Abstract
Both philosophy and curriculum are a crucial part of education. Philosophy becomes a very important foundation of the curriculum since it affects the objectives of learning and content, as well as the structure of the curriculum (Ornstein & Hunkins, 2018). Thus, philosophy is included in the three aspects of curriculum development. It also aims to determine the process of teaching and learning. Therefore, this study attempts to reveal the philosophical foundation employed in the textbook and its relation to curriculum 2013. This study was based on the inferential content analysis, so the object was an English textbook under the title ‘Forward an English Course for Vocational School Students Grade X’. It applied linguistics and communication construct analysis to make an inference. Then, it recorded and categorized the data. The inferences were examined through attribution analysis. The results found there were ten points related to the content and the structure of the textbooks. It also revealed the philosophical foundations employed in the textbook, for instance, essentialism, perennialism, humanism, existentialism, social reconstruction, and progressivism. These philosophical foundations are in line with the philosophical foundations implied in curriculum 2013. Finally, both English textbooks for vocational students and curriculum 2013 more concerned with the student’s character and skills. The skills that should be developed to engage with this 21st century such as critical thinking, problem-solving, communication, collaboration, creativity, and innovation.
Highlights
Since textbooks play a vital role in the teaching-learning process, teachers and students cannot be separated from the textbook
The results revealed six philosophic foundations found in the Bahasa Inggris textbooks: essentialism, perennials, humanism, social reconstruction, progressivism, and idealism
The results found six philosophies applied in the textbook: perennialism, progressivism, essentialism, existentialism, humanism, and social reconstruction
Summary
Since textbooks play a vital role in the teaching-learning process, teachers and students cannot be separated from the textbook. According to Tomlinson (2011, as cited in Dilla et al, 2017), the textbook is one tool that teachers and learners use to support their teaching and learning process. In this case, the Ministry of Education and Culture is standard that textbook has been provided and measured to the applicable curriculum. The curriculum has become a crucial part of education because it relates to the goals, objectives, and instruction organization (Ornstein & Hunkins, 2018).
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: VELES Voices of English Language Education Society
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
