B. Identification of the Problem
Based on the background of the study, the problems are identified as follow: 1.
The English teachers commonly use a textbook without analysis. 2.
The English teachers commonly rely on a textbook provided by the school. 3.
The English teachers assume that textbook analysis takes time. 4.
The English teachers usually do not consider the sociocultural aspects like the concept of gender in the textbook.
C. Limitation of the Problem
This study focuses on the analysis of gender representation in English textbook for the seventh grade students entitled Bright: An English Course for
Seventh Grade Junior High School Students published by Erlangga. The textbook is analyzed whether or not it represents gender equally.
D. Formulation of the Problem
Based on the limitation of the problem the research question is formulated as follow:
Is gender represented equally in the Bright: An English Course for Seventh Grade Junior High School Students?
E. Objective of the Study
Based on the formulation of problem, the objective of the study is to see whether or not gender is represented equally in the Bright: An English Course for
Seventh Grade Junior High School Students.
F. Significance of the Study
The results of the study are expected to be useful for the writer, readers, and further researchers. The significances are as follow:
1. The writer
For the writer, the study is expected to give more knowledge about gender bias in language that may exists in the Bright.
2. Readers
For the readers, the study is expected to provide information how gender is represented in the Bright.
3. Further researchers
For further researchers, this study is expected to be one of references to conduct a deeper study about gender representation in the Bright.
6
CHAPTER II THEORETICAL FRAMEWORK
A. Literature Review
1. Textbooks
a. Understanding of Textbooks
Textbooks are usually needed in teaching and learning process as guidance for both teachers and students. Reed et al define textbook as an
instructional tool mostly used in the classroom.
1
Likewise, Ur says that textbook means a lesson book teachers and students have, and it is followed
systematically as the basis of language course.
2
In conclusion, textbooks are a set of instructional materials used systematically by teachers and students in the classroom as a main resource in
teaching and learning activities. It contains some parts of materials, such as grammar, vocabulary, reading texts, and exercises. It also consists of
pictures or other illustrations. b.
Textbook Analysis Because of many textbooks published, teachers have to analyze a
textbook before using it. They need to be able to choose a textbook selectively. Harmer states that before selecting a textbook, teachers have to
analyze, pilot, and ask students’ opinion which textbooks are the best for them.
3
Those steps help teachers know the strengths and weaknesses of a
1
Arthea J.S. Reed, Verna E.B., Mary W.o., In the Classroom; An Introduction to Education, New York: McGraw Hill, 1998, third edition, p. 256
2
Penny Ur, A course in Language Teaching: Practice and Theory, Cambridge: Cambridge University Press, 1996, p. 183
3
Jeremy Harmer, 2007, op. cit., p.153
textbook. Therefore, they need to understand how to analyze a good textbook.
Analyzing textbooks means examining the content such as learning materials, exercises, illustrations, and so on. Then, the textbook analysis
aims to describe a textbook. According to Harmer a good textbook contains stimulating and interesting materials including language items with
appropriate sequences, clear explanation about what to be learned, and a summary of previous materials.
4
Besides, Chunningsworth suggests four guidelines to analyze textbooks in the following.
- Coursebooks should correspond to the learners’ need. They should
match the aims and objectives of the language-learning programme. -
Coursebooks should reflect the use present or future which learners will make of the language. Select coursebooks which will help to
equip students to use language effectively for their own purposes. -
Coursebooks should take account of students’ needs as learners and should facilitate their learning processes, without dogmatically
imposing a rigid ‘method’. -
Coursebooks should have a clear role as a support for learning. Like teachers, they mediate between the target language and the learner.
5
In addition, the followings are the other guidelines suggested by Wen-Cheng et al. The textbooks should:
- be up to date
- present relevant content.
- consider linguistic and cultural diversity
- have suitable layout and formatting
- contain appropriate and clear illustrations
- contain clear, authentic and suitable audiovisual materials
4
Jeremy Harmer, the Practice of English Language Teaching, New York: Longman, 1991, new edition, p. 257
5
Alan Cunningsworth, Choosing Your Coursebook, Oxford: Macmillan Publishers Limited, 1995, pp. 15
– 17
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