Alfiana Nur Mahmudah, 2201415011 (2021) GENDER REPRESENTATION IN “BAHASA INGGRIS” TEXTBOOK FOR GRADE X STUDENTS: A CASE OF GENDER EQUALITY. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

This study aims to analyze gender representation in an English textbook for grade X students entitled Bahasa Inggris. The issue of gender equity in textbook matters because textbook occupies almost 80% of students learning and so it may contribute to shaping gender construction. To ensure that a textbook representsequity, a study of the content of the textbook is needed. The gender representation of Bahasa Inggris is interested to be analyzed because it is used nationally as the source of ELT in Senior High School in Indonesia. Therefore, this textbook becomes the media for promoting and educating gender equity. Content analysis is used in this qualitative research. The data obtained from the content of Bahasa Inggris represents gender relations. The data is in the form of pictures and texts contained in the textbook and analyzed by categorizing the content into the omission of females, the representation of females, occupational visibility, masculine generic forms, adjectives, and patterns of mentioning female and male. Document analysis is used to describe textual data in the textbook. The result of this research showed the gender representation in Bahasa Inggris as follows: a) the omission of female: (1) visibility from the pictures of the female is 31.1% and 62.9% for male, (2) the characters in texts and dialogues for female takes up to 42.5% and male is 57.5%, (3) in the female/male-oriented stories reveal that malecentered has 5 stories and female-centered has 3 stories; b)the representations of female in the textbook are shown highly stereotypical; c) the occupational visibility for the male is more various than the female that takes up 70.5% of occupation in the textbook while women occupy only 29.5%; d) masculine generic forms are avoided in the textbook; e) adjectives used in the textbook are highly stereotypical. The implication shows that the authors had tried to minimize gender imparities. However, subconscious gender bias is still deep-rooted into the authors' perspectives. Every educational stakeholder must give the concern to revise the situation.

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