CRITICAL DISCOURSE ANALYSIS ON GENDER INEQUALITY IN THE TEXTBOOK ENTITLED ENGLISH FOR NUSANTARA

Azmi, Audina Septia (2026) CRITICAL DISCOURSE ANALYSIS ON GENDER INEQUALITY IN THE TEXTBOOK ENTITLED ENGLISH FOR NUSANTARA. Undergraduate thesis, State Islamic University of Kiai Haji Achmad Siddiq Jember.

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Abstract

Audina Septia Azmi, 2026: Critical Discourse Analysis on Gender Inequality in The Textbook Entitled “English for Nusantara”
Keywords: Critical Discourse Analysis, Gender Inequality, English Textbook, English for Nusantara
Gender inequality remains deeply rooted in Indonesian cultural traditions. This disparity extends into educational materials, including the English for Nusantara Grade VII textbook. This research examines the representation of gender inequality in the textbook to reveal whether the textbook reinforces or challenges gender equality, and to contribute to the development of gender-aware educational materials.
The research focuses of this reaserch are: 1) How does gender inequality shown in English for Nusantara textbook?, 2)How are the authors of the English for Nusantara textbook convey messages about gender inequality?, 3) What are the positive and negative impacts of gender inequality in the English for Nusantara textbook
The research objectives of this reaserch are: 1) To identify the ways in which gender inequality is reflected in the English for Nusantara textbook. 2) To explore the representation and communication of gender inequality by the author within the English for Nusantara textbook. 3) To evaluate how these impacts may influence students’ perceptions of gender roles in English for Nusantara textbook.
This research employs a qualitative approach using Sara Mills’ critical discourse analysis to examine gender equality representation in the English for Nusantara Grade VII textbook. Data were collected through intensive reading, observation, and content analysis of narrative texts, dialogues, and images depicting gender roles. Analysis involved three stages: skimming to identify initial patterns and key themes related to gender representation, a focused reading to extract and categorize data on how male and female figures were portrayed, and finally an interpretation stage to synthesize the findings and critically evaluate how discourses on gender equality were constructed within the textbook. To ensure validity, the research employs expert judgment from two specialists: a linguistics expert and a gender expert.
Analysis of the English for Nusantara Grade VII textbook reveals that gender inequality is perpetuated through subordination, marginalization, and stereotyping. Female characters are positioned as inferior, domestically confined, and defined by their relationship to men, while males dominate active, dominant role. These messages are conveyed through seemingly neutral textual and visual elements that normalize gender bias as a natural part of language learning. Such representation risks reinforcing patriarchal values and shaping students' unequal gender perceptions. Thus, integrating gender equality and promoting critical thinking in education are essential.

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