THE REPRESENTATION OF EQUALITY IN THE ELT TEXTBOOK FOR THE 1ST HIGH SCHOOL STUDENTS. First of all, I would like to express the utmost gratitude to Allah SWT for always blessing and giving me courage and patience so that I am finally able to finish the thesis entitled "The Representation of Gender Equality in the ELT Textbook for Tenth class senior high school students". The Potrayal of Gender Equality (visual) in the ELT textbook "Bahasa Inggris SMA/MA/SMAK/MAK Kelas X".
The portrayal of gender equality through verbal text (Dialogues) in the ELT textbook "Bahasa Inggris SMA/MA/SMAK/MAK Kelas X". The representation of gender equality in the ELT textbook for the tenth grade senior high school students; Dinda Ayu Chomaria Syamsuri pages;. This research analyzed the representation of gender equality in the ELT textbook for the tenth grade students focusing on visual and verbal texts.
There were several steps to analyze the representation of gender equality in the textbook based on the framework of Fairclough (1995), which are description, interpretation and explanation. Among the three aspects of gender equality based on the opportunities and responsibilities of UN Women are presented in the text.
DIGITAL REPOSITORY UNIVERSITAS JEMBER
- Research Background
- Research Question
- Research Objectives
- Research Contributions
- Practical Contribution
- Empirical Contribution
- Gender Equality
- Gender Equality in Indonesia
- Gender Equality in ELT Textbooks
- Previous Reseacrh Studies of Gender Equality
The gender equality in the textbook appeared five times out of eleven pictures in visual artefacts and one out of four in verbal texts. This topic is chosen because gender equality is implicitly stated in The Fifth Verse of Pancasila "Keadilan sosial bagi seluh rakyat Indonesia". As we know, Raden Ajeng Kartini in Indonesia participates in gender equality, especially for women.
In this present study, it analyzed gender equality issues between men and women in the visuals and dialogues contained in an English textbook titled "Bahasa Inggris" for grade X SMA/SMK/MA. Based on the research background elaborated above, this current study on gender equality is intended to answer the following research question: How do visual and verbal texts in the selected ELT textbook portray gender equality. This research aims to investigate the representation of gender equality in both visual and verbal texts in the ELT textbook for the tenth grade senior high school students.
Visual artifacts include images, while verbal texts are texts in the form of dialogues. In a practical contribution, this research should give some recommendations to teachers about the importance of gender representation in the textbook and also about how to implement this in the teaching and learning process. Gender equality in Indonesia is mentioned in Article 28H, Paragraph 2 of the 1945 Constitution of the Republic of Indonesia.
For this reason, teachers need adequate media such as: ELT textbook to teach students that both men and women should have equal rights, in the family and society. Furthermore, this study also found that women's professional roles are not only restricted but also limited, mainly in the domestic sphere. The findings showed that in the selected ELT text, the order of appearance showed that the gender of women always followed men;.
All colors are used for both males and females in the textbooks reviewed in this study. Ariyanto (2018) did a research about gender bias in the ELT textbook When English Rings the Bell used by Junior High School in Indonesia. The result showed that gender bias in both visual and verbal texts in the textbook still existed.
RESEARCH METHOD RESEARCH METHOD
Research Design
Research Context
Data Collection Method
Data Analysis Method
In addition, this ELT handbook was used because it is written with the 2013 curriculum, it is used nationally for high school tenth grade students, it provides some visual and verbal text (dialogues) that present gender equality. This chapter discusses research results of the representation of gender equality analysis, both in images and dialogues provided by the EFL Handbook used in Tenth Grade Senior High School Students.
Visual representation of gender equality in ELT Textbook
On the cover of the book, there are some pictures of famous monuments from several countries of the world. Chapter eight on the page shows a popular singer from Indonesia Anggun C Sasmi, this photo is categorized under gender inequality because a man can be a singer. In Indonesia there are some popular singers like Judika, Anang Hermansyah, Ari Lasso, Afgan and many others.
But this book only depicts a woman, which may lead students to think that a singer must be a woman. As M kuchu (2004) said, the way female and male genders are portrayed in the textbook contributes to the type of image students develop of male and female in society. Chapter 9 on page 120 shows a picture of Bung Tomo as one of the revolutionary heroes in Indonesia's war on November 10 in Surabaya.
When looking at this photo, students may think that men have more power than women and that they can play a role in the wider industry instead of women. On page 145 we see a picture of a national female hero from Indonesia, exactly from Aceh. By seeing this photo, the students can discover that not only men have the power and opportunity to be the leader, but also women can play a role in the guerrilla forces in Indonesia's history.
In the photo you see female students giving her opinion on something and the other male students are listening to her. The following visual artifacts on page 190 show a photograph of two men and two women in the official meeting. Unlike the previous photo (photo 8), this photo shows a gender equality treatment as there is a balance number for both women and men involved in the official meeting.
On page 36 was a photograph of three male and three female senior high school students playing ball.
Verbal text representation of gender equality in ELT Textbook
He found that women and men have the same chance to share their opinion about that meeting. These pictures illustrate a class activity about giving compliments to someone who gets the ball and the other students have to respond to it. It shows gender equality because male and female students have the same opportunities to respond to the compliment.
SA :“Cita,Congratulations on being the first winner of the school's storytelling competition!Excellent. Equality shows clearly as we can see Ditto respecting what Cita's achievement has achieved and congratulating her. This dialogue shows how two students communicate with each other by asking about their plans for a long weekend.
Bayu (a male student) talks about his plan “We are planning to go fishing in a lake near my uncle's house. That heroic monument stands tall and strong” (page 129, chapter 9) A student (Ami) in Verbal Text 3 on page 129 comments appreciatively on a heroic monument by saying, for example, “That heroic monument stands tall and strong” . On the contrary, Riza (a male student) does not give a judgmental comment, but starts telling about his unforgettable experience as he wants: "I had an unforgettable experience there".
Therefore, verbal texts 3 potentially convey equality of gender treatment, as both female and male students have not experienced the same opportunities. He studied in Germany” (page 140, chapter 10) The verbal text 4 depicted only two female characters, namely Rima and Nadia. Both Rima make an appreciative comment about BJ Habibie, for example saying "He is one of the geniuses from Indonesia".
There is inequality in gender treatment because almost the entire conversation is about BJ Habibie.
Conclusion
Suggestion
It reports the findings of this study and some suggestions addressing the topic related to the textbook writers, English teachers and the future researchers. active role in the learning process, for example by giving the same chance to both male and female students to answer the quiz, play a game or etc. Thirdly, it is suggested for future researchers to conduct more studies on gender equality in the ELT textbook and focus their study on a non-government book with different grades of students and also with a different research design. 2018). A portrait of gender bias in the prescribed Indonesian ELT textbook for junior high school students. Sexuality & Culture, 17 (3).
2009).Topics in EFL Textbooks and The Question of Gender Dominance.The International Journal of Language Society and Culture. A critical microsemiotic analysis of the values displayed in the high school English textbook approved by the Indonesian Ministry of National Education. Visual and non-verbal representation of the text (dialogue) in the ELT textbook entitled "Bahasa Inggris SMA/MA/SMAK/MAK Kelas X".
Gender equality is not clearly presented because the authors show a male character in the form of Liberty Statue, means that the man has more power rather than woman. Gender equality is clearly presented because there is an equal number of male and female students playing a ball and. Gender equality is not clearly presented because in this era not only men go walking, but also women can do this activity.
Equality is not presented clearly because only a single image of Bung Tomo is portrayed as one of the popular heroes in Indonesia. It shows gender inequality because there is only a single image of Indonesia's third president, B.J. A single image of Cut Nyak dien, who became a leader in Acehnese guerilla forces during the Aceh War.
Gender equality is not clearly presented because there is only one female for three male students. Gender equality is not clearly presented because in the dialogue Dito (as a male student) evaluates the achievements of Cita (as a student). 41 Gender equality is not clearly presented because this dialogue shows that women always prefer to stay at home rather than doing activities outside.
