Moral Values in Narrative Texts of English Textboo

Available online at IJEE (Indonesian Journal of English Education) Website:
http://journal.uinjkt.ac.id/index.php/ijee
MORAL VALUES IN NARRATIVE TEXTS OF ENGLISH TEXTBOOKS FOR

SENIOR HIGH SCHOOL STUDENTS PUBLISHED BY THE MINISTRY OF
EDUCATION AND CULTURE
Iwan Setiawan, Fahriany
Received: 4th October 2017; Revised: 28th November 2017; Accepted: 28th December 2017
ABSTRACT
This study aimed to reveal the moral values in the narrative texts of English textbooks for
senior high school students published by the Ministry of Education and Culture and also the
English teachers‟ and students‟ responses at SMK Triguna Utama, South Tangerang City,
related to the topic under investigation. This research used content analysis design. The data
sources were the narrative texts in the English textbooks and teachers‟ and students‟
responses. The data were collected through documentation, interview, and questionnaire.
Data analysis procedures consisted of perusing, eliciting, coding, tabulating, interpreting,
drawing conclusions and validating. The research found that the English textbooks lacked
fables and gave a smaller portion to Indonesian local stories. Moreover, the narrative texts
were dominated by the value of kindness, while, fairness was included least explicitly in the
stories. These findings were supported by the views and preferences of the teachers and
students. Lastly, the teachers and students compactly argued that vocabulary is the greatest
barrier to teaching and learning narrative text, and the effectiveness of the school‟s
atmosphere in instilling moral values still needed further research.
Key Words: english textbooks; narrative texts; moral values; content analysis
ABSTRAK
Penelitian ini bertujuan untuk mengungkap nilai-nilai moral dalam teks naratif buku teks bahasa
Inggris untuk siswa Sekolah Menengah Atas yang diterbitkan oleh Kementerian Pendidikan dan
Kebudayaan dan juga tanggapan guru dan siswa bahasa Inggris di SMK Triguna Utama, Kota
Tangerang Selatan, terkait dengan topik yang diselidiki. Penelitian ini menggunakan desain analisis
isi. Sumber datanya adalah teks naratif dalam buku teks bahasa Inggris dan tanggapan guru dan
siswa. Data dikumpulkan melalui dokumentasi, wawancara dan angket. Sedangkan, prosedur analisis
data meliputi pembacaan teks secara cermat, pemilahan data, penyandian, tabulasi, interpretasi,
penarikan simpulan dan validasi. Penelitian ini menemukan bahwa buku teks bahasa Inggris tersebut
masih kekurangan fabel dan cerita lokal Indonesia. Selain itu, teks naratif didominasi oleh nilai
kebaikan, sementara nilai keadilan kurang tergambarkan dalam cerita. Temuan ini didukung oleh
pandangan dan preferensi para guru dan siswa. Terakhir, para guru dan siswa secara sepakat
berpendapat bahwa kosa kata merupakan penghalang terbesar dalam pengajaran dan pembelajaran teks
naratif, dan efektivitas atmosfer sekolah dalam menanamkan nilai moral masih memerlukan penelitian
lebih lanjut.
Kata Kunci: buku teks bahasa inggris, teks naratif, nilai moral, analisis isi
How to Cite: Setiawan, I., Fahriany. (2017). Moral Values in Narrative Texts of English Textbooks for Senior High
School Students Published by the Ministry of Education and Culture. IJEE (Indonesian Journal of English Education),
4(2), 130-143. doi:10.15408/ijee.v4i2.5977
IJEE (Indonesian Journal of English Education), 4 (2), 2017, 127-140

P-ISSN: 2356-1777, E-ISSN: 2443-0390 | DOI: http://dx.doi.org/10.15408/ijee.v4i2.5977
This is an open access article under CC-BY-SA license (https://creativecommons.org/licenses/by-sa/4.0/)
IJEE (Indonesian Journal of English Education), 4 (2), 2017
INTRODUCTION syllabus for a program; b) They help

standardize instruction; c) they provide
Textbooks play a prominent role in a variety of learning resources; d)they
teaching and learning activities can provide effective language models
including in TEFL (Teaching English as a and inputs; e) they can train teachers
Foreign Language) context. The school and help saving time; and f) they are
textbooks may serve a variety of visually appealing.
functions and meet a range of
On the other hand, they have
objectives. They are not simply the
unfortunately some disadvantages as
everyday tools of the language teacher,
but also the embodiment of the aims, well such as: a) they may contain
inauthentic language; b) they may
values, and methods of the particular
teaching-learning situation (Wong, distort content; c) they may not reflect
students„ needs; d) they can deskill
2011). Textbooks as teaching materials
teachers; and e) they are expensive.
consist of innumerable things such as
reading passages, dialogues, Moreover, texts as pieces of spoken
grammatical rules, activities, exercises, or written language are created for a
practices, essays, photos, tables, charts, particular purpose. The purpose might
et cetera ─ definitely the texts as well. be to persuade, to inform or a
combination of both. The context in
However, textbooks often contain
ideologically-oriented values, cultural which the text is spoken or written is
likewise influenced by our culture
biases, and social stereotypes. As
Richards (2001) asserted that they may (beliefs, attitudes, values) and situation
(what is happening, who is involved
distort content. Many studies have
and whether we are speaking or
demonstrated that racist attitudes,
linguistics biases, gender dominance writing).
and cultural prejudices constitute part A narrative text is one sort of the
of the unrealistic view of the textbooks literary texts. The purpose of a
(Ansary & Babaii, 2003). Some authors narrative text is, other than providing
criticized the textbooks for providing an entertainment, can be to make the
unnatural and inauthentic language audience think about an issue, teach
which fails to contribute to them a lesson, or excite their emotions
communicative practice. For an (Anderson & Anderson, 2003). So,
instance, Richards (2010) pointed out among its purposes, a narrative text can
the advantages of textbooks as follows: convey and instill moral
a) they provide a structure and/or a values/lessons/messages to their
http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://dx.doi.org/10.15408/ijee.v4i2.5977

131-143
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license
readers (Anderson & Anderson, 2003; various factors that influence the
Rosenstand, 2006; Buscemi, 2002; Pharr development of our moral values
& Buscemi, 2005; Benyamin, 2012). including parents, religious beliefs and
involvement, peers, media, and many
In line with that, character building
others (Marsh, 2010).
or often called as character education is
one of the main spirits of our national The implantation of moral values
education. It is stated that, ”education is in our education is, therefore, a crucial
a conscious and planned effort to issue. Moral education can be
enhance teaching-learning activities so inculcated implicitly and/or explicitly
that the students can actively develop within the curriculum used in the
their potentials to acquire religious- schools. In the classroom, teachers may
spiritual qualities, self-control, choose to nurture these values through
personality, knowledge, good the processes of perspective taking,
characters, and all they need as parts of storytelling, cultural transmission,
the society, nation, and country moral dilemmas, responsible decision-
(Constitutions of Republic of Indonesia making, service learning and
No. 20 about National Education community involvement (Cubukcu,
System, 2003).” Likewise, Halstead 2014). Once more, it is an urgent need
(2007) stated that teaching morality in and top priority to conduct a research
the light of Islam is a moral duty itself. on (moral) value-based education to
Morality (or ethics) is thus the main tackle all these deteriorating moral
core of Islamic teachings as well. crises of our students/pupils and to
enhance the quality of our national
In fact, our national educational
education and achieve its optimum
system has not reached its optimum
goals. One of the real efforts is through
goals including the character building
content analysis of the textbooks, i.e.
of the learners particularly and of the
narrative texts, in particular, inculcated
society in general. Ironically, we can see
with the moral values.
clearly now our country is still facing
unrelieved moral degradation of all Furthermore, there are a plethora
levels of the nation — to mention a few: of types and definitions of values
chronic corruption, collusion, nepotism, ubiquitously. According to Wibowo
horizontal conflicts, religious (2001), for instance, there are at least
intolerance, student brawls, illicit drug four known values that generally
uses, free sex, sexual abuses and still established and acted upon in our
many others. Undoubtedly, there are

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society, i.e., moral, social, constitutional characteristics: a) responsible, related to

(legal), and religious values. human as responsible people which
make them feel guilty or not in deciding
a moral action in a particular moral
problem or dilemma — not so as are
other values; b) consciously-
Figure 1. Four Types of Values (Wibowo, motivated/intended, moral values are a
2001) kind of appeal from our conscience that
seriously and urgently to admit,
Moral values were defined as
communicate and realize promptly; c)
having an interpersonal focus, which,
obligatory, values oblige us to admit and
when violated, arouse pangs of guilt for
act upon them absolutely and
wrong-doing (Abdolmohammadi &
unconditionally; otherwise, we would
Baker, 2006). Moral values are not
be feeling guilty and/or reprehensible;
separated from other values. Each value
and, d) formal, means related or
can obtain a” moral weight” when
connected to other values inherently.
included in moral behavior. Honesty,
for an instance, is a moral value, but Furthermore, Sudarminta (2015)
honesty itself is empty if it is not elaborated in more detail some
applied to other values, such as the prerequisites of what we call as moral
economic value. Loyalty is also a moral values. Moral values should be: a)
value but must be applied to the more rational and emotive, based on rational
general human values, for example, and emotional considerations as a
love between husband and wife. Thus, complete human being equipped with
the values of the heretofore are” pre- cognitive and affective competencies —
moral.” Values precede moral stages in contrary to emotivism; b) consistently
but could receive” moral weight,” as logical and flexible, comprised of logical
they were applied in moral behavior. consistency and flexibility
Although moral values usually enjoin simultaneously so there are still
other values, it appears as a new value, possibly any exceptions in some certain
even as the highest value (Bertens, (moral) cases; c) universal as well as
2011). particular, as an adequate moral (values)
theory, these two aspects should be
However, there are some features
included as well, this is in line with the
which distinguish moral values to other
second traits above; and d) solutive, can
values. According to Bertens (2011),
provide a moral solution in a
there are at least four main
dilemmatic moral problem or case.
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Afterwards, considering the frequently incorporated in them; and

numerous theories and concepts related also to reveal the teachers‟ and
to moral values and due to the plethora students‟ responses and perspectives
of moral values identified and some regarding the issue under study.
values that were universally accepted
throughout the previous studies (such METHODS
as justice, respect, responsibility, and so
forth), this study focused on five This research used a content
basically key moral values, i.e., analysis method. Krippendorf (2004)
kindness, honesty, respect, defined it as a research technique for
responsibility, and fairness. Moreover, making replicable and valid inferences
their definitions and synonyms as a from texts (or other meaningful matter)
checklist have also been devised and to the contexts of their use.
applied during the analytical process. Furthermore, Neuendorf (2002)
The writers argued that five prominent explained that content analysis may be
values are most important and relevant briefly defined as the systematic,
to be instilled particularly to the objective, quantitative analysis of
students at the secondary schools message characters. It could be used to
through narrative texts in the English analyze various types of
textbooks based on the theoretical and communication, e.g., newspaper, radio
empirical considerations. news, TV advertisements, books, and
many other documents. Besides, since
Thus, this research focused on
this research was presented in
those moral values incorporated in
qualitative and descriptive approach, it
narrative texts of the English textbooks
was emergent (several aspects may
for senior high school students
emerge during the study),
published by the Ministry of Education
fundamentally interpretive, took place
and Culture in the form of a content
in the natural setting, used multiple
analysis study. Relating to that focus,
methods and strategies of inquiry, used
some main research objectives could
complex reasoning, viewed social
then be derived, i.e. to describe how
phenomena holistically, et cetera
narrative texts inculcated with moral
(Creswell, 2003).
values presented in the English
textbooks for senior high school The setting of the research
students published by the Ministry of consisted of place, time, and condition.
Education and Culture; to analyze & The data collection was conducted at
identify the moral values which were SMK Triguna Utama (Triguna Utama
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Vocational High School) located on Km. Lastly, the data analysis procedures
2 Ir. H. Juanda Street, East Ciputat in this study involved the following
district, South Tangerang City, Banten steps, i.e., perusing, eliciting,
Province. The research was organized tabulating, coding, interpreting,
in grade X and XI (Accounting drawing conclusions, and validating
vocational program) of the school. (adapted from Krippendorf, 2004).
In addition, the primary research
resource was definitely the narrative FINDINGS AND DISCUSSION
texts of four English textbooks for Presentation of Narrative Texts
senior high school students published inculcated with Moral Values
by the Ministry of Education and
The narrative texts of the English
Culture, i.e., Bahasa Inggris untuk
textbook series published by the
SMA/MA/SMK/MAK. Afterward, the
government were presented in four text
criteria of the participants whom the
types. In total, eight narrative texts
researchers involved in the research
were found in the textbooks presented
were those who took part in using those
in those four types of narrative texts.
English textbooks and taught and/or
learned the narrative texts inculcated
with moral values, i.e., the English
teachers and students from grade X to
XI of SMK Triguna Utama. The
researchers selected 15 students (as
samples) from each class (30 students in
total) to answer the questionnaire
sheets and 2 English teachers from both
grades to be interviewed. Chart 1. Total Frequency of Narrative Text
Types in Bahasa Inggris untuk
Moreover, the key instrument was
SMA/MA/SMK/MAK Kelas X and XI
the researchers since they possessed
background knowledge and theoretical
framework of the research. Besides, the Firstly, they were three narrative
other instruments used were interview texts in the form of folklores/folktalles,
and questionnaire questions to explore i.e., “Issumboshi,” a Japanese
and investigate the teachers‟ and folktale/fairytale (Furaidah et al.,
students‟ responses regarding the issue 2014b, pp. 49—51); “Strong Wind,” a
under investigation. folktale of a native American tribe

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(Furaidah et al., 2014b, pp. 89—91); and by O. Henry, an American short story
“The Enchanted Fish,” a classic writer (Bashir, 2014b, pp. 47—49).
folklore/tale written by Grimm
Regarding those types of narrative
brothers, i.e., Jacob and Wilhelm
texts occurred in the textbook series,
Grimm, in 1812 (Bashir, 2014a, pp. 3—
from my point of view, it shows a
5).
balanced proportion of types of
Secondly, there was only one narrative texts appeared which
legend found in the English textbook emphasized on the folklore and short
series, that was, in Bahasa Inggris untuk story genres since both types are
SMA/MA/SMK/MAK Kelas X Semester 2. commonly written and/or read by the
The story was about “Malin Kundang”, a readers when they look for fictive texts
well-known Indonesian legend from as (reading) learning materials and/or
Padang, West Sumatra (Furaidah et al., for fun only. Nonetheless, fables which
2014b, p. 64). are also good and fun materials for
young learners were not found at all
Furthermore, there was a narrative
(Abrar, 2016; Verner, 2016). Besides,
in the form of a play in the English
Indonesian stories (e.g. its folklores or
textbook, namely Bahasa Inggris untuk
fables) should be given more
SMA/MA/SMK/MAK Kelas X
proportion since the current trend in
Semester 2, though this type of text was
TEFL (Teaching English as a Foreign
excluded from the analysis due to
Language) that further emphasized
validating process as this research focus
using the local stories as the media to
on the text in a real sense — i.e., the
learn the target language. By presenting
play presented in the form of dialogue.
the authentic and meaningful materials,
The play was entitled Vanity and Pride
the students therefore while learning
(Bashir, 2004a, pp. 70—74).
the foreign language could also
The last, three narratives were effectively express their identities and
presented in the form of short stories. culture in the target language (Torun &
They were “Congratulation!" in chapter Yildirim, 2014; Kilickaya, 2004).
four of Bahasa Inggris untuk
SMA/MA/SMK/MAK Kelas X Semester 1
Moral Values in Narrative Texts
(Furaidah et al., 2014a, pp. 45—46);
“Letter to God,” a short story written by Subsequently, having discussed the
a Mexican writer, Gregorio López y presentation of the types of narrative
Fuentes (Bashir, 2014a, pp. 92—95); and texts, this study also tried to elaborate
“The Last Leaf" is a short story written the moral values in those narrative
136-143
texts. In this analysis, five main moral nine times or 5.8%. Though, this value
values were analyzed to categorize all is indeed an important value as well to
moral values which came up in the be learned and exemplified by the
narrative texts, i.e., kindness, respect, students through reading narrative
responsibility, honesty, and fairness, texts implied with it. Moreover, in
and attempted to be uncovered from terms of citizenship, this value is a
the stories in the English textbook crucial one since the society that lacks it
series. would not succeed (Tay & Yıldırım,
2009; Rachels, 2003; Welsh, 2014). In
conclusion, all these key moral values
and narrative texts which present them
should be taken into account
considerately by the textbook writers,
users, teachers, and students, and, at
best, be provided with a balanced
proportion as well.
Chart 2. Total Frequency of Moral Values English Teachers’ and Students’

inculcated in Narrative Texts of Bahasa
Responses regarding Moral Values in
Inggris untuk SMA/MA/SMK/MAK Kelas X
Narrative Texts
and XI
The English teachers‟ and students‟

responses describing their views,
As indicated by the data in Chart 2
perceptions and/or perspectives about
above, the moral value, kindness, make
the issue were attempted to be analyzed
up the highest frequency by 59.4% (107
and elaborated as well in this section.
times) spread in seven different stories.
According to Mrs. DN, the English
While, three other moral values, i.e.,
teacher of grade X, she usually found
honesty with 8.8% or 16 times, respect
the moral values of honesty,
and responsibility share similar
autonomy/self-sufficient, courage, and
proportions by 13.3% or 24 times for
hard work. While, Mr. NW, the English
each. They were instilled implicitly or
teacher of grade XI, said that he mostly
explicitly in all seven narratives of the
found the values such as gratitude,
English textbook series under study.
respect, honesty, optimism, sacrifice for
Unfortunately, another important moral
other's goodness, and so forth.
value, namely fairness, was implied
Moreover, conversing on the selected
only once at least implicitly by only
137-143
key moral values that were applied and moral values found in the textbooks,
discussed throughout this study, they specifically in the narrative texts. The
thought that those are vital in educating two moral values apparently
and instilling into their students as by dominated the highest and lowest
acquiring those morals the students can frequencies of the moral values
be good people and they can live well appeared and preferred; they were
and harmoniously in the society. kindness as the highest frequency and
fairness as the lowest one.
Regarding their methods in
teaching narrative texts, Mrs. DN,
explained that she preferred to use
(audio-visual) media in teaching
narrative texts (surely instilled with
morals). On the other hand, slightly
Chart 3. Students‟ Preferences on the
different from the first view shown by
Key Moral Values
the second English teacher in grade XI,
On the other hand, the he thought that discussion and question
questionnaires were also distributed to and answer were preferred best.
gather students' preferences of the key
Generally, like other teaching-
moral values that should be placed
learning activities, there are some
more importance among others.
barriers or obstacles in succeeding to
Though in terms of values lexically,
inculcate those values to the students as
they did not express them explicitly, the
experienced by the interviewed English
researchers have attempted to look for
teachers. Vocabulary still seemed to be
their meanings and synonyms that
the greatest barrier as admonished by
matched most those key values based
both English teachers and students in
on the devised checklist. The results of
teaching and learning narrative texts,
the respondents' answers in order are
and, therefore, the students felt difficult
as follows: kindness, as much as 72%
to understand the texts and to infer the
(21 respondents); respect, 52% (15
moral values from them and applying
respondents); honesty, 41% (12
them in daily lives.
respondents); responsibility, 34% (10
respondents); and fairness, 10% (3 Henceforth, the atmosphere of the
respondents only). Respectively, these school is also one of the influencing
results are slightly similar to those of factors in instilling the good characters
the previous finding discussing the key into their students. The good

138-143
atmosphere can indeed affect the order by three other moral values, i.e.,
success of instilling moral values and respect, responsibility, and honesty.
therefore create good students. However, the value of fairness is
Conversely, the bad atmosphere cannot included at the very least explicitly in
surely guarantee the character building the stories provided in the English
of the students, but, can influence bad textbooks.
characters to them, and the learning
Subsequently, the lack of the value
objectives could not be achieved.
of fairness is also evident in the
Nonetheless, good testimonies were
perceptions and preferences of the
shown by the English teachers and
English teachers and their students.
some students related to the
atmosphere of the school in cultivating Fourth, in terms of narrative text
the values, there were still many teaching and learning process, the
factors/aspects to be investigated to teachers and students in unison agreed
assure the success of the cultivation of that vocabulary is the most unrelieved
moral values for their students (see barrier they encounter.
Lickona et al., 2007). The last, despite the availability
and completeness of facilities and
CONCLUSION AND SUGGESTION morally induced activities at SMK
Triguna Utama, it could not guarantee
Based on the findings and efficiency nor effectiveness of the moral
discussion of the research, several education at the school. Serious and in-
conclusions could be made as follows. depth efforts have to be taken to assure
Firstly, among the various types of the effectiveness of the cultivation of
narratives presented in the English moral values.
textbooks (i.e., folklores/folktales, a Based on the aforementioned
legend, a play, and short stories), fables conclusions, some suggestions and
and Indonesian local stories have recommendations could be offered to
unfortunately the least places in the expectedly enhance the quality of
textbook series regarding their ability contents of the English textbooks and to
and authenticity to draw the readers' ascertain the success of the values
interest and motivation. inculcation to the students.
Secondly, it was found most The English textbook authors
significantly the value of kindness in should provide a more proportional
the textbook series and followed in portion of narrative texts, particularly

139-143
the stories from Indonesian rich local alleviate those weaknesses to achieve
culture which could be meaningful and maximum instructional objectives and
authentic teaching materials for the to enhance moral education in the EFL
learners, and the inclusion of the fables context at last.
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MORAL VALUES IN NARRATIVE TEXTS OF ENGLISH TEXTBOOKS FOR

IJEE (Indonesian Journal of English Education), 4 (2), 2017, 127-140

INTRODUCTION syllabus for a program; b) They help

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society, i.e., moral, social, constitutional characteristics: a) responsible, related to

Afterwards, considering the frequently incorporated in them; and

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Chart 2. Total Frequency of Moral Values English Teachers’ and Students’

The English teachers‟ and students‟

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http://dx.doi.org/10.5539/elt.v9n9p Pendidikan Nasional. Jakarta:

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