CHARACTER VALUES: WHAT ARE THEY AND HOW THEY ARE INTEGRATED IN ENGLISH TEXTBOOK TEXTS?

This study is based on the issue of the character value, which has recently spread out as many as social problems in Indonesia and the phenomena around us that many inappropriate textbooks contain. Character values should be incorporated into teaching and learning materials. It is also related to the government regulation that requires the inclusion of the character values proposed by the Ministry of National Education as character building in all elements of education. This study aimed to examine the character values found in the texts and the strategies used in integrating character values in the texts of Erlangga’s English textbook for Senior High School Grade XI. This study applied qualitative research with a content analysis approach. The data source was the English textbook Pathway to English, and the data were 19 texts gathered by reading and taking notes on texts in the English textbook. The research findings revealed that the character values found in the 19 texts of the English textbook being analyzed cover 16 character values proposed by the Ministry of National Education and the strategies of delivering character values in the texts consisted of two forms, explicit and implicit strategy.

In the teaching and learning process, a teacher should both deliver the knowledge and the character education values to the students. Character education has now become a central issue often discussed at the level of education and has been an issue emphasized in the teaching and learning of the 2013 Curriculum. Character education should be implemented by using a comprehensive approach, which means that it should include all aspects of education, academic curriculum, and subjects taught at school (in Lickona, Schaps, and Lewis: 2007) Character, education through English language learning, can be incorporated into a variety of aspects related to school subjects, such as the syllabus, the lesson plans, the teaching and learning process, the activities, the teaching media, and the teaching and learning materials.
Inserting character values in learning materials is one of the ways in integrating character values. Hence, when the teacher teaches or delivers the material to the students, it should be the material itself and the character values within. As stated by Crawford, textbook as the teaching and learning material provides a chance for the students to learn independently and serve as a guide to students' expected behaviors (Richards and Renandya, 2002:80). As a result, it can be seen that textbooks, as one of the sources of teaching and learning materials, should provide students with character values to promote positive attitudes in students and enable character education to occur.
These days, there are numerous EFL textbooks available in the markets that various publishers publish. Because of the large number of textbooks printed and published, the teachers' task is to select the appropriate textbook for their students. The evaluation is expected to be able to minimize the incongruity of the content in textbooks because in the past few years, many textbooks were withdrawn from the market as an example, the book entitled Bahasa Inggris published by Sinar Mulia as reported by Liputan6.com (accessed on September 12, 2019) loaded a picture of an adult movie star, resulting in the withdrawal of the book because the content was claimed to be inappropriate for the students. Another case occurred in 2017, as reported by TribunNews.com (accessed on September 12, 2019); a picture of sickle and hammer is found in a book entitled New Mentor for senior high schools grade XII in one of its pages without giving further explanations about the symbol to the readers. This communism value was contradicted with religious value and nationalism value mentioned in the curriculum. Furthermore, textbook evaluation is required because character education has become one of the primary concerns of the Indonesian education system, and incorporating character values in textbooks is an effort to instill character values in education.
The materials provided, tasks completed, dialogues, images or photographs, unit themes, texts, and other elements in a textbook can all be used to integrate character. A character can be incorporated into the text's theme or the content contained within the text through text. Many different types of text can be found in a textbook. Text becomes one media that can help students develop their character by identifying and expressing value, either implicitly or explicitly.
There have been some research studies in revealing the character values in the textbook, which is related to the fact stated above. The first is Fajar Soniawan (2012) who analyzed the sentences of the textbook materials. The results showed that there were 17 character values identified from the sentences in 5 chapters of the textbook. The only one character value that did not present from the sentences in 5 chapters of the textbook was democracy. Next, Ratna Widya Iswara (2013), who focused on analyzing 17 narrative texts, revealed that there were 301 sentences from 605 sentences found in all the narrative texts that contained the character values. There were 17 characters values found on those sentences with reading interest that did not appear in the narrative texts.
Unlike previous studies, this study examined the text in an English textbook based on the 2013 curriculum syllabus. Furthermore, both previous studies only described and stated the character values that existed in the textbook without further examining the strategies for integrating character values. In contrast, the current study also focused on the strategy for integrating character values in the texts of English textbooks. The textbook being analyzed was Erlangga's English textbook Pathway to English for grade XI. Thus, the objectives of this research were (1) to find out what are the character values embedded in the texts and (2) to find out how the character values are integrated in the texts of English textbook "Pathway to English for Grade XI of Senior High School".

Character Values
Value is often related with beliefs about something which is good or bad that lead to the desirable way of life. Values (Peoples and Bailey, 2012: 32) are people's beliefs about the way of life which is desirable for themselves and the society which affects on people's behavior. It can be stated that values are like compass which exist in the society and it provides a guideline for the people about something that they should do or not do.
Values both control how people should behave in the society in order to be able to be accepted in the society and act as a direction for the people in the society to live a desirable way of life.
Character is closely related to values. Character (Lapsley and Narvaez, 2006: 250) points to something deeply rooted in personality, to its organizing principle that integrates Honesty Behavior based on an attempt to make himself as one who can always be trusted in words, actions, and employment. 3 Tolerance Attitudes and actions that respect the differences of religion, race, ethnicity, opinions, attitudes, and actions of others who are different from themselves. 4 Disciplines Actions indicating orderly and obedient behavior on various rules and regulations. 5 Perseverance Behaviors that indicate an earnest effort to overcome barriers in learning and assignments, as well as completing the task as well as possible. 6 Creativity Thinking and doing something to generate new method or result of something that has been owned. 7 Independence Attitudes and behaviors that are not easy to depend on others to complete tasks. 8 Democracy Way of thinking, behaving, acting, which assesses the same rights and obligations of himself and others. 9 Curiosity Attitudes and actions that are always working to find out more in depth and extend from something he learned, seen and heard. 10 Nationalism Way of thinking, acting, and knowing that puts the interests of the nation above self-interest and group. 11 Patriotism Ways of thinking and doing that show loyalty, caring, and high appreciation of the language, environmental, physical, social, cultural, economic and political nation.

Appreciation
Attitudes and actions that encourage him to produce something useful for society, and recognize and respect other people's success.

Strategies in Integrating Character Values
In integrating character values in textbook, there are two strategies which can be used, namely explicit and implicit (Feng, 2017 : 5). This is supported also by other expert related to ways of integrating moral values into English teaching materials who said that there are two patterns of integration that can be adapted; the explicit and the implicit integration (Sudartini, 2019 : 33). Added by her, the values can be integrated both implicitly and explicitly into the teaching materials by using texts and pictures.
Additionally, another point of view points out that the presentation of the value in the textbook can be given explicitly and implicitly (Marinković and Erić, 2017: 72-76 The Eliciting Condition refers to the behavior that causes the Judgement, the Judgement refers to an inner attitude toward a behavior, and the Resultant Action refers to verbal or nonverbal actions motivated by the Judgement. Among the three stages as shown in the figure above, the second stage is classified as an 'explicit' representation, and the other two as 'implicit' representation. Based on the model, the resources for constructing Judgement are shown in Picture below

Picture 2 The Representation of Moral Values Proposed by Feng
As mentioned previously, there are two ways in integrating character values; explicitly and implicitly. The first one is explicit strategy. As stated by Feng, explicit strategy is done by pointing at the characters in a direct way. It aims at helping the learners to understand the characters in the English textbook easily and directly. He further explains that the use of explicit strategies in delivering character values in textbooks can be done by taking the character values literally and metaphorically. In literal expressions, character values can be expressed directly by pointing and listing the words, such as honest, responsible, and others as an example 'you are an honest girl' and this example is indicated as the value of honest. The second is using metaphor. Metaphors make language more powerful as an example 'I must work now; work as hard as a bee' and this example is indicated the value of hard work or perseverance. The second one is implicit strategy. In implicit strategy, the character values are introduced indirectly and the value being delivered is made invisible to the receivers. Its purpose is to train the learners' reasoning ability and their imagination to find and understand the character values inserted in the textbooks. Additionally, Feng states that implicit strategies can be used in delivering character values in textbooks through two sub-categories, namely eliciting condition and resultant action.
According to him, eliciting condition is a behavior which causes Judgement.
Eliciting condition can also be said recounting or depicting event that elicit the This study applied qualitative research by focusing on the content analysis approach. Qualitative research focuses on understanding social phenomena from the perspective of the human participants in natural settings (Ary et al., 2009: 22). In terms of content analysis, content analysis is a research technique for making replicable and valid inferences from texts (or other meaningful matter) to the contexts of their use. He adds that content analysis involves specialized procedures (Krippendorff, 2003: 18). In short, content analysis is an approach of qualitative research that can be applied in written or visual form that requires particular steps to increase insight.  Ary (2009: 25), he said that the researcher is primary data collection tool. Additionally, human or the researcher is the key instrument for gathering and analyzing of data (Ary, 2009: 424). As the first instrument, the researcher maintained the data starting from the data collection until the data report. Then, she was also the researcher who designs, collects, analyzes, interprets the data, and reports the research results.
The secondary instrument was used in this research. It was the datasheet. The researcher used the datasheet. The first data sheet was made to help the researcher identify The data sheets were developed in the form of a table.
The process of qualitative content analysis, stated by Zang and Wildemuth (2007: 320), begins during the early stages of data collection. Furthermore, the procedure used in this research was the procedure of analysis content proposed by Krippendorff as the following 1. Unitizing The first step in content analysis is determining the unit of analysis. In this research, the way the researcher used in determining the units was syntactical. Syntactical distinctions are relatively natural to data media grammar (Krippendorff, 2003: 105).
In simple, syntactical units rely on words symbol. In this research, the researcher focused on analyzing paragraphs, quotations, and sentences in the texts.

Sampling
Determining samples was done by limiting the data being analyzed. Sampling allows the researcher to cut down on research efforts by limiting the observation (Krippendorff, 2003: 84). Thus, the sample in this research was the texts in English textbook Pathway to English.

Recording/Coding
Recording occurs when the researcher interprets what they see, read, or find and then states their experiences in formal terms of analysis (Krippendorff, 2003: 126). In the recording stage, the researcher did some steps such as reading the texts carefully, understanding the specific parts related to the focus of the research, taking notes of the data, and transferring the data into the table that has been created in the instrument. In addition, this research also used coding on data that has been collected.
Coding, stated by Krippendorff, is the term content analyst used when this process is carried out according to observer-independent rules (Krippendorff, 2003: 84). In this process, the researcher had marked the unit from the recording stage. The coding used is the initials of the intended text and page and how to integrate them either explicitly or implicitly. Reducing data serves researcher's need for efficient representations, especially of large volumes of data (Krippendorff, 2003: 84). The stage of data reduction is carried out during the data analysis process to eliminate things that are previously considered data. Still, after further review, it is found irrelevant data. It is not following the indicators specified in the research so that the analysis is carried out under the research questions.

Inferring
The inference is a major part of content analysis research. Krippendorff (2003: 84) stated that inferring stage bridges the gap between texts and what the researcher means. This research is focused on examining the character values and the strategies in integrating character values contained in the texts in a textbook. Therefore, it is necessary to make inferences from these data. To make justification for this inference, an analytic construct had been made. The analytical construct is constructed from the context of data and theory. In other words, analytical constructs are built from the context of data and theory.

Narrating
Narrating is the last step in content analysis. This stage was done after doing the inference stage. Narrating can be understood as explaining the findings (Krippendorff, 2003: 84). Narrating is written based on the conclusions of the data that had obtained. In addition, the description of the research findings is also accompanied by theories that support the discussion, so the results of the study are not subjective because they are only based on the researcher's understanding.

Findings
The results of data analysis are presented and discussed in this section to answer the questions of this study. It is about the availability of the character values in the texts of English textbook and the strategies used in integrating those values. Based on what Hansel said to Gretel in the underlying sentence in the first paragraph above, it indicated that Hansel believes that God will not leave them. While, from the underlying sentence in sixth paragraph above, Hansel is sure that God will help them. This means that Hansel believes that God will never leave and will assist them in any situation they face.

a. Discipline
The value of discipline can be learnt from text 9 (9/C9/P156). The, the value of discipline can be known from below paragraph The above paragraph indicated the value of discipline. The paragraph is about suggestion from the author to the police, law enforcement, and government. The police should make sure that the road rules are obeyed by the road users. In this case, the road users also should know what the traffic rules are and should obey it. Being discipline in following the rules will not make the traffic condition crowded and the road users will be safety.

b. Perseverance
Perseverance means having attitudes and behaviors indicating hard-work and efforts. 'She' in above paragraph in the first sentence refers to the bird. The value of perseverance can be known from the effort of the bird. The bird showed that she had an effort to find the red rose. This is shown even the bird did not find the red rose in an island, but the bird was still endeavor to get the red rose as the example by asking the yellow rose. The bird's effort indicated the value of perseverance. The value of perseverance is also needed by the students in order the students will never give up in doing the task or other exercises.

c. Reading Interest
The value of interest in reading is marked by one's habits and interest in reading which could bring advantages and benefits. The existence of this value is found in the following paragraph which is in text 2 (2/C5/P74-76) entitled A Little Hero. Reading interest means having time to read. Then, the underlying sentence above is indicated as the value of reading interest. Tom had been reading a book about knight and heroes. It indicated that Tom had a spare time to read.

d. Curiosity
The value of curiosity is taken from the text 1 (1/C2/P32 (3/C5/P76-77) The value of responsibility can be learnt from a messenger. A messenger did the job to deliver the letter from the Baron to Hughie which means a messenger was responsible towards the duty. In this point, we can learn that whatever the job we take, we should responsible to do it.

f. Creativity
The value of creativity is characterized by the ability to create and produce something new. The value of creativity is found in the text 3 (3/C5/P76-77) entitled From the underlying sentences in the paragraph above, it showed that Alan Trevor was a painter. A painter is a person who creates something related to art. At that time, Trevor was finishing a painter. What Trevor did was something related to artistic achievement. (3/C5/P76-77) The value presented in the underlying sentence is social care. This can be seen from what Hughie did. Hughie gave something to the beggar man that he thought the beggar man was someone who in need. This indicated that Hughie had social care value. .

b. Environmental Awareness
The value of environmental awareness is very important to be had because this value can make people to care about the environment. People who have this value are said to have attitudes that attempt to prevent the damage to the environment and also put efforts to repair the environment. The value of environmental awareness can be known from the text 11 (11/C9/P159) entitled Pavement Are for Pedestrians, Not for Food Stalls.

Third Paragraph
It is time for the pavements to be reclaimed for walkers. Pavements are for pedestrians. Food stalls should not stand on the pavements. The city authorities should impose a regulation against the use of sidewalks for food stalls. I think it is not an acceptable thing to take advantage of pavements for business purposes. (11/C9/P159) The paragraph above is about suggestion or recommendation by the author to the city authorities related to the use of pavement. The previous paragraphs tell that beside the existence of food stalls on pavement give any advantages which provided nice and cheap food, the food stalls on pavement spoil the view of the city, and also the waste from the food is dumped into gutters that caused the problem related to environment. Related to advantage and disadvantages of the use of pavement, the author gives some recommendation to the city authorities in order the pavement is used properly such as for sidewalk not for food stall.

a. Tolerance
One of the values which are emphasized to be taught in Indonesian curriculum by the government is the value of tolerance. The value of tolerance means the value that shows respect to differences. This value is very important because Indonesia is a multicultural country which consists of people who come from different regions, tribes, ethnicities, cultures, and religions. Therefore the value of tolerance is needed.
The value of tolerance can be learnt from the text 12 (12/C9/P161).

First Paragraph
Indonesia is a country with culture diversity. People with different religions and provincial cultures now live side by side. One of the biggest questions faced by Indonesia at this moment is how to deal with peoples with culture diversity and promote unity among them.

Second Paragraph
Therefore, Indonesians should appreciate the differences in cultures for the following reasons.
First, Indonesia is vulnerable to separatism because of its geography and cultural diversity.
Secondly, Indonesians must realize that every culture has its own customs and beliefs. Thirdly, implementing nationalism is one way to maintain the integrity of the nation.
(12/C9/P161) From the first and the second paragraph above, the value of tolerance can be learnt. In the first paragraph, the author explains that Indonesia is a country with culture diversity. It is signed that people in different religion and culture are live side by side. Then the second paragraph, the author explains that Indonesian should appreciate the difference for some reasons. The value of tolerance should be had by everyone because nowadays Indonesia is in crisis about tolerance. For the students and the reader, having tolerance value is needed. Everyone who has the value of tolerance can embrace the difference among people who come from different such as ethnicities and language. The strategy in delivering character values in the textbook through two kinds of strategy which are explicitly and implicitly. By analyzing each text, strategy of integrating characters were presented in table 3 as follows From the underlying sentences in the paragraph above showed that Alan Trevor was a painter. A painter is a person who creates something related to art or creativity.

The Integration of Character Values
Then, the character value embedded in these underlying sentences is the value of creativity. The value is presented by using explicit strategy because the value is presented directly by pointing that Trevor was a painter. Then at that time, Trevor was finishing a painter. What Trevor did was something related to artistic achievement.

Implicit Strategy
The use implicit strategy in the text of the textbook means the values are delivered Then, the underlying sentence in the eight paragraph is also indicated the value of social care. The value is stated implicitly. The value is presented by recounting what is said by Tom to his mother.
The underlying sentence in the ninth paragraph above is also indicated the value of social care. The value of social care is known from both what Tom's father did and Tom's mother's caring to Tom. The value is provided implicitly by recounting some actions related to caring and giving help as what Tom's father and Tom's mother did.

Discussion
The findings and descriptions of the values found in the texts in the textbook above appreciative, love of peace, social care, environmental awareness, tolerance, patriotism, and nationalism. In contrast, the value of independence and democracy were not found in the texts in textbook, particularly genre of text being analyzed.
Through this research, there was an interesting finding that several values dominated more than the other values in the text of the English textbook. The author made the domination of social care value and discipline value. Furthermore, the value of democracy seems to be difficult to find in the texts of English textbook.
In terms of strategy used in integrating character values, the use of implicit strategy is found more often that explicit strategy. This might be due to the students' level in learning as the students of senior high school have developed their thinking skills. The use of implicit strategy, stated by Feng, is crucial for the students to act appropriately after they recognize the values. The students are expected to infer and make conclusions of what values are integrated even though they are implicitly integrated. Therefore, it implied that implicit strategy is important and has been reflected in the textbook analyzed in this research.
Even though the use of explicit strategy is limited and less in number than the use of implicit strategy, it can be inferred that the text in the textbook have considered the use explicit strategy to deliver the values. Hence, it can be said that the text of English textbook have considered the use of implicit and explicit strategy in constructing the values although the number of explicit strategy used is very limited.

Conclusion
Related to this study's objective, character values represented in the reading text of English textbook "Pathway to English for XI" cover 16 values based on five different classifications. The text in English textbook promotes character values concerning God, one's self, others, the environment, and the nation. The character values are religiosity, discipline, perseverance, reading interest, curiosity, responsibility, creativity, honesty, communicative/friendliness, appreciation, love of peace, social care, environmental awareness, tolerance, patriotism, and nationalism.
Furthermore, the researcher also found out the strategies in integrating those values. There are two strategies used in integrating character values into the texts of