How do English for Nusantara textbooks represent identity and politeness to develop students’ sociolinguistic competence? Bagaimana buku English for Nusantara merepresentasikan identitas dan kesantunan untuk mengembangkan kompetensi sosiolinguistik siswa?
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Abstract
This study examined how the English for Nusantara textbooks represent identity and politeness in fostering students’ sociolinguistic competence across multiple grade levels. Using a qualitative case study design with content analysis, the study analyzed 93 identity-related words and phrases from all texts and 208 politeness-related utterances drawn exclusively from scripted dialogues. The findings indicate that the textbooks promote national identity through the incorporation of local names, places, foods, address forms, and other cultural references into English discourse. In terms of politeness, the textbooks contain 19 bald-on-record, 170 positive politeness, 18 negative politeness, and 1 off-record strategy, with positive politeness emerging as the dominant strategy that fosters solidarity, approval, and cooperation in peer interactions. Overall, the findings demonstrate that the English for Nusantara textbooks represent learners’ sociolinguistic competence through language identity and politeness. However, this representation remains partial and requires further development to more comprehensively capture uniquely Indonesian identities and a broader range of politeness strategies. This highlights the need for more comprehensive cultural content and more varied interactional contexts, encompassing both formal and informal interactions that reflect authentic language use.
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Wijayanti, F. I., Dewi, F. A. I., Safitri, L., & Fatimah, F. (2026). How do English for Nusantara textbooks represent identity and politeness to develop students’ sociolinguistic competence?. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 9(1), 133-148. https://doi.org/10.30872/diglosia.v9i1.1446
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Sari, F., & Ma’rifatulloh, S. (2024). A content analysis of character education in “English for Nusantara” textbook for seventh grade students. Katalis Pendidikan: Jurnal Ilmu Pendidikan dan Matematika, 1(2), 244–252. https://doi.org/10.62383/katalis.v1i2.415
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Sopiansyah, D., & Masruroh, S. (2022). Konsep dan implementasi kurikulum MBKM (Merdeka Belajar Kampus Merdeka). Reslaj: Religion Education Social Laa Roiba Journal, 4(1), 34–41. https://doi.org/10.47476/reslaj.v4i1.458
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Wahyuni, S., Yuliasri, I., & Haryanti, R. P. (2024). Negative politeness strategies in English for Nusantara textbook for learners. English Education Journal, 14(1), 63–72. http://journal.unnes.ac.id/sju/index.php/eej
Weninger, C., & Kiss, T. (2013). Culture in English as a foreign language (EFL) textbooks: A semiotic approach. TESOL Quarterly, 47(4), 694–716. https://doi.org/10.1002/tesq.87
Yuen, K. M. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65(4), 458–466. https://doi.org/10.1093/elt/ccq089
Yumarnamto, M., Widyaningrum, A. Y., & Prijambodo, V. L. (2020). Identity and imagined communities in English textbooks illustrations. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 354–368.
Atar, C., & Erdem, C. (2020). A sociolinguistic perspective in the analysis of English textbooks: Development of a checklist. Research in Pedagogy, 10(2), 398–416. https://doi.org/10.5937/istrped2002398a
Brown, P., & Levinson, S. C. (1987). Politeness: Some universals in language usage. Cambridge University Press.
Budiarti, D. (2022). Variasi penggunaan strategi kesantunan sebagai penanda subordinasi mahasiswa dalam interaksi lisan tertulis. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 5(4), 859–872. https://doi.org/10.30872/diglosia.v5i4.527
Coupland, N. (2007). Style: Language variation and identity. Cambridge University Press.
Cummins, J. (2015). Intercultural education and academic achievement: A framework for school-based policies in multilingual schools. Intercultural Education, 26(6), 455–468. https://doi.org/10.1080/14675986.2015.1103539
Damayanti, I. L., Febrianti, Y., Suharto, P. P., Nurlaelawati, I., Fellani, A. J., & Hendra. (2022). Buku siswa: English for Nusantara SMP/MTs. Kemdikbudristek.
Dewaele, J. M. (2004). The acquisition of sociolinguistic competence in French as a foreign language: An overview. Journal of French Language Studies, 14(3), 301–319. https://doi.org/10.1017/S0959269504001814
Erlinda, R., Afrinursalim, H., & Dinarta, F. (2023). The positive politeness strategies used in “English for Nusantara” textbook. Journal of English Language Teaching and Linguistics, 8(3), 265–280. https://doi.org/10.21462/jeltl.v8i3.1158
Eslami, Z. R., Larina, T., & Pashmforoosh, R. (2023). Identity, politeness and discursive practices in a changing world. Russian Journal of Linguistics, 27(1), 7–21. https://doi.org/10.22363/2687-0088-34051
Guichot-Reina, V., & De la Torre-Sierra, A. M. (2025). Gender, work and national identity: The image of women in school textbooks during the Spanish democracy. International Journal of Educational Research, 133, Article 102683. https://doi.org/10.1016/j.ijer.2025.102683
Hadiwijaya, M., Amalyasari, M. R., & Yahmun, Y. (2021). Penggunaan tindak tutur direktif mahasiswa multikultural dalam konteks kesantunan. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 4(4), 413–424. https://doi.org/10.30872/diglosia.v4i4.230
Holmes, J. (2013). An introduction to sociolinguistics (4th ed.). Routledge.
Intan, T., Handayani, V. T., & Hasanah, F. (2021). Penggunaan buku ajar Cosmopolite 1 untuk pembelajaran Français Langue Étrangère. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 4(1), 1–12. https://doi.org/10.30872/diglosia.v4i1.82
Javadi, Y., & Tahmasbi, M. (2020). Application of sociocultural identity theory to education in EFL textbooks development. Theory and Practice in Language Studies, 10(5), 536–541. https://doi.org/10.17507/tpls.1005.07
Köroğlu, Z. C., & Elban, M. (2020). National and global identity perspectives of textbooks: Towards a sense of global identity. Advances in Language and Literary Studies, 11(5), 55–64. https://doi.org/10.7575/aiac.alls.v.11n.5p.55
Mayring, P. (2014). Qualitative content analysis: Theoretical foundation, basic procedures and software solution. Social Science Open Access Repository.
Mede, E., & Dikilitaş, K. (2015). Teaching and learning sociolinguistic competence: Teachers’ critical perceptions. Participatory Educational Research, 2(3), 14–31. https://doi.org/10.17275/per.15.29.2.3
Nugroho, R. T., Anwar, S. A., & Awaluddin, Y. T. (2024). Scrutinizing cultural dimensions of EFL textbook: “English for Nusantara for Junior High School Grade VII” by using Byram checklist. Multidisciplinary Journal of Systemic and Innovative Research (MJSIS), 1(1), 21–25.
Ramadhani, Z., & Refnaldi, R. (2024). Cultural sense analysis of reading text for the seventh grade in the junior high school English textbook: “English for Nusantara.” Journal of Languages and Language Teaching, 12(3), 1431–1442. https://doi.org/10.33369/jollt.v12i3.11380
Riadini, U. S., & Cahyono, B. Y. (2021). The analysis of the culture-related contents in an Indonesian English textbook. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 5(2), 285–296. https://doi.org/10.21093/ijeltal.v5i2.711
Roza, A. S., Harya, T. D., & Algiovan, N. (2021). The inside of English textbooks in a city of education: A cultural content analysis. International Journal of Multicultural and Multireligious Understanding, 8(3), 176–188. https://doi.org/10.18415/ijmmu.v8i3.2412
Sari, F., & Ma’rifatulloh, S. (2024). A content analysis of character education in “English for Nusantara” textbook for seventh grade students. Katalis Pendidikan: Jurnal Ilmu Pendidikan dan Matematika, 1(2), 244–252. https://doi.org/10.62383/katalis.v1i2.415
Shin, J., Eslami, Z. R., & Chen, W. C. (2011). Presentation of local and international culture in current international English-language teaching textbooks. Language, Culture and Curriculum, 24(3), 253–268. https://doi.org/10.1080/07908318.2011.614694
Shooshtari, Z. G., Bordbar, A., & Banari, R. (2017). Pragmatic knowledge and its reflection in ESP textbooks: The case of unauthentic textbooks. Theory and Practice in Language Studies, 7(8), 701–708. https://doi.org/10.17507/tpls.0708.14
Silviana, Z. J., & Triastuti, A. (2025). The representation of multicultural values in Indonesian ELT textbook “English for Nusantara.” Formosa Journal of Sustainable Research, 4(3), 477–494. https://doi.org/10.55927/fjsr.v4i3.104
Sopiansyah, D., & Masruroh, S. (2022). Konsep dan implementasi kurikulum MBKM (Merdeka Belajar Kampus Merdeka). Reslaj: Religion Education Social Laa Roiba Journal, 4(1), 34–41. https://doi.org/10.47476/reslaj.v4i1.458
Tyas, A. S. P. (2017). Identifikasi kuliner lokal Indonesia dalam pembelajaran Bahasa Inggris. Jurnal Pariwisata Terapan, 1(2), 38–51. https://doi.org/10.22146/jpt.24970
Wahyuni, S., Yuliasri, I., & Haryanti, R. P. (2024). Negative politeness strategies in English for Nusantara textbook for learners. English Education Journal, 14(1), 63–72. http://journal.unnes.ac.id/sju/index.php/eej
Weninger, C., & Kiss, T. (2013). Culture in English as a foreign language (EFL) textbooks: A semiotic approach. TESOL Quarterly, 47(4), 694–716. https://doi.org/10.1002/tesq.87
Yuen, K. M. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65(4), 458–466. https://doi.org/10.1093/elt/ccq089
Yumarnamto, M., Widyaningrum, A. Y., & Prijambodo, V. L. (2020). Identity and imagined communities in English textbooks illustrations. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 354–368.