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All Journal Linguists: Journal of Linguistics and Language Teaching Al-Lughah: Jurnal Bahasa Al Lughawiyaat Jurnal Penelitian Ilmu Pendidikan Indonesia TOFEDU: The Future of Education Journal Journal of Innovative and Creativity Journal of Innovation in Teaching and Instructional Media At-Tadris: Journal of Islamic Education Al Maktabah Jurnal kajian Ilmu dan Perpustakaan
Anita Anita
UIN Fatmawati Sukarno Bengkulu
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Mapping Gender Awareness in English Language Teaching: A Mixed-Methods Study in Indonesian Islamic Universities Anita, Anita; Haryanto, Nur
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 1 (2026): April
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i1.12738

Abstract

This study examines gender awareness in English Language Teaching (ELT) within Indonesian Islamic Higher Education Institutions (PTKI), with a specific focus on three dimensions of gender awareness: attitudes toward gender equality, gender-responsive teaching practices, and gender representation in learning materials. Using a mixed-methods design, the research involved survey responses from 312 students and 54 lecturers, complemented by semi-structured interviews and classroom observations across three Islamic Higher Education Institutions. Quantitative findings show that students report slightly higher gender awareness than lecturers, whereas lecturers perceive gender as having a stronger structural impact on learning processes. Qualitative results further contextualize these differences by identifying four key themes: the creation of inclusive learning environments, increased student motivation and engagement, concerns over gender representation in ELT materials, and the importance of gender-focused professional development for lecturers. Together, these integrated findings demonstrate that gender awareness influences both classroom dynamics and pedagogical decision-making. The study highlights the need for Islamic Higher Education Institutions to embed gender-responsive approaches into curriculum design, teacher training programs, and institutional policies to promote inclusivity and enhance learning outcomes in ELT.
Co-Authors Anggilia, Gina Ayu Yeri Andira Benny Wahyudi Farisi, Muhammad Faqih Al Ferri Susanto Ferri Susanto Haryanto, Nur Ilham, Mareisca Islakhiya, Maula M. Furqon Adli Regy Pristiawan Susanto, Ferri