CHAPTER IV CONCLUSION AND SUGGESTIONS
B. Suggestions
Based on the conclusion above, the researcher provides some suggestions for the teachers, other researchers who are interested to do related research and for the author or textbook developers.
1. For the teachers, the researcher hopes the result of this thesis could be a consideration to choose relevance textbook, which emphasizes on a character education value which is appropriate with a goal of education.
2. For other researchers, the researcher suggests them to analyze further about character education values and use better techniques to analyze it.
3. For the writers or textbook developers, the researcher found Integrity values was just represented three times. While, Integrity was a goal of strengthening Character education (PPK) program. So, it would be better if the writers represented more about Integrity value in order to make the students easier to understand and apply this value.
Middle Grades Division
Act of the Republic of Indonesia Number 20, Year 2003 on National Education System.
Ary Donal, Lucy Cheser Jacobs, Chris Sorensen and Asghar Razavieh. 2010.
Introduction to Research in Education, 8th Edition. Belmont USA: Wadsworth Brown, Douglas. 2004. Language Assessment: Principles and Classroom Practice.
New York: Pearson Education.
Cohen, Louis et al. 2007. Research Methods in Education. New York: Routledge.
Cunningsworth, Alan. Choosing your Coursebook. 1995. New York: Macmillan Heinemann
Departemen Pendidikan Nasional. 2008. Kamus Bahasa Indonesia. Jakarta: Pusat Bahasa.
Fraenkel, Jack R., Noran E.Wallen and Helen H.Hyun. 2011. How to Design and Evaluate Research in Education, 8th ed. New York : cGraw-Hill Humanities/Social Sciences/Language.
Graves, Kathleen Thomsosn 2000. Designing Language Course: A Guide for Teachers. Canada:. Heinle publisher
Ibda, Fatimah. 2015 “Perkembangan kognitif; Teori Jean Piaget”. In Jurnal Intelektualita: 27-38.
Jamaris, 2013, Orientasi Baru dalam Psikologi Pendidikan, Bogor: Galia Indonesia.
Kementrian Pendidikan dan Kebudayaan Republik Indonesia. 2017. Konsep Penguatan Pendidikan Karakter. Jakarta: Kemendikbud
Azzet, Akhmad Muhaimin. 2011.Urgensi Pendidikan Karakter di Indonesia : Revitalisasi Pendidikan Karakter terhadap Keberhaslan Belajar dan kemajuan Bangsa.Yogyakarta:Ar-Ruzz Media
Soniawan, Fajar and Nur Chakim. 2012. “Character Education Analysis Of 2013 Curriculum English Textbook Entitled “Bahasa Inggris” For Eleventh Graders of Senior High School”. In Jurnal Ilmiah Mahasiswa Unesa: 1-9
Peraturan Mentri Pendidikan dan Kebudayaan Republik Indonesia Nomor 20 Tahun 2018 tentang Penguatan Pendidikan Karakter Pada Satuan Formal.
Kementrian Pendidikan dan Kebudayaan Republik Indonesia. 2016. Konsep Penguatan Pendidikan Karakter. Jakarta: Kemendikbud.
Kementrian Pendidikan Nasional. 2010. Desain Induk pendididkan Karakter. Jakarta:
Kemendiknas.
Hapsari, Lysa Pratama,. 2013. ”Character education Values in Reading Section of E-English Textbook for Senior High School Students Grade XI”, In Journal of English Language Teaching.1-6.
UR, Penny. 1996. A Course in Language Teaching: Practice and Theory. Cambridge:
Cambridge University Press.
Fahmi, Rahmi, Nasri Bachtiar, Rida Rahim, Melini Malik. 2015. “Measuring Student Perceptions to Personal Characters Building in Education: An Indonesian Case in Implementing New Curriculum in High School”. In Jurnal Procedia Social and Behavior Sciences. 851 – 858.
Peraturan Mentri Pendidikan dan Kebudayaan Republik Indonesia Nomor 20 Tahun 2018 Pasal 2 ayat 1, tentang Penguatan Pendidikan Karakter Pada Satuan Formal.
Sekretariat TIM PPK Kemendikbud. 2017. Konsep Dan Pedoman Penguatan Pendidikan Karakter. Jakarta: Kementrian Pendidikan dan Kebudayaan.
Collins Dictionary, “Reading Material”.,
https://www.collinsdictionary.com/dictionary/english/reading-material.
Accessed on 4th March 2019.
Collins Dictionary. “Character”.
https://www.collinsdictionary.com/dictionary/english/character. Accessed on 4th March 2019.
Eva Sakellaridi. “What is Character Education and Why is it important?”
,https://ethaca.com/character-education/. Accessed on 05th March 2019.
Kompas.com “Buku LKS SMP Mojokerto Bergambar Artis Porno”
https://nasional.kompas.com/read/2012/09/20/15514844/buku.lks.smp.mojoke rto.bergambar.artis.porno. accessed on 01st March 2019.
Mufdil Tuhri.Konsepsi Pendidikan Karakter Dalam Membentuk Insan Muslim Yang Berkualitas (Tinjauan Surah Al-Isra’ Ayat 23).
https://mufdil.wordpress.com/2013/10/03/konsepsi-pendidikan-karakter- dalam-membentuk-insan-muslim-yang-berkualitas-tinjauan-surah-al-isra-ayat-23/. Accessed on 01st April 2019.
Pemerintah.net. Lagu Mars Revolusi Mental.http://pemerintah.net/lagu-mars-revolusi-mental/. Accessed on 12 August 2019.
Republika.co.id “Beredar buku Pelajaran SD Berbau Porno”,
https://www.republika.co.id/berita/koran/newsupdate/13/07/10/mpq3lg-beredar-buku. Accessed on 01st March 2019.
Team of Wirting Explained, “Implicit vs. Explicit: What’s the Difference?”
https://writingexplained.org/implicit-vs-explicit-difference. Accessed on 07 September 2019
University of Georgia, “What is Content Analysis?”, https://www.terry.uga.edu/management/contentanalysis/research/, Accessed on 07th March 2019.
Zatul Fadhli, et, al. “Metode Penelitian Kualitatif Analisis Teks”, https://www.academia.edu/24311918/METODE_PENELITIAN_KUALITAT IF_ANALISIS_TEKS. Accessed on 06th March 2019.
-,“Al-Adab Al-Mufrod”, https://sunnah.com/urn/2202850, Accessed on 5th September 2019
VARIABLE RESOURCES METHOD PROBLEM Character
Education Values in the Reading Text of English Textbook entitled
“Bahasa Inggris” for Grade XII published by Intan Pariwara
1. Character Education Values
2. Reading Text
1. Religious
2. Nationalist
3. Independent
4. Mutual assistance
5. Integrity
1. Explicit technique 2. Implicit
technique
1. Religious 2. Tolerant
3. Environmental Care 4. Peace-Loving 1. Appreciative 2. Patriotic 3. Nationalist 4. Disciplined
1. Hardworking 2. Creative 3. Independent 4. Curious
5. Reading Interest
1. Friendly/Communicative 2. Social care
3. Democracy 1. Honest 2. Responsible
1. Clearly express 2. Stated
1. Implied
2. Not directly expressed
English Textbook
“Bahasa Inggris” for Grade XII published by Intan Pariwara
1. Research Approach : Qualitative Approach 2. Types of research
Content analysis 3. Technique of Data
Collection:
Document analysis 4. Data Analysis:
Content Analysis based on Donald Ary, et.al
1. Familiarizing and Organizing 2. Coding and
Reducing
3. Interpreting and Representing 5. Validity of Data
Investigator Triangulation
1. What Character Education Values are represented in the reading text of English Textbook entitled “Bahasa Inggris” for Grade XII published by Intan Pariwara ? 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 ?
Bibliography of the Researcher
Rini Maslikhah was the youngest child of two children, born in April 1st 1996 in Jember. She was a lovely daughter from couple of Nandir Sasmito and Hartik. Her first school was TK PGRI 01 graduated in 2002. Then, she continued her education at SDN. Karang Semanding 02 graduated in 2008, then she studied at MTs Baniy Kholiel, Bangsalsari graduated in 2011 and the last was SMK 01 Bustanul Ulum Wuluhan graduated in 2014. After finishing her study in school, she wanted to have a teaching experience in her Islamic boarding school, so she stayed at Islamic boarding school for a year. Then, in 2015 she wanted to study intensively English. Hence, she took English Education Department of Faculty of Tarbiyah and Teacher Training at State Institute of Islamic Studies of Jember.
No. Things to Do Time Notes 1 Specifying and
presenting the primary data
April 4th 2019
Deciding the character education values that would be analyzed
- 5 character education values in English Tetxbook (Based on Kemendikbud (2016)
2 Dividing the data April 4th 2019
Choosing the Reading text that will be analyzed in the main source
- Reading Text of the Task and Reading Section of Assessment in the textbook 3 Counting the data April 22nd
2019
Counting the chosen data. How much the data in the textbook that would be analyzed.
- There were 92 reading text in 11 Chapters
4 Coding the data May 07th 2019
Giving the code to every data that have chosen.
- There are 2 types of data of textbook:
1. Code of the data in the Task 2. Code of data in the Assessment 5 Analyzing the data 14th May
2019
Analyzing the data in every chapter of textbook
6 Representing the data
June 25th 2019
Representing the finding of analysis in the sheet of analysis.
Describing the sheet of analysis 7 Validation of Data August 4th
2019
Checking and validating the data - Advisor
- One of English Lecturer 8 Concluding September 03th
2019
Concluding the data, based on the results of analysis the data.
The code of Data (Reading texts of English Textbook entitled “Bahasa Inggris” for Grade XII published by Intan Pariwara).
NOTE:
Exp = Explicit Technique Imp = Implicit Technique
CODE:
For Reading Tasks;
1/ET1/T1/C1/P1: Number 1/ Essay text 1/Task 1/Chapter 1/ Page 1 (Essay)
1/Dial-1/T1/C1/P1: Number 1/ Dialog 1/Task 1/Chapter 1/ Page 1 (Dialog)
For Reading Assessment;
1/RA//RS-1/ C1/P1 : Number 1/Reading Assessment/Reading Section 1/Chapter 1/ Page 1
Code Data Five (5) Main Values
Indicators Techniques Data Description
Exp Imp
1/Dial-1/T2/C1/P3
Dialog 1 Mutual Assistance Values
Social care √ Mrs. Tom : I see. It must be urgent
Mr. Tom : You’re right. Anyway, can you help me, please?
Mrs. Tom : Of course, dear. What is it?
Mr.Tom : Would you like to make me a cup of ginger tea, please?
Mrs. Tom : Sure, with sugar?
Mr.Tom : A little, please.
• Mrs.Tom wanted to help Mr.Tom in need.
• The social care was represented implicitly
2/Dial-2/T2/C1/P3
Dialog 2 Mutual Assistance Values
Social care √ Donna : Why didn’t you do it yesterday so that you wouldn’t have had to type until late tonight?
Donny : You know, I am busy with my activities at OSIS these days.
Donna : I see, but you look very tired. What can I do to help you?
Donny : Nothing, I’ll cope by myself
Donna : O.K. What if I make a cup of coffee or tea for you?
Donny : Yes. A cup of coffee, please.
• Donna offers a help to Donny, who looks in need.
• The social care was represented implicitly
3/Dial-1/T5/C1/P4
Dialog 1 Mutual Assistance Values
Social care √ Mrs.Reina : Benn, what are you doing? Farrel just called, to remind you about camping.
• Mrs.Reina wanted to help
Benn : I will wear this scout uniform, but two buttons are missing.
Mrs.Reina : You have two scout uniforms and this is the old one. Why don’t you wear the new one?
Benn : It is still dirty. I forgot to put it in the washing machine
Mrs.Reina : O,gosh… Please let me have a look at that uniform.
Benn : Here it is , Mom.
Mrs.Reina : Well, not a big problem. It only needs new buttons.
Benn : you’re right, Mom, but I have no time. I need to prepare my camping equipment.
Mrs.Reina : Yeah. You look busy. I’ll tend to it.
Benn : Thank you , Mom.
implicitly
4/Dial-2/T5/C1/P5
Dialog 2 Mutual Assistance Values
Friendly/
communic ative
√ Mr.Bonar : Excuse me, Ma’am. What can I do for you?
Mrs.Reva : Yesterday I went to an ATM booth to draw money. However, the money didn’t dispel and my ATM card remained in the machine. I reported the incident to the security officer and he asked me to come
• Mr. Bonar (as the officer who has to serve customer in any problem) helped Mrs. Reva kindly /friendly.
Mr.Bonar : No more than one week. We’ll advise you accordingly
Mrs.Reva : Thanks. What should I do now?
Mr.Bonar : Please fill in this form and don’t forget to sign here. Anyway, do you
have your identity card and account book?
Mrs.Reva : Yes, here they are.
Mr.Bonar : O.K.I’ll photocopy them and please complete the form
Mrs.Reva : All right. Thanks.
5/Dial-3/T5/C1/P5
Dialog 3 Mutual Assistance Values
Social care √ Farah : why haven’t you left for a scout activity?
Viko : I don’t have a semaphore Farah : You can use mine.
Viko : Don’t you use it?
Farah : I have two
Viko : Thanks, but actually I don’t know how to use it
Farah : haven’t you be taught on how to use it?
Viko : What if I show you how to use a semaphore?
Farah : O.K. Thanks
• Farah wanted to help Viko, who is in need.
• The social care was represented implicitly
6/Dial-1/T11/C1/P8
Read the following
Mutual Assistance
Social care √ Farah : I’ll ask for others’ help to take you to the medical room
• Farah wanted to help Thalita in
(Dialog 1) implicitly
7/Dial-2/T11/C1/P9
Give first aids to a sick person immediate ly
Dialog 2
Mutual Assistance Values
Friendly/
Communi cative
√ Receptionist: Execuse me. What can I do for you?
Mrs.Della :Yes, please. Do you know where the nearest shopping center is?
Receptionist: It’s about two kilometers from this hotel, Ma’am.
Mrs.Della : Hmmmm.. quite far.
Receptionist: Yes mam. You can go there by bus or taxi.
Mrs.Della : If I go there by bus, where can I board? There isn’t a bus stop near here.
Receptionist : you’re right. You need to walk about a hundred meters.
Mrs.Della : Walking is healthy, but I don’t think I will walk in this very hot midday sun. Do you have a taxi phone number?
Receptionist : Sure, please wait a moment. I will call a taxi for you.
Mrs Della : O.K., Thanks
• The receptionist serves and responds Mrs.Della kindly/friendly.
• Friendly/
communicative was represented implicitly
8/ET/T19/C1/P1 2
Read the following
Mutual Assistance
Friendly/
Communi
√ I am writing to you to enquire about establishing a networking relationship between both our
• Offering networking
• Friendly/
Communicative was represented unclearly.
9/RA/RS-1/C1/P15
The following dialog is for questions 6 to 8 (Dialog)
Mutual Assistance Values
Friendly/
Communi cative
√ Dr.Nahda: You look unwell. What can I do for you?
Fafa : I can’t go to school today.
Dr.Nahda: Oh, I am sorry to hear that. What’s the problem?
Fafa : My stomach hurts terribly. I think I have a fever as well
dr.Nahda: O.K., let me check your stomach.
Does it hurt here?
Fafa : Not that one.
dr.Nahda: Here?
Fafa : Yes, that’s really hurt.
dr.Nahda: All right then, I’ll give you a prescription. You have to take the pills three times a day, O.K.,?
• Dr.Nahda (as a doctor) serves Fafa
communicatively.
• Friendly/
Communicative character was represented unclearly.
10/RA/RS-2/C1/P15
The following dialog is for questions
Mutual Assistance Values
Democrati c
√ Ivan : You look very tired, Mom. You must have worked hard at home all day long.
Mrs.Ella: Yes. Our maid returns home as her mother is sick.
Ivan : How longwill she stay there?
• Mrs.Ella thinks other maid’s mother deserve to be looked after by her daughter
Independent Values
Independe nt
√ Ivan : O.K., Mom. Anyway, why don’t you go to the laundry for ironing?
Mrs.Ella: No. I will do it myself. Occasionally we need to do housework by ourselves.
Ivan : You’re right, Mom.
unclearly.
• Mrs.Ella told Ivan, to do housework by her/himself.
• Independent character was represented clearly.
11/RA/RS-3/C1/P15
The following dialog is for question 13 to 16
Mutual Assistance Values
Friendly/
Communi cative
√ Soraya : Execuse me, may I have your time, please?
Mr.Alvin: Yes, please.
Soraya : We would like to offer our product.
Mr.Alvin: What’s that?
Soraya : We are the provider of home Internet connection. Are you interested in subscribing it?
Mr.Alvin: Hmm… how much should I spend monthly?
Soraya : For the first installation and monthly subscription, read this brochure.
Mr.Alvin: Do you offer special prices?
…
• Mr. Alvin
communicatively responds
Soraya’s offering abot the Home Interenet Connection.
• Friendly/
communicative character was represented implicitly.
17 to 20 Evans : What do you think we should do?
Hilda : What if I take half of it and I’ll edit the rest after 1 Finished this one.
…
value was represented implicitly.
13/ET/T3/C2/P1 9
Read the following text, in turns
Independent Values
curious √ What comes into your mind when you hear
‘Yogyakarta’? Gudeg? Malioboro? The Sultan Palace? Temples? Beautiful beaches? Yes, those are right. However, Yogyakarta has more wonderful place to visit. If you are in Yogyakarta, you should visit the following amazing place.
• Some questions to make the reader curious about the further discussion.
• This character value was represented implicitly.
14/Dial/T10/C2/
P23
Read the dialog in Task 9.
Independent Values
Curious √ Before He goes to Singapore, He asks some suggestion from his friend who has visited Singapore.
Yudi : Hi, Anneke. I’m going to backpack to Singapore for three days next holiday.
Do you have any suggestions? You have visited Singapore, haven’t you?
Anneke: Well, the most important thing is that if you are going to visit Singapore, don’t liter. Otherwise, you will be fined.
Second, if you’d like to visit its tourist
• Yudi asked further
information about Singapore
• Curious character was represented implicitly
“Attitude” Nationalist Values
Discipline d
√
reach those places.
In the Attitude column, the writer clearly state
“Be disciplined” . That data represents
• Stetement be disciplined !
• It was represented clearly
15/RA/RS-1/C2/P30
The following dialog is for
question 6 to 9
Mutual Assistance Values
Friendly/
communic ative
√ Narra : Lis, may I spend my weekend at your house?
Lilis : Of course! I’m glad if you can make it.
But, may I know why?
Narra : I just want to stay in a cool and quite place. Staying in town is so noisy and crowded.
Lilis : Well, you can do lots of hings if you stay in a remote place like mine.
• Lilis showed that she likes to socialize with Nara
• Friendly/
communicative was represented implicitly
16/RA/RS-2/C2/P30
The following dialog is for question 10 to 12
Independent Values
Curious √ Wira : Sinta, I wonder how you could go around the world with low budget.
Sinta : Let me tell you the secret. I usually book a flight ticket for a next year’s trip. I also hunt for promotional tickets.
Wira : How do you know that there are promotional tickets Offered?
• She wants to know more, how Sinta go around the world with low budget
• Curious character was represented indirectly
17/RA/RS- The - - - -
18/RA/RS-4/C2/P32
The following dialog is for question 17 to 20
- - - -
19/ET/T4/C3/P4 4
Read the sentence properly (pict. 1)
Integrity Values
Responsib le
- √ “The greener and cleaner your planet is in your hands”.
• The statement showed
• It was represented implicitly.
19/ET/T4/C3/P4 4
(pict. 2) - - - -
19/ET/T4/C3/P4 5
(pict. 3) - - - -
19/ET/T4/C3/P4 5
(pict. 4) Independent Values
Hardworki ng
√ There are always ways to achieve our dreams.
Just work harder and never give up.
• The writer asked the reader to work harder
• It was represented clearly 20/ET/T6/C3/P4
6
Read the texts below
Independent Values
Hardworki ng
√ The statement is:
DON’T GIVE UP! The beginning is always the hardest. Life rewards those who work hard at it.
• The writer asked the reader to work harder
49 understand the
following caption
22/RA/RS-1/C3/P54
The following text is for question 6 to 9
Independent Values
Hardworki ng
√ Don’t stop when you are tired. STOP when you are DONE!.
• The writer asked the readers to finish what was they started
• Hardworking character was represented clearly
23/RA/RS-2/C3/P54
The following text is for question 10 to 13
- - - -
24/RA/RS-3/C3/55
The following text is for question 14 to 17
- - - -
25/RA/RS-4/C3/55
The following text is for
- - - -
27/ET/T6/C4/P6 2
Read the following resume
Independent Value
Curious √ I am a fresh vocational school graduate currently looking for a motorcycle mechanic position. I would like to utilize my skills and experience as well as my passion at automotive industry.
Moreover, I would like to work with other mechanic professionals to improve my skills.
• He stated that he would learn more
with other mechanic
• Curious character was represented implicitly
28/ET/T7/C4/P6 4
Read the following sentences
- - - -
29/ET/T12/C4/P 67
Read the following letters (Letter 1)
Independent Value
Hardworki ng
√ My current position, managing the local branch of a national shoe retailer, has provided the opportunity to work under a high-pressure and team environment, where it is essential to be able to work closely with my colleagues in order to meet sales deadlines.
• He stated that he had worked under high-pressure
• Hardworking
character was represented
implicitly 30/ET/T12/C4/P
67
Read the following letters (Letter 2)
Independent Value
Hardworki ng
√ I am highly motivated and hard-working, and be able to work under pressure and in a team. I am fluent in spoken and written English and able to operate computer as well. I believe that I meet your requirements. I would be very glad for an opportunity to have an interview. I can be reached by phone or e-mail.
• He stated that he was able to work under pressure
• Hardworking character was represented implicitly
1/C4/P71 following text is for question 6 to 9
Value ng work in several settings, including maternity care, critical care and emergency. My experiences enable me well for the challenges of nursing.
she has many experiences,
worked several settings, in any situation.
• Hardworking
character was represented
implicitly
33/RA/RS-2/C4/P72
The following text is for questions 10 to 13
Independent Value
Hardworki ng
- √ I graduated from Electrical Engineering of National University in 2016. I have experience in handling projects with tight schedules, under pressure and team work.
• He tells about his experience, who has worked under pressure.
• Hardworking
character was represented
implicitly
34/RA/RS-3/C4/P73
The following text is for questions 14 to17
Independent Value
Hardworki ng
- √ I am highly motivated and fast learner. I am able to work under pressure and in a team or individually. I believe, I am well qualified for the position.
• She stated that she was able to work under pressure.
• Hardworking
character was represented
implicitly