A VISUAL ANALYSIS OF GENDER REPRESENTATION IN BUKU SEKOLAH ELEKTRONIK/BSE (ELECTRONIC SCHOOL BOOK) OF ENGLISH FOR JUNIOR HIGH SCHOOL STUDENTS.

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A VISUAL ANALYSIS OF GENDER REPRESENTATION IN BUKU

SEKOLAH ELEKTRONIK/BSE (ELECTRONIC SCHOOL BOOK) OF

ENGLISH FOR JUNIOR HIGH SCHOOL STUDENTS

Submitted to Department of English Education of Faculty of Language and Arts Education of Indonesia University of Education as a Partial Fulfillment of the

Requirements of Sarjana Pendidikan Degree

A Research Paper

Tiara Cita Maharani 0908877

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION 2013

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A Visual Analysis of Gender

Representation in

Buku Sekolah

Elektronik/BSE

(electronic school

book) of English for Junior High

School Students

Oleh Tiara Cita Maharani

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Oktober 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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PAGE OF APPROVAL

A VISUAL ANALYSIS OF GENDER REPRESENTATION IN BUKU SEKOLAH

ELEKTRONIK/BSE (ELECTRONIC SCHOOL BOOK) OF ENGLISH FOR

JUNIOR HIGH SCHOOL STUDENTS A Research Paper

Tiara Cita Maharani 0908877

Approved by

Main Supervisor Co-Supervisor

Dra. Sri Setyarini, M.A. R. Della N. Kartika Sari A., S. Pd., M.Ed. NIP. 196312291990022001 NIP. 197704142001122003

Head of Department of English Education Faculty of Language and Arts Education

Indonesia University of Education

Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001

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Abstract

This research was aimed at investigating gender representation illustrated in one of Buku Sekolah Elektronik/BSE (electronic school book). English in Focus for Grade VII as one of BSE was chosen as the subject of the research. Moreover, the analysis of the data used a qualitative descriptive method by applying theory of visual analysis proposed by Kress and van Leeuwen (2006) to make meaning of the illustrations. The analysis covered the perspective of narrative representation, interaction and representation, and the meaning of composition. The result revealed that the illustrations displayed a series of actions among the represented participants. It discovered that the illustrations portrayed a social familiar relationship and were functioned to offer information to the book’s viewers. Particularly, the position of the represented participants was displayed to fulfill the balanced position since both females and males were not conveyed in different composition. From the perspective of gender stereotype, the illustrations showed stereotyped occupations in which some illustrations only captured particular gender for certain roles and physical appearances, such as a female working in the kitchen and a short haircut for males.

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Abstrak

Skripsi ini bertujuan untuk menginvestigasi representasi gender yang diilustrasikan dalam salah satu Buku Sekolah Elektronik (BSE). English in Focus for Grade VII dipilih sebagai subjek penelitian. Lebih jauh lagi, analisis data dalam penelitian ini menggunakan metode kualitatif deskriptif dengan mengaplikasikan teori analisis visual merujuk kepada Kress dan van Leeuwen (2006). Analisis data tersebut meliputi narrative representation, interaction and representation, and the meaning of composition. Hasil analisis data menunjukkan bahwa ilustrasi-ilustrasi dalam BSE menampilkan serangkaian aksi diantara partisipan. Selain itu ilustrasi-ilustrasi tersebut juga menggambarkan keakraban hubungan sosial diantara para partisipan dan difungsikan untuk memberikan informasi kepada para pembaca. Lebih khusus lagi, posisi para partisipan menunjukkan komposisi proporsional tanpa ada ketimpangan posisi antara pria dan wanita. Dilihat dari kacamata gender stereotype, ilustrasi-ilustrasi dalam BSE menampilkan stereotype dalam profesi dan tampilan fisik, contohnya seorang wanita yang bekerja di dapur dan potongan rambut pendek untuk pria.

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TABLE OF CONTENTS

ABSTRACT ... i

STATEMENT OF AUTHORIZATION ... ii

PREFACE ... iii

ACKNOWLEDGEMENTS ... iv

TABLE OF CONTENTS ... vi

LIST OF TABLES ... viii

LIST OF FIGURES ... ix

CHAPTER I INTRODUCTION 1.1Background of the Research ... 1

1.2Research Question ... 3

1.3Aim of the Research ... 3

1.4Scope of the Research ... 3

1.5Significance of the Research ... 3

1.6Research Methodology... 4

1.7Subject of the Research ... 4

1.8Data Analysis ... 4

1.9Clarification of Terms ... 5

1.10 Organization of the Paper ... 6

CHAPTER II LITERATURE REVIEW 2.1 Defining Gender ... 8

2.2 Gender Stereotypes ... 10

2.3 Gender and Textbooks ... 12

2.4 Conceptualizing Visual Grammar ... 16

2.6 Visual Representation in the Current Research ... 20

2.6.1 Narrative process ... 21

2.6.1.1 Action processes ... 21

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2.6.1.3 Speech process and mental process ... 24

2.6.1.4 Conversion processes ... 25

2.6.1.5 Geometrical symbolism ... 26

2.6.1.6 Circumstances ... 27

2.6.2 Representation and interaction ... 30

2.6.2.1 Relation of image and gaze ... 31

2.6.2.2 Size of frame and social distance ... 33

2.6.3 The meaning of composition ... 36

2.6.3.1 The meaning of information displayed on left and right ... 36

2.6.3.2 The meaning of information displayed in centre and margin38 CHAPTER III RESEARCH METHODOLOGY 3.1 Overview of the Methodology ... 41

3.2 Design of the Research... 41

3.3 Subject of the Research ... 43

3.4 Analysis of Data ... 44

CHAPTER IV FINDINGS AND DISCUSSION 4.1 Description of the Subject of the Research ... 53

4.2 Data Analysis ... 54

4.2.1 Visual analysis of Gender Representation ... 54

4.2.2 Results of Visual Analysis ... 78

CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion ... 80

5.2 Suggestion ... 81

REFERENCES APPENDICES A APPENDICES B

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CHAPTER I INTRODUCTION

This chapter encompasses the introduction of the research which covers background of the research, research question, aim of the research, scope of the research, significance of the research, research methodology, subject of the research, data analysis, clarification of terms, and organization of the paper.

1.1Background of the Research

Recently, the concept of gender representation in education has been conducted by many researchers. They have been exploring the representation in visual arts, print and non-print media, especially in learning materials. One of the learning materials is textbooks. Textbooks play an important role in education. They include teaching and learning contents. The contents within the textbooks can represent a varied group of features. One of the features is gender. Gender is attached to the textbooks since it is merely displayed to construct a learning fulfillment. However, gender representation in the textbooks can lead into gender biasness, thus, studies on gender biasness and practices of gender stereotypes in

school’s textbooks have entailed a number of interests among researchers over the past decades (Yasin et al., 2012; Xiaoping, 2005).

Moreover, studies into the domain of gender stereotypes in English textbook and the effects on a society can be discovered back to the early 1900s (Yasin et al., 2012, p. 154). They also stated that since then, research on language and gender has been carried out extensively. The research towards gender stereotypes in the textbooks become the current interests since the stereotypes can

dictate the textbooks’ viewers to perceive negative traits of particular gender.

It is now important to define gender. Gender and sexuality are commonly related but partly distinct areas. According to McElhinny (2003, p. 23), the distinction between sex and gender is able to counter perspectives that consider differences and inequalities between men and women to sex or biology. Gender is a part of ideologies, values, and beliefs while sex is defined as socio-biological

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view in which there are no cultural determinants of human life (McElhinny, 2003, p. 23).

Deliberate awareness about gender disparities is able to lead to conscious stages. The stages are being taken by the elements of the textbooks development. The elements are able to provide students with appropriate service to avoid sexist practices (Yasin et al., 2012, p. 154). For example, Mukundan and Nimehchisalem (2008) examined gender representation in Malaysian secondary school English language textbooks which revealed an absolute gender bias with men outnumbering women. The bias is against men, which means, they seem mostly to possess negative traits. Thus, consideration should be taken for further publications of any textbooks, particularly English textbooks. The textbooks should serve both females and males a greater range of roles, activities and settings. The range is considered important to be analyzed in accordance with Yasin et al. (2012, p. 155) who highlighted that providing balanced English textbooks in terms of roles, activities and settings for both females and males is a prominent step in reducing gender stereotypes.

Based on the writer’s observation, English as Foreign Language (EFL) textbooks, as one of the language teaching and learning materials have been extensively used both by teachers and students. The textbooks have been widely known as one of educational tools. They are able to provide a structure of teaching, offer linguistic, cultural, and methodological support, direction of teaching and learning, and present variety (McGrath, 2002, pp. 10-11). In relation with gender representation, the content of textbooks attempt to display gender reinforcement as social division between females and males. Therefore, a number of English textbook evaluations have been emerging through research. Despite the fact that the amount of research on English textbook evaluation has been well-documented, unfortunately, there is a lack of research on English electronic books evaluation. Thus, this research intends to investigate one of English electronic books focusing on visual analysis to make meaning of gender representation.

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1.2Research Question

This research is carried out to find out:

1. How are females and males represented in Buku Sekolah Elektronik/BSE (electronic school book) for junior high school students entitled English in Focus for Grade VII?

1.3Aim of the Research

This research is intended to discover:

1. How females and males are represented in Buku Sekolah Elektronik/BSE (electronic school book) for junior high school students entitled English in Focus for Grade VII.

1.4Scope of the Research

Limitation has been made to specify the problem in this research. The limitation is intended to investigate how gender is represented in BSE entitled English in Focus for Grade VII through illustrations displayed in the book. The selected illustrations are assigned as graphic or commercial art that is formed for client to fulfill the particular assignments. As Zeegen (2009) stated that illustrations are the works to fulfill particular tasks. Thus, the illustrations in this research do not include photographs, charts, tables and diagrams.

Furthermore, the illustrations have been specified to gender representation involving the appearances of females and males. This situation implies that any other illustrations beyond both females and males are not taken into account. Thus, this research focuses on gender representation by applying the theoretical framework of visual analysis proposed by Kress and van Leeuwen (2006).

1.5Significance of the Research

This research is expected to provide various significances as follows:

1. To theoretical frameworks, this research can enrich the existing theories of gender representation and the relation to the English textbooks.

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2. To students and teachers, this research can be a consideration to employ or not BSE for teaching and learning in relation to the existence of gender differences.

3. To future researchers, this research can give benefits as a guideline to support their research. Also, it can be a door of exploration in order to provide supportive information for later research.

1.6Research Methodology

This research employs descriptive qualitative research design. Qualitative research is the research which involves data collection procedures in a sense of open-ended data to be analyzed without employing statistical measurement (Dörnyei, 2012, p. 24). Furthermore, qualitative research is also related to qualitative phenomenon and involves quality or kind . The data procedures of this research cover two steps, namely, selection of illustrations from BSE entitled English in Focus for Grade VII and interpretation of illustrations.

1.7Subject of the Research

The research involves one of Buku Sekolah Elektronik/BSE (electronic school books) for junior high school students presented in the table below:

Table 1.1

Authors Year Title Place of

publication

Publisher Wardiman, A.

2008 English in

Focus for Grade VII

Jakarta

Pusat Perbukuan Departemen Pendidikan Nasional Djusma, M. S.

Jahur, M. B.

1.8Data Analysis

This research adapts the steps taken by Yasin et al. (2012) in their research of visual analysis of a Malaysian English school textbook in the relation to gender. The steps are as follows:

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2. Determining each illustration into two main criteria; a) the presence of participants b) the existence of gender of either female or male.

3. Examining the representation of gender in the selected illustrations by conducting visual analysis based on Kress and van Leeuwen (2006) grammar of visual design.

4. Examining whether or not gender stereotypes remain in the selected illustrations.

1.9Clarification of the Terms

To avoid misunderstanding, there are some terms that have to be clarified. The terms are as follows:

1. Buku Sekolah Elektronik/BSE (electronic school book): One of the books that is regulated by the Ministry of Education and Culture of Indonesia. The book can be downloaded, copied, and printed by society (Acknowledgement of BSE English in Focus for Grade VII).

2. Gender: A socially determination which perceives ideas and practices of what it is to be female or male (Reeves & Baden, 2000, p. 3).

3. Gender stereotype: A belief about the psychological traits and characteristics including the activities which are appropriate to men or women (Brannon, 2004, p. 160).

4. Sex: Biological characteristics categorizing someone as either female or male (Reeves & Baden, 2000, p. 3).

In addition, sex refers to an individual’s biological status and is typically categorized as male, female, or intersex (i.e., atypical combinations of features that usually distinguish male from female). There are a number of indicators of biological sex, including sex chromosomes, gonads, internal reproductive organs, and external genitalia (The Guidelines for Psychological Practice with Lesbian, Gay, and Bisexual Clients, adopted by the APA Council of Representatives). Furthermore, according to The Guidelines for Psychological Practice with Lesbian, Gay, and Bisexual Clients, adopted by the APA Council of Representatives, gender refers to

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the attitudes, feelings, and behaviors that a given culture associates with an individual’s biological sex. The behavior of ccompatibility with cultural expectations is referred to as gender-normative. The behaviors that are viewed as incompatible with these expectations constitute gender non-conformity.

5. Sexism: A belief which differentiates sexes biologically, thus, those sexes are given unequal treatment (Brinkerhoff et al, 2008, p. 201). Additionally, sexism is

a. prejudice or discrimination based on sex; especially discrimination against women; or

b. behavior, conditions, or attitudes that foster stereotypes of social roles based on sex.

(http://www.merriam-webster.com/dictionary/sexism)

6. Visual grammar: According to Kress and van Leeuwen (2006) visual grammar is:

A quite general grammar of contemporary visual design in

‘Western’ cultures, an account of the explicit and implicit knowledge and practices around a resource, consisting of the elements and rules underlying a culture-specific form of visual communication. (p. 3)

1.10 Organization of the Paper

This research consists of five chapters. The organization of the chapters is as follows:

1. CHAPTER I: Introduction

This chapter presents background of the research, research question, aim of the research, scope of the research, significance of the research,

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research methodology, subject of the research, clarification of terms, and organization of the paper.

2. CHAPTER II: Literature Review

The second chapter provides theoretical views of gender representation, visual grammar as the main analysis of this research, the findings of previous research and other supportive information which are related to this research.

3. CHAPTER III: Research Methodology

This chapter encompasses research methodology which covers overview of the methodology, design of the research and analysis of data.

4. CHAPTER IV: Findings and Discussion This chapter provides result of data analysis.

5. CHAPTER V: Conclusion and Suggestion

The last chapter provides conclusion of the research based on the result of data analysis. Furthermore, it also states suggestions for the betterment of further research.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter provides the research methodology of the current research. It concerns overview of the methodology, design of the research, subject of the research and analysis of data.

3.1 Overview of the Methodology

Generally, textbooks are mostly employed as the teaching and learning material. When teachers are in the classrooms, they commonly teach their students by applying textbook-based method. They focus on the textbooks as the main source in the teaching and learning process. Typically, when the teachers go to a classroom for teaching, the textbooks are attached to them. The textbooks they use in the classroom are sourced variously. One of the sources is Buku Sekolah Elektronik/BSE (electronic school book) administered by the Ministry of Education and Culture of Indonesia. Thus, it is important to analyze the book in order to give clear explanation of the book’s learning materials.

Moreover, learning materials presented in BSE consist of several items. One of those items is illustrations. The illustrations in BSE constitute varied forms. In the current research, attention is given to the illustrations involving the presence of females and males since based on the writer’s observation, it directs towards social constructions displayed in the book.

The illustrations were examined by conducting a visual analysis based on Kress and van Leeuwen’s (2006) work. However, to limit the research, not all elements of the visual analysis were employed as variables to analyze the illustrations. The visual grammar analysis in this study only covered narrative representation, representation and interaction and the meaning of composition.

In the narrative processes, according to Kress and van Leeuwen (2006, pp. 59-72) there are six types of representation. Each process is divided based on the basis of Vector, the number and type of participants involved (2006, p. 63). The types of narrative representation involved Action Processes, Reactional Processes, Speech Process and Mental Process, Conversion Processes,

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Geometrical Symbolism and Circumstances. In representation and interaction there were some elements involved; they were relation of image and gaze, size of frame and social distance. After analyzing narrative processes, representation and interaction, the meaning of composition was conveyed. The meaning of composition included Given and New: the information value of left and right, also Center and Margin as well.

3.2 Design of the Research

The current research employed descriptive qualitative research by conducting a visual analysis based on Kress and van Leeuwen’s work (2006).

Qualitative research is defined as the research which includes procedural data collection resulting significantly in open-ended, non-numerical data. It is primarily analyzed by non-statistical methods (Dörnyei, 2007, p. 24). Croker (2009, p. 4) noted that qualitative research focuses on collecting primarily textual data and examining the data by using interpretive analysis. To some extent, qualitative research primarily encompasses non-numerical data and deliberately focuses on the nature of interpretive data analysis (Brown & Rodgers, 2002, p. 12; Dörnyei, 2007, p. 24; Croker, 2009, p. 4; Hancock et al., 2009, p. 6). Moreover, Alwasilah (2012, p. 100) conveyed that qualitative research is strengthened by inductive and grounded analysis through flexibly data analysis. Alwasilah (2012, p. 100) added that qualitative research does not intend to reveal generalization and comparison; it is more to seek validation and contextual understanding towards particular phenomena. Furthermore, Cohen et al. (2007) stated what qualitative research is:

Qualitative data analysis involves organizing, accounting for and explaining the data; in short, making sense of data in terms of the participants’ definitions of the situation, noting patterns, themes, categories and regularities. (p. 461)

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Additionally, Hancock et al. (2009, p. 6) noted closely the nature of qualitative research as follows:

 It has tendency to focus on how people or groups of people can have different ways of constructing insights into reality, usually socially or psychologically.

 It considers complexity of incorporating contextual reality by encompassing different perspectives.

 It examines behaviorally natural settings or employs data without manipulation of variables.

 It elaborates non-numerical data on reports.

 It focuses on description and interpretation and has capability to develop new theoretical concepts, or can be an evaluation involved in organizational process.

 It provides flexibility in the process by conducting systematic pattern.

3.3 Subject of the Research

The current study employed one of BSE for junior high school students in grade VII entitled English in Focus for Grade VII (2008). It consists of eight chapters and 172 pages. It covers four skills of English language learning; they are listening, speaking, reading and writing. Additionally, it provides exercises for each chapter, final evaluation, bibliography, photo credits, glossary, index, listening script and answer key. Each chapter displays various kinds of visual representations in order to support the presence of learning materials.

Specifically, illustrations as one of visual representations displayed in the book were selected as the subject of the research. The subject was analyzed by conducting a visual analysis. The illustrations were categorized into gender matter. Therefore, the other matters of illustrations were not included into the analysis. There were 89 illustrations displayed in the book. To collect the illustrations for the data analysis from BSE, first, the writer cut the illustrations directly from the book that had been downloaded from the official site by using

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the application on computer known as Snipping Tool. The process of cutting the illustrations was not reducing particular details from the book. After that, the illustrations were saved in JPEG (joint photographic experts group) format in order to ease the process of inserting illustrations into written document to be analyzed. After that, the illustrations were analyzed and reported in written document.

3.4 Analysis of Data

The selected data from BSE were broken down into the elements of visual analysis stated in the research design following the work of Kress and van Leeuwen (2006).

The example of data presentation was presented in the tables below. Further elaboration of the data in fully complete explanation was presented in chapter IV. The illustrations presented in the tables below were taken from BSE entitled English in Focus for Grade VII (2008, pp. 2-3).

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Table 3.1

The example of data analysis of narrative representation

Illustrations Setting Narrative

Representation

The

illustrations from number

one to

number four present a situation involving a female

student as the new student. She

introduces herself to her new friend, the male student. They are having a conversation in the library.

The narrative process involved in the illustrations

is Verbal

Processes due to the presence of dialogue balloons based on the realizations of Kress and van Leeuwen (2006, p. 75).

Furthermore, the participants in the illustrations – the female and the male are called the Sayers. According to Kress and van Leeuwen (2006, p. 75), Sayer is the participant in a Verbal Process where there is the presence of the dialogue balloons. The role of

female is

displayed as the first Sayer, since she initiates the conversation. The

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initiation of the conversation is shown in the first dialogue balloon which emanates from the first Sayer – the female. The role of the male is displayed as the second Sayer where in the first illustration he talks after the female initiates to

have a

conversation. Moreover, the words attached in the dialogue balloons are called Utterance (Kress & van Leeuwen, 2006, p. 75). The total

number of

Utterances in the illustrations is nine Utterances.

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Table 3.2

The example of data analysis of representation and interaction

Illustrations Gaze Meaning

The

illustrations include two participants. Each

participant, both the female and the male do not make a contact with interactive participants - the viewers. It means that the viewers are not the object. They are

considered as the subject of the look, while the represented participants are the object that the viewers focus on (Kress & van Leeuwen, 2006, p. 119).

Since there is no contact made by the represented participants to the viewers, the gaze in the illustrations means to offer information

(Kress & van Leeuwen, 2006, p.

119). The

illustrations attempt to offer information to the viewers as the interactive

participants in order to convey thoughts

presented in the dialogue balloons in the relation with the Verbal Processes.

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Illustrations Size of frame and social distance Meaning The illustrations from number

one to

number four are depicted from head and around knees. Based on the work of Kress and van Leeuwen (2006, p. 124) on size of frame, the participants are depicted in medium shot. The medium shot cuts off the subject around knees.

In terms of social

distance, the illustrations present a far personal distance where both the

participants

The size of frame displayed in the illustrations is categorized into medium shot while the social distance is far personal distance. It means that the participants are not particularly intimate. It is in line with the setting which explains that both female and male have just met, since the female is a new student, while it can be taken to an account that the male is the former student.

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are

positioned in the distance of outside easy

touching (Kress & van Leeuwen, 2006, p. 124)

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Table 3.3

The example of data analysis of the meaning of composition

Illustrations The Meaning

of Composition

Meaning

The

illustrations depict the position of female and male while they are having a conversation. The female is positioned on the right, while the

male is

positioned on the left.

According to Kress and van Leeuwen (2006, pp. 180-181), the elements placed on the left are considered as Given, and the elements

displayed on the

right are

considered as New.

Thus, based on the illustrations, it is eloquent that the female as the initiator of the conversation. The New means she delivers new information to the male. As the participant who proceeds the Verbal Process after the female, the male’s role is the Given where he receives the new information from the female.

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CHAPTER V

CONCLUSION AND SUGGESTION

This chapter is designed to draw the conclusion and suggestion based on the result of data analysis.

5.1 Conclusion

The data have been observed to portray gender representation illustrated in one of BSE entitled English in Focus for Grade VII. After foregrounding the theoretical framework of visual analysis proposed by Kress and van Leeuwen to analyze the data, some conclusions can be drawn.

First, based on the analysis of narrative representation, the illustrations presented in Buku Sekolah Elektronik/BSE (electronic school book) are dominated by Action Processes, which means, the represented participants within the illustrations are mostly depicted in a series of actions (Kress & van Leeuwen, 2006, pp. 63-64). In addition, Action Processes within the illustrations mostly realize unidirectional transactional action meaning that the Vectors emanated in the illustrations link two participants, an Actor and a Goal (Kress & van Leeuwen, 2006, p 74).

Second, from the perspective of representation and interaction which covers gaze, size of frame and social distance, the illustrations are functioned to offer information to the viewers. It is supported by the portrayal of the illustrations where they do not make direct eye-contact with the viewers, thus, they are displayed to offer information not to demand as Kress and van Leeuwen (2006, p. 119). The illustrations are mainly depicted in medium shot, which means, the represented participants characterize a social familiar relationship.

Third, the meaning of composition reveals there is no imbalance of gender position conveyed in the illustrations.

Last, there is a depiction of stereotypical roles of females where they are confined to the domestic spheres (Yasin et al., 2012). There is also a portrayal of stereotypical occupations and physical appearance that only particular gender displayed in certain occupations and physical appearances.

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5.2Suggestion

Some suggestions in this study are remarked in order to contribute towards

the betterment of further research.

First, for further researchers, the result of this study can be inputs to conduct similar research focusing on visual analysis and its relation to gender and education.

Second, for teachers, the result of this study can be inputs for considering to choose the appropriate textbooks as learning materials for their students.

Last, for materials developers, textbook writers, editors, illustrators and those directly involved in developing and producing educational textbooks, this recent study may provide some references in guiding to select appropriate materials that should be put in textbooks.

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5.2Suggestion

Some suggestions in this study are remarked in order to contribute towards the betterment of further research.

First, for further researchers, the result of this study can be inputs to conduct similar research focusing on visual analysis and its relation to gender and education.

Second, for teachers, the result of this study can be inputs for considering to choose the appropriate textbooks as learning materials for their students.

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