Email this article 
Gender Representation in EFL Textbooks for Elementary Schools: A Content Analysis
Abstract
Abstract: This research is a study of assessing the representation of gender in elementary school textbooks used by an international curriculum that is widely used in 160 countries throughout the world. The content analysis used to lead the representation of the male and female on the textbooks. The findings of this study indicate that the gender representation formed in the textbook shows the existence of gender equality which is reflected in the balanced emergence of male and female characters that appear in textbooks, the prevalence of the professional picture of men and women and the balance of household activities reflected in the textbook.
Abstrak: Penelitian ini merupakan penelitian mengenai representasi gender di buku teks siswa sekolah dasar yang dipakai oleh kurikulum internasional yang tersebar luas di 160 negara di seluruh dunia. Konten analisis dipakai untuk melihat representasi dalam buku. Temuan dari penelitian ini menunjukkan bahwa konstruksi gender yang terbentuk dalam buku teks tersebut menunjukkan adanya kesetaraan gender yang tercermin dari berimbangnya kemunculan karakter laki laki dan perempuan yang muncul dalam buku teks, meratanya gambaran profesi laki-laki dan perempuan serta berimbangnya kegiatan rumah tangga yang tercermin dalam buku teks.Keywords
Full Text:
PDFReferences
Abdorreza, T. (2014). Gender Representation in ‘Top-Notch’ Series: A Critical Discourse Analysis Perspective. International Journal of Research Studies in Psychology, 3(2), 39–51.
Amerian, M., & Esmaili, F. (2015). Gender Representation in Iranian High School English Textbooks with a Critical Discourse Analysis Perspective. International Journal of Language Learning and Applied Linguistics World, 5(4), 277–289.
Ary, D., Razavieh, A., & Jacob, L. C. (1972). In Introduction to Research in Education. Belmont: Wads Worth/Thomson Learning.
Awayed-Bishara, M. (2015). Analyzing the Cultural Content of Materials Used for Teaching English to High School Speakers of Arabic in Israel. Discourse and Society, 26, 517–542.
Brugeilles, C., & Cromer, S. (2009). Promoting Gender Equality through Textbooks: A Methodological Guide. Paris: United Nations Educational, Scientific and Cultural Organization.
Craeynest, F.V. (2015). Gender Representations in EFL Textbooks: A Quantitative and Qualitative Content Analysis. Ghent University, Belgium.
Damayanti, I. (2014). Gender Construction in Visual Images in Textbooks for Primary School Students. Indonesian Journal of Applied Linguistics, 3(2), 100–116.
Diktas, M. (2011). Gender Representations in EFL Course books. Presented at the 2nd International Conference on New Trends in Education and Their Implications, Antalya: Turkey.
Gebregeorgis, M. Y. (2016). Gender construction through textbooks: The Case of an Ethiopian Primary School English Textbook. Africa Education Review, 13(3), 119–140.
Gharbavi, A., & Ahmad Mousavi, S. (2012). The Application of Functional Linguistics in Exposing Gender Bias in Iranian High School English Textbooks. English Language and Literature Studies, 2(1), 85. https://doi.org/10.5539/ells.v2n1p85
Holmes, J., & Meyerhoff, M. (2003). The Handbook of Language and Gender. London: Blackwell Publishing.
Jannati, S. (n.d.). Gender Representation in EFL Textbooks: A Case of ILI Pre-Intermediate Series. Journal of Applied Linguistics and Language Research, 2(3), 211–222.
Lee, J. F. K., & Collins, P. (2010). Construction of Gender: A Comparison of Australian and Hongkong English Language Textbooks. Journal of Gender Studies, 19 (2), 121–137. https://doi.org/10.1080/09589231003695856
Lorber, J. (1994). The Social Construction of Gender. London: Sage Publication.
Maryono. (2017). Atmosfer Sekolah Dasar dan Implikasinya bagi Pendidikan Guru Sekolah Dasar. Jurnal Ilmiah Universitas Batanghari Jambi, 17(3), 103–113.
Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.
Scarpitti, F. R., & Anderson, M. L. (1992). Social Problem. New York: Harper and Row.
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 & Culture, 22(4), 1077–1093. https://doi.org/10.1007/s12119-
Stockdale, A. D. (2006). Gender Representation in an EFL Textbook. University of Birmingham, Birmingham, UK.
Sunderland, J. (2006). Language and Gender: An Advanced Resource Book (1st ed.). https://doi.org/10.4324/9780203456491
Ullah, H., & Skelton, C. (2013). Gender Representation in the Public Sector Schools Textbooks of Pakistan. Educational Studies, 39, 183–194.
Wienanda, K. W. (2012). An Analysis of VII Grade English Course Book Entitled English on Kky 1 In Term of Gender Balance of the Materials. Universitas Negeri Malang, Malang, Indonesia.
Witjatmoko, N. (2016). Gender Representation in Two EFL Textbooks Used in Grade VII of Junior High Schools. Unpublished Thesis. Universitas Negeri Malang, Malang.
Yang, C. C. R. (2016). Are Males and Females Still Portrayed Stereotypically? Visual Analyses of Gender in Two Hongkong Primary English Language Textbook Series. Gender and Education, 28, 674–692.
DOI: http://dx.doi.org/10.17977/jptpp.v5i3.13319
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Winda Khoirun Nisak, Furaidah Furaidah, Gunadi Harry Sulistyo
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang
|
