LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 18:6 June 2018
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
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         Jennifer Marie Bayer, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
         Renuga Devi, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.
         Dr. S. Chelliah, Ph.D.
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Gender Analysis in Bright English Textbook for
Indonesian Junior High Schools

Sugeng Susilo Adi
Brawijaya University, Indonesia

Meilinda Dessy Maharani
English Education Practitioneer, Indonesia

Abstract

This study aims at describing gender equality in English textbook for Indonesian Junior High Schools bu using language items and images. It used content analysis as the research design, a kind of research under descriptive qualitative research and it more concerns of the content in a textbook. The result of the study showed that there is less gender bias occurred in the text content through the use of language items and in images of twelve chapters in the textbook. Male were dominant in the use of language items in the text content, while women were dominant in the images of the textbook. Based on the findings, the researcher suggested that both textbook writers and English teachers have to be aware of the stereotypical portrayals in the English textbooks. Further, English teachers have to prepare the supplementary materials which represent gender equality. When they deliver the material and give tasks for the students, they have to give same portion for men and women.

Keywords: Bright English Textbook, Indonesian Junior High Schools, gender, textbook, images, language items

Introduction

Choosing a textbook is one of the most important selections which teachers can decide to involve the appropriate material towards the context in which it is going to be used, following of teaching program and also the personal methodology of the teacher. The students need a textbook which becomes an accessible and understandable record of their work. Therefore, the problems are faced by the teachers about selecting the textbook for their students which is appropriate or not for the students’ needs. In this case, the teachers have to use an evaluation in order to assess their suitabillity and relevance for a particular group of students. According to Sheldon (1998) in developing an English language textbook evaluation checklist journal, we need to evaluate textbook for two reason. First, the evaluation will help the teacher or program developer in making decision on selecting the appropriate textbook. The second, type of evaluation aids the teacher to explore the weakness or strength of the textbook while it is being used.

Nowadays, the popularity of using textbooks are growing in Indonesian school, especially for English which has been taught as a compulsary subject in Junior High and Senior High School in Indonesia. Based on BSNP (2006), the objective of learning English in Junior High School is to acquire competence at functional level. It means that this level is related with the daily activities or daily life to make them easier to learn and use the English. So, the teachers need some instructional material to deal with daily life occasion. It can support the teaching learning process and also as a reference used by the teachers. Besides, Brown (2007) states that much of the richness of language instruction is derived from supporting material. It shows that the instructional materials are important to support and facilitate teaching learning process. Textbooks, articles, computers software, videos, and musics are include in the instructional material. Considering some criteria of a good EFL textbook, the teachers have to select the textbook. Ur (2003) and Cunningsworth (1995) proposed a checklist to see whether a textbook is adequate for English language teaching. The criteria proposed generally cover the aims and approaches, design and organization, language content, skill and topics, methodology, and supplementary things like teachers’ book and audio cassette. The criteria of good textbook also contains moral value, culture, and also gender equality. Because of that, the teacher needs to evaluate the textbook they are going to use especially in gender.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Sugeng Susilo Adi
Lecturer
English Education Program
Faculty of Cultural Studies
Brawijaya University, Indonesia
sugengadi@ub.ac.id

Meilinda Dessy Maharani
English Education Practitioneer, Lives in Malang, Indonesia

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