MORAL EDUCATION IN ELT: A CRITICAL DISCOURSE ANALYSIS OF TOLERANCE VALUES REPRESENTED IN INDONESIAN EFL TEXTBOOK
DOI:
https://doi.org/10.22460/eltin.v9i2.p88-100Kata Kunci:
Critical discourse analysis, English textbook, Moral education, Tolerance valuesAbstrak
This present study investigates the representation of tolerance values in cultural and religious difference in EFL textbook approved by Ministry of Education and Culture (MONEC). The study used critical discourse analysis to investigate both visually and verbally text that represent tolerance values in the ELT textbook for Junior High School grade VII entitled “Bahasa Inggris: When English Rings a Bellâ€. The data was analyzed by  using the Miles, Huberman, & Saldana’s (2016) model that consisted of data identification, data reduction, data display, conclusion drawing, and verification. The finding shows that textbook contains the tolerance values in cultural and religious difference. The other finding indicates that tolerance values are mostly predominantly depicted in the textbook through activity with fellow students or peers such as behaving politely to elder, caring to peers and respect to others habitual action without distinguish between religion and ethnic culture. It was suggested that language textbook designers need to be fully aware of tolerance values and tolerance sensitivity when writing language textbook. This is because language textbook teach not merely linguistics and communicative competence/skills but also knowledge and deliver the moral messages. Keywords: Critical discourse analysis, English textbook, moral education, tolerance valuesReferensi
Benham, B., & Mozaheb, M. A. (2013). The depiction of men and women within Iranian high school EFL textbooks, tested against Islamic custom. Journal of Beliefs & Values, 34(1), 100-104.
Curaming, E. M., & Curaming, R. A. (2020). Gender (in) equality in English textbooks in the Philippines: A critical discourse analysis. Sexuality & Culture, 24, 1167-1188.
Doan, D. H. (2005). Moral education or political education in the Vietnamese educational system?. Journal of Moral Education, 34(4), 451-463.
Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. Routledge.
Fairclough, N. (2001). Critical discourse analysis as a method in social scientific research. Methods of critical discourse analysis, 5(11), 121-138.
Feng, W. D. (2019). Infusing moral education into English language teaching: an ontogenetic analysis of social values in EFL textbooks in Hong Kong. Discourse: Studies in the Cultural Politics of Education, 40(4), 458-473.
Gu, X. (2016). Evaluation in US and Japanese history textbooks. Text & Talk, 36(2), 221-243.
Lee, J. F., & Li, X. (2020). Cultural representation in English language textbooks: A comparison of textbooks used in mainland China and Hong Kong. Pedagogy, Culture & Society, 28(4), 605-623.
Lestariyana, R. P. D., Widodo, H. P., & Sulistiyo, U. (2020). Female representation in government-mandated English Language textbooks used in Indonesian Junior High Schools. Sexuality & Culture, 24, 1150-1166.
Liu, Y. (2005). Discourse, cultural knowledge and ideology: A critical analysis of Chinese language textbooks. Pedagogy, Culture & Society, 13(2), 233-264.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46(1), 88-96.
Miles, M. B., Huberman A. M., Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. California: Sage Publications.
Muhibbuâ€din, M. A. (2004). Principles of Islamic polity towards ahl alâ€Kitab and religious minorities. Journal of Muslim Minority Affairs, 24(1), 163-174.
Oxford, R. L., & Celce-Murcia, D. M. (2001). Teaching English as a second or foreign language. Language learning styles and strategies, 4, 359-366.
Parlindungan, F., Rifai, I., & Safriani, A. (2018). The representation of Indonesian cultural diversity in middle school English textbooks. Indonesian Journal of Applied Linguistics, 8(2), 289-302.
Rachmadiana, M. (2004). Mencium tangan, membungkukan badan: Etos budaya Sunda, Yogyakarta, Madura [Kissing hands, bending the body: Ethos of the Sunda, Yogyakarta, and Madura cultures]. Humanitas: Indonesian Psychological Journal, 1(2), 33-44.
Abdul Rahim, H., & Jalalian Daghigh, A. (2020). Locally-developed vs. Global Textbooks: An Evaluation of Cultural Content in Textbooks Used in ELT in Malaysia. Asian Englishes, 22(3), 317-331.
Richards, J.C. (2001). Curriculum Development in Language Teaching. New York: Cambridge University Press.
Rindawati, Ikhsanudin, & Wardah. (2014). An analysis on English textbook “Bahasa Inggris: When English rings the bellâ€. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 3(9), 1-13. http://jurnal.untan.ac.id/index.php/jpdpb/article /view/6871/7082
Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL textbook: a critical discourse analysis. Intercultural Education, 30(4), 383-397.
Sulistiyo, U., Supiani, S., Kailani, A., & Lestariyana, R. P. D. (2020). Infusing moral content into primary school English textbooks: A critical discourse analysis. Indonesian Journal of Applied Linguistics, 10(1), 251-260.
Unesco. (1995). Declaration of principles on tolerance. In 28th Session of the General Conference.
Widodo, H. P. (2018). A critical micro-semiotic analysis of values depicted in the Indonesian Ministry of National Education-endorsed secondary school English textbook. In Situating moral and cultural values in ELT materials (pp. 131-152). Springer, Cham.
Wodak, R. (2001). What CDA is about: A summary of its history, important concept and its development. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (p. 1-13). London: Sage
