<![CDATA[The most important element of English teaching is culture. The cultural content of the language education and learning process supports students to describe the language that exists in that culture. Culture content like communicated trough the textbook as they play an important role in the process of education and learning. So, culture content analysis is very important to select, develop and efective used the right textbooks. The aim of this research is to examine the types of cultures represented in textbooks, classify them into source cultures, target cultures, and international cultures (Cortazzi & Jin, 1999), and how the cultures of the classified textbooks are represented. Is to find out. In aesthetic, social, semantic, and practical senses (Adaskou, Britten & Fahsi, 1990). Researchers used descriptive qualitative methods. The data of this research is the English textbook When English Rings for junior hihg school. This data is cutural material gathered from all readings, conversations, task ,and images contents in the textbook and converted in terms of frequency. There are two results found in the textbook analysis. First is the results presented in the textbook entitle “ when English rings the bell are source culture, target culture and international culture. Secondly, the culture of both textbooks was represented primarily by pragmatic sensations, as compared to aesthetic, semantic and sociological sensations. Therefore, we can conclude that there was an imbalance between the type of culture presented and the how cultures was presented in the textbook.]]>
