Moral Values Addressed in Students’ English Textbook 7th Grade 2013 Curriculum: A Textual Analysis.
Mundarti, 2015
CHAPTER III
RESEARCH METHODOLOGY
This chapter elaborates the method which was employed in this study. It includes the object of the study, research question, research methodology, technique of data analysis, source of the data, and data presentation.
3.1 Research Design
The method employed in this study was qualitative method equipped with descriptive textual analysis. It was chosen because the data used in this study are in form of text. Qualitative method is suggested by Hancock (2002) because it may lead to the development of new concept or theory in order to help people understand the subject of the study. It is more focused on the certain event not number, but more on words (Maxwell, 1996). Thus, qualitative method which was equipped with descriptive textual analysis helped the researcher in describing more and understanding more about the integration of moral values addressed in this textbook.
Textual analysis is defined by Frey et al as the method communication researchers use to describe and interpret the characteristics of a recorded or visual message. It is purposed to describe the content, the structure, and the functions of the message contained in texts (1999). It is supported by McKee (2001) who says that textual analysis is defined as a technique to gather the data. This method was employed to answer the research question. It tried to analyze and describe the moral values addressed in the tasks contained in the students' English textbook.
3.2 Object of the Study
This study aims to find out the moral values addressed in students’ English textbook. Students’ English textbook for 7th grade was chosen as the object of this
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study because of some reasons. First of all, English subject starts to be learnt in that grade. Second, the textbook is designed and published by the Ministry of Education as the fundamental source of teaching and learning process of 2013 curriculum. The tasks in this textbook are used as the lesson plan and the minimum standard of teaching and learning process. Lastly, students in junior high school are in a transition period so that they need a strong foundation during the earlier grades to reinforce and build upon the foundation during the later grade (Lickona, 1991).
The textbook is entitled “When English Rings a Bell” published in 2014. It is a revised version of the previous one which is entitled “When English Rings the Bell” published in 2013. It contains eleven chapters with specific theme in each chapter. Those themes are “How are You?”, “It’s Me”, “It is My Birthday”, “I Love People around Me”, “How Many Pets do You Have?”, “I Love Things around Me”, “She’s so Nice”, “My Grandfather is a Doctor”, “Attention Please!”, and “I am Proud of My Teacher”. This textbook was designed with task-based approach in which each chapter contains of some tasks that should be done by the students. Like what has been said before that, the tasks in the textbook are the minimum standard of teaching and learning process in the classroom. It can be adapted or modified based on the school condition. Textbook which is prepared by the government has fulfilled the standard of the content, the presentation, the language, and the graphic. This textbook has great potential to develop students’ character in learning process (Ministry of Education, 2010).
3.3Research Question
This study tries to answer the following question:
a. What are moral values addressed in students’ English textbook 2013 curriculum?
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Mundarti, 2015
3.4Research Procedures
In conducting the study, the following steps have been taken:
1. Read carefully each chapter throughout the textbook multiple times in order to understand the moral values subsumed in it.
2. Prepared the moral values based on the Ministry of Education. The moral values as the social goal of teaching and learning process are stated in the Kompetensi Dasar (KD) point two.
3. Prepared the value indicators formulated by the writer based on Lickona (1991), Ministry of Education (2013, Kemendiknas (2010), Smith (2002), and Collier County Public School (2004).
4. Selected the communicative tasks each chapter proposed by Nunan (2004) related to the moral values addressed as the social goal of the teaching and learning process in that chapter.
5. Listed the textual evidences in the form of table based on the moral values indicator in the previous section.
6. Analyzed the evidences found related to the moral values addressed in the textbook within the related theories in order to answer the research question. 7. Discussed the findings based on the result of the analysis in order to gain the
conclusion of this study.
3.5 Data Source
The data which have been gathered in this study were taken from students’ English textbook in 7th grade which is entitled “When English Rings a Bell” published in 2014 and designed by the Ministry of Education in 2013. It is prepared as the fundamental source to all 7th grades students in Indonesia for 2013 curriculum implementation. The other data about the goal of the task and the procedures were taken from the teachers’ book.
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3.6 Data Presentation
The data were presented in form of textual evidences which is then summarized in form of table in finding out the moral values addressed which are integrated in the students’ English textbook. Six moral values addressed; responsibility, honesty, self-discipline, care, politeness, and self-confident were taken from KD point two.
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Mundarti, 2015
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May, P. (1971). Moral education in School. London: Methuen Educational ltd.
Mc Brien, J. & Brandt, R. (1997). The Language of Learning: A guide to Education Terms. Association for Supervision and Curriculum Development. Alexandria:
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Cunningsworth, A. (1995). Choosing your course-book. Oxford: Heinemann.
Duska, R., & Whelan, M. 1975. Moral development: A guide to piaget and kohlberg. New York: Paulist Press.
Elkind, D. H., & Sweet, F., (2004). You are a Character Educator. Today's schools.
Retrieved from: www.goodcharacter.comiArtic1e_4.html
Estaire, S., & Zanon, J. (1994). Planning class-work: A task-based approach. Australia: Macmillan Education.
Fraenkel, J., Wallen, N., & Hyun, H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
Garinger, D. (2001). Textbook Evaluation. TEFL Web Journal. Retrieved from http://www.teflwebj.org/v1n1/garinger.html
Hancock, B. (2002). An introduction to qualitative research. (np). Trent Focus Group.
Retrieved from
http://www.rds-yh.nihr.ac.uk/wp-content/uploads/2013/05/5_Introduction-to-qualitative-research-2009.pdf
Hapsari, P. (2013). Character Education Values in Reading Section of E-English Textbook for Senior High School Students Grade IX. ELT FORUM.2. (1).
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1-Hutchinson, T., & Torres, E. (1994). The Textbook as Agent of Change. ELT Journal, 48 (4), 315-327. Retrieved from http://www.finchpark.com/courses/grad-dissert/articles/textbooks/Textbooks+as+agents+of+change.pdf.
Jenne, F. & Greene, W. (1976). Turner’s school health and health education (7th Ed.). United States: Mosby Company.
Kementrian Pendidikan Nasional. (2010). Pendidikan karakter terintegrasi dalam pembelajaran di sekolah menengah pertama (Panduan untuk guru bahasa inggris). Jakarta: Kemendiknas.
Kementrian Pendidikan Nasional. (2010). Pengembangan pendidikan budaya dan karakter bangsa. Jakarta: Kemendiknas.
Kementrian Pendidikan dan Kebudayaan. (2012). Dokumen Kurikulum 2013. Retrieved from http://kemendikbud.go.id
Kementrian Pendidikan dan Kebudayaan. (2014). Bahasa inggris: When english rings a bell (Buku Guru) 2nd ed. Jakarta: Kemendikbud.
Kementrian Pendidikan dan Kebudayaan. (2014). Bahasa inggris: When english rings a bell (Buku Siswa) 2nd ed. Jakarta: Kemendikbud.
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Koesoema, D. (2011). Pendidikan karakter: Strategi mendidik anak di zaman global. Jakarta: Kompas Gramedia.
Kohlbacher, F. (2006). The Use of Qualitative Content Analysis in Case Study Research. Qualitative Social Research. 7. (1). Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/75/153
Kohn, A. (1997). How not to Teach Values: A Critical Look at Character Education.
Phi Delta Kappan, 78(6), 428-439. Retrieved from
http://www.alfiekohn.org/article/teach-values/
Lestari, I. P. (2012). Character Building in Junior High School English Language Textbooks: A Content Analysis. Thesis. Graduate Program in English Language Education State University of Malang. Retrieved from journal.unnes.ac.id/sju/index.php/elt/article/download/1559/1505
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility (A. W. Juma, Trans.). Jakarta: PT BumiAksara. (Original Work Published 1991)
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility.Retrievedfromhttp://books.google.co.id/books?id=QBIrPLf2siQ C&pg=PA23&hl=id&source=gbs_toc_r&cad=4#v=onepage&q&f=false.
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Education, 19(4), 77-84. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/01626620.1999.10462937#.VK9 5H9KUd4E.
Lickona, T. (2012). Character matters: How to help our children develop good judgment, integrity, and other essential virtues. Jakarta: PT Bumi Aksara.
May, P. (1971). Moral education in School. London: Methuen Educational ltd.
Mc Brien, J. & Brandt, R. (1997). The Language of Learning: A guide to Education Terms. Association for Supervision and Curriculum Development. Alexandria:
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
Nunan, D. (1999). Second language teaching and learning. Boston: Heinle/Thomson.
Nunan, D. (2004). Task based language teaching. New York: Cambridge University Press.
Ornstein, P., Haden, C., & Coffman, J. (2011). Learning to Remember: Mothers and Teachers Talking with Children. In N. L. Stein & S. Raudenbush (Eds.), Developmental Science Goes to School. pp. 69-83. New York: Taylor & Francis. Retrieved from childrensmemoryproject.org/publications.
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Pingel, F. (1999). UNESCO Guidebook on textbook research and textbook revision. Hannover: Verlag Hahnsche Buchhandlung.
Shaaban, K. (2005). A Proposed Framework for Incorporating Moral Education into the ESL/EFL Classroom. Language Culture and Curriculum. 18. (2). 201-217. Retrieved from www.tandfonline.com/doi/pdf/10.1080/07908310508668742.
Sheldon, L. (1988). Evaluating ELT Textbooks and Materials. ELT Journal. 42. (4).
237-246. Retrieved from
http://www.ling.lancs.ac.uk/groups/crile/docs/crile31wang.pdf.
Sitepu, B. (2012). Penulisan buku teks pelajaran. Bandung: PT Remaja Rosda Karya.
Skehan, P. (1998). Task-based Instruction. Language Teaching. 36. (01), 1-14. Retrieved from http://faculty.ksu.edu.sa/yousif/3422/Task-based%20instruction,%20Skehan,%202003.pdf.
Senior High School. Retrieved from Smith, C. (2002). Developing character through literature. Bloomington: Family Learning Association.
Tanner, D. & Tanner L. (2007). Curriculum development theory into practice (4th ed.). New Jersey: Pearson.
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http://staff.uny.ac.id/sites/default/files/132305846/Paper%20for%20TEFLIN%2 02011_0.pdf.
United States Commission in Civil Right. (1980). Character in textbook: A review of literature. Washington: Clearinghouse.
Zaidan, A.K. (nt). Developing Reading and Writing Tasks for Character Building in http://www.slideshare.net/AbdulKarimZaidan/developing-reading-and-writing-tasks-for-character-building.