CHAPTER III THE RESULT OF THE ANALYSIS
B. Data Analysis
The data was begun from Chapter I, the title is “May I Help?”. This chapter discussed about how to make an offer of help/service and how to response it. In this chapter, students were not only given examples and assignment about offering help/services and accepting it, but also about declining it. This Chapter had eight (8) reading text. Those were four (4) reading texts of the Tasks and four (4) reading text of the Assessment. In this chapter, the writers represented two character values in this chapter. Those character values were Mutual Assistance and Independent values.
Mutual Assistance was the most represented value in this chapter. This value was represented twelve times. Mutual Assistance value reflected as the act of respect, the spirit of cooperation and work together to solve the problem.
In this chapter, the researcher used some indicators to represent this value. The indicators were friendly/communicative, social care and democracy characters.
Friendly/communicative was the most frequent indicator used. It was used six times in this chapter. This character could be known as the actions showed pleasure in speaking, interacting and cooperating with other people. It could be seen in the data below:
(Data : 7/Dial-2/T11/C1/P9)
Receptionist : Excuse me. What can I do for you?
Mrs.Della : Yes, please. Do you know where the nearest shopping center
is?
Receptionist : It’s about two kilometers from this hotel, Ma’am?
Mrs.Della : Hmmmm… quite far…
Receptionist : Yes, Ma’am. You can go there by bus or taxi.
Mrs.Della : If I go there by bus, where can I board? There isn’t a bus stop near here.
Receptionist : You’re right. You need to walk about a hundred meters.
Mrs.Della : Walking is healthy, but I don’t think I will walk in this very hot midday sun.Do you have a taxi phone number?
Receptionist : Sure, please wait a moment. I will cal a taxi for you.
Mrs Della : O.K., Thanks
The data was about someone who was confused to look for the shopping centre. This dialogue delivered by Receptionist and Mrs.Della. That dialogue happened in the hotel. Mrs. Della asked the receptionist about the shopping centre and how to go there. In this dialogue, receptionist responded Mrs.Della kindly. The receptionist showed to Mrs.Della that she likes to communicate and
talk to others. In this dialogue, she showed to the readers about friendly/communicative character. In addition, the writers did not tell the reader directly, about what character that was represented in this data. So, in this data the writers integrated character education value in the reading text, by using implicit technique.
Another indicator of Mutual Assistance value was social care character. In this chapter, the writer used this indicator five times. Social care could be described as attitudes and actions which always want to help other people and communities in need. The utilizing of this character could be seen in the following data:
(Data: 2/Dial-2/T2/C1/P3)
Donna : Donny, you are still busy with your computer. Don’t you feel tired?
Donny : I am, but I must finish my report tonight.
Donna : Why didn’t you do it yesterday so that you wouldn’t have had to type until late tonight?
Donny : You know, I am busy with my activities at OSIS these days.
Donna : I see, but you look very tired. What can I do to help you?
Donny : Nothing, I’ll cope by myself
Donna : O.K. What if I make a cup of coffee or tea for you?
Donny : Yes. A cup of coffee, please.
This data was a dialogue. It was delivered by Donna and Donny. In this case, Donny was very busy with his computer. Donna worried about him. So, Donna asked Donny about what did he need. Based on the italic sentences, she showed her social care character. In this dialogue, she wanted to help Donny, who needed a help. She offered a help to make a cup of coffee or tea for Donny.
Furthermore, in this data, the writers did not state what was character represented. It means the writers used implicit technique to integrate this character value.
The last indicator of Mutual Assistance was democratic character. This character just represented once in this chapter. Democratic character could be elaborated as a way of thinking, behaving and acting, views the same rights and obligations of him/her self and others. The data which utilizing this indicator, could be seen in the data below:
(Data: 10/RA/RS-2/C1/P15)
Ivan : You look very tired, Mom. You must have worked hard at home all day long.
Mrs.Ella : Yes. Our maid returns home as her mother is sick.
Ivan : How long will she stay there?
Mrs.Ella : She told me that she will be staying there for at least three days.
This data was in the Assessment. This dialog was delivered by mom (Mrs.Ella) and her son (Ivan). They talked about their maid. The maid had been returning home, because her mother was getting sick. Mrs.Ella let the maid go back home in order to look after her mother. Based on that data, it could be seen that Mrs. Ella cares about maid’s mother. She thought about maid’s mother, who deserves to be looked after by her daughter (maid). So Mrs.Ella let their maid returned home. She showed her democratic character.
In this data, the writer represented this character indirectly. It can be known that, the writers used implicit technique to integrate democratic character value.
The other value represented was Independent value. It was represented once in this chapter. This character could be known as attitudes and behaviors that are not easy to depend on other people in completing the tasks. The used of this character, could be seen in the following data:
(Data: 10/RA/RS-2/C1/P15)
Ivan : O.K., Mom. Anyway, why don’t you go to the laundry for ironing?
Mrs.Ella: No. I will do it myself. Occasionally we need to do housework by ourselves.
Ivan : You’re right, Mom.
In that data, Mrs.Ella told her Son about doing housework which occasionally it needs to be done by themselves. Based on the italic statement above, Mrs.Ella told her Son about independent character. This character was represented by using implicit technique, because the writer did not ask the reader directly. So, it can be concluded that this data used implicit technique to integrate the character value.
In every last of chapter, the researcher provided the summary of finding.
The summary of finding in Chapter I, could be detailed in the following table:
Table 3.1
Finding table of Character Education Values in Chapter I
“May I Help?”
N o
Five main Values
Indicators of character education values.
Frequency of Techniques
Frequency of appearance
(Reading text of the
Task)
Frequency of appearance
(Reading Section of Assessment) Exp Imp
1
Religious
Religious - - - -
Tolerant - - - -
Environmental care
- - - -
Peace loving - - - -
2
Nationalist
Appreciative - - - -
Patriotic - - - -
Nationalist - - - -
Disciplined - - - -
3
Independe nt
Hardworking - - - -
Creative - - - -
Independent - 1(once) - 1 (once)
Curious - - - -
Reading Interest
- - - -
4
Mutual Assistance
Friendly/comm unicative
- 6 times 3 times 3 times
Social care - 5 times 5 times -
Democracy - 1(once) - 1 (once)
5 Integrity Honest - - - -
Responsible - - - -
Sources: The Researcher’s analysis in 2019
From that table, there were two main values are represented. Those were Mutual Assistance and Independent values. Mutual Assistance value was the most character represented in this chapter. It was represented six times. The indicators of Mutual Assistance values were friendly/communicative, social care and democratic characters. Meanwhile Independent value was represented
once. The writers used a technique to integrate all of character values, here they used implicit technique.
2. Chapter II
The next data was reading texts in the Chapter II. The title of this Chapter was “Visiting Amazing Places”. This chapter consisted of six (6) reading texts.
They were; two (2) reading texts in the Task and four (4) reading texts of Assessment. In this chapter, the writers did not represent all of character values.
They just represented three character values. Those were Independent, Nationalist and Mutual Assistance value. Furthermore, the writer integrated those character values by using two techniques. They were explicit and implicit techniques.
In this chapter, Independent value was the most frequent value represented.
It was represented three times. It used curious character as the indicator of this value. The data of curious character could be seen in the data below:
(Data: 16/RA/RS-2/C2/P30)
Wira : Sinta, I wonder how you could go around the world with low budget.
Sinta: Let me tell you the secret. I usually book a flight ticket for a next year’s trip. I also hunt for promotional tickets.
Wira : How do you know that there are promotional tickets offered?
Sinta : Once or twice it was just coincidence. Now I can predict when airline companies offer promotional tickets.
Wira : When?
Sinta: Er… It’s usually around March and August.
This data was a dialogue text delivered by Wira and Sinta. This dialogue was a data in Assessment. In this case, Sinta often goes to some countries. Then Wira was very curious about that. He wanted to know how Sinta went around the world with low budget. Based on the italic sentences above, we were showed about Wira’s curiousness. He asked further information about how to go to aboard with low budget. Thus, curious character was represented in this data. Further, the writers did not reveal character value, clearly. So, in this data, the writers used implicit technique to integrate this character value into the reading text.
Another value represented was Nationalist value. Nationalist could be described as a way of thinking, acting and knowing that puts National interest higher than personal or group interest. It used disciplined character as an indicator of this value. this character could be known as an action indicates orderly and obedient behavior on various rules and regulation. It was represented once in this chapter. It could be seen in the following data:
(Data: 14/Dial/T10/C2/P23)
“Be disciplined”.
This data was taken from “Attitude” column. Attitude column is a column that contains a statement. There the writers stated directly about their message for the readers. In this data, the character represented was obviously disciplined character. It was represented clearly. It means, the writers integrated this value by using explicit technique.
Additionally, other value in this chapter was Mutual Assistance value. It was represented once by using friendly/communicative as the indicator.
Friendly/communicative could be known as actions showed pleasure in speaking, interacting and cooperating with other people. This character could be seen in the data below:
(Data: 15/RA/RS-1/C2/P30)
Narra : Lis, may I spend my weekend at your house?
Lilis : Of course! I’m glad if you can make it. But, may I know why?
Narra : I just want to stay in a cool and quite place. Staying in town is so noisy and crowded.
Lilis : Well, you can do lots of things if you stay in a remote place like mine.
This data was a dialogue text from Narra and Lilis. Narra lives in the town, while Lilis lives in the village. According to Narra, Lilis’ house is cooler and more quite than her house. Narra said that staying in town is so noisy and crowded. So, she wanted to spend her weekend at Lilis’ house. Lilis was very glad when Narra said that statement. Based on that expression, Lilis showed that she likes to socialize with Narra. Here, the writers gave an example about how respond other people friendly. Hence, friendly/communicative character was represented in this data. The writers integrated this character value by using implicit technique, because they revealed this character unclearly.
The summary of finding in Chapter II, could be detailed in the following table:
Table 3.2
Finding table of Character Education Values in Chapter II
“Visiting Amazing Place”
N o
Five main Values
Indicators of character education values.
Frequency of Techniques
Frequency of appearance
(Reading text of the
Task)
Frequency of appearance
(Reading Section of Assessment) Exp Imp
1
Religious
Religious - - - -
Tolerant - - - -
Environment al care
- - - -
Peace loving - - - -
2
Nationalist
Appreciative - - - -
Patriotic - - - -
Nationalist - - - -
Disciplined 1 (once)
- 1 (once) -
3
Independe nt
Hardworking - - - -
Creative - - - -
Independent - -
Curious - 3 Times 2 (Twice) 1 (once) Reading
Interest
- - - -
4
Mutual Assistance
Friendly/com municative
- 1
(once)
1 (once)
- Social care -
Democracy -
5 Integrity Honest - - - -
Responsible - - - -
Sources: The Researcher’s analysis in 2019
Based on the table, the character values represented in Chapter II were Nationalist, Independent, and Mutual Assistance values. Independent value was the most value represented, it represented three times by using curious character as the indicator. While Nationalist and Mutual Assistance values,
each represented once. The most frequent technique used in this Chapter was implicit technique.
3. Chapter III
Then, Chapter III consisted of seven (7) reading texts. Those were; three (3) reading texts of the Task and four (4) reading texts of the Assessment. The theme of this chapter was “What does it mean”. Most of reading text in this chapter had a picture. In this chapter, the students had to be able to describe picture.
There were some values represented in this chapter, which were Independent and Integrity values. Independent was represented three times by using hardworking character as the indicator of this value. Meanwhile Integrity value was represented once. It used responsible character as the indicator. In addition, the writers integrated those values by using two techniques. They were implicit and explicit techniques, but the most technique used in this chapter was explicit technique.
Further, Independent was the most frequent value represented. The indicator used by the writer was hardworking character. Hardworking character could be explained as a tenacious behavior in overcoming difficulties and also in completing learning tasks as well as possible. The data which was represented this character could be seen in the following:
(Data: 22/RA/RS-1/C3/P54)
Don’t stop when you are tired. STOP when you are DONE!
That data was in the Assessment. From this statement, the writers asked the readers to finish what they was started. They prohibited the readers to stop their effort even they were tired. They just have to stop when it was done. The writer clearly asked the readers to finish their duty. This character revealed hardworking character. The writer asked the readers directly. It can be concluded that the writer used explicit technique to integrate this character value in the reading text.
Further, another value represented was Integrity. It used responsible character as an indicator. It was represented once. This character could be described as attitudes and behavior of a person to carry out the duties and obligations he should do to her/himself, to the society, to environment, the nation and to God. One of the data of this character could be seen in the reading text below:
(Data:19/ET/T4/C3/P44)
“The greener and cleaner your planet is in your hands”.
The data above was a statement of the picture. Here, the writers gave direct message for the reader about the greener and cleaner planet was depended on the human, who live in the planet (earth). This statement directly asked the readers, if they want to have good planet, so they have to keep their environment well. They were asked to be responsible people, clearly. The way to integrate this character in the reading text was explicit technique.
The summary of finding in Chapter III, could be detailed in the following table:
Table 3.3
Finding Table of Character Education Values in Chapter III
“What does It Mean?”
N o
Five main Values
Indicators of character education values
Frequency of Techniques
Frequency of appearance
(Reading text of the Task (s))
Frequency of appearance
Reading Section of Assessment Exp Imp
1
Religious
Religious - - - -
Tolerant - - - -
Environmental care
- - - -
Peace loving - - - -
2
Nationalist
Appreciative - - - -
Patriotic - - - -
Nationalist - - - -
Disciplined - - - -
3
Independe nt
Hardworking 3 times 2 (twice) 1(once)
Creative - - - -
Independent - - - -
Curious - - - -
Reading Interest
- - - -
4
Mutual Assistance
Friendly/comm unicative
- - - -
Social care - - - -
Democracy - - - -
5 Integrity Honest - - - -
Responsible - 1 (once) 1 (once) -
Sources: The Researcher’s analysis in 2019
From that table, there were two character values represented in Chapter III.
They were Independent and Integrity. The most frequent value represented was Independent value, which was represented three times. Meanwhile Integrity
value was represented once. The most frequent technique used in this Chapter was explicit technique.
4. Chapter IV
The next Chapter was Chapter IV. This Chapter had ten (10) reading text.
Those were; six (6) reading text of the Task, and four (4) reading text of the Assessment. The theme of this Chapter is “Let’s Learn How to Apply for a Job”. Most of Chapter discussed about application Letters. In this Chapter, students had to be able to make and understand about application letters.
In this chapter, the writers did not represent five character values completely. They just represented one value, it was Independent value. They used two indicators to represent this value. They were curious and hardworking character. Hardworking character was the most indicators used. It used five times. The data of this character could be seen in the following:
(Data: 32/RA/RS-2/C4/P72)
I graduated from Electrical Engineering of National University in 2016. I have experience in handling projects with tight schedules, under pressure and team work.
This letter was an application letter from Andung Nugroho, an electrical
engineer. This application letter would be sent to
[email protected]. Based on the italic sentences above, he told
about his experience. He had worked with tight schedule and work under pressure. In this statement, he wanted to show his hardworking character. The writers represented this character indirectly, because this character was
included in the material of lesson (application letter). This way was called implicit technique.
In another data, the writers used curious character as the indicator of Independent value. It used once in this chapter. This character could be seen in the data bellow:
I am a fresh vocational school graduate currently looking for a motorcycle mechanic position. I would like to utilize my skills and experience as well as my passion at automotive industry. Moreover, I would like to work with other mechanic professionals to improve my skills.
This data was a letter from Baskara Aditya to apply a job. In this Application letter, Baskara stated some important things, such as; Personal Information, Career Objective, Educational Background, Training, etc. He stated, he would like to work with other mechanic professionals to improve his skill. It can be known that he wanted to know more about machine from other mechanic. It was proof that, he wanted to learn more with other mechanic professional people. So, he stated his Curiousness about mechanic. This character value was represented unclearly. Thus, the way to integrate this value was implicit technique.
The summary of finding in Chapter IV could be detailed in the following table:
Table 3.4
Finding Table of Character Education Values in Chapter IV
“Let’s Learn How to Apply for a Job”
N o
Five main Values
Indicators of character education values
Frequency of Techniques
Frequency of appearance
(Reading text of the Task (s))
Frequency of appearance
Reading Section of Assessment Exp Imp
1
Religious
Religious - - - -
Tolerant - - - -
Environmental care
- - - -
Peace loving - - - -
2
Nationalist
Appreciative - - - -
Patriotic - - - -
Nationalist - - - -
Disciplined - - - -
3
Independent
Hardworking - 5
times
2 (twice) 3 times
Creative - - - -
Independent - - - -
Curious - 1
(once)
1 (once) -
Reading Interest
- - - -
4
Mutual Assistance
Friendly/comm unicative
- - - -
Social care - - - -
Democracy - - - -
5 Integrity Honest - - - -
Responsible
¶
Sources: The Researcher’s analysis in 2019
Based on the table, Independent Value was the one and only character represented. It was represented six times in this Chapter by using implicit technique.
5. Chapter V
The next data was reading text of Second Semester. It was begun from Chapter V. The theme of this Chapter was “What’s News Today?”. This chapter had five (5) reading text. Those were; two (2) reading text of the Task and three (3) reading text of Assessment.
In this chapter, there were three main values represented. They were Nationalist, Mutual Assistance and Integrity values. Each of them was represented once with the different indicator. The indicator of Nationalist was disciplined character. The indicator of Mutual Assistance value was friendly/communicative character. While the indicator of Integrity value was responsible character. The writers integrated all of the characters by using implicit technique.
Furthermore, Nationalist was represented in this chapter by using disciplined character as the indictor of it. In this chapter, the data of the character was:
(Data: 37/RA/RS-2/C5/P97).
Jakarta: A building architect has advised families planning to live in an apartment to study all the relevant regulations prior to moving in to help prevent unexpected security-related occurrences.
Tenants must obey certain regulations when living in an apartment, which is far different from living in a landed-house,”Fendh Ibuhindar said
“Tenants of an apartment should abide regulations set by the owner of the high-rise building,”he added.