An analysis of character education in the 2013 curriculum English textbook of the seventh grade students.

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ABSTRACT

Ariesinta, Dimiar. (2016). An Analysis of Character Education in the 2013 Curriculum English Textbook of the Seventh Grade Students. Yogyakarta: Sanata Dharma University

The students involve themselves in the process of learning system in school, become knowledgeable, and later on become the figure in the society. Those are the dreams of most young generation. Becoming a good person who has the good moral as well as the good characteristic is able to be achieved since the young generation is in the early age. However, in the process of learning, the fact proves that many students use the knowledge to do the fraudulent manner or without having the process of the learning itself. These students have just taken another risk and forgot the moral values in their life. Students just think about achieving their desires and ambition to have all those achievements without studying and developing their affective development.

This research belongs to qualitative study and document analysis study. Accordingly, it uses the 2013 Curriculum English Student Textbook to Seventh Grader (Revised Edition 2014) as the main material of this research. Based on the background, the researcher formulates the research question: How are the values of Character Education represented in the seventh grade student textbook?The textbook is going to be evaluated by the researcher from page 2 up to page111, which is represented Chapter I up to Chapter VI. The first six chapters of the textbook embodies the first semester of the teaching and learning system. There are 109 activities which should be found out more. Finally, in the end of the research, the researcher finds that Chapter I – Chapter VI contain some values of the Character Education such as: PeduliSosial or Social Care, Kejujuran or Honesty, Cinta Damai or Love and Peace, Discipline or Kedisiplinan, Curiosity or Keingintahuan, and Creativity or Kreativitas.

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ABSTRAK

Para siswa melibatkan diri mereka dalam proses sistem pembelajaran di sekolah, menjadi pribadi yang berpengetahuan, dan kemudian kelak menjadi tokoh dalam masyarakat. Itulah mimpi dari semua anak generasi muda. Menjadi pribadi yang baik, memiliki moral yang baik, serta mempunyai karakteristik yang baik dapat dicapai oleh generasi muda sejak usia mereka dini. Namun, di dalam proses pembelajaran, beberapa fakta membuktikan bahwa banyak siswa menggunakan ilmu mereka untuk melalukan tindakan yang tidak terpuji atau sama artinya mereka tidak mengalami proses pembelajaran itu sendiri. Siswa seperti ini telah mengambil resiko yang besar dan melupakan juga nilai-nilai moral di dalam hidup mereka. Siswa tersebut hanya berpikir untuk mencapai keinginan dan ambisi pribadinya untuk sebuah prestasi tanpa belajar dan tanpa mengembangkan nilai-nilai perilaku dan perasaan mereka.

Penelitian ini menggunakan penelitian kualitatif dan analisis dokumen. Oleh sebab itu penelitian ini memerlukan Buku Bahasa Inggris Kurikulum 2013 (Edisi Revisi 2014) untuk siswa kelas VII, sebagai sumber utama dalam penelitian ini. Menurut latar belakang yang sudah diceritakan di atas, peneliti merumuskan pertanyaan: Bagaimana nilai-nilai dari Pendidikan Karakter direpresentasikan ke dalam buku pegangan siwa tersebut? Buku pegangan tersebut akan dievaluasi oleh peneliti dari halaman 2 sampai dengan halaman 111, yang mewakili Bab I sampai dengan Bab VI dari buku tersebut. Enam bab pertama dari buku pegangan ini merupakan materi untuk semester pertama pembelajaran. Di dalamnya terdapat 109 aktivitas yang harus diteliti lebih. Singkatnya akhir dari penelitian ini, peneliti menemukan hasil bahwa terdapat nilai-nilai Pendidikan Karakter di dalam buku pegangan ini yaitu: Peduli Sosial or Social Care, Kejujuran or Honesty, Cinta Damai or Love and Peace, Discipline or Kedisiplinan, Curiosity or Keingintahuan, and Creativity or Kreativitas.

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AN ANALYSIS OF CHARACTER EDUCATION

IN THE 2013 CURRICULUM ENGLISH TEXTBOOK

OF THE SEVENTH GRADE STUDENTS

A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfillment of Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

DimiarAriesinta

Student Number: 111214092

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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DEDICATION PAGE

But He

said to me, “My grace is enough

for you, for My

power is made perfect

in weakness.” So then, I will boast most

gladly

about my weaknesses, so that the

power of Christ may reside in me.

2 Corinthians 12:9

I had been waiting for this since many years ago. Many tears have felt down, many hope have almost gone, dreams would have never been approached but I know those people fighting for me, praying for me, and texting me, and cheering me. I am back with a bunch of spirit and future dreams in my hands.

Let me dedicate this final paper to:

● My Father Jesus Christ,

● Alm. Mbah Kakung Suyono,

● Mamah Endang,

● Papah Joko,

● Dek Meda,

● Fire Generation’s members,

● PEJUANG PANGGILAN’s members,

● and MBI.

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this final paper, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, September 8, 2016 The Writer

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Dimiar Ariesinta

Nomor Mahasiswa : 111214092

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

AN ANALYSIS OF CHARACTER EDUCATION

IN THE 2013 CURRICULUM ENGLISH TEXTBOOK

OF THE SEVENTH GRADE STUDENTS

Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal: 8 September 2016

Yang menyatakan

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ABSTRACT

The students involve themselves in the process of learning system in school, become knowledgeable, and later on become the figure in the society. Those are the dreams of most young generation. Becoming a good person who has the good moral as well as the good characteristic is able to be achieved since the young generation is in the early age. However, in the process of learning, the fact proves that many students use the knowledge to do the fraudulent manner or without having the process of the learning itself. These students have just taken another risk and forgot the moral values in their life. Students just think about achieving their desires and ambition to have all those achievements without studying and developing their affective development.

This research belongs to qualitative study and document analysis study. Accordingly, it uses the 2013 Curriculum English Student Textbook to Seventh Grader (Revised Edition 2014) as the main material of this research. Based on the background, the researcher formulates the research question: How are the values of Character Education represented in the seventh grade student textbook?The textbook is going to be evaluated by the researcher from page 2 up to page111, which is represented Chapter I up to Chapter VI. The first six chapters of the textbook embodies the first semester of the teaching and learning system. There are 109 activities which should be found out more. Finally, in the end of the research, the researcher finds that Chapter I – Chapter VI contain some values of the Character Education such as: PeduliSosial or Social Care, Kejujuran or Honesty, Cinta Damai or Love and Peace, Discipline or Kedisiplinan, Curiosity or Keingintahuan, and Creativity or Kreativitas.

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ABSTRAK

Para siswa melibatkan diri mereka dalam proses sistem pembelajaran di sekolah, menjadi pribadi yang berpengetahuan, dan kemudian kelak menjadi tokoh dalam masyarakat. Itulah mimpi dari semua anak generasi muda. Menjadi pribadi yang baik, memiliki moral yang baik, serta mempunyai karakteristik yang baik dapat dicapai oleh generasi muda sejak usia mereka dini. Namun, di dalam proses pembelajaran, beberapa fakta membuktikan bahwa banyak siswa menggunakan ilmu mereka untuk melalukan tindakan yang tidak terpuji atau sama artinya mereka tidak mengalami proses pembelajaran itu sendiri. Siswa seperti ini telah mengambil resiko yang besar dan melupakan juga nilai-nilai moral di dalam hidup mereka. Siswa tersebut hanya berpikir untuk mencapai keinginan dan ambisi pribadinya untuk sebuah prestasi tanpa belajar dan tanpa mengembangkan nilai-nilai perilaku dan perasaan mereka.

Penelitian ini menggunakan penelitian kualitatif dan analisis dokumen. Oleh sebab itu penelitian ini memerlukan Buku Bahasa Inggris Kurikulum 2013 (Edisi Revisi 2014) untuk siswa kelas VII, sebagai sumber utama dalam penelitian ini. Menurut latar belakang yang sudah diceritakan di atas, peneliti merumuskan pertanyaan: Bagaimana nilai-nilai dari Pendidikan Karakter direpresentasikan ke dalam buku pegangan siwa tersebut? Buku pegangan tersebut akan dievaluasi oleh peneliti dari halaman 2 sampai dengan halaman 111, yang mewakili Bab I sampai dengan Bab VI dari buku tersebut. Enam bab pertama dari buku pegangan ini merupakan materi untuk semester pertama pembelajaran. Di dalamnya terdapat 109 aktivitas yang harus diteliti lebih. Singkatnya akhir dari penelitian ini, peneliti menemukan hasil bahwa terdapat nilai-nilai Pendidikan Karakter di dalam buku pegangan ini yaitu: Peduli Sosial or Social Care, Kejujuran or Honesty, Cinta Damai or Love and Peace, Discipline or Kedisiplinan, Curiosity or Keingintahuan, and Creativity or Kreativitas.

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ACKNOWLEDGEMENTS

I thank Father Jesus Christ that His favor and mercy are always given to His people who believe in Him. Now, I can finish this final paper in order to fulfill the requirements in the university degree and also to obtain the Sarjana Pendidikan Degree. God’s way is the best for me and for us. Moreover, he has His own way to do His spectacular things for the people. I am really proud of Him and myself. He is glorified and magnified all the time!

There are a bunch of kind-hearted people that help me to pass this duty. I would like to express my gratitude to those kind-hearted people. My special gratitude is deeply addressed to Christina Kristiyani, S.Pd., M.Pd. as my final paper advisor and my lecturer who is very patient to me. She notices me that I am so weak and weepy easily, then; she always gives me a new spirit while I come back to her. The other lecturer which is so kind to me is Fidelis Chosa Kastuhandani, M. Hum. He always reminds me to come to him soon for asking the signature and points for my final paper exam. I feel haunted but I am not scared, truthfully I feel that I am supported by his words. Moreover, my two buddies who always accompany me since in the first semester until now: YusriIka Wardhani and Olivya Agustia. They have shown me what is the meaning of the truest friends are for.

With Love

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi A. Theory of Character Education ... 8

B. The Analysis of Activities which are Representedin the Character Education of the Seventh Grade Textbook ... 14

C. The Analysis of Data which is Representedin the Character Education of the Seventh Grade Textbook ... 20

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B. Recommendation ... 27

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LIST OF TABLES

Table Page

2.1 Standard Competency in 2013 Curriculum ... 9

2.2 18 Characteristic in National Character Education ... 11

2.3 Combining Syllabus and Textbook ... 20

2.4 Total of Activity in the Textbook ... 21

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LIFT OF FIGURES

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LIST OF APENDICES

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CHAPTER I INTRODUCTION

In this chapter, the researcher presents the introduction of the research. It consists of two subchapters which are research background and research method. Research background presents background information and rationale of the study undertaken. It contains problems, the importance, and an overview of the study. Moreover, the research method presents the general procedures to enable the researcher to use the information for his or her future study. In this part there will be method, objective, and procedures which must be discussed further.

A. Background of the Study

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Sahiruddin, 2013, p.572). For that reason, in order to support and increase the quality of education in Indonesia gradually, the government must regulate the system by doing a research in this part.

The 2013 Curriculum is the latest curriculum in Indonesia which is defined by the educational government to support the quality of education system since July 15th 2013. Within the 2013 Curriculum, the Minister of Education focuses in enhancing the quality of education through Character Education (Kopertis, 2010). The Character Education firstly appeared by the end of the 18th century, was coined by a German pedagogue, F.W Foester (USAID, 2013). It is considered very important in maintaining the quality of education nowadays. Licona (1999) defines Character Education as a concept to develop a moral consciousness which emerges from psychological, social learning and cognitive development frameworks to develop a student’s character (as cited in Banninga &

Berkowitz, 2004, p.154).

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communicative, love and peace, fondness of reading, environmental awareness, social care, and responsibility (as stated in Fahmy, Bachtiar, Rahim, & Malik, 2015). The 18 values are designed apparently in the English textbook; therefore, those values can be integrated with the Character Education (Amalia, 2014). Peskurbuk (2004) says by reflecting the 18 values of Character Education in the textbook, it helps the students are easily hoped be able to produce the way of thinking, attitude, and action which indicates to Pancasila, culture, and society even in small communities such as: friends, neighbors, school, and family. Character Education which is perceived by the Minister of Education, Anies Baswedan, hopefully will be realized to the students either in the learning-class situation, in learning-assessment, or in learning-media (as cited in Amalia, 2014, p.1104).

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textbook will potentially access students and teachers to the activity which may happen in classroom. Most of teacher often use textbook as a primary resource book for ideas and instructional activities as well as giving guides for what the teacher must do (Rindawati, Ikhsanudin, Wardah, p.2). Thereby, in order to see the implementation of Character Education in 2013 Curriculum, the researcher uses textbook which had been composed directly by the Ministry of Education. It is for guaranteeing the basic concept of 2013 Curriculum which focuses on Character Education that has previously been explained.

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regardless of benefit and loss of their attitude (p. 22). Hence, by integrating Character Education into each learning subject, it will protect the young generation especially seven grade students against the adverse environmental effect.

In other words, there will be many factors which can affect the seventh grade students’ personality. Therefore, this study focuses on: How are the values of Character Education represented in the seventh grade student textbook? However, in writing this research needs limitation so that research will not widen overly. Thus, it only discusses and focuses about Character Education, that the theory is taken from Kemendiknas namely 18 Characteristics in National Character Education. Furthermore, the aim of this research is to evaluate the Character Education which is represented in the seventh grade textbook.

B. Research Method

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“Bahasa Inggris: When English Rings the Bell” (Revised Edition 2014). The

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8 CHAPTER II DISCUSSION

In this chapter the researcher presents and evaluates what is already known about the topic which contains the theory or the review which is related to the literature and the finding as well as the interpretation of the findings.

A. Theory of Character Education

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closely relates talking about the various characteristic which is emphasized by media or student.

Table 2.1 Standard Competency in 2013 Curriculum (Kemendikbud, 2013)

DOMAIN SD SMP SMA-SMK

SIKAP (Attitude)

Menerima + Menjalankan + Menghargai + Menghayati + Mengamalkan

Receiving, Responding, Valuing, Organizing, and Characterizing

Nilai-nilai:

1. Beriman, berakhlak mulia (jujur, disiplin, tanggung jawab, peduli, santun), rasa ingin tahu, estetika, percaya diri, motivasi internal

2. Toleransi, gotong royong, kerjasama, dan musyawarah

3. Pola hidup sehat, ramah lingkungan, patriotik, dan cinta

perdamaian

The values or characteristics:

1. Personal faith, noble behavior (honest, discipline, responsibility, caring, polite), curiosity, aesthetics, confident, internal motivation 2. Tolerance, mutual cooperation / gotong royong, collaboration, and

consensus / musyawarah

3. Healthy-lifestyle, environment friendly, patriotic, and love of peace

KETRAMPILAN (Skill)

Mengamati + Menanya + Mencoba + Menalar + Menyaji + Mencipta

Observing, Questioning, Experimenting, Associating, and Networking Nilai-nilai:

1. Membaca, menulis, menghitung, menggambar, mengarang

2. Menggunakan, mengurai, merangkai, memodifikasi, membuat,

mencipta

The values or characteristics:

1. Reading, writing, counting, drawing , writing, 2. Use, parse, compose, modify, making, creating

PENGETAHUAN (Knowledge)

Mengetahui + Memahami + Menerapkan + Menganalisa + Mengevaluasi + Mencipta

Knowing, Understanding, Applying, Analyzing, Evaluating, and Creating Nilai-nilai:

1. Ilmu pengetahuan, teknologi, seni, dan budaya

2. Manusia, bangsa, negara, tanah air, dan dunia

The values or characteristics:

1. Science, technology, art, and culture

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In the Table 2.1, it shows that due to the Standard Graduates of Competency in 2013 Curriculum Textbook, student is able to have a good attitude in their personal faith, morality, self-confident, and responsibility in interacting effectively with the social environment, the natural surroundings, as well as the word and its civilization. Then, the skill competency helps student to have effective and creative ways of thinking in the realm of the abstract and concrete domain). Afterward, the knowledge guides student to produce the individual mastering the subject, science technology, arts, and culture that are based on humanity, national, state, and civilization.

The Standard Competency of Graduates also takes a part in the development of Character Education especially in 2013 Curriculum. The Standard Competency of Graduate encompasses some characters or values which make the students also comprehend that they are a prototype of national character building (Amalia, 2014, p.1104). The values or the character that are highlighted in Standard Competency of Graduates then be clarified in a real and existing learning, the one of which is used is English Textbook. The researcher employs the eighteen values or characteristics of The Character Education in the textbooks in order to help the student gain the essence of learning (Puskurbuk, 2010). Those values and the characters are presented in Table 2.2.

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Table 2.2 18 Characteristics in National Character Education (Puskurbuk, 2010)

No Characteristic Explanation

1 Religius:

(Religiosity)

Sikap dan perilaku yang patuh dalam melaksanakan ajaran agama yang dianutnya, toleran terhadap pelaksanaan ibadah agama lain, dan hidup rukun dengan pemeluk agama lain.

Showing obedience in every attitude and behavior when

conducting any religious activity, being tolerant with others’

religious activities and living harmoniously with people with different religions.

2 Jujur:

(Honesty)

Perilaku yang didasarkan pada upaya menjadikan dirinya sebagai orang yang selalu dapat dipercaya dalam perkataan, tindakan, dan pekerjaan.

Indicating oneself as someone who can be trusted in every word, behavior and attitude.

3 Toleransi:

(Tolerance)

Sikap dan tindakan yang menghargai perbedaan agama, suku, etnis, pendapat, sikap, dan tindakan orang lain yang berbeda

Tindakan yang menunjukkan perilaku tertib dan patuh pada berbagai ketentuan dan peraturan.

Committing to respect the laws and rules that prevail.

5 Kerja Keras:

(Hard Work)

Perilaku yang menunjukkan upaya sungguh-sungguh dalam mengatasi berbagai hambatan belajar dan tugas, serta menyelesaikan tugas dengan sebaik-baiknya.

Indicating an earnest effort to overcome barriers in learning activity as well as completing tasks verily.

6 Kreatif:

(Creativity)

Berpikir dan melakukan sesuatu untuk menghasilkan cara atau hasil baru dari sesuatu yang telah dimiliki.

Generating ideas to produce something new or some new ways from what they already have.

7 Mandiri:

(Independence)

Sikap dan perilaku yang tidak mudah tergantung pada orang lain dalam menyelesaikan tugas-tugas.

Not being dependent to others when doing tasks.

8 Demokratis:

(Democracy)

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Placing others in equal rights and duties.

9 Rasa Ingin Tahu:

(Curiosity)

Sikap dan tindakan yang selalu berupaya untuk mengetahui lebih mendalam dan meluas dari suatu yang dipelajarinya, dilihat, dan didengar.

Demonstrating effort to know more about what are being learned, seen and heard.

10 Semangat Kebangsaan:

(Nationalism)

Cara berpikir, bertindak, dan berwawasan yang menempatkan kepentingan bangsa dan negara di atas kepentingan diri dan

Cara berfikir, bersikap, dan berbuat yang menunjukkan kesetiaan, kepedulian, dan penghargaan yang tinggi terhadap bahasa, lingkungan fisik, sosial, budaya, ekonomi, dan politik bangsa.

Showing loyalty, care and respect towards the language, environment, society, culture, economics and politics of the nation.

12 Menghargai Prestasi:

(Achievement Appreciation)

Sikap dan tindakan yang mendorong dirinya untuk

menghasilkan sesuatu yang berguna bagi masyarakat, dan mengakui, serta menghormati keberhasilan orang lain.

Reinforcing someone to produce something advantageous for

the society and admit as well as respect others’ success.

13 Bersahabat/Komunikatif:

(Friendship)

Tindakan yang memperlihatkan rasa senang berbicara, bergaul, dan bekerja sama dengan orang lain.

Demonstrating willingness to be communicative, friendly and work with others.

14 Cinta Damai:

(Love of peace)

Sikap perkataan, dan tindakan yang menyebabkan orang lain merasa senang dan aman atas kehadiran dirinya.

Making others feel pleasant and safe of one’s existence.

15 Gemar Membaca:

(Fondness of Reading)

Kebiasaan menyediakan waktu untuk membaca berbagai bacaan yang memberikan kebajikan bagi dirinya.

Spending time for reading a variety of worthy readings.

16 Peduli Lingkungan: Sikap dan tindakan yang selalu berupaya mencegah kerusakan

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(Environmental Awareness) upaya-upaya untuk memperbaiki kerusakan alam yang sudah terjadi.

Always seeking to prevent damages to the environment and develop efforts to rejuvenate environmental damage.

17 Peduli Sosial:

(Social Care)

Sikap dan tindakan yang selalu ingin memberi bantuan pada orang lain dan masyarakat yang membutuhkan.

Showing generosity to others who are in need.

18 Tanggungjawab:

(Responsibility)

Sikap dan perilaku seseorang untuk melaksanakan tugas dan kewajibannya, yang seharusnya dia lakukan, terhadap diri sendiri, masyarakat, lingkungan (alam, sosial dan budaya), negara dan Tuhan Yang Maha Esa.

Carrying out duties and obligations sincerely for oneself, the society and the surroundings (natural, social and cultural), the nation and God.

Students who are religious, honest, tolerant, discipline, hard-working, creative, and independent are really reflected in their daily life. In the same way that students hold the principles of democracy, curiosity, nationalism, patriotism, achievement appreciation, and communication to others. The environmental awareness, social care, and responsibility also establish the sensitivity of students to be more sensible to the surrounding situation. Hadi (2015) says that The Standard Competency of Graduates combines with The Values of Character Education produce a good character should be supported by the knowledge about virtue, the will to do good, and a concrete action of doing good (p.13-14).

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activity which is provided in the textbook. While learning the English textbook, students do not only get the knowledge but also the good characteristics which is represented in textbook. For the example of the explanation, that the value of honesty educates students to be honest in everywhere they go and anything they do, and it is more worthy rather than just having a truthful perception. There will be no students who do cheating in the class while exam, but students will realize by themselves that cheating is an act which is forbidden (Hadi, 2015, p.14).

B. The Analysis of Activities which are Represented in the Character Education of the Seventh Grade Textbook

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Figure 2.1 Responsibility

It was a student’s identity card. It was required by the students to have access to their school library. By filling and bringing this identity library card, students were also allowed to enter the library easily and borrowed some books. Then, students were able to use all of the facilities inside the school library. While filling in student’s school library card, students could not lie about their own identity because students have to follow any procedure and regulation from the school library. Analyzing this activity which was reflected in the Appendix page 32 or page 32 in the textbook, students were encouraged to obey the regulations of the school library in order to enter or have access to the school library. Therefore, this activity would refer to be responsibility or students had to deal with something that had been entrusted to them.

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teacher might add this information (as said before) about the use of school library card in teaching-learning situation as the value for those students. Hence, students had to make the school library member card honestly, then filling in the identity library card truly, after that bringing students’ own library card, in order to students had easily access to the library school. So, the characteristic which appeared strongly in this activity was responsibility. In addition, based on the syllabus of 2013 Curriculum, student would begin to learn Chapter II only in the fourth week. So, the introducing part will be taught after completing the three weeks Chapter I of the textbook. It had been represented through the Character Education Theory number 18 in which responsibility had been fulfilled. According to Zubaedi (2011), by having a characteristic of responsibility, it makes the seventh grade students (as the youngest grader) become more responsible in their attitude and behavior. This characteristic also makes students are able to be entrusted to carry out a duty or obligations that should be done by themselves, society, environment (natural, social, cultural), country, and God (as cited in Keke, 2014, p.352).

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Figure 2.2 Friendship

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correctly, then; the students repeated the same number. After that, the teacher gave comment to students’ pronunciation by checking whether their pronunciation was correct or incorrect. Those two-way communications were represented by the Character Education Theory number 13 which was about friendship will be fulfilled. Based on the 2013 Curriculum syllabus, this part (Chapter III) was started to be taught in the fifth week of the teaching and learning activity in classroom. Students would be introduced to the new knowledge and some new vocabularies, that make the learning activity needs more time (four weeks) to accomplishing the Chapter III.

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Figure 2.3 Curiosity

Hence, this activity was an individual activity, which the student might explore this brief letter. The letter was the example of how to write a brief letter. Curious student would figure out about the sentences and the language style of the letter. By studying this letter and having much eagerness, students were expected to

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about recognizing and identifying people around us. Based on the 2013 Curriculum syllabus, it would be taught in the ninth week. In this chapter the students begin to learn the integrated-learning. It means those students are not only curios in figuring out the people around them but also trying to describe them. Although the curios characteristic was represented by the Character Education Theory number 9 which was about curiosity would be fulfilled.

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21 Education. In every chapter of English Textbook, the researcher classified further by analyzing each illustration or picture and also the instruction of the activity.

As it had been said previously that firstly the researcher calculated the activities which were provided in the textbook. The total of the activities were presented in Table 2.4.

Table 2.4 Total of Activity in the Textbook

No Chapters Total of The Activities

1 Chapter I 22

2 Chapter II 17

3 Chapter III 22

4 Chapter IV 19

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22

6 Chapter VI 14

Total 109

There were 109 activities which had been conducted by the researcher. As additional information, based on Levin (1981) there are eight functions of pictures or illustration in the textbook. They are for: decoration, remuneration, reiteration, representation, organizational, interpretation, and transformation function (as cited in Pratiwi, 2014, page 45). In this English textbook, the illustrations (as the examples in Figure 2.1 – Figure 2.3) were categorized as the interpretation and representation of the learning activities that would be conducted. In order to be clearer in assessing and categorizing every chapter as 18 characteristics above, the researcher also considered the illustrations or the pictures which were provided to support the learning activity in textbook. In addition to that an instruction which was presented as in the small box also helped the researcher to observe where the learning system. By comparing the data in Table 2.2 and Table 2.4, it was found new data as the final result in the Character Education Research. Specifically, the data were presented below in Table 2.5 was taken from 2013 Curriculum English Textbook in all activities from Chapter I up to Chapter VI.

Table 2.5 The Final Result of Character Education in Seventh Grade Textbook

Chapter 18 Characteristics in Character Education (numeric as symbol) _Total 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Chapter I 2 1 2 7 1 9 22

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23

Chapter 18 Characteristics in Character Education (numeric as symbol) Total

Chapter answers such as Honesty or Kejujuran and also Love of Peace or Cinta Damai. Moreover, in Chapter III, 6 activities represented Kedisiplinan or Discipline in Character Education Theory. From the Chapter I up to Chapter III of the textbook, those encouraged the students about how to behave, how to say something, how to be a well-behaved person in society, family, and school. Therefore, Chapter I up to Chapter III would be categorized more in developing the attitude domain. In Chapter IV, 7 activities represented Curiousity or Keingintahuan, the result was also similar with Chapter V around 10 activities. At last, in the Chapter VI there were two similar results that 4 activities represented Creativity or Kreativitas and also four activities represented Curiosity atau Keingintahuan. In

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24

The activities were: mentioning numbers, memorizing the dates, checking the grammar, identifying rhyme in English word, and many activities. These three chapters, starting from Chapter IV until Chapter VI were categorized as material

to develop the students’ skill and knowledge (skill and knowledge domain).

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CHAPTER III

CONCLUSION AND RECOMMENDATIONS

This chapter will present the summary of the final result finding, which is observed and processed by the researcher. The summary is the brief result to the research question. Moreover, it also becomes the new finding in education which discusses about Character Education.

A. Conclusion

The Character Education is the necessary concept for the students because later on, it can improve the quality of Indonesian young generation, serves all aspect of students’ humility to become more civilized and competitive (Fachmy et al, 2015, p.851-852). Character Education which is represented in 2013 Curriculum has been chosen by the government as the alternative way to rise up the quality in the educational system nowadays. The Character Education which is focused on establishing the characteristic and giving the moral value of students has been regulated by the government in the whole of 2013 Curriculum education system.

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focus on Peduli Sosial or Social Care, Kejujuran or Honestly, Love and Peace or Cinta Damai and Kedisiplinan or Discipline. Those four characteristics are about developing the attitude domain. It means that the Character Education appears strongly in Chapter I - Chapter III. It shows how the material that the students have learnt can be applied in the society through the pictures and the illustrations. However, Chapter IV up to Chapter VI focus on Curiousity or Keingintahuan and Creativity or Kreativitas. These three chapters are

categorized as characteristics to develop the students’ skill and knowledge. In this part, the role of Character Education is decreased and replaced with some activities which make students enlarge their critical thinking. Consequently, based on these two findings, the character education characteristic still appears strongly in Chapter I – Chapter III, but in Chapter IV – Chapter VI are only a glimpse, because all of the activities are focused on the developing skill and knowledge, it is unbalanced.

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B. Recommendations

First, by doing this research it will help the seventh grade students that Character Education is necessary since the students in the early of Junior High School. The Character Education is not about being well-behaved at school to get a good score, but more than that. It will become a worthy learning experience for the adolescent age because Character Education will educate the adolescent morality, adolescent feeling, and adolescent mind. It also gives a positive thinking and good values that the people should have. It will teach the students about the values of caring, honesty, responsibility, and other important traits that are made for upstanding citizen.

Second, teacher is benefited by the final result of this research because it will be useful and helpful while assessing the education system. From this research, teacher can comprehend whether the character education has been delivered well in every subject and in the daily life. Moreover, it is also to remind teachers that their duty is not only teaching or delivering the material to the student. However, teacher has to “digugu lan ditiru” (Javanese Phrase which means teacher has to be obeyed and be imitated) as the good figure for the students. Nevertheless, teacher also takes an important role in order to deliver the values through every material that is taught to the students. Teacher is allowed to create the new activity but it still connects to the subject or learning’s purpose.

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APPENDIX

SAMPLES OF THE ACTIVITIES WHICH WERE ANALYZED IN THE TEXTBOOK

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