Exploring Gender Issues Through Vocabulary Learning in Barbie (2023)

Rusydi Muhammad Yusuf

doi:10.58258/1xpa7d88

Authors

Rusydi Muhammad Yusuf Universitas Darma Persada Jakarta

DOI:

https://doi.org/10.58258/1xpa7d88

Keywords:

gender discourse, vocabulary learning, EFL learners, Barbie (2023), critical language awareness.

Abstract

This study investigates how gender issues represented in Barbie (2023) contribute to vocabulary learning among English as a Foreign Language (EFL) learners. Using a qualitative descriptive approach, the research analyzes selected dialogues from the film to identify gender-related vocabulary and examine their contextual meanings within the narrative. The study focuses on lexical items associated with themes such as gender stereotypes, patriarchy, empowerment, identity, equality, and self-expression. The findings reveal that the film provides rich and authentic exposure to gender discourse, enabling learners to understand vocabulary beyond its literal meaning by exploring connotations, ideological implications, and sociocultural contexts. Furthermore, the dialogues demonstrate how lexical meanings shift according to context, allowing learners to develop deeper vocabulary knowledge and critical language awareness. The study also highlights the pedagogical value of film-based learning in promoting engagement, contextualized vocabulary acquisition, and cultural literacy. Overall, Barbie (2023) serves as an effective resource for integrating vocabulary learning with critical discussions of gender and social issues in EFL classrooms.

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