Abstract
This article aims to compare the content of reading material for students in Indonesia and other countries, for example, reading material containing lesbian, gay, bisexual and transgender (LGBT) issues. This objective is based on selecting reading material for learning in schools in Indonesia, which is undoubtedly different from that in other countries, for example, the United States. The choice of reading material is chosen by the teacher and is based on its suitability with students’ needs and characteristics. This article uses a comparative study with the literature method. Data are collected from documents in journals, proceedings, books, and articles on the internet related to the topics in this article. The data analysis technique was carried out using content analysis techniques. The collected data were then analysed and compared to determine what students in Indonesia and the United States read. The results show that in the United States, LGBT material has been incorporated into the school curriculum. Meanwhile, in Indonesia, LGBT material is quite challenging to include in the school curriculum because it is considered contrary to the prevailing norms in Indonesia regarding LGBT, even though it can support learning about tolerance.
 
 Keywords: Reading material content, comparative study, LGBT issues.
Highlights
The world has experienced changes that are very sudden, terrible and revolutionary in various aspects of human life (Martin, 2006)
The results show that in the United States, LGBT material has been incorporated into the school curriculum
Indonesia is in the second place from the bottom of world literacy, meaning that the reading interest of Indonesian people is still shallow
Summary
The world has experienced changes that are very sudden, terrible and revolutionary in various aspects of human life (Martin, 2006). Change is visible in the field of education. Education is a basic need that must be met, mainly formal educational institutions organised or accredited by the state. Parents often ignore state interventions in formal school education. Education is one of the elements inherent in humans as a right that must be accepted, and education will lead society itself to progress and change. There have been many examples where education can bring about changes in various aspects, including economic, social, political, cultural and mastery of scientific insights. The progress that the community hopes for is related to peace, harmony and avoidance of various forms of conflict
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