The inseparability of language and culture has become a rich source of investigation in the field of English Language Teaching. Keywords: Textbook, cultural dimensions, cultural competence, national identity However, the presence of various cultural aspects of the target culture and international target culture is also important to help students develop cultural competence and a certain level of respect as well as tolerance for others. It is concluded that the English textbook in Indonesia is on the way to its perfection in terms of proportionally represented cultural dimensions. This idea is aligned with the aim of the curriculum to facilitate the development of students with good character, good behaviour and strong nationality. The inclusion of national identity, for instance, is pivotal for learners since the textbook is prescribed for senior high school students who are tremendously curious to determine their characters. The inclusion of various cultural dimensions has certain purposes. However, social identity and social group, belief and behaviour, national history and social and political institutions are prescribed with less than 10%. The occurrence of national geography is significant with 12.2%. The findings show that stereotypes and national identity dominate the cultural dimensions with 28.05% and followed by social interaction and socialisation and life cycle with 15.9%. The data include 11 conversations, 17 reading texts, and 83 visual elements that are analysed qualitatively by employing Byram’s checklist. The present study is a content analysis that aims to investigate cultural dimension in an English textbook prescribed for senior high school in Indonesia which is officially published by the Ministry of Education and Culture in 2017. This study contributes to a new perspective in the study of cultural dimension as well as a new horizon in a comparative study in ELT. Cambridge Global English Key Stage 6 contains more percentage or portion in culture types and dimensions which considers the importance of studying culture as a preparation for the learners to face intercultural communication in their future. The findings reveal that Cambridge Global English Key Stage 6 contained more cultural materials than Erlangga Grow with English Book 6. As for the theory of dimensions of culture, namely aesthetic, sociological, semantic, and pragmatic is taken from Adaskou, Britten and Fahsi. The theory of types of culture used is proposed by Hinkel (1999), namely source, target, and international culture. The data of the study were taken from the two books regarding the cultural dimensions. After addressing the gap, this study mainly focuses on investigating the cultural contents between Cambridge Global English Key Stage 6 and Erlangga Grow with English Book. However, the comparison between English Textbook as ESL and EFL used in Indonesia in term of cultural analysis is relatively unexplored. Many researchers have conducted regarding cultural analysis in English textbooks. Semoga bermanfaat.KEYWORDS A B S T R A C T English Text books Culture Dimension ICC.
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