evaluating gender representation of an english …

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EVALUATING GENDER REPRESENTATION OF AN ENGLISH

LANGUAGE TEXTBOOK FOR TENTH GRADE SENIOR HIGH

SCHOOL STUDENT: A CONTENT ANALYSIS

THESIS

By:

Zango Anisa Agni

K2216068

English Education Department

Faculty of Teachers Training and Education

Sebelas Maret University

2020


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EVALUATING GENDER REPRESENTATION OF AN ENGLISH

LANGUAGE TEXTBOOK FOR TENTH GRADE SENIOR HIGH

SCHOOL STUDENT: A CONTENT ANALYSIS

THESIS

By:

Zango Anisa Agni

K2216068

Submitted to Teacher Training and Education Faculty of

Universitas Sebelas Maret to Fulfill One of the Requirements for

Getting the Undergraduate Degree of Education in English

English Education Department

Faculty of Teachers Training and Education

Sebelas Maret University

2020


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ABSTRACT

Zango Anisa Agni. K2216068. EVALUATING GENDER

REPRESENTATION OF AN ENGLISH LANGUAGE TEXTBOOK FOR

TENTH GRADE SENIOR HIGH SCHOOL STUDENT: A CONTENT

ANALYSIS. Thesis of English Education Department at Faculty of Teachers

Training and Education, Sebelas Maret University, 2020.

The study is aimed at examining whether the textbook promotes gender

equality by (1) Mapping the proportion of textual and visual representation of male

and female in the textbook; and (2) Describing how male and female are treated in

the textbook. The object of the study is an English language textbook for tenth-

grade Senior High School student titled "Bahasa Inggris" published by the

Indonesian Ministry of Education and Culture, 2018.

In conducting this study, the researcher employed a content analysis as the

research design. This study focused on examining gender representation in all of

the chapters of the textbook. The researcher developed the indicators of gender

representation from Porreca (1984), Lee (2014) and Qatawneh and Rawashdeh

(2019). Then, the data were analyzed following the seven steps of analytic

procedure listed in Marshall and Rossman (2006).

The study shows that the ELT textbook entitled “Bahasa Inggris” for tenth-

grade Senior High School students published by Indonesian Ministry of Education

in 2018 is gender bias; therefore, it needs to be treated with caution. There are

unequal representations of both genders. In the textbook, the appearances of

females in both textual and visual are less represented than males. Besides, kinds of

activity, role, and occupation of female are also limited. In addition, the pattern of

mentioning both genders in one phrase is also showing bias when mostly males are

mentioned before females. Moreover, the frequency of positive adjectives

representing males is higher than the females. On the other hand, the frequency of

negative adjectives representing females is higher than the males.

Keywords: gender representation, ELT textbook, gender stereotype.


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ABSTRAK

Zango Anisa Agni. K2216068. EVALUATING GENDER

REPRESENTATION OF AN ENGLISH LANGUAGE TEXTBOOK FOR

TENTH GRADE SENIOR HIGH SCHOOL STUDENT: A CONTENT

ANALYSIS. Skripsi Program studi Pendidikan Bahasa Inggris di Fakultas

Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret, 2020.

Penelitian ini bertujuan untuk mengetahui apakah buku Bahasa Inggris kelas

sepuluh yang diterbitkan oleh Kementerian Pendidikan dan Kebudayaan Indonesia

mengandung kesetaraan gender dengan (1) Memetakan proporsi representasi visual

dan tekstual laki-laki dan perempuan; dan (2) Mendeskripsikan bagaimana laki-laki

dan perempuan diperlakukan di dalam buku teks. Objek penelitian ini adalah buku

Bahasa Inggris kelas sepuluh berjudul “Bahasa Inggris” yang diterbitkan oleh

Kementerian Pendidikan dan Kebudayaan Indonesia tahun 2018.

Dalam melakukan penelitiaan ini, peneliti menggunakan desain penelitian

analisis konten. Dalam penelitian ini, peneliti fokus mengevaluasi representasi

gender di semua bab dalam buku. Peneliti mengembangkan indikator representasi

gender dalam buku dari penelitian Porreca (1984), Lee (2014) and Qatawneh and

Rawashdeh (2019). Data dianalisis mengikuti tujuh langkah prosedur analitis dari

Marshall and Rossman (2006).

Penelitian ini menemukan bahwa Buku Bahasa Inggris kelas sepuluh

berjudul “Bahasa Inggris” yang diterbitkan oleh Kementerian Pendidikan dan

Kebudayaan Indonesia tahun 2018 diindikasikan bias gender, jadi buku ini harus

digunakan secara hati-hati. Terdapat representasi yang tidak sama dalam kedua

gender. Dalam buku teks, representasi perempuan lebih sedikit dari laki-laki secara

tekstual dan visual. Selain itu, aktivitas, peran, dan okupasi perempuan terbatas.

Selain itu, pola penyebutan laki-laki dan perempuan dalam satu frasa juga

memperlihatkan suatu bias yang ditunjukkan dengan kebanyakan laki-laki

disebutkan pertama sebelum perempuan. Selain itu, kata sifat positif yang

merepresentasikan laki-laki lebih tinggi daripada perempuan, sedangkan kata sifat

negatif yang merepresentasikan perempuan lebih tinggi daripada laki-laki.

Kata kunci: representasi gender, buku ELT, gender stereotipe.


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MOTTO

“Eventually, all things fall into place. Until then, laugh at the confusion, live for

moments, and know that EVERYTHING HAPPENS FOR A REASON.” – Albert

Schweitzer.

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DEDICATION

This thesis is dedicated to my dearest parents,

lovely brother, my grandparents, and

those who have contributed.


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ACKNOWLEDGEMENT

Alhamdulillahirabbil’alamin. All praise is to Allah SWT for His blessing and

mercy to me so that this thesis can be accomplished. In this valuable occasion, I

wish to thank all the people whose help was a milestone in the completion of this

thesis.

1. I wish to express my deepest gratitude to Dr. Endang Setyaningsih, S. Pd.,

M. Hum., the first consultant, who patiently and kindly gave me her

assistance, guidance, supervision, and encouragement in writing this thesis

from the early stage until the completion of this thesis. Without her

persistent assistance, this thesis would not have been done.

2. I wish to show my gratitude to Teguh Sarosa, S. S., M. Hum., the second

consultant, who kindly gave me his permission, advice, and correction in

writing this thesis. Without his help, this thesis would not have been done.

3. I wish to acknowledge the endless love, support, and prayer of my family,

my father, Suyatna; my mother, Evin; my grandparents; and my brother,

Karang. They kept me going on, and this thesis would not have been

possible without them.

4. I would like to pay my special regards to Capol, Abdul, Koso, Tiara, and

Monic, who always listen, entertain and support me whenever I got sad or

bored. I would like to recognize their fantastic supports that they provided

to me.

5. I also wish to thank Shofi, Vista, Reva, Rintan, Nenti, Windy, Graci, Vika,

and EED family, who always support and help me in writing this thesis.

I realize that this thesis is still far from being perfect. Criticism and suggestion

are openly welcome. However, this thesis is expected to be able to give useful

contributions and ideas to improve English teaching and learning and also for any

researchers or readers.

Sragen, 7 April 2020

Researcher,

Zango Anisa Agni


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TABLE OF CONTENTS

TITLE OF THE RESEARCH ............................................................................. i

PRONOUNCEMENT ........................................................................................ ii

TITLE OF THE RESEARCH ............................................................................. iii

APPROVAL OF THE CONSULTANTS ........................................................... iv

APPROVAL OF THE BOARD OF EXAMINERS ........................................... v

ABSTRACT ........................................................................................................ vi

ABSTRAK .......................................................................................................... vii

MOTTO .............................................................................................................. viii

DEDICATION .................................................................................................... ix

ACKNOWLEDGEMENT .................................................................................. x

TABLE OF CONTENTS .................................................................................... xi

LIST OF TABLES ............................................................................................. xiii

LIST OF APPENDICES ..................................................................................... xiv

CHAPTER I INTRODUCTION ............................................................ 1

A. Background of the Study ................................................. 1

B. Problem Statements ........................................................ 2

C. Objective of the Study ..................................................... 2

D. Significances of the Study .............................................. 3

CHAPTER II LITERATURE REVIEW ................................................... 4

A. Theoretical Description ................................................... 4

1. The Role of Textbook in ELT ..................................... 4

2. Analyzing Gender Representation in Textbook ......... 5

3. Critical Discourse Analysis in Gender Representation

Examination ....... ....................................................... 11

4. Gender Stereotype in ELT Textbook .......................... 12

B. Review of Related Studies ............................................. 15

C. Concluding Remark ........................................................ 19

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CHAPTER III RESEARCH METHODOLOGY ..................................... 20

A. Research Setting ............................................................. 20

B. Research Design ............................................................. 20

C. Type of Data ................................................................... 21

D. Technique of Data Collection ........................................ 22

E. Trustworthiness ............................................................. 22

F. Technique of Data Analysis ............................................ 23

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ................. 25

A. Research Findings .......................................................... 25

1. How male and female are represented in the textbook. 25

2. How male and female are treated in the textbook ..... 30

B. Discussion ...................................................................... 35

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION ... 39

. A. Conclusion ..................................................................... 39

B. Implication ..................................................................... 40

C. Suggestion ...................................................................... 41

REFERENCES ................................................................................................... 42

APPENDICES .................................................................................................... 48


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LIST OF TABLES

Table 3.1. Research Schedule .......................................................................... 20

Table 4.1. Frequency of selected gendered words .......................................... 25

Table 4.2. Frequency of male and female proper noun ................................... 26

Table 4.3. Frequency of male and female pronoun ......................................... 27

Table 4.4. Frequency of male and female address titles ................................. 28

Table 4.5. Frequency of male and female in textual representation ............... 29

Table 4.6. Frequency of male and female in visual representation ................. 29

Table 4.7. Kinds of activity, roles, and occupation of male and female in

educational aspect ........................................................................... 30

Table 4.8. Kinds of activity, roles, and occupation of male and female

in professional aspect ...................................................................... 31

Table 4.9. Kinds of activity, roles, and occupation of male and female in

social & family aspect .................................................................... 32

Table 4.10 Kinds of activity, roles, and occupation of male and female in

leisure aspect ................................................................................ 33

Table 4. 11 Order of Mention ....................................................................... 33

Table 4. 12 Adjective representing male and female ................................... 34

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LIST OF APPENDICES

Appendix 1: Research instrument ................................................................... 49

Appendix 2: Frequency of selected gendered words ...................................... 52

Appendix 3: Frequency of male and female proper nouns ............................. 54

Appendix 4: Frequency of male and female pronouns ................................... 61

Appendix 5: Frequency of male and female address titles .............................. 63

Appendix 6: Frequency of male and female in images/pictures ..................... 65

Appendix 7: Kinds of activity, roles, and occupation of male and female

in educational aspect nouns ....................................................... 72

Appendix 8: Kinds of activities, roles, and occupations of male and female

in professional aspect ................................................................. 74


in social & family aspect ............................................................. 76


in leisure aspect ........................................................................ 77

Appendix 11: Order of mention ...................................................................... 78

Appendix 12: Adjective representing male and female ................................... 80

Appendix 13: Inter-rater of reliability worksheet ........................................... 83

Appendix 14: Letter of inter-rater’s willingness .............................................. 87

Appendix 15: Inter-rater reliability measurement result using SPSS 17 ......... 88

Appendix 16: Sample of some pages in textbook ............................................ 89

Appendix 17: Interview question and answer .................................................. 98

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