It can be said that the average number and percentage of ERC in total does not represent the depiction and trend in each textbook and unit. The tolerable
difference in ERC is a result of varied and fluctuated numbers of female and male characters. Therefore, it cannot be merely said that female and male characters to
have almost the same initiative to speak first in conversation. Then, in EH, the data can be discerned in Table 4.5 and Figure 4.4.
Table 4.5: The Number of Firstness in EH Book
Unit Female
Male Total
Numbers Percentage Numbers Percentage C
1
20 51.3
19 48.7
39
4c 21
84 4
16 25
Total C 41
64.1 23
35.9 64
D 4d
18 50
18 50
36
6 4
19.1 17
80.9 21
Total D 22
38.6 35
61.4 57
Total EH 63
52.1 58
47.9 121
Table 4.5 presents female characters have more initiative to speak first in the conversation. As depicted in Table 4.5, female characters had 63 52.1
chances while male characters had 58 47.9 chances. The difference was only 5 chances 4.2. However, similar to ERC, it cannot be concluded that it shows
that female character and male characters almost have the same chances to speak first. Therefore, Figure 4.4 is built to illustrate the specific numbers of firstness in
EH. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Figure 4.4: The Comparison of Female and Male Firstness in EH
According to Figure 4.4, all units in Book C show that female characters had higher chances to speak first in conversation. The figure also shows that the
difference numbers between female and male characters was extremely higher in Unit 4c and Unit 6. The gap in Unit 4c was 68 17 chances, showing that
female characters had frequent initiative to speak first. Meanwhile, Unit 6 had 61.8 13 chances differences, pointing that male characters had frequent
initiative to speak first. However, there is an interesting result in Book D in Unit 4d. It shows that both charts were twin or similar. Unit 4d showed that female
and male characters had the same chance to speak first. Generally, the average in Book C shows that female characters had a lot of
chances to speak first since the difference was 28.2 18 chances. Meanwhile, the average in Book D reveals that male characters had more initiatives to speak
first since the difference was 22.8 13 chances. Both Book C and D do not show tolerable difference between the female and male characters.
In conclusion, the average difference among the characters in EH is a vague difference. It is the same case as in ERC. The difference is tolerable, yet it is only
51,4 84
64,1 50
19,1 38,6
52,1 48,7
16 35,9
50 80,9
61,4 47,9
20 40
60 80
100
Unit 1 Unit 4c Total C Unit 4d Unit 6 Total D Total EH
Female Male
a vague that the female and male characters have almost the same initiative to speak first in conversation.
4.1.3 Occupation
The Occupation category presents how female and male characters are depicted in working field. Not all textbooks show the occupation of female and
male characters as the major objective. Therefore, some textbooks have various and huge numbers of occupation and the others have small numbers of it.
In order to understand the data analysis better, a table showing the occupations for both female and male characters will be presented first. Then, a
figure showing the imbalance will be presented afterwards. This figure aims to bring a better depiction of the comparison. Although some occupations engage in
both female and male characters, the distribution of the occupations is not the same. Finally, the occupations which are specifically enclosed to one character
will be presented at the end. The way of depicting and explaining the results prevails for all titles.
Starting from ERC, table 4.6 shows the occupations which appear in female and male characters in ERC.
Table 4.6: The Occupation for Both Female and Male Characters in ERC Book No. Activities
Female Male
Total Number Percentage Number Percentage
A
1 actress
2 28.6
5 71.4
7 2
architect 1
16.7 5
83.3 6
3 doctor
1 10
9 90
10 4
teacher 8
53.3 7
46.7 15
Total A 12
31.6 26
68.4 38
B Total B
Total ERC 12
31.6 26
68.4 38
Table 4.6 illustrates that five different occupations engage with both characters in Book A. There is no result in Book B since the units in this book do
not focus on occupation as in Book A. Generally, male characters had more chances to work since the total percentage was 68.4 26 occurrences,
meanwhile female characters only had 31.6 chances 12 occurrences. The difference was huge, i.e. 36.8 14 chances.
Figure 4.5 vividly illustrated that the distribution of each occupation is different.
Figure 4.5: The Percentage of both Female and Male Occupations
Figure 4.5 demonstrates the differences of each occupation in percentage. The first three couples of charts, depicting actressactor, architect, and doctor,
reveal that male characters always had higher percentages. Moreover, the difference between the female and male characters in each occupation was huge.
Consecutively, the differences were 42.8 3 occupations, 66.6 4 occupations, and 80 8 occupations, showing that the differences were
intolerable. Meanwhile, the word teacher in Book A had small difference 6.6 compared to the previous three cases. In short, the differences among the word
actressactor , architect, and doctor are intolerable, meaning that the distributions
28,6 16,7
10 53,3
31,6 31,6
71,4 83,3
90
46,7 68,4
68,4
20 40
60 80
100
actressactor architect doctor
teacher Total A
Total B Total ERC
Female Male
within the words were not equal. It can be said that those words entail the stereotyping between female and male characters.
Beside those occupations, there are some occupations which only refer to female or male characters in ERC, as depicted in Table 4.8.
Table 4.7: The Occupation for Female and Male Characters in ERC Book No.
Female-Only Numbers
Male-Only Numbers
A
1 singer
7 dentist
7 2
housewife 6
electrician 6
3 typist
6 soldier
5 4
dancer 6
policeman 3
5 secretary
4 driver
2 6
nurse 4
farmer 2
7 tailor
2 sailor
2 8
staff 1
Total A 35
Total 33
B
teacher 1
Total B Total
1 Total ERC
35 34
Table 4.8 shows that male characters had more various occupations than female. ERC depicted that female characters frequently played a role as singer,
housewife , typist, dancer, secretary, nurse, and tailor. Meanwhile, male characters
often described as dentist, electrician, soldier, policeman, driver, farmer, sailor, and staff. Those occupations obviously stereotyped female and male characters.
The next two books which are under the title of EH, i.e. Book C, and D, does not present huge and various numbers of occupation since the objective of
the textbooks does not focus on occupation. The results are illustrated in Table 4.8.
Table 4.8: The Occupation for Both Female and Male Characters in EH Book No. Activities
Female Male
Total Number Percentage Number Percentage
C
1 janitor
1 50
1 50
2
Total C 1
50 1
50 2
D Total D
Total EH 1
50 1
50 2
According to Table 4.8, Book D is does not engage any occupation for both female and male characters and thus the occupation column for Book D is empty.
Meanwhile, Book C shows that the distribution was the same. Moreover, the most interesting one is that the occupation which entails the same number is janitor.
The same as in ERC, some occupations only appear for female and male characters. The occurrences of occupations in EH which appear only for female
and male characters are presented in Table 4.9.
Table 4.9: The Occupation for Female and Male Characters in EH Book No.
Female-Only Numbers
Male-Only Numbers
C
1 teacher
5 PE teacher
1 2
waitress 2
Total C 7
Total C 1
D
1 fashion designer
2 garbage collector
1 2
laundry shop 2
janitor 1
3 laundry staff
2
Total D 6
Total D 2
Total EH 13
3
Table 4.10 points out that female characters had more various occupations that male characters, showing the inverse of what occurred in ERC. Moreover, EH
shows that female characters had more various occupations, presenting that female characters had 5 various occupations while male characters only had 3
various characters. However, the word janitor had already shown in Table 4.8. It means that male characters only had 2 various occupations in general.
The female characters in ERC engaged with the word teacher, waitress, fashion designer, laundry shop,
and laundry staff. Meanwhile, the male characters in ERC played roles as PE Physical Education teacher, garbage collector, and
janitor . Similar in ERC, those words still tend to stereotype the work of female
and male characters. As the occupational data are separated in each title, Figure 4.6 attempted to
illustrate the number of occupation in general for ERC and EH in percentage.
Figure 4.6: The Comparison of Female and Male Occupations
Figure 4.6 shows that the patterns in ERC and EH, overall, were different. ERC evinced that male characters had more number of occupations than female.
The difference of occupation between both characters was 12.2. On the other hand, Book D depicted that the occupation for female characters was higher than
male. In this case, the difference was 55.6 and it was very huge. It can be articulated that both ERC and EH tend to depict that one character have more
chances to obtain occupations while the another character is jobless or unemployed.
43,9 77,8
56,1 22,2
20 40
60 80
100
ERC EH
Female Male
4.1.4 Noun
Noun category shows the female and male characters‟ attributes. In other words, this category presents the kinds of nouns which are attached to female and
male characters. Since the numbers of nouns are a lot of and various, this section only listed the categories of nouns which appeared in each textbook. The
categories of nouns appeared in this section derives from the researcher. Some nouns group together since they have some characteristics regarding
function or purpose. The specific list of nouns can be discerned in the Appendix A-D. After grouping together, the categories are made based on the similarities on
function or purpose. The categories are cloth, body, hair, drink, household, accessories, head‟s cover, feet‟s cover, musical instrument, technology, reading
material, relatives, school material, toys or playing material, fruits, transportation, foods, sport equipment, and others.
First, cloth category refers to types of clothes in textbook, for instance blouse
, dress, trousers, or sailor uniform. Second, body category classifies physical organs into one, such as nose, eyes, beard, or moustache. Third, hair
category shows hair style or haircut of each character, for example medium-length straight hair
, short curly hair, bald, or pigtail. Fourth, drink category refers to types of drink consumed by each character, such as coffee, orange juice, or ice
tea . Fifth, household category classifies certain things which are frequently
equipped in house such as tray, ladle, pillow, or broom. Sixth, accessories category shows little things used attributes for female or male characters, for
example headband, hair pin, glasses, or belt . Seventh, head‟s cover groups many
things used on head to show certain profession or to protect from sun light or PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
accident, for instance nurse hat, bamboo hat, sailor hat, or helmet. Eighth, the explanation of feet‟s cover is almost similar to head‟s cover, however, it is worn
on feet such as shoes, socks, high heels, or flip-flops. Ninth, musical instrument is related to certain object which produces sound, for example microphone or
tambourine . Tenth, technology category includes electronic or machine powered
by electricity, for instance television, laptop, sewing machine, or fan. Eleventh, reading material category refers to things which are read by people such as
newspaper , book, or novel. Twelfth, relative category shows the relationship
among characters, for example as sister, mother, brother, or uncle. Thirteenth, school material category includes all things related to school such as bag,
homework , or pencil. Fourteenth, toys or playing material category refers to all
things in playground or used as child‟s toys such as ball or kite. Fifteenth, fruit category include all things considered as fruit such as apple. Sixteenth,
transportation category includes all things used to help people migrate or move from one place to another place such as bicycle. Seventeenth, the explanation of
food category is similar to fruit category in which it includes all various foods, such as cake. The last category, sport equipment category refers to all things used
in sport activity such as racket. As seen in Table 4.10, not all categories appear in each textbook. The table
also shows that cloth and hair categories mostly contain of many kind of types. The rationale comes from the level of textbooks. Since ERC and EH are
accommodated for students in elementary school, those books need a lot of illustrations and pictures. Then, those pictures mostly contain of characters and
thus physical appearances along with the attributes mostly appear in those textbooks. Moreover, it also depends on the topic in the textbooks.
Table 4.10: The Number of Noun Types Category
Book A Book B
Book C Book D
F M
T F
M T
F M T
F M
T Cloth
16 15
31 7 8 15
9 6 15
8 15 23
Body 3
8 11 -
1 1
- 3
3 1
2 3
Hair
11 5 16
6 3
9 6
3 9
4 1
5 Drink
1 -
1 2
3 5
2 -
2 -
-
Household
7 5 12
1 -
1 1
1 2
3 12 15
Accessories 5
4 9
2 2
4 1
3 4
1 1
2
Head’s cover
1 6
7 -
1 1
1 -
1 1
1 2
Feet‟s cover 4
3 7
3 3
6 2
2 4
2 2
4
Musical Instrument
2 -
2 -
- -
- -
-
Technology 3
3 6
2 1
3 2
- 2
1 -
1
Reading Material
2 2
4 2
1 3
1 2
3 -
1 1
Relatives 3
3 6
4 3
7 2
- 2
4 7
11 School Material
5 5 10
- -
1 1
2 2
2 4
ToysPlaying material
1 2
3 -
- 1
1 2
- -
Fruit -
- 1
1 2
- -
1 -
1
Transportation -
- -
1 1
- -
- -
Food -
- -
1 1
- -
- -
Sport Equipment
- -
- -
1 1
2 -
- Others
5 3
8 6
3 9
5 5 10
2 2
4
Table 4.10 also shows some categories having blue color. It means that the categories have more priority to analyze in this section since those categories tend
to be stereotyped. The explanation will be divided into two parts according to the title, ERC and EH.
Some categories emerge in ERC are cloth, hair, household, accessories, h
ead‟s cover, musical instrument, technology, reading material, toysplaying material, transportation, and sport equipment. From those categories, some
categories showed that female characters always had more types than male characters, such as hair, household, and musical instrument. It seems that hair is
mostly considered as a part of female lifestyle therefore female character has various hair styles. Regarding household, female characters were depicted along
with kitchen utensil, such as pan, frying spatula, ladle, cup, plate, and spoon. It can be inferred that female still stereotyped with domestic work activities.
Musical instrument become an interesting category which emerged in female character since male characters did not show any number type of musical
instrument. However, only tambourine was shown as a real musical instrument since microphone was only supporting device in music performance. It seems that
a small attempt is emerged to depict female characters good at percussion instrument since this kind of instrument is sometimes identical to male character.
Male characters were close to head‟s cover and transportation category.
Regarding head‟s cover, in this study, this category is tied to the character‟s professions. It can be seen that male characters wore sailor hat, hat, bamboo hat,
police hat, and soldier helmet, while female characters wore nurse hat. It showed
that their professions influence the attributes which they wore. Transportation category only showed in Book B in which male character is linked to bicycle.
Meanwhile, female character did not show any association to transportation in ERC. Although it might be a small thing, it can unconsciously depict that male
characters are good at riding. Some noun categories also appear to be flexible, such as cloth, accessories,
technology, reading material, and toys. However, it does mean that those categories did not include anything which was stereotyping. As evidence, apron
which was classified into cloth wore by female characters. It means that female character is strongly adhered to domestic activity, cooking. Besides, reading
material category depicted female characters associated with novel and book. Meanwhile, male characters were associated with book and newspaper. It shows
that newspaper is commonly read by male, especially a middle-aged man. Meanwhile, female characters tend to read novel. According to theme and content
of reading material, newspaper is always related to news, something that is actual and based on fact. On the other hand, novel is mostly related to drama, fictional,
and linguistic things. This trend might lead people to unconsciously assume that male tends to like actual and factual topic, instead female tends to like drama,
fictional, and linguistic things. Besides, toys category also presented the same things. Female characters
were associated to see-saw, while male characters were associated to see-saw and kite
. It reveals that kite is still related only to male characters since playing kite is included as outdoor activities and thus male characters are mostly used to play
that. It might also lead people to articulate it different in which playing kite is commonly for male characters.
At the other side, EH has almost the same category as ERC. EH contains of cloth, hair, household, accessories
, head‟s cover, technology, reading material, toys, and sport equipment. In this case, hair and technology were associated to
female characters. Similar to ERC, EH tied hair category mostly for female characters since it is considered as a part of female lifestyle. Technology becomes
an interesting case since male character had no choice to use certain technology. However, it should be noted that types of technology also influences before
drawing into a conclusion upon this case. The technology in this case appears as television
, remote television, and laptop. Although those things might appear as PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
common technology, however, it might be different according to the place and user‟s age. Most of the times, male characters engaged more to technology instead
of female. However, the reality does not show the same. Table 4.10 also presents that male characters had higher numbers upon
reading material, i.e. book and newspaper. It is similar to what occurs in ERC. It assumes that male tends to like actual and factual topic while female tends to like
drama, fictional, and linguistic things. However, an interesting result shows that male and female characters had
the same numbers upon toys and sport equipment categories. Toys category engaged both female and male characters with ball. Then, sport equipment
category engaged both characters with racket. Obviously, it reveals that the authors attempted to make both characters had the same opportunities to play or
do those things in balance. The last result in this book presents that cloth, household, accessories, and
head‟s cover appear balanced and unbalanced. As explained previously, it does not show that no gender stereotyping includes in those categories. As evidence,
cloth category entails apron to female characters. It means that female character mostly depicted in the kitchen to do domestic work. However, an attempt to break
gender stereotyping exists in EH. In this case, household category consists of broom
. This word appears in Book C and D. It is not just a coincidence.
4.1.5 Masculine Generic Construction
Masculine generic construction category presents the occurrences of the words which employ suffix
–man in depicting certain roles or occupation. Textual PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
data are the only source for this category since the textual data is the only source that the author mentions explicitly hisher choices of words. The results showed
that masculine generic construction was only found in one textbook, namely Book A. The word policeman appeared for three times in this book. As the word
policeman came up in Book A, therefore ERC contains of masculine generic
construction. Meanwhile, EH does not represent any word considered as masculine generic construction.
4.1.6 Adjective
Adjective category presents the occurrences of adjective which appear in depicting female and male characters. Similar in masculine generic construction
category, this category only takes textual data as the main source since the adjectives in pictorial data are complicated to analyze. In addition, the adjective in
pictorial data is mostly regarding facial expression such as sad, happy, and etc. and physical traits such as tall, big, short. In this case, the illustrator is the one
who determines this kind of things. Table 4.11 illustrates the adjective appears in both female and male
characters.
Table 4.11: The Adjective for Both Female and Male Characters Title
Book Female
Male Adjective
Number Adjective
Number
ERC A
pointed 1
pointed 1
B -
- EH
C fun
2 fun
2 D
green 1
green 1
blue 1
blue 1
According to Table 4.11, adjective words engaged to both female and male characters in all textbooks, except Book B. It also showed that Book A, C, and D
distributed the same numbers of adjectives for both female and male characters. As seen in Table 4.11, ERC depicted both female and male characters had the
same physical appearances related to nose, which is pointed. It is similar to what occurred in Book C and D. Both characters had the same occasion to show fun. In
addition, both characters expressed the same colors, green and blue. However, some adjectives still engaged to certain characters as depicted in the Table 4.12.
Table 4.12: The Adjective for Female and Male Characters Title
Book Female-Only
Male-Only Adjective
Number Adjective
Number
ERC A
small 1
big 1
long 1
short 1
B hot
1 fine
1 not thirsty
2
EH C
bored 2
tired 1
good 2
D orange
1 black
1 pink
2 brown
1 purple
4 grey
1 red
1 white
1 yellow
2
Table 4.12 presented the adjectives appeared in each textbook. Book A contained of adjectives which depicted physical appearances of both characters.
Book A shows adjectives associated to size and measuremen t of characters‟ eyes
and hair. Regarding long – short for hair, it obviously sets that female
characterized with a long hair while male had a short hair. Meanwhile, Book B does not show any issue related to gender. Hot, not thirsty, and fine are still
considered as neutral adjectives. It can be concluded that, somehow, ERC entails stereotyped in adjective.
EH is represented in Book C and D. As seen in table 4.11, Book C contained of adjective words classified as feeling. It shows that female character
has more words to be expressed, such as bored and good. On the other hand, male characters had one expression of feeling. The last one, Book D, contained of
adjective words which categorized as colors. As seen in the table, female characters associated with orange, pink, purple, red, and yellow. Those colors
reveal that female characters had more colorful option regarding color. Moreover, they are considered as bright colors. Meanwhile, male characters were mostly
associated to dark colors, such as black, brown, and grey. Those colors were close in the color spectrum. Although there is white color, it is only mentioned once.
In conclusion, both ERC and EH still entail the stereotyping among female and male characters. Although the adjective words are not as many as the other
categories, those cases are able to represent the content of the books and author‟s
beliefs. Still, the occurrences depend on the topics discuss in each unit in each textbook.
4.1.7 Activities
Activities category presents what female and male characters usually do in the textbooks. Both textual and pictorial data become sources of this category. In
this section, the activities which engage to female and male characters are going to present first. Although the activities will appear in both characters, some
activities have different numbers in each character. For this reason, the unbalanced activities will be illustrated in figure to see the comparison of the
difference. Then, some activities which only engage to female and male characters are going to be presented afterwards.
In order to understand the data analysis better and effective, this section will present the balanced activities conducted by both female and male characters.
Then, some figures will illustrate the comparison of the unbalanced activities. Finally, table will present some activities which only engaged to female or male
characters. For the details, it can be discern in the Appendices. ERC shows that a balanced distribution appeared in eight activities, i.e.
listening , doing homework, studying, daydreaming, drinking, playing see-saw,
talking , and turning on a fan. Those activities are considered as indoor activities,
except playing see-saw. It means that almost both characters had the same chances in doing indoor activities.
Figure 4.7: The Unbalanced Activities for Both Female and Male Characters in ERC
63,6 54,5
75 66,7
66,7 40
31,6 28,6
49,5 60
42,9 25
44,5 47
36,4 45,5
25 33,3
33,3 60
68,4 71,4
50,5 40
57,1 75
55,5 53
10 20
30 40
50 60
70 80
sleeping eating
singing typing
writing playing football
reading swimming
Total A sitting
studying walking
Total B Total ERC
Male Female
Besides, some activities which appear for both characters are depicted in Figure 4.7. It exposes the unbalanced activities which appear in both characters in
percentage. Generally, ERC shows that the difference is still tolerable, i.e. 6, showing that male characters higher than female characters. The trend of overall
ERC is the same as the trend in Book A and B in total, presenting that male characters had conducted more activities than female characters. However, it does
not mean that there is no stereotyping regarding activity category. Based on figure 4.7, it shows that sleeping, eating, singing, typing, sitting,
and writing mostly engaged to female characters instead of male characters. Conversely, swimming, reading, studying, walking and playing football, mostly
affiliated to male characters. It reveals that female characters mostly engaged to indoor and passive activities. On the other hand, male characters mostly had
higher percentage in doing outdoor and active activities. Even, male characters depicted in passive activities, such as reading and studying, the prestige of the
activities were considered important compared to sleeping, eating, and sitting. Besides, ERC also shows some activities which only engaged to female or
male characters, as presented in Table 4.13. It reveals that male characters had more various activities and occurrences compared to female character. In ERC,
female characters frequently did cooking 7, dancing 6, and combing 3. Those activities obviously stereotype female activities in society. Meanwhile, male
characters appeared to do watching TV 7 and flying a kite 3. It seems that stereotyping occurs for male characters, too.
Table 4.13: The Activities for Female and Male Characters in ERC Book
No Female
Male Activities
Number Activities
Number
A 1
cooking 7
watching TV 7
2 drinking coffee
1 flying a kite
3 3
reading a novel 1
washing hands 1
4 combing
3 working
1 5
dancing 6
writing 1
6 laughing
1 controlling traffic
1 7
sewing 1
climbing 1
8 sitting
2 driving
2 9
teaching 1
examining the patient 2
10 farming
2 11
listening 1
12 make up
1 13
repairing the electricity 1
14 walking
2 15
washing hands 1
16 watching dancer
1
Total 23
Total 28
B
1 eating
1 drinking
1 2
opening a door 2
reading 1
3 turning on the lamp
1 repairing bicycle
1 4
teaching 1
Total 4
Total 4
Total ERC 27
32
According to Table 4.17, female characters appear to do indoor activities, namely cooking, drinking coffee, reading a novel, combing, dancing, laughing,
sewing, sitting, teaching, eating, opening a door, and turning on the lamp.
Meanwhile, male characters liked to do watching TV, flying a kite, washing hands, working, writing, controlling a traffic, climbing, driving, exami ning the patient,
farming, listening, make up, repairing the electricity, walking, watching dancer, drinking
, reading, repairing bicycle, and teaching. Those activities indicate that male characters associate to do masculine activity at most, such as controlling
traffic, climbing, driving, farming, repairing the electricity, and repairing bicycle.
In addition, male characters tend to have more choices in doing indoor and outdoor activities. The outdoor activities are depicted in flying a kite, controlling
traffic, climbing, driving, farming, and walking.
In general, ERC shows that female characters tend to do indoor activities while male characters can do both indoor and outdoor. Female activity still related
to domestic activity, such as cooking. Female characters also depicted to do trivial activities, such as sleeping, eating, drinking coffee, laughing, sitting, opening a
door, and turning on the lamp. They tend to do stereotyping female such as
combing, dancing, and sewing. Moreover, they mostly depicted to do passive
activities, such as reading a novel and writing. However, the word playing football
is a breaking activity which conducted by female characters. There is a little attempt to depict that females are energetic and active. They can do outdoor
activity as well as male characters. In ERC, male activities are still dominated by outdoor activities such as
playing football, walking , controlling traffic, climbing, driving, farming, repairing
the electricity, and repairing bicycle. Male characters tend to have more choices
in doing indoor or outdoor activities since the several of activities are fair enough between those two kinds of activities. Although some activities are considered
trivial, the other essential and important activities still more engage to male characters. Then, male characters tend to do stereotyping activities such as
driving, repairing the electricity, and repairing bicycle. They also characterize as
a brave person since they like to do challenging sport such as climbing. At the end, they are also frequently depicted to be active since the activities need
energetic power such as playing football. However, similar to what happens in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
female characters, male character also engages to a breaking stereotype, namely make up
. Stereotypically, this activity engages to female instead of male. For EH, since the activities in EH are a lot of and various, the activities for
female and male characters are illustrated in different figure, as presented in Figure 4.8 and 4.9. Before going further into figures, some activities which
appeared in balanced in EH were playing badminton, playing, smiling, and singing
. Some of them are outdoor and trivial activities. Although both characters share the same activities, some of them are unbalanced, as depicted in the
following figure.
Figure 4.8: The Unbalanced Activities for Both Female and Male Characters
in C
Although both characters had the same activities in EH, Figure 4.8 shows that female characters had more occurrences of activities than male, showing that
female characters had 51.3 occurrences and male characters had 48.7 occurrences. However, the difference is tolerable, i.e. 2.6. It is similar to Book
C in total.
94,1 85,7
58,3 44
11,8 37,5
33,3 45,1
52,9 51,3
5,9 14,3
41,7 56
88,2 62,5
66,7 54,9
47,1 48,7
20 40
60 80
100 watching tv
playing football waving hand
playing basketball reading
swimming introducing
talking Total C
Total EH Male
Female
The unbalanced activities in Book D are presented in Figure 4.9, as follows.
Figure 4.9: The Unbalanced Activities for Both Female and Male Characters in Book D
Figure 4.9 shows that the distribution was almost balanced in Book B. As evidence, the difference was only 0.6, less than 1. However, it does not mean
that the distribution for each activity balanced. Thus, the analysis on the details is needed.
According to Figure 4.8 and 4.9, EH reveals that female characters had higher distribution upon waving hand, playing football, watching TV, washing
hand, doing homework, brushing teeth, reading a book, ironing, rinsing, and
drying . It can be understood that most of the activities were indoor and domestic
activities, except playing football. Meanwhile, male characters had higher distribution in sleeping, hanging up clothes, introducing, talking, watching TV,
83,3 80
78,6 75
66,7 66,7
54,5 40
43,8 36,8
42,9 38,3
33,3 25
22,2 49,7
51,3
16,7 20
21,4 25
33,3 33,3
45,4 60
56,3 63,2
57,1 61,7
66,7 75
77,8 50,3
48,7
20 40
60 80
100 drying
rinsing ironing
reading a book brushing teeth
doing homework washing hand
cooking folding
washing watching tv
talking introducing
hanging up clothes sleeping
Total B Total EH
Male Female
washing clothes, folding clothes, and cooking. Those activities are considered as
indoor and domestic activities. The results are interesting since female characters still conduct indoor and
domestic activities. However, male characters also conduct both activities as well as female. It should be noted that EH attempts to break the stereotype through
engaging domestic activities for male characters. However, the distribution is still unbalanced.
To discern a clearly trend of activities category in EH, Table 4.14 shows the activities which only engage to female or male characters.
Table 4.14: The Activities for Female and Male Characters in EH Book
No Female
Male Activities
Number Activities
Number
C 1
walking 4
shaking hand 3
2 teaching
2 raising hand
1 3
catching a ball 1
sitting 1
4 kicking a ball
1 sweeping
1 5
rolling a ball 1
6 throwing a ball
1
Total 10
Total 6
D
1 playing computer
1 drawing
1 2
putting on dress 1
playing football 1
3 washing dishes
1 playing puzzles
1 4
working 1
reading newspaper 1
5 writing
1 taking a bath
1 6
walking 4
tying 5
7 teaching
2 shaking hand
2 8
putting on shoes 1
9 putting on socks
1 10
putting on sarong 1
11 putting on uniform
1 12
putting on trousers 1
13 raising hand
1 14
sitting 1
15 sweeping
1 16
tidying up shoes 1
Total 11
Total 23
Total EH 21
Total EH 29
Table 4.14 presented the numbers of activities which only emerged from one character. It shows that male characters had more various activities than
female characters. However, the table shows some interesting finding upon female activities. First, female characters are depicted to do outdoor activities, such as
walking , catching a ball, kicking a ball, rolling a ball, and throwing a ball.
Second, only one domestic activity appears for female, i.e. washing dishes. Third, female characters have attempted to be literate on the growing technology, as
presented in playing computer. Meanwhile, male characters have more indoor activities instead outdoor
activities. Out of 22, the outdoor activity is only playing football. This case is the inverse of what happens in ERC. Besides indoor activities, male characters also
have more domestic activities which are usually adhered to female, such as sweeping
and tidying up shoes. In general, EH brings a new color both for female and male characters
regarding activities. This book depicts that female characters can have more outdoor activities. In addition, EH also depicts that male characters have attempt
to do domestic activities although most of the activities are only in a small number. However, it can be said there is an attempt to break the stereotype.
At last, to discern a general depiction, figure 4.10 illustrates the comparison upon the activities for both characters.
Figure 4.10: The Comparison of Activities for Female and Male Characters
Figure 4.10 shows that male characters always had higher percentage both in ERC and EH. However, it is still tolerable since the difference is not extreme.
ERC had 3.8 in difference while EH had 6.4 in difference. It also reveals that both female and male characters are almost equal. Therefore, it can be said that
female characters are as active as male characters.
4.1.8 Place
Place category presents the location where female and male characters always appear in the textbooks, whether indoor or outdoor. The results derive
from both textual and pictorial data. All results are going to meticulously analyze in Table and Figure. Similar to the other categories, the occurrences of places
which appeared in both female and male characters are presented first in table. According to this table, the unbalanced numbers of places will be clearly depicted
in figure. Finally, the places which only engage to female and male characters will be shown in table.
Similar to the other previous categories, this category will present the results of the unbalanced places which engage to both characters in figure. Then, a table
48,1 46,8
51,9 53,2
42 44
46 48
50 52
54
ERC EH
Female Male
will show the result of places which only attach only to one character. To make the explanation precise and effective, two books having the same title will be
presented in the same figure and table. Before going further into the figure, ERC shows that some places which
engage to female and male characters had a balanced percentage namely playground
, canteen, house, and living room. Only one of those places is outdoor space. Moreover, two of them are public places and the others are private places.
The unbalanced places which engage to female and male characters are presented in Figure 4.11.
Figure 4.11: The Unbalanced Places in Both Female and Male Characters in ERC
72,7 66,7
66,7 42,9
40 33,3
25 25
20 44,8
47,1 16,7
43,2 44
27,3 33,3
33,3 57,1
60 66,7
75 75
80 55,2
52,9 83,3
56,8 56
10 20
30 40
50 60
70 80
90 kitchen
office terrace
classroom bedroom
house field
swimming pool school
Total A classroom
school yard Total B
Total ERC
Male Female
Table 4.11 shows that male characters in Book A and B had higher percentage in distribution. Because of this, the total number n ERC shows that
male characters had higher percentage than female characters. The difference was 12.
Based on Table 4.11, female characters are mostly located at kitchen, office, and terrace. Those places are considered as indoor. Meanwhile, male characters
are frequently located at classroom, bedroom, house, field, school, swimming pool, and school yard.
It shows that male characters are flexible to place. They can be placed at indoor or outdoor places.
Besides, Table 4.15 presents some places which only appear to one character in ERC.
Table 4.15: The Places in Female and Male Characters in ERC Book
No Female-Only
Male-Only Activities
Number Activities
Number
A
1
-
rice field 1
2 bus
1 3
clinic 3
4 dining room
3 5
factory 2
6 ship
1
Total Total
11 B
1 garden
2 kitchen
6 2
library 2
Total 2
Total 8
Total ERC 2
19
Table 4.15 shows that female characters only appear in the garden. At the other side, male characters appear in rice field, bus, clinic, dining room, factory,
ship, kitchen, and library. It means that male characters have more various places
to be placed both indoor and outdoor. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
In general, ERC locate female characters mostly in indoor places, such as kitchen, canteen, house, living room, bedroom, classroom, house,
and terrace. However, female characters still appear outdoor, yet in small number, such as
playground, school yard, field, and garden . Moreover, almost of those places
locate female characters in house or near house, such as kitchen, living room, bedroom, classroom, terrace, and garden
. On the other hand, male characters had more various places to be located
both indoor and outdoor. However, the obvious difference is that male characters have more various public places compared to female characters, such as clinic,
ship, factory, and library . Yet, male character also has some indoor places related
to house, such as living room, kitchen, bedroom, and dining room. However, it is only in small number.
Similar to ERC, the results of EH will be presented in figure and table. In EH, the balanced percentage is shown in some places, i.e. library, futsal arena,
badminton field, laundry shop, and bedroom. It reveals that both female and male
characters were mostly located in public places. To discern the unbalanced place, Figure 4.11 presents as follows.
Figure 4.12: The Unbalanced Places in Both Female and Male Characters in EH
Figure 4.12 illustrates that male characters in EH had higher percentage in distribution. Yet, it is almost equal distribution since the difference was only
6.9. The trend is almost the same as in each book, i.e. Book C and D. Consecutively, the differences were 5.8 and 2, showing that male characters
were higher than female. However, the differences were still tolerable. Based on Figure 4.11, female characters had higher percentage in canteen,
school, field, kitchen, living room, and school. It reveals that female characters
were mostly depicted in indoor. Moreover, those places were related to house and school. However, field shows that female characters were also placed at outdoor.
Meanwhile, male characters were in classroom, school yard, yard, and swimming pool
. It reveals that both male characters were sometimes placed indoor and outdoor. Most of those places were related to school.
62,5 55,6
54,8 40
38,5 35
47,1 83,3
75 66,7
36,6 37,5
55,5 46
46,6
37,5 44,4
45,2 60
61,5 65
52,9 16,7
25 33,3
63,4 62,5
44,5 54
53,5
20 40
60 80
100 canteen
school field
swimming pool school yard
classroom Total C
canteen kitchen
living room yard
classroom school
Total D Total EH
Male Female
Besides, EH also includes some places which specifically engage only to female and male characters, as seen in Table 4.27.
Table 4.16: The Places in Female and Male Characters in EH Book
No Female-Only
Male-Only Activities
Number Activities
Number C
1 living room
13 basketball arena
5 2
yard 2
waiting room 1
Total 15
Total 6
D
1 bathroom
1 library
1 2
bed 1
on the floor 1
3 house
9 in the sofa
1
Total 11
Total 3
Total EH 26
9
Table 4.16 shows that female characters were located in living room, yard, bathroom, bed,
and house. It shows that female characters were mostly placed around house. Meanwhile, male characters were located in basketball arena,
waiting room, library, on the floor, and in the sofa. Male characters had various
places since those places are not only around house. In general, EH locates female characters mostly around house, especially
indoor, such as in living room, kitchen, bed, bathroom, and house. However, some attempts have been shown to locate female characters in outdoor, such as in yard,
swimming pool, and field. Yet, the numbers are still lower than male characters.
Besides, house spaces related to male characters are only a few, such as kitchen and living room.
The places that predominantly associate to male characters are public spaces, such as school and surroundings, library, basketball arena, and
waiting room .
4.2 Discussion
This section will discuss the interpretation of the results of the study. In order to achieve effective and precise discussion, this section will be divided into
three parts, namely the level of gender awareness and authors‟ beliefs,
stereotyping, and breaking the stereotyping.
4.2.1 The Level of Gender Awareness and Authors’ Beliefs
The results of the determined categories become a source to discern the level of gender awareness in the four books. However, it will be determined
according to the title since each book under the same title is designed by the same authors. English for Real Communication ERC represents Book A and Book B.
English Hooray EH represents Book C and D.
Before going further into the discussion, Table 4.17 sums up the results in each category.
Table 4.17: The Summary of the Results No.
Category ERC
EH
1. Numbers of
Characters -
Almost equal vague -
Book A : FM -
Book B : FM -
Almost equal -
Book D : Unit 4 is balanced
2. Firstness
- Almost equal vague
- Book A and B: fluctuated in
each unit -
Unit 10 in Book A: balanced -
Almost equal vague -
Book C: FM -
Book D: FM 3.
Occupations -
FM -
Stereotyping -
FM -
Stereotyping, but there‟s a few attempt to break the
stereotyping 4.
Noun -
Stereotyping, but there‟s a few attempt to break the
stereotyping -
Trying to break the stereotyping, but there‟s a
few case of stereotyping 5.
Masculine Generic
Construction -
Book A: Policeman -
There is no word included as masculine
generic construction. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
No. Category
ERC EH
6. Adjective
- Book A : stereotyping
- Book B : neutral
- Book C : neutral
- Book D : stereotyping
7. Activities
- Almost equal
- Stereotyping, but there‟s a
few attempt to break the stereotyping
- Almost equal
- Trying to break the
stereotyping 8.
Place -
Most of the times are stereotyping
- Most of the times are
stereotyping
According to Table 4.17, ERC has low gender awareness in depicting female and male characters since most of the categories stereotype the role of both
characters. Meanwhile, EH has already had awareness upon gender, however, some gender stereotyping still exists. The level of gender awareness in EH can be
categorized medium. Some parts are still stereotyping and unbalanced and the other parts are trying to break the stereotyping.
The results show that a textbook as a product of designing material Graves, 2000 still entails gender bias in some aspects as previous studies had already
proved Porreca, 1984; Rifkin, 1998; Lee and Collins, 2008; Damayanti, 2014; Wu and Liu, 2015. It reveals that stereotyping towards female and male appears
in education through textbook. It occurs to all textbooks, both western and eastern textbooks. However,
after Porreca‟s 1984 study, which was conducted 32 years ago, it has been evidence that gender awareness can be raised or remains steady.
As Galiea and Rasyid 2015 have investigated English textbook, Real English, written by Western author, Peter James, the textbook is fully aware of gender
awareness upon equality. However, their investigations towards English textbooks written by Indonesian authors are not satisfying since there are many gender
biases and stereotyping towards female and male characters. Damayanti 2014, who has investigated English textbooks written by Indonesia authors a year before
Galiea and Rasyid 2015, also finds the same things. In this study, all investigated textbooks which are written by Indonesian authors almost show the
same result as the previous studies. However, this study looks deeper upon the cases through the authors‟ beliefs towards gender awareness. As seen in EH, the
level of gender awareness is medium. It reveals that EH has a huge attempt to break the stereotyping. There is also a little tendency for ERC to break the
stereotyping. Those things are disclosed through interview with the authors. In short, this study believes that the level of gender awareness is fully
influenced by the authors‟ perspectives and beliefs. It depends on the authors in articulating their beliefs upon a textbook and gender. Graves 2000 states that
articulating beliefs become a base or foundation in designing a course in which developing materials is included. It indicates that textbook is a product of material
design and it can detect the author‟s beliefs. In order to discern whether the
authors‟ entail their beliefs or not, interview with the author of each textbook is conducted. The aim is to obtain the trustworthiness and also confirmation upon
the results. Since the concern of this study is regarding gender awareness, the author‟s belief upon gender awareness becomes the main focus.
Starting from ERC, the results show that there are more stereotyping towards female and male characters, as seen in the occupation, masculine generic
construction, activities, and place categories will be meticulously explained in section 4.2.2.. However, there is a small part showing an attempt to break the
gender stereotyping, as seen in the interview with Silvester Goridus Sukur Appendix 5, an author of English for Real Communication:
“Yeah, but [sic] not in detail. At least, one simple thing is when I used in
the actors‟ name; [sic] always balance between the names of girls and boys, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
not boys boys and girls girls. But, I did not intentionally make it in balance
. ” SGS_13
“I think it‟s not difficult, but I do not think too much in gender.” SGS_17
The author of ERC admits that he attempted to put gender awareness as one
of the components in designing his textbook. However, he did not think and focus on gender excessively. Regarding gender, he seems to focus on the use of female
and male characters‟ names. When he mentioned the name of female and male characters in his textbooks, he tried to mention both names in a row. Therefore,
the female and male names came together in a sentence or conversation. However, the author admits he did not try to make it balanced.
Although author admits that he did not try to make a balance percentage upon female and male characters in certain category, there is a case showing a
balanced number of female and male characters. A balanced percentage occurs in firstness category in Unit 10, Book A. The percentage of female and male
characters exactly shows balanced, 50 for each character. Again, this kind of case is considered as an accident, as the author said as follows:
“Sexism is like male and female. As I told you, I did not do it specifically and intentionally
.” SGS_18
“I did not do that. I did not count specifically to make it balance. Yeah, i
t‟s time consuming. And then, at the same time, publisher forced us to finish the textbooks b
ecause it is connected with the demand.” SGS_20 The above statement evinces that the balanced percentage occurs
unintentionally. However, the author has already known about putting gender awareness in designing textbook, as seen in the following statement.
“Yeah, when you think this too much in designing your textbook. You need to count accurately.
For example, this chapter uses ten names. In these ten names, how many female names are there in the part? Only four?
Or Balanced, five? Or else, [sic] something like that. And it takes time.”
SGS_19 He said about counting the male and female characters to make a balanced
percentage in order to raise awareness upon gender. Yet, the author had a little concern on gender when he designed his textbooks. This notion was revealed in
the analysis in which ERC had low gender awareness. Moreover, the author
‟s perspective influenced the author in designing his textbooks, as seen in the following statement.
“Yeah, you‟re right. So, you go in detail. Maybe because I have traditional view
when the books do not use in big cities. But, I think in big city is not like that. But, in a remote area, female has a long hair.” SGS_34
The author admits that he had a traditional perspective when he designed his
textbooks. In this case, the traditional perspective refers to an ideology which treats female and male according to their gender role. Both female and male are
treated differently in society. Therefore, one character is marginalized in economic, education, social, politics, and others.
As the author admits that he still influenced by his traditional perspective, the design of his textbooks also reflected the perspective.
“And in the occupations, I think all of these occupations are related to women. This stereotypes women.” RN_31
“Yeah.” SGS_31 “Because what people commonly do at daily lives, at least in our country,
secretary is mostly for female.
” SGS_32
“Yeah. I think. Like this one, driver, farmer, sailor, and they are usually done by males.
” SGS_33
“But, I think in big city is not like that. But, in a remote area, female has a long hair.
” SGS_34 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Those statements reveal that the author has been tied to his traditional perspective while he was designing the textbooks. Because of this, he depicted female
characters had long hair, less job, masculine generic construction, almost indoor activities and jobs.
Most of the evidences reveal that ERC demonstrates low gender awareness since there is some stereotyping both for female and male characters. The
stereotyping is related to the occupation, noun, activities, and place which are attached to both characters. According to the interview with the author, the
stereotyping appears as the author has a traditional ideology upon gender. The author brings his belief as a reference to depict the male and female characters in
his design. On the other hand, EH shows many attempts to break the stereotyping for
both female and male characters. As seen in the results, the analysis demonstrates that EH has a medium level upon gender awareness. This attempt also appears in
the interview as a way to achieve trustworthiness, as explained and depicted as follows.
“There‟s something wrong with the relation of gender in our society. And gender is culture, is something that is throughout education and
socialization. It‟s something that is very urgent to talk early in our education through textbook. Because gender awareness then something
that should be taught through education. When it comes to material, we have to be careful we have to be sure that our material is not gender
bias.
” JSM_16
The statement above reveals that the author is fully aware to include
gender awareness in the design. She thought that gender as a part of culture which perpetuates through education and socialization. Because of that, she tried hard to
avoid gender bias in the textbook‟s design.
It strongly indicates that gender awareness is blended in the design. This notion is supported from the
author‟s statement which is seen in the following.
“Started in university then, I was interested in gender issue. I read book, I read journal. And then, I wanted to know about it, I tried what I
could do as a teacher. And then, I am as author. And then, I read a journal, Jurnal Perempuan
. I read that textbook can be a breeding ground for the ideology of patriarchy.
And then, after reading that, I tried to find out then. I tried to read the textbook that I used. I tried to be aware of every
picture that I used. What does the picture tell me? What does the illustration tell me? What does the name tell me? And then, because of
that, when I tried to design my textbook then. I tried to put that kind of awareness.
” JSM_17
The statement above shows that the author has already known the importance of raising gender awareness in the textbook‟s design. As she is interested in gender
issue, she believes that a textbook can be media to deliver and spread out particular ideology, especially patriarchy. As consequence, people would like to
take it for granted. Therefore, she tries hard to put gender awareness to avoid gender bias as a device to stop stereotyping both fore female and male in society.
However, it cannot be denied that some components in EH are still unequal. Most of the inequality shows that female characters had higher
percentage upon certain categories. For example, in activities category Book C, Unit 4, female characters were portrayed more frequently, and thus the
percentage were unequal, showing that female characters had higher percentage than male. As for this case, the author gave statement as follows.
“Because from the literature that I read then, female is portrayed doing something indoor, doing some domestic thing. So, male are often
portrayed doing outdoor activity. But then, perhaps, I was over doing it. Because we try to use the same characters for this one, using TPR.
We use TPR for the same character so if for example, I chose female
characters, it will be four then. ” JSM_28
“Well, I think it‟s okay. I mean that‟s to make up for the other characters in other textbooks. This is not revenge. At that time, I guess I tried to break
the stereotype. I thought at that time, Okay, I wanted to break the stereotype. But, at the end, I did not realize that there is more female
representation than male representation. Well, I think it was because it
talked about hobbies then. ” JSM_29
The above statement reveals that the author considered everything that is
put in the textbooks EH, notably gender awareness. The author thought that the most essential and substantial things regarding gender are related to the influence
and impact. In the statement JSM_28, it shows that the author is fully aware upon the impact of employing indoor activities for female characters. It may cause that
domestic things are female responsibilities. In order to change the perspective, the author attempted to break the
stereotyping by depicting outdoor activities for female characters at most. When it comes into the calculation, the results did not show the equality, showing that
female characters had higher percentage. It also occurred in the other unbalanced categories which show that female characters had higher percentage.
As the author had already explained, this case is out of the expectation. The things which emerge at the end are not fully considered. It means that the
unbalanced percentage or number does not become the focus. The most important thing is related to the content how female and male characters are associated
with. In other words, the most considerable purpose is regarding the influence of the content of the design.
Although the inequality still exists, the reason and case are still acceptable. The evidence explains that the author has already considered and included gender
awareness in the design. However, it cannot be automatically presented that female and male characters are equal and free from stereotyping. There are many
challenges that should be faced to avoid gender bias, as seen in the following statement.
“Then, because we work in the team. That’s not something that comes easily.
We began as a team 15 year ago. At that time, when I brought a kind of gender awareness in our design. It‟s a kind of foreign perspective
for my fellow. As usual, they made a joke of it..... ” JSM_20
“Yeah. But, you know what? Sometimes, when it comes to the illustration then, so we have to adjust this one. So, for the example, when we ask for
name, when we ask for colors, then... Say for example, number two, the name is female name, but the illustrator drew the male character. So,
this one should lose and the picture wins. Because, it is easier to change the text than the pictures.
” JSM_45 “In a lot of cases, the text then should change. The picture wins, the
illustration wins. In a lot of cases, the problem is we were not there. We
were not consulted. We only knew the results. ” JSM_46
Statement of JSM_20 reveals that working in a team can be a challenge in
designing a textbook which raises gender awareness. Since the other authors have different perspectives and beliefs upon gender, the degree on applying gender in
the textbook‟s design will also different. However, when this problem is solved,
the design will generate a good textbook which raises gender awareness. Statement of JSM_45 and JSM_46 indicate that the problem on raising
gender awareness comes from the external factor of the author, in this case, illustrator. When the illustrator has different perspective upon gender, she or he
may depict both female and male characters differently. Although illustrator did something wrong related to the character of the pictures, the wrong thing won no
matter what occurred next. Regarding this, the author does not have any privilege to change the final decision since the publisher is also in rush to distribute the
book, as seen in the following statement.
“But then, most of the times, because they rush, because they are pursuing momentum then.
Sometimes, the process is the manuscript, and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
then what we got is the copy of the final one. And then, we could not say anything about that one because of the time. So, what we could do is we
try to be careful with the pictures. The way we order the pictures and the way we design the text for the pictu
res.” JSM_24 Besides, EH also shows the same problem as ERC. The balanced number
and percentage occurred in EH. However, the result shows that it happened because of an accident.
The word accident emerges since the EH‟s authors did not intentionally doing it in balanced, as depicted in the following statements.
“Yeah. I did not realize. Because at the end, I did not.... When I finished the unit then, I did not count how many characters represented in the
unit. I only knew that I wanted to break the stereotype. I demystify that
female characters are not always doing indoor activities.” JSM_31
“Not, prepare it well, but [sic] by accident maybe. It means that we [sic] aware but we did not really count how many female and male characters in
that book.” JSM_35 In conclusion, the author‟s belief influences the product of material design.
As it has already explained by Graves 2000, the course designer, in this case, the author, implements his or her beliefs in all components. Since the product of
material design is a textbook, the beliefs are not intentionally in the textbooks.
4.2.2 The Stereotyping
This section discloses some stereotyping which appears to both female and male characters in ERC and EH. In this case, the stereotyping is associated to
perspective, custom, and ideology which differentiate the female and male roles in society. The discussion in this section derives from the results in the results
section. First, in the firstness category, ERC shows that the results are almost equal.
When the data of conversation are meticulously analyzed, the conversation tends PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
to stereotype female characters. Almost the conversation containing of mix characters, female and male, demonstrated that male character initiated the
conversation. Almost female characters who initiated the conversation have female characters as the interlocutors. It can be said that male is still considered as
the center in the public conversation while female and male characters were involved. This finding is similar to Dominguez
‟s research 2003 which look deeper onto the interaction among the interlocutors.
Second, the results of occupation category in both ERC and EH stereotype the role of female and male characters. Male characters in ERC are associated to
risky jobs soldier, policeman, driver, and sailor, prestigious jobs dentist, doctor,
and architect, and technical jobs electrician. Female characters in ERC are stereotyped to some jobs as singer, housewife, typist, dancer, secretary, nurse,
and tailor. Meanwhile, female characters in EH have stereotyping jobs, such as waitress, fashion designer, laundry shop,
and laundry staffs. The jobs depicted to female characters
are the inverse of male‟s occupations. Female characters have less risky, less prestigious, and domestic jobs. Those results also show that female
jobs are associated in indoor office. One part of the results is in l ine with Arlis‟
results 1991 in which female is positioned to work on the domestic jobs. Third, in the noun category, ERC shows that female characters were
depicted to a long hair whereas male characters had a short hair. Female characters were also associated with kitchen utensil, such as pan, frying spatula,
ladle, cup, plate, and spoon. As an attribute in the kitchen, female characters were
depicted to wear apron also happen in EH. Those nouns indicate that female characters are responsible to do domestic work. Regarding reading material,
female characters were depicted to like novel. It can be assumed that female is associated mostly to drama, fictional, and linguistic things.
Male characters are depicted good at riding since there is no transportation noun depicted for female characters. Then, newspaper mostly entails to male
characters in both textbooks. It may create an assumption that male characters like actual and factual topics since newspaper contains of those topics. Regarding toys
category, ERC demonstrates male characters to play kite. It can be articulated that playing kite
, outdoor games, is commonly appropriate to male. Fourth, masculine generic construction only appears on ERC. The English
textbook mentions a police job as policeman. Instead of using policeman, the author should use neutral term, i.e. police officer. The neutral term addresses to
both female and male characters, not only for male character, as suggested by Stcokwell 2003.
Fifth, the obvious stereotyping which appears in the adjective category emerges in EH. Female characters are associated with colorful choices, such as
orange, pink, purple, red, and yellow. Those colors are considered as bright
colors. Meanwhile, male characters are mostly associated to dark colors, such as black
, brown, and grey. Sixth, almost activities in ERC depict stereotyping for female and male
characters. Female characters almost have indoor and domestic activities such as cooking, combing,
and sewing. They are also depicted to do trivial activities, such as sleeping, eating, drinking coffee, laughing, sitting, opening a door, and turning
on the lamp . Moreover, they are mostly depicted to do passive activities, such as
reading a novel and writing. Meanwhile, male activities are dominated by outdoor
activities such as playing football, walking, controlling traffic, climbing, driving, farming, repairing the electricity,
and repairing bicycle. Male characters tend to have more choices in doing indoor or outdoor activities since the several of
activities are fair enough between those two kinds of activities. They also mostly engage to the essential and important activities. Moreover, they characterize as a
brave person since they like to do challenging sport such as climbing. At the end, they are also frequently depicted to be active since the activities need energetic
power such as playing football. These results are similar to a study by Wu and Liu 2015. Women frequently perform activities which stereotype their roles since
they mostly have domestic activities. Seventh, regarding place category, both ERC and EH depict female and
male characters in stereotypical way. Female characters mostly in indoor places, most notably around house, such as kitchen, canteen, house, living room,
bedroom, classroom, house, terrace, bathroom, bed, and house. On the other
hand, male characters have more various public places compared to female characters, such as clinic, ship, factory, library, waiting room, basketball arena,
and school.
4.2.3 Breaking the Stereotyping
Hutchinson and Torres 1994, in Crawford, 2002 define that textbooks can be an agent of change. Regarding this study, ERC and EH also can also be an
agent of change. In this case, both textbooks can change the stereotyping for both female and male characters.
Based on the results, there are some attempts to break the stereotyping. The first attempt to break the stereotyping appears in EH in occupation category. The
word janitor appears in both characters. Usually, only male character depicts as janitor
. EH also depicts that female characters as career women since the percentage of female characters who work is 77.8. It can be articulated that EH
has a tendency to break the stereotyping that male character, in this case father, is the only breadwinner in the family. This case shows that a female can be a
breadwinner, too. Besides, it can be articulated that female characters are open to work outside their houses. Therefore, they are not only adhered to domestic work.
Second, an attempt to break the stereotype appears in noun category. ERC demonstrates that female character play tambourine. It can be inferred that the
author takes into account that female character can play a percussion instrument. Usually, female character has small chance to play this kind of musical instrument
compared to male character Macleod, 1993 and Aube, 2011. Besides, ERC also depicts that male character did make up. Stereotypically, this activity engages to
female. The result of noun in toys category shows that male and female characters
had the same numbers upon toys ball and sport equipment categories racket. It reveals that the authors attempted to make both characters had the same
opportunities to play or do those things in balance. Usually, male characters are mostly associated with those types of nouns. Besides, EH shows that male
character held a broom. There is an attempt to show that male character is allowed to do domestic work, not only female.
The last one is in activities category. EH depicts the most obvious attempt to break the stereotyping. Female characters can have more outdoor activities, such
as walking, catching a ball, kicking a ball, rolling a ball, and throwing a ball. There is only one domestic activity appears for female, i.e. washing dishes.
Besides, female characters have attempted to be literate on the growing technology, as presented in playing computer. In this category, EH shows that
male characters have more indoor activities instead outdoor activities. Out of 22, the outdoor activity is only playing football. Besides indoor activities, male
characters also have more domestic activities which are usually adhered to female, such as sweeping and tidying up shoes.
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CHAPTER 5 CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS
This chapter consists of three parts, namely, conclusions, implications, and recommendations. Conclusions summarize several essential points of the study.
Implications depict the impact of the study in English Language Studies. Recommendations present some suggestions for some parties who are connected
to this issue and also for future research or work.
5.1 Conclusions
A content analysis has been conducted to investigate the appearance and level of gender awareness in English textbook for the elementary students. Four
English textbooks, English Hooray EH and English for Real Communication ERC, which were published by Grasindo and Erlangga became the subject of the
analysis. This study employed some theories upon gender from other previous studies such as Porreca 1984, Arliss 1991, Rifkin 1998, Holmes 2001,
Dominguez 2003, Stockwell 2003, Mills 2005, Lee and Collins 2008, Wu and Liu 2015, and Galiea and Rasyid 2015. The results show that ERC still has
low level of gender awareness. Meanwhile, EH has medium level of gender awareness.
Since this study also attempted to disclose the influence of the author‟s beliefs towards English textbooks as a product of design material, the interview
with the authors was conducted to confirm the results and interpretation. In this case, theories from Graves 2000 are employed to support the results. According
to the interview, it shows that the author‟s belief influences the product of
material design and thus t he components in the textbook‟s design reveal the
author‟s beliefs. The belief is connected with the author‟s experience which has been built for a long time.
This study also highlighted other important results regarding some attempts to break the stereotyping in depicting female and male characters. For
example, female characters are open to work outside their houses; therefore they are not only adhered to domestic work. It indicates that there is a chance to
employ textbook as an agent of change Hutchinson and Torres, 1994, in Crawford, 2002. In this case, the change is to raise awareness upon gender.
It cannot be denied that the strength of this study appears in the interview with the authors of the chosen textbooks. The other previous studies did not
conduct an interview with the author. The analysis upon the English textbook became the primary data to determine the gender awareness. As this study
attempts to contribute a lot in creating and changing the stereotyping for the sake of equality, an unstructured interview was conducted for each author of the
English textbook. In conclusion, this study reveals that a textbook can be used as an agent of change, in this case changing the stereotyping related to gender.
Therefore, gender equality through education can be achieved step by step.
5.2 Implications
