The Representation of Character Education in the English Textbook Entitled Bahasa Inggris Untuk SMA/MA/SMK/MAK Kelas XI

Abstract

As mandated by The Ministry of National Education, all aspects of the learning process should contain character education values to build the student's character. The present study analyzed how the Five Core Values of character education recommended by The Ministry are represented in the English textbook entitled Bahasa Inggris Untuk SMA/MA/SMK/MAK Kelas XI (2017 Revised Edition). This descriptive qualitative study revealed that the book includes unequal frequency in the appearance of the five core values. Cooperative is represented 263 times; nationalist is demonstrated on 179 occasions; independent is highlighted 123 times; integrity is underlined in 108 parts; religious is accentuated 69 times.Cooperative and independent values appear in almost all activities in the textbook; integrity is incorporated chiefly into formative assessments and personal journal writing at the end of every chapter. In contrast, nationalism and religious values mainly occur on the book cover, preface, pre-activity, and reading texts. Although nationalism and religious values appeared most sparsely, their dominant presence on the cover frames them as pivotal values that the students perceive upon first encountering the book, which could make up for their frequency deficits.

Deconstruction of Gendered Dialogues in English Language Students Textbook for Grade 12 Senior High School

“…In this case, textbooks, the most widely used and required learning resources in schools, play a significant part in constructing one's knowledge through the ideologies represented in the content (Mihira, 2022;Paudel & Khadka, 2019). It is because students can internalize the values presented in the textbook content, which will indirectly affect how they behave (Aryawan et al, 2022;Emilia et al, 2017;Islam & Asadullah, 2018;Julianti et al, 2019;Khanadi et al, 2022;Suwastini, Saraswati, et al, 2023;Wiraningsih, 2021). It includes the representation of gender construction contained in textbooks which will affect the preservation of positive as well as negative representations of gender in society since textbooks are the form of ideology created in the society where the textbook is created (Fahik, 2020;Gebregeorgis, 2016).…”