Copyright © the author(s) Jurnal Onoma: Pendidikan, Bahasa dan Sastra, Vol. 8, No. 1, 2022 https://e-journal.my.id/onoma 344 The Representation of Multicultural Values in Pearson Big English 6 ELT textbook: A Discourse Analysis Suci Rizki Sigid Harahap 1 Didin Nuruddin Hidayat 2 Nida Husna 3 Alek 4 1,2,3,4 UIN Syarif Hidayatullah Jakarta, Indonesia 1 suci.rizkisigid20@mhs.uinjkt.ac.id 2 didin.nuruddin@uinjkt.ac.id 3 nida.husna@uinjkt.ac.id 4 alek@uinjkt.ac.id Abstract This research aims to examine the visual components of a Pearson primary school English textbook. By applying visual semiotic theory to the visual aspects (Barthes, 1977), this research demonstrates that the EFL textbook has three kinds of multicultural values: respect for other people's traditions, appreciation for women's equal rights, and appreciation for other people's viewpoints. Three photos exemplified respect for other people's traditions, one exemplified gratitude for women's equal rights, and two exemplified appreciation for another person's viewpoint. Additionally, two visual components identified in this research are classified as source culture (SC), four visual elements are classified as universality culture (UC), and there are no visual elements that reflect target culture (TC). The current study discovered that the EFL Pearson textbook for Indonesian primary school continues to have an asymmetric depiction of multicultural values. Keywords: Discourse Analysis, EFL textbook, Multicultural Values Introduction Recent research on implementing multicultural values in English language teaching (ELT) textbooks has uncovered several issues concerning culture and students' social competence. According to Setyono and Widodo (2019), English students must be proficient in interacting with others, particularly those from diverse linguistic and cultural backgrounds. The English as a foreign language (EFL) textbook depicts the Anglo- American and British cultures and the students' domestic and intercontinental cultural values. They suggested that ELT textbooks should emphasize the multicultural value of countries in the outer and expanding circle. The inclusion of multicultural values in ELT textbooks benefits students. Purba, Malihah, and Hufad (2019) discovered that ELT textbooks' multicultural value enables students to better understand the value of diversity and accept diversity more readily, particularly in terms of faith and ethnicity. The inclusion of multicultural values in education undoubtedly can help future generations understand the meaning of diversity and contribute to the development of a harmonious society. They identified the implications of textbooks in displaying the orientation of culture based on Weninger and Kiss's (2013) research and multicultural representations, particularly in sessions on