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
Appendix 9: Kinds of activities, roles, and occupations of male and female
in social & family aspect ............................................................. 76
Appendix 10: Kinds of activities, roles, and occupations of male and female
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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