IDEAS Copyright © 2024 The Author

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Journal of Language Teaching and Learning,
Linguistics and Literature
ISSN 2338-4778 (Print) Issued by English study program of IAIN Palopo
ISSN 2548-4192 (Online)
Volume 12, Number 2, December 2024
pp. 1945 - 1962

Gender Representation in Indonesian ELT

Textbooks of Junior High School:
A Corpus-Assisted Critical Discourse Analysis
Adhes Fidyaningsih1, Ikmi Nur Oktavianti2
[Link]@[Link]
1,2Ahmad Dahlan University, Special Region of Yogyakarta

Received: 2024-09-04 Accepted:2024-12-21

DOI: 10.2456/ideas. v12i2.5561

Abstract
This study explores gender representation in Indonesian English Language Teaching (ELT)
textbooks for Junior High School under the Merdeka Curriculum, employing a corpus-
assisted Critical Discourse Analysis (CDA) approach. The research identifies gender-
related references and analyzes positive and negative character constructions. The
findings indicate a persistent gender imbalance, with male references appearing more
frequently than female references in categories such as famous names, fictional names,
ordinary names, and pronouns. Male characters are often portrayed with a mix of positive
and negative traits, while female characters are predominantly depicted in a positive light.
The study concludes that while progress has been made, there is still a significant need for
more balanced and inclusive gender representation in educational materials. Addressing
these imbalances is crucial for creating an equitable learning environment that reflects and
promotes gender equality.

Keywords: Critical Discourse Analysis, ELT Textbooks, Gender Representation,

Gender Visibility, Merdeka Curriculum

Introduction
In the domain of English as a Foreign Language (EFL) education, the design
and selection of textbooks wield significant influence over students' linguistic
proficiency by providing materials that closely emulate real-world social
interactions in the target language (Ariyanto, 2018). Textbooks are a cornerstone
of EFL education, shaping students' linguistic abilities and social understandings.
As primary sources of language input, these textbooks significantly influence
students' communicative skills and worldview (Tomlinson, 2012).
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Gender Representation in Indonesian ELT Textbooks of Junior High School:
A Corpus-Assisted Critical Discourse Analysis

The role of textbooks is particularly crucial in developing countries like

Indonesia, where English is taught as a foreign language and serves as a key
medium for cultural exchange and social mobility (Widodo, 2018).
The Merdeka Curriculum, recently introduced by the Indonesian Ministry of
Education and Culture, aims to revitalize the core principles of Indonesian
education. It emphasizes a student-centered approach, encouraging independent
learning and critical thinking (Kementerian Pendidikan dan Kebudayaan, 2022). As
part of this curriculum, new English textbooks have been developed for Junior High
School students. These textbooks are intended to enhance various language skills,
including listening, speaking, reading, writing, and viewing, and to provide a rich
array of topics that reflect real-world contexts.
Gender representation in ELT textbooks significantly impacts students'
understanding of societal roles and cultural diversity. These textbooks serve as
more than tools for language acquisition; they shape students’ perceptions of
gender and cultural norms. As primary language input sources, textbooks can
either challenge or reinforce stereotypes, influencing students' communicative
abilities and worldview (Sunderland, 2000; Wen-Cheng et al., 2011).
Under Indonesia's Merdeka Curriculum, the newly developed English
textbooks—English for Nusantara for grades VII, VIII, and IX—aim to support
student-centered learning by integrating listening, speaking, reading, writing, and
project work. These resources promote independent learning while embedding
diverse cultural themes and societal values (Hermawan et al., 2022). By aligning
with the curriculum’s objectives, these textbooks not only enhance linguistic
proficiency but also foster critical thinking and cultural awareness.
However, concerns remain about the representation of gender and cultural
authenticity in these materials. Despite their inclusive intent, the textbooks
sometimes perpetuate gender imbalances through stereotypes, unequal visibility,
and biased firstness (Amerian & Esmaili, 2015). Such portrayals can inadvertently
reinforce traditional societal expectations, limiting their potential to promote
equitable cultural exchange and understanding.
Research has consistently highlighted gender biases in educational materials.
For example, Ram (2008) identified significant gender biases in Pakistani primary
school textbooks, while studies on Indonesian English textbooks revealed
persistent gender stereotypes, even amidst growing awareness of gender equality
(Ariyanto, 2018b; Lestariyana et al., 2020). Despite this, research on Indonesian
ELT textbooks, particularly those under the Merdeka Curriculum, has not
adequately addressed issues of gender visibility and firstness. This study seeks to
fill that gap by examining both the prominence of gender and the discourse
surrounding it, contributing to a deeper understanding of gender representation
in these materials.
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Recognizing that school curricula play a pivotal role in shaping societal values
and norms (Nizeyimana et al., 2021), this research employs Critical Discourse
Analysis (CDA) to analyze linguistic features and discourse structures within the
textbooks. CDA, as described by Wodak (2014), is a problem-oriented methodology
that uncovers hidden ideologies embedded in discourse, making it particularly
effective for exploring implicit gender ideologies in educational content (Al Kayed
et al., 2020). By focusing on both visual and textual portrayals, this study aims to
uncover how the Merdeka Curriculum English textbooks influence students'
perceptions of gender roles and expectations.
The use of CDA in educational research offers valuable insights into various
perspectives, including gender, ethnicity, and cultural representation in textbooks
(Amerian & Esmaili, 2015). Additionally, theories of gender representation
highlight how educational materials can challenge stereotypes and promote more
inclusive gender roles (Caldeira et al., 2018). By applying CDA, this study provides
a comprehensive analysis of how the Merdeka Curriculum textbooks contribute to
shaping students’ understanding of gender norms, filling a critical gap in existing
literature on Indonesian ELT materials.
Positive and negative character traits are key elements of an individual's
personality that shape behavior and social interactions. Richard (2017) notes that
positive traits like empathy, integrity, and resilience contribute to personal growth
and foster constructive relationships, enhancing one's ability to collaborate,
communicate, and face challenges confidently. Conversely, negative traits such as
selfishness, dishonesty, and stubbornness can create conflicts and impede personal
and professional development. Richard (2017) also emphasizes that these negative
traits can exacerbate problems like harassment and bias in digital spaces, affecting
participation and engagement in activities such as gaming.
While there has been extensive debate on character traits, there is limited
research on gender representation in the latest textbooks under Indonesia's
Kurikulum Merdeka. This study aims to fill this gap by examining gender
representation and characteristics in the newest English textbooks for junior high
school students, using corpus tools like Antconc and a corpus-assisted Critical
Discourse Analysis (CDA) approach by Wodak.
Critical Discourse Analysis (CDA) provides a powerful framework for
examining the relationship between language, power, and ideology in educational
materials. This methodology is particularly effective for uncovering implicit
messages about gender roles and societal expectations embedded within texts. By
analyzing both linguistic and visual elements, CDA reveals how language and
imagery in textbooks can shape perceptions, legitimize inequalities, and influence
students’ understanding of gender dynamics.
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Gender Representation in Indonesian ELT Textbooks of Junior High School:
A Corpus-Assisted Critical Discourse Analysis

The research focuses on two main questions:

1) What gender-related references and characteristics are presented in these
textbooks? and 2) How are positive and negative traits attributed to each
gender in the Junior High School textbooks?

Literature Review
The representation of gender in educational materials, particularly textbooks,
has been a critical area of study within gender studies and critical discourse
analysis (CDA). Textbooks, as primary tools of education, significantly influence
students' perceptions of gender roles and norms. These educational resources are
not only conveyors of knowledge but also vehicles for cultural and social messages,
often reflecting and perpetuating existing societal structures and ideologies
(Ariyanto, 2018). The analysis of gender representation in textbooks, therefore,
becomes essential in understanding how gender biases are communicated to
students and how these biases may shape their understanding of gender identities
and roles.
Critical Discourse Analysis (CDA) provides a robust framework for examining
how power relations and ideologies are embedded in language and discourse.
Wodak (2014) describes CDA as an approach that systematically analyzes the ways
in which discourse structures enact, reproduce, or challenge power and inequality.
In the context of gender representation in textbooks, CDA enables researchers to
uncover the subtle ways in which gender stereotypes are perpetuated through
language and imagery. By examining the discourse used in textbooks, researchers
can identify patterns that reinforce traditional gender roles and norms, as well as
instances where these roles are challenged or subverted (Fairclough, 2013).
Gender representation theory complements CDA by focusing specifically on
how gender identities and roles are depicted across various media, including
textbooks. This theory posits that the ways in which gender is represented in texts
and images not only reflect social realities but also actively shape them (Caldeira et
al., 2018). For instance, traditional portrayals of women as passive, nurturing, and
domestic, contrasted with portrayals of men as active, strong, and authoritative,
serve to reinforce existing gender hierarchies. Conversely, more progressive
representations that challenge these stereotypes can contribute to a broader social
change by promoting gender equality.
Research in this area has consistently shown that textbooks often reinforce
traditional gender roles, with male characters typically depicted in more diverse
and active roles than female characters. Studies such as those by Ahmad and Shah
(2019) and Adawiyah and Oktavianti (2023) have found that males are often
overrepresented in textbook content, both in terms of frequency and the nature of
roles they occupy. For example, males are more likely to be shown in leadership
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positions or engaging in adventurous activities, while females are often relegated

to supportive or passive roles. This imbalance not only limits the aspirations of
female students but also reinforces the notion that certain roles and behaviors are
inherently male or female.
The concept of gender polarization, as discussed by Bem (1993), is also
relevant here. Gender polarization refers to the division of social roles and
attributes into rigid, binary categories of male and female, often emphasizing
differences while minimizing similarities. In educational texts, this polarization can
manifest in the way characters are depicted and the activities they engage in. For
instance, a textbook might depict boys as naturally inclined towards science and
math, while girls are shown excelling in the arts or domestic activities. Such
representations contribute to the reinforcement of gender stereotypes, limiting the
potential of students to explore interests and skills outside of traditional gender
norms.
Corpus-based studies have emerged as a powerful tool for examining gender
representation in textbooks. These studies analyze large collections of text to
identify patterns in language use and representation. For example, a corpus-based
analysis might reveal that male pronouns and names occur more frequently than
female ones, or that certain adjectives (e.g., strong, brave) are more commonly
associated with male characters, while others (e.g., gentle, caring) are linked to
female characters (Bennett, 2010). By providing empirical data on language use,
corpus studies can offer a more objective analysis of gender bias in textbooks,
complementing the more interpretative approaches of CDA.
Previous research in this area, such as the studies conducted by Blangsinga et
al. (2021) and Andini et al. (2023), has highlighted the persistence of gender biases
in educational materials, even in contexts where there is a stated commitment to
gender equality. For example, Blangsinga et al. (2021) found that English textbooks
in Indonesia still frequently depict gender in stereotypical ways, with female
characters often shown as passive or in traditional roles, despite efforts to promote
gender equality in education. Similarly, Andini et al. (2023) identified a significant
imbalance in the representation of males and females in senior high school
textbooks, with males being more frequently depicted and in more prestigious
roles.

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Gender Representation in Indonesian ELT Textbooks of Junior High School:
A Corpus-Assisted Critical Discourse Analysis

Method
This study employed a qualitative approach, utilizing a corpus-assisted
Critical Discourse Analysis (CDA) to examine three English textbooks for Junior
High School under the Merdeka Curriculum. The textbooks analyzed—English for
Nusantara for Grades VII, VIII, and IX—were selected based on their status as part
of Indonesia's newest curriculum, which emphasizes inclusivity and critical
thinking and is set to be implemented nationwide. Selection criteria included their
publication under the Merdeka Curriculum framework, their use across all three
Junior High School grades, and their alignment with national educational goals,
ensuring replicability for future research.
The texts were converted into a corpus using AntConc, a corpus analysis tool
developed by Anthony (2023). The corpus analysis included tools such as
Keywords in Context (KWIC), Wordlist, cluster, and collocate functions (Szudarski,
2017), which allowed for a systematic examination of gender-related references.
These references were categorized into five types: famous names, fictional names,
ordinary names, generic nouns, and pronouns. Additionally, the analysis explored
the distribution of positive and negative traits attributed to each gender, providing
insights into overall gender visibility.
The results obtained from AntConc were aligned with the broader CDA
framework by applying the Discourse Historical Approach (DHA) developed by
Wodak, which categorizes social actors as either positive or negative based on their
character traits and roles in the texts. This integration ensured that corpus findings
were contextualized within the critical discourse analysis, linking linguistic
patterns to societal power structures and ideologies.
While the corpus-assisted approach offered robust quantitative insights, it
also presented potential limitations. For instance, the reliance on frequency and
collocation data risks overlooking subtle textual nuances and contextual meanings,
which could lead to misinterpretation of certain gender-related references. To
mitigate this, qualitative CDA principles were employed to interpret the findings,
ensuring a comprehensive analysis of both explicit and implicit gender
representations. Despite these challenges, this combined methodology provides a
detailed and replicable framework for examining gender dynamics in educational
materials.
Out of the numerous strategies proposed by Wodak, this research simply
employs the predication strategy. Predication technique aids researchers in
categorizing social actors, specifically gender-related references, as either positive
or negative, in order to determine if stereotypical, evaluative attributions of
positive or negative attributes are present (Wodak P.R., Meyer M. - Methods of
Critical Discourse Analysis (2001), n.d.).

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Figure 1 Framework

Results
The English for Nusantara-Grade VII textbook indicates the highest
distribution of gender-related references within its content, with male references
consistently dominating all categories. In contrast, the English for Nusantara-Grade
VIII textbook shows the lowest distribution of gender-related references, with
fewer mentions of both male and female references overall. This suggests a less
pronounced gender representation in Grade VIII compared to the other textbooks.
Notably, the English for Nusantara-Grade IX textbook stands out for including
the most famous and fictional names among the three, but even here, male
references dominate, especially in the case of fictional characters and famous
names. The English for Nusantara-Grade VII textbook, by contrast, did not include
any famous names or fictional names, which could potentially limit the diversity of
gender representation in that text.
These findings highlight the key disparity in the prominence of male
references across categories. Male characters and figures continue to be more
frequently referenced and presented, reinforcing traditional gender roles where
men are more prominently featured as famous personalities or fictional characters.
The absence of female references in these same categories, particularly in Grade
VII, underscores the imbalance in gender representation. This further emphasizes
the need for more intentional and equitable gender portrayals in future educational
materials.

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Gender Representation in Indonesian ELT Textbooks of Junior High School:
A Corpus-Assisted Critical Discourse Analysis

The researcher analyzed the extent of characterization and the use of positive
and negative portrayals in the textbooks to examine how each present and
constructs gender-related references.
Table 1 English for Nusantara-Grade VII Textbook Characterization Distribution
Gender- Gender-
Related Related
Textbooks Categories Frequency Positive Frequency Negative Frequency
Characte Character
ristics istic

Famous
0 0 0 0 0
Names

Fictional
0 0 0 0 0
Names

Happy,
Basketbal

English for Ordinary l Player,

408 5 0 0
Nusantara- Names cycling,

-Grade VII cooks,

teach

Makes,
sitting,
Generic
37 playing, 5 0 0
Nouns
likes,
cycling

Proud,
Pronouns 330 2 0 0
sweet,

In the English for Nusantara- Grade VII textbook, no negative characteristics

or construction were found throughout the presentation. In contrast, this
textbook's positive characterization or construction took over the whole
presentation. This textbook did not mention categories, such as famous and
fictional names. In this case, it is important to attach famous names or influential
people with positive characteristics to present in the textbook the students will
study. Meanwhile, since there was no mention of these categories, this textbook did
not appear to have any characteristics for the fictional names.

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Overall, this English for Nusantara--Grade VII textbook presented all the
positive characteristics without any negative characteristics; this will be good for
the student to apply and learn the positive characteristics in their life. English for
Nusantara--Grade VII distributed almost seven hundred and seventy-five positive
characteristics.
Table 2 English for Nusantara-Grade VIII
Gender- Gender-
Related Related
Textbooks Categories Frequency Positive Frequency Negative Frequency
Character Character
istics istic

Famous
2 Only mentioned names, but no characteristics.
Names

Tricks, rage,
Fictional Strong, chase, defeated,
19 3 6
Names small, fast childless,
widow

Promised,
Beat, lonely,
Ordinary leader,
190 4 underestimated 3
Names beauty,
.
English for goodness,

Nusantara- Wished,
Grade VIII Generic helped,
97 4 Worried, 1
Nouns ride,
feeling

Promised,
goal,
stared,
sniffed,
Chased, angry,
Pronouns 343 calm, 9 4
loud, shouts,
tried,
beautifully
, happily,
watched,

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Gender Representation in Indonesian ELT Textbooks of Junior High School:
A Corpus-Assisted Critical Discourse Analysis

In this English for Nusantara--Grade VIII textbooks, the positive or positive

characteristic is higher than the negative construction. It can be seen in the table
above, especially in the pronouns mentioned 9 times in positive construction. The
positive construction varies from appearance to emotions and actions. Meanwhile,
for the negative construction in this textbook, the fictional names presented the
highest occurrences of negative construction, mostly from the narrative material
titled “Timun Mas.”
Table 3 English for Nusantara-Grade IX
Gender- Gender-
Related Related
Textbooks Categories Frequency Positive Frequency Negative Frequency
Characteris Character
tics istic

Scientist,
Famous hard
2 3 0 0
Names worker,
smart

Power, Chasing,
Fictional surprised, shouting,
117 4 4
Names fast, beating,
princess fighting,

Selling,
English for
Ordinary amazed,
Nusantara- 298 4 Shouted, 1
Names princess,
-Grade IX
snorkeling

Happy,
Generic couple,
37 4 cried 1
Nouns beautiful,
carrying

Chase,
Ran,
scared,
Pronouns 257 thankful, 3 4
badly,
fast,
beloved

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English for Nusantara-Grade IX has various positive and negative

constructions. However, positive construction still has a higher distribution than
negative construction. It can be seen in the table above that in the famous name;
there is no negative construction in this textbook. English for Nusantara-Grade IX
textbook has some reading passages and some kind of text that elaborate on this
textbook, such as narrative text, recount text, descriptive text, report text, and
procedure text. That is why this textbook could contribute lots of gender references
to pronouns.
The findings reveal examples of both progressive and traditional gender
portrayals across the textbooks. A progressive example is seen in the English for
Nusantara-Grade VIII textbook, where female characters are associated with
qualities like leadership, beauty, and resilience, and are depicted engaging in active
roles such as riding and helping. Additionally, participation in activities requiring
physical and mental strength, such as in the narrative "Timun Mas," reflects an
effort to break away from passive stereotypes. On the other hand, traditional
portrayals persist, particularly in the English for Nusantara-Grade IX textbook,
where female characters are frequently depicted as princesses and associated with
attributes like beauty, crying, and fear, reinforcing dependent or emotional roles.
Meanwhile, male characters in this textbook embody power, bravery, and
independence through actions like chasing, shouting, and fighting, aligning with
conventional views of masculinity. These examples highlight a mix of progress and
continuity in gender representation.
The analysis combines quantitative data and qualitative observations to offer
a comprehensive view of gender representation in the textbooks. Quantitatively,
male references outnumber female references across categories, with the English
for Nusantara-Grade IX textbook showing 535 male pronouns compared to 395
female pronouns. Similarly, famous male names appear more frequently, such as in
English for Nusantara-Grade VIII, where 3 famous male names are mentioned, but
no famous female names are found. Qualitatively, the portrayals of males and
females often align with traditional stereotypes. Male characters are described as
strong, powerful, and brave, exemplified in activities like fighting and shouting,
while females are frequently associated with beauty, kindness, and emotional roles,
as seen in characters crying or being scared. However, some progressive elements
emerge, such as female characters in English for Nusantara-Grade VIII depicted as
leaders or active participants, showcasing efforts to present more balanced and
empowering representations. This combination of numerical patterns and
character descriptions highlights both persistent disparities and emerging shifts in
gender portrayal.

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Gender Representation in Indonesian ELT Textbooks of Junior High School:
A Corpus-Assisted Critical Discourse Analysis

Discussion
1. Gender References
Based on the research findings, an in-depth analysis was conducted on the
distribution of gender-related references across three Indonesian ELT textbooks
for Junior High School under the Merdeka Curriculum. The findings of this study
highlight critical opportunities for improving curriculum design and textbook
development under the Merdeka Curriculum. The observed imbalance in gender
representation—where male references consistently outnumber female references
and often depict males in dominant roles—emphasizes the need for intentional
efforts to promote equity in educational materials. To address these disparities,
curriculum designers and textbook authors must ensure balanced representation
of male and female characters in terms of both quantity and narrative prominence.
This includes an equitable distribution of names, pronouns, and roles, where
female characters are not only supportive or secondary figures but also
protagonists and decision-makers. Achieving this balance would help challenge
traditional gender norms and offer students diverse role models, fostering an
inclusive understanding of societal roles.
Equally important is the portrayal of diverse gender roles and traits. The
textbooks analyzed in this study often associated males with active, authoritative
roles and females with nurturing or secondary roles. To counteract such
stereotypes, textbooks should depict individuals from all genders in a variety of
roles. For instance, female characters could be shown as leaders, scientists, and
innovators, while male characters could be portrayed in collaborative or caregiving
roles. By presenting a broader range of traits and capabilities, educational
materials can encourage students to embrace diverse possibilities for their own
identities and aspirations, breaking the constraints of traditional stereotypes.
The principles of Critical Discourse Analysis (CDA) offer a valuable framework
for guiding the development of such equitable content. Integrating CDA into the
textbook creation process allows authors and editors to critically evaluate the
language, imagery, and narratives used in educational materials. This proactive
approach ensures that textbooks do not merely reflect societal biases but actively
work to challenge and dismantle them. By identifying and addressing implicit
gendered power dynamics in texts, CDA can transform textbooks into tools that
promote equity and inclusion, aligning with the progressive values of the Merdeka
Curriculum.
To ensure the continuous improvement of textbooks, feedback mechanisms
involving diverse stakeholders—such as educators, gender experts, and students—
should be incorporated into the development process. These collaborative efforts
can help identify overlooked biases and refine content to better align with
curriculum objectives. Additionally, training for textbook authors on gender-
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sensitive language and representation is essential to mitigating unconscious biases

during content creation. Educators also play a critical role in this process; by
equipping them to use textbooks critically, students can be encouraged to analyze
and question the narratives they encounter. This approach nurtures critical
thinking and fosters active engagement with societal issues, key goals of the
Merdeka Curriculum.
Recognizing and addressing the limitations of the methodologies used in this
study is crucial for future improvements. While corpus-assisted CDA is a powerful
tool for analyzing patterns in gender representation, it has potential limitations,
such as the risk of misinterpreting textual nuances. To address this, future studies
should combine quantitative analyses with qualitative approaches, such as focus
group discussions with students and teachers, to provide a more comprehensive
understanding of how textbooks shape perceptions of gender roles. This holistic
approach ensures that the findings inform actionable recommendations grounded
in practical realities.
By implementing these strategies, curriculum design and textbook
development can evolve to play a transformative role in promoting gender equity.
Educational materials that fairly and positively represent all genders not only align
with the objectives of the Merdeka Curriculum but also contribute to a broader
societal shift toward inclusivity and equality. This aligns with the broader goals of
the Merdeka Curriculum, which seeks to foster independent and critical thinking
among students, encouraging them to question and re-evaluate societal norms
rather than passively accepting them (Nizeyimana et al., 2021).
The observed gender biases in the Merdeka Curriculum textbooks may be
rooted in deep-seated cultural and institutional factors that shape societal norms
and influence educational materials. Indonesian society, like many others, has
historically been influenced by patriarchal values that prioritize male roles in
leadership, authority, and decision-making, while assigning women secondary or
supportive positions. These cultural norms may unconsciously permeate the work
of textbook authors and editors, leading to the reinforcement of traditional gender
stereotypes. Institutionally, the textbook development process might lack robust
mechanisms for critical evaluation of gender representation, allowing existing
biases to persist. Additionally, limited training on gender sensitivity for authors and
educators may contribute to the replication of stereotypes, as creators may
unintentionally reflect societal norms rather than challenge them. Addressing
these issues requires systemic efforts, including incorporating gender equity as a
core principle in curriculum policies, fostering awareness among authors and
educators, and engaging diverse voices in the content creation and review
processes.
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Gender Representation in Indonesian ELT Textbooks of Junior High School:
A Corpus-Assisted Critical Discourse Analysis

2. Positive and Negative Construction

After analyzing three patterns of gender negative and positive construction
from the textbooks, it could be concluded that the English for Nusantara-Grade VII
textbook contributed the most in presenting gender characterizations, even though
no negative and positive construction was found in this textbook. This is because
the famous names in this textbook only mentioned names without characteristics.
Pronouns remain the categories that provide the most significant characterization
and construction.
Meanwhile, the English for Nusantara-Grade VII textbook did not find any
negative construction or appear to have any characterization of negative
construction. This textbook did not mention categories such as famous and
fictional names. In this case, it is important to attach famous names or influential
people with positive characteristics to present in the textbook the students will
study (Gooden & Gooden, 2001). Overall, this English for Nusantara-Grade VII
textbook presented all the positive characteristics without any negative
characteristics; this will be good for the students to apply and learn the positive
characteristics in their life. However, due to the prevalent gender representation in
textbooks, students develop their understanding of gender concepts and integrate
some ideas into their own viewpoints. This underscores the importance of
analyzing these textbooks to ensure that future English textbooks offer gender-
balanced content while maintaining the necessary material for student learning
(Ghosh, 2020).
In examining the characterizations given to male and female characters in
English language textbooks, it becomes evident that traditional gender roles are
often reinforced through the portrayal of these characters. Female characters are
frequently depicted with traits such as shyness, kindness, and emotional
expressiveness, which can suggest a more passive and nurturing role. They are
often shown as dependent and modest, which may limit how female students
perceive their potential roles in society (Lindsey, 2015). In contrast, male
characters are generally characterized as brave, strong, and independent,
embodying traits associated with leadership and power. These portrayals suggest
a more active and dominant role for males, which can reinforce the idea that men
are naturally suited for positions of authority and control.
In the latest series of English textbooks under the Merdeka curriculum, there
has been some progress in depicting women as more active participants in various
spheres, including sports and leadership roles. Women are shown as caring and
engaged, taking on challenges and participating in activities that require physical
and mental strength. This shift is encouraging, as it provides students with more
diverse role models and challenges the traditional, passive female stereotypes
(Mills & Mustapha, 2015).
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However, there is still room for improvement in how both male and female
characters are represented. For instance, while female characters are shown
participating in activities like Pencak Silat and badminton, the representation of
male characters could be expanded to include a wider range of attributes and roles
beyond the traditional stereotypes. Both male and female representations should
be balanced and should equally embody positive characteristics, so that students
can see that strength, kindness, leadership, and empathy are not confined to one
gender. By doing so, textbooks can help promote a more inclusive and equitable
understanding of gender roles among students.
To achieve more balanced gender representation in future textbooks, authors
and curriculum developers should adopt several strategies. First, they should
ensure an equal distribution of male and female characters across all categories,
including famous names, fictional names, and pronouns, with deliberate effort to
attribute diverse traits to both genders. Textbooks should feature both genders in
active, leadership-oriented roles as well as nurturing, supportive roles to break
traditional stereotypes. Second, developers should collaborate with gender experts
to review content for unconscious biases and ensure inclusive narratives. Third,
authors can integrate stories and examples that highlight achievements of both
men and women in diverse fields, promoting positive and inspiring role models for
all genders. Additionally, illustrations and visuals in textbooks should reflect
gender diversity, showing boys and girls equally participating in various activities,
from academic and athletic to artistic and domestic pursuits. By implementing
these strategies, future textbooks can contribute a more equitable and inclusive
perception of gender roles among students.
Conclusion
The study examines gender representation in Indonesian English Language
Teaching (ELT) textbooks for junior high school students, particularly focusing on
the Merdeka curriculum. The research uses Critical Discourse Analysis (CDA) and
corpus tools to analyze gender-related references, positive and negative
constructions of gender, and overall gender visibility across the textbooks. It
reveals that these textbooks, in gender references, have a range of gender
references, including famous names, fictional names, ordinary names, generic
nouns, and pronouns. Male references appear more frequently than female
references, suggesting an imbalance in gender representation.
Meanwhile, in positive and negative constructions, these textbooks reveal that
both positive and negative constructions are identified, with male characters
portrayed with positive traits (e.g., smart, hard-working) and negative traits (e.g.,
tricks, rage). Female characters are generally portrayed more positively, with
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Adhes Fidyaningsih, Ikmi Nur Oktavianti
Gender Representation in Indonesian ELT Textbooks of Junior High School:
A Corpus-Assisted Critical Discourse Analysis

bravery, kindness, and beauty traits.

In conclusion, while the Merdeka curriculum's ELT textbooks show some
progress in gender representation, significant disparities remain. Addressing these
imbalances is crucial for fostering an inclusive educational environment that
empowers all students, regardless of gender.

Acknowledgement
We would like to express our sincere gratitude to the Directorate of Research,
Technology, and Community Service, Ministry of Education, Culture, Research and
Technology, Indonesia, for funding this research under the Grant No.
107/E5/[Link]/2024, 0609.12/LL5-INT/AL.04/2024, 068/PTM/LPPM
UAD/VI/ 2024.

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