GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY STUDENTS.

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Wina Anggraeni Lestari, 2014

GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY

STUDENTS

Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A

TEXTBOOK FOR UNIVERSITY STUDENTS

A Research Paper

Submitted in partial fulfillment for the degree of Sarjana Sastra

by:

Wina Anggraeni Lestari

(0902336)

ENGLISH LANGUAGE AND LITERATURE

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A

Oleh:

Wina Anggraeni Lestari

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Wina Anggraeni Lestari 2014 Universitas Pendidikan Indonesia

Juli 2014

Hak Cipta dilindungi undang-undang

Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian

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GENDER REPRESENTATIONS IN STUDENTS’ CONVERSATION IN A

A Research Paper by:

Wina Anggraeni Lestari 0902336

Approved by :

Main Supervisor,

Dr. Iwa Lukmana, M.A. NIP 196611271993031002

Co-Supervisor,

Ripan Hermawan, S.S., M.A. NIP 198010242005011001

The Head of English Departement

Faculty of Language and Art Educations

Indonesia University of Education,

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Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT

Gender Representation in Students’ Conversation in a Textbook for University Students

This research is descriptive qualitative which is specifically intended to highlight two major points, i.e. to examinehow female and male participants in the dialogues and the potential factorsthat influence the representation. This study investigatedthe representation of gender in a textbook for university students. All seven dialogues in the textbook were selected using Van Leeuwen’s (2008) concept of social actor in CDA perspective and Halliday’s (1994) concept of transitivity. Textual analysis and interview with the author were conducted to collect the data. The analysis shows that the social actorsarefrequently represented in inclusion rather than in exclusion which indicates that females and males are represented explicitly to embed to their actions and utterances.In terms of gender, malesare represented slightly more in inclusion. It indicates that there is a tendency of male dominant in terms of inclusion analysis. In terms of transitivity analysis, the social actors are frequently represented as an active being in relation to physical and psychological activities because they frequently play the active role in Material and Mental processes. Male and female are represented relatively equal in terms of playing the active role in Material process. According to the analysis result, gender awareness and students-centeredness seem to be the main factor that the author consider while writing the textbook.In accordance with all the finding of this study, the textbook appears to reflect students’ daily life as the way of representing gender.

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Perempuan dan laki-laki direpresentasikan relatif setara dalam memainkan peranan aktif di proses Material. Berdasarkan hasil analisis kesadaran gender (gender awareness) dan keterpusatan pada siswa (student-centeredness) nampak sebagai factor utama yang dipertimbangkan penulis dalam membuat buku pelajaran tersebut. Berdasarkan temuan-temuan penelitian, buku pelajaran mencoba merefleksikan kehidupan sehari-hari para siswa sebagai suatu cara dalam merepresentasikan gender.

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GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY STUDENTS

Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I

INTRODUCTION

This introductory chapter presents the background of the study, the

research questions, the aims of the study, the scope of the study, the methodology

of the study and the organization of the paper.

1.1Background

People with the same language are able to communicate one another

meaningfully. They communicate and share the world with other through

language. In this sense, language is functioned as sign to encode and interpret the

world (Hall, 1997). Beside as a tool to communicate, there are many other

functions that language has. One of them is the function as a representation

(Halliday, 1994). Representation determines how people see the world. Representation is understood as “the production of meaning through language” (Hall, 1997, p.16). Representation is regarded as a part of critical aspect in

studying literature and the social issue like gender.

Gender is often classified based on people sexuality but actually it is not

only the matter of being male and female biologically. It is a term that define male

and female to have certain attribute of social expectation, norms and rules, then

finally classifies them into feminine and masculine (Holmes, 2008 as cited in

Healy, 2009). Gender is “a social expectations associated to men and women”

(Sunderland, 1994). Traditional view of gender generally tend to have unequal

rules and expectations toward women and men. Men tend to have more

expectations than women. Women cannot be like a man. Such ideas or values still

adhere in public media and become main concern in studying gender

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studies are conducted to probe gender discrimination representation in current

public medias. One of public media is textbook.

As an important tool of education, textbooks are to provide a model of

social behaviour through the representation they contain (UNESCO, 2009). Some

studies of gender representation in textbooks have been conducted. Bias

representation are still found in the texts and illustration of the textbooks

(Otlowski, 2003; Harashima, 2005; Damayanti, 2006; Stockdale, 2006; Kemp,

2011; Mousavi & Garbavy, 2012). Bias representation in textbook is reported to

have negative effect in shaping students’ achievement and career choices

(Mutekwe & Modiba, 2012, p.365). This bias representation case is often found in

eastern country. But then, since the publications of some textbooks promoting

gender equality, there have been some significant progression on gender

representation in the eastern textbooks. Some studies result in less traditional roles

finding. Men and women are depicted having rather equal range of activity and

social status as men and no men dominance occured in the dialogues (Healy,

2009; Mineshima, 2008; Nagamoto, 2010; Yang, 2010).

As one of the eastern country, Indonesia seems to have little progression

regarding gender equality in textbook. In 2006, Damayanti still found gender bias

representation in some textbooks. She found that women are represented less

prestigious than men in terms of job and activities they did. And so does some

subsequent studies yield the same result (Rahmani, 2009; Sari, 2009; Maharani,

2013). Bias representation still become issue perpetuated in Indonesian textbooks.

However, those studies mainly focused on examining gender

representation in textbooks for primary school. It has best extend its area of

investigation to higher level textbooks. In that case, the present study is aimed to

investigate gender representation in a textbook for university students. The

present study focused on distribution of gender representation and speculate

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Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.2 Research Questions

The study is aimed at investigating the following questions:

1. How are female and male discursively represented in the textbook?

2. What are the factors that potentially affect the representation of female and

male characters in the textbook?

1.3 Aims of the study

The present study is aimed at investigating:

1. How male and female are represented discursively in the textbook,

2. The factors that potentially affect the representations of male and female in

the textbook.

1.4 Scope of the study

The study was limited to investigate the distribution of gender representation and

speculate potential factor that influence the representation in the textbook. The

gender representation is drawn based on the framework of Van Leeuwen’s (2008)

sociosemantic inventory and Halliday’s (1994) model of transitivity in presenting

social actors in the texts. The texts in this sense are limited to the dialogues and

narative texts. The dialogues and the naratives are choosen because they contain

social action and female and male participants. An interview was conducted to

confirm the speculation on the finding of the analysis.

1.5 Methodology of the study

The present study is a descriptive study because the aims are to find out the

depictions of female and male participants and the factor of the representational

choices. Descriptive qualitative design was utilized to gathering the data.

The data were taken from the sentences of the dialogues and the narratives.

The dialogues consist of six mixed gender conversations and one female pair

conversation. The sentences in the dialogues and the naratives were separated per

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To answer the first question, The clauses of the dialogues and the

narratives were analyzed using the transitivity and sociosemantic inventory

framework. The result were presented in table for each analysis. To answer

question number two, speculation on factor that potentially influence the

representation were drawn from the analysis result semi formal interview to the

author of the textbook was conducted. The interview protocol was prepared to

keep it on track but the protocol was made open ended so that the answers were

not directed. The interview is intended to confirm the factors that speculate from

the finding.

1.6 Clarification of the terms

To avoid misunderstanding, here are some significant terms to be clarified:

Representation : using language to say something meningful about or to

represent, the world meaningfully, to other people (Hall, 1997)

Gender : a culturally-shaped group of attributes and behaviours

given to the female or to the male (Maggie Humm, 1989 as cited in

Sunderland, 1994).

Sex : terms that determine aspects of our anatomy, physiology

and neurology and may also have a role in shaping our behavioural,

cognitive and affective characteristics (Sunderland, 1994).

Sexism : a system of beliefs and practices which affirm the

dominance of men over women (Sunderland, 1994).

Transitivity : a system that construes the world of experiences into a

manageable of process type (Halliday, 1994)

1.7 Significance of the study

The study is intended to investigate the representation of gender in the textbook

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representation study in Critical Discourse Analysis, as well as to study on

language, gender and discourse in general.

1.8 Organization of the paper

The paper is organized into five chapters. Chapter 1 consisted of a glance of

background of the study, research formula, the overview of research design and

the organization of the paper. Chapter 2 presents the theoretical foundation of the

study which contain common understanding of representation, discursive

approach to representation, the understanding of Van Leeuwen concept of

discourse as recontextualization of social practice, the explanation about

sociosemantic inventory, the work of transitivity, gender and gender role and

gender role in Indonesian, and previous research on gender representation in

textbooks. Chapter 3 contain the research problems and research design, including

the subjects and sources of the study. Chapter 4 presents the finding and

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Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology used in the present study. It describes the

research design, the data collection and the data analysis of the study.

3.1 Reserch Design

The present study is descriptive qualitative because the present study focuses on

description and interpretation of data (Creswell, 2009). The study conducted textual

analysis and semi structured interview. The textual analysis was utilized to answer

research question number one. The data were taken from the dialogues in a textbook

for university students. The semi structured interview was conducted to one of the

author of the textbook. It was intended to confirm the factor that influence the

representation of gender in the textbook. It was conducted to complete the answer of

research question number two.

3.2 Data Collection

The data was textual data taken from a textbook for university students. The data

were collected to see gender representation appeared in the textbook. The texts which

included male and female participants were collected for the data. Textbook used in

this study is Speaking for General Communication by Hermawan and Setyorini

(2008), a local English speaking textbook for university students in Indonesia. It

consists of fourteen chapters but only seven chapters were used for the data because

only those chapters contain dialogues and narratives. The present study focused in the

textual data. Thus, pictures in the textbook were not taken into consideration in the

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open-ended interview to the author was conducted to find the factor of the

representation proportion.

3.2.1 Categorization of Participants

In the process of categorizing the participants, four categories were used namely:

(1) male, (2) female, and (3) mixed gender. Male is for the participant that refers to

male characters. It can be realized by the use of ‘he’ pronoun or proper name like

David, Yusuf, Mr Harris, etc. Female category is for female characters such as

Rani, Nissa, etc; as well as pronoun ‘she’.

Mixed gender is category for participant that refer to both male and female

characters. It may be realized by the use of proper name ‘Nissa and Johan’ and the

use of pronoun ‘we’, ‘they’ in which preceding information that refer male and

female were provided.

3.3 Data Analysis

The present study is aimed to reveal gender representation in textbook by using

discursive approach.Van Leeuwen (2008) method of analysis was utilized to

investigate the representation. Each clause of the data was classified using Van Leeuwen’s categories of social actor. The social actors were firstly analyzed in terms of their inclusion and exclusion in the text. The process of exclusion involves the

process of suppression and backgrounding.

The inclusion process involves the process of activation and passivation. The

activation and passivation processes can be in the forms of participation: the social

actor the participant involved in the action. They can also be in the form of

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classified according to whether they were represented as human, which is labeled as

personalization, or non-human, called impersonalization.

The following tables provide the examples of exclusion and inclusion analysis.

In the inclusion analysis, the alphabets represent the class of the categories, namely:

A=activation-participation-personalization

Table 3.1 Example of the inclusion analysis of the social actors No Sentences Representation categories Gender

indication

Table 3.2 Examples of the exclusion analysis of the social actors

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32 and give you a campus

tour.

The data were then counted to see the form of representation attached to male

and female gender. To answer research question number two, a semi structured

interview to the author of the textbook was conducted. An interview protocol was

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Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V

CONCLUSION AND SUGGESTION

This chapter is designed to present the conclusion of the gender representation study

of the textbook for university students. It also provides suggestion for future study on

gender representation in the textbook.

5.1 Conclusion

This research examines two research problems, i.e. (1) gender representation in the

textbook through Van Leeuwen’s (2008) classifications of the social actor elaborated

with the transitivity analysis, and (2) potential factors that affect the representation.It

is found that the social actorsarefrequently represented in inclusion rather than in

exclusion. It implies that the textbook represents females and males in explicit ways

when they are embedded to their actions and utterances. In terms of gender, males are

represented slightly more dominant because males’ occurrences in inclusion are more

frequent than female and mixed genders. The social actors are frequently represented

as an active and participatory human being because the most frequent inclusion

classification is Activation-Participation-Personalization. Males are represented

frequently in this classification.

In accordance with transitivity analysis, the social actors frequently play the

active role in Material process. The social actors are then represented as being active

in relation to physical activities. In terms of gender, the most frequent participant who

plays an active role in material process is mixed genders. It indicates that female and

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social actors also play the active role in Mental process. It means that the social actors

are represented as being active in relation to psychological activities.

According to the analysis result, Males tend to have dominant representation

in terms of inclusion analysis. Despite of that, males and females are represented

equally in terms of the active role in Material process. In some aspect, the textbook

shows efforts to avoid stereotyped representation. The author commented on this

gender representation proportion that it is the awareness of gender that shapes the

proportion of gender in the textbook. The author intentionally evoked students’ life

representation in order to fit to the reader target comprehension. Thus, the first factor

influences the representation is the authors’awareness of gender. The second factor is

that the students-centeredness. It evidenced in the focus point of the textbook to the students’ daily life to be the processes attached to the social actors.

Based on the analysis above, it is found that the textbook shows dominant and

relatively equal proportion of gender representation in several aspect of

representation. The students-centeredness in the textbook then indicates the author’s

awareness of gender. Overall analysis, the textbook is trying to say that the

representation of gender should fit with the reader target condition. It would then

serve the reader target need of the textbook. Textbook should be made to create a

good learning condition and support students’ learning development.

5.2 Suggestion

There are some suggestions offered for future study on gender representation in

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form: dialogues. The data used in this study are solely taken from the dialogues text.

For future study, the data can be extended to any other kind of texts such as

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Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu REFERENCES

Cameron, D. (1994). Problems of sexist and non-sexist language. in J. Sunderland

(eds.), exploring gender: questions and implications for English language education (pp. 26-33) London: Prentice Hall Publishing

Creswell, J.W. (2009). Research design qualitative, quantitative and mixed

method approaches. California. Sage publisher

Damayanti, Ika Lestari, (2006). The representation of male-female in school

textbooks for primary student in indonesia. Unpublished Thesis. University

of Warwick

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english textbook [September 8th 2013]

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Gerot, L & Wigneil, P. (2005). Making sense of functional grammar. Sidney: Gerd Stabler Publisher

Hall, S. (1997). The work of representation. in s. hall (eds.), representation:

cultural representation and signifying practice (pp. 13-74) London: Sage

Publishing

Halliday, M.A.K. (1994). An introduction to functional grammar. Sidney. Arnold

Harasyima, H.D. (2005). Sexual bias in an EFL textbook: a case study. in k. bradford-watts, c ikeguchi, & m. swanson (eds.) JALT 2004 Conference

Proceedings. Tokyo: JALT. [online] available at [September 16th 2013]

Healy, D. (2009). The representation of women and men in a modern efl textbook:

are popular textbooks gender biased? vol. 54, No.2, pp. 91-100 [September

2nd 2013] http://www.oit.ac.jp/japanese/toshokan/tosho/kiyou/jinshahen/54-2/07healy.pdf

Hermawan, B., & Setyorini. (2008). Speaking for general communication. Bandung: UPI Press

Kemp, N (2007). A gender analysis of the ESL textbook side by side. http://www.kiu.ac.jp/organization/library/memoir/img/pdf/kokusai6-1_2-007kemp.pdf [September 16th 2013]

Maharani. T.C. (2013). A visual analysis of gender representation in buku sekolah

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students. Bandung: Unpublished Research Paper. Indonesia University of

Education

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Nagamoto, H. D. (2010). A critical analysis of gender representation in an EFL textbook. Journal of the Ochanomizu University English Society No. 1

Rahmani. M. (2009). Gender representation in three english textbooks for

elementary school students. Bandung: Unpublished Research Paper.

Indonesia University of Education

Sahragard, R. & Davatgarzadeh, G. (2010). The representation of social actors in

interchange third edition series: a critical discourse analysis. www.SID.ir

Sari, N.T.A. (2009). Visible boys, invisible girls: the representation of gender in

‘learn English with Tito’ (a critical discourse analysis of english language textbook for primary school). Bandung: Unpublished Research Paper.

Indonesia University of Education

Stockdale, D. A. (2006). Gender representation in an EFL textbook. [September

8th 2013]

http://www.birmingham.ac.uk/Documents/college-artslaw/cels/essays/sociolinguistics/DAStockdale-Sociolinguistics.pdf Sunderland, J. (1994). Exploring gender: questions and implications for english

language education. London: Prentice Hall International Publisher.

Otlowski, M. (2003). Ethnic diversity and gender bias in EFL textbooks. Asian

EFL journal.

UNESCO. Division for Promotion of Basic Education. (2009). Promoting gender

equality through textbook a methodological guide. Paris: The United

Nations Educational Publisher. [August 17th 2013]

http://unesco.org.pk/education/documents/publications/Gender%20Analysis%20 of%20School%20Curriculum%20and%20Text%20Books.pdf

Van Leeuwen, T. (2008). Discourse and practice new tools for critical discourse

analysis. New York: Oxford University Press

Yang, R. C. C. (2010). Gender streotyping and gendered discourses in a

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Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu APPENDIX A

Dialogue 1

Johan is meeting his new friends, David and Melanie, two students exchange from Sidney Australia, for the first time at The Language Center. They are in his campus to learn Bahasa Indonesia.

Johan: Hello everyone! My name is Johan and I am here to welcome and give you a campus tour.

David: Hello johan my name is David and this is my friend Melanie.

Melanie: hello Johan. Nice to meet you.

Johan: Nice to meet you too, Melanie, David. So, when did you arrive here in Bandung?

Melanie: Oh, we went from Jakarta and arrived in Bandung two days ago.

David: We stayed in Jakarta for three days before we came here because we need to take care of some important matters at the embassy first.

Johan: I see, how was your trip from Jakarta to Bandung, Did you have a good trip?

David: I suppose, I slept along the way and did not wake up until Melanie told me we had arrived at our hotel. I was too tired.

Melanie: It was okay. I enjoyed the scenery along the way. It was fantastic I think. I never knew that you have beautiful places here.

Johan: Well, we do. We have great places. You’ll find out more about those places later. Anyway, is this your first visit to Indonesia, Melanie?

Melanie: Yup, but not for Dave. He’s been to Indonesia before, holidaying in Bali, right Dave?

Dave: Yup. This is actually the third times I have been to Indonesia. I’ve been to Bali and Lombok before but this is my first time to Bandung.

Johan: Oh okay, where do you stay here, Melanie, Dave?

David: we are staying at setiabudhi hotel at the moment but we’re going to move to the house we have rent at Ciumbuleuit tomorrow.

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Melanie: Yes, we share the house together so the rent is not too expensive for both of us.

Johan: Sounds like a good idea to me. Well then, shall we start our tour? Let me

see... Mmhhh, I’ll first take you to the library and the internet center. The building is not far from here. As a matter of fact you can see it from here. Shall we go factories and originally for export. In fact, some of those factory outlets sell used stuff imported from overseas; clothes, suits, sweaters, pants, etc, which are no longer used or needed by the people in the countries they are from. Melanie and David have asked Johan to accompany them. They are in Riau Street where fancy factory outlets fill in most of space there. They are entering the summit, one of the filled-by-shoppers factory outlets, after they visited Cascade, another fancy factory outlets, a five minutes walk from The Summit.

Melanie: Wow, I don’t have any idea that here we can get cheap but good quality stuff, eh, Dave?

David: You can say that again Melanie. I’ve got this nice scarf. I can’t believe I bought a scarf in Indonesia. There is no winter here, eh?

Melanie: It is beautiful scarf Dave. It really is. How much does it cost, if you

don’t mind telling me?

David: Oh, it’s just 100 thousand, that’s around 15 dollars. It’s really a bargain for a scarf like this.

Johan: What did you buy, Melanie? I saw you looking at some blouses and T-shirts. Did you buy some?

Melanie: No, I did not. They don’t have my size. The T-shirts are a bit too small for me. What a shame! Perhaps here I can find T-shirts which are not too tight.

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David: Maybe, not sure. I’ll look around first. There are few other things I want to buy. Let’s look around shall we?

Melanie & Johan: Okay

Johan: I’ll go up stair and see if I can find what I need.

Melanie: What do you need Johan?

Johan: Nice and cute boxer, hehehe..

David: Well, I am sure you’ll find some Johan. I’ll see you later here then. I am going to look around and lose myself in those piles of clothes. See you guys!

Melanie & Johan: See you

Melanie: I’ll go over there Johan. I’ll look for some T-shirt and other stuff. I see some nice accessories over there.

Johan: Okay, just make sure that you don’t shop till you drop.

Dialogue 3

Johan is talking with his classmates after a class. Being in the last semester they are a bit worried with their future. They know that it is getting more competitive to get a job once they complete their study. Johan and his friends are sharing their future plans and ambitions.

Johan: That was an interesting elaboration on Psychoanalysis, don’t you thing guys?

Yusuf: It was. I think the most interesting part is when our lecturer talked about the human psyche. You know Id, Ego and superego and how they can manifest in literary works. That was really new for me.

Nissa: Talking about literary works, have you guys finished reading the novels our lecturer wanted us to read and study? We are supposed to write responses to them. They are due to next week.

Johan: Oh shoot! You’ve just reminded me of that. I haven’t started reading those novels. I have been busy with assignments for cultural studies. They are

also due to next weekend, aren’t they? Darn! Our hands are tight up ya.

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Say... we’re now in the last semester and will graduate soon. What’s your plan after graduating guys?

Johan: Hhmmm... I want to get a job first. I hope I can work as a Translator or... I

don’t mind working at Foreign Affairs Department. I can be posted overseas and travel in a foreign country. I’d love to see what happens at the others side of the globe. I think it will be cool. Then perhaps after one or two years I will continue my study to post graduate. What’s your plan Nissa?

Nissa: I am continuing my study, for sure. But I am not really sure whether I will take English again or other courses.

Yusuf: Communication sounds interesting, Nis. I am taking Communication for my post graduate, for sure. I want to learn more about how people make meaning of what they say when conversing with and among themselves. However, I am not sure where I will continue my post graduate. I hope I can get a scholarship to study overseas. That would be great, don’t you think guys?

Johan: I reckon so!

Nissa: It would be awesome if we all could get our dream. Anyway, I need to have this article copied guys. I’ll see you around. Oh, what are you going to do this afternoon?

Johan: I don’t have any plan yet, but I may go the book store. There are some new

books I’d like to buy. What are you going to do, Sup, Nis?

Yusuf: I don’t know. Any idea?

Nissa: Why don’t you guys go with me to CCF? There is a contemporary arts exhibition there. I’d like to check it out.

Johan: Sounds interesting. I’ll go with you.

Yusuf: Yeah, let’s go there then!

Nissa: Cool.. I’ll see you guys after class then. Bye!

Johan & Yusuf: Bye!

Dialogue 4

Johan and Nissa have been invited by the foundation that fund David and

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Mr. Philip: Right, here are maps of Sidney for our visitors and copies of the

Nissa: You’re right.I think it’s 900 years old.

Johan: 900 years old?!! Are you kidding me. I don’t think it is that old. I want to see Opera House. Do you know how to get there?

Nissa: I don’t know. You’d better ask the tour guide. Hey Philip, do you know what over there is?

Mr. Philip: That’s the rock, a place we are going to visit later. Now, listen everyone, lunch is at half past twelve and the first place we are going to is The Opera House.

Nissa: Great! I can’t wait to see the famous Opera House.

Johan: Yeah, me too. Excuse me Mr. Philip, where is the Opera House on the map?

Mr. Philip: It’s near the bridge.Oh, don’t worry we’ll see it in a minute.

Johan: Oh, okay.

Mr. Philip: Okay everyone, would you all please follow me? We are heading toward the Opera House.

Dialogue 5

Johan and Nissa have arrived back from their short trip to Sidney. They had a

good time there. Now they are having dinner out at D’cost, a seafood restaurant

on Setiabudhi Street, with their best friends Yusuf, Ikhsan and Rani. They are talking about an embarrassing moment that their best friend, Ikhsan experienced.

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Ikhsan: I’ve never been so embarrassed in all my life. Hesti was really annoyed.

I’ve never seen anyone so angry before. She heard everything I said about her. Have you ever felt really stupid guys? Because I do now

Johan: I don’t think you need to feel stupid. It’s not a stupid thing to express how

you feel about someone, don’t you think guys?

Nissa: No, I don’t think so.

Ihksan: Ya, but Hesti has all this time taken me as her good friend only. A friend she can confide in. She trusts me with deep secrets and now I am betraying her by making her know how I really feel for her. Oh, I feel so stupid!!

Rani: Oh, please Ihksan, grow up! Now that she knows how you really feels about her, it’s then up to her to decide. If she share the same feeling as you then

it’s good. If not, then you can still be friend, end of the story!

Yusuf & Nissa: Yes!

Yusuf: I think Rani has a point. Have you ever had a girlfriend?

Ihksan: No, I haven’t!

Nissa: Don’t worry too much Ihksan. Oh, here is our dinner coming. Let’s eat and

we’ll discuss your issue again later.

Johan: Great, I am starving.

Yusuf: Ya, me too!

Dialogue 6

Nissa is having a small party in her boarding house. She has invited her girl friends, Rani, Laras and Indy to come to the party. She needs some glasses and plates for the party and has asked her landlady (Mrs. Harris) for a help.

Nissa: Excuse me, Mr. Harris, could I borrow some glasses and plates for my party, please?

Mrs. Harris: Oh, you’re having a party? What’s the occasion Nissa? Is it your birthday?

Nissa: It is. And I am just celebrating it with my closest friends and I need some

glasses and plates, if you don’t mind lending them to me?

Mrs. Harris: Not at all. How many do you want?

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STUDENTS

Mrs. Harris: That’s fine. Do you need anything else?

Nissa: Oh yes, some knives, forks, please. I also would like to invite you to the party. Please pop in at my birthday party, Mrs. Harris.

Mrs. Harris: Oh thanks. I’ll pop in later. Enjoy the party!

Dialogue 7

As part of their project, Johan, Nissa and Yusuf have planned to make another visit to a TV studio to see how the television crews carry out their job. However thing comes up and Yusuf has decided that he will not go.

Johan: Ok, everyone. As we planned, today we are going to visit STV again for our project. This time, we’re going to see how the TV crews make special effects for TV programs and films. You know, like in the Matrix.

Yusuf: Do we really have to go? Last time we went there, we have to stay there for ages.

Johan: What do you mean do we really have to go? Are you into the project or not?

Yusuf: I am. It’s just that I don’t want to wait for ages again like the last time we went there. It was so boring and I hate waiting!

Nissa: You don’t have to go to the studio if you don’t want to. But you’ll miss

something really exciting if you don’t go with us.

Yusuf: I don’t care. Anyway, I have to take care of my mom today. She’s ill. time to make our project report anyway. Let’s plan the visit another day.

Johan: All right. But you have to go with us, Suf.

Yusuf: Sure, I hope my mom will get better soon so I can go with you guys. Thank, Niss!

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STUDENTS

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[Type text]

GENDER REPRESENTATION IN STUDENTS’ CONVERSATIONS IN A TEXTBOOK FOR UNIVERSITY STUDENTS Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

APPENDIX B Exclusion analysis

No Sentences Suppresion Background Gender Participant

M F Mix

A class male 85actor=36, S.af=25, S.per=5, S.cog=14, behaver=1, sayer=2

No Sentences Representation categories Gender

indication

Participan t A B C D E F G H I J K L M F Mi

x 1 a.Johan is meeting his new friends, David and Melanie, two

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[Type text]

72 I am sure you’ll find some Johan. V V Actor

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[Type text]

87 I think the most interesting part is when our lecturer talked about the human psyche.

105 I don’t mind working at Foreign Affairs Department. V V Senser.aff

106 I enjoy traveling V V Senser.aff

109 I’d love to see what happens at the others side of the globe. V V Senser.aff

117 I want to learn more about how people make meaning of what they say when conversing with and among themselves.

V V Senser.aff

120 I hope V V Senser.aff

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[Type text]

148 I want to see Opera House. V V Senser.aff

169 Because I do now V V Senser.aff

b. I don’t think you need to feel stupid. V V Senser.aff

171 It’s not a stupid thing to express how you feel about someone V V Senser.aff

b. I am betraying her by making her know how I really feel for her.

A class female50actor=20, S.af=9, S.cog=14, S.per=4, sayer=3

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[Type text]

155 I can’t wait to see the famous Opera House. V V Actor

181 b. If she shares the same feeling as you then it’s good. V V Actor

191 Nissa is having a small party in her boarding house. V V Actor

192 a. She has invited her girl friends, Rani, Laras and Indy to come to the party.

c. I am betraying her by making her know how I really feel for her.

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[Type text]

179 b. Now that she knows how you really feels about her. V V Senser.cog

A class mixed gender61 actor=45, S.af=2, S.cog=7, S.per=3, sayer=4

9 when did you arrive here in Bandung? V V Actor

36 a. we’re going to move to the house we have rent at Ciumbuleuit tomorrow.

V V Actor

b. we’re going to move to the house we have rent at Ciumbuleuit tomorrow.

46 a. Melanie and David are making the most of their visit to the city by going shopping at many factory outlets.

V V Actor

47 a. Melanie and David have asked Johan to accompany them. V V Actor

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[Type text]

51 we can get cheap but good quality stuff V V Actor

68 Let’s look around shall we? V V Actor

84 a. they complete their study. V V Actor

90 a. have you guys finished reading the novels our lecturer wanted us to read and study?

V V Actor

b. have you guys finished reading the novels our lecturer wanted us to read and study?

160 a. Johan and Nissa have arrived back from their short trip to Sidney.

V V Actor

162 a. Now they are having dinner out at D’cost, a seafood restaurant on Setiabudhi Street, with their best friends Yusuf, Ikhsan and Rani.

V V Actor

188 Let’s eat V V Actor

207 As part of their project, Johan, Nissa and Yusuf have planned to make another visit to a TV studio

V V Actor

210 As we planned V V Actor

211 we are going to visit STV again for our project. V V Actor

212 we’re going to see how the TV crews make special effects for TV programs and films.

V V Actor

214 Do we really have to go? V V Actor

215 Last time we went there V V Actor

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[Type text]

221 like the last time we went there. V V Actor

230 But we have planned the visit, Suf. V V Actor

237 We don’t have to go today. V V Actor

239 Let’s plan the visit another day. V V Actor

b. so I can go with you guys. V V Actor

13 because we need to take care of some important matters at the embassy first.

V V Senser.af

168 Have you ever felt really stupid guys? V V Senser.aff

28 You’ll find out more about those places later. V V Senser.cog

83 They know that it is getting more competitive to get a job V V Senser.cog

86 That was an interesting elaboration on Psychoanalysis, don’t you think guys?

V V Senser.cog

88 You know Id, Ego and superego and how they can manifest in literary works.

85 a. Johan and his friends are sharing their future plans and ambitions.

V V Sayer

99 Talk about something else, shall we? V V Sayer

163 a. They are talking about an embarrassing moment that their best friend, Ikhsan experienced.

V V Sayer

189 a. we’ll discuss your issue again later. V V Sayer

C class female2circ.accomp=2

b. Why don’t you guys go with me to CCF? V V Circ.Acco

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[Type text]

b. I’ll go with you. V V Circ.Acco

mpaniment

C class mixed gender circ.accompaniment=2

b. But you have to go with us, Suf. V V Circ.accom

b. You are coming with us, are you Han? V V Circ.accom

E class male actor=1

b. They are talking about an embarrassing moment that their best friend, Ikhsan experienced.

V V Actor

E class femalecirc.accomp=1

b. And I am just celebrating it with my closest friends V V Circ.Acco

mpaniment

E class mixed gender3 circ.accomp=2, circ.matter=1

b. Johan is talking with his classmates after a class. V V Circ.Acco

mpaniment a. Being in the last semester they are a bit worried with their

future.

V V Circ.matter

b. Now they are having dinner out at D’cost, a seafood restaurant

on Setiabudhi Street, with their best friends Yusuf, Ikhsan and Rani.

V V Circ.Acco

mpaniment

G class male18 goal=7, target=1, benef=2, phenom=6, receiver=2

7 Nice to meet you. V V Goal

b. Melanie and David have asked Johan to accompany them. V V Goal

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[Type text]

76 See you V V Phenom

G class female7 target=1, benef=1, goal=2, phenom=1, recipient=1, receiver=1

62 The T-shirt are a bit too small for me. V V Benef

a. if you don’t mind lending them to me? V V Recipient

b. How much does it cost, if you don’t mind telling me? V V Target

244 Thanks Nis V V Receiver

195 Excuse me, Mr.Harris V V Phenom

d. I am betraying her by making her know how I really feel for her.

V V Goal

b. I also would like to invite you to the party. V V Goal

G class mixed gender9goal=4, benef=1, phenom=3, recipient=1

b. and I am here to welcome and give you a campus tour. V V Recipient

8 nice to meet you too, Melanie, David V V Goal

b. I’ll first take you to the library and the internet center. V V Goal

138 a. Johan and Nissa have been invited by the foundation that fund

David and Melanie’s Student Exchange Program, to come to

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[Type text]

I class female circ.matter=3

e. I am betraying her by making her know how I really feel for her.

b. I am taking Communication for my post graduate, for sure. V V Circ.purps

K class female  8 goal=5, phenom=1, circ.matter=1, circ.purpose=1

b. I am continuing my study, for sure. V V Goal

b.She has invited her girl friends, Rani, Laras and Indy to come to the party.

V V Goal

b. could I borrow some glasses and plates for my party, please? V V Circ.purps

K class mixed gender 9goal=8, verbiage=1

b. Well then, shall we start our tour? V V Goal

b. Melanie and David are making the most of their visit to the city by going shopping at many factory outlets.

V V Goal

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[Type text]

95 Darn! Our hands are tight up ya. V V Goal

b. It would be owesome if we all could get our dream. V V Goal

b. Johan and Nissa have been visited by the foundation that fund

David and Melanie’s Student Exchange Program, to come to

Sidney.

V V Goal

a. We still have time to make our project report anyway. V V Goal

b. Johan and his friends are sharing their future plans and ambitions.

V V Verbiage

b. Johan is meeting his new friends, David and Melanie, two students exchange from Sidney Australia, for the first time at the Language Center.

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STUDENTS

Univeristas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu APPENDIX C

Interview Protocols

Topic Question

General opinion about gender equality

What is your opinion about gender equality in Indonesia?

Potential factor of Gender proportion representation in the textbook

Please correct me if I am wrong. According to a tentative result of my data analysis, there seems to be different proportion of male and female representation. If any, what might be the factors that shape this

proportion?

When you were in the process of writing the textbook, were you concern of female and male equality

representation?