Moral Values in Narrative Texts of English Textbooks for Senior High School Students Published by the Ministry of Education and Culture

Abstract

This study aimed to reveal the moral values in the narrative texts of English textbooks for senior high school students published by the Ministry of Education and Culture and also the English teachers’ and students’ responses at SMK Triguna Utama, South Tangerang City, related to the topic under investigation. This research used content analysis design. The data sources were the narrative texts in the English textbooks and teachers’ and students’ responses. The data were collected through documentation, interview, and questionnaire. Data analysis procedures consisted of perusing, eliciting, coding, tabulating, interpreting, drawing conclusions and validating. The research found that the English textbooks lacked fables and gave a smaller portion to Indonesian local stories. Moreover, the narrative texts were dominated by the value of kindness, while, fairness was included least explicitly in the stories. These findings were supported by the views and preferences of the teachers and students. Lastly, the teachers and students compactly argued that vocabulary is the greatest barrier to teaching and learning narrative text, and the effectiveness of the school’s atmosphere in instilling moral values still needed further research. ABSTRAK Penelitian ini bertujuan untuk mengungkap nilai-nilai moral dalam teks naratif buku teks bahasa Inggris untuk siswa Sekolah Menengah Atas yang diterbitkan oleh Kementerian Pendidikan dan Kebudayaan dan juga tanggapan guru dan siswa bahasa Inggris di SMK Triguna Utama, Kota Tangerang Selatan, terkait dengan topik yang diselidiki. Penelitian ini menggunakan desain analisis isi. Sumber datanya adalah teks naratif dalam buku teks bahasa Inggris dan tanggapan guru dan siswa. Data dikumpulkan melalui dokumentasi, wawancara dan angket. Sedangkan, prosedur analisis data meliputi pembacaan teks secara cermat, pemilahan data, penyandian, tabulasi, interpretasi, penarikan simpulan dan validasi. Penelitian ini menemukan bahwa buku teks bahasa Inggris tersebut masih kekurangan fabel dan cerita lokal Indonesia. Selain itu, teks naratif didominasi oleh nilai kebaikan, sementara nilai keadilan kurang tergambarkan dalam cerita. Temuan ini didukung oleh pandangan dan preferensi para guru dan siswa. Terakhir, para guru dan siswa secara sepakat berpendapat bahwa kosa kata merupakan penghalang terbesar dalam pengajaran dan pembelajaran teks naratif, dan efektivitas atmosfer sekolah dalam menanamkan nilai moral masih memerlukan penelitian lebih lanjut. How to Cite: Setiawan, I., Fahriany. (2017). Moral Values in Narrative Texts of English Textbooks for Senior High School Students Published by the Ministry of Education and Culture. IJEE (Indonesian Journal of English Education), 4(2), 130-143. doi:10.15408/ijee.v4i2.5977

Integrating Child Rights Education and English Language Teaching

“…Another study is about moral values that can be found in an English textbooks. The moral values usually occur in the narratiev text and are usually concered with the value of goodness, justice, and honesty [39]. From previous studies, researchers see that learning can be integrated with multicultural education, issues of sexism and gender, ethnicity, cultural comparison, and moral values [40].…”

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

“…As a crucial part of the learning sources, textbooks play a pivotal role in integrating character education into the learning process [13][14][15][16][17]. It contains passages, dialogues, exercises, tables, practices, and other activities to cover the pedagogy competence into which the character education values can be incorporated [17][18][19]. From this point of view, one of the eligibility criteria of textbooks is the integration of the character values into the textbooks' contents [12].…”

“…English textbooks have great potential for building characters because language learning can indirectly instill various consciousness through reading texts, pictures, dialogues, and sentences in the required exercises [13,20]. Thus, studies have been conducted to identify the character education values included in English textbooks used in English classrooms across Indonesia [18,[21][22][23][24][25][26][27][28][29]. While [21,[23][24][25]27] identified the inclusion of character education in junior high school textbooks, [18,26,28,29] chose to analyze the representation of character education in senior high school textbooks.…”

Folklore and It’s Effect on Student’s Ability In Reading Narrative Text: a Systematic Literature Review

“…In senior and junior school, the students have to learn different text types such as narrative, descriptive, exposition, analytical exposition, etc. A narrative text is one sort of the literary texts (Setiawan & Fahriany, 2017). This type of text tells a story or past event and entertains the readers.…”