ADDRESSING GENDER EQUALITY ISSUES IN THE INDONESIAN ELT

TEXTBOOK FOR THE NINTH GRADERS OF JUNIOR HIGH SCHOOL

A THESIS PROPOSAL

By:
CHANDRA LUSIANA NURCHOLIFAH
190210401104

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

THE LANGUAGE AND ARTS DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
JEMBER UNIVERSITY
2022
 CHAPTER I. INTRODUCTION
This chapter introduces several aspects related to the problem to be investigated.
It presents the research background, research questions, research objectives, and
research contributions.

1.1 Research Background

Gender equality is a term that refers to the topic of equality between men and
women in today's society. This issue develops when women are afforded fewer
chances than males. This occurs as a result of patriarchal culture's impact. For
example, in a family, the mother raises the children while the father works. In the
history of humanity, patriarchy has manifested and influenced civilizations both in
the past and in the present. French (1985) argued that historically, women's
subjugation and marginalization amounted to a type of slavery. She claims that
under a patriarchal society, slavery occurs when women are denied the right to their
own bodies, sexuality, marriage, reproduction, divorce, education, are barred from
practicing a trade or profession and have limited freedom of movement. This
statement is also supported by Wood (2019) that patriarchy is a way of life that is
ahistorical, everlasting, and blessed by God. Patriarchy, particularly in Indonesia,
is a key source of gender inequality. As a result, various societal concerns arose that
restricted women's freedom and violated their rights.
In the education sector, the teaching and learning process in the classroom
involves teachers and students who must be aware that gender bias in learning
materials may occur. Gender bias has been discovered in textbooks, particularly in
English textbooks. English is a Foreign Language (EFL) in the Indonesia's
educational system framework. If the textbook utilized involves a gender bias, it
might affect the mindset and relationships in students' social lives. The previous
studies conducted by (Awayed-Bishara, 2015; Gebregeorgis, 2016; Gharbavi &
Ahmad Mousavi, 2012; Lee & Collins, 2010; Mukundan & Nimehchisalem, 2008;
Ullah & Skelton, 2013; Yang, 2016) indicate that bias gender is still prevalent in

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school textbooks. Nashriyah et al. (2020) stated that in the classroom teaching and
learning process, teachers and students must be aware that gender bias may present
in their learning material before it creates a misleading concept of gender and
affects their social balance.
To establish education based on gender equality and justice, education power
holders, curriculum developers, book compilers, instructors, and education
professionals must collaborate. Wani & Dastidar (2019) stated that there are reasons
to believe that gender inequality will be eliminated in the future as a result of
education and progressive thinking on the part of individuals. Then, perhaps,
individuals of both genders would be able to live in equality. Textbooks, an
important component of learning, are required to assist education that promotes
gender equality. It is supported by Lee (2018) that the notion that textbooks not
only teach students how to read and write, but also play an important role in
establishing the moral values that society respects, whether intentionally or not.
Several studies that have been conducted by some researchers concerned with
the gender equality in textbooks still indicate gender bias. Moreover, the majority
of the books examined were self-published. Therefore, in this research, this research
aims to analyze the gender equality issues inside the ninth grade ELT textbook
published by the Indonesian Ministry of Education and Culture. This book is chosen
because it contains several written texts and illustration texts or pictures to teach
students to be aware of the issues of gender equality and the consequences of that
problem. Moreover, this textbook is also updated with the current Revised 2013
Curriculum with Revised Edition 2018. In examining the issues of gender equality
in ELT Textbooks, previous research studies used different tools of analysis (e.g.,
Critical Discourse Analysis, Content and Linguistic Analysis, Visual Analysis,
Discourse Analysis, and Corpus Analysis). To situate research on gender equality
issues in ELT Textbooks, some previous studies in different countries (e.g., Hong
Kong, Jordan, Japan, Malaysia, Finland, and Indonesia) have been reviewed by
some researchers (Kayed et al., 2020; Mukundan & Nimehchisalem, 2008;
Nashriyah et al., 2020; Setyono, 2018; Siren, 2018; Yang, 2011).
 3

To differentiate from previous researchers, the research will apply the

methodological framework proposed by Cohen et al. (2007). Sunderland (2011)
stated that the data are typically qualitative, and the analysis is quantitative. Later,
to round out the findings, a study of language in terms of how the specific gendered-
character is expressed in a certain situation is performed. In brief, the design that
will be developed by this study is intended to show what the textbook is about in
general in terms of gender issues, who the characters are, and how they are depicted.
This research instrument will be developed by adapting Brugeilles and
Cromer's framework (2009). In terms of textbook components, this study will be
undertaken an analysis based on the gender content categories established by
Brugeilles and Cromer (2009). The data search will be carried out in-depth by
analyzing illustration texts or pictures and the characters contained in textbooks
related to gender equality issues.

1.2 Research Questions

To guide the analysis of gender equality issues in the textbook, the research
questions are formulated as follows:
1. What are the representation levels in addressing gender equality issues in
the Indonesian ELT Textbook for the Ninth Graders of Junior High School?
2. How does the Indonesian ELT Textbook for the Ninth Graders of Junior
High School promote Gender Equality?

1.3 Research Objectives

The research objectives are to investigate the Indonesian ELT Textbook for the
Ninth Graders of Junior High School representing male and female gender in
addressing gender equality issues and to discuss how the Indonesian ELT Textbook
for the Ninth Graders of Junior High School promotes Gender Equality.
 4

1.4 Research Contributions

The research results are expected to give practical and empirical contributions.
Practically, this study is expected to give English teachers information about the
way to address gender equality issues and how gender is represented in the ELT
textbook. So, the English teachers can apply gender equality in the class and be
more selective in choosing an appropriate textbook for students. Textbook writers
are expected to provide balanced materials by reducing gender bias.
Empirically, the findings of the present study are expected to be useful for other
textbook analysts who want to conduct similar research by analyzing other English
textbooks published by different publishers in Indonesia.
 CHAPTER II. LITERATURE REVIEW
Chapter Two is going to review the theory related to the research such as
gender equality and education, extended gender equality in Indonesia, the ELT
textbook in Indonesia, and the previous studies of gender issues in textbooks.

2.1 Gender Equality and Education

According to UNESCO (1948), all human beings are born free and equal in
dignity and rights. They have reason and conscience and should act in a brotherly
manner toward one another. Gender Equality (GE) theorists believe that all
conventional societal roles for men and women must be eradicated (Agassi, 1989).
Gender equality may be accomplished when men and women have the same status
and have an equal chance to exercise their human rights and realize their full
potential to contribute to and benefit from political, economic, social, and cultural
development (UNESCO, 2015).
Over the last two decades, the global community has made eliminating gender
inequality the highest priority (Ozaki & Otis, 2016). Gender equality requires the
lack of discrimination based on a person's gender in order to have access to
opportunities, resources, and benefits (Wood, 2019). Gender inequalities develop
from unequal power interactions between men and women, and hence assessments
of gender equality must account for the relational elements of gender inequality
(Subrahmanian, 2005).
Education has the effect of both limiting and expanding women's aspirations
(Wrigley, 1992). While gender equality has frequently been viewed as a problem in
terms of access to education, the Education for All (EFA) objectives recognize that
gender equity is also an important component of educational quality (UNESCO,
2005). Focusing on rights in education can assist in capturing the dynamics of
gender equality as they act inside the education system (Subramanian, 2005).
Education increased men's respect, but women were often socially devalued if they
pursued higher education (Wrigley, 1992).

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The influence of women's access to education and the labour market on gender
equality must thus be contextualized in terms of the stability and/or variations in
gender norms that both limit and enhance opportunity and agency for diverse
members of society (Khurshid, 2016). Women's learning restrictions have
complicated roots, but criticism of high-achieving women has helped put women
in their place, while their education was typically geared to reinforce their
household duties rather than to prepare them for social or economic independence
(Wrigley, 1992).
These, in turn, are based on a commitment to non-discrimination, the erasing
of societal norms that build men and women as unequal in terms of their
contributions and rights, and the commitment of all social actors to eradicating
stereotypes and attitudes that support and perpetuate disparities in the allocation of
resources between men and women (Subrahmanian, 2005).

2.2 Extended Gender Equality in Indonesia

Since the proclamation of national independence in 1945, historical women
leaders have been identified as role models for Indonesian women and have
received governmental recognition as national heroes (Sunindoyo, 1998). It is
important to note that promoting gender equality is not a new thing in Indonesia.
Cut Nyak Dhien, Christina Martha Tiahahu and Dewi Sartika were all women
whose names have been inscribed in public memory in promoting gender equality
(Pirmasari, 2016).
Then, R.A. Kartini (1879-1904) inspired women to be a part of a movement
namely “Women’s Emancipation” in order to develop Indonesian women’s
education (Porter, 2001). In Indonesia, women's emancipation is intrinsically
related to community emancipation, and Kartini has been revered not just as a
defender of her "sisters", but also as a patron saint for all modern Indonesians
(Beekman, 1984).
The Indonesian government has previously granted access to many accelerated
educational programs for both male and female genders in terms of educational
 7

equality. Indonesia has an education fund assistance program that aims to increase
access for children aged 6 to 21 years to receive education services until they
graduate from secondary education units to realize the implementation of 12-year
compulsory education (Ministry of Education and Culture Republic of Indonesia,
2016). According to Barakat and Bengtsson (2018), children must begin primary
school at the age of seven. Based on the Indonesia Family Life Survey (IFLS),
practically all young adults aged 12 to 21 who completed primary school continued
their education to junior school by 2014 (Wicaksono & Witoelar, 2018).
Furthermore, under a government scholarship program called Bidikmisi,
students from low-income backgrounds and disadvantaged areas are provided
equitable access to Higher Education (HE). In this regard, Brewis (2018) claimed
that the present Indonesian Higher Education legislation has set a 20% admission
quota for low-income students and students from disadvantaged areas. This
indicates that the Indonesian government has supported gender equality efforts.
To realize gender equality and education in Indonesia, 2012 SUSENAS data
shows more than 43.9 percent of children do not attend school due to a lack of funds
in the household. The number of male and female students receiving elementary
and junior high school scholarships is almost equal. However, at a higher level,
female recipients outperform male recipients by a small margin (UNFPA Indonesia,
2015).

2.3 The ELT Textbook in Indonesia

One of the most crucial components of a language class is the textbook. It is
used in the classroom as a language input for language learning (Richards, 2001).
Textbooks are commonly believed of as sources of input for classroom instruction,
such as texts, activities, explanations, and so on (Hutchinson & Torres, 1994).
Brugeilles & Cromer (2009) stated that textbooks are expected to serve as neutral
learning resources that are both indiscriminate and non-biased in terms of content.
A textbook is a vital component of any instructional learning process, including
English language training. It benefits both instructors and students because it is one
 8

of the most important tools for teachers to employ in their classrooms as well as a
source of information and direction for students to learn (Hutchinson & Torres,
1994).
In order to achieve such an ideal, the Indonesian Government has created a
policy, which is defined in the Republic of Indonesia's Minister of Education and
Culture Regulation No. 8 the year 2016, article 2 paragraph 2, which states that
school textbooks should incorporate norm contents and good values that
predominate in society. School textbooks in Indonesia are expected to avoid
pornographic content, extreme ideology, radicalism, violence, ethnic-religious-
racial feelings, and gender prejudice (Direktorat Jenderal Peraturan Perundangan-
undangan, 2016). Gender inequality in textbooks affects impoverished students'
performance in education courses (Setyono, 2018).
To realize gender equality, it is necessary to include in the educational
curriculum information on human rights, including women and children’s rights,
gender equality and self-awareness contribute to eliminating gender stereotypes and
fostering an environment of non-discrimination (UNESCO, 2014).

2.4 The Previous Studies of Gender Issues in Textbooks

This subchapter reviews several studies that have been conducted in some
countries dealing with gender issues. There were five studies about gender issues
in textbooks that had been analyzed in the last ten years. First, the study of gender
issues in Hongkong Primary English textbooks entitled “Gender Representation in
a Hong Kong Primary English Textbook Series: The Relationship between
Language Planning and Social Policy” by Yang (2011). The selected textbooks
were examined using both qualitative and quantitative methods in this study. The
study's findings revealed that males and females were practically equally
represented and shown in a similar variety of activities. Females were also more
visible in both pictures and writings. One implication of the findings is that gender
stereotyping or how gender is portrayed in textbooks for their pupils, and this
feature should be greatly highlighted in the government's policy guideline for
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selecting textbooks for use in schools, given the fact that textbooks may have a big
impact on children's development of values and attitudes.
Another textbook analysis of gender issues in Iran EFL textbooks entitled
“Culture and Gender Representation in Iranian School Textbooks” by Salami and
Ghajarich (2016) used Critical Discourse Analysis and uses Van Leeuwen’s Social
Actor-Network Model to analyze social actor representations in the gendered
discourses of compulsory heterosexuality. The findings from the analysis show that
the representations endorse the discourse of compulsory heterosexuality which is
an institutionalized form of social practice in Iran.
The article entitled “Are Males and Females still Portrayed Stereotypically?
Visual Analyzes of Gender in Two Hong Kong Primary English Language
Textbook Series” by Yang (2016) investigated how gender is portrayed in the
visuals or illustrations of two English Language textbook series utilized in the
majority of Hong Kong primary schools. This research applied Visual Analysis as
the tool. According to the findings of this study, females were more frequently
shown in line drawings and pictures with long hair rather than short hair and
wearing dresses rather than trousers. Although blue and pink are commonly seen as
'masculine' and 'feminine' colors, respectively, fewer than half and a tiny fraction
of human males and females were depicted wearing blue and pink.
A study conducted in Finland by Siren (2018) applied Critical Discourse
Analysis using Fairclough’s (1992) Framework to analyze portrayals of men and
women in English language textbooks. The results showed that the textbooks
represented both men and women in conventional societal roles. The portrayal of
males in socially prominent positions was obvious. The books provide a glimmer
of hope for young girls who want to be president, inventors, or professional athletes.
Applied Corpus Analysis, Lee (2018) conducted research in Japanese EFL
textbooks. The purpose of this study is to see if the government's efforts to foster a
gender-equal society are represented in current Japanese EFL textbooks. The
findings indicated signs of the writers' gender awareness, such as the usage of
gender-neutral terminology and a neutral word of address, Ms, for women. Two
 10

textbooks also showed a balanced proportion of male and female speakers as well
as the quantity of discourse they gave. However, the underrepresentation of women
and their achievements is still prevalent in modern Japanese textbooks.
A recent study in Jordan used Critical Discourse Analysis to investigate gender
representation in EFL textbooks in the Jordanian setting was conducted by Kayed
et al (2020). The researchers used Fairclough's (1995) three-dimensional
framework to analyze the data in the research. According to the findings of this
study, the textbooks exhibited some degrees of equality between males and females
in terms of pictorial representation, visibility, and various activities and
responsibilities. The findings also found that, while there were certain traditional
roles and activities associated with men and women in these novels, they were
portrayed equally in terms of social rank, power, and domination. In other words,
there was no evidence of feminism or anti-feminism in the textbooks examined.
Based on the findings of previous studies on the issues of gender in English
Textbooks, gender bias, gender stereotypes, and gender inequality were discovered
to be prevalent. The researchers employed a variety of methodologies, including
the Qualitative and Quantitative methods, Critical Discourse Analysis, Visual
Analysis, and Corpus Analysis. Furthermore, investigations assessing Junior High
School textbooks were infrequent. Therefore, Content Analysis to analyze the
English textbook of Junior High School will be conducted to fill in this gap.
 CHAPTER III. RESEARCH METHODOLOGY
This chapter presents research methods that will be used in this study such as
research design, research context, data collection method, and data analysis method
and its procedures.

3.1 Research Design

The Qualitative Content Analysis method will be used in terms of analyzing
the gender contents in an English Textbook for Junior High School students. This
study aimed at finding out the percentage of gender proportion in English textbook,
whether the textbook promotes an equal proportion of gender or not, and how
gender equality was presented in the textbook. The contents involving the
characters and pictures in the textbook will be the focus of the data analysis.
Sunderland (2011) noted that content analysis is a method of analyzing texts rather
than their structure or language. Since the study is concerned with gender, gender-
related categories guide the identification procedure, and all occurrences are later
counted.
The framework by Brugeilles & Cromer (2009) will be utilized to determine
which categories will be used in this research. The Brugeilles and Cromer (2009)
framework will be utilized in this research because it specified that in texts and
pictures, human characters appear in a simplified way, in their private or social
activities, in order to make learning entertaining and to highlight actual applications
of the topic, to give it meaning. Subsequently, the data will be analyzed using the
methodological framework by Cohen et al. (2007). In this case, Content Analysis
by Cohen et al. (2007) will be used to discuss in-depth the content of illustration
texts or pictures and the characters contained in textbooks related to gender equality
issues.

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3.2 Research Context

This study will be conducted in the Indonesian context where English is to be
used as a foreign language. The object of this study is an English Textbook entitled
“Bahasa Inggris Think Globally Act Locally SMP/MTS Kelas IX” and developed
based on Curriculum 2013. This textbook was the second revised edition published
in 2018 by the Ministry of Education and Culture Republic of Indonesia. The
textbook consists of 218 pages, which were divided into eleven chapters, and is
suitable for 14-15 years old students. It was written by Siti Wachidah, Asep
Gunawan, and Diyantari. Since the government decision required the use of this
textbook nationally, students and teachers can freely download and easily access
this textbook from the internet.

3.3 Data Collection Method

In order to see the representation of the gender equality issues in the textbook
as a unit of analysis, I will identify, classify, and code the gender contents into
categories and subcategories that had been provided by Brugeilles and Cromer’s
(2009) while the picture would be simply coded under male and female category.
The researcher will code Brugeilles & Cromer’s (2009) checklist into abbreviations.
The checklist will code into:
Code of The Checklist
Category, sex and 1. Women (W)
age of the 2. Men (M)
characters (Cha) 3. Boy (B)
4. Girl (G)
Designations (Ds) 1. First name/surname or title (Frsn)
2. Family relationship (Mother, Uncle, etc)
(Fam)
3. Other relationship (Friend, Neighbour,
etc) (Other)
4. Occupational status (Occupation,
Political or Religious Office) (Occ)
5. Other status (Customer, Traveller, etc)
(Ots)
Activities (actions) 1. School Activity (SchA)
(Act)
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2. Occupational Activity, Formal or Non-

Formal (Ocs)
3. Domestic Activity (Doma)
4. Buying Activity (Buya)
5. Care or Caring Activity (Caci)
6. Leisure, Recreational or Sports Activity
(Lei)
7. Social Activity (Soa)
8. Routine Personal Activity (Washing,
Eating) (Rou)
9. Negative Activity (Making a Mistake,
Breaking Something, Doing Something
Innapropriate, Causing Problems) (Neg)
10. Successful Activity (Suc)
Attributes (Att) 1. School Materials (Schma)
2. Occupational Equipment or Item (Oce)
3. Domestic Item (Domi)
4. Money (Mon)
5. Food (Fod)
6. Leisure, Recreational or Sports
Equipment or Item (Leres)
7. Physical Characteristic (Phc)
8. Psychological Characteristic (Psyc)
Interaction (Int) 1. Occupational Interaction (Occi)
2. School Interaction (Schi)
3. Cooperative Interaction (Acting
Together, Heling Each Other) (Coin)
4. Affective Interaction (Expressing
Affection, Cuddling) (Affi)
5. Social Interaction (Talking, Celebrating,
Inviting, Sharing) (Soci)
6. Violent Interaction (Quarreling) (Vion)
Location in the 1. The Parts Concerning Lessons (Coles)
lesson (Lole) 2. The Parts Concerning Exercises (Coex)
Table 1. Code of The Checklist (Brugeilles & Cromer, 2009)

In this research, I will classify the category construction (instrument) in two

major categories, there are Male (M) and Female (F) categories. The character data
will be classified and coded under one of the sixth categories and their subcategories
get in Brugeilles & Cromer’s (2009) checklist. The checklist consists of six
categories and each category will be divided into subcategories.
 14

Text
Individual Characters
Women Men
Character Lesson/ Designa- Activi- Attri- Interactions Character Lesson/ Designa- Activi- Attri- Interactions
no. Exercise tions ties butes no. Exercise tions ties butes
Yes/ Yes/
No Nature No Nature

Table 2. The Sixth Categories and their Subcategories

(Brugeilles & Cromer, 2009)

3.4 Data Analysis Method and Its Procedure

To analyze the data, this research will be used Content Analysis Cohen et al.
(2007) framework. The procedures of analyzing the data based on Cohen et al.
(2007) as the following:

Defining the Coding &

Research Categorizing the Data Analysis
Questions Data

Defining the Constructing

Summarizing
Population the Categories

Deciding the
Defining the Making
Codes in the
Sample Inferences
Analysis

Defining the
Defining the
Context of
Unit of Analysis
Document

Flowchart 1. Procedures in Conducting Content Analysis

(Cohen et al., 2007)

The procedures of analysis in the flowchart above show that the first step is
defining the research questions. The research questions are, “What are the
representation levels in addressing gender equality issues in the Indonesian ELT
Textbook for the Ninth Graders of Junior High School? and How does the
Indonesian ELT Textbook for the Ninth Graders of Junior High School promote
Gender Equality?
The second is defining the population. This research population is a textbook
for Junior High School at the Ninth Grade based on the 2013 Curriculum which is
 15

published by the Ministry of Education and Culture of Republic Indonesia. The

third step is defining the sample. This research sample is using purposive sampling.
The sample is the textbook entitled “Bahasa Inggris Think Globally Act Locally
SMP/MTS Kelas IX”. The fourth step is defining the context of the document. The
context that will be analyzed in this study is gender equality context in English
textbook, as mentioned before. The fifth step is defining the unit of analysis. In this
investigation, the data search will be carried out in-depth by analyzing illustration
texts or pictures and the characters in textbooks related to gender equality issues.
The sixth is Deciding the Codes in the Analysis. In this part, to code the
identified content based on the Code of Checklist adopted from Brugeilles &
Cromer (2009) as mentioned in Table 1 above. The seventh is Constructing the
Categories. In this part, there were two major categories Male (M) and Female (F).
The checklist consists of six categories and each category was divided into
subcategories as mentioned before in Table 2. The eighth step is coding and
categorizing the data. In this section, the data about gender content in textbooks will
be acquired by dividing them into broad divisions such as Male and Female. The
data that will be analyzed include pictures and characters, with the pictures being
categorized under male and female categories and the characters being coded under
categories and subcategories provided by Brugeilles and Cromer (2009), as shown
in Table 2.
The ninth step is Analyzing the data. The data manually analyzed using
percentage data analysis. The statistical presentation of the gender content will be
known in this way. The data will be tabulated to make it easier to understand. The
tenth, summarizing will be conducted after the data is collected and analyzed which
includes writing a qualitative descriptive of the analysis. The final step is to infer
the results of the analysis by interpreting the data that had been collected. The
process of making the inferences will be conducted by simplifying the data in the
finding and linking it to other research data from the various studies, also, it will
connect to some theories.
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