921 Gender Inequality and Education: A Content Analysis of Indonesian EFL Textbook Luthfi Mahdya Susanti 1 , Nunung Suryati 1 , Utari Praba Astuti 1 1 Pendidikan Bahasa Inggris-Universitas Negeri Malang INFO ARTIKEL ABSTRAK Riwayat Artikel: Diterima: 24-05-2021 Disetujui: 20-06-2021 Abstract: This study aims to discover the gender inequality in Indonesia EFL textbook and the author's perspective towards gender inequality found. This study is performed through descriptive qualitative. It was found that there is inequality of gender representations in four measuring variables. Males gain the higher amount of four representations in picture, written texts, name appearances, domestic roles, and variations of domestic roles activities. In addition, based on the interview result, it was found that there was no intention to put the gender inequality and stereotype. Stereotype found aimed to generate familiarity to make the learners easier to identify their surroundings. Abstrak: Penelitian ini bertujuan untuk mengetahui ketidaksetaraan gender dalam buku teks EFL Indonesia dan perspektif penulis terhadap ketimpangan gender yang ditemukan. Penelitian ini dilakukan secara deskriptif kualitatif. Ditemukan adanya ketidaksetaraan representasi gender dalam empat variabel pengukuran. Laki-laki memperoleh jumlah empat representasi yang lebih tinggi dalam gambar, teks tertulis, penampilan nama, peran domestlk, dan variasi aktivitas peran domestik Selain itu, berdasarkan hasil wawancara ditemukan bahwa tidak ada niat untuk menempatkan ketidaksetaraan dan stereotip gender. Stereotip yang ditemukan bertujuan untuk menimbulkan keakraban agar peserta didik lebih mudah mengidentifikasi lingkungannya. Kata kunci: textbook; gender inequality; education; buku pelajaran; ketidaksetaraan gender; pendidikan Alamat Korespondensi: Luthfi Mahdya Susanti Pendidikan Bahasa Inggris Universitas Negeri Malang Jalan Semarang 5 Malang E-Mail: luthfimahdyas@gmail.com Textbooks are one of the main instruction tools for organizing teachers' pedagogical practices. Textbooks also play a major role in learners’ learning experience. (Cunningsworth, 1995) of independent thinking in direct action. Moreover, they are also shown as figures who like to give up more easily. They collapse into tears, betray secrets, they are more likely to act on petty or selfish motives (U’Ren, 1972). Not only biological aspects, but gender also focusing on several aspects such as social, culture, and psychology. These will be accumulated into gender hegemony. As the result, masculinity hegemony legitimizes men to dominate women in every life aspect. In agreement with this, (Andari et al., 2015) states that the consequence of masculinity hegemony is women domestication or women discrimination in the public sector. Women are obligated to traditional Javanese culture values. This value bounds women on the three aspects: Macak (to self-make-up), Manak (to give birth), and Masak (to cook). Because of this hegemony, women are manipulated by most men to get advantages. As stated by Budi Santoso in (Budiati, 2010), nine life concepts of Javanese women are written in Serat Candrarini which tend to “spoil” men in so many life facets. Javanese women must (1) Be faithful to their husbands; (2) Having the willingness to be polygamized; (3) Love other human beings; (4) Be skilled in women’s jobs; (5) Be good at dressing up and self-care; (6) Be simple; (7) Be good at serving men; (8) Give attention to in-laws; (9) Love reading books which contain life advice. The example of gender hegemony happens in the history of female autonomy in Rural Java. Research conducted by (Goldschmidt & Kunkel, 1971) found that the economic roles of women were affected by the peasant social structures which consisted of agricultural produce or land cultivating as their basic economic activity. At that time, the roles of the women are classified into three: rice harvesting, trade and markets, and domestic production and intrahousehold exchange. Similar to what happened in the industrial era, women still need to work and take care of their children. Thus, women can still actualize and grow themselves better. Still, sexism has become a problematic issue in language textbook evaluation research. Teachers are enforced to investigate the existence of gender sexism in the language textbook before using it in the class. Language presented in the textbook takes a major part as the ideology maker and social role determiner which leads the students to construct generalization towards roles of the genders or sexes in society (Söylemez, 2010). Nilsen (1977) stated that sexism appeared in textbooks to narrow the Tersedia secara online http://journal.um.ac.id/index.php/jptpp/ EISSN: 2502-471X DOAJ-SHERPA/RoMEO-Google Scholar-IPI Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Volume: 6 Nomor: 6 Bulan Juni Tahun 2021 Halaman: 921—931