SUMMARY

The use of the textbook is the main component that is essential for
learning activities. The book provides many benefits to the students and to help
students to understand something. For a textbook teacher helping to provide
additional content in teaching and learning activities, as inspiration in classroom
activities, even as the curriculum.

Now, Indonesia has implemented the use of the curriculum in 2013 that
integrates the character values in the lesson. Character education is not something
that adds to education, but an inner potential to be developed in the community,
especially in the sphere of education.

Therefore, the author aims to integrate the values of character education

in the use of textbooks and useful for educators and textbooks to help them have a
better view of designing the 2013 curriculum text books. Researchers use a variety
of methods in his research, ranging from research design, data sources, data
collection techniques and data analysis techniques.

Curriculum development, materials development, definition of a

textbook, the role of the textbook, criteria in selecting and evaluating textbook
definition of character education, the objectives, functions and media of character
education, the character values in national education also explained clearly by
researchers ,

In addition, in the description of data, this study is divided into 8 sections

based chapter of the textbook. Each section focuses on character education
presented in a sentence from a text book. Next, in each chapter, the researchers
conducted peringkasan each chapter in the form of observation checklist.

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 CHAPTER I

INTRODUCTION

A. background
Realizing the importance of English language in the globalization era,
recently, Indonesian government has implemented a English subject into the
academic curriculum as a compulsory subject to be taught in junior high school.
The educational system of Indonesia has Launched the 2013 curriculum. The aim
of this curriculum is preparing Indonesian people to be religious, productive,
creative, and innovative. Furthermore it is hoped that they also can give a
contribution for Reviews their social life, nation, country and civilization.
Launched this new curriculum has core and basic competences and uses a
scientific approach in it's teaching and learning process.
Due to the new Launched curriculum, there are Several changes in some
parts of education, Including the teaching materials. Teaching materials can be
developed from learning many sources, one of it is from the textbook, thus, It also
need special attention toward the recent changes regarding its curriculum apllied.
A good textbook should be reflected the curriculum roomates is applied. It is
Because there is a strong relationship between both of them.
The 2013 curriculum in its application also integrates the values of
characters that create schools that foster ethical, responsible and concerned about
the people around and teaching good character through emphasis on universal
values. Thus, character education must emphasize not only the learning process
but also in the learning materials. Therefore, analyzing the English textbook
"when English rings a bell" for the seventh grade of junior high school can help to
find the values of the integrated character education through the curriculum in
2013.

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B. purpose
Based on the background above the purpose of this research are:
1. To describe the relevance between the materials in the student book
entitled "When English Rings a Bell" for grade VII Junior High School
with the core and basic competences in 2013 curriculum in terms of
character education.
2. To describe the textbook entitled "When English Rings a Bell" for grade
VII Junior High School integrate the value of character education.

C. Advantage
The result of this research is fully expected to give some advantages for the
following parties:
1. This research Provides beneficial and referential contributions in giving
general knowledge of the way to Evaluate English textbooks related to
character education.
2. For the researcher, the research can give a practice in developing her
knowledge and skills in evaluating English textbooks related to
character education ..
3. For English teachers, the result of this research can provide helpfull
information in selecting and evaluating good textbook before making the
decision to use it in classroom practices.
4. For the readers, the result of this research can be used as the reference
by the book the user to know the weakness of this research.

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 CHAPTER II

IDEA

A. Up to Date The Information

In their study, the authors use several references have the latest
information. One of them is (Monjurul Islam: July 2013) the use of the textbook
provides many benefits in the sphere of education, are developing Reviews their
own classroom materials is an extremely difficult,, arduous processfor teachers,
teachers have limited time in the which to develop new materials due to the nature
of theirprofession , and external pressures restrict many teachers. Additionally
textbook presents learning content, as a core resource, as a source of supplemental
material, as for inspiration for classroom activities, and even as the curriculum
itself.
Character education is a national movement created a school that fosters
ethical, responsible, and caring and teaching good character through emphasis on
universal values.
The author also explains that the curriculum is a plan for learning
(Rajawali Press, 2013: 4), the curriculum is the substance of the school program
(Eagle Press, 2013: 5). Educational curriculum in Indonesia has changes for the
year to years 1947, 1952, 1968, 1975, 1984, 1994, 2004, 2006, and latest is 2013
(Sri Wahyu, 2016: 75-78).
Integrating textbook in character education is a deliberate attempt to help
people understand, care about and act upon core ethical values. Character
education integrates positive values in every aspect of school activities, and can be
applied in the pedagogical aspect (Dawn Soniawan, 2012: 2). Textbook is an
important resource for teachers in helping students to learn (Tira Mayasari, Joko
Nurkamto, and Hefy Sulistyawati, 2015: 4).
The author also describes the implementation of character education in
schools has identified 18 values derived from religion, Pancasila, culture, and
national education goals, namely: religiosity, honesty, tolerance, discipline, hard
work, creativity, independence, democracy, curiosity, nationality , patriotism,

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achievement orientation, friendship or communication, love of peace, fondness for
reading, environment awareness, social care, and responsibility (Fasli Jalal
Mansur Ramly, and Diah Harianti, 2011).
In conducting observation checklist author presents observation of each
chapter. The author presents the values of the characters and the implementation
of these values in everyday life. Examples of implementation of character
education values as outlined writer is also an example which has the
sophistication of meaning and not give trouble to the reader in understanding the
purpose of the example.
One example is the character value is implementation observation example
of the sentence that represent religiosity value is it is half past nine at night. He
does not forget to pray before he sleeps‖. In addition, the sentence describe
dicipline value is it is half past eight in the evening. His repares Edo stuffs for
school tomorrow. He puts many books into his school bag. Then, the sentence we
will be drilled by our teacher to say the names of months show the value of hard
work.
Next, the sentence indicate independent value is we will work in groups.
First, we will study previous example. Second, each of us will copy and handwrite
the schedule on our notebooks, Including the information about time, and there
are more ways of implementation of character values presented by the authors in
this research result.
Overall, based on the observation checklist, each chapter has one or two
characters that emphasize education and have a correlation with the theme of each
chapter. In addition, the information published by the author in his research is
accurate with some references are up to date and add insight.

B. The Solution Implemented

The 2013 curriculum is the newest curriculum that is applied in Indonesia.
This curriculum is very different from the previous curriculum. Like the 1947
curriculum, 1952 curriculum, 1968 curriculum, 1975 curriculum, 1984
curriculum, 1994 curriculum, 2004 curriculum, and the last change before 2013 is

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the 2006 curriculum vitae. The competences in 2013 curriculum are named core
competence and basic competence, whereas in the previous curriculum vitae or
2006.
The 2013 curriculum Also uses different approach. It is a use character
education approach in teaching and learning process. Because of this condition,
the researcher offered or implemented a the new textbook learning as the main
source.
A textbook is usually seen an aid to teaching, it is simply one of many
possible materials of learning Because it helps the teachers and students to
Achieve the goal of learning. But the writer / researcher to the implemented a the
textbook should be relevant with curriculum, interesting and increasing reader
enthusiasm, and has clear viewpoint.
The aim of 2013 curriculum is to create the millenial generations Became
intelectual generations who possess noble characters, independent, democratic,
and responsible individuals who believe in God and who possess noble characters.
English student in Junior High School book entitled "When English Rings
a Bell", the researcher and readers need an analysis to Evaluate the content of this
research. In this book, there is explain about implementation the character values
in daily life. The 2013 curriculum have relation with the character values. It
suggests that the educational process and it's outcomes are intended to create
students to be completely useful people who have attitudes and great characters
and who are proficient to mindful of Reviews their potential, and can execute
Reviews their abilities for the general public's and their own advantages.

C. The Solved of the Solution Implemented

Application of the textbook by integrating the character values in the
curriculum of 2013 provide a lot of change for education today. Education with
the implementation of good character can develop and form the character of the
nation. Character education is integrated into subjects, implementation of student
development activities, and other school activities that involve the school

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community. Implementation of character education with the use of the textbook is
a new thing for most of the junior high school, especially in the seventh grade.
The introduction of character values, awareness of the importance of
values, and penginternalisasian values into behaviors daily learners through the
learning process is easy and can be done by each school. Thus, learning activities,
in addition to making learners master the targeted material, also designed and
carried out to make the learners know, realize / care, and the values and makes the
behavior.
In a study called When English Rings a Bell "A lot of character values
expected and developed on the learner. Religiosity, honesty, tolerance, discipline,
hard work, creativity, independence, democracy, curiosity, nationality, patriotism,
achievement orientation, friendship or communication, love of peace, fondness for
reading, environment awareness, social care, and responsibility is the character
still applied and developed in every subject at school.

D. The Parties to implemented a the Ideas

Strengthening existing character education is very relevant in the present
context to help the development of the nation's character. Implementation of the
ideas created by the author can be quickly implemented if the role of many parties
of participating build character development through this textbook models. Aiding
the internalization of the character development of students, namely:
a. role of Family
The role of parents in the realization of the child's personality, among
others:
1. Both parents must love dna loved her children.
2. Both parents have to keep your cool home environment and
prepare her peace of mind.
3. Mutual respect.
4. Realizing trust.
5. Fostering a child's character into a better direction.

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 b. role of Schools
1. As a motivator, facilitator and participants.
2. Explain to students about the value of good and bad characters.
3. Applying education based on the characters.
4. Pancasila inculcate values in students.

c. role of Civil Society

1. Familiarize mutual cooperation.
2. Telling people who do good deeds.
3. Community participated in the physical care of the educational
facilities.
With each role that is done by the family, school, and community
in education, which are mutually reinforcing and complementary, will give a great
opportunity to realize the students of good character.

E. The Strategic Steps of Implement the Ideas

Intgrasi character education in textbook learning process implemented
from planning, implementation and evaluation of learning textbook on the subject.
1. Planning integration of character education in the textbook. At this
stage, there is preparation of teaching materials, identifying the character values
that aims to not limit the value of the character based on the curriculum of 2013.
After that, conduct an assessment of methods designed, so overall these
techniques to measure the achievement of learners in character. Then the teaching
materials have been designed need to be prepared, through this textbook, each
student character value can be assessed easily.

2. Implementation of learning, learning activities of implemenasi

textbook "When English Rings a Bell", selected and implemented for the learners
to practice the values that have ditragetkan character. The process of learning with
the integration of the character values can facilitate internalized values. In

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addition, the teacher's behavior throughout the learning process should be a model
of implementation of the values for the learners.

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 CHAPTER III

CONCLUSION

A. Proposed Ideas
The proposed ideas from the writer is the implementation of character
education through textbooks in curriculum implementation, 2013. The authors
explain that the application of the textbook by integrating the character values in
the curriculum of 2013 provide a lot of change for education.
Implementation of student development activities and other school activities
that involve the school community is an activity in the application of the character
values in the curriculum of 2013.
To help smooth the textbook program in character education through
curriculum integration in 2013, the authors require other parties to support this
program. Thus, strengthen and complement any flaws that will provide great
opportunities to realize the students of good character.

B. Implemented Technique
Implementation of character education in English textbooks "when English
rings a bell" for the seventh grade of junior high school has been implemented a
with good teachers through the integration of character values through planning,
implementation, and evaluation. In addition, teachers have been integrating the
values of the characters on the use of methods, approaches, resources, and
instructional media. With the value of the developed character that is religiosity,
honesty, tolerance, discipline, hard work, creativity, independence, democracy,
curiosity, nationality, patriotism, achievement orientation, friendship or
communication, love of peace, fondness for reading, environment awareness,
social care, and responsibility.

C. advantages

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 This research Provides beneficial and referential contributions in giving
general knowledge of the way to Evaluate English textbooks related to character
education. Then, the result of this study Gives an inspiration for the book writers
about the relevance between the materials written in the textbook "when English
rings a bell" in terms of character education.

D. Impacts of Ideas
Based on the values of the characters that have been internalized teachers in
the planning and the process of implementation of English textbook "when
English rings a bell" in seventh grade of junior high school shows the characters
that Appear on students. Therefore, it is suggested that teacher can reveal
character values that are embedded on students in any learning process is
implemented a and can internalize Reviews These values in each textbook "when
English rings a bell" is done.
The structure of the textbook. Generally, it fulfills the criteria of the good
textbook. The textbook Provides the materials Appropriate with the students'
level. Unfortunately, the textbook "when English rings a bell" does not give the
listening script in the form of audio materials, so the teacher should read the
listening script manually.
In communicative exercises there are eight kinds of communicative
exercises are suggested by the experts of communicative language teaching used
in the textbook. The differences between this research and the previous studies
above are the research approach, the technique to analyze the data and textbooks
used to analysis. For this research, the researcher use content analysis approach, to
analyze the procedure of data use the stage are: (1) Organizing and familiarizing,
(2) Coding and Reducting (3) Interprenting and Representing. This research Also
explain how this textbook integrate character education into its material value not
just provide in the table of observation checklist.

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 REFERENCES

Rahayu, Atik.2017.Character Education Analysis Of English Textbook "When

English Rings a Bell" For The Seventh Grade Of Junior High School.
Ponorogo: IAIN Ponorogo

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 APPENDIX

Appendix I

Research Instrument

Observation Checklist of Character Education Values in Chapter 1

No. Character education existence Found on page

value Yes No. (s)
1 Religiosity 
2 Honesty 
3 tolerance  14.17
4 Discipline 
5 hard work  9,13,18
6 Creativity 
7 Independent 
8 Democracy 
9 Curiosity 
10 Sense of nationalism 
11 Patriotism 
12 Achievement orientation  11,14,17
13 Friendship or  2,3,4,5,6,7,8,11,
communication
12,14,15,16,17
14 Love of peace  19
15 Fondness for reading 
16 Environmental awareness 
17 Social care 
18 Responsibility 

Observation Checklist of Character Education Values in Chapter 2

existence Found on page (s)

No. Character education Yes No.
1 Religiosityvalue 
2 Honesty 
3 tolerance 
4 Discipline 
5 hard work  23,24,26,30,33,34

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 6 Creativity 
7 Independent  26,30,31,33,34
8 Democracy 
9 Curiosity 
10 Sense of nationalism  22,25,30,31
11 Patriotism 
12 Achievement  22,27,30,33
13 orientation
Friendship or  25
14 communication
Love of peace 
15 Fondness for reading  31
16 Environmental 
17 awareness
Social care 
18 Responsibility 

Appendix II

Character Education Values

No. Character education value Yes No.

1 Religiosity 
2 Honesty 
3 tolerance 
4 Discipline 
5 hard work 
6 Creativity  
7 Independent 
8 Democracy  
9 Curiosity 
10 Sense of nationalism 
11 Patriotism 
12 Achievement orientation 
13 Friendship or communication 
14 Love of peace 
15 Fondness for reading 
16 Environmental awareness 
17 Social care 
18 Responsibility 

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