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This Author published in this journals
All Journal Indonesian Journal of English Language Teaching and Applied Linguistics Southeast Asian Journal of Islamic Education
Dwi Titi Maesaroh
Mulawarman University
Education Languange, Linguistic, Communication & Media Mathematics Other

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Does the English Textbook for Young Learners in Indonesia Promote Gender Equality? Dwi Titi Maesaroh; Yuni Utami Asih; Bibit Suhatmady
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1152

Abstract

Education is a critical area in promoting gender equality to the young generation of this country. The curriculum that promotes gender equality could be represented in a textbook as a teaching material resource commonly used in Indonesia. This study is a critical discourse analysis that examines the gender representation in the English textbook for the third grade of primary school in order to discover whether or not the textbook promotes gender equality. The data were collected from “Grow With English” English book 3 published by Erlangga Publisher. The data in the forms of pictures, words, phrases, and sentences were then analyzed qualitatively by using Fairclough’s three dimensional frameworks and Halliday’s Systemic Functional Linguistics. The findings revealed that: the examined textbook represents genders equally in terms of the quantity in which females and males are portrayed equally in pictorial representation and names of characters. In terms of social roles of job positions, male and female are also portrayed occupying various professional occupations such as doctors, fire fighters, police officers, and so on. However, the portrayals of male and female in domestic roles and activities are still stereotypical in which females are portrayed doing more domestic activities and less active, while males are portrayed doing more active outdoor activities. These results may have the implication that the English teachers for young learners could improvise by providing more understanding about gender equality while using the textbook.
Can Islamic Stories be Used as Supplementary English Materials at Islamic Elementary Schools? Dwi Titi Maesaroh; Aridah Aridah; Desy Rusmawaty
Southeast Asian Journal of Islamic Education Vol 4 No 2 (2022): Southeast Asian Journal of Islamic Education, June 2022
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (316.142 KB) | DOI: 10.21093/sajie.v4i2.4166

Abstract

Along with the Islamic schools’ vision and mission, their curriculum generally integrates Islamic values with all subjects taught at schools including the English subject. However, the implementation of the integration is still considered a challenge. This research aimed at confirming the possibility of Islamic stories being used as supplementary materials for English teaching at Islamic elementary schools and give an analysis of how to develop Islamic stories for English teaching materials. This research was carried out at SD IT Insan Karim, Samarinda. Employing a qualitative design, this research used interviews, observation, and documentation to collect data. The interviews with the school principal, English teacher, and one of the parents were carried out to obtain data regarding the curriculum and policies, the target needs, and the learning needs of the English subject. Observation and documentation were managed to support and confirm the findings. Data collected was then analyzed through data condensation, data display, and conclusion drawing/verification. The results show that Islamic stories can be used as supplementary materials to integrate English teaching and Islamic values in the context of Islamic elementary schools. Islamic stories should be developed by considering several aspects and steps such as the curriculum, the language used, illustration and appearance, guidance for teachers, and moral lessons/values. The result of this research could serve as the basis for designing Islamic stories as supplementary materials and have implications for further research and development particularly in the context of Islamic elementary schools.
Co-Authors Aridah Aridah Asih, Yuni Utami Bibit Suhatmady