WEKSA FRADITA ASRIYAMA, 0203515044 (2019) MULTIMODAL REPRESENTATION OF GENDER IN SENIOR HIGH SCHOOL ENGLISH TEXTBOOKS ENTITLED TALK ACTIVE AND PATHWAY TO ENGLISH. Masters thesis, Universitas Negeri Semarang.

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Abstract

ABSTRACT Asriyama, Weksa Fradita. (2019). Multimodal Representation of Gender in Senior High School English Textbooks Entitled “Talk Active” and “Pathway to English. Thesis, English Language Education Pascasarjana Universitas Negeri Semarang. Supervisor I.Prof. Murshid Saleh, M.A., Ph.D. Supervisor II Sri Wuli Fitriati, M.Pd., Ph.D. Key words: multimodal, gender representation, English textbooks Gender refers to roles assigned to men and women in given society, and the relation and representations that arise from these roles. Gender must be represented without bias to promote gender equality and equity to the youth. Textbooks are an important tool to promote gender equality in education. This study aimed to explain multimodal gender representation in two English textbooks for senior high school students. The foci are (1) multimodal representation of gender typical roles; (2) multimodal representation of gender conversational roles; (3) semantic representation of gender; (4) the similarities of multimodal gender representation in both textbooks; (5) the differences of multimodal gender representation in both textbooks; and (6) the relation between images and texts in representing gender. This multimodality analysis analysed two English textbooks for senior high school students entitled “Talk Active” and “Pathway to English”. The object was multimodal representation of gender in the images, conversational texts and reading texts in both textbooks. The instruments employed in this study were (1) Bruggeilles and Cromer’s (2009) gender representation to analyse gender typical roles; (2) Francais and Hunston’s (2002) conversation elements to examine gender conversational roles; (3) Mills’ (1995) feminist language to explore gender semantic representation. The analyses reveal that (1) in both textbooks, male typical roles are breadwinners in domestic sphere and leaders in social and occupational sphere, whereas females’ are nurturing roles in domestic sphere and followers in social sphere and male subordinate in occupational sphere; (2) in TA, male conversational roles are dominant speakers and females’ are deferential speakers, while in PE, male conversational roles are deferential speakers and females’ are dominant speakers; (3) both textbooks promotes gender equality proven by the their high frequency of gender-free language, but sexist language with ‘man’ affixes are found; (4) the similarities of multimodal gender representation in the two textbooks are in their representation of typical roles and semantic representation; (5) the differences are in their conversational roles as males are represented as dominant speakers in TA, but deferential speakers in PE, and vice versa for females; (6) the verbal texts and their respective visual images have decorative, illustrative, explanatory, and complementary relation.

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