Barkatina, Anggun Mar’a (2019) Character Value on the Reading Text of English Text Book Entitled “BRIGHT” An English Course Book for Junior High School Students. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

Character education is one of the main focuses of the Indonesian government in developing the quality of education. To achieve this, the government includes character education in the learning curriculum. In this case, learning books as one of the guidelines in the teaching and learning process are required to be able to meet and achieve the educational standard set by the government. To achieve learning objectives, namely character education, the Ministry of National Education contains 18 items of character values they are religiousness, honesty, tolerance, discipline, perseverance, creative, independence, democracy, curiosity, nationalism, patriotism, appreciation, friendship/communication, love of peace, reading interest, environmental awareness, social awareness, and responsibility. Therefore, researchers are interested in examining the character values contained in the reading text in textbooks entitled “BRIGHT” An English Course Book for Junior High School Students. The researcher applied content analysis for this research. It is presented by four steps of data analysis procedures: comparison of the data, categorization of the data, presentation of data tabulation, and stage of inference. The result of this research show that there are only 11 character values that found in the reading text of an English Textbook entitled BRIGHT An English Course for Junior High School Students for Grade IX. Those character values are religiousness, honesty, perseverance, creativity, curiosity, appreciation, friendliness/communication, love of peace, environmental awareness, social awareness, and responsibility. Thus, responsibility character is the most dominant with the percentage of 32,6%. Meanwhile, tolerance, discipline, independence, democracy, nationalism, patriotism, and reading interest did not found in the reading text. ABSTRAK Anggun Mar’a Barkatina. 2019. Character Value on the Reading Text of English Text Book Entitled “BRIGHT” An English Course Book for Junior High School Students. Jurusan Pendidikan Bahasa Inggris Fakultas Tarbiyah dan Keguruan. Universitas Negeri Antasari Banjarmasin. Pembimbing: (I) Dra. Hj. Wardah Hayati, MA, (II) Nur Alfa Rahmah, SS, M.Pd. Kata Kunci: Nilai-nilai Karakter, Teks Bacaan, Buku Pelajaran, Analisis Konten Pendidikan karakter adalah salah satu focus utama pemerintah Indonesia dalam mengebangkan kualitas pendidikan. Untuk mencapai hal itu, pemerintah memasukkan pendidikan karakter ke dalam kurikulum pembelajaran. Dalam hal ini, buku pembelajaran sebagai salah satu panduan dalam proses belajar mengajar dituntut harus dapat memenuhi dan mencapai stadar pendidikan yang sudah ditetapkan oleh pemerintah. Untuk mencapai tujuan pembelajaran, yaitu pendidikan karakter, maka Kemendiknas memuat 18 butir nilai-nilai karakter yaitu keagamaan, kejujuran, toleransi, disiplin, ketekunan, kreatif, kemandirian, demokrasi, rasa ingin tahu, nasionalisme, patriotisme, menghargai, bersahabat/berkomunikasi, cinta damai, minat baca, kesadaran lingkungan, kesadaran sosial, dan tanggung jawab. Maka dari itu, peneliti tertarik meneliti tentang nilai-nilai karakter yang terdapat dalam teks bacaan dalam buku pelajaran dengan judul buku “BRIGHT” An English Course Book for Junior High School Students. Peneliti menerapkan analisis konten untuk penelitian ini. Penelitian ini disajikan dengan empat langkah prosedur analisis data, yaitu: perbandingan data, kategorisasi data, penyajian tabulasi data, dan tahap kesimpulan. Berdasarkan hasil penelitian, menunjukkan bahwa hanya ada 11 nilai-nilai karakter yang ditemukan dalam teks bacaan dari buku pelajaran bahasa Inggris “BRIGHT” An English Course Book for Junior High School Students. Nilai-nilai karakter tersebut adalah keagamaan, kejujuran, ketekunan, kreativitas, rasa ingin tahu, menghargai, keramahan / komunikasi, cinta damai, kesadaran lingkungan, kesadaran sosial, dan tanggung jawab. Dengan demikian, karakter tanggung jawab adalah yang paling dominan dengan persentase 32,6%. Sementara itu, toleransi, disiplin, kemandirian, demokrasi, nasionalisme, patriotisme, dan minat baca tidak ditemukan dalam teks bacaan.

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