Exploring EFL Students’ Perceptions Toward the Difficulties in Learning English Tenses: Case Study at Tertiary Level

Abstract

This study examines how an English teacher treats male and female students in the EFL (English as a Foreign Language) classroom, focusing on whether such treatment reflects fairness or subtle gender bias. The background indicates that gender based treatment often goes unnoticed by teachers, reinforcing patriarchal values (McKeon, 1995) and hegemonic masculinity (Bhana, 2020), which can position male students in more dominant roles. Teachers' unconscious behaviors, including unequal attention, opportunities, or praise based on gender, can perpetuate inequality in learning environments. The research utilized a qualitative case study approach, employing classroom observations, field notes, and video recordings to document the treatment of a female English teacher at a senior high school in Banyuwangi with her male and female students. The observation used gender pedagogy theory from E. Henderson to capture the teacher’s treatment during teaching. The data were analyzed using a six-step thematic analysis framework developed by Naem et al. (2023). This process included transcription, coding, keyword identification, theme development, interpretation, and conceptual modeling. The findings revealed four main themes: interaction patterns, language use, teaching strategies, and teaching materials. The teacher generally exhibited consistency in questioning, feedback, and support across genders-asking similar questions, providing equal responses, and offering encouragement consistently. However, subtle gendered behaviors emerged, such as the teacher giving slightly more non-verbal attention to female students due to their seating proximity and using more polite or formal language with girls. Gendered terms like "mas" and "mbak" were used when addressing students, which, although culturally polite, reflected gender distinctions. Regarding teaching strategies, the teacher applied direct instruction consistently to all students but did not provide many opportunities to ask questions or engage in xiv critical discussion. This teacher-centered approach, while efficient, limited student agency and interaction. The teaching materials used were predominantly male centered, including legends featuring male heroes like Empu Gandring and King Arthur, which can subtly reinforce traditional gender roles and reduce female representation in classroom narratives. I integrated expert theories to support these findings. For example, Rubie Davies et al. (2015) emphasized how teacher treatment can influence student performance, while Vygotsky (1978) highlighted the role of language in shaping understanding and social identity. Scholars such as Schmenk (2004) and Sadker (1999) noted that classroom practices can unconsciously replicate societal biases. The results of this study align with those concerns, showing that despite apparent fairness, gender bias may persist in subtle forms. In conclusion, the teacher demonstrated efforts toward gender fairness in many observable ways, but implicit gender norms remained present, particularly in language use and curriculum content. The researcher suggests that teachers engage in reflective practice to become more aware of implicit biases (Shah & Bohlen, 2024) and adopt more inclusive strategies and materials. Future research should include male and female teachers and multiple observation sessions to enhance understanding and representation of gender treatment in EFL classrooms