Chindy Yolanda, Syafryadin

Gender Representation in Indonesian EFL Textbooks: A Sociolinguistic Study of “English for Nusantara”

Introduction

Gender representation in indonesian efl textbooks: a sociolinguistic study of “english for nusantara”. This study analyzes gender representation in "English for Nusantara," an Indonesian EFL textbook, revealing numerical balance but persistent traditional roles. It highlights the need for diverse and equitable educational materials.

Abstract

Gender representation in textbooks has a powerful impact on students’ perceptions and social identities. Unbalanced gender portrayal can influence how students view their roles and opportunities in society. This study aimed to investigate how gender is represented in educational material, English for Nusantara textbook for eighth-grade students. A mixed-method design was employed, combining content analysis and discourse analysis, to examine how often male and female characters are represented in the textbook. Brugeilles and Cromer's (2009) model was employed to inform analysis, focusing on the frequency of activities, roles, and characters' appearances. The findings revealed that male and female characters appear in nearly equal numbers however traditional gender roles are still dominated. Male characters are more frequently depicted in physical, competitive, and public roles, such as workers and rescuers, while female characters are more often shown in domestic, educational, and cultural contexts. These findings suggest that numerical balance does not necessarily indicate gender equality in representation. The study highlights the need for more diverse and equitable representation of both genders in educational materials. It also suggests that future research explores students' perceptions of gender and how teachers address gendered content in classroom settings to support more inclusive English language learning.

Review

This study provides a timely and essential examination of gender representation within "English for Nusantara," an Indonesian EFL textbook for eighth-grade students. The authors correctly highlight the profound impact of textbook portrayal on students' perceptions and social identities, establishing a critical foundation for their research. Employing a robust mixed-method design, combining both content and discourse analysis, and utilizing Brugeilles and Cromer's (2009) established model, the methodological approach appears sound and well-suited to the research objective. The clarity of the study's aim and its focus on a specific, widely-used educational material are commendable strengths. The findings offer a nuanced and insightful contribution to the field, particularly in distinguishing between numerical representation and genuine gender equality. While the study reveals a near-equal frequency of male and female character appearances, it crucially uncovers the persistence of traditional gender roles. Male characters are predominantly depicted in public, physical, and competitive capacities, such as workers and rescuers, whereas female characters are often confined to domestic, educational, and cultural settings. This key insight—that numerical balance does not inherently signify equitable representation—is a significant takeaway, challenging superficial assessments of gender inclusion in educational materials and underscoring the necessity of qualitative analysis. The study effectively highlights the critical need for more diverse and equitable gender representation in educational materials, moving beyond mere numerical parity. The authors also wisely suggest avenues for future research, recommending exploration into students' perceptions of gender and how teachers address gendered content in classroom settings. These suggestions are vital for supporting a more inclusive English language learning environment. While the abstract focuses on a single textbook, the findings present valuable implications for textbook developers, educators, and policymakers across Indonesia and beyond, urging a more conscientious approach to gender portrayal in educational content.

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