Novia Ardana. K2218062. Consulant I: Dr. Endang Setyaningsih, S.Pd., M.Hum. Consultant II: Dewi Cahyaningrum S.Pd., M.Pd. AN ANALYSIS OF CULTURAL REPRESENTATION IN INDONESIAN JUNIOR HIGH SCHOOL EFL TEXTBOOK “ENGLISH FOR NUSANTARA GRADE VII TEXTBOOK”. Undergraduate thesis, Surakarta: Faculty of Teacher Training and Education, Sebelas Maret University, July 2025.

This study examines how culture is represented in the English for Nusantara Grade VII textbook used in Indonesian junior high schools. This study is guided by two primary research questions: (1) What cultural types, based on Cortazzi and Jin’s (1999) framework, and cultural elements, based on Yuen’s (2011) framework, are represented in the English for Nusantara Grade VII textbook, (2) How balanced is the distribution of cultural types, based on Cortazzi and Jin’s (1999) framework, and cultural elements, based on Yuen’s (2011) framework, in the English for Nusantara Grade VII textbook. This study employed a qualitative approach using content analysis to examine the cultural content in the English for Nusantara Grade VII textbook. The data were collected through document analysis. To ensure the credibility of the findings, the researcher applied prolonged engagement and persistent observation. The data were analyzed using Miles, Huberman, and Saldana’s (2014) interactive model, which involves data collection, data condensation, data display, and drawing conclusions. The results indicate that the textbook includes all cultural types identified by Cortazzi and Jin (1999). Similarly, all categories of cultural elements proposed by Yuen (2011) are also represented in the textbook. However, the distribution is imbalanced. Source culture appears most frequently in the textbook, making up 76% of the cultural content, whereas target culture is only included in 7% and international culture in 16%. Regarding cultural elements, products are the most commonly shown (49%), followed by practices (32%), perspectives (10%), and persons (10%). These findings indicate that the textbook places strong emphasis on local culture, while giving limited attention to international and target cultures. Therefore, it is suggested that teachers provide extra materials that cover a broader range of cultural content. In addition, textbook authors are encouraged to develop future editions with a more balanced representation cultures.