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THE REPRESENTATION OF MORAL VALUES EMBEDDED IN THE

EFL TEXTBOOK FOR SENIOR HIGH SCHOOL:
A MICRO-SEMIOTIC ANALYSIS

THESIS

SANDY PRATAMA PUTRA

150210401068

ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE AND ARTS EDUCATION DEPARTMENT
THE FACULTY OF TEACHER TRAINING AND EDUCATION
JEMBER UNIVERSITY
2019
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THE REPRESENTATION OF MORAL VALUES EMBEDDED IN THE

EFL TEXTBOOK FOR SENIOR HIGH SCHOOL:
A MICRO-SEMIOTIC ANALYSIS

THESIS

Composed to Fulfill the Requirements to Obtain the Degree of S1 at

the English Education Program, Language and Arts Department,
the Faculty of Teacher Training and Education,
Jember University

BY:
SANDY PRATAMA PUTRA
150210401068

ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE AND ARTS EDUCATION DEPARTMENT
THE FACULTY OF TEACHER TRAINING AND EDUCATION
JEMBER UNIVERSITY
2019

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DEDICATION

The thesis is dedicated to:

1. My beloved mother and grandmother, Supartini and Siti Asmirah.
2. My beloved sister and brother, Santy Noviana Savitri and Ilham Didi
Saputra.
3. My beloved own father, Saiful.
4. My beloved step-fathers: Arief Susanto, Hermani (the late), Didik Supardi.

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STATEMENT OF THESIS AUTHENTICITY

I certify that this thesis is an original and authentic piece of work by myself.
Hence, all materials incorporated from secondary sources have been fully
acknowledged and referenced.
I certify that the content of the thesis is the result of my work which has
been carried out since the official commencement date of the approved thesis title.
This thesis has not been submitted previously, in whole or in part, to qualify for
any other academic award, ethics procedures and guidelines of thesis writing from
the university and the faculty have been followed.
I am aware of the potential consequences of any breach of the procedures
and guidelines, e.g. cancellation of my academic award.
I hereby grant to the University of Jember the right to archive and to
reproduce and communicate to the public my thesis or project in whole or in part
in the University/Faculty libraries in all forms of media, now, or hereafter known.

Jember, 20 September 2019

Sandy Pratama Putra

NIM. 150210401068

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CONSULTANTS’ APPROVAL

THE REPRESENTATION OF MORAL VALUES EMBEDDED IN THE

EFL TEXTBOOK FOR SENIOR HIGH SCHOOL:
A MICRO-SEMIOTIC ANALYSIS

THESIS
Composed to Fulfill One of the Requirements to Obtain the Degree of S1 at
the English Education Program, Language and Arts Department,
the Faculty of Teacher Training and Education,
Jember University

Name : Sandy Pratama Putra

Identification Number : 150210401068
Level : 2015
Place and Date of Birth : Banyuwangi, November 5, 1995
Department : Language and Arts Education
Study Program : English Education

Approved by:

Consultant I Consultant II

Drs. Sugeng Ariyanto, M.A. Drs. Bambang Suharjito, M.Ed.

NIP. 19590412 198702 1 001 NIP. 19611025 198902 1 004

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APPROVAL OF THE EXAMINATION COMMITTEE

The thesis entitled, “The Representation of Moral Values Embedded in the EFL
Textbook for Senior High School: A Micro-Semiotic Analysis” has been
approved and accepted by the faculty of Teacher Training and Education, Jember
University on:
Day :
Date :
Place : The Faculty of Teacher Training and Education

The Examination Committee:

The Chairperson, The Secretary,

Drs. Sugeng Ariyanto, M.A. Drs. Bambang Suharjito, M.Ed.

NIP. 19590412 198702 1 001 NIP. 19611025 198902 1 004

Member I Member II

Dr. Budi Setyono, M. A. Asih Santihastuti, S.Pd., M.Pd.

NIP. 19630717 199002 1 001 NIP. 19800728 200604 2 002

Acknowledged by
The Faculty of Teacher Training and Education
The Dean,

Prof. Drs. Dafik, M.Sc., Ph.D

NIP. 19680802 199303 1 004

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ACKNOWLEDGEMENT

First of all, I would like to thank Allah SWT, the Almighty, who has given
me His guidance and blessing. Therefore, I can finish my thesis entitled “Peace
Values Represented in English Textbook for Tenth-Grade Senior High School
Students: A Critical Discourse Analysis.”
Secondly, I would like to express my deepest appreciation and sincere
thanks to the following people:
1. The Dean of the Faculty of Teacher Training and Education, Jember
University.
2. The Chairperson of the Language and Arts Education Department.
3. The Chairperson of English Education Study Program.
4. Both my consultants, Drs. Sugeng Ariyanto, M.A., and Drs. Bambang
Suharjito, M.Ed. for their willingness and suggestion to guide me in
accomplishing this thesis. Their valuable guidance and contribution to
the writing of this thesis are highly appreciated.
5. All my examiners, Dr. Budi Setyono, M.A., and Asih Santihastuti,
S.Pd., M.Pd.
6. The English Education Program lecturers who have given me support to
work harder and think positively in my attempt to complete this thesis.
Finally, I hope this thesis will provide some advantages for the writer as
well as the readers. Any constructive suggestions or criticisms will be respectfully
welcomed and appreciated to make this thesis better.

Jember, 20 September 2019

The writer

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TABLE OF CONTENTS

TITLE ..................................................................................................................... i
DEDICATION ....................................................................................................... ii
STATEMENT OF THESIS AUTHENTICITY ................................................ iii
CONSULTANTS’ APPROVAL ......................................................................... iv
APPROVAL OF THE EXAMINATION COMMITTEE ................................. v
ACKNOWLEDGEMENT ................................................................................... vi
TABLE OF CONTENTS .................................................................................... vii
THE LIST OF APPENDICES ............................................................................ ix
THE LIST OF TABLES ....................................................................................... x
THE LIST OF PICTURES ................................................................................. xi
SUMMARY ......................................................................................................... xii

CHAPTER I. INTRODUCTION......................................................................... 1
1.1 Research Background ............................................................................ 1
1.2 Research Questions ................................................................................ 3
1.3 Research Objectives ............................................................................... 3
1.4 Research Contributions ......................................................................... 3
1.4.1 Empirical Contribution .................................................................. 3
1.4.2 Practical Contribution .................................................................... 3

CHAPTER II. LITERATURE REVIEW ........................................................... 4

2.1 Moral Education Policy in ELT ............................................................ 4
2.2 Moral Education Curriculum in Indonesia ......................................... 5
2.3 Conceptualising Moral Values in EFL Textbooks .............................. 6
2.4 Previous Studies on Values Represented in EFL Textbooks .............. 8

CHAPTER III. RESEARCH METHODS ........................................................ 11

3.1 Research Design .................................................................................... 11
3.2 Research Context .................................................................................. 11
3.3 Data Collection Method ....................................................................... 12

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3.4 Data Analysis Method .......................................................................... 12

CHAPTER IV. FINDINGS AND DISCUSSION ............................................. 14

4.1 Findings ................................................................................................. 14
4.1.1 Moral Values Represented Through Pictures ............................ 15
4.1.2 Moral Values Represented through Verbal Texts ..................... 24
4.2 Discussion .............................................................................................. 32

CHAPTER V. CONCLUSION .......................................................................... 38

REFERENCES .................................................................................................... 40

APPENDICES ..................................................................................................... 45

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THE LIST OF APPENDICES

APPENDIX 1. Research Matrix

APPENDIX 2. Values Stipulated in the Indonesian Curriculum
APPENDIX 3. Research Instrument
APPENDIX 4. The Original Analysed Texts

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THE LIST OF TABLES

Table 1 The number of moral values represented in the EFL textbook entitled
Bahasa Inggris SMA/MA/SMAK/MAK Kelas X (edisi revisi 2017) [English for
High School/Islamic High School/Vocational High School/Islamic Vocational
High School]. ........................................................................................................ 33
Table 2 Values stipulated in the Indonesian curriculum (Pusat Kurikulum 2010)
............................................................................................................................... 46
Table 3 The representation of moral values in the textbook „Bahasa Inggris’ for
Senior High School Grade X [adopted form the table “The Portrayal of Values in
the Textbook, Pathway to English for Senior High School Grade X” in Widodo
(2018, p.7)] ............................................................................................................ 47

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THE LIST OF PICTURES

Picture 1: a picture of world popular building................................................. 16

Picture 2: a student girl introducing herself ..................................................... 17
Picture 3: four people in which every two people are having conversation .. 18
Picture 4: a student boy is thinking about what he is going to do .................. 18
Picture 5: two men are hiking ............................................................................ 19
Picture 6: a man is giving an announcement .................................................... 20
Picture 7: The Wright brothers are standing behind an aeroplane ............... 20
Picture 8: Evan Dimas is giving his fans his signature .................................... 21
Picture 9: Bung Tomo ......................................................................................... 22
Picture 10: B. J. Habibie ..................................................................................... 22
Picture 11: Cut Nyak Dhien ............................................................................... 23
Picture 12: a girl is singing ................................................................................. 24

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SUMMARY

The Representation of Moral Values Embedded in the EFL Textbook

for Senior High School: A Micro-Semiotic Analysis; Sandy Pratama Putra;
150210401068; 52 pages; English Language Study Program, Language and Arts
Education Department, The Faculty of Teacher Training and Education,
University of Jember.
This research investigated what and how moral values are represented in the
English textbook for the Tenth-Grade Senior High School students published by
the Ministry of Education and Culture of the Republic of Indonesia by using a
micro-semiotic analysis framework proposed by Theo Van Leeuwen. The
research is expected to give an in-depth understanding of moral values depicted in
the analysed textbook so that such values can be discussed in the teaching and
learning process by both teachers and students and to give enlightenment towards
the portrayal of moral values for EFL textbook authors and the future researchers.
The research analysed pictures and reading texts which embed moral values
in the chosen EFL textbook by using Leeuwen‟s micro-semiotic analysis
framework which focuses on social practice elements – participants, actions,
presentation styles, location, tools and materials, and eligible conditions. The
purpose of conducting this research is because an EFL textbook is not merely a
curriculum artefact used for teaching linguistic competence but also a tool to
promote and deliver moral values that certain societies uphold through its contents
such as pictures and reading texts which are, in fact, value-laden materials. The
moral values attempted to discover in this research are 17 universal moral values
which are adapted by the Indonesian Ministry of Education and Culture in the
2013 curriculum. Those values are (1) religiosity, (2) honesty, (3) tolerance, (4)
self-discipline, (5) creativity, (6) independence, (7) democracy, (8) curiosity, (9)
patriotism, (10) nationalism, (11) respect for others, (12) friendliness, (13) peace-
loving, (14) love to read, (15) environmental sensitivity, (16) social awareness,
and (17) responsibility.

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The findings show that out of the 18 moral values stated in the curriculum,
there are 17 moral values revealed to be present in the EFL textbook through 12
pictures and 5 reading texts chosen to be analysed. The total of the 17 discovered
moral values is 78 including Religiosity (1.39%), Tolerance (5.56%), Self-
discipline (6.94%), Creativity (6.94%), Independence (4.17%), Democracy
(4.17%), Curiosity (6.94%), Patriotism (8.33%), Nationalism (12.50%), Respect
for others (5.56%), Friendliness (8.33%), Peace-loving (8.33%), Love to read
(2.78%), Environmental sensitivity (4.17%), Social awareness (1.39%), and
Responsibility (12.50%). The most represented moral values found are
Responsibility and Nationalism, while the least represented moral values are
Religiosity and Social Awareness. However, the analysis reveals that Honesty is
absent. Hence, teachers need to use other ways instead of relying only the
textbook. For instance, teachers can use or create other materials to instil in
students the 17 universal moral values adapted by the MoNEC in the curriculum.

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CHAPTER I. INTRODUCTION

This first chapter deals with the research topic, the issue being discussed,
the importance of discussing the issue, the position of this research concerning the
related previous studies, the research focus, and the research contribution.

1.1 Research Background

In the current world where socio-moral issues – such as terrorism, racism,
and religious conflicts – have been globally received attention, the aim of English
Language Teaching (ELT) has been extended to focus on transmitting moral
values. The inclusion of moral values in ELT is necessarily important because a
language teaching is not merely a practice to teach linguistic competence but
moral values or as what Johnston (2003, p. 1) claims that “language teaching is a
profoundly value-laden activity.” Moreover, teaching in general and ELT in
particular are seen as moral actions involving complex moral interactions between
teachers and students in a classroom (Tom, 1980; Tippins, Tobin, & Hook, 1993;
Johnston, 2003). Parallel with Johnston‟s and Buzzelli‟s (2007, p. 95) notion that
all teaching intends to change people for the better, Canh (2018) argues that
infusing moral values into ELT can lead both to better learning and a better world.
He adds that moral values may be included in ELT materials such as textbooks.
Under this circumstance, the role of ELT textbooks has also expanded to
be a medium to support teaching as a social practice for delivering moral values.
In an English as foreign language (EFL) context, especially in Indonesia, a
textbook is not merely a product of a curriculum which provides frameworks for
teaching and learning practices but also presents a set of beliefs and values of
particular societies (Widodo 2018). As a result, a textbook is a socio-cultural
artefact which conveys certain moral values, socioculturally appropriate norms
and information, beliefs, and ideologies that authors of a particular textbook
assume students to acquire (Opoku-Amankwa et al., 2011; Gebregeorgis, 2016a;
Feng, 2017; Widodo, 2018). Since an EFL textbook is a tool to help teachers as
moral agents to deliver language knowledge prescribed in the curriculum and

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socialise particular moral values (Gebregeorgis, 2016b; Widodo, 2018), it can be

seen that an EFL textbook is a transmitter of moral values which guides students
to have socioculturally accepted thoughts and behaviours.
However, moral values are usually disguised or represented implicitly in
EFL textbooks. To illustrate, such values can be contained in visual artefacts and
verbal texts or constructed discursively in EFL textbooks (Widodo, 2018).
Consequently, both teachers and students might be (un)aware of values being
represented in the textbooks. Accordingly, moral values represented in EFL
textbooks should be analysed from a critical micro-semiotic perspective to give a
better understanding and broader descriptions of how moral values are presented
in the textbooks (Widodo, 2018).
Research focusing on a micro-semiotic analysis of moral values depicted
in Indonesia‟s senior high school EFL textbooks, somehow, is not done as many
as it is needed (Widodo, 2018). For instance, Canale (2016) analysed three ELT
textbooks on how foreign cultures are politically depicted in the textbooks and
concluded that foreign cultures are represented to promote a concept of
homogeneous culture implicitly. Arslan (2016) investigated how cultural aspects
are presented in two ELT textbooks used for secondary high school in Iran and
found that target cultures are favoured while local cultures are underrepresented.
In another case, Namatende-Sakwa (2018) analysed the construction of gender in
an ELT textbook used for Senior students focusing on its gender discourses in
Uganda and implied that women are represented more than men. Ariyanto (2018)
deconstructed gender bias in an ELT textbook used for senior high school in
Indonesia and found the textbook contains gender issues such as gender bias,
stereotype, equality, and dominance. Those reviews indicate that moral values are
somehow given less attention and how moral values are employed in EFL
textbooks have been under-investigated. For that reason, this research aims to
analyse the construction of moral values in EFL textbooks from a micro-semiotic
perspective.
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1.2 Research Questions

Based on the research background above, the objective of this research is
to investigate what and how moral values are constructed in an EFL textbook. The
textbook analysed is that for senior high school grade X students in Indonesia.
Therefore, there are two problems proposed in this research as follows:
1. What moral values does the English textbook for senior high school
published by the Ministry of Education and Culture of the Republic of
Indonesia represent?
2. How does the English textbook for senior high school published by the
Ministry of Education and Culture of the Republic of Indonesia represent
moral values?

1.3 Research Objectives

In line with the research questions, this research aims to analyse an EFL
textbook used for senior high school published by the Ministry of Education and
Culture of the Republic of Indonesia. The analysis uses critical micro-semiotic
approach to find what moral values are represented in the textbook and how moral
values are represented visually and verbally. Briefly, it is expected to give broader
descriptions of moral values constructed in the textbook

1.4 Research Contributions

1.4.1 Empirical Contribution
The findings of this research are expected to give information to other
researches focusing on the analysis of EFL materials, especially textbooks, by
using critical micro-semiotic discourse analysis to investigate values embedded in
EFL textbooks.
1.4.2 Practical Contribution
The research findings are expected to help authors of EFL textbooks to
provide more contents which include moral values needed by students. The
findings of this research are also expected to help EFL teachers to choose morally
appropriate materials to be used in the teaching and learning process.
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CHAPTER II. LITERATURE REVIEW

This chapter reviews the theories related to the research problems. It

consists of four topics namely Moral Education Policy and ELT, Moral Education
Curriculum in Indonesia, Moral Values in EFL Textbooks, and Previous Study.

2.1 Moral Education Policy in ELT

As a social practice, ELT is considered to carry a baggage of values.
Values in English language teaching and learning process include moral values
shaped through the interaction between teachers and learners in a classroom.
Teachers, then, are required to make a complex moral decision making to deliver
what is known as good or bad to the learners through particular subjects they
teach. Johnston (2003, p. 1) notes that such a phenomenon occurred in ELT
indicates that ELT is a “value-laden activity”. Consequently, incorporating moral
values has become a mandatory objective enacted in educational policies which,
subsequently, leads to the implementation of moral education. Feng (2017) argues
that the integration of moral education as a compulsory subject in schools
supports the effectiveness of moral education programmes. As one of the practices
of moral education in a classroom, ELT is seen as a moral action requiring
teachers and textbooks as moral agents to impose values that the curriculum
expects students to have (Johnston, 2003; Gebregeorgis, 2016b; Widodo, 2018).
To fully understand the notion of moral education, it is essential to define
what moral and moral education are. On the one hand, moral refers to an accepted
boundary of one‟s behaviours, attitudes, and thoughts towards a particular social
community. Moral, additionally, might also be understood as a code of conducts
people of particular society follow to define which actions are right (moral
actions) or wrong (immoral actions). As what Johnston (2003) declares, moral is a
set of beliefs – an individual‟s natural subjective judgment – concerning with
good and bad or right and wrong. Canh (2018, p. 112) also takes the idea of moral
or moral values as “communally accepted constraints on individual behaviour
regarding an interpersonal relationship, materialism, the natural environment, and

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communal identification.” On the other hand, moral education – which is,

according to Canh (2018, p.112), “alternately labelled character or values
education” – is an effort to inculcate in students moral values throughout
classroom activities. Under this circumstance, Widodo (2018) differentiates moral
and moral education. Moral is situated in an educational curriculum while moral
education is an act of integrating core values or virtues through the
implementation of a school curriculum. Therefore, moral education, which also
refers to character or values education, is defined as a social practice to teach
particular values and beliefs so that such values and beliefs are imposed on
learners to help them become, as what Shabaan (2008, p. 201) explains,
“informed, concerned, responsible, caring citizens who understand and believe in
the concepts of justice, fairness, and human welfare.” These values and beliefs,
moreover, are socio-historically and socioculturally constructed (Widodo, 2018).
According to Lovat (2017), incorporating moral values in education is one
of the essential educational goals. ELT, in this case, serves as a practice to
implement moral education. Cahn (2018) states that moral values can be carried
out through pedagogical strategies used in ELT context. As mentioned before, in
ELT, teachers are necessarily involved in imparting learners what is known and
believed to be moral or immoral actions. In consequence, as an attempt to impose
moral values, ELT must also recognise “the existence of good and bad behaviour
and ethical choices” (Widodo, 2018, p. 133). Therefore, despite focusing on
linguistic competences, ELT means to implement moral education.

2.2 Moral Education Curriculum in Indonesia

Indonesia, a country in which its people uphold different cultural and
moral values, finds the need to integrate moral education in schools to promote
values depicted in the Indonesian educational curriculum. Since 2010, in response
to the urge of integrating moral values in education, the Indonesian Ministry of
Education and Culture (MoNEC) has implemented character education to promote
values – including moral values – through all school subjects (Pusat Kurikulum,
2010). Accordingly, such a policy demands all teachers to inculcate particular
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values in every lesson, including English. Although integrating moral into ELT –
more especially EFL teaching and learning – is not a new idea, Indonesian
character education policy shows that the government attempts to integrate moral
education in every school subject to instil moral values in students (Qoyyimah,
2016; Widodo, 2018).
The educational policy in Indonesia explicitly states that one of its
educational goals is to teach students to behave morally. To actualize that goal,
the government stipulates 18 values in the curriculum which should be integrated
into all school subjects, including English. Those values 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 (Pusat
Kurikulum 2010) – the description of each value is included in the table 2 (see
Appendix 2). According to MoNEC (in Pusat Analisis dan Sinkronisasi
Kebijakan, 2017, p. 10), those values are adapted from universal moral values.
Additionally, MoNEC permits schools to manage and choose how moral values is
carried out through particular school subjects (Widodo, 2018).
By having such an educational policy, ELT practices in Indonesia should
also incorporate moral education. The ELT teachers, moreover, need to instil in
students the stipulated moral values from the guideline created by Pusat
Kurikulum 2010 and Pusat Kurikulum dan Perbukuan 2011 to carry out moral
education.

2.3 Conceptualising Moral Values in EFL Textbooks

Considering textbooks as the core resource connecting the interaction
between teachers and learners in the EFL environment, teachers and authors must
take the portrayal of moral values in EFL textbooks into account. According to
Johnston (2003), all materials – including textbooks – bring moral contents
conveying many moral messages. Apple (1992) states that, as a part of a
curriculum, a textbook provides knowledge about culture, belief, and morality of
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certain societies. In such sense, he also sees a textbook as a tool to propagate an

ideology – values and beliefs – of particular social and cultural communities to
students. As an ideology itself, Cahn (2018, p. 115) emphasises that a textbook
“reflects a worldview of a cultural system of which moral values are a sub-
system.” This indicates that a textbook, a curriculum artefact, is an instrument to
deliver moral values. Widodo (2018, p. 133) claims that a textbook is a “silent
agent” of moral education because of its role as a bridge between teachers,
learners, and instruction. Textbooks, in accordance, are not value-free but value-
laden and sociohistorically constructed to meet policy goals. Hence, moral values
may be conveyed in EFL textbooks which, fundamentally, connect the interaction
between teacher, students, and instructional tools.
To understand the concept of moral values in EFL textbooks, it is crucial
to define the term moral and values. As stated in the previous section of this
chapter, moral is related to the agreement of what is right or wrong in certain
societies. Meanwhile, according to Raths, Harmin and Simon (1966, p. 28), values
are “beliefs, attitudes or feelings that an individual is proud of, is willing to
publicly affirm, has [sic] been chosen thoughtfully from alternatives without
persuasion, and is [sic] acted on repeatedly.” Fraenkel (1977, p. 11) remarks
values as being „both emotional commitments and ideas about worth‟. acceptable
beliefs, actions, emotions, and attitudes for certain people or societies. In the same
vein, Halstead (1996, p. 4) emphasises that values refer to “principles,
fundamental convictions, ideals, standards or life stances which act as general
guides to behaviour or as points of reference in decision-making or the evaluation
of beliefs or action and which are closely connected to personal integrity and
personal identity.” In other words, values refer to shared standards to judge
whether things – people, objects, ideas, actions, attitudes, and behaviours – are
desirable (worthy) or despicable (worthless). Thus, moral values in this research
are conceptualised as the standards of conducts certain societies use to judge
whether particular actions, behaviours, and thoughts are good or bad.
To actualise or instil morality in students, many experts propose lists of
moral values – which they believe as common, core, or universal moral values –
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that can be integrated in an educational curriculum. Those moral values, which

presented here in alphabetical order to prevent them being prioritised, are
compassion and service to others; courage; courtesy and cooperativeness;
creativity; critical thinking; desire to learn; due process; environmental sensitivity;
equal opportunity; freedom of thought and action; honesty; human worth and
dignity; justice/fairness; knowledge; loyalty; objectivity; order; patriotism;
reasoned argument; religiosity; respect for others; respect for the law; respect for
the nation/nationalism responsibility; self-discipline; self-esteem and pride; self-
reliance; tolerance; and truth. (Blake and Binko, 2000; Kinnier et. al., 2000; NCC,
1993; Task Force on Values Education and Ethical Behavior, 1981).
As MoNEC (in Pusat Analisis dan Sinkronisasi Kebijakan, 2017, p. 10)
clearly remarks that values stipulated in the curriculum are adapted from universal
moral values and based on the description of those values (see Appendix 2), it can
be concluded that most of values stated in the curriculum are moral values. The
values considered moral are (1) religiosity, (2) honesty, (3) tolerance, (4) self-
discipline, (5) creativity, (6) independence, (7) democracy, (8) curiosity, (9)
patriotism, (10) nationalism, (11) respect for others, (12) friendliness, (13) peace-
loving, (14) love to read, (15) environmental sensitivity, (16) social awareness,
and (17) responsibility. For that reason, as the analysed EFL textbook used in the
Indonesian context, this research only focuses on revealing those 17 universal
moral values specified in the 2013 curriculum.

2.4 Previous Studies on Moral Values Represented in EFL Textbooks

Several studies have been carried out by some language scholars to
investigate values, including moral values, in EFL textbooks in some countries.
For example, Feng (2017) conducted a study which aim to infuse moral education
in EFL textbooks by discovering social values decoded in 19 Longman EFL
textbooks from Primary 1 to Secondary 4–6 in Hong Kong. He implemented a
social semiotic model to find how social values are represented in the contents
and activities of the textbooks. Then, he discovered that the textbooks guide
students to have positive values such as respect and conform to social standards
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and conventions, and obey laws. He also found that the textbooks use coupling
and learning tasks to represent moral judgment. However, visual images are rarely
used to convey social values in the textbooks.
The recent study by Wu and Navera (2018) explored values portrayed in
two textbooks – All about English: Textbook secondary 1 express/normal
(academic) and All about English: Textbook secondary 2 express – used for
secondary school students in Singapore. They focused on narrative passages in the
textbooks as they claimed that such passages “represent sites of morality”. They
used White‟s (2002) appraisal systems of affection, appreciation, and judgement
as the discourse analytical tool to discover values that surface the selected
passages. By using the framework, they found that the passages portrayed several
values such as , honesty, faithful, caring, unity, solidarity, empathy, law-
abidingness, gratitude, and endurance.
Another recent study by Canh (2018) investigated moral values embedded
in three local EFL textbooks for secondary school in Vietnam: TIENG ANH
[English] 10, TIENG ANH 11, and TIENG ANH 12. He used a case study
method along with descriptive content analysis to find what values are embedded
in the contents and learning activities of the textbooks. He found that reading texts
in the textbooks contain several Vietnamese moral values and other universal
values such as honesty, peace-loving, and cultural tolerance. Unfortunately,
learning activities in the textbooks are failed to convey moral values because the
learning activities in the textbooks overemphasise the acquisition of linguistic
competence.
The latest study undertaken by Handoyo (2018) analysed values depicted
in Pathway To English For Senior High School Grade X. He unpacked values in
the textbook by using a micro-semiotic analysis and found that the textbook
represents overtly and covertly moral values such as nationalism, patriotism, and
professionalism through visual and written texts as well as multimodal texts.
Those previous studies prove that moral values are important in English
language teaching. A textbook, as a socio-cultural artefact, contains a myriad of
moral values that teachers and students should be aware of. A critical textbook
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analysis, accordingly, may help both teachers and students to have a better
understanding of what and how moral values are embedded in certain EFL
textbooks.
Although the representation of moral values in EFL textbooks has already
been investigated, this research is necessarily conducted to discover moral values
represented in a different EFL textbook used in a different socio-cultural context.
This research decoded moral values encoded in EFL Textbook by using a critical
discourse analysis framework proposed by Theo van Leewuen (2008) to
investigate what and how moral values are represented in visual and verbal
discourses in the chosen textbook from a critical micro-semiotic perspective. By
conducting this research, it is expected that the result of this research fills the gap
of the previous studies.
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CHAPTER III. RESEARCH METHODS

This chapter explains the methodology employed to analyse moral values

in EFL textbook. It discusses the research design, research context, data collection
method, and data analysis method.

3.1 Research Design

The present research aims to investigate moral values represented in an
EFL textbook for Senior High School students published by the Ministry of
Education and Culture. Since an EFL textbook is a product of curriculum, it plays
a role as a medium to deliver an ideology that the curriculum upholds to students.
Therefore, Critical discourse analysis (CDA) method was employed in this
research because it investigates moral messages embedded in visual and verbal
discourses of the textbook. According to van Dijk (1997) and Kress and van
Leeuwen (2006), CDA is a method to analyse verbal and visual discourses to
reveal the sources of imbalance (power, dominance, inequality and bias) and
ideological messages represented explicitly and/ or implicitly in such discourses.
Moreover, Johnston and Buzzelli (2007, p. 102) describe that discourse-analytic
research is required to construe the moral dimensions of language to form a
deeper understanding of such dimensions. Thus, CDA can give more complete
descriptions of how moral values are encoded in EFL textbooks.

3.2 Research Context

The present research was conducted in the Indonesian context where
English is used as a foreign language instead of an additional or second language.
The object of this research was an English textbook entitled Bahasa Inggris
SMA/MA/SMAK/MAK Kelas X (edisi revisi 2017) [English for High
School/Islamic High School/Vocational High School/Islamic Vocational High
School]. The authors of the selected textbook are Utami Widiati, Zuliati Rohmah,
and Furaidah. They are Indonesians who bring local moral background. The
textbook is written based on the curriculum 2013 which promote Indonesian

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moral or character education. It contains 15 chapters and 220 pages and published
by the Ministry of Education and Culture.
The book was selected because it is endorsed nationally by the Ministry of
Education and Culture. Particularly, the EFL textbook for tenth grade EFL senior
high school was chosen because the tenth-grade students start to face a transition
phase between junior high school and senior high school environment. In such a
stage, students are required to think more critically to gather information from the
higher level materials used in senior high school than in junior high school.
Moreover, the 2017 revision edition was chosen because the edition is currently
used nationally to promote the 2013 curriculum moral education program.

3.3 Data Collection Method

This research falls within the scope of documentary research in which
document analysis is used to collect the data. According to Gibson and Brown
(2009, p. 65), documentary research processes documents as resources to discover
social means that individuals and organisations produce. They add that such
documents might include any record of social practice both in the form of visual
and verbal discourses (letters, wikis, maps, pictures, etc.).

3.4 Data Analysis Method

Since the present research aims to investigate the representation of moral
values embedded in the chosen textbook, a micro-semiotic analysis was applied to
give in-depth understanding and broader descriptions of moral values represented
in the EFL textbook. Widodo (2018) argues that a micro-semiotic analysis can be
used to decode moral values encoded in EFL textbooks used for secondary school
in Indonesia. Before defining what micro-semiotic analysis is, it is crucial to
define the micro-level analysis and semiotic analysis discursively. On the one
hand, micro-level of analysis concerns language use, discourse, verbal interaction,
and communication (van Dijk, 2015). Additionally, Fairclough (2003) argues that
the micro-level of CDA focuses on the actual articulations of the text, and the
linguistic features and devices to depict the given messages. On the other hand,
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according to Eco (1976), semiotic analysis is an approach of conducting CDA in

which signs are processed to reveal what meaning being conveyed. Moreover,
Chandler (2007) claims that semiotic analysis focuses on signs represented in the
form of words, sounds, images, gestures and objects. Hence, micro-semiotic
analysis is a semiotic analysis conducted in the micro-level of CDA.
Besides, to conduct a micro-semiotic analysis, this research adopted a
discourse analytical framework proposed by van Leeuwen. The framework was
used because the depiction of moral values in the chosen textbook is seen as a
form of social practice. Furthermore, it was used to decode signs in the form of
verbal and visual discourses. The elements used to explore moral values based on
van Leeuwen‟s (2008, pp. 7-23) social practice elements are “participants” (who
or what is/are being discussed), “actions” (what the participants do in sequences),
“presentation styles” (how the participants and their surroundings are being
portrayed), “location” (where the events take place), “tools and materials” (what
are being involved in the events), and eligible conditions” (the qualification the
ELT textbook must have to be eligible to serve as a certain role in a certain social
practice).
Furthermore, some steps were taken to analyse visual and verbal
discourses that carry moral values by using the framework. The first step was
choosing visual and verbal discourses relevant to the theme of each chapter of the
selected textbook. The visual discourses analysed were only the picture of
textbook cover and pictures in every introduction of each chapter while the verbal
discourses analysed were only reading texts intended to be materials for a reading
section which are believed to be value-free but may convey moral values. The
second step was describing the chosen discourses. The descriptions involve the
five elements of social practice used as the framework. The next step was
interpreting the discourses. The interpretation was conducted by analysing the five
elements of social practice used as the framework to decode what values are being
encoded through the analysed discourses. The last step was discussing the results
of the interpretation step.
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CHAPTER V. CONCLUSION

The present research investigated what and how moral values are
represented in the EFL textbook. The findings show that the textbook embeds
most moral values stipulated in the curriculum visually and verbally in almost
every chapter. However, there is no specific moral value found in Chapter 5.
Based on the critical micro-semiotic analysis, the textbook authors
consider visual artefacts, such as pictures, to be value-free (Widodo, 2018). For
example, the pictures in the opening of every chapter are considered not to
manifest any value; in fact, visual discourses are value-laden materials that both
“teachers and students can discuss and learn” (Widodo, 2018). Moreover, the
textbook authors also treat texts such as a personal letter, a description, an
announcement, a recount, and a biography as value-free materials. It is stated by
the authors who highlight the moral values learning is merely from narrative texts
in Chapter 12, 13, and 14. For instance, biographies can embody values because
they show the social evaluation of people (Widodo, 2018). Personal letters,
additionally, can also manifest values through social actions represented in the
texts. It indicates that the curriculum is not critically translated into the textbook
by the authors. This suggests that textbook authors must have the ability to
translate such a policy into ELT materials.
The research also found that there is an imbalance presentation of moral
values in the textbook. For example, honesty is not manifested either in visual or
verbal discourses analysed. To optimally inculcate moral values in students,
teachers need to use other ways instead of depending merely on the textbook. For
example, teachers can use or create other materials to transmit such values.
Dealing with the issue revealed from the analysis, there is a need to
investigate other EFL textbooks developed by different publishers to discover
whether curriculum policy regarding moral values inculcation is optimally
translated into a curriculum document, such as a textbook. The analysis can be
carried out by investigating teachers‟ and students‟ perception of the depiction of
moral values in the EFL textbook they are using.

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Appendix 1
RESEARCH MATRIX

TITLE PROBLEM VARIABLE INDICATORS RESEARCH METHODS

The Representation of 1. What moral values are Moral Values 18 moral values as 1. Research Design
Moral Values Embedded represented in senior follows: Discourse Analysis
in the EFL Textbook for high school English Visual Artefacts 1. Religiosity
Senior High School: A textbook published by 2. Honesty 2. Data Resource
Micro-Semiotic Analysis the Ministry of Verbal Texts 3. Tolerance Pictures and Texts in
Education and Culture 4. Self-discipline the EFL Textbook used
of the Republic of 5. Creativity in senior high school
Indonesia? 6. Independence
7. Democracy 3. Types of Data
2. How moral values are 8. Curiosity Qualitative Data
represented in in senior 9. Patriotism
high school English 10. Nationalism 4. Data Collection
textbook published by 11. Respect for others Method
the Ministry of 12. Friendliness 5. Identifying and
Education and Culture 13. Peace-loving decoding
of the Republic of 14. Love to read
Indonesia? 15. Environmental 6. Data Analysis Method
sensitivity
16. Social awareness Describing,
17. Responsibility interpreting, and
discussing

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Appendix 2
Values Stipulated in the Indonesian Curriculum
Table 2 Values stipulated in the Indonesian curriculum (Pusat Kurikulum 2010)
Values Descriptions
Religiosity Being obedient in implementing religious teachings, tolerating the
implementation of other religious worships, and living in harmony with
followers of other religions.
Honesty Being trustworthy in terms of words, actions, and work.
Tolerance Being respectful towards differences in terms of religions, cultures,
ethnicities, opinions, attitudes, and actions.
Self-discipline Being obedient towards rules and regulations
Being earnest in overcoming learning problems and assignments and
completing tasks well as possible
Creativity Being able to propose new ways or to create new things
Independence Being self-reliant and not depending on others in completing tasks
Democracy Being appreciative towards others‟ rights and obligations
Curiosity Being critical to know more deeply and extensively about something that
is learnt, seen, and heard.
Patriotism Being able to place national interests above self and group interests.
Nationalism Being loyal, caring, and appreciative towards the language, physical
environment, social conditions, cultural conditions, economic conditions,
and political conditions of the nation.
Respect for others Being encouraged to produce something useful for the society, and able
to acknowledge and respect others' achievements.
Friendliness Being eager to talk, socialise, and work with others.
Peace loving Being able to make others feel comfortable and safe.
Love to read Being able to take time to read various readings which contain virtues
and knowledge
Environmental Being able to act and behave to prevent damage to the surrounding
sensitivity natural environment and able to repair the damaged natural environment
Social awareness Being able to provide assistance to others and people in need.
Responsibility Being able to carry out duties and obligations, which should be done
towards oneself, society, environment (natural, social and cultural), the
state and the God.
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Appendix 3
RESEARCH INSTRUMENT
Table 3 The representation of moral values in the textbook „Bahasa Inggris’ for Senior High School Grade X [adopted form the table “The Portrayal of Values
in the Textbook, Pathway to English for Senior High School Grade X” in Widodo (2018, p.7)]
Chapter Theme Visual Artefact Description Location/Page Values
N/A N/A Book Cover One image depicts world popular buildings which are placed Book Cover Nationalism
together on the image of the Earth followed by a photograph of Patriotism
vehicles – air balloons, an aeroplane, and a sailing boat - Creativity
travelling around the world. Amongst the other buildings, Monas Peace-loving
is placed in the middle as the main point of interest. Democracy
Tolerance
Respect for others
Curiosity
1 Talking about A Student Girl An image shows Khansa, a senior high school student girl, p. 1 Religiosity
Self wearing hijab, tidy uniforms, a backpack, and carrying books is Love to read
introducing her name. Self-discipline
Friendliness
2 Congratulating Social Two pictures in which the first picture shows a boy wearing a p. 20 Respect for others
and Interaction backpack carrying a fishing rod is giving a thumb-up to a man Friendliness
Complimenting carrying a fishing rod and four fish while the second picture shows Peace-loving
Others two men – a healthy man and a disabled man – are having a
conversation.

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Table 1 (continued)
3 What are You A Student Boy A picture portrays a senior high school student boy wearing a tidy p. 38 Self-discipline
Going to Do uniform is thinking of playing football. Responsibility
Today
4 Which One is Two persons An image shows two men wearing a rucksack and using a hiking p. 50 Environmental
Your Best and a mountain rod are hiking a mountain. sensitivity
Gateway? Peace-loving
5 Let‟s Visit Niagara Falls A picture of Niagara Falls and a boat p. 69 N/A
Niagara Falls
6 Giving A person An image shows a man wearing a tidy suit is giving an p. 81 Self-discipline
Announcement announcement by using a megaphone. Responsibility
7 The Wright The Wright A picture depicts two famous figures, Orville Wright and Wilbur p. 94 Creativity
Brothers Brothers Wright, wearing a tidy suit are standing side by side behind their Curiosity
aeroplane. Tolerance
Friendliness
Peace-loving
Self-discipline
8 My Idol Evan Dimas An image shows Evan Dimas, an Indonesian football player, is p. 108 Nationalism
giving a signature to his fans. In the picture, Evan Dimas and his Respect for others
fans are wearing a cloth with the national emblem of Indonesia Friendliness
printed on.

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Table 1 (continued)
9 The Battle of Bung Tomo An image portrays an iconic Bung Tomo’s photograph showing p. 120 Patriotism
Surabaya him standing under a big umbrella, wearing a military suit, giving Nationalism
a speech and rising his hands with the national flag of Indonesia
as the background.
10 B.J. Habibie B.J. Habibie A picture of the third president of Indonesia, B. J. Habibie wearing p. 132 Patriotism
a tidy suit Nationalism
Responsibility
Creativity
Love to read
Curiosity
Self-discipline
11 Cut Nyak Dhien Cut Nyak Dhien A picture of Cut Nyak Dhien, an Indonesian hero from Aceh. p. 143 Nationalism
Patriotism
Democracy
Independence
Responsibility
15 You‟ve Got a A Singing Girl A picture shows a girl is singing happily. p. 193 Social awareness
Friend Friendliness
Peace-loving

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Appendix 4
The Original Analysed Text

Text # 1: An Email from Hannah (Text 1, Chapter 1, Page Text # 2: Tanjung Putting National Park (Text 1, Chapter
4) 4, Page 53-54)

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Text # 3: An Announcement about Concert Cancellation Text # 4: The Battle of Surabaya (Text 1, Chapter 9, Page
(Text 1, Chapter 6, Page 83) 123-124)

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Text # 5: B. J. Habibie (Text 1, Chapter 10, Page 134-135)

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