<![CDATA[Diverse cultural context and representation of gender equality in English textbooks are able to support students in achieving intercultural communicative competence, also critical and creative thinking ability according to the Independent Curriculum English learning objectives. Thus, this research aims to investigate cultural categories, cultural dimensions, and gender representation in Independent Curriculum English textbooks “Life Today” and “Pathway to English” for senior high school using qualitative content analysis method and theoretical frameworks; cultural categories (Chao, 2011), cultural dimensions (Moran, 2001), and gender representation (Porreca, 1984). The result findings revealed that the universality across culture dominated cultural categories representation, practices and products dominated cultural dimensions representation, and male representation dominated gender representation. Therefore, the learning materials need to be improved by providing more diverse cultural context and no to contain gender bias.]]>
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