S ING 0902336 Chapter5
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
Wina Anggraeni Lestari, 2014
GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY
STUDENTS
Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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
Wina Anggraeni Lestari, 2014
GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY
STUDENTS
Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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.
Wina Anggraeni Lestari, 2014
GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY
STUDENTS
Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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
Wina Anggraeni Lestari, 2014
GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY
STUDENTS
Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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
Wina Anggraeni Lestari, 2014
GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY
STUDENTS
Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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.
Wina Anggraeni Lestari, 2014
GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY
STUDENTS
Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu