Wina Anggraeni Lestari, 2014 GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY
STUDENTS Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER III RESEARCH METHODOLOGY
This chapter presents the methodology used in the present study. It describes the research design, the data collection and the data analysis of the study.
3.1 Reserch Design
The present study is descriptive qualitative because the present study focuses on description and interpretation of data Creswell, 2009. The study conducted textual
analysis and semi structured interview. The textual analysis was utilized to answer research question number one. The data were taken from the dialogues in a textbook
for university students. The semi structured interview was conducted to one of the author of the textbook. It was intended to confirm the factor that influence the
representation of gender in the textbook. It was conducted to complete the answer of research question number two.
3.2 Data Collection
The data was textual data taken from a textbook for university students. The data were collected to see gender representation appeared in the textbook. The texts which
included male and female participants were collected for the data. Textbook used in this study is Speaking for General Communication by Hermawan and Setyorini
2008, a local English speaking textbook for university students in Indonesia. It consists of fourteen chapters but only seven chapters were used for the data because
only those chapters contain dialogues and narratives. The present study focused in the textual data. Thus, pictures in the textbook were not taken into consideration in the
analysis. The second data were collected from the speculation of the finding. An
Wina Anggraeni Lestari, 2014 GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY
STUDENTS Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
open-ended interview to the author was conducted to find the factor of the representation proportion.
3.2.1 Categorization of Participants
In the process of categorizing the participants, four categories were used namely: 1 male, 2 female, and 3 mixed gender. Male is for the participant that refers to
male characters. It can be realized by the use of ‘he’ pronoun or proper name like
David, Yusuf, Mr Harris, etc. Female category is for female characters such as Rani, Nissa, etc; as well as pronoun
‘she’. Mixed gender is category for participant that refer to both male and female
characters. It may be realized by the use of proper name ‘Nissa and Johan’ and the
use of pronoun ‘we’, ‘they’ in which preceding information that refer male and
female were provided.
3.3 Data Analysis
The present study is aimed to reveal gender representation in textbook by using discursive approach.Van Leeuwen 2008 method of analysis was utilized to
investigate the representation. Each clause of the data was classified using Van Leeuwen’s categories of social actor. The social actors were firstly analyzed in terms
of their inclusion and exclusion in the text. The process of exclusion involves the process of suppression and backgrounding.
The inclusion process involves the process of activation and passivation. The activation and passivation processes can be in the forms of participation: the social
actor the participant involved in the action. They can also be in the form of circumstance of the action, as well as possessivation. The social actors were also
Wina Anggraeni Lestari, 2014 GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY
STUDENTS Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
classified according to whether they were represented as human, which is labeled as personalization, or non-human, called impersonalization.
The following tables provide the examples of exclusion and inclusion analysis. In the inclusion analysis, the alphabets represent the class of the categories, namely:
A=activation-participation-personalization B=activation-participation-impersonalization
C=activation-circumstantialization-personalization D=activation-circumstantialization-impersonalization
E=activation-possessivation-personalization F=activation-possessivation-impersonalization
G=passivation-participation-personalization H=passivation-participation-impersonalization
I=passivation-circumstantialization-personalization J=passivation-circumstantialization-impersonalization
K=passivation-possessivation-personalization L=passivation-possessivation-impersonalization
Table 3.1 Example of the inclusion analysis of the social actors No
Sentences Representation categories
Gender indication
Partic ipant
A B C D E F G H I J K L M F Mi
x
1 And I am just
celebrating it with my closest friends
V V
Acco mpani
ment 2
We stayed in Jakarta for three days
V V
Actor 3
That was really new for me.
V V
Benef iciary
Table 3.2 Examples of the exclusion analysis of the social actors No
Sentences Supp
resion Backgr
ound Gender
Partici pant
M F
Mix
1 They are in his campus to
learn Bahasa Indonesia. V
V Actor
2 And I am here to welcome
V V
Actor
32
and give you a campus tour.
The data were then counted to see the form of representation attached to male and female gender. To answer research question number two, a semi structured
interview to the author of the textbook was conducted. An interview protocol was used as a guide in conducting the interview see appendix c.
Wina Anggraeni Lestari, 2014 GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY
STUDENTS Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER V CONCLUSION AND SUGGESTION
This chapter is designed to present the conclusion of the gender representation study of the textbook for university students. It also provides suggestion for future study on
gender representation in the textbook.
5.1 Conclusion
This research examines two research problems, i.e. 1 gender representation in the textbook through Van Leeuwen
’s 2008 classifications of the social actor elaborated with the transitivity analysis, and 2 potential factors that affect the representation.It
is found that the social actorsarefrequently represented in inclusion rather than in exclusion. It implies that the textbook represents females and males in explicit ways
when they are embedded to their actions and utterances. In terms of gender, males are represented slightly more dominant
because males’ occurrences in inclusion are more frequent than female and mixed genders. The social actors are frequently represented
as an active and participatory human being because the most frequent inclusion classification is Activation-Participation-Personalization. Males are represented
frequently in this classification. In accordance with transitivity analysis, the social actors frequently play the
active role in Material process. The social actors are then represented as being active in relation to physical activities. In terms of gender, the most frequent participant who
plays an active role in material process is mixed genders. It indicates that female and males are represented equally in terms of the active roles in Material process. The
