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
The results of the study have some scientific and practical implications in raising gender awareness through education, especially in English education.
First, the scientific one refers to the implication of the study upon the ELS PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
English Language Studies knowledge regarding gender awareness in the EFL textbooks. The theory upon teaching and learning English should not neglect that
stereotyping does exist within the society. It should be included as an issue in education since education can also become a media to transfer ideology.
Second, the practical one may suggest some implications of the study towards the textbook authors and teachers or educators. The textbook authors
should include gender issue in their design. They should be fair to depict the representation of female and male characters in their design as a way to break the
stereotyping to both characters. Then, the teachers or educators should be careful and critical in choosing a good textbook as media in teaching and learning process
for their students. The textbooks should also include gender awareness issue. Therefore, their students will not be trapped into stereotyping female and male in
the society.
5.3 Recommendations
As mentioned previously, this study may far from perfect. In other words, it may have some weaknesses. For this reason, many researchers may replicate or
conduct other studies regarding gender awareness in English textbook. Therefore, this study has some recommendations for the future researchers.
First, future researcher can conduct an analysis on English textbook in series, from the first to sixth graders. They can discern the pattern of gender
awareness designed by the same authors. Second, future researcher can conduct a study which does not include author, but also editor, illustrator, and users in the
interview to support the data. Third, future researchers can conduct RD study to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
create an English material which considers gender awareness aspect as one of the criteria.
92
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5 6, 116-129. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDIX 1: English for Real Communications for Grade 3 Book A 1: The Analysis Results of Text in English for Real Communication for the Third Graders Book A
1.1: The Numbers of Female and Male Characters Table 1.1: The Numbers of Names and Pronouns from Unit 1, 5, and 10 in English for Real Communication for the Third
Graders Book A Unit Type of text Female Numbers
Male Numbers Both Numbers Unidentified Numbers
1 Conversation you
4 you 1 -
0 Student A 1
I 4 I
3 Student B
1 Lydia
7 he 11
she 2 Peter
1 Tanty
1 Steven 9
Liana 3 Charles
1 Ross
2 Anto 2
Nia 1
Rina 1
Lia 1
Total 26
28 2
Sentence I
2 I 2 -
0 you 6
she 18 he
24 I
11 you
1
Total 21
26 17
Words Ross
1 Charles 1 -
0 - Jane
1 Peter 1
Unit Type of text Female Numbers Male
Numbers Both Numbers Unidentified Numbers
Liana 1 John
1 Lydia
2 Ryo 1
Nadia 1 Steven
2 Tanty
1 Albert 1
Allo 1
Total 7
8
5 Conversation -
0 - 0 -
0 -
Total
Sentence I
1 I 7 -
0 I 2
Ross 3 Ryo
2 She
4 Steven 3
He 5
Total 8
17 2
Words Ross
1 Steven 1 -
0 -
Total 1
1
10 Conversation
Alice 1 Alan
1 They 2 -
Anna 1 Albert
2 Cecil
2 Aldi 1
Cintia 1 Anto
1 Jane
1 Charles 1
Lia 4 Eric
1 Liana
1 John 3
Lisa 3 Peter
3 Mary
1 Steven 3
Nadia 1 He
6 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Unit Type of text Female Numbers Male
Numbers Both Numbers Unidentified Numbers
Nia 1 I
2 Ria
2 You 2
Riana 1 Boy
1 Rina
1 Ross
1 Tina
1 She
6 I
1 You
3 They
2
Total 35
27 2
Sentence Nadia
4 Charles 3 They
1 I 12
she 20 he
17 We 2 They
9 I
5 You
4 Steven
5 They
1
Total 24
31 3
25
Words Alisa
1 Abdul 1 -
0 - Ross
1 Albert 1
Ardi 1
Brian 1
Candra 1
Ryo 1
Steven 1
Total 2
7
Table 1.2: The Numbers of Names and Pronouns in English for Real Communication for the Third Graders Book A in Each
Chapter Unit
No. Female Numbers
Male Numbers Both Numbers Unidentified Numbers
1 1
I 6 Albert
1 - 0 I
11 2
Jane 1 Anto
2 Student A
1 3
Lia 1 Charles
2 Student B
1 4
Liana 4 he
35 you
6 5
Lydia 9 I
5 6
Nadia 1 John
1 7
Nia 1 Peter
2 8
Rina 1 Ryo
1 9
Ross 3 Steven
11 10
she 20 you
1 11
Tanty 2 Allo
1 12
you 5
Total 54
62 19
5 1
I 1 I
7 - 0 I
2 2
Ross 4 he
5 3
she 4 Ryo
2 4
Steven 4
Total 9
18 2
10 1
Alice 1 Abdul
1 they 3 I
12 2
Alisa 1 Alan
1 we 2 they
9 3
Anna 1 Aldi
1 you
4 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Unit No.
Female Numbers Male
Numbers Both Numbers Unidentified Numbers
4 Cecil
2 Anto 1
5 Cintia
1 Ardi 1
6 I
1 Boy 1
7 Jane
1 Brian 1
8 Lia
4 Candra 1
9 Liana
1 Eric 1
10 Lisa
3 Ryo 1
11 Mary
1 they 1
12 Nadia
5 you 2
13 Nia
1 Albert 3
14 Ria
2 John 3
15 Riana
1 Peter 3
16 Rina
1 Charles 4
17 Ross
2 I 7
18 she
26 Steven 9
19 they
2 he 23
20 Tina
1 21
you 3
Total 61
65 5
25
Table 1.3: The Numbers of Names and Pronouns in English for Real Communication for the Third Graders Book A No.
Female Numbers Male
Numbers Both Numbers Unidentified Numbers
1 Alice
1 Abdul 1 they
3 Student A 1
2 Alisa
1 Alan 1 we
2 Student B 1
3 Anna
1 Albert 4
you 10
4 Cecil
2 Aldi 1
I 25
5 Cintia
1 Anto 3
they 9
6 I
8 Ardi 1
7 Jane
2 Boy 1
8 Lia
5 Brian 1
9 Liana
5 Candra 1
10 Lisa
3 Charles 6
11 Lydia
9 Eric 1
12 Mary
1 he 63
13 Nadia
6 I 19
14 Nia
2 John 4
15 Ria
2 Peter 5
16 Riana
1 Ryo 4
17 Rina
2 Steven 24
18 Ross
9 they 1
19 she
50 you 3
20 Tanty
2 Allo 1
21 they
2 22
Tina 1
23 you
8
Total 124
145 5
46
Table 1.4: The Numbers of Female and Male Characters in English for Real Communication for the Third Graders Book A
Unit Female Male
Both Unidentified Total
1 54
62 20
136 5
9 18
2 29
10 61
65 5
25 156
Total 124
145 5
47 321
Table 1.5: The Percentage of Female and Male Characters in English for Real Communication for the Third Graders Book A
Unit Female Male
Both Unidentified
1 39,7
45,6 14.7
5 31,0
62,1 6.9
10 39,1
41,7 3.2
16
Total 38.6
45.2 1.6
