GENDER REPRESENTATION IN THE ENGLISH
TEXTBOOK
(A Content Analysis of Bright for Seventh Grade Students
Published by Erlangga)
By:
UMMU SALAMAH
1110014000023
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
i
ABSTRACT
Ummu Salamah (NIM: 1110014000023), Gender Representation in the
English Textbook (A Content Analysis of Brigth for Seventh Grade Students
Published By Erlangga), Skripsi of English Education Department at Faculty of
Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatullah
Jakarta, 2014.
Key words: gender representation, English textbook.
The objective of this study is to see whether gender is represented equally
in the English textbook for the seventh grade students. The object of the study
was the English Textbook entitled Bright: An English Course for Seventh Grade
Junior High School Students by Nur Zaida, and it was published by Erlangga in
2014.
The study focused on the six aspects of analysis suggested by Logsdon,
they were number of female/male pictures, number of female/male mentioned,
number of female/male roles, number of female/male games, number of
female/male role models, and pattern of mentioning female/male names.
The results show that males dominate in four aspects including pictures,
female/male roles, female/male games, and female/male role models. While,
females were more visible in two aspects, number of female/male mentioned and
pattern of mentioning female/male names. Therefore, gender is represented
unequally in Bright: An English Course for Seventh Grade Junior High School
Students.
i
ABSTRAK
Ummu Salamah (NIM: 1110014000023), Gender Representation in the
English Textbook (A Content Analysis of Brigth for Seventh Grade Students
Published By Erlangga), skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas
Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah
Jakarta, 2014.
Kata kunci: gender representation, English textbook
Penelitian ini bertujuan untuk melihat representasi gender di dalam buku teks
Bahasa Inggris untuk siswa kelas tujuh sama atau tidak. Objek penelitian ini ada
buku teks Bahasa Inggris berjudul Bright: An English Course for Seventh Grade
Junior High School Students oleh Nur Zaida, dan diterbitkan oleh Erlangga tahun
2014.
Penelitian ini fokus pada analisis enam aspek berdasarkan Logsdon, yaitu
jumlah gambar perempuan/laki-laki (number of female/male pictures), jumlah
perempuan/laki-laki yang disebutkan (number of female/male mentioned), jumlah
peran perempuan/laki-laki (number of female/male roles), jumlah permainan
perempuan/laki-laki (number of female/male games), jumlah model
perempuan/laki-laki (number of female/male roles models), dan pola penyebutan
nama perempuan/laki-laki (pattern of mentioning female/male names).
Hasil penelitian ini menunjukkan bahwa laki-laki mendominasi empat aspek,
yaitu jumlah gambar laki-laki/perempuan (number of female/male pictures), peran
perempuan/laki-laki (female/male roles), permainan perempuan/laki-laki
(female/male games), dan model laki-laki/perempuan (female/male role models).
Sedangkan perempuan mendominasi dua aspek, yaitu jumlah perempuan/laki-laki
yang disebutkan (number of female/male mentioned) dan pola penyebutan nama
perempuan/laki-laki (pattern of mentioning female/male names). Jadi,
representasi gender dalam buku teks Bright: An English Course for Seventh Grade
Junior High School Students tidak sama.
ii
ACKNOWLEDGMENT
In the name of Allah, the Beneficent, the Merciful
All praise be to Allah, the Lord of the world, the king of day after and the
Owner of everything in this universe. He is the one who always gives the writer
strength, so she can accomplish this research. Shalawat and salam be upon to the
prophet Muhammad Shalallahu ‘alaihi wa salam, his family, his relatives and his
faithful followers.
The writer would say her deepest gratitude and a lot of thanks to her dearly love
parents and her lovely sisters and brothers, especially Malik Masyhuri who always
support her. Moreover, the writer also would like to give great honor to her advisors,
Mr. Drs. Nasifuddin Djalil., M.Ag and Mrs. Maya Defianty, M.Pd who have spared
their time to guide the writer patiently during developing this study.
Furthermore, the writer would like to give special gratitude to :
1. Mrs. Nurlena Rifa’i, Ph.D, the Dean of faculty of Tarbiyah and Teachers’
Training of Syarif Hidayatullah State Islamic University, Jakarta.
2. Mr. Syauki, M.Pd, the Head of Department of English Education.
3. Mr. Zaharil Anasy, M.Hum, the secretary of Department of English Education.
4. Mr. Didin N. Hidayat, MA TESOL as the academic advisor in Department of
English Education for his great advice and support.
5. All lecturers in Department of English Education for teaching precious
knowledge and educating the writer during her study from the first semester.
6. Her beloved friends, Sari Febrianti, Siti Afifah, Listianty R.M, N. Yani Saniatul
A., Sita Pradhita N., Robiatul Adawiyah, Ranny Junita A., Nur Pratiwi, Nur
Maw’izatillah, and especially Noer Alamsyah F.H. who always share any
ideas, give valuable advice and the greatest spirit, and always become the
greatest mate.
iii
7. Her best friend, Ida Indras S., Selly Z., Nur Khumairo (Memey), Titik
Handayani (Ntik), Tri C.M. (Omy), and Maghfirotun N., (Fio) who encourage
her.
8. Her all friends in Department of English Education, academic year 2010/2011
especially class A who can not be mentioned one by one.
Finally, the writer really hopes that her writing will be useful for the writer
herself and for the readers. Amin
Jakarta, September 2014
The writer
iv
TABLE OF CONTENTS
ABSTRACT ............................................................................................... i
ACKNOWLEDGMENT ........................................................................... ii
TABLE OF CONTENTS .......................................................................... iv
LIST OF TABLES .................................................................................... vi
LIST OF FIGURES ................................................................................... vii
LIST OF APPENDICES ............................................................................ viii
CHAPTER I : INTRODUCTION
A. Background of the Study .............................................. 1
B. Identification of the Problem ........................................ 4
C. Limitation of the Problem ............................................ 4
D. Formulation of the Problem ......................................... 4
E. Objectives of the Study ................................................ 4
F. Significance of the Study .............................................. 5
CHAPTER II : THEORETICAL FRAMEWORK
A. Literature Review ........................................................ 6
1. Textbooks ............................................................... 6
a. Understanding of Textbooks ........................... 6
b. Textbook Analysis ............................................ 6
2. Gender ..................................................................... 11
a. Understanding of Gender ................................. 11
b. Gender and Language .................................... 12
v
c. Gender Stereotypes .......................................... 14
d. Gender Bias ..................................................... 20
e. Gender Representation in the Textbooks .......... 21
B. Theoretical Framework ................................................. 22
C. Previous Study .............................................................. 23
CHAPTER III : RESEARCH METHODOLOGY
A. Method of the Study ..................................................... 25
B. Object of the Study ....................................................... 25
C. Technique of the Data Collection ................................ 25
D. Technique of the Data Analysis .................................. 26
CHAPTER IV : FINDINGS AND DISCUSSSION
A. Data Description ............................................................ 27
B. Data Analysis ................................................................ 32
C. Interpretation ................................................................. 37
CHAPTER V : CONCLUSION AND SUGGESTION
A. Conclusion ................................................................... 41
B. Suggestion ................................................................... 41
REFERENCES ......................................................................................... 43
APPENDICES ........................................................................................... 46
vi
LIST OF TABLES
Table 2.1 Common Traits Associated with Women and Men ........................... 16
Table 4.1 The Number of Female and Male Pictures In the Textbook .............. 27
Table 4.2 The Number of Female and Male Mentioned In the Textbook ......... 28
Table 4.3 The Number of Female and Male Roles In the Textbook .................. 29
Table 4.4 The Number of Female and Male games or Sports in the Textbook ... 31
Table 4.5 The Number of Female and Male Role Models In the Textbook ........ 32
vii
LIST OF FIGURES
Figure 4.1 a woman doing laundry .................................................... 33
Figure 4.2 a woman watering plants ................................................. 33
Figure 4.3 a woman preparing meals ................................................. 33
Figure 4.4 a cook ............................................................................... 34
Figure 4.5 a teacher ........................................................................... 34
Figure 4.6 a fruit seller ...................................................................... 34
Figure 4.7 a librarian ......................................................................... 34
Figure 4.8 a security guard ................................................................ 35
Figure 4.9 a caretaker ......................................................................... 35
Figure 4.10 a muscular man ................................................................ 36
Figure 4.11 a slim woman ................................................................... 36
viii
LIST OF APPENDICES
Appendix 1 The Number of Female and Male Pictures In the Textbook .............. 47
Appendix 2 The Number of Female and Male Mentioned In the Textbook .......... 48
Appendix 3 The Roles of Female and Male In the Textbook ................................. 49
Appendix 4 The Number of Female and Male Games or Sports in the Textbook .... 50
Appendix 5 The Number of Female and Male Role Models In the Textbook ........ 51
1
CHAPTER I
INTRODUCTION
A. Background of the Study
It is common to use a textbook in a classroom. Teachers spend much time
using a textbook in the class since it provides them with guidance in course and
activities. By using a textbook, teachers know what to teach and what to do in the
class. Besides, it may provide multiple resources like CDs, videos, workbooks
etc. That could advance both teachers and students in teaching and learning
process. Consequently, textbooks play important roles in teaching and learning.
Firstly, for teachers a textbook assists and supports them to achieve their
goals in teaching process.1 It allows teachers to adapt and modify it in order to
meet students’ needs. Further, it helps teachers to design activities in the class
that motivate students.
In addition, for students a textbook becomes one of resources to get
linguistic input. It is supported by Richards that a textbook provides an effective
language model and input.2 Further, a textbook allows students to prepare what to
learn next and to review what they have learned.3 Therefore, choosing the most
appropriate textbook is needed.
However, according to the writer’s experiences during PPKT (Praktik
Profesi Keguruan Terpadu), it is found that the English teachers commonly use a
textbook without analyzing the content. They also usually rely on a textbook
provided by the school. They states that they have less knowledge of textbook
1 Sasan B. And Amir H. R., Evaluation of an ESP Textbook for the Students of Sociology, Journal
of Language Teaching and Research, Vol. 2, No. 5, 2011, pp. 1009- 1014 2 Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge: Cambridge
University Press, 2001), p. 254 3 Jeremy Harmer, How To Teach English, (Oxford: Pearson Education Limited, 2007), new
edition, p. 152
2
analysis. Also, they argue that textbook analysis takes time. They just consider
the instructional materials. Whereas, other aspects of the textbook need to be
analyzed like kinds of vocabularies developed, kinds of illustration, kinds of
exercises, and social or cultural aspect like the concept of gender. Therefore, it is
important to analyze the whole materials of the textbook.
Textbook materials planned are closely related to wider educational and
social contexts.4 Indonesian social context, with different cultures, consists of
different views about gender, and from the cultures students can learn how men
and women play their social roles. As Taylor et al states, “The ways that gender
is portrayed or represented in the culture - in mass media, schools, public
discussion - provides us with our conceptual tools for thinking about men and
women”.5 For example, in English the generic use of man and he can refer to
both men and women. When the issue exists in a society, schools becomes an
agent to socialize it through textbooks. If the textbook consists of such gender
issue without further understanding, students may get confused. Hence, a
textbook is one of agent to socialize cultures including the concept of gender.
As an agent of socialization, the textbook have to describe the real world.
Smith cited in Gupta and Lee states that, “One would hope that the
producers...[dictionaries and textbook] would be constrained by the criteria of
objectivity and realism, at least at the level of constructing image that reflect the
relative numbers of men and women in society, and the variety of roles that they
4 Chi Cheung Ruby Yang, Gender Representation in a Hong Kong Primary English Textbook
Series: the Relationship Between Language Planning and Social Policy, Current Issues in Language
Planning, Vol. 12, No. 1, 2011, pp. 77 - 88 5 Verta Taylor, Nancy Whittier, Leila J. Rupp, Feminist Frontiers, (New York: McGraw Hill,
2006), seventh edition, p. 139
3
perform”.6 Likewise, O’Neill cited in Mukundan and Nimehchisalem also points
out that textbooks need to present the reality not to manipulate it:
That does not seem to me a convincing argument for suggesting that we
should pretend in our textbook that women have more equality then they
already have. ...I do not believe that it will benefit anyone ... If we create the
illusion in our textbooks that the battle has already been won. ...I feel that
our textbooks will be better if we try to portray the world as it is and not as
we would like to be. In doing so we do not perpetuate inequalities and
injustice.7
As a result, gender bias that may be included in the textbook could influence
students’ thought about men and women. Although the students have little
awareness about gender bias, the concept of gender bias presented in the textbook
internalizes into their subconscious. For example, in the textbook women are
described as child-rearing and do the household works. It could influence
students thought that only those activities commonly done by women. Whereas,
now women do not only relate to such activities, they also work outside as men
commonly do.
Departing from this point, it is important to study gender representation in
the textbooks. Such study must be conducted because it helps teachers avoid a
social issue that may exist in the textbooks such as gender bias. Consequently,
the teachers are able to select the most appropriate textbook for their students.
Thus, the representation of gender in the English textbook entitled Bright: An
English Course for Seventh Grade Junior High School Students was investigated.
The textbook was chosen because it applied curriculum 2013 which has been
developed in Indonesia.
6 Anthea F. Gupta and Ameline Lee Su yin, Gender Representation in English Textbooks used in
the Singapore Primary Schools, Language and Education, Vol. 4, No. 1, 1990, pp.29 - 50 7 Jayakaran Mukundan and Vahid Nimehchisalem, Gender Representation in Malaysian
Secondary School English Language Textbooks, Indonesian Journal of English Language Teaching,
Vol. 4, No. 2, 2008, pp. 155 - 173
4
B. Identification of the Problem
Based on the background of the study, the problems are identified as follow:
1. The English teachers commonly use a textbook without analysis.
2. The English teachers commonly rely on a textbook provided by the school.
3. The English teachers assume that textbook analysis takes time.
4. The English teachers usually do not consider the sociocultural aspects like the
concept of gender in the textbook.
C. Limitation of the Problem
This study focuses on the analysis of gender representation in English
textbook for the seventh grade students entitled Bright: An English Course for
Seventh Grade Junior High School Students published by Erlangga. The
textbook is analyzed whether or not it represents gender equally.
D. Formulation of the Problem
Based on the limitation of the problem the research question is formulated as
follow:
Is gender represented equally in the Bright: An English Course for Seventh Grade
Junior High School Students?
E. Objective of the Study
Based on the formulation of problem, the objective of the study is to see
whether or not gender is represented equally in the Bright: An English Course for
Seventh Grade Junior High School Students.
5
F. Significance of the Study
The results of the study are expected to be useful for the writer, readers, and
further researchers. The significances are as follow:
1. The writer
For the writer, the study is expected to give more knowledge about
gender bias in language that may exists in the Bright.
2. Readers
For the readers, the study is expected to provide information how gender
is represented in the Bright.
3. Further researchers
For further researchers, this study is expected to be one of references to
conduct a deeper study about gender representation in the Bright.
6
CHAPTER II
THEORETICAL FRAMEWORK
A. Literature Review
1. Textbooks
a. Understanding of Textbooks
Textbooks are usually needed in teaching and learning process as
guidance for both teachers and students. Reed et al define textbook as an
instructional tool mostly used in the classroom.1 Likewise, Ur says that
textbook means a lesson book teachers and students have, and it is followed
systematically as the basis of language course.2
In conclusion, textbooks are a set of instructional materials used
systematically by teachers and students in the classroom as a main resource in
teaching and learning activities. It contains some parts of materials, such as
grammar, vocabulary, reading texts, and exercises. It also consists of
pictures or other illustrations.
b. Textbook Analysis
Because of many textbooks published, teachers have to analyze a
textbook before using it. They need to be able to choose a textbook
selectively. Harmer states that before selecting a textbook, teachers have to
analyze, pilot, and ask students‟ opinion which textbooks are the best for
them.3 Those steps help teachers know the strengths and weaknesses of a
1 Arthea J.S. Reed, Verna E.B., Mary W.o., In the Classroom; An Introduction to Education, (New
York: McGraw Hill, 1998), third edition, p. 256 2 Penny Ur, A course in Language Teaching: Practice and Theory, (Cambridge: Cambridge
University Press, 1996), p. 183 3 Jeremy Harmer, 2007, op. cit., p.153
7
textbook. Therefore, they need to understand how to analyze a good
textbook.
Analyzing textbooks means examining the content such as learning
materials, exercises, illustrations, and so on. Then, the textbook analysis
aims to describe a textbook. According to Harmer a good textbook contains
stimulating and interesting materials including language items with
appropriate sequences, clear explanation about what to be learned, and a
summary of previous materials.4 Besides, Chunningsworth suggests four
guidelines to analyze textbooks in the following.
- Coursebooks should correspond to the learners‟ need. They should
match the aims and objectives of the language-learning programme.
- Coursebooks should reflect the use (present or future) which learners
will make of the language. Select coursebooks which will help to
equip students to use language effectively for their own purposes.
- Coursebooks should take account of students‟ needs as learners and
should facilitate their learning processes, without dogmatically
imposing a rigid „method‟.
- Coursebooks should have a clear role as a support for learning. Like
teachers, they mediate between the target language and the learner.5
In addition, the followings are the other guidelines suggested by
Wen-Cheng et al. The textbooks should:
- be up to date
- present relevant content.
- consider linguistic and cultural diversity
- have suitable layout and formatting
- contain appropriate and clear illustrations
- contain clear, authentic and suitable audiovisual materials
4 Jeremy Harmer, the Practice of English Language Teaching, (New York: Longman, 1991), new
edition, p. 257 5 Alan Cunningsworth, Choosing Your Coursebook, (Oxford: Macmillan Publishers Limited,
1995), pp. 15 – 17
8
- be appropriate for a variety of learning styles.
- be effective for a variety of grouping strategies.
- contain exercises6
Likewise, Skierso evokes some aspects that must be considered in
textbook analysis as follow:
- Bibliographical data; general description of the textbook including the title,
level of proficiency, author(s) and his/her professional qualification,
publisher, date of publication, number of volumes, number of pages, price
of the textbook.
- Aims and goals; the aims and goals of the text, the distribution of the
language skills, and the intended learners/teachers.
- Subject matter; topics and context are covered by the textbook, the
conceptual level, the organization of the units and lesson, cultural aspect
such as biases, types of texts, and authenticity of the texts.
- Vocabulary and structure; presentation of grammar rules and its sequences,
vocabulary selection, vocabulary introduction and summary (whether or
not it is presented contextually), and kinds of vocabulary and structure
exercises.
- Layout and physical makeup; textbook appearance including cover, page,
kinds of illustration or artwork, and table of contents.7
Additionally, McGrath suggest three method of textbook analysis; those
are the impressionistic method, the checklist method, and the in-depth
method. The first is the impressionistic method. This method concerns to
the analysis of the publisher‟s description about the textbook.8 Besides, table
6 Wang Wen-Cheng, Lin Chien-Hung, and Lee Chung-Chieh, Thinkingof the Textbook in the
ESL/EFL Classroom, English Language Teaching, Vol. 4, No. 2, 2011, pp.91 - 96 7 Alexandra Skierso, Textbook Selection and Evaluation, in Marianne Celce-Murcia, Teaching
English as a Second or Foreign Language, (Boston: Heinle & Heinle Publisher, 2001), 2nd
edition, pp.
435 - 439 8 Ian McGrath, Materials Evaluation and Design for Language Teaching, (Edinburgh: Edinburgh
University Press, 2002), p. 25
9
of contents are also examined. Then, skimming the textbook in order to see
the organization, topics, and visuals. Similarly, McDonough and Shaw
suggest such method they called the external evaluation. This method also
examines „blurb‟, introduction, and table of contents. The aim is to examine
the organization of the textbook. Through this method, we know the
intended audience, the proficiency level, the context, the presentation and the
organization of each unit or lesson, and the author‟s belief about language and
methodology. The other aspects analyzed in this method are whether the
textbook is used as a main resource or a supplementary resource, the
availability of a teacher‟s book, the inclusion of a vocabulary list, the visuals
and the layout, whether or not it contains cultural biases such as minority
groups and women, and the inclusion of audio/video materials and test.9
The other method is the checklist method. This method use a checklist
consisting of some criteria or categories referred to a textbook. The
advantages of using checklist are systematic, cost effective, the information
gained is a convenient format, and explicit.10
The last is the in-depth method. It is the deeper analysis on the author‟s
views about learning and values as the basis of the materials. In addition, this
method also refers to learners needs and interest, learner approach to language
learning, and teacher‟s approach to teaching and learning in classroom.11
Like internal evaluation suggested by McDonough and Shaw, this method
aims to investigate whether the author‟s claim in external evaluation is in line
with the internal consistency and organization of the materials. The textbook
analyst have to examine at least two units to see the presentation of language
skills, the sequencing and grading of the materials, the types of reading,
9 Jo McDonough and Christopher Shaw, Materials and Methods in ELT; A Teacher’s Guide,
(Oxford: Blackwell Publishing, 2003), 2nd
Edition, pp. 63 - 66 10
Ian McGrath, op. cit., pp. 26 - 27 11
Handoyo P. Widodo, Textbook Analysis on College Academic Writing, TEFLIN Journal,
Vol.18, No. 2, 2007, pp. 109 - 122
10
listening, speaking, and writing materials, the appropriateness of tests and
exercises in context, whether or not the materials cover different learning
styles, and the balance in use of the materials for both students and teachers.12
In addition, Littlejohn and Windeatt cited in Nunan points out six
perspective in evaluating textbooks.
- The general or subject knowledge contained in materials.
- Views on the nature and acquisition of knowledge.
- Views on the nature of language learning.
- Role relations implicit in materials.
- Opportunities for the development of cognitive abilities.
- The values and attitudes inherent in the materials.13
The first perspective is the content area of the textbook. It includes
fictionalized characters and events, general interest, instructional materials,
the language itself, and literature. The other is the views on the nature and
acquisition of knowledge. It can be seen from organization and presentation
and of the materials. The views on the nature of language learning refers to
an examination of teaching materials. The role relation is the amount of
initiative and the extent to which students participate actively in the learning
process.
The next is the opportunities for cognitive development. It emphasis on
the accumulation of linguistic knowledge through active approach. Learners
are challenged to interpret and negotiate meaning in problem solving
activities. The last is the values and attitudes inherent in the materials. It
focuses on the sexism, racism and so on which may be presented in the
textbooks. Like Keith states that social content have to be considered such as
racial and sexual biases in the textbooks.14
12
Jo McDonough and Christopher Shaw, op. cit., pp. 67 - 70 13
David Nunan, Language Teaching Methodology: A Textbook for Teachers, (London: Prentice
Hall, 1991), p. 209 14
Sherry Keith, “The Determinates of Textbook Content”, in Philip G. Altbach (eds.), Textbooks
in American Society, (New York: State University of New York Press, 1991), p. 54
11
Based on the explanation above, textbooks analysis becomes a necessary
as there are many textbooks published in Indonesia. It may be quite difficult
fo select a textbook which is the best for all students who have several
characteristics. They may have different needs, knowledge background,
learning style, even different culture.
Textbooks can be analyzed from some perspectives. One of them is
social or cultural values. This study focus on such perspective that examines
the representation of gender which refers to the impressionistic method for
textbook analysis.
2. Gender
a. Understanding of Gender
It is quite difficult to distinguish between gender and sex. Both of them
are related each other. Crawford and Unger define sex as “biological
differences in genetic composition and reproductive anatomy and function”,
whereas, gender is “what culture makes out of the „raw materials‟ of
biological sex”.15
Therefore, sex is biologically determined, but gender is
socially constructed.
Additionally, Kramer states in her book that “gender is the totality of
meanings that are attached to the sexes within a particular social system”.16
Also, according to Santrock “gender is the sociocultural and psychological
dimensions of being female or male”.17
15
Mary Crawford and Rhoda Unger, Women and Gender: A feminist Psychology , (New York:
McGraw-Hill, 2004), fourth edition, p. 21 16
Laura Kramer, the Sociology of Gender, (New York: Oxford University Press, 2011), Third
Edition, p. 185 17
John W. Santrock, Educational Psychology:update: Preparing for PRAXIS and Practice, (New
York: McGraw Hill, 2006), p. 153
12
In conclusion, gender is the roles of men and women constructed both
socially and culturally. The roles teach people how to behave as a female or
a male differently. It also construct people‟s views on themselves, how they
feel, how they think, and how they interact in society. People can not choose
whether they were born as females or males, but they can decide whether they
behave as females or males.
b. Gender and Language
The relationship between gender and language is a common issue.
Different roles of female and male affect the way they use a language.
Wardaugh describes women‟s speech as being different from that of men.
Men‟s speech usually provides the norm against which women‟s speech is
judged.18
In addition, women tend to use color words such as mauve, beige,
aquamarine, lavender, and magenta, but most men do not. She also
maintains that adjectives such as adorable, charming, divine, lovely, and
sweet are also commonly used by women, but only very rarely by men.
Women are also said to have their own vocabulary for emphasizing certain
effects on them, words and expressions such us so good, such fun, exquisite,
lovely, divine, precious, adorable, darling, and fantastic.19
Therefore,
gender affects people‟s behavior in using a language.
In English grammatical matters, the intonation patterns of men and
women vary, women using certain patterns associated with surprise and
politeness more often than men.20
Moreover, women may answer a question
with a statement that employs the rising intonation pattern usually associated
with a question rather than the falling intonation pattern associated with
18
Ronald Wardaugh, An Introduction to Sociolinguistics, (Oxford: Blackwell Publisher, 2002), 4th
edition, p. 315 19
Ibid, pp. 316 - 317 20
Ibid, p. 319
13
making a firm statement. Women do this because they are less sure about
themselves and their opinions than are men.
Besides, language also reflects power and status in a society. It is
supported by Weatherall that language reflects men‟s power and social
advantages, also women‟s lack of power and social disadvantages.21
For
example, in English language, masculine forms such as chairman, mankind,
fireman, and guys are used to refer to people in general or unspecific gender
person. Conventionally those forms, masculine generics, can refer both men
and women. However, it also can be interpreted as excluding women. That
indicates women‟s lack of power, and they are likely ignored.
Further, male dominance in language is also found in a feature of naming
convention that defines women in term or their relationship with men.22
For
example, a wife adopts her husband‟s surname upon marriage. Also, the
titles preceding women‟s names have traditionally varied according to
whether they are married or not (Mrs or Miss). Nevertheless, men‟s title
(Mr) that comes before men‟s names are not considered their marital status.
Another feature of English that has been criticised for trivializing women
is metaphorical language. Metaphors about women, including immaturity
(e.g. babe), animals (e.g. bird, bitch), clothing (e.g. blue stocking, bit of skirt),
food (e.g. tart, sweetie pie), vehicles (e.g. town bike) and furniture (e.g.
mattress). Also, animals are used as a source of metaphors for men as well
as women, but the animals used to refer to women tend to be either
domesticated (e.g. cats, kittens, chickadees) or hunted for sport (e.g. foxes).23
21
Ann Weatherall, Gender, Language and Discourse, (New York: Routledge Inc., 2002), p. 2 22
Ibid, p.21 23
Ibid, pp. 25 - 26
14
In order to avoid such sexist language, gender is marked in English by
using suffixes. Two common suffixes usually used to indicate females are
-ess ( e.g. Actress, waitress) and -ette (e.g. suffragette, nymphette).
Additionally, The use of an adjunct (e.g. woman doctor, male nurse) is a less
obvious technique for indicating the conventional gender of the term.
In conclusion, gender and language are corelated each other. The
influence of gender in language, especially English, is obvious. Gender
affects females‟ and males‟ behavior in using the language. Moreover,
language reflects power and social status. In English, men‟s dominance is
found is some features. While, women seems to be ignored and trivialized.
c. Gender Stereotypes
People usually portray women and men differently although they are
actually the same as human. The image of women and men they think may
reflect their beliefs and attitudes. Men is usually assumed as having higher
position than women. Men‟s activities are considered more valuable than
women‟s although the activities are similar or the same.24
Such beliefs about
women and men reflects stereotypes.
Stereotypes are general views about the characteristics of a group of
people.25
Some people are categorized into a particular group that has
similar characteristics. The stereotypes of the group can be both positive and
negative characteristics.26
For example, it is common that women are
described as dependent and passive. Furthermore, they are also interested in
gossip, fashion, and shopping. However, men refer to the opposite
24
Judith Lorber, “the Social Construction of Gender”, in Susan M.S. (eds.), Women’s Voices,
Feminist Visions: Classic and Contemporary Reading, (New York: McGraw Hill, 2007), p. 142 25
Mary Crawford and Rhoda Unger, op. cit., p. 49 26
Robert A.Baron, Nyla R.B., and Donn Byrne, Social Psychology, (Boston: Pearson Education,
2008), twelfth edition, p. 191
15
characteristics to women such as independent and active. Those beliefs are
then called gender stereotypes.
Gender stereotype is general assumptions about different characteristics
of women and men. Lips defines gender stereotype as “socially shared
beliefs that certain qualities can be attributed to individuals based on their
membership in the categories female or male”.27
Additionally, Matsumoto
and Juang explain that gender stereotypes are psychological or behavioral
characteristics referring to males or females.28
However, not all individual‟s assumption about men or women are
considered as gender stereotypes. Those believes should include some
characteristics. The characteristics of gender stereotypes are in the
following:
Groups that are the target of stereotypes are easily identified and
relatively powerless.
People largely agree about the characteristics of a stereotyped group.
Stereotypes imply a covert comparison between groups, to the
disadvantage of the stereotyped group.
Misperceptions appear to be the product of information processing;
however, motives to preserve one‟s self, one‟s group, and the social
system in which one lives are also important.
Misperceptions are difficult to modify, even when the person who
holds the stereotypes encounters many disconfirming examples.
People are largely unaware that they stereotype, and they deny that
stereotype characteristic of their group apply to themselves.29
In addition, gender stereotypes have some components consisting of
personal traits, social roles (occupation), behaviors, and physical
27
Hilary M. Lips, A new Psychology of Women: Gender, Culture, and Ethnicity, (New York:
McGraw Hill, 2003), second edition, p. 18 28
David Matsumoto and Linda Juang, Culture and Psychology, (Wadsworth: Cengage Learning,
2008), fourth edition, p. 149 29
Mary Crawford and Rhoda Unger, op.cit., p. 50
16
characteristics (appearance).30
The first, the personal traits of women and
men usually refer to the opposite adjectives. The different traits of women
and men are classified in two categories, instrumentality and affective traits.
Instrumentality is considered as men‟s traits such as active, objective,
independent, aggressive, direct, unemotional, dominant, and competent.
Whereas, affective traits refer to women‟s characteristics such as expressive,
warm, and sensitive, nurturant, concern about others, and concern more for
people than things. Likewise, Richardson describes women as immature,
incompetent, and incapable, but she describes men as mature, complete, and
competent.31
It shows that women and men are stereotyped as having
opposite traits. However, the stereotypes shows that men seems to be better
than women.
The following are common traits that are usually associated with women
and men.
Table 2.1
Common Traits Associated with Women and Men32
Female traits Male traits
Warm
Emotional
Kind/polite
Sensitive
Competent
Stable
Tough/coarse
Self-confident
30
Hilary M. Lips, op. cit., p. 21 31
Laurel Richardson, “Gender Stereotyping in the English Language”, in Verta Taylor (eds.),
Feminist Frontiers, (New York: McGraw Hill, 2007), seventh edition, p. 100 32
Robert A.Baron, Nyla R.B., and Donn Byrne, loc.cit.
17
Follower
Weak
Friendly
Fashionable
Gentle
Leader
Strong
Accomplished
Nonconformist
Aggressive
Similarly, Matsumoto and Juang also point out stereotypes against men
such as active, strong, critical, adultlike, conscientious, extrovert, open, and
they need dominance, autonomy, aggression, exhibition, achievement, and
endurance.33
Whereas, women are viewed as passive, weak, nurturing,
adaptive, agreeable, neurotic, and they have psychological needs such as
abasement, deference, nurturance, affiliation, and heterosexuality.
The second is social roles of women and men. A conventional view
about women‟s work is associated to domestic works such as shopping for
food, cooking meals, washing, ironing, and child rearing. Although men
sometimes do the houseworks, they tend to do the works related to the use of
tools or machine.34
It is also supported by Lips that men usually do the
houseworks related to repair and maintenance, while women usually do the
cooking, laundry, housecleaning, and ironing.35
It shows the different
division in the houseworks between men and women. What men do seems to
be masculine works and women tend to do the feminine one.
33
David Matsumoto and Linda Juang, op. cit., pp. 154 - 155 34
Susan M. Shaw and Janet Lee, Women’s Voices, Feminist Visions: Classic and Contemporary
Reading, (New York: McGraw Hill, 2007), p. 433 35
Hilary M. Lips, op. cit., p. 255
18
In addition, women usually have responsibility for caring communication
among family members‟, friends, and doing something for others. For
instance, they are responsible for visiting others, planning family reunion and
holiday, organizing wedding, negotiating conflicts, allocating tasks, and
keeping contact to distant family members. However, what women do in the
home is not considered as a job rather than natural thing they do.36
People
assume that women do such works because they are women, and it likely
become a social norm. Therefore, women still have to do the houseworks
although they are work outside the home.
When women work in public, their occupations tend to be associated with
their traits such as gentle, nurturant, and the other feminine characteristics.
Crawford and Unger note, for instance, most of women work as secretaries,
nurses, and school teachers, whereas men‟s job are mostly as mechanics,
engineers, and computer scientists.37
Moreover, in retail sales, men‟s job are
selling appliance, computers, and cars, but women sell clothing. Women
work in fast-food chains and diner, whereas men work as waiters and chefs.
In the health care industry women work as the nurses‟ aides, abortion clinic
workers, social workers, laboratory technicians, while men work as
physician and hospital administrator. It shows that men tend to have higher
position than women. It seems that women are stereotyped as less competent
than men. In other words, men are judged to be more superior than women.
Besides, the use of pronoun in English sometimes reflects gender
stereotypes related to women and men‟s occupation. Nurses, secretaries, and
36
Susan M. Shaw and Janet Lee, op.cit., p. 429 37
Mary Crawford and Rhoda Unger, op. cit., pp. 366 - 367
19
elementary school teachers mostly refer to the pronoun she, but doctors
engineers, electricians, and presidents refer to he.38
The next is gender stereotypes about women and men‟s behavior. Some
personal traits associated with women and men trigger people to assume
women and men‟s behavior. Because women are stereotyped as gentle,
patient, nurturant, lovely, and so on, people believe that women tend to
behave as those stereotypes. Women tend to shop for food, prepare meals,
do dishes, clean home, and care their child. In contrast, men stereotyped as
strong, competent, dominant, active, and so on are believed to work in public
and only do the houseworks such as repairing machine, washing car, and
other works related to the maintenance. Therefore, such components of
gender stereotypes are related to each other. The stereotypes of women and
men‟s personal traits make judgment about their behavior. As Lips states
that one component of gender stereotypes affects people‟s believes about the
others.39
The last component of gender stereotypes is physical characteristics.
This category refers to women and men‟s physical appearance. Commonly
women are portrayed to be attractive, feminine, and smart, but men are
described to be strong, macho, sexy, and muscular.40
Moreover, in order to
describe the physical characteristics mostly associated with women and men,
here they are classified into four subtypes; housewives, athletic woman,
businesswomen, and sexy woman; the subtypes of men are athletic man,
blue-collar working man, businessman, and macho man. The physical
characteristics mostly associated with athletic women are muscular, good
body, strong, aggressive, masculine; similarly the athletic men are muscular,
38
Laurel Richardson, op. cit., pp. 99 - 100 39
Hilary M. Lips, op. cit., p.21 40
Mary Crawford and Rhoda Unger, op. cit., p. 52
20
healthy, strong, in shape, good body. Good figure, long hair, good dresser,
nail polish, pretty face are mostly associated with sexy women, while macho
man are related to muscular, hairy chest, mustache, attractive, and
self-centered. Then, businesswoman are related to the physical
characteristics such as smart, nice clothes, hard-working, and organized;
businessman are associated with wearing suits, smart, and good appearance.41
It appears that women are sometimes like men, but men are not like women.
Athletic women and athletic man, for example, almost have similar physical
appearances. Further, the businesswomen also has masculinity like the
businessman. Therefore, men have their own characteristics, but women
likely have similar appearance with men.
d. Gender Bias
Gender stereotypes developed in the society influence people‟s thought
and behavior. Also, those stereotypes likely lead to gender bias. Schools is
one of agents of gender socialization.42
They have contribution in socializing
gender through textbooks or interaction between teachers and students. For
example, female students are more explicitly punished for their
aggressiveness than male students. Besides, in the music class female
students are given triangle, and male students are given drums to play.43
Consequently, teachers need to be more aware of such gender bias in school.
Teachers also have to consider textbooks used as a media of teaching in the
classroom. They may also consist of gender bias.
Gender bias in the textbooks can be presented in some components.
Muthali‟in states that textbooks which are published by Depdiknas
41
Ibid., p. 53 42
Verta Taylor, Nancy Whittier, Leila J. Rupp, op. cit., p. 96 43
Robert E. Slavin, Educational Psychology: Theory and Practice, (Boston: Pearson Education,
2012), tenth edition, p. 102
21
(Department of National Education) or other publishers present gender bias in
several items such as women and men‟s pictures, activities, descriptions,
professions, roles, games, possession, duties, and responsibility.44
Such
components in the textbooks that may contain gender bias likely influence
students‟ concept of gender. In English, for example, the word mistress in
„She is Tom‟s mistress.‟ indicates that women are defined in relation to men,
whereas the word master in „He is the master of his trade.‟ shows that men are
defined in relation to the world.45
The other example is the use of generic he
can mean he or she, and the generic man can also refer to both women and
men grammatically. students of junior high school may not think that gender
bias is a matter. However, as long as they use the textbooks which may
contain gender bias, the concept of gender bias they get from the textbooks
internalizes into their mind. Thus, it will lead them to think that men have a
higher status than women.
Based on the explanation above, it is better to analyze textbook prior to
using it. That can help teachers avoid gender bias socialization. Therefore,
teachers not only teach students language or other sciences but also the
concept of gender neutrally.
e. Gender Representation in the Textbooks
As stated before that not only teachers socialize gender, but also
textbooks. Textbooks may also present gender bias implicitly. According
to Logsdon, gender representation in the textbooks consists of six aspects;
number of female/male pictures, number of female/male mentioned, gender
44
Achmad Muthali‟in, Bias Gender dalam Pendidikan, (Surakarta: Muhammadiyah University
Press, 2001), p. 103 45
Laurel Richardson, op. cit., p. 102
22
roles, female/male games, female/male roles models, and pattern of
mentioning female/male names.46
The first, number of female/male pictures is about how many
female/male pictures are found in the textbooks. The second aspect is
number of female/male mentioned that shows how many times of
female/male mentioned in the textbooks such as names and pronouns. The
third is gender roles indicating how many roles of female/male are mentioned
such as in texts, sentences, or illustrations. The next aspect is female/male
games which means how many games played by female/male mentioned in
the textbooks. The other aspect is female/male role models which means
how many female/male role models are found in texts, sentences, or
illustrations. The last one is pattern of mentioning female/male names. It
shows either female or male mentioned firstly in a phrase or a sentence.
B. Theoretical Framework
Gender is part of culture that is socialized since a baby is born. When a baby
is born, people know whether it is female or male from its genital. If the baby is a
female, its parents will give a pink blanket. Whereas, if it is a male, the parents
will give the blue one. That is an example of doing gender that commonly exists
in a society. Hence, that is one of ways people socialize gender.
Then, as the child grow up the gender socialization is continued in the
schools. Teachers and sources of teaching and learning activities such as
textbooks contribute in socializing gender to the students. Through textbooks
social value such as gender is taught implicitly. If the value consists of gender
bias, it will influence the way they portray themselves as a female or male.
Further, gender bias may also influence their behavior as female or male. For
46
Martha Logsdon, Gender Roles in Primary School Texts in Indonesia, (Honolulu: University of
Hawaii, 1985), pp. 243 - 262
23
example, a female student associated with feminine activities may be assumed to
break the gender rules if she do the masculine activities such as playing football,
boxing, and so on. Whereas, a male students tends to dominate such activities
because he believes that he is more powerful than female. Therefore, it is
important to examine textbooks as one of knowledge resources for students in
order to avoid gender bias that may be developed in the textbooks.
C. Previous Study
The studies about gender representation in language textbooks are also done
by some researchers such as Chi Cheung Ruby Yang and Mukundan. The first
study done by Yang is Gender Representation in a Hong Kong Primary English
Textbook Series: the realtionship between language planning and social policy.
His study aims to examine the extent to which the English textbook series for
grade one of primary school students are consistent with the promotion of equality
and equal opportunities of female and male as the social policy in Hong Kong.
He uses both qualitative and quantitative method to analyze the textbook. The
result shows the textbooks represent females and males almost equally, and they
describe them in similar activities. Furthermore, females are also more visible in
illustration and texts.47
The other study is Gender Representation in Malaysian Secondary School
English Language Textbooks done by Mukundan and Nimechisalem. The
purpose of the study is to describe the gender representation in forms 1 to 4
English textbooks in Malysian secondary schools. They use computer analysis
and manual analysis for content and linguistic analysis. The result shows that the
textbooks present gender bias with males outnumbering females and certain nouns
47
Chi Cheung Ruby Yang, loc. cit.
24
referring to males precede those referring to females. However, males are almost
described as negative characters.48
This study is related to those previous studies. It is about the representation
of gender in English textbook for the first grade of junior high schools. The
illustrations and texts developed in the textbook are analyzed in order to find
whether or not the gender representation is presented equally in the textbook.
48
Jayakaran Mukundan and Vahid Nimehchisalem, loc. cit.
25
CHAPTER III
RESEARCH METHODOLOGY
A. Method of the Study
This study is a qualitative study which uses content analysis as the method of
the study. The method is used to describe the content of the textbook. One of
the purposes of this method is to identify bias, prejudice, or propaganda in
textbook presentation.1 In this study, the representation of females and males in
the textbook was analyzed.
B. Object of the Study
The object of the study is the English textbook for the seventh grade students
entitled Bright: An English Course for Junior High School Students by Nur
Zaidah. It is published by Erlangga in 2014. The textbook consists of 12 units
with illustrations. It presents expressions and grammar with exercises to ease
students’ understanding. This study examines all units of the textbook including
illustrations, vocabularies, exercises, and texts. The textbook is chosen because it
is the other textbook composed based on the Curriculum 2013 besides the
textbooks published by Indonesia Ministry of Education.
C. Technique of the Data Collection
The data were collected by using document analysis. The technique was
used to describe written or text-based artifacts such as textbook, news paper,
journals, etc.2 In this study, the content of the English textbook, Bright, was
analyzed including pictures, vocabularies, texts, and exercises.
1 Donald Ary, Lucy C. Jacobs, and Christine K. Sorensen, Introduction to Research in Education,
(Wadsworth: Cengage Learning, 2010), 8th
edition, p. 442 2 Ibid, p. 457
26
D. Technique of the Data Analysis
The data were analyzed based on the six aspects of gender representation in
the textbook suggested by Logsdon as follows:
1. Female/male pictures: the writer counted the number of female/male
pictures presented in the Bright.
2. Female/male mentioned: the female/male mentioned in the Bright was
counted. it included both female and male names, personal pronoun (e.g. he,
she, his, her), and female/male term (e.g. Sir, ma’am).
3. Female/Male roles: the occupational roles of female/male (e.g. student,
teacher) were counted
4. Female/male games: the writer counted the number of female/male games or
sports (e.g. football, tennis) found in the Bright.
5. Female/male roles models: the role models presented in texts or exercises
were counted.
6. Pattern of mentioning female/male names: the order of mention of female and
male names in a single phrase (e.g.sally and John) was counted.3
3 Logsdon, Martha, loc.cit.
27
CHAPTER IV
FINDING AND DISCUSSION
A. Data Description
In this study, six aspects were analyzed in the textbook including
female/male pictures, female/male mentioned, roles, games, role models, and
pattern of mentioning female/male names. All units of the textbook were
analyzed. The data are described as follow:
1. Female/male pictures
It was found in the textbook that female and male pictures were presented
unequally. All units contain female and male pictures except unit 8. It happens
because the unit discusses about things.
Table 4.1
The Number of Female and Male Pictures In the Textbook
Unit Female Male
Unit 1 11 12
Unit 2 10 17
Unit 3 28 19
Unit 4 14 43
Unit 5 24 20
Unit 6 8 6
Unit 7 6 3
28
Unit 8 0 0
Unit 9 2 2
Unit 10 1 4
Unit 11 3 3
Unit 12 16 19
Total 123 148
2. Female/male mentioned
Apart from the number of the female and male pictures, the number of
female and male mentioned was counted in the textbook within a single word,
exercises, and reading texts. The results show that there are more female
mentions than male mentions. The ratio of female to male mentioned is 1.04:1.
The total number of female mentioned is 377, while, males are mentioned 362
times.
Table 4.2
The Number of Female and Male Mentioned In the Textbook
Unit Female Male
Unit 1 35 26
Unit 2 33 41
Unit 3 41 39
Unit 4 4 18
29
Unit 5 83 86
Unit 6 20 16
Unit 7 12 6
Unit 8 8 7
Unit 9 10 5
Unit 10 18 22
Unit 11 4 14
Unit 12 109 82
Total 377 362
3. Female/male roles
It was found that there are more male roles in the textbook. The ratio of
male to female roles is 1.25:1. The total number of male and female roles is 15
and 12, respectively (Table 4.3).
Table 4.3
The Number of Female and Male Roles In the Textbook
Female Male
1. Teacher
2. Student
3. Cashier
1. Teacher
2. Student
3. Prawns and crabs seller
30
4. Librarian
5. Fruit seller
6. Dancer
7. Nursery school teacher
8. Housewife
9. Cook
10. Salesperson
11. Athlete
12. Mechanic
4. Farmer
5. Clerk
6. Racer
7. Athlete
8. Mechanic
9. Caretaker
10. Security guard
11. Doctor
12. Singer
13. Actor
14. Business person
15. Janitor
4. Female/male games or sport
Like female/male roles, pictures, exercises, and reading texts were also
analyzed in order to find the games or sports played by females/males. It was
found that males play more games or sport than females in the textbook. The
ratio of female to male games is 1:3.33. The total number of male games is 10,
while the total number of female games is only 3.
31
Table 4.4
The Number of Female and Male Games or Sports in the Textbook
Female Male
1. Horse riding
2. Basketball
3. Tennis
1. Football
2. Skateboarding
3. Basketball
4. Racing
5. Cycling
6. Tennis
7. Futsal
8. Iceskating
9. Tae kwon do
10. Badminton
5. Female/male role models
Female/male role models were found within sentences and texts in the
textbook. The role models were only found in unit 4 and 12.
32
Table 4.5
The Number of Female and Male Role Models In the Textbook
Unit Female Male
Unit 4 - 1. Lorenzo
2. Dani Surya Permana
Unit 12 Ananda Mirza Iryanti 3. Farhan Raditya
Total 1 3
Table 4.5 indicates that there are more male role models found in the
textbook with ratio of female to male role models is 1:3. There are three male
role models, while a female role model is only found in unit 12.
6. Pattern of mentioning female/male names
This aspect was analyzed to see firstness of mentioning female/male names
within single phrases. It was found only in two units of the textbook, unit 6 and
unit 9. The pattern found is only female firstness such as Salma and Firman
(page 80) and Laura and Jim (page 129).
B. Data Analysis
Based on the data description, there are some findings to analyze. The
first, by counting female and male pictures in the textbook it was found that there
are more male pictures presented. It means the representation of male is
dominance in the aspect of female/male pictures. Besides, some pictures found in
the textbook portray stereotypes against females and males. The pictures are in
the following:
33
Figure 4.1: a woman doing laundry Figure 4.2: a woman watering plants
Figure 4.3: a woman preparing meals
Those pictures show that women are commonly associated with domestic
works (doing laundry, watering plants, and preparing meals). Additionally, the
women’s occupations like a cook, a teacher, a fruit seller, and a librarian are also
related to their stereotypes as warm, weak, gentle, friendly etc. While, because
men are stereotyped as strong and aggressive, they are portrayed as a caretaker and
34
a security guard which are considered more masculine works .
Figure 4.4: a cook Figure 4.5: a teacher
Figure 4.6: a fruit seller Figure 4.7: a librarian
35
Figure 4.8: a security guard Figure 4.9: a caretaker
Further, the stereotype of women’s and men’s appearance is also found in
the textbook. Men are stereotyped with a muscular body, while women are
stereotyped with a slim body. The following pictures show such common
stereotypes.
36
Figure 4.10: a muscular man Figure 4.11: a slim woman
The second is number of female/male mentioned. It was identified from
female and male names (e.g. Lia, Firman), nouns (e.g. mother, father, father’s),
surnames with title (e.g. Ms. Hidayah, Mr. Widi), title (e.g. Sir, Ma’am), pronouns
including subject pronouns (e.g he, she), object pronouns (e.g. him, her), and
possessive pronouns (e.g. his, her). By counting the number of female/male
mentioned in each chapter of the textbook, it was found that female are mentioned
more than males. Thus, there is a dominance of female in the aspect of
female/male mentioned.
The next is female/male roles. The female/male roles analyzed in the
textbook refer to social roles or professions. The roles are identified from
pictures, exercises, and reading texts in each unit. However, female/male roles
are not found in unit 8, 9,10 which talk about things and animals. Most of roles
presented in the textbook are students and teachers. It relates to the audience for
the textbook who are students (see appendix 3).
37
Furthermore, the representation of male is dominance in games or sports.
The textbook presents more male games than female games. It likely shows that
men are considered stronger and more active than women. Consequently, men
are associated with more extreme and challenging games such as football,
skateboarding, racing, futsal, and tae kwon do.
Likewise, male dominance is also found in the aspect of female/male role
models. There are three male role models presented in the textbook. Those are
identified from exercises and reading text. While, only one female role model is
found in a reading text developed in the textbook.
The last, the pattern of mentioning female/male names is female firstness.
Female names are mentioned first in a single phrases. Therefore, in this aspect
the representation of female is dominant.
C. Interpretation
Based on the data analysis, there are some important findings to discuss.
First, male pictures dominate the textbook. According to Muthali’in, It indicates
bias against women since there is male picture dominance.1
Similarly,
Mukundan and Nimehchisalem also found male pictures dominance in four
English textbooks for Malaysian secondary students.2 The slightly higher ratio of
male pictures occurrence in the textbook may be caused by the common view of
male visibility in the society. The existence of males can be found more in
public. Thus, this assumption becomes considerable factors to explain the
phenomenon.
Second, the stereotypes against women are also found in the textbook.
Some pictures portray women who do domestic works. Women are attributed
1 Achmad Muthali’in, loc.cit.
2 Jayakaran Mukundan and Vahid Nimehchisalem, loc. cit.
38
with houseworks such as cooking, preparing meal, laundry, etc. It reflects gender
norms which emphasize the assumption that women’s works refer to the
household works and child rearing.3
Additionally, stereotypes of female/male appearance are found in pictures.
A female are described with slim body and a male with muscular body. It shows
cultural views about females’ and males’ attractiveness. The cultural standard of
attractiveness influences both females and males.4 They have greater concern
about their physical appearance such as weight for females and muscularity for
males. Likewise, Kirk and Okazawa-Rey also states that cultures construct the
beauty standard, and it can be vary across cultures.5 Such stereotypes may easily
influence students’ cognitive development. Then, it can trigger gender bias.
That is because pictures are concrete. They are also acceptable and easy to
remember. Therefore, teachers need to be aware of visual illustrations in the
textbook. They have to emphasize that physical appearances are not a big
problem. They need to give more instances of female and male pictures with
different appearances.
The stereotypes are not only found in pictures, but also in some sentences
such as ‘Mum always buys (seven/seventh) loaves of bread.’ (unit 4, page 43),
Sarah likes helping her mother in the kitchen. She helps her cut the vegetables.’
(unit 9, page 128), and ‘...any food prepared by his mother.’ (unit 12, page 169).
Those instances show that nowadays the view of women doing houseworks are
still considered as a social rule. Women, not men, commonly shop for food and
preparing meals. Furthermore, although a female works outside, their profession
is still referred to the domestic works such as ‘My mother is a cook.’ in unit 5 (page
3 Susan M. Shaw and Janet Lee, op.cit., p. 429
4 Julia T. Wood, op.cit., p.151
5 Gwyn Kirk and Margo Okazawa-Rey, Women’s Lives: Multicultural Perspectives, (New York:
McGraw Hill, 2007), 4th
edition, p. 127
39
61). Hence, the teachers have to use father in such sentences in order to avoid
general assumption about women associated with domesticity.
Contrast to the presentation of pictures, females are mentioned more than
males. Females are more visible in words, sentences, and texts. Similar to Ruby
Yang’s study, females are presented more than males within texts in Hong Kong
English Language textbook series.6 This is probably because the author tries to
minimize gender bias. As explained before that male dominance was found in
pictures, the author is likely to balance the representation of females and males.
In gender roles, the number of female and male roles is presented
unequally. It is similar to Gupta and Lee’s study in which female roles are fewer,
and only related to nurturance (teaching, food preparation, and serving).7 It
seems that females are less competent than males. Here, gender bias is obviously
implied. Nevertheless, different with Ruby Yang’s study in which male teachers
are not found, in this study females and males are portrayed as same as teachers.
Interestingly, females were also found as mechanics as same as males. Further,
males are also portrayed as a care taker and a janitor who are related to domestic
works.
The other result is male dominance in games. There are only three female
games found in the textbook, while the number of male games is 10. Although
male dominance is found, female games are similar to the characteristics of male
games. Male games are usually in groups, competitive, organized, and they have
clear goals and roles. While, female games found in the textbook (horse riding,
basketball, and tennis) are different with common gender views that females tend
to play games like home and school in pair or a small group.8
6 Chi Cheung Ruby Yang, loc. cit.
7 A. F. Gupta and A. S. Y. Lee, loc. cit.
8 Julia T. Wood, op. cit., pp. 122 - 123
40
The next, in role models, only one female role model was found.
Whereas, the author can present more role models who can inspire students. The
visibility of role models can also motivate students. The teachers have to find
other examples of female and male role models. Consequently, the students
know that women and men have the same opportunities and abilities to be
successful.
Finally, in the pattern of mentioning female/male names, it was found that
only female names are mentioned first. It is contrast with Ruby Yang’s study that
males tend to be mentioned first within a single phrase.9 It implies that the author
avoids the general form which often put males first. However, she only presented
female firstness in the textbook. It indicates bias against males. Therefore, the
teachers need to use different patterns of mentioning female/male names in the
class in order to avoid gender bias.
According to the results of the study, gender bias really exists in the
textbook. It influence students’ subconscious in their development of ideology
about women and men. Then, it triggers gender stereotypes, and it affects their
thought and behavior. Therefore, the English teachers need to discuss the gender
stereotypes and bias in the textbook to make students think critically. Also, the
teachers need to provide the students with other materials which are not
gender-biased.
9 Chi Cheung Ruby Yang, loc. cit.
41
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the findings of the study, the results showed that gender is
represented unequally in the Bright. Males are more visible in four aspects
including pictures, gender roles, female/male games, and gender role models.
However, females outnumbering males are found in two aspects, number of
female/male mentioned and pattern of mentioning female/male names. Thus,
there are imbalance gender representations in the Bright.
B. Suggestion
The followings are some suggestions that might be useful for English
teachers, students, and further researchers:
1. The English teachers need to analyze an English textbook before using it.
2. The English teachers have to be more aware of gender issues by reading books
or up-to-date journals and articles.
3. The English teachers have to treat students with nonsexist manner in teaching
and learning process such as assigning students in equal gender groups or
using nonsexist language for examples firefighter, police officer, and business
person.
42
4. The further researchers are expected to study gender representation in English
textbooks with different aspects analyzed or other gender issues that may
exist in English textbooks.
43
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APPENDICES
47
Appendix 1
The Number of Female and Male Pictures In the Textbook
Unit Female Page Male Page
Unit 1 11 1, 3, 6 12 1, 3, 5, 6
Unit 2 10 13, 14, 15, 16, 19, 20,
21
17 11, 13, 14, 15, 16, 19,
20, 21
Unit 3 28 24, 25, 26, 27, 30, 31,
33, 34, 37, 39
19 23, 24, 25, 26, 27, 30,
32, 33, 34, 35
Unit 4 14 41, 53, 55, 56 43 43, 53, 54, 55, 56, 57
Unit 5 24 59, 60, 61, 62, 65, 69 20 59, 60, 61, 62, 65, 66,
69
Unit 6 8 78, 80, 81, 85, 88 6 75, 80, 81, 88,
Unit 7 6 94, 108 3 94, 99, 108
Unit 8 0 - 0 -
Unit 9 2 130 2 130
Unit 10 1 135 4 136, 148
Unit 11 3 151, 157 3 153
Unit 12 16 160, 162, 163, 164,
165, 169, 170, 174,
180
19 159, 160, 161, 162, 163,
164, 165, 167, 168, 174,
180
Total 123 148
48
Appendix 2
The Number of Female and Male Mentioned In the Textbook
Unit Female Page Male Page
Unit 1 35 3, 6, 7, 8, 9 26 3, 6, 7, 8
Unit 2 33 12, 14, 16, 17, 19, 22 41 12, 13, 14, 16, 17, 18,
21
Unit 3 41 24, 25, 26, 28, 29, 30,
31, 34, 35, 36
39 24, 25, 27, 28, 29, 30,
31, 32, 33, 34, 35, 36
Unit 4 4 42, 43, 50, 56 18 42, 43, 50, 54, 55, 56
Unit 5 83 60, 61, 62, 63, 64, 66,
67, 69, 70
86 60, 61, 62, 63, 64, 66,
67, 69, 70
Unit 6 20 77, 79, 80, 81, 20 16 77, 79, 80, 81
Unit 7 12 103, 105, 106 6 103, 106, 107
Unit 8 8 112, 116, 121 7 112, 113, 115
Unit 9 10 128, 129, 130 5 128, 129,
Unit 10 18 139, 142, 143, 145,
146
22 138, 139, 140, 143, 148
Unit 11 4 156 14 156
Unit 12 109 169, 170, 172, 173,
175, 176, 177, 178,
179, 180, 181
82 168, 169, 170, 172, 173,
174, 175, 176, 177, 178,
179, 180, 181
Total 377 362
49
Appendix 3
The Roles of Female and Male In the Textbook
No. Female Page Male Page
1. Teacher
3, 6, 8,13, 19, 24,
25, 65, 108, 165
Teacher 3, 20, 24, 30,
153, 156, 172
2. Student 3, 15, 20, 25, 34,
36, 55, 80, 81,
88, 156, 169
Student 3, 6, 13, 15, 19,
20, 21, 24, 34,
35, 54, 55, 65,
66, 80, 81, 88,
106, 156, 169,
174, 179
3. Cashier 16 Prawns and
crabs seller
8
4. Librarian 21 Farmer 29
5. Fruit seller 26 Clerk 35
6. Dancer 27, 169 Racer 43
7. Nursery school
teacher
35 Athlete 54
8. Housewife 55 Mechanic 61
9. Cook 61 Caretaker 65, 153
10. Salesperson 61 Security guard 65
50
11. Athlete 165 Doctor 153
12. Mechanic 173 Singer 169
13. Actor 169
14. Business
person
172
15. Janitor 180
51
Appendix 4
The Number of Female and Male Games or Sports in the Textbook
Female Page Male Page
1. Horse riding
2. Basketball
3. Tennis
27
30
1. Football
2. Skateboarding
3. Basketball
4. Racing
5. Cycling
6. Tennis
7. Futsal
8. Iceskating
9. Tae kwon do
10. Badminton
26, 169
32
35, 56
43
53
54
169
169
169
173
52
Appendix 5
The Number of Female and Male Role Models In the Textbook
Unit Female Page Male Page
Unit 4 - - Lorenzo
Dani Surya Permana
43
54
Unit 12 Ananda Mirza Iryanti 169 Farhan Raditya 168
Total 1 3
