LINGUISTIC REALIZATIONS OF GENDER STEREOTYPE AND EQUALITY IN THE TEXTBOOKS OF 2008-2013 JUNIOR HIGH SCHOOL

This research deals with the appeareance of gender stereotype and gender equality in the textbooks of 2008-2013 Junior high school. The objectives of this research were to identify in what context gender stereotype and gender equality appears in English textbooks of 2008-2013, to analyze how the gender stereotype and gender equality are dominantly realized by linguistic features and to explain the reason why the gender stereotype and gender equality appear in English Textbooks of 2008-2013. This reserch was conducted by applying content analysis, qualitative research. The data were the texts which were in the English textbooks of 2008-2013 as it was as the source of data of this study. The data of this study were English in My context: 2008, Interactive English: Yudishtira: 2009, English: Bailmu: 2010, The Bright: 2013. The findings showed that there were four contexts found in those source of data, those were personality context, family context, school context and workplace context. There were three dominant linguistic feature occured in the source of data, those were material process, mental process, and relational process. And the most dominant from those processes were relational process. This occured because male and female construed being and relation among entities through identification. And for the reason why gender stereotype and gender equality appeared in English textbooks of 2008-2013 is because Gender stereotype appeared when people ignored somebody’s individual characteristics and qualities (Sealler and Beall:2000), while the gender equality appeared was because of the government policy. The former was from United Nation Development Program’s policy in 2011 and the later was based on the regulation from national education minister number 84 year 2008 about the action of gender equality.