instructing, leading, and rescuing?; being instructed, led, and rescued?; displaying self-control?; responding emotionally?; being string, capable and
logical?; being uncertain and in need of reassurance?; being powerful and able to deal with problems?; being inept and defeated by problems?;
belonging to arrange of emotional types?; starting dialogues?; and making arrangements? Stockwell, 2003: 85.
Meanwhile, related to generic „man‟, the issue is similar to other experts. Stockwell 2003 argues that the generic „man‟ use does not represent the mental
images of both sexes. Otherwise, it depicts the mental image of a man first since the context may come afterwards. To avoid false generic „man‟, an author can
change the generic „man‟ into more neutral words. It means that a word can represent both sexes such as people for mankind, work force for manpower,
person-to-person for man-to-man, artificial for man-made, executive for businessman, chairperson for chairman, fire fighter for fireman, and leader for
statesman.
2.1.3 Author’s Belief
In section 2.a., author‟s belief has been introduced in short. The author‟s belief is one of the basic components in designing an English textbook Graves,
2000. The way author articulates their beliefs influences the content material in the textbook. Those beliefs can be detected through the use of language.
Moreover, images as a part of illustration also take into accounts since images can bring the referent to accelerate students in learning the language.
According to Graves 2000, there are four aspects which are considered to interpret author‟s beliefs, namely social context, language, learning, and teaching.
Grave‟s theory upon beliefs is mainly influenced from Stern‟s 1991 concepts upon language, society, language learning, and language teaching.
First, Graves‟s 2000 theory upon social context is adapted from Stern‟s 1991 theory of society which consists of sociolinguistic, sociocultural, and
sociopolitical. Sociolinguistic issues bridge language and social context in that they are concerned with how language is adapted to fit or not the social context.
Sociocultural issues are concerned with the interaction between language and culture. They include different dimensions of culture such as values e.g. gender
differences, attitudes e.g. towards roles of men and women, norms e.g. ways of greeting, eating, customs e.g. marriage customs, and products e.g. literature
and arts. Sociopolitical issues are concerned with how a given language or social group ethnic, gender, etc. is viewed by other social groups, access to language
and services, and also a critical awareness of how language is used. Second, belief upon language Grave, 2000 refers to the concept upon
language. In this case, Stern 1991 reinforces the nature of language. Related to language, the investigation should be conducted in the level of speech sounds in
phonetics and phonology, words lexicology, semantics, and morphology, sentences in syntax, meaning in semantics, and text, narrative, poem in
discourse analysis. Third, belief upon learning in Graves 2000 adapts the concept of language
learning in Stern 1991. This belief insists that the English design should count on the learner‟s differences and the processes of language learning. In the learner
differences, the intelligent differences are classified into visual, kinesthetic, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
auditory, and so on. Meanwhile, the learning process is classified into an inductive and deductive learning process.
The last, belief upon teaching from Grave 2000 is adapted fro m Stern‟s
1991 concept upon language teaching. In this case, the belief is closely related to teacher. However, students involve in deciding the method of teaching,
knowledge, and skill.
2.2 Theoretical Framework
EFL textbooks have some roles in English teaching and learning. The first role is EFL as a supporting media in the classroom‟s activities. The second role is
EFL as an agent of change. It indicates that the role of EFL textbooks is essential. Since this study is related to gender awareness and education, it focuses on
how gender awareness appears in the content of the English textbook as illustrated in the attributes of the male and female characters. To answer research problem,
the researcher adapts some theories proposed by Arliss 1991, Porreca 1984, Rifkin 1998, Stockwell 2003, Lee and Collins 2008, and Wu and Liu 2015.
Then, to confirm whether the author‟s beliefs influence the design or not, the
current study employs Graves‟ theory using social context namely, sociolinguistic, sociocultural, and sociopolitical issue in the text, illustration, and
language. Thus, the framework of pre-understanding is presented in figure 2.2. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
