CHAPTER I

INTRODUCTION

This chapter deals with the background of the research, identification of a

problem, limitation of the problem, research questions, purpose of the problem,

significance of the research, and the definition of key terms.

A. Background

Culture has continuously been in human life. Culture is born from human

interaction with the environment. Culture is self-sufficient within the community.

Therefore, culture is something that's interesting to each community (Sumardjo,

2005). From this point of view, it can be said that

the dialect that's claimed and utilized by the community could be a social item of the

community. The was born and created in agreement with the elements of society in its

interaction with its environment. This happened because the nearness of the dialect is

to meet the wants of the community in connection with the environment.

Language and English in general have been regarded as two of the most

important factors influencing universal communication exercises, and students all

over the world have attempted to improve their English dialect capability and viable

communication (Grabe & Stoller, 2002; Ahmadi, 2018). English is becoming an

increasingly international language, and it isn't constrained to internal nations (i.e.,

North America, the United Kingdom, and Australia). In numerous nations around the

world, English is definitely built into the instruction framework. According to Jenkins

(2006), this requirement stems from the claim that learners of English as a Foreign

Language (EFL) are anticipated to communicate with non-native English speakers

instead of local English speakers. Hence, there's a critical need to incorporate

multiculturalism into EFL course readings. The pondering of EFL course readings has

basically centered on social viewpoints related to their utilization within the setting of

these reading materials.

Analyzing a language is essentially about considering and analyzing culture.

In this case, language might be a source of culture, though the tongue may be a

social sharpener. This verbalization is in line with Duranti's thesis (1997), which

states that individuals think of lingo as a source of culture and talk as sharpening.

This proposes that tongue-in-cheek introductions contain messages that approximate

culture and, at the same time, reflect the culture of the community of speakers. In the

meantime, language is regarded as an activity that involves communicating social

messages to a group of onlookers.

Discourse Analysis is an umbrella term for a number of Subjective Inquiry

strategies, and is broadly included in considering and dissecting the utilization of

langauge, as put forward by Hodges et al (2008; pp250). Gee (1999) has portrayed

dialect as serving two work, specifically ‘to back the execution of social exercises and

social personalities and to bolster human alliance inside culture, social bunches, and

institution. In this research, researcher will be analysis multicultural education in

senior high school english textbook for first grade.

Many aspects of the process of teaching and learning English can affect the

outcome of a student's learning. These aspects can become apparent from pre-

educational preparation during or after education and learning. The role of the teacher

is clearly important in the process of education and learning. Their plan syllabuses,

prepare teaching materials, and provide classroom guidance. It's a lot of work that

teachers have to do as teaching materials. Textbooks are an important part of English

Education (ELT). Most teachers follow the textbook in the lesson, and most teachers
follow the content of the textbook. Textbooks also have benefits such as activities,

assignments, listening, video recordings, and providing many visuals.

Textbooks, on the other hand, are usually made up of a group of experts and

stakeholders, so they are of some quality. From the other side, this is not time

consuming if teachers are expected to constantly prepare their materials, but also

because most teachers are not familiar with material design and development. Process

Capability Theory (PT) aims to explain the development stage of second language

learning. It is an empirical framework supported by sufficient research (for example,

Keßler 2007; Lenzing, 2008; Pienemann and Keßler, 2007; Wang, 2011) is a criticism

of PT Research (Peker and Toprak Celen, 2020), they suggest some amendments to

the theory. Nevertheless, PT is a well-supported theory that provides inspiration for

the ELT field.

The description of the material introduced in the book is the core competence

development (KI) and basic competence (KD) that exist in the curriculum. The

author's material writing textbook is tailored for learning purposes through

Interpreting KI Linkages and KD, with attitude as the main goal, followed by

knowledge and skills. Therefore, teaching materials promulgated by the state as

teaching materials standards are greatly influenced by government interests. In this

case, the government implemented K-13's discourse on character education through

learning. Form character education is the integration of values in multicultural

education and values education in learning. An attitude or character towards students

is formed through indirect teaching. In this research, the researcher attempts to

analyze the discourse about multicultural education found in the texts of high school

English books. So that the loads can be used as materials for the formation of the

student's personality.
 Textbooks are a type of material that aids teachers in planning their teaching

and learning activities. As a result, developing the teaching materials for each session

will be quick. Besides, according to Cunningsworth (1995), textbooks are

advantageous since most objectives and goals are as of now recognized in an

arrangement of exercises, depending on what understudies have to learn. Textbooks

are critical not, as it were, for teachers, in terms of helping them in planning materials

and accomplishing instructing objectives and goals. but they too help students in

accomplishing their learning objectives. This appears to be a self-evident arrangement

to the issue of creating a positive and improved educational environment.

According to Cunningsworth (1995), sometime recently, choosing to utilize a

textbook within the classroom, it is advisable to set goals and goals and consider the

effectiveness of the textbook in preparing the material. Inappropriate textbooks can

fill a class with uninteresting exercises, make it expensive for students, or interfere

with the learner's right to meet their learning needs. For these reasons, the choice of

textbook used by the teacher is relatively important. The textbook should fit the

current curriculum, school syllabus, student needs, and educational objectives and

goals. Therefore, teachers have to select fitting and perfect textbooks that are as

advantageous as conceivable to both students and teachers.

However, in some cases, the desires of students have become an unmistakable

figure for teachers when selecting a course reading. The 2013 tall school educational

programs in Indonesia started to be executed in review X or to begin with the review

of tall schools. Additionally, it would be wise to test the unused 2013 educational

programs, to begin with, as they replace the past educational programs. The 2013

educational programs are exceptionally diverse from the KTSP. The 2013 classroom

educational program learning targets are based not on what the understudy has learned
from the educational modules, but also on accomplishing certain values. Devout

values and a few characteristic building character values of the student are, moreover,

instructed within the classroom.

According to the theory of "schema," reading is an interactive communication

activity that entails linguistic background knowledge and the concept of an

organization (Rizal, 2017). Readers must have prior knowledge of the subject matter

of any reading text in order to fully understand its content. The reader can understand

the author's intention with this help. Three stages-prereading, while reading, and post-

reading-are involved in the use of schema theory in the teaching of reading

comprehension. The first stage's activities are designed to awaken students' prior

knowledge of the reading text's subject matter. The activity in which the lecturer

inserts or provides questions is the second step. The third is step is the activity to

provide repetition, feedback, and cognitive stimulation.

Bank (Ozturgut, 2011) explains that the concept of multicultural education

means that male and female students, regardless of race, language, and culture, have

equal access to opportunities in school. Value education can be interpreted as an

educational process directed towards the development of life values such as religious,

cultural, moral, and aesthetic values towards the personal formation of students who

have spiritual intelligence. Religion, self-control, add up to identity, respectable

character, and abilities that he, society, and society's country require (Zakia and

Rudyana, 2014).

Multicultural education is a concept, a reform movement in education, and a

process (Banks, 1997). Multicultural education, as a concept, aims to provide

equitable educational opportunities for all students, regardless of race, ethnicity, or

social class. Multicultural education aims to provide equitable educational

opportunities for all students by altering the overall school environment to reflect the

many cultures and groups that exist within a community and in classrooms across the

country. Because the aims of multicultural education are ideals that teachers and

administrators should always seek to accomplish, it is a [Link] multicultural

education, it can instill a sense of caring for others, raise awareness of the importance

of culture, especially Indonesia is a country rich in culture, as well as provide

understanding and instill a sense of tolerance for others. Students can also understand

the importance of respecting and knowing the differences around them. Therefore,

multicultural education is considered as a way or a bridge to a peaceful community

life and an attempt to avoid division.

Meanwhile, based on the results of early observation, data obtained that

teachers have not fully implemented multicultural education in the classroom during

the learning process due to several things, namely, the teacher has not fully explained

how important multicultural education is during the learning process in the classroom,

the teacher explains the material related to multicultural education but has not

explained things related to multicultural education itself more specifically to students.

Education and learning strategies have changed too much to be student-

centric. Inquiring them to analyze and make what they have as of now watched,

distributing them to get what they have learned, and empowering them to socially

recognize their companions, environment, and stylish variables are ways of altering

them. Part of (Instruction Service, Republic of Indonesia, 2013). The educational

modules 2013 are expected to enable the use of English as frequently as possible in a

variety of topics, settings, and themes.

 The researcher choose the Bahasa Inggris textbook since the foreword to the

textbook states that it is based on an existing educational module called the 2013

educational programs. In addition, all SMAN 3 Kaur students utilize this text to

support learning success and learning handle. Agreeing to the prior clarification, the

researcher endeavors to analyze and decipher it under the heading "Critical Discourse

Analysis of Multicultural Education Values in Senior High School English Textbook

at SMAN 3 Kaur”.

B. Identification of the Problems

1. Students do not know the values of multicultural education in English

textbooks.

2. The teacher has not applied the values of multicultural education during the

learning process in the classroom.

C. Limitation of the Problems

In view of the identification of the problem, the limitation in this study, the

researcher limited to the Critical Discourse Analysis of Multicultural Education

Values in the Senior High School English Textbook for Grade X, that the teacher has

not applied multicultural education values during the learning process in the

classroom.

D. Research Problems

Based on the explanation above, the problems in this research are as follows :

1. What values of multicultural education are in the grade X English textbooks?

2. What the most dominant values of multicultural education are available in grade X

English textbooks?

E. Objective of the Research

 Based on the problems above, the objective of this research are :

1. To find out what values of multicultural education are in the grade X English

textbooks.

2. To find out what values of multicultural education are the most dominant in grade

X English textbooks.

F. Significance of the Research

The result of the research is the common-sense commitment of teachers.

Teachers are anticipated to recognize the requirement for multicultural education of

textbook education for their English language teaching practice. Furthermore, this

concept is expected to provide an observational commitment to encourage research

into the advancement of multicultural education issues in English textbooks.

Hopefully, after the research was done and completed, it was conceivable that

this paper would give benefit from the methodology being utilized in education,

especially those included in it, such as educational programs and material developers,

English teachers or guides, and, of course, the learners or understudies themselves.

More particularly, here are a few positive results from this research:

1. For material developers

As mentioned in the introduction, learning English in educational institutions,

either directly or indirectly, is always associated with multicultural education and

values. In light of this, it is hoped that publishers, curriculum policymakers, and

government agencies will improve the quality of textbooks by showing more

multicultural education content in order to create a balanced understanding of students

in this regard.

2. For teachers
 The source books for learning English are selected by teachers. Therefore,

knowing the importance of multicultural education values will be more selective in

choosing the textbooks that are most suitable for their students.

3. For students
Foreign English learners benefit greatly when textbooks are upgraded in terms

of multicultural content and because they will gain knowledge knowing it.

G. The Definition Of Key Terms

In driving the investigator, it is important to figure out the meaning of key

terms which are arranged to sidestep misconceptions of the thoughts utilized in this

investigation. The terms ought to be characterized as per the taking after:

1. Critical Discourse Analysis (CDA) may be a developing intrigue investigating

development composed of different unmistakable hypothetical and

methodological approaches to the ponder of dialect. Each has its claim-specific

motivation. In spite of these differences, CDA researchers commonly see dialect

as a shape of social phones and are concerned with methodically exploring

covered-up control relations and belief systems implanted in talk.

2. Multicultural education values could be a frame of instruction that presents

understudies to different social foundations, convictions, and values. A few

educators may alter their educational programs to reflect the social differences of

the understudies in a particular lesson. The objective of multicultural education is

to cultivate instructive value within the classroom by eliminating obstructions for

understudies of different social backgrounds. Multicultural education alludes to a

sort of instructive show that celebrates differing qualities and values. It points to

serving all understudies, but particularly those that have been truly
 underrepresented. Course substance may reference a cluster of social perspectives,

while teachers may give openings to superior get-it students’ societies and after

that adjust substance to these foundations.

3. A textbook may be a book that contains comprehensive data, almost a course or a

subject that an understudy has, to get through the academic year. This

encompasses a set of chapters, question-answers, and work out included within

the educational programs to make strides in the learning measures of an

understudy. Textbooks are not, as it were helpful for the students, but to support

modern instructors with their education courses. It acts as a director for the

syllabus fabric they get to cover within the whole scholastic year. The textbook

offers assistance to instructors to plan the lesson, and arrange and empower a

hassle-free educating and learning involvement.

 CHAPTER II

LITERATURE REVIEW

This chapter is intended to communicate the basic speculations of the think-

about and a few prior researchers' concerns concerning the research. The taking after

is the fundamental speculations: The Definition of Textbook, Critical Discourse

Analysis, Multicultural Education Values.

A. Textbook

1. The Definition of Textbook

Textbooks play a vital part in instructing and learning exercises. Utilizing

reading materials within the classroom makes a difference in how instructors give

materials. Compared to over-articulation, Mudzakir (2004) pointed out that reading

material and students' work complement each other. As he said in his diary, course

readings, at the side, numerous other names, are commonly utilized by instructive

teachers or schools, and more often than not, they give workout and educating

materials. As Cunningsworth clarifies, the measures of understudy work in course

readings and course books are, as a rule, suitable for the student's information

capacities. Course reading distributions have passed a few capability tests from

distributors in controlled pilot thinks about some time recently when they were made

freely accessible (Alan, 1984).

The teacher must play a critical role in selecting appropriate reading material

for students in order to maximize their learning potential. To select a certain textbook,

there ought to be criteria in place to meet the student's needs. An earlier

investigation demonstrates that. English instructors frequently discover troubles in

determining the criteria of a great English textbook. Despite the fact that numerous
studies—Cunninsworth (1995), Litz (2005), Jagahard (2007), Alamri (2008), and

Munir (2013)—have revealed criteria for great course reading from various

perspectives, there is a need to investigate assisting examination, particularly in the

context of Indonesian senior high school levels. Cunningsworth (1995) highlights the

criteria of a great course reading as taking into account (1) aims and approach,

(2) plan and organization, (3) dialect substance, (4) skills, (5) point, (6) technique, (7)

teacher’s book logy, and (8) viable consideration.

According to Tarigan (1986, p.13), "Textbooks are reading materials for

certain areas of thought about as standard books, which are compiled by specialists

within the individual subject region for educational purposes and put together

utilizing agreeable educating media and which are simple to get for the client in

schools and colleges. From these course reading definitions, it can be deduced that a

course reading may be a book that students and teachers utilize as a standard rule to

bolster the education and learning process within the classroom.

In addition, Jazadi (2003) proposes that course readings are best looking on

the off chance that they are learner-centered, plan to assist learners center on learning

and let learners play a part in the classroom decision-making process. Course readings

were once used as a compass for teachers and students in the instructing preparation,

taking into account the educational modules, and course readings should also meet the

learning needs of students. In this manner, reading materials are the heart of

classroom educational exercises, and teachers must select great reading materials

while agreeing to the requirements of learners.

2. The Function of Textbook

The use of courses and readings in the teaching process is extremely

important. As Chandran (2003) said, textbooks are outlined to assist teachers by

providing them with educational materials, and reading materials serve as guides for

unpracticed teachers or as apparatus for experienced teachers. It also directs untrained

or experienced instructors on what students must learn and what students believe they

must memorize. Chandran's articulation is additionally reliable to Cunningsworth's

(1995) articulation. According to his theory, the abilities and capacities of course

readings primarily include the taking of positions:

1. Resources for presentation materials

2. The source of interactive practice and exchange activities

3. Reference books (grammar, vocabulary, and pronunciation)

4. Syllabus

5. Self-study or self-access resources

6. Support for inexperienced teachers

The essence of course reading is essential to assist teachers and students in

specific viewpoints., it can offer students assistance in getting ready and creating the

course readings to be instructed. For students, it can offer assistance in keeping up and

following their speculations in learning.

3. Criteria of Good English Textbook

Textbooks are one of the important media for classroom teaching activities

and must be of good quality. In order to understand how to classify textbooks as high-

quality, the researchers provided some expert standards. In addition, the criteria for a

textbook based on Cunningswotrh (1995) as follows:

1. A textbook should be tailored to the needs of the students. They ought

to coordinate the points and goals of the dialect learning program.

 2. A textbook ought to contain (show or predict) what learners will make of

the dialect. Select course readings that offer assistance to prepare learners

to utilize dialect viably for their purposes.

3. Textbooks offer learners assistance in memorizing in a number of ways.

Like instructors, course readings ought to have a clear role as a

springboard for learning. They intervene between the target dialect and the

learner.

4. English Textbook “Bahasa Inggris”

Bahasa Inggris the English textbook is an English course reading conveyed by

the Benefits of Instruction and Culture. It comprises two sorts of books: understudy

books and educator books. Both are coherently compiled by one group. It is

distributed by the Bookkeeping and Educational programs Center of the Indonesian

Service of Instruction and Culture. The Teacher's Handbook has methods for utilizing

the Student's Handbook in its aggregate, from how to utilize it to how to evaluate the

student's capacity. The understudy book is displayed by point and starts by illustrating

the learning destinations of each chapter based on center competencies. Each fabric is

compiled agreeing to the logical strategy, counting perception and addressing, data

gathering, affiliation, and communication steps.

4.1 Reading Text

Essentially, K-13 still utilizes the genre-based approach as a technique to

educate English to experts on all aptitudes (listening, speaking, reading, and writing)

through certain sorts of compositions. In line with that clarification, Lin (2006)

announced that in terms of the genre-based approach, instruction and learning thrust

the understanding and era of the chosen sort of works. In development, Gao (2007)

claimed that text-based instruction or genre-based approach is the kind of approach

which emphasizes communicative competence, such as counting the dominance of

different sorts of substance. At this point, the understudies of senior tall school review

X ought to be able to induce to the information, comprehend, execute, analyze, and

survey the social information from one clarification, examining substance to their

aptitudes.

4.2 Pictures

All the pictures are given based on each point of each chapter. In any case,

there are some more congruous pictures that appear within the content as they do not

because it tended to conversation around and depict the target social orders, but

moreover the source social orders and other worldwide societies. Other than, the

common point of view the first common ponder around the children to boot another

center, for the event, the cheating wonder among understudies. Be that as it may, the

picture isn't as well clear and does not deliver adequate information related to the

substance, though it keeps utilizing the white students and teachers.

4.3 Dialogue

This book presents ordinary dialogs, namely dialog in the form of

conversations, and there are also several dialogs that are presented with pictures.

Dialogs are determined based on chapters in this English book. In addition, there are

also several dialogs where the conversation section is overlapping; this is included in

the exercise section after some of the material in each chapter is presented in dialog

form.

4.4 Cultural Awarenes

The reading material showed social mindfulness to the understudies as a

medium; the importance of social mindfulness when learning a tongue; that tongue

classroom and social mindfulness are one solid bundle (Ghafor, 2020). At this point, it
is recommended that the teacher fortify students’ data about their claim culture by

asking about approximately the same questions about their have culture. Since course

readings empower the guideline and learning handle inside the classroom, it is

obvious that the perusing fabric is learning input that's basically required to help

instructors and understudies fulfill their learning goals (Nordlund, 2016).

Such capacity is basic in organizing to realize a perfect result of the English

classroom and competencies. It is in line with what Suryanto (2014) proposed that

English dominance and competence depend closely on understudies, instructors, and

their insights interior the classroom. In this way, in showing disdain toward the truth

that altering the adjacent social orders into the target social orders interior, a tongue

classroom may exhaust much effort of the teacher, but it must still be conducted

(Graves, 2000). A reasonable elective to achieve English competence in lingo

classrooms can be conducted by an in-depth talking or talk which planning the target

social orders and neighborhood social orders so that understudies may compare their

culture to the target culture at the conclusion of the learning plan (Alptekin, 1993;

Gomez, 2015).

B. Critical Discourse Analysis

1. Definition of Critical Discourse Analysis

The goal of Basic Talk Investigation (CDA) is to examine the phonetic

properties of conversations in terms of social structure and cognition. It could be a

hypothetical framework that analyzes distinctive angles of talk from completely

different disciplines, such as the relationship between dialect and society. Dialects

play a vital part in the development of social personalities and belief systems (Wodak

& Meyer, 2009).

 In order to analyze these social issues, a few CDA models ought to be

considered. One of the best-known models is the work of Fairclough (1995), whose

work advanced the improvement of CDA. He focuses on analyzing social issues such

as social changes and language changes. Another eminent example is the show of Van

Dijk (1995), which centers on social cognitive strategies that are basically utilized in a

triangular intrigue system. As Van Dijk demonstrates, the impact of words is one of

the cognitive forms working within the human brain (Van Dijk, 2001). In this case,

Fairclough's three-dimensional demonstration was utilized, and CDA was utilized for

the investigation of EFL course readings.

Discourse Analysis may be a technique for carefully surveying what is implied

when dialect is utilized to depict and clarify. As part of a basic analysis of talk, there's

an increment in the number of terms, reflecting different components that impacted

the advancement of the technique. In any case, there's a broadly agreed plan in these

ponders;

‘to methodically investigate regularly murky connections of causality and

assurance between (a) digressive hones, occasions and writings, and (b)
more extensive social and social structures, relations and forms; to
examine how such hones, occasions ,and writings emerge out of and are
ideologically molded by relations of control and battles over power'
(Fairclough 1995: 132).

In this manner, content, dialect, and communication ought to continuously be

considered in their social setting. They all shape and are influenced by broader forms

in society. In this way, the content not as it were inactively reports the world, but

moreover gives it meaning, manufactures it, shapes conclusions, and makes the world

a reality. In these circumstances, a wide term can be utilized since it alludes to

different ways of communicating between individuals. Talk can be seen as "a positive
relationship with reality" (Fairclough 1992: 41). Fairclough (2003: 26) portrayed the

three characteristics of talk, portraying its operation in social life as a "portion of

activity." These are: Genres (ways of acting), Discourses (ways of representing, and

Styles (ways of being). To uncover what societies are spoken to in the textbook, the

social substances are categorized into the source culture, the target culture, the

universal culture proposed by Cortazzi and Jin (1999), and the neutral culture

proposed by Aliakbari (2004). Among how societies are represented in the reading

material, the social substances are categorized into the tasteful sense, the sociological

sense, the semantic sense, and the down-to-earth sense (Adaskou, Britten & Fahsi,

1990).

C. Multicultural Education Values

1. Definition of Multicultural Education Values

Many analysts have clarified and characterized the social differentiation

worldview in terms of making trade and strategies inside the classroom to bolster the

learning of understudies of color. With the thought of extending understanding of

contrasting populaces, scholastic strategies such as multicultural instruction (Banks,

1979; Banks and McGee, 2001; Jay, 2000; Permit & Slater, 2003; Nieto, 1996), social

responsibility (Cazden & Leggett, 1981; Gibson, 1976) and the science of socially

germane directions strategies (Ladson-Billings, 1995) have their foundation and

premise.

Multicultural education is in agreement with the objectives and standards of

national education. The purpose of national instruction is to create the potential of

understudies to end up human creatures who accept and fear God the All-Powerful,

are respectable, solid, knowledgeable, capable, inventive, free, and have gotten to be

law-based and mindful citizens. Through multicultural education, children will

become accustomed to the majority that exists, so that when they enter the

community, they can become agents of change in order to form a harmonious and

peaceful social life. The ideal models of multicultural instruction, to be specific, give

full instruction for everybody (instruction for all) without isolating the foundation of

understudies, whether sexual orientation, ethnicity, religion, culture, or ethnicity

(Arifin, 2013). To realize multicultural instruction in learning, instructors in schools

must have an understanding of multicultural instruction.

Due to the presence of different definitions and elucidations, researchers and

professionals don't essentially have a steady definition of multiculturalism and

multicultural education. Everyone agrees that there's room for advanced talk on the

definition and application of multicultural education in ethnic schools. In this manner,

through a comprehensive survey of current and related writing, the creator encourages

endeavors to clarify the understanding and application of multicultural instruction and

gives recommendations for teachers and producers. Multiculturalism education

simply means the development of knowledge and respect for cultural diversity

(Tricahyono & Ediyono, 2020). Bank in (Tricahyono & Ediyono, 2020) explains that

the concept of multicultural education is equality between male and female students

regardless of race, ethnicity, language, and culture in getting opportunities together at

school.

2. Indicators of Multicultural Educational Values

Education Multiculturalism basically means knowledge advancement and

appreciation of socially different qualities (Lickona, 2019). Bank (Ozturgut, 2011). It

explains the concept of education. Multiculturalism is equality among male and

female understudies regardless of race, ethnicity, dialect, and culture in getting a

chance together at school. hile esteem Instruction can be interpreted as an instructive

process that is oriented to the development of values in life such as devout, social,

moral, and aesthetic values towards individual formation students who have

otherworldly intelligence, religion, self-control, total identity, respectable character,

and the aptitudes needed by society and the state (Zakiyah & Rudiana, 2014).

Referring to UNESCO's recommendation (Idaningsih, 2020) on the value of

multicultural education which must contain four values, namely: the value of

tolerance, equality, democracy, and justice.

a. Tolerance value
In relation to characterizations, tolerance is a value that respects diversity with

an attitude of giving respect/respect for various things, whether in the form of

physical, nature, custom, culture, ethnicity and religion. The attitude of tolerance is

raised personally in the flow of discourse through the habit of being patient, tolerant

and the ability to restrain emotions when seeing differences in opinions, beliefs,

customs and different behaviors.

b. Equivalent Value
Equality is an attitude to acknowledge the existence of equality, rights, and

obligations as fellow human beings.

c. Value of Democracy
Related to the value of democracy which is theoretically related to the concept

of power and state administration.

d. Value of justice
One of the main goals of multicultural education values is the reduction of

discrimination and prejudice. Both problems are related to the problem of inequality

or lack of justice in economic, legal, and social resources.

3. Benefits and Shortcomings of Multicultural Education Values

 According to Nieto (2004), the increase in social and ethnic differences has

prompted various teachers to recognize and have the tools to broaden their

understanding of multicultural instruction, particularly in open schools. With a long

history of the development of individuals from various social groups, the need to

comprehend multicultural instruction and contrasts is becoming increasingly

important. Smith (2009) contended that the triumph or disappointment of

multicultural instruction depends on the sensible course of action of teachers and

executives. Verifiable learning happens when teachers and bosses get to know the

learning needs of their understudies and recognize how these needs can vary from

those of understudies in the overwhelming culture.

That is because when "we truly see, we know the understudies we must

instruct" (Delpit, 1995, p. 183), we begin to make changes in their lives. To achieve

this objective, instructor planning programs are reliable for making reasonable

programs that meet the prerequisites of these teacher candidates. These programs

must not allow pumped-up candidates to be required to leave their comfort zones

because they were already doing so. However, the programs must be tested and

strengthened in their understanding of the unmistakable social orders that this

candidate will serve (Ball, 2000; Cruz, 1999; Garcia & Willis, 2001; Cheerful, 2002).

According to Schugurensky (2002), when social contrasts and global

resistance are advanced, the framework of multicultural instruction, customary elitism

(the closeness of Eurocentric instructional programs), and its deficiencies will be

overcome. Bernstein (1994) argued that multicultural education impedes assimilation

efforts and creates a divisive society. Ravic (1990) argued that multiculturalism may

pose a threat to the driving force that American education has to offer, as well as to

Western civilization's values, feelings, and traditions.

D. Previous Studies

There were some considerations of this study from the prior studies which

were related to this study. The first one is the study which was conducted by Danan

Tricahyono, et al, Vol. 17, No. 1 Tahun 2020. The title is “Critical Discourse Analysis

Of Multicultural Education and Value Education in Senior High School Historical

Textbooks”.

The purpose of this study was to determine the discourse on multicultural

education and value education in high school history textbooks. This research uses a

critical discourse analysis study method from Norman Fairclough, which consists of

three stages. The first is text analysis; the second is discursive practice analysis, and

the third is social praxis. Research analysis was carried out using description,

interpretation, and explanation. The researcher conducted an analysis of the revised

Indonesian History textbook in 2017. The results showed that eleven text narratives

were found that represented multicultural education and educational values. The

conclusion of the research is that the role of the teacher is important in presenting

learning that is oriented toward character building. Through the process of habituation

and examples taken from the content of textbooks on the value of multiculturalism

and value education, it is used as a guide for students to behave in everyday life. The

similarity between this research and the research that will be carried out by the

researcher is in what will be analyzed in high school textbooks for class X, namely

multicultural education. But the difference is that researchers will analyze English

books differently from this study, which analyzes history books. The research that

will be carried out will use the Adaskou theory. At the time of data analysis, the data

will be classified in advance into several predetermined sections so that it will be

easier to analyze the data and focus more on the value to be analyzed.
 The second study was conducted by Urip Sulistyo, et al, Studies in English

Language and Education, 8 (1), 84-89,2021, the title is “A Critical Content Analysis

of English Textbook for Senior High School Students in Indonesia”.

This study considers points to analyze the social data implanted in an English

course reading for senior high school understudies in Indonesia, prompted by meager

examinations on social substance in a course reading in English as an outside dialect

setting. A basic substance examination was utilized to analyze the course reading

entitled "Pathway to English for SMA/MA Review XI" in compliance with the social

data centers from Adaskou et al. (1990). The discoveries indicated that the course

reading contained four primary points of social data implanted in 14 reading texts, 20

pictures, 30 recordings, and seven culture-awareness texts.

The reading text provides a break-even point with information about the target

culture (which includes English-speaking countries) and neighborhood culture. But

the pictures, recordings, and social mindfulness focus tend to shed light on the target

culture's information. Furthermore, the examiners discovered some flaws in the

examining works and images where the information was given was so common that

they, neither one nor the other, contained social information or were relevant to other

information within the perusing fabric. During the cruel time, all pictures were white

and dull, with little detail. It is recommended that teachers adjust the social data

within the reading material to their neighborhood societies or standards by finding

other materials. The similarities found in previous research with the research that will

be carried out by researchers are the things being studied, namely the cultural values

that are in a book. In addition, the research method is also the same, namely

qualitative research, and the theory used is also the same. It's just that there are

differences in grade levels. If previous research analyzed the English textbooks for
class XI, the research that will be carried out analyzes English textbooks for class X.

There will also be differences in terms of the content of the books and the level of

difficulty of the material in them, so that it will affect the results of the analysis or the

data to be obtained as a result of research.

The third study was conducted by Yulinda Mardiana (2018), the tittle is “An

Analysis of The Cultural Content of English Textbooks of Grade X, XI and XII in

Academic Year 2018/2019”.

The information in this study was collected from reading text, pictures, and

social exercises (assignments) in books. This inquiry is classified as expressive, and

subjective, where to get information, by analyzing social components, by reading the

entire book, and by categorizing each reading content, picture, and social movement.

To reveal what culture is depicted within the book, the social substance is categorized

into source culture (per user), target culture, worldwide culture, and impartial culture,

which was proposed by Aliakbari (2004). Meanwhile, to reveal how the culture is

described, cultural content is categorized into meanings: aesthetics, sociological

meaning, semantic meaning, and pragmatic meaning (Adaskou Britten & Fahsi,

1990).

The data found in the book shows an imbalance of frequency in terms of

culture. Source cultures were found 9 times more frequently than 53% of other

cultures. However, the books used by class XI mostly show the target culture with 8

occurrences or 33% of the total other cultures. On the other hand, it is clear that in

class XII books, neutral cultures are more commonly found, with a total occurrence of

13 times, or 52%. Regarding how culture is presented, source culture and target

culture are presented very well in sociological terms for grades X, XI, and XII

because these meanings play an important role in promoting communication skills

among language learners. The results of the data in previous studies came from

reading texts, pictures, and assignments. However, in the research that will be carried

out, the things that will be analyzed are divided into reading text, pictures, dialog, and

cultural awareness. The difference can be seen in the research that will be carried out

by researchers, namely those who emphasize research on multicultural education in

high school English books for class X. That means the researcher only focuses on

analyzing one English book.

 CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher explained how the research was conducted in

order to make the discussion clearer, there are some parts of the research

methodology, that will be discussed in this chapter. They are The Research Method,

Data Source, Data Collection technique, Data Analyzing, and Data Validity.

A. Research Method
Text analysis is one of the methodologies within the scope of qualitative

research studies that focuses on the analysis or interpretation of written material based

on its context. Materials can take the form of published notes, for example. Various

models or types of text study analysis that can be applied in scientific research include

content analysis, discourse analysis, semiotic analysis, hermeneutic analysis, text style

analysis, text structure analysis, and many other analyses. Text analysis was

accomplished through interpretation.

The researcher doing the inquiry must have an inquiry about the plan. Based

on the Oxford Word reference, the think-about could be a point-by-point think-about

of the subject for finding new facts about it, whereas the plan may be arranged for a

specific handle. And the inquiry strategy is the method that analysts use to discover

the inquiry itself in a nitty-gritty inquiry. In association with the issues in this ponder,

analysts utilized the reading material investigation plan of report investigation to

gather content and compose reports based on the reading material considered.

Research utilizing this plan In subjective research, "record investigation" is a

strategy that is broadly related to written or visual information for the purpose

of course, distinguishing specific characteristics from readings, daily papers, or other

materials that are analyzed within the have's common organization (Donald Ali,

2010). In this subjective ponder, the researcher pointed out that they should look at

the status of the materials given within the English reading material "Bahasa Inggris."

Researchers utilized clear, subjective strategies to analyze, translate, and report the

information contained in English course readings with the assistance of archive

investigation when collecting information from reading material. This ponders points

to clarifying and analyzing multicultural education in high school English textbooks.

As a result, as the various media textures in a record full of photographs, photos, or

sounds appear likely to help in arranging and complicating the records amassed

(Creswell, 2012), this look at inspecting an instructive record that aims to offer an

awfully large supply of content appears likely to help in arranging and complicating

the records amassed.

B. Data Source

The reading material utilized in this thought is the first-year English reading

material "Bahasa Inggris," distributed by the 28 Kementerian Pendidikan Dan

Kebudayaan Indonesia and utilized in SMAN 3 Kaur. This reading material has 15

chapters (from Chapter 1 to Chapter 15). The researcher chooses to utilize all the

chapters as a test of the whole English course reading for learning, and the reading

material is for all teachers of review, with one English educator using SMAN 3 Kaur

as the most read material.

C. Data Collection Technique

The information collection strategy that will be utilized by the analyst is

documentation based on the talk examination method. According to Bungin (2014),

documentation is one of the methods of data collection to think about. A few types of

data documentation, to be specific, letters, reports, artifacts, photographs, tapes,

difficult disks, and so on, are not bound by space and time. Documentation takes into

account not only chronicled musings, but also reports of studies in the form of written

information containing data and clarifications, as well as nearly a marvellous thought.

Documentation thinking starts with gathering records, selecting reports, agreeing on

research objectives, explaining, recording, deciphering, and relating to other wonders

(Bachtiar: 1997, 77).

Departing from the understanding described by Bungin (2014), the researcher

concluded that the text is a form of an official document that can be used as a data

collection tool. In this research, the research data is a text that contains the values of

multicultural education in a 10th-grade high school English textbook. The analyst

selected one reading material utilized fundamentally by EFL instructors in Indonesian

schools and conducted a significant examination of its social substance based on the

theory from Adaskou et al. (1990). The analysts inspected and recorded the substance

of the perusing fabric to select which range or chapter had social information that

needed further investigation. According to Adaskou et al (Sulistiyo et al., 2021). the

analysts isolated and recorded the subject of the substance into four areas, namely,

reading content, pictures, discourse, and social mindfulness areas that exemplified all

social sports a lingo teaching may incorporate (smart, sociological, semantic, and

down-to-earth resources). Following that, the analyst revealed the creators and year of

publication, as well as the content of each chapter, in order to recognize and

investigate the necessary information. At long last, the investigators recognized and

nailed down each topic based on the title, situations shown inside the course reading,

chapter, pages, source, and an overall number of each point.

 Related to the explanation above, the researcher will do data collection based

on following :

1) Sorting data
2) Classify data
3) Analysis stage

D. Data Analyze

The information examination strategy that will be utilized by the analyst is the

analysis of the models of Roger Fowler, Robert Hodge, Gunter Kress, and Tony

Trew. Where this hypothesis centers on the work and structure of language "What do

you think the research conducted by Fowler et al. is doing is laying down language

structure and practicing its use to discover the hone of philosophy," Eriyanto writes in

Talk Investigation (2011). The news content that wants to be analyzed with this

hypothesis ought to center on two elements. First, at the word level. How the

occasions and performing artists involved in an occasion are to be examined Some of

the components discovered by Fowler et al are depicted as taking the following

forms:

(a) Vocabulary

Language is seen by Fowler et al. as a classification system. The important

meaning of the classification here is how one event can be discussed in different

languages. The difference in these words is seen not only as a matter of technical

grammar alone but as a certain ideological practice. The vocabulary to note is:

1. Vocabulary: Classify

2. Vocabulary: Limiting sight

3. Vocabulary: Discourse battle

4. Vocabulary: Marginalisasai
b) Grammar

Fowler et al. see a "dialect" as a set of categories and processes. In common,

there are three models presented by Fowler et al. in Eriyanto (2011). Then, to

begin with, is the transitive demonstration; the demonstration sees a cause-and-effect

relationship. Second, in the intransitive demonstration, an on-screen character is

related with a handle without showing the impact or question that's forced. Third, to

be specific, if the relational model in the primary and moment models portrays an

activity in which one party did something and the other party experienced a result of

that activity, then the social model portrays the relationship between the two entities

or parts. The primary point of concern raised by Roger Fowler et al. may be a

representation. The process of representation is continued through the medium

(ordinary dialect), which is basically used to make representations. The focus here is

not on bias or distortion of dialect use, but on how to use a specific language

objectively while carrying certain ideological values (Eriyanto: 2011, 152-163).

Furthermore, the data have to be checked for their sturdiness and

confirmability. The writer checked the validation of data using a triangulation

strategy. According to Miles and Huberman, triangulating is a tactic for verifying or

confirming findings by using multiple sources and a mole of evidence. The writer

examined multiple sources, such as interview responses and observational data as

many times as necessary to obtain the valid finding of this study.

E. Data Validity
Examination of the validity of the data, apart from being used to refute the

allegations against qualitative research that say it is unscientific, is also an inseparable

element of the body of knowledge of qualitative research (Moleong, 2007:320). The

validity of the data is tested to prove whether the research conducted is really
scientific research as well as to test the data obtained. The validity of the data in

qualitative research includes tests for credibility, transferability, dependability, and

confirmability (Sugiyono, 2007:270). so that the information in subjective

investigations can be accounted for. As a logical inquiry, it is essential to test the

legitimacy of the information. The information legitimacy test that was carried out

1. Credibility
Test credibility (credibility) or test the certainty of the researched information

displayed by analysts so that the results come from the inquire-about carried out, don't

question the logical work carried out.

a. Extended Observation

Amplified perceptions can increase the validity and dependability of the

information. The expansion of the perception implies that the analyst returns to the

field and makes perceptions and interviews once more with the information sources

found and more current information sources. The expansion of perception implies that

the relationship between the analyst and the source will be more entwined, with more

hints and more openness, which, according to common belief, implies that the

information obtained is increasingly total.

The extension of observations to test the credibility of research data is focused

on testing the data that has been obtained. Is the data obtained after being checked

back in the field correct or not? Is there a change or is it still the same? After checking

back into the field, if the data that has been obtained can be accounted for as credible,

then the extension of the observation needs to be ended.

b. Increase accuracy in research

Increasing precision or determination on a continuous premise so that the

certainty of information and the chronological arrangement of occasions can be

recorded or recorded legitimately and methodically. Expanding precision is one way

to control and check whether the information that has been collected, made, and

displayed is correct or not.

Extend the tirelessness of analysts. It can be done by perusing different

references, books, past research comes about, and related records by comparing the

research that has been gotten. In this way, analysts will be more cautious in making

reports, which, in the conclusion, will be of higher quality.

c. Triangulation

William Wiersma (1986) said that triangulation in validity testing is

characterized as checking information from different sources at different times.

Hence, there's a triangulation of sources, triangulation of information collection

procedures, and time (Sugiyono, 2007:273).

1) Triangulation of sources

Test the credibility of the data by checking the data that has been obtained

from several sources. Researchers analyzed the data to reach a conclusion, and then

a consensus was sought (member check) with three data sources (Sugiyono, 2007:

274).

2) Triangulation of Method

Test the credibility of the data. This is done by checking the data against the

same source with different techniques. For example, checking the data can be done
 through interviews, observation, or documentation. If the data credibility testing

technique produces different data, the researchers conduct further discussions with

the relevant data sources to ensure which data is considered correct (Sugiyono,

2007:274).

3) Triangulation of Time

Data collected by interviewing techniques in the morning, when the

informants are still fresh, will provide more valid data, making them more credible.

Furthermore, it can be done by checking with interviews, observations, or other

techniques in different times or situations. If the test results produce different data,

then it is done repeatedly so that the certainty of the data is found (Sugiyono, 2007:

274).

d. Negative Case Analysis

Conducting a negative case examination implies that the analyst looks for

information that's diverse or indeed negates the information that has been found. If

there was no more information that varied or negated the discoveries, implying that

they had still gotten information that negated the discoveries, the analyst may

reconsider his findings (Sugiyono, 2007: 275). 5).

e. Using Reference Material

It could be used as a reference or to demonstrate the information that has been

found by the analyst. In an inquiry the report, it is way better in the event that the

information displayed should be accompanied by photographs or bona fide records, so

that they can be more dependable (Sugiyono, 2007: 275).

f. Holding Membercheck
 The purpose of member checks is to find out how far the information received

is in agreement with what is given by the information supplier. So the purpose of a

member check is to guarantee that the data gotten and utilized in composing the report

is in accordance with what is implied by the information source or source (Sugiyono,

2007:276).

2. Transferability
Tansferability is the outside legitimacy of subjective inquiry. Outside

legitimacy demonstrates the degree of exactness or appropriateness of the inquiry

comes about to the populace where the test was taken (Sugiyono, 2007:276).

Questions related to exchange esteem to date can still be connected or utilized in other

circumstances. For analysts, the exchange esteem is exceptionally subordinate to the

client, so when the inquiry can be utilized in totally different settings in several social

circumstances, the legitimacy of the exchange esteem can still be accounted for.

3. Dependability
Reliability is research that can be trusted; in other words, several experiments

carried out always get the same results. Dependability or reliability research is

research if research conducted by other people with the same research process will

obtain the same results.

Dependability testing is done by conducting an audit of the entire research

process. Research is conducted by means of an independent auditor or an independent

supervisor, who audits all activities carried out by researchers in conducting research.

For example, it can be started when the researcher begins to determine the problem,

goes into the field, chooses data sources, carries out data analysis, tests the validity of

the data, and makes reports on observations.

4. Confirmability
 The objectivity of subjective testing is additionally known as the investigate

confirmability test. When the results of an investigation are agreed upon by the

majority of people, it is said to be objective. Subjective inquiry about confirmability

tests is cruel testing that comes about because of research related to the method that

has been carried out. If the research becomes a work of the investigation, the

investigation has met the confirmability standard. Information legitimacy or

legitimacy is information that does not vary between information gotten by analysts

and information that really happens on the protest of inquiry so that the legitimacy of

the information that has been displayed can be accounted for.

 BAB IV

FINDINGS AND DISCUSSION

This chapter discussed the results and the discussion to answer research

questions. The researcher obtains the data from the documentation. The chapter was

divided into two main sections; the result and the discussion of the research. The

results presented the findings of the research and the discussion deals with the

interpretation of the results of the research.

A. Results
Based on the formulation of the problem presented by the researcher in

Chapter I, the researcher will describe the results of research on the values of

multicultural education contained in grade 10 English textbooks. The 10 th grade

English textbook has 15 chapters but related to this research, the researcher

reclassifies it into only a few parts that contain multicultural education values in it.

Table 1. Contents of the textbook

Topics Tittle/Situation Chapter/ Sources Total
Pages
Reading An email from ¼ - 15 Text
Text Hannah
A letter from 1/5 -
saidah
Tanjung Puting 3/53 [Link]
National Park
Taj Mahal 3/58 [Link]
tajmahal/[Link]
Batu City in Java 3/65 http://
[Link]/
2012/08/02/kabupaten-malang/

Visiting Niagara 5/72 Dokumen Kemdikbud

Falls
An announcement 6/83 [Link]
about concert info-faith-d-entertainment.
 cancellation
Announcement 6/84 [Link]
McMaster Mini- 4661848/ANNOUNCEMENT
Med School McMaster-Mini-Med-School-
McMaster-Mini-Med-School
Meeting My Idol 8/110 [Link]
[Link]
10 November 9/123 [Link]
17298/hari-pahlawan-battle-of-
surabay-the-story-behind-indonesians-
heroes-day
[Link] 10/134 [Link]
Habibie
Cut Nyak Dhien 11/145 [Link]
Issumboshi 12/157 Japanese Fairy Tales, 1987
Malin Kundang 13/172 [Link]
2009/05/narrative-analysis-on-malin-
[Link]
Strong Wind 14/183 Using Folktales by Eric K. Taylor
Pictures Talking about self 1/1 Dokuemn Kemdikbud 15 Pictures
Congartulating 2/20 Dokumen Kemdikbud
and
Complimenting
Others
What are You 3/38 Dokumen Kemdikbud
Going to Do
Today?
Which One is 4/50 Dokumen Kemdikbud
Your Best
Getaway?
Let’s Visit 5/69 Dokumen Kemdikbud
Niagara Falls
Giving 6/81 Dokumen Kemdikbud
Announcement
The Wright 7/94 Dokumen Kemdikbud
Brothers
My Idol 8/108 Dokumen Kemdikbud
The Battle of 9/120 Dokumen Kemdikbud
Surabaya
[Link] 10/132 Dokumen Kemdikbud
Cut Nyak Dhien 11/143 Dokumen Kemdikbud
Issumboshi 12/155 Dokumen Kemdikbud
Malin Kundang 13/169 Dokumen Kemdikbud
Strong Wind 14/181 Dokumen Kemdikbud
You’ve Got a 15/193 Dokumen Kemdikbud
Friend
Dialogue Congratulate 2/23 - 8 Dialogue
people
Congratulate 2/24 -
people
Complimenting 2/32 -
expressions
Expressing 3/40 -
intention
Interview with 7/97 -
The Wright
Brothers
Simple Past Tense 7/102 -
Vs Present Perfect
 Tense
The Battle of 9/129 -
Surabaya
[Link] 10/140 -
Cultural A letter from 1/5 - 8 Text
Awaren saidah
ess
Tanjung Puting 3/53 -
National Park
Batu City in Java 3/65 -
Let’s Visit 5/72 -
Niagara Falls
10 November 9/123 -
[Link] 10/134 -
Cut Nyak Dhien 11/145 -
Malin Kundang 13/172 -

A.1 Multicultural Education Values in Grade X English Textbooks

Reading Text
In this 10th grade English textbook, there are a total of 15 reading texts.

However, what will be analyzed is related to the values of multicultural education, in

which only a few reading texts are present.

Table 2. Reading Text

Topics Title/Situation Chapter/ Sources Total
Pages

Reading A letter from 1/5 - 7

Text saidah

Tanjung 4/53 (1)[Link]

Puting tanjung-puting-national-park/sights/
National Park natural-parks-forests/tanjung-puting-
national-park(2)
[Link]; (3) www.
[Link].

Taj Mahal 4/58 [Link]

[Link]
in-agra/

10 November 9/123 -

[Link] 10/134 [Link]

17298/hari-pahlawan-battle-of-surabaya-
the-story-behind-indonesias-heroes-day/

Cut Nyak 11/145 [Link]

Dhien Dhien
 The Legend of 13/172 [Link]
Malin 2009/05/narrative-analysis-on-malin-
Kundang [Link]

Of the total 15 reading texts in the book, only the seven reading texts

mentioned above contain the value of multicultural education in them. The analysis of

each reading text will be taken from the excerpts of the sentences in each reading text

which will be explained in the discussion.

Chapter 1 page 5

“ It was very interesting to read your letter about yourself and your hometown.

I’d really love to come someday, especially to the magnificent Raja Ampat in

Papua.”

Excerpts of sentences from the text present the values of multicultural

education in the form of tolerance for letters written by friends introducing themselves

and their hometown. The recipient of the letter expressed his admiration for his

friend's hometown (the sender of the letter); he even wanted to visit it, especially Raja

Ampat. Thus, the writer of the letter shows mutual respect for differences, be they

differences of origin, cultural differences, or other things that are different between

them. This text presents how to exchange information or communicate with each

other through the medium of letters. It can also be seen how they respect each other

even though they have different backgrounds.

Chapter 4 page 53

“Tanjung Puting National Park is an internationally famous ecotourism

destination, which is located in the southwest of Central Kalimantan peninsula.

Visitors from foreign countries come this park because of its amazing nature. This
 is called park, but unlike any park that you have seen in your city, this is a jungle!

It is a real jungle, which is home to the most interesting animal in the world:

orangutans.”

The sentence description presents multicultural education values. This text

describes one of the tours that has its own natural beauty, so it has a high appeal to be

visited. With the existence of a text like this in the 10th grade English textbook, both

teachers and students can find out about the diversity of tourism that is presented by

the nature of Indonesia, which has its own beauty that makes it a differentiator from

others, so that a sense of belonging can emerge and they can appreciate the diversity

of culture in this country, which has its own beauty that makes it a differentiator from

others so that a sense of belonging can emerge and they can appreciate the diversity of

culture in this country. Thus, he can foster a sense of love for the cultural wealth of

his own nation without having to compare it with other cultures.

Chapter 4 page 58

“Taj Mahal, an epitome of love, is actually a mausoleum. Standing Majestically

on the banks of River Yamuna, the Taj Mahal is synonymous of love and romance.

Taj Mahal was constructed by Mughal Emperor Shah Jahan in the memory of his

beloved wife and queen. The name “Taj Mahal” was derived from the name of

Shah Jahan’s wife, Mumtaz Mahal, which means crown of palace.”

The sentence quote in this text presents multicultural education values. If the

previous text illustrated the cultural diversity that exists in Indonesia, then this text

illustrates the cultural diversity that exists in India. Expensive Muslims who were

built by Emperor Maghul Shah Jahan in honor of his late wife The Taj Mahal is

certainly proof that the value of tolerance is enforced in any part of the world. Taj
Mahal is one of the world's most famous attractions, and it is certainly visited by

tourists both local and foreign who want to see the beauty of this building or even

study its history. With the existence of texts like this in English textbooks in grade 10,

both teachers and students can find out the history of one of the buildings that are

famous in all parts of the world. Thus, it can create a sense of mutual respect for the

diversity of cultures that exist in this world.

Chapter 8 page 110

“On 10 November, Indonesia celebrate Hari Pahlawan or Heroes Day in

remembrance of the Battle of Surabaya which started on that very date in the year

1945. The bloody battle took place because Indonesians refused to surrender thei

weaponry to British army. British Army at that time was part of Allied Forces.

The defiant Bung Tomo is the well-known revolutionary leader who played a very

important role in this battle.”

The sentence quote from the text presents the values of multicultural

education, and the above text excerpt explains about the heroes' day commemorated

on November 10 each year. Related to that, there is a history of how to commemorate

Heroes' Day on that date, namely the background of the battle between Indonesia and

the British that occurred in Surabaya; this battle caused bloodshed to occur, and the

battle was led by Bung Tomo. With the existence of this text in the 10th grade English

textbook, both teachers and students can find out how the history of the

commemoration of Heroes' Day can be used to develop the spirit of patriotism in

students as the next generation of nations by respecting what has been done by the

characters, who fight for the independence of the Indonesian people, so that the

struggle of the heroes can be continued by the next generation of countries. Thus, the

independence of this nation will be maintained.

Chapter 10 page 134

“Bacharuddin Jusuf Habibie known as BJ. Habibie was born on 25 June 1936.

He was the Third President of the Republic of Indonesia (1998-1999). Since

relinquishing the presidency, Habibie has spent more time in Germany than in

Indonesia . However, he has also been active as a presidential adviser during

Susilo Bambang Yudhoyono’s presidency.”

The sentence quoted in this text presents the values of multicultural education;

the text excerpt above explains B.J. Habibie and Indonesia's history when he served as

the third president of the Republic of Indonesia. Although brief, Habibie's reign was

crucial. He was the key to the transition period in Indonesia from the New Order

regime to the Reformation. Habibie managed to make massive reforms. In the field of

the press, for example, in the Habibie era, Law Number 40 of 1999 was issued

concerning the press. The law marked the end of a milestone for press freedom in

Indonesia, which during the previous administration was often banned and stifled.

With this text, students can make B.J. Habibie a role model both as president and as a

person who has extraordinary intelligence. Students can also increase their respect for

the leaders of the nation.

Chapter 11 page 145

“Cut Nyak Dhien was a leader of Acehnese guerilla forces during the Aceh war.

She was born in Lampadang in 1848. Following the death of her husband Teuku

Umar , she Ied guerilla actions against the Dutch for 25 years. She was awarded

the tittle of Indonesian National Heroine on 2 May 1964 by the Indonesian

government."
 The sentence excerpts in the text present the values of multicultural education.

The text excerpt above explains Cut Nyak Dhien, who is an Indonesian female hero.

The text, it tells the story of her struggle to defend the homeland. When a text like this

is read or taught to students about the story of one Indonesian female hero, students

can learn about the struggle of a woman who defended her homeland when it was

colonized by invaders from other countries. After knowing this, it is hoped that

student awareness will respect the heroes and appreciate the services of the heroes

who have fought to defend their country and can continue to fight to defend the

independence of this nation, one of which is by studying seriously so that they can

achieve dreams and realize ideals.

Chapter 13 page 172

“A long time ago, in a small village near the beach in West Suamtera lived a

woman and her son, Malin Kundang. One day, when Malin Kundang was sailing,

he saw a merchant’s ship being raided by a band of pirates. With his bravery,

Malin Kundang helped the merchant defeat the pirates. To thank him, the

merchant allowed Malin Kundang to sail with him. Malin Kundang agreed in the

hope to great a better life. He left his mother alone.”

The description of the sentence above presents the values of multicultural

education; in the excerpt of the text above, it describes Malin Kundang, a child who is

already successful and wealthy. However, Malin forgot about his mother, who had

raised him. He was also a rebellious child. It was his iniquity that made the

mother'heartbreakak, and God was angry. Malin was given a punishment in the form

of a curse to become Batu, along with the ship he used to sail. and the story of how he

became a rock, we can learn from the explanation above that we as children must be

devoted to our parents and respect our parents who have raised us. our. Another thing
is that it is hoped that readers can appreciate the different points of view and

assessments of other people on a matter and the cultural diversity that exists in

Indonesia, whether it's regional stories, the background of a custom in an area, or

other things.

Dialogue

In this 10th grade English textbook, there are a total of 8 dialogues. However,

what will be analyzed in relation to the values of multicultural education in it are only

a few, namely three dialogues.

Table. 3. Dialogue
Topics Tittle/Situation Chapter/Pages Sources Total

Dialogue Congratulating and 2/23 - 3 Dialogue

Complimenting Other

Complimenting 2/32 -

The Battle of Surabaya 9/129 -

As for the total 8 dialogues in the book, there are only 3 dialogues that contain the

values of multicultural education in them. The dialogue is displayed in its entirety, but

the elements of the values of multicultural education can be seen from the content or

excerpts of the existing dialogue.

Chapter 2 page 23
 Samuel : Alif, congratulations. You deserve it, Man.
Alif : Thank you very much. This is because you always help me.
Sinta : I am very happy for you. Alif, now you are the director of the
company, I believe the company will develop even faster.
Alif : (replies with a happy tone). Thank you. I cannot forget your
collaboration with me, and I will still need your help.

The description of the dialogue presents the values of multicultural education,

which can be seen from their conversations that respect and appreciate the

achievements of other friends, expressing them through congratulations and happy

faces. It is seen that a person who has achieved something does not forget the help he

received from his friends before finally reaching his success. It is hoped that students

can learn how to respect others, both in family, among friends, and in the wider

environment. Students can also use it in the school or classroom environment when

they have friends who achieve more than they do. They should naturally appreciate

their accomplishments regardless of their previous educational background, family

background, economic status, race or ethnicity. This is a form of implementing

tolerance values in the school environment in order to create a conducive atmosphere

without any conflict or bullying in it, so that one can focus on studying and

developing one's abilities.

Chapter 2 page 32

Rahmi : Hello, How are things going on, Sinta?

Sinta : Hi, Good, and you?
Rahmi : I’m feeling great today. How was your weekend with your family in
Batu?
Sinta : Excelent! We had a lovely time there. You should have gone there
with us
Rahmi : Really? Hey, what a beautiful skirt you are wearing. It matches your
blouse
Sinta : Thanks a lot. My sister bought it for me last month
 Rahmi ; Wow! That’s wonderful.
Sinta : Oh, Rahmi, can I ask you something?
Rahmi : Oh, sure. Please
Sinta : Have you finished writing the book we discussed two months ago?
Rahmi : Yes. Come to my room. Look at this. What do you think?
Sinta : Terrific. I like the cover. Let me see the contents
This book is excelent. You really did a great job.
Rahmi : Thanks a lot. You’ve inspired me to do this.
The description of the dialogue presents the values of multicultural education.

From the conversation above, it can be seen how two friends respect each other, how

he appreciates gifts from his brother in front of his friends, and how he values his

friend's work. It can also be seen how his friends inquire about him and his family

before asking about their assignments, knowing that they have just returned from

vacations with their families, and what they do when they want to say something in a

good and, of course, polite manner. From the text above, it is known that they help

each other achieve their goals. Thus, it is hoped that students who study this text will

not only learn how to write correct dialogue but also be able to take lessons from each

material studied so that they can develop skills, respect for others, cooperation, and

confidence in expressing things.

Chapter 9 page 129

Ami : Riza, look! That heroic monument stands high and strong.
Riza : Hmmm......It is a remembrance for us to our heroes struggle on this
country.
Ami : Yeah, many of them became casualties of the war.
Riza : I had an unforgettable experience there.
Ami : Really? What was it?
Riza : When I was Junior High School, my school held a program called
“Keep our city clean and green!”
 Ami : What did you do?
Riza : My schoolmates, my teachers, and I rallied in the monument area at
6 a.m and began to clean the area arround the monument until it’s clean and
tidy.
Ami : That’s a very good program.
Riza : Yes, it was. We also planted some trees around it.
The description of the dialogue presents the values of multicultural education;

from the conversation above, it can be seen that they explain about a hero monument

that reminds someone of one thing or an unforgettable experience; he participated in

the program when he was in junior high school. where he and his friends and teachers

cleaned the yard around the monument until it was clean and tidy. By carrying out

these actions or activities, this demonstrates respect and appreciation for the services

of the heroes who have fought for this nation, serving as an example or evidence of

growing respect for the services of this country's heroes. With texts like this, students

and teachers can apply them in the school environment in order to raise awareness of

the importance of appreciating the services of heroes, practicing mutual cooperation,

and fostering a spirit of patriotism in students.

Pictures

In this 10th grade English textbook, there are a total of 15 pictures. However,

what will be analyzed related to the values of multicultural education in it are only a

few, namely three pictures.

Table.4. Pictures
Topics Tittle/Situation Chapter/ Sources Total
Pages
Pictures Taj Mahal 4/58 [Link] 3
tajmahal/[Link]

The Battle of 9/120 Dokumen Kemendikbud

Surabaya
The Legend of 13/170 [Link]
Malin 2012/10/sejarah-kisah-cerita-batu-malin-
 Kundang [Link]

Of the total 15 pictures in the book, there are only 3 pictures that contain the

values of multicultural education in them. Then the image is analyzed along with the

explanation that comes after the image.

Chapter 9 page 120

Based on the picture above and the text that follows, it shows the values of

multicultural education. The value of tolerance is contained in it, namely how to

respect and appreciate the heroes of this country. When students see a picture like

this, they will think of a hero. What is his name? Where did this hero come from? .

This will certainly stimulate the mindset of students when viewing or studying

material related to the image. When students see and study texts related to images,

they will know that the hero in the text is the hero, and the story of the hero is written

in a text. text to make it easier for students to learn. Likewise, with the explanation

given by the teacher to students related to the image or text that tells the image, so that

when students learn it indirectly, they also learn the values of multicultural education.

They learn how the struggle of a hero in fighting for independence for this nation will

also teach them to appreciate the services of the heroes of independence. In addition,

students also learn the value of democracy, they can know that sovereignty belongs to

every person or country, anyone has the right to be free from colonialism.

Chapter 4 Page 58
 The picture above is a picture of the Taj Mahal which is one of the Seven

Wonders of the World. In connection with the picture above, students can learn the

values of multicultural education in it. By knowing one of the seven wonders that

exist in the world, students can also learn the historical and cultural values that exist

in it. Of course, it is hoped that it can increase students' insight regarding the culture

of the world. Students can learn how to appreciate cultures that exist in other parts of

the world. By studying the history of a building that is famous all over the world

because of the aesthetic value of the building itself, let alone the historical value

contained in it, how did the building originate? Why was the building erected? What

is it that makes it one of the wonders of the world?. Students will know the

background of the establishment of the building, location, area, and value in it so that

it becomes a form of appreciation for what is in other parts of the world. In addition,

students can also take moral values based on stories from the building to be used as

learning materials about the history of a culture that exists in this world.

Chapter 13 Page 170

 The image above is one of the images related to the legend of Malin Kundang

from West Sumatra, Indonesia. Based on the picture above and the following story, it

can be seen that the legend tells of a child who is disobedient to his mother, making

her angry and cursing him to stone. The legend is very popular among the people.

When students study material related to legends, they also learn about the culture and

customs that exist in an area of Indonesia, namely West Sumatra. Students can also

take the moral message from the stories being studied, namely that they must be

devoted to and respect their parents, no matter what the circumstances are because

they have raised them with all their might so that their children become successful and

can elevate their parents. Students can learn the values contained therein as lessons in

life so that similar incidents do not occur. Thus, it can add to students' insight into

existing folklore and culture in their own country so that students can foster a love for

their own culture and appreciate the existing culture or culture that must be developed

in order to maintain the cultural wealth that exists in Indonesia.

Cultural Awareness

In this 10th grade English textbook there is a total of 8 cultural awareness.

However, only a few texts will be analyzed related to the values of multicultural

education in it, namely two texts.

Table 5. Cultural Awareness

Topics Tittle/Situation Chapter/ Sources Total
Pages
Cultural A letter from 1/5 - 2
Awareness saidah
The Legend of 13/172 http://
Malin Kundang [Link]/
2009/05/narrative-analysis-on-malin-
[Link]
Of the total 8 cultural awareness texts in the book, there are only 2 cultural

awareness texts that contain multicultural educational values in them.

Chapter I Page 5

A letter from Saidah

“My favorite subjects are social sciences. I like history very much; it helps me

knowmore how different countries existed in teh past. At school we are supposes to

use English at all time, so we have become quite fluent although sometimes we slip

back into Malay, which is our mother tounge.”

Based on the quote from the letter above that was sent by a person from

Malaysia to someone in Indonesia, there are differences in it. What is clearly seen

from the quote from the letter is the difference in the use of language in the school

environment there, namely that they are encouraged to use English, although

sometimes they accidentally use Malay as their first language. From here, students

can distinguish the use of language as a medium of communication in the school

environment in Indonesia and Malaysia. In Indonesia, students tend to be encouraged

to use Indonesian in the school environment, but this is not the case as a whole. There

are some schools that have not fully implemented the use of Indonesian in the school

environment. Some students and even teachers sometimes use their local language in

the school environment.

In Indonesia, English is a foreign language, while in Malaysia, English is their

second language after Malay. From here, students can also learn the differences that

exist in the school environment and the use of language when in the school

environment, so as to increase the awareness of students and teachers to prioritize the

use of Indonesian as a First Language when communicating in the school

environment. Studying this, it is hoped that it will increase tolerance for differences

that exist both within a country and between countries. Thus, it can trigger awareness
of each other's culture, and how to use the right language in the school environment

and everyday environment.

Chapter 13 Page 172

The Legend of Malin Kundang

“Finally, feeling enraged, she cursed Malin Kundang that he would turn into

a stone if he didn’t apologize to her. Malin Kundang just laughed and set sail.

Suddenly a thunderstrom came in the quiet sea, wrecking his huge ship. He was

thrown out to small island. It was really to late for him to avoid his curse, he had

turned into a stone.”

Based on the quote from the legend above, students can learn how a child

should be devoted to his mother, respecting and respecting his mother, not, on the

contrary, not acknowledging his mother just because her status is high so that she

forgets and doesn't even consider her mother, disobedient to her own mother. From

the explanation of the legend of Malin Kundang, a lesson can be learned that there is a

curse regardless of whether the story is true or not. We can also learn that the blessing

of the mother is, above all, the happiness of the mother.

Even the wrath of a mother can change the existing situation.

Students who use this book as their study material when studying material like this,

legends or folklore, can find out what the various types of legends that exist in

Indonesia are, whether it's from the background of the story, the storyline, or the

values contained therein. so that students can grow a sense of love and pride in the

rich culture of the region, one of which is folklore or legend in Indonesia. The story of

Malin Kundang teaches us to respect parents; respect teachers in schools as people

who teach students a lot of knowledge; appreciate the efforts made by teachers to
educate their students, and help the efforts made by teachers in developing and

improving the abilities of their students.

In a descriptive context, the values of multicultural education should contain

themes regarding tolerance, ethnocultural and religious differences, non-

discrimination, conflict resolution and mediation, respect for human rights,

democratization, plurality, universal humanity, and other relevant subjects. Some of

the values of multicultural education that exist, at least there are indicators as follows:

learning to live in differences, building mutual trust (mutual trust), maintaining

mutual understanding (mutual understanding), upholding mutual respect (mutual

respect), open thinking, appreciation and interdependence, conflict resolution and

violent reconciliation.

To understand the values of multicultural education in general, there are four

core values, including First, appreciation of the reality of cultural plurality in society.

Second, is the recognition of human dignity and human rights. Thiris d, the

development of global community responsibility. Fourth, the development of human

responsibility towards planet earth (Maemunah, 2007: 77-95). In the context of

understanding the values of multicultural education, it can be explained that the

values of multicultural education are closely related to cultural values that are the

basis of a nation.

The following is a discussion of multicultural values contained in English

textbooks for 10th-grade high school students published by the Center for Books,

Balitbang, Kemdikbud. Based on the previous explanation in the English textbook for

class X students published by the Book Center, there are several components of the
textbook that contain the values of multicultural education. These values fulfill the

four core values of multiculturalism.

1) Recognition of the Reality of Cultural Pluralism in Society

The first core value of multicultural education is the recognition of the reality

of cultural plurality in society. These core values are divided into 6 expressions,

namely ethnohistory, religious differences, ethnocultural differences, tolerance,

plurality, and activities and progress of groups in society. In the English textbook for

high school students in class X, there are several components of the textbook that

contain the core value of appreciation for the reality of cultural plurality in society.

The components consist of components containing expressions of ethnohistory,

components containing expressions of ethnocultural differences, components

containing expressions of tolerance, components containing expressions of plurality

and components containing expressions of activities and progress of groups in society.

2) Recognition of human dignity and rights

The second core value of multicultural education is the recognition of human

dignity and rights. This core value is divided into five expressions, namely equality of

position and rights in the wider community, the danger of discrimination, the danger

of racism, eliminating types of prejudice, and human rights. In the English textbook

for class X, there are several components of the textbook that contain the core value

of recognizing human dignity and rights, consisting of expressions of equality of

position and rights in the wider community, expressions of the dangers of

discrimination, and expressions of human rights.

3) Global Community Responsibility Development

 The third core value of multicultural education is the development of global

community responsibility. This core value is divided into four expressions, namely

universal humanity, conflict resolution, mediation, and democratization. In class X

English textbooks, there are several components of the textbook that contain the core

values of developing global community responsibility. The eight sections consist of

expressions of universal humanity, expressions of conflict resolution, and expressions

of democratization.

4) Development of Human Responsibility to Planet Earth

The fourth core value of multicultural education is the development of human

responsibility towards planet earth. This core value is divided into two expressions,

namely nature conservation and environmental awareness. In the class X English

textbook, the core values of developing world community responsibility are

published.

In the previous description, various values of multicultural education have

been presented. The values of multicultural education contained in the class x English

textbooks involve 4 values, namely the value of tolerance, the value of equality, the

value of democracy, and the value of justice. The description intended briefly

includes; First, tolerance is an attitude to accept something that makes a difference

between individuals and other individuals. Second, democracy, is the view of

expressing equal rights and obligations as well as equal treatment in a process. Third,

equality is the existence of the same level, the same position, not higher or lower than

one another. Fourth, justice is defined as dividing equally, or giving equal rights to

people or groups with the same status. The following is a discussion of the values of

multicultural education, namely:

1. Tolerance Value

In research that has been conducted by researchers, it was found that the value

of tolerance in English textbooks was found in reading texts, dialogue, pictures, and

cultural awareness. This is a example:

Samuel : Alif, congratulations. You deserve it, Man.

Alif : Thank you very much. This is because you always help me.
Sinta : I am very happy for you. Alif, now you are the director of the company,
I believe the company will develop even faster.
Alif: (replies with a happy tone). Thank you. I cannot forget your
collaboration with me, and I will still need your help.
The above quote shows that one can appreciate the achievements of others and

be grateful for the recognition of others in the congratulations given or received. Of

course, this becomes knowledge for students who learn by using this book when

studying material related to the theme they will know how to respect others, one of

which is by congratulating others or thanking them for the words given, because it is a

form of appreciation given by others.

2. Democracy Value

In the research that has been carried out by researchers, it is found that the

value of democracy in English textbooks is in reading texts, dialogue, pictures, and

cultural awareness. This is a example:

Hello Alia! Let me introduce myself. My name is Hannah.

I know your name from my friend, Caroline. She told me that you from the US. I’d
really like to be your E-pal. You sound really cool!

The quote above shows that anyone can introduce and mention their identity to

anyone to develop interaction and communication with other people, so that

communication between others and anyone can be established without being limited.

In this case, students who read and study this book can find out how to introduce

themselves and state their identity to other people or the interlocuter so that they can

develop self-confidence in students who will get acquainted with new people, both in

the classroom and in the school environment. , the community around the place of

residence, to a residence, to a wider scope, such as in the national to international

scope. With this, students can build relationships with anyone without any limitations.

3. Equivalence Value

In the research that has been carried out by researchers, it was found that the

value of equality in English textbooks was found in the content of the material,

dialogue, pictures and cultural awareness.

The pictures above shows that anyone can describe and present information

about a thing, in this case a certain place and historical building. In this regard,

students can learn how to describe or present information about a thing (certain places

and historical buildings) to anyone, so that anyone can give or receive information

about something to anyone or from anyone. Thus students can find out information

from the teacher, for example or from fellow students about an information on a

matter or relating to learning materials that have been or will be studied, so that the

value of equality arises in this case, students can also exchange information about a

thing or historical places with students from other schools so that they can add insight

between fellow subjects such as those related to historical and cultural buildings.
4. Value of Justice

In the research that has been done by the researcher, it was found the value of

justice in English textbooks, both in the content of the material, text quotes, learning

objectives, and social function.

Sinta :Oh, Rahmi, can I ask you something?

Rahmi : Oh, sure. Please
Sinta : Have you finished writing the book we discussed two months
ago?
Rahmi : Yes. Come to my room. Look at this. What do you think?
Sinta : Terrific. I like the cover. Let me see the contents
The quote above shows that there is justice in terms of asking and telling about

an intention of a thing or action to develop interaction and communication with other

people. In this case, students can learn how to tell and ask about the intent of a thing

or action, for example when they want to ask about the purpose of the learning

material that is being or will be studied to the teacher, and vice versa the teacher can

tell students about the intent of a related matter. subject matter, so as to create an

active learning atmosphere in the classroom.

A.2 The Most Dominant Multicultural Education Values in Grade 10 English

Textbooks

Based on the description above, it can be seen that the most dominant

multicultural education values in grade 10 English textbooks are reading texts, this is

because there are more reading texts that contain multicultural education values in

them. The most dominant multicultural education values in this 10th grade English

textbook are tolerance values, this can be seen from several texts that tend to contain

more tolerance values in them.

B. Discussion
B.1 Multicultural Education Values in Grade 10 English Textbook

Reading Text, there are 15 reading texts in this book, and most of the existing

texts are explanatory texts. However, the researcher only discovered seven out of

fifteen reading texts concerning multicultural education values. In principle, K–13

still uses a genre-based approach as a method of teaching English to master all skills

(listening, speaking, reading, and writing) through certain texts. In line with this

statement, Lin (2006) asserts that in a genre-based approach, teaching and learning

and text production are chosen. It is known that there are 15 reading texts in this book,

and most of the existing texts are explanatory texts. However, the researcher only

found seven out of 15 reading texts concerning the values of multicultural education.

In general, K-13 continues to use a genre-based approach to teaching English to

master all skills (listening, speaking, reading, and writing) through specific texts. In

line with this statement, Lin (2006) asserts that in a genre-based approach, teaching

and learning and text production are chosen.

In addition, Gao (2007) states that a text-based instruction or genre-based

approach may be a sort of approach that emphasizes communicative competence,

such as including the dominance of different sorts of writing. In this respect, tall

school understudies in review X will be able to get to data, get it, apply, analyze, and

assess data culture from one informative perusing content to their abilities. For

example, five of the seven perusing stories are set in Indonesia. This incorporates

tourism; the commemoration of Heroes' Day; B.J. Habibie; Cut Nyak Dhien; and the

old stories of Malin Kundang. Students can utilize their understanding

and examination to assess the conditions and Indonesian culture and values of

multicultural instruction contained within the course readings and relate them to the

current circumstance based on the content given whether they are still important or
not, or whether the data has succeeded in portraying the current culture

Indonesian individuals.

From this point, the creator might suggest that instructors can make and

increment students' awareness of the circumstances in Indonesia that ought to be

protected, kept up, and indeed protected. For example, a content about tourism can be

a caution for understudies to secure one of the tourist attractions as well as a nature

save in Indonesia, since it is one of the resources of the lavishness of the biological

system in this nation, so it is one of the tourist attractions that are a portion of

numerous of them. Visitor attractions that have nature saved in them must be secured

in order to preserve the social riches that exist in Indonesia. In addition, the content on

the commemoration of Hero's Day and Indonesian heroes can moreover trigger

students' mindfulness that Indonesia was battled for its freedom and sway by heroes

who were exceptionally worthy, so that it can create students' mindfulness of the soul

of patriotism and copy the characteristics of the heroes so that they can guard

themselves.

In the meantime, understudies can be pleased by seeing the quality of

Indonesian culture, for example, the rich culture of authentic visitor attractions,

natural saves, and fables from various locales. In addition, as one of the people's

stories from Indonesia, Malin Kundang could be an amazing old story since in it there

are ethical values that are exceptionally critical to be connected in life, specifically

regarding and regarding guardians, particularly moms who have given birth and raised

their children. A child should treat their mother better than others, and they should not

treat their mother lower than others. Shared regard and appreciation are one of the

characteristics of Indonesian culture that show the values of multicultural instruction

in daily life.
 In connection with the previous explanation, another example of the values of

multicultural education that exist apart from what has been explained is self-

introduction. Introducing oneself to others both within the school and in a wider

scope, such as between provinces and around the world, is one way to communicate

with others either directly or indirectly. When introducing yourself, of course, it

involves things such as name, place of birth, origin, address, religion or belief,

personal or family background, cultural background, and other things. In this regard,

of course, there are differences between people who introduce themselves to each

other. How differences in origin, culture, family, customs, and even beliefs are

adhered to will undoubtedly lead to multicultural education values, such as how

everyone has freedom in establishing communication or relationships with other

people without being indiscriminate (fair) between them, and everyone has the right

to the same position without having to differentiate between customs, culture, beliefs,

skin color, race, or others. Everyone, of course, must be able to respect each other,

appreciate the clear differences that already exist between fellow living beings who

live in an environment, and increase a sense of mutual respect for each other. This is

certainly related to Indonesia, which has diversity in various things like culture,

beliefs, traditions, manners, race, ethnicity, and other things that are interconnected.

How to respect cultural differences between countries, differences in how to socialize,

for example, when in one country smiling and greeting is one thing that shows a form

of hospitality in society, but in another country it is exactly the opposite. When seen

from past inquiries, there are a few similitudes and contrasts within the inquiries

conducted by the analyst. In this case, the analysts are doing more than just talking

about the values of multicultural instruction in English course readings. The analysts

sort out some reading texts from the overall reading material, at which point they
analyze the writings that contain multicultural education values in them, and in a brief

investigation that will be discussed afterward, in more detail within the talk.

Dialogue, This book gives exchange within the regular shape. The discourse

shows discussions between several people regarding something that's within the

learning material in each area. Of the whole 8 exchanges contained within the 10th

review English course reading, the analyst found three discourses that contained the

values of multicultural education. The primary exchange contains the values of

resilience among others. In this regard, regarding and increasing in value the

accomplishments of others, there's also the esteem of balance that anybody can

accomplish their wishes in agreement with what has been worked out, and anybody

can create their abilities and capacities in order to attain the objectives of the forms

that have been running. The moment discourse, there's a visitor attraction in Indonesia

within the discussion, it appears a sense of cherishing for one of the visits to this

nation. Hence, understudies can create a sense of pride in what their country has so

that mindfulness emerges to preserve and indeed protect what is in Indonesia. And the

third exchange, which contains verifiable landmarks, which is one of the

confirmations of the battle of the heroes who battled for Indonesian autonomy, in this

case, understudies can apply the values of multicultural instruction, specifically

regarding the administrations of the heroes, so they can imitate what they have done.

The heroes have done for Indonesia and will continue it forward for the advancement

of the Indonesian country in the future.

In connection with the explanation above, there are other examples related to

the values of multicultural education, such as dialogue about history. When we talk

about history, we are talking about something that has happened in the past. For

example, when talking about the history of Indonesia, how the history of Indonesia's
independence began, how the islands were divided as they are today, how the system

of government began, and other things related to this nation When learning about the

history of this country, of course, you will learn many things: the struggle of the

heroes in fighting for independence against colonialism carried out by colonizers from

other countries; how the economy of the people at that time was; how tormented the

people who lived during the colonial era were; the Indonesian people who were

enslaved by the colonialists; and invaders who want to take over this nation. Thus, it

is hoped that in order to increase awareness of the importance of appreciating what

currently exists, which has been hard-earned by the fighters of this nation, so that

actions emerge in the form of an effort to defend this independence, by learning how

to advance this nation, maintaining the integrity of the nation by creating a state of

peace in the midst of existing differences, and preserving a culture that is rich in its

values, it can still become the hallmark of this nation, which is rich in culture in the

eyes of the world. If you consider previous research, the obvious distinction is in the

introduction of a few investigations and discourses that are combined into one

clarification without being classified to begin with. The closeness seen moreover lies

within the books analyzed, specifically the reading material utilized by understudies

amid instructing and learning exercises at school. Of course, usually anticipated to be

an included esteem in giving assessments and unused information related to

composing advancements and the utilize of course readings as learning media.

Pictures,There are a total of 15 pictures examined within the reading material.

All pictures are given based on the topics of each chapter. Researchers found some

pictures containing the values of multicultural instruction. This book is additionally

very great since it gives pictures for the 'game' segment where understudies can

upgrade and make content based on pictures. A few of the pictures appear to be
pictures of heroes who tell stories of their battles in battling for the autonomy of the

republic of Indonesia. The primary picture appears to include a sexual orientation

point of view in terms of how men and women can battle for their rights related to the

freedom of their country.

In the meantime, other pictures in other chapters uncover one of the buildings

that's known all over the world, the Taj Mahal. In this case, the creator too depicts

how the building was initially built. Understudies can learn about culture not only as

it is in Indonesia but also from other parts of the world, how the culture there creates

and how they keep up notable buildings that are wealthy in values. The final picture

examines the legends of a zone by showing a picture of a conventional house. It gives

multicultural, instructive values to almost one of the incredible old stories from

Indonesia. From here, understudies can discover the contrasts in fables in Indonesia

and the exterior, how the community's point of view in evaluating the truth of a story

relates to myths or lessons from precursors to something that happened or an activity.

In this way, understudies can learn and know the existing culture more particularly so

that they can recognize or provide an appraisal of a legends, such as what values are

contained in it, how it relates to the world nowadays. All the pictures in this book are

given in colorful, but there are a few pictures given in dark and white, this will

increment the child's crave or interest approximately the subject matter being

examined.

In connection with the previous explanation, it can also be seen that the values

of multicultural education can also be seen in the mutual cooperation activities

between students and teachers in the school environment. This shows a sense of

mutual help among each other, both students and teachers. This activity fosters a

sense of mutual care between fellow living beings and the school environment. Thus,
the creation of cooperation between students and teachers in carrying out an activity

(mutual cooperation), how students establish good cooperation with teachers, and how

to create a condition where students and teachers are the same, are equally obliged to

clean, maintain, and maintain the school environment to keep it clean and beautiful in

order to support the creation of a safe and comfortable atmosphere both in the school

environment and in the classroom when teaching and learning activities take place.

The existence of this will certainly be a step that can improve the formation of better

and more harmonious relationships between students and teachers. With this, of

course, there will be an added value for students and teachers so that they can

establish good communication and even better in the future so that they can achieve

their respective goals, namely, obtaining knowledge and teaching knowledge, so that

students' insight can continue to develop so that they can become a generation that

can advance their nation. This, of course, also cannot be separated from the role of

teachers in educating their students and teaching various knowledge to equip students

for the future. When viewed in light of previous research that already exists, the

visible difference is in terms of the explanation of the findings of the data in the study.

In this study, the author also includes an image on one of the classification points of

the values of multicultural education in the textbook. So, hopefully, it will contribute

to a better understanding of what is explained in the image.

Cultural Awareness, There are four characteristics of social mindfulness in

this book, which comprise giving exhortation, praising, individual letters, and old

stories of Malin Kundang. Be that as it may, the analyst, as it were, analyzed 2 things

(individual letters and fables). Reading materials show social mindfulness to

understudies as a medium. The significance of social mindfulness when learning a

dialect is that dialect and social mindfulness classes are a strong bundle (Ghafor,
2020). In this respect, the author suggests that the educator can invigorate students'

knowledge of their claim culture by inquiring about the same circumstances in their

claim culture. For example, the instructor can talk about fabrics related to individual

letters in the lesson.

To begin with, the educator disperses the content of a letter composed by a

pen pal from another nation to a companion from Indonesia. At that point, the

instructor clarifies the substance of the letter, which moreover infers approximately

how the culture there is, beginning from the instruction framework, the dialect utilized

when communicating so that understudies can capture data related to these things and

can recognize them from that in Indonesia. The instructor demonstrates how the

instruction framework is that exists in Indonesia that is diverse from that in other

nations, such as considering hours, considering time in a week, the use of dialect

when communicating inside the school environment and outside of school, as well as

how they express suppositions or proposals in public.

Another issue with this book is the proposal to interview understudies about

how Indonesians accept myths contained in legends or old stories. In this respect, it is

conceivable that a few answers will lead to the conclusion that there are a few

individuals who believe in a myth that's in a story, or bad habit versa, those who do

not truly accept a myth or superstition in a story. This will influence everyone's point

of view in passing on the story or the values contained in it in several ways.

Compared to inhabitants of other nations who tend to accept fewer such things in their

lives, they tend to utilize consistent considering without now and then including

components such as myths or seniors or precursors in accepting an occasion that

happened in the past. By comparing these distinctive societies while learning English,

it can energize understudies to ponder their own culture since they will feel inquisitive
about their claimed character and values. It'll also grant them a distinctive viewpoint

on other societies, which dodges them from judging or stereotyping individuals. Since

course readings encourage the teaching and learning process within the classroom, it

is evident that reading materials are learning inputs that are certainly required to assist

instructors and understudies accomplish their learning objectives ( Nordlund, 2016).

The discoveries of this research give a parcel of point-by-point data related to each

point that ingrains social values into the understudies.

In connection with the above, the values of multicultural education can also be

seen from cultural socialization activities. This activity is certainly expected to

increase knowledge of the importance of knowing culture both in an area and in a

country. This is to add insight so that they can exchange information about cultures

that are known and will be known in order to enrich knowledge of a culture that exists

in this world. How is the culture in a developing country? What steps are taken in

order to maintain and preserve the existing cultural values? This is important to

understand in order to raise awareness for everyone to love their own culture so that

there is a sense of preserving what already exists from a culture; it can even be

preserved continuously so that culture is not eroded along with advances in

technology and global civilization. Culture in a region or country of course has its

own uniqueness, so it is important to respect and appreciate the existing culture.

Culture is also a characteristic of an area or a country, so that it becomes a

differentiator between them. The differences that exist are not something that should

be disputed; they are something to be grateful for and proud of. In association with

past inquiries, the analyst concludes that the likenesses that exist are including other

societies as a comparison, of course in positive terms, such as instructing students on

social contrasts that exist between districts and the world, how to connect and
 communicate with nearby and remote inhabitants, and how to preserve the existing

culture and protect it so that it isn't disintegrated by the times.

B.2 The Most Dominant Multicultural Education Values in Grade 10 English

Textbooks

Based on the results of the inquiry that have been clarified already, it is found

that the values of multicultural instruction contained within the 10th grade English

reading material are ruled by the value of resistance. This is frequently demonstrated

by a few writings that contain the esteem of resilience, for example, resilience for

existing social contrasts, contrasts in openings and positions that exist around the

work environment, contrasts of supposition with respect to a matter, increasing in

value the accomplishments of others, and increasing in value administrations. The

heroes of autonomy recognized that there were differences in belief in a "myth" thing,

differences in communication between districts and nations, and other resistance

values. Be that as it may, the values of equity, flexibility, and uniformity are moreover

contained in this reading material, in spite of the fact that the sum isn't as much as the

value of resistance. These four values are components that must exist within the

values of multicultural instruction, which are also found in this 10th review of an

English course

BAB V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the results of the research and discussion described in the previous

chapter, the following conclusions can be drawn:

 a. English textbooks for high school students in class X published by the Book

Center have integrated multicultural values in their content. The values of

multicultural education in question are acknowledgment of the reality of

cultural plurality in society, recognition of human dignity and rights,

development of global community responsibility, and development of human

responsibility towards planet earth.

b. The most dominant multicultural education values in English textbooks for

high school students Class X published by the Book Center is the value of

recognizing the existence of cultural plurality in society, this indicates that

English textbooks for high school students Class X published by the Book

Center focuses more on conveying the value of recognizing the reality of

cultural plurality in society.

c. The values of multicultural education contained in this class X English

textbook are more dominantly contained in reading texts than other materials,

the dominant values of multicultural education are the values of tolerance,

both for cultural differences, background differences, age differences, as well

as to the struggle of the nation's heroes written in the book.

B. Suggestion

Based on the conclusions above, the researchers provide several suggestions

including the following:

a. For teachers, it is better to explain more to students related to the values of

multicultural education that exist in a learning material, both on the social

 function of a learning theme that is in the class X English book, which is in the

goals of each lesson, as well as those that exist. in reading texts, dialogues,

pictures or components in the book so that students know more about the values

of multicultural education.

b. For students to be able to know the values of multicultural education contained

in a textbook (in this case an English textbook for class X), learning materials,

as well as from the teacher's explanation. It is expected that students can

implement the values of multicultural education that they know into everyday

life, both in the classroom, school, community, and wider scope.

c. For textbook writers, English textbook writers should integrate other

multicultural values, such as the value of recognizing human dignity and rights,

developing the responsibility of the world community, and developing human

responsibility towards planet earth, so that students' understanding of

multicultural values can be overarching.