THE PORTRAYAL OF MORAL VALUE IN THE INDONESIAN ELT TEXTBOOK AS A SITE OF CHARACTER EDUCATION FOR SECONDARY HIGH SCHOOL STUDENT: A CRITICAL MICRO SEMIOTIC ANALYSIS

THE PORTRAYAL OF MORAL VALUE IN THE INDONESIAN ELT TEXTBOOK AS A SITE OF CHARACTER EDUCATION FOR SECONDARY HIGH SCHOOL STUDENT: A CRITICAL MICRO SEMIOTIC ANALYSIS

ABSTRAK

Arif, Dimas. 2022. The Portrayal of Moral Value in The Indonesian ELT Textbook as a Site of Character Education for Secondary High School Student: A Critical Micro Semiotic Analysis. Thesis, Study Program of Language and Literature Education, Postgraduate of Universitas Negeri Surabaya. Advisors: (I) Prof. Slamet Setiawan, M.A., Ph.D. And (II) Dr. Ali Mustofa, S.S., M.Pd. `

Kata Kunci: nilai moral, pendidikan karakter, buku pelajaran Bahasa inggris, analisis kritis mikro.  

Pedagogi dalam proses belajar mengajar bertujuan untuk memberdayakan peserta didik menjadi orang sosial yang berkelakuan baik dan menyadari sepenuhnya ideologi, budaya, dan nilai moral yang mendasari dalam situasi pendidikan dan masyarakat. Konsep nilai moral secara umum diakui sebagai hambatan perilaku individu dalam hubungan interpersonal, lingkungan alam, materialisme, dan identifikasi komunal. Selain itu, penelitian ini menggunakan wacana visual dan verbal di buku teks sebagai data utama. Buku teks tersebut disusun sesuai dengan kurikulum 2013 dan disahkan secara nasional oleh Kementerian Pendidikan dan Kebudayaan. Studi ini juga menggunakan perspektif analisis wacana kritis (CDA) untuk menyelidiki lebih lanjut pesan nilai moral yang ada di dalam buku teks. Berkaitan dengan itu, Fairclough (2001) mengacu pada beberapa kriteria aspek dan memperjelas prinsip-prinsip dasar atau perspektif CDA. Tiga kesimpulan dapat ditemukan dari penelitian ini. Pertama, nilai-nilai moral yang diusung dalam buku teks EFL SMA/MA/SMAK/MAK Kelas X (edisi revisi 2017) terbitan Kementerian Pendidikan Republik Indonesia diwakili melalui penggambaran visual dan verbal. Selain itu, hanya ada enam belas dari delapan belas nilai yang terwakili dalam buku teks. Ini mempertahankan fakta bahwa nilai-nilai moral tertentu tersirat dalam artefak visual. Hal ini memperkuat norma dan konvensi sosial yang didasarkan pada realitas sosial budaya di Indonesia yang harus dipelajari oleh pembelajar muda.

ABSTRACT

Arif, Dimas. 2022. The Portrayal of Moral Value in The Indonesian ELT Textbook as a Site of Character Education for Secondary High School Student: A Critical Micro Semiotic Analysis. Thesis, Study Program of Language and Literature Education, Postgraduate of Universitas Negeri Surabaya. Advisors: (I) Prof. Slamet Setiawan, M.A., Ph.D. And (II) Dr. Ali Mustofa, S.S., M.Pd.

Keywords: Moral Value, Character Education, ELT textbook, micro semiotic analysis.

Critical pedagogy in teaching and learning aimed to empower students to become well-behaved social transformers and be fully aware of underlying ideologies, cultural, and moral values in the educational and society situation. The concept of moral values was generally admitted barriers to individual behaviour concerning in interpersonal relationships, the natural environment, materialism, and the communal identification. Furthermore, this research used textbooks as a primary resource for students has been essential as a site to implement moral value education performance in classroom learning. The textbook had been initially organized according to the curriculum 2013 and nationally endorsed by the Ministry of Education and Culture. This Study also employed critical discourse analysis (CDA) perspective to investigates further moral value messages burdened behind visual discourses in the textbook. In that regard, Fairclough (2001) draw on some aspects criteria and clarify basic principles or perspectives of CDA. Moreover, three conclusions could be derived from the findings of the study. Firstly, the moral values promoted in the EFL textbook SMA/MA/SMAK/MAK Kelas X (edisi revisi 2017) published by Indonesian Ministry of Education were represented through visual and verbal depictions. Moreover, there were only sixteen of eighteen values represented in the textbook. It discarded light on the fact that certain moral values are implicit in visual artifacts. It reinforced that the social norms and conventions based on the socio-culture reality in Indonesia that young learners should learn. The results of the study also demonstrated that the EFL textbook successfully combines moral teaching and pedagogy into English language instruction.