Mastering grammar and vocabulary in communication appears insufficient for learners to communicate with people from around the world. Cultures in ELT materials played a critical part in preparing students for intercultural communication competence (ICC). On the other hand, literature discovers that the examination of cultural content representation is primarily based on internationally distributed and government-mandated textbooks. For this reason, national commercial products EFL textbooks must be examined to assess the balance of cultural representations to equip students to confront globalization.
The current critical analysis study examines the cultural contents of the Indonesian commercial EFL textbooks. This study uses critical discourse analysis (CDA) to investigate cultural content representations in English textbooks for senior high school's tenth and eleventh grades. The data were gathered from document analysis using Yuen's (2011) model of cultural elements and Cortazzi and Jin's (1999) model to analyze cultural elements in source, target, and international. Four English teachers were also interviewed to get the propound data. The findings reveal that cultural elements indicated product (62%, 44%), practice (21%, 8%), perspective (5%,6%), person (13%, 42%). it showed that product elements have enormous proportions. Grounded in the 4p in source, target, and international, the finding reveals that source targets were overemphasized with 42% and 17%, respectively. While other cultures indicated target (2%, 5%) and international (14%, 5%). Thus, the representations of cultural contents indicated that the two textbooks still have imbalanced cultures and less critical materials. The textbooks failed to facilitate students' intercultural competence. Furthermore, the researcher insisted for other Southeast Asian, African and Russian cultures should be included in textbooks. Furthermore, this study anticipates that the stakeholders, authors and teachers should be increasingly concerned with designing, considering, and selecting appropriate textbooks to equip learners from various cultures. This is possible if they focus more on the significance of target and international cultures.