ANALYZING LANGUAGE IDEOLOGY, POWER, AND CULTURE IN INDONESIAN EFL TEXTBOOKS (A CRITICAL DISCOURSE ANALYSIS OF THE MERDEKA CURRICULUM TEXTBOOKS FOR JUNIOR HIGH SCHOOL)

Risko Pujiantono; Rifari Baron; Tatan. Z.M.

doi:10.30998/v2348t56

Authors

Risko Pujiantono Indraprasta Pgri University Author
Rifari Baron Author
Tatan. Z.M. Author

DOI:

https://doi.org/10.30998/v2348t56

Keywords:

EFL textbooks, Critical Discourse Analysis, Language ideology, Power relations, Cultural representation

Abstract

This study analyzes ideological, cultural, and power-related content in two EFL textbooks, Bright and Interactive English 2, used by junior high students under the Indonesian Merdeka Curriculum. Using Critical Discourse Analysis (CDA), it examines how language ideologies, power relations, and cultural representations are embedded in textbook content. Findings indicate both textbooks promote English as a global success marker while marginalizing local languages and cultures. They also reinforce traditional power structures and gender roles. Recommendations urge textbook writers and curriculum developers to enhance inclusivity, equity, and cultural relevance, ensuring English learning empowers students without undermining local identity.

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