Amare, N. (2007). Where is she? Gender occurrences in online grammar guides. Research in the Teaching of English, 42(2), 163–187. https://doi.org/10.58680/rte20076490
Barton, A., & Sakwa, L. N. (2012). The representation of gender in English textbooks in Uganda. Pedagogy, Culture and Society, 20(2), 173–190. https://doi.org/10.1080/14681366.2012.669394
Chow, R. (2001). 3. Gender and Representation. In E. Bronfen & M. Kavka (Ed.), Feminist Consequences: Theory for the New Century (pp. 38-57). New York Chichester, West Sussex: Columbia University Press. https://doi.org/10.7312/bron11704-003

Dorin P, Delia G. 2015. Gender Representations and Digital Media. Procedia - Social and Behavioral Sciences, 180(5), 1199-1206. https://doi.org/10.1016/j.sbspro.2015.02.244
Evans, L.  & Davies, K.  (2000).  No sissy boys here:  A content analysis of the representation of masculinity in elementary school reading textbooks. Sex roles, 42(3/4), pp. 255-270. https://link.springer.com/article/10.1023/A:1007043323906
Gwyneth E. Britton and Margaret C. Lumpkin.1977. For Sale: Subliminal Bias in Textbooks. The Reading Teacher, International Literacy Association 31(1), 40-45. https://www.jstor.org/stable/20194453
Isdisusilo.2012.PanduanLengkapMenyusunSilabusdanRencanaPelaksanaanPembelajaran. Jakarta: KataPena.
Jusuf, H. 2018. The models of checklist method in evaluating ELT textbooks. Al-lisan: Jurnal bahasa (e-Journal), 3(2), 17-35. http://journal.iaingorontalo.ac.id/index.php/al
Körner, A., Abraham, B., Rummer, R., & Strack, F. (2022). Gender Representations Elicited by the Gender Star Form. Journal of Language and Social Psychology, 41(5), 553-571.https://doi.org/10.1177/0261927X221080181
Lee, J. F. K., & Collins, P. (2010). Construction of gender: A comparison of Australian and Hong Kong english language textbooks. Journal of Gender Studies, 19(2), 121–137. https://doi.org/10.1080/09589231003695856
Lee, J. F. K. (2018). In the pursuit of a gender-equal society : do Japanese EFL textbooks play a role ? Journal of Gender Studies, 28(2), 1–14. https://doi.org/10.1080/09589236.2018.1423956
Lestari, I. 2013. Pengembangan Bahan Ajar Berbasis Kompetensi.Padang: Akademia.
Liu, Y., Zhang, L. J., & May, S. (2022). Dominance of Anglo-American cultural representations in university English textbooks in China: a corpus linguistics analysis. Language, Culture and Curriculum, 35(1), 83–101. https://doi.org/10.1080/07908318.2021.1941077

Logsdon, M. (1985). Gender roles in elementary school texts in Indonesia. In Madeleine J.
Goodman (ed). Women in Asia and the Pacific: Towards East west Dialogue. Honolulu:University of Hawaii Press, 243-262.
Logsdon, Martha. 1985. Gender Roles in Primary School Texts in Indonesia. Honolulu:
	University of Hawaii.
Mai, D. T. T., & Brundrett, M. (2020). The beliefs and attitudes of teachers and school leaders on gender equality in Vietnamese primary schools: case studies of four schools. Education 3-13, 48(4), 392–404. https://doi.org/10.1080/03004279.2019.1612455

Mukarto. 2017. Grow with English 4. Jakarta: Erlangga.
Musfiqon. 2012. Pengembangan Media dan Sumber Pembelajaran. Jakarta: Prestasi Pustaka.
Mostafaei Alaei, M., & Parsazadeh, H. (2021). The emergence of a purpose-specific model: culture in English language textbooks. Intercultural Education, 32(5), 547–561. https://doi.org/10.1080/14675986.2021.1878111
Nguyen, T. T. M., Marlina, R., & Cao, T. H. P. (2021). How well do ELT textbooks prepare students to use English in global contexts? An evaluation of the Vietnamese English textbooks from an English as an international language (EIL) perspective. Asian Englishes, 23(2), 184–200. https://doi.org/10.1080/13488678.2020.1717794

Nunan, David. 1991. Language Teaching Methodology: A textbook for Teachers. London: Prentice Hall.
Rahim, H. A., & Daghigh, A. J. (2020). Locally-developed vs. Global Textbooks: An Evaluation of Cultural Content in Textbooks Used in ELT in Malaysia. Asian Englishes, 22(3), 317–331. https://doi.org/10.1080/13488678.2019.1669301

Richards, J. C. 2001. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.

Salamah, Ummu. 2014. Gender representation in the English textbook: a content analysis of bright for seventh grade students. UIN Syarif Hidayatullah Jakarta: Fakultas Ilmu Tarbiyah & Keguruan. https://repository.uinjkt.ac.id/dspace/handle/123456789/25777
Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL textbook: a critical discourse analysis. Intercultural Education, 30(4), 383– 397. https://doi.org/10.1080/14675986.2019.1548102
Tian Belawati, D. 2003. Pengembangan Bahan Ajar. Jakarta: Pusat Penerbitan UT.
Tomlinson, B., &Masuhara, H. 2018.The complete guide to the theory and practice of materials development for language learning. New Jersey: Wiley Blackwell.
Orfan, S. N. (2021). High school English textbooks promote gender inequality in Afghanistan. Pedagogy, Culture and Society, 00(00), 1–16. https://doi.org/10.1080/14681366.2021.1914148
Vu, M. T., & Pham, T. T. T. (2021). Still in the shadow of Confucianism? Gender bias in contemporary English textbooks in Vietnam. Pedagogy, Culture and Society, 00(00), 1–21. https://doi.org/10.1080/14681366.2021.1924239
Wena, Made. 2009. Strategi Pembelajaran Inovatif Kontemporer. Jakarta:Bumi Aksara.
William, M. 1998. Ten Principles for Teaching Language to Young Learners.Workshop Paper. Surabaya: British Council Surabaya.
William E. Coles, Jr. 1977. Teaching the Teaching of Composition: Evolving a Style. College Composition and Communication, 28, (3), 268-270. https://doi.org/10.2307/357217
Yonata, F., & Mujiyanto, Y. (2017). The representation of gender in English textbooks in Indonesia. Language Circle: Journal of Language and Literature, 12(1), 91-102. https://doi.org/10.15294/lc.v12i1.11473