AN IDENTIFICATION OF EDUCATIONVALUES IN READING TEXTS OF ENGLISH TEXTBOOK “BAHASA INGGRIS”, BASED ON EDUCATION VALUES SET BY MINISTRY OF EDUCATION

TEGUH ILHAM YASAN
A1D213129


ABSTRACT

The objective of this study are (1) to identify the embedded education values that can be found in the texts of an English textbook entitled “BAHASA INGGRIS SMA/MA, SMK/MAK kelas XI Semester I”, and (2) to find out the dominant education values that can be found in the texts of an English textbook entitled “BAHASA INGGRIS SMA/MA, SMK/MAK kelas XI Semester I.This study uses qualitative approach by using content analysis. The data uses in form of texts in the textbook. The primary instruments of the study are dialogue and statement in the reading text. Some steps are undertaken during the data collection: reading the texts carefully, understanding specific parts related to the study focus intensively, marking certain parts related to the study focus, making a description of the data accompanied by coding process and inserting the data into table. In analyzing data, this study uses content analysis technique by comparing the data, making categorization, presenting data tabulation, describing verbally, and interpreting the findings to do the inference. The subjects are 5 reading texts that had been taken from 5 differents chapter in English textbook entitled “BAHASA INGGRIS SMA/MA, SMK/MAK kelas XI Semester I”. The objects are 18 education values described by Kemendiknas. The results shows that the embedded education valuesthat can be found in the texts of an English textbook consist of 18 education values, those are religiousness, honesty, tolerance, discipline, perseverance, creativity, independency, democracy, curiosity, nationalism, patriotism, appreciation, friendliness/communicative, love of peace, reading interest, environmental awareness, social awareness, and responsibility. From those 18 education values are found in the text, responsibility value is the most dominant with the percentage of 12%. Meanwhile, religiousness, honesty, perseverance, love of piece, and social awareness has 8%. Then the lowest positions with only 4% are tolerance discipline, creativity, independence, democracy, curiosity, nationalism, patriotism, appreciation, friendliness/communicative, reading interest and environmental awareness. The dominance of responsibility value implies that the author wants to raise the students’ responsibility of students in relation with human or hisself includes his duty. The reading texts in this book cover more social themes with responsibility value than others. This may imply that the value that wants to be prioritized in this book especially in reading activity is the education value that related to responsibility.

Keywords: characters, textbook, reading text