20
about recognizing and identifying people around us. Based on the 2013 Curriculum syllabus, it would be taught in the ninth week. In this chapter the
students begin to learn the integrated-learning. It means those students are not only curios in figuring out the people around them but also trying to describe
them. Although the curios characteristic was represented by the Character Education Theory number 9 which was about curiosity would be fulfilled.
C. The Analysis of Data which is Represented Character Education of the
Seventh Grade Textbook
Before the researcher presented the result, the researcher would give the founding data by comparing the 2013 Curriculum syllabus with the 2013
Curriculum English Textbook Revised Edition 2014.
Table 2.3 Combining Syllabus and Textbook No
Core Competencies
Chapter Learning
materials
Time Allocation
Total Time
Allocation Week
Time Allocation
Learning
1 3.1 4.1
Chapter I
Expressing the expression of
greeting, sympathy,
apology, and farewell
12 12 4 = 3
weeks First- Third
week
2 3.2 4.2
Chapter II
Introducing myself and
others. 4
4 4 = 1 weeks
Forth week
3 2.3 4.3
Chapter III
Introducing the name of the days,
date, months, years, and time
16 16 4 = 4
weeks Fifth
– Eighth week
21
No Core
Competencies Chapter
Learning materials
Time Allocation
Total Time
Allocation Week
Time Allocation
Learning
4 3.4 4.4
4.5 Chapter
IV Telling about our
personal identity, family, and
people 8
8 4 = 2 weeks
Ninth – Tenth
week 5
3.5 4.6 Chapter
V Counting the
things around and mentioning the
public places 24
24 4 = 6 weeks
Eleventh –
Sixteenth Week
6 3.11 4.14
Chapter VI
Identifying the rhythm, meaning
of the songs, and identifying the
singular and plural nouns
8 8 4 = 2
weeks Seventeenth
– Eighteenth
week
After the researcher took the data from all activities in Chapter I to Chapter VI, the researcher processed the data. The data that was obtained from
each activity then was classified according to the 18 values of Character Education. In every chapter of English Textbook, the researcher classified further
by analyzing each illustration or picture and also the instruction of the activity. As it had been said previously that firstly the researcher calculated the
activities which were provided in the textbook. The total of the activities were presented in Table 2.4.
Table 2.4 Total of Activity in the Textbook No
Chapters Total of The Activities
1 Chapter I
22 2
Chapter II 17
3 Chapter III
22 4
Chapter IV 19
5 Chapter V
15
22
6 Chapter VI
14 Total
109
There were 109 activities which had been conducted by the researcher. As additional information, based on Levin 1981 there are eight functions of pictures
or illustration in the textbook. They are for: decoration, remuneration, reiteration, representation, organizational, interpretation, and transformation function as cited
in Pratiwi, 2014, page 45. In this English textbook, the illustrations as the examples in Figure 2.1
– Figure 2.3 were categorized as the interpretation and representation of the learning activities that would be conducted. In order to be
clearer in assessing and categorizing every chapter as 18 characteristics above, the researcher also considered the illustrations or the pictures which were provided to
support the learning activity in textbook. In addition to that an instruction which was presented as in the small box also helped the researcher to observe where the
learning system. By comparing the data in Table 2.2 and Table 2.4, it was found new data as the final result in the Character Education Research. Specifically, the
data were presented below in Table 2.5 was taken from 2013 Curriculum English Textbook in all activities from Chapter I up to Chapter VI.
Table 2.5 The Final Result of Character Education in Seventh Grade Textbook Chapter
18 Characteristics in Character Education numeric as symbol Total
1 2
3 4
5 6
7 8
9 10 11 12 13 14 15 16 17 18
Chapter I 2
1 2
7 1
9 22
Chapter II 4
2 1
2 2
2 4
17
23
Chapter 18 Characteristics in Character Education numeric as symbol
