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All Journal JEES (Journal of English Educators Society) Journey: Journal of English Language and Pedagogy
Prismantikasari, Avinia
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Education Languange, Linguistic, Communication & Media

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Multimodal constructions of gender in EFL textbooks: A critical discourse analysis from global perspective Huda, Tanzil; Loan, Nguyen Thi Thuy; Prismantikasari, Avinia; Rachmanda, Refianisya; Aroeboesman, Fatwa Pujangga; Adhinata, Adrian Arfa
JEES (Journal of English Educators Society) Vol 10 No 1 (2025): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i1.1926

Abstract

Textbooks play a pivotal role in shaping learners’ perceptions of gender norms and social identities. This study investigates how gendered identities are constructed through multimodal elements – such as text, images, and audio - in a widely used secondary - level English as a Foreign Language (EFL) textbook. Employing a qualitative methodology grounded in Critical Discourse Analysis and multimodal theory, the study reveals recurring patterns in gender representation. While some content challenges traditional stereotypes, subtle yet persistent biases remain, particularly in portrayals of occupational roles, personal agency, and gendered color schemes. Male figures are predominantly depicted as leaders or professionals, whereas female figures are more often shown in passive or domestic roles. These findings emphasize the need for critically informed revisions of educational materials to promote more inclusive, balanced, and equitable gender representations. The study contributes to global conversations on gender and education by emphasizing the importance of critical literacy in language classrooms and the role of pedagogical design in challenging entrenched gender ideologies.HIGHLIGHTS: Male characters are primarily represented in authoritative, professional, and leadershiproles, while female characters are depicted in caregiving and supportive roles. Multimodal elements (text, audio, images) largely reinforce traditional gender stereotypes,despite some use of gender-neutral language and diverse role assignments. The textbook includes selective efforts toward inclusivity, such as female environmentalactivists and gender-neutral financial scenarios, indicating a move toward balanced genderrepresentation.
Enhancing Listening Comprehension In Grade XI-D at MAN 2 Jember through Note-Taking Techniques Prismantikasari, Avinia; Huda, Tanzil; Mufaridah, Fitrotul
Journey: Journal of English Language and Pedagogy Vol. 8 No. 1 (2025): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i1.1440

Abstract

Listening comprehension is a crucial skill in language learning,. But many students continue to struggle with understanding spoken information due to cognitive overload, difficulty identifying key points, and ineffective note-taking strategies. A preliminary observation in Class XI D at MAN 2 Jember revealed that students faced significant challenges in listening tasks, as shown by their low average pre-test score of 52.5. These difficulties highlighted the urgent need for targeted instructional strategies like Classroom Action Reserach to support their listening development. This classroom action research (CAR) was conducted to investigate the effectiveness of sentence and abbreviation note-taking techniques in improving students' listening comprehension. Implemented over two cycles involving planning, acting, observing, and reflecting stages, the study demonstrated a significant improvement in students’ performance, with the average score rising to 75.9 in Cycle 2, surpassing the success criterion of 70. The findings suggest that structured note-taking techniques enhance students’ ability to extract key information and reduce cognitive overload. By addressing challenges such as classroom arrangement, phonological interference, and divided attention, the study provides practical insights for teachers seeking to improve students' listening skills through effective note-taking strategies.
Co-Authors Adhinata, Adrian Arfa Aroeboesman, Fatwa Pujangga Loan, Nguyen Thi Thuy Mufaridah, Fitrotul Rachmanda, Refianisya Tanzil Huda, Tanzil