C. Limitation of the Problem
Due to the limitation of time, the researcher chose only one English textbook to be analysed. The book is
Contextual English for Grade XI of Senior High Schools Regular Program.
The reason for choosing this book is the existence of some kinds of texts with various themes. For the sake of getting
more texts to be analysed, this book provides some kinds of texts. This book contains more texts comparing to the other textbooks.
D. Formulation of the Problem
Based on the limitation of the problem above, the research problems can be formulated as follows.
1. What are the characters embedded in the texts of an English textbook entitled
Contextual English for Grade XI of Senior High Schools Regular Program?
2. How the characters are integrated in the texts of English textbook entitled
Contextual English for Grade XI of Senior High Schools Regular Program?
E. Objectives of the Study
In relation to the formulated problems above, the objectives of the research are as follows:
1. to identify embedded characters that can be found in the texts of English textbook
entitled
Contextual English for Grade XI of Senior High Schools Regular Program,
and
2. to describe the techniques of integrating characters in the texts of English
textbook entitled
Contextual English for Grade XI of Senior High Schools Regular Program.
F. Significances of the Study
The result of the research is expected to give contributions to the teachers and the students both theoretically and practically.
1. Theoretically: This study is expected to develop English language learning in
accordance with the Curriculum 2013. 2.
Practically: a.
For the English teachers By knowing the characters integrated in the textbook, English teachers can
deliver those characters to the students appropriately. They can also be more selective to choose a textbook with attention to the integrated character.
b. For the students of Grade XI of Senior High Schools
By realizing the characters integrated in the textbook, they can apply good characters in their daily life and become a better person.
c. For the English textbooks‟ authors and publishers
The results of this research can be used as additional information in writing or publishing English textbooks based on Curriculum 2013 especially for grade XI
of Senior High Schools.
d. For the other researchers who conducted the relevant study
It can be used as a source of information for other researchers who are interested in conducting advanced research or the relevant research.
8
CHAPTER II LITERATURE REVIEW
A. Theoretical Review
In this part, there are some terms that are explained based on some theories. They are the notion of English language teaching, character, character
education, and content analysis. Each of them consists of sub-terms that support the explanation.
1. English Language Teaching
According to Kumaravadivelu 2006: 26-48, there are three components in English language teaching. They are input, intake, and output. The explanations
are given below. a.
Input Input
may be operationally defined as oral andor written corpus of the target language TL to which the second language L2 learners are exposed
through various sources, and recognized by them as language input. There are
three sources of input. They are as follow. 1
Interlanguage input: the still-developing language of the learners and of their peers with all its linguistically well-formed as well as deviant utterances.
2 Simplified input: the grammatically and lexically simplified language that
teachers, textbook writers, and other competent speakers use in and outside the classroom while addressing language learners.
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