GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY STUDENTS.

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GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY

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GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A

TEXTBOOK FOR UNIVERSITY STUDENTS A Research Paper

Submitted in partial fulfillment for the degree of Sarjana Sastra

by:

Wina Anggraeni Lestari

(0902336)

ENGLISH LANGUAGE AND LITERATURE

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

2014

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GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A

TEXTBOOK FOR UNIVERSITY STUDENTS

Oleh:

Wina Anggraeni Lestari

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

Wina Anggraeni Lestari 2014 Universitas Pendidikan Indonesia

Juli 2014

Hak Cipta dilindungi undang-undang

Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian

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GENDER REPRESENTATIONS IN STUDENTS’ CONVERSATION IN A

TEXTBOOK FOR UNIVERSITY STUDENTS

A Research Paper by: Wina Anggraeni Lestari 0902336

Approved by :

Main Supervisor,

Dr. Iwa Lukmana, M.A. NIP 196611271993031002

Co-Supervisor,

Ripan Hermawan, S.S., M.A. NIP 198010242005011001

The Head of English Departement Faculty of Language and Art Educations

Indonesia University of Education,

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

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Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT

Gender Representation in Students’ Conversation in a Textbook for University Students

This research is descriptive qualitative which is specifically intended to highlight two major points, i.e. to examinehow female and male participants in the dialogues and the potential factorsthat influence the representation. This study investigatedthe representation of gender in a textbook for university students. All seven dialogues in the textbook were selected using Van Leeuwen’s (2008) concept of social actor in CDA perspective and Halliday’s (1994) concept of transitivity. Textual analysis and interview with the author were conducted to collect the data. The analysis shows that the social actorsarefrequently represented in inclusion rather than in exclusion which indicates that females and males are represented explicitly to embed to their actions and utterances.In terms of gender, malesare represented slightly more in inclusion. It indicates that there is a tendency of male dominant in terms of inclusion analysis. In terms of transitivity analysis, the social actors are frequently represented as an active being in relation to physical and psychological activities because they frequently play the active role in Material and Mental processes. Male and female are represented relatively equal in terms of playing the active role in Material process. According to the analysis result, gender awareness and students-centeredness seem to be the main factor that the author consider while writing the textbook.In accordance with all the finding of this study, the textbook appears to reflect students’ daily life as the way of representing gender.

Penelitian ini merupakan penelitian deskriptif kualitatif yang membahas dua permasalahan, yaitu: menganalisa representasi pria dan perempuan dalam dialog, dan menganalisis factor-faktor yang berpotensi yang mempengaruhi representasi tersebut. Penelitian ini menganalisa representasi gender dalam buku pelajaran untuk siswa tingkat universitas. Seluruh tujuh dialog dalam buku pelajaran tersebut dianalisa dengan menggunakan konsep actor social Van Leeuwen (2008) dalam analisis wacana kritis (CDA) dan konsep transitivitas Halliday (1994). Analisa tekstual dan interviu dilaksanakan sebagai tekhnik pengumpulan data. Berdasarkan hasil analisis, aktor sosial lebih sering direpresentasikan dengan inklusi daripada dengan eksklusi. Hal ini mengindikasikan bahwa perempuan dan laki-laki direpresentasikan secara eksplisit dalam kaitannya dengan aksi yang mereka kerjakan. Laki-laki adalah gender yang lebih sering dimunculkan dalam proses inklusi. Dalam analisis transitivitas, aktor sosial lebih sering direpresentasikan sebagai entitas yang aktif secara pisik dan psikologi karena frekuensi kemunculan dalam proses Material dan Mental.

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Perempuan dan laki-laki direpresentasikan relatif setara dalam memainkan peranan aktif di proses Material. Berdasarkan hasil analisis kesadaran gender (gender awareness) dan keterpusatan pada siswa (student-centeredness) nampak sebagai factor utama yang dipertimbangkan penulis dalam membuat buku pelajaran tersebut. Berdasarkan temuan-temuan penelitian, buku pelajaran mencoba merefleksikan kehidupan sehari-hari para siswa sebagai suatu cara dalam merepresentasikan gender.

Keyword: gender, sex, representation, textbook, critical discourse analysis, transitivity, social actor.

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Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I

INTRODUCTION

This introductory chapter presents the background of the study, the research questions, the aims of the study, the scope of the study, the methodology of the study and the organization of the paper.

1.1Background

People with the same language are able to communicate one another meaningfully. They communicate and share the world with other through language. In this sense, language is functioned as sign to encode and interpret the world (Hall, 1997). Beside as a tool to communicate, there are many other functions that language has. One of them is the function as a representation (Halliday, 1994). Representation determines how people see the world. Representation is understood as “the production of meaning through language” (Hall, 1997, p.16). Representation is regarded as a part of critical aspect in studying literature and the social issue like gender.

Gender is often classified based on people sexuality but actually it is not only the matter of being male and female biologically. It is a term that define male and female to have certain attribute of social expectation, norms and rules, then finally classifies them into feminine and masculine (Holmes, 2008 as cited in Healy, 2009). Gender is “a social expectations associated to men and women” (Sunderland, 1994). Traditional view of gender generally tend to have unequal rules and expectations toward women and men. Men tend to have more expectations than women. Women cannot be like a man. Such ideas or values still adhere in public media and become main concern in studying gender representation because it leads to discrimination of gender or gender bias. Ample

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studies are conducted to probe gender discrimination representation in current public medias. One of public media is textbook.

As an important tool of education, textbooks are to provide a model of social behaviour through the representation they contain (UNESCO, 2009). Some studies of gender representation in textbooks have been conducted. Bias representation are still found in the texts and illustration of the textbooks (Otlowski, 2003; Harashima, 2005; Damayanti, 2006; Stockdale, 2006; Kemp, 2011; Mousavi & Garbavy, 2012). Bias representation in textbook is reported to have negative effect in shaping students’ achievement and career choices (Mutekwe & Modiba, 2012, p.365). This bias representation case is often found in eastern country. But then, since the publications of some textbooks promoting gender equality, there have been some significant progression on gender representation in the eastern textbooks. Some studies result in less traditional roles finding. Men and women are depicted having rather equal range of activity and social status as men and no men dominance occured in the dialogues (Healy, 2009; Mineshima, 2008; Nagamoto, 2010; Yang, 2010).

As one of the eastern country, Indonesia seems to have little progression regarding gender equality in textbook. In 2006, Damayanti still found gender bias representation in some textbooks. She found that women are represented less prestigious than men in terms of job and activities they did. And so does some subsequent studies yield the same result (Rahmani, 2009; Sari, 2009; Maharani, 2013). Bias representation still become issue perpetuated in Indonesian textbooks.

However, those studies mainly focused on examining gender representation in textbooks for primary school. It has best extend its area of investigation to higher level textbooks. In that case, the present study is aimed to investigate gender representation in a textbook for university students. The present study focused on distribution of gender representation and speculate potential factor that influence the representation in the textbook.

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GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY STUDENTS

Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.2 Research Questions

The study is aimed at investigating the following questions:

1. How are female and male discursively represented in the textbook?

2. What are the factors that potentially affect the representation of female and male characters in the textbook?

1.3 Aims of the study

The present study is aimed at investigating:

1. How male and female are represented discursively in the textbook,

2. The factors that potentially affect the representations of male and female in the textbook.

1.4 Scope of the study

The study was limited to investigate the distribution of gender representation and speculate potential factor that influence the representation in the textbook. The gender representation is drawn based on the framework of Van Leeuwen’s (2008)

sociosemantic inventory and Halliday’s (1994) model of transitivity in presenting

social actors in the texts. The texts in this sense are limited to the dialogues and narative texts. The dialogues and the naratives are choosen because they contain social action and female and male participants. An interview was conducted to confirm the speculation on the finding of the analysis.

1.5 Methodology of the study

The present study is a descriptive study because the aims are to find out the depictions of female and male participants and the factor of the representational choices. Descriptive qualitative design was utilized to gathering the data.

The data were taken from the sentences of the dialogues and the narratives. The dialogues consist of six mixed gender conversations and one female pair conversation. The sentences in the dialogues and the naratives were separated per clause and clause complex for further analysis.

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To answer the first question, The clauses of the dialogues and the narratives were analyzed using the transitivity and sociosemantic inventory framework. The result were presented in table for each analysis. To answer question number two, speculation on factor that potentially influence the representation were drawn from the analysis result semi formal interview to the author of the textbook was conducted. The interview protocol was prepared to keep it on track but the protocol was made open ended so that the answers were not directed. The interview is intended to confirm the factors that speculate from the finding.

1.6 Clarification of the terms

To avoid misunderstanding, here are some significant terms to be clarified:

Representation : using language to say something meningful about or to represent, the world meaningfully, to other people (Hall, 1997)

Gender : a culturally-shaped group of attributes and behaviours given to the female or to the male (Maggie Humm, 1989 as cited in Sunderland, 1994).

Sex : terms that determine aspects of our anatomy, physiology and neurology and may also have a role in shaping our behavioural, cognitive and affective characteristics (Sunderland, 1994).

Sexism : a system of beliefs and practices which affirm the dominance of men over women (Sunderland, 1994).

Transitivity : a system that construes the world of experiences into a manageable of process type (Halliday, 1994)

1.7 Significance of the study

The study is intended to investigate the representation of gender in the textbook for university students. The study is expected to give contribution to gender

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representation study in Critical Discourse Analysis, as well as to study on language, gender and discourse in general.

1.8 Organization of the paper

The paper is organized into five chapters. Chapter 1 consisted of a glance of background of the study, research formula, the overview of research design and the organization of the paper. Chapter 2 presents the theoretical foundation of the study which contain common understanding of representation, discursive approach to representation, the understanding of Van Leeuwen concept of discourse as recontextualization of social practice, the explanation about sociosemantic inventory, the work of transitivity, gender and gender role and gender role in Indonesian, and previous research on gender representation in textbooks. Chapter 3 contain the research problems and research design, including the subjects and sources of the study. Chapter 4 presents the finding and discussion. Chapter 5 contain conclusion.

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Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology used in the present study. It describes the research design, the data collection and the data analysis of the study.

3.1 Reserch Design

The present study is descriptive qualitative because the present study focuses on description and interpretation of data (Creswell, 2009). The study conducted textual analysis and semi structured interview. The textual analysis was utilized to answer research question number one. The data were taken from the dialogues in a textbook for university students. The semi structured interview was conducted to one of the author of the textbook. It was intended to confirm the factor that influence the representation of gender in the textbook. It was conducted to complete the answer of research question number two.

3.2 Data Collection

The data was textual data taken from a textbook for university students. The data were collected to see gender representation appeared in the textbook. The texts which included male and female participants were collected for the data. Textbook used in this study is Speaking for General Communication by Hermawan and Setyorini (2008), a local English speaking textbook for university students in Indonesia. It consists of fourteen chapters but only seven chapters were used for the data because only those chapters contain dialogues and narratives. The present study focused in the textual data. Thus, pictures in the textbook were not taken into consideration in the analysis. The second data were collected from the speculation of the finding. An

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open-ended interview to the author was conducted to find the factor of the representation proportion.

3.2.1 Categorization of Participants

In the process of categorizing the participants, four categories were used namely: (1) male, (2) female, and (3) mixed gender. Male is for the participant that refers to male characters. It can be realized by the use of ‘he’ pronoun or proper name like

David, Yusuf, Mr Harris, etc. Female category is for female characters such as Rani, Nissa, etc; as well as pronoun ‘she’.

Mixed gender is category for participant that refer to both male and female characters. It may be realized by the use of proper name ‘Nissa and Johan’ and the use of pronoun ‘we’, ‘they’ in which preceding information that refer male and female were provided.

3.3 Data Analysis

The present study is aimed to reveal gender representation in textbook by using discursive approach.Van Leeuwen (2008) method of analysis was utilized to investigate the representation. Each clause of the data was classified using Van Leeuwen’s categories of social actor. The social actors were firstly analyzed in terms of their inclusion and exclusion in the text. The process of exclusion involves the process of suppression and backgrounding.

The inclusion process involves the process of activation and passivation. The activation and passivation processes can be in the forms of participation: the social actor the participant involved in the action. They can also be in the form of circumstance of the action, as well as possessivation. The social actors were also

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classified according to whether they were represented as human, which is labeled as personalization, or non-human, called impersonalization.

The following tables provide the examples of exclusion and inclusion analysis. In the inclusion analysis, the alphabets represent the class of the categories, namely: A=activation-participation-personalization B=activation-participation-impersonalization C=activation-circumstantialization-personalization D=activation-circumstantialization-impersonalization E=activation-possessivation-personalization F=activation-possessivation-impersonalization G=passivation-participation-personalization H=passivation-participation-impersonalization I=passivation-circumstantialization-personalization J=passivation-circumstantialization-impersonalization K=passivation-possessivation-personalization L=passivation-possessivation-impersonalization

Table 3.1 Example of the inclusion analysis of the social actors No Sentences Representation categories Gender

indication

Partic ipant A B C D E F G H I J K L M F Mi

x

1 And I am just

celebrating it with my closest friends

V V Acco

mpani ment 2 We stayed in Jakarta

for three days

V V Actor

3 That was really new for me.

V V Benef

iciary

Table 3.2 Examples of the exclusion analysis of the social actors

No Sentences Supp

resion

Backgr ound

Gender Partici pant

M F Mix

1 They are in his campus to learn Bahasa Indonesia.

V V Actor

32 and give you a campus

tour.

The data were then counted to see the form of representation attached to male and female gender. To answer research question number two, a semi structured interview to the author of the textbook was conducted. An interview protocol was used as a guide in conducting the interview (see appendix c).

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Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V

CONCLUSION AND SUGGESTION

This chapter is designed to present the conclusion of the gender representation study of the textbook for university students. It also provides suggestion for future study on gender representation in the textbook.

5.1 Conclusion

This research examines two research problems, i.e. (1) gender representation in the textbook through Van Leeuwen’s (2008) classifications of the social actor elaborated with the transitivity analysis, and (2) potential factors that affect the representation.It is found that the social actorsarefrequently represented in inclusion rather than in exclusion. It implies that the textbook represents females and males in explicit ways when they are embedded to their actions and utterances. In terms of gender, males are represented slightly more dominant because males’ occurrences in inclusion are more frequent than female and mixed genders. The social actors are frequently represented as an active and participatory human being because the most frequent inclusion classification is Activation-Participation-Personalization. Males are represented frequently in this classification.

In accordance with transitivity analysis, the social actors frequently play the active role in Material process. The social actors are then represented as being active in relation to physical activities. In terms of gender, the most frequent participant who plays an active role in material process is mixed genders. It indicates that female and males are represented equally in terms of the active roles in Material process. The

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social actors also play the active role in Mental process. It means that the social actors are represented as being active in relation to psychological activities.

According to the analysis result, Males tend to have dominant representation in terms of inclusion analysis. Despite of that, males and females are represented equally in terms of the active role in Material process. In some aspect, the textbook shows efforts to avoid stereotyped representation. The author commented on this gender representation proportion that it is the awareness of gender that shapes the proportion of gender in the textbook. The author intentionally evoked students’ life representation in order to fit to the reader target comprehension. Thus, the first factor influences the representation is the authors’awareness of gender. The second factor is that the students-centeredness. It evidenced in the focus point of the textbook to the students’ daily life to be the processes attached to the social actors.

Based on the analysis above, it is found that the textbook shows dominant and relatively equal proportion of gender representation in several aspect of representation. The students-centeredness in the textbook then indicates the author’s awareness of gender. Overall analysis, the textbook is trying to say that the representation of gender should fit with the reader target condition. It would then serve the reader target need of the textbook. Textbook should be made to create a good learning condition and support students’ learning development.

5.2 Suggestion

There are some suggestions offered for future study on gender representation in textbook. The present study utilized Van Leeuwen’s frame work of social actor elaborated with Halliday’s transitivity analysis. Future studies may develop its concern to include the speech act aspect of the sentence when the data is as the same

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form: dialogues. The data used in this study are solely taken from the dialogues text. For future study, the data can be extended to any other kind of texts such as narratives.

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Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu REFERENCES

Cameron, D. (1994). Problems of sexist and non-sexist language. in J. Sunderland

(eds.), exploring gender: questions and implications for English language education (pp. 26-33) London: Prentice Hall Publishing

Creswell, J.W. (2009). Research design qualitative, quantitative and mixed

method approaches. California. Sage publisher

Damayanti, Ika Lestari, (2006). The representation of male-female in school

textbooks for primary student in indonesia. Unpublished Thesis. University

of Warwick

Gharbavi, A. and Mousavi, S. A. (2012). A content analysis of textbook:

investigating gender bias as a social prominence in Iranian high school

english textbook [September 8th 2013]

http://www.ccsenet.org/journal/index.php/ells/article/download/15232/1030 1

Gerot, L & Wigneil, P. (2005). Making sense of functional grammar. Sidney: Gerd Stabler Publisher

Hall, S. (1997). The work of representation. in s. hall (eds.), representation:

cultural representation and signifying practice (pp. 13-74) London: Sage

Publishing

Halliday, M.A.K. (1994). An introduction to functional grammar. Sidney. Arnold Harasyima, H.D. (2005). Sexual bias in an EFL textbook: a case study. in k.

bradford-watts, c ikeguchi, & m. swanson (eds.) JALT 2004 Conference

Proceedings. Tokyo: JALT. [online] available at [September 16th 2013]

Healy, D. (2009). The representation of women and men in a modern efl textbook:

are popular textbooks gender biased? vol. 54, No.2, pp. 91-100 [September

2nd 2013] http://www.oit.ac.jp/japanese/toshokan/tosho/kiyou/jinshahen/54-2/07healy.pdf

Hermawan, B., & Setyorini. (2008). Speaking for general communication. Bandung: UPI Press

Kemp, N (2007). A gender analysis of the ESL textbook side by side. http://www.kiu.ac.jp/organization/library/memoir/img/pdf/kokusai6-1_2-007kemp.pdf [September 16th 2013]

Maharani. T.C. (2013). A visual analysis of gender representation in buku sekolah

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students. Bandung: Unpublished Research Paper. Indonesia University of

Education

Mineshima, M. (2008). Gender Representation in an EFL Textbook” [17 Agustus 2013]

http://www.niit.ac.jp/lib/contents/kiyo/genko/13/14_MINESHIMA.pdf Nagamoto, H. D. (2010). A critical analysis of gender representation in an EFL

textbook. Journal of the Ochanomizu University English Society No. 1 Rahmani. M. (2009). Gender representation in three english textbooks for

elementary school students. Bandung: Unpublished Research Paper.

Indonesia University of Education

Sahragard, R. & Davatgarzadeh, G. (2010). The representation of social actors in

interchange third edition series: a critical discourse analysis. www.SID.ir

Sari, N.T.A. (2009). Visible boys, invisible girls: the representation of gender in

‘learn English with Tito’ (a critical discourse analysis of english language textbook for primary school). Bandung: Unpublished Research Paper.

Indonesia University of Education

Stockdale, D. A. (2006). Gender representation in an EFL textbook. [September

8th 2013]

http://www.birmingham.ac.uk/Documents/college-artslaw/cels/essays/sociolinguistics/DAStockdale-Sociolinguistics.pdf Sunderland, J. (1994). Exploring gender: questions and implications for english

language education. London: Prentice Hall International Publisher.

Otlowski, M. (2003). Ethnic diversity and gender bias in EFL textbooks. Asian

EFL journal.

UNESCO. Division for Promotion of Basic Education. (2009). Promoting gender

equality through textbook a methodological guide. Paris: The United

Nations Educational Publisher. [August 17th 2013]

http://unesco.org.pk/education/documents/publications/Gender%20Analysis%20 of%20School%20Curriculum%20and%20Text%20Books.pdf

Van Leeuwen, T. (2008). Discourse and practice new tools for critical discourse

analysis. New York: Oxford University Press

Yang, R. C. C. (2010). Gender streotyping and gendered discourses in a

hongkong primary english textbook series. [September 2nd 2013] http://bibliotecavirtualut.suagm.edu/Glossa2/Journal/Oct2010/Gender-Stereotyping-and-Gendered-Discourses%20.pdf

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Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu APPENDIX A Dialogue 1

Johan is meeting his new friends, David and Melanie, two students exchange from Sidney Australia, for the first time at The Language Center. They are in his campus to learn Bahasa Indonesia.

Johan: Hello everyone! My name is Johan and I am here to welcome and give you a campus tour.

David: Hello johan my name is David and this is my friend Melanie. Melanie: hello Johan. Nice to meet you.

Johan: Nice to meet you too, Melanie, David. So, when did you arrive here in Bandung?

Melanie: Oh, we went from Jakarta and arrived in Bandung two days ago.

David: We stayed in Jakarta for three days before we came here because we need to take care of some important matters at the embassy first.

Johan: I see, how was your trip from Jakarta to Bandung, Did you have a good trip?

David: I suppose, I slept along the way and did not wake up until Melanie told me we had arrived at our hotel. I was too tired.

Melanie: It was okay. I enjoyed the scenery along the way. It was fantastic I think. I never knew that you have beautiful places here.

Johan: Well, we do. We have great places. You’ll find out more about those places later. Anyway, is this your first visit to Indonesia, Melanie?

Melanie: Yup, but not for Dave. He’s been to Indonesia before, holidaying in Bali, right Dave?

Dave: Yup. This is actually the third times I have been to Indonesia. I’ve been to Bali and Lombok before but this is my first time to Bandung.

Johan: Oh okay, where do you stay here, Melanie, Dave?

David: we are staying at setiabudhi hotel at the moment but we’re going to move to the house we have rent at Ciumbuleuit tomorrow.

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Melanie: Yes, we share the house together so the rent is not too expensive for both of us.

Johan: Sounds like a good idea to me. Well then, shall we start our tour? Let me

see... Mmhhh, I’ll first take you to the library and the internet center. The building is not far from here. As a matter of fact you can see it from here. Shall we go then?

Melanie & David: Let’s!

Dialogue 2

Being in Bandung, the most important and most famous shopping city in Indonesia, Melanie and David are making the most of their visit to the city by going shopping at many factory outlets. Factory outlets are stores which sell clothes, bags, accessories or apparel and which they claim direct from the factories and originally for export. In fact, some of those factory outlets sell used stuff imported from overseas; clothes, suits, sweaters, pants, etc, which are no longer used or needed by the people in the countries they are from. Melanie and David have asked Johan to accompany them. They are in Riau Street where fancy factory outlets fill in most of space there. They are entering the summit, one of the filled-by-shoppers factory outlets, after they visited Cascade, another fancy factory outlets, a five minutes walk from The Summit.

Melanie: Wow, I don’t have any idea that here we can get cheap but good quality stuff, eh, Dave?

David: You can say that again Melanie. I’ve got this nice scarf. I can’t believe I bought a scarf in Indonesia. There is no winter here, eh?

Melanie: It is beautiful scarf Dave. It really is. How much does it cost, if you

don’t mind telling me?

David: Oh, it’s just 100 thousand, that’s around 15 dollars. It’s really a bargain for a scarf like this.

Johan: What did you buy, Melanie? I saw you looking at some blouses and T-shirts. Did you buy some?

Melanie: No, I did not. They don’t have my size. The T-shirts are a bit too small for me. What a shame! Perhaps here I can find T-shirts which are not too tight.

Johan: I’m sure they have a lot of nice T-shirt your size, Mel. Are you buying anything else, Dave?

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GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY

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David: Maybe, not sure. I’ll look around first. There are few other things I want to buy. Let’s look around shall we?

Melanie & Johan: Okay

Johan: I’ll go up stair and see if I can find what I need. Melanie: What do you need Johan?

Johan: Nice and cute boxer, hehehe..

David: Well, I am sure you’ll find some Johan. I’ll see you later here then. I am going to look around and lose myself in those piles of clothes. See you guys!

Melanie & Johan: See you

Melanie: I’ll go over there Johan. I’ll look for some T-shirt and other stuff. I see some nice accessories over there.

Johan: Okay, just make sure that you don’t shop till you drop.

Dialogue 3

Johan is talking with his classmates after a class. Being in the last semester they are a bit worried with their future. They know that it is getting more competitive to get a job once they complete their study. Johan and his friends are sharing their future plans and ambitions.

Johan: That was an interesting elaboration on Psychoanalysis, don’t you thing guys?

Yusuf: It was. I think the most interesting part is when our lecturer talked about the human psyche. You know Id, Ego and superego and how they can manifest in literary works. That was really new for me.

Nissa: Talking about literary works, have you guys finished reading the novels our lecturer wanted us to read and study? We are supposed to write responses to them. They are due to next week.

Johan: Oh shoot! You’ve just reminded me of that. I haven’t started reading those novels. I have been busy with assignments for cultural studies. They are

also due to next weekend, aren’t they? Darn! Our hands are tight up ya. Yusuf: Oh, C’mon guys, will you two just chill out for a while? These

assignments are due to next week and that means we still have four days. I think we still have plenty of time. Talk about something else, shall we?

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GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY

STUDENTS

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Say... we’re now in the last semester and will graduate soon. What’s your plan after graduating guys?

Johan: Hhmmm... I want to get a job first. I hope I can work as a Translator or... I

don’t mind working at Foreign Affairs Department. I can be posted overseas and travel in a foreign country. I’d love to see what happens at the others side of the globe. I think it will be cool. Then perhaps after one or two years I will continue my study to post graduate. What’s your plan Nissa?

Nissa: I am continuing my study, for sure. But I am not really sure whether I will take English again or other courses.

Yusuf: Communication sounds interesting, Nis. I am taking Communication for my post graduate, for sure. I want to learn more about how people make meaning of what they say when conversing with and among themselves. However, I am not sure where I will continue my post graduate. I hope I can get a scholarship to study overseas. That would be great, don’t you think guys?

Johan: I reckon so!

Nissa: It would be awesome if we all could get our dream. Anyway, I need to have this article copied guys. I’ll see you around. Oh, what are you going to do this afternoon?

Johan: I don’t have any plan yet, but I may go the book store. There are some new

books I’d like to buy. What are you going to do, Sup, Nis? Yusuf: I don’t know. Any idea?

Nissa: Why don’t you guys go with me to CCF? There is a contemporary arts exhibition there. I’d like to check it out.

Johan: Sounds interesting. I’ll go with you. Yusuf: Yeah, let’s go there then!

Nissa: Cool.. I’ll see you guys after class then. Bye! Johan & Yusuf: Bye!

Dialogue 4

Johan and Nissa have been invited by the foundation that fund David and

Melanie’s Student Exchange Program, to come to Sidney. On their second day in the city, they joined a City tour.

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GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY

STUDENTS

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Mr. Philip: Right, here are maps of Sidney for our visitors and copies of the program for today.

Johan: Thank you Philip! Nis, do you think you can guess where we are on the map?

Nissa: That’s easy! We are here next to the bridge. This building on the map is that building over there.

Johan: You are good at reading map, aren’t you Nis? That building, wow! It’s

really old, isn’t it?

Nissa: You’re right.I think it’s 900 years old.

Johan: 900 years old?!! Are you kidding me. I don’t think it is that old. I want to see Opera House. Do you know how to get there?

Nissa: I don’t know. You’d better ask the tour guide. Hey Philip, do you know what over there is?

Mr. Philip: That’s the rock, a place we are going to visit later. Now, listen everyone, lunch is at half past twelve and the first place we are going to is The Opera House.

Nissa: Great! I can’t wait to see the famous Opera House.

Johan: Yeah, me too. Excuse me Mr. Philip, where is the Opera House on the map?

Mr. Philip: It’s near the bridge.Oh, don’t worry we’ll see it in a minute. Johan: Oh, okay.

Mr. Philip: Okay everyone, would you all please follow me? We are heading toward the Opera House.

Dialogue 5

Johan and Nissa have arrived back from their short trip to Sidney. They had a

good time there. Now they are having dinner out at D’cost, a seafood restaurant

on Setiabudhi Street, with their best friends Yusuf, Ikhsan and Rani. They are talking about an embarrassing moment that their best friend, Ikhsan experienced. Nissa: Hey, cheer up! It’s not the end of the world!

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GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY

STUDENTS

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Ikhsan: I’ve never been so embarrassed in all my life. Hesti was really annoyed.

I’ve never seen anyone so angry before. She heard everything I said about her. Have you ever felt really stupid guys? Because I do now

Johan: I don’t think you need to feel stupid. It’s not a stupid thing to express how

you feel about someone, don’t you think guys?

Nissa: No, I don’t think so.

Ihksan: Ya, but Hesti has all this time taken me as her good friend only. A friend she can confide in. She trusts me with deep secrets and now I am betraying her by making her know how I really feel for her. Oh, I feel so stupid!! Rani: Oh, please Ihksan, grow up! Now that she knows how you really feels about

her, it’s then up to her to decide. If she share the same feeling as you then

it’s good. If not, then you can still be friend, end of the story! Yusuf & Nissa: Yes!

Yusuf: I think Rani has a point. Have you ever had a girlfriend? Ihksan: No, I haven’t!

Nissa: Don’t worry too much Ihksan. Oh, here is our dinner coming. Let’s eat and

we’ll discuss your issue again later.

Johan: Great, I am starving. Yusuf: Ya, me too!

Dialogue 6

Nissa is having a small party in her boarding house. She has invited her girl friends, Rani, Laras and Indy to come to the party. She needs some glasses and plates for the party and has asked her landlady (Mrs. Harris) for a help.

Nissa: Excuse me, Mr. Harris, could I borrow some glasses and plates for my party, please?

Mrs. Harris: Oh, you’re having a party? What’s the occasion Nissa? Is it your birthday?

Nissa: It is. And I am just celebrating it with my closest friends and I need some

glasses and plates, if you don’t mind lending them to me?

Mrs. Harris: Not at all. How many do you want?

Wina Anggraeni Lestari, 2014

GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY

STUDENTS

Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Mrs. Harris: That’s fine. Do you need anything else?

Nissa: Oh yes, some knives, forks, please. I also would like to invite you to the party. Please pop in at my birthday party, Mrs. Harris.

Mrs. Harris: Oh thanks. I’ll pop in later. Enjoy the party!

Dialogue 7

As part of their project, Johan, Nissa and Yusuf have planned to make another visit to a TV studio to see how the television crews carry out their job. However thing comes up and Yusuf has decided that he will not go.

Johan: Ok, everyone. As we planned, today we are going to visit STV again for our project. This time, we’re going to see how the TV crews make special effects for TV programs and films. You know, like in the Matrix.

Yusuf: Do we really have to go? Last time we went there, we have to stay there for ages.

Johan: What do you mean do we really have to go? Are you into the project or not?

Yusuf: I am. It’s just that I don’t want to wait for ages again like the last time we went there. It was so boring and I hate waiting!

Nissa: You don’t have to go to the studio if you don’t want to. But you’ll miss

something really exciting if you don’t go with us.

Yusuf: I don’t care. Anyway, I have to take care of my mom today. She’s ill. Johan: But we have planned the visit, Suf. I can’t believe you will just drop the

plan.

Yusuf: Look, I am sorry. You don’t have to put my name on the project report. I

can’t leave my mom.

Nissa: Sorry to hear about your mom. We don’t have to go today. We still have time to make our project report anyway. Let’s plan the visit another day. Johan: All right. But you have to go with us, Suf.

Yusuf: Sure, I hope my mom will get better soon so I can go with you guys. Thank, Niss!

Nissa: No worries. Now, let’s see your mom instead. You are coming with us, are you Han?

Wina Anggraeni Lestari, 2014

GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY

STUDENTS

Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

[Type text]

Wina Anggraeni Lestari, 2014

GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY STUDENTS Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

APPENDIX B Exclusion analysis

No Sentences Suppresion Background Gender Participant

M F Mix

1 I an’t elie e you ill just drop the plan. V V Actor

2 Are you into the project or not? V V Actor Inclusion analysis

A = activation-participation-personalization B = activation-participation-impersonalization C = activation-circumstantialization-personalization D = activation-circumstantialization-impersonalization E = activation-possessivation-personalization

F = activation-possessivation-impersonalization

G = passivation-participation-personalization H = passivation-participation-impersonalization I = passivation-circumstantialization-personalization J = passivation-circumstantialization-impersonalization K = passivation-possessivation-personalization

L = passivation-possessivation-impersonalization A class male 85actor=36, S.af=25, S.per=5, S.cog=14, behaver=1, sayer=2

No Sentences Representation categories Gender

indication

Participan t A B C D E F G H I J K L M F Mi

x 1 a.Johan is meeting his new friends, David and Melanie, two

students exchange from Sidney Australia, for the first time at The Language Center.

V V Actor

4 a. and I am here to welcome and give you a campus tour. V V Actor

43 a. I’ll first take you to the library and the internet center. V V Actor

53 I’ve got this nice scarf. V V Actor

55 I bought a scarf in Indonesia. V V Actor

65 Are you buying anything else, Dave? V V Actor

66 I’ll look around first. V V Actor

69 a. I’ll go upstair and see if I can find what I need. V V Actor

[Type text]

Wina Anggraeni Lestari, 2014

GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY STUDENTS Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

72 I am sure you’ll find some Johan. V V Actor

74 a. I am going to look around and lose myself in those piles of clothes.

V V Actor

93 I haven’t started reading those novels. V V Actor

104 I can work as a Translator V V Actor

107 If I work at the Foreign affairs Department V V Actor

111 a. I will continue my study to post graduate. V V Actor

116 a. I am taking Communication for my post graduate, for sure. V V Actor

119 a. I will continue my post graduate. V V Actor

121 I can get a scholarship to study overseas. V V Actor

127 What are you going to do this afternoon? V V Actor

129 I may go the book store. V V Actor

133 a. Why don’t you guys go with me to CCF? V V Actor

135 a. I’ll go with you. V V Actor

151 a. You’d better ask the tour guide. V V Actor

177 a. I am betraying her by making her know how I really feel for her.

V V Actor

a. If she shares the same feeling as you then it’s good. V V Actor

190 I am starving. V V Actor

209 that he will not go. V V Actor

223 You don’t have to go to the studio V V Actor

226 a. if you don’t go with us. V V Actor

228 a. I have to take care my mom today. V V Actor

232 you will just drop the plan. V V Actor

234 a. You don’t have to put my name on the project report. V V Actor

235 a. I can’t leave my mom. V V Actor

240 a. But you have to go with us, Suf. V V Actor

243 a. so I can go with you guys. V V Actor

246 a. You are coming with us, are you Han? V V Actor

17 I suppose V V Senser.cog

[Type text]

Wina Anggraeni Lestari, 2014

GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY STUDENTS Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

87 I think the most interesting part is when our lecturer talked about the human psyche.

V V Senser.cog

98 a. I think we still have plenty of time. V V Senser.cog

110 I think it will be cool. V V Senser.cog

123 I reckon so V V Senser.cog

132 I don’t know V V Senser.cog

147 I don’t think it is that old. V V Senser.cog

152 do you know what over there is? V V Senser.cog

170 a. I don’t think you need to feel stupid. V V Senser.cog

183 I think V V Senser.cog

208 However thing comes up and Yusuf has decided V V Senser.cog

217 What do you mean do we really have to go? V V Senser.cog

231 I can’t believe V V Senser.cog

14 I see V V Senser.per

42 Let me see V V Senser.per

58 a. I saw you looking at some blouses and T-shirts. V V Senser.per

73 a. I’ll see you later here then. V V Senser.per

166 I’ve never seen anyone so angry before. V V Senser.per

56 a. How much does it cost, if you don’t mind telling me? V V Senser.aff

67 There are few other things I want to buy. V V Senser.af

c. I’ll go upstair and see if I can find what I need. V V Senser.aff

70 What do you need Johan? V V Senser.aff

102 I want to get a job first. V V Senser.aff

103 I hope V V Senser.aff

105 I don’t mind working at Foreign Affairs Department. V V Senser.aff

106 I enjoy traveling V V Senser.aff

109 I’d love to see what happens at the others side of the globe. V V Senser.aff

117 I want to learn more about how people make meaning of what they say when conversing with and among themselves.

V V Senser.aff

120 I hope V V Senser.aff

[Type text]

Wina Anggraeni Lestari, 2014

GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY STUDENTS Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

148 I want to see Opera House. V V Senser.aff

169 Because I do now V V Senser.aff

b. I don’t think you need to feel stupid. V V Senser.aff

171 It’s not a stupid thing to express how you feel about someone V V Senser.aff

b. I am betraying her by making her know how I really feel for her.

V V Senser.aff

178 I feel so stupid!! V V Senser.aff

a. Now that she knows how you really feels about her. V V Senser.aff

220 I don’t want to wait for ages again V V Senser.aff

222 I hate waiting V V Senser.aff

224 if you don’t want to. V V Senser.aff

225 But you’ll miss something really exciting V V Senser.aff

227 I don’t care. V V Senser.aff

241 I hope V V Senser.aff

81 a. Johan is talking with his classmates after a class. V V Sayer

a. She heard everything I said about her. V V Sayer

18 I slept along the way and did not wake up V V Behaver

A class female50actor=20, S.af=9, S.cog=14, S.per=4, sayer=3

57 What did you buy Melani? V V Actor

b. I saw you looking at some blouses and T-shirts. V V Actor

59 Did you buy some? V V Actor

60 No, I did not. V V Actor

63 Perhaps here I can find T-shirts which are not too tight. V V Actor

77 I’ll go over there Johan. V V Actor

78 I’ll look for some T-shirt and other stuff. V V Actor

80 a. Okay, Just make sure that you don’t shop till you drop. V V Actor

b. Okay, Just make sure that you don’t shop till you drop. V V Actor

113 a. I am continuing my study, for sure. V V Actor

115 I will take English again or other courses. V V Actor

[Type text]

Wina Anggraeni Lestari, 2014

GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY STUDENTS Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

155 I can’t wait to see the famous Opera House. V V Actor

181 b. If she shares the same feeling as you then it’s good. V V Actor

191 Nissa is having a small party in her boarding house. V V Actor

192 a. She has invited her girl friends, Rani, Laras and Indy to come to the party.

V V Actor

196 a. could I borrow some glasses and plates for my party, please? V V Actor

197 you’re having a party? V V Actor

199 a. And I am just celebrating it with my closest friends V V Actor

205 I’ll pop in later. V V Actor

22 I enjoyed the scenery along the way. V V Senser.aff

125 Anyway, I need to have this article copied guys. V V Senser.aff

134 I’d like to check it out. V V Senser.aff

193 She needs some glasses and plates for the party V V Senser.aff

200 and I need some glasses and plates V V Senser.aff

201 a. if you don’t mind lending them to me? V V Senser.aff

202 How many do you want? V V Senser.aff

203 Do you need anything else? V V Senser.aff

204 a. I also would like to invite you to the party. V V Senser.aff

23 It was fantastic I think. V V Senser.cog

24 I never knew V V Senser.cog

141 a. Nis, do you think you can guess where we are on the map? V V Senser.cog

b. Nis, do you think you can guess where we are on the map? V V Senser.cog

145 I think it’s 900 years old. V V Senser.cog

149 Do you know how to get there? V V Sense.cog

150 I don’t know. V V Senser.cog

173 I don’t think so. V V Senser.cog

174 a. Hesti has all this time taken me as her good friend only. V V Senser.cog

175 A friend she can confide in. V V Senser.cog

176 a. She trusts me with deep secrets V V Senser.cog

c. I am betraying her by making her know how I really feel for her.

[Type text]

Wina Anggraeni Lestari, 2014

GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY STUDENTS Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

179 b. Now that she knows how you really feels about her. V V Senser.cog

180 it’s then up to her to decide. V V Senser.cog

79 I see some nice accesories over there. V V Senser.per

126 a. I’ll see you around. V V Senser.per

137 a. I’ll see you guys after class then. V V Senser.per

167 b. She heard everything I said about her. V V Senser.per

19 a. until Melanie told me V V Sayer

52 You can say that again, Melanie. V V Sayer

92 a. You’ve just reminded me of that. V V Sayer

A class mixed gender61 actor=45, S.af=2, S.cog=7, S.per=3, sayer=4

9 when did you arrive here in Bandung? V V Actor

10 we went from Jakarta and arrived in Bandung two days ago. V V Actor

11 We stayed in Jakarta for three days V V Actor

12 before we came here V V Actor

20 we had arrived at our hotel V V Actor

34 where do you stay here, Melanie, Dave? V V Actor

35 we are staying at setiabudhi hotel at the moment V V Actor

36 a. we’re going to move to the house we have rent at Ciumbuleuit tomorrow.

V V Actor

b. we’re going to move to the house we have rent at Ciumbuleuit tomorrow.

V V Actor

37 You two live in the same house? V V Actor

38 we share the house together V V Actor

41 a. Well then, shall we start our tour? V V Actor

45 Shall we go then? V V Actor

46 a. Melanie and David are making the most of their visit to the city by going shopping at many factory outlets.

V V Actor

47 a. Melanie and David have asked Johan to accompany them. V V Actor

[Type text]

Wina Anggraeni Lestari, 2014

GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY STUDENTS Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

51 we can get cheap but good quality stuff V V Actor

68 Let’s look around shall we? V V Actor

84 a. they complete their study. V V Actor

90 a. have you guys finished reading the novels our lecturer wanted us to read and study?

V V Actor

b. have you guys finished reading the novels our lecturer wanted us to read and study?

V V Actor

96 will you two just chill out for a while? V V Actor

124 a. It would be owesome if we all could get our dream. V V Actor

131 What are you going to do, Sup, Nis? V V Actor

136 let’s go there then V V Actor

a. On their second day in the city, they joined a City tour. V V Actor

153 That’s the rock, a place we are going to visit later. V V Actor

154 the first place we are going to is The Opera House. V V Actor

158 a. would you all please follow me? V V Actor

159 We are heading toward the Opera House. V V Actor

160 a. Johan and Nissa have arrived back from their short trip to Sidney.

V V Actor

162 a. Now they are having dinner out at D’cost, a seafood restaurant on Setiabudhi Street, with their best friends Yusuf, Ikhsan and Rani.

V V Actor

188 Let’s eat V V Actor

207 As part of their project, Johan, Nissa and Yusuf have planned to make another visit to a TV studio

V V Actor

210 As we planned V V Actor

211 we are going to visit STV again for our project. V V Actor

212 we’re going to see how the TV crews make special effects for TV programs and films.

V V Actor

214 Do we really have to go? V V Actor

215 Last time we went there V V Actor

[Type text]

Wina Anggraeni Lestari, 2014

GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY STUDENTS Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

221 like the last time we went there. V V Actor

230 But we have planned the visit, Suf. V V Actor

237 We don’t have to go today. V V Actor

239 Let’s plan the visit another day. V V Actor

b. so I can go with you guys. V V Actor

13 because we need to take care of some important matters at the embassy first.

V V Senser.af

168 Have you ever felt really stupid guys? V V Senser.aff

28 You’ll find out more about those places later. V V Senser.cog

83 They know that it is getting more competitive to get a job V V Senser.cog

86 That was an interesting elaboration on Psychoanalysis, don’t you think guys?

V V Senser.cog

88 You know Id, Ego and superego and how they can manifest in literary works.

V V Senser.cog

122 That would be great, don’t you think guys? V V Senser.cog

172 don’t you think guys? V V Senser.cog

213 You know, like in the Matrix. V V Senser.cog

44 you can see it from here. V V Senser.per

157 don’t worry we’ll see it in a minute. V V Senser.per

245 a. let’s see your mom instead. V V Senser.per

85 a. Johan and his friends are sharing their future plans and ambitions.

V V Sayer

99 Talk about something else, shall we? V V Sayer

163 a. They are talking about an embarrassing moment that their best friend, Ikhsan experienced.

V V Sayer

189 a. we’ll discuss your issue again later. V V Sayer

C class female2circ.accomp=2

b. Why don’t you guys go with me to CCF? V V Circ.Acco

[Type text]

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GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY STUDENTS Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

b. I’ll go with you. V V Circ.Acco

mpaniment

C class mixed gender circ.accompaniment=2

b. But you have to go with us, Suf. V V Circ.accom

b. You are coming with us, are you Han? V V Circ.accom

E class male actor=1

b. They are talking about an embarrassing moment that their best friend, Ikhsan experienced.

V V Actor

E class femalecirc.accomp=1

b. And I am just celebrating it with my closest friends V V Circ.Acco

mpaniment E class mixed gender3 circ.accomp=2, circ.matter=1

b. Johan is talking with his classmates after a class. V V Circ.Acco

mpaniment a. Being in the last semester they are a bit worried with their

future.

V V Circ.matter

b. Now they are having dinner out at D’cost, a seafood restaurant

on Setiabudhi Street, with their best friends Yusuf, Ikhsan and Rani.

V V Circ.Acco

mpaniment

G class male18 goal=7, target=1, benef=2, phenom=6, receiver=2

7 Nice to meet you. V V Goal

b. Melanie and David have asked Johan to accompany them. V V Goal

b. I am going to look around and lose myself in those piles of clothes.

V V Goal

108 I can be posted overseas and travel in a foreign country. V V Goal

b. Are you kidding me V V Goal

b. You’d better ask the tour guide. V V Goal

[Type text]

Wina Anggraeni Lestari, 2014

GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY STUDENTS Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

76 See you V V Phenom

b. I’ll see you around. V V Phenom

b. I’ll see you guys after class then. V V Phenom

156 Excuse me Mr.Philip V V Phenom

b. Hesti has all this time taken me as her good friend only. V V Phenom

b. She trusts me with deep secrets V V Phenom

40 Sounds like a good idea to me. V V Benef

89 That was really new for me. V V Benef

b. until Melanie told me V V Receiver

b. You’ve just reminded me of that. V V receiver

140 Thank you Philip V V Targer

G class female7 target=1, benef=1, goal=2, phenom=1, recipient=1, receiver=1

62 The T-shirt are a bit too small for me. V V Benef

a. if you don’t mind lending them to me? V V Recipient

b. How much does it cost, if you don’t mind telling me? V V Target

244 Thanks Nis V V Receiver

195 Excuse me, Mr.Harris V V Phenom

d. I am betraying her by making her know how I really feel for her.

V V Goal

b. I also would like to invite you to the party. V V Goal

G class mixed gender9goal=4, benef=1, phenom=3, recipient=1

b. and I am here to welcome and give you a campus tour. V V Recipient

8 nice to meet you too, Melanie, David V V Goal

b. I’ll first take you to the library and the internet center. V V Goal

138 a. Johan and Nissa have been invited by the foundation that fund

David and Melanie’s Student Exchange Program, to come to

Sidney.

V V Goal

39 the rent is not too expensive for both of us. V V Benef

c. Melanie and David have asked Johan to accompany them. V V Goal

b. I’ll see you later here then. V V Phenom

75 See you guys! V V Phenom

[Type text]

Wina Anggraeni Lestari, 2014

GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY STUDENTS Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

I class female circ.matter=3

e. I am betraying her by making her know how I really feel for her.

V V Circ.matter

c. Now that she knows how you really feels about her. V V Circ.matter

c. She heard everything I said about her. V V Circ.matter

K class male 4goal=3, verbiage=1

b. I will continue my study to post graduate. V V Goal

b. I will continue my post graduate. V V Goal

b. You don’t have to put my name on the project report. V V Goal

b. we’ll discuss your issue again later. V V Verbiage

c. Hesti has all this time taken me as her good friend only. V V Circ.role

b. I am taking Communication for my post graduate, for sure. V V Circ.purps

K class female  8 goal=5, phenom=1, circ.matter=1, circ.purpose=1

b. I am continuing my study, for sure. V V Goal

b. I have to take care my mom today. V V Goal

b. I can’t leave my mom. V V Goal

b. let’s see your mom instead. V V Phenom

236 Sorry to hear about your mom. V V Circ.matter

194 and has asked her landlady (Mrs. Harris) for a help. V V Goal

b.She has invited her girl friends, Rani, Laras and Indy to come to the party.

V V Goal

b. could I borrow some glasses and plates for my party, please? V V Circ.purps

K class mixed gender 9goal=8, verbiage=1

b. Well then, shall we start our tour? V V Goal

b. Melanie and David are making the most of their visit to the city by going shopping at many factory outlets.

V V Goal

[Type text]

Wina Anggraeni Lestari, 2014

GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY STUDENTS Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

95 Darn! Our hands are tight up ya. V V Goal

b. It would be owesome if we all could get our dream. V V Goal

b. Johan and Nissa have been visited by the foundation that fund

David and Melanie’s Student Exchange Program, to come to

Sidney.

V V Goal

a. We still have time to make our project report anyway. V V Goal

b. Johan and his friends are sharing their future plans and ambitions.

V V Verbiage

b. Johan is meeting his new friends, David and Melanie, two students exchange from Sidney Australia, for the first time at the Language Center.

Wina Anggraeni Lestari, 2014

GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY

STUDENTS

Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu APPENDIX C

Interview Protocols

Topic Question

General opinion about gender equality

What is your opinion about gender equality in Indonesia?

Potential factor of Gender proportion representation in the textbook

Please correct me if I am wrong. According to a tentative result of my data analysis, there seems to be different proportion of male and female representation. If any, what might be the factors that shape this

proportion?

When you were in the process of writing the textbook, were you concern of female and male equality

representation?

I am intended to collect data for research question number two. If you look at my second research question, what might be the best answer to the question?

221 like the last time we went there. V V Actor

230 But we have planned the visit, Suf. V V Actor

237 We don’t have to go today. V V Actor

239 Let’s plan the visit another day. V V Actor

b. so I can go with you guys. V V Actor

13 because we need to take care of some important matters at the embassy first.

V V Senser.af

168 Have you ever felt really stupid guys? V V Senser.aff

28 You’ll find out more about those places later. V V Senser.cog

83 They know that it is getting more competitive to get a job V V Senser.cog

86 That was an interesting elaboration on Psychoanalysis, don’t you think guys?

V V Senser.cog

88 You know Id, Ego and superego and how they can manifest in literary works.

V V Senser.cog

122 That would be great, don’t you think guys? V V Senser.cog

172 don’t you think guys? V V Senser.cog

213 You know, like in the Matrix. V V Senser.cog

44 you can see it from here. V V Senser.per

157 don’t worry we’ll see it in a minute. V V Senser.per

245 a. let’s see your mom instead. V V Senser.per

85 a. Johan and his friends are sharing their future plans and ambitions.

V V Sayer

99 Talk about something else, shall we? V V Sayer

163 a. They are talking about an embarrassing moment that their best friend, Ikhsan experienced.

V V Sayer

189 a. we’ll discuss your issue again later. V V Sayer

C class female2circ.accomp=2

b. Why don’t you guys go with me to CCF? V V Circ.Acco

b. I’ll go with you. V V Circ.Acco mpaniment

C class mixed gender circ.accompaniment=2

b. But you have to go with us, Suf. V V Circ.accom

b. You are coming with us, are you Han? V V Circ.accom

E class male actor=1

b. They are talking about an embarrassing moment that their best friend, Ikhsan experienced.

V V Actor

E class femalecirc.accomp=1

b. And I am just celebrating it with my closest friends V V Circ.Acco

mpaniment

E class mixed gender3 circ.accomp=2, circ.matter=1

b. Johan is talking with his classmates after a class. V V Circ.Acco

mpaniment a. Being in the last semester they are a bit worried with their

future.

V V Circ.matter

b. Now they are having dinner out at D’cost, a seafood restaurant on Setiabudhi Street, with their best friends Yusuf, Ikhsan and Rani.

V V Circ.Acco

mpaniment

G class male18 goal=7, target=1, benef=2, phenom=6, receiver=2

7 Nice to meet you. V V Goal

b. Melanie and David have asked Johan to accompany them. V V Goal

b. I am going to look around and lose myself in those piles of clothes.

V V Goal

108 I can be posted overseas and travel in a foreign country. V V Goal

b. Are you kidding me V V Goal

b. You’d better ask the tour guide. V V Goal

76 See you V V Phenom

b. I’ll see you around. V V Phenom

b. I’ll see you guys after class then. V V Phenom

156 Excuse me Mr.Philip V V Phenom

b. Hesti has all this time taken me as her good friend only. V V Phenom

b. She trusts me with deep secrets V V Phenom

40 Sounds like a good idea to me. V V Benef

89 That was really new for me. V V Benef

b. until Melanie told me V V Receiver

b. You’ve just reminded me of that. V V receiver

140 Thank you Philip V V Targer

G class female7 target=1, benef=1, goal=2, phenom=1, recipient=1, receiver=1

62 The T-shirt are a bit too small for me. V V Benef

a. if you don’t mind lending them to me? V V Recipient

b. How much does it cost, if you don’t mind telling me? V V Target

244 Thanks Nis V V Receiver

195 Excuse me, Mr.Harris V V Phenom

d. I am betraying her by making her know how I really feel for her.

V V Goal

b. I also would like to invite you to the party. V V Goal

G class mixed gender9goal=4, benef=1, phenom=3, recipient=1

b. and I am here to welcome and give you a campus tour. V V Recipient

8 nice to meet you too, Melanie, David V V Goal

b. I’ll first take you to the library and the internet center. V V Goal

138 a. Johan and Nissa have been invited by the foundation that fund David and Melanie’s Student Exchange Program, to come to Sidney.

V V Goal

39 the rent is not too expensive for both of us. V V Benef

c. Melanie and David have asked Johan to accompany them. V V Goal

b. I’ll see you later here then. V V Phenom

75 See you guys! V V Phenom

I class female circ.matter=3

e. I am betraying her by making her know how I really feel for her.

V V Circ.matter

c. Now that she knows how you really feels about her. V V Circ.matter

c. She heard everything I said about her. V V Circ.matter

K class male 4goal=3, verbiage=1

b. I will continue my study to post graduate. V V Goal

b. I will continue my post graduate. V V Goal

b. You don’t have to put my name on the project report. V V Goal

b. we’ll discuss your issue again later. V V Verbiage

c. Hesti has all this time taken me as her good friend only. V V Circ.role

b. I am taking Communication for my post graduate, for sure. V V Circ.purps

K class female  8 goal=5, phenom=1, circ.matter=1, circ.purpose=1

b. I am continuing my study, for sure. V V Goal

b. I have to take care my mom today. V V Goal

b. I can’t leave my mom. V V Goal

b. let’s see your mom instead. V V Phenom

236 Sorry to hear about your mom. V V Circ.matter

194 and has asked her landlady (Mrs. Harris) for a help. V V Goal

b.She has invited her girl friends, Rani, Laras and Indy to come to the party.

V V Goal

b. could I borrow some glasses and plates for my party, please? V V Circ.purps

K class mixed gender 9goal=8, verbiage=1

b. Well then, shall we start our tour? V V Goal

b. Melanie and David are making the most of their visit to the city by going shopping at many factory outlets.

V V Goal

95 Darn! Our hands are tight up ya. V V Goal

b. It would be owesome if we all could get our dream. V V Goal

b. Johan and Nissa have been visited by the foundation that fund David and Melanie’s Student Exchange Program, to come to Sidney.

V V Goal

a. We still have time to make our project report anyway. V V Goal

b. Johan and his friends are sharing their future plans and ambitions.

V V Verbiage

b. Johan is meeting his new friends, David and Melanie, two students exchange from Sidney Australia, for the first time at the Language Center.

Wina Anggraeni Lestari, 2014

GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY

APPENDIX C

Interview Protocols

Topic

Question

General opinion about

gender equality

What is your opinion about gender equality in

Indonesia?

Potential factor of Gender

proportion representation in

the textbook

Please correct me if I am wrong. According to a

tentative result of my data analysis, there seems to be

different proportion of male and female representation.

If any, what might be the factors that shape this

proportion?

When you were in the process of writing the textbook,

were you concern of female and male equality

representation?

I am intended to collect data for research question

number two. If you look at my second research

question, what might be the best answer to the

question?