The Representation of Character Education Values in the Nationally – Prescribed English Textbook for the Indonesian Junior High School Students

Abstract

This study examined the representation of character education values in eighth grade students’ English textbook. It is expected to give information to the English teacher about the implementation of character education values in the textbook. Then, the teachers can select suitable materials that promote character education values in the textbook. The study analyzed visual images that provide information about character education values in junior high school EFL textbooks by using visual semiotics of Fairclough (1995). Fairclough's model for CDA consists of three inter-related processes of analysis tied to three inter-related dimensions of discourse. They are text/ visual analysis (description), processing analysis (interpretation), and social analysis (explanation). The main reason for analyzing the character education values in the textbook was that because images tend to provide rich and accurate information about the character education values.