This study investigates gender representation in an eighth-grade English language textbook entitled "English for Nusantara" addressing two research questions: (1) What is the proportion of textual and visual occurrences of females and males in the textbook? (2) What are the common activities associated with genders? Indicators of gender representation from Porreca (1984), Lee (2014), and Qatawneh & Rawashdeh (2019) were combined, and data were analyzed using qualitative methods and content analysis. Findings are as follows: (1) Females are less represented in both textual and visual contexts. In the textual context, males are more frequently represented than females by 15.8 percent. Meanwhile in the visual context, males are more frequently represented than females by 2.8 percent, and (2) Females' activities, roles, and occupations are limited across various aspects, including a) educational, b) professional, c) social and family, and d) leisure. The imbalance in gender representation could impact students' understanding of gender roles and identities, potentially discouraging female students from pursuing varied professional or social roles and reinforcing restrictive gender stereotypes.
