A VISUAL ANALYSIS OF GENDER REPRESENTATION IN BUKU
SEKOLAH ELEKTRONIK/BSE (ELECTRONIC SCHOOL BOOK) OF
ENGLISH FOR JUNIOR HIGH SCHOOL STUDENTS
Submitted to Department of English Education of Faculty of Language and Arts Education of Indonesia University of Education as a Partial Fulfillment of the
Requirements of Sarjana Pendidikan Degree
A Research Paper
By
Tiara Cita Maharani
0908877
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
A Visual Analysis of Gender
Representation in
Buku Sekolah
Elektronik/BSE
(electronic school
book) of English for Junior High
School Students
Oleh Tiara Cita Maharani
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Tiara Cita Maharani 2013 Universitas Pendidikan Indonesia
Oktober 2013
Hak Cipta dilindungi undang-undang.
PAGE OF APPROVAL
A VISUAL ANALYSIS OF GENDER REPRESENTATION IN BUKU SEKOLAH
ELEKTRONIK/BSE (ELECTRONIC SCHOOL BOOK) OF ENGLISH FOR
JUNIOR HIGH SCHOOL STUDENTS
A Research Paper
By
Tiara Cita Maharani
0908877
Approved by
Main Supervisor Co-Supervisor
Dra. Sri Setyarini, M.A. R. Della N. Kartika Sari A., S. Pd., M.Ed.
NIP. 196312291990022001 NIP. 197704142001122003
Head of Department of English Education
Faculty of Language and Arts Education
Indonesia University of Education
Prof. Dr. Didi Suherdi, M.Ed.
Abstract
This research was aimed at investigating gender representation illustrated in one
of Buku Sekolah Elektronik/BSE (electronic school book). English in Focus for
Grade VII as one of BSE was chosen as the subject of the research. Moreover, the
analysis of the data used a qualitative descriptive method by applying theory of
visual analysis proposed by Kress and van Leeuwen (2006) to make meaning of
the illustrations. The analysis covered the perspective of narrative representation,
interaction and representation, and the meaning of composition. The result
revealed that the illustrations displayed a series of actions among the represented
participants. It discovered that the illustrations portrayed a social familiar
relationship and were functioned to offer information to the book’s viewers.
Particularly, the position of the represented participants was displayed to fulfill
the balanced position since both females and males were not conveyed in different
composition. From the perspective of gender stereotype, the illustrations showed
stereotyped occupations in which some illustrations only captured particular
gender for certain roles and physical appearances, such as a female working in the
kitchen and a short haircut for males.
Abstrak
Skripsi ini bertujuan untuk menginvestigasi representasi gender yang
diilustrasikan dalam salah satu Buku Sekolah Elektronik (BSE). English in Focus
for Grade VII dipilih sebagai subjek penelitian. Lebih jauh lagi, analisis data
dalam penelitian ini menggunakan metode kualitatif deskriptif dengan
mengaplikasikan teori analisis visual merujuk kepada Kress dan van Leeuwen
(2006). Analisis data tersebut meliputi narrative representation, interaction and
representation, and the meaning of composition. Hasil analisis data menunjukkan
bahwa ilustrasi-ilustrasi dalam BSE menampilkan serangkaian aksi diantara
partisipan. Selain itu ilustrasi-ilustrasi tersebut juga menggambarkan keakraban
hubungan sosial diantara para partisipan dan difungsikan untuk memberikan
informasi kepada para pembaca. Lebih khusus lagi, posisi para partisipan
menunjukkan komposisi proporsional tanpa ada ketimpangan posisi antara pria
dan wanita. Dilihat dari kacamata gender stereotype, ilustrasi-ilustrasi dalam BSE
menampilkan stereotype dalam profesi dan tampilan fisik, contohnya seorang
wanita yang bekerja di dapur dan potongan rambut pendek untuk pria.
TABLE OF CONTENTS
ABSTRACT ... i
STATEMENT OF AUTHORIZATION ... ii
PREFACE ... iii
ACKNOWLEDGEMENTS ... iv
TABLE OF CONTENTS ... vi
LIST OF TABLES ... viii
LIST OF FIGURES ... ix
CHAPTER I INTRODUCTION 1.1Background of the Research ... 1
1.2Research Question ... 3
1.3Aim of the Research ... 3
1.4Scope of the Research ... 3
1.5Significance of the Research ... 3
1.6Research Methodology... 4
1.7Subject of the Research ... 4
1.8Data Analysis ... 4
1.9Clarification of Terms ... 5
1.10 Organization of the Paper ... 6
CHAPTER II LITERATURE REVIEW 2.1 Defining Gender ... 8
2.2 Gender Stereotypes ... 10
2.3 Gender and Textbooks ... 12
2.4 Conceptualizing Visual Grammar ... 16
2.6 Visual Representation in the Current Research ... 20
2.6.1 Narrative process ... 21
2.6.1.1 Action processes ... 21
2.6.1.3 Speech process and mental process ... 24
2.6.1.4 Conversion processes ... 25
2.6.1.5 Geometrical symbolism ... 26
2.6.1.6 Circumstances ... 27
2.6.2 Representation and interaction ... 30
2.6.2.1 Relation of image and gaze ... 31
2.6.2.2 Size of frame and social distance ... 33
2.6.3 The meaning of composition ... 36
2.6.3.1 The meaning of information displayed on left and right ... 36
2.6.3.2 The meaning of information displayed in centre and margin38 CHAPTER III RESEARCH METHODOLOGY 3.1 Overview of the Methodology ... 41
3.2 Design of the Research... 41
3.3 Subject of the Research ... 43
3.4 Analysis of Data ... 44
CHAPTER IV FINDINGS AND DISCUSSION 4.1 Description of the Subject of the Research ... 53
4.2 Data Analysis ... 54
4.2.1 Visual analysis of Gender Representation ... 54
4.2.2 Results of Visual Analysis ... 78
CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion ... 80
5.2 Suggestion ... 81
REFERENCES
APPENDICES A
APPENDICES B
CHAPTER I
INTRODUCTION
This chapter encompasses the introduction of the research which covers
background of the research, research question, aim of the research, scope of the
research, significance of the research, research methodology, subject of the
research, data analysis, clarification of terms, and organization of the paper.
1.1Background of the Research
Recently, the concept of gender representation in education has been
conducted by many researchers. They have been exploring the representation in
visual arts, print and non-print media, especially in learning materials. One of the
learning materials is textbooks. Textbooks play an important role in education.
They include teaching and learning contents. The contents within the textbooks
can represent a varied group of features. One of the features is gender. Gender is
attached to the textbooks since it is merely displayed to construct a learning
fulfillment. However, gender representation in the textbooks can lead into gender
biasness, thus, studies on gender biasness and practices of gender stereotypes in
school’s textbooks have entailed a number of interests among researchers over the past decades (Yasin et al., 2012; Xiaoping, 2005).
Moreover, studies into the domain of gender stereotypes in English
textbook and the effects on a society can be discovered back to the early 1900s
(Yasin et al., 2012, p. 154). They also stated that since then, research on language
and gender has been carried out extensively. The research towards gender
stereotypes in the textbooks become the current interests since the stereotypes can
dictate the textbooks’ viewers to perceive negative traits of particular gender.
It is now important to define gender. Gender and sexuality are commonly
related but partly distinct areas. According to McElhinny (2003, p. 23), the
distinction between sex and gender is able to counter perspectives that consider
differences and inequalities between men and women to sex or biology. Gender is
view in which there are no cultural determinants of human life (McElhinny, 2003,
p. 23).
Deliberate awareness about gender disparities is able to lead to conscious
stages. The stages are being taken by the elements of the textbooks development.
The elements are able to provide students with appropriate service to avoid sexist
practices (Yasin et al., 2012, p. 154). For example, Mukundan and
Nimehchisalem (2008) examined gender representation in Malaysian secondary
school English language textbooks which revealed an absolute gender bias with
men outnumbering women. The bias is against men, which means, they seem
mostly to possess negative traits. Thus, consideration should be taken for further
publications of any textbooks, particularly English textbooks. The textbooks
should serve both females and males a greater range of roles, activities and
settings. The range is considered important to be analyzed in accordance with
Yasin et al. (2012, p. 155) who highlighted that providing balanced English
textbooks in terms of roles, activities and settings for both females and males is a
prominent step in reducing gender stereotypes.
Based on the writer’s observation, English as Foreign Language (EFL) textbooks, as one of the language teaching and learning materials have been
extensively used both by teachers and students. The textbooks have been widely
known as one of educational tools. They are able to provide a structure of
teaching, offer linguistic, cultural, and methodological support, direction of
teaching and learning, and present variety (McGrath, 2002, pp. 10-11). In relation
with gender representation, the content of textbooks attempt to display gender
reinforcement as social division between females and males. Therefore, a number
of English textbook evaluations have been emerging through research. Despite the
fact that the amount of research on English textbook evaluation has been
well-documented, unfortunately, there is a lack of research on English electronic books
evaluation. Thus, this research intends to investigate one of English electronic
3
1.2Research Question
This research is carried out to find out:
1. How are females and males represented in Buku Sekolah Elektronik/BSE
(electronic school book) for junior high school students entitled English in
Focus for Grade VII?
1.3Aim of the Research
This research is intended to discover:
1. How females and males are represented in Buku Sekolah Elektronik/BSE
(electronic school book) for junior high school students entitled English
in Focus for Grade VII.
1.4Scope of the Research
Limitation has been made to specify the problem in this research. The
limitation is intended to investigate how gender is represented in BSE entitled
English in Focus for Grade VII through illustrations displayed in the book. The
selected illustrations are assigned as graphic or commercial art that is formed for
client to fulfill the particular assignments. As Zeegen (2009) stated that
illustrations are the works to fulfill particular tasks. Thus, the illustrations in this
research do not include photographs, charts, tables and diagrams.
Furthermore, the illustrations have been specified to gender representation
involving the appearances of females and males. This situation implies that any
other illustrations beyond both females and males are not taken into account.
Thus, this research focuses on gender representation by applying the theoretical
framework of visual analysis proposed by Kress and van Leeuwen (2006).
1.5Significance of the Research
This research is expected to provide various significances as follows:
1. To theoretical frameworks, this research can enrich the existing theories of
2. To students and teachers, this research can be a consideration to employ or
not BSE for teaching and learning in relation to the existence of gender
differences.
3. To future researchers, this research can give benefits as a guideline to
support their research. Also, it can be a door of exploration in order to
provide supportive information for later research.
1.6Research Methodology
This research employs descriptive qualitative research design. Qualitative
research is the research which involves data collection procedures in a sense of
open-ended data to be analyzed without employing statistical measurement
(Dörnyei, 2012, p. 24). Furthermore, qualitative research is also related to
qualitative phenomenon and involves quality or kind . The data procedures of this
research cover two steps, namely, selection of illustrations from BSE entitled
English in Focus for Grade VII and interpretation of illustrations.
1.7Subject of the Research
The research involves one of Buku Sekolah Elektronik/BSE (electronic
school books) for junior high school students presented in the table below:
Table 1.1
This research adapts the steps taken by Yasin et al. (2012) in their research
of visual analysis of a Malaysian English school textbook in the relation to
gender. The steps are as follows:
5
2. Determining each illustration into two main criteria; a) the presence of
participants b) the existence of gender of either female or male.
3. Examining the representation of gender in the selected illustrations by
conducting visual analysis based on Kress and van Leeuwen (2006)
grammar of visual design.
4. Examining whether or not gender stereotypes remain in the selected
illustrations.
1.9Clarification of the Terms
To avoid misunderstanding, there are some terms that have to be clarified.
The terms are as follows:
1. Buku Sekolah Elektronik/BSE (electronic school book): One of the books
that is regulated by the Ministry of Education and Culture of Indonesia.
The book can be downloaded, copied, and printed by society
(Acknowledgement of BSE English in Focus for Grade VII).
2. Gender: A socially determination which perceives ideas and practices of
what it is to be female or male (Reeves & Baden, 2000, p. 3).
3. Gender stereotype: A belief about the psychological traits and
characteristics including the activities which are appropriate to men or
women (Brannon, 2004, p. 160).
4. Sex: Biological characteristics categorizing someone as either female or
male (Reeves & Baden, 2000, p. 3).
In addition, sex refers to an individual’s biological status and is typically categorized as male, female, or intersex (i.e., atypical combinations of
features that usually distinguish male from female). There are a number of
indicators of biological sex, including sex chromosomes, gonads, internal
reproductive organs, and external genitalia (The Guidelines for
Psychological Practice with Lesbian, Gay, and Bisexual Clients, adopted
by the APA Council of Representatives). Furthermore, according to The
Guidelines for Psychological Practice with Lesbian, Gay, and Bisexual
the attitudes, feelings, and behaviors that a given culture associates with an
individual’s biological sex. The behavior of ccompatibility with cultural expectations is referred to as gender-normative. The behaviors that are
viewed as incompatible with these expectations constitute gender
non-conformity.
5. Sexism: A belief which differentiates sexes biologically, thus, those
sexes are given unequal treatment (Brinkerhoff et al, 2008, p. 201).
Additionally, sexism is
a. prejudice or discrimination based on sex; especially discrimination
against women; or
b. behavior, conditions, or attitudes that foster stereotypes of social
roles based on sex.
(http://www.merriam-webster.com/dictionary/sexism)
6. Visual grammar: According to Kress and van Leeuwen (2006) visual
grammar is:
A quite general grammar of contemporary visual design in
‘Western’ cultures, an account of the explicit and implicit knowledge and practices around a resource, consisting of the
elements and rules underlying a culture-specific form of visual
communication. (p. 3)
1.10 Organization of the Paper
This research consists of five chapters. The organization of the chapters is
as follows:
1. CHAPTER I: Introduction
This chapter presents background of the research, research question, aim
7
research methodology, subject of the research, clarification of terms,
and organization of the paper.
2. CHAPTER II: Literature Review
The second chapter provides theoretical views of gender representation,
visual grammar as the main analysis of this research, the findings of
previous research and other supportive information which are related
to this research.
3. CHAPTER III: Research Methodology
This chapter encompasses research methodology which covers overview
of the methodology, design of the research and analysis of data.
4. CHAPTER IV: Findings and Discussion
This chapter provides result of data analysis.
5. CHAPTER V: Conclusion and Suggestion
The last chapter provides conclusion of the research based on the result of
data analysis. Furthermore, it also states suggestions for the betterment of
CHAPTER III
RESEARCH METHODOLOGY
This chapter provides the research methodology of the current research. It
concerns overview of the methodology, design of the research, subject of the
research and analysis of data.
3.1 Overview of the Methodology
Generally, textbooks are mostly employed as the teaching and learning
material. When teachers are in the classrooms, they commonly teach their
students by applying textbook-based method. They focus on the textbooks as the
main source in the teaching and learning process. Typically, when the teachers go
to a classroom for teaching, the textbooks are attached to them. The textbooks
they use in the classroom are sourced variously. One of the sources is Buku
Sekolah Elektronik/BSE (electronic school book) administered by the Ministry of
Education and Culture of Indonesia. Thus, it is important to analyze the book in order to give clear explanation of the book’s learning materials.
Moreover, learning materials presented in BSE consist of several items.
One of those items is illustrations. The illustrations in BSE constitute varied
forms. In the current research, attention is given to the illustrations involving the presence of females and males since based on the writer’s observation, it directs towards social constructions displayed in the book.
The illustrations were examined by conducting a visual analysis based on Kress and van Leeuwen’s (2006) work. However, to limit the research, not all elements of the visual analysis were employed as variables to analyze the
illustrations. The visual grammar analysis in this study only covered narrative
representation, representation and interaction and the meaning of composition.
In the narrative processes, according to Kress and van Leeuwen (2006, pp.
59-72) there are six types of representation. Each process is divided based on the
basis of Vector, the number and type of participants involved (2006, p. 63). The
types of narrative representation involved Action Processes, Reactional
42
Geometrical Symbolism and Circumstances. In representation and interaction
there were some elements involved; they were relation of image and gaze, size of
frame and social distance. After analyzing narrative processes, representation and
interaction, the meaning of composition was conveyed. The meaning of
composition included Given and New: the information value of left and right, also
Center and Margin as well.
3.2 Design of the Research
The current research employed descriptive qualitative research by
conducting a visual analysis based on Kress and van Leeuwen’s work (2006).
Qualitative research is defined as the research which includes procedural
data collection resulting significantly in open-ended, non-numerical data. It is
primarily analyzed by non-statistical methods (Dörnyei, 2007, p. 24). Croker
(2009, p. 4) noted that qualitative research focuses on collecting primarily textual
data and examining the data by using interpretive analysis. To some extent,
qualitative research primarily encompasses non-numerical data and deliberately
focuses on the nature of interpretive data analysis (Brown & Rodgers, 2002, p. 12;
Dörnyei, 2007, p. 24; Croker, 2009, p. 4; Hancock et al., 2009, p. 6). Moreover,
Alwasilah (2012, p. 100) conveyed that qualitative research is strengthened by
inductive and grounded analysis through flexibly data analysis. Alwasilah (2012,
p. 100) added that qualitative research does not intend to reveal generalization and
comparison; it is more to seek validation and contextual understanding towards
particular phenomena. Furthermore, Cohen et al. (2007) stated what qualitative
research is:
Qualitative data analysis involves organizing, accounting for and
explaining the data; in short, making sense of data in terms of the
participants’ definitions of the situation, noting patterns, themes,
Additionally, Hancock et al. (2009, p. 6) noted closely the nature of
qualitative research as follows:
It has tendency to focus on how people or groups of people can have different ways of constructing insights into reality, usually socially or
psychologically.
It considers complexity of incorporating contextual reality by encompassing different perspectives.
It examines behaviorally natural settings or employs data without manipulation of variables.
It elaborates non-numerical data on reports.
It focuses on description and interpretation and has capability to develop new theoretical concepts, or can be an evaluation involved in
organizational process.
It provides flexibility in the process by conducting systematic pattern.
3.3 Subject of the Research
The current study employed one of BSE for junior high school students in
grade VII entitled English in Focus for Grade VII (2008). It consists of eight
chapters and 172 pages. It covers four skills of English language learning; they are
listening, speaking, reading and writing. Additionally, it provides exercises for
each chapter, final evaluation, bibliography, photo credits, glossary, index,
listening script and answer key. Each chapter displays various kinds of visual
representations in order to support the presence of learning materials.
Specifically, illustrations as one of visual representations displayed in the
book were selected as the subject of the research. The subject was analyzed by
conducting a visual analysis. The illustrations were categorized into gender
matter. Therefore, the other matters of illustrations were not included into the
analysis. There were 89 illustrations displayed in the book. To collect the
illustrations for the data analysis from BSE, first, the writer cut the illustrations
44
the application on computer known as Snipping Tool. The process of cutting the
illustrations was not reducing particular details from the book. After that, the
illustrations were saved in JPEG (joint photographic experts group) format in
order to ease the process of inserting illustrations into written document to be
analyzed. After that, the illustrations were analyzed and reported in written
document.
3.4 Analysis of Data
The selected data from BSE were broken down into the elements of visual
analysis stated in the research design following the work of Kress and van
Leeuwen (2006).
The example of data presentation was presented in the tables below.
Further elaboration of the data in fully complete explanation was presented in
chapter IV. The illustrations presented in the tables below were taken from BSE
Table 3.1
The example of data analysis of narrative representation
Illustrations Setting Narrative
Table 3.2
The example of data analysis of representation and interaction
Illustrations Gaze Meaning
50
are
positioned in the distance of outside easy
Table 3.3
The example of data analysis of the meaning of composition
Illustrations The Meaning
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter is designed to draw the conclusion and suggestion based on
the result of data analysis.
5.1 Conclusion
The data have been observed to portray gender representation illustrated in
one of BSE entitled English in Focus for Grade VII. After foregrounding the
theoretical framework of visual analysis proposed by Kress and van Leeuwen to
analyze the data, some conclusions can be drawn.
First, based on the analysis of narrative representation, the illustrations
presented in Buku Sekolah Elektronik/BSE (electronic school book) are dominated
by Action Processes, which means, the represented participants within the
illustrations are mostly depicted in a series of actions (Kress & van Leeuwen,
2006, pp. 63-64). In addition, Action Processes within the illustrations mostly
realize unidirectional transactional action meaning that the Vectors emanated in
the illustrations link two participants, an Actor and a Goal (Kress & van Leeuwen,
2006, p 74).
Second, from the perspective of representation and interaction which
covers gaze, size of frame and social distance, the illustrations are functioned to
offer information to the viewers. It is supported by the portrayal of the
illustrations where they do not make direct eye-contact with the viewers, thus,
they are displayed to offer information not to demand as Kress and van Leeuwen
(2006, p. 119). The illustrations are mainly depicted in medium shot, which
means, the represented participants characterize a social familiar relationship.
Third, the meaning of composition reveals there is no imbalance of gender
position conveyed in the illustrations.
Last, there is a depiction of stereotypical roles of females where they are
confined to the domestic spheres (Yasin et al., 2012). There is also a portrayal of
stereotypical occupations and physical appearance that only particular gender
81
5.2Suggestion
Some suggestions in this study are remarked in order to contribute towards
the betterment of further research.
First, for further researchers, the result of this study can be inputs to
conduct similar research focusing on visual analysis and its relation to gender and
education.
Second, for teachers, the result of this study can be inputs for considering
to choose the appropriate textbooks as learning materials for their students.
Last, for materials developers, textbook writers, editors, illustrators and
those directly involved in developing and producing educational textbooks, this
recent study may provide some references in guiding to select appropriate
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