Gender representation in the english textbook: a content analysis of bright for seventh grade students published by Erlangga

GENDER REPRESENTATION IN THE ENGLISH

TEXTBOOK

(A Content Analysis of Bright for Seventh Grade Students

Published by Erlangga)

By:

UMMU SALAMAH 1110014000023

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH

AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

i

ABSTRACT

Ummu Salamah (NIM: 1110014000023), Gender Representation in the English Textbook (A Content Analysis of Brigth for Seventh Grade Students Published By Erlangga), Skripsi of English Education Department at Faculty of Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.

Key words: gender representation, English textbook.

The objective of this study is to see whether gender is represented equally in the English textbook for the seventh grade students. The object of the study was the English Textbook entitled Bright: An English Course for Seventh Grade Junior High School Students by Nur Zaida, and it was published by Erlangga in 2014.

The study focused on the six aspects of analysis suggested by Logsdon, they were number of female/male pictures, number of female/male mentioned, number of female/male roles, number of female/male games, number of female/male role models, and pattern of mentioning female/male names.

The results show that males dominate in four aspects including pictures, female/male roles, female/male games, and female/male role models. While, females were more visible in two aspects, number of female/male mentioned and pattern of mentioning female/male names. Therefore, gender is represented unequally in Bright: An English Course for Seventh Grade Junior High School Students.

i

ABSTRAK

Ummu Salamah (NIM: 1110014000023), Gender Representation in the English Textbook (A Content Analysis of Brigth for Seventh Grade Students Published By Erlangga), skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.

Kata kunci: gender representation, English textbook

Penelitian ini bertujuan untuk melihat representasi gender di dalam buku teks Bahasa Inggris untuk siswa kelas tujuh sama atau tidak. Objek penelitian ini ada buku teks Bahasa Inggris berjudul Bright: An English Course for Seventh Grade Junior High School Students oleh Nur Zaida, dan diterbitkan oleh Erlangga tahun 2014.

Penelitian ini fokus pada analisis enam aspek berdasarkan Logsdon, yaitu jumlah gambar perempuan/laki-laki (number of female/male pictures), jumlah perempuan/laki-laki yang disebutkan (number of female/male mentioned), jumlah peran perempuan/laki-laki (number of female/male roles), jumlah permainan perempuan/laki-laki (number of female/male games), jumlah model perempuan/laki-laki (number of female/male roles models), dan pola penyebutan nama perempuan/laki-laki (pattern of mentioning female/male names).

Hasil penelitian ini menunjukkan bahwa laki-laki mendominasi empat aspek, yaitu jumlah gambar laki-laki/perempuan (number of female/male pictures), peran perempuan/laki-laki (female/male roles), permainan perempuan/laki-laki (female/male games), dan model laki-laki/perempuan (female/male role models). Sedangkan perempuan mendominasi dua aspek, yaitu jumlah perempuan/laki-laki yang disebutkan (number of female/male mentioned) dan pola penyebutan nama perempuan/laki-laki (pattern of mentioning female/male names). Jadi, representasi gender dalam buku teks Bright: An English Course for Seventh Grade Junior High School Students tidak sama.

ii

ACKNOWLEDGMENT

In the name of Allah, the Beneficent, the Merciful

All praise be to Allah, the Lord of the world, the king of day after and the Owner of everything in this universe. He is the one who always gives the writer strength, so she can accomplish this research. Shalawat and salam be upon to the prophet Muhammad Shalallahu ‘alaihi wa salam, his family, his relatives and his faithful followers.

The writer would say her deepest gratitude and a lot of thanks to her dearly love parents and her lovely sisters and brothers, especially Malik Masyhuri who always support her. Moreover, the writer also would like to give great honor to her advisors, Mr. Drs. Nasifuddin Djalil., M.Ag and Mrs. Maya Defianty, M.Pd who have spared their time to guide the writer patiently during developing this study.

Furthermore, the writer would like to give special gratitude to :

1. Mrs. Nurlena Rifa’i, Ph.D, the Dean of faculty of Tarbiyah and Teachers’ Training of Syarif Hidayatullah State Islamic University, Jakarta.

2. Mr. Syauki, M.Pd, the Head of Department of English Education.

3. Mr. Zaharil Anasy, M.Hum, the secretary of Department of English Education. 4. Mr. Didin N. Hidayat, MA TESOL as the academic advisor in Department of

English Education for his great advice and support.

5. All lecturers in Department of English Education for teaching precious knowledge and educating the writer during her study from the first semester. 6. Her beloved friends, Sari Febrianti, Siti Afifah, Listianty R.M, N. Yani Saniatul

A., Sita Pradhita N., Robiatul Adawiyah, Ranny Junita A., Nur Pratiwi, Nur

Maw’izatillah, and especially Noer Alamsyah F.H. who always share any

ideas, give valuable advice and the greatest spirit, and always become the greatest mate.

iii

8. Her all friends in Department of English Education, academic year 2010/2011 especially class A who can not be mentioned one by one.

Finally, the writer really hopes that her writing will be useful for the writer herself and for the readers. Amin

Jakarta, September 2014 The writer

iv

TABLE OF CONTENTS

ABSTRACT ... i

ACKNOWLEDGMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vi

LIST OF FIGURES ... vii

LIST OF APPENDICES ... viii

CHAPTER I : INTRODUCTION A. Background of the Study... 1

B. Identification of the Problem... 4

C. Limitation of the Problem... 4

D. Formulation of the Problem... 4

E. Objectives of the Study... 4

F. Significance of the Study... 5

CHAPTER II : THEORETICAL FRAMEWORK A. Literature Review... 6

1. Textbooks... 6

a. Understanding of Textbooks ... 6

b. Textbook Analysis ... 6

2. Gender... 11

a. Understanding of Gender ... 11

v

B. Theoretical Framework ... 22

C. Previous Study... 23

CHAPTER III : RESEARCH METHODOLOGY A. Method of the Study... 25

B. Object of the Study... 25

C. Technique of the Data Collection ... 25

D. Technique of the Data Analysis ... 26

CHAPTER IV : FINDINGS AND DISCUSSSION A. Data Description... 27

B. Data Analysis ... 32

C. Interpretation ... 37

CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion... 41

B. Suggestion... 41

REFERENCES ... 43

APPENDICES ... 46

vi

LIST OF TABLES

Table 2.1 Common Traits Associated with Women and Men ... 16

Table 4.1 The Number of Female and Male Pictures In the Textbook ... 27

Table 4.2 The Number of Female and Male Mentioned In the Textbook ... 28

Table 4.3 The Number of Female and Male Roles In the Textbook ... 29

Table 4.4 The Number of Female and Male games or Sports in the Textbook ... 31

vii

Figure 4.2 a woman watering plants ... 33

Figure 4.3 a woman preparing meals ... 33

Figure 4.4 a cook ... 34

Figure 4.5 a teacher ... 34

Figure 4.6 a fruit seller ... 34

Figure 4.7 a librarian ... 34

Figure 4.8 a security guard ... 35

Figure 4.9 a caretaker ... 35

Figure 4.10 a muscular man ... 36

Figure 4.11 a slim woman ... 36

viii

LIST OF APPENDICES

Appendix 1 The Number of Female and Male Pictures In the Textbook ... 47 Appendix 2 The Number of Female and Male Mentioned In the Textbook ... 48 Appendix 3 The Roles of Female and Male In the Textbook ... 49 Appendix 4 The Number of Female and Male Games or Sports in the Textbook .... 50 Appendix 5 The Number of Female and Male Role Models In the Textbook ... 51

1

CHAPTER I INTRODUCTION A. Background of the Study

It is common to use a textbook in a classroom. Teachers spend much time using a textbook in the class since it provides them with guidance in course and activities. By using a textbook, teachers know what to teach and what to do in the class. Besides, it may provide multiple resources like CDs, videos, workbooks etc. That could advance both teachers and students in teaching and learning process. Consequently, textbooks play important roles in teaching and learning.

Firstly, for teachers a textbook assists and supports them to achieve their goals in teaching process.1 It allows teachers to adapt and modify it in order to meet students’ needs. Further, it helps teachers to design activities in the class that motivate students.

In addition, for students a textbook becomes one of resources to get linguistic input. It is supported by Richards that a textbook provides an effective language model and input.2 Further, a textbook allows students to prepare what to learn next and to review what they have learned.3 Therefore, choosing the most appropriate textbook is needed.

However, according to the writer’s experiences during PPKT (Praktik Profesi Keguruan Terpadu), it is found that the English teachers commonly use a textbook without analyzing the content. They also usually rely on a textbook provided by the school. They states that they have less knowledge of textbook

1

Sasan B. And Amir H. R., Evaluation of an ESP Textbook for the Students of Sociology, Journal

of Language Teaching and Research, Vol. 2, No. 5, 2011, pp. 1009- 1014

2

Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge: Cambridge

University Press, 2001), p. 254

3

Jeremy Harmer, How To Teach English, (Oxford: Pearson Education Limited, 2007), new

2

analysis. Also, they argue that textbook analysis takes time. They just consider the instructional materials. Whereas, other aspects of the textbook need to be analyzed like kinds of vocabularies developed, kinds of illustration, kinds of exercises, and social or cultural aspect like the concept of gender. Therefore, it is important to analyze the whole materials of the textbook.

Textbook materials planned are closely related to wider educational and social contexts.4 Indonesian social context, with different cultures, consists of different views about gender, and from the cultures students can learn how men and women play their social roles. As Taylor et al states, “The ways that gender is portrayed or represented in the culture - in mass media, schools, public discussion - provides us with our conceptual tools for thinking about men and

women”.5

For example, in English the generic use of man and he can refer to both men and women. When the issue exists in a society, schools becomes an agent to socialize it through textbooks. If the textbook consists of such gender issue without further understanding, students may get confused. Hence, a textbook is one of agent to socialize cultures including the concept of gender.

As an agent of socialization, the textbook have to describe the real world. Smith cited in Gupta and Lee states that, “One would hope that the producers...[dictionaries and textbook] would be constrained by the criteria of objectivity and realism, at least at the level of constructing image that reflect the relative numbers of men and women in society, and the variety of roles that they

4

Chi Cheung Ruby Yang, Gender Representation in a Hong Kong Primary English Textbook

Series: the Relationship Between Language Planning and Social Policy, Current Issues in Language

Planning, Vol. 12, No. 1, 2011, pp. 77 - 88

5

Verta Taylor, Nancy Whittier, Leila J. Rupp, Feminist Frontiers, (New York: McGraw Hill,

perform”.6

Likewise, O’Neill cited in Mukundan and Nimehchisalem also points

out that textbooks need to present the reality not to manipulate it:

That does not seem to me a convincing argument for suggesting that we should pretend in our textbook that women have more equality then they already have. ...I do not believe that it will benefit anyone ... If we create the illusion in our textbooks that the battle has already been won. ...I feel that our textbooks will be better if we try to portray the world as it is and not as we would like to be. In doing so we do not perpetuate inequalities and injustice.7

As a result, gender bias that may be included in the textbook could influence

students’ thought about men and women. Although the students have little

awareness about gender bias, the concept of gender bias presented in the textbook internalizes into their subconscious. For example, in the textbook women are described as child-rearing and do the household works. It could influence students thought that only those activities commonly done by women. Whereas, now women do not only relate to such activities, they also work outside as men commonly do.

Departing from this point, it is important to study gender representation in the textbooks. Such study must be conducted because it helps teachers avoid a social issue that may exist in the textbooks such as gender bias. Consequently, the teachers are able to select the most appropriate textbook for their students. Thus, the representation of gender in the English textbook entitled Bright: An English Course for Seventh Grade Junior High School Students was investigated. The textbook was chosen because it applied curriculum 2013 which has been developed in Indonesia.

6

Anthea F. Gupta and Ameline Lee Su yin, Gender Representation in English Textbooks used in

the Singapore Primary Schools, Language and Education, Vol. 4, No. 1, 1990, pp.29 - 50

7

Jayakaran Mukundan and Vahid Nimehchisalem, Gender Representation in Malaysian

Secondary School English Language Textbooks, Indonesian Journal of English Language Teaching,

4

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

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,

8

- be appropriate for a variety of learning styles. - be effective for a variety of grouping strategies. - contain exercises6

Likewise, Skierso evokes some aspects that must be considered in textbook analysis as follow:

- Bibliographical data; general description of the textbook including the title, level of proficiency, author(s) and his/her professional qualification, publisher, date of publication, number of volumes, number of pages, price of the textbook.

- Aims and goals; the aims and goals of the text, the distribution of the language skills, and the intended learners/teachers.

- Subject matter; topics and context are covered by the textbook, the conceptual level, the organization of the units and lesson, cultural aspect such as biases, types of texts, and authenticity of the texts.

- Vocabulary and structure; presentation of grammar rules and its sequences, vocabulary selection, vocabulary introduction and summary (whether or not it is presented contextually), and kinds of vocabulary and structure exercises.

- Layout and physical makeup; textbook appearance including cover, page, kinds of illustration or artwork, and table of contents.7

Additionally, McGrath suggest three method of textbook analysis; those are the impressionistic method, the checklist method, and the in-depth method. The first is the impressionistic method. This method concerns to

the analysis of the publisher’s description about the textbook.8

Besides, table

6

Wang Wen-Cheng, Lin Chien-Hung, and Lee Chung-Chieh, Thinkingof the Textbook in the

ESL/EFL Classroom, English Language Teaching, Vol. 4, No. 2, 2011, pp.91 - 96

7

Alexandra Skierso, Textbook Selection and Evaluation, in Marianne Celce-Murcia, Teaching

English as a Second or Foreign Language, (Boston: Heinle & Heinle Publisher, 2001), 2nd edition, pp. 435 - 439

8

Ian McGrath, Materials Evaluation and Design for Language Teaching, (Edinburgh: Edinburgh

of contents are also examined. Then, skimming the textbook in order to see the organization, topics, and visuals. Similarly, McDonough and Shaw suggest such method they called the external evaluation. This method also

examines ‘blurb’, introduction, and table of contents. The aim is to examine

the organization of the textbook. Through this method, we know the intended audience, the proficiency level, the context, the presentation and the organization of each unit or lesson, and the author’s belief about language and methodology. The other aspects analyzed in this method are whether the textbook is used as a main resource or a supplementary resource, the availability of a teacher’s book, the inclusion of a vocabulary list, the visuals and the layout, whether or not it contains cultural biases such as minority groups and women, and the inclusion of audio/video materials and test.9

The other method is the checklist method. This method use a checklist consisting of some criteria or categories referred to a textbook. The advantages of using checklist are systematic, cost effective, the information gained is a convenient format, and explicit.10

The last is the in-depth method. It is the deeper analysis on the author’s views about learning and values as the basis of the materials. In addition, this method also refers to learners needs and interest, learner approach to language

learning, and teacher’s approach to teaching and learning in classroom.11

Like internal evaluation suggested by McDonough and Shaw, this method aims to investigate whether the author’s claim in external evaluation is in line with the internal consistency and organization of the materials. The textbook analyst have to examine at least two units to see the presentation of language skills, the sequencing and grading of the materials, the types of reading,

9

Jo McDonough and Christopher Shaw, Materials and Methods in ELT; A Teacher’s Guide,

(Oxford: Blackwell Publishing, 2003), 2nd Edition, pp. 63 - 66

10

Ian McGrath, op. cit., pp. 26 - 27

11

Handoyo P. Widodo, Textbook Analysis on College Academic Writing, TEFLIN Journal,

10

listening, speaking, and writing materials, the appropriateness of tests and exercises in context, whether or not the materials cover different learning styles, and the balance in use of the materials for both students and teachers.12

In addition, Littlejohn and Windeatt cited in Nunan points out six perspective in evaluating textbooks.

- The general or subject knowledge contained in materials. - Views on the nature and acquisition of knowledge. - Views on the nature of language learning.

- Role relations implicit in materials.

- Opportunities for the development of cognitive abilities. - The values and attitudes inherent in the materials.13

The first perspective is the content area of the textbook. It includes fictionalized characters and events, general interest, instructional materials, the language itself, and literature. The other is the views on the nature and acquisition of knowledge. It can be seen from organization and presentation and of the materials. The views on the nature of language learning refers to an examination of teaching materials. The role relation is the amount of initiative and the extent to which students participate actively in the learning process.

The next is the opportunities for cognitive development. It emphasis on the accumulation of linguistic knowledge through active approach. Learners are challenged to interpret and negotiate meaning in problem solving activities. The last is the values and attitudes inherent in the materials. It focuses on the sexism, racism and so on which may be presented in the textbooks. Like Keith states that social content have to be considered such as racial and sexual biases in the textbooks.14

12

Jo McDonough and Christopher Shaw, op. cit., pp. 67 - 70

13

David Nunan, Language Teaching Methodology: A Textbook for Teachers, (London: Prentice

Hall, 1991), p. 209

14

Sherry Keith, “The Determinates of Textbook Content”, in Philip G. Altbach (eds.), Textbooks in American Society, (New York: State University of New York Press, 1991), p. 54

Based on the explanation above, textbooks analysis becomes a necessary as there are many textbooks published in Indonesia. It may be quite difficult fo select a textbook which is the best for all students who have several characteristics. They may have different needs, knowledge background, learning style, even different culture.

Textbooks can be analyzed from some perspectives. One of them is social or cultural values. This study focus on such perspective that examines the representation of gender which refers to the impressionistic method for textbook analysis.

2. Gender

a. Understanding of Gender

It is quite difficult to distinguish between gender and sex. Both of them are related each other. Crawford and Unger define sex as “biological differences in genetic composition and reproductive anatomy and function”, whereas, gender is “what culture makes out of the ‘raw materials’ of

biological sex”.15

Therefore, sex is biologically determined, but gender is socially constructed.

Additionally, Kramer states in her book that “gender is the totality of

meanings that are attached to the sexes within a particular social system”.16

Also, according to Santrock “gender is the sociocultural and psychological

dimensions of being female or male”.17

15

Mary Crawford and Rhoda Unger, Women and Gender: A feminist Psychology , (New York:

McGraw-Hill, 2004), fourth edition, p. 21

16

Laura Kramer, the Sociology of Gender, (New York: Oxford University Press, 2011), Third

Edition, p. 185

17

John W. Santrock, Educational Psychology:update: Preparing for PRAXIS and Practice, (New

12

In conclusion, gender is the roles of men and women constructed both socially and culturally. The roles teach people how to behave as a female or a male differently. It also construct people’s views on themselves, how they feel, how they think, and how they interact in society. People can not choose whether they were born as females or males, but they can decide whether they behave as females or males.

b. Gender and Language

The relationship between gender and language is a common issue. Different roles of female and male affect the way they use a language. Wardaugh describes women’s speech as being different from that of men. Men’s speech usually provides the norm against which women’s speech is judged.18 In addition, women tend to use color words such as mauve, beige, aquamarine, lavender, and magenta, but most men do not. She also maintains that adjectives such as adorable, charming, divine, lovely, and sweet are also commonly used by women, but only very rarely by men. Women are also said to have their own vocabulary for emphasizing certain effects on them, words and expressions such us so good, such fun, exquisite, lovely, divine, precious, adorable, darling, and fantastic.19 Therefore, gender affects people’s behavior in using a language.

In English grammatical matters, the intonation patterns of men and women vary, women using certain patterns associated with surprise and politeness more often than men.20 Moreover, women may answer a question with a statement that employs the rising intonation pattern usually associated with a question rather than the falling intonation pattern associated with

18

Ronald Wardaugh, An Introduction to Sociolinguistics, (Oxford: Blackwell Publisher, 2002), 4th

edition, p. 315

19

Ibid, pp. 316 - 317

20

making a firm statement. Women do this because they are less sure about themselves and their opinions than are men.

Besides, language also reflects power and status in a society. It is supported by Weatherall that language reflects men’s power and social

advantages, also women’s lack of power and social disadvantages.21

For example, in English language, masculine forms such as chairman, mankind, fireman, and guys are used to refer to people in general or unspecific gender person. Conventionally those forms, masculine generics, can refer both men and women. However, it also can be interpreted as excluding women. That indicates women’s lack of power, and they are likely ignored.

Further, male dominance in language is also found in a feature of naming convention that defines women in term or their relationship with men.22 For example, a wife adopts her husband’s surname upon marriage. Also, the titles preceding women’s names have traditionally varied according to whether they are married or not (Mrs or Miss). Nevertheless, men’s title (Mr) that comes before men’s names are not considered their marital status.

Another feature of English that has been criticised for trivializing women is metaphorical language. Metaphors about women, including immaturity (e.g. babe), animals (e.g. bird, bitch), clothing (e.g. blue stocking, bit of skirt), food (e.g. tart, sweetie pie), vehicles (e.g. town bike) and furniture (e.g. mattress). Also, animals are used as a source of metaphors for men as well as women, but the animals used to refer to women tend to be either domesticated (e.g. cats, kittens, chickadees) or hunted for sport (e.g. foxes).23

21

Ann Weatherall, Gender, Language and Discourse, (New York: Routledge Inc., 2002), p. 2

22

Ibid, p.21

23

14

In order to avoid such sexist language, gender is marked in English by using suffixes. Two common suffixes usually used to indicate females are -ess ( e.g. Actress, waitress) and -ette (e.g. suffragette, nymphette). Additionally, The use of an adjunct (e.g. woman doctor, male nurse) is a less obvious technique for indicating the conventional gender of the term.

In conclusion, gender and language are corelated each other. The influence of gender in language, especially English, is obvious. Gender

affects females’ and males’ behavior in using the language. Moreover,

language reflects power and social status. In English, men’s dominance is found is some features. While, women seems to be ignored and trivialized. c. Gender Stereotypes

People usually portray women and men differently although they are actually the same as human. The image of women and men they think may reflect their beliefs and attitudes. Men is usually assumed as having higher position than women. Men’s activities are considered more valuable than

women’s although the activities are similar or the same.24 Such beliefs about

women and men reflects stereotypes.

Stereotypes are general views about the characteristics of a group of people.25 Some people are categorized into a particular group that has similar characteristics. The stereotypes of the group can be both positive and negative characteristics.26 For example, it is common that women are described as dependent and passive. Furthermore, they are also interested in gossip, fashion, and shopping. However, men refer to the opposite

24 _{Judith Lorber, “the Social Construction of Gender”, in Susan M.S. (}

eds.), Women’s Voices,

Feminist Visions: Classic and Contemporary Reading, (New York: McGraw Hill, 2007), p. 142

25

Mary Crawford and Rhoda Unger, op. cit., p. 49

26

Robert A.Baron, Nyla R.B., and Donn Byrne, Social Psychology, (Boston: Pearson Education,

characteristics to women such as independent and active. Those beliefs are then called gender stereotypes.

Gender stereotype is general assumptions about different characteristics of women and men. Lips defines gender stereotype as “socially shared beliefs that certain qualities can be attributed to individuals based on their

membership in the categories female or male”.27

Additionally, Matsumoto and Juang explain that gender stereotypes are psychological or behavioral characteristics referring to males or females.28

However, not all individual’s assumption about men or women are considered as gender stereotypes. Those believes should include some characteristics. The characteristics of gender stereotypes are in the following:

Groups that are the target of stereotypes are easily identified and relatively powerless.

People largely agree about the characteristics of a stereotyped group. Stereotypes imply a covert comparison between groups, to the

disadvantage of the stereotyped group.

Misperceptions appear to be the product of information processing; however, motives to preserve one’s self, one’s group, and the social system in which one lives are also important.

Misperceptions are difficult to modify, even when the person who holds the stereotypes encounters many disconfirming examples. People are largely unaware that they stereotype, and they deny that

stereotype characteristic of their group apply to themselves.29

In addition, gender stereotypes have some components consisting of personal traits, social roles (occupation), behaviors, and physical

27

Hilary M. Lips, A new Psychology of Women: Gender, Culture, and Ethnicity, (New York:

McGraw Hill, 2003), second edition, p. 18

28

David Matsumoto and Linda Juang, Culture and Psychology, (Wadsworth: Cengage Learning,

2008), fourth edition, p. 149

29

16

characteristics (appearance).30 The first, the personal traits of women and men usually refer to the opposite adjectives. The different traits of women and men are classified in two categories, instrumentality and affective traits. Instrumentality is considered as men’s traits such as active, objective, independent, aggressive, direct, unemotional, dominant, and competent. Whereas, affective traits refer to women’s characteristics such as expressive, warm, and sensitive, nurturant, concern about others, and concern more for people than things. Likewise, Richardson describes women as immature, incompetent, and incapable, but she describes men as mature, complete, and competent.31 It shows that women and men are stereotyped as having opposite traits. However, the stereotypes shows that men seems to be better than women.

The following are common traits that are usually associated with women and men.

Table 2.1

Common Traits Associated with Women and Men32

Female traits Male traits

Warm Emotional Kind/polite Sensitive Competent Stable Tough/coarse Self-confident 30

Hilary M. Lips, op. cit., p. 21

31 _{Laurel Richardson, “Gender Stereotyping in the English Language”, in Verta Taylor (}

eds.),

Feminist Frontiers, (New York: McGraw Hill, 2007), seventh edition, p. 100

32

Follower Weak Friendly Fashionable Gentle

Leader Strong

Accomplished Nonconformist Aggressive

Similarly, Matsumoto and Juang also point out stereotypes against men such as active, strong, critical, adultlike, conscientious, extrovert, open, and they need dominance, autonomy, aggression, exhibition, achievement, and endurance.33 Whereas, women are viewed as passive, weak, nurturing, adaptive, agreeable, neurotic, and they have psychological needs such as abasement, deference, nurturance, affiliation, and heterosexuality.

The second is social roles of women and men. A conventional view about women’s work is associated to domestic works such as shopping for food, cooking meals, washing, ironing, and child rearing. Although men sometimes do the houseworks, they tend to do the works related to the use of tools or machine.34 It is also supported by Lips that men usually do the houseworks related to repair and maintenance, while women usually do the cooking, laundry, housecleaning, and ironing.35 It shows the different division in the houseworks between men and women. What men do seems to be masculine works and women tend to do the feminine one.

33

David Matsumoto and Linda Juang, op. cit., pp. 154 - 155

34

Susan M. Shaw and Janet Lee, Women’s Voices, Feminist Visions: Classic and Contemporary

Reading, (New York: McGraw Hill, 2007), p. 433

35

18

In addition, women usually have responsibility for caring communication among family members’, friends, and doing something for others. For instance, they are responsible for visiting others, planning family reunion and holiday, organizing wedding, negotiating conflicts, allocating tasks, and keeping contact to distant family members. However, what women do in the home is not considered as a job rather than natural thing they do.36 People assume that women do such works because they are women, and it likely become a social norm. Therefore, women still have to do the houseworks although they are work outside the home.

When women work in public, their occupations tend to be associated with their traits such as gentle, nurturant, and the other feminine characteristics. Crawford and Unger note, for instance, most of women work as secretaries, nurses, and school teachers, whereas men’s job are mostly as mechanics, engineers, and computer scientists.37 Moreover, in retail sales, men’s job are selling appliance, computers, and cars, but women sell clothing. Women work in fast-food chains and diner, whereas men work as waiters and chefs. In the health care industry women work as the nurses’ aides, abortion clinic workers, social workers, laboratory technicians, while men work as physician and hospital administrator. It shows that men tend to have higher position than women. It seems that women are stereotyped as less competent than men. In other words, men are judged to be more superior than women. Besides, the use of pronoun in English sometimes reflects gender stereotypes related to women and men’s occupation. Nurses, secretaries, and

36

Susan M. Shaw and Janet Lee, op.cit., p. 429

37

elementary school teachers mostly refer to the pronoun she, but doctors engineers, electricians, and presidents refer to he.38

The next is gender stereotypes about women and men’s behavior. Some personal traits associated with women and men trigger people to assume women and men’s behavior. Because women are stereotyped as gentle, patient, nurturant, lovely, and so on, people believe that women tend to behave as those stereotypes. Women tend to shop for food, prepare meals, do dishes, clean home, and care their child. In contrast, men stereotyped as strong, competent, dominant, active, and so on are believed to work in public and only do the houseworks such as repairing machine, washing car, and other works related to the maintenance. Therefore, such components of gender stereotypes are related to each other. The stereotypes of women and

men’s personal traits make judgment about their behavior. As Lips states

that one component of gender stereotypes affects people’s believes about the others.39

The last component of gender stereotypes is physical characteristics. This category refers to women and men’s physical appearance. Commonly women are portrayed to be attractive, feminine, and smart, but men are described to be strong, macho, sexy, and muscular.40 Moreover, in order to describe the physical characteristics mostly associated with women and men, here they are classified into four subtypes; housewives, athletic woman, businesswomen, and sexy woman; the subtypes of men are athletic man, blue-collar working man, businessman, and macho man. The physical characteristics mostly associated with athletic women are muscular, good body, strong, aggressive, masculine; similarly the athletic men are muscular,

38

Laurel Richardson, op. cit., pp. 99 - 100

39

Hilary M. Lips, op. cit., p.21

40

20

healthy, strong, in shape, good body. Good figure, long hair, good dresser, nail polish, pretty face are mostly associated with sexy women, while macho man are related to muscular, hairy chest, mustache, attractive, and self-centered. Then, businesswoman are related to the physical characteristics such as smart, nice clothes, hard-working, and organized; businessman are associated with wearing suits, smart, and good appearance.41 It appears that women are sometimes like men, but men are not like women. Athletic women and athletic man, for example, almost have similar physical appearances. Further, the businesswomen also has masculinity like the businessman. Therefore, men have their own characteristics, but women likely have similar appearance with men.

d. Gender Bias

Gender stereotypes developed in the society influence people’s thought and behavior. Also, those stereotypes likely lead to gender bias. Schools is one of agents of gender socialization.42 They have contribution in socializing gender through textbooks or interaction between teachers and students. For example, female students are more explicitly punished for their aggressiveness than male students. Besides, in the music class female students are given triangle, and male students are given drums to play.43 Consequently, teachers need to be more aware of such gender bias in school. Teachers also have to consider textbooks used as a media of teaching in the classroom. They may also consist of gender bias.

Gender bias in the textbooks can be presented in some components. Muthali’in states that textbooks which are published by Depdiknas

41

Ibid., p. 53

42

Verta Taylor, Nancy Whittier, Leila J. Rupp, op. cit., p. 96

43

Robert E. Slavin, Educational Psychology: Theory and Practice, (Boston: Pearson Education,

(Department of National Education) or other publishers present gender bias in several items such as women and men’s pictures, activities, descriptions, professions, roles, games, possession, duties, and responsibility.44 Such components in the textbooks that may contain gender bias likely influence

students’ concept of gender. In English, for example, the word mistress in

‘She is Tom’s mistress.’ indicates that women are defined in relation to men, whereas the word master in ‘He is the master of his trade.’ shows that men are defined in relation to the world.45 The other example is the use of generic he can mean he or she, and the generic man can also refer to both women and men grammatically. students of junior high school may not think that gender bias is a matter. However, as long as they use the textbooks which may contain gender bias, the concept of gender bias they get from the textbooks internalizes into their mind. Thus, it will lead them to think that men have a higher status than women.

Based on the explanation above, it is better to analyze textbook prior to using it. That can help teachers avoid gender bias socialization. Therefore, teachers not only teach students language or other sciences but also the concept of gender neutrally.

e. Gender Representation in the Textbooks

As stated before that not only teachers socialize gender, but also textbooks. Textbooks may also present gender bias implicitly. According to Logsdon, gender representation in the textbooks consists of six aspects; number of female/male pictures, number of female/male mentioned, gender

44 _{Achmad Muthali’in,}

Bias Gender dalam Pendidikan, (Surakarta: Muhammadiyah University Press, 2001), p. 103

45

22

roles, female/male games, female/male roles models, and pattern of mentioning female/male names.46

The first, number of female/male pictures is about how many female/male pictures are found in the textbooks. The second aspect is number of female/male mentioned that shows how many times of female/male mentioned in the textbooks such as names and pronouns. The third is gender roles indicating how many roles of female/male are mentioned such as in texts, sentences, or illustrations. The next aspect is female/male games which means how many games played by female/male mentioned in the textbooks. The other aspect is female/male role models which means how many female/male role models are found in texts, sentences, or illustrations. The last one is pattern of mentioning female/male names. It shows either female or male mentioned firstly in a phrase or a sentence.

B. Theoretical Framework

Gender is part of culture that is socialized since a baby is born. When a baby is born, people know whether it is female or male from its genital. If the baby is a female, its parents will give a pink blanket. Whereas, if it is a male, the parents will give the blue one. That is an example of doing gender that commonly exists in a society. Hence, that is one of ways people socialize gender.

Then, as the child grow up the gender socialization is continued in the schools. Teachers and sources of teaching and learning activities such as textbooks contribute in socializing gender to the students. Through textbooks social value such as gender is taught implicitly. If the value consists of gender bias, it will influence the way they portray themselves as a female or male. Further, gender bias may also influence their behavior as female or male. For

46

Martha Logsdon, Gender Roles in Primary School Texts in Indonesia, (Honolulu: University of

example, a female student associated with feminine activities may be assumed to break the gender rules if she do the masculine activities such as playing football, boxing, and so on. Whereas, a male students tends to dominate such activities because he believes that he is more powerful than female. Therefore, it is important to examine textbooks as one of knowledge resources for students in order to avoid gender bias that may be developed in the textbooks.

C. Previous Study

The studies about gender representation in language textbooks are also done by some researchers such as Chi Cheung Ruby Yang and Mukundan. The first study done by Yang is Gender Representation in a Hong Kong Primary English Textbook Series: the realtionship between language planning and social policy. His study aims to examine the extent to which the English textbook series for grade one of primary school students are consistent with the promotion of equality and equal opportunities of female and male as the social policy in Hong Kong. He uses both qualitative and quantitative method to analyze the textbook. The result shows the textbooks represent females and males almost equally, and they describe them in similar activities. Furthermore, females are also more visible in illustration and texts.47

The other study is Gender Representation in Malaysian Secondary School English Language Textbooks done by Mukundan and Nimechisalem. The purpose of the study is to describe the gender representation in forms 1 to 4 English textbooks in Malysian secondary schools. They use computer analysis and manual analysis for content and linguistic analysis. The result shows that the textbooks present gender bias with males outnumbering females and certain nouns

47

24

referring to males precede those referring to females. However, males are almost described as negative characters.48

This study is related to those previous studies. It is about the representation of gender in English textbook for the first grade of junior high schools. The illustrations and texts developed in the textbook are analyzed in order to find whether or not the gender representation is presented equally in the textbook.

48

25

CHAPTER III

RESEARCH METHODOLOGY A. Method of the Study

This study is a qualitative study which uses content analysis as the method of the study. The method is used to describe the content of the textbook. One of the purposes of this method is to identify bias, prejudice, or propaganda in textbook presentation.1 In this study, the representation of females and males in the textbook was analyzed.

B.Object of the Study

The object of the study is the English textbook for the seventh grade students entitled Bright: An English Course for Junior High School Students by Nur Zaidah. It is published by Erlangga in 2014. The textbook consists of 12 units with illustrations. It presents expressions and grammar with exercises to ease

students’ understanding. This study examines all units of the textbook including

illustrations, vocabularies, exercises, and texts. The textbook is chosen because it is the other textbook composed based on the Curriculum 2013 besides the textbooks published by Indonesia Ministry of Education.

C. Technique of the Data Collection

The data were collected by using document analysis. The technique was used to describe written or text-based artifacts such as textbook, news paper, journals, etc.2 In this study, the content of the English textbook, Bright, was analyzed including pictures, vocabularies, texts, and exercises.

1

Donald Ary, Lucy C. Jacobs, and Christine K. Sorensen, Introduction to Research in Education,

(Wadsworth: Cengage Learning, 2010), 8th edition, p. 442

2

26

D. Technique of the Data Analysis

The data were analyzed based on the six aspects of gender representation in the textbook suggested by Logsdon as follows:

1. Female/male pictures: the writer counted the number of female/male pictures presented in the Bright.

2. Female/male mentioned: the female/male mentioned in the Bright was counted. it included both female and male names, personal pronoun (e.g. he, she, his, her), and female/male term (e.g. Sir, ma’am).

3. Female/Male roles: the occupational roles of female/male (e.g. student, teacher) were counted

4. Female/male games: the writer counted the number of female/male games or sports (e.g. football, tennis) found in the Bright.

5. Female/male roles models: the role models presented in texts or exercises were counted.

6. Pattern of mentioning female/male names: the order of mention of female and male names in a single phrase (e.g.sally and John) was counted.3

3

27 CHAPTER IV

FINDING AND DISCUSSION A. Data Description

In this study, six aspects were analyzed in the textbook including female/male pictures, female/male mentioned, roles, games, role models, and pattern of mentioning female/male names. All units of the textbook were analyzed. The data are described as follow:

1. Female/male pictures

It was found in the textbook that female and male pictures were presented unequally. All units contain female and male pictures except unit 8. It happens because the unit discusses about things.

Table 4.1

The Number of Female and Male Pictures In the Textbook

Unit Female Male

Unit 1 11 12

Unit 2 10 17

Unit 3 28 19

Unit 4 14 43

Unit 5 24 20

Unit 6 8 6

28

Unit 8 0 0

Unit 9 2 2

Unit 10 1 4

Unit 11 3 3

Unit 12 16 19

Total 123 148

2. Female/male mentioned

Apart from the number of the female and male pictures, the number of female and male mentioned was counted in the textbook within a single word, exercises, and reading texts. The results show that there are more female mentions than male mentions. The ratio of female to male mentioned is 1.04:1. The total number of female mentioned is 377, while, males are mentioned 362 times.

Table 4.2

The Number of Female and Male Mentioned In the Textbook

Unit Female Male

Unit 1 35 26

Unit 2 33 41

Unit 3 41 39

Unit 5 83 86

Unit 6 20 16

Unit 7 12 6

Unit 8 8 7

Unit 9 10 5

Unit 10 18 22

Unit 11 4 14

Unit 12 109 82

Total 377 362

3. Female/male roles

It was found that there are more male roles in the textbook. The ratio of male to female roles is 1.25:1. The total number of male and female roles is 15 and 12, respectively (Table 4.3).

Table 4.3

The Number of Female and Male Roles In the Textbook

Female Male

1.Teacher 2.Student 3.Cashier

1.Teacher 2.Student

30

4.Librarian 5.Fruit seller 6.Dancer

7.Nursery school teacher 8.Housewife

9.Cook

10.Salesperson 11.Athlete 12.Mechanic

4.Farmer 5.Clerk 6.Racer 7.Athlete 8.Mechanic 9.Caretaker 10.Security guard 11.Doctor

12.Singer 13.Actor

14.Business person 15.Janitor

4. Female/male games or sport

Like female/male roles, pictures, exercises, and reading texts were also analyzed in order to find the games or sports played by females/males. It was found that males play more games or sport than females in the textbook. The ratio of female to male games is 1:3.33. The total number of male games is 10, while the total number of female games is only 3.

Table 4.4

The Number of Female and Male Games or Sports in the Textbook

Female Male

1.Horse riding 2.Basketball 3.Tennis

1.Football 2.Skateboarding 3.Basketball 4.Racing 5.Cycling 6.Tennis 7.Futsal 8.Iceskating 9.Tae kwon do 10.Badminton

5. Female/male role models

Female/male role models were found within sentences and texts in the textbook. The role models were only found in unit 4 and 12.

32

Table 4.5

The Number of Female and Male Role Models In the Textbook

Unit Female Male

Unit 4 - 1. Lorenzo

2. Dani Surya Permana Unit 12 Ananda Mirza Iryanti 3. Farhan Raditya

Total 1 3

Table 4.5 indicates that there are more male role models found in the textbook with ratio of female to male role models is 1:3. There are three male role models, while a female role model is only found in unit 12.

6. Pattern of mentioning female/male names

This aspect was analyzed to see firstness of mentioning female/male names within single phrases. It was found only in two units of the textbook, unit 6 and unit 9. The pattern found is only female firstness such as Salma and Firman (page 80) and Laura and Jim (page 129).

B. Data Analysis

Based on the data description, there are some findings to analyze. The first, by counting female and male pictures in the textbook it was found that there are more male pictures presented. It means the representation of male is dominance in the aspect of female/male pictures. Besides, some pictures found in the textbook portray stereotypes against females and males. The pictures are in the following:

Figure 4.1: a woman doing laundry Figure 4.2: a woman watering plants

Figure 4.3: a woman preparing meals

Those pictures show that women are commonly associated with domestic works (doing laundry, watering plants, and preparing meals). Additionally, the women’s occupations like a cook, a teacher, a fruit seller, and a librarian are also related to their stereotypes as warm, weak, gentle, friendly etc. While, because men are stereotyped as strong and aggressive, they are portrayed as a caretaker and

34

a security guard which are considered more masculine works .

Figure 4.4: a cook Figure 4.5: a teacher

Figure 4.8: a security guard Figure 4.9: a caretaker

Further, the stereotype of women’s and men’s appearance is also found in the textbook. Men are stereotyped with a muscular body, while women are stereotyped with a slim body. The following pictures show such common stereotypes.

36

Figure 4.10: a muscular man Figure 4.11: a slim woman

The second is number of female/male mentioned. It was identified from female and male names (e.g. Lia, Firman), nouns (e.g. mother, father, father’s), surnames with title (e.g. Ms. Hidayah, Mr. Widi), title (e.g. Sir, Ma’am), pronouns including subject pronouns (e.g he, she), object pronouns (e.g. him, her), and possessive pronouns (e.g. his, her). By counting the number of female/male mentioned in each chapter of the textbook, it was found that female are mentioned more than males. Thus, there is a dominance of female in the aspect of female/male mentioned.

The next is female/male roles. The female/male roles analyzed in the textbook refer to social roles or professions. The roles are identified from pictures, exercises, and reading texts in each unit. However, female/male roles are not found in unit 8, 9,10 which talk about things and animals. Most of roles presented in the textbook are students and teachers. It relates to the audience for the textbook who are students (see appendix 3).

Furthermore, the representation of male is dominance in games or sports. The textbook presents more male games than female games. It likely shows that men are considered stronger and more active than women. Consequently, men are associated with more extreme and challenging games such as football, skateboarding, racing, futsal, and tae kwon do.

Likewise, male dominance is also found in the aspect of female/male role models. There are three male role models presented in the textbook. Those are identified from exercises and reading text. While, only one female role model is found in a reading text developed in the textbook.

The last, the pattern of mentioning female/male names is female firstness. Female names are mentioned first in a single phrases. Therefore, in this aspect the representation of female is dominant.

C. Interpretation

Based on the data analysis, there are some important findings to discuss. First, male pictures dominate the textbook. According to Muthali’in, It indicates bias against women since there is male picture dominance. 1 Similarly, Mukundan and Nimehchisalem also found male pictures dominance in four English textbooks for Malaysian secondary students.2 The slightly higher ratio of male pictures occurrence in the textbook may be caused by the common view of male visibility in the society. The existence of males can be found more in public. Thus, this assumption becomes considerable factors to explain the phenomenon.

Second, the stereotypes against women are also found in the textbook. Some pictures portray women who do domestic works. Women are attributed

1 _{Achmad Muthali’in,}

loc.cit. 2

38

with houseworks such as cooking, preparing meal, laundry, etc. It reflects gender norms which emphasize the assumption that women’s works refer to the household works and child rearing.3

Additionally, stereotypes of female/male appearance are found in pictures. A female are described with slim body and a male with muscular body. It shows cultural views about females’ and males’ attractiveness. The cultural standard of attractiveness influences both females and males.4 They have greater concern about their physical appearance such as weight for females and muscularity for males. Likewise, Kirk and Okazawa-Rey also states that cultures construct the beauty standard, and it can be vary across cultures.5 Such stereotypes may easily

influence students’ cognitive development. Then, it can trigger gender bias.

That is because pictures are concrete. They are also acceptable and easy to remember. Therefore, teachers need to be aware of visual illustrations in the textbook. They have to emphasize that physical appearances are not a big problem. They need to give more instances of female and male pictures with different appearances.

The stereotypes are not only found in pictures, but also in some sentences

such as ‘Mum always buys (seven/seventh) loaves of bread.’ (unit 4, page 43),

Sarah likes helping her mother in the kitchen. She helps her cut the vegetables.’ (unit 9, page 128), and ‘...any food prepared by his mother.’ (unit 12, page 169). Those instances show that nowadays the view of women doing houseworks are still considered as a social rule. Women, not men, commonly shop for food and preparing meals. Furthermore, although a female works outside, their profession

is still referred to the domestic works such as ‘My mother is a cook.’ in unit 5 (page

3

Susan M. Shaw and Janet Lee, op.cit., p. 429

4

Julia T. Wood, op.cit., p.151

5

Gwyn Kirk and Margo Okazawa-Rey, Women’s Lives: Multicultural Perspectives, (New York:

61). Hence, the teachers have to use father in such sentences in order to avoid general assumption about women associated with domesticity.

Contrast to the presentation of pictures, females are mentioned more than males. Females are more visible in words, sentences, and texts. Similar to Ruby Yang’s study, females are presented more than males within texts in Hong Kong English Language textbook series.6 This is probably because the author tries to minimize gender bias. As explained before that male dominance was found in pictures, the author is likely to balance the representation of females and males.

In gender roles, the number of female and male roles is presented unequally. It is similar to Gupta and Lee’s study in which female roles are fewer, and only related to nurturance (teaching, food preparation, and serving).7 It seems that females are less competent than males. Here, gender bias is obviously implied. Nevertheless, different with Ruby Yang’s study in which male teachers are not found, in this study females and males are portrayed as same as teachers. Interestingly, females were also found as mechanics as same as males. Further, males are also portrayed as a care taker and a janitor who are related to domestic works.

The other result is male dominance in games. There are only three female games found in the textbook, while the number of male games is 10. Although male dominance is found, female games are similar to the characteristics of male games. Male games are usually in groups, competitive, organized, and they have clear goals and roles. While, female games found in the textbook (horse riding, basketball, and tennis) are different with common gender views that females tend to play games like home and school in pair or a small group.8

6

Chi Cheung Ruby Yang, loc. cit.

7

A. F. Gupta and A. S. Y. Lee, loc. cit.

8

40

The next, in role models, only one female role model was found. Whereas, the author can present more role models who can inspire students. The visibility of role models can also motivate students. The teachers have to find other examples of female and male role models. Consequently, the students know that women and men have the same opportunities and abilities to be successful.

Finally, in the pattern of mentioning female/male names, it was found that

only female names are mentioned first. It is contrast with Ruby Yang’s study that

males tend to be mentioned first within a single phrase.9 It implies that the author avoids the general form which often put males first. However, she only presented female firstness in the textbook. It indicates bias against males. Therefore, the teachers need to use different patterns of mentioning female/male names in the class in order to avoid gender bias.

According to the results of the study, gender bias really exists in the

textbook. It influence students’ subconscious in their development of ideology

about women and men. Then, it triggers gender stereotypes, and it affects their thought and behavior. Therefore, the English teachers need to discuss the gender stereotypes and bias in the textbook to make students think critically. Also, the teachers need to provide the students with other materials which are not gender-biased.

9

41 CHAPTER V

CONCLUSION AND SUGGESTION A. Conclusion

Based on the findings of the study, the results showed that gender is represented unequally in the Bright. Males are more visible in four aspects including pictures, gender roles, female/male games, and gender role models. However, females outnumbering males are found in two aspects, number of female/male mentioned and pattern of mentioning female/male names. Thus, there are imbalance gender representations in the Bright.

B. Suggestion

The followings are some suggestions that might be useful for English teachers, students, and further researchers:

1. The English teachers need to analyze an English textbook before using it. 2. The English teachers have to be more aware of gender issues by reading books

or up-to-date journals and articles.

3. The English teachers have to treat students with nonsexist manner in teaching and learning process such as assigning students in equal gender groups or using nonsexist language for examples firefighter, police officer, and business person.

42

4. The further researchers are expected to study gender representation in English textbooks with different aspects analyzed or other gender issues that may exist in English textbooks.

43

REFERENCES

Altbach, Philip G., et al (eds.). Textbooks in American Society. New York: State University of New York Press, 1991.

Ary, Donald, Lucy C. Jacobs, and Christine K. Sorensen. Introduction to Research in Education. Wadsworth: Cengage Learning, 8th edition, 2010.

Baleghizadeh, Sasan And Amir H. R. Evaluation of an ESP Textbook for the Students of Sociology. Journal of Language Teaching and Research, Vol. 2, No. 5, 2011. Baron, Robert A., Nyla R.B., and Donn Byrne, Social Psychology. Boston: Pearson

Education, twelfth edition, 2008.

Celce-Murcia, Marianne. Teaching English as a Second or Foreign Language. Boston: Heinle & Heinle Publisher, 2nd edition, 2001.

Crawford, Mary and Rhoda Unger. Women and Gender: A feminist Psychology. New York: McGraw-Hill, fourth edition, 2004.

Cunningsworth, Alan. Choosing Your Coursebook. Oxford: Macmillan Publishers Limited. 1995.

Gupta, Anthea F., and Ameline Lee Su yin. Gender Representation in English Textbooks used in the Singapore Primary Schools, Language and Education. Vol. 4, No. 1. 1990.

Harmer, Jeremy. The Practice of English Language Teaching. New York: Longman. New edition. 1991.

---. How To Teach English. Oxford: Pearson Education Limited, new edition, 2007.

Kirk, Gwyn and Margo Okazawa-Rey. Women’s Lives: Multicultural Perspectives. New York: McGraw Hill, 4th edition, 2007.

Kramer, Laura. The Sociology of Gender. New York: Oxford University Press, Third edition, 2011.

Lips, Hilary M. A new Psychology of Women: Gender, Culture, and Ethnicity. New York: McGraw Hill, second edition, 2003.

44

Logsdon, Martha. Gender Roles in Primary School Texts in Indonesia. Honolulu: University of Hawaii, 1985.

Matsumoto, David and Linda Juang. Culture and Psychology. Wadsworth: Cengage Learning, fourth edition, 2008.

McDonough, Jo and Christopher Shaw. Materials and Methods in ELT; A Teacher’s Guide. Oxford: Blackwell Publishing. 2nd Edition. 2003.

McGrath, Ian. Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburgh University Press. 2002.

Mukundan, Jayakaran, and Vahid Nimehchisalem. Gender Representation in

Malaysian Secondary School English Language Textbooks. Indonesian Journal of English Language Teaching. Vol. 4, No. 2. 2008.

Muthali’in, Achmad. Bias Gender dalam Pendidikan. Surakarta: Muhammadiyah

University Press, 2001.

Nunan, David. Language Teaching Methodology: A Textbook for Teachers. London: Prentice Hall, 1991.

Reed, Arthea J. S., Verna E.B., and Mary W.o. In the Classroom; An Introduction to Education. New York: McGraw Hill, third edition, 1998.

Richards, Jack C. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press, 2001.

Yang, Chi Cheung Ruby. Gender Representation in a Hong Kong Primary English Textbook Series: the Relationship Between Language Planning and Social Policy. Current Issues in Language Planning,Vol. 12, No. 1, 2011.

Santrock, Jhon W. Educational Psychology:update: Preparing for PRAXIS and Practice. New York: McGraw Hill, 2006.

Shaw, Susan M. and Janet Lee (eds.). Women’s Voices, Feminist Visions: Classic and Contemporary Reading. New York: McGraw Hill, 2007.

Slavin, Robert E. Educational Psychology: Theory and Practice. Boston: Pearson Education, tenth edition, 2012.

45

Taylor, Verta, Nancy Whittier, Leila J. Rupp. Feminist Frontiers. New York: McGraw Hill, Seventh edition, 2006.

Ur, Penny. A course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press, 1996.

Wardhaugh, Ronald. An Introduction to Sociolinguistics. Oxford: Wiley-Blackwell, sixth edition, 2010.

Weatherall, Ann. Gender, Language and Discourse. New York: Routledge Inc., 2002. Wen-Cheng, Wang, Lin Chien-Hung, and Lee Chung-Chieh. Thinking of the Textbook in the ESL/EFL Classroom. English Language Teaching, Vol. 4, No. 2, 2011. Widodo, Handoyo P. Textbook Analysis on College Academic Writing. TEFLIN

Journal. Vol.18, No. 2. 2007.

Wood, Julia T. Gendered Lives: Communication, gender, and culture. Wadsworth: Thomson Learning, 2001.

47

Appendix 1

The Number of Female and Male Pictures In the Textbook

Unit Female Page Male Page

Unit 1 11 1, 3, 6 12 1, 3, 5, 6

Unit 2 10 13, 14, 15, 16, 19, 20, 21

17 11, 13, 14, 15, 16, 19, 20, 21

Unit 3 28 24, 25, 26, 27, 30, 31, 33, 34, 37, 39

19 23, 24, 25, 26, 27, 30, 32, 33, 34, 35

Unit 4 14 41, 53, 55, 56 43 43, 53, 54, 55, 56, 57

Unit 5 24 59, 60, 61, 62, 65, 69 20 59, 60, 61, 62, 65, 66,

69

Unit 6 8 78, 80, 81, 85, 88 6 75, 80, 81, 88,

Unit 7 6 94, 108 3 94, 99, 108

Unit 8 0 - 0 -

Unit 9 2 130 2 130

Unit 10 1 135 4 136, 148

Unit 11 3 151, 157 3 153

Unit 12 16 160, 162, 163, 164,

165, 169, 170, 174, 180

19 159, 160, 161, 162, 163, 164, 165, 167, 168, 174,

180

48

Appendix 2

The Number of Female and Male Mentioned In the Textbook

Unit Female Page Male Page

Unit 1 35 3, 6, 7, 8, 9 26 3, 6, 7, 8

Unit 2 33 12, 14, 16, 17, 19, 22 41 12, 13, 14, 16, 17, 18, 21

Unit 3 41 24, 25, 26, 28, 29, 30, 31, 34, 35, 36

39 24, 25, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36

Unit 4 4 42, 43, 50, 56 18 42, 43, 50, 54, 55, 56

Unit 5 83 60, 61, 62, 63, 64, 66, 67, 69, 70

86 60, 61, 62, 63, 64, 66, 67, 69, 70

Unit 6 20 77, 79, 80, 81, 20 16 77, 79, 80, 81

Unit 7 12 103, 105, 106 6 103, 106, 107

Unit 8 8 112, 116, 121 7 112, 113, 115

Unit 9 10 128, 129, 130 5 128, 129,

Unit 10 18 139, 142, 143, 145,

146

22 138, 139, 140, 143, 148

Unit 11 4 156 14 156

Unit 12 109 169, 170, 172, 173, 175, 176, 177, 178,

179, 180, 181

82 168, 169, 170, 172, 173, 174, 175, 176, 177, 178,

179, 180, 181

49

Appendix 3

The Roles of Female and Male In the Textbook

No. Female Page Male Page

1. Teacher 3, 6, 8,13, 19, 24,

25, 65, 108, 165

Teacher 3, 20, 24, 30, 153, 156, 172

2. Student 3, 15, 20, 25, 34,

36, 55, 80, 81, 88, 156, 169

Student 3, 6, 13, 15, 19, 20, 21, 24, 34, 35, 54, 55, 65, 66, 80, 81, 88, 106, 156, 169, 174, 179

3. Cashier 16 Prawns and

crabs seller

8

4. Librarian 21 Farmer 29

5. Fruit seller 26 Clerk 35

6. Dancer 27, 169 Racer 43

7. Nursery school teacher

35 Athlete 54

8. Housewife 55 Mechanic 61

9. Cook 61 Caretaker 65, 153

50

11. Athlete 165 Doctor 153

12. Mechanic 173 Singer 169

13. Actor 169

14. Business

person

172

51

Appendix 4

The Number of Female and Male Games or Sports in the Textbook

Female Page Male Page

1.Horse riding 2.Basketball 3.Tennis

27 30

1.Football 2.Skateboarding 3.Basketball 4.Racing 5.Cycling 6.Tennis 7.Futsal 8.Iceskating 9.Tae kwon do 10.Badminton

26, 169 32 35, 56 43 53 54 169 169 169 173

52

Appendix 5

The Number of Female and Male Role Models In the Textbook

Unit Female Page Male Page

Unit 4 - - Lorenzo

Dani Surya Permana

43 54

Unit 12 Ananda Mirza Iryanti 169 Farhan Raditya 168

Appendix 1

The Number of Female and Male Pictures In the Textbook

Unit Female Page Male Page

Unit 1 11 1, 3, 6 12 1, 3, 5, 6

Unit 2 10 13, 14, 15, 16, 19, 20, 21

17 11, 13, 14, 15, 16, 19, 20, 21

Unit 3 28 24, 25, 26, 27, 30, 31, 33, 34, 37, 39

19 23, 24, 25, 26, 27, 30, 32, 33, 34, 35 Unit 4 14 41, 53, 55, 56 43 43, 53, 54, 55, 56, 57 Unit 5 24 59, 60, 61, 62, 65, 69 20 59, 60, 61, 62, 65, 66,

69 Unit 6 8 78, 80, 81, 85, 88 6 75, 80, 81, 88,

Unit 7 6 94, 108 3 94, 99, 108

Unit 8 0 - 0 -

Unit 9 2 130 2 130

Unit 10 1 135 4 136, 148

Unit 11 3 151, 157 3 153

Unit 12 16 160, 162, 163, 164, 165, 169, 170, 174,

180

19 159, 160, 161, 162, 163, 164, 165, 167, 168, 174,

180

Appendix 2

The Number of Female and Male Mentioned In the Textbook

Unit Female Page Male Page

Unit 1 35 3, 6, 7, 8, 9 26 3, 6, 7, 8

Unit 2 33 12, 14, 16, 17, 19, 22 41 12, 13, 14, 16, 17, 18, 21

Unit 3 41 24, 25, 26, 28, 29, 30, 31, 34, 35, 36

39 24, 25, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36 Unit 4 4 42, 43, 50, 56 18 42, 43, 50, 54, 55, 56 Unit 5 83 60, 61, 62, 63, 64, 66,

67, 69, 70

86 60, 61, 62, 63, 64, 66, 67, 69, 70 Unit 6 20 77, 79, 80, 81, 20 16 77, 79, 80, 81

Unit 7 12 103, 105, 106 6 103, 106, 107

Unit 8 8 112, 116, 121 7 112, 113, 115

Unit 9 10 128, 129, 130 5 128, 129,

Unit 10 18 139, 142, 143, 145, 146

22 138, 139, 140, 143, 148

Unit 11 4 156 14 156

Unit 12 109 169, 170, 172, 173, 175, 176, 177, 178,

179, 180, 181

82 168, 169, 170, 172, 173, 174, 175, 176, 177, 178,

179, 180, 181

Appendix 3

The Roles of Female and Male In the Textbook

No. Female Page Male Page

1. Teacher 3, 6, 8,13, 19, 24, 25, 65, 108, 165

Teacher 3, 20, 24, 30, 153, 156, 172

2. Student 3, 15, 20, 25, 34, 36, 55, 80, 81, 88, 156, 169

Student 3, 6, 13, 15, 19, 20, 21, 24, 34, 35, 54, 55, 65, 66, 80, 81, 88, 106, 156, 169, 174, 179

3. Cashier 16 Prawns and

crabs seller

8

4. Librarian 21 Farmer 29

5. Fruit seller 26 Clerk 35

6. Dancer 27, 169 Racer 43

7. Nursery school teacher

11. Athlete 165 Doctor 153

12. Mechanic 173 Singer 169

13. Actor 169

14. Business

person

172

Appendix 4

The Number of Female and Male Games or Sports in the Textbook

Female Page Male Page

1.Horse riding 2.Basketball 3.Tennis

27 30

1.Football 2.Skateboarding 3.Basketball 4.Racing 5.Cycling 6.Tennis 7.Futsal 8.Iceskating 9.Tae kwon do 10.Badminton

26, 169 32 35, 56 43 53 54 169 169 169 173

Appendix 5

The Number of Female and Male Role Models In the Textbook

Unit Female Page Male Page

Unit 4 - - Lorenzo

Dani Surya Permana

43 54 Unit 12 Ananda Mirza Iryanti 169 Farhan Raditya 168