The Representation of Gender Equality in The Illustration of English Textbooks for Senior High School
Abstract
This research focuses on the representation of gender equality in two English textbooks for eleventh-grade students in senior high school. Textbooks are crucial educational resources that shape students' understanding, and illustrations play a significant role in engaging students and shaping their mindsets. The study analyzes English textbooks from the government (textbook K) and one private publisher (textbook P) to assess the representation of gender in their illustrations. The findings reveal that textbook K already promotes gender equality in the sense of a balanced representation of male and female illustrations and the use of both genders in illustrating leisure activities. However, gender bias persists in both books, highlighting the need to address this issue and strive for a balanced representation of gender. Further research is recommended to explore gender equality in illustrated figures across different grade levels and to investigate gender-related issues in a broader range of English textbooks.
Downloads
References
Ariyanto, S. (2018). A Portrait of Gender Bias in the Prescribed Indonesian ELT Textbook for Junior High School Students. Sexuality and Culture, 22(4), 1054–1076. https://doi.org/10.1007/s12119-018-9512-8
Emilia, E., Moecharam, N. Y., & Syifa, I. L. (2017). Gender in EFL classroom: Transitivity analysis in English textbook for Indonesian students. Indonesian Journal of Applied Linguistics, 7(1), 206. https://doi.org/10.17509/ijal.v7i1.6877
Fithriani, R. (2022). Gender Portrayals in Indonesian and International English Language Textbooks for Primary Students: A Critical Image Analysis. Mextesol Journal, 46(4), 1–13.
Hall, S. (1997). The work of representation. In S. Hall (Ed.), Representation: cultural representations and signifying practices (p. 400). The Open University.
Kalestan, S. S., & Kaptan, A. Y. (2020). Design and Illustration Qualities of Story Books Published for Children Aged 5-7 Years in Turkey. Education, 10(3), 59–69. https://doi.org/10.5923/j.edu.20201003.02
Kurniasih, D., Andayani, ;, & Setiawan, B. (2021). Indonesian Cultural Form in the Basic Level Teaching Indonesian to Speakers of Other Languages (TISOL) Textbook “Sahabatku Indonesia.” International Journal of Multicultural and Multireligious Understanding, 8(6), 317–327. https://doi.org/http://dx.doi.org/10.18415/ijmmu.v8i6.2723
Logsdon, M. (1985). Gender Roles in Primary School Texts in Indonesia. University of Hawaii.
Manalo, A. S. D. (2018). Gender Representation and Stereotypes in the K-12 English Learner’s Materials. International Journal of Scientific Research and Management, 6(08), 2321–3418. https://doi.org/10.18535/ijsrm/v6i8.el02
Marhumah, E. (2011). Konstruksi sosial gender di pesantren; Studi kuasa kiai atas wacana perempuan. LKiS Yogyakarta.
Mills, S. (1995). Feminist stylistics. In The Routledge Handbook of Stylistics. Routle. https://doi.org/10.4324/9780367568887-25
Nunun, N., Wirza, Y., & Noorman, R. S. (2020). Analisa Konten Visual dalam Kategori Gender [The Visual Content Analysis in Gender Categories]. Jurnal Penelitian Pendidikan, 20(2), 294–304. https://ejournal.upi.edu/index.php/JER/article/view/22400/12803
Patria, A. S., & Mutmainah, S. (2018). Using Textbook Illustration as Media for Developing Character among Primary Students: Some Research-based Suggestion. Journal of Education and Learning (EduLearn), 12(1), 52–56. https://doi.org/10.11591/edulearn.v12i1.6509
Salamah, U. (2014). Gender representation in the English textbook: a content analysis of Bright for seventh grade students published by Erlangga [UIN Syarif Hidayatullah Jakarta]. http://repository.uinjkt.ac.id/dspace/handle/123456789/25777
Sui, J. (2022). Gender Role of Characters in the Illustrations of Local and Introduced Edition Textbooks of College Portuguese Teaching in China. Journal of Language Teaching and Research, 13(6), 1232–1242. https://doi.org/10.17507/jltr.1306.11
Toçi, A., & Aliu, M. (2013). Gender Stereotypes in Current Children’s English Books Used in Elementary Schools in the Republic of Macedonia. American International Journal of Contemporary Research, 3(12), 32–38. https://www.aijcrnet.com/journals/Vol_3_No_12_December_2013/6.pdf
Torres, D. M. H. (2021). ELT materials and children’s rights: Gender, agency and citizenship education. In Harold Castañeda-Peña (Ed.), Género/Gender & ELT (pp. 175–181). Universidad Distrital Francisco José de Caldas.
Yumarnamto, M., Widyaningrum, A. Y., & Prijambodo, V. L. (2020). Identity and imagined communities in English textbooks illustrations. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 354–368. https://files.eric.ed.gov/fulltext/EJ1258604.pdf
Copyright (c) 2024 Dian Eka Handayani, Lita Tungka
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors publishing in the Journal will be asked to sign a Copyright Assignment Form. In signing the form, it is assumed that authors have obtained permission to use any copyrighted or previously published material. All authors must read and agree to the conditions outlined in the form, and must sign the form or agree that the corresponding author can sign on their behalf. Articles cannot be published until a signed form has been received.It is a condition of publication that authors assign copyright or license the publication rights in their articles, including abstracts, to email jurnalparafrase@untag-sby.ac.id. . This enables us to ensure full copyright protection and to disseminate the article, and of course the Journal to the widest possible readership in print and electronic formats as appropriate.
