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Fazl Ahmad Habib, Et Al. Gender Stereotypes Portrayed in A Senior High School English Textbook Published by Indonesia
Ministry of Education and Culture

Gender Stereotypes Portrayed in A Senior High School English textbook Published

by Indonesia Ministry of Education and Culture
Fazl Ahmad Habib, Bambang Arya Wija Putra,Budi Setyono.
Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan
Universitas Jember (UNEJ)
Jln. Kalimantan 37, Jember 68121
E-mail: [email protected]

Abstract

The study was conducted to elaborate the gender stereotypes in a national senior high school
English textbook in Indonesia. The qualitative study is applied and Critical Discourse Analysis is
used as the preferable approach. This research provides the development of Mullet’s (2018) CDA
generic framework analysis which based on Fairclough’s (2001) model. The result of the study
divulged various gender stereotypes portrayed such as gender firstness, equality, dominance and
bias. Many biased stereotypes are found on how the female character being portrayed in leadership
matter, social relation, and family. In contrast, in the matter of physical traits, male characters are
portrayed to have more and various interests in sports. The gender stereotypes portrayed in both
textual and visual contents within the textbook. Many illustrations portrayed women stereotypically
biased so do the textual materials such as narrative text, recount text/biography, transactional text,
and descriptive text. Somehow, it is suggested that the authors should consider the position and the
portrayal of gender stereotypes as problematic as proven by many previous studies.
Keywords: Critical Discourse Analysis, Fairclough Model, Gender Stereotypes, Textbook.

Therefore, it is a matter of fact that gender issues found in

language textbooks, is reasonably discussed.
Introduction
Classrooms as the part of schools are microcosms of As quietly appear in textbooks, gender issues
society, mirroring its strengths and ills alike, following the (stereotypes, construction, role/discrimination,
socialization patterns (Marshall, 1997; Gorgadze, 2017). For inequality/dominance) should be seen critically by learners
this reason, textbooks are considered the next important and teachers. In line with Pillay (2013) that the skills of a
factor in the second/foreign language classroom after the critical linguist (using critical discourse analysis [CDA]) are
teacher (Riazi, 2003; Baghdadi, 2015). In fact, textbook as essential if individuals (teachers and learners) wish to unearth
the platform to deliver language materials, has been consider the subtext of school textbooks. Many studies reveal the
as prior tool in the teaching learning process (Lau, 2017). gender issues found in the textbook as discourses in the forms
Therefore, a textbook is much potential to carry the cultural of both textual and visual contents. According to Jannati
values and personal beliefs in the society. (2015), that conducted study focused on visual image
analysis to signify the personal trait about gender role. And
In Indonesia, textbooks are published by Ministry of
the semiotic analysis is used as the approach to complete the
Education and Culture. According to Pillay (2018) the
qualitative study. The results showed the existence of gender
textbooks that are endorsed by the state need to present
knowledge selections in accordance with the content listed in bias and stereotypes based on the total number of adjectives
the prescribed curriculum of the country. On the one hand, used in textbooks. In a sense, CDA attempts to make visible
Indonesia Government maintains the publication of the social phenomena that often pass unnoticed (Vaara, 2016). In
textbooks that is based on its regulation, which stated conclusion, CDA is eligible to critically elaborate the gender
“ideologically, school textbooks in Indonesia are required to issues in textual and visual contents of textbooks. For this
avoid pornographic content, extreme ideology, radicalism, reason, the researcher tends to answer the question, “How are
violence, ethnic-religious-racial sentiments, and gender bias” gender stereotypes portrayed in Senior High school English
(Direktorat Jenderal Peraturan Perundangan-undangan, textbook published by the Indonesian Ministry of Education
2016; Setyono, 2018). On the other hand, many studies and Culture?
divulge gender issues that are carried by the existence of the Literature Review
textbooks. Setyono (2018) stated that between 2003 and
2018, previous studies on gender issues (e.g., gender biases, Stereotypes
gender stereotypes, gender construction, gender roles, gender
equality) in language textbooks have been situated in inner, Essentially, stereotypes are category-based traits or
outer, and expanded circle countries (Australia, Hongkong, attributes that are often applied to a group of people as a result
Japan, Uganda, Pakistan, Ethiopia, USA, and Indonesia). of accepted beliefs about the members of the group (Agars,
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Fazl Ahmad Habib, Et Al. Gender Stereotypes Portrayed in A Senior High School English Textbook Published by Indonesia
Ministry of Education and Culture

2004; Welle & Heilman, 2007; Koch, D’Mello & Sacket, her/his own attribute or ability. Hence, for this reason, over-
2015). The accepted beliefs are recognized as two stereotypes generalized, inaccurate or resistant possibly causes
components. Those are, descriptive components, or beliefs misconception of stereotypes’ components. The
about how a person (female or male) typically act, and misconception maintains the appearance of bias, dominance,
prescriptive components, or beliefs about how he/she should and inequality.
act (Fiske and Stevens, 1993; Cialdini and Trost, 1998;
Koenig, 2018). Interchangeably, Coffman (2014) and Previous Study on Gender Stereotypes
Bordale el al (2018) stated that stereotypes also have
important predictive power for individuals’ beliefs about Setyono (2018) investigated the portrayal of women
their own ability. Moreover, Ramiah (2010) emphasized that in a series of EFL textbooks for Senior High School X, XI,
beliefs about the personal attributes of a group of people, and and XII which were published by the MONED (Ministry of
can be over‐generalised, inaccurate, and resistant to change Education and Culture). To obtain the data, he used the visual
in the presence of new information. In general, Goffman’s and textual data comprising a dialogue text, a dialogue text
(1987) elaboration on stereotypes can be a result of with pictures, a job application, and a reading text with
circumstances of society which remain individual to have pictures. The findings revealed that the female characters in
perspective undesirably somehow the social activities are gendered discourses indicated the continuation of gender
considerably agreed. This reciprocal relation between stereotypes. However, the positive images of female
stereotypes and belief determine a person act whether it is characters were also portrayed as well like female-leader role
considerably agreed or undesirably accepted. In conclusion, in public. As a result, it encourages students to understand the
stereotypes are about beliefs of groups’ typical or suggestible gender issues, diminish the gender misconceptions, and
activities that are interchangeably based on female/male’s promote the gender equality through the female and male
attributes. views.
Tajeddin (2010) evaluated roles of both gender by
Gender Stereotype and Issues using a quantitative and qualitative analyses of the images in
terms of the active role, gaze direction, visual techniques,
Gender stereotypes grow out of our historical and body display, and spaces. The result indicated that women are
cultural understanding of the roles of men and women in frequently shown as the reactive participants of the image. In
society—many, or even most, of which are out moded but contrast, men were portrayed as the active participants of the
continue to be powerful (Godsil, 2016). Aryangga (2017) and images holding more social power and prominence.
Brewer (2015) Simply put, gender stereotypes are Additionally, Barton and Sakwa (2012) proved that, the
generalizations about the roles of each gender. The roles are gender inequality in the secondary textbook in Uganda was
often acknowledged as inaccurate generalizations of the male embodied by the differences of occupational roles in which
and female attributes. As beliefs of own ability are strongly man was getting better paying and high-status jobs such as
influenced by gender stereotypes (Coffman 2014, Bordalo et doctor, judge, and manager while the women’s occupational
al 2018). roles were not only limited but also restricted mainly to the
Furthermore, beliefs are most biased by stereotypes domestic sphere.
(Coffman, 2019). Gender bias can arise when people judge Considering the previous studies, this research
men and women differently as a result of the use of gender further portrayed the gender stereotypes on National EFL
stereotypes (Koch et. al, 2015). Gender bias shows us how Textbook in Indonesia published by Ministry of Education
gender stereotypes affect our responses and assumptions and Culture. As it is mentioned that gender stereotypes covers
even when we consciously disagree with them (Godsil, the gender roles, identity, firstness, equality, bias and
2016). “gender bias” refers to the unfair treatment to one dominance, this study provided categorization in
gender by under-representation comparing the opposite occupational area, social relation, personal interests, cultural
gender (Mineshima, 2008; Beiki, 2017). People hold activities, digital activities, folktales, and news as those can
stereotypes about men’s and women’s physical traits be found in visual materials (images, pictures, photographs,
(muscular, soft, hairy), social roles (provides, does house illustrations) and textual materials (reading texts, dialogue
work), and occupations (engineer, librarian) (Lippa, 2005; texts) of the textbook.
Aryangga, 2017). For this reason, gender bias mislead
women to play domestic or traditional social roles (e.g. CDA and Framework Analysis
cooking, knitting and babysitting), to participate in limited
social roles (e.g. fashion designers), and to suffer from Critical Discourse Analysis (CDA) holds much
unequal treatment in doing business and in achieving promise for educational research. Researchers using CDA
managerial and political positions (Lee 2014; Ndura 2004; can describe, interpret, and explain the relationships among
Ullah and Skelton 2013; Yang 2016; Setyono 2018). language and important educational issues (Rogers et. al,
It can be concluded that stereotypes limit women 2016). For this study, Fairclough’s (2001) three-dimensional
roles. In contrast, men have no boundaries in doing lots of CDA framework was used as fundamental framework of
activities. As over-generalized, inaccurate or resistant belief analysis. This framework covers the linguistics description,
(as previous state) undesirably affects a person measures interpretation of the reciprocal relation between social reality
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Fazl Ahmad Habib, Et Al. Gender Stereotypes Portrayed in A Senior High School English Textbook Published by Indonesia
Ministry of Education and Culture

and social product (text), and the explanation of linguistics This textbook is entitled “Bahasa Inggris” published
description, social/cultural reality and social product. by Pusat Kurikulum dan Perbukuan, Balitbang,
Although, Fairclough’s (2001) CDA framework Kemendikbud in 2017. It is from Utami Widiati, Zuliati
only mention text as the content of analysis, on the other hand Rohmah, dan Furaidah as the writers. It consists of 15
Fairclough (1992) stated the important values of images, chapters in 220 pages. Becoming a part of the 2013
“Constructing images in the other sense – ways of publicly Curriculum, this textbook highlights the importance of
presenting persons, organizations, and commodities, and the balancing student attitudes, knowledge and skills.
construction identities or personalities for them.” Principally, By selecting the materials that contain gender
language (and more broadly ‘semiosis’, including for stereotypes, the documentation was applied to provide
instance signification and communication through visual samples or whole materials. The textual materials/contents
images) is an element of the social at all levels (Fairclough, were gathered from passages; letters,
2004). complimenting/dialogues, descriptive texts, recount texts,
Therefore, the researcher selected CDA an biographical text, narrative texts). The visual
appropriate analysis tool for textual and visual images of the materials/contents were obtained from each chapter of the
textbook. Moreover, the analysis framework was adapted and textbooks which provided images, photograph and
developed based on the Fairclough’s (2001) three- illustration/cartoon. There were 12 textual contents and 12
dimensional stages of CDA and Mullet (2018) CDA generic visual contents selected for analysis which contained gender
framework of analysis. stereotypes.

The Study Data Analysis Method

Research Design The researcher provided a table of categorization in
occupational area, social relation, cultural activities, digital
The present study aimed to analyze gender activities, folktales, and news as those can be found in visual
stereotypes portrayed in an EFL textbook for senior high materials (images, pictures, photographs, illustrations) and
school students in Indonesia. The gender stereotypes that was textual materials (reading texts, dialogue texts) of the
analyzed include visual and textual materials in the textbook. textbook. By highlighting or spotting textual and visual
CDA relies on a collection of techniques for the study of materials which contained gender stereotypes; gender roles,
language use as a social and cultural practice (Fairclough, identity, firstness, equality, bias and dominance. This table of
2001). CDA focuses on social problems and not on scholarly categorization was provided after the analysis and the
paradigms (Van Dijk, 2007); as a result, CDA can be used to interpretation was done.
understand and solve problems with any theory or method As the researcher also needs to have the
that may be relevant. Procedures, techniques, and processes interpretation of both textual and visual materials, the
are all selected based on their relevance to the research analysis was adapted and developed based on the
purpose (Van Dijk, 1993). Moreover, CDA scholars seek to Fairclough’s (2001) three-dimensional stages of CDA and
expose these imbalances by looking behind words to uncover Mullet (2018) CDA generic framework of analysis. As it is
the ideological assumptions in written texts or oral speech mentioned that, Fairclough’s (2001) CDA model was to
(Fairclough, 1989) in order to provoke people to corrective elaborate textual contents, Mullet (2018) generic framework
action (Fairclough, 1992). CDA is analysis of the dialectical of analysis is considered to provide specific interpretation of
relationships between discourse (including language but also the data. Mullet (2018) developed 7 stages of analysis from 3
other forms of semiosis, e.g. body language or visual images) stages analysis of Fairclough’s (2001) model; Select the
and other elements of social practices (Fairclough, 2004). discourse, locate and prepare data sources, explore the
The qualitative design is applied to this research. background of each text, code texts and identify overarching
The interpretation of the data was narrated descriptively to themes, analyze the external relations in texts
provide clear elaboration of the portrayed gender stereotypes. (interdiscursivity), analyze the internal relations in the texts,
As previously stated, the analysis was adapted and developed and interpret the data. These stages are only developed to
based on the Fairclough’s (2001) three-dimensional stages of
analyze textual contents. Therefore, the researcher adapted
CDA and Mullet (2018) CDA generic framework of analysis.
those Fairclough’s (2001) framework and Mullet’s (2018)
framework into a flowchart of analysis. Procedures of
Data Collection Method
Analysis
Data of the present study were gender stereotypes in To analyze the textual and visual materials/content
an EFL textbook for Grade X of senior high school published
that contained the gender stereotypes in English textbook,
by the Ministry of Education and Culture which portrayed in
some steps are developed as the following flowchart,
textual and visual materials/contents. The English textbook
for grade X was selected because: (1) it was written based on
English Curriculum 2013, (2) it contained gender stereotypes
both in textual and visual materials, (3) it was written by
Indonesian authors who understood the Indonesian ELT
context, and (4) it was used in many senior high schools in
Indonesia.
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Fazl Ahmad Habib, Et Al. Gender Stereotypes Portrayed in A Senior High School English Textbook Published by Indonesia
Ministry of Education and Culture

The first step was to identify the textual and visual 2. The Dutch army welcomed him and appointed him
materials that contain gender stereotypes throughout the as a commander, giving him the title of Teuku Umar
chapters in the textbook (decide whether the materials Johan Pahlawan.
contain gender stereotypes or not). The second was to code 3. Teuku Umar secretly planned to betray the Dutch
the identified textual and visual materials (highlighting or 4. He instead deserted with his troops taking with them
spotting the materials as samples or complete materials). heavy equipment, weapons,and ammunition, using
Third, the textual and visual materials were analyzed to show these supplies to help the Acehnese.
what gender representation implicitly and/or explicitly stated 5. Cut Nyak Dhien was a leader of the Acehnese
guerrilla forces during the Aceh War.
in the pictures (The materials are divided based on gender
6. She was educated in religion and household matters.
stereotypes variation and the themes/categorization). The
7. and many men proposed to marry her.
fourth step was to interpret the results of the analysis to reveal 8. Cut Nyak Dhien was enraged and swore to destroy
the hidden meanings in textual and visual materials (Interpret the Dutch
the reciprocal relations on how society affects the production 9. but in the end she was exiled to Sumedang, West
of materials, and how the materials affect students/society). Java because the Dutch were afraid she would
The final step was to discuss the results of analysis by mobilize the resistance of Aceh people.
comparing and contrasting them to the related theories and Cut Nyak Dhien is described as a powerful woman
findings of previous studies. which she could lead (6) Aceh guerilla during Aceh War. She
also had educational experience, but the writer did not
Analysis and Discussion mention her institution. According to Setyono’s (2018)
statement that culturally the Indonesian girls and woman
Gender Stereotypes in Textual Materials
(regardless of their social status) are obliged to accept their
Some samples are taken from the textbooks which include dual functions both as a wife (who is in charge of household
the indicated gender stereotypes. The highlighted lines, activities) and a career woman (who is also responsible for
statements are provided for analysis. earning money) for their family. The conventional culture
made her being educated for matter of households as
In a text entitled ‘The Wright Brothers’, the stereotype was domestic role.
found. This text is provided to simulate the situation where Thus, the text portrays both negative and positive
wright brothers are being interview in TV station. The text gender stereotypes. In fact, the positive portrays are most
was in written dialogues. Some samples are taken here. In found in the text. It is a complete perspective and description
fact, the text did not mention the existence of a woman even of personality of Cut Nyak Dhien as an influencing woman.
the woman role. As a result, the table of categorization form textual materials
1. Our dad gave us a toy helicopter that flow with the was portrayed as followed;
help of rubber bands.
2. We’ve been interested in the idea since then. Materials/Co Gender Stereotypes Themes
3. Our father has asked us not to fly together. He said ntents Variation
Letter from Gender Bias and Role Social Relation, Friendship,
it’s for the safety reason. Hannah Technology/Digital Activities,
4. Yes, we will continue making more experiment so Family
that airplane will be available for everyone soon. Letter from Gender Bias and Role Social Relation, Friendship,
Saidah Technology/Digital Activities,
Research conducted in women’s studies by Fujimura- Family
Fanselow (cited in Norton and Pavlenko 2004: 511) found Alif Gender Bias, Role, Occupational area, Social
that unequal power sharing between the sexes had a Achievement Dominance, and Equality Relation
Citta Won Gender Equality Social Relation, Friendship
negative effect on female students participating in class. Competition
This is likely because when one sex is excluded from Tanjung Gender Firstness News, Cultural
Putting Activities/Picnic
dialogues, their opportunities to practice the language will National Park
also be reduced. This phenomenon places the other sex in a Let’s Visit Gender Firstness News, Cultural
more dominant position, giving them the opportunity to Niagara Falls Activities/Picnic
Interview with Gender Dominance and News/Information, Family,
improve their language skills more rapidly. This indirectly Wright Firstness Occupational Area, Social
leads readers to have biased stereotypes of women which Brothers Relation
B. J. Habibie Gender Role, Firstness and News/Information, Family,
related to occupational area. Dominance Occupational Area, Social
The next text is a recount text that based on events Relation
written chronologically. The theme of the text is related to Cut Nyak Gender Role, Firstness and News/Information, Family,
Dhien Dominance Occupational Area, Social
survival, history, collonialism, and leadership. As stated “Cut Relation
Nyak Dhien was a leader of the Acehnese guerrilla forces Issumboshi Gender Role, Firstness and Folktale, Family, Social
during the Aceh War.“ to spot the leadership of Cut Nyak Malin
Dominance
Gender Role, Gender
Relation
Folktale, Family, Social
Dhien. She is one of the Indonesian female heroes. In case, Kundang Firstness, Gender Relation
Indonesian people recognize her, but not in detail. This text Dominance
Strong Wind Gender Role, Gender Folktale, Family, Social
provides her story of struggle during the dutch collonialism; Firstness, Gender Relation
1. her husband Ibrahim Lamnga fought to reclaim VI Dominance
mukim
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Fazl Ahmad Habib, Et Al. Gender Stereotypes Portrayed in A Senior High School English Textbook Published by Indonesia
Ministry of Education and Culture

Gender Stereotypes in Visual Materials character of sexes, the gender biases and stereotypes will
easily occur. For instance, if footballers are always presented
as males in textbooks, this may negatively affect female
children, and restrict their wishes to play soccer by believing
that this occupation is more acceptable for males. Therefore,
writers should consider excluding stereotypes from textbooks
because the presence of stereotypical views can cause
problems throughout children’s development (Toci, 2013).

This picture shows four women doing Chinese

Whisper. The woman at the right side whispering to three
other women. Those three women are listening to the woman
at the right side. This spots that by the time women are in
group they are having topic to talk about. In other word they
are typically talkative. Instead of the image is showing four
women are whispering, it implies that women are talkative.
These illustrated the social practices, such as complimenting
physical appearance/beauty and gossiping unnecessary The picture above depicts a man on the left position
things are categorized as the stereotyped/negative portrayals commending the other man on the right as a great painter. On
of women (Setyono, 2018). As an example of unfair the other hand, there is a woman who becomes an object in
stereotypes, this will lead male students to have opportunities the painting. The men in the picture are likened to being more
to judge female students as talkative and more. active and creative, whereas women only function as male
objects. In reality, women are treated unfairly as the objects
of sex exploitations (Slachmuijlder, 2000; Setyono, 2018).
This illustration thus portrayed the gender bias by
stereotyping female character to appear passively. This of
course indirectly emphasized the belief that male is more
creative and active than female. Moreover, it possibly
misleads female and male learners to accept the bias. As a
result, a table of visual materials categorization based on
gender stereotypes found is portrayed as followed;
Based on the picture above, it is clear that the
stereotype of a climber is more appropriate for men than for
women. As a result, the reader will assume that climbing Materials/Contents Gender Stereotypes Themes
activities because the physical advancement is more suitable Variation
for men and not natural for women. people hold stereotypes Four Female Gender Bias, Occupational Area, Social
Characters (Image 1) Dominance, Firstness Relation
about men’s and women’s physical traits (muscular, soft, Four Male Gender Bias, Family, Interests, Social
hairy) (Lippa, 2005; Aryangga, 2015). For this reason, a Characters (Image 2) Dominance, Firstness Relation
Female Compliments Gender Bias, Role, Social Relation, Interest
various sport interests are optional only for men. This Male Character Plays Dominance
portrayal, is a clear information and implicitly lead learners Guitar (Image 3)
to close to misconception of gender. Two Females Gender Equality, Social Relation, Friendship
Complimenting Each Bias
Other (Image 4)
Two Male Characters Gender Firstness, Social Relation, Interests,
Complimenting Each Bias, Dominance Friendship
Other (Image 5)
A Group of Boys and Gender Dominance, Social Relation, Friendship,
Girls (Image 6) Equality, Bias Interest
A Boy Daydreaming Gender Dominance Interest
(Image 7) and Bias
A Normal Female Gender Role, Social Relation
The picture describes a famous soccer ball namely Character and A Tiny Firstness and
Lionel Messi. In a sense, a soccer ball is more inclined by Male Character Dominance
(Image 8)
men than women. In reality, although a soccer ball from A Normal Female Gender Role, Social Relation, Interest
women team is existing in almost every country, some people Character Interacts Firstness and
still argue the soccer ball is more suitable for man. Therefore, with A Tiny Male Dominance
Character (Image 9)
selecting the image that is not appropriate in describing Two Male Characters Gender Role and Social Relation, Interest
gender justice will have bad implications on the condition of Climbing (Image 10) Dominance
A Soccer Star Raises Gender Role, Gender Interest
the reader, namely children. As Tajeddin (2010) explained a Trophy Firstness, Gender
that gender is a part of our identity which consciously and Dominance
unconsciously affects our self-image and interpersonal Two Gender Role, Occupational Area, Interest,
Historical/Popular Dominance Family
attitudes. Thus, when a student analyzes the picture and Engineer
assumes that the work has been divided based on the
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Fazl Ahmad Habib, Et Al. Gender Stereotypes Portrayed in A Senior High School English Textbook Published by Indonesia
Ministry of Education and Culture

Conclusion and Suggestions Algerian Middle School Textbook- Spotlight on

English 1. Mediterranean Journal of Social
This study was conducted to portray gender Sciences, 435-440.
stereotype in English Textbook for senior high school entitled
‘Bahasa Inggris’, a national and published by Ministry of Barthes, R. (2019, August 14).
Culture and Education of Indonesia. As the focus of the study https://www.semanticscholar.org/. Retrieved from
to provide the portrayal of gender stereotypes in the textual https://www.semanticscholar.org/paper:
and visual contents, in which the gender stereotypes are https://pdfs.semanticscholar.org/269c/b85a430338
elaborated and varied into gender bias, role, dominance, 26bb00292d76f6b6eee37b9d78.pdf
equality, and firstness. Overarching themes also considered
Dabbagh, A. (2016). Gender Representation under Critical
as to ease the categorization. For examples, occupational
Image Analysis: The Case of Iranian ELT
area, social relation, family, interest, friendship and digital
Textbooks. International Journal of English
activities. CDA is used as the tool of analysis. Hence, the Language and Translation Studies, 39-52.
researcher developed the framework and steps of analysis
from Fairclough’s (2001) model and Mullet’s (2018) model. Dijk, T. A. (n.d.). Critical Discourse Analysis. 352-371.
The results portrayed the gender stereotypes both fairly and
unfairly which varied from gender bias, dominance, role, Dominguez, L. M. (2003). Gender Textbook Evaluation.
firstness, and equality. For examples, the researcher found CELS.
‘Cut Nyak Dhien’ as a national was portrayed fairly in textual
material. The writer mentioned her ‘leadership’ strongly that Fairclough, N. (1995). Critical Discourse Analysis: The
Critical Study of Language. New York: Longman
indirectly inform or implicitly show female is able to close
Publishing.
with dominance. Besides, the researcher also portrayed
unfair stereotypes about physical trait in visual materials. Fairclough, N. (1996). Language and Power. New York:
Some illustrations show that men’s sport interests are varied, Longman Press.
such as sport, climb and fishing which mislead to gender bias.
Finally, the textual and visual materials from the textbook, Foroutan, Y. (2012). Gender representation in school
for sure, contain gender stereotypes variously. textbooks in Iran: The place of languages. Current
Sociology, 771-787.
As an empirical contribution to further researches in
educational area, there are some suggestion provided. Gharbavi, A. (2012). A Content Analysis of Textbooks:
Regards the textbooks are nationally used for senior high Investigating Gender Bias as a Social Prominence in
school students, the contents/materials which contain gender Iranian High School English Textbooks. English
stereotypes should be considerably fostered. Both fair and Linguistics Research, 42-49.
unfair portrayal of gender stereotypes are matter to students
and teachers for the conduction the teaching learning process. Godsil, R. D. (2016). THE EFFECT OF GENDER ROLES,
IMPLICIT BIAS, AND STEREOTYPE THREAT
Besides, teachers are also required to more critical to provide
ON THE LIVE OF WOMEN AND GIRLS. THE
the materials from the textbooks to students in which to avoid
SCIENCE OF EQUALITY.
the misconception of the gender. At the final, further research
are open to have similar focus of the research with different Goffman, E. (1987). GENDER ADVERTISEMENTS. New
approach for wider and deeper elaboration of gender York: HARPER TORCHBOOKS.
stereotypes.
Gorgadze, N. (2017). Textbook Analysis of the Primary
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Ministry of Education and Culture

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