An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”.

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Jania Visca Pratiwi, 2015

An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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

AN ANALYSIS OF MASCULINITY IN PICTURE

BOOK “A COOL KID LIKE ME”

A Research Paper

Submitted to the English Education Department of FPBS UPI in Partial Fulfillment of Requirement for SarjanaSastraDegree

By:

JANIA VISCA PRATIWI 090230

ENGLISH EDUCATION DEPARTMENT

THE FACULTY OF LANGUAGE AND LITERATURE EDUCATION INDONESIA UNIVERSITY OF EDUCATION

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Jania Visca Pratiwi, 2015

An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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AN ANALYSIS OF MASCULINITY IN PICTURE

BOOK “A COOL KID LIKE ME”

Oleh

Jania Visca Pratiwi

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan BahasadanSeni

Juni 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.

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Jania Visca Pratiwi, 2015

An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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

JANIA VISCA PRATIWI

AN ANALYSIS OF MASCULINITY IN PICTURE BOOK “A COOL KID LIKE ME”

APPROVED BY:

Main Supervisor

Dr. Rd. Safrina Noorman, M.A. NIP. 196207291987032003

Head of English Education Department Faculty of Language and Literature Education

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Jania Visca Pratiwi, 2015

An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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TABLE OF CONTENTS

STATEMENT OF AUTHORIZATION ... i

PREFACE ... ii

ACKNOWLEDGEMENTS ... iii

ABSTRACT ... iv

TABLE OF CONTENTS ... vi

LIST OF TABLES ... ix

LIST OF PICTURES ... x

CHAPTER I INTRODUCTION ... 1

1.1 Background ... 1

1.2 Research questions ... 5

1.3 Subject of the Study ... 5

1.4 Purpose of the Study ... 5

1.5 Scope of the Study ... 5

1.6 Significance of the Study ... 6

1.7 Methodology ... 6

1.8 Clarification of Terms ... 7

1.9 Organization of The Paper ……… 7

CHAPTER II THEORETICAL FOUNDATION ... 8

2.1 Picture Book ... 8

2.2 Masculinity ... 9

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Jania Visca Pratiwi, 2015

An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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2.4 Masculinity Based on Spence and Beynon ... 11

2.5 Reading Masculinity by Using Words About Picture ………. 13

2.5.1 Picture Book Elements ... 16

2.6 Previous Study ... 18

CHAPTER III RESEARCH METHODOLOGY ... 20

3.1 Research Question ... 20

3.2 Research Design ... 20

3.3 Data Subject and Context ... 20

3.4 Data Collection... 20

3.5 Data Analysis ... 21

3.6 Data Presentation ... 21

3.7 Synopsis ………. 23

CHAPTER IV FINDINGS AND DISCUSSION ... 25

4.1 Findings ... 25

4.1.1 Verbal Construction of Masculinity ... 25

A. Providing of Contradictory Aspects ……… 26

B. Boy’s Pretending Acts ………. 29

4.1.2 Visual Construction of Masculinity ... 30

A Activities Characterized as Masculine ………. 30

B. Color Constructed Masculinity ……… 33

C. Masculine Traits of Supporting Characters ………. 35

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Jania Visca Pratiwi, 2015

An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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CHAPTER V CONCLUSION AND SUGGESTIONS ... 41

5.1 Conclusion... 41

5.2 Suggestions ... 41

REFERENCES ... 43 APPENDICES

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Jania Visca Pratiwi, 2015

An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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LIST OF TABLES

Table 2.1 ... 11 Table 3.1 ... 22

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Jania Visca Pratiwi, 2015

An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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

LIST OF PICTURES

Picture 4.1 Boy portrayed with the ball ... 31

Picture 4.2 Boy playing football with his friends ... 32

Picture 4.3 Boy and other characters wearing blue ………. 33

Picture 4.4 Boy already sleeps ... 34

Picture 4.5 Boy rafting with his friend ... 35

Picture 4.6 Boy feeling intimidation ... 36

Picture 4.7 Boy becomes the last option in the game ... 37

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Jania Visca Pratiwi, 2015

An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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CHAPTER 1 INTRODUCTION 1.1Background

A picture book is an artifact of culture that contained visual images and words (Sipe 2008). This definition implies that a picture book may contain things with cultural values or cultural background. For example in a book with Islamic culture we will find female characters wearing a hijab and male characters wearing a peci.

Bader (1976) stated that a picture book is a social, cultural, and historical document. A picture book as a historical document because it records a changing of times. For example in earlier times there would not be a cell phone or other electronic equipments in a picture book, but in present time it would be very easy to find a cell phone in a picture book. This example shows that a picture book is an artifact of history.

In her historical study of American children‟s picture books that focused

mainly on the twentieth century, Bader (1976) provided an expansive definition: A picture book is a text, illustrations, total design; an item of

manufacture and a commercial product; social, cultural, historical document; and foremost an experience for a child. As an art form it hinges on the interdependence of pictures and words, on the simultaneous display of two facing pages, and on the drama of the turning page. (1)

From Bader explanation it can be concluded that a picture book can contain

many things. Bader‟s definition had been extended by Nodelman. Nodelman (1998) stated picture books, as a literary form, provided a comprehensive scheme for how pictures provide information about stories. This statement shows that a picture book has an important role in telling about the stories. It means pictures can help people of all ages to understand words (Nodelman, 1998).

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Jania Visca Pratiwi, 2015

An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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Nodelman also suggests that the relationship between pictures and text is

always an ironic one; that is, “the words tell us what the pictures do not show, and the pictures show us what the words do not tell us” (222). Even words and pictures in

picture book cannot be separated but both of them have their own role. The picture is not only as an illustration but also have function to build the imagination of young reader to construct meaning of the stories (Huck, 1993 in Narahara, 1998). Pictures can clarify texts because they can indeed communicate effortlessly (Nodelman). All pictures require some interpretation, simply because no pictures contain as much as visual information as the objects it depicts might actually convey. Usually the author and the illustrator in a picture book are different, so there could be a situation where a picture in a picture book does not describe the texts and texts do not describe the picture.

Sipe (2008) describes the relationship between texts and pictures as

“synergistic.” He analyzes the interplay that occurs between pictures and texts in picture books and shows how that transaction becomes more complex as we read

through the book: “each new page opening presents us with a new set of words and new illustrations to factor into our construction of meaning” (106). Sipe also argues

that “visual texts are on an equal footing with verbal texts” in this process (107).

Many of these scholarly analyses seem to imply that, in picture books, words and pictures are always present in the service of a story.

Picture books are created for the enjoyment of children as young readers with the object of the stories that involve them into a pleasant experience. Picture books generally consist of thirty-two pages of story, poem or concept but they included endpapers, information about the book, author, artist, and publisher as well (Sipe, 2008).

To Anstey and Bull (2006), contemporary postmodern picture books exhibit

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Jania Visca Pratiwi, 2015

An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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grammar of the author and illustrator, indeterminacy, contesting discourses, intertextuality, and multiple meanings and audiences” (336–338).

Bader‟s definition can acknowledge people about many other categories of books that are generally found on shelves along with picture storybooks. These include alphabet and counting books, toy books, concept books, information books, and, wordless books. However, images and words work in tandem and the emphasis that the picture books is an art form rather than a teaching tool.

Picture books appeal to different range of readers, and offer innovative possibilities for exploring questions of representation, identity, culture, race, class and power (Johnston, Bainbridge, and Shariff, 2007). One of the issues that often arise in picture book is about gender. Gender-based picture books become interesting because in literature, discussing about gender will be related to the concepts of masculinity and femininity.

Masculinity concepts have developed and changed over time. According to Beynon (2002) masculinity is no longer seen only from biological or natural given but it is socially constructed. Beynon (2002) believes that “masculinity is socially and historically, not biologically constructed (p.7)”. This statement is also supported by Connel (2000). He states that:

“Masculinity is not a natural state; it is a socially

constructed, fluid, collective gender identity. It has become

commonplace to speak of „masculinities‟, the plural

referring to the notion that there is no one universal

masculinity, but rather dynamic “configurations of gender practice” negotiated intime, ideology and culture (p,3)”.

In addition, Morgan (1992, cited in Beynon, 2002) asserts “masculinity (and

femininity) is the best approached from the stand point of what men and women do

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An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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Children picture books have the potential to influence children‟s perception of socially accepted roles and values of how males and female suppossed to behave (Demarest & Kontenhaus, 1993). As one medium of learning, picture books are taking a part to teach children about gender. From the picture books children are able to understand the basic of gender and it is expected that the concept of gender can be remembered by children because it has been introduced since the early age.

Gender-based picture books are interesting to be discussed because the theory of gender itself developes over the time. The concept of masculinity in society is also expanding in which people always have a discussion about this issue.

The reason behind the choice of using a picture book “A Cool Kid Like Me!” as the object of the study because this picture book reveal different perspective of masculinity. The Boy in “A Cool Kid Like Me!” is a whiny child, sensitive and fearful boy, while boy usually portrayed with brave, adventurous, not timid and outgoing (Spence as cited in Archer and Llyod, 2002). This makes the Boy character in the picture book different with ussual boy.

There are many previous studies investigating gender. For example was conducted by Paynter (2011) entittled “Gender Stereotypes and Representation of

Female Characters in Children’s PictureBooks” examines whether stereotyping and female underrpresentation changed over the past decade. This study focuses on sexism issue. Harper‟s (2007) entitled “Studying Masculinity(ies) in Books About Girls explores the nature and performance of masculinity portrayed in popular young adult novels featuring female protagonist. The study focuses on the connection between sex and gender in ways that allow for engagement with alternative notions of masculinity on both male and female adolescent characters in the novel.

The previous research have focused on male and female characters while the present research only focuses on male characters. The present research investigates how the book visually and verbally constructed the masculinities of the male character in picture book. The research analyzes how the picture book portrays the

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Jania Visca Pratiwi, 2015

An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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male characters in the picture book and how the book contains things that are related to masculinity.

1.2 Research Question

1. How is masculinity verbally constructed in the book? 2. How is masculinity visually constructed in the book? 3. What meanings can be derived from this construction?

1.3Subject of The Study

This research investigates “A Cool Kids Like Me!” and it will focus on the main character around 7 or 8 years old and all male characters in the story who will also be examined in relation to masculinity. The book is chosen because it provides a different perspective on masculinity in a way that rather challenges or questions the existing paradigm of masculinity.

1.4Purpose of the Study

The purpose of this study is to find out how masculinity is verbally and visually constructed in the book and also to know what meanings can be derived from the construction.

1.5 Scope of The Study

The research provides an analysis of the way masculinity is constructed in the text both verbally and visually. The study will be limited to analyzing the male character to see how masculinity is portrayed the main character and others male characters in the picture book“A Cool Kids Like Me!”

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Jania Visca Pratiwi, 2015

An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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

1.6Significance of The Study

It is expected that the research will offer a different perspective in understanding the issue of masculinity. Therefore, the findings and conclusion are expected to enrich the knowledge about picture book and masculinity.

1.7 Methodology

Descriptive qualitative research is employed as an approach to this study because this study attempts to describe the construction of masculinity verbally and visually as well as to interpret the meaning.

The research focuses on aspects of masculinity depicted in a picture book. The picture book will be analyzed by using the theory of masculinity and words about picture because it consists of texts and pictures,.

The data were collected from the picture book entittled “A Cool Kids Like Me!” which was written by Hans Wilhelm. The picture book was selected as the source of the data because it seems to have different perspective about masculinity.

There are two kinds of data: verbal and visual text. From the verbal text masculinity traits are identified in words choice and then they are classified based on masculinity theory. From the visual text masculinity traits are identified in illustration which shown masculinity aspects and then they are classified. Then the classifications are interpreted using masculinity theory.

The way male characters show their masculinity was the main issue that analyzed in this research. By identifying using the framework of words about picture and masculinity perspective in the picture book, the identification is expected to contribute the finding of the masculinity to the main male characters and supporting characters and interpret the meaning behind the verbal and visual text in picture book in the masculinity perspective and analyzing color, position and gesture using words about picture perspective. The final step after finding and interpreting the meaning

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Jania Visca Pratiwi, 2015

An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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

behind the color, position and gesture and masculinity perspective is drawing conclusion and providing suggestions for further research related to the issue.

1.8Clarification of Terms 1. Picture Books

For Nodelman (1988) picture books are books which are intended for young children which communicate information or tell stories through a series of many pictures combined with relatively slight texts or no texts at all.

2. Masculinity

Masculine means having the qualities or appearance consider being typical of men; connected with or like men, whereas masculinity refers to the quality of being

masculine (Oxford Advanced Learner‟s Dictionary, 2000). Male is not born likewise

with masculine character naturally, masculinity is established by culture (Barker, as cited in Nasir 2007).

1.9Organization of the Paper

This study is organized in five chapters. Chapter I, Introduction, covers background of the study, research questions, aim of the study, significance of the study, research methodology, and clarification of terms as well as organization of the paper. Chapter II, Theoretical Foundation, discusses theoretical framework used in answering the research questions. Chapter III, Research Methodology, discusses the research design, data collection and data analysis. Chapter IV, Finding and Discussions, presents the data presentations, explanation to the analysis of the data and the result of the analysis. Chapter V, Conclusion and Suggestion, comprises summary of the answers to the research questions, and suggestions for further research.

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Jania Visca Pratiwi, 2015

An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology to investigate the issue in research question. It comprise of research questions, research method, the stage of the research, data collection, data analysis, research subject, synopsis of the picture book and data presentation.

3.1. Research Questions

1. How is masculinity verbally constructed in the book? 2. How is masculinity visually constructed in the book? 3. What meanings can be derived from this construction?

3.2 Research Design

This research is designed to reveal the construction of masculinity by employing a descriptive qualitative design because the used data in a form of images and words. Images and words are the important elements in the picture book were needed to find out how the boy as the main character was constructed in the picture book.

3.3 Research Subject and Context

The main subject of this study is the picture book written by the Hans Wilhelm entitled “A Cool Kid Like Me!”. Hans Wilhem is a German-America children’s book author and illustrator. Hans Wilhelm has written and illustrated over 200 books. A Cool Kid Like Me! available in the internet and free to download. A Cool Kid Like Me! has been selected because the picture book indicates a different perspective of masculinity.

1. Data Collection

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An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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collection was in verbal text and visual text that show masculinity traits of main character and other male characters in a picture book.

3.4 Data Analysis

Two theoretical frameworks were used to analyze the collected data. Verbal text in this picture book has been analyzed by classifying the word by indicating contradictory aspects and by Boy’s pretention acts and then how that two classification constructed masculinities. Visual analysis theory proposed by Nodelman (1998) to analyze the images in the picture book and Masculinity theory proposed by Spence (as cited in Archer and Llyod 2002) and Beynon (2002) to analyze the data from Masculinity perspective.

Visual analysis was needed to analyze the data to see the relationship between the images and text in the picture book. In picture book the relation between images and text becomes complicated and visual analysis can be used to analyze that complicated relation. Images in picture book had a function to describe the text and a text also had function to describe the images. Visual analysis did not only describe the images but also the elements in the images such as color, shape and design.

The focus of the study is to analyze male character in the story from Masculinity theory. Therefore after the data have been analyzed using visual theory, they were interpreted from masculinity perspective.

3.5 Data Presentation

The following tables are the sample of the data that were analyzed using visual analysis theory and from masculinity perspective. Each table contains images analysis and explanations about it. The table contains element analysis (which is the analysis of picture books elements such as line, color, shape, design and texture), the masculinity characteristics and the explanation about the findings.

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An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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Table 3.1 Example of Verbal and Visual Analysis Illustration 1; Page 1

Illustration Description

In illustration 1, Boy is portrayed in the center of the illustration and holding the ball in his right hand while his left hand was in his pocket. Boy’s face is portrayed with a smile, curve shaped eyebrows and flat shaped ears. Boy’s knee and elbow was dirty. He is wearing yellow shirt and blue pants. The background color of the illustration is white.

Written Text Description

The written text above the illustration is the introduction for main character. The text said that the boy is a cool and terrific kid.

Analysis If someone or something is portrayed in the center of illustration, it means that someone or something is the main focus or the important focus of the illustration (Bang, 2002). The way Boy is portrayed with smile, curve shaped eyebrows and flat shaped ears which indicates that he is feeling

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An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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comfortable and in a calm and relaxed condition. The white colored background strengthen Boy’s feeling of being comfortable, relaxed and calm because white colored background give safe or comfortable sensation (Bang, 2002). The written texts above the illustration which describe Boy as cool and terrific child is the introduction to the main character. Boy is portrayed with the smile in his face and curve shaped eyebrow which indicates that he is enjoying playing football. The ball in this illustration is associated to the masculine since a ball refers to a sport which is often considered as masculine. Kimmel (2010) stated that young boys who participate in sport are encouraged by families, friends and coaches to embody a particular type of masculinity. Spence (as cited in Archer and Llyod, 2002) also stated that sport is included to the male-valued items. Besides the ball, the masculine side of Boy is also indicated by the clothes, elbow and feet of the boy which looks dirty. Dirty, in this illustration, is can be related to the boy’s activeness. The ball itself also implies that the boy as such an active kid. Based on Spence (as cited in Archer and Llyyod, 2002), active belongs to the male-valued items.

3.6 Synopsis

The identity of the book is written by following the steps that Joyce and Gaudin (2011) propose in analyzing a picture book as follows:

Book Title : A Cool Kid Like Me!

Author : Hans Wilhelm

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Jania Visca Pratiwi, 2015

An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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Publisher : Crown Publisher Inc

Story : A Cool Kid-Like Me! is the story about a boy who looks happy on the outside but in fact he is full of fear and has many worries. At the first page the Boy is portrayed as a cool and terrific child but then the next page reveals a different side of the Boy. The main character in this story is full of fears. He does not like to be alone, he is afraid of not having a good friend. He does not want tobe thrown away by his friend, even he is worried that his mother will leave home and never comeback. The interesting thing is he really loves his teddy bear, the gift from his grandmother. Boy usually like playing football or playing computer but his hobby is talking to his teddy bear.

Narrator : A Cool Kid-Like Me! is told from a third person point of view and the narrator is someone who knows everything (comniscient narrator) Characters : There is one main character in the picture book which called Boy in

this research since the character does not have a name. There are also some supporting characters such as mother, father, grandmother and Boy’s friend. Boy is the main protagonist of the story, he has unique characteristics that there is not many people understand. Boy’s parents in often leaving him because they thought Boy is fine with that. Boy only can say anything to his grandmother. The story is mostly about Boy interaction between his teddy bear doll which given by his grandmother. The Boy’s outside and inside personality becomes the interesting thing in the story.

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An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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References

Anstey, M. & Bull, G. (2006).Teaching and Learning Multiliteracies: Changing Times Archer, J. & Llyod, B. (2002). Sex and Gender.2nd Edition.Cambridge University

Bader, B. (1976).American Picture Book from Noah’s Ark to The Best Within. 1st Edition. New York: Macmillan

Bang, M. (2002). Picture This: How Pictures Work. SeaStar Books

Barker, G.T. (2005). Dying to Be a Man: Youth, Masculinity and Social Exclusion. London: Rotledge

Bem, S, L. (1993). The Lenses of Gender: Transforming The Debate on Sexual Equality. New Haven, CT: Yale University Press

Beynon, J. (2002). Masculinities and Culture.Open University Press Brozo. W. Retrieved from http://www.jstor.org//stable/20204563

Bressler, C, E. (2007). Literary Criticism: An Introduction to Theory and Practice.4th Edition.New Jersey: Pearson Education,.

Connell, R. W. (2000). The Men and The Boys. Cambridge : Polity Press.

Connel, R. (n.d). Masculinities, Change and Conflict in Global Society: Thinking About the Future of Men’s Studies. In Beasley. C. Gender and Sexuality

Demarest, J. & Kortenhaus, C. M. (1993). Gender Role Stereotyping in Children’s Literature: An Update. Sex Role vol 28. Monmouth College

Ewers, Han-Heino.(1980). KindheitalsPoetischeDaseinform.Munchen: Wilhelm

Flick, U. (2009).An Introduction to Qualitative Research.4th Edition. London: Sage Publication Ltd,.

Fraenkel, J. W. N. & Hyun, H. (2012). How to Design and Evaluate Research in Education. Australia and New Zealand: McGraw Hill Education

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An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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Gaudin, J. & Joyce, H. (2011). Words and Picture: A Multimodal Approach to Picture Books.

Phoenix Education

Gooden, A.M. (2001). Gender Representation in Notable Children’s Picture Book: 1995-1999. Sex Role 45:89-101

Goodman, N. (1976). Languanges of Art.Hacket Publishing Company

Herper, H. (2007). Studying Masculinity(ies) in Books About Girls. Canadian Journal of Education: 30,2:508-530. Las Vegas: University of Nevada

Hunt, Peter. (1996). International Comparion Encyclopedia of Children’s Literature.NewYork: Routledge.

Johnston, I. & Bainbridge, J. & Shariff, F. Exploring Issues of National Identity, Ideology and Diversity in Contemporary Canadian Picture Books. Papers: Explorations Into Children’s Literature, 17 (2), 75-83

Kiever, B. (2008). What is a Picturebook, Anyway?: The Evolution of Form and Substance Through The Postmodern Era and Beyond in Sipe L. R.and Pantaleo, S (Ed.), Postmodern Picturebooks Play, Parody, and Self-Referentiality(pp. 11-20). New York: Routledge

Kimmel, M.S. (2000). The Gendered Society. New York, NY: Oxford University Press

Kirkland, D.E., & Jackson, A. (2009). “We Real Cool”: Toward a Theory of Black Masculine

Literacies. Reading Research Quartely

Khouw, Natalia. (1995). The meaning of color for gender.

Available: http://www.colormatters.com/khouw.html.

Kress, G. & Van Leeuwen, T. (2006). Reading Images. London. Routledges

Nodelman, P. (1998). Word About Pictures. Georgia : University of Georgia Press

Oberstein, L. Retrieved from http://www.reading.ac.uk/englishliterature/aboutus/Staff/k-b-lesnik-oberstein.aspx

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An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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Paynter, C, K. (2011). Gender Strereotypes and Representation of Female Characters in Children’s Picture Books: Liberty University

Siann, G. (1994). Gender, Sex and Sexuality: Contemporary Psychological Perspective. London: Taylor & Francis

Sipe, L, R. (2008). How Picture Books Works: A Semiotically Framed Theory of Text-Picture Relationships. Children’s Literature Education, Vol 29, No. 2

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An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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Table 3.1 Example of Verbal and Visual Analysis Illustration 1; Page 1

Illustration Description

In illustration 1, Boy is portrayed in the center of the illustration and holding the ball in his right hand while his left hand was in

his pocket. Boy’s face is portrayed with a smile, curve shaped eyebrows and flat shaped ears. Boy’s knee and elbow was dirty. He is wearing yellow shirt and blue pants. The background color of the illustration is white.

Written Text Description

The written text above the illustration is the introduction for main character. The text said that the boy is a cool and terrific kid.

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An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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comfortable and in a calm and relaxed condition. The white

colored background strengthen Boy’s feeling of being

comfortable, relaxed and calm because white colored background give safe or comfortable sensation (Bang, 2002). The written texts above the illustration which describe Boy as cool and terrific child is the introduction to the main character. Boy is portrayed with the smile in his face and curve shaped eyebrow which indicates that he is enjoying playing football. The ball in this illustration is associated to the masculine since a ball refers to a sport which is often considered as masculine. Kimmel (2010) stated that young boys who participate in sport are encouraged by families, friends and coaches to embody a particular type of masculinity. Spence (as cited in Archer and Llyod, 2002) also stated that sport is included to the male-valued items. Besides the ball, the masculine side of Boy is also indicated by the clothes, elbow and feet of the boy which looks

dirty. Dirty, in this illustration, is can be related to the boy’s

activeness. The ball itself also implies that the boy as such an active kid. Based on Spence (as cited in Archer and Llyyod, 2002), active belongs to the male-valued items.

3.6 Synopsis

The identity of the book is written by following the steps that Joyce and Gaudin (2011) propose in analyzing a picture book as follows:

Book Title : A Cool Kid Like Me!

Author : Hans Wilhelm

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Jania Visca Pratiwi, 2015

An Analysis Of Masculinity In Picture Book “A Cool Kid Like Me”

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

Publisher : Crown Publisher Inc

this research since the character does not have a name. There are also some supporting characters such as mother, father, grandmother and

Boy’s friend. Boy is the main protagonist of the story, he has unique characteristics that there is not many people understand. Boy’s parents

in often leaving him because they thought Boy is fine with that. Boy only can say anything to his grandmother. The story is mostly about Boy interaction between his teddy bear doll which given by his

grandmother. The Boy’s outside and inside personality becomes the