The Use of Course Book Additional Character

commit to user Based on two definitions above, it can be inferred that textbook is one of instructional materials that is used in teaching and learning process. It is a collection of knowledge, concepts and principles of selected topics which is usually written by teachers or education experts who authorities in specific field. One aspect value of textbook is it must be qualified. Textbook must have acceptable level of quality, usefulness and appropriateness for content and users Puskurbuk, 2005: 28. Richards and Schmidt 2002: 322 define textbook evaluation as a process of measuring the values and effectiveness of textbook. It aims to find out the components of learning materials which need to be fixed and improved for the shake of learning outcome improvement. RESEARCH METHODOLOGY This research aimed at developing a model of character-based English supplementary materials based on 2013 curriculum for Junior High School students. A design-based research DBR methodology was applied in order to develop the product of character-based English learning materials based on 2013 curriculum for Junior High School students to solve the education problems happened in class target. This design-based research used qualitative approach to find out a specific style of English materials for character building based on 2013 curriculum. In addition, the materials have character building activities to develop the students’ national characters. The phases of design-based research which were proposed by Plomp 2007 were used to conduct this research. The phases consisted of preliminary, prototyping and assessment. Preliminary consisted of need analysis and literature review. Prototyping consisted of drawing the blue print of prototype, making the draft of prototype and expert validation. Assessment phase consisted of final prototype, try out and final product. This research took 36 students, English teacher and the government course book for Junior High School students used in class target as the main sources of data. From English teacher and students, the researcher dug up information dealing with the needs of English teaching and learning sources as the implementation of 2013 curriculum in Junior High School. Besides, the course book analysis of government English course book for Junior High School students in class target became guidance in conducting the additional materials of English lesson for Junior High School students. There were two types of data collected in this research, namely: quantitative and qualitative data. Quantitative data came from questionnaire. Qualitative data on the other hand were gathered from the interview and observation. The quantitative data were analyzed by using Likert scale. Meanwhile, qualitative data were analyzed by using qualitative data analysis model which proposed by Miles and Huberman 1994. FINDINGS AND DISCUSSION Preliminary Research 1. Pre-observation English teacher and students in class target hoped to have an additional book which was designed to cover the lacks of English government course book for Junior High School students. The reason were: 1 English teacher in class target only used English government course book for Junior High School students as the source of materials and 2 the English learning materials which were proposed by the Indonesian government were not adequately to be used as English materials. There were some lacks found in English government course book for Junior High School students dealing with the implementation of English language skills and character education values.

2. Interview

a. The Use of Course Book

English teacher said that she felt uncomfortable in teaching using English government course book for Junior High School without the availability of additional materials. Some lacks about the commit to user skills’ implementation had been found in the content of this book. Besides, this book was dominated by listening, speaking and writing skills. As a result, reading activities were implemented in small portion. The minimum reading skill’ implementation caused English teacher in class target brought additional materials to support English teaching and learning process in class.

b. Additional

Materials English teacher in class target really needed an additional material to cover the lacks that found in English government course book for Junior High School students. Besides, she also said that it was better to conduct English supplementary materials which presented about the values of character education in the materials’ activities of English lesson. The reason was for balancing the cognitive, psychomotor and affective domain so it will create an output which will reach the best result among those three domains.

c. Character

Values in 2013 Curriculum English teacher said that the values of character education were much needed and had maximum portion in 2013 curriculum. Besides, an example on how to integrate the values of character education in English materials’ activities was given. The researcher said that the implementation toward the values of character education can be integrated in the form of command and content of English materials’ activities. For example: the indicator about responding and expressing politeness will be integrated in communication activities which represented politeness, such as: please open the door. The word ‘please’ represented politeness. With regard to character values in English government course book for Junior High School used in class target, English teacher said that the religious value just tended in Islamic religion. The data can be seen from the pictures’ dresses in which most of the women’ pictures were wearing a veil. As a result, the implementation toward character values in English government course book for Junior High School students still needed to be developed as well as possible.

3. Questionnaire