334
EEJ 11 (3) (2021) 334-343
English Education Journal
http://journal.unnes.ac.id/sju/index.php/eej
Gender Representation on Pictures, Dialogues and Reading Texts in
“Bahasa Inggris Untuk Kelas X SMA/Ma”
Devi Arini Murrikaningrum, Januarius Mujiyanto, Mursid Saleh
Universitas Negeri Semarang, Indonesia
Article Info
______________
Article History:
Recived 29 December
2020
Accepted 22 February
2021
Published 15
September 2021
______________
Keywords:
Gender,
Representation,
Picture, Dialogue,
Reading Text,
Textbook
______________
Abstract
This study focuses on gender representation of the picture, dialogue, and reading
texts in a textbook – Bahasa Inggria Untuk Kelas X SMA/MA. For Grade X
Senior High School. It used a descriptive qualitative approach, and its objective
was both to investigate gender representation in the pictures, dialogue, and
reading text and, the representation between them. The study revealed that male
domination was found in the picture, dialogues and, reading text as seen from
gender visibility, gender-specific nouns, gender-stereotypes. Only, in the
dialogues gender stereotype was dominated by female. The relation between
picture, reading text and, dialogues, have similarity was dominated by a male,
as seen from gender-neutral and gender-specific nouns. Although gender
stereotypes and gender visibility in the dialogue were dominated by a female.
Gender visibility, gender stereotype, gender-neutral and gender-specific noun
between reading texts and pictures, have similarity was dominated by male. The
representation between reading text and pictures support each other because
they are mutually sustainable. Gender visibility and gender stereotype in the
reading text and dialogue have unequal dominated. Gender visibility in the
reading text is dominated by a male, while gender visibility in the dialogue is
dominated by a female.
Correspondence Address:
Kampus Pascasarjana Unnes, Jl. Kelud Utara III, Semarang, 50237
E-mail: deviarini99@students.unnes.ac.id
p-ISSN 2087-0108
e-ISSN 2502-4566
Devi Arini Murrikaningrum , et al./ English Education Journal 11 (3) (2021) 334-343
335
INTRODUCTION
Gender equality is a highly discussed
subject in today’s society. Generally, men's and
women’s access to equality differs concerning
salaries, respect, and power. Children grow up
learning about gender equality from parents,
society, and other adults that surround them.
Gender equality deals with issues of democracy
and fundamental values. Teaching children at an
early age about these issues will benefit our
society. According to Widyaningrum, A, Saleh,
M, & Warsono (2013). It is one of the factors that
shape identity or social and cultural roles.
The word “gender” refers to the
classification of nouns, adjectives, or pronouns as
masculine, feminine, or neuter. (Hornby, 1995, p.
450). It is the difference between female and male
roles and responsibilities constructed and learned
from culture. (UNESCO, 2009, p. 8). Males'
domination over women arise inequality and
cultural prejudice against women.
According to Mansur Fakih, it refers to
male‘s or female‘s roles and responsibilities
constructed by societies and cultures. Then based
on Utomo and friends (2009). Gender refers to
female and male roles constructed by society. The
roles always change and vary. They are closely
related to time and place. Arsal, T., Basri, M., &
Tono S (2017, p. 136) cited from
Balasubramanian, Haggblade & Movahedi ; also
stated that ”Principally, the role of women and
men are similar, except for reproduction
function, which is the nature of women that
cannot be replaced by men, such as being
pregnant, giving birth and breastfeeding‘.
Language holds an important role in our
society since it influences to what extent our
perception of the world and what we understand
natural‘ sex roles to be (Mills, 1995, p. 62).
Further, the linguistic evidence shows what kind
of things done by man is called as masculine,
done by a woman is called as feminine, and
language with gender-free is called neuter
(Mustedanagic, 2010). From these roles of
language, it can be assumed that gender
especially its identity can be represented,
constructed, and contested through language.
Based on those definitions, the roles
always change and are flexible between males
and females. For example, domestic works like
washing, cleaning the house and caring for the
child that is usually constructed as female work,
and public work like working at the office, etc. are
changeable. A wrong understanding of gender
can cause gender discrimination or gender
inequality. If the women are considered to be
feminine and only work in the house, so for the
women who work outside the house can be
considered as not good women. While in other
situations, if the women are only housewives,
they don‘t need to take higher education. On the
other side, men labeled masculine, strong,
working outside the house, will be bullied if they
can not do that. Even women usually get more
suffers than men. It had been a long time. Sutopo
(2016, p. 160) said that “have been the victims of
exploitations for a long time in different fields in
their life”.
Therefore get Gender knowledge and
understanding are not automatically. we need
education about gender knowledge, it should be
learned from the family, society, and culture. In
this case, education is important to take this role.
How the people related to the education system
can learn gender equality. It is because education
aims to learn about morals and behavior. As
stated by Faridi, A (2014, p. 72) education 149.
So education should contain non-discrimination
knowledge and content because it is part of the
educational goal to create a dignified civilization.
the responsive educational environment is
developing a gender-responsive curriculum and
teaching/ learning materials. Then according to
Elsa (1999, p.21) that ensuring the textbooks and
tests are gender-sensitive expressed in the
language, images, or examples. Teaching/
learning materials can be found in a school
textbook.
Mustapha (2013) recognizes that
“textbooks are often viewed by learners as
authoritative” (p. 455), which would lead to
students having great respect for the language and
perhaps also the norms portrayed in their
textbooks. It seems probable that learners view
textbooks as authoritative, as they have been
Devi Arini Murrikaningrum , et al./ English Education Journal 11 (3) (2021) 334-343
336
planned, written, and revised with the learner in
mind. While Sunderland (2000a) might be correct
in believing that a text can be read and
understood in a range of ways even by the same
reader, the text could still be seen as reliable by
that reader. To Mustedanagic (2010) this implies
that a teacher must try to predict possible
interpretations of texts and how a text may affect
students, hence we need to avoid using bad or
biased texts: If we, for a moment, compare
teaching language with building a house, the text
represents our material. It can be dangerous to
use bad materials for building because there is
always the chance that the house might collapse.
The same thing can be applied to English
textbooks. (Mustedanagic, 2010, p. 2) From that
statement, it can be understood that gender
inequality may be found in teaching and learning
materials, like a textbook. Frankly speaking, a
textbook is one of the teaching aids that can be a
crucial tool to build students‘ attitudes toward
world life. It can be simply defined as a medium
for providing materials and also sometimes
exercises that are used as a basis for the course.
The use of textbooks inside and outside the
classroom may indicate this as a potential tool for
introducing social norms and values. As
guidance, students mostly use the textbook to
facilitate them in self-studying both at school and
at home. It cannot be neglected that there will be
much interaction between them and in other
words students may acquire consciously or
unconsciously both explicit and implicit
knowledge provided by the contents
While this study was to discribe gender
repersentation of pictures, dialogues and, reading
text in an English Textbook namely “Bahasa
Inggris untuk Kelas X SMA/MA”. It was aimed
to answer (1) How is gender representation in the
picture, dialogues and, reading text of the
textbook? (2) how is gender representation
between picture, dialoges, and reading text of the
textbook?
METHOD
This study employs a qualitative method
which the specific thing is in the descriptive study.
Descriptive analysis refers to a method used in
exploring a quarry or subject where the methods
measure results instead of trying to predict
outcomes or actions or determine the cause of the
effect. Descriptive analysis aims to describe the
data and characteristics of what is being studied.
In this study, a descriptive approach was applied
to describe gender representation in pictures,
dialogue, and reading texts, of the English
Textbook “Bahasa Inggris untuk kelas X
SMA/MA/SMK” published by Kementrian
Pendidikan dan Kebudayaan Republik
Indonesia.
The research would like to find out how
gender representation is presented in pictures,
dialogues, and reading texts of the textbook.
Other, it focuses on collecting the data from some
steps. the research is reading the te pictures,
dialogues, and reading textbooks, identifying the
reading texts, dialogues, and pictures from the
textbook, classifying the data then analyzing the
data. In analyzing the data, based on Cresswell
(2014, p. 247-249). The following steps were
taken. The first was organizing and preparing the
data for analysis. They were the reading texts,
dialogues, and pictures that had been collected.
RESULT AND DISCUSSION
This present study aims to explain three
main points on gender such as picture, dialogue,
and reading text which is represented in the
textbook. Those points are related to the main
point to know the representation of gender
contents based on the theories used. Bahasa
Inggris SMA/MA/SMK/MAK KELAS X as the
subject of the study was developed by many
parties under the coordinator of the Indonesia
ministry of education to initiate the
implementation of the 2013 curriculum in
Indonesia.
Gender Representation in The Picture
Gender representation in pictures of this
textbook only can be seen from three sides, they
are gender visibılity, specific noun, and gender
stereotype. The study found that gender visibility
in the pictures is dominated by a male. The
Devi Arini Murrikaningrum , et al./ English Education Journal 11 (3) (2021) 334-343
337
following table is the table of pictures with male
and female.
Table 1. male is dominated in gender visibility
Gender visibility Specific
Nouns
Stereotypes
M 46 6 14
F 34 5 6
(M = Male F = Female)
The table above shows that the male is
dominated in gender visibility, gender-specific
nouns snd gender stereotypes in the pictures.
The study found that gender visibility in
the pictures is dominated by a male.it is 46
pictures. While gender visibility for females was
34 pictures. The study found that gender-specific
noun in the pictures is dominated by a male it is
6 words and for a female is 5 words. The study
found that there are some stereotyping pictures. It
is 14 pictures. Some pictures show male, power,
and masculinity and 6 pictures show female and
femininity. Some pictures show the stereotyping.
The following’s picture that showed stereotype :
Figure 1. 2 men doing mountain climbing
activities in the forest
The Figure above shows 2 men doing
mountain climbing activities in the forest, and
this activity is often done by men. This activity
shows the masculine side of a man. It means that
males prefer activities outside the house than
inside the house.
Figure 2. father and son were talking about
fishing
The Figure shows above father and son
were talking about fishing, and the son gives a
congratulation to his father because his father was
getting a lot of fish. It shows that males are
identically closer to playing outside the house
than females. As Utomo and team (2009, p.5)
state, since childhood, girls played not far from
the house for example “playhouse” (bermain
rumah-rumahan) or playing with kitchen tools.
But boys may go out of the house, play with
friends like fishing in the river or sea, etc.
Some pictures showed gender stereotypes
that masculinity and power for males and some
pictures show femininity and powerlessness of
females, but some pictures also show that the
female powerful was doing activity like a male.
Figure 3. The above two engineers' success in
building an airplane
The Figure shows the above two engineers'
success in building an airplane. The picture
shows that the engineers are a man, not a woman.
The engineer is a hard job. The picture shows that
hard jobs like engineers belong to men. As found
by Mineshima (2008, p.128), males seem
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338
associated with the more hard and higher status
job than females.
Figure 4. One of the most famous international
soccer players
The Figure above is one of the most
famous international soccer players. He is one of
the best soccer players in the world. He is holding
the winning trophy on the field. The soccer game
is an activity that shows the masculine side of
men. A football game is a favorite game for boys.
According to Rahmatullah (2014, p. 377),
playing soccer is also known as a game for boys,
although now there is some girl also play soccer.
Figure 5. A male hero calling out the spirit of
struggle.
The picture shows above a male hero
calling out the spirit of struggle. The hero was
seen clenching his fists burning the file spirit of
the warrior. The picture is stereotyping the man.
It strengthens people's perception that a hero and
warrior is a man.
Figure 6. A student in the class
The Figure shows a student in the class.
She is introducing herself to her friends. She holds
school textbooks. The stereotype is a student in
the picture is wearing the blue veil, which means
that she is a woman. It makes people understand
if she is a woman because only a women wear a
veil while men do not wear a veil.
Figure 7. A female student reading in a library
The Figure above shows a female student
reading in a library. this activity is usually done
by a female because it requires a calm
atmosphere. and usually, male students prefer
activities in a crowd. and most women prefer to
work indoors.
Figure 8. 2 female students carrying bags and
holding books
The picture above shows 2 female students
carrying bags and holding books. They talking
about school tools. It shows that female students
are more prepared and concerned about school
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339
equipment. Females always look tidier, ready,
and carry all the school tools. While the male is
more simple to go to school.
The picture above shows the activities of
female students who are having a conversation in
their class and they look so fun with their
conversation. It means that females prefer to
spend their activities inside the house than
outside.
The stereotype in power and masculinity.
It was analyzed from the place, the activity itself,
and something around it. All the pictures show
the place was outside or far from the house. This
is because a boy or man can be outside of the
house or far from the house. This is learned since
childhood. Because boy plays outside the house,
then when becoming adult, they will works
outside the house or far from the house. So they
must be strong and struggle. That is about
masculinity. Fishing, playing soccer, doing
mountain climbing in the forest, work as airplane
pilots, to be a hero, engineer, to be president are
activities that closely connected to male activity.
Because the activities need more power.
Analyzing the power and masculinity for
males can be seen from something around. It is
like “father and son are doing the fishing
activity”. It is known that fishing is an outdoor
activity and it needs more power. So it is closely
related to males.
The pictures can be analyzed from the
place, activity, and things around. Like these
sentences “ Doing the activity in the room, the
female students sitting in the class doing
conversation, reading a book in the library, and
the female students also more prepare and tidier
for school tools than male students. It can show
the powerless and feminine activities. This
activity is usually done by a female because it
requires a calm atmosphere. and usually, male
students prefer activities in a crowd. and most
women prefer to work indoors.
From the pictures, it makes more
stereotypes that females should be in the house or
not far from the house, doing some activity in the
house like cooking, cleaning in the house, feeding
the kid, etc. Female students spend a lot of time
indoors while male students spend more time in
outdoor activities. It shows that female is
feminine and powerless. Even though,
Setyaningsih, S.I (2015, p. 43) said that at the
time it was still taboo for a woman to work in the
public or on the political side. Krisnawati, I,
Iswari, R & Arsi A. A (2016, p. 2) stated about a
society’s view that women do not need to have
higher education because they will be housewives
in the domestic sphere. Because there was a
stereotype that women were not cleverer and
more intelligent than men.
From the explanation above, it was known
that many stereotypes representatives came from
the pictures. This was because visualizing
something by image or pictures in a good way
and had good value was not easy. As stated by
George, A.M (2013, p.148) that making visuals in
designing textbooks was challenging. But the
pictures or images could be something interesting
to understand the materials.
Gender Representation in The Dialogues
Gender representation in the dialogues of
the textbook can be seen from four points. gender
visibility, stereotypes, neutral and specific nouns.
. The following table is the table of pictures with
male and female.
Table 2. female domination is only found in
gender visibility
Gender Visibility Neutral
Specific
Noun
Stereotypes
M 12 4 2 1
F 13 0 0 1
(M= Mala F=Female)
The table above showed that female
domination is only found in gender visibility. But,
for gender stereotypes, gender-neutral and
specific nouns the male was dominated. Was 12
dialogues contained male and 13 dialogues
contained female. But, looking at the frequency
of words in the dialogues, it is dominated by a
female than a male. The frequency of female
visibility was 68 times, for male frequency was 57
times.
Then, gender representation can be
analyzed from gender-neutral and gender-specific
nouns that appear in the dialogues. The study
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340
found that gender-specific nouns appear less than
gender-neutral. From the number of dialogues
that contained gender-neutral for male, there
were 2 dialogues contained gender-neutral. From
the frequency, gender-neutral appears 4 times for
a male. While for gender-specific nouns, a male-
specific noun appears 2 times. For gender-
neutral, the words were “students, singer, fisher,
and tourism”. Meanwhile, gender-specific nouns
the words were “sir and dad”. But there was not
gender-neutral and the gender-specific noun for
females.
The last, gender representation in the
dialogues was analyzed from gender stereotypes
that appeared. The study found that gender
stereotypes are presented in the dialogues of the
textbook. There were 2 gender stereotypes in the
dialogues First, the dialogue was between Edo
and Beny. They talked about a new bike, and
Father was someone who bought that one, not
mother, This dialogue made a father as someone
who had more money to buy a bike. It meant that
males had more powerful economically than
females This was also based on Romaine (2003,
p. 104) said that the marketplace establishes the
value of men in economic terms. Second, the
dialogue between Mira and Lisa. They talk about
hair care From the dialogue shows that girls are
closely connected to something beautiful. For
example like girls should look pretty with long
and beautiful hair Because of that, many
companies produce shampoo, moisturizers, and
other products to make the girl's hair more
beautiful. Then more beautiful girls with long
hair become a model of its advertisement From
both gender stereotypes from the dialogues, it
shows the contrast between the first and the
second dialogue. The first dialogue shows male,
masculinity, and power, while the second
dialogue shows female and femininity.
Gender Representation in The Reading Texts
As explained in the reading text, Gender
representation in the reading texts of the textbook
can be seen from four points. They were gender
visibility, gender firstness, gender-neutral and
gender-specific noun, and gender stereotype. The
following table is the table of pictures with male
and female.
Table 3. Gender representation in reading texts
Visibility Specific
Noun
Stereotypes
M 111 22 2
F 41 10 1
(M= Mala F=Female)
The table above showed Firstly, gender
representation in reading texts from gender
visibility in reading texts was dominated by male
visibility From the amount of reading texts that
contained gender visibility, reading texts that
contained male visibility was more than female
visibility. There was 4 reading text that contains
male visibility and female visibility. From the
frequency of gender visibility, it means that how
many times were male or female character
mentioned in all reading text existed in the
textbook, the male character was mentioned
more than female character male character was
mentioned 111 times and female character was
mentioned 41 times They consisted of name, title,
family relationship, occupation, and pronoun.
Secondly, gender representation in reading texts
looked from gender firstness. In the reading text
of the textbook, no gender-neutral and gender
firstness was found Thirdly, gender
representation in reading text analyzed only
gender-specific noun appears in the reading texts.
For gender-specific nouns, there was 5 specific
noun in the reading text. But if it is looked at the
frequency of word that is presented in reading
text, a gender-specific noun for a male is
mentioned more than female. Male-specific
nouns were mentioned 22 times. While female-
specific noun was mentioned 10 times in all
reading texts of the textbook. Fourthly, gender
representation can be analyzed from gender
stereotypes found in the reading texts. In this
textbook, there were 3 reading text showed
gender stereotype. That was in chapters 10, 11,
and 13. In this reading text, gender stereotypes
can be found from the sentences In chapter 10 the
sentences are “He worked for Messerschmitt on
the development of the Airbus A-300B aircraft”.
Devi Arini Murrikaningrum , et al./ English Education Journal 11 (3) (2021) 334-343
341
Chapter 11 the sentence is “she was educated in
religion and household matters”. In chapter 13
the sentence is “He usually went to sea to catch
fish”. Between the sentence in chapter 10 and the
sentence in chapter 13, both of them were
showing the masculine of man. The sentence of
chapter 10, shows the job of a man as an airplane
developer, and the sentence in chapter 13 shows
the men catch fish in the sea. So, the two
sentences explained the masculine side of a man.
Everyone knows if that job belongs to males, not
females. While the sentence in chapter 11 clearly
shows the job and femininity of a woman.
Because housework in the house is done by the
mother as a housewife, who take care of
household needs, take care of children, and clean
the house. This shows the feminine side of a
woman and everyone knows that housework is a
mother’s job.
The Relation Between Pictures And Dialogues
Of The Textbook.
Gender-neutral and gender-specific nouns,
gender-neutral and gender-specific nouns in the
picture and dialogues of the textbook they have
similarity were dominated by male. It can be
proven in table 4.2 and 4.9, both of them show
the male frequency is more dominant. Although
gender stereotypes and gender visibility in the
dialogue were dominated by a female.
Stereotypes in the picture talked about expression
and illustrated in a picture in the textbook.
Some dialogues need pictures to clarify the
meaning of the dialogue to make students easier
to understand it.
The Relation Between Reading Text and
Picture of The Textbook.
The relation between reading text and
picture of the textbook.
Gender visibility, gender stereotype, the
gender-neutral and gender-specific noun in the
reading texts and picture of the textbook they
have similarity was dominated by male. Gender
stereotypes in the reading talked about words and
sentences. Then supported by expression in the
character of the picture makes it easier to
anticipate male-dominated.
The representation between reading text
and pictures support each other because they are
mutually sustainable. The picture will further
clarify the content of the reading text. It also
makes the students more interesting to read the
content.
The Relation Between Reading Text And
Dialogue Of The Textbook.
Four genders are represented in the reading
texts and dialogues. They were gender visibility,
gender-neutral and gender-specific noun, and
gender stereotype. In reading texts and dialogues
gender visibility, gender-neutral and gender-
specific nouns, and gender stereotype they have
similarities and unequal dominated.
Gender-neutral and gender-specific nouns.
Gender-neutral and gender-specific noun
in the reading texts and dialogues of the textbook
they have similarity was dominated by male
Gender-neutral and gender-specific noun. It can
be proven in table 4.9 and 4.14, both of them
show the male frequency is more dominant. In
table dialogue 4.9 shows that only male
frequency, while in the table reading text 4.14
shows that male was more dominant than female.
Gender visibility and gender stereotype.
Gender visibility and gender stereotype in
the reading text and dialogue of the textbook they
have unequal dominated. Gender visibility in the
reading text is dominated by male visibility while
gender visibility in the dialogue is dominated by
female visibility. Whereas gender stereotype is
only found in the dialogue text.
CONCLUSION AND SUGGESTION
After conducting the research, it can be
concluded, first, the textbook was male-
dominated for reading texts and pictures. The
reading texts and dialogues of the textbook were
male-dominated. It can be proven from gender
visibility, gender-neutral, and gender-specific
noun found in the reading texts and dialogues of
the textbook. But for the gender stereotype in the
dialogues was female-dominated Second, the
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342
textbook was male-dominated in the pictures.
Gender representation in the pictures was
different from gender representation in the
reading texts or dialogues. Gender representation
in the picture was male-dominated more than
female.
The writer realizes that this research is still
far from the completeness because the writer has
a limitation in the term of time, a fund and others.
The suggestion is directed to the teacher,
students, next research, and the Ministry of
Education and Culture. The research findings,
hopefully, will give practical contribution So the
suggestion is directed to the students. The
students should be critical. When the students
finding something that strange or must be
discussed from the textbooks in the learning
process, they can discuss it with other students or
their teachers. Then, the research findings
hopefully give a pedagogical contribution.
Teachers are persons who guide the students in
the learning process. So, the teachers should be
selective to choose a good book for the students.
The teachers can also make a group discussion
with other teachers to analyze and evaluate the
textbook chosen, then the result can be sent as a
recommendation to improve the quality of the
textbook that teaching about gender equality. The
textbook investigated was legally from the
Indonesian Ministry of Education and Culture.
The Indonesian Ministry should consider more
about gender bias in the textbook. The Ministry
can also make more evaluation in the system of
book production.
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