Textbooks as the printed form of instructional materials play a vital role in any English language teaching program. An evaluation of English textbooks was needed to make sure the appropriates of the English textbooks for students. The textbooks should be not only valued based on their visual illustration but also based on their cultural background and goals of EFL learning. The aim of the study was to report the results of a textbook analysis in a attempt to identify which type of culture and what themes of culture were introduced in tenth graders of Indonesian senior high school EFL textbook by using checklist worksheet. Theory of cultures proposed by Cortazzi & Jin and Chen & Lee were adapted for examining specific aspects of culture under Big “C” and little “c” culture. The researcher found that the English textbook showed four types of culture namely source culture, target culture, international culture and unidentified culture The analysis revealed that the percentage of source culture (45,7%) and unidentified culture (42,9%) is the same in the textbook. Among identified cultural content, the textbook was dominated by source culture content while international culture (5,7%) and target culture (5,7%) contained small percentage. It was also found out that among the 19 cultural themes under Big “C” and little “c” culture, the researcher found four themes such as lifestyle, gestures, and holiday under little “c” culture and only history under Big “C” culture. The predominant theme was little “c” of lifestyle which is used 17 times from 35 units material.

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