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All Journal JEES (Journal of English Educators Society) Journal of English Language and Pedagogy
Rachmanda, Refianisya
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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.
The Effect of Implementing Flipped Classroom on Highschool Students’ Reading Skill Rachmanda, Refianisya; Hanafi; Henri Fatkurochman
JELP Journal of English Language and Pedagogy Vol. 5 No. 1 (2026): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v5i1.3799

Abstract

In this research the research problem formulated is “is there any significant effect of implementing flipped classroom on high school students’ reading skill?” and the objective of this research to find out whether there is a significant effect of implementing flipped classroom on high school students’ reading skill. Based on research problem and relevant theory the hypothesis of this research is there is an significant effect of implementing flipped classroom on high school students.VThe research design of this research used quasi experimental research design. The research subject are XI-G and XI-J in MAN 2 Jember that each of class consisting of 35 students (N=70). The data are collected by pre test and post-test and the research instrument used reading test in order to analyze the students reading score. All students participating active during the teaching and learning activities and students in experiment class become more confident because the already learned the material via online before the learning activities in the class. The result of the post test scores are analyzed use Mann Whitney U Test and the result is 0,031 and it was less than 0,05 (0,001 < 0,05),  Based on the research result, it can be concluded that students’ reading text is significantly affected by implementing flipped classroom method
Co-Authors Adhinata, Adrian Arfa Aroeboesman, Fatwa Pujangga Hanafi Henri Fatkurochman Loan, Nguyen Thi Thuy Prismantikasari, Avinia Tanzil Huda, Tanzil