character Education Values in the Reading Text of English Textbook entitled “Bahasa Inggris” for Grade XII published by Intan Pariwara.

Maslikhah, Rini (2019) character Education Values in the Reading Text of English Textbook entitled “Bahasa Inggris” for Grade XII published by Intan Pariwara. Undergraduate thesis, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember.

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Abstract

The recent curriculum in Indonesia is curriculum 2013. It emphasizes on character education building. This curriculum integrates character education values into teaching and learning process. Textbook is one of important things in that process. Therefore, it is important to know whether the textbook represented character education values or not. In order to know about that, the teachers should analyze character education values which are represented in the textbook. There are two research questions in this research, which are: 1) What character education values are represented in the reading text of English textbook entitled “Bahasa Inggris” for Grade XII published by Intan Pariwara ? and 2) How do the writers integrate character education values into reading text in the English textbook entitled “Bahasa Inggris” for Grade XII published by Intan Pariwara ?. The research objectives of this research are: 1) To reveal character education values represented in the Reading Text of English Textbook entitled “Bahasa Inggris” for Grade XII that was published by Intan Pariwara. 2) To describe how the writers integrate character education values in the Reading Text of English textbook entitled “Bahasa Inggris” for Grade XII that was published by Intan Pariwara. To answer the problem, the researcher uses qualitative as the approach in analyzing character education values in the reading text. The document analysis is used in collecting the data. The data of this research is reading texts in English textbook entitled “Bahasa Inggris” published by Intan Pariwara. After analyzing the data, the researcher find some findings: 1) Five (5) character education values are represented in this textbook, which are Religious, Nationalist, Independent, Mutual Assistance, and Integrity values. Independent is the most dominant character education value, which is represented twenty (21) times. The second is Mutual Assistance value, which is represented seventeen (17) times. The third is Nationalist value, which is represented eight (8) times. Then Integrity value is represented three (3) times. The last is Religious value, which is represented twice (2). 2) The writers integrate those character education values by using two techniques, explicit and implicit techniques. Explicit technique means that, character education values are cleared stated and spelled out and there is no room for confusion. While implicit technique means that, the writers integrate character education values implied or understood though not plainly or indirectly expressed. This technique is the most dominant technique used. It is appropriate for students of Senior High School, because in this stage they are able to think critically and understand the implied meaning.

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