Right Conduct Value
The text above implies that the people in fast line has the good manners not to be so close with others’ business. They just think positive and live well so that create harmony.
“He sees them talking with a big smile, but they haven’t got a clue. Yeah, they’re living the good life, can’t see what he is going through. They’re driving fast cars, but they don’t know where they’re going.
In the fast lane, living life without knowing.”
There are many ways of representation the humanistic values by the authors of the book, but the writer found mostly are the text. There are 43 data that represented humanistic values. They are 13 reading texts, 11 example of sentences, 6 poems, 9 instructions 1 lyric of song, and 3 dialogues.
This research aims to analyze the types of humanistic values through Naagarizan Theory of humanistic values. This study focuses on the humanistic values by Naagarazan (2006) that consist of 5 values; they are right to conduct, peace, truth, love, and nonviolence. To make the data easier to comprehend by the reader, the researcher estimated the percentages using the data gathered from the checklist. In this data analysis, the total number of criteria points was divided to determine the proportion of each dimension's criteria that were satisfied. Then, it was multiplied by 100%.
The data are tabulated in order to make the readers comprehend the data easier. The following tables shows the code of the data. The data of this research is the written text such as reading text, poem, lyric of song, instruction, or dialogues from the textbook.
The frequency of humanistic values found in the texts can be seen in Table 4.1 below. In order to make the reader easier to read the data, the coding is made. For example C1 means the data in chapter 1, while C1. RT1 means reading text number 1 in chapter 1.
64
Table 4.1 The frequency of humanistic values representation
CHAP. DATA HUMANISTIC VALUES
RC PC TR LV NV
C1 C1. RT1 4 6 5 5 5
C1. RT2 - - - 1 -
C1. IC1 1 1 1 1 1
C1. IC2 - - - 1 1
C1. ES1 - - - 1 1
C1. ES2 1 - - 1 1
C1. ES3 - - 1 - -
C1. DG1 1 - - 1 -
C2 C2. RT1 - - 3 1 -
C2. ES1 1 - - 1 -
C2. ES2 2 - - - -
C2. ES3 1 - 1 1 1
C3 C3. PE1 - - - 1 1
C3. PE2 1 1 - 1 1
C3. RT1 1 - - 1 1
C3. RT2 1 1 - 1 1
C3. IC1 - - - - 1
C3. IC1 - - - 1 -
C4 C4. RT1 1 - - - -
C4. RT2 1 1 1 - -
C4. DG1 - - - 1 -
C5 C5. PE1 - 1 - 1 -
C5. PE2 1 - - 1 1
C5. RT1 - - - - 1
C5. RT2 - - - 1 1
C6 C6. RT1 3 1 - 1 1
C6. DG1 -
C7 C7. RT1 1 - - 1 -
C7. IC1 1 - - 1 -
C7. ES1 1
C8 C8. PE1 - 1 - 1 1
C8. PE2 1 - - - -
C8. RT1 - - - 1 1
C8. RT2 1 - - - -
C9 C9. LS1 1 - - - -
65
C9. IC1 1 - - - -
FREQUENCY 26 13 12 29 21
TOTAL 101
PERCENTAGE (%)
26 % 13 % 12 % 28 % 21 %
4.1.1 Love Value
It is found that love value become the first most dominantly humanistic values in the Textbook. It appears 28% of the humanistic values with the percentage and frequency occurrence of 29. It’s close to the total of right conduct.
Tabel 4.4. The frequency of love value representation
DATA FREQ
C1. RT1 5 C1. RT2 1 C1. IC1 1 C1. IC2 1 C1. ES1 1 C1. ES2 1 C1. DG1 1 C2. RT1 1 C2. ES1 1 C2. ES3 1 C3. PE1 1 C3. PE2 1 C3. RT1 1 C3. RT2 1 C3. IC1 1 C4. DG1 1 C5. PE1 1 C5. PE2 1 C5. RT2 1 C6. RT1 1 C7. RT1 1 C7. IC1 1 C7. ES1 1
66 C8. PE1 1 C8. RT1 1
TOTAL 29
Example the representation of love value in discourse text;
Subroto’s father often argued with her. The young Subroto learned from them the power of disagreements, of dialogues and the essence of living with diversity in thinking. It was at the age of 82 that Subroto’s mother had a paralytic stroke.
She was lying helplessly in Bhabaneshwar hospital, and Subroto rushed from his job in USA to be with her in her last days. He spent two weeks with her, remembering their childhood days. When he had to go back, he kissed her face.
She mumbled, “Why are you kissing me? Go kiss the world.”
On the point of death, this woman who came to India as a refugee, with a degree not more than high school, married to a poor civil servant whose last salary was Rs.300/-, whose eye sight was robbed by fate, was telling him to go kiss the world!
The paragraph above shows that when Subroto rushed from his job in USA to be with her in her mother’ last days, it is shown that Subroto has love value such as care, patriotism, selflessness, dedication, sympathy, devotion, reverence, sacrifice, service, and thoughtfulness to his lovely mother. The right conduct value like good manners as the son is also shown in this paragraph.
4.1.2 Right Conduct Value
Table 4.3. The frequency of Right Conduct values in the Textbook
DATA FREQ
C1. RT1 4
C1. IC1 1
C1. ES2 1
C1. DG1 1
C2. ES1 1
C2. ES2 2
67
C2. ES3 1
C3. PE2 1
C3. RT1 1
C3. RT2 1
C4. RT1 1
C4. RT2 1
C5. PE2 1
C6. RT1 3
C7. RT1 1
C7. IC1 1
C8. PM2 1
C8. RT2 1
C9. LS1 1
C9. IC1 1
TOTAL 26
It is found that right conduct value become the second most dominantly humanistic values in the Textbook. It appears 26% of the humanistic values with the percentage and frequency occurrence of 26. The data that contained right conduct value are almost in all chapters as seen from the table above. The most frequent right conduct value appears in the first chapter of the Textbook, which the theme is humanity (see appendix 1). There are 7 right conduct values in reading text 1 (C1.RT1). One of the examples paragraphs that contained right conduct is;
“They were told to call the driver, not by his name, but with the addition of ‘dada’ to the name. Later, when he grew in his career and could buy a car of his own, Subroto would tell his daughters the same, to respect the driver and call him ‘uncle Raju’
instead of just “Raju””.
The paragraph above explains Subroto’s father teaches his children a good manner and how to respect people, such as respecting driver by calling him “uncle” instead of calling his name. It would be pleasure for the person when they hear that calling. So, it means that here the father teaches the children the value of love and right conduct (good manners, good behaviour).
68
Another example of discourse text containing right conduct value is chapter 7 for activity 2.
“You are about to go to the cinema. You have made an appointment to watch a movie with your best friend.
Suddenly, your mom asks you to drive her to the doctor. She feels unwell all morning. Cancel your appointment.”
In this activity, the students are asked to behave well, have manners, and be helpful to the parents. This is an attitude of the son to the parents to help them whenever they need the help, even until they cancel the appointment. In this discourse text, implicitly, the author disseminates the right conduct value to the students.
Another instruction consist right conduct is in chapter 7, activity 1;
“What will you do when your younger cousins come to visit your house? When you are tired playing games with them, you can try asking them to make pizza together. Most kids like pizza, and they will love picking their own toppings. There are many ways and recipes to make pizza, here is one of them. Make enough dough for two 10–12-inch pizzas”
In this activity, the students are asked to do good behavior, good manners, and helpfulness to the parents, the love value such as care, sympathy, sacrifice, humanness, patience, and patriotism also needed in this situation.
In social context, having good manners and behaviors is needed to create harmony among humans worldwide. It is in line with Patra (2022) argued that a man with a strong personality must have a strong head, heart, and hands. Right conduct is also considered professional integrity (Banks, 2010).
4.1.3. Non-Violence Value
It is found that Non-violence values become the third most dominantly humanistic values in the Textbook. It appears 21 %, or 21 total of frequency.
69
Table.4.5. The frequency of non-violence value representation
DATA FREQ
C1. RT1 5 C1. IC1 1 C1. IC2 1 C1. ES1 1 C1. ES2 1 C2. ES3 1 C3. PE1 1 C3. PE2 1 C3. RT1 1 C3. RT2 1 C3. IC1 1 C5. PE2 1 C5. RT1 1 C5. RT2 1 C6. RT1 1 C8. PE1 1 C8. RT1 1
TOTAL 21
The example of the representation of Non-Violence value in the text;
In this activity, the author aims to have the students aware and care of the environment by creating a poem about it. Care of the environment is considered as non-violence value.
4.1.4. Peace Value
It is found that peace value becomes the fourth most commonly humanistic value represented in the Textbook. It
Do you have any idea of making your own poem to celebrate Earth Day? Make your own poem about Earth Day, or if it is too specific, you can make your own poem about environment like saving environment, go green, or green generation.
70
appears 13 % of the humanistic values with the percentage and frequency occurrence of 13.
Table.4.6. The frequency of peace value representation
DATA FREQ
C1. RT1 6
C1. IN1 1
C3. PE2 1
C3. RT2 1
C4. RT2 1
C5. PE1 1
C6. RT1 1
C8. PE1 1
TOTAL 13
An example of the representation of peace value in the discourse text;
Subroto’s learning about success continued. This time, his father was ill and suffered from a third- degree burn injury when he was living with his elder brother in Delhi. He rushed to Delhi to find his father in bed, bandaged from neck to toe. He was in a critical stage, and the Safdarjung Hospital was poorly maintained and was full of dirt and cockroaches. The nurses were overworked and careless.one day, Subroto saw that his father’s blood bottle was empty. And that air would go into his blood. The nurse told him to change the bottle himself. Subroto was angry and shocked. Finally, the nurse relented and came to replace the bottle. His father opened his eyes and asked her gently: “Why have you not gone home yet?” Here was a man on his deathbed, and he was more concerned about an overworked nurse than his own condition. Subroto was stunned. There was no limit to his concern. His father died the next day!
In this paragraph, Subroto learns from his father. The value of peace is shown to the nurse, such as patience, harmony,
71
tolerance, and understanding. The reaction of Subroto’s father to the nurse's carelessness teaches us to be positive and forgive and understand others’ conditions. Good behavior is also shown in his fathers’ characters. Love values humanness, forbearance, care, acceptance, patience, sympathy, and tolerance. What is more, non- violence like forbearance, forgiveness, and manners.
4.1.5. Truth Value
It is found that truth values become the least humanistic values in the Textbook. It appears only 12 % of the humanistic values with a percentage and frequency occurrence of 12.
Table.4.7. The frequency of truth value representation
DATA FREQ
C1. RT1 5
C1. IC1 1
C1. ES3 1
C2. RT1 3
C2. ES3 1
C4. RT2 1
TOTAL 12
The example of the representation of Truth value in the example of sentences:
In the next few years, Subroto grew up, studied, and began his life’s journey. He started out humbly as a clerk in a government office, went on to become a management trainee with the DCM Group, and eventually found his life’s calling with the IT industry when the fourth-generation computers reached India in 1981. Life took him to many places and challenging experiences. He travelled widely.
In this paragraph, Subroto shows that truth values like optimism and quest of knowledge are also applied. Those values are the things that took Subroto to many places and challenging experiences until he traveled widely.
72
2. Types of humanistic values most dominantly represented in the
73
the best place to learn academic and humanistic values. As a result, it is important for the educator, who is the executor in the learning process, to interpret his position as a wise parent who can understand the needs of the students in their studies, both methodologically and based on the subject matter that will be given to students.
Learning is central to the concept of human development.
You can change your behavior through study, human interaction, and applying what you've learned. As a result, the book's authors can promote them because schools are the best place to learn academic and humanistic values.
This study is to investigate the humanistic values and the types of humanistic values most dominantly represented in the English textbook "Symphony 3" for Senior High School Grade XII by Quadra. The findings revealed that the types of humanistic values most dominantly represented in the textbook categorized by Naagarazan (2006) are love, right conduct, and non-violence.
This finding is in line with the research conducted by Isti’anah (2015) that the book she analyzed contained humanistic values of respecting others, nature, and social issues, which are part of right conduct. In the social context, having good manners and behavior is needed to create harmony among humans worldwide.
It is in line with Patra (2022) argued that a man with a strong personality must have a strong head, heart, and hands. Right conduct is also considered professional integrity (Banks, 2010). On the contrary, a study of seeking humanistic values by Arfani (2020) reveals that freedom and social are the humanistic values represented in EFL Textbook. While the survey conducted by (Sri et al., 2021) showed that all the language skills they investigated contained humanistic values such as freedom value ( religion, independence, hard work), optimism (creativity, discipline, curiosity), and social values (caring for the environment and cooperation). While a study conducted by (Hazaea et al., 2014) reveals that there are 33 human values in the text, and the emphasis was on the dissemination of human values of wisdom, work, knowledge, perseverance, friendship, freedom, and beauty.
There are many media to instill the values in the textbook.
This study found that the authors of this textbook instill humanistic
74
values in the form of written media such as reading text, poems, and song lyrics. In other words, the visual images are the least in this textbook. However, it contradicts the study (Silvia, 2014) that examines the cultural values of English textbooks used at MTs Negeri in DKI Jakarta. The study discovered that English textbooks mostly depict cultures in visual images, so civilizations are primarily represented by their products and people. Other cultural representation media, such as descriptive writings, idioms, collocation, and literature conveying foreign viewpoints, which contain additional practices and perspectives, are scarcely encountered.
The authors of this book used poetry and the lyric of the song to instill humanistic values. This is in line with the study Papachristou (2019) that examined whether songs, lyrics and poetry can improve English language skills. The findings revealed that both could help learners acquire foreign language skills. So, selecting songs and lyrics in the textbook will help students better in learning English. It is also revealed by Ikoh ( 2016) and Rusydah (2015) that song lyrics effectively affect students’ phrasal verb mastery.
Another finding revealed that besides this book is rich in humanistic values, it also contained the less appropriate values against humanistic values. It is ironic that the textbook highlights humanistic values, but they are still found against them. However, this is why this study is conducted to create awareness for both the English teachers and authors of the book in choosing the content of the textbook since the learning materials become the best media to instill the values for students to have good personalities (Sri et al., 2021).
75
This thesis is implemented to uncover the humanistic values represented in the textbook and the impropriate values against the humanistic values so that the authors and developers of the book are aware of selecting the teaching materials they use to instill the humanistic values. In addition, uncovering these values is also intended to raise teacher and student awareness of the humanistic values reflected in the textbook to reflect their attitudes and characters.
77
REFERENCES
Abdul Rahim, H., & Jalalian Daghigh, A. (2020). Locally- developed vs. Global Textbooks: An Evaluation of Cultural Content in Textbooks Used in ELT in Malaysia. Asian
Englishes, 22(3), 317–331.
https://doi.org/10.1080/13488678.2019.1669301
Ajoke, A. R. (2017). The Importance of Instructional Materials in Teaching English as a Second Language. International Journal of Humanities and Social Science Invention , 6(9), 36–44. www.ijhssi.org
Anderson, M., & Anderson, K. (1997). Text Type: Recount Text.
Faculty Development Seminar in New York City College of Technology,.
Arfani, S. and A. (2020). Humanistic Values In English Textbook Junior High School.
Ariawan, S. (2020). Investigating Cultural Dimensions in EFL Textbook by Using Byram Checklist. Register Journal, 13(1), 123–152. https://doi.org/10.18326/rgt.v13i1.123-152
Ariyan, M. A., & Pavlova, L. V. (2019). An English language textbook: A friend or a foe. In Advances in Intelligent Systems and Computing (Vol. 907). Springer International Publishing.
https://doi.org/10.1007/978-3-030-11473-2_10
Arshad, A. (2020). Investigating Content and Language Integration in an EFL Textbook: A Corpus-Based Study.
SSRN Electronic Journal, 1(1), 9–21.
https://doi.org/10.2139/ssrn.3695979
Aulia, K. N. (2019). An Evaluation of English Textbook for Grade X of Senior High School. In International Seminar and Annual Meeting BKS-PTN Wilayah Barat (Vol. 1, Issue 1).
http://conference.unsri.ac.id
Awayed-Bishara, M. (2015). Analyzing the cultural content of materials used for teaching English to high school speakers of Arabic in Israel. Discourse and Society, 26(5), 517–542.
https://doi.org/10.1177/0957926515581154
Banks, S. (2010). Integrity in professional life: Issues of conduct, commitment and capacity. British Journal of Social Work, 40(7), 2168–2184. https://doi.org/10.1093/bjsw/bcp152 Basal, A., Celen, K. M., Kaya, H., & Boğaz, Ş. N. (2016). An
investigation into illustrations in English course books in a Turkish context. International Electronic Journal of
78
Elementary Education, 8(3), 525–536.
Cresswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th Editio).
Sage Publication.
Curaming, E. M., & Curaming, R. A. (2020). Gender (In)equality in English Textbooks in the Philippines: A Critical Discourse Analysis. Sexuality & Culture, 24(4), 1167–1188.
https://doi.org/10.1007/s12119-020-09750-4
Feng, W. D. (2019). Infusing moral education into English language teaching: an ontogenetic analysis of social values in EFL textbooks in Hong Kong. Discourse, 40(4), 458–473.
https://doi.org/10.1080/01596306.2017.1356806 Harmer, J. (2007). How To Teach English. Longman Inc.
Harwood, N. (2014). English Language Teaching Textbooks Content, Consumption, Production. Palgrave Macmillan.
Hatch, J. A. (2002). Doing Qualitative Research in Education Settings. State University of New York Press.
Hazaea, A., Ibrahim, N., & Nor, N. F. M. (2014). Dissemination of Human Values: Discourse Analysis of Global Educational Media Texts. Procedia - Social and Behavioral Sciences, 118, 166–171. https://doi.org/10.1016/j.sbspro.2014.02.022 Helendra. (2017). The Moral Values On English Textbook (A
Content Analysis Of English Textbooks For Junior High School Students Published By The Ministry Of Education And Culture). IX(1).
Hinkel, E. (2005). Culture in Second Language Teaching and Learning. Shanghai Foreign Language Education Press.
Hirdayu, N., Anwar, & Hidayat, W. (2022). Analysis of Character Education Value on English Textbook Students Grade Seventh Of SMPN 10 Parepare. Inspiring: English Education
Journal, 5(1), 1–10.
https://doi.org/10.35905/inspiring.v5i1.2540
Ikoh. (2016). The Effect of Using Song Lyircs on Students’ English Phrasal Verbs Mastery.
Ikram, B. (2021). The Dissemination of Human Values in EFL Textbook: A Case Study of Algerian Third Year of Secondary Education Textbook New Prospects.
Isti’anah, A. (2015). Humanistic Values In English Electronic School Textbook For Senior High School. 1(October), 73–83.
Jayanti, D., & Hidayat, D. N. (2021). Grammatical Cohesive
79
Devices in Reading Text: A Discourse Analysis of English Test for Junior High School. Jet Adi Buana, 6(01), 1–6.
https://doi.org/10.36456/jet.v6.n01.2021.2963
Klaus, K. (2013). Content Analysis. An Introduction to Its Methodology (pp. 1–97). SAGE Publications.
Kobia, J. M. (2009). Kobia, J. M. 2009. Feminity and masculinity of Eng primary school tb in Kenya.pdf. The International Journal of Language Society and Culture, 28, 57–71.
Lake-Corral, L. (2012). Content and Coverage of ‘Culture’ in Introductory Textbook. LAP LAMBERT Academic Publishing.
Lee, J. F. K., & Li, X. (2020). Cultural representation in English language textbooks: a comparison of textbooks used in mainland China and Hong Kong. Pedagogy, Culture and
Society, 28(4), 605–623.
https://doi.org/10.1080/14681366.2019.1681495
Mahmood. (2011). Conformity to quality characteristics of textbooks: the illusion of textbook evaluation in Pakistan.
Journal of Study and Reflections in Education, Vol.5, No.
http://ue.edu.pk/jrre/articles/52006. pdf.
McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Edinburgh University Press.
Miles, M. B., & Huberman., A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. SAGE Publications.
Miles, M. B., Huberman, A. M., & Saldan, J. (2013). Qualitative Data Analysis: A Methods Sourcebook. Sage Publications, Incorporated.
Mulyana, R. (2004). Mengartikulasi Pendidikan Nilai. Alfabeta.
Munfaati, F., Nasihah, M., Ni, U., Senta, A. N., Aini, N., Pengembangan, P., Inggris, B., Maulana, U. I. N., & Ibrahim, M. (2022). A Content Analysis of English Teaching Module Entitled “ Practical. 5(2), 323–337.
Murray, D.E., & Christison, M. (2011). What English Language Teachers Need to Konow Volume II Facilitating Learning.
Routledge.
Naagarazan, R. S. (2006). A Textbook on Professional Ethics and Human Values. In Angewandte Chemie International Edition, 6(11), 951–952. New Age International (P) Ltd., Publishers.
Nasser, R., & Nasser, I. (2008). Textbooks as a vehicle for segregation and domination: state efforts to shape Palestinian