An Analysis of Character Education Content in English Coursebook Entitled “English in Focus” for Junior High School (SMP/MTS) Grade VII
| Main Author: | Annysa Dwi Cahyani; Mahasiswa |
|---|---|
| Format: | PeerReviewed |
| Bahasa: | eng |
| Terbitan: |
, 2013
|
| Subjects: | |
| Online Access: |
http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/26813 |
Daftar Isi:
- ABSTRACT Cahyani, Annysa Dwi. 2013. An Analysis of Character Education Content in English Coursebook Entitled “English in Focus”for Junior High School (SMP/MTS) Grade VII. Thesis. English Language Teaching. English Department, Faculty of Letters, State University of Malang. Advisor: Prof. Ali Saukah, M.A., Ph.D. Keywords: character education content, english coursebook, junior high school. Nowadays, Indonesia is facing many problems regarding deprivation of morality and character. In this case, education plays an important role in building people’s character. Thus, realizing the essential and urgency to build the nation character, the government issued character education in 2010. Character education has to be integrated in all levels of education as well as in all subjects, including English. It can be integrated in syllabi, lesson plans, instructional materials as well as the teaching practices. Moreover, coursebook as one of the instructional materials can be used as a medium in implementing character education. This study is attempted to analyze the presentation of character education content in English coursebook entitled English in Focus for Junior High School (SMP/MTS) Grade VII. This study focuses on analyzing the presentation of character education content in reading texts and activities. This study uses descriptive-qualitative content analysis design. The instruments used in this study are, the guideline for analyzing reading texts and activities and checklist for reading texts and activities. There are 14 values based on Guidelines for English Teacher of Integrated Character Education of Junior High School (2010) used as indicators to analyze the presentation of character education values in the coursebook. Generally, the coursebook presents 13 character values out of 14 values that has to be implemented. The findings showed that in reading texts, nine values were found. They included polite, democratic, caring, responsible, inquisitive, passionate about knowledge, honest, hardworking, and respectful of diversity. On the other hand, six values were presented in the activities. They were, cooperative, confident, precise, democratic, respectful of diversity, and creative. Thus, it can be concluded that English in Focus coursebook has good potential as a material for instilling character education values. For English teachers, it is suggested to be aware of the character education values that have to be integrated in teaching process. So, they can select the materials in the coursebook which consist of the character values which has been launched by the government. Besides, they can adapt or modify the materials in the coursebook by inserting certain character education values. For English coursebook writers, it is essential to pay attention on the distribution of the character values in the texts, pictures as well as the activities. Lastly, the future researchers who want to conduct the similar study about the presentation of character education content might focus on other kind of teaching materials, such as pictures or coursebooks of other grades or writers.