Jul 2026· Priviet Social Sciences Journal· Vol 6, pp. 592-604· 0 citations· 15 references
Abstract
Learning materials at the elementary level are often used as the main source for developing students’ basic language skills. However, beyond their surface function, textbooks may also carry implicit meanings that influence how students understand the world around them. This study investigates the hidden curriculum embedded in the Grade 4 English student textbook (LKS) titled My Next Words Grade 4 “Student’s Book for Elementary School”, published by the Indonesian Ministry of Education, Culture, Research, and Technology in 2021. This research uses a discourse analysis approach to explore how gender is represented through character names, assigned roles, language use, and activity contexts across the twelve units in the textbook. The results show that there is a pattern of gender asymmetry in the material, where female characters, especially Cici, are more frequently associated with domestic activities such as cooking, cleaning, and taking care of others, while male characters such as Joshua, Made, and Fahri appear in more varied and active roles in broader contexts. These patterns indicate that the textbook does not only function as a tool for language learning, but also implicitly conveys traditional gender roles to students. This study highlights the importance of developing more balanced and inclusive learning materials to support a fair understanding of gender roles from an early stage.
This research examined gender representation in the Portal to English Workbook for Grade 10 (Semester 1) school textbook, undertaken through a quantitative content analysis of seven categories: gender firstness, images, names, pronouns, adjectives, jobs and occupations, and the overall gender balance of the textbook. The study demonstrated a clear male bias across all categories. This bias was particularly pronounced for pronouns, images, and names. Furthermore, the Chi-Square test confirmed that this was a statistical reality, χ^2 (5) =31.27, p<.001. In other words, the Chi-Square test indicated difference between males and females in the school textbook. The findings suggest that similar to previous studies of Arabic textbooks and other studies beyond the Arab region, the textbook does not present a balanced gender representation but rather reproduces a male-centered pattern. The researchers of the study suggest that the textbooks must be revised in a gender-sensitive manner to ensure more equitable audio-visual and linguistic representation of males and females.
A. Bataineh, M. A. Za'abi, Kashif Ali Sabiri et al.· International Journal of Soc...· 0 citations
Moral education has become an important concern in English Language Teaching (ELT) materials, as coursebooks are expected to support both language development and learners’ character formation. In Indonesia, this role is reflected in the prescribed Student Profiles. This study aims to examine how moral values are represented in Indonesian Grade 7 English coursebooks from a multimodal perspective. Employing qualitative content analysis, the study analyzes three widely used coursebooks, namely English for Nusantara, Bright an English, and Interactive English, using Kress and van Leeuwen’s (2006) multimodal framework and the six dimensions of the prescribed Student Profiles. The findings reveal that moral values are conveyed both explicitly and implicitly through verbal texts, visual images, and learning activities; however, their distribution is uneven, with certain values consistently prioritized while others remain marginal. The analysis also shows differing orientations toward local and global moral values across the coursebooks. These findings suggest that although multimodal resources enrich moral meaning-making, their effectiveness depends on pedagogical framing and opportunities for critical engagement. The study concludes that a more balanced and critically mediated integration of moral values is needed to better support learners’ moral development, with implications for coursebook design and classroom practice.
Primita Arif Carabella, A. Ashadi· Journal of Languages and Lan...· 0 citations
This study investigates the similarities and differences between the grammar sections of the 2012 and 2024 editions of the People’s Education Press (PEP) English textbook for Grade 7, Volume I, and examines how these revisions influence teachers’ instructional priorities under the English Curriculum Standards for Compulsory Education (2022 Edition)j. Using comparative and corpus-based methods supported by textual analysis, the study systematically compares the two editions in terms of grammar coverage, sequencing, and modes of presentation. The findings indicate that both editions present grammar in meaningful contexts and provide example sentences followed by varied practice activities. However, the new edition covers a broader range of grammar and streamlines previously dispersed content into fewer, more integrated units. It also introduces practical grammatical structures earlier and organizes them more closely around students’ communicative needs. In terms of presentation, the new edition uses more word- and phrase-based unit titles to foreground thematic meaning, encourages students to discover and generalize grammatical patterns through observation and comparison, and replaces knowledge-oriented self-check activities with integrated reflective assessment. These changes shift the focus of grammar instruction from the explanation and mechanical practice of isolated rules to theme-guided, discourse-based, and inquiry-oriented language learning. The study concludes that the new edition is more closely aligned with the 2022 Curriculum Standards and better supports the development of students’ practical language use and core competencies. Accordingly, teachers should organize grammar instruction around unit themes and discourse, facilitate students’ independent discovery of grammatical rules, and create authentic contexts for meaningful language use.
Lihua Tang, Lihua Tang· Education and Social Work· 0 citations
Coursebooks play a central role in English language instruction worldwide. However, variations in educational goals, curriculum standards, and cultural contexts often lead to differences in coursebook design and content. This study adopts a global perspective to evaluate English coursebooks used in the third year of English language learning across four countries; Uzbekistan, Iraq, Ukraine, and Türkiye. Using a Coursebook Evaluation Template (CET), the analysis focuses on key aspects; coursebook components, language skills and activities, cultural representation, pedagogy, and gender representation. The findings reveal that while each coursebook reflects its country’s national educational priorities, they consistently feature themes related to children's everyday lives, support language learning through familiar contexts, and offer engaging materials that foster communication skills. All four coursebooks effectively use appealing visuals, relatable topics, and age-appropriate activities to capture students' interest and enhance their learning experience. Some differences are also evident, such as variations in gender representation. Türkiye, in particular, shows the most balanced portrayal of male and female characters in both text and illustrations. By analysing third-year of English learning coursebooks from four countries, this study highlights the role of coursebooks in shaping language education globally. It also underscores the need for future research that includes learners' perspectives and longitudinal studies to better understand the long-term impact of coursebook use on students’ language development and cultural awareness.
Yasemin Kırkgöz· Uludağ Üniversitesi Eğitim F...· 0 citations
English proficiency has become an essential skill in the 21st century, necessitating effective learning strategies that provide meaningful exposure to authentic language use. Conventional learning methods based primarily on textbooks may not always provide sufficient opportunities for students to experience natural communication contexts. English-language movies, as authentic audiovisual media, offer potential support for language learning by presenting real conversations, pronunciation, vocabulary, cultural expressions, and communication situations. This study aims to explore senior high school students' perceptions of the role of English-language movies in English learning, including the benefits gained, challenges encountered, and students' views regarding their use as a learning medium. This research employed a qualitative approach with a descriptive design. The participants were six 10th-grade students from a senior high school in Indonesia, selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using the Miles, Huberman, and Saldaña interactive model, consisting of data reduction, data presentation, and conclusion verification. The findings reveal that English-language movies contribute to vocabulary development, listening comprehension, pronunciation improvement, speaking confidence, and increased learning motivation. However, students experienced difficulties related to fast-paced dialogue, accent variation, idioms, slang, and cultural references. To overcome these challenges, students utilized subtitles, replayed scenes, consulted dictionaries, and sought additional explanations. In conclusion, English-language movies are perceived as an effective supplementary medium for English learning, as they provide authentic language exposure and encourage more engaging and independent learning experiences
Ni Putu Wulan Dewayanti, L. Artini, I. P. Indra Kusuma· Jurnal Multidisiplin Indones...· 0 citations
Writing in English is a crucial ability in the modern, globalized society. English, one of the most popular languages in the world, is essential for communication, commerce, education, and technology. Writing well in English enables people to communicate with people from another country, share information, and clearly convey ideas. For EFL (English Foreign Language) learners, mastering English grammar is still a major issue, especially in settings where English is not used for daily communication. This study looks at grammatical error and most common grammatical errors in the recount texts written by SMP VIP Asy-Syafi’iyyah Purworejo students. This study differs from previous studies by focusing on a pesantren-based school context. The research employed a descriptive qualitative method in analyzing the errors based on Burt, Dulay, and Krashen on Surface Strategy Taxonomy. The data sources of this research are the recount texts created by 18 seventh-grade students of SMP VIP Asy-Syafi’iyyah Purworejo. The results of this research found 242 grammatical errors: omission (19%), addition (9%), misformation (69%), and misordering (3%) Misformation was the most dominant error. The finding suggests that English teachers in pesantren-based schools should focus more on verb tense instruction to mitigate misunderstanding in written English communication.
Nelu Sahidah, A. Johan, Juita Triana· Ranah Research· 0 citations
