THE REPRESENTATION OF MORAL VALUES EMBEDDED IN

THE EFL TEXTBOOK FOR SENIOR HIGH SCHOOL: A

MICRO-SEMIOTIC ANALYSIS
SANDY PRATAMA PUTRA (150210401068)

Consultant 1 : Drs. Sugeng Ariyanto, M.A.

Consultant 2 : Drs. Bambang Suharjito, M.Ed.
Examiner 1 : Dr. Budi Setyono, M.A.
Examiner 2 : Asih Santihastuti, S.Pd., M.Pd.
Introduction
Literature Review
Research Methods
INTRODUCTION

 Research Background
 The aim of English Language Teaching (ELT), in particular, has been extended to focus on
transmitting moral values to deal with socio-moral issues that have become worldwide concern.
 Moral values may be included overtly and covertly in ELT textbook so that its role has also
expanded to be a medium for delivering moral values in which teachers and students might be
(un)aware of.
 Moral values are still under investigated
INTRODUCTION
 Research Problems
 What moral values are represented in senior high school textbook published by the Ministry of
Education and Culture of the Republic of Indonesia?
 How moral values are represented in senior high school textbook published by the Ministry of
Education and Culture of the Republic of Indonesia?
 Research Objective
 Investigating what and how moral values are represented in the chosen textbook.

 Research Contribution
 Theoretically
 Empirically
 Practically
LITERATURE REVIEW
 Moral Education Policy in ELT
 ELT as a social practice carries myriad of values shaped through the interaction between teachers
and students or as what Johnston (2003, p. 1) states that ELT is a “value-laden activity”.
 Consequently, incorporating moral values has become a mandatory objective enacted in educational
policies which lead to the implementation of moral education.
 Moral, on the one hand, refers to a set of beliefs – an individual’s natural subjective judgement –
concerning with good and bad or right or wrong (Johnston, 2003).
 Moral education, on the other hand, is an effort to inculcate in students moral values throughout
classroom activities.
 Therefore, moral education policy requires ELT teachers to impart learners what is known as moral
or immoral actions
LITERATURE REVIEW
 Moral Education Curriculum in Indonesia
 Indonesian government find the need to integrate moral education in schools through
all subjects to promote values depicted in the Indonesian educational curriculum
 The goals of moral or character education in Indonesia (Pusat Kurikulum, 2010) are
to:
 Capitalise on students’ potential and teach students to behave morally, culturally, and ethically,
thereby representing the nation’s culture and character;
 Strengthen national education that assumes social responsibility for harnessing students’ talent and
capability; and
 Re-appropriate the nation’s cultures and other cultures, which suit the nation’s civilized cultural
values and virtues.
LITERATURE REVIEW

 According to Pusat Kurriculum 2010, values that teachers should integrate into all
school subjects are 1) religiosity, (2) honesty, (3) tolerance, (4) self-discipline, (5)
hard work, (6) creativity, (7) independence, (8) democracy, (9) curiosity, (10)
patriotism, (11) nationalism, (12) respect for others, (13) friendliness, (14) peace-
loving, (15) love to read, (16) environmental sensitivity, (17) social awareness, and
(18) responsibility
LITERATURE REVIEW

 Moral Values in EFL Textbooks

 All materials, including textbooks, bring moral contents (Johnston, 2003).
 A Textbook is a tool to propagate an ideology – values and beliefs (Apple, 1992).
 A Textbook, as an ideology, “reflects a worldwide view of a cultural system of which
moral values are a sub-system” (Cahn, 2018).
 Therefore, textbook are not value free and teachers as moral agents must find textbooks
appropriately suitable to use in a certain context.
LITERATURE REVIEW

 Previous Studies
 Gebregeorgis (2016b)
 Feng (2017)
 Wu and Navera (2018)
 Canh (2018)
 Widodo (2018)
RESEARCH METHODS
 Research Design
 Critical Discourse Analysis

 Research Context
 EFL Textbook used for senior high school grade X in Indonesian published by the Ministry of National
Education which contains 15 chapters and 220 pages written by Indonesians who have expertise in
EFL education.
 Data Collection Method
 This research falls within the scope of documentary research in which documentation is used to collect
the data
 Data Analysis Method
 A micro-semiotic analysis which uses elements such as ‘participants,’ ‘actions,’ ‘presentation styles,’
‘location,’ and ‘tools and materials’ proposed by van Leeuwen (2008) to investigate moral values
represented in textual and visual discourses.
RESEARCH INSTRUMENT

Unit Theme Visual Description Location/Page Values

Artifact
N/A N/A Book Cover One image depicts world popular Book Cover
buildings which are placed together on
the image of the Earth followed by the
photograph of vehicles – air balloons, an
aeroplane, and a sailing boat. Amongst
the other buildings, Monas is placed in
the middle as the main point of interest.

1.

2.
THANK YOU