Abstract:
This study delved into the profound influence of language textbooks on students'
comprehension of foreign cultures despite their infrequent daily encounters. Within
Indonesian EFL textbooks, a rich tapestry of multicultural signs, spanning images,
language elements, and narratives, is skillfully crafted through various semiotic.
These signs carry many cultural connotations, adapting to the nuances of diverse
cultural contexts, thus shaping the landscape of English language education in
Indonesia by reflecting or reinforcing cultural norms, values, and identities.
Employing a qualitative research approach, as championed by Huberman, this study
meticulously extracts data from two books of Junior High School Indonesian EFL,
and employing a descriptive methodology to unveil the deeper meanings inherent
in these cultural phenomena. Through a comprehensive qualitative analysis
encompassing data reduction, display, and conclusion drawing, this research draws
its material from two key sources: "The Interactive English 1 for Junior High School
Year VII" (EFLB-1), and "Bright: An English Course for Junior High School
Students" (EFLB-2). This Research emphasized the intricate connection between
language and culture, contributing to cultural identity and inclusivity. It stressed the
importance of diverse and respectful representation in language education, with
practical recommendations for improvement. The research also guided educators
and teacher training programs in integrating cultural diversity into teaching,
promoting inclusivity. Additionally, it advanced semiotics within language
education, aiding in understanding cultural symbols.
