Textbooks as Value-laden: A Critical Discourse Analysis of Moral Values Representation in Primary School EFL Textbooks
4.2. Discursive Representation of the Moral Values in the EFL Textbooks
Moral development is a socio-affective process involving an intricate interaction between individuals and their social surroundings (Smetana, 2006). The depiction of moral values in school textbooks has always been deemed pivotal because it is a means to convey ethical and moral behaviours to students, especially at the primary schooling level. More, Puspitasari et al. (2021) assert that primary school children are constantly engaged with educational textbooks, so the contents of their textbooks should be well-enlightened to them by the teachers (p.5). Due to space limitation, only 5 most fundamental and relevant discourses were chosen for in-depth analysis.
To begin with, a visual description of the verbal-visual images was carried out as part of Fairclough's (1995, 2013) Critical Discourse Analysis. Following Kress & Van Leeuwen's (2006) Visual Grammar Theory, we thoroughly analysed the verbal-visual images based on the representational, interactive, and compositional functions of the selected images, as displayed in the following Table 2.
Furthermore, both discursive interpretation and explanation of the verbal-visual images within larger social and cultural contexts were then carried out as part of Fairclough's (1995,
2013) Critical Discourse Analysis. During these stages, the images were thoroughly elucidated based on how viewers unconsciously assimilate hidden ideologies and agendas that are intentionally encoded in the images.
1. Encouraging audacity at school and showing respect for others
Audacity is a part of virtue that helps children to engage on great undertakings and makes them convinced that they can achieve something worthwhile in any situation (Isaacs, 2001).
This value also helps children to recognise their potentialities and beyond, which any parent desires their children to possess. Visually, in Figure 1, a boy is standing up in front of his classmates showing a drawing of his own family. As seen from the monologue, the boy is explaining each person in the drawing to his classmates delightfully as he is smiling (seen from the gaze). Linguistically, the declarative sentences "she is my sister" and "he is my dad" show that the boy is having a confidence when explaining what he has drawn. The possessive adjective "my" supports the evidence that the boy recognises the exact member of his own family. Semiotically, this portrayal denotes a value of audacity in school context. As seen in Figure 1, a school is seen as an avenue for teaching the value of being audacious to primary school children particularly the first graders, since the image is located on the textbook for first grade (English Chest 1). This is also in line with Smetana (2006) and Puspitasari et al.
(2021), who state that school is a place where students develop their moral awareness and judgements.
In the context of Indonesian society, some first-year primary school children may lack of confidence in meeting their new classmates and peers on the first day of school. Therefore, most of the primary-school-children parents involve themselves in taking their children to school (Yulianti, Denessen & Droop, 2019). Through this portrayal, teachers can teach and encourage their students (particularly the first graders) that they should be audacious anywhere and in any situation starting from the school (classroom in particular). Ideologically, through this portrayal, the author of the textbook implicitly emphasises and echoes that first-year primary school students should learn to be audacious in their school. The standing boy who is audaciously mentioning the picture of his family becomes the locus of attention for primary students to behave audaciously.
Moreover, the value of respect for others is implicitly portrayed in the image as well. Respect for others is the state of refraining from disrespecting others according to their rights, status, or circumstances (Isaacs, 2001). It is also an important value in Indonesian society. Visually, in Figure 1, the other students who are sitting on their seats (on the right side) seem to be pleasantly paying attention to their classmate (the standing boy on the left) while he is showing and describing his drawing, waiting for their turn to do the same. None of them seem to be talking to each other or be distracted by other activities. They could just talk to each other since the situation indicates that they are in a first-day of school (they are introducing their own selves), but they keep listening and paying attention to the boy. This denotes that they are showing respect for their peer who is talking in front of the classroom even when their teacher is not there to instruct them. Such a portrayal is important to be taught and enlightened to students by the teacher since the value of respect for others reflects the second principle of Pancasila, "Just and Civilised Humanity". It has also been a custom in Indonesia to have respect for others if someone wants other people to have respect for themselves. One of the examples has been shown in the image above; you should pay careful attention to others when they are talking because they will do the same to you. Such a portrayal is necessarily important since the intertwining of emotions of respect and concept of social relationships results in children's moral adjustments in this age (Smetana, 2006).
2. Developing sociability and fortitude in social context
Sociability or social awareness is also a very important value in Indonesian society. It is the state of managing to communicate and deal with other people through genuine interest (Isaacs, 2001). It is also the virtue that makes Indonesia well-known worldwide (Setiadi, 2006).
As seen in Figure 2, a boy seems to be accidentally falling down on a pile of boxes. A girl, who is in the same area as the boy, then rushes to help him immediately. Depicted in three different frames, the verbal-visual artefact shows primary school children how to have social awareness amongst peers and friends. Linguistically, the interrogative sentence "are you OK?" amplifies the portrayal of care and awareness that the girl possesses of other people (in this case the boy) in a social environment. This portrayal shows the value of sociability and constantly relates to the context of Indonesian society. Socio-culturally, it has been the habit of Indonesian people to always show their social awareness by helping others who are in need of help, even when they are not asked. Social awareness or sociability is also included into one of the 18 core character values by Indonesian Ministry of National Education and Culture.
Indonesian government thinks that students are essentially expected to have and show social awareness because it helps them build positive relationships and make responsible decisions (Puntaswari & Mukminan, 2020; Qoyyimah, 2016).
The discourse of having social awareness in the textbook encourages textbook readers and primary school students to embrace socio-cultural ideology by having an awareness of social surroundings and willingness to help others who are in need. This agrees with what Diana et al. (2022), Jang (2021), and Tan, Naidu & Jamil (2018) state that having sociability or social awareness promotes good individuality and citizenship. This value is essential because when children can be socially aware means that they understand how to react to different social scenarios, and they can adapt their interactions to achieve the best results in any situation (Smetana, 2006). Ideologically, the textbook author wants to put a focus on having social awareness and higher emotional intelligence for it is essentially important for primary school students to possess.
More, Figure 2 portrays the value of fortitude as well. Fortitude is a moral value that encourages a person to endure hardship and attempt to behave positively in order to overcome obstacles and strives in a tough circumstance (Isaacs, 2001). Visually, in Figure 2, the girl is attempting to get the boy up on his feet. Linguistically, the expression "I'll help you" shows a firm intention to help her peer, no matter how hectic and hard the circumstance or how heavy the boy is to her. Importantly, the interaction between the girl and the boy in the image can be viewed as the locus of attention, underscoring shared gender emancipation to signify that a female (a girl) is also capable of helping a male (a boy). Ideologically, through this portrayal, the author of the textbooks intends to convey and teach primary school students that even though you are a female (a girl), you have to be strong and tough and can still help others who are in need, whether they are females or even males, and whether they are larger or smaller in size. That is, this verbal-visual artefact portrays the value of fortitude in social context.
In the context of Indonesian society, having fortitude is necessarily required for any child to possess. Most of the parents want their children to be ready to face challenges, learn to help others, and overcome simple problems (Dunn, 2013). Both Isaacs (2001) and Smetana (2006) also suggest that the virtue of fortitude should be established by children (or at least be taught to them) at an early age. Therefore, through this portrayal, teachers can teach and enlight the primary school students to have fortitude anywhere and in any situation starting from helping their peers because it is the responsibility of all people to help others. Thus, children may learn that people must help each other.
3. Nurturing industriousness and being responsible in familial context
Industriousness can be defined as the capacity to diligently carry out a series of activities and stay with it until it is done. It is a personality trait that defines a person's diligence, determination, and persistence (Isaacs, 2001). Visually, Figure 3 portrays a common familial circumstance where a girl (on the left side) seems to be washing the dishes delightfully (seen from the gaze) and both of her father and little brother (on the right side) are enjoying the meals. Such a portrayal represents the value of industriousness in home sphere. The author of the textbooks may want to convey that children should be industrious starting from a family (at home). This is also in line with what Puspitasari et al. (2021) state that a family serves as an avenue for instilling moral virtues and reasoning in children (p.6).
Socio-culturally, in most Indonesian families, the girls are taught to be able to take care of the domestic chores (Fithriani, 2022a) when they reach the age of 6-7. Interactively, the smile on the face of the girl indicates that the textbook author does not want to portray a forced action but rather to demonstrate that the activities of doing the chores should be done willingly and with pleasure. Therefore, the teachers can teach their students that they, not only females but also males, should be industrious at home. Through this portrayal, teachers can also reinforce how a child is supposed to behave in a family (Puspitasari et al., 2021; Smetana, 2006).
Figure 3 portrays the value of responsibility as well. As seen in the image, the girl is kindly washing the dishes without being forced by her parents or anyone in the image. The act of washing the dishes may be the girl's habit at home regardless of her parent's command or request. This indicates that she takes responsibility to do the chores in order to help her parents at home, since, as seen, she is the eldest child in the family. The statement "[l'm] washing the dishes" uttered by the girl which will be filled by the students as a task, denotes a positive 'affect' (Martin & White, 2005) towards the activity. The deployment of this positive attitudinal discourse can be an effective way of instilling the value of being responsible in primary school students. Teaching children to be responsible at an early age will also stimulate them to be aware of their obligation and duty as a child as well as develop their descriptive understanding of the nature of reality (Isaacs, 2001; Smetana, 2006). This is also in line with what Puspitasari et al. (2021) state that a family and home sphere serve as an avenue for instilling moral virtues and reasoning in children (p.6). Children will develop a moral sense to shape their moral behaviour and attitudes towards others starting from their families (Smetana, 2006). Therefore, through this portrayal, English teachers can explain
their students that being responsible should be started from their own homes simply by helping their parents to do the domestic chores.
4. Teaching modest and generous behaviours at home
Modesty is a virtue or state of being courteous and respectful to others and attempting to behave accordingly (Isaacs, 2001). It is a very important value in Indonesian society because it reflects the second principle of Pancasila, "Just and Civilised Humanity". This moral value should be possessed by any child in the world because being modest means behaving morally and ethically appropriate with others, especially with their parents and elderly people.
Visually, in Figure 4, a mother seems to inquire her daughters whether they would like to have lunch or not. The word "sure!" replied by one of the daughters shows that they positively want to have lunch. However, both of the daughters do not look at their mother when they answer their mother's question. In the context of Indonesian society, this action is ethically inappropriate. Socio-culturally, the youngers should directly look at the face when they talk to elderly people, especially their parents (Setiadi, 2006; Sulistiyo et al., 2020b). As younger people, it is a responsibility for students to align themselves to the accepted moral values.
Therefore, teachers, as the moral agent, are the one to educate and enlight them to always show social respect to the elderly people.
In this respect, Figure 4 portrays another value of modesty towards parents that should be taught to student as well. When the mother inquires her daughters again whether they want to have pizza or hamburgers as meals, one of the daughters replies: "hamburgers, please!" and she looks at her mother too. The word 'please' denotes a polite request performed by the daughter to her mother. This portrayal shows that the daughter is courteously requesting her mother that she wants to have hamburgers as the meal for lunch. Through this portrayal, the textbooks author would possibly like to reinforce that showing politeness to parents is morally an obligation for children in any social contexts.
The discursive representation of moral values in EFL textbooks is crucial for fostering ethical behavior in young learners. Key themes include:
Encouraging Audacity: Textbooks often depict scenarios where children are encouraged to express themselves confidently, reinforcing the importance of self-esteem in a school setting.
Fostering Respect for Others: Images and narratives promote the value of listening and showing consideration for peers, aligning with cultural customs.
Developing Sociability: Sociability is emphasized through scenarios depicting students helping one another, which is vital for positive social relationships.
Instilling Responsibility: Representations of children engaging in household duties highlight the importance of responsibility and industriousness from an early age.
Promoting Modesty and Generosity: Moral teachings about courtesy and respect towards elders are depicted, reflecting social norms and values necessary for children to learn.