Gender Representation in The English Textbook for Grade Ninth in Indonesia
Abstract
This study aims to examine how different genders are represented in Indonesia's grade eight English textbooks. The primary goal of this research is to ascertain the various gender representations and how language and images are used in the English textbook "Think Globally Act Locally." The study employs Fairclough's (1989) Critical Discourse Analysis (CDA) frameworks, specifically the description, interpretation, and explanation. Analyses are divided into five categories: Authors' genders, character genders, issues centered on men or women pictures and visibility, and linguistic traits. Additionally, the images have been subjected to a critical image analysis using the Critical Image Analysis program. The investigation's findings reveal that gender prejudice or stereotypes persist in the English textbooks used in Indonesian schools, despite the government's efforts to promote equality and fairness in education through the country's educational policy. Lastly, the study offers some pedagogical implications and recommendations for resolving gender inequality in the educational materials used in English classrooms.
Downloads
References
Ariyanto, S. (2018). A portrait of gender bias in the prescribed Indonesian ELT
textbook for junior high school students. Sexuality & Culture, 22, 1054–1076. https://doi.org/10.1007/s12119-018-9512-8.
Cho, Y. & Park, Y. (2014).Textbook as a contradictory melting pot: an analysis of multicultural content in Korean textbooks. Asia Pacific Journal of Education, http://dx.doi.org/10.1080/02188791.2014.924388, 1-20.
Dahmardeh, M., & Kim, S.-D. (2020). Gender representation in Iranian English language coursebooks: Is sexism still alive? English Today, 36(1), 12–22. https://doi.org/10.1017/S0266078419000117.
Damayanti, I. L. (2014). Gender construction in visual images in textbooks for primary school students. Indonesian Journal of Applied Linguistics, 3(2), 100– 116. https://doi.org/10.17509/ijal.v3i2.272.
Gebregeorgis, M. Y. (2016). Gender construction through textbooks: The case of an Ethiopian primary school English textbook. Africa Education Review, 13(3– 4), 119–140. https://doi.org/10.1080/18146 627.2016.1224579.
Keplinger, A., Kowal, J., Frątczak, E., Ławecka, K., Stokłosa, P. 2014a. "Job satisfaction and ethical behaviors premises of IT users insight from Poland, "Information Systems : Education, Applications, Research. Vol.193 (2014), pp. 49-64.
Lee, J. F. K. (2014). Gender representation in Hong Kong primary school ELT textbooks—A comparative study. Gender and Education, 26(4), 356–376. https://doi.org/10.1080/09540253.2014.916400
Lee, J. F. K. (2018). Gender representation in Japanese EFL textbooks—A corpus study. Gender and Education, 30(3), 379–395. https://doi.org/10.1080/09540253.2016.1214690.
Lee, J. F. K. (2019). In the pursuit of a gender-equal society: Do Japanese EFL textbooks play a role? Journal of Gender Studies, 28(2), 204–217. https://doi.org/10.1080/09589236.2018.1423956
Lee, J. F. K., & Mahmoudi-Gahrouei, V. (2020). Gender representation in instructional materials: A study of Iranian English language textbooks and teachers’ voices. Sexuality and Culture, 24, 1107–1127. https://doi.org/10.1007/s12119-020-09747.
Mengistie, S. M., & Worku, M. Y. (2021). Gender Representation in Educational Materials: A Focus on Ethiopian English Textbooks. In W. L. Filho, A. M. Azul, L. Brandli, A. L. Salvia, & T. Wall (Eds.), Gender Equality, Encyclopedia of the UN Sustainable Development Goals (pp. 599–611). Cham: Springer.
Saputra, F. D. (2019). Gender representation in EFL textbooks. Edukasi, 6(1), 247– 259.
Sarvarzade, S., & Wotipka, C. M. (2017). The rise, removal, and return of women: Gender representations in primary-level textbooks in Afghanistan, 1980–2010. Comparative Education, 53(4), 578– 599. https://doi.org/10.1080/03050068.2017.1348021.
Setyono, B. (2018). The portrayal of women in nationally-endorsed English as a foreign language (EFL) textbooks for senior high school students in Indonesia. Sexuality and Culture, 22, 1077–1093. https://doi.org/10.1007/s12119-018- 9526-2
UNESCO (2009), Promoting Gender Equality through Textbooks: A Methodological Guide. UNESCO France .
UNESCO (2011). Priority Gender Equality Guidelines. Retrieved from http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/BSP/GENDER/G E%20Gu idelines%20December%202_FINAL.pdf
World Health Organisation. Adolescent Development. http://www.who.int/maternal_child_adolescent/topics/adolescence/developme nt/en.
Widodo, H. P. (2015). The development of vocational English materials from a social semiotic perspective: Participatory action research (Doctoral Dissertation). Australia: University of Adelaide.
Widodo, H. P. (2016). Language policy in practice: Reframing the English language curriculum in the Indonesian secondary education sector. In R. Kirkpatrick (Ed.), English language education policy in Asia. (pp. 127–151). Cham: Springer.
Widodo, H. P. (2018). A critical micro-semiotic analysis of values depicted in the Indonesian Ministry of National Education-endorsed secondary school English textbook. In H. P. Widodo, M. R. Perfecto, L. V. Canh, & A. Buripakdi (Eds.), Situating moral and cultural values in ELT materials: The Southeast Asian context. (pp. 131–152). Cham: Springer
Widodo, H. P., & Elyas, T. (2020). Introduction to gender in language education. Sexuality & Culture, 24, 1019–1027. https://doi.org/10.1007/s12119-020- 09753-1
Wodak, R. (2001). What CDA is about: A summary of its history, important concepts and its development. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp. 1–13). London: Sage.
Yang, C. C. R. (2016). Are males and females still portrayed stereotypically? Visual analyses of gender in two Hong Kong primary English Language textbook series. Gender and Education, 28, 674–692. https://doi.org/10.1080/09540253.2015.1103839.
.png)
22.png)
