English is essential to meet modern demands, making it necessary for non-English-speaking countries to learn it. Effective language learning requires understanding the associated culture to prevent miscommunication. Therefore, ELT materials should include cultural elements to enhance learning and communication. The current study examines at the representation of cultural information in the 11th-grade English textbook "Bahasa Inggris: English for Change." The data collection strategy used in this descriptive qualitative research is document analysis. The study looks at the cultural representation in this Senior High School English textbook utilizing Cortazzi and Jin's (1999) cultural dimensions and Yuen's (2011) cultural elements as an analytical framework. The analysis demonstrates that Indonesian culture dominates all textbook units, leaving a minimal representation of foreign cultural components. Regarding cultural distribution, practice elements dominate, followed by product, person, and perspective elements. knowledge. The findings reveal an imbalance in the representation of Indonesian and foreign cultures, as well as an uneven distribution of the cultural characteristics listed in Yuen's framework (2011). It is suggested that textbook authors provide a broader diversity of cultures to improve students' intercultural understanding.
