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e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o
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y t h g i m l A d o
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n e l a t y m e r o l p x e o t s e c n a h c f o s t o l e m e v a g o h
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i h
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i x
S T N E T N O C F O E L B A T E
G A P E L T I
T ... i E
G A P L A V O R P P
A S ... ii E
G A P N O I T A C I D E
D ... iv Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... v T
C A R T S B
A ... vi K
A R T S B
A ... iv i H
A I M L I A Y R A K I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... iivi S
T N E M E G D E L W O N K C
A ... ix S
T N E T N O C F O E L B A
T ... xi S
E L B A T F O T S I
L ... vx S
E C I D N E P P A F O T S I
L ... ix v
N O I T C U D O R T N I :I R E T P A H
C ... 1 .
A ResearchBackground ... 1 .
B ResearchProblems ... 3 .
C ProblemLimtiaiton ... 3 .
D ResearchObjecitve s ... 4 .
E ResearchBenefti s ... 4 .
F Deifniitono fTerm s ... 5
: I I R E T P A H
C REVIEWOFRELATEDLITERATURE ... 9 .. .
A Theoreitca lDesc irpiton ... 9 .
1 SpeakingI IClas s ... 9 .
a Patr so fEffecitveLesson ... 9 )
ii x )
2 Developmenta lAcitviite s ... 13 )
3 ClosingAcitviite s... 51 .
b P irnciple so fTeachingSpeaking ... 61 )
1 Focu sonFluencyandAccuracy ... 71 )
2 ProvideI ntirnsicallyMoitvaitngTechnique s ... 71 )
3 ProvideaGoodModelf o rStudentt oI mtiate ... 81 )
4 ProvideStudent sOppo truniitest oI niitateOra lCommunicaiton ..
.. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. ... 91 )
5 ProvideApprop irateFeedbackandCorreciton ... 91 )
6 Mon tio rStuden tAcitvtiyConitnuously. ... 02 .
2 Characte rEducaiton ... 21 .
a Characte r ... 12 .
b TheI mpo tranceo fCharacte rEducaiton ... 4....2 .
c Teacher’ sRoleI nCharacte rEducaiton ... 6....2 )
1 Teache ra sCaregivers ... 62 )
2 Teache ra sMora lModel ... 72 )
3 Teache ra sEthica lMentor... 82 .
3 Values ... 92 .
B Theoreitca lFramework ... 33
I I I R E T P A H
C :RESEARCHMETHODOLOGY ... 53 .
A ResearchMethod ... 53 .
B ResearchSetitng ... 73 .
C ResearchParitcipants... 73 .
D ResearchI nsrtuments... 83 .
1 Observaiton... 93 .
2 FieldNotes ... 93 .
3 Quesitonnarie... 04 .
4 Interview... 14 .
E DataGatheirngTechnique ... 24 .
ii i x .
1 Dataf romFieldNotes... 44 .
2 Dataf romQuesitonnarie... 5....4 .
3 Dataf romI nterview ... 54 .
G ResearchProcedures... 64
S G N I D N I F D N A T L U S E R H C R A E S E R : V I R E T P A H
C ... 94 .
A Implementaitono fTeachingi nSpeakingI IClass ... 9....4 n
o s s e L e v it c e f f E f o s tr a P .
1 ... 94 .
a InrtoductoryAcitvtiy ... 05 .
b Developmenta lAcitvtiy ... 25 .
c ClosingAcitvtiy ... 55 .
2 P irnciple so fTeachingSpeaking ... 65 .
a Focu sonFluencyandAccuracy ... 75 .
b ProvideI ntirnsicallyMoitvaitngTechniques ... 85 .
c ProvideaGoodMode lFo raStudentt oI mtiate ... 95 .
d ProvideStuden tOppo truniitest oI niitateOra lCommunicaiton .. 06 .
e ProvideApprop irateFeedbackandCorreciton ... 16 .f Mon tio rStuden tAcitvtiyConitnuously ... 62 .... .
B Characte rEducaitonValuesi nSpeakingI IClass... 3....6 e
u l a V t c e p s e R .
1 ... 36 .
2 ResponsiblitiyValue... 76 .
3 CairngValue ... 07 .
4 Farines sValue ... 37 .
5 Trustwo trhines sValue ... 67
N O I T A D N E M O C E R D N A S N O I S U L C N O C : V R E T P A H
C ... 08
.
A Conclusions... 08 .
B Recommendaiton ... 28
S E C N E R E F E
v i x S
E C I D N E P P
v x
S E L B A T F O T S I L
e u l a V t c e p s e R e h T n o e ri a n n o it s e u Q f o t l u s e R e h T 1 .
4 ... 7..6
e u l a V y ti li b i s n o p s e R e h T n o e ri a n n o it s e u Q f o t l u s e R e h T 2 .
4 ... 07
e u l a V g n ir a C e h T n o e ri a n n o it s e u Q f o t l u s e R e h T 3 .
4 ... 3....7
e u l a V s s e n ri a F e h T n o e ri a n n o it s e u Q f o t l u s e R e h T 4 .
4 ... 6..7
e u l a V s s e n i h tr o w t s u r T e h T n o e ri a n n o it s e u Q f o t l u s e R e h T 5 .
i v x
S E C I D N E P P A F O T S I L :
1 x i d n e p p
A Quesitonnarie... 78
: 2 x i d n e p p
A QuesitonnarieResul tClas sA... 98
: 3 x i d n e p p
A QuesitonnarieResul tClas sF ... 19
: 4 x i d n e p p
A QuesitonnarieFina lResutl ... 39
: 5 x i d n e p p
A InterviewQuesiton ... 59
: 6 x i d n e p p
A InterviewResutl... 69
: 7 x i d n e p p
A FieldNotes Clas sA ... 1 5.. 0
: 8 x i d n e p p
1 R E T P A H
C I
N O I T C U D O R T N I
Thi schapte rconsist so fsix secitons .Frislty ,the research background
t n e s e r
p st heresearcher’ sreason i n choosing thet opicoft he research .Secondl y,
h c r a e s e r e h t h c i h w h c r a e s e r e h t n i s m e l b o r p e h t s t n e s e r p n o it a l u m r o f m e l b o r
p e r
n o it a ti m il m e l b o r p , y l d ri h T . s s u c s i d o t s t n a
w descirbest hef ocu sandt hescopeo f
. y d u t s e h
t Fou trhly ,research objecitves presen t the objecitve so fthi sresearch .
h tf i
F ly,r esearch beneftis epr s entthebenefti soft hisr esearch .Laslty de ifniiton o f
r e
t m sexplainss omekeyt erm susedi nt hi sresearch.
.
A ResearchBackground
n o it a v o n n i d n a y ti v it a e r c y b d e n i m r e t e d % 5 4 s i y rt n u o c a f o s s e c c u s e h T
. y rt n u o c e h t f o r o t c a
f That i st heresul to fresearch conducted by Wo lrd Bank i n
s e ir t n u o c 0 5
1 (Dirjen Pendidikan Dasar ,2011 .) Creaitvtiy and i nnovaiton facto r
d o o g e v a h h c i h w s n o it a n y l n O . n o it a n e h t f o r e t c a r a h c e h t o t d e t a l e r y l e s o l c e r a
r e t c a r a h
c s wli lcreate and inven tmany innovaiton s(Dirjen Pendidikan Dasar ,
) 1 1 0
2 . A naiton’ scharacter i san impo tran tpillar fo rthe coun rty because i t
n e z it i c s p o l e v e
d s tohavegoodheatr ,mind ,andaciton . tIi scleart ha tcharacte ro f
y rt n u o c a f o s s e c c u s e h t e n i m r e t e d l li w n o it a n
a .
r e t c a r a h
C can be stated a show “good” a person i s(McB iren & Brand ,
, 7 9 9
1 pp .17-18) .I tmean stha ta person wtih good characte ri sthe one who
. y t e i c o s e h t n i y ti l a u q l a n o s r e p e l b a ri s e d s p o l e v e d d n a s m r o f r e
a n o k c i
L (1991) ,characte rrefers t o “…the l fie o f irgh tconduct-irgh tconduct i n
o t n o it a l e r n i d n a s n o s r e p r e h t o o t n o it a l e
r onesefl”( a sctiedi nWinatapurta ,2010 ,
m o r F . ) 7 .
p those deifniitons , i t can be concluded tha t characte r i s good
. s r e h t o d n a f l e s e n o r o f e fi l l u f g n i n a e m a e v il o t n o s r e p a f o y ti l a n o s r e
p According
, ) 0 1 0 2 ( i n i a s u H n i d e ti c s a , s i b u L r a h t c o M o
t Indonesian people have negaitve
s r e t c a r a h
c which should beomitted .Thati swhy characte reducaiton i ssrtongly
. y r o l g s ti o t k c a b a i s e n o d n I g n ir b o t d e d e e
n Characte reducaiton i sexpected t obe
o t n o it u l o s
a curren tnaitona lproblems .The succes so fcharacte reducation in
e h t f o h t w o r g e h t t s o o b o t n o it a r e n e g r e tt e b e k a m l li w e g e ll o c d n a s l o o h c s
. y rt n u o
c F or tha treason the researche ri schallenged to conduct research o n
. n o it a c u d e r e t c a r a h c
d e t c u d n o c s a w h c r a e s e r e h
T inSanataDharmaUniverstiy(SDU) .Thisi sa
t a
C hoilc universtiy ,more speci ifcally a Jesuti Universtiy .The goa lo fJesuti
y ti s r e v i n
U i sbased on t he Jesui tEducaiton .Fr .Pedro Arrupe states i n Ignaitan
h c a o r p p a l a c it c a r p A : y d o g a d e
P tha tthe goa lo fJesui tEducaiton i s“…forming
h t o r o f n e m o w d n a n e
m er .s” tI i smatchwtiht hecontex to fcharacte reducaiton.I t
. a m r a h D a t a n a S n i t p e c n o c w e n a r e g n o l o n s i n o it a c u d e r e t c a r a h c t a h t n e e s e b n a c
s e z i s a h p m e y ti s r e v i n U a m r a h D a t a n a S n i n o it a c u d e e h
T on the developmen to f
e b o t d e t c e p x e e r a y e h T . e l p o e p g n u o
y the agents o fchange fo rthe counrty .
o y s p l e h y ti s r e v i n U a m r a h D a t a n a S , n o it a t c e p x e t a h t m o r f g n it r a t
S ung people t o
m e h t p o l e v e
d selves to bet heagents o fchangef ort hecoun rty ( Adi ,Dwiatmoko ,
, o t n a s r a y r a M & , a h a r g u N , o n o t s
I 2010 ,p.12) .Thedevelopments o fyoung people
e r a a m r a h D a t a n a S n
humani s(intelilgen tand humanist) .Sanata Dharma aim sto produce no tonly
s e t a u d a r g e n a m u h o s l a t u b t n e g il l e t n
i ; whohavecompetencet os olvet heproblem,
havecompassionf orothe rpeople ,andhavecharactert obulidt hecounrty.
e h
T vision o fSanataDharmaUniverstiy shouldbemanfiested i nlearning
s s e c o r
p e s in the universtiy including in the Eng ilsh Language Educaiton Study
m a r g o r
P (ELESP). Oneoft heclassesi sSpeakingI Iclass ,wheret her esearchwa s
l c e h T . d e t c u d n o
c as swa schosenbecausethestudent swerenew students( second
) r e t s e m e
s so tii sbene ifcialt oknowt hei rp iro rcharacter sanddevelop t hei rgood
B . s r e t c a r a h
c ecause speaking i sone o fthe producitve skills ,the student sin
e v it c a e r a s s a l c g n i k a e p
s .There aremany i nteraciton samong student soccurs in
. s s a l c e h
t Ther esearche risi nterestedtoknowwha tvalue so fcharacte reducaiton
e r e
w developedi nt heclass .Ther esearche ralsowants kto nowhowt heclas swa s
. d e t c u d n o c
.
B ProblemFormula iton
s n o it s e u q o w t s e s i a r r e h c r a e s e r e h t ,t r a p s i h t n
I tobediscussed .Tho esea r
.s w o ll o f s a
.
1 Howi st eachingandl earningacitvtiyconductedinSpeakingI Iclass?
t a h W .
2 characte reducaitonvalue sarefoundinSpeakingI Iclass?
.
C ProblemLimtia iton h c r a e s e r s i h
T aim sa t ifnding wha tcharacte reducaiton values ea r presen t
s e s s a l
c ,clas sA and F, ou to fsix classe so fSpeaking I Iclass .The student so f
A s s a l c I I g n i k a e p
S and F weret heclas so f2011 .Each clas sconsists fo moreo r
s s e
l thitry( 30 )students .Thet ota lparitcipant soft hisr esearchwli lbemoreorl es s
s t n e d u t s ) 0 6 ( y t x i
s .Thi snumbero fstudentsi ssufifcien tasther epresentaitves fo
1 1 0 2 h c t a
b student .s
e b ir c s e d l li w t i ,t s ri F . s t n i o p n i a m o w t n o s u c o f ll i w h c r a e s e r e h
T howt he
s s a l
c wa sconducted . tI showst hemethod andt echniqueusedi nclas ,s i nteraciton
, r e r u t c e l d n a s t n e d u t s n e e w t e
b and al lacitviite sin the clas.s Second ,i twli l
y fi t n e d
i characte reducaitonvaluespresentint heclass .
s e v it c e j b O h c r a e s e R . D
t s m i a h c r a e s e r s i h
T o obtain informaiton on how Speaking I Iclas si s
c u d n o
c ted .Anothe robjecitve to achieve i ,s t hrough the research ,the researche r
s r e d a e r d n
a know t hecharacte reducaiton value sfound in the class .From t hose
t a h t d e t c e p x e s i ti , s e v it c e j b
o studentss howcharacte reducaitonvalue sa smanya s
n a c y e h
t inclas .s
s ti f e n e B h c r a e s e R . E
r e h c r a e s e r e h
T expectst ha tther esul toft hisr esearchwli lbebeneifcialf or
e l p o e p g n i w o ll o f e h
t :
.
1 Lecturero fSpeakingI IClass y a rt r o p h c r a e s e r s i h
T st heacitviitesi n t heclas .s I tmigh tbebeneifcialf o r
a m s s a l
c nagemen tcanber eviewedf ort hebettert eachingi nt hef uture.Beside ,si t
o g e h t r e h t e h w e t a u l a v e o s l a n a
c a lo facetrainmeeitngi sachieved .Moreove,rt he
h c t a h w w o n k o t e l b a e r a s r e r u t c e
l aracte reducaitonvalue sarefoundi nclass .The
t h g i m r e r u t c e
l no tbeawaret ha tsheha sgiven mora lvaluei nhert eaching ,sot hi s
n a c h c r a e s e
r beuseda sar e lfecitont oprovidedeilberatemora lvalue steaching .
.
2 Student so fEngilshLanguageEduca itonStudyProgram ti
f e n e b e v i g o s l a t h g i m h c r a e s e r s i h
T s fort he students .A tferreading t he
tl u s e
r s oft hi sresearch, t he student sareablet o know how good t heri class i s i n
s e u l a v n o it a c u d e r e t c a r a h c g n i m r o f r e
p . I twli lbe bene ifcia lfor t hem t o know i t
e v o r p m i d n a n i a g n a c y e h t e s u a c e
b characte reducaiton values. Beside ,s t heycan
. h g i h r e d i s n o c y e h t s e u l a v n o it a c u d e r e t c a r a h c p o l e v e d n e v e r o n i a t n i a m o s l
a tIi s
t a h t d e t c e p x
e they can be good-characte rmen and women fo /rwtih other swho
. y rt n u o c e h t f o h t w o r g e h t t s o o b l li
w
.
3 SanataDharmaUniverstiy e b l li w h c r a e s e r s i h
T beneifcia lfo rSanata Dharma Universtiy .I tgive s
w o h n o n o it p ir c s e
d theclassi sconductedandwha tcharacte reducaitonvalue sare
n u o
f d ni classrooms .The students ’character swli lshow the qualtiy o fSanata
DharmaUniverstiyands howwhethert hel earningproces sha sbeenon ti srtackt o
e h t e v e i h c
a SanataDharmaUniverstiy’ svision .
s m r e T f o n o it i n if e D . F
l a r e v e s e r a e r e h
T termsi n t hi sstudy t ha tparitculalryneedclea rdeifniiton
n i d n a t s r e d n u s i m d i o v a o
g n i k a e p S .
1 I IClass g n i k a e p
S I Iclas si sone o ft he classe sin Engilsh Language Educaiton
. y ti s r e v i n U a m r a h D a t a n a S n i m a r g o r P y d u t
S Thi sclas si sconducted in the
s t s i s n o c m e h t f o h c a e ; s s a l c I I g n i k a e p S f o s e s s a l c x i s e r a e r e h T . r e t s e m e s d n o c e s
.s t n e d u t s ) 0 3 ( y tr i h t s s e l r o e r o m f
o Fo r2011/2012academicyea ,rt herewere ifve
s r e r u t c e
l who are in charge to teach the students. Each clas shad two dfifer ent
m a e t a s a w t i e s u a c e b s r e r u t c e
l teaching .Theclas saimsto enhancet hestudents ’
, s e c a l p , e l p o e p e b ir c s e d o t y ti li b a d n a y c n e u
lf objects ,processes ,scenes ,and
n o it a u ti
s s . The learning srtategie s used in thi s clas s are class/smal l group
. s t n e m n g i s s a l a u d i v i d n i d n a n o i s s u c s i d
.
2 Character
e v it i s o p a s a d e n if e d e b n a c r e t c a r a h c , ) 0 1 0 2 ( i rt n a m u S o t g n i d r o c c A
d n a , n o it a t u p e r , y ti l a u
q uniquenes so fsomeonewhichmakehimo rhe ratrtacitv .e
e v a g o s l a a t n i m r a d a w r e o
P a deifniiton tha t characte r i s someone’ s nature ,
d n a , n o it i s o p s i
d moral swhichdfiferen itateoneand another(a sctiedi nSumantir ,
.) 4 . p , 0 1 0
2 Characteri sagood qualtiy o faperson so t ha the o rshe knowst he
s e o d d n a , d o o g e h t s e ri s e d , d o o
g thegood (Winatapurta ,2010). In t hisr esearch ,
n o s r e p s i r e t c a r a h
c altiyanddisposiitonofs tudentsi nEngilshLanguageEducaiton
h w y ti s r e v i n U a m r a h D a t a n a S f o ) P S E L E ( m a r g o r P y d u t
S ich i sshown through
r o i v a h e
b du irngt hel earningprocessi nSpeakingI Iclass .
.
3 CharacterEduca iton n i d e ti c s a a n o k c i
L ElkindandSweet( 2004)s tatedt hat :
r e t c a r a h
C educaitoni st hedeilberateeffo trt ohelppeopleunderstand ,care s
t c a d n a , t u o b
n i a t n o
c severa lbasic value s such as : rtustwotrhiness , respect , responsiblitiy ,
. p i h s n e z it i c d n a , g n ir a c , s s e n ri a
9 I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
r e t p a h c s i h
T consist s o f two main secitons . They are theoreitca l e m o s s t n e s e r p n o it p ir c s e d l a c it e r o e h t e h T . k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d
s t p e c n o c e h T . h c r a e s e r e h t o t d e t a l e r s t p e c n o c t n a tr o p m
i are :(1 )speaking class , v
) 3 ( d n a , n o it a c u d e r e t c a r a h c ) 2
( alue .s I n t het heoreitcalf ramework,t het heo ire s d
e z ir a m m u s e r
a andcombinedtos olvet her esearchproblem .s
.
A Theoreitca lDescrip iton
s e s s u c s i d y l n i a m n o it p ir c s e d l a c it e r o e h t e h
T the theo ires related to the e
h T . y d u t
s y aretheo iresabou tspeakingclass ,characte reducaiton ,andvalue .s
.
1 SpeakingClass
s i h t n
I seciton ,two main theo ires, namely pa tr so feffecitve lesson and ir
p nciple soft eaching speaking ,arepresented. Theset heo ire saim a tguiding the e
l p m
i mentaiton o f learning and teaching proces s in Speaking I I clas .s T he s
s a l c I I g n i k a e p S n i s e ir o e h t e s e h t f o n o it a t n e m e l p m
i wli ldeterminet hes ucces so f .s
s e c o r p g n i h c a e t d n a g n i n r a e l
.
a Part so fanE ffecitveLesson
e v e i h c a o
T thegoa lo fal esson ,tii si mpo trantt oapplyaneffecitvel esson . t
,) 0 1 0 2 ( d r y B d n a n e d r u B o t g n i d r o c c
A herearet hreepatr so faneffecitvel esson . e
r a y e h
T in rtoductory ,developmental ,and closingacitviites .Thoset hreepatr so f d
u l c n i t c e j b u s y r e v e r o f e l b a ti u s e r a n o s s e l e v it c e f f
d n e m m o c e
r having those patrs i n each l esson t o make t he l esson effecitve. The u
c s i d e h t s i g n i w o ll o
f ssionoft hoset hreepatr so faneffecitvel esson. )
1 IntroductoryAc itviites
r u
B den and Byrd (2010 )state the purpose o fthese acitviite sare, …“ to s
t n e d u t s e r u t p a c , s t n e d u t s e h t o t t n e t n o c e h t e c u d o rt n
i ’ attenitonand i nterest ,and s
e it i v it c a l a t n e m p o l e v e d e h t r o f e g a t s e h t t e
s tha tfollow” (p .64). Inrtoductory t
a d e t n e m e l p m i e r a s e it i v it c
a the beginning o fa lesson . Serdyukov and Ryan t
s e g g u s ) 8 0 0 2
( type so facitviite swhichareo tfenusedatt hebeginningo fal esson s
a h c u
s , “Relaitngt hel esson t o aspect so fstudents ’ ilve ,s r eviewingpreviou skey s
n o s s e l m o r f s t n i o
p and staitng t heobjecitve sand t hei rpurpose ,and ifnding ou t n
i a t e r s t n e d u t s e g d e l w o n k r o ir p t a h
w …”( a sctiedi nBurden&Byrd ,2010 ,p .64 .) e b l li w y e h t t a h w d n a t s r e d n u s t n e d u t s p l e h s e it i v it c a y r o t c u d o rt n i e h T
, g n i y d u t
s ge tthem ready for the lesson, enable them to relate the lesson wtih n
o s s e l s u o i v e r
p , andf tithel essoni ntoalargerf rameworkoft hecourseconten.t tI t
n a tr o p m i o s l a s
i to t ellstudentst he objecitve sof t he l essons and wha tstudent s w
o n k d l u o h
s b y the end o fthe lesson because i twli lbe posiitvely related to t
n e m e v e i h c a ’ s t n e d u t
s (Burden & Byrd ,2010) .Burden and Byrd (2010 )also n
o it n e
m detalie d acitviite s to guide the teacher s to implemen t inrtoductory e
r a y e h T . s e it i v it c
a asf ollow .s )
a TakingA ttendance
e k a t d l u o h s s r e h c a e t e h t , y lt s ri
F attendance ta thebeginning oft hel esson . i
, r e v e w o
H ti ssuggested no tto hold up the beginning o fthe clas sto take T
. e c n a d n e tt
r e h c a e t e h
t s takeattendance. Having an opening acitv tiy wh liet akingattendance e
v it c e f f e n o s s e l e h t e k a m l li
w .
)
b GetitngA tten iton
. r e h c a e t e h t o t n o it n e tt a y a p s t n e d u t s e h t li t n u n i g e b t o n d l u o h s n o s s e l A
r y b n o it n e tt a ’ s t n e d u t s t e g o t l a n g i s e v i g n a c r e h c a e t e h
T aising ahand , irnginga d
n a t s , ll e b r o e m i h
c i nng i cetrain l ocaiton ,o rmaking a statement .Teacherscan s
t n e d u t s e h t e k a m o s l
a pay atteniton fu lly to them by removing al ldisrtacitons. r e v il e d y ll u f s s e c c u s o t r e h c a e t a r o f t n a tr o p m i y ll a e r s i n o it n e tt a ’ s t n e d u t s g n it t e G
l a ir e t a m e h
t s oft hel esson. )
c ProvidingDaliyReview
i w n o s s e l e h t t r a t s n a c s r e h c a e
T th a b ire freview o fpreviously covered t n a v e l e r s i t a h t e g d e l w o n k r o ir p f o w e i v e r d n a , k r o w e m o h f o n o it c e r r o c , s l a ir e t a m
. n o s s e l s ’ y a d e h t o
t tI i sbeneifcialt o r efreshstudents ’memoryo fpreviousl esson t
n i h a m e h t e v i g d n
a rfo topictheday’sl esson.Moreove,ri thelp sstudentst o ilnk g
n it e e m h c a e m o r f s c i p o
t sot hatt hey areablet o r each t hegoa latt heend oft he .
e s r u o c
)
d EstabilshingSe t
tI aimstogett hestudentsreadyf ort hel esson.I talsohelp sstudent stosee a
n i n o s s e l a f o c i p o t e h t t a h
w way tha ti srelated to thei rown interes.t Fo r ,
e l p m a x
e teacher sprovide a shor tvideo showing a man who i slooking fo ra f
o n o it a c o
l acoffees hop .Hei saskinghowhecouldgett ot hecoffees hopusinga ,
d e s u a p s i o e d i v e h T . p a
m and t hen teachers ask t hestudent swhether they have n
i n e e
. n o it c e ri
d Thi sset i nduciton acitvtiy help screate i nterest i n t he l esson i n a way .s
e v il n w o r i e h t o t e t a l e r n a c s t n e d u t s t a h t
)
e IntroducingLessonObjecitves
t f o e s o p r u p e h t e b ir c s e d o t l u f p l e h s i
tI hel esson and discuss t heacitvtiy e
r u d e c o r p e s o h t e s u a c e b s s e c o r p n o it a u l a v e d n
a s helpteacherst oreducestudent s’ .
n o s s e l e h t t u o b a y t e i x n
a Besides ,inrtoducing learning objecitve wli lalso help .
n o s s e l e h t f o d n e e h t t a e v e i h c a o t t a h w w o n k o t s t n e d u t
s Having the student s .t n e m e v e i h c a l a o g f o s s e c c u s e h t n i a g y a m n o s s e l e h t f o s e v it c e j b o e h t w o n k
)
f Distribu itngandCollecitngMaterials
g e b e h t t a d e t u b ir t s i d e b n a c h tr o f o s d n a , t e e h s k r o w , t u o d n a
H inning o f
n o it n e tt a ’ s t n e d u t s s u c o f o t s s a l
c on impo tran tmate irals and avoid disrupiton .s o s d n a , t e e h s k r o w , t u o d n a h g n i s s a p y b e n o d y l e v it c e f f e e b n a c n o it u b ir t s i d e h T
. s e t a m s s a l c r i e h t o t e t u b ir t s i d m e h t t e l d n a w o r t s ri f e h t n i s t n e d u t s e h t o t h tr o f
e
B sidessaving itme,t hist echniquealsos avesenergybecauset het eache rdoe sno t d
e e
n towalkaroundt heclas sgivingt hehandoutt oeachs tuden.t )
g GivingClear ,FocusedDirec itons
n a l p y ll u f e r a c t s u m r e h c a e t e h t , s n o it c e ri d d e s u c o f d n a r a e l c e v i g o T . m e h
t Drieciton scan begiven att hebeginning o fal esson o rmigh tbegiven fo r .
n o s s e l a t u o h g u o r h t s e it i v it c
a A tfe rgiving them drieciton ,the teache rha sto .
s n o it c e ri d e h t d n a t s r e d n u s t n e d u t s e h t fi k c e h
c Checking students ’understanding o
it c e ri d e h t t u o b
a n wli lprevent them to ask the same quesiton du irng clas s .s
s e c o r p g n i n r a e l t n e i c if f e n i e k a m l li w h c i h w y ti v it c a
)
t n e d u t s r o f s e l c i h e v e h t e r a d n a t n e t n o c e h t s s e r d d a s e it i v it c a e s e h T
. ) 0 1 0 2 , d r y B & n e d r u B ( g n i n r a e
l Thevehicle sforstudentl earning are projected s
e i g e t a rt s l a n o it c u rt s n i l a r e v e s y
b to use i ncluding lectures ,quesitons ,pracitces , d
o h t e m n o i s s u c s i d d n a p u o r
g s , and inquriy and discovery approaches . The t
s p l e h t s u m n o s s e l n i a tr e c a r o f d e t c e l e s s e i g e t a rt s l a n o it c u rt s n
i udent smee tthe
. n o s s e l e h t f o s e v it c e j b
o Fu trher ,BurdenandByrd( 2010 )addthati ti spossiblet o n
i s e i g e t a rt s l a n o it c u rt s n i l a r e v e s e n i b m o
c one lesson to take into accoun t ’
s t n e d u t s e t a d o m m o c c a o t d n a s n a p s n o it n e tt a ’ s t n e d u t
s dfiferentl earnings tyles . t
, ) 0 1 0 2 ( d r y B d n a n e d r u B o t g n i d r o c c
A here are severa lthing sto be d
e h t n i s r e h c a e t y b d e n r e c n o
c evelopmenta lacitviites .Thingswhichcontirbutet o f
f
e ecitvedevelopmenta lacitviitesareasf ollows. )
a Pacingt heLesson
n o s s e l e h t f o e c a
P ist hespeed a twhicht hel esson proceeds .An effecitve n
o s s e l e h t f o e c a
p i snetihert oos lownort oof as.tToeffecitvelypaceal esson,t he n
o it c e ri d e v i g d l u o h s r e h c a e
t s wtihou tdwelilng on them ,distirbute pape rin a a
e n o m o r f e v o m d n a , r e n n a m e v it c e f f e d n a y l e m
it citvtiyt oanothe rsmoothlyand .
n o it p u r r e t n i t u o h ti w
)
b Providings mootht ransiitons
h t o o m s A . r e h t o n a o t y ti v it c a e n o m o r f t n e m e v o m e r a s n o it i s n a r T
e h t n i s k a e r b y n a t u o h ti w r e h t o n a o t n i w o lf o t y ti v it c a e n o s w o ll a n o it i s n a rt
ti s n a r T . n o s s e l e h t f o y r e v il e
d i s on tha tareno tsmooth creategapsi nt hedeilvery .
n o s s e l e h t f
o Thegapsi nt hedeilvery oft helesson mayl ett hestudentsl ose the d
n a s e it i v it c a s s a l c n e e w t e b k n
)
c BeingTaskOriented
t n a v e l e r l l a t a h t g n i n r e c n o c e n o d e b o t s a h t
I mate irals be covered and d
e t n e ir o l a o g e r a s r e h c a e t d e t n e ir o k s a T . d e n r a e
l teachers .Theyplani nsrtucitona l a
d n a s e i g e t a rt
s citviitest ha tsuppo trt hegoa lverywel.lThati swhy tii si mpo tran t d
e t n e ir o k s a t e b o
t teacher sbecauset hey wli ldriecttheclasst o achievet hegoa l .
n o s s e l e h t f o
)
d EnsuringAcademicLearningTime
y ll u f s s e c c u s e r a s t n e d u t s e m it f o t n u o m a e h t s i e m it g n i n r a e l c i m e d a c A
.s e it i v it c a g n i n r a e l n i d e g a g n
e Everystuden tha sdfiferen tacademicl earning itme d
n a e c n e t e p m o c r i e h t o t e u
d skilll evel . tIi st eachers’responsiblitiyt o ensuret ha t n
i d e g a g n e y ll u f s s e c c u s e r a s t n e d u t s ll
a theclassroomt ask. )
e Beingclear
s t n e d u t s r i e h t o t n o it a c i n u m m o c ’ s r e h c a e t f o n o i s i c e r p e h t o t s r e f e r y ti r a l C
n i h c a e t n i y ti r a l C . r o i v a h e b d e ri s e d e h t g n i d r a g e
r g help sstudent sunderstand d
n a , y l e t a r u c c a e r o m k r o w , r e tt e
b b emoresuccessfu.lTherefore, t eacher shavet o .
n o s s e l e h t f o l a o g e h t e v e i h c a o t r e d r o n i r a e l c e b
)
f Exhibiitngenthusiasm
. y ti s n e t n i d n a t n e m e ti c x e f o n o i s s e r p x e n a s i m s a i s u h t n
E Theenthusiastic
e h t o t d e tt i m m o c e r a y e h t t a h t w o h s s r e h c a e
t student sand the subjec tmatte.r c it s a i s u h t n e e m o c e b o t s t n e d u t s e h t t c e f f a o s l a l li w s r e h c a e t c it s a i s u h t n e g n i e B
r e n r a e
l s. Thi si sthe poin tfo rmaking students ’posiitve achievement .Having it
i s o p ’ s t n e d u t
o t t a m r o f e m a g g n i s u r o , n o s s e l e h t f o s t n i o p y e k e h t d r a o b e ti h w e h t n o e ti r w
. n o s s e l e h t e z ir a m m u
s Inproviding t hesummary ,teacher shavet omakei tsimple c
i h w n o it a n a l p x e g n o l o o t g n i v i g d i o v A . e l b a tt e g r o f n u t u
b hwli ldrawt heacitvtiy .s
e it i v it c a l a t n e m p o l e v e d o t k c a b
)
c GetitngReadyt oLeave
m m u s n o s s e l d n a s n o it c u rt s n i ll a e t e l p m o c d l u o h s r e h c a e t e h
T a ire sat the
g n i v r e s e R . d o ir e p s s a l c f o d n
e abou tonet of ou rminute sbeforet hebel l irngsf or u
p o t s t n e d u t s e h
t tawayt hei rbooks ,pens ,o rothe rmateiralsi ssigni ifcant .I tha s e
n o d e b o
t sot hes tudent sareablet omovetot henex tclassefifcien lty.
.
b Principle so fTeachingSpeaking
g n i v l o v n i y ti v it c a n a s a d e if i p y t s i n o it a c i n u m m o c l a r o r o l li k s g n i k a e p S r o o w
t morepeopleast heparitcipant sarehearer sandspeaker shavingt o r eactt o n
o it u b ir t n o c r i e h t e k a m d n a e r a y e h t t a h
w sa thigh speed (Johnson & Morrow , , t n a tr o p m i y r e v s i ll i k s g n i k a e p s g n ir e t s a m t a h t r e d i s n o c e l p o e p t s o M . ) 0 7 . p , 3 8 9 1
g n i k a
m the t eaching o fspeaking impo trant .Moreover ,Nunan (1991 )statest hat y r r a c o t y ti li b a e h t f o s m r e t n i d e r u s a e m s i e g a u g n a l n g i e r o f a g n i n r a e l f o s s e c c u s
e g a u g n a l e h t n i n o it a s r e v n o c a t u
o (p .39) .Moreover ,someonewhoha smastered d
e r r e f e r s i e g a u g n a l
a to a sa speake ro fa l anguage (Ur ,1996) .Because of t he e
h t ,l li k s g n i k a e p s g n ir e t s a m f o e c n a tr o p m
i teacher sshould giveseirou sconcern g
n i k a e p s f o g n i h c a e t o
. t n e m e t a t s s ’ n l o c n i
L Apersoncanpefrormgoodbehavio randdeedt obeadmitted y
t e i c o s e h t n
i and/o rachievehi spurpose ;however mhe ayhaveatotallydfiferen t n
o i s u l c n o c A . m i h n i r e t c a r a h
c can be drawn ,then ,tha tbehavio rcanno tbe an a r a h c l a e r s i h e s i u g s i d y a m e h e s u a c e b r e t c a r a h c s ’ e n o f o r o t a c i d n i e t u l o s b
a c .rt e
o s l a a t n i m r a d a w r e o
P gives deifniiton t ha tcharacteri ssomeone’ snat ; ure n
o it i s o p s i
d ; andmoral swhich dfiferenitateoneandanother( a sctied i n Sumantir , ,
0 1 0
2 p .. 4) Characte ri sunique and dfiferen tfrom one person to anothe.r I ti s d
e m r o
f in a sel fo feach person by nature (genes )and nu trure (environment , a
, y t e i c o
s n d al lvalues )resulitng from p irvate lfie expeirence .s Atlhough one e
h t s e r a h
s samevaluesi n t hesocietyand same gene sfrom t hesame parents ,the ir
p s ’ e n
o vatel fie expeirence sare dfiferen tfrom one anothe.r It i sstated t hatt he n
i s ’ e n o e b y a m e r u t a
n terna lguide( map) ,bu tnu trurei st heexplorert ha thast he l
a n
if say in wha t one doe s (desitnaiton) (h ttp://www.nwilnk.com/~donclarkl/eaderl/eadch .rhtml).
a rt u p a t a n i
W (2010) summairzes Lickona’ sstatemen ttha tcharacte ri sa d n a , d o o g e h t s e ri s e d , d o o g e h t s w o n k e h s r o e h t a h t o s n o s r e p a f o y ti l a u q d o o g
d o o g e h t s e o
d ast her esul toft hehabi toft hemind,t heheatr ,andaciton. Lickona, d
a h , y l s u o i v e r
p also quoted t heGreek phliosopher, A irstolte, who desc irbesgood t
c u d n o c t h g ir f o e fi l e h t s a r e t c a r a h
c -irgh tconducti n r elaiton t o othe rpersonand .f
l e s e n o o t n o it a l e r n
i Whatt heyare rtyingt o sayi st ha tcharacteri sal lgoodand n
o s r e p a f o f l e s a n i s g n i h t e v it i s o
p whichl eadhim to agood l fief o rhimandf o r .s
, s tr e p x e y b s n o it i n if e d e s o h t o t g n i d r o c c
A characte rha sbroad scope wit h r
e t c a r a h c e h t t a h t e t a t s e r y l p m i s n a c t i ,r e v e w o H . s t n e m e ri u q e r e m o
s i sal lgood
s i h c i h w n o s r e p a n i s g n i h
t formed by nature (genes )and nu trure(envrionment , )
y t e i c o s n i s e u l a v d n a , y t e i c o
s to reach agood l fiefo rhimsel fand fo rother sby .r
o i v a h e b d n a n o it c a n a o t n i ti g n it n e m e l p m i
e n
O o fthe way sto form characte rin a person i steaching characte r e
r u tr u n e h t f o e l p m a x e e h t s i tI . n o it a c u d
e rolewhichf orm scharacteri nas el fo fa C
. n o s r e
p haracte reducaiton ,accordingt o Lickona( 1991), si thedeilberateeffor t t
c a d n a , t u o b a e r a c , d n a t s r e d n u e l p o e p p l e h o
t s uponcoreethica lvalue .sI tcanbe d
u l c n o
c ed f rom hi sstatement t ha tcharacte reducaiton i swel lplanned beforet he e
v i g r e h c a e
t s i tto the students .The teache rha san inteniton to teach i tto the .
s t n e d u t s
& s e n y a
H Thoma s(2007 )in thei rbook Finding Common Ground :A l
o o h c S c il b u P n i y t r e b i L o t e d i u
G state tha t“Characte reducaiton i sa naitona l e
l b i s n o p s e r , l a c i h t e r e t s o f t a h t s l o o h c s g n it a e r c t n e m e v o
m and ca irng young
n o s i s a h p m e h g u o r h t r e t c a r a h c d o o g g n i h c a e t d n a g n il e d o m y b e l p o e
p universa l
. e r a h s l l a e w t a h t s e u l a
v ”Fu trhe,r t hey added t ha t ti i s t hei ntenitonal ,proacitve o
f f
e r tby school s and government . Characte reducaiton i salso descirbed a s l
a r e n e
g curirculum and organizaitona l feature s o f school s tha t promote the t
n e m p o l e v e
t n a l p m
i the value s so tha t the student s behave a s a perfec t m (an Dirjen n
a k i d i d n e
P Dasar ,2011). e
h
T lastt hreedeifniitons o fcharacte reducaitonemphasizesonvalues. tI si e
h t e r a s e u l a v e s u a c e b d e d e e
n staritng poin to fcharacte reducaiton .I tha sbeen .
s e u l a v y b d e m r o f s i r e t c a r a h c t a h t d e n i a l p x
e The value s from society a
t n e m a d n u f
( lvalue sand universa lvalues )which are i mplanted into t hesel fo fa e
u l a v l a n o s r e p s i h e m o c e b l li w n o s r e
p and i ti scalled character .Moreover, a
rt u p a t a n i
W ’ s (2010 ) states tha t characte r educaiton i s the same a s value n
o it a c u d
e andmora leducaiton whichaimedt odevelopstudents ’ablitiy t odecide . e fi l y li a d n i s s e n d o o g e h t o d d n a , d o o g s i t a h w n i a t n i a m , t h g ir r o g n o r w s i t a h w
i , e r o f e r e h
T tcanbeconcludedt ha tcharacte reducaitoni st hedeilberateproces so f e
h t o t n i s e u l a v g n it n a l p m
i sel fo fa person so tha the/she ha sgood thing sin .
e fi l r e h / s i h n i s g n i h t d o o g o d d n a f l e s r e h / m i
h
.
b TheI mportanceo fCharacterEduca iton
Chlidren’ sbehaviorsin t heseday sarenott hesameaschlidren’ sbehavior .
o g a s r a e y w e f t s a p e h t n
i Lickona (1991 )argues thatt h erei san i ndicaiton t ha t m
r o f r e p y e h
t decilne mora lbehavio .r An effo tr i sneeded to b irng t hem back t o the good mora l behavior , and the answe r i s characte r educaiton . Characte r
e d i s n o c d e il p p a e b o t t n a tr o p m i s i n o it a c u d
e irngthef ollowingissue sandbeneift .s t
s ri
F ,chlidren may no tge t(o rge tvery minimum )characte reducaiton a t s
e t a t s ) 9 0 0 2 ( n o s r a L . e m o
h famiilestodayo tfen providechlidrenl es ssupervision
.s n o it a r e n e g s u o i v e r p n a h t e c n a d i u g l a r o m d n
a Moreover ,Benigni( 2006)r eveals f
o e s u a c e b t a h
. ) 9 0 0 2 , n o s r a L n i d e ti c s a ( s l o o h c s e h t o t p u n e r d li h c r i e h t f o t n e m p o l e v e d e r o
c I f
h
t a t i s the curren t rtend , Gree r (2007 ) suggests tha t now schools take the a
r a h c p o l e v e d o t y ti li b i s n o p s e
r cte reducaiton and to teach wha tgood characte r , n o s r a L n i d e ti c s a ( s t n e d i c n i e v it a g e n f o r e b m u n e h t e c u d e r y a m t i t a h t o s s n a e m
.) 9 0 0 2
d n o c e
S , implemenitng characte r educaiton in school s also create s a e
v it i s o
p learning envrionment .Larson (2009) states tha tcharacte reducaiton can t
n e d u t s e v it i s o p e c r o f n i e
r behaviors in schools .Fu trher ,he added tha twtihou t y
a m s t n e d u t s , s r o i v a h e b e v it i s o
p haveconfilc twtihother ,s l owacademicinterest , r
e w o
l - fls -e esteem ,useo fprofantiy, f eeilng wo trhles ,sl ackofrespect ,andl os so f a
g e n e s o h T . s r e h t o s d r a w o t y h t a p m
e itve behavior ssurely wli lcreate a negaitve .t
n e m n o ri v n e g n i n r a e
l Leming ,Searcy ,and Meadow (a sctied in Larson ,2009 ) ifndt hatt hei mplementaitono fcharacte reducaitoni ns chool shasr educed oalc ho l
, e s u b a g u r d d n
a decreased vandailsm ,and dropp ed discipilne problems .Larson s
d d a ) 9 0 0 2
( tha t“improved schoo lattendance ,increase in studen tmorale ,and t
n e d u t s n i e s a e r c n
i responsiblitiy are few o fthe posiitve aspect so fcharacte r n
o it a c u d
e programs ”. Consideirng t he er su tl so fcharacte reducaiton program ,s i t s
i farit os aytha tcharacte reducaitoncancreateaposiitvelearningenvrionmen.t d
ri h
T ,the implementaiton o fcharacte reducaiton create sstudent swtih h
g i
h emoitonali ntelilgence( EQ )whichenablest hem t osucceedi n academicand i
d A ( e fi l n
i ,Dwiatmoko ,Istono ,Nugraha ,& Maryarsanto ,2010) .Berkowtiz(a s i
d A n i d e ti
c e ta.l ,2010)statesthatt herei san increasing studen ’tsmoitvaiton i n s
l o o h c s n i e c n a m r o f r e p c i m e d a c a g n i v e i h c
d n a h r e h t o e h t n
O ,t herearesomef actor stha tcausefaliurestostudentsi ns chool s ,
e c n e d if n o c f o k c a l s a h c u
s poo rteamwork ablitiy ,bad concen rtaiton ,lack o f d
n a , y h t a p m
e poo rcommunicaiton skill (Adi ,e ta.l ,2010) .Thosef actors areno t d
i a
l o Qn I bu tmoreon E . Q Student swtih E Q problem swli lhaved fiifculites i n n
o it a l e r ri e h
t s hipand academicachievement. nO theconrtary, student swho have r
e t c a r a h
c wli lavoid common teenage problems such a sviolence ,sex abuse , h
o c l
a ol ,anddrugs( Adi ,e.tal ,2010) . tIi snowcleart ha temoitonal i ntelilgence , e
b n a c h c i h
w buitlbycharacte reducaiton ,i ssigni ifcantt or eachsuccess. .
c Teacher’ sRoleInCharacterEduca iton
r e h c a e
T s dh ol asigniifcan trolei nt heproces so feducaitonats chool .They n
o it c a r e t n i y li a d e k a m y e h T . s r o t a c u d e e n il t n o r f e h t e r
a s wtih the student sin d
n a s s a l
c a bulid relaitonship wtih t hem .In characte reducaiton ,teachers should y
a l
p a cetrain role to affec tthe value so fthe students .According to Lickona e
r h t t s a e l t a e r a e r e h t ) 1 9 9 1
( erole steachers ought t o perform fort hesucces so f r
e h c a e t e r a s e l o r e e r h t e h T . l o o h c s t a n o it a c u d e r e t c a r a h
c s a scaregivers ,a smora l d
n a , s l e d o
m a sethicalmentors.
)
1 Teachers a sCaregivers
, e l o r s i h t n
I teacher shave to love and respec ttheri students (Lickona , ,
1 9 9
1 p . 72) .By giving l ove and respect ,Lickona(1991 )statestha tthestudent s s
r e h t o o t t n e m t a e rt e m a s e h t m r o fr e p l li
w ,animals ,and event o i nanimateobjec.t e
r a s t n e d u t s g n i s s a r r a b m e d n a , m s a c r a s , m s it ir o v a
F avoided thing sfo rteachers ,
1 9 9 1 , a n o k c i L
r e h c a e t , n o it c e n n o c l a n o s r e p d o o g a h ti w g n it r a t S . s e t o
n s ac n offe ran advice l
a i c o s h ti w g n il a e
d -mora lproblems .Teacher scan also give student scorrecitve n
e h w k c a b d e e
f evert heyneed.
.
3 Values
g n i d r o c c
A to Lickona (1991) ,value sare o ftwo kinds :mora land non -l
a r o
m ( .p )3 . 8 Fu trhe rheexplainedt ha tmora lvalue stel lwha tpeopleoughtt odo y
r o t a g il b o e r a d n
a .People mus tabide by the value seven when people would .t
o n r e h t a
r On the conrtary ,non-mora lvalue scarry such no obilgaiton .“They ,
1 9 9 1 , a n o k c i L ( ” o d o t e k il r o t n a w e l p o e p t a h w s s e r p x
e p ).3 . 8
b o ( l a r o
M ilgatory )value scanbef u trhe rbrokendowni nto t wocatego ires , n
o n d n a l a s r e v i n
u -universal .Lickona (1991 )explains tha tuniversa lvalue sbind d n a h tr o w n a m u h l a t n e m a d n u f r u o m ri f f a y e h t e s u a c e b e r e h w y r e v e s n o s r e p l l a
( y ti n g i
d p .38) .Theexampleo funiversa lmora lvalues ,accordingt o Lickona ,are . y ti l a u q e d n a , y tr e b il , s e v il r i e h t g n it c e p s e r d n a y lt s u j e l p o e p l l a g n it a e
rt nI
n o n , t s a rt n o
c -universa lvalue sdo no tcarry a universa lmora lobilgaiton .These o
l a n o s r e p s u o ir e s a l e e f e n o e m o s e k a m y a m s e u l a
v bilgaiton ,bu tmaynoti mpose s
n o it a g il b o t l e f y ll a n o s r e p e s e h
t onothers(Lickona ,1991 ,p ).3 . 8 s
i a r ) 1 9 9 1 ( a n o k c i
L e s the two grea tmora lvalues .They are respec tand , l a s r e v i n u a f o e r o c e h t e t u ti t s n o c s e u l a v o w t e s e h t t a h t d e t s i s n i e H . y ti li b i s n o p s e r
pubilcmoraltiy. Fu trhe rLickona(1991)explained t ha trespec tand responsiblitiy l
a r e v e s o t n i n w o d n e k o r b e b n a
c speciifc value s such a shonesty , fariness , fl
e s , e c n e d u r p , e c n a r e l o
d f o t s o h a d n a , e g a r u o
c emocraitcvalues( p . 39) .Thosespeci ifcvalue sareaidst o .
y l b i s n o p s e r d n a y ll u ft c e p s e r g n it c
a
i y r o e h t t n e r e f fi d
A sproposed by Michae lJosephson. Josephson (2012) , ,
e t u ti t s n I n o s h p e s o J f o t n e d i s e r p e h
t proposes there are six pillar so fcharacter (h ttp /:j/osephsoninsttiute.org/MED/MED-2sixpillar .shtml) . The six pillar s a re
. p i h s n e z it i c d n a , g n ir a c , s s e n ri a f , y ti li b i s n o p s e r , t c e p s e r , s s e n i h tr o w t s u
rt Every
f o s t s i s n o c r a ll i
p severa lspeciifc value swhich are in accordance wtih speci ifc y
b d e s o p o r p s e u l a
v P3MP-LPM USD. For t hei nformaiton ,P3MP-LPM USD si a n interna linsttiute of Sanata Dharma Universtiy to maintain and develop ti s
y ti l a u q n o it a c u d
e conitnuously. e
h
T word “trustwo trhiness” i sdeirved from rtustwo trhy which mean s “ablet o be rtusted” .Thi svalue ,according t o Josephson (2012) ,consists o fmore
, y t s e n o h s a h c u s s e u l a v c if i c e p
s integrtiy, reilablitiy ,and loyatly .Lickona( 1991 ) y
lt i c il p x
e descirbestha tdeailnghonesltywtih peoplemeansno tdeceivingt hem , (
m e h t m o r f g n il a e t s r o , m e h t g n it a e h
c p . 45) .Whereas according to Josephson )
2 1 0 2
( ,a person o fintegrtiy i sundivided and complete .Thi smean stha tthe o
t g n i d r o c c a s t c a n o s r e p l a c i h t
e his/he rbeilefs ,no taccordingt o expediency .The y
ti r g e t n i f o n o s r e
p i salso consistent .To become a rtustwo trhy person ,i ti s e
l b a il e R . e l b a il e r e b o t n r e c n o c e k a t o t t n a tr o p m
i , accordingt o Josephson(2012 ,) s
n a e
m “accepitngt her esponsiblitiy o fmakingallr easonableeffo trst of ulifllou r s
t n e m ti m m o
c ”. Thel as tspeciifcvaluef rom rtustwo trhinessi sl oyatly .Josephson 2
1 0 2
s n o it a il if f a r o , s n o it a z i n a g r o , e l p o e
p ”. Fu trher ,the speciifc value sproposed by P
M 3
P - PL MUSDarehonesty ,itme-tested ,andcouragei nt aking irsk. s
i r a ll i p t x e n e h
T respect .Respec tmean s“showingr egardf ort hewo trho f g
n i h t e m o s r o e n o e m o
s ” (Lickona ,1991 ,p . 43) .Josephson (2012) explains tha t respec tprohibti sviolence ,humiilaiton ,manipulaiton and explotiaiton .I tre lfect s d n a e c n a r e l o t , y m o n o t u a , y ti n g i d , y c n e c e d , y s e tr u o c , y ti li v i c s a h c u s s n o it o n
. e c n a t p e c c
a P3MP-LPM USD proposed tha tin respec tpillar one ha sto respec t .
t n e m n o ri v n e g n i n r a e l e h t n i s r e h t
o Lickona(1991 )adds tha trespec tconsist so f l l a r o f t c e p s e r d n a , e l p o e p r e h t o r o f t c e p s e r ,f l e s e n o r o f t c e p s e r : s m r o f r o j a m e e r h t
h t n i a t s u s t a h t t n e m n o ri v n e e h t d n a e fi l f o m r o
f em .Respec tfo rsel frequrie s ri
e h t t a e rt o t e l p o e
p own l fieand person a shaving i nheren tvalue . tI i swrong t o fl
e s n i e g a g n
e -desrtucitve behavio rsuch a sdrug o ralcoho labuse .Respec tfo r s a , e k il s i d y e h t e s o h t o t n e v e , s g n i e b n a m u h l l a t a e rt o t e l p o e p s e ri u q e r s r e h t o
. ) 3 4 , 1 9 9 1 , a n o k c i L ( n w o r i e h t o t l a u q e s t h g ir d n a y ti n g i d g n i v a
h Respec tfo ral l
m r o
f sofl fieprohibti scruetly t o animal sandcal lpeoplet o ac twtih caret oward .t
n e m n o ri v n e l a r u t a n
y ti li b i s n o p s e
R ist henex tpillar .Lickonaexplainedt hatr esponsiblitiyi san s
n a e m y ti li b i s n o p s e r , y ll a r e ti L . t c e p s e r f o n o i s n e t x
e “ablitiyt or espond”( Lickona , ,
1 9 9
1 p ). 4 . 4 According to Lickona (1991) ,i tmean so irenitng toward others , r
y l e v it c a , m e h t o t n o it n e tt a g n i y a
p esponding to thei r needs . According to n
o s h p e s o
J (2012) ,responsib litiy mean s“being accountable fo rwha twe do and o
s l a t I . e r a e w o h
w meansr ecognizing t ha tou raciton smatte randwearemorally s
e c n e u q e s n o c e h t r o f k o o h e h t n
f o m r o f c if i c e p
s responsiblitiyvaluesareaccountab litiy ,pursutio fexcellence ,and fl
e
s -resrtain .t P3MP-LPM USD adds othe rspeciifcvalue ssuch a sresponsiblitiy , e
c n e d n e p e d n
i ,discipilne ,perseverance ,andpersistence. s
s e n ri a
F value i salso included in the six pillar so fcharacter .Farines s 9 1 , a n o k c i L ( ” s e ti r o v a f y a l p t o n d n a y ll a it r a p m i e l p o e p t a e rt o t s u s e ri u q e r …
“ 91 ,
.
p 46) .Accordingt oCambridgedicitonary, f arines smeanst hequaltiy o f rteaitng .
e l b a n o s a e r r o t h g ir s i t a h t y a w a n i r o y ll a u q e e l p o e
p Josephson(2012 )addstha t n e p o e b , e r a h s d n a s n r u t e k a t ,s e l u r e h t y b y a l p o t y l e k il l li w s s e n ri a f n i e l p o e
p
-d n i
m ed ,nott aking advantageo fothers ,no tblaming others ’careless ,and rtea tal l e
l p o e
p failry (h ttp://charactercount .sorg/sixpillar .shtml). P3MP-LPM USD also k
il l li w s s e n ri a f n i n o s r e p t a h t s e u g r
a ely to perform jusitce ,openness ,and .
m o d e e r f
The nex tpillar i st he hear to fethics ,which i scairng .A ca irng person i s e
n o e m o
s who i skind and give semo itona lsuppor tto others .Josephson (2012) t
a h t s e t a t
s people o f ca irng should be kind and compassionate . They also , n i e l p o e p p l e h d n a , s r e h t o e v i g r o f , e d u ti t a r g s s e r p x e o t e v a h , d e d d a n o s h p e s o J
. d e e
n According to P3MP-LPM USD, cairng value scontain scairng to others , e
r a h s o t s s e n g n il li
w ,andsensiitvtiyt oothers ’need. r
a ll i p t s a e l t o n t u b t s a l e h
T si ciitzenship C. iitzenship i st hestateo f ilving e r e h t e v il o h w e l p o e p r e h t o t a h t y a w a n i g n i v a h e b d n a n w o t r o a e r a r a l u c it r a p a n i
u o y f o t c e p x
e (“Ciitzenship”) .Josephson(2012 )statesthat ,“Ciitzenshipi nclude s ir
c s e r p t a h t s e it u d d n a s e u tr i v c i v i
c be how we ough tto behave a spar to fa y
ti n u m m o
d o o g e h t s e o
d ast her esul toft hehabi toft hemind,t heheatr ,andaciton ,whereas s
i n o it a c u d e r e t c a r a h
c the deilberateeffo trt ohelp peopleunderstand ,careabout , s
e u l a v l a c i h t e e r o c n o p u t c a d n
a (Lickona ,1991). Teacher sholdanimpo trantr ole .
n o it a c u d e r e t c a r a h c n
i According to Lickona (1991) ,there are a tleas tthree n
o it a c u d e r e t c a r a h c n i e l o r ’ s r e h c a e
t .They are t eacher sa scaregive,r t eacher sa s n i r e h c a e t e h t t a h t d e t c e p x e s i t I . s r o t n e m l a c i h t e s a s r e h c a e t d n a , l e d o m l a r o m
. n o it a c u d e r e t c a r a h c f o s s e c c u s e h t r o f s e l o r e e r h t e s o h t y a l p o s l a s s a l c g n i k a e p s
l a v o t d e t a l e r y l e s o l c s i n o it a c u d e r e t c a r a h
C ues .Teachingcharacteri salso g
n it n a l p m
i universa lmora lvalue sto the students .The researche rattempt sto e
r u t p a
c theethica lvaluesi nspeakingclas .s I n ordert odot ha,tt her esearche rha s h
t e e r o c f o t s i s n o c h c i h w r e t c a r a h c f o s r a ll i p x i s d e b ir c s e
d ica lvalue sand thei r e
p
s ciifc values .Fu trher ,to answe rthe second research problem the researche r y
b d e h s il b u p s e u l a v f o t s il e h t s e s
u P3MP-LPM USD combined wtih t he value s s r e h c a e t s p l e h s s a l c e h t n i s e u l a v l a c i h t e e h t g n i w o n K . r e t p a h c s i h t n i d e b ir c s e d
e h t e r u s a e
5 3
CHAPTER II I
RESEARCHMETHODOLOGY
n i n o i s s u c s i d e h T . h c r a e s e r s i h t n i d e s u d o h t e m e h t s e b ir c s e d r e t p a h c s i h T
o t n i d e d i v i d s i r e t p a h c s i h
t et h research method , research setitng , research g
n ir e h t a g a t a d d n a s t n e m u rt s n i , s t n a p i c it r a
p technique ,data analysis technique ,
.s e r u d e c o r p h c r a e s e r y ll a n if d n a
.
A ResearchMethod
r o i v a h e b l a r u t a n e h t y a rt r o p o t g n i y rt s a w h c r a e s e r s i h
T andi nteraciton o f
s s a l c g n i k a e p s n i s t n e d u t
s anddecidedcharacte reducaitonvalue sexistedi n class . Ther esearche rwa sobilgated t oi nterpre tstudents ’behavio randt henr epo tredt he
i t l u s e
r n w irtten desc irpitve text .Hence ,thi sresearch wa s catego irzed a a s h
c r a e s e r e v it a ti l a u
q because i tinterpreted behavio rand inteniton ,porrtayed the c
s e d n i t l u s e r e h t d e tr o p e r d n a t x e t n o c l a r u t a
n irpitve ,hoilsitc language (Ary ,
n e s n e r o S d n a , s b o c a
J ,2010 ,p .423) .Fu trhermore,t hisr esearchwa sclassi ifedina e
p y
t o fqualtiaitver esearcha sabasicqualtiaitver esearch. Thekeycharacteirsitc s c
i s a b f
o qualtiaitve research were descirbing and interpreti ng a /
s s e c o r
p phenomenon ,seeking to understand paritcipants ’poin to fview ,having ,
e c n e i c s l a i c o s n i n i g ir o e h
t and possibly using a va irety o fdata colleciton
y r A ( s e u q i n h c e
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