A Content Analysis of Gender Bias in When English Rings A Bell Textbooks

Abstract

This thesis reports on the gender bias contained in English e-textbook for junior high school students provided by the ministry of education. The study used a framework proposed by Porreca (1984) as guidance. The framework is distinctive because it examines the problem of gender representation contained in textbook. Based on the framework the study focused on gender visibility in text and illustration, gender firstness, occupational role, gender neutral nouns and gender specific nouns, masculine generic construction, and adjectives. The finding reveals that although there is an effort to avoid gender bias, females are still represented traditionally in some categories. When females are portrayed traditionally in the textbook, students develop a stereotype view towards female students.

Deconstruction of Gendered Dialogues in English Language Students Textbook for Grade 12 Senior High School

“…shows a new perspective that they could also be seen as subservient instead of always dominant (Dabbagh, 2016;Julianti et al, 2019;Suhartono & Kristina, 2018).…”

“…In Indonesia, Ariyanto (2018) revealed gender bias portrayal in the English textbook for junior high school. Julianti et al (2019) also found that the book included traditional construction of proper space for men and women. Female characters were mostly depicted in domestic spheres, while the male characters were mostly outdoors.…”

“…In this case, textbooks, the most widely used and required learning resources in schools, play a significant part in constructing one's knowledge through the ideologies represented in the content (Mihira, 2022;Paudel & Khadka, 2019). It is because students can internalize the values presented in the textbook content, which will indirectly affect how they behave (Aryawan et al, 2022;Emilia et al, 2017;Islam & Asadullah, 2018;Julianti et al, 2019;Khanadi et al, 2022;Suwastini, Saraswati, et al, 2023;Wiraningsih, 2021). It includes the representation of gender construction contained in textbooks which will affect the preservation of positive as well as negative representations of gender in society since textbooks are the form of ideology created in the society where the textbook is created (Fahik, 2020;Gebregeorgis, 2016).…”

“…In this case, the female characters in the textbook were depicted as being dependent and emotional (Blangsinga et al, 2021;Damayanti, 2014b;Ellemers, 2018;Suwastini et al, 2020). The compartmentalization of how women speak is also inseparable from the linguistic method used by both genders, namely male-competitive and female-constructive/cooperative which results in men having masculine characteristics such as being rational, bold, ambiguous, controlling, active, and independent, whereas women have the opposite features, including being indirect, weak, submissive, passive, expressive, kind, and dependent (Ariyanto, 2018;Blangsinga et al, 2021;Julianti et al, 2019;Mihira, 2022;Paudel & Khadka, 2019;Wiraningsih, 2021).…”

BIAS GENDER DALAM BUKU TEKS PELAJARAN BAHASA ARAB KARYA FARUQ BAHARUDIN: Studi Analisis Pada Buku Ajar Tingkat Madrasah Tsanawiyah Kelas VII

“…Dalam lingkup pendidikan, bias gender sering dijumpai pada materi yang dimanifestasikan melalui buku teks pelajaran (Julianti, L., & Ikhsanudin, I., 2019, Selvi, A. F., & Kocaman, C., 2021. Bias gender dalam buku teks pelajaran terdapat dalam makna suatu teks maupun gambar yang dimuat di dalamnya (Ferree, M. M., & Hall, E. J., 1990, Elmiana, D. S., 2019.…”