equality. Therefore, this study investigates gender representation in the English textbooks which are used for children.
2.1.2 English Textbook Material
In the previous section, the scientific reasons and importance of providing teaching and learning materials which should be balanced in representing women
and men characteristics have been clarified. In line with those explanations, this section is going to explain the teaching and learning materials in English subject.
Specifically, how English textbook as a product of material design is free from gender stereotyping.
2.1.2.1 English Textbook as a Product of Material Design
Designing a language course model is a complex task since many components should be considered. Graves 2000 mentions those components are
assessment, content, materials, method, and evaluation. The relationship and position of those components are described in the figure 2.1.
Figure 2.1: A framework of Course Development process Graves, 2000: 3
The relationship between those components is equal. It means that a course designer can start from any stage from the framework. A course designer can start
from „developing materials‟, „designing an assessment plan‟, organizing the course‟, „conceptualizing content‟, „assessing needs‟, or „formulating goals and
objectives‟. The direction of the process can be clockwise or counter clockwise. No component is higher than others. All components have the same position as
others. Hence, all components are considered important. At the bottom of the flowchart, Graves 2003 provides the basis of the
designing course process which are „defining the context‟ and „articulating beliefs‟. „Defining the context‟ means the sense of designing a course depends on
the designer beliefs and understandings. Meanwhile, „articulating beliefs‟ means that how a course designer implements and interprets hisher beliefs in all
components in the framework. According to the framework, „developing material‟ is one of the essential
components to design a language course. Richard and Renandya 2002 classify materials into three categories, namely printed materials, non-printed materials,
and materials that comprise both print and non-printed sources. In this study, the type of materials which is analyzes is printed materials. Specifically, the materials
are in the form of books or usually called as textbooks. It can be inferred that an English textbook is one product of a language course design.
Hu cthinson and Torres 1994, in Crawford, 2002 state that a textbook is “a
possible agent for change” p. 83. It means that a textbook can bring many insights for teacher and learner in the classroom. In this case, a textbook can
become a media or vehicle in changing teacher‟s and learner‟s perspectives upon
some ideologies. From this notion, Crawford 2002 adds that a textbook reflects author‟s beliefs and expectations upon the language and learning towards teacher
and learner. Hence, the idea which discerns a textbook as an agent of change is automatically associated with author‟s beliefs. Related to this study, a textbook
can change teacher‟s and learner‟s perspectives in social context. A textbook may strengthen or weaken gender role stereotyping between women and men in
community. Since a textbook may become an agent of change, it may alter the stereotyping towards male and female characters in a textbook.
2.1.2.2 Sexism in English Textbook
