THE PORTRAYAL OF GENDER ROLES IN TEXTBOOKS FOR JUNIOR HIGH SCHOOL STUDENTS (Systemic Functional Linguistics as a Tool of Analysis).

THE PORTRAYAL OF GENDER ROLES

IN TEXTBOOKS FOR JUNIOR HIGH SCHOOL STUDENTS

(Systemic Functional Linguistics as a Tool of Analysis)

A RESEARCH PAPER

Submitted as a partial fulfillment of requirements for Sarjana Pendidikan Degree.

IVA LAELA SYIFA 1009112

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE EDUCATION INDONESIA UNIVERSITY OF EDUCATION

THE PORTRAYAL OF GENDER ROLES

IN TEXTBOOKS FOR JUNIOR HIGH

SCHOOL STUDENTS

(Systemic Functional Linguistics as a

Tool of Analysis)

Oleh Iva Laela Syifa

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

© Iva Laela Syifa 2015 Universitas Pendidikan Indonesia

Januari 2015

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.

PAGE OF APPROVAL

THE PORTRAYAL OF GENDER ROLES

IN TEXTBOOKS FOR JUNIOR HIGH SCHOOL STUDENTS (SYSTEMIC FUNCTIONAL LINGUISTICS AS A TOOL OF ANALYSIS)

By: Iva Laela Syifa

1009112 Approved by: Main Supervisor

Prof. Dr. Emi Emilia, M.Ed., Ph.D NIP. 196609161990012001

Co-Supervisor

Nicke Yunita Moecharam, S.Pd., M.A. NIP. 198206302005012001

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

Indonesia University of Education

ABSTRACT

The Portrayal of Gender Roles in Textbooks for Junior High School Students (Systemic Functional Linguistics as a Tool of Analysis)

Iva Laela Syifa (1009112)

Main Supervisor: Prof. Dr. Emi Emilia, M.Ed., Ph.D. Co-Supervisor: Nicke Yunita Moecharam, S.Pd., M.A.

Abstract: This research is managed to investigate the portrayal of gender roles in two selected published English textbooks for eight graders in Indonesia. The research utilizes a qualitative descriptive analysis focusing on the textual data obtained from 20 selected reading passages—narratives—with reference to the gender roles of the characters. The data were then analyzed using verbal Transitivity system of Systemic Functional Linguistics (SFL) approach (Halliday & Matthiessen, 2004). The results of the analysis explicate that male characters dominate the roles of important Participants as they appeared more frequently in the Processes along the narratives. The selection of transitive verbs used (e.g. travel, walk, and climb) also reveals that male characters are perpetually

constructed as ‘adventurous’, ‘risk taker’, ‘active’, ‘independent’, and ‘capable’.

Meanwhile, through the using of intransitive verbs, the female characters are shaped as; more ‘passive', ’expressive’, ‘nurturing’, and ‘unassertive’ than their male counterparts (Blackstone, 2003; Evans & Davies, 2000). Thus, the research

findings presented the characters’ gender roles in asymmetrical manner. Such portrayal of asymmetrical gender roles is likely to stem from the domineering culture and power asymmetry of men over women that ideologically manifested in some social systems (Francis, 2004).

TABLE OF CONTENTS

PAGE OF APPROVAL ... i

STATEMENT OF AUTHORIZATION ... ii

PREFACE ... iii

ACKNOWLEDGEMENT ... iv

ABSTRACT ... vi

TABLE OF CONTENTS ... vii

LIST OF TABLES ... x

LIST OF APPENDICES ... xi

CHAPTER I ... 1

INTRODUCTION ... 1

1.1. Background of the Research ... 1

1.2. Research Questions ... 3

1.3. Purposes of the Research... 3

1.4. Scope of the Research ... 3

1.5. Significance of the Research ... 3

1.6. Clarification of the Main Terms ... 4

1.7. Organization of the Research ... 5

1.8. Concluding Remark... 6

CHAPTER II ... 7

LITERATURE REVIEW ... 7

2.1. Gender ... 7

2.1.1. Conception of Gender ... 7

2.1.2. Gender Roles and Gender Construction ... 9

2.2. Gender in Social Context ... 12

2.2.2. Gender Asymmetry ... 13

2.2.3. Portrayal of Gender Roles in Textbooks ... 15

2.3. Systemic Functional Linguistics ... 17

2.3.1. Theorizing Semiotics in SFL ... 17

2.3.2. Transitivity ... 18

2.3.2.1. Types of Processes ... 20

2.3.2.1.1. Material Process... 20

2.3.2.1.2. Mental Process ... 22

2.3.2.1.3. Relational Process ... 23

2.3.2.1.4. Behavioral Process... 24

2.3.2.1.5. Verbal Process ... 25

2.3.2.1.6. Existential Processes ... 26

2.3.2.2. Circumstantial Elements ... 26

2.4. Previous Research ... 29

2.5. Concluding Remark... 32

CHAPTER III ... 33

RESEARCH METODOLOGY ... 33

3.1. Design of the Research ... 33

3.2. Data Collection ... 35

3.3. Data Analysis ... 36

3.4.1. Analysis of Transitivity Elements ... 36

3.4.2. Classification of the Processes ... 37

3.4.3. Descriptive Analysis of the Portrayal of Gender Roles ... 37

3.4. Concluding Remark... 37

CHAPTER IV ... 38

FINDINGS AND DISCUSSIONS ... 38

4.1.1. Material Process ... 39

4.1.2. Mental Process ... 42

4.1.3. Relational Process ... 44

4.1.4. Behavioral Process ... 47

4.1.5. Verbal Process ... 49

4.1.6. Existential Process ... 50

4.1.7. Circumstantial Elements ... 51

4.2. The Portrayal of Gender Roles ... 54

CHAPTER V ... 59

CONCLUSIONS AND SUGGESTIONS ... 59

5.1. Conclusions ... 59

5.2. Suggestions... 61

LIST OF TABLES

Table 2. 1. Types of Circumstances ... 27

Table 3. 1. Description of Textbooks Used in the Research ... 34

Table 4. 1. The Distribution of Processes ... 38

Table 4. 2. The Occurrence of Material Process ... 41

Table 4. 3. The Occurrence of Mental Process ... 43

Table 4. 4. The Occurrence of Relational Process ... 46

Table 4. 5. The Occurrence of Behavioral Process ... 48

Table 4. 6. The Occurrence of Verbal Process... 50

Table 4. 7. The Occurrence of Existential Process ... 51

Table 4. 8. Types of Circumstance Associated with Male and Female Characters ... 52

LIST OF APPENDICES

CHAPTER I INTRODUCTION

This chapter encompasses the introductory sections of the research. It covers background of the research, research questions, aims of the research, scope of the research, significance of the research, clarification of the main terms, and organization of the paper.

1.1. Background of the Research

In recent years, the concept of gender has been considered as one of the most important aspects that need to be taken into account in education, as well as other fields. Many issues related to gender differences have been explored including the portrayal of gender in visual media, print and non-print media, especially in learning materials. Regarding this, special attention has been given to one kind of learning materials which has been widely used in schools; textbooks (see Evans & Davies, 2000; Toçi and Aliu, 2013; Yang, 2011; Yasin et al, 2012). The content within textbooks is believed to have a significant role in educating students; they are sources of information which at the same time create an image of what is tolerable in a society (Toçi and Aliu, 2013). Moreover, textbook is considered as the most potential instruments that can help students to build desirable attitudes (Sumalatha, 2004, cited in Toçi and Aliu, 2013).

Over the past decades, an intention of conducting the research in the field of gendered-content materials in textbooks has raised a number of interests (Kereszty, 2009). It is derived from the awareness in providing students with appropriate service, including learning materials, to avoid misconception of gender i.e. gender biasness and sexism (Evans & Davies, 2000; Yasin et al, 2012). Sexism in textbooks, as Xiaoping (2005) suggests, can be avoided by presenting the figure of men and women in a fair range of human interests, traits, and capabilities without omitting the action and achievement of women. This is considered important because this is how the students who are exposed with the learning materials subconsciously form their own images of males and females as

members of society. This emanates from the scope of gender that reveals a room for identities to be constructed, understood, as finely as put forward how students invest difference of attitudes towards male and female identification (Clegg, 2008; Gove & Watt in Woodward, 2000). The notion is reaffirmed by Penelope Eckert (2003) who positions the students as adolescences who are going through a life-stage at which a tremendous amount of identity work is being done, and the conception of gender is salient towards the formation of self-identity.

Concerning the importance of gender conception to the development of

students’ identity, the research is triggered to understand the portrayal of gender roles through the presentation of male and female characters, particularly in English textbooks for eight graders in Indonesia. Among various kinds of learning materials presented in the textbooks, the research focuses on one kind of materials that is considered as the most powerful one; story. Stories are frequently claimed to bring many benefits since they provide examples of authentic language in social discourse manifested throughout the story (Wright, 1997; Garvie, 1990, cited in Cameron, 2001). The topic being issued in the discourse posits representation of reality, including the conception of gender (Narahara, 1998, cited in Aina & Cameron 2011). Thus, it is important to consider the way(s) in which gender is portrayed throughout the stories, because that is how the students are able to acquire the concept of gender in society.

In order to conduct the analysis and for the data to be able to be interpreted, the research espouses Systemic Functional Linguistics (SFL) focusing on Transitivity system (Halliday in Halliday & Matthiessen, 2004) as a tool of analysis. SFL is employed in order to give new insight towards the phenomenon discussed as it allows the research to reveal representational meaning in texts (Sari, 2011; Unsworth, 2000). Besides, the use of Transitivity analysis is expected to be able to help the research to discover the portrayal of gender based on the categorization of gendered-clauses into their types of Process, Participant, and Circumstance. Furthermore, the portrayal of gender based on the analysis will be clarified through a descriptive explanation by taking the perspective of gender

asymmetry proposed by Diana Francis (2004). The framework is expected to be able to depict the way(s) in which gender is verbally portrayed.

1.2. Research Questions

The research is expected to investigate the problems classified in the following question:

1) In what ways do the selected English textbooks verbally represent gender roles?

1.3. Purposes of the Research

With reference to the problem investigated, the research is aimed at:

1) Finding out the way(s) in which the selected English textbooks for eight graders portray gender roles through their gendered characters.

1.4. Scope of the Research

The limitation has been made to specify the problem in the research. It is intended to investigate the portrayal of gender roles in two different English textbooks for Junior High School Grade VIII. The selected texts are chosen based on the characters play in the story which has been specified to gender representation involving the appearances of females and males. This implies that any other stories beyond the stories which characters are categorized as ‘non-human’ are not taken into account. Thus, the research focuses on the appearance of gendered characters by applying the analysis of Transitivity system which belongs to the

SFL’s ideational metafunction (Halliday & Matthiessen, 2004) as the tool of analysis. The analysis is done by denaturalizing their gendered contents through the categorization of the Process, Participant, and Circumstance. Finally, the result of Transitivity analysis will be further interpreted to reveal how gender is constructed based on the framework of gender asymmetry suggested by Diana Francis (2004).

1.5. Significance of the Research

The research is expected to provide various significances as follows:

1) To theoretical frameworks, the research can enrich the existing theories of gender in relation to education, particularly in textbooks as learning materials.

2) To students and teachers, the research can be a consideration in choosing learning materials especially narrative for the process of teaching and learning in relation to the existence of gender differences.

3) To future researchers, the research can give benefits as a guideline to support their research. Furthermore, it is expected to be able to contribute to the development of English textbooks especially in presenting the gendered content materials.

1.6. Clarification of the Main Terms

As a sustainability of convenience for the research and to avoid misunderstanding, several main terms will be briefly described and specified below.

Gender is a social determination which perceives ideas and practices of what it is to be female or male (Reeves and Baden, 2000, p. 3). Gender and sex are commonly related but partly distinct areas, gender is a part of ideologies, values, and beliefs associated with being a woman or man in a particular society (Woodward, 2000), while sex is defined as biological characteristics categorizing someone as either female or male (Reeves & Baden, 2000).

Gender roles are the product of social interactions between individuals and their environments, and they give individuals cues about what sort of behavior is

believed to be appropriate for what sex which is based on a society’s beliefs about

differences between the sexes (Blackstone, 2003).

Gender asymmetry is an imbalance quality of males and females stemming from the culture of domination and power asymmetry that emerges and develops around the time of colonization in Western part of the world which is still valued and operated in society (Francis, 2004).

Gender stereotype is a belief which comprises static notions about feminine and masculine traits, regardless of social, cultural, or historical variations

between the nature of women and men’s lives (Schmenk, 2004).

Narrative is a text which consists of the representation of an event or a series of events which is purposively made to entertain the readers. This definition is drawn from the definition of narrative proposed by Abbott (2008) who defines narrative as the representation of an event or a series of events. In addition, Ricoeur (cited in Richardson in Pelan et al, 2004 in Abbott, 2008) adds that the foundation of narrative is plot. The plot unfolds in which subsequent events are always entirely dependent on preceding to one another. In addition, narrative is similar with story, which is defined as an account of imaginary or real events told for entertainment (http://www.meriam-webster.com/dictionary/story).

Systemic Functional Linguistics (SFL) is a functional-semantic approach to language which explores both how people use language in different contexts, and how language is structured for use as a semiotic system (Eggins, 2004). SFL views language as a resource for making meaning rather than as a system of rules (Christie, 1990; Halliday, 1994a; Halliday and Martin 1993, cited in Emilia, 2005). These grammar attempt to describe language in actual use and they concerned not only with the structures but also with how those structures construct meaning (Gerot and Wignell, 1994, p. 6).

Transitivity, according to Systemic Functional Linguistics, is a system that belongs to the ideational or experiential metafunction and is the overall grammatical resource for construing goings on (Martin, Matthiessen and Painter, 1997, p. 100, cited in Emilia, 2005). In short, transitivity refers to grammatical system by which the experiential meaning of the clause is achieved.

1.7. Organization of the Research

The research is organized in five chapters. Each chapter has subtopics which specifically elaborate detail information regarding different focuses. How the chapters are organized is as follows.

Chapter I: Introduction, provides background of the study, research questions, purpose of the research, scope of the research, significance of the research, research methodology, clarification of main terms, and organization of the research.

Chapter II: Literature Review, consists of related theories, ideas and issues in which the principles and justifications of the research is grounded. This part enables the research to strongly build foundation for better understanding.

Chapter III: Research Methodology describes approaches and procedures, research designs, subject of the research, data analyses, and content analyses all manifested in the research.

Chapter IV: Findings and Discussions, reports the result of the research. Besides reporting the result, the chapter will also promote an idea of discussions where the collected findings are available to be interpreted.

Chapter V: Conclusions and Suggestions, presents conclusions drawn from the research findings. In addition, suggestions for future are also be included in this chapter.

1.8. Concluding Remark

This chapter has elaborated the introduction of the research. It has presented background, statement of problems, purposes of the research, scope of the research, significance of the research, clarification of the main terms and the organization of the paper. In the next chapter, literature review of the research will be discussed in detail.

CHAPTER III

RESEARCH METODOLOGY

This chapter is now intended to describe the mechanism on how the research is made capable of meeting its objectives. This chapter will explain how research design, research sample, data collection, and data analysis are all customized in order to make the study on both reliably and feasibly actual progress.

3.1. Design of the Research

As what has been informed by prior chapters, the current research is managed to examine the portrayal of gender in English textbooks for Junior High School students, specifically manifested in stories. Thus, the research considered qualitative approach nodal and eligible to the intended purpose. Qualitative approach allows the research to interpret human actions, institutions, events, customs, and the like, which requires the researcher to construct a ‘reading,’ or portrayal, of what is being studied (Ary et al, 2010). In line with this, Fraenkel et al (2013) also profess that qualitative approach observes a phenomenon in-depth with its relation to social happening. Moreover, the ultimate goal of this kind of approach is to portray the complex pattern of what is being studied in sufficient depth and detail (Ary et al, 2010) and, as a result, one who has not experienced it can understand it through the descriptive explanations of the phenomenon discovery.

In order to conduct the qualitative research, Cresswell (2012) suggests that it is allowed to intentionally select the subjects or sites of the research in attempt to understand the central phenomenon. Hence, the research term used for qualitative sampling is purposeful sampling (Cresswell, 2012, p. 206). Referring to this description, the sample of the current research was deliberately chosen to depict the portrayal of gender contruction in English textbooks.

Additionally, the research did not only espouse qualitative approach, it was also supplemented by multidisciplinary approach to qualitative research, namely

content analysis. Content analysis is one of the main forms of qualitative data analysis. It is a common procedure in achieving data reduction of copious amounts of written data to manageable and comprehensible proportions in qualitative data analysis to respect the quality of the qualitative data (Cohen et al, 2007, p. 475).

Content analysis or what is commonly referred to as qualitative content analysis emphasizes an integrated view of speech/texts and their specific contexts. It goes beyond merely counting words or extracting objective content from texts to examine meanings that may be manifested in a particular text, instead, it allows the researchers to understand social phenomenon in a subjective but scientific manner (Zhang & Wildemuth, 2009, p.1). By implementing qualitative content analysis, the research was expected to be able to investigate the portrayal of gender representation manifested in textbooks by generating theory underlying the portrayal.

The research involved two English textbooks as its research object; two printed textbooks from two different publishers. The complete description of the textbooks used in the research was presented in table 3.1.

Table 3. 1. Description of Textbooks Used in the Research

No. Authors Year of

Publication Title

Place of

Publication Publisher 1. Iragiliati, E.,

Iswahyuni., Ulfa, F., Anunsiata, M., & Hariana, F.

2014 Interactive English

Bandung Yudistira

2. Zaida, N. 2014 Bright: An

English Course for Junior High School Students

Grade VIII

The textbooks were chosen because of the purpose of the research, usability, and practicality. In terms of the purpose of the research, the textbooks enabled the research to obtain the data for the analysis to be conducted as they provide stories from which the analysis can be drawn. In terms of usability, those textbooks have been widely used in real teaching situation in Junior High Schools intended to teaching English for eight grade students. Furthermore, in terms of practicality, the textbooks were chosen because they were not difficult to find and contained textual materials the research attempted to analyze.

The analysis of the research focused on selected reading passages categorized as narrative (story). Story was chosen due to the assumption that story is the most powerful materials for young learners (Cameron, 2001). Additionally, story provides the representation of reality through the use of authentic language (Abbott, 2008; Wright, 1997; Garvie, 1990, cited in Cameron, 2001). The stories have been specified to gender matters involving the appearances of females and males. Thus, any other stories which did not involve ‘human’ characters were not included in the analysis.

3.2. Data Collection

As stated in research design, the sample of the research was purposeful sample (Cresswell, 2012) based on reading passages which were categorized as narrative. The data collection was accomplished through several steps which was adapted from the steps taken by Xiaoping (2005) in his research of gender representation in three Chinese reading textbooks. However, according to the formulated research questions, some changes were intentionally made in order to achieve the intended purposes. The modified steps were as follows:

1) Selecting the textual materials in two selected textbooks. For the purpose of the research, the texts from which the analysis was drawn were limited to narrative.

2) Determining each narrative into two main criteria; a) the presence of Participants, and b) the existence of gender of either female or male.

By employing the aforementioned steps, the research was expected to be able to collect relevant data in order to reveal the portrayal of gender manifested in two selected textbooks.

3.3. Data Analysis

Once the selected texts were obtained, they were then to be analyzed. The selected texts were broken down into the elements of Transitivity following the work of Halliday and Matthiessen (2004). Moreover, the analysis was further conducted to reveal the meaning of composition of Participants, Processes, and Circumstances resulting from the analysis of Transitivity. In order to clarify the portrayal, descriptive analysis was included as the last step of data analysis. The following section was intended to further elaborate the steps included in the analysis of data. 3.4.1. Analysis of Transitivity Elements

As what have been mentioned above, the selected stories were analyzed using the system of Transitivity to reveal experiential meaning of the text. The stories were broken down into the level of clauses to investigate the pattern of Processes attributed to females and males as Participants. According to the procedure of data collection, the text was omitted to its gendered clauses; hence, those clauses which did not involve any appearance of male or female characters were not included in the analysis. The following was an example of how the clauses were analyzed using Transitivity system. The sample was taken from textbook Interactive English.

Maya is building a sand castle.

Actor (female) Process: Material Range

Rudi is playing ball with his dog.

Actor (male) Process: Material Goal Circumstance: Accompaniment

Angela likes her school, it’s modern and big

Senser (female) Process: Mental Phenomenon Circumstance: Cause: Reason

3.4.2. Classification of the Processes

Having identified each of the clauses of the texts using Transitivity analysis, this step was conducted in order to classify the Processes occurred in relation to female and male Participants. Moreover, the step was managed to clarify the view towards the employment of Processes to male and female characters.

3.4.3. Descriptive Analysis of the Portrayal of Gender Roles

After classifying the Processes based on the existence of male and female Participants, this step was conducted as an attempt to further discuss how the Processes employed to the Participants as a representation of males and females signified to gender representation. The step was particularly aimed to discover how gender was constructed; whether or not the portrayal of gender asymmetry appeared in the two selected textbooks.

3.4. Concluding Remark

This chapter has presented design of the research, object of the research, data collection and data analysis of the research. In the following chapter, the findings and discussions of the research will be further discussed.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter is presented as an eventual summary of the research which includes conclusions and suggestions. Presented in two sections, first, this chapter will provide conclusive presentation of the entire findings and discussions from earlier chapter and how they fulfill the answers of the formulated research question; second, it will serve future research discursive suggestions, expected to help extend some ideas to be considered when researching similar field of the research. 1) Conclusions

As what has been informed by prior chapters, the research is in endeavor to study how gender is portrayed in two selected English textbooks for eight graders. The portrayal of gender is traced from the analysis of textual data employing Transitivity system (Halliday & Matthiessen, 2004). From the analysis, there are several conclusions that can be drawn, and they will be further elaborated in this section.

First, from Transitivity analysis, it can be concluded that male characters dominate the roles of Participants. They are more frequently represented in the apparent Processes along the narratives compare to female characters. In terms of the types of Processes, both male and female gendered characters are prominently depicted to be involved in Material process. However, respectively comparing the quantity of occurrence between male and female characters, male characters are more prominent to be associated with Material process exemplifying superiority in physical activities. Furthermore, Circumstance-wise, the actions of male characters are more likely to be extended with various types of Circumstances. The most frequent type of Circumstances appears in the analysis associated with the appearance of male characters is Circumstance of Place. It reveals the tendency of male characters to be involved in actions or activities taking place in

public spheres. Compare to that, female characters tend to be involved in the actions or activities taking place around their private spheres.

According to the overall analysis of Transitivity, it can be implied that, in terms of quality, male gendered characters are prone to symbolizing ‘rational’, ‘powerful’, and ‘individual’, as opposed to female who are likely depicted as the owners of ‘thoughtful’, ‘anxious’, and ‘expressive’ traits.

Departing from the result of analysis, it is clear that the textbooks have portrayed gender roles in asymmetrical manner, traced from how male and female characters are presented and characterized along the narratives. There are three evidences that signify the occurrence of the portrayal of gender asymmetry. First, the domination of male characters compared to those of females in terms of the appearances and involvements along the narratives. Male characters who are most likely depicted to hold important roles of Participants reflect the influence of hierarchical social order that subordinates women to men. It is supported by the second evidence that explains how male characters’ actions are identified to be frequently extended with various types of Circumstances. It signifies that male characters are considered more competent in all their aspects of life. Third, lexically, there is a discrepancy between the depiction of male and female characters. It reveals stereotypical roles of females where they are confined to domestic spheres. There is also a portrayal of stereotypical physical appearance that only particular gender displays in certain occurrences, i.e. girls are beautiful, and boys are scruffy.

Conclusion being, the portrayal of gender roles that takes place in the two selected textbooks, to many extend, has been influenced by the culture of domination and the exercise of power asymmetry (Francis, 2004). Dominatory culture is reflected in the way the textbooks position male gendered characters as the prominent characters, stemming from the normative expectations for men and women valued in society. As a result, masculine traits associated with men leads them to be dominant and feminine traits lead women to be submissive. However, albeit asymmetrical gender portrayal, the textbooks are identified to avoid the

portrayal of the oppression of women through their female characters. It is evident through the presentation of female characters who are depicted to still be able to perform powerful acts—even though it is less than what male characters do, actively contribute to an event, and are fully developed in terms of education and economic.

2) Suggestions

For a better contribution and significance of future research, there are three suggestions that the research intends to give related to the field of gender in education. The suggestions are presented below.

First, the current research is conducted in order to reveal the construction of gender based on the analysis of textual data. In order to be able to create significance, the future research may want to expand the coverage of analysis by aiming at the construction of gender elicited from visual data analysis. Due to the experience of the current research when conducting the analysis, visual illustrations presented in textbooks are also carrying meaning that has to do with gender disparities. Therefore, it is considered important to be further analyzed.

Second, for teachers, the result of the current research can be inputs for considering careful selection of textbooks as learning materials in relation to gender disparities for their students. Gender-friendly materials are preferably required in order to avoid the students’ misconception towards gender roles in society. Moreover, beside the materials, teachers should also notice how gender is produced in classroom discourse. Both materials and teaching learning process should be able to accommodate the students’ needs regardless the presence of gender differences. It is strongly suggested that stereotypical view in terms of the way male and female students learn in classroom situation do not affect the way the teachers treat the students.

Last, for material developers, textbook writers, editors, and those directly involved in developing and producing educational textbooks, it is suggested to take into account the cultural aspects that is widely established and accepted by

the intended users in relation to the selection of gendered-content materials to be presented in textbooks. This is considered important due to the presence of culture that is intertwined with the concept of appropriate gender behavior in society.

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McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh University Press Ltd.

Mineshima, M. (2008). Gender representations in an EFL textbook. Retrieved from:

http://www.nijt.ac.jp.lib/contents/kiyo/genko/13/14_MINESHIMA.pdf.

Razavi, S., & Hassim, S. (2006). Gender and social policy in a global context:

Uncovering the gendered structure of ‘the social’ (ed). New York, NY: Palgrave Macmillan

Reeves, H., & Baden, S. (2000). Gender and development: Concepts and definition. Brighton: BRIDGE (development – gender) Institute of Development Studies University of Sussex.

Salih, S. (2002). Judith butler. New York, NY: Routledge.

Sari, N. T. A. (2011). Visible boys, invisible girls: The representation of gender in

‘Learn English with Tito’ (A Critical Discourse Analysis of English language

textbooks for primary school). Indonesian journal of applied linguistics, Vol. 1 No. 1.

Sauntson H. (2008). The contributions of Queer Theory to gender and language research. In: Harrington K, Litosseliti L, Sauntson H and Sunderland J (eds) Gender and LanguageResearch Methodologies. Basingstoke: Palgrave Macmillan, pp. 271–282.

Schilt, K., & Westbrook, L. (2009). Doing gender, doing heteronormativity: ‘Gender

normals’, transgender people, and the social maintenance of heterosexuality.

Gender & Society, Vol. 23 No. 4, pp. 440-464.

Schmenk, B. (2004). Language learning: A feminine domain? The role of stereotyping in constructing gendered learner identities. TESOL Quarterly, 38(3), 514-524.

Story. (n.d). In Meriam-Webster’s online dictionary (11th ed.). Retrieved from

http://www.meriam-webster.com/dictionary/story.

Sunderland, J. (2004). Gendered Discourses. New York: Pelgrave Macmillan.

Toçi, A., & Aliu, M. (2013). Gender stereotypes in current children’s English books used in elementary schools in the Republic of Macedonia. American international journal of contemporary research, Vol. 3 No. 12.

United Nations Girls’ Education Initiative [UNGEI]. (2012). Gender analysis in education. New York, NY: UNGEI.

West, C. & Zimmerman, D. H. (1987). Doing gender. Gender and society, Vol. 1, No. 2, pp. 125-151.

Woodward, K. (2004). Questioning identity: Gender, class, ethnicity (2nd ed). New York, NY: Routledge.

Xiaoping, Y. (2005). Gender representation in textbooks: A case study of three English reading textbooks. Journal of southeast Asian education, 5(1 & 2), 85-93.

Yang, C. C. R. (2011). Gender stereotyping and gendered discourses in a Hongkong primary English textbook series: The relationship between language planning and social policy. Current issues in language planning, 12(1), pp. 77-88.

Yasin, M. S. M. et al. (2012). A visual analysis of a Malaysian English school textbook: Gender matters. Asian social science journal, 8(12), 154-163.

Zhang, Y., & Wildemuth, B. M. (2009). Qualitative analysis of content. Application of social research methods to questions in information and library science, pp. 308-319.

61 Iva Laela Syifa, 2015

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portrayal of the oppression of women through their female characters. It is evident through the presentation of female characters who are depicted to still be able to perform powerful acts—even though it is less than what male characters do, actively contribute to an event, and are fully developed in terms of education and economic.

2) Suggestions

For a better contribution and significance of future research, there are three suggestions that the research intends to give related to the field of gender in education. The suggestions are presented below.

First, the current research is conducted in order to reveal the construction of gender based on the analysis of textual data. In order to be able to create significance, the future research may want to expand the coverage of analysis by aiming at the construction of gender elicited from visual data analysis. Due to the experience of the current research when conducting the analysis, visual illustrations presented in textbooks are also carrying meaning that has to do with gender disparities. Therefore, it is considered important to be further analyzed.

Second, for teachers, the result of the current research can be inputs for considering careful selection of textbooks as learning materials in relation to gender disparities for their students. Gender-friendly materials are preferably

required in order to avoid the students’ misconception towards gender roles in society. Moreover, beside the materials, teachers should also notice how gender is produced in classroom discourse. Both materials and teaching learning process

should be able to accommodate the students’ needs regardless the presence of gender differences. It is strongly suggested that stereotypical view in terms of the way male and female students learn in classroom situation do not affect the way the teachers treat the students.

Last, for material developers, textbook writers, editors, and those directly involved in developing and producing educational textbooks, it is suggested to take into account the cultural aspects that is widely established and accepted by

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the intended users in relation to the selection of gendered-content materials to be presented in textbooks. This is considered important due to the presence of culture that is intertwined with the concept of appropriate gender behavior in society.

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The Portrayal of Gender Roles in Textbooks for Junior High School Students Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

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Xiaoping, Y. (2005). Gender representation in textbooks: A case study of three English reading textbooks. Journal of southeast Asian education, 5(1 & 2), 85-93.

Yang, C. C. R. (2011). Gender stereotyping and gendered discourses in a Hongkong primary English textbook series: The relationship between language planning and social policy. Current issues in language planning, 12(1), pp. 77-88.

Yasin, M. S. M. et al. (2012). A visual analysis of a Malaysian English school textbook: Gender matters. Asian social science journal, 8(12), 154-163.

Zhang, Y., & Wildemuth, B. M. (2009). Qualitative analysis of content. Application

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