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A Thesis 2
A Thesis 2
A Thesis
By
2019
ABSTRACT
1511040077
In this research, the researcher used qualitative research. The researcher used
document analysis for data collecting technique. The researcher used three major
phases of data analysis. They were data reduction, data display, and conclusion
drawing or verification.
The result of the research showed that in the English textbook entitled Bright an
English textbook for Grade IX of Junior High School Students Published by
Erlangga found that the characters education that integrated in reading texts were
religious, honest, tolerance, independence, work hard, curiosity, rewarding
achievments, friendly, love of peace, environmental care, social care, and
responsibility. Meanwhile, characters education that did not integrate and find in
the reading texts of the English textbook were discipline, creative, democratic,
nationalism, patriotism, and reading pleasure. Furthermore, the technique
integrating characters education found in the reading texts of the English textbook
were explicitly technique with the percentage 9.09% and implicitly technique with
the percentage 90.90%.
Hereby I declare that this thesis entitled “An Analysis of Character Education in
English Textbook Entitled Bright an English for Junior High School Students
quoted some statements, references, and ideas from various sources and those are
َص َر َو ا ل ْ ف ُ َؤ ا د
َ َ س ل َ َك ب ِهِ ِع ل ْ ٌم ۚ إ ِ َّن ال سَّ ْم َع َو ا ل ْ ب َ ْ َو ََل ت َ ق ْ فُ َم ب ل َ ي
ً سئ
ُوَل َ كُ ُّل أ ُو لَٰ َ ئ ِ َك كَ ب َن
ْ ع ن ْ ه ُ َم
Meaning: “And pursue not that of which thou hast no knowledge; for every
act of hearing, or of seeing or of (feeling in) the heart will be enquired into
1
Abdullah Yusuf Ali, The Meaning of Holy Quran, New Edition Revised Translation,
(Madinah: Almana Publication, 2004), p.48
DEDICATION
From the deep of my heart, I offer up my praise and gratitude to Allah SWT for
always giving the abundant blessing to me. Then, I dedicate this thesis to
everyone who cares and loves me. I would like to dedicate this thesis to:
1. my beloved parents Mr. Tri Haryanto, Mr. Inta, Mrs. Ade Yam-Yam
Sulyami, and Mrs. Siti Farhani who always love me and keep on praying for
2. my beloved grandmother Mrs. Siti Saodah who always keeps on praying for
me and always loves me so much. Then, My beloved Uncle and Aunt, Mr.
Muhammad Wildan Basit, and Muhammad Fathir Al-Fath who love, care,
Meilan Ikhsan Sohibi, Aden Anesa Driliya, Dela Yulika, and Larasati, thank
Raden Intan State Islamic University Lampung, who made me grow up and
The name of the researcher is Luthfi Nur Ubay. She is called by Ubay. She was
born on April 7th, 1996 in Lampung Timur. Her parents’ names are Tri Haryanto
and Ade Yam-Yam Sulyami. She is the oldest children out of four siblings. She
has one young sister and two young brothers. Her young sister’ name is Meriyam
Tasya Zanaria. Her young brothers’ names are Muhammad Wildan Basit and
Ratu at Pasir Sakti, Lampung Timur in 2008. Then the researcher entered Junior
High School at SMP N 1 Sragi at Bandar Agung, Lampung Selatan only for one
year. Later she moved to MTs 67 Benda at Nagarasari, Tasikmalaya, Jawa Barat
and she repeated her studies in Junior High School back to grade 7th again and
finished in 2012. After that she continued her school at Senior High School at MA
67 Benda at Nagarasari, Tasikmalaya, Jawa Barat and finished in 2015. After that
she continued her study at Raden Intan State Islamic University, Lampung until
2019.
The researcher
First of all, Praise be Allah SWT the Almighty, the Most Merciful, the Most
Beneficent for His blessing and mercy given the researcher during her study and
completing this thesis. Then, the best wishes salutation is upon the great
Education Study Program of Raden Intan State Islamic University Lampung. The
primary aim of writing this thesis is to fulfillment of the requirement to obtain S1-
degree.
Then, the researcher would like to thank the following people for their ideas, time
1. Prof. Dr. Hj. Nirva Diana, M.Pd, the dean of Tarbiyah and Teacher Training
Faculty, Raden Intan State Islamic University Lampung with all staff, who
give the researcher opportunity to study until the end of this thesis
composition.
3. Rohmatillah, M.Pd as the first advisor, for her guidance help and countless
Islamic University Lampung, who have taught the researcher since the first
6. All friends of the English Department of Raden Intan State Islamic University
Lampung, especially beloved best friends Rismala Dewi, Nurayu Prelia Putri,
Rahmawati, Siti Fatimah Zahro, Mika Azi Pangestu, Maya Andriani and also
for B class that can not be mentioned one by one but you are always in my
pray, who always give suggestion and spirit in framework of writing this
research.
7. All friends of KKN, and PPL 2018 of Raden Intan State Islamic University
Lampung.
Finally, none or nothing is perfect and neither in this thesis. Any correction
comments and criticism for betterment of this thesis are always open heartedly
welcome.
The Researcher
COVER ......................................................................................................... i
ABSTRACT ................................................................................................. ii
DECLARATION ........................................................................................ iv
MOTTO ....................................................................................................... v
DEDICATION ............................................................................................ vi
CHAPTER I: INTRODUCTION
A. Background of the Problem .......................................... 1
B. Identification of the Problem ...................................... 11
C. Limitation of the Problem ........................................... 12
D. Formulation of the Research ....................................... 13
E. Objective of the Research ........................................... 14
F. Uses of the Research ................................................... 14
G. Scope of the Research ................................................. 15
A. Character Education
1. Concept of Character Education ............................ 16
2. Character Education Values .................................. 18
3. The Implementation of Character Education
in Curriculum 2013 ............................................... 23
4. Techniques of Integrating Character Education ..... 25
5. The Concept of Character Education Values
in Reading Text ..................................................... 27
B. Textbook
1. Concept of Textbook ............................................... 29
2. Concept of Textbook Analysis ............................... 30
3. The Role of Textbook in English Language
Teaching .................................................................. 31
4. Standardized of a Good Textbook ........................... 33
5. Bright an English Textbook .................................... 35
C. Reading
1. Concept of Reading ................................................. 36
2. Concept of Text ...................................................... 38
REFERENCES
APPENDICES
LIST OF TABLES
INTRODUCTION
character education is to create students who have good personalities and noble
character. Skaggs and Bodenhorn in Agboola state that "The main principle of
students. With the formation of that character education values students are
2
Alex Agboola, “Bring Character Education into a Classroom", European Journal of
Educational Research, Vol. 1 No. 2, 2012, p. 163.
3
Dimiar Ariesinta, skripsi: "An Analysis of Character Education in the 2013 Curriculum
English Textbook of the Seventh-Grade Students" (Yogyakarta: Universitas Sanata Dharma, 2016),
p. 3.
Character education becomes one of concern in the 2013 curriculum. Character
clearly not the sole responsibility of the school, historically and legally schools
have been major players in this arena”.4 In the opinion above, the researcher
character education.
values into teaching learning process become one of objectives of this curriculum.
The quality of education is very dependent on the maximum or not the application
several updates including the main points is character education. In the 2013
curriculum, there are 18 character education values that can form students'
Ministry of Education and Culture also states that in order to take the
4
Sandra J. Goss & Carleton R. Holt. “Perceived Impact of a Character Education
Program at a Midwest Rural Middle School: A Case Study”, NCPEA Education Leadership
Review of Doctoral Research, Vol. 1 No. 2, 2014, p. 51.
5
Abna Hidayati, “The Development of Character Education Curriculum for an
Elementary Student in West Sumatera”, International Journal of Education and Research, Vol. 2
No. 6, 2014, p. 190.
comprises 18 values of character education. The values are derived from:
reading, environmental awareness, social care, and responsibility. 6 Those are the
Based on the explanation of character education above, we can find out the
students who were not in accordance with the norms applies in Indonesia.
Here are some examples of cases that have occurred during 2019, including:
Recently a video circulated where there was a student who bullied a teacher. In
the video, it appears that the student encourages the teacher and smokes in front of
the teacher and makes out rude words. Meanwhile, the other students did not want
to lose the moment and continued recording while laughing. The disrespectful act
was actually considered as a funny thing for the students. This incident occurred
Other cases occurred when the researcher conducted PPL activities in one Junior
High School in Bandar Lampung. The incident began when a student lost his cell
6
Ibid
phone that was left in the classroom, while they went to the English laboratory to
attend the researcher’s lesson. Then after being investigated, the cell phone thief
by his classmate, finally the student who stole the cell phone was drop out from
school.
The example of the cases above showed that the need for the application of
character education in schools is important. Also, from those cases showed that
that students spend more time at school. There are some activities to build up
character education but the researcher focus in textbook which use in teaching
learning process because it is tool to help teacher in teaching learning process. So,
character education that should be emphasis not only in teaching learning process
including an English lesson. In the English lesson, students are expected not only
to learn languages but also in English lesson students are expected to take lessons
in character building. The important thing that must be considered from applying
applied or not in 2013 curriculum material, the researcher intend to analyze the
predetermined language objectives, and support for less experienced teachers who
have yet to gain confidence”.7 Using textbooks in the teaching and learning
process can provide benefits for both teachers and students. This is because the
the textbook students can understand a material independently before the material
Brown states that the most obvious and most common form of materials support
for language instruction comes through the textbook.8 From the statement it can
be seen that textbooks have an important role for teachers and students in the
teaching and learning process, using textbooks as tools or media for learning in
schools, teachers and students have guidance on the subject matter to be studied
Graves states that a good textbook that meets students' needs, is at the right level,
has interesting material, and so on. Also can be boon to a teacher because it can
free him or her to focus on what the students do with it.9 In other words, good
textbooks are books that suit students' needs both knowledge and morally. So, by
using a textbook that integrates with character education can facilitate the teacher
7
Ruth Marcela Del Campo, “A Theoretical-practical View over the Way Textbooks are
Used in the Training of English Teachers”, Revista Linhas. Florianópolis, Vol. 17 No. 35, 2016, p.
305.
8
H. Douglas Brown, Teaching by Principles: an Interactive Approach to Language
Pedagogy (2nd), (California: Longman, 2001), p. 136.
9
Kathleen Graves, Designing Language Courses: A Guide for Teachers. (California:
Newbury teachers development, 2000), p. 183.
integrates with character education the students not only get knowledge from a
textbook, but students can get information and know how to be a good person by
interviews with English teachers in five Junior High Schools in the Bandar
Lampung area. The purposes of these interviews are to find out what English
textbooks used in these Junior High Schools in Bandar Lampung area. The results
of these interviews made the foundation for the researcher determined the English
researcher also asked about whether these textbooks integrated with the character
schools are SMP PGRI 6 Bandar Lampung, SMP Negeri 21 Bandar Lampung,
SMP Negeri 36 Bandar Lampung, SMP Negeri 29 Bandar Lampung, and SMP
The results of the interview at SMP PGRI 6 Bandar Lampung towards English
subject teacher named Mrs. Wiwin S. Pd, she said that the English textbooks
commonly used were English textbook entitled "When English Rings a Bell" and
as additional source textbook she added that she used English textbook entitled
"English on Sky". She added that in the English textbook entitled “When English
Rings a Bell” there were several character educations that had not been integrated
Lampung towards English subject teacher named Mrs. Fitri Susmiati M. Pd, she
said that the English textbooks commonly used are English textbook entitled
"When English Rings a Bell" and as a additional source textbook she added that
she used English textbook entitled "Bright an English course for Junior High
School Students", she added that in these textbooks character education was
integrated, most character education values were clearly integrated and there were
several characters education values points that integrated must be assisted by the
use of methods that can help teachers integrate these character education values.11
Lampung towards English subject teacher named Mrs. Barliani S. Pd, she said
that the English textbook commonly used is English textbook entitled "When
English Rings a Bell". She added that the implementation of character education
Lampung towards English subject teacher named Mrs. Desi S. S, she said that the
English textbook commonly used as the main guidebook was an English textbook
10
Mrs. Wiwin, Interview an English Teacher, SMP PGRI 6 Bandar Lampung, 11th March
2019
11
Mrs. Fitri Susmiati, Interview an English Teacher, SMP N 21 Bandar Lampung, 11th
March 2019
12
Mrs. Berliani, Interview an English Teacher, SMP N 29 Bandar Lampung, 11th March
2019
entitled "Bright an English course for Junior High School Students" and as an
additional source book she used English textbook distributed by the government
entitled "When English Rings a Bell". She added that the implementation of
character education in the textbooks entitled “Bright an English course for Junior
High School Students” more clearly integrated than in the textbook entitled
“When English Rings a Bell”, because in the textbook entitled “When English
The last results based on observations from PPL activities that have been carried
information at that school also usually uses English textbooks entitled "When
English Rings a Bell" and “Bright an English course for Junior High School
Students”.14
Based on the background of the problem above and the results of these interviews
towards English subject teachers in five Junior High Schools in Bandar Lampung,
the researcher found that all of the schools used the English textbook entitled
"When English Rings a Bell" because the English textbook entitled "When
English Rings a Bell" was a textbook that distributed by the government to all
schools in Indonesia. Then there are 3 schools that used a companion book, that
English textbook entitled "Bright an English course for Junior High School
Students".
13
Mrs. Desi, Interview an English Teacher, SMP N 36 Bandar Lampung, 11th March 2019
14
Mrs. Ruslaini, Interview an English Teacher, SMP N 18 Bandar Lampung, 19th
November 2019
In this case, the researcher analyzed character education that found in the reading
Course for Grade IX of Junior High School Students”. The text that analyzed by
the researcher is the text contained in the English syllabus for IX grade. These
texts are Narrative text, report text, and procedure text. Also, after observed the
two textbooks that were "When English Rings a Bell" and "Bright an English
Course for Grade IX of Junior High School Students" and after consulted with the
co-advisor, the English textbook entitled "When English Rings a Bell" there were
only a few reading text that exist in that textbook. So, the researcher prefers chose
and analyzed the English textbook entitled "Bright an English course for Grade IX
Senior High Schools Regular Program”. In her research, she got the conclusion
that there are two conclusions that can be drawn in her research. They are the
Regular Program. The conclusion related to the first objective of her research,
characters that are found in the texts of English textbook entitled Contextual
characters stand in the lowest position with only 1.2%. Furthermore, her research
also studies about the techniques of integrating characters in the texts of English
Regular Program. Techniques of integrating characters that are found in the texts
consist of two techniques, namely explicit and implicit technique. The integrating
Analysis of English Textbook Entitled When English Rings A Bell for the
Seventh Grade of Junior High School”. In her research, she concluded that 2013
curriculum English textbook entitled “When English Rings a Bell” for seventh
15
Fitriana Sulistyaningrum, “An Analysis of Characters in the Text of an English Textbook
Entitled Contextual English for Grade XI of Senior High Schools Regular Program”. (Thesis of
English Education Study Program of State University of Yogyakarta, Yogyakarta, 2015), p. 78.
responsibility. There are two character education values that did not present in the
The differences between the previous research and this research are the textbook
used by the researcher. In this case, the researcher used the 2013 curriculum
textbook entitled “Bright an English Course for Grade IX of Junior High School
Students” that has integrated with character education values. So, the researcher
analyzed the character education values in the reading text in this textbook.
Finally, the aimed of this research was analyzed character education values
integrated with the reading text in the English textbook of 2013 curriculum
entitled “Bright an English Course for Grade IX of Junior High School Students
published by Erlangga". So, in this case the researcher conducted the research
Based on the results of the interviews with the English subject teachers in five
Junior High Schools, the researcher found that there were some characters
education that had not been integrated in the textbooks used in the teaching and
learning process in those schools. So that in this research, the researcher identified
of 2013 curriculum entitled “Bright an English Course for Grade Junior High
In this research, the researcher analyzed the character education found in the
In this research, the researcher used the technique integrating characters education
forms, the first direct form or explicit technique, and the second in the form of an
education values by the Ministry of Education and Culture to find out the
The Ministry of Education and Culture stated that are many ways or techniques to
integrate the character education values into their teaching included in textbooks.
These techniques include; (1) expressing the characters that exist in the learning
material, (2) integrating the characters to become an integral part of the learning
material, (3) using imagery and making comparisons with similar events in the
lives of the students, (4) changing the negative things into positive, (5) expressing
the characters through discussion and brainstorming, (6) using stories to bring the
characters, (7) telling the life stories of great men, (8) using songs and music to
integrate the characters, (9) using drama to portray the events that contain
characters, (10) using a variety of activities such as services, practice field through
1. What are character education values found in the reading text of English
2. How does the English textbook of 2013 curriculum entitled Bright an English
Based on formulation of the problem above, the objectives of the research were to
know about:
1. To found character education values in the reading text of the English textbook
Erlangga.
The researcher expects that there are some uses of the research as follows:
1. Theoretically
The results of this research expected have a uses to support theories dealing
2. Practically
By using this English textbook the students can learn and get to know the
character education values integrated into the reading text of the English
Junior High School Students published by Erlangga and the students can apply
By analyzing this textbook, the researcher expects that teachers can choose a
This research explained about character education, textbook, and others. So,
The researcher divided the scope of the research into three parts, as follows:
The researcher chose the English textbook of 2013 curriculum entitled Bright
Erlangga.
The object of the research is character education found in the reading text of
the English textbook of 2013 curriculum entitled Bright an English Course for
REVIEW OF LITERATURE
A. Character Education
applied in schools which directly aims to shape the character and instill
among peers in the school setting; and so, with an enhanced learning environment,
awareness to socialize well with peers in the school environment. Also, through
17
Larry P. Nucci, Handbook of Moral and Character Education (New York and London:
Rout ledge publications, 2008), p. 90.
18
Ruba Khoury, “Character Education as a Bridge from Elementary to Middle School: A
Case Study of Effective Practices and Processes”, International Journal of Leadership Vol. 8 No.
2, 2017, p. 49.
produce students that not only have a good score in class but are equipped with
good character.
responsible, and caring young people by modeling and teaching good character
through an emphasis on universal values that we all share.19 It means through the
character education values such as responsible, care for each other by modeling
Character Education is the deliberate effort to help people understand, care about,
and acts upon core ethical values.20 In other words, character education is a
respect each other and be sensitive to the surrounding environment. The purpose
Another expert states that character education is ultimately about what kind of
person a child will grow up to be.21 In other words, to help students or children to
methods or media created by the education system and applied in schools. Which
in this case, the character of education can be applied in various media, one of
19
Debra Henzy, Character Education: Informational Handbook & Guide II, (Public
Schools of North Carolina: 2009), p. 12.
20
Ibid, p. 13.
21
Larry P. Nucci, Handbook of Moral …., p. 80.
From the theories above, it can be concluded that character education is a system
deliberate effort applied in programs in the school systems that aim to create a
good school environment so that students can produce good values and behavior.
One of the media or methods used to implement character education is through the
The Ministry of Education and Culture develops the character education values
and become a concern in the 2013 curriculum. These character education values,
as follows:
a. Religious
The value of religious character reflects the faith in the Almighty God
religion and beliefs that are adopted. 22 Religious is attitudes that someone
b. Honest
Being honest it means being truthful.23 In other words, honest means say
these words.
22
Muhadjir Effendi, Konsep dan Pedoman Penguatan Pendidikan Karakter Tingkat
Dasar dan Sekolah Menengah Pertama, (Jakarta: Kementerian Pendidikan dan Kebudayaan
Republik Indonesia, 2018), p. 8.
23
Nancy Stevenson, Young Person’s Character Education Handbook, (New York City:
JIST Publishing, 2006), p. 154.
c. Tolerance
Tolerant people are able to accept differences among others. They don’t
impose their beliefs on others. They don’t dislike people for what they believe.
Being tolerant means not judging people based on where they live, how they
d. Discipline
accomplish things without anybody telling them to. They apply rules for
themselves to get where they want to go. 25 It means discipline is the attitude or
feeling obedient in obeying the rules and values that are believed to be his
responsibility.
e. Work Hard
Hard working people would rather be busy than sit in front of a television set
or relax on the beach. They find rewards in their work and can’t imagine being
too idle. People who work hard achieve a great deal in life. They often take on
many more chores than others.26 Hard work is an action or activity that is done
24
Ibid, p. 280.
25
Ibid, p. 244.
26
Ibid, p. 142.
f. Creative
Creative exists in us all. But truly creative people make a habit of coming up
with new and interesting things. 27 It means that creative people can create
something based on ideas that arise from themselves that can be developed and
g. Independent
Independent is attitudes and behaviors that are not easy to depend on others to
complete tasks.28 It means that being an independent person who believes that
they can do everything what they want independently and can be responsible
h. Democratic
i. Curiosity
Curiosity is attitudes and actions that are always working to find out more in
depth and extend from something he learned, seen and heard.30 It means
curiosity is the attitude of someone who opens to new things and eager to learn
something they don't know. They tend to have a high curiosity about new
science.
27
Ibid, p. 70.
28
Fitriana Sulistyaningrum, skripsi: “An Analysis of Characters in the Texts of an English
Textbook Entitled Contextual English for Grade XI of Senior High Schools Regular Program”,
(Yogyakarta: State University of Yogyakarta, 2015), p. 30.
29
Ibid, p. 31.
30
Ibid
j. Nationalism
shows loyalty, caring, and high appreciation for the language, physical, social,
culture, economic and political environment of the nation, placing the interests
of the nation and state above the interests of themselves and their groups. 31 It
means that nationalism is the way of thinking that loving the country and
k. Patriotism
Patriotism is the attitude that someone shows in which they have a brave
attitude, never give up, and willing to sacrifice for the nation.
l. Rewarding Achievement
the hard work they have done, and they are grateful for everything that they
m. Friendly/ Communicative
Friendly is the ability of someone who has a good social life, so they can easily
associate with other people in the environment. They have a good way to
communicate with other people and make other people feel comfortable.
n. Love of Peace
Love of peace is the attitude that someone shows brings a sense of comfort to
others so that the other people are not disturbed by his presence. Also, love of
31
Muhadjir Effendi, Konsep dan Pedoman Penguatan Pendidikan Karakter …., p. 8.
peace is an attitude that not easy getting emotions and can control themselves
o. Reading Pleasure
Reading pleasure means any reading for enjoyment. Reading pleasure support
p. Environmental Care
nature, for example regulating the cleanliness of our environment, and not
q. Social Care
friend has a problem, so we listen and give advice. We take care of a pet by
feeding it and showing it affection. We care about whether our friend does well
in a school play. We are all caring people to some degree.32 The attitude and
the indicators of social caring can find the English textbook in the form of
greeting each other, asking forgiveness, saying thank you politely, etc.
r. Responsibility
Being responsible it means that you answer for your actions. If you say you
will do something, you follow through on your promise. If you make a mistake,
32
Nancy Stevenson, Young Person’s Character…., p. 34.
33
Ibid
you admit it and take responsibility for the consequence.34 It means
From the theories above, it can be concluded that the character of education
values that are a concern in the 2013 curriculum and formulated by the
Culture states that character education is "education to instill and develop the
characters sublime to the students, so that they have the character noble,
implement and practice in life, whether in the family, as a member of society and
the Ministry of Education and Culture in Indonesia. At this stage, the character
34
Ibid, p. 232.
35
Endah Sri Rahayu, “An Implementation of Character Education for Character
Education in Elementary Schools”, Journal of Social Sciences (COES&RJ-JSS) Vol. 6 No. 3,
2017, p. 506.
Ministry of Education and Culture. These character education values are religious,
friendly, love peace, the joy of reading, environmental care, social care,
responsibility.36
performance, so that the students can experience them in the form of mastering a
certain set of competencies.37 In other words, in the 2013 curriculum, the Ministry
education values itself there are 18 character values. In the 2013 curriculum, it is
attitudes, and interests so that they can do something in the form of skill,
36
Abna Hidayati, “The Development of Character Education Curriculum for an
Elementary Student in West Sumatera”, International Journal of Education and Research Vol. 2
No. 6, 2014, p. 193.
37
E. Mulyasa, Pengembangan dan Implementasi Kurikulum 2013 (Bandung: PT Remaja
Rosdakarya, 2013), p .66.
4. Techniques of Integrating Character Education
forms, the first direct form or explicit technique, and the second in the form of an
education into the reading text contained in the English textbook aims to make it
easier for students to understand the meaning contained in reading text of the
English textbook. This is because the context of the reading text contained in the
English textbook is clearly written. Also the meaning and the purpose of the
reading text it has been presented explicitly. While the implicitly integrating
technique of character education into the reading text contained in the English
presented in the reading text in order to get the true meaning in of the characters
Also, in this research, the researcher used the indicators of techniques integrating
characters education values by the Ministry of Education and Culture to find out
English Textbook. According to the Ministry of Education and Culture, there are
many ways or techniques to integrate the characters education into their teaching
education include (1) expressing the characters that exist in the learning material,
38
Zuchdi, Humanisasi Pendidikan: Menemukan Kembali Kehidupan yang Manusiawi,
(Jakarta: Bumi Aksara, 2008), p. 27.
(2) integrating the characters to become an integral part of the learning material,
(3) using imagery and making comparisons with similar events in the lives of the
students, (4) changing the negative things into positive, (5) expressing the
characters through discussion and brainstorming, (6) using stories to bring the
characters, (7) telling the life stories of great men, (8) using songs and music to
integrate the characters, (9) using drama to portray the events that contain
characters, (10) using a variety of activities such as services, practice field through
clubs or group activities to bring character of humanity. 39 In other words, there are
ten methods stated by the Ministry of Education and Culture to integrate the
research was the technique stated by Zuchdi about the explicitly and implicitly
variety of ways such as integrating character education into each subject matter in
the textbook used by teachers and students in schools and can also be integrated
through the teaching methods used by the teacher by entering character values in
39
Abna Hidayati, “The Development of Character Education Curriculum for an
Elementary Student in West Sumatera”, International Journal of Education and Research, Vol. 2
No. 6, 2014, p. 190.
each activity in the teaching-learning process in class. In addition, the researcher
Ministry of Education and Culture, because these techniques are more appropriate
for use in this study, this is based on the use of English textbook that refers to the
outcomes that lead to the formation of character and student's behavior. Character
education itself can be integrated into various techniques in the teaching and
learning process one of the techniques that can be used in integrating character
tools or media commonly used in the presentation of each subject is in the form of
a textbook.
40
Larry P. Nucci, Handbook of Moral …., p. 90.
Brown states “the most obvious and most common form of materials support for
language instruction comes through textbook”. 41 In other words, textbooks are the
commonly used by teachers and students in the teaching and learning process in
schools.
Harmer also states the "textbooks come with detailed teacher's guide's which not
only provide procedures for the lesson in student's book, but also offer suggestion
and alternatives, extra activities, and resources. 42 It means that the use of textbook
is as detailed teacher’s guide, textbooks give suggestion and alternatives, also give
Based on the explanation above the researcher can conclude that the correlation
character education is the main focus and concern in the 2013 curriculum and the
schools. One technique that can be used is to integrate character education into
41
H. Douglas Brown, Teaching by Principles: an Interactive Approach to Language
Pedagogy (2nd), (California: Longman, 2001), p. 136.
42
Jeremy Harmer, The practice of English Language Teaching (3rd), (New York:
Longman, 2001), p. 304.
B. Textbook
1. Concept of Textbook
The textbook is a book used as a standard source of information for the formal
study of a subject and an instrument for teaching and learning.43 It means that
textbooks are tools or media for teaching and learning that are commonly used in
Textbooks are also giving instructions and guidelines for teachers in carrying out
the learning process in the classroom. Brown states “the most obvious and most
students in the school so that students in each school receive the same material
resource for presenting materials by the teachers, a source of ideas and activities, a
reference source for students.45 In other words, textbooks provide activities that
subject matter that can be used as a reference for teachers and students.
43
Kathleen Graves, Designing Language Courses a Guide for Teachers, (Canada: Heinle
publisher, 2000), p. 175.
44
H. Douglas Brown, Teaching by Principles...., p. 136.
45
Ruth Marcela Del Campo, “A Theoretical-Practical View over the Way Textbooks are
Used in the Training of English Teachers”, Revista Linhas. Florianópolis, Vol. 17, No. 35, 2016,
p. 303.
Harmer states the majority of teachers around the world use the textbook to help
students and to provide structure and direction for teachers in teaching. 46 In other
words, the textbook is used by all teachers in around the world as a tool that can
help teachers and students in providing learning materials and providing teaching
material of the subject that is well organized in written form and has a great
From the theories above, it can be concluded that textbooks are learning resources
commonly used in schools and are used by teachers and students in the teaching
and learning process. Textbooks and all their roles can help make it easier for
teachers to prepare subject matter and can help students learn independently using
a textbook.
replicable and valid inferences from texts (or other meaningful matter) to the
research tools whose results can be replicated and valid from written sources that
46
Jeremy Harmer, How to Teach English, (New York: Pearson Education Limited, 2007),
p. 182.
47
Yulianti, “Content Analysis on the English E-book entitled Developing English
Competencies for Senior High School (SMA/MA) Grade X”. (Unpublished Thesis, Malang:
Faculty of Letters State University of Malang, 2011). P. 21.
48
Krippendorff, The Textbook Analysis Reader, (Los Angeles: SAGE, 2009), p. 18.
are used to be examined according to the context used. As a research technique or
research tools, the textbook analysis provides new insights, increases the
The textbook analysis is a means by which these features can be identified and
functions as a means to identify features in text materials such as its structure, the
From the theories above, the researcher can conclude that textbook analysis is a
the focus, and special learning assists. The textbook analysis provides new
Textbooks in their role have many benefits for teachers and students in the
teaching. Graves states the role of textbooks including “Textbooks provides a set
of visuals, activities, readings, etc., and so it saves the teacher time in finding or
given level if all teachers use the same textbook. 50 It means, using a textbook as a
49
Lisa Okeeffe, “A Framework for Textbook Analysis”, An International Journal reviews
of Contemporary Learning Research, Vol. 2 No. 1, 2012, p. 1.
50
Kathleen Graves, Designing Language Courses …., p. 174.
medium or tool used in the teaching and learning process can make it easy for
teachers to prepare the subject matter to be taught for students. Because of the
material and all its activities are already available in the textbook, the teacher only
developing materials.
The use of textbooks in a program can ensure that the students in different classes
receive similar content and therefore can be tested in the same way. 51 In other
words, the use of textbooks has been adjusted to the level of students so that every
student who is on the same level, but in different classes can receive the same
In another opinion, Harmer also states the "textbooks come with detailed teacher's
guide's which not only provide procedures for the lesson in student's book, but
also offer suggestion and alternatives, extra activities, and resources. 52 It means
the textbook is equipped with a teacher guide that is fully detailed, in the
textbook; there are also many alternative and additional activities that can
Richard states that English language textbooks provide a lot of activities which
help in English language teaching and learning. He also added that textbooks are
preferable for EFL classroom when it will contain "authenticity of language" and
51
Jack C. Richards, Curriculum development in language teaching, Cambridge University
Press, United States of America, 2001, p. 255
52
Jeremy Harmer, The Practice of English Language Teaching ...., p. 304.
"the representation language that they provide". 53 In short, one of the roles of
textbooks is to provide many activities within it that can help teachers and
students in supporting English teaching and learning. Also, the role of textbooks is
Language classes.
From the theories above, it can be concluded that textbooks have many functions
and provide many benefits for teachers and students in the teaching and learning
process. Textbook helps teachers and students to facilitate the teaching and
learning process, teachers and students have material guidelines and various
activities that can make the teaching and learning process more enjoyable and
active.
Textbooks are tools commonly used by teachers and students in the teaching and
learning process. Textbooks also provide many benefits and have an important
role for teachers and students. With all the benefits and roles in the teaching and
learning process, in its use, we must be able to choose and select good textbooks
that are suitable for use by teachers and students according to their needs. Graves
should: use the textbook as a resource for students, but not the only resource; use
add to the material in the textbook, supplement the textbook with lots of outside
53
Jack C. Richards, The Role of Textbook in a Language program, Cambridge University
Press, United States of America, 2002, p. 2.
readings.54 In other words, when selecting or standardized good textbook teachers
should concern on their needs and chose a suitable textbook for the students.
In selecting good and suitable textbooks for teachers and students, teachers and
students should pay attention to the criteria of good textbooks. Harmer states
satisfactory language control, motivating text, tapes and other accessories such as
videotapes, CD ROMs, extra resources material and useful web links.55 From the
opinion of Harmer above means that good textbooks are textbooks that have other
In another opinion, there are criteria of good textbooks such as “They should
correspond to learners' needs. They should match the aims and objectives of the
language learning program. They should reflect the uses (present or future) that
learners will make of the language. Textbooks should be chosen that will help
equip students to use language effectively for their own purposes”.56 It means that
but students need the application of character education in textbooks. Which is the
are intelligent in learning and also good in behavior and students are expected to
pay attention to the criteria of good textbooks. Some criteria include having to
meet student needs; textbooks must also include character education in its
teachers and students can use textbooks that are appropriate and optimal in their
use.
Bright an English Course for Junior High School Students is an English textbook
published by Erlangga for the Junior High Schools Students and this English
textbook serves with Curriculum 2013 that enriched with character education.
textbook for Junior High School Students. This book enables students to foster
their four skills namely, listening, speaking, reading, and writing. It is designed
Bright an English Course English textbook has been adjusted to the recent
considerations that are the topics and the functions. Thus, students will understand
learning.
The Bright English textbook has 184 pages. Also, it has a width of 17.5 cm, a
length of 25.7 cm, and a thickness of 1 cm. In this textbook, there are also 11
topics which are divided into 2 terms. The topics 1-6 are the topics of the first
term. And the topics 7-11 are the topics of the second term.
C. Reading Text
1. Concept of Reading
Reading is the strategic process in that a number of the skills that processes used
in reading the call for effort on the part of the reader to anticipate text information,
output to the reader goals.57 In other words, reading is one of the important skill
that used by the reader to anticipate text information, selecting key information,
Hence, the readers can get information from various reading sources, such as one
of them is a textbook.
57
Grabe, “Reading in a Second Language (Moving from Theory to Practice)”, (New
York: Cambridge University Press, 2009), p. 15.
The readers can get information from reading activity. The reading sources are
various; the readers can get reading resources from a variety of sources. For
students in school, there is also a section that is a reading text that includes
readings that contains information and can also be observed character values
contained in it.
Other expert defined reading as an activity in which the readers respond to and
make sense of a text being read connected to their prior knowledge. 58 It means
that the readers can respond and make sense the text to get information connected
to their prior knowledge. In the process of getting information and knowledge, the
readers try to connect what they read in the form of written language to what they
have already known about the text. Making sense of a text is done by
From the explanation above, the researcher can conclude that reading is the
comprehension output to the reader's goals. Through the reading activity, the
readers can respond and make sense of the text to get information connected to
58
Spratt, “The TKT (Teaching Knowledge Test) Course”, (New York: Cambridge
University Press, 2005), p. 21.
2. Concept of Text
written form usually found in a book, magazine, newspaper, and other. Also
Anderson states text is words are put together to communicate a meaning a piece
of text is created.60 In other words, the text consists of the unity of words that
From the theory above, the researcher can conclude that text is the unity of words
59
Lisa M.Given, The Sage Ensiklopedia Qualitative Research Method (London: Sage,
2008), p. 863.
60
Anderson, Text Types in English, (South Yarra: Mcmillan Education Australia PTY
LTD, 1997), p. 90.
61
Joyce, Models of Teaching, (New Jersey: Prentice-Petty and Jensen, 1986), p. 90.
REFERENCES
Flick, Uwe. 2013. Handbook of Qualitative data Analysis. Los Angeles: SAGE.
Harmer, Jeremy. 2001. The Practice of English Language Teaching. New York:
Longman
Nucci, Larry P. 2008. Handbook of Moral and Character Education. New York:
Routletge.
O’Leary, Zina. 2004. The Essential Guide to Doing Research. London: SAGE.