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CHAPTER 3 RESEARCH METHODOLOGY
This chapter mainly describes the logical truth of the study. In order to achieve the highest level of the truth, all things associated with the systematic
means of the study are going to meticulously demystify. Thus, this chapter provides some sections, namely research method, nature of data and sources,
instruments, research setting, data collection, data analysis, and triangulation.
3.1 Research Method
The current study aims to expose how gender awareness appears in the EFL English as a Foreign Language textbooks. To disclose the gender awareness in
the EFL textbooks, this study examined the attributes used to depict female and male characters in the textbooks. Particularly, the attributes are defined through
the use of pronouns, nouns, and verbs which describe the characters. The number of occurrences of those components is counted to see whether
the EFL textbooks considered the gender awareness or not. It can be inferred that the data were dealt with numbers. It can be categorized as numerical data, dealing
with the numbers of words. Thus, the appropriate method employed in this study was content analysis.
Content analysis is a systematic method to examine some forms of verbal or image communication Gray et al., 2007. In this study, the verbal communication
referred to words used to depict female and male character in the English PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
textbooks. Meanwhile, the image communication referred to illustration which stereotyped female and male characters in society.
Moreover, Cohen, Manion, and Morisson 2007 explain that content analysis is a process of summarizing and reporting written data, including with
and their messages. In this case, the content messages which were investigated were whether the English books stereotype the female and male characters. It was
in line with the purpose of content analysis in education field suggested by Ary, Jacobs, Sorensen, and Razavieh 2010, to analyze bias, prejudice, and
propaganda in a textbook.
3.2 Nature of Data and Sources
The object of this research is EFL textbooks. Since there are many EFL textbooks, data criteria in choosing the textbooks are decided. To obtain
meaningful data, purposive sampling was chosen. According to Gray et al. 2007, purposive sampling is “the researcher purposely selects certain groups or
individual s for their relevance to the issue being studied” p. 105. In this study,
the purposive data sources were four English textbooks for elementary school. Two English textbooks entitle
„English for Real Communication‟ were written by Silvester Goridus Sukur and published by Grasindo. The other two books entitle
„English Hooray‟ were written by CGEE Consultative Group on English Education-which members are Mukarto, Sujatmiko B. S. , Jospehine S. M., and
Widya Kiswara and published by Erlangga. Those books were selected since the researcher can reach the authors of each textbook. Moreover, those books were in
the national scope and the book series addressed for grade 1 to 6 were written by the same author in each publisher.
Moreover, the English textbooks contained adequate attributes for female and male characters to address gender awareness. Besides, the textbooks for grade
3 and 4 were selected in each publisher since the researcher wanted to make a sample for the textbooks inside and outside curriculum. It is because English
subject is only obliged for grade 4 to 6 in curriculum 2013. The English textbooks for grade 3 and 4 which were published by Grasindo will hereafter be called as
„Book A‟ and „Book B‟. Other textbooks for grade 3 and 4 which were published by Erlangga will hereafter be called as „Book C and D‟.
Regarding the primary data, not all units are going to be analyzed since it will be time consuming. There are only some samples used as data. In choosing
sample, the purposive sampling technique is still used in this case. To choose a fruitful sample data, some characteristics are determined. First, the chosen units
should mostly include male and female characters both in text or picture, such as discussing profession, activities, or hobbies. Second, since each textbook consists
of review parts, one sample unit will be chosen before the other review part appears. Third, since the numbers of unit and review in each textbook are not the
same, the number of sample units are based on the number of review parts in each textbook. The selected sample units are presented in Table 3.1.
Table 3.1: The Selected Sample Data Textbooks
Numbers The selected Units
Units Review Pages
Book A 12
3 108
1. Unit 1 : Are you a student?
2. Unit 5 : My body
3. Unit 10: What are you doing?
Book B 13
3 87
1. Unit 2 : Hello, I am Charles
2. Unit 7 : How old are you?
3. Unit 12: Would you like some tea?
Book C 6
2 149
1. Unit 1 : A new student
2. Unit 4 : Let‟s play football
Book D 8
2 197
1. Unit 4 : My homework
2. Unit 6 : What a nice T-shirt
The data were also obtained from interview. The participants for the interview were the authors of EFL textbooks. There were only two participants,
namely Silvester Goridus Sukur who writes English for Real Communication and Josephine S. M. who writes English Hooray. For English Hooray, there was
only one author which was interviewed. In this case, one author was considered enough to represent the other authors since all decisions towards the textbook
design were achieved through discussion. As a team, all authors always began with brainstorming to decide everything related to the design. Before discussing
the design in each unit, they had to agree on the philosophy and belief that they brought to the design. After that, they would proceed to the syllabus and textbook
design. Every step was conducted through discussion. They would not proceed to further process when all of the authors did not achieve the same decision. In
addition, the chosen interviewee of English Hooray was the initiator who brought gender aspect in the textbook design. Therefore, the information from the chosen
interviewee is enough to represent the whole team. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3.3 Instruments
