2020). A content analysis of the cultural representations of three ESL grammar textbooks. Cogent Education, 1(7), 1–15. https://doi.org/10.1080/2331186X.2020.1844849
Bennett. (2011). Comprehensive multicultural education; Theory and Practice (7th ed.). Boston: Allyn and Bacon.
Cogo, A. (2012). English as a lingua franca: Concepts, use, and implications. ELT Journal, 66(1), 97–105. https://doi.org/10.1093/elt/ccr069
Cortazzi, M., & Jin, L. (1999). Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 196-219). Cambridge University Press.
Crystal, D. (2003). English as a Global Language (2nd ed.). Cambridge University Press.
Dalimunte, A. A. (2016). Implementasi kebijakan bahasa dan implikasinya dalam penguatan identitas, integritas, dan pluralitas bangsa. Jurnal Humaniora Teknologi, 2(1).
Dinh, T. N., & Sharifian, F. (2017). Vietnamese cultural conceptualisations in the locally developed English textbook: A case study of ‘Lunar New Year’/‘Tet’. Asian Englishes, 19(2), 148-159.
Gray, J. (2002). The global coursebook in English language teaching. In D. Block & D. Cameron (Eds.), Globalization and language teaching. Routledge.
Gunther & Kress, T. V. L. (2006). Reading Images The Grammar of Visual Design. Routledge.
Kachru. (1985a). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H. Widdowson (Eds.), In English in the world: Teaching and learning the language and literatures. Cambridge University Press.
Kress, G., & van Leeuwen, T. (2010). The semiotic landscape In Language in Use. Routledge.
Lee, J. F. K., & Li, X. (2019). Cultural representation in English language textbooks: a comparison of textbooks used in mainland China and Hong Kong. Pedagogy, Culture & Society, 28(4), 605–623. https://doi.org/10.1080/14681366.2019.1681495
McHugh, M. L. (2012). Interrater Realibility : The Kappa Statistic. National Library of Medicine, 22(3), 276–282.
Moran, P. (2001). Teaching culture: Perspectives in practice. Heinle and Heinle.
Nurcahyono, O. H. (2018). Pendidikan Multikultural Di Indonesia: Analisis Sinkronis Dan Diakronis. Habitus: Rasisme Dan Marginalisasi dalam Sejarah Sosiologi Amerika. Jurnal Pendidikan, Sosiologi Dan Antropologi, 2(1), 90–285.
Rahim, H., & Daghigh, A. (2020). Locally-developed vs. global textbooks: An evaluation of cultural content in textbooks used in ELT in Malaysia. An Evaluation of Cultural Content in Textbooks Used in ELT in Malaysia. Asian Englishes, 22(3), 317–331. https://doi.org/https://doi.org/10.1080/13488678.2019.1669301
Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL textbook: a critical discourse analysis. Intercultural Education, 30(4), 383–397. https://doi.org/10.1080/14675986.2019.1548102
Shin, J., Eslami, Z. R., & Chen, W. C. (2011). Presentation of local and international culture in current international English-language teaching textbooks. Language, Culture and Curriculum, 24(3), 253–268. https://doi.org/10.1080/07908318.2011.614694
Sihombing, T.H.J., & Nguyen, M.X.N.C. (2022). Cultural content of an English textbook in Indonesia: Text analysis and teachers’ attitudes. Asian Englishes, 1–23.https://doi.org/10.1080/13488678.2022.2132131
Tajeddin, Z., & Teimournezhad, S. (2015). Exploring the hidden agenda in the representation of culture in international and localised ELT textbooks. The Language Learning Journal, 43(2), 180–193. https://doi.org/Doi.org/10.1080/09571736.2013.869942
Widodo, H. P. (2018). Indonesian EFL Textbook Analysis. Springer International Publishing, 9, 131. https://doi.org/10.1007/978-3-319-63677-1
Wodak, R. (2001). “What CDA Is About- a Summary of Its History, Important Concepts and Its Development:”In Methods of Critical Discourse Analysis. ( edited by R. W. and M. Meyer, Ed.). Sage Publications Ltd.
Parlindungan, F., Rifai, I., & Safriani, A. (2018). The representation of Indonesian cultural diversity in middle school English textbooks. Indonesian Journal of Applied Linguistics, 8(2), 289–302. https://doi.org/10.17509/ijal.v8i2.13276
Yuen, K. M. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65(4), 458–466. https://doi.org/10.1093/elt/ccq089
Zhang, H., Li, X., & Chang, W. (2022). Representation of cultures in national English textbooks in China: a synchronic content analysis. Journal of Multilingual and Multicultural Development, 45(8), 3394–3414. https://doi.org/10.1080/01434632.2022.2099406
References
Ahmed, F. (2011). An Analysis of Textbooks from a Cultural Point of View. TESOL Journal, 5, 21–73.
Alcoberes, P. J. N. (2016). “The Author-Initiated Discourses in the Selected English Textbooks in Southeast Asia: A World Englishes Paradigm. ” Asian Englishes, 18(1), 36–52. https://doi.org/doi:10.1080/13488678.2015.1132109.
Ariawan, D. A., Nurkamto, J., & Sumardi, S. (2022). Critical discourse analysis of cultural representations in EFL national commercial textbooks. Studies in English Language and Education, 9(3), 1112-1127.
Awayed-Bishara, M. (2015). Analyzing the cultural content of materials used for teaching English to high school speakers of Arabic in Israel: Http://Dx.Doi.Org/10.1177/0957926515581154, 26(5), 517–542. https://doi.org/10.1177/0957926515581154
Baleghizadeh, S., & Sayesteh, L. A. (2020). A content analysis of the cultural representations of three ESL grammar textbooks. Cogent Education, 1(7), 1–15. https://doi.org/10.1080/2331186X.2020.1844849
Bennett. (2011). Comprehensive multicultural education; Theory and Practice (7th ed.). Boston: Allyn and Bacon.
Cogo, A. (2012). English as a lingua franca: Concepts, use, and implications. ELT Journal, 66(1), 97–105. https://doi.org/10.1093/elt/ccr069
Cortazzi, M., & Jin, L. (1999). Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 196-219). Cambridge University Press.
Crystal, D. (2003). English as a Global Language (2nd ed.). Cambridge University Press.
Dalimunte, A. A. (2016). Implementasi kebijakan bahasa dan implikasinya dalam penguatan identitas, integritas, dan pluralitas bangsa. Jurnal Humaniora Teknologi, 2(1).
Dinh, T. N., & Sharifian, F. (2017). Vietnamese cultural conceptualisations in the locally developed English textbook: A case study of ‘Lunar New Year’/‘Tet’. Asian Englishes, 19(2), 148-159.
Gray, J. (2002). The global coursebook in English language teaching. In D. Block & D. Cameron (Eds.), Globalization and language teaching. Routledge.
Gunther & Kress, T. V. L. (2006). Reading Images The Grammar of Visual Design. Routledge.
Kachru. (1985a). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H. Widdowson (Eds.), In English in the world: Teaching and learning the language and literatures. Cambridge University Press.
Kress, G., & van Leeuwen, T. (2010). The semiotic landscape In Language in Use. Routledge.
Lee, J. F. K., & Li, X. (2019). Cultural representation in English language textbooks: a comparison of textbooks used in mainland China and Hong Kong. Pedagogy, Culture & Society, 28(4), 605–623. https://doi.org/10.1080/14681366.2019.1681495
McHugh, M. L. (2012). Interrater Realibility : The Kappa Statistic. National Library of Medicine, 22(3), 276–282.
Moran, P. (2001). Teaching culture: Perspectives in practice. Heinle and Heinle.
Nurcahyono, O. H. (2018). Pendidikan Multikultural Di Indonesia: Analisis Sinkronis Dan Diakronis. Habitus: Rasisme Dan Marginalisasi dalam Sejarah Sosiologi Amerika. Jurnal Pendidikan, Sosiologi Dan Antropologi, 2(1), 90–285.
Rahim, H., & Daghigh, A. (2020). Locally-developed vs. global textbooks: An evaluation of cultural content in textbooks used in ELT in Malaysia. An Evaluation of Cultural Content in Textbooks Used in ELT in Malaysia. Asian Englishes, 22(3), 317–331. https://doi.org/https://doi.org/10.1080/13488678.2019.1669301
Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL textbook: a critical discourse analysis. Intercultural Education, 30(4), 383–397. https://doi.org/10.1080/14675986.2019.1548102
Shin, J., Eslami, Z. R., & Chen, W. C. (2011). Presentation of local and international culture in current international English-language teaching textbooks. Language, Culture and Curriculum, 24(3), 253–268. https://doi.org/10.1080/07908318.2011.614694
Sihombing, T.H.J., & Nguyen, M.X.N.C. (2022). Cultural content of an English textbook in Indonesia: Text analysis and teachers’ attitudes. Asian Englishes, 1–23.https://doi.org/10.1080/13488678.2022.2132131
Tajeddin, Z., & Teimournezhad, S. (2015). Exploring the hidden agenda in the representation of culture in international and localised ELT textbooks. The Language Learning Journal, 43(2), 180–193. https://doi.org/Doi.org/10.1080/09571736.2013.869942
Widodo, H. P. (2018). Indonesian EFL Textbook Analysis. Springer International Publishing, 9, 131. https://doi.org/10.1007/978-3-319-63677-1
Wodak, R. (2001). “What CDA Is About- a Summary of Its History, Important Concepts and Its Development:”In Methods of Critical Discourse Analysis. ( edited by R. W. and M. Meyer, Ed.). Sage Publications Ltd.
Parlindungan, F., Rifai, I., & Safriani, A. (2018). The representation of Indonesian cultural diversity in middle school English textbooks. Indonesian Journal of Applied Linguistics, 8(2), 289–302. https://doi.org/10.17509/ijal.v8i2.13276
Yuen, K. M. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65(4), 458–466. https://doi.org/10.1093/elt/ccq089
Zhang, H., Li, X., & Chang, W. (2022). Representation of cultures in national English textbooks in China: a synchronic content analysis. Journal of Multilingual and Multicultural Development, 45(8), 3394–3414. https://doi.org/10.1080/01434632.2022.2099406
Alcoberes, P. J. N. (2016). “The Author-Initiated Discourses in the Selected English Textbooks in Southeast Asia: A World Englishes Paradigm. ” Asian Englishes, 18(1), 36–52. https://doi.org/doi:10.1080/13488678.2015.1132109.
Ariawan, D. A., Nurkamto, J., & Sumardi, S. (2022). Critical discourse analysis of cultural representations in EFL national commercial textbooks. Studies in English Language and Education, 9(3), 1112-1127.
Awayed-Bishara, M. (2015). Analyzing the cultural content of materials used for teaching English to high school speakers of Arabic in Israel: Http://Dx.Doi.Org/10.1177/0957926515581154, 26(5), 517–542. https://doi.org/10.1177/0957926515581154
Baleghizadeh, S., & Sayesteh, L. A. (2020). A content analysis of the cultural representations of three ESL grammar textbooks. Cogent Education, 1(7), 1–15. https://doi.org/10.1080/2331186X.2020.1844849
Bennett. (2011). Comprehensive multicultural education; Theory and Practice (7th ed.). Boston: Allyn and Bacon.
Cogo, A. (2012). English as a lingua franca: Concepts, use, and implications. ELT Journal, 66(1), 97–105. https://doi.org/10.1093/elt/ccr069
Cortazzi, M., & Jin, L. (1999). Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 196-219). Cambridge University Press.
Crystal, D. (2003). English as a Global Language (2nd ed.). Cambridge University Press.
Dalimunte, A. A. (2016). Implementasi kebijakan bahasa dan implikasinya dalam penguatan identitas, integritas, dan pluralitas bangsa. Jurnal Humaniora Teknologi, 2(1).
Dinh, T. N., & Sharifian, F. (2017). Vietnamese cultural conceptualisations in the locally developed English textbook: A case study of ‘Lunar New Year’/‘Tet’. Asian Englishes, 19(2), 148-159.
Gray, J. (2002). The global coursebook in English language teaching. In D. Block & D. Cameron (Eds.), Globalization and language teaching. Routledge.
Gunther & Kress, T. V. L. (2006). Reading Images The Grammar of Visual Design. Routledge.
Kachru. (1985a). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H. Widdowson (Eds.), In English in the world: Teaching and learning the language and literatures. Cambridge University Press.
Kress, G., & van Leeuwen, T. (2010). The semiotic landscape In Language in Use. Routledge.
Lee, J. F. K., & Li, X. (2019). Cultural representation in English language textbooks: a comparison of textbooks used in mainland China and Hong Kong. Pedagogy, Culture & Society, 28(4), 605–623. https://doi.org/10.1080/14681366.2019.1681495
McHugh, M. L. (2012). Interrater Realibility : The Kappa Statistic. National Library of Medicine, 22(3), 276–282.
Moran, P. (2001). Teaching culture: Perspectives in practice. Heinle and Heinle.
Nurcahyono, O. H. (2018). Pendidikan Multikultural Di Indonesia: Analisis Sinkronis Dan Diakronis. Habitus: Rasisme Dan Marginalisasi dalam Sejarah Sosiologi Amerika. Jurnal Pendidikan, Sosiologi Dan Antropologi, 2(1), 90–285.
Rahim, H., & Daghigh, A. (2020). Locally-developed vs. global textbooks: An evaluation of cultural content in textbooks used in ELT in Malaysia. An Evaluation of Cultural Content in Textbooks Used in ELT in Malaysia. Asian Englishes, 22(3), 317–331. https://doi.org/https://doi.org/10.1080/13488678.2019.1669301
Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL textbook: a critical discourse analysis. Intercultural Education, 30(4), 383–397. https://doi.org/10.1080/14675986.2019.1548102
Shin, J., Eslami, Z. R., & Chen, W. C. (2011). Presentation of local and international culture in current international English-language teaching textbooks. Language, Culture and Curriculum, 24(3), 253–268. https://doi.org/10.1080/07908318.2011.614694
Sihombing, T.H.J., & Nguyen, M.X.N.C. (2022). Cultural content of an English textbook in Indonesia: Text analysis and teachers’ attitudes. Asian Englishes, 1–23.https://doi.org/10.1080/13488678.2022.2132131
Tajeddin, Z., & Teimournezhad, S. (2015). Exploring the hidden agenda in the representation of culture in international and localised ELT textbooks. The Language Learning Journal, 43(2), 180–193. https://doi.org/Doi.org/10.1080/09571736.2013.869942
Widodo, H. P. (2018). Indonesian EFL Textbook Analysis. Springer International Publishing, 9, 131. https://doi.org/10.1007/978-3-319-63677-1
Wodak, R. (2001). “What CDA Is About- a Summary of Its History, Important Concepts and Its Development:”In Methods of Critical Discourse Analysis. ( edited by R. W. and M. Meyer, Ed.). Sage Publications Ltd.
Parlindungan, F., Rifai, I., & Safriani, A. (2018). The representation of Indonesian cultural diversity in middle school English textbooks. Indonesian Journal of Applied Linguistics, 8(2), 289–302. https://doi.org/10.17509/ijal.v8i2.13276
Yuen, K. M. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65(4), 458–466. https://doi.org/10.1093/elt/ccq089
Zhang, H., Li, X., & Chang, W. (2022). Representation of cultures in national English textbooks in China: a synchronic content analysis. Journal of Multilingual and Multicultural Development, 45(8), 3394–3414. https://doi.org/10.1080/01434632.2022.2099406