VISUAL REPRESENTATION OF GENDER IN INDONESIAN’S ENGLISH TEXTBOOK COVER

Abstract

Considering the influential role of textbooks in shaping students' social perceptions, this study investigates how gender is visually represented on the covers of English for Nusantara textbooks for junior high school. Using Qualitative Content Analysis, the study analyzes the textbook covers as visual texts that convey social meaning through images. The data were analyzed using Kress and van Leeuwen’s Grammar of Visual Design framework, focusing on representational, interactive, and compositional meanings. The analysis examines visual elements such as participants, gaze, positioning, and visual salience to uncover how gender identities are constructed and communicated. The findings indicate that the textbook covers present gender representations through balanced visual compositions and inclusive imagery; however, subtle differences in posture, activities, and expressiveness continue to reflect socially constructed gender roles. These findings suggest that textbook covers function as early sites of gender meaning-making. Therefore, this study implies the need for more gender-sensitive visual design in educational materials to support equitable gender perceptions among students.