A CRITICAL DISCOURSE ANALYSIS OF GENDER REPRESENTATIONS IN EFL TEXTBOOK OF SENIOR HIGH SCHOOL
Keywords:
Critical Discourse Analysis, EFL Textbook, Gender Representation
Abstract
This present study investigates gender representation in an EFL textbook in Senior High Schools by using multimodal critical discourse analysis. The data is collected from the unit contents of the English Textbook by Kementerian Pendidikan dan Kebudayaan Republik Indonesia 2017, which is used for senior high school and vocational high school. The study uses qualitative with Fairclough's three-dimensional framework to analyze the data collected. The focus variables include the frequency of gender representation and women's and men's social and domestic roles. The finding revealed that the EFL textbook was biased, imbalanced, and unequal for the position of male and female; for the frequency of gender representation in pictorial, males dominated around 25.6%, and females were only 11.6%. Then for gender representation in the passage text, the male was dominated by 46.3% and female was 34.3%. Next, for gender representation in conversation text, the male-dominated was 51.8%, and the female was 38.8%. The last one is gender representation in exercise text, the male-dominated by 31.33%, and the female was 40.97%. For the category of gender's social and domestic role, it revealed that males tend to do a social role associated with higher education and knowledge. At the same time, female is related to the traditional view in society that is associated with social status and hype only. Therefore, the result showed that the gender representation in this textbook was not represented equally.
References
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Aljuaythin, W. (2018). Gender representation in EFL textbooks in Saudi Arabia: A critical discourse analysis approach. International Journal of Applied Linguistics and English Literature, 7(5), 151–157.
Amerian, M., & Esmaili, F. (2015). Language and gender: A critical discourse analysis on gender representation in a series of international ELT textbooks. Internaional Journal of Research Studies in Education, 4(2), 3–12. https://doi.org/http://consortiacademia.org/10-5861ijrse-2014-963/
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
Bahman, M., & Rahimi, A. (2010). Gender representation in EFL materials: an analysis of English textbooks of Iranian high schools. Procedia - Social and Behavioral Sciences, 9, 273–277. https://doi.org/10.1016/j.sbspro.2010.12.149
Barreto, M., & Ellemers, N. (2005). The burden of benevolent sexism: how it contributes to the maintenance of gender inequalities. European Journal of Social Psychology, 35(5), 633–642. https://doi.org/10.1002/ejsp.270
Beatrice Alba. (2018). To archieve gender equality, we must first tackle our unconscious biases. The Conversation. https://theconversation.com/to-achieve-gender-equality-we-must-first-tackle-our-unconscious-biases-92848
Becker, M. L., & Nilsson, M. R. (2021). College Chemistry Textbooks Fail on Gender Representation. Journal of Chemical Education, 98(4), 1146–1151. https://doi.org/10.1021/acs.jchemed.0c01037
Curaming, E. M., & Curaming, R. A. (2020). Gender ( In ) equality in English Textbooks in the Philippines : Sexuality & Culture, 24(4), 1167–1188. https://doi.org/10.1007/s12119-020-09750-4
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Fan, Y., Shepherd, L. J., Slavich, E., Waters, D., Stone, M., Abel, R., & Johnston, E. L. (2019). Gender and cultural bias in student evaluations: Why representation matters. PLOS ONE, 14(2), e0209749. https://doi.org/10.1371/journal.pone.0209749
Filipović, K. (2018). Gender Representation in Children's Books: Case of an Early Childhood Setting. Journal of Research in Childhood Education, 32(3), 310–325. https://doi.org/10.1080/02568543.2018.1464086
Foroutan, Y. (2012). Gender representation in school textbooks in Iran: The place of languages. Current Sociology, 60(6), 771–787. https://doi.org/10.1177/0011392112459744
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Hall, M. (2014). Gender representation in current EFL textbooks in Iranian secondary schools. Journal of Language Teaching and Research, 5(2), 253–261. https://doi.org/10.4304/jltr.5.2.253-261
Islam, K. M. M., & Asadullah, M. N. (2018). Gender stereotypes and education: A comparative content analysis of Malaysian, Indonesian, Pakistani and Bangladeshi school textbooks. PLOS ONE, 13(1), e0190807. https://doi.org/10.1371/journal.pone.0190807
Jannati, S. (2015). 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. (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., & Mahmoudi-Gahrouei, V. (2020). Gender Representation in Instructional Materials: A Study of Iranian English Language Textbooks and Teachers' Voices. Sexuality & Culture, 24(4), 1107–1127. https://doi.org/10.1007/s12119-020-09747-z
Li, L., Xiong, T., & He, J. (2017). The Representation of Gender in a Popular Primary School EFL Textbook Series in China. International Journal of Education and Practice, 5(5), 79–87. https://doi.org/10.18488/journal.61.2017.55.79.87
Orfan, S. N. (2021). High school English textbooks promote gender inequality in Afghanistan. Pedagogy, Culture & Society, 1–16. https://doi.org/10.1080/14681366.2021.1914148
Padilla, L. V., & Vana, R. (2019). Ideologies in the foreign language curriculum : insights from textbooks and instructor interviews. 8416. https://doi.org/10.1080/09658416.2019.1590376
Park, S. (2013). Does Gender Matter? The Effect of Gender Representation of Public Bureaucracy on Governmental Performance. The American Review of Public Administration, 43(2), 221–242. https://doi.org/10.1177/0275074012439933
Pontiaka, M. (2018). Gender Representation in Indonesian Efl. Journal of Teaching & Learning English in Multicultural Context (TLEMC), 3(2), 96–106. http://jurnal.unsil.ac.id/index.php/tlemc/index
Purwaningtyas, T. (2020). Didactic Symbol of Visual Images in EFL Textbook : Multimodal Critical Discourse Analysis. 8(1), 51–63. https://doi.org/10.32332/pedagogy.v8i1.1959
Rifkin, B. (1998). Gender Representation in Foreign Language Textbooks: A Case Study of Textbooks of Russian. The Modern Language Journal, 82(2), 217. https://doi.org/10.2307/329210
Samadikhah, M., & Shahrokhi, M. (2014). A Critical Discourse Analysis of ELT Materials in Gender Representation: A Comparison of Summit and Top Notch. English Language Teaching, 8(1). https://doi.org/10.5539/elt.v8n1p121
Sengul, K. (2019). Critical discourse analysis in political communication research: a case study of right-wing populist discourse in Australia. Communication Research and Practice, 5(4), 376–392. https://doi.org/10.1080/22041451.2019.1695082
Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in the Indonesian Ministry of Education and Culture- Endorsed EFL textbook : a critical discourse analysis. Intercultural Education, 00(00), 1–15. https://doi.org/10.1080/14675986.2019.1548102
Shume, T. J. (2020). Conceptualising disability : a critical discourse analysis of a teacher education textbook teacher education textbook. International Journal of Inclusive Education, 0(0), 1–16. https://doi.org/10.1080/13603116.2020.1839796
Tyarakanita, A., Drajati, N. A., Rochsantiningsih, D., & Nurkamto, J. (2021). The Representation of Gender Stereotypes in Indonesian English Language Textbooks. Sexuality and Culture, 25(3), 1140–1157. https://doi.org/10.1007/s12119-021-09813-0
Ullah, H., & Skelton, C. (2013). Gender representation in the public sector schools textbooks of Pakistan. Educational Studies, 39(2), 183–194. https://doi.org/10.1080/03055698.2012.702892
Wang, T., Zhao, J., Yatskar, M., Chang, K. W., & Ordonez, V. (2019). Balanced datasets are not enough: Estimating and mitigating gender bias in deep image representations. Proceedings of the IEEE International Conference on Computer Vision, 2019-Octob, 5309–5318. https://doi.org/10.1109/ICCV.2019.00541
Wodak, R., & Mayer, M. (2009). Methods for critical discourse analysis (2nd ed.). London: Sage Publication Ltd.
Yang, C. C. R. (2011). Gender representation in a Hong Kong primary English textbook series: the relationship between language planning and social policy. Current Issues in Language Planning, 12(1), 77–88. https://doi.org/10.1080/14664208.2011.541390
Al-Qatawneh, S., & Al Rawashdeh, A. (2019). Gender representation in the Arabic language textbook for the ninth grade approved by the Ministry of Education for use in schools in the United Arab Emirates (UAE). Studies in Educational Evaluation, 60, 90–98. https://doi.org/10.1016/j.stueduc.2018.12.001
Al Kayed, M., Khalaf Al_Khawaldah, S., & Akram Alzu B, M. (2020). Critical Discourse Analysis of Gender Representations in EFL Textbooks. International Journal of English Language and Literature Studies, 9(4), 244–254. https://doi.org/10.18488/journal.23.2020.94.244.254
Aljuaythin, W. (2018). Gender representation in EFL textbooks in Saudi Arabia: A critical discourse analysis approach. International Journal of Applied Linguistics and English Literature, 7(5), 151–157.
Amerian, M., & Esmaili, F. (2015). Language and gender: A critical discourse analysis on gender representation in a series of international ELT textbooks. Internaional Journal of Research Studies in Education, 4(2), 3–12. https://doi.org/http://consortiacademia.org/10-5861ijrse-2014-963/
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
Bahman, M., & Rahimi, A. (2010). Gender representation in EFL materials: an analysis of English textbooks of Iranian high schools. Procedia - Social and Behavioral Sciences, 9, 273–277. https://doi.org/10.1016/j.sbspro.2010.12.149
Barreto, M., & Ellemers, N. (2005). The burden of benevolent sexism: how it contributes to the maintenance of gender inequalities. European Journal of Social Psychology, 35(5), 633–642. https://doi.org/10.1002/ejsp.270
Beatrice Alba. (2018). To archieve gender equality, we must first tackle our unconscious biases. The Conversation. https://theconversation.com/to-achieve-gender-equality-we-must-first-tackle-our-unconscious-biases-92848
Becker, M. L., & Nilsson, M. R. (2021). College Chemistry Textbooks Fail on Gender Representation. Journal of Chemical Education, 98(4), 1146–1151. https://doi.org/10.1021/acs.jchemed.0c01037
Curaming, E. M., & Curaming, R. A. (2020). Gender ( In ) equality in English Textbooks in the Philippines : Sexuality & Culture, 24(4), 1167–1188. https://doi.org/10.1007/s12119-020-09750-4
Fairclough, N. (1989). Language and power. London:Longman.
Fan, Y., Shepherd, L. J., Slavich, E., Waters, D., Stone, M., Abel, R., & Johnston, E. L. (2019). Gender and cultural bias in student evaluations: Why representation matters. PLOS ONE, 14(2), e0209749. https://doi.org/10.1371/journal.pone.0209749
Filipović, K. (2018). Gender Representation in Children's Books: Case of an Early Childhood Setting. Journal of Research in Childhood Education, 32(3), 310–325. https://doi.org/10.1080/02568543.2018.1464086
Foroutan, Y. (2012). Gender representation in school textbooks in Iran: The place of languages. Current Sociology, 60(6), 771–787. https://doi.org/10.1177/0011392112459744
Gooden, A. M., & Gooden, M. A. (2001). Gender representation in notable children's picture books: 1995-1999. Sex Roles, 45(1–2), 89–101. https://doi.org/10.1023/A:1013064418674
Hall, M. (2014). Gender representation in current EFL textbooks in Iranian secondary schools. Journal of Language Teaching and Research, 5(2), 253–261. https://doi.org/10.4304/jltr.5.2.253-261
Islam, K. M. M., & Asadullah, M. N. (2018). Gender stereotypes and education: A comparative content analysis of Malaysian, Indonesian, Pakistani and Bangladeshi school textbooks. PLOS ONE, 13(1), e0190807. https://doi.org/10.1371/journal.pone.0190807
Jannati, S. (2015). 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. (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., & Mahmoudi-Gahrouei, V. (2020). Gender Representation in Instructional Materials: A Study of Iranian English Language Textbooks and Teachers' Voices. Sexuality & Culture, 24(4), 1107–1127. https://doi.org/10.1007/s12119-020-09747-z
Li, L., Xiong, T., & He, J. (2017). The Representation of Gender in a Popular Primary School EFL Textbook Series in China. International Journal of Education and Practice, 5(5), 79–87. https://doi.org/10.18488/journal.61.2017.55.79.87
Orfan, S. N. (2021). High school English textbooks promote gender inequality in Afghanistan. Pedagogy, Culture & Society, 1–16. https://doi.org/10.1080/14681366.2021.1914148
Padilla, L. V., & Vana, R. (2019). Ideologies in the foreign language curriculum : insights from textbooks and instructor interviews. 8416. https://doi.org/10.1080/09658416.2019.1590376
Park, S. (2013). Does Gender Matter? The Effect of Gender Representation of Public Bureaucracy on Governmental Performance. The American Review of Public Administration, 43(2), 221–242. https://doi.org/10.1177/0275074012439933
Pontiaka, M. (2018). Gender Representation in Indonesian Efl. Journal of Teaching & Learning English in Multicultural Context (TLEMC), 3(2), 96–106. http://jurnal.unsil.ac.id/index.php/tlemc/index
Purwaningtyas, T. (2020). Didactic Symbol of Visual Images in EFL Textbook : Multimodal Critical Discourse Analysis. 8(1), 51–63. https://doi.org/10.32332/pedagogy.v8i1.1959
Rifkin, B. (1998). Gender Representation in Foreign Language Textbooks: A Case Study of Textbooks of Russian. The Modern Language Journal, 82(2), 217. https://doi.org/10.2307/329210
Samadikhah, M., & Shahrokhi, M. (2014). A Critical Discourse Analysis of ELT Materials in Gender Representation: A Comparison of Summit and Top Notch. English Language Teaching, 8(1). https://doi.org/10.5539/elt.v8n1p121
Sengul, K. (2019). Critical discourse analysis in political communication research: a case study of right-wing populist discourse in Australia. Communication Research and Practice, 5(4), 376–392. https://doi.org/10.1080/22041451.2019.1695082
Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in the Indonesian Ministry of Education and Culture- Endorsed EFL textbook : a critical discourse analysis. Intercultural Education, 00(00), 1–15. https://doi.org/10.1080/14675986.2019.1548102
Shume, T. J. (2020). Conceptualising disability : a critical discourse analysis of a teacher education textbook teacher education textbook. International Journal of Inclusive Education, 0(0), 1–16. https://doi.org/10.1080/13603116.2020.1839796
Tyarakanita, A., Drajati, N. A., Rochsantiningsih, D., & Nurkamto, J. (2021). The Representation of Gender Stereotypes in Indonesian English Language Textbooks. Sexuality and Culture, 25(3), 1140–1157. https://doi.org/10.1007/s12119-021-09813-0
Ullah, H., & Skelton, C. (2013). Gender representation in the public sector schools textbooks of Pakistan. Educational Studies, 39(2), 183–194. https://doi.org/10.1080/03055698.2012.702892
Wang, T., Zhao, J., Yatskar, M., Chang, K. W., & Ordonez, V. (2019). Balanced datasets are not enough: Estimating and mitigating gender bias in deep image representations. Proceedings of the IEEE International Conference on Computer Vision, 2019-Octob, 5309–5318. https://doi.org/10.1109/ICCV.2019.00541
Wodak, R., & Mayer, M. (2009). Methods for critical discourse analysis (2nd ed.). London: Sage Publication Ltd.
Yang, C. C. R. (2011). Gender representation in a Hong Kong primary English textbook series: the relationship between language planning and social policy. Current Issues in Language Planning, 12(1), 77–88. https://doi.org/10.1080/14664208.2011.541390
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Published
2023-06-27
How to Cite
Andini, T. N., Hidayat, D. N., Husna, N., & Alek, A. (2023). A CRITICAL DISCOURSE ANALYSIS OF GENDER REPRESENTATIONS IN EFL TEXTBOOK OF SENIOR HIGH SCHOOL. Getsempena English Education Journal , 10(1), 55-72. https://doi.org/10.46244/geej.v10i1.2041
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