GENDER REPRESENTATIONS IN 'WHEN ENGLISH RINGS THE BELL' GRADE VII
| Main Author: | Christina Natalia Sademi; Mahasiswa |
|---|---|
| Format: | PeerReviewed |
| Bahasa: | eng |
| Terbitan: |
, 2014
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| Subjects: | |
| Online Access: |
http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/36468 |
Daftar Isi:
- ABSTRAK Sademi, Christina Natalia. 2014. Gender Representations in ‘When English Rings the Bell'Grade VII.Undergraduate Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: Drs. Fachrurrazy, M.A., Ph.D. Keywords: Gender representations, English textbook Thepresent study aims to analyze gender representations in an English textbook for the seventh graders, ‘When English Rings the Bell', published by Indonesian Ministry of Education and Culture based on 2013 Curriculum. The analysis is based on five criteria, (1) equitable visibility (2) equitable activity distribution (3) equitable gender roledistribution (4) equitable personality description (5) the masculine generic usage. This study utilizes a qualitative content analysis design. The object of the study is an English textbook entitled ‘When English Rings the Bell'. The instrumentof data collectionis the criteria in the form of a checklist. The data obtained show that (1) the occurrence of female and male characters is roughly equal in terms of texts but male characters occur more frequent than female characters in illustrations, (2) female and male characters presence in dialogs and dominate in mixed-sex dialogs equally yet male characters initiate more dialogs than female characters, (3) female characters perform less varied and ranged routines than male characters, (4)the occupational activity of female and male characters are unequal with an extension of women's traditional domestic roles but there is balance portrayal of prestige and authority, (5) female characters perform less varied and less creative/initiative/independence/adventurous for interests/hobbies/leisure activities than male characters also there is an extension of women's traditional roles, (6) the non-occupational activities for male and female characters are roughly equal but they carry sexist stereotype, (7) female and male characters perform unequal distribution of domestic roles and conventional domestic roles only, (8) female and male characters perform unequal distribution of social roles and conventional social roles only, (9) male and female characters are portrayed in roughly equal physical appearances without sexist stereotype, (10) male and female characters are portrayed in unequal emotionality with sexist stereotype, (11) male and female characters are portrayed in roughly equal personality traits without sexist stereotype, (12) male and female characters are portrayed in roughly equal attributes with sexist stereotype, (13) there is no usage of masculine generic. In conclusion, ‘When English Rings the Bell' represents men and women equally in terms of occurrences in texts, non-occupational activities, physical appearances, personality traits, attributes and masculine generic usage. It represents men and women fairly equal in terms of the number of presence in dialogs. The textbook represents women and men unequally in terms of occurrence in illustrations, routines, occupations, interest/hobbies/leisure activities, domestic and social roles, and emotionality. The researcher suggests that teachers should notice their attitude towards gender balance; the authors could utilize the present study as considerations to make sure there is a fair representation of both gender; and the future researchers could conduct similar research with broader discussions and targeted areas.