Stereotip Karakter Perempuan dalam Buku Ajar untuk Sekolah Dasar: Kajian Multimodalitas

Yonata, Fadhila; Yoniswan, Yoniswan

doi:10.24036/jbs.v9i2.111935

Cited by 3 publications

(4 citation statements)

References 11 publications

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“…Wening Sahayu, Lia Malia, Retna Endah Sri Mulyati, Sulis Triyono, Rahma Kurnia Novitasari, Sulaimon Jamiu Tamitope 148 the significance of how gendered stereotypes are conveyed in textbooks, as well as their potential impact on students' perceptions and attitudes toward gender roles (Widodo & Elyas, 2020;Yonata & Yoniswan, 2021).…”

Section: Gender Reconstruction In Visual Form Of Teaching Materialsmentioning

confidence: 99%

“…Textbooks are an essential tool for education, as they use stories, discourse, and images to communicate social values (Widodo & Elyas, 2020;Yonata & Yoniswan, 2021). Discourse is a part of social events as well.…”

Section: Introductionmentioning

confidence: 99%

“…The new edition of the 2013 Curriculum student handbook in Indonesien has ideals of gender inequality that are illustrated through visuals and text (Binasdevi, 2021;Zulmi, 2017). Yonata & Yoniswan (2021) revealed gender bias and inequality are also present in English textbooks for primary schools that are produced by the private sector.…”

Section: Introductionmentioning

confidence: 99%

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Gender Reconstruction in Visual Form of Teaching Material

Sahayu,

Malia,

Mulyati

et al. 2023

scr. j. j. linguist. engl. teach.

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Background: Gender has become a crucial area of research due to the unpleasant experience of gender disparity in the workplace, home, and other settings, including education, health, and civic engagement. The ideal way to promote gender equality early on is to guarantee everyone access to a high-quality education. The learning process is greatly aided by textbooks. Through language, visuals, stories, and illustrations, gender content is developed and represented in books. Given that the textbook serves as the primary means of instruction, it is crucial to examine how gender is constructed in Kontakte Deutsch 1, the widely used textbook in Indonesia. Methodology: A descriptive qualitative methodology was used in this study's Critical Discourse Analysis (CDA) approach. The research data source was from illustrations, words, and stories in the textbook Kontakte Deutsch 1. Findings: The results showed that male and female figures appeared visually at the same frequency. In categories like social roles, passions, and professional choices, gender equality was noted and portrayed. Inequalities such as stereotyping, gender subordination, and marginalization of gender were still present in a tiny proportion of phrases and narratives. Conclusion: This study demonstrated how the authors of Kontakte Deutsch 1 made an effort to advance gender equality principles through linked topics. Gender discrimination only appeared in a minor portion of the story. Originality: There have been no studies on gender reconstruction in Kontakte Deutsch 1, commonly used in Indonesian high schools. This thorough investigation deepens our understanding of how gender is portrayed in instructional materials and emphasizes the significance of treating all genders equally and respectfully.

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Section: Gender Reconstruction In Visual Form Of Teaching Materialsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Gender Reconstruction in Visual Form of Teaching Material

Sahayu,

Malia,

Mulyati

et al. 2023

scr. j. j. linguist. engl. teach.

View full text Add to dashboard Cite

show abstract

“…According to Dwiri & Okatan (2021) that in society, the term "gender" refers to the categorization of each sex into distinct features, as well as to what is supposed of men and women in terms of behavior. It is different from gender identity (sex), which Litosseliti (2013) in Yonata (2020) explains that gender (sex) is the physical or biological difference between men and women that is genetic. It is supported by Blackstone (2003) in Valera & Casakin (2022) that states how gender is socially constructed by people, groups, and societies give people certain traits, statuses, or values based on their gender, but these attributions vary across societies and cultures and over time within the same society.…”

Section: Introductionmentioning

confidence: 99%

The Representation of Toxic Masculinity in the "Do Revenge" Movie

Pramudiya,

Oktoma,

Yuniarti

2023

Journey

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Toxic masculinity is a social condition created by society in which men can't express their feelings, and they shouldn't cry and be weak otherwise, they will be violating the norm, that's because they can't express their feelings; they use violence, emphasizes power, discrimination against gender in general. Netflix's movie entitled Do Revenge present an american teenager with some problems in their life, and it presents the character that represents the behavior of toxic masculinity named Max Broussard. This study used the theory of toxic masculinity by Kupers (2001) to identify how Max's character represents toxic masculinity in the movie. The qualitative method with a case study approach was the primary methodology of this research. The researcher gathered the data by watching the movie, reviewing earlier studies, and concentrating on the language and the scene that addressed either direct or indirect toxic masculinity issues. Previous research has not specifically classified various forms of toxic masculinity, such as misogyny, greed, homophobia, and violent domination, within the context of character behavior in the movie. Therefore, the novelty of this research lies in the more detailed classification of the forms of toxic masculinity that emerge in the character of Max in the movie "Do Revenge". The results of the study showed that the character represents toxic masculinity in the movie with 13 scenes and 15 dialogue data in the form of misogyny with the criteria hatred towards women, aggressive, likes to organize women, greed with the motive of sex, and violent domination with the category control, intimidation, and bullying.

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Gender representation in English language textbooks in Bangladesh

Awal

2024

SILC

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This study investigated gender representation in English textbooks from Classes 6 to 10 in Bangladesh, using corpus analysis. AntConc, a textual analysis tool, was used to quantify the occurrence of gender-related lexical items in resources. The corpus comprises approximately 147,698 tokens distributed across the four textbooks. The results revealed significant disparities in the distribution of male- and female-associated lexical items. Here, male-related words occurred 1,958 times (1.33 %), whereas female-related words occurred 1,165 times (0.79 %). The highest imbalance ratio (0.94 %) was found in textbooks of class 6 having male represented words (1.95%) and female represented words (1.01%). This male-dominated gender disproportion appeared in the other three textbooks at different ratios, which may reflect Bangladesh’s cultural and societal norms. These distinctive and male-centred gender-biased textbooks may have an impact on students’ perceptions of gender roles and societal expectations. The findings of this corpus analysis predict how much textbook content may affect female students’ sense of inclusion and their collective consciousness of gender rights. Finally, it recommends ensuring gender equality and inclusion in the textbooks.

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Stereotip Karakter Perempuan dalam Buku Ajar untuk Sekolah Dasar: Kajian Multimodalitas

Cited by 3 publications

References 11 publications

Gender Reconstruction in Visual Form of Teaching Material

Gender Reconstruction in Visual Form of Teaching Material

The Representation of Toxic Masculinity in the "Do Revenge" Movie

Gender representation in English language textbooks in Bangladesh

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