THE PORTRAYAL OF GENDER ROLES
IN TEXTBOOKS FOR JUNIOR HIGH SCHOOL STUDENTS
(Systemic Functional Linguistics as a Tool of Analysis)
A RESEARCH PAPER
Submitted as a partial fulfillment of requirements for Sarjana Pendidikan Degree.
IVA LAELA SYIFA
1009112
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
THE PORTRAYAL OF GENDER ROLES
IN TEXTBOOKS FOR JUNIOR HIGH
SCHOOL STUDENTS
(Systemic Functional Linguistics as a
Tool of Analysis)
Oleh Iva Laela Syifa
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Ekonomi dan Bisnis
© Iva Laela Syifa 2015 Universitas Pendidikan Indonesia
Januari 2015
Hak Cipta dilindungi undang-undang.
PAGE OF APPROVAL
THE PORTRAYAL OF GENDER ROLES
IN TEXTBOOKS FOR JUNIOR HIGH SCHOOL STUDENTS
(SYSTEMIC FUNCTIONAL LINGUISTICS AS A TOOL OF ANALYSIS)
By:
Iva Laela Syifa
1009112
Approved by: Main Supervisor
Prof. Dr. Emi Emilia, M.Ed., Ph.D NIP. 196609161990012001
Co-Supervisor
Nicke Yunita Moecharam, S.Pd., M.A. NIP. 198206302005012001
Head of Department of English Education Faculty of Language and Literature Education
Indonesia University of Education
ABSTRACT
The Portrayal of Gender Roles in Textbooks for Junior High School Students
(Systemic Functional Linguistics as a Tool of Analysis)
Iva Laela Syifa (1009112)
Main Supervisor: Prof. Dr. Emi Emilia, M.Ed., Ph.D. Co-Supervisor: Nicke Yunita Moecharam, S.Pd., M.A.
Abstract: This research is managed to investigate the portrayal of gender roles in two selected published English textbooks for eight graders in Indonesia. The research utilizes a qualitative descriptive analysis focusing on the textual data obtained from 20 selected reading passages—narratives—with reference to the gender roles of the characters. The data were then analyzed using verbal Transitivity system of Systemic Functional Linguistics (SFL) approach (Halliday & Matthiessen, 2004). The results of the analysis explicate that male characters dominate the roles of important Participants as they appeared more frequently in the Processes along the narratives. The selection of transitive verbs used (e.g. travel, walk, and climb) also reveals that male characters are perpetually
constructed as ‘adventurous’, ‘risk taker’, ‘active’, ‘independent’, and ‘capable’.
Meanwhile, through the using of intransitive verbs, the female characters are shaped as; more ‘passive', ’expressive’, ‘nurturing’, and ‘unassertive’ than their male counterparts (Blackstone, 2003; Evans & Davies, 2000). Thus, the research
findings presented the characters’ gender roles in asymmetrical manner. Such portrayal of asymmetrical gender roles is likely to stem from the domineering culture and power asymmetry of men over women that ideologically manifested in some social systems (Francis, 2004).
TABLE OF CONTENTS
PAGE OF APPROVAL ... i
STATEMENT OF AUTHORIZATION ... ii
PREFACE ... iii
ACKNOWLEDGEMENT ... iv
ABSTRACT ... vi
TABLE OF CONTENTS ... vii
LIST OF TABLES ... x
LIST OF APPENDICES ... xi
CHAPTER I ... 1
INTRODUCTION ... 1
1.1. Background of the Research ... 1
1.2. Research Questions ... 3
1.3. Purposes of the Research... 3
1.4. Scope of the Research ... 3
1.5. Significance of the Research ... 3
1.6. Clarification of the Main Terms ... 4
1.7. Organization of the Research ... 5
1.8. Concluding Remark... 6
CHAPTER II ... 7
LITERATURE REVIEW ... 7
2.1. Gender ... 7
2.1.1. Conception of Gender ... 7
2.1.2. Gender Roles and Gender Construction ... 9
2.2. Gender in Social Context ... 12
2.2.2. Gender Asymmetry ... 13
2.2.3. Portrayal of Gender Roles in Textbooks ... 15
2.3. Systemic Functional Linguistics ... 17
2.3.1. Theorizing Semiotics in SFL ... 17
2.3.2. Transitivity ... 18
2.3.2.1. Types of Processes ... 20
2.3.2.1.1. Material Process... 20
2.3.2.1.2. Mental Process ... 22
2.3.2.1.3. Relational Process ... 23
2.3.2.1.4. Behavioral Process... 24
2.3.2.1.5. Verbal Process ... 25
2.3.2.1.6. Existential Processes ... 26
2.3.2.2. Circumstantial Elements ... 26
2.4. Previous Research ... 29
2.5. Concluding Remark... 32
CHAPTER III ... 33
RESEARCH METODOLOGY ... 33
3.1. Design of the Research ... 33
3.2. Data Collection ... 35
3.3. Data Analysis ... 36
3.4.1. Analysis of Transitivity Elements ... 36
3.4.2. Classification of the Processes ... 37
3.4.3. Descriptive Analysis of the Portrayal of Gender Roles ... 37
3.4. Concluding Remark... 37
CHAPTER IV ... 38
FINDINGS AND DISCUSSIONS ... 38
4.1.1. Material Process ... 39
4.1.2. Mental Process ... 42
4.1.3. Relational Process ... 44
4.1.4. Behavioral Process ... 47
4.1.5. Verbal Process ... 49
4.1.6. Existential Process ... 50
4.1.7. Circumstantial Elements ... 51
4.2. The Portrayal of Gender Roles ... 54
CHAPTER V ... 59
CONCLUSIONS AND SUGGESTIONS ... 59
5.1. Conclusions ... 59
5.2. Suggestions... 61
LIST OF TABLES
Table 2. 1. Types of Circumstances ... 27
Table 3. 1. Description of Textbooks Used in the Research ... 34
Table 4. 1. The Distribution of Processes ... 38
Table 4. 2. The Occurrence of Material Process ... 41
Table 4. 3. The Occurrence of Mental Process ... 43
Table 4. 4. The Occurrence of Relational Process ... 46
Table 4. 5. The Occurrence of Behavioral Process ... 48
Table 4. 6. The Occurrence of Verbal Process... 50
Table 4. 7. The Occurrence of Existential Process ... 51
Table 4. 8. Types of Circumstance Associated with Male and Female Characters ... 52
LIST OF APPENDICES
CHAPTER I
INTRODUCTION
This chapter encompasses the introductory sections of the research. It covers background of the research, research questions, aims of the research, scope of the research, significance of the research, clarification of the main terms, and organization of the paper.
1.1. Background of the Research
In recent years, the concept of gender has been considered as one of the most important aspects that need to be taken into account in education, as well as other fields. Many issues related to gender differences have been explored including the portrayal of gender in visual media, print and non-print media, especially in learning materials. Regarding this, special attention has been given to one kind of learning materials which has been widely used in schools; textbooks (see Evans & Davies, 2000; Toçi and Aliu, 2013; Yang, 2011; Yasin et al, 2012). The content within textbooks is believed to have a significant role in educating students; they are sources of information which at the same time create an image of what is tolerable in a society (Toçi and Aliu, 2013). Moreover, textbook is considered as the most potential instruments that can help students to build desirable attitudes (Sumalatha, 2004, cited in Toçi and Aliu, 2013).
members of society. This emanates from the scope of gender that reveals a room for identities to be constructed, understood, as finely as put forward how students invest difference of attitudes towards male and female identification (Clegg, 2008; Gove & Watt in Woodward, 2000). The notion is reaffirmed by Penelope Eckert (2003) who positions the students as adolescences who are going through a life-stage at which a tremendous amount of identity work is being done, and the conception of gender is salient towards the formation of self-identity.
Concerning the importance of gender conception to the development of
students’ identity, the research is triggered to understand the portrayal of gender roles through the presentation of male and female characters, particularly in English textbooks for eight graders in Indonesia. Among various kinds of learning materials presented in the textbooks, the research focuses on one kind of materials that is considered as the most powerful one; story. Stories are frequently claimed to bring many benefits since they provide examples of authentic language in social discourse manifested throughout the story (Wright, 1997; Garvie, 1990, cited in Cameron, 2001). The topic being issued in the discourse posits representation of reality, including the conception of gender (Narahara, 1998, cited in Aina & Cameron 2011). Thus, it is important to consider the way(s) in which gender is portrayed throughout the stories, because that is how the students are able to acquire the concept of gender in society.
asymmetry proposed by Diana Francis (2004). The framework is expected to be able to depict the way(s) in which gender is verbally portrayed.
1.2. Research Questions
The research is expected to investigate the problems classified in the following question:
1) In what ways do the selected English textbooks verbally represent gender roles?
1.3. Purposes of the Research
With reference to the problem investigated, the research is aimed at:
1) Finding out the way(s) in which the selected English textbooks for eight graders portray gender roles through their gendered characters.
1.4. Scope of the Research
The limitation has been made to specify the problem in the research. It is intended to investigate the portrayal of gender roles in two different English textbooks for Junior High School Grade VIII. The selected texts are chosen based on the characters play in the story which has been specified to gender representation involving the appearances of females and males. This implies that any other stories beyond the stories which characters are categorized as ‘non-human’ are not taken into account. Thus, the research focuses on the appearance of gendered characters by applying the analysis of Transitivity system which belongs to the
1.5. Significance of the Research
The research is expected to provide various significances as follows:
1) To theoretical frameworks, the research can enrich the existing theories of gender in relation to education, particularly in textbooks as learning materials.
2) To students and teachers, the research can be a consideration in choosing learning materials especially narrative for the process of teaching and learning in relation to the existence of gender differences.
3) To future researchers, the research can give benefits as a guideline to support their research. Furthermore, it is expected to be able to contribute to the development of English textbooks especially in presenting the gendered content materials.
1.6. Clarification of the Main Terms
As a sustainability of convenience for the research and to avoid misunderstanding, several main terms will be briefly described and specified below.
Gender is a social determination which perceives ideas and practices of
what it is to be female or male (Reeves and Baden, 2000, p. 3). Gender and sex are commonly related but partly distinct areas, gender is a part of ideologies, values, and beliefs associated with being a woman or man in a particular society (Woodward, 2000), while sex is defined as biological characteristics categorizing someone as either female or male (Reeves & Baden, 2000).
Gender roles are the product of social interactions between individuals and
their environments, and they give individuals cues about what sort of behavior is
believed to be appropriate for what sex which is based on a society’s beliefs about
differences between the sexes (Blackstone, 2003).
Gender asymmetry is an imbalance quality of males and females stemming
Gender stereotype is a belief which comprises static notions about
feminine and masculine traits, regardless of social, cultural, or historical variations
between the nature of women and men’s lives (Schmenk, 2004).
Narrative is a text which consists of the representation of an event or a
series of events which is purposively made to entertain the readers. This definition is drawn from the definition of narrative proposed by Abbott (2008) who defines narrative as the representation of an event or a series of events. In addition, Ricoeur (cited in Richardson in Pelan et al, 2004 in Abbott, 2008) adds that the foundation of narrative is plot. The plot unfolds in which subsequent events are always entirely dependent on preceding to one another. In addition, narrative is similar with story, which is defined as an account of imaginary or real events told for entertainment (http://www.meriam-webster.com/dictionary/story).
Systemic Functional Linguistics (SFL) is a functional-semantic approach
to language which explores both how people use language in different contexts, and how language is structured for use as a semiotic system (Eggins, 2004). SFL views language as a resource for making meaning rather than as a system of rules (Christie, 1990; Halliday, 1994a; Halliday and Martin 1993, cited in Emilia, 2005). These grammar attempt to describe language in actual use and they concerned not only with the structures but also with how those structures construct meaning (Gerot and Wignell, 1994, p. 6).
Transitivity, according to Systemic Functional Linguistics, is a system that
belongs to the ideational or experiential metafunction and is the overall grammatical resource for construing goings on (Martin, Matthiessen and Painter, 1997, p. 100, cited in Emilia, 2005). In short, transitivity refers to grammatical system by which the experiential meaning of the clause is achieved.
1.7. Organization of the Research
Chapter I: Introduction, provides background of the study, research questions, purpose of the research, scope of the research, significance of the research, research methodology, clarification of main terms, and organization of the research.
Chapter II: Literature Review, consists of related theories, ideas and issues in which the principles and justifications of the research is grounded. This part enables the research to strongly build foundation for better understanding.
Chapter III: Research Methodology describes approaches and procedures, research designs, subject of the research, data analyses, and content analyses all manifested in the research.
Chapter IV: Findings and Discussions, reports the result of the research. Besides reporting the result, the chapter will also promote an idea of discussions where the collected findings are available to be interpreted.
Chapter V: Conclusions and Suggestions, presents conclusions drawn from the research findings. In addition, suggestions for future are also be included in this chapter.
1.8. Concluding Remark
CHAPTER III
RESEARCH METODOLOGY
This chapter is now intended to describe the mechanism on how the research is made capable of meeting its objectives. This chapter will explain how research design, research sample, data collection, and data analysis are all customized in order to make the study on both reliably and feasibly actual progress.
3.1. Design of the Research
As what has been informed by prior chapters, the current research is managed to examine the portrayal of gender in English textbooks for Junior High School students, specifically manifested in stories. Thus, the research considered qualitative approach nodal and eligible to the intended purpose. Qualitative approach allows the research to interpret human actions, institutions, events, customs, and the like, which requires the researcher to construct a ‘reading,’ or portrayal, of what is being studied (Ary et al, 2010). In line with this, Fraenkel et al (2013) also profess that qualitative approach observes a phenomenon in-depth with its relation to social happening. Moreover, the ultimate goal of this kind of approach is to portray the complex pattern of what is being studied in sufficient depth and detail (Ary et al, 2010) and, as a result, one who has not experienced it can understand it through the descriptive explanations of the phenomenon discovery.
In order to conduct the qualitative research, Cresswell (2012) suggests that it is allowed to intentionally select the subjects or sites of the research in attempt to understand the central phenomenon. Hence, the research term used for qualitative sampling is purposeful sampling (Cresswell, 2012, p. 206). Referring to this description, the sample of the current research was deliberately chosen to depict the portrayal of gender contruction in English textbooks.
content analysis. Content analysis is one of the main forms of qualitative data analysis. It is a common procedure in achieving data reduction of copious amounts of written data to manageable and comprehensible proportions in qualitative data analysis to respect the quality of the qualitative data (Cohen et al, 2007, p. 475).
Content analysis or what is commonly referred to as qualitative content analysis emphasizes an integrated view of speech/texts and their specific contexts. It goes beyond merely counting words or extracting objective content from texts to examine meanings that may be manifested in a particular text, instead, it allows the researchers to understand social phenomenon in a subjective but scientific manner (Zhang & Wildemuth, 2009, p.1). By implementing qualitative content analysis, the research was expected to be able to investigate the portrayal of gender representation manifested in textbooks by generating theory underlying the portrayal.
The research involved two English textbooks as its research object; two printed textbooks from two different publishers. The complete description of the textbooks used in the research was presented in table 3.1.
Table 3. 1. Description of Textbooks Used in the Research
The textbooks were chosen because of the purpose of the research, usability, and practicality. In terms of the purpose of the research, the textbooks enabled the research to obtain the data for the analysis to be conducted as they provide stories from which the analysis can be drawn. In terms of usability, those textbooks have been widely used in real teaching situation in Junior High Schools intended to teaching English for eight grade students. Furthermore, in terms of practicality, the textbooks were chosen because they were not difficult to find and contained textual materials the research attempted to analyze.
The analysis of the research focused on selected reading passages categorized as narrative (story). Story was chosen due to the assumption that story is the most powerful materials for young learners (Cameron, 2001). Additionally, story provides the representation of reality through the use of authentic language (Abbott, 2008; Wright, 1997; Garvie, 1990, cited in Cameron, 2001). The stories have been specified to gender matters involving the appearances of females and males. Thus, any other stories which did not involve ‘human’ characters were not included in the analysis.
3.2. Data Collection
As stated in research design, the sample of the research was purposeful sample (Cresswell, 2012) based on reading passages which were categorized as narrative. The data collection was accomplished through several steps which was adapted from the steps taken by Xiaoping (2005) in his research of gender representation in three Chinese reading textbooks. However, according to the formulated research questions, some changes were intentionally made in order to achieve the intended purposes. The modified steps were as follows:
1) Selecting the textual materials in two selected textbooks. For the purpose of the research, the texts from which the analysis was drawn were limited to narrative.
By employing the aforementioned steps, the research was expected to be able to collect relevant data in order to reveal the portrayal of gender manifested in two selected textbooks.
3.3. Data Analysis
Once the selected texts were obtained, they were then to be analyzed. The selected texts were broken down into the elements of Transitivity following the work of Halliday and Matthiessen (2004). Moreover, the analysis was further conducted to reveal the meaning of composition of Participants, Processes, and Circumstances resulting from the analysis of Transitivity. In order to clarify the portrayal, descriptive analysis was included as the last step of data analysis. The following section was intended to further elaborate the steps included in the analysis of data. 3.4.1. Analysis of Transitivity Elements
As what have been mentioned above, the selected stories were analyzed using the system of Transitivity to reveal experiential meaning of the text. The stories were broken down into the level of clauses to investigate the pattern of Processes attributed to females and males as Participants. According to the procedure of data collection, the text was omitted to its gendered clauses; hence, those clauses which did not involve any appearance of male or female characters were not included in the analysis. The following was an example of how the clauses were analyzed using Transitivity system. The sample was taken from textbook Interactive English.
Maya is building a sand castle.
Actor (female) Process: Material Range
Rudi is playing ball with his dog.
Actor (male) Process: Material Goal Circumstance: Accompaniment
Angela likes her school, it’s modern and big
3.4.2. Classification of the Processes
Having identified each of the clauses of the texts using Transitivity analysis, this step was conducted in order to classify the Processes occurred in relation to female and male Participants. Moreover, the step was managed to clarify the view towards the employment of Processes to male and female characters.
3.4.3. Descriptive Analysis of the Portrayal of Gender Roles
After classifying the Processes based on the existence of male and female Participants, this step was conducted as an attempt to further discuss how the Processes employed to the Participants as a representation of males and females signified to gender representation. The step was particularly aimed to discover how gender was constructed; whether or not the portrayal of gender asymmetry appeared in the two selected textbooks.
3.4. Concluding Remark
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter is presented as an eventual summary of the research which includes conclusions and suggestions. Presented in two sections, first, this chapter will provide conclusive presentation of the entire findings and discussions from earlier chapter and how they fulfill the answers of the formulated research question; second, it will serve future research discursive suggestions, expected to help extend some ideas to be considered when researching similar field of the research. 1) Conclusions
As what has been informed by prior chapters, the research is in endeavor to study how gender is portrayed in two selected English textbooks for eight graders. The portrayal of gender is traced from the analysis of textual data employing Transitivity system (Halliday & Matthiessen, 2004). From the analysis, there are several conclusions that can be drawn, and they will be further elaborated in this section.
public spheres. Compare to that, female characters tend to be involved in the actions or activities taking place around their private spheres.
According to the overall analysis of Transitivity, it can be implied that, in terms of quality, male gendered characters are prone to symbolizing ‘rational’, ‘powerful’, and ‘individual’, as opposed to female who are likely depicted as the owners of ‘thoughtful’, ‘anxious’, and ‘expressive’ traits.
Departing from the result of analysis, it is clear that the textbooks have portrayed gender roles in asymmetrical manner, traced from how male and female characters are presented and characterized along the narratives. There are three evidences that signify the occurrence of the portrayal of gender asymmetry. First, the domination of male characters compared to those of females in terms of the appearances and involvements along the narratives. Male characters who are most likely depicted to hold important roles of Participants reflect the influence of hierarchical social order that subordinates women to men. It is supported by the second evidence that explains how male characters’ actions are identified to be frequently extended with various types of Circumstances. It signifies that male characters are considered more competent in all their aspects of life. Third, lexically, there is a discrepancy between the depiction of male and female characters. It reveals stereotypical roles of females where they are confined to domestic spheres. There is also a portrayal of stereotypical physical appearance that only particular gender displays in certain occurrences, i.e. girls are beautiful, and boys are scruffy.
portrayal of the oppression of women through their female characters. It is evident through the presentation of female characters who are depicted to still be able to perform powerful acts—even though it is less than what male characters do, actively contribute to an event, and are fully developed in terms of education and economic.
2) Suggestions
For a better contribution and significance of future research, there are three suggestions that the research intends to give related to the field of gender in education. The suggestions are presented below.
First, the current research is conducted in order to reveal the construction of gender based on the analysis of textual data. In order to be able to create significance, the future research may want to expand the coverage of analysis by aiming at the construction of gender elicited from visual data analysis. Due to the experience of the current research when conducting the analysis, visual illustrations presented in textbooks are also carrying meaning that has to do with gender disparities. Therefore, it is considered important to be further analyzed.
Second, for teachers, the result of the current research can be inputs for considering careful selection of textbooks as learning materials in relation to gender disparities for their students. Gender-friendly materials are preferably required in order to avoid the students’ misconception towards gender roles in society. Moreover, beside the materials, teachers should also notice how gender is produced in classroom discourse. Both materials and teaching learning process should be able to accommodate the students’ needs regardless the presence of gender differences. It is strongly suggested that stereotypical view in terms of the way male and female students learn in classroom situation do not affect the way the teachers treat the students.
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