Teachers’ Perceptions of the Cultural Literacy Content Related to Sidoarjo in the “Wonderful Insight English” Textbook

Abstract

General Background: Integrating local culture into English language teaching can support cultural identity while developing learners’ global competencies. Specific Background: Within the Merdeka Curriculum, culturally relevant English textbooks can connect language learning with students’ local experiences, although previous studies have identified limited representation and depth of Indonesian cultural content in EFL textbooks. Knowledge Gap: Limited research has examined teachers’ perceptions of Sidoarjo-related cultural literacy in the “Wonderful Insight English” textbook, particularly in the context of Grade 8 English instruction. Aims: This study investigates teachers’ perceptions of the textbook’s Sidoarjo-related cultural literacy content, including its use, cultural representation, relevance, challenges, and possible improvements. Results: A qualitative descriptive approach was employed through semi-structured interviews with three English teachers at SMPN 1 Sukodono, Sidoarjo. The findings indicate favorable perceptions of cultural elements such as lontong kupang, petis, and udeng pacul gowang because they relate to students’ local context and support cultural awareness alongside English learning. Teachers nevertheless reported difficulties in explaining some unfamiliar cultural topics and frequently supplemented the textbook with additional resources and digital media. Novelty: The study highlights teachers’ perspectives on localized Sidoarjo cultural literacy within a Grade 8 English textbook under the Merdeka Curriculum. Implications: The findings indicate the need for broader cultural coverage, more detailed explanations, interactive activities, and supporting resources to facilitate culturally responsive English instruction. Key Findings Highlights Teachers valued Sidoarjo cultural elements for their relevance to students’ local experiences. The textbook supported instructional planning while remaining adaptable to classroom needs. Teachers recommended broader cultural coverage, detailed explanations, and interactive digital activities. Keywords : Cultural Literacy, Local Culture, Teachers’ Perceptions, English Textbook, Sidoarjo