Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
THESIS
By:
WINA YULISTIANA
1405085019
ENGLISH DEPARTMENT
MULAWARMAN UNIVERSITY
2020
1
CHAPTER I
INTRODUCTION
Gender ideology that applies to a society influences literary works that are
literatures cannot be separated from the reality of people's lives when the work
time of creation.
because the social state culturally recognizes gender differences. Although the
sexes women and men have for a long time have been stereotypically recognized
(p. 144): national heroes who fight for gender equality (women's education) (p.
2
143) in all aspects of social practice. Apart from these gender equality
movements, gender differences still operate in the social practices of any society
because men and women are innately different in terms of perceptions and
behavior patterns. To some extent, this gender difference can create gender biases
both men and women to have equal opportunities in society. As one of the keys
to achieving social justice, gender equality has been promoted, and discussed in
textbooks are being considered as ideological messages that radiate values and
According to Sadker and Cattleman (as cited in Plumber, 2009), textbooks are
used 80 to 95% of class time, either literally or inspire teacher teaching practices.
Often, together with the teacher, it becomes the only means for students to get
Foreign Language (EFL) learning in Indonesia where students are exposed to the
use of English only in the classroom, and they can rarely authentically practice
verbs, but also must pay attention to social aspects. Of the many sources
synthesized from ten aspects of textbook evaluation, one of which is the issue of
representation of men and women in textbooks (Sari, 2011), finding out the
differences between men and women in English textbooks (Gharbavi & Ahmad
gender representation is one aspect of reality that appears in written and verbal
in textbooks (such as gender stereotypes) can inhibit gender equality and what
must be changed.
by scholars but also other researchers. This may also be prevalent in English
textbooks from junior and senior high schools. The gender role expressed by
English textbooks present gender issues through texts, symbols and pictures of
ideas and attitudes in their lives. It presents fundamental ideas, ideologies, and
the above determination can be interpreted that the attitude was repeatedly
perceptions about stereotypes as readers and myths about both sexes including
gender issues. In addition, Widdowson (as cited in Aoumeur, 2014, p. 14) argues
that textbooks are produced to express ideas and beliefs or make others think in
deserves to be closed into the investigation. The current critical discourse study
Ministry of National Education. The findings of this study can be a starting point
for language teaching. Developers of language materials must rethink how men
Based on the focus and sub focus of the analysis above, the analysis
3. The features are presented in the EFL textbook determined from junior
high school
Based on the line with the focus and sub focus above, the analysis
objectives are:
1) Theoritically
The results of this study may be useful as valuable resources for any party
2) Practically
gender.
b) For students, the results of this study will help them find
representative gender. Hopefully this can help them choose their good
future.
7
own studies.
This study will also be limited to an English textbook titled "When English Rings
A Bell" written by Siti Wachidah 2017, revised edition used in junior high
(Cambridge Dictionary).
this specific context. Gender refers to both women and men, and the
2009).
easily understood traits, which are often exaggerated, often negative, and
(and the same characteristics can also occur in other social groups), but
Webster).
men that can form their images in public (Pilcher and Whelehan, 2004)
9
CHAPTER II
THEORETICALL FRAMEWORK
textbook, EFL extbook in Indonesia, SFL textual analysis, gender and education,
Presentations are very important and are prepared to serve a certain level of
teaching methods and level of readers. This was revised keeping in mind
differences of opinion about the place of the textbook as the source of the
agreement.
10
standard books in each branch of study. They are produced according to the
In this overview we will only try to explain a little about the genre of
the textbook and provide some definitions and key references. Following the
looking at the function of the textbook. In other words, the use and
and one can rely on various design methods and learning design models,
part of the course syllabus, can be used for independent learning (students
and professionals), the teacher can assign only a part to read. According
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to the context of use, the textbook functions are not the same. But we
argue, that one can identify certain functional and structural questions
2. Textbook Structure
Cognition is a common human ability, but their needs and limits are often
ignored by those who have mastered the subject area. To make the best
a. Rule of Frameworks:
early on.
Create and use consistent titles and terminology. Use common terms
in your discipline. These names are very important for the ability to
d. Hierarchy Rules.
e. Rule of Repetition.
hierarchies are repeated five or six times; elements that are often used
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are repeated three or four times; and lower utility elements may not be
memory.
and those parts give accurate, logical, and detailed results. Consistently relatively
humanities where texts are studied for authorship, authenticity, or meaning. This
imitated and valid conclusions from the text (or other meaningful things) to its
determined that this type of research technique must have research findings that
can be replicated. That is why, researchers must work at different points of view
the situation must obtain the same results when applying the same techniques to
the same data. Replicability is the most important core pattern to find reliability.
This explains the qualitative method in more detail. With qualitative methods
depth analysis of textbooks leads to breadth. As such, the results tend to be richer
the textbook analysis: "Who says what, to whom, why, to what extent and with
what effect?" A broad offer definition of textbook analysis as "any technique for
and is not limited to the type of variable that can be measured or the context in
and "qualitative" approaches to textbook analysis ... Most of the authors in the
something other than textbook analysis. (2003: 144) Apart from these different
15
views and contrasts, the main supporters of this type of method build their
method "... uses a set of procedures to make valid conclusions from the text."
Clearly, the definitions underline the inductive aspects of this method. Neuendorf
(2002: 10) suggests that this is " scientific method ... and is not limited to the type
of variable that can be measured or the context in which the message is created or
presented ".
the same time stressing the importance of "... making conclusions that can be
replicated and valid from the text (or other meaningful material) with the context
of its use". This difference points well enough to the value of analyzing the actual
should be noted that the important thing to carry out such an analysis is the
coding that must be done with great care and accuracy. For this reason,
Liamputtong and Ezzy (2005: 260-261) emphasize that this type of analysis
refers "... to data analysis which involves identifying categories before coding".
Through textbook analysis, it is possible to distill words into less content related
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categories. It is assumed that when classified into the same category, words,
phrases and the like have the same meaning (Cavanagh 1997).
validating conclusions from data to its context, with the aim of providing
action. The aim is to get a thick and broad description of the phenomenon and its
system, map or conceptual category. The researcher makes a choice between the
terms
Concept and category and use one or the other. For example, if the
describing the process analysis, we use the term 'category' because it is widely
used.
The assumption is that the words and phrases most frequently mentioned
(centimeter / inch column in the case of newspapers), time taken into account (for
radio and television time) and keyword frequency. However, Analysis textbooks
go far beyond simple word counts, e.g. with Keyword In Context routine words
content (speech, written text, interviews, pictures ...) is categorized and classified.
Initially, using the seventh newspaper at the end of the 19th century, the analysis
was carried out manually by measuring the number of lines and the amount of
space given by the subject. With the advent of public computing facilities such as
form of machine-readable text, the input is analyzed for frequency and coded into
categories to build conclusions. Robert Weber notes: "For valid conclusions from
sense: Different people must code the same text in the same way". Validity, inter-
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the manifest (from communication) and its latent meaning. "Manifest" describes
what (an author or speaker) must have written, while the latent meaning describes
what the author intended to say / write. Usually, Textbook analysis can only be
applied to real content; that is, the words, sentences, or texts themselves, not their
parameters (eg specific messages, subject matter); Open analysis identifies the
organizes a list of categories derived from a list of word frequencies and controls
the distribution of words and their respective categories of text. While the method
categories found into quantitative statistical data, the qualitative textbook analysis
need to determine that the unit of analysis is suitable for all six series of
textbooks. This means that we have to decide how small or how large the unit
should be. To avoid a very large number, we decided not to count every operation
in the column.
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support to teachers and how to transact content in class Students read textbooks
activities. It is recommended for teachers and students to follow up, the content
parents guide homework that supports and evaluates children's understanding and
evaluates progress in studies Text books provide content support to teachers and
follow up, the content in textbooks must be presented in clear, simple sentences
Textbooks are very helpful for teachers and students. They play an
framework in which many class activities related to students take place. This
There are no teaching aids or other tools that can replace them. Even in the age of
important. Children's first exposure to the study begins with a book. They are
more personal, practical, and no one needs to make prior preparations to use
them. Children's responses to learning from textbooks are more practical. Taking
convenient. Children have a habit of opening books and reading on their own.
Textbooks are very important for students and teachers. For a student, it
gives them guidance on what is expected of learning at their level and can
therefore be achieved. This is one of the first ways in which a student really
learns to look inside according to the progress of the subject - his likes, talents
and more. Unfortunately it is used for comparisons based on test marks based on
For a teacher, it provides a purpose for why certain parts must be taught
and satisfying educational goals. On that basis, teachers are expected to design
students and teachers alike. For a student, it gives them guidance on what is
expected of learning at their level and can therefore be achieved. This is one of
the first ways in which a student really learns to look inside according to the
progress of the subject - his likes, talents and more. Unfortunately it is used for
absolutely no purpose.
For a teacher, it provides a purpose for why certain parts must be taught
and satisfying educational goals. On that basis, teachers are expected to design
important thing a child needs to start the learning process. READASI thorough
doubt about the fact that doing extensive research helps us understand the world
better, but BASIC TEXTBOOKS is like a basic food for our survival in life.
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These core virtues can take the form of cultural beliefs and knowledge,
which may contain moral values, such as perseverance, respect for authority,
courtesy, tolerance, and honesty (Liu 2005). These beliefs, values, and ideologies
education recognizes the existence of good and bad behavioral and ethical
in 2011 permeates all school subjects (Mambu 2015). In this case, character
education must be explicitly integrated into all school subjects including English.
school subjects so that students can instill virtue of character or moral values
(Qoyyimah 2016). This implies that textbooks, one of the meanings of the fact
and students interact with these pedagogical artifacts. In short, textbooks are not
neutral but are full of values and are built socio-historically to meet policy
objectives.
23
Indonesia is home to diverse cultures (norms and traditions), ethnic groups, and
(Confucianism). It also gives zens the freedom to follow other religions as long
as they respect other religions and religions. These different religious beliefs
citizens with different religious beliefs differ in values. Apart from these religious
beliefs, Indonesia also has different values. toretical, cultural and social are
moral values from Balinese. For example, the value of mutual cooperation
Madura, Ngayah [working together for religious rituals] in Bali). Each of the
ethnic groups in Indonesia is also involved in various social practices that are
guided by certain cultural values. For example, in Java, people have a Slametan
(munal party) together with prayers aimed at celebrating "life cycle events, such
social practice Lice, adoptive families invite neighbors and close relatives to
attend this party. In other words, Indonesian culture is a mixture of various ethnic
of virtue character and moral values. This character education is part of the basic
education and secondary school curriculum (Qoyyimah 2016). Along with this
new paradigm, all schools must incorporate character education into all school
subjects. This has been implemented in schools since mid 2011 (Curriculum
allows schools to manage and choose how character education is integrated into
certain school subjects (Suparno 2011). Character education is the core of the
the nation;
3. readjust the national culture and other cultures, in accordance with the
subjects embrace (1) religiosity, (2) honesty, (3) tolerance, (4) self-discipline, (5)
hard work, (6) creativity, (7) ) independence, (8) democracy, (9) curiosity, (10)
patriotism, (11) nationalism, (12) respect for others, (13) hospitality, (14) love for
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peace, (15) love for reading, ( 16) environmental sensitivity, (17) social
awareness, and (18) responsibility (2010 Curriculum Center). Each school can
and (4) affective and creative development (Center for Curriculum and
education. In ELT, teachers need to integrate the virtue character as spelled out in
the guidelines for the implementation of character education and the English
topics or themes, types of texts, and study assignments, which contain cells
explicitly and implicitly. For example, a teacher can teach narrative texts using
"Mouse Deer and Cucumber" [Rabbit and Cucumber], one of the most
prominent.
Indonesian fairy tales. Teachers and students can discuss the character
traits and moral values in the story. The teacher can also provide students with a
variety of texts that expose students to the virtues of different characters and
moral values. For example, the company's Genre vision and mission can be used
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to learn character values. To exploit these traits and values, students need to
understand the text from the start. Of course the teacher can provide step-by-step
understanding the text, the teacher can discuss the character of virtue and moral
the teacher can present and discuss various character traits and moral values of
ELT practices, which facilitate students to learn virtue characters and moral
values in oral, written and visual texts (multimodal texts) ). One way to do this is
through incorporating the virtues of characters into ELT textbooks. For this
reason, textbooks can be a means to channel the teaching of values in all school
instructions), and pictures (visual). Active texts, assignments, and images build
investigate cultural values or content in ELT textbooks throughout the world (see
Dinh and Sharifian 2017; Gebregeorgis 2016 a, b; Zia Tajeddin and Shohreh
moral values (eg, friendliness and friendly behavior, respecting and thanking
parents). This cultural content can take the form of perspectives, products,
practices, and people (Yuen 2011). Some research directly discusses how cultural
For example, Lee (2009) examines sociocultural values and norms (eg,
conversation textbooks used in Korea. The findings of this study indicate the
students have increased awareness and knowledge about how people of different
sexes, ages, religions and socio-economic status have social norms and values
certain culture.
Ma (2012) examines the extent to which the 'emotion and attitude' domain
which are determined by the new Chinese English curriculum. He reported that
impacts related to activities in the textbook, the language of the textbook was
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relatively emotion free. The author also reveals that only a few of the teaching
where there is no direct access to the target culture, the teacher and the material
and realia textbooks can also play an important role in supplying students with
Yeganeh and Raeesi (2015), the purpose of teaching culture is to increase student
awareness and to develop their curiosity towards home targets and culture.
Textbooks are the right medium for sharing cultural values. This is the most
2013; Arik and Kezer, 2010). Without textbooks, teachers also cannot transfer
provided there (Arik and Kezer, 2010). In addition, Richards (2002) states that a
textbook can help teachers with limited teaching experience because it includes
cultural representations and, therefore, are sites and results of struggles and
compromises to determine how and by whom they will be produced, how and by
whom their contents will be chosen, how and to whom they will be distributed,
Textbooks are undoubtedly the most popular teaching material and media
used in foreign language classes for years. It has also become an effective
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resource for teachers who design courses and students as people who acquire
language in the teaching and learning process. From the statement above, it
cannot be denied that the textbook has a significant positive effect for students
prepare them for interaction with people from foreign countries and different
cultural backgrounds.
together. This is supported by Nordlund (2016) which states that textbooks are
high quality and help in the acquisition of new languages. Textbooks, as a tool
used to achieve teaching and learning goals, help students to obtain vocabulary
because textbooks generally contain many types of texts, class activities, as well
needed in the national curriculum and syllabus. Thus, teachers can learn more
about what they have to teach according to the national curriculum and standard
syllabus.
They can also plan teaching for one full semester or maybe even for a full
teachers and students in many ways but still have some weaknesses. As stated by
Gak (2011), it is important to realize and emphasize that there is no textbook that
is very suitable for every language program. So there is no ideal textbook, ideal
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for every teacher, ideal for every group of students, and ideal in every teaching
situation. As a result, teachers are required to adapt and modify textbooks to suit
the actual needs of the group and students' culture. This will give students an
approach and help them get closer to the context. As a result, they will feel that
their needs are respected and they will feel much more motivated to successfully
Widdowson (as cited in Brusokaite, 2013, p. 13) states that foreign language
roles as the target language. English textbooks are the core material for courses
which have a large impact on student behavior outside the classroom, provide
linguistic content and models and directly or indirectly present the cultural and
social background of the target language. Thus, English textbooks are used to
explore ideas that other readers are curious to understand and comprehend text
Aoumeur, 2014, p. 14) argues that textbooks are produced to express ideas and
things.
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In some situations, textbooks serve as the basis for most language input
leases.
curriculum and syllabus. Thus, teachers can learn more about what
syllabus. They can also plan teaching for one full semester or maybe
every teacher, ideal for every group of students, and ideal in every
modify textbooks to suit the actual needs of the group and students'
32
culture. This will give students an approach and help them get closer
to the context. As a result, they will feel that their needs are respected
and they will feel much more motivated to successfully complete the
Michael Halliday, who took the system idea from J. R. Firth, his
teacher (Halliday, 1961). Firth proposes that the system refers to the
5) Researchers who use content analysis do not study people, but study
assumptions, and the value it expresses. The method used to carry out textual
analysis depends on the area and purpose of the study. This often aims to connect
In the fields of cultural studies and media studies, textual analysis is a key
texts with issues in contemporary politics and culture. They might analyze
a) Word choice
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b) Design element
c) Text location
d) Target audience
approach.
relations.
For example, a researcher can investigate how often certain words are
study of literature
Almost all works in this field involve in-depth analysis of texts - in this
literary writing, this type of textual analysis gives greater emphasis to the
elements of the text that are intentionally made: for example, poetry and
of the text.
However, literary analysis does not only involve discovering the meaning
between different texts, asks what the text reveals about the context in which it
was written, or tries to analyze classical texts in new and unexpected ways. Some
be taken:
opportunity to respect gender has not yet been achieved, especially if we consider
education. We can find new challenges played by gender issues in new contexts
have been bottom-up pro niches initiated by feminist movements (such as Britain,
France, Germany, and Scan-dinavia). There are other countries (such as the
38
Czech Republic, Slovakia, Poland and Portugal) where directives from the EU
have a large impact on gender equality. In both cases, gender equality initiatives
have faced criticism that they are not needed or do not work.
and reproduced in different contexts and how different forces are produced
giving room for various possible bonds and pathways to action. There is also a
between researchers and practitioners. In the end, one of the more discussed
changes in the law, and investment in teacher training for Cation's non-sexist
education, there is a need to produce more and thoroughly analyze the role of
The articles in this special issue discuss various gender issues in several
countries (Portugal, Spain, Turkey, the United States, and the Czech Republic)
They describe global and local actions, including several fields (domestic, public,
gender awareness, gender violence and leisure time in Spain and sex education
and young people's views on gender and sexuality in Portuguese schools are still
being debated. In the opening article, Christine Mallozzi and Sally Galman
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question «is gender still important in US-based education with regard to female
teachers?, The author wants to stimulate discussion about the importance of the
concept of gender
Sex education articles and young people's views on gender and sexuality
at the Pottuguese School »examine the school curriculum, namely sex education.
the views of young people about sex education and in particular their experiences
of sexual pressure and sexual desire. They consider these two dimensions very
explores how education, especially sex education, can promote sexual and
and attitudes of senior managers towards gender in the academic world», written
Northern Portuguese students talk about the desires and dreams of their
lives, analyzing how young people of monuments build citizenship and how they
in schools, families, and the public arena, showing how lack of dialogue with
young people can strengthen the reproduction of social order and argues that
facilitating dialogue can develop reflexive thinking and overcome gender norms.
Education is not just an official state education system. In this ESC issue,
other fields of educational activity are represented in the article «Violence and
Tania Merelas Iglesias and Ana Sánchez Bello. These Spanish scholars show
how life improvement strategies can be developed for women who suffer from
awareness in the future of school teachers, differs from other articles based on the
methodology.
In their texts, Barbara Biglia and Anna Velasco share their teaching
experiences that are turned into action research. Their aim is to stimulate gender
self-awareness in future school teachers and they describe and evaluate their
out contradictions in children's thinking that might not be seen by teachers which
masculine forms. He argues that recognition of diction can help teachers to see
41
and support gender diversity in the classroom and Oncile (or rather overcome)
reconciled.
also for analyzing how gender studies have meaning and impact in education
and men, according to their respective needs. This may include equal treatment or
2000). It is distinct and different from the concept of gender equality, which is
the effective equality between men and women, that entails the concept that all
human beings, both men and women, are free to develop their personal abilities
and make choices without the limitations set by stereotypical views, rigid gender
roles, and prejudices. Gender equality means that the different behavior,
aspirations, and needs of women and men are considered, valued, and favored
equally. It does not mean that women and men have to become the same but that
their rights, responsibilities, and opportunities will not depend on whether they
old as time itself, has taken center stage in the global consciousness bringing new
eyes and a new generation of leaders and advocates to the fore. There is however
equity are related terms but have different meanings. While the words sound
workplace, equity sets the stage for equality, as it refers to the fairness of
treatment for both women and men, according to the their respective needs. If
The word equity also has deep financial implications. In the world of
performance for companies to closing the gender equity gap. In an era where
increasing numbers of women are exiting the workforce, and where there is a $2
Trillion GDP gap in the United States, there is money to be made on both sides of
(a) both sexes will enjoy the same rights before the law.
(b) both sexes must have equal access to justice and protection before the
law.
43
(d) both sexes will have equal access and rights to credit, capital,
(e) both sexes must have equal access to the right to water and property;
and
(f) both sexes must have equal access to modern, appropriate and
(3) The judiciary must take the necessary steps to ensure that both
sexes have the same and effective protection and the same legal
(1) A person, public body and private body has an obligation to uphold
the rights of both sexes and to respect and maintain the dignity rights
of both sexes.
(2) A person, public body or private body may not exploit or subjugate
(1) Public bodies have the duty and responsibility to promote gender
(3) Action plans for achieving gender equality and equality must be
developed by public bodies within two years after the start of this Act
(4) The ministry responsible for gender must consult with the Commission
approve the action plan for the proposed public body in accordance
Gender roles in society mean how we are expected to act, talk, dress, care
for and conduct ourselves based on the sex assigned to us. For example, girls and
Gender roles, also known as sex roles, are social roles that encompass
femininity, although there are exceptions and variations. These specific gender
may be common in various cultures. There is ongoing debate about the extent to
which gender roles and their variations are biologically determined, and the
clothes a person chooses, the profession one is chasing, and the personal
have led efforts to change aspects of gender roles that they believe to be
oppressive or inaccurate.
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The term gender role was first used by John Money and his colleagues in
1954, during the study of intersex individuals, to describe the behavior in which
these individuals stated that they were male or female even though no clear
position. Most children learn to group themselves by sex at the age of three.
stereotypes and the roles of parents and their environment. Traditionally, boys
Social constructionists argue that the difference between male and female
As an aspect of role theory, gender role theory "treats the difference in the
distribution of women and men into a role as the main origin of social behavior
gender roles arise from correspondent inference, which means that the general
researcher Andrew Cherlin, defines "the social order based on the dominance of
stereotypes are social behaviors that are typed by sex because roles and
stereotypes are descriptive norms that are socially shared and prescriptive norms.
and Undoing Gender, [non-primary sources needed] argue that being a woman is
not "natural" and that it looks natural only through repetition of gender shows;
group - although they are too simplified and not always accurate. Stereotypes
about gender can cause unfair and unfair treatment because of a person's gender.
and emotional, whereas men are usually expected to be confident and aggressive.
1. Domestic behavior - For example, some people expect that women will
take care of children, cook, and clean the house, while men take care of
2. Work - Some people quickly assume that teachers and nurses are women,
graceful, while men are expected to be tall and muscular. Men and women are
also expected to dress and dress in a stereotypical manner with their sex (men
wearing pants and short hairstyles, women wearing dresses and makeup.
believe to be masculine. They believe that they should compete with other
stereotypes are dangerous because they don't allow people to fully express
people to feel that they are not allowed to cry or express sensitive
emotions. And it is dangerous for feminine people to feel that they are not
gender-specific expectations are needed because every gender has a job they
fulfill in society; they are "important for society to function naturally". Others
believe that gender roles can never be abolished due to biological differences
between men and women, and that traditional gender behavior is only "in our
nature". ("What is gender roles ...") Daniel Miesser explains the logic behind the
basic conservative view of gender roles, which states that most conservatives
believe that "women act girly because it is innate, and that gender programming
[by society] does not exist. its relation to it. "These conservative views often
allow them to uphold their belief that women must do household chores, as well
as other" feminine "matters because it is natural for them (Miesser). Many people
Judaism, Islam, and Hinduism, while the Bible, which is used in whole or in part
by Christians and Jews, does not provide clear guidelines on gender identity, it
51
provides some insight into the role of gender in society. the general was Adam
and Eve, Adam was first created, and was seen as a leading leader world-class,
whereas Eve is his helper ("How does the Bible describe the Role of Gender?").
The Bible also details men's authority over their wives and daughters. For
example, when Eve ate the fruit of the Tree of Knowledge of Good and Evil in
Genesis, her first sin was revealed not to eat the fruit, but to leave the territory of
Adam's authority. This belief motivates men who follow the Abrahamic religions
to believe that they have a dominant role over women, while women should
submit to their husbands (Beisner). However, just as high heels were exclusively
worn by men in the Middle Ages, and pink is a masculine color, this view is out
of date, which is largely rooted in the era from which they were based.
Apart from the reason that people who still believe in the relevance of
gender roles are present, there is a lot of evidence that contradicts them. With
regard to religion, there are dozens of religions throughout the world, as well as
people who do not believe in religion at all. Also, religion itself is a personal
belief system and way of life. Because of these facts, religion cannot be used as a
basis for gender roles because it is also a special social construction for an
individual; it's different for everyone. For those who believe that gender roles are
innate and occur naturally, it has been observed that gender roles develop as a
person grows up. The Online Learning Center explains how children "acquire
values, motives, and behaviors that are deemed appropriate for men and women
based on gender stereotypes; the latter is reflected in gender roles. Children adopt
52
gender identities early in life and develop gender role preferences as well
"(Gender Roles and Gender Differences)". This document also explains how a
and should not be influenced by force because it can negatively affect children in
their psychological, emotional and social development. This shows that gender
this way, people will not be forced to conform to social standards, allow them to
express themselves more freely, and prevent them from feeling as if something is
Gender roles are influenced by social beliefs and generalizations that have
been used for centuries. Similar to the title tomboy, there are other gender
omnigender, and bigender (Killermann). Gender roles and gender are not clear
categories that can be applied to everyone in society. This can make people
believe that those who do not fit into the specified gender roles might be disabled
exists along the spectrum. One way to solve this problem in society is for the
media to show positive portrayals that are more relatable than people who do not
goes to school like other teenagers, or soccer players who dress or feminine
differences between sexes and genders, as well as various feelings that children
53
and adolescents may experience when they begin to go through puberty. This will
help teens better understand themselves and their bodies as they begin to develop
and change.
The study of gender depiction in language textbooks was also carried out
by several researchers such as Mukundan, Chi Cheung and Ruby Yang (2014),
The first study by Yang was Gender Representation in the Hong Kong Main
English Textbook Series: the relationship between language planning and social
policy. His study aims to examine the extent to which the English textbook series
for first grade students is consistent with the promotion of equality and equal
opportunities between women and men as social policy in Hong Kong. He uses
qualitative and quantitative methods to analyze textbooks. The results show that
the textbooks almost represent women and men, and they describe them in the
same activities. Women are also more visible in illustrations and textbooks.
Malaysian secondary schools. They use computer analysis and manual analysis
for content and linguistic analysis. The results showed that textbooks present
gender biases with men exceeding the number of women and certain nouns
relating to men precede those related to women. However, men are almost
described as negative characters. This links this research with previous studies.
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This is about gender representation in English textbooks for junior high school
CHAPTER III
RESEARCH METHODOLOGY
method. This method is used to describe textbook content. One aim of this
EFL textbooks.
The object of the study was an English textbook for seventh grade
students entitled : "When English Ring a Bell" English textbook for Junior
School Students by, Siti Wahidah The Center for Curriculum and Bookkeeping,
published this book Balitbang, Ministry of Education and Culture in 2017. This
all textbook units including illustrations, vocabulary, exercises, and texts. The
textbook was chosen because it is another textbook compiled based on the 2017
and Culture.
Bogdan and Baiklen (p. 27) state that qualitative research has a natural
setting as a source of direct data where the author is a key instrument. In this
study the writer is a key (main) instrument of research because he is the person
who can lead the process from the raw data collected to the conclusions made. To
support this research, the writer will use an English textbook, taken from the
internet. Relevant sources from libraries and the internet are also used in
researchers to obtain the best results in analyzing data from the EFL English
Observations, and Quotations for documents. The source of research data is the
form of words or text used by both roles that contain texts based on theory
(Hoffman, 1991). Every conversation spoken by all roles becomes a source for
the researcher to be consintent analyzed. Then the research data will be taken
from the conversation in the textbook, while the data is the two roles text from
"When English Ring a Bell", from a junior high school student textbook.
To analyze the data, the study uses a flow model of analysis made by
Miles and Huberman (1994). The flow for concurrent flows activity, as the
following data reduction, data display and conclusion drawing and verification.
a. Data Reduction
discards, and organizes data in such a way that "final" conclusions can be
In this study the data used was the students' conversation in the
EFL English textbook, "When English Ring a Bell" from a junior high
school student's book. In this step, the first author provides data by
both roles. Next the writer chooses the sentence or utterance from the role
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male and female, and involves changes in pronunciation. The author will
enter the number of types of conversation to find out the role / types of
dominant types that occur in EFL English textbooks. The author also
makes a summary to make it easier to analyze the data and continue with
b. Data Display
that allows the drawing and concluding actions, (Miles and Huberman,
p.11)
In this step, the author shows or displays data that contains the
which contain the dominant types and types of gender found in EFL
In this step, conclusions are made based on the results of the data
3.7 Triangulation
information bias from resources. In addition, this is used to confirm the ability of
(Patton, 2002, p247) have identified four basic types of triangulation: (1)
data triangulation, the use of various data sources in a study; (2) triangulation of
triangulation, the use of multiple perspectives to interpret a single data set, and
problem.
a problem. Here, triangulation of theories is used which has been consulted with
and several theories. Hoffman's theory is one of the theories that will be used to
Indonesia.
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