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THE GENDER REPRESENTATION IN A PRESCRIBED EFL

TEXTBOOK OF JUNIOR HIGH SCHOOL IN INDONESIA

THESIS

By:

WINA YULISTIANA

1405085019

ENGLISH DEPARTMENT

FACULTY OF TEACHING TRAINING AND EDUCATION

MULAWARMAN UNIVERSITY

2020
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CHAPTER I

INTRODUCTION

This chapter discusses about the background of the study, research

question, research objective, significance research, scope and limitation of the

study, and definition of key terms.

1.1 Background of the Study

Gender ideology that applies to a society influences literary works that are

born. As an imaginative creation, the gender ideology content carried by the

literatures cannot be separated from the reality of people's lives when the work

was created. Likewise, the gender ideology represented by the reformed

Indonesian literatures becomes a mirror of the prevailing gender ideology at the

time of creation.

In the context of Indonesian English as a foreign language (EFL), the

ELT design of textbooks as curriculum documents or “curriculum products”

(Widodo 2016, p. 133) must consider gender bias as a serious consideration

because the social state culturally recognizes gender differences. Although the

sexes women and men have for a long time have been stereotypically recognized

as unique or different in multicultural and multi-religious Asian societies such as

Indonesia, this gender difference has been influenced by issues of gender

equality, for example, through Indonesian women emancipation or what which

Widodo (2018) described as “women's empowerment (for Raden Ajeng Kartini)”

(p. 144): “national heroes who fight for gender equality (women's education)” (p.
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143) in all aspects of social practice. Apart from these gender equality

movements, gender differences still operate in the social practices of any society

because men and women are innately different in terms of perceptions and

behavior patterns. To some extent, this gender difference can create gender biases

that leave negative traces on people's perceptions of gender equality.

Promoting gender equality is important to ensure equal opportunities for

both men and women to have equal opportunities in society. As one of the keys

to achieving social justice, gender equality has been promoted, and discussed in

various fields, including in the language-in-education field. Therefore, when

textbooks are being considered as ideological messages that radiate values and

beliefs (Widodo, 2018), evaluation of textbooks is urgently needed. This is done

to criticize text messages.

English textbooks, as one manifestation of language-in-education policy,

play an important role in linking class languages and real-world languages.

According to Sadker and Cattleman (as cited in Plumber, 2009), textbooks are

used 80 to 95% of class time, either literally or inspire teacher teaching practices.

Often, together with the teacher, it becomes the only means for students to get

direct access to the target language. Especially in the context of English as a

Foreign Language (EFL) learning in Indonesia where students are exposed to the

use of English only in the classroom, and they can rarely authentically practice

language outside the classroom.

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In evaluating textbooks, especially for English textbooks, things that must

be evaluated not only focus on language-based topics such as tenses, adjectives,

verbs, but also must pay attention to social aspects. Of the many sources

synthesized from ten aspects of textbook evaluation, one of which is the issue of

gender in education, such as examining some of the implications of gender in

material and classroom interactions (Sunderland, 2000), examining the effects of

gender stereotypes in children's literature (Bowker, 1996) , examining the

representation of men and women in textbooks (Sari, 2011), finding out the

differences between men and women in English textbooks (Gharbavi & Ahmad

Mousavi, 2012) Analysis of textbooks from a gender perspective is important.

Because textbooks are a source of learning especially in contexts where

assessment is generally very focused on memorization, textbooks can easily be

tools to promote biases, including gender biases or expose gender stereotypes

(Loan et al., 2010). English textbooks are no exception. In English textbooks,

gender representation is one aspect of reality that appears in written and verbal

communication in social contexts so it is recommended to explore what elements

in textbooks (such as gender stereotypes) can inhibit gender equality and what

must be changed.

Gender representation in English textbooks is most often discussed only

by scholars but also other researchers. This may also be prevalent in English

textbooks from junior and senior high schools. The gender role expressed by

English textbooks is a way to change gender representation. In this case, most

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English textbooks present gender issues through texts, symbols and pictures of

English subjects especially the level of English textbooks represented at school.

Gender representation is one aspect of reality that is always displayed in

written and verbal communication in social contexts included in English

textbooks. It is always shown as women's inequality in every job. Therefore,

gender representation often involves stereotypes in real social practice. In English

textbooks, it may have an important role on students as readers influence their

ideas and attitudes in their lives. It presents fundamental ideas, ideologies, and

knowledge that can be read and understood by students as readers. Furthermore,

the above determination can be interpreted that the attitude was repeatedly

expressed in textbooks and other media may gradually damage students'

perceptions about stereotypes as readers and myths about both sexes including

gender issues. In addition, Widdowson (as cited in Aoumeur, 2014, p. 14) argues

that textbooks are produced to express ideas and beliefs or make others think in

certain ways or to make others do certain things.

Therefore, the representation of gender biases in the ELT textbook

deserves to be closed into the investigation. The current critical discourse study

examines these representations in an ELT textbook supported by the Indonesian

Ministry of National Education. The findings of this study can be a starting point

for language teaching. Developers of language materials must rethink how men

and women represented in ELT textbooks.

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1.2 Research Questions

Based on the focus and sub focus of the analysis above, the analysis

searches can be broken down into operational searches as follows:

1. What are representation of gender in the EFL textbook due to their

domestic and occupational roles ?

2. How are the roles representatied in EFL textbook ?

3. The features are presented in the “EFL” textbook determined from junior

high school

1.3 Research Objectives

Based on the line with the focus and sub focus above, the analysis

objectives are:

1. To find out gender representation in EFL textbooks because of their

domestic role and occupation roles.

2. To find out the representation of their role in EFL textbooks

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3. To explain the features presented in the “EFL” textbook determined

from junior high school.

1.4 Significance of Research

1) Theoritically

The results of this study may be useful as valuable resources for any party

in the future. It is also expected to be useful for certain parties as future

teachers, students and researchers.

2) Practically

a) For teachers, the results of this study are expected to provide

information about gender representation in Indonesia. English

textbooks, specifically "When English Rings a Bell". In this case,

teachers are expected to consider information for better quality

learning material for teaching and learning. Given that representation

for gender must be balanced in textbooks to prevent prejudice about

gender.

b) For students, the results of this study will help them find

representative gender. Hopefully this can help them choose their good

learning material by considering better learning resources in the

future.
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c) As for further researchers who can conduct similar studies, this

investigation can be used as a relevant reference for developing their

own studies.

1.5 Scope and Limitation of Study

This study will only focus on gender representation in English textbooks.

This study will also be limited to an English textbook titled "When English Rings

A Bell" written by Siti Wachidah 2017, revised edition used in junior high

schools published by the Ministry of Education and Culture in Jakarta. Although

there are many types of gender representation, researchers decided only

elaborates research in the area of male and female characters, illustrations,

aspects of nouns and pronouns based on Stockdale (2006) because of the

feasibility of the study

1.6 Definition of Key Term

1. Teaching English is teaching English to people who are not native

speakers of English, especially in countries that do not speak English.

(Cambridge Dictionary).

2. Junior High School is a school attended by young people aged between 11

years or 12 and 14 or 15. (Collins Dictionary)

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3. Gender is formed in different socio-cultural contexts that determine what

is expected, permitted, and valued in women / men and women / men in

this specific context. Gender refers to both women and men, and the

relationship between them. (Institute of Mediterranean Gender Studies,

2009).

4. Stereotypes are stereotypical views as mental representations of social

categories. Stereotypes reduce the number of people or groups into small,

easily understood traits, which are often exaggerated, often negative, and

allow for compacting the differences between incoming and outgoing

groups. Some members of social groups may have certain characteristics

(and the same characteristics can also occur in other social groups), but

with stereotypes, these traits become very important, the naturalization

features of certain groups. (Kunda in Paul Baker, 2011)

5. Representation is the act of representing or the fact represented. (Merriam

Webster).

6. Gender representation is a representation of the appearance of women or

men that can form their images in public (Pilcher and Whelehan, 2004)
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CHAPTER II

THEORETICALL FRAMEWORK

This chapter discusses related theories in this research. This includes

discussion of theoretical background, the concept of textbook, the important of

textbook, EFL extbook in Indonesia, SFL textual analysis, gender and education,

gender equity, gender roles in society, and previous related study.

2.1 The Concept of Textbook

2.1.1 Textbooks are instruction books.

The main purpose is not to provide information about a particular

subject but to enable one to develop a proper understanding of the subject.

Presentations are very important and are prepared to serve a certain level of

readers. It cannot be comprehensive. Often the presentations are colorful and

attractive, giving lots, illustrations and diagrams. A good textbook considers

teaching methods and level of readers. This was revised keeping in mind

new developments and changing teaching methodologies. There are

differences of opinion about the place of the textbook as the source of the

agreement.
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According to Wikipedia, (2007), "textbooks are instruction books or

standard books in each branch of study. They are produced according to the

request of educational institutions. Textbooks are usually published by one

of four large publishing companies. Although most textbooks are only

published in print format, some can now be viewed online. "

Textbooks are teaching tools (materials) that present subject matter

that is defined by the curriculum. A university textbook is needed to contain

a complete overview of the subject, including theories, and become a more

permanent character. (CARNet, retrieved 19:57, 8 August 2007 (MEST)).

In this overview we will only try to explain a little about the genre of

the textbook and provide some definitions and key references. Following the

textbook concept below.

1. Text book and design instructions

We would like to argue that textbooks are generally an element in the

design of larger learning (eg. Courses). Therefore one must begin by

looking at the function of the textbook. In other words, the use and

production of textbooks is related to "normal" learning design problems

and one can rely on various design methods and learning design models,

based on the psychological and pedagogical theories that underlie them.

Textbooks are usually part of pedagogical design, which can be a major

part of the course syllabus, can be used for independent learning (students

and professionals), the teacher can assign only a part to read. According
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to the context of use, the textbook functions are not the same. But we

argue, that one can identify certain functional and structural questions

related to production, structure, function, usage, etc. from textbooks.

2. Textbook Structure

Topics are presented in main sections, chapters, sections and subsections

arranged in such a way as to facilitate understanding. This means that text

organization is based on the intersection of two requirements. The first is

the requirements of the subject domain. Because most textbooks are

developed by, or based on, expert subject matter contributions, these

requirements are usually well considered.

The second requirement is determined by the limits of the student's mind.

Cognition is a common human ability, but their needs and limits are often

ignored by those who have mastered the subject area. To make the best

use of students' abilities, a number of rules can be spelled out for

structuring and presenting ideas, concepts, and materials.

3. These rules must include:

a. Rule of Frameworks:

Maintain a consistent structure. Structure acts as a mental road map

that allows students to navigate within and through the subject

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domain. For the best help in understanding, structure must be seen

early on.

b. Name Rules Meaning:

Create and use consistent titles and terminology. Use common terms

in your discipline. These names are very important for the ability to

remember or retrieve the things we know and remember.

c. Manageable Number Rules.

Limit the amount of information introduced at a time. For new

material, four to six new elements are a reasonable limit. Most of us

are limited in our ability to absorb new material. When we become

familiar with part of the subject domain, this number increases.

d. Hierarchy Rules.

New knowledge builds on the knowledge learned. When introducing

new material, only refer to the basic material if it is relevant to the

new material. Students need to understand basic knowledge before

being introduced to new concepts. When new concepts are introduced

they must be explicitly connected to the basic material.

e. Rule of Repetition.

Repeat important concepts. For example, important frameworks and

hierarchies are repeated five or six times; elements that are often used
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are repeated three or four times; and lower utility elements may not be

able to be repeated at all. There are repetition patterns that help in

promoting the elements of the subject from short-term to long-term

memory.

2.1.2 The Important of Text Book Analysis

Analysis is a method in which something is separated into several parts,

and those parts give accurate, logical, and detailed results. Consistently relatively

complete account (William: 20). Whereas Text Book Analysis or Textual

Analysis is a methodology in social science to study the context of

communication. Earl Babbie defines it as "the study of records of human

communication, such as books, websites, paintings and law". According to Dr.

Farooq Joubish, Textbook analysis is considered a scientific methodology in the

humanities where texts are studied for authorship, authenticity, or meaning. This

last subject includes philology, hermeneutics, and semiotics.

While the description of the Krippendorff book from the analysis

textbook, it is said that textbook analysis is a research technique for making

imitated and valid conclusions from the text (or other meaningful things) to its

former context. (2003: 18). As a technique, textbook analysis involves procedure

specialization. It can be studied and divorced from the researcher's personal

authority. As a research technique as well, Textbook analysis provides new

insights, increases researchers' understanding of certain phenomena, or informs

practical actions. This textbook analysis can be a research tool.

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This type of technique is expected to be reliable. In addition, it is

determined that this type of research technique must have research findings that

can be replicated. That is why, researchers must work at different points of view

the situation must obtain the same results when applying the same techniques to

the same data. Replicability is the most important core pattern to find reliability.

This explains the qualitative method in more detail. With qualitative methods

depth analysis of textbooks leads to breadth. As such, the results tend to be richer

in terms of understanding the way information is presented in the text but it is

more difficult to make generalizations. Lasswell formulated the core question of

the textbook analysis: "Who says what, to whom, why, to what extent and with

what effect?" A broad offer definition of textbook analysis as "any technique for

making conclusions by objectively and systematically identifying the

characteristics specified message ", while providing a six-part definition:"

Textbook Analysis is a summary, quantitative analysis of messages that rely on

scientific methods (including attention to objectivity, inter subjectivity, a priori

design, reliability, validity, generalizability, replicability, and hypothesis testing)

and is not limited to the type of variable that can be measured or the context in

which the message is created or presented. "

Researchers have long debated the strengths of each of the "quantitative"

and "qualitative" approaches to textbook analysis ... Most of the authors in the

analysis textbook have made quantification a component of their textbook

definition analysis. As a result, they exclude a qualitative approach as being

something other than textbook analysis. (2003: 144) Apart from these different
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views and contrasts, the main supporters of this type of method build their

definition of Berelson (1952: 18) definition of textbook analysis as "... research

techniques for the purpose, systematic and quantitative description of the

contents of the manifest of communication" . Weber (1990: 9) adds that this

method "... uses a set of procedures to make valid conclusions from the text."

Clearly, the definitions underline the inductive aspects of this method. Neuendorf

(2002: 10) suggests that this is " scientific method ... and is not limited to the type

of variable that can be measured or the context in which the message is created or

presented ".

In essence, Krippendorff (2004) agrees with Neuendorf (2002), while at

the same time stressing the importance of "... making conclusions that can be

replicated and valid from the text (or other meaningful material) with the context

of its use". This difference points well enough to the value of analyzing the actual

textbook content used in the context of Milwaukee secondary school. Finally, it

should be noted that the important thing to carry out such an analysis is the

coding that must be done with great care and accuracy. For this reason,

Liamputtong and Ezzy (2005: 260-261) emphasize that this type of analysis

refers "... to data analysis which involves identifying categories before coding".

Textbook Analysis as a research method is a systematic and objective

means of describing and measuring phenomena (Krippendorf, 1980: 18). That is

also known as the method of analyzing documents. Textbook Analysis allows

researchers to test theoretical problems to improve understanding of data.

Through textbook analysis, it is possible to distill words into less content related
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categories. It is assumed that when classified into the same category, words,

phrases and the like have the same meaning (Cavanagh 1997).

Textbook Analysis is a research method for making inference and

validating conclusions from data to its context, with the aim of providing

knowledge, new insights, representation of facts and practical guidance for

action. The aim is to get a thick and broad description of the phenomenon and its

results The analysis is a concept or category that describes the phenomenon.

Usually the purpose of the concept or category is to build a model, conceptual

system, map or conceptual category. The researcher makes a choice between the

terms

‘Concept’ and ‘category’ and use one or the other. For example, if the

purpose of this study is to develop a theory, it is recommended that the term

'concept' be used as a proxy for 'categories'. However, in this paper, when

describing the process analysis, we use the term 'category' because it is widely

used.

These six questions must be addressed in each Textbook Analysis:

a) Which data are analyzed?

b) How are they defined?

c) Which population are they from?

d) What is the relative context for the data analyzed?

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e) What are the limits of the analysis?

f) What is the target of the conclusion

The assumption is that the words and phrases most frequently mentioned

are those that reflect important concerns in every communication. Therefore,

quantitative textbook analysis begins with word frequency, spatial measurement

(centimeter / inch column in the case of newspapers), time taken into account (for

radio and television time) and keyword frequency. However, Analysis textbooks

go far beyond simple word counts, e.g. with Keyword In Context routine words

can be analyzed in specific contexts to be ambiguous. Synonyms and homonyms

can be isolated according to the linguistic nature of a language. Qualitatively,

textbook analysis can involve any type of analysis in which communication

content (speech, written text, interviews, pictures ...) is categorized and classified.

Initially, using the seventh newspaper at the end of the 19th century, the analysis

was carried out manually by measuring the number of lines and the amount of

space given by the subject. With the advent of public computing facilities such as

PCs, computer-based analysis methods are increasingly popular. Answers to open

ended questions, newspaper articles, political party manifestos, medical records

or systematic observations in experiments can all be done systematically in the

analysis of textual data. By having the communication content available in the

form of machine-readable text, the input is analyzed for frequency and coded into

categories to build conclusions. Robert Weber notes: "For valid conclusions from

texts, it is important that classification procedures are reliable in a consistent

sense: Different people must code the same text in the same way". Validity, inter-
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code reliability and inter-code reliability are subject to years of intense

methodological research efforts. Another difference is between the contents of

the manifest (from communication) and its latent meaning. "Manifest" describes

what (an author or speaker) must have written, while the latent meaning describes

what the author intended to say / write. Usually, Textbook analysis can only be

applied to real content; that is, the words, sentences, or texts themselves, not their

meanings. Highlight the difference between prescriptive analysis and open

analysis. In prescriptive analysis, the context is a set of communication

parameters (eg specific messages, subject matter); Open analysis identifies the

dominant message and subject matter in the text.

The next step in the analysis is the difference between a dictionary-based

(quantitative) approach and a qualitative approach. Dictionary-based approach

organizes a list of categories derived from a list of word frequencies and controls

the distribution of words and their respective categories of text. While the method

in quantitative textbook analysis in this way transforms the observations of the

categories found into quantitative statistical data, the qualitative textbook analysis

focuses more on intentionality and its implications. Unit of analysis. Because

each series of textbooks is different in terms of format and number of pages, we

need to determine that the unit of analysis is suitable for all six series of

textbooks. This means that we have to decide how small or how large the unit

should be. To avoid a very large number, we decided not to count every operation

in the column.
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1) What is the importance of textbooks for students?

Readers for language and non-language I textbooks assist student teachers

and parents in guiding homework that supports and evaluates children's

understanding and evaluates progress in studies. Textbooks provide content

support to teachers and how to transact content in class Students read textbooks

to understand content and do exercises. Answer the question. Additional

activities. It is recommended for teachers and students to follow up, the content

in textbooks must be presented in clear, simple sentences to be understood with

colored diagrams. FIGURES tables and illustrations Textbooks must be

interesting and carefully designed and neatly printed

2) The quality of textbooks is more important in the education system. What is

the importance of textbooks for students?

Non-language language and textbook readers help student teachers and

parents guide homework that supports and evaluates children's understanding and

evaluates progress in studies Text books provide content support to teachers and

how to transact content in class Students read textbooks to understand content

and do exercises. Answer the question.

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Additional activities. It is recommended for teachers and students to

follow up, the content in textbooks must be presented in clear, simple sentences

to be understood with colored diagrams. FIGURES tables and illustrations

Textbooks must be interesting and carefully designed and neatly printed

3) The quality of textbooks is more important in the education system

Textbooks are very helpful for teachers and students. They play an

important role in the teaching-learning process. Textbooks provide a basic

framework in which many class activities related to students take place. This

gives each child the best opportunity to learn.

Textbooks do play an important role in the teaching and learning process.

There are no teaching aids or other tools that can replace them. Even in the age of

advanced technology we experience today, the use of textbooks is still very

important. Children's first exposure to the study begins with a book. They are

more personal, practical, and no one needs to make prior preparations to use

them. Children's responses to learning from textbooks are more practical. Taking

notes, underlining, understanding, and learning independently is much more

convenient. Children have a habit of opening books and reading on their own.

Textbooks are an inevitable part of the curriculum, in my opinion.

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Textbooks are very important for students and teachers. For a student, it

gives them guidance on what is expected of learning at their level and can

therefore be achieved. This is one of the first ways in which a student really

learns to look inside according to the progress of the subject - his likes, talents

and more. Unfortunately it is used for comparisons based on test marks based on

textual problems which have absolutely no purpose.

For a teacher, it provides a purpose for why certain parts must be taught

and satisfying educational goals. On that basis, teachers are expected to design

classroom practices or educational transactions. Textbooks are very important for

students and teachers alike. For a student, it gives them guidance on what is

expected of learning at their level and can therefore be achieved. This is one of

the first ways in which a student really learns to look inside according to the

progress of the subject - his likes, talents and more. Unfortunately it is used for

comparisons based on test marks based on textual problems which have

absolutely no purpose.

For a teacher, it provides a purpose for why certain parts must be taught

and satisfying educational goals. On that basis, teachers are expected to design

classroom practices or educational transactions. Textbooks are the first most

important thing a child needs to start the learning process. READASI thorough

and REPEATITIVE (several revisions) REALLY MAKE MAGIC !! There is no

doubt about the fact that doing extensive research helps us understand the world

better, but BASIC TEXTBOOKS is like a basic food for our survival in life.
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Initially, it is important to define character and character education.

Shumer et al. (2012, p. 43) argue that "Character" must be comprehensively

defined including thinking, feeling and behaving. "When character lies in

curriculum education, character education is an attempt to instill an important

core in students' values or virtues through the application of the school

curriculum, for example.

These core virtues can take the form of cultural beliefs and knowledge,

which may contain moral values, such as perseverance, respect for authority,

courtesy, tolerance, and honesty (Liu 2005). These beliefs, values, and ideologies

are socio-historical and socially constructed (Gu 2016). Cultivating moral

character or values is one of the goals of education (Lovat 2017). Character

education recognizes the existence of good and bad behavioral and ethical

choices. For example, in Indonesia, the policy character education implemented

in 2011 permeates all school subjects (Mambu 2015). In this case, character

education must be explicitly integrated into all school subjects including English.

Although value-based education in ELT is not a new company, the Government

of Indonesia wants to emphasize that value education includes the curriculum of

school subjects so that students can instill virtue of character or moral values

(Qoyyimah 2016). This implies that textbooks, one of the meanings of the fact

curriculum, function as silent agents of moral or value education because teachers

and students interact with these pedagogical artifacts. In short, textbooks are not

neutral but are full of values and are built socio-historically to meet policy

objectives.
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To understand the problem of character education in Indonesia, the reader

must know the secrets of Indonesia's socio-cultural and political landscape.

Indonesia is home to diverse cultures (norms and traditions), ethnic groups, and

religions (Widodo and Fardhani 2011). Indonesia officially recognizes religions

such as Islam, Christianity, Hinduism, Buddhism, and Confucianism

(Confucianism). It also gives zens the freedom to follow other religions as long

as they respect other religions and religions. These different religious beliefs

guide moral reasoning (knowing), feeling, and behavior (doing). Indonesian

citizens with different religious beliefs differ in values. Apart from these religious

beliefs, Indonesia also has different values. toretical, cultural and social are

anchored in ethnic traditions. For example, Sundanese people have different

moral values from Balinese. For example, the value of mutual cooperation

(working together) has different meanings among ethnic groups (Autumn

Mountain [working together to build public facilities] in Indonesia) Yogyakarta,

Song-Osong Lombhung [working together to harvest salt among salt farmers] in

Madura, Ngayah [working together for religious rituals] in Bali). Each of the

ethnic groups in Indonesia is also involved in various social practices that are

guided by certain cultural values. For example, in Java, people have a Slametan

(munal party) together with prayers aimed at celebrating "life cycle events, such

as birth, circumcision, marriage, and death" (Newberry 2007, p. 1309). In this

social practice Lice, adoptive families invite neighbors and close relatives to

attend this party. In other words, Indonesian culture is a mixture of various ethnic

cultures and religious identities.

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In the education landscape, one of the educational objectives outlined in

the Indonesian education policy and curriculum document is to cultivate students

of virtue character and moral values. This character education is part of the basic

education and secondary school curriculum (Qoyyimah 2016). Along with this

new paradigm, all schools must incorporate character education into all school

subjects. This has been implemented in schools since mid 2011 (Curriculum

Center 2010). The Ministry of National Education of the Republic of Indonesia

allows schools to manage and choose how character education is integrated into

certain school subjects (Suparno 2011). Character education is the core of the

school curriculum which aims to educate students and socially responsible

students. The purpose of character education (2010 Curriculum Center) is to:

1. utilize the potential of students and teach students to behave morally,

culturally, and ethically, thereby representing the culture and character of

the nation;

2. strengthen national education which bears social responsibility to utilize

students' talents and abilities; and

3. readjust the national culture and other cultures, in accordance with the

nation's values and virtues of civilized culture.

Character traits or virtues that teachers need to incorporate into school

subjects embrace (1) religiosity, (2) honesty, (3) tolerance, (4) self-discipline, (5)

hard work, (6) creativity, (7) ) independence, (8) democracy, (9) curiosity, (10)

patriotism, (11) nationalism, (12) respect for others, (13) hospitality, (14) love for
 25

peace, (15) love for reading, ( 16) environmental sensitivity, (17) social

awareness, and (18) responsibility (2010 Curriculum Center). Each school can

add more character to school subjects based on these psychological and

sociocultural principles, including: (1) spiritual & emotional development, (2)

intellectual or cognitive development, (3) physical & kinesthetic development,

and (4) affective and creative development (Center for Curriculum and

Bookkeeping 2011). These values can be implemented through routine teaching

practices, spontaneous behavior, and extracurricular activities (eg, Scouting,

Indonesian Red Cross clubs).

With this policy, teaching English (ELT) is no exception to character

education. In ELT, teachers need to integrate the virtue character as spelled out in

the guidelines for the implementation of character education and the English

curriculum adopts a genre-based approach (Widodo 2016). They can choose

topics or themes, types of texts, and study assignments, which contain cells

explicitly and implicitly. For example, a teacher can teach narrative texts using

"Mouse Deer and Cucumber" [Rabbit and Cucumber], one of the most

prominent.

2.1.3 EFL Textbook in Indonesia

Indonesian fairy tales. Teachers and students can discuss the character

traits and moral values in the story. The teacher can also provide students with a

variety of texts that expose students to the virtues of different characters and

moral values. For example, the company's Genre vision and mission can be used
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to learn character values. To exploit these traits and values, students need to

understand the text from the start. Of course the teacher can provide step-by-step

scaffolding from genre-based language learning integrated assignments to

character-driven language assignments (Widodo 2015). After students finish

understanding the text, the teacher can discuss the character of virtue and moral

values in depth. He can use open-ended questions and text-based discussions so

students can engage in character-based language learning assignments. Certainly,

the teacher can present and discuss various character traits and moral values of

different texts with different types of texts, such as information reports,

descriptions, explanations, and arguments and with different genres, such as

company web sites, children's stories, and biographies. This text-based

instruction can lead to criticism of thought, language awareness, and values of

consciousness (Widodo 2015).

3 Educational Values in ELT Textbooks Because the inclusion of

character education in English as a school subject, teachers need to explore more

ELT practices, which facilitate students to learn virtue characters and moral

values in oral, written and visual texts (multimodal texts) ). One way to do this is

through incorporating the virtues of characters into ELT textbooks. For this

reason, textbooks can be a means to channel the teaching of values in all school

subjects. These values can be realized through text, assignments (instructional

instructions), and pictures (visual). Active texts, assignments, and images build

certain values from social practice.

 27

There are many studies, which specifically investigate moral and

character education in the field of English pedagogy. In particular, many studies

investigate cultural values or content in ELT textbooks throughout the world (see

Dinh and Sharifian 2017; Gebregeorgis 2016 a, b; Zia Tajeddin and Shohreh

Teimournezhad 2015). To some extent, this cultural content is associated with

moral values (eg, friendliness and friendly behavior, respecting and thanking

parents). This cultural content can take the form of perspectives, products,

practices, and people (Yuen 2011). Some research directly discusses how cultural

and moral values are represented in the curriculum artifacts.

For example, Lee (2009) examines sociocultural values and norms (eg,

Freedom, hard work, equality) portrayed discursively in 11 middle school EFL

conversation textbooks used in Korea. The findings of this study indicate the

inclusion of different sociocultural values and norms in English textbooks so that

students have increased awareness and knowledge about how people of different

sexes, ages, religions and socio-economic status have social norms and values

certain culture.

Ma (2012) examines the extent to which the 'emotion and attitude' domain

is constructed discursively in Chinese elementary school English textbooks

which are determined by the new Chinese English curriculum. He reported that

although the objectives of the domain were manifested through a series of

impacts related to activities in the textbook, the language of the textbook was
 28

relatively emotion free. The author also reveals that only a few of the teaching

strategies recommended in Indonesia accompanying teacher guides reflect the

strategies specified in the syllabus to develop positive affective factors, a context

where there is no direct access to the target culture, the teacher and the material

used to play an important role in supplying cultural information. Besides teachers

and realia textbooks can also play an important role in supplying students with

rich cultural information. According to Tavares and Cavalcanti (1996) in

Yeganeh and Raeesi (2015), the purpose of teaching culture is to increase student

awareness and to develop their curiosity towards home targets and culture.

Textbooks are the right medium for sharing cultural values. This is the most

important reference and resource in the education system (Shahmohammadi,

2013; Arik and Kezer, 2010). Without textbooks, teachers also cannot transfer

their knowledge to students successfully because most of the language input is

provided there (Arik and Kezer, 2010). In addition, Richards (2002) states that a

textbook can help teachers with limited teaching experience because it includes

syllabus design, standardized instruction, various learning resources, models and

effective language input. Textbooks are commodities, political objects, and

cultural representations and, therefore, are sites and results of struggles and

compromises to determine how and by whom they will be produced, how and by

whom their contents will be chosen, how and to whom they will be distributed,

and how teachers and students will use it (Shannon, 2010).

Textbooks are undoubtedly the most popular teaching material and media

used in foreign language classes for years. It has also become an effective
 29

resource for teachers who design courses and students as people who acquire

language in the teaching and learning process. From the statement above, it

cannot be denied that the textbook has a significant positive effect for students

and helps teachers in managing lessons. According to Bojanic and Topalov

(2016), the purpose of textbooks is to provide students with the necessary

knowledge, language skills, and information in English-speaking countries and

prepare them for interaction with people from foreign countries and different

cultural backgrounds.

In teaching languages, textbooks help students and teachers to learn

together. This is supported by Nordlund (2016) which states that textbooks are

high quality and help in the acquisition of new languages. Textbooks, as a tool

used to achieve teaching and learning goals, help students to obtain vocabulary

because textbooks generally contain many types of texts, class activities, as well

as various types of tests, and additional material to deepen students'

understanding. In addition, by using textbooks, teachers will cover everything

needed in the national curriculum and syllabus. Thus, teachers can learn more

about what they have to teach according to the national curriculum and standard

syllabus.

They can also plan teaching for one full semester or maybe even for a full

academic year with a complete set of teaching materials. Textbooks facilitate

teachers and students in many ways but still have some weaknesses. As stated by

Gak (2011), it is important to realize and emphasize that there is no textbook that

is very suitable for every language program. So there is no ideal textbook, ideal
 30

for every teacher, ideal for every group of students, and ideal in every teaching

situation. As a result, teachers are required to adapt and modify textbooks to suit

the actual needs of the group and students' culture. This will give students an

approach and help them get closer to the context. As a result, they will feel that

their needs are respected and they will feel much more motivated to successfully

complete the course (Graves, 2000).

2.1.4 SFL (Systematic Function Linguistic)

In English textbooks, the tendency of gender issues between men and

women can be analyzed whether in a systematic and schematic approach.

Widdowson (as cited in Brusokaite, 2013, p. 13) states that foreign language

textbooks provide two aspects: systematic knowledge consisting of syntax,

semantics and schematic knowledge that obtains social environment in gender

roles as the target language. English textbooks are the core material for courses

which have a large impact on student behavior outside the classroom, provide

linguistic content and models and directly or indirectly present the cultural and

social background of the target language. Thus, English textbooks are used to

explore ideas that other readers are curious to understand and comprehend text

messages, whether hiding or hiding text. In addition, Widdowson (as cited in

Aoumeur, 2014, p. 14) argues that textbooks are produced to express ideas and

beliefs or to make others think in certain ways or to make others do certain

things.
 31

In some situations, textbooks serve as the basis for most language input

leases.

1) Systemic functional linguistics (SFL) is a linguistic approach that

considers language as a semio system. In teaching languages,

textbooks help students and teachers to learn together. This is

supported by Nordlund (2016) which states that textbooks are high

quality and help in the acquisition of new languages. Textbooks, as a

tool used to achieve teaching and learning goals, help students to

obtain vocabulary because textbooks generally contain many types of

texts, class activities, as well as various types of tests, and additional

material to deepen students' understanding. In addition, by using

textbooks, teachers will cover everything needed in the national

curriculum and syllabus. Thus, teachers can learn more about what

they have to teach according to the national curriculum and standard

syllabus. They can also plan teaching for one full semester or maybe

even for a full academic year with a complete set of teaching

materials. Textbooks facilitate teachers and students in many ways but

still have some weaknesses. As stated by Gak (2011), it is important

to realize and emphasize that there is no textbook that is very suitable

for every language program. So there is no ideal textbook, ideal for

every teacher, ideal for every group of students, and ideal in every

teaching situation. As a result, teachers are required to adapt and

modify textbooks to suit the actual needs of the group and students'
 32

culture. This will give students an approach and help them get closer

to the context. As a result, they will feel that their needs are respected

and they will feel much more motivated to successfully complete the

course (Graves, 2000).

2) Systemic functional linguistics (SFL) is a linguistic approach that

considers language as a social semiotic system. It was designed by

Michael Halliday, who took the system idea from J. R. Firth, his

teacher (Halliday, 1961). Firth proposes that the system refers to the

possibilities under the structure; Halliday "freed" the choice of

structure and made it the main organizing dimension of the SFL. In

more technical terms, while many approaches to structures place

linguistic descriptions and leading syntagmatic axes, the SFL adopts a

paradigmatic axis as a starting point. The systemic foreground of

Saussure's "paradigmatic axis" in understanding the workings of

language. For Halliday, the central theoretical principle is that every

act of communication involves choice. The language above all

systems; SFL maps options available in various languages using the

"network system" representation tool.

3) Functionality signifies the proposition that language evolves under the

stress of functions that must be served by the language system.

Functions are considered to leave traces on the structure and

organization of languages at all levels, which are achieved through

metafunction. The metaphy is uniquely defined in SFL as "the

 33

organization of functional frameworks around systems", that is,

choices. This is a significant difference from other "functional"

approaches, such as the functional grammar Dik (FG, or what is now

often called, functional discourse grammar) and lexical functional

grammar. To avoid confusion, the full designation - systemic

functional linguistics - is usually used, rather than functional grammar

or functional linguistics. For Halliday, all languages involve three

metafunctions that are produced simultaneously: one interprets our

inner and outer reality experiences as well as logical relationships

between phenomena (ideational); others enforce social relationships

(interpersonal relationships); and the third weaves together these two

functions to make text (textual - words)

4) Content analysis is a technique used to analyze and understand text.

Content analysis can also be interpreted as an investigation technique

that seeks to decipher objectively, systematically and quantitatively.

According to H.D. Laswell analysis like this is called quantitative

semantics. According to H.D. Laswell analysis like this is called

quantitative semantics.Researchers can learn a lot about society by

analyzing newspapers, magazines, television programs or music.]

5) Researchers who use content analysis do not study people, but study

the communication created by that person. This technique is mainly

used in the fields of publicism, social psychology and political

science. In addition, content analysis is also used to measure cultural

 34

change and study various aspects of culture. Sociologists also use it

as an indirect way to determine how social groups are seen. For

example they will examine how African Americans are depicted on

television shows or how women are depicted in advertisements.

2.1.5 Textual Analysis

Textual analysis is a broad term for various research methods used to

describe, interpret, and understand texts. All types of information can be

collected from a text - from its literal meaning to subtext, symbolism,

assumptions, and the value it expresses. The method used to carry out textual

analysis depends on the area and purpose of the study. This often aims to connect

the text to a broader social, political, cultural or artistic context.

1. Textual analysis in cultural and media studies.

In the fields of cultural studies and media studies, textual analysis is a key

component of research. Researchers in this field take media and cultural

objects - for example, music videos, social media content, advertisement

boards - and treat them as text to be analyzed. Usually working within a

specific theoretical framework (for example, using postcolonial theory,

media theory, or semiotics), researchers seek to link elements of their

texts with issues in contemporary politics and culture. They might analyze

various aspects of the text:

a) Word choice
 35

b) Design element

c) Text location

d) Target audience

e) Relationship with other texts

2. Textual analysis in this context is usually creative and qualitative in its

approach.

Researchers are trying to explain something about the underlying politics

or social context of the cultural object they are investigating.

3. Textual analysis in social science

In social science, textual analysis is often applied to texts such as

interview and survey transcripts, as well as various types of media. Social

scientists use textual data to draw empirical conclusions about social

relations.

4. Textual analysis in social science sometimes takes a more quantitative

approach, where text features are measured numerically.

For example, a researcher can investigate how often certain words are

repeated in social media posts, or what colors are most prominent in

advertisements for products targeted at different demographics. Some

common methods of analyzing texts in social science include content

 36

analysis, thematic analysis, and discourse analysis.Textual analysis in the

study of literature

5. Textual analysis is the most important method in the study of literature.

Almost all works in this field involve in-depth analysis of texts - in this

context, usually novels, poems, stories or drama. Because it relates to

literary writing, this type of textual analysis gives greater emphasis to the

elements of the text that are intentionally made: for example, poetry and

meters in poetry, or narrative perspective in a novel. The researcher aims

to understand and explain how these elements contribute to the meaning

of the text.

However, literary analysis does not only involve discovering the meaning

intended by the author. It also often explores potentially unwanted relationships

between different texts, asks what the text reveals about the context in which it

was written, or tries to analyze classical texts in new and unexpected ways. Some

well-known examples of literary analysis show a variety of approaches that can

be taken:

1) Eve Kosofky Sedgwick's book between Men analyzes Victorian

literature with a contemporary perspective on gender and sexuality.

2) S / Z Roland Barthes provides an in-depth structural analysis of the

short story by Balzac.

 37

3) Harold Bloom, The Anxiety of Influence, applies his own "theory of

influence" to the analysis of various classical poets.

2.1.6 Gender and Education

In recent decades, discussions about gender inequality in education have

been developed to be part of the research and political agenda of democratic

countries. New understanding and insight appear. However, equality of

opportunity to respect gender has not yet been achieved, especially if we consider

it as an important goal to overcome subalternity citizenship (Araújo, 2007: 164).

Together with women's invisibility in the official curriculum and gender

stereotypes in textbooks, with superficial discussions about girls 'schooling

achievements and school boys' dissatisfaction, or with the difficulties

experienced by female teachers to have access to decision-making positions in

school structure, there is an awareness of the transversality of gender equality in

education. We can find new challenges played by gender issues in new contexts

and phenomena such as school violence, many inequalities or intercultural and

migrant topics. Discussing whether gender is still important1 in education is a bit

of an ironic and inevitable question to which the special edition of Educação,

Sociedade & Culturas tries to answer.

There are countries with a long history of gender or non-sexist policies

where education implementation strategies to promote equality of opportunity

have been bottom-up pro niches initiated by feminist movements (such as Britain,

France, Germany, and Scan-dinavia). There are other countries (such as the
 38

Czech Republic, Slovakia, Poland and Portugal) where directives from the EU

have a large impact on gender equality. In both cases, gender equality initiatives

have faced criticism that they are not needed or do not work.

To support social change, we need to understand how gender is produced

and reproduced in different contexts and how different forces are produced

giving room for various possible bonds and pathways to action. There is also a

need for an evaluation of gender equality program insights and collaboration

between researchers and practitioners. In the end, one of the more discussed

problems in education is gender studies in the field of cation education. Despite

changes in the law, and investment in teacher training for Cation's non-sexist

education, there is a need to produce more and thoroughly analyze the role of

schools in relation to gender equity (Arnot & Fennell, 2008: 8).

The articles in this special issue discuss various gender issues in several

countries (Portugal, Spain, Turkey, the United States, and the Czech Republic)

and analyze various aspects of gender reproduction in various education sectors.

They describe global and local actions, including several fields (domestic, public,

professional and personal) in which the author, belonging to various universities

and professional / formative trajectories, analyzes the situation of women and

men in higher education, gender in fantasy and children how to reconstruct

masculinity and femininity. Moreover, the experience of training teachers in

gender awareness, gender violence and leisure time in Spain and sex education

and young people's views on gender and sexuality in Portuguese schools are still

being debated. In the opening article, Christine Mallozzi and Sally Galman
 39

debate about gender relevance in teacher education research. By asking the

question «is gender still important in US-based education with regard to female

teachers?, The author wants to stimulate discussion about the importance of the

concept of gender

Sex education articles and young people's views on gender and sexuality

at the Pottuguese School »examine the school curriculum, namely sex education.

Sofia A. Santos, Laura Fonseca, and Helena C. Araújo endeavor to understand

the views of young people about sex education and in particular their experiences

of sexual pressure and sexual desire. They consider these two dimensions very

important in gender inequality about sexual experiences, and their analysis

explores how education, especially sex education, can promote sexual and

intimate citizenship values in adolescent behavior, conceptions and relationships.

Traditionally, women make up the majority of schools, but at the same

time are excluded from decision-making positions at the organizational level.

Actually, this scenario is a reproduction on a smaller scale (with its own

privileges) than what happens in society. Inequality of women's positions in

senior management in higher education is the topic of the article «Perceptions

and attitudes of senior managers towards gender in the academic world», written

by Teresa Carvalho, Özlem ÖzkanlI, and Maria de Lourdes Machado-Taylor,

examining and communicating in the situation in Portugal and Turkey.

Eunice Macedo, in the article (Re) building femininity and masculinity:

 40

Northern Portuguese students talk about the desires and dreams of their

lives, analyzing how young people of monuments build citizenship and how they

interpret educational policies. He focused on building femininity and masculinity

in schools, families, and the public arena, showing how lack of dialogue with

young people can strengthen the reproduction of social order and argues that

facilitating dialogue can develop reflexive thinking and overcome gender norms.

Education is not just an official state education system. In this ESC issue,

other fields of educational activity are represented in the article «Violence and

gender recreation in Spain: looking for new ways in educational research, by

Tania Merelas Iglesias and Ana Sánchez Bello. These Spanish scholars show

how life improvement strategies can be developed for women who suffer from

gender based violence. Reflecting academic practice to increase gender

awareness in the future of school teachers, differs from other articles based on the

methodology.

In their texts, Barbara Biglia and Anna Velasco share their teaching

experiences that are turned into action research. Their aim is to stimulate gender

self-awareness in future school teachers and they describe and evaluate their

efforts. Lucie Jarkovská, in her Gender article in children's fantasy, focuses

directly on educational schools, analyzes the reality of Czech classrooms and

shows what place gender occupies in 12-year-old children's fantasy. He points

out contradictions in children's thinking that might not be seen by teachers which

lead to simple interpretations of gender as dualistic and uniform in feminine or

masculine forms. He argues that recognition of diction can help teachers to see
 41

and support gender diversity in the classroom and Oncile (or rather overcome)

masculine-feminine dualism is often seen as a contradiction and cannot be

reconciled.

This particular issue provides an opportunity to understand theoretically

and methodologically how gender is conceptualized and how it works in

educational settings. This is vant in what concerns knowledge production, but

also for analyzing how gender studies have meaning and impact in education

policy and for education professionals.

2.1.7 Gender Equity

The concept of gender equity refers to “fairness of treatment for women

and men, according to their respective needs. This may include equal treatment or

treatment that is different but which is considered equivalent in terms of rights,

benefits, obligations and opportunities” (International Labour Office [ILO],

2000). It is distinct and different from the concept of gender equality, which is

the effective equality between men and women, that entails the concept that all

human beings, both men and women, are free to develop their personal abilities

and make choices without the limitations set by stereotypical views, rigid gender

roles, and prejudices. Gender equality means that the different behavior,

aspirations, and needs of women and men are considered, valued, and favored

equally. It does not mean that women and men have to become the same but that

their rights, responsibilities, and opportunities will not depend on whether they

are born male or female (ILO, 2000).

 42

The narrative surrounding gender equality, a conversation seemingly as

old as time itself, has taken center stage in the global consciousness bringing new

eyes and a new generation of leaders and advocates to the fore. There is however

an important distinction that needs to be understood—gender equality and gender

equity are related terms but have different meanings. While the words sound

similar, the definitions and practical usage are different.

At Pipeline™, the word ‘equity’ is dual-purpose. Related to gender and the

workplace, equity sets the stage for equality, as it refers to the “fairness of

treatment for both women and men, according to the their respective needs.” If

equality is the end goal, equity is the means to get there.

The word ‘equity’ also has deep financial implications. In the world of

business, a broad definition of equity is the financial value of an asset after

subtracting the value of liabilities. At Pipeline™, we tie an increase in financial

performance for companies to closing the gender equity gap. In an era where

increasing numbers of women are exiting the workforce, and where there is a $2

Trillion GDP gap in the United States, there is money to be made on both sides of

the fence—for female employees and for the enterprise.

The following things apply to achieving gender equality and equality:

(a) both sexes will enjoy the same rights before the law.

(b) both sexes must have equal access to justice and protection before the

law.
 43

(c) all practices which are detrimental to the achievement of the

objectives of this law are prohibited and, where committed, will be

prosecuted based on appropriate law, without delay.

(d) both sexes will have equal access and rights to credit, capital,

mortgage, security and training;

(e) both sexes must have equal access to the right to water and property;

and

(f) both sexes must have equal access to modern, appropriate and

affordable technology support services.

(2) A woman must have the legal capacity to :

(a) concludes contracts and other legal instruments;

(b) acquire, own, inherit and manage property; and

(c) choosing a place to live and domicile.

(1) A person, public body or private body must not discriminate

against any sex.

(2) A person, public body or private body may not discriminate

against a woman because of the woman's pregnancy or the fact

that she has given birth to a child.

 44

(3) The judiciary must take the necessary steps to ensure that both

sexes have the same and effective protection and the same legal

benefits without discrimination.

(4) A person who, or a public or private body that violates paragraph

(1) or (2) commits an offense and is liable, in punishment, for

general punishment provided for in section fifty-six.

(5) Where it is evident in the prosecution of an offense that

discrimination is a factor in committing an offense, it will be an

aggravating circumstance for the purpose of imposing a sentence.

(1) A person, public body and private body has an obligation to uphold

the rights of both sexes and to respect and maintain the dignity rights

of both sexes.

(2) A person, public body or private body may not exploit or subjugate

another person with abusive, abusive or degrading treatment.

(3) A person who violates paragraph (2) commits an offense and is

responsible for prosecution and punishment in accordance with the

Gender-Based Anti-Violence Act, 2011, and other laws.

(1) Public bodies have the duty and responsibility to promote gender

equality and equality.

(2) Public bodies must:

 45

(a) developing awareness programs about basic rights and

freedoms to promote gender equality and equality.

(b) in the available resources allocated to the public's body

(i) developing an action plan to address gender

(ii) developing codes of practice and ethics for its officers to

help promote gender equality and equality;

(iii) provide assistance, advice and training for the officers on

gender equality and equality;

(iv) developing appropriate internal mechanisms to deal with

complaints of discrimination and harassment; and

(v) conducting information and advocacy campaigns to

promote gender equality and equality; and

(c) auditing laws, policies and practices with a view to eliminating

all forms of discrimination against gender.

(3) Action plans for achieving gender equality and equality must be

developed by public bodies within two years after the start of this Act

and submitted to the Ministry responsible for gender.

(4) The ministry responsible for gender must consult with the Commission

on Human Rights and other stakeholders before finalization and

 46

approve the action plan for the proposed public body in accordance

with paragraph (3).

2.1.8 Gender Roles in Society

Gender roles in society mean how we are expected to act, talk, dress, care

for and conduct ourselves based on the sex assigned to us. For example, girls and

women are generally expected to dress in a feminine and polite, accommodating

and caring way.

Gender roles, also known as sex roles, are social roles that encompass

various behaviors and attitudes that are generally considered acceptable,

appropriate, or desirable for someone based on the person's biological or gender

perception. Gender roles usually center on the conceptions of masculinity and

femininity, although there are exceptions and variations. These specific gender

expectations can vary substantially among cultures, while other characteristics

may be common in various cultures. There is ongoing debate about the extent to

which gender roles and their variations are biologically determined, and the

extent to which they are socially constructed

Gender roles influence a variety of human behaviors, often including the

clothes a person chooses, the profession one is chasing, and the personal

relationships a person enters. Various groups, especially the feminist movement,

have led efforts to change aspects of gender roles that they believe to be

oppressive or inaccurate.
 47

The term gender role was first used by John Money and his colleagues in

1954, during the study of intersex individuals, to describe the behavior in which

these individuals stated that they were male or female even though no clear

biological task existed.

According to social constructionism, gender behavior is largely due to

social conventions. Theories like evolutionary psychology disagree with that

position. Most children learn to group themselves by sex at the age of three.

From birth, in the process of gender socialization, children learn gender

stereotypes and the roles of parents and their environment. Traditionally, boys

learn to manipulate their physical and social environment through physical

strength or agility, while girls learn to present themselves as objects to be seen.

Social constructionists argue that the difference between male and female

behavior is better caused by children's activities that are separated by gender

rather than essential, natural, physiological, or genetic tendencies.

As an aspect of role theory, gender role theory "treats the difference in the

distribution of women and men into a role as the main origin of social behavior

that is differentiated by sex, [and argues that] their impact on behavior is

mediated by psychological and social processes." According to Gilbert Herdt,

gender roles arise from correspondent inference, which means that the general

division of labor is extended to gender roles. Social constructionists consider

gender roles to be hierarchical and patriarchal. The term patriarchy, according to

 48

researcher Andrew Cherlin, defines "the social order based on the dominance of

women by men, especially in agricultural societies".

According to Eagly et al., The consequences of gender roles and

stereotypes are social behaviors that are typed by sex because roles and

stereotypes are descriptive norms that are socially shared and prescriptive norms.

Judith Butler, [non-primary sources needed] in works such as Gender Trouble

and Undoing Gender, [non-primary sources needed] argue that being a woman is

not "natural" and that it looks natural only through repetition of gender shows;

these performances in turn, reproduce and define the traditional categories of

gender and / or gender.

How do gender stereotypes affect people?

Stereotypes are widely accepted judgments or biases about a person or a

group - although they are too simplified and not always accurate. Stereotypes

about gender can cause unfair and unfair treatment because of a person's gender.

This is called sexism.

There are four basic types of gender stereotypes:

Personality traits - For example, women are often expected to be accommodating

and emotional, whereas men are usually expected to be confident and aggressive.

1. Domestic behavior - For example, some people expect that women will

take care of children, cook, and clean the house, while men take care of

finances, work in the car, and make repairs at home.

 49

2. Work - Some people quickly assume that teachers and nurses are women,

and pilots, doctors, and engineers are men.

Physical appearance - For example, women are expected to be thin and

graceful, while men are expected to be tall and muscular. Men and women are

also expected to dress and dress in a stereotypical manner with their sex (men

wearing pants and short hairstyles, women wearing dresses and makeup.

1. Hyperfemininity is excessive stereotypical behavior that is believed to be

feminine. Hyperfeminine people overestimate the qualities they believe

are feminine. This may include being passive, naive, sexually

inexperienced, gentle, flirty, graceful, nurturing, and accepting.

2. Hyperfemininity is excessive stereotypical behavior that is believed to be

feminine. Hyperfeminine people overestimate the qualities they believe

are feminine. This may include being passive, naive, sexually

inexperienced, gentle, flirty, graceful, nurturing, and accepting

3. Hypermasculinity is excessive stereotypical behavior that is believed to

be masculine. Hypermasculine people overestimate the qualities they

believe to be masculine. They believe that they should compete with other

men and dominate feminine people by being aggressive, worldly, sexually

experienced, insensitive, physically impressive, ambitious, and

demanding. This excessive gender stereotype can make relationships

between people difficult.

 50

4. Hyperfeminine people are more likely to suffer physical and emotional

abuse from their partners. Hypermasculine people are more likely to

physically and emotionally abuse their partners. Extreme gender

stereotypes are dangerous because they don't allow people to fully express

themselves and their emotions. For example, it is dangerous for masculine

people to feel that they are not allowed to cry or express sensitive

emotions. And it is dangerous for feminine people to feel that they are not

allowed to be independent, smart, or assertive. Breaking down gender

stereotypes allows everyone to be their best self.

Based on a survey conducted on Debate.org, some people believe that

gender-specific expectations are needed because every gender has a job they

fulfill in society; they are "important for society to function naturally". Others

believe that gender roles can never be abolished due to biological differences

between men and women, and that traditional gender behavior is only "in our

nature". ("What is gender roles ...") Daniel Miesser explains the logic behind the

basic conservative view of gender roles, which states that most conservatives

believe that "women act girly because it is innate, and that gender programming

[by society] does not exist. its relation to it. "These conservative views often

allow them to uphold their belief that women must do household chores, as well

as other" feminine "matters because it is natural for them (Miesser). Many people

base their opinions on gender roles on their religion, such as Christianity,

Judaism, Islam, and Hinduism, while the Bible, which is used in whole or in part

by Christians and Jews, does not provide clear guidelines on gender identity, it
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provides some insight into the role of gender in society. the general was Adam

and Eve, Adam was first created, and was seen as a leading leader world-class,

whereas Eve is his helper ("How does the Bible describe the Role of Gender?").

The Bible also details men's authority over their wives and daughters. For

example, when Eve ate the fruit of the Tree of Knowledge of Good and Evil in

Genesis, her first sin was revealed not to eat the fruit, but to leave the territory of

Adam's authority. This belief motivates men who follow the Abrahamic religions

to believe that they have a dominant role over women, while women should

submit to their husbands (Beisner). However, just as high heels were exclusively

worn by men in the Middle Ages, and pink is a masculine color, this view is out

of date, which is largely rooted in the era from which they were based.

Apart from the reason that people who still believe in the relevance of

gender roles are present, there is a lot of evidence that contradicts them. With

regard to religion, there are dozens of religions throughout the world, as well as

people who do not believe in religion at all. Also, religion itself is a personal

belief system and way of life. Because of these facts, religion cannot be used as a

basis for gender roles because it is also a special social construction for an

individual; it's different for everyone. For those who believe that gender roles are

innate and occur naturally, it has been observed that gender roles develop as a

person grows up. The Online Learning Center explains how children "acquire

values, motives, and behaviors that are deemed appropriate for men and women

in a culture called gender typing. Children develop gender-based trust, largely

based on gender stereotypes; the latter is reflected in gender roles. Children adopt
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gender identities early in life and develop gender role preferences as well

"(Gender Roles and Gender Differences)". This document also explains how a

child's gender identity is a form of expression, differs based on their preferences,

and should not be influenced by force because it can negatively affect children in

their psychological, emotional and social development. This shows that gender

roles are influenced by society, but must be based on individual preferences. In

this way, people will not be forced to conform to social standards, allow them to

express themselves more freely, and prevent them from feeling as if something is

wrong with them.

Gender roles are influenced by social beliefs and generalizations that have

been used for centuries. Similar to the title tomboy, there are other gender

classifications that many people go through, such as agender, fluid gender,

omnigender, and bigender (Killermann). Gender roles and gender are not clear

categories that can be applied to everyone in society. This can make people

believe that those who do not fit into the specified gender roles might be disabled

somehow, which can lead to problems such as discrimination or persecution.

Instead, gender must be considered as a personal behavior and identification that

exists along the spectrum. One way to solve this problem in society is for the

media to show positive portrayals that are more relatable than people who do not

follow traditional gender roles, such as a transgender or transsexual teenager who

goes to school like other teenagers, or soccer players who dress or feminine

behavior. Another solution is a more comprehensive lesson in school that shows

differences between sexes and genders, as well as various feelings that children
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and adolescents may experience when they begin to go through puberty. This will

help teens better understand themselves and their bodies as they begin to develop

and change.

2.2 Previous Related Study

The study of gender depiction in language textbooks was also carried out

by several researchers such as Mukundan, Chi Cheung and Ruby Yang (2014),

The first study by Yang was Gender Representation in the Hong Kong Main

English Textbook Series: the relationship between language planning and social

policy. His study aims to examine the extent to which the English textbook series

for first grade students is consistent with the promotion of equality and equal

opportunities between women and men as social policy in Hong Kong. He uses

qualitative and quantitative methods to analyze textbooks. The results show that

the textbooks almost represent women and men, and they describe them in the

same activities. Women are also more visible in illustrations and textbooks.

Another study is Gender Representation in Malaysian Middle School

English Textbooks by Nimechisalem (2012). The purpose of this study is to

describe gender representations in the form of 1 to 4 English textbooks in

Malaysian secondary schools. They use computer analysis and manual analysis

for content and linguistic analysis. The results showed that textbooks present

gender biases with men exceeding the number of women and certain nouns

relating to men precede those related to women. However, men are almost

described as negative characters. This links this research with previous studies.
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This is about gender representation in English textbooks for junior high school

first grade. Illustrations and textbooks developed in textbooks are analyzed to

find whether gender representations are presented in textbooks

CHAPTER III

RESEARCH METHODOLOGY

3.1 Research methods

This research is a qualitative study that uses content analysis as a learning

method. This method is used to describe textbook content. One aim of this

method is to identify biases, prejudices, or propaganda presented in textbooks.

(Lucy.p. 442) In this study, Researcher analyze the representation gender of in

EFL textbooks.

3.2 Research Objects

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The object of the study was an English textbook for seventh grade

students entitled : "When English Ring a Bell" English textbook for Junior

School Students by, Siti Wahidah The Center for Curriculum and Bookkeeping,

published this book Balitbang, Ministry of Education and Culture in 2017. This

textbook comprises 12 units with illustrations. It presents expressions and

grammar with exercises to facilitate student understanding. This study examines

all textbook units including illustrations, vocabulary, exercises, and texts. The

textbook was chosen because it is another textbook compiled based on the 2017

Curriculum besides textbooks published by the Indonesian Ministry of Education

and Culture.

3.3 Research Instruments

Bogdan and Baiklen (p. 27) state that qualitative research has a natural

setting as a source of direct data where the author is a key instrument. In this

study the writer is a key (main) instrument of research because he is the person

who can lead the process from the raw data collected to the conclusions made. To

support this research, the writer will use an English textbook, taken from the

internet. Relevant sources from libraries and the internet are also used in

analyzing and describing data. All sources were carefully combined by

researchers to obtain the best results in analyzing data from the EFL English

textbook "When English Rings a Bell" from high junior school

3.4 Data and Source of Data

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According to (Patton, p.47) Qualitative data consists of Quotations,

Observations, and Quotations for documents. The source of research data is the

form of words or text used by both roles that contain texts based on theory

(Hoffman, 1991). Every conversation spoken by all roles becomes a source for

the researcher to be consintent analyzed. Then the research data will be taken

from the conversation in the textbook, while the data is the two roles text from

the EFL textbook

3.5 Data Collection Techniques

Researchers collected data using document analysis. This technique is

used to represent written or text-based conversations such as textbooks,

newspapers, the journals, etc. (Lucy, 2010. p. 457)

In this study, the researchers analysis the conservation of an English textbook,

"When English Ring a Bell", from a junior high school student textbook.

3.6 Data Analysis Technique

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To analyze the data, the study uses a flow model of analysis made by

Miles and Huberman (1994). The flow for concurrent flows activity, as the

following data reduction, data display and conclusion drawing and verification.

Each the flow is described below:

Figure 3.7 Procedure of Data Analysis by Miles and Huberman (1994)

a. Data Reduction

Data reduction is a form of analysis that sharpens, sorts, focuses,

discards, and organizes data in such a way that "final" conclusions can be

drawn and verified. Data reduction refers to the process of selecting,

focusing, simplifying, abstracting, and transforming data that appears in

field notes or written transcriptions. (Miles and Huberman, pp. 10-11).

In this study the data used was the students' conversation in the

EFL English textbook, "When English Ring a Bell" from a junior high

school student's book. In this step, the first author provides data by

reading an English textbook and then pronounces the sentences used by

both roles. Next the writer chooses the sentence or utterance from the role
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that contains the conversation to be analyzed. After that the author

classifies data based on conversations from two types of gender, namely

male and female, and involves changes in pronunciation. The author will

enter the number of types of conversation to find out the role / types of

dominant types that occur in EFL English textbooks. The author also

makes a summary to make it easier to analyze the data and continue with

the next step.

b. Data Display

The second main on display id data flow analysis activity. In

general, a display is a regulated, compressed collection of information

that allows the drawing and concluding actions, (Miles and Huberman,

p.11)

In this step, the author shows or displays data that contains the

types of conversation in EFL textbooks, not only in general but also

specific and clear. The author shows which sentences or conversations

which contain the dominant types and types of gender found in EFL

Textbooks of junior high school students.

c. Draw and Verify Conclusions

The third step of the analysis technique is to draw conclusions or

verify. From the beginning of data collection, qualitative analysis begins

to decide what is meant not the lagurality, patterns, explanations, (Miles

and Huberman, 994, p.11).

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In this step, conclusions are made based on the results of the data

display. Related theories are used to cross-check whether the data is

convincing and accurate so that the conclusions can be valid.

3.7 Triangulation

Cambell & Fiake as quoted in Chohen, Manison, & Mrrisson (2013)

believe that triangulation is a great way to demonstrate concurrent validity,

especially in qualitative research. This supports independent research to avoid

information bias from resources. In addition, this is used to confirm the ability of

the researcher himself.

(Patton, 2002, p247) have identified four basic types of triangulation: (1)

data triangulation, the use of various data sources in a study; (2) triangulation of

investigators, the use of several different researchers or evaluators; (3) theory

triangulation, the use of multiple perspectives to interpret a single data set, and

(4) methodological triangulation, the use of multiple methods to study a program

problem.

In this research, theory triangulation will use Hoffman's theory to discuss

a problem. Here, triangulation of theories is used which has been consulted with

his study advisors by extending several explanations from previous researchers

and several theories. Hoffman's theory is one of the theories that will be used to

analyze conversations in EFL textbooks from junior high school students in

Indonesia.
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