These research objectives are (1) to conduct a thorough analysis of the ‘Bahasa Inggris Tingkat Lanjut’ English textbook for 11th grade, focusing on how it represents various cultural elements of the 'person,' (2) to identify the cultural sources, specifically the Inner Circle, Outer Circle, and Expanding Circle, as described in the English textbook ‘Bahasa Inggris Tingkat Lanjut’. The study was carried out utilizing a content analysis methodology. The primary data source for this research was an advanced English textbook, ‘Bahasa Inggris Tingkat Lanjut’,explicitly designed for 11th-grade senior high school students. A thorough document analysis was employed to gather the data. The analysis process was divided into three stages: data condensation, data display, and conclusion. The research results are as follows. First, from the 84 instances representing a ‘person,’ it was found that the cultural background and context were largely unspecified. In particular, the element of religion was minimally represented, appearing only once, accounting for 1.19% of the instances. However, the element of gender was prominently featured, appearing 60 times, constituting a significant 71.43% of the data. Second, the data shows a dominant representation from the Outer Circle (26.19%), followed by the Expanding Circle (22.61%) and the Inner Circle (7.14%). Of the 84 data, 28 are from Europe, including six from England (Inner Circle) and 22 from Germany and Italy (Outer Circle). Additionally, four data are from Indonesia (Expanding Circle), covering regions like Kalimantan, Sumatra, and Papua. In conclusion, the study significantly focuses on gender, while cultural and religious elements are largely unspecified in 'person' representations. Secondly, the data shows a dominant representation from the Outer Circle, followed by the Expanding and Inner Circles, with a significant presence from Europe and a smaller representation from Indonesia. To improve the textbook’s effectiveness, include diverse narratives, represent all identities equitably, keep content up-to-date, incorporate global views, and regularly evaluate and revise the material. This promotes inclusivity and prepares students for a global environment.
