ENGLISH SENIOR HIGH SCHOOL TEXTBOOK ANALYSIS: ADDRESSING GENDER BIAS ISSUES

Nashriyah Nashriyah; Dini Khairul

doi:10.22373/equality.v4i2.4531

ENGLISH SENIOR HIGH SCHOOL TEXTBOOK ANALYSIS: ADDRESSING GENDER BIAS ISSUES

Nashriyah Nashriyah, Dini Khairul

Abstract

Due to the imbalance gender presentation in English Senior High School textbook detected during teaching practice program, the researcher was interested in doing a research about the issue. Students might take much time to learn from textbooks to develop their gender roles at school, therefore, the proper textbooks which attain the objectives of gender equality are needed. The aim of this study is to investigate whether or not female and male are presented equally in the English Senior High School textbook. The object of this study is the English textbooks widely used by teachers in Banda Aceh Senior High School. First and second textbook entitled Bahasa Inggris X Semester 1 and Bahasa Inggris X Semester 2 were written by Utami Widyati, Zuliati Rohmah, and Furaidah in 2014. Third and fourth textbook entitled Bahasa Inggris XI Semester 1 and Bahasa Inggris XI Semester 2 were written by Mahrukh Bashir in 2014. The last textbook is Bahasa Inggris XII was written by Utami Widyati, Zuliati Rohmah, and Furaidah in 2015. All textbooks were published by Indonesian Ministry of Education and Culture. The focus of this study is the gender representation through five aspects which were also used by Amini and Parviz in their study in 2012. The five aspects are visibility, firstness, masculine generic construction, activity, and occupation. The result showed that four aspects were led by male in the term of quantity: visibility, firstness, masculine generic construction, and occupation while females were more visible in activity aspect. Even so, the difference of number was not too big in every aspect, except the visibility. However, in the term of quality, visibility and activity aspects showed that female and male are presented fair enough in English textbook at high school level by involving females in every aspect which may indicates that females are considered as important and useful as males nowadays.

Keywords

Textbook Analysis; & Addressing Gender;

Full Text:

PDF

References

Amini, M., & Birjandi, P. (2012). Gender Bias in the Iranian High School EFL Textbooks. English Language Teaching, 5(2). doi:10.5539/elt.v5n2p134.

Arikunto, Suharsimi. (1996). Prosedur Penelitian. Jakarta: Rineka Citra

Ary, Donald, Lucy C. Jacobs, and Christine K. Sorensen. (2010). Introduction to Research in Education: 8th edition. Wadsworth: Cengange Learning,

Baiqiang, Tao. (July 15, 2008). Identifying and Combating Sexism in EFL Textbooks.

Baleghizadeh, Sasan and Amir H. R. (2011). Evaluation of an ESP Textbook for the Students of Sociology. Journal of Language Teaching and Research, 2(5)

Baron, Robert A., Nyla R.B., and Donn Byme, (2008). Social Psychology: twelfth edition. Boston: Pearson Education

Chen, P. (2008). English Teacher should Notice Gender Bias in Textbook. The Science Education Article Collects, 28. 128-130

Coles, G. (1977). Dick and Jane Grow up: Ideology in Adult Basic Education Readers. Urban Education, 12(1), 37-53. http://dx.doi.org/10.1177/0042085977121003

Crawford, Mary and Rhoda Unger. (2004). Women and Gender: A Feminist Psychology. New York: McGraw-Hill

Eckert, P., & McConnell-Ginet, S. (2003). Language and Gender. Cambridge: Cambridge University Press

Evans, L., & Davies, K. (2000). No sissy boys here: A Content Analysis of the Representation of Masculinity in Elementary School Reading Textbooks. Sex Roles, 42(3), 255-270. http://dx.doi.org/10.1023/A:1007043323906

Fakir, Muhammad Razia. (2007). Effective Use of Textbooks: A Neglected Aspect of Education in Indonesia. Journal of Education for Indonesia Development 3(1)

Gharbavi, A., & Mousavi, S. (n.d.). A Content Analysis of Textbook: Investigating Gender Bias as a Social Prominence in Iranian High School English Textbooks. English Linguistic Research, 1(1). doi:dx.doi.org/10.5430/elr.v1m1p42

Harmer, Jeremy. (1991). The Practice of English Language teaching: new edition. New York: Longman

Hutchinson, T. and Torres, E. (1994), “The textbook as agent of change”, ELT Journal 48(4): 315-28

Ifegbesan, A. (n.d.). Gender-Styereotypes Belief and Practises in the Classroom: The Nigerian Post-Primary School Teachers'. Global Journal of Human Social Science. 10(4).

Lips, Hilarly M. (2003). A new Psychology of Women: Gender, Culture, and Ethnicity: second edition. New York: McGraw Hill.

Mardalis. (1995). Metode Penelitian. Jakarta: Bumi Aksara

McGrath, I. (2002), Materials Evaluation and Design for Language Teaching, Edinburgh: Edinburgh University Press

Mineshima, M. (2008). Gender Representation in an EFL Textbook. [Online]Available:http://www.niit.ac.jp/lib/contents/kiyo/genko/13/14_MINESHIMA.pdf

Mukundan, Jayakaran, and Vahid, Nimechisalem. (2008). Gender Representation in Malaysian Secondary School Englsih Language Textbook. Indonesian Journals of English Language Teaching. 4(2)

Muthali’in, Ahmad. (2001). Bias Gender dalam Pendidikan. Surakarta: Muhammadiyah University Press

Nunan, David. (1991). Language Teaching Methodology: A Textbook for Teacher. London: Prentice Hall

Porreca, K. L. 1984. Sexism in Current ESL Textbooks. TESOL Quarterly, 18(4), 704-724.

Reed, Arthea J.S., Verna E.R., Mary W.o. (1998). In the Classroom; An Introduction to Education: third edition. New York: McGraw Hill

Richards, Jack C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambgrige University Press

Salamah, Ummu. (2014). Gender Representation in the English Textbook (A Content Analysis of ‘Bright’ for Seventh Grade Student Published by Erlangga). Jakarta: Syarif Hidayatullah State Islamic University

Santrock, Jhon W. (2006). Educational Psychology Update: Preparing for PRAXIS and Practice. New York: McGraw Hill

Shaw, Susan M and Janet Lee (esd.). (2007). Women’s Voices, Feminist Visions: Classic and Contemporary Reading. New York: McGraw Hill

Skierso, Alexandra. (2001). Teaching English as Second or Foreign Language: Textbook Election and Evaluation in Marianne Celce-Murcia: Second edition. Boston: Heinle & Heinle Publisher

Sugiyono. (2011). Quantitative Research, Qualitative and R & D Methods. Bandung: Cv. Alfabeta

Sukmadinata, Nana Saodih. (2007). Educational Research Methods. Bandung: PT. Remaja Rosdakarya

Taylor, F. (2003). Content Analysis and Gender Stereotypes in Children’s Book. Teaching Sociology. 31(3), 300-301. http://dx.doi.org/10.2307/3211327

Taylor, Verta, Nancy Whittier, Leila J. Rupp. (2006). Feminist Frontier: seventh edition. New York: McGraw Hill

Ur, Penny. (1996). A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press

UNESCO. (2012). Education for all goals. Retrieved May 21, 2016, from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education- for-all/the-efa-movement/

Wen-Cheng, Wang, Lin Cien-Hung, Lee Cung-Chieh. (2011). Thinking of the Textbook in the ESL/EFL classroom. English Language Teaching. 4(2)

Yang, Chi Cheung Ruby. (2011). Gender Representation in a Hongkong Primary English Textbook Series: the Relationship between

DOI: http://dx.doi.org/10.22373/equality.v4i2.4531