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All Journal EXPOSURE JOURNAL Journal of English Language Studies Register Journal UICELL Conference Proceeding Voices of English Language Education Society JOLLT Journal of Languages and Language Teaching REGISTER JOURNAL
Endang Setyaningsih
Sebelas Maret University
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Examining Gender Representation in an Indonesian EFL Textbook Zango Anisa Agni; Endang Setyaningsih; Teguh Sarosa
Register Journal Vol 13, No 1 (2020): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v13i1.183-207

Abstract

Considering its influential role in students’ behavior and attitudes, a textbook has to reflect balanced images and information about males and females. It also has to support broad choices and many roles for both sexes to avoid unjust or bias gender issues. This study aimed at examining whether an EFL textbook published by the Indonesian government promotes gender equity by (1) mapping the proportion of textual and visual representation of males and females in the textbook; (2) describing how males and females are treated in the textbook. Through content analysis, the study revealed that the book is gender-biased as indicated from unbalanced (1) textual and visual representation (2) variety of activity, role, and occupation, (3) order of mention, and (4) adjectival portrayal. In all indicators, the female is underrepresented, hidden, and framed within traditional gender stereotyping.  Reflecting on these findings, revision by the government and/ or careful treatment by teachers when using the book are ushered.  Keywords: bias, content analysis, gender representation, gender stereotype, textbook.
HOW INDONESIAN NOVICE EFL TEACHERS BUILD AGENCY: INSIGHTS FROM A CASE STUDY Fini Feronisa; Ngadiso Ngadiso; Endang Setyaningsih
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/6s2nee48

Abstract

Teacher agency has become an essential focus in understanding how teachers navigate instructional demands and professional challenges. This study investigates the agency of Indonesian novice English as a Foreign Language (EFL) teachers by examining four core properties of human agency as proposed by Bandura: intentionality, forethought, self-reactiveness, and self-reflectiveness. Employing a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and scenario-based vignettes involving three novice English teachers in Banyumas. The data were analyzed using Miles, Huberman, and Saldana’s (2014) interactive model, which involved data condensation, display, and conclusion drawing. These findings demonstrate that Indonesian novice EFL teachers exhibit all four core agency properties, intentionality, forethought, self-reactiveness, and self-reflectiveness, which are reflected in their classroom practices in varying degrees. While all participants expressed strong intentionality, their enactments of the other properties were predominantly reactive, shaped by immediate classroom challenges such as limited resources and low students’ motivation. The findings contribute to developing contextually informed teacher education by highlighting the complex interaction between personal goals and external demands in shaping agency. The study highlights the need for structured support and professional mentoring to help novice teachers strengthen their agency and transition toward more proactive and sustainable teaching practices.
Co-Authors Adib Aminul Hakim Arrizalu Arsa Ringotama Dedy Yulianto Dewi Cahyaningrum Dewi Sri Wahyuni Diah Kristina Dwi Puji Hastuti Ellisa Indriyani Putri Handayani Fini Feronisa Hasan Zainnuri Kristiandi Kristiandi Ngadiso Ngadiso Ni'matul Farikhah Ni’matul Farikhah Paulus Krisna Wisnumurti Sumardi Sumardi Teguh Sarosa Zango Anisa Agni