A Critical Discourse Analysis of National Identity in English Textbooks for Indonesian Junior High School Students

Abstract

The English textbook serves as a crucial educational resource that imparts linguistic competence while also influencing learners' views on culture and national identity. This study analyzes the representation of national identity in the English for Nusantara Class VIII book using Fairclough's Critical Discourse Analysis (CDA) approach. This study employs a descriptive qualitative design, utilizing student and teacher books from the 2022 edition of the Merdeka Curriculum as the primary data sources. The analysis was conducted across three dimensions: text analysis, discursive practices, and socio-cultural practices. The results indicate that national identity is conveyed through cultural symbols (such as the flag and national anthem), Pancasila values (including gotong royong, tolerance, and environmental stewardship), local figures, national heroes, and the enhancement of local context in educational activities. The teacher's book offers clear guidance for incorporating national values into teaching activities and strategies. This book demonstrates advancements in integrating aspects of national identity relative to earlier textbooks; however, it also reveals limitations, including the predominance of Javanese popular culture and insufficient representation of regions like Papua and Maluku. This study demonstrates that textbooks persist as ideological instruments of the state, highlighting the necessity for ongoing examination of more inclusive representations in education. Additional research is advisable to investigate the reactions of students and teachers to the book content, alongside the application of multimodal Critical Discourse Analysis to examine visual influences and classroom practices in greater detail.