Character Education Values on English Textbook for the Ninth Grade of Junior High School

The objective of this research is to describe character education values that integrated in the English textbooks entitled Think Globally Act Locally for ninth grade of Junior High School. Researcher used Qualitative and descriptive approach that also known as descriptive qualitative as the research design. Researcher uses student’s English textbook entitled Bahasa Inggris: Think Globally, Act Locally as the data source which expected has 18 educational values as mentioned in Presidential Decree No.87 of 2017 on Strengthening Character Education included: (1) religious, (2) honesty, (3) tolerance, (4) discipline, (5) hard-working, (6) creative, (7) independence, (8) democratic, (9)curiosity, (10) nationalism,(11) patriotism, (12)appreciation, (13) communicative and friendly, (14) peace-loving, (15) keen of reading, (16) environmental care, (17) social care (18) and responsibility. The study found only 12 of 18 values, they are religious, honesty, hardworking, creative, independent, curious, appreciative, friendly/communicative, keen of reading, environment care, social care, and responsible.

Researcher found that school is a strategic place to integrate character education. Lahey, J. (2013, 15 May) mentioned the benefits of integrating character education at school: (1) Can increase student attendance, (2) Decrease violence, (3) Decrease the problem of discipline, (4) Prevent drug abuse, (5) Decrease acts of vandalism and (6) Reduce acts of vandalism. There are 18 character education values were mentioned by Ministry of education (2010, p. 9-10): o Religious. Attitudes and behavior that are obedient in carrying out the teachings of the religion they adhere to, tolerant towards the implementation of the worship of other religions, and live in harmony with followers of other religions. Example: every Sunday, Sony prays at the Church. o Honest. Behavior that is based on efforts to make himself a person who can always be trusted in words, actions, and work. Example: Rudi is telling her father that he was the one who broke the lamp. o Tolerance. Attitudes and movements that appreciate differences in faith, ethnicity, point of views, attitudes, and behavior of people who are different from themselves. Example: Abdul and Liem support their country even they are from different ethnicity. o Discipline. Actions that show orderly behavior and comply with various rules and regulations. Example: Eko always comes on time to school so that he is not late. o Hard work. Behavior that shows a genuine effort to overcome various obstacles to learning and assignments and to complete tasks as well as possible. Example: Tono sells his shoes to pay his school fees. o Creative. Thinking and doing something to produce a new way or result from something that is already owned.
Example: He is able to make a belt that made of buffalo skin. o Independent. Attitudes and behaviors that are not easily dependent on others in completing tasks. Example: Sulthan is able to finish his homework without asking for help. o Democratic. A way of thinking, behaving and acting that values the rights and responsibilities of oneself and others.
Example: selection of class chairman can be carried out by selecting one of the predetermined candidates. o Curiosity. Attitudes and actions that always seek to know more deeply and broadly from something that has learned, seen, and heard. Example: Thoriq is trying to recognize the names of national heroes. o Nationalism. A mindset, implementing and having an perception that the interests of the nation and the state above the interests of themselves and their groups. Expert: Solo Batik is an art that must be preserved by the Indonesian people. o Patriotism. A way of thinking, behaving, and acting that shows loyalty, concern, and high respect for the nation's language, physical, social, cultural, economic and political environment. During the colonial period, the heroes fought for the independence of Indonesia. o Appreciation. Attitudes and actions that inspire him to provide something beneficial for society, and understand and appreciate the accomplishment of others. Example: Soekarno received a lot of praises for his services to Indonesia. o Friendly / communicative. Actions that show enjoyment of talking, associating, and cooperating with others.
Example: There needs to be cooperation in making scale models. o Peace-loving. Attitudes, words, and actions that cause other people to feel happy and secure in their presence.
Example: Problems can be solved by discussing with each other. o Keen of reading. The habit of taking time to read various readings that are good for him. Example: Mother says that books are bridges of knowledge.

2.Method
In this study the Researcher uses qualitative and descriptive approach that also known as descriptive qualitative. Descriptive qualitative is a method that used to describe or visualize data that can be found from events, phenomenon and social situation etc. in this method, the Researcher wants to describe the character education values that integrated in reading text of the textbook entitled Bahasa Inggris: Think Globally Act Locally (2018 revised edition) for ninth grade students of Junior High School.
In this study, Researcher uses student's English textbook as the data source which expected has 18 educational values as mentioned in Presidential Decree No.87 of 2017 on Strengthening Character Education included: (1) religious, (2) honesty, (3) tolerance, (4)discipline, (5) hard-working, (6) creative, (7) independence, (8) democratic, (9) curiosity, (10) nationalism, (11) patriotism, (12)appreciation, (13) communicative and friendly, (14) peace-loving, (15) keen of reading, The dialogue above represented appreciative value as the Lina's teacher and her friends congratulating her for winning story telling competition. In these sentences that contained appreciative value can be validated as described in the indicator that appreciative can be realized by giving appreciation for the work of students. Also there was a sentence that contained hard-working value when Lina explained her struggle win the prize of the competition. In these sentences can be validated as described in the indicator that hardworking can be realized by showing sincerity in completing tasks.  In chapter 3, the researcher did not find any text which is a form of implementation of character education values.  In dialogue 2, Researcher found hardworking value in Lina's statement. It stated that Lina chose to prepare for history examination than gather with his friends. Curious value was found as Edo in dialogue 3. He wanted to know about the way to make stuffed tofu from Lina's mother. Dialogue 4 represented curious value, it's stated when Siti questioned Dayu about Edo's existence. Meanwhile, another value implemented in Dialogue 6, it stated in Siti's curiosity on Beni's activity. Dialogue 7 contained 2 values, they were curious and responsible. Therefore there is a sense of responsibility to Siti. In the last dialogue, it presented curious value as Siti questioned where her friends when lunch time. Lina's sentence can be validated as described by the indicators that hardworking can be implemented by trying to overcome obstacles in the learning process, especially always focusing on lessons. The sentences which contained curious value can be validated as explained by the indicator that curious can be implemented by finding out in depth about the information that has just been received. Siti's action can be validated as described by the indicators that responsible can be implemented by taking actions that are their obligations that must be carried out (communicative/friendly) Dayu : Not really. Although I have been there five times, I haven't met one of them quite closely. I have met Riri three times, but I haven't had a chance to talk to herpersonally. She has been busy lately. Lina : I have never been to an orphanage even once. Edo : Why don't we plan visit to the orphanage again during the creativity week next month? Our class never has a program for children in an orphan home. Udin : I agree one hundred percent with Edo. We can make a useful activity with them. We chip in to buy snacks and drinks to eat together with the kids. (page 110) Dayu : That will be great. I can't wait. My sister has just been to orphanage, too. Last week her class went to the orphan home on Jalan Pattimura to bring them some new books for the library (social care). My sister has come there twice to teach the young children to read and write. Udin : What a brilliant idea! I have an idea now. Why don't we teach them English song? We can teach them to sing the song first and then ask them to sing together with us (creative). Edo will play guitar for us. Or we can also read them a short story in English. Dayu : Good ideas. But, it's time to class now. Let's talk about it more seriously soon because we need to meet the head of orphanage for permission at least one month before the visit.
Based on conversation above, there were social care, communicative friendly, and creative which applied on this conversation. In social care value, it can be seen in Dayu's statement. It stated that Dayu showed her care by visiting orphanage five times. Likewise with her sister, she showed her social care for orphans by bringing new books to their library. Communicative/friendly value showed on Siti's statement, Siti is not surprised that Dayu is close to the children in the orphanage. Creative value was implemented in Udin's statement. udin suggested learning by singing songs with the orphanage children. The sentences which applied Social care value can be validated as described in the indicator that the value of social care can be applied by creating and carrying out social activities. Siti's statement can be validated as explained in the indicator that the friendly/communicative value can be applied by taking actions that show a sense of socializing with other people. And Udin's sentence can be validated as described by the indicator that creativity can be done by doing something to produce new result.  : Yes, it is. This is called an angklung. Angklung is a musical instrument from the Sundanese culture of West Java. It is made of bamboo. It is used to play not only traditional but also modern music. Researcher found one value that contained in chapter 9. Responsible is the only value that is implemented in this chapter. Page 183: TAX Responsible citizens and companies pay tax regularly (responsible). Text is money that is paid to the government. There are different kinds of tax: income tax, property tax, Service tax, sales tax, and so on. Tax is also paid on goods and services. People they tax according to their income and business tax according to their profits. The money that the government get from tax is often called tax payers with. Taxpayers money the government can too many use for programs that benefit the citizens The Government Can Build and maintain roads Public transportation, health-care system, education, sanitation, public safety and so on. Good public services can only realized if people and business companies pay tax. In chapter 10, the researcher did not find any text which is a form of implementation of character education values.

Discussion
In this section. The researcher will discuss the value of character education listed in the table and relate it to relevant previous studies  Total  22  13  --17  14  2  13  1  -3 Based on table above, The character education values that were implemented there are: Religious, honesty, hardworking, creative, independent, curious, appreciative, friendly/communicative, keen of reading, environment care, social care, and responsible.
Meanwhile the values that were not applied to the textbook there are: tolerance, discipline, democratic, patriotism, nationalism, and peace-loving. Then this book is not in accordance with the national education system law no. 20 year 2003 as stated in Rahayu (2017), it stated that 18 character values should be applied in every aspect, especially in textbooks. Especially in textbooks.
On religious values, there are only 3 sentences from 2 chapters that implement religious values in this book. This needs to be a consideration for textbook writers in order to develop and understand how important religious character is for students. This is supported by Schreiner, P. (2001) that religious education can provide knowledge and understanding, and can develop students' sensitivity to different religions. Isralowitz & Reznik (2015) and Eskin, M. (2004) show that religiosity can reduce negative actions such as the use of alcohol, drugs, vandalism and suicide.
On the value of honesty, the Researcher only found 1 sentence containing the value of honesty from each chapter. It is the same with religious values where textbook writers need to add sentences that contain the value of honesty. As we know that honesty is a character value that must be owned by everyone, especially children. As Li et al. (2013) show that children prioritize the value of honesty as a condition of trust between one another. Suud, Sutrisno, and Majid (2019) show that honesty can also improve health. They also add that honesty can be the key to success in social interactions.
On the tolerance value, the Researcher did not find a sentence that implements this character. Therefore, for textbook writers to pay attention to the value of the character of education that will be applied. Especially the tolerance value which is a character that needs to be applied to the textbook. This is stated by Suradi, Kenedi, and Surahman (2020) that tolerance can be used as a protector, protector, peacemaker, and unifier of communication in order to create good relations between communities On the value of discipline, the Researcher also did not find a sentence that applies the value of discipline, as the application of the value of tolerance in the previous paragraph. There is a need for additional sentences as the application of the character values of discipline for students, considering that this character is one of the values of character education that must be applied. Sobri, et al (2019). Shows that the value of the character of discipline can arise from school artifacts, rules, ceremonies and values held by school members.
On the value of hard work, the Researcher could only find 5 sentences from 3 chapters that implemented character values. The same as the previous 2 grades, it is necessary to reconsider the textbook writers on the importance of the value of hard work on students. As Lickona and Davidson (in Smith, 2006) show that it is necessary to apply universal character values, one of which is the value of hard work.
On the creative value, the Researcher found 4 sentences containing the creative value of the entire chapter. From these 4 sentences, textbook writers need to develop sentences that implement the value of creative character in the next version of the textbook. This needs to be done considering that the creative value is one of the 18 character values set by the government. Kasmaienezhadfard (2015) found that the value of creativity can be applied to every science and also every subject in educational institutions, namely schools.
In the independent value, as well as the honesty value, the Researcher only found 1 sentence which is a very small amount of use. There is a need for additional sentences containing these character values in the publication of the next book. This needs to be done because independent characters have an important role in the future of students so that they do not always depend on others. Fetterman (1998) shows that independent grades can influence students' opportunities more deeply and make decisions about how students direct their talents in the future.
On democratic values have the same results with tolerance and discipline. The researcher did not find 1 sentence which is a form of applying democratic values. In this case, it is necessary to be a consideration for writers to pay attention to the character values that will be applied to the textbook. Especially democratic values which are character values that are not implemented in this book. Husni, T.M. (2017) show that democratic values are applied in educational institutions, namely SMA Negeri Modal Bangsa Aceh where these values are implemented by teachers by involving students as habituation so that students can gain knowledge of democracy from their teachers.
The curious value is different from the previous values. Curious is a value with a number that is more dominant than other values. There are 23 sentences that apply the curious value of 4 chapters. Rossing and Long (1981) show that information is the main aspect that drives a person's curiosity. Then Pluck, G (2011) added that curiosity can improve the quality of learning by motivating oneself to think more critically about the material being taught.
In the value of Patriotism, there are also no sentences containing the value of patriotism character. This can be an evaluation material for textbook writers in the future so that they can apply the character values of patriotism, considering that character values are values that need to be applied to books. As Rajilun (2019) shows that a sense of patriotism can be applied by utilizing the biographies of local heroes.
The value of nationalism gets the same result as the value of the character of patriotism.
There are no sentences that apply the value of nationalism. It can also be an evaluation material for textbook writers for the next printed edition in order to complement the value of character education, especially the value of the character of nationalism which is a character value that must be applied to the textbook. Sulisworo and Aulia (2017) show that belief, loyalty, consistency, honesty, discipline, independence, compassion and attention can be a measure of nationalism.
On the value of appreciation, it has almost as much value as the curious value. The value of appreciation is implemented in 24 sentences in this book even though it is only found in 2 of the 11 chapters. This is very good, considering the value of appreciation is a character value that also needs to be developed. Cofer and Appley (1964) show that appreciation will foster a sense of self-confidence, usefulness and ability.
In the friendly / communicative value, only 2 sentences were found that contained the friendly / communicative value from 11 chapters. Friendly is also a value that must be developed for textbook writers in the next printed version. This is evidenced by Lisa, Sujana and Suadyana (2018), they show that students' communicative character can affect competency outcomes in social science subjects.
In the value of peace-loving there is also no sentence that implements the value in question. This is a consideration for textbook writers so that future textbooks can be equipped with character values, including the value of peace loving characters. Erdianadan Umaya (2019) shows that peace-loving characters can be used as the unity of a strong nation and make life safe, comfortable and peaceful.
In the keen of reading value, the same as honesty and independence, from 11 chapters, the Researcher only found 1 character value that implemented the keen of reading value. This is very unfortunate, considering the keen value of reading is very important. Moawad, H. quoted by Stanborough (2019) found that reading can enrich vocabulary, increase empathy, relieves stress and others. Therefore, textbook writers need to increase the quantity of implementation of the keen of reading character.
On the value of environmental care, the Researcher found 5 sentences that implement the value of environmental care from 11 chapters. It would be nice if in the next published book, the textbook authors could add the number of sentences that implement the character of environmental care. Given the importance of this character value, as Spiteri, J. (2020) shows that environmental care raises awareness for children about environmental issues and the importance of protecting the environment in various ways.
On the value of Social care, researchers found 11 sentences that apply the value of social care. From 11 chapters, the Researcher found that the sentences were applied to 3 chapters. This is quite good, it would be better if the author applies this character value in each chapter. Likewise, the author can understand the importance of applying social care values. This is supported by Abdullah, Waluyo, and Wardani (2019) who found that the value of social care can increase a sense of caring, respect, and sympathy for others.
On the value of responsibility, the Researcher found 4 sentences that implement the value of Responsible. Therefore, the textbook authors need to reconsider the quantity of the application of the value of the character of responsibility in this textbook. Erlinaswati, Sapriya and Budimansyah (2020) show that grade 4 elementary school students in Riau have a high responsibility. This is based on several things. Namely, doing and completing assignments on time, not cheating, helping fellow friends.

Conclusion
According to result and explanation of chapter IV, Researcher can conclude that textbook entitled Bahasa Inggris: Think Globally Act Locally for ninth grade students does not meet the 18 values of character education. In this textbook, there are 84 sentences which are a form of implementing character education values. The character education values that were implemented there are: Religious (3), honesty (1), hardworking (5), creative (4), independent(1), curious (23), appreciative (24), friendly/communicative (2), keen of reading (1), environment care (5), social care (11), and responsible (4). Appreciative is the most dominant value in this textbook. Meanwhile tolerance, discipline, democratic, patriotism, nationalism, and peace-loving value were not implemented in this book

References
Aboujirlie, C. (2002). Character Education: Informational Handbook and Guide II for Support and Implementation of the Students Citizen Act of 2001 (Character and Civic Education).