IMPLEMENTATION OF CHARACTHER VALUES INTO
ENGLISH LEARNING AND TEACHING PROCESS
(A Descriptive Study of the State
Madrasah Aliyah
Karanggede)
A GRADUATING PAPER
Submitted to the Board Examiners as a Partial Fulfillment of Requirements for the Degree of Sarjana Pendidikan (S.Pd.) of
English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
By:
BADARIYAH
113-12-122
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
DECLARATION
ميحرلا نمحرلا الله مسب
“In The Name of Allah the Most Gracious and the Most Merciful”
Hereby the researcher declares that this graduating paper is written by the researcher, and it does not contain materials written and have been published by others and other people‟s ideas except the information from the references.
The researcher is responsible for the researcher‟s graduating paper if in the
future, it is proved containing others‟ ideas. The declaration is written by the researcher. In addition, the researcher hopes that this declaration can be understood.
Salatiga, August 15th 2016 The Researcher,
MOTTO
No dream is too high so make it come true. Prove to them! They will stop to
underestimate without you have to talk much.
People will treat you of how the ways you treat them so treat them as good as you
treat yourself even more
Too many smart people, too less good people and too rare smart and good
people, be at least good people!
Life is too hard for some people so be sensitive at least listen to what happen to
them and helping them is precious
Because you live every day, explore the world!
DEDICATION
This work is sincerely dedicated for:
1. My beloved family, who always prays, guides, motivates me to become what I want. Thank for your trust, I will make you all proud of me.
2. My beloved best friends “beb (s) and coy (s)” who always support, entertain, and help me to get my dreams and drive this life. You all such a fresh air come to me every day and make me stay alive.
ACKNOWLEDGEMENT Bismillahirrahmanirrahim,
In the name of Allah, the most gracious and merciful, the kings of universe and space. Thanks to Allah because the researcher could complete this research as one of requirement to finish study in English and Education Department of States Institute for Islamic Studies.
This graduating paper would not have been completed without support, and guidance from individual and institution. Therefore, the researcher would like to express special thanks to:
1. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Suwardi, M.Pd., as Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, Ph. D. as the Head of English Education Department of States Institute for Islamic Studies (IAIN) Salatiga. Thanks for all her suggestions, recommendations and supports for this graduating paper from the beginning until the end. She is really outstanding lecturer and mom for students of English Education Department.
seemed will not be finished. She really gave big contributions to this graduating paper.
5. All lecturers in English Education Department of IAIN Salatiga. Thanks for your guidance, knowledge, and support.
6. My beloved family. Thanks for your love, support, and pray. 7. My beloved best friends. Thanks for your love, laugh and pray. 8. All of my friends TBI 2012.
9. All of staffs who help the researcher in completing this graduating paper‟s administrations.
10.Everybody who has helped me in finishing this graduating paper. Thank for your supports, advices, suggestions. The researcher hopes that this research will be useful for everyone.
Salatiga, September 06th 2016 The Researcher,
TABLE OF CONTENTS
TITLE... i
DECLARATION... ii
ATTENTIVE COUNSELOR NOTE... iii
CERTIFICATION PAGE... iv
MOTTO... v
DEDICATION... vi
ACKNOWLEDGEMENT... vii
ABSTRACT ... ix
TABLE OF CONTENTS ... x
LIST OF TABLES ... xiii
CHAPTER I INTRODUCTION A. Background of the Research ... 1
B. Problems of the Research ... 5
C. Objectives of the Research ... 5
D. Significances of the Research ... 6
E. Limitation of the Research ... 7
F. Clarification of Key Terms ... 8
G. Research Outline ... 10
CHAPTER II THEORETICAL FRAMEWORK A. Previous Researches ... 12
1. Definition and the Role of Teacher ... 14
2. Learning Process ... 17
3. Teaching Process ... 19
4. Curriculum and Character Education ... 22
CHAPTER III METHODOLOGY A. General Description of State Madrasah Aliayah Karanggede ... 32
B. Research Design ... 34
C. Time Allocation of the Research ... 36
D. Subjects of the Research ... 37
E. Data Sources ... 38
F. Data Collection ... 39
G. Data Analysis ... 41
CHAPTER IV DATA ANALYSIS A. Character Values Implemented at State Madrasah Aliyah Karanggede into English Learning and Teaching Process... 45
B. Ways of teachers‟ to implement character values at State Madrasah Aliyah Karanggede into English learning and teaching process ... 48
CHAPTER V CLOSURE
A. Conclusions ... 102 B. Suggestions ... 106
REFERENCES
LIST OF TABLES
Table 3.1 Time Allocation ... 36 Table 4.1 Implemented Character Values in English Learning and
Teaching Process ... 45 Table 4.2 Character Values which Applied at X.MIA_1 of the first
Teacher ... 49
Table 4.3 Character Values which Applied at X.MIA_2 of the first Teacher ... 54
Table 4.4 Character Values which applied at X.Agama of the First Teacher ... 59
Table 4.5 Character Values which Applied at X.MIA_2 of the first Teacher ... 62
Table 4.6 Character Values which Applied at XI.IPS_1 of the Second Teacher ... 67 Table 4.7 Character Values which Applied at XI.IPS_2 of the Second
Teacher ... 71 Table 4.8 Character values which applied at XI.Agama of the Second
Teacher ... 75 Table 4.9 Character values which applied at XI.IPS_1 of the Second
Teacher ... 79 Table 4.10 Implemented Character values in the Lesson Plans of the
Abstract, Badariyah. 2016. THE IMPLEMENTATION OF THE CHARACTER VALUES INTO ENGLISH AND TEACHING PROCESS (A Descriptive Study at the State Madarasah Aliyah Karanggede) in Karanggede district, Boyolali regency. graduating Paper. English Education Department. Teacher Training Program and Education Faculty. State Institude of Islamic Studies (IAIN) Salatiga. Consultant: Rr. Dewi Wahyu M, S.S., M.Pd.
Keywords: Implementation, learning and teaching process, Character Values
CHAPTER I
INTRODUCTION
A. Background of the Research
Some social problems and issues in our society such as corruption, sexual insulting, violence, cheating, etc lead the Ministry of National Education to launch character building in every school in Indonesia. In which, the character educations are mentioned in the syllabus so that the teachers can adapt the character educations into their learning and teaching process. Teachers are challenged to integrate character building in the learning activities. In addition, teachers are hoped to put their creativity in cultivating character building to the students inside of learning and teaching process.
The Ministry of National Education realizes that character education is important to all the students in Indonesia. There are eighteen characters education launched by the Ministry of National Education in order to build good character on students at all grades. They are; religious, honest, tolerance, discipline, hard work, creative, independent, democracy, curiosity, spirit, nationalism, respect, cooperative, love peace, love reading, environmental caring, social caring, and responsibility Pusat Kurikulum. Pengembangan dan Pendidikan Budaya & Karakter Bangsa
Pedoman Sekolah (2009:9-10) cited in (Kementrian Pendidikan Nasional Badan Penelitian dan Pengembangan Pusat kurikulum dan Pembukuan, 2011:2).
Every school in Indonesia is assigned to integrate those character educations in the teachers‟ lesson of whatever subject. It is meant to build the character and practice it in the real life in order to be good human beings. Having a good character means standing out at the charge of pursuing a good life (Lexmond & Reeves, 2009:13). Preparing students become a good human, the teachers are hoped to put and integrate good characters in the teachers‟ learning and teaching process. English teachers
are challenged to apply those characters in their teaching process. Through their learning and teaching process, they are hoped to design and to apply those characters in their learning and teaching process.
choose the right and the wrong way in their daily life. It also aims to keep
the goodness and to spread the goodness in their daily life sincerely (Salahudin & Alkrienciehie, (2013:42). The explanation leads to the
conclusion that character education is a good character to build a good student existence in a daily life.
Character education leads to the establishment of school culture,
that underlines the attitudes, traditions, habits, and symbols practiced by all stakeholders of the school and its surrounding communities
(Kemendiknas, 2010:8). Therefore, character education is expected to support the construction of Indonesia‟s new generation. This can be meant
that not only the students who have the responsibility in applying the character educationbut also all the people in the school environment. They are hoped to encourage and support the students in applying those
character buildings.
Basically, character education is not taught directly, but they are integrated in the teaching and learning process, self-development activity and school culture (Kemendiknas, 2010). This can be meant that the teachers cultivate character values through classroom activities. Therefore, teachers and all school citizens should integrate those values into the existing curriculum, syllabus, and lesson plan.
values inside of learning activities. According to Rohani (2004:1), teaching process is two combined activities, namely; teaching activity and learning activity. A teacher is the core of the teaching process but it does not mean that the teacher dominate the teaching process. Both teacher and students are teaching subjects.
It can be meant that learning and teaching process are interconnected. They are done together at the same time. While the teachers are challenged to create communicative learning between teaching and learning itself, teacher and students are demanded to be active in the learning and teaching process.
Scales (2008:69) states that education is about learning; qualifications are by-products of that learning. The mindset of the student‟s achievements is the case. A school may pride itself by referring
to the number of students obtaining the high grades in national examinations, but that in itself is not evidence that these students have become effective and independent learners. It can be informed that learning is the main thing of education. Learning activities are the main thing of learning itself. The fact, that grading is the core point viewed by people in the societies. The people miss something important that character building is an important aspect to be concerned.
They are motivation, activity, interest and attention, action, individual,
repetition, modelling, and conditionong. Learning and teaching process is the way to implement character education to the students based on the
explanation.
It means education, teaching, and learning process are interconnected. Learning activities represent the core of learning which it is a part of education. This research will have a focus on the learning and teaching process and character values inside of learning and teaching process. It is represented in the IMPLEMENTATION OF CHARACTHER VALUES INTO ENGLISH LEARNING AND TEACHING PROCESS: A DESCRIPTIVE STUDY AT THE STATE MADRASAH ALIYAH KARANGGEDE.
B. Problems of the research
Based on the background discussed above, the researcher underlines the problem as follow:
1. What are the character values implemented at State Madrasah Aliyah Karanggede into English learning and teaching process?
2. How are the implementations of character values at State Madrasah Aliyah Karanggede into English learning and teaching process?
C. Objectives of the Research
1. To describe what the character values implemented at State Madrasah Aliyah Karanggede into English learning and teaching process are. 2. To describe the implementations of character values at State Madrasah
Aliyah Karanggede into English learning and teaching process.
3. To describe the teacher‟s preparations to implement character values at State Madrasah Aliyah Karanggede into English learning and teaching process.
D. Significances of the Research
This research is formulated as an effort of finding some significances. The significances of this research are:
1. Theoretically, the results of the research can contribute useful information for the development of learning activities, especially in the character values applied in the English learning activities.
2. Practically
a. For the researchers
This research can help the researchers to find out the best English learning activities to reveal the character values in the classroom and it can help the researchers to conduct further research in relation to this theme.
This research can build the students‟ characters for being a good human being.
c. For the English Teacher
This research does not only give additional contribution to English teachers to develop character educations in their English learning and teaching process, but also the teachers are able to cultivate the character values to the students in the learning activities.
d. For the Institution
The results of the research can contribute for the institution to fulfill the demand of English curriculum. Thus students are able to get satisfactory characters.
E. Limitation of the Research
This research is conducted at State Madrasah Aliyah Karanggede. The researcher takes grade tenth and grade eleventh. The subject of this research is the English teachers and some students at grade tenth and eleventh of State Madrasah Aliyah Karanggede while the object of this research is the English learning and teaching process as well as lesson plans used at State Madrasah Aliyah Karanggede. There are two teachers as the subject of the research. It focuses on the implementation of character values into English learning and teaching process used in State Madrasah Aliyah Karanggede.
F. Clarification of Key Terms
According to Slavin (2000:141) cited in Trianto (2009:16), states that leaning is:
“Learning is usually defined as a change in an individual caused by experiences. Changes caused by development (such as growing taller) are not instances of learning. Neither are characteristics of individuals that are presented at birth (such as reflexes and response to hunger or point). However, humans do so much learning from the day of their birth (and some say earlier) that learning and development are inseparably linked”.
It can be meant that learning is individuals changing from their habit through experiences. The growth of individual cannot be meant as a source of experiences. Experiences are taken from individual activities. Moreover, learning is started from the earliest life of an individual.
According to Trianto (2009:17), learning process is a complex human activity. It can be simply explained as an interaction between teacher and students. The teacher guides the students in their learning and experiences to achieve the expected goals.
Meanwhile, according to Brown (2003:5) states that teaching is a set of the practice of language learning where the learners can listen, think, take risks, set goals and process feedback from their teacher and then recalling through the skills that they are trying to master. This is meant that teaching is a place of a teacher and students to reach certain goals.
In another way, it can be informed that learning and teaching process is continuously interactional products between development and experience. The learner learns from their experiences and develops their experiences so that they will get a new knowledge and self development.
2. Character education
Character is a specific values (know good values, want to do good things, do good manner, give good impact to the society) that it is cultivated in one self and act as an attitude (Salahudin & Alkrienciehie, 20013:42). Everybody has a specific feature especially in their personality.
Character education is a planned effort to develop the learner primary ethical action values. To make it fruitfully done, all the elements should take a part to cultivate the character values to the learners. The element includes school side, parent and students (Character Education Partnership, 2005:1).
G. Research Out Line
This research is divided into five chapters. In order to get a tidy presentation, the researcher conveys this graduating paper in the following:
Chapter I: Chapter I is introduction. It consists of background of study which mentions the researcher‟ reasons why the researcher chooses the topic as a research topic, then problem statement that explain the problem of the study that is observed by the researcher, next is limitation of the study which mentions the specific problem that the researcher explains. Besides that it includes objective of the study that consist of the aim of the study, significances of the study that describe the advantages of the study, and then the clarification of key term. Last is research out line.
Chapter III is research methodology. This chapter deals with the object of research, research types, data sources, the method of collecting data and the method of analyzing data.
Chapter IV is findings and discussions. It consists of an analysis on character values of State Madrasah Aliyah Karanggede English learning and teaching process.
Chapter V is conclusion. It is the last chapter of the research. It ends of the research and the researcher states the conclusions and suggestions of the research in summary.
CHAPTER II
LITERATURE RIVIEW
A. Previous Research
There are some researches had been conducted in relation to this research which character values are as the main discussion. The related researches are as the following:
1. Research report from Adi (2011). The research title was Integrating Character Building into language Learning Activities. The research aimed to describe the integration of character building into language learning activities. It used descriptive qualitative research as the research method. The results were; identifying instructional goals, identifying, entry behaviors, and learner characteristics, writing performance objectives, developing instructional strategy, and developing and selecting instructional materials.
observation sheet as instruments. The result showed that there were ten teachers (56%) integrating character values in the indicators of their lesson plans; some of them do not follow up in learning activities and evaluation. So, it can be meant that some teachers still do not know how to integrate character building in their lesson plans.
3. Research report from Faiziyah & Fachrurrazy (2013). The research title was The Implementation of Character Building in English Subject at Junior High School 3 Malang. The research aimed to describe how the teachers develop and implement character building in English subject at junior high school 3 Malang. A descriptive qualitative was used as the method of this research. This research collected the data from conducting data study, observation and interview. The result showed that 12 character values were found six lesson plans studied. The character values were mentioned in special sub-title and two teachers elaborated in the learning activities. From the observation only a teacher taught the character values by using direct statement. The other two teachers tended to integrate the teaching of the values in the activities.
Aliyah Karanggde. Besides this research further highlight the character education in English learning and teaching process. Furthermore, the researcher investigated the classroom of English learning and teaching process at different classes.
B. Theoretical Framework
1. Definition and the Role of Teacher
Constructing student comprehension of the world through communicative interaction in a social process is called learning. Furthermore, learning is continuously process, active process, involving intellectual development and problem solving, not a product of a body of knowledge (Brunner, 1915-) cited in Scales (2008:64).
Based on government rule no. 74 year 2008 about teacher section 52 said that some roles of teacher are; plan the learning, guiding and training the students. Design of learning and organizing teaching process are a teacher responsibility. Design of learning is a tool that helps a teacher to do effective and efficient learning and teaching process (Rohani, 2004:69).
cannot be separated from its function to support each other. The explanation clearly stated that a teacher is an important part of conveying and cultivating character values to the students.
The Teachers take an important part of teaching according to above explanations. The teachers are demanded to be creative and active in the pre teaching and during the teaching process as well as after the teaching process. Design of learning is a systematic planning in the learning and teaching process. The teachers are demanded to comprehend how to design a teaching and learning process deeply.
Meanwhile, according to Harmer (2001:57-62), the teacher‟s roles are as controller, organizer, assessor, prompter, participant, resource, tutor, and observer. This can be meant that the teacher‟s roles are complex. They should act differently depending on the situational needs. Teachers are demanded to be creative so that they can create an effective and efficient learning and teaching process. A vital role for any teacher is fostering students‟ creativity. It can help the learners to
develop their skills, analytical skill, critical thinker, problem solving skill, etc. Tomlinson (2015:24) cited in Maley & Peachey (2010:24). It is suitable to the theory of professional teacher‟s factors.
trusted to him/her, a wide basic knowledge in relation to educational field and teaching process, a guidance skill because this is basic obligation of a teacher, a full comprehension about teaching material. This can be meant that a teacher should have those qualifications to be a professional teacher.
Meanwhile Salahudin & Alkrienciehie (2013:124) stated that there are some qualifications to be a professional teacher, namely: a teacher is demanded to always learn continuously, to make lesson plan before teaching, want to be observed, want to be challenged to increase his/her creativity, to have a good character. This can be meant that a professional teacher should have well-planned teaching and creativity.
Those explanations lead to the conclusion that a professional teacher should have well-planned teaching material and have a good manner. Furthermore, the teacher is demanded to not only comprehend materials will be taught but also comprehend his/her students. It agrees with the Indonesian curriculum which teacher should implement character values through his/her learning and teaching process as well as modeling the character values.
2. Learning
process of improvement of self knowledge, skills and competence through learning activities. Every individual attempts to get things done or in purposes.
There are two fundamental criteria to distinguish learning activities from non-learning activities, they are: the activity must be intentional and the activity are organized some ways. It can be informed that the learning activities can be distinguished by the intention and its organization. Meanwhile, learning according to Green (2011:10) is seen as a collaborative process between students and teacher. This can be meant that learning is an interaction between the students and a teacher.
Language learning is a conscious process to learn a language. It refers to formal study of a language rules. Richards & Rodgers (2001). It can be concluded that language learning is a well-planned process to master a language. In which, the learners learn in a formal way and a language rules.
According to Rohani (2004:19) learning is a behavioral changing caused by experiences and practices. Experience is an interaction between individuals and their environment with their observation and practice. In this interaction, they get new knowledge, attitude, skill, etc.
views on how they define learning such as; intentional learning, integral part of life and behavioral changing. Those still lead to the conclusion that learning is a process of self development.
In addition, students have various learning style. There are three sensory learning styles based on Ingweson, et al. (2000:46), namely: visual (display key concepts, use visual practice activities, develop or use visual support material and provide direction in written form), Auditory (verbalize information and use other auditory approaches), kinesthetic (encourage movement, provide hands-out activities, encourage creativity). This can be informed that those three learning styles have its characteristics and approaches. Visual learners tend to learn by seeing. Auditory learners tend to learn by listening and kinesthetic learners tend to learn by doing.
The above explanations clearly stated that every student has their own way to absorb or process the material given by the teachers. Each of learning style has its method in conveying the material will be learnt by the students. Furthermore, it has its techniques and tools in which the material will deliver to the students. The teachers are demanded to understand their students learning style so that the material will be easier to understand for the students. Then, they are also hoped to deliver the material based on the students‟ learning style.
As McManus (1989) cited in Smith and Laslett (2002:1) sensibly
points out:
“teaching is more than the sum of its parts‟ but it is possible from research, observation and autobiographical anecdote to discern „four rules‟ of classroom management applied by successful teachers which like the „four rules‟ in arithmetic, once assimilated, can be applied in many different situations”.
In short it can be informed that teaching is a combined part probably taken from research or observation of the classroom with rules in which it can be flexible applied in many different situations.
Trianto (2009:17) also has a statement in relation to teaching. According to him, teaching is a hand to help students to obtain knowledge, skill, attitude, etc. While teaching process, according to Trianto is a complex human activity. It can be simply explained as an interaction between teacher and students. The teacher guides the students in their learning and experiences to achieve expected goals.
In another way, it can be informed that teaching process is continuously interactional product between development and experience. The learner learns from their experiences and develops their experience so that they will get a new knowledge and self development. Furthermore, teaching is knowledge cultivating from the teacher to the students.
Teaching process consists of many aspects which it is systematically done. Each of the aspects is interconnected so it cannot be separated. Furthermore, this is done continuously (Rohani, 2004:1). This can be meant that according to Rohani, teaching is combined activities done systematically and continuously.
Based on the explanations above, teaching process is many activities to support the successfulness of teaching itself. Mc. Manus said that it should be flexible applied in many different situations while Trianto stresses on the teaching is the interaction between teacher and students in achieving certain goals, and Rohani completes the explanation by teaching process is a systematically and continuously activities as well as Sardiman stated that teaching is a process of knowledge cultivating.
meant that complicity of the learning material is the key of cooperative learning. It supports cooperative learning and teaching process.
Meanwhile, in relation to English learning teaching, some figures explained clear definitions of English language teaching. According to Harmer (2001:5), he stated that English teaching methodology, especially English-speaking traditions are brought from the native, and it might not appropriately fit to the culture of English teaching where English is taught.
The above statements clearly stated that bringing English from its origin does not mean that the English teaching methodology and the culture are followed. That might be not appropriate to apply in the country where English is taught. In his different chapter Harmer (2001:155-156) stated that language study techniques are divided into some parts, namely: demonstration, explanation, discovery, accurate reproduction, immediate creativity, check questions. This can be informed that language study technique has structurally steps. Each step is connected to other steps.
they see or hear. Meanwhile, productive skills are the ways in which people use their receptive skills.
4. Curriculum and Character Education
Educational curriculum in Indonesia experienced many changes
from era to era. This is an effort to have a better quality of educational curriculum. The Ministry of National Education is the authority to evaluate educational curriculum in Indonesia. According Salahudin & Alkrienciehie (20013:159), the developmental curriculum in Indonesia occurs in several times, namely:
a. The old order era is called with curriculum 1947, 1952, and 1964. b. the new order era gave birth curriculum 1975 that is completed
with Cara Belajar Siswa Aktif (CBSA) is called as 1994 curriculum that is completed and it is completed again with curriculum 1994.
c. Reformation era appears curriculum 2004, which it is called with Kurikulum Berbasis Kompetensi (KBK), and end with Kurikumlum Tingkat Satuan Pendidikan (KTSP).
The latest curriculum in Indonesia is KTSP and Kurikulum 2013
and KURTILAS according to Salahudin and Alkrienciehie (20013:160) are listed below:
a. In KTSP, schools have full authority in constructing curriculum which it tends to Standar Isi (SI) and Standar Kompetensi Lulusan (SKL) that have been made by Badan Standar Nasional Pendidikan (BSNP).
b. KTSP is constructed by headmaster with all teachers and engaged committee as well as educational stakeholders in that area such as organizational profession, industrial world, handicraft, tourism, etc. Curriculum is constructed based on its need, situation, and environmental condition.
Meanwhile, new Kurikulum 2013 according to Salahudin & Alkrienciehie (20013:173) contains as listed below:
a. Students are demanded to be active.
b. Scoring standard will be done with basic competence. One of supporting competence is obligated scout extracurricular for all students because in scouting, contains leadership, cooperative, bravery, and tolerance.
c. Curriculum approach stresses on elementary and junior high school level so that it is used integrative thematic in all subjects.
theme. What observational approach is used, what substance is, how it is going, etc. All approaches will lead to all subjects, instead Indonesian language, religion, science, and mathematic.
e. There are only five subjects being taught in elementary school, namely; Indonesian language, civil education, religion, and mathematic.
f. Local subject is divided into two: home-making and physical education and sport/health.
Based on the above explanation, KTSP stresses on the school full authority to construct curriculum but still concerning to the Educational Ministry of Indonesia. Meanwhile, KURTILAS stresses on students involvements in teaching process and reducing subjects are being taught in elementary school.
There are five concepts of curriculum based on character education according to Gordon and Jeanette cited in Salahudin & Alkrienciehie (2013:181), namely: essentialism (primary subject is needed good education, encyclopedia (primary subject with wider focus and open for all people), educational model based on sense, pragmatic movement that tends to the students, and common sense).
It can be informed that primary subject is still the core to give to students. The students are demanded to have wider knowledge to the primary subject. Furthermore, they are demanded to use their sense more. Curriculum is one of efforts to cultivate character education in school environment. Meanwhile, character according to Salahudin & Alkrienciehie (20013:41) is a specific feature of a person or a group of people contain values, capability, moral, and obstinacy in facing difficulties and problems. It means that every individual has different character to another.
It clearly stated that character education is a national purpose trough educational field. It also defines that Indonesian National Education Law stresses character education to the good values in each personality of the learner. Meanwhile, according to Salahudin & Alkrienciehie (20013:41) character education is a plus educational attitude that engages cognitive aspects, feelings, actions. Those three combined aspects will be effective to build intelligence and self controlling if it is done continuously. It aims to develop basic competence, to improve bad attitude, to filter inappropriate culture. It can be informed that character education is a combination of attitude and cognitive and it should be done continuously.
Based on the definition above, character education is a way to cultivate character values to the students so they can implement every character in daily life, be a good person and useful person for the family, society, country and world. Furthermore, the character education cannot be separated to its aspects and it should be done continuously. The school environment takes part in helping the students to develop and apply those character values in their own life.
Ministry of Indonesia cited in Salahudin & Alkrienciehie (2013:54-56), namely:
a. Religious
An attitude an action that is obedient in doing religion in which he/she believes with, having tolerance to another religion, and live in harmony with another faith.
b. Honest
An attitude that is based on efforts being trusted person.
c. Tolerance
An attitude and action that they respect with faith diversity, race, ethnic, opinion, and different action from another individual which it is different to his/herself.
d. Discipline
An attitude shows obedient actions, obedient to requirements, and rules.
e. Hard work
An attitude that shows efforts in overcoming obstacles and tasks as well as finishing tasks as good as possible.
Thinking and doing something to produce ways or new product to what have had owned.
g. Independent
An attitude and action that is not easy to ask other people‟ help in
finishing his/her tasks.
h. Democratic
The way how think, act that he/she views; everybody has the same right and obligation.
i. Curiosity
An attitude and action that always wants to know deeper and wider from something is being learnt.
j. Nationalism spirit
The way how think, act, and experience that puts national importance and country over individual or group importance.
k. Nationalism
The way how think, act, and do that shows caring, loyalty, big appreciate to language, physical environment, social, culture, economic, and politic.
An attitude and action that encourages his/herself to produce something useful to society, admit, as well as respect other‟s
successfulness.
m. Communicative
An action that is happy to talk, cooperate, and interact with others.
n. Love peace
An attitude of speaking, action that causes others to feel happy and safety to close with him/her.
o. Joyfulness of reading
A habit to spend time for reading discourse that gives benefits to him/her
p. Environmental caring
An attitude and action that wants to prevent environmental damage around him/her, and developing efforts to improve environmental damage have had occurred.
q. Social caring
An attitude always wants to give a hand for others and society.
An attitude and action to do his/her tasks and obligation that it should be done for him/her, society, environment, nation, and God.
According to Salahudin & Alkrienciehie (2013:54-56), students who own character education have these characteristics, they are: having spiritual awareness, moral integrity, ability to think holistically, open minded, and caring. The explanation can be meant that character education can create a good student as a good human being in daily life.
CHAPTER III
RESEARCH METHODOLOGY
C. General Description of State Madrasah Aliyah Karanggede
The research was conducted at State Madrasah Aliyah
Karanggede, Boyolali. State Madrasah Aliyah Karanggede is located in
Pengkol, Karanggede district, Boyolali regency 57381. State Madrasah Aliyah Karanggede is built above 3265 M2 and the land is from benefaction. State Madrasah Aliyah Karanggede has a headmaster, twenty six teachers, and seven staffs. The total students of State Madrasah Aliyah Karanggede are 328 per March 2016. There are twenty civil servant teachers and five non-civil servant teachers. Meanwhile, there are two civil servant staffs and five non-civil servant staffs.
Madrasah Aliyah Karanggede was published as State Madrasah
Aliyah since 2013. It was launched from Religion Ministry Pronouncement number 558 year 2003. Actually, State Madrasah Aliyah Karanggede was first established in 1983. State Madrasah Aliyah State Madrasah Aliyah Karanggede is the only State Madrasah Aliyah in Karanggede. The other Madrasah Aliyah has not been State Madrasah Aliyah yet. State Madrasah Aliyah Karanggede was accredited B in 2009. State Madrasah Aliyah
Karanggede has a vision to create Islamic school, qualified school, and enables to interact with society. Meanwhile, State Madrasah Aliyah Karanggede has missions as listed below:
2. Developing educational service in order to prepare Islamic generation who has Islamic knowledge and technology.
3. Creating generation who enables to be skilled society‟s member, clever and to be leader in the frame of knowledge of Almighty God.
D. Research Design
The research used descriptive qualitative research since the objects of the research were lesson plans, learning and teaching process used by English teachers at State Madrasah Aliyah Karanggede. The research focused on analyzing and observing the lesson plans, the learning and teaching process and the character values. As the result of this research, it gave the understanding about the character values applied at State Madrasah Aliyah Karanggede English learning and teaching process.
According to Zacharias (2012:11), qualitative research is multi method in focus, involving an interpretative, naturalistic move toward to its subject substance. This means that qualitative research interprets the data had been collected using several methods.
qualitative research uses words to show the result. This method also stresses in a comprehension to the subjects that those are being observed.
In addition, Sutama (2011:32) stated that qualitative research as follow:
“Qualitative research is using emergent design program that is completed during data collection. Furthermore, qualitative research is flexible in using strategies and procedures of research. Those explanations have the same point of defining a qualitative research. Qualitative research is focus on the multi method to interpret the result. It also stresses on the use of words to show the research result. Furthermore, qualitative research tries to understand about something being observed and qualitative research is flexible.”
This can be concluded qualitative research has various methods to construe the result. This method also uses words to present the research‟s result rather than use numeric or other representations. In, addition, qualitative research tries to comprehend about something is being observed.
representations. In, addition, qualitative research tries to comprehend about something is being observed. According to Kumar (2011: 29), research design of qualitative is not as specific and precise as in quantitative approach. In addition, the researcher draws a flow chart to make research design of this research clearer.
Diagram 3.1
A. Time Allocation of the Research
The research was conducted from March 10th until May 18th, 2016. The detail time is provided in the following table:
Table 3.1
Time allocation of the Research
Num.
Date Activities
1.
March 10th,2016 Researcher submitted the proposal
2.
March 17th, 2016 Researcher was giving the letter in relation to pre-observation activities to State Madrasah Aliyah
3.
March 22th, 2016 Researcher was giving the letter to conduct observations and to meet with the two teachers in relation to make observational schedules.
4.
April 19th, 2016 Researcher was doing the first observation.
5.
April 26th, 2016 Researcher was doing second observation.
6.
May 03th, 2016 Researcher was doing third observation.
7.
May 7h, 2016 Researcher was doing fourth observation. Data Analysis
Coding
8.
May 10th, 2016 Researcher was doing fifth observation.
9.
May 12th, 2016 Researcher was doing sixth observation.
10.
May 14th, 2016 Researcher was doing seventh observation.
11.
May 18th, 2016 Researcher was doing eighth observation.
12
May 24th 2016 – August 10th 2016
Researcher was doing the research‟s report
B. Subjects of the Research
The subjects of the research were two English teachers at State
Madrasah Aliyah Karanggede. The teacher A taught at tenth and twelve grade of senior high school while the teacher B taught at eleventh grade of senior high school. The teacher A was certified teacher while the teacher B was not certified yet. The teacher A is a male teacher while the teacher B is a female teacher.
sitting or standing behind them to observe the learning and teaching process.
C. Data Sources 1. Primary source
According to Lofland and Lofland (1984:47) cited in Moleong (2009:157), primary source is words, actions. It is supported by additional data, namely: documents and another. This can be meant that primary source is taken from the key of qualitative research. In which, the key of qualitative research is words and actions are being observed. The primary source of this research was character values that it was implemented at State Madrasah Aliyah Karanggede English learning and teaching process. It took at State Madrasah Aliyah Karanggede English learning and teaching process.
2. Secondary source
The secondary research based on Lofland and Lofland (1984:47) cited in Moleong (2009:157) is additional documents that it is divided into several types. They are written data, photo and statistics. It can be meant that secondary source is documents to support and to complete primary source. The secondary source was taken from the books, photo, video, recording, journals, internet, and previous researches.
1. Observation
According to Cresswell (2009:181) Qualitative observation is as explained below:
“Qualitative observations are those in which the researcher takes field notes on the behavior and activities of individuals at the research site. In these field notes, the researcher records, in an unstructured or semi structured way (using some prior questions that the inquirer wants to know), activities at the researcher site. Qualitative observes may also engage in roles varying from nonparticipant to a complete participant.”
This can be meant that qualitative observation is activities done by researcher in which researcher looks for the information in relation to the needed data. The researcher entered the classroom during the learning and teaching process. Furthermore, the researcher followed the whole learning and teaching process. In which the researcher brought observational checklist to observe the learning and teaching process. Furthermore, the researcher took recording and video during the learning and teaching process.
The observations were conducted eight times from eight meetings and each teacher taught four times. There were always different theme and time in each observation. In addition, the first teacher taught descriptive text, announcement, narrative text and speaking practice. Meanwhile, the second teacher taught passive voice, conditional sentence, sentence connectors, and listening exercise.
According to Guba and Lincoln (1981:228) cited in Moleong (2009:216), document is any form of written or film‟s data from
recording that it is not prepared for investigating officer‟s request. It can be informed that a document is the files of research that it is independent collected by researchers. The researcher used character values that it was implemented at State Madrasah Aliyah Karanggede English learning and teaching process to complete the document in which it was needed in this research.
a. Recording
According to Bogdan Bigklen (1992:121) cited in Cresswel (2001:182), recording is a tool to divide or separate descriptive notes (portraits of the participants, reconstructions of dialogue, a description of physical settings, account of particular activities) from reflective notes (the researcher‟s personal thought such as,
speculation, feelings, opinions, problems, ideas, etc). This can be meant that recording is an activity to get data and it is used to support the researcher‟s analysis.
b. Video recording
According to Sutama (2010:93), video recording is part of contain analysis. It is used to analyze communication for answering two level questions, namely descriptive question which it focuses on contain of communication and interpretative question which it focuses on the meaning of communication.
As the backup data, the researcher also conducted video recording at the learning and teaching process. The video used to support and help the recording data in case the recoding data lost or did not clear.
c. Lesson plans and syllabus
Syllabus is a lesson plan on individual or group‟s certain
subject that it is include standard competence, main material, teaching activities, indicator of competency‟s achievement for scoring, scoring, time allocation, and learning source (Trianto, 2009:201). This can be meant that syllabus is the main material of lessons, teaching activities, scoring design which this is from the curriculum development.
The researcher used lesson plans as the data analysis. The researcher used eight lesson plans which those were taken from eight meetings of the two English teachers. Furthermore, all the lesson plans had different themes. Furthermore, the lesson plans used to support the teachers‟ preparation to implement character
values before they taught the students in the classroom.
G. Data analysis
Analysis is an effort to find what is important and to decide what is being explained to another by working with data, organizing data, selecting data, synthesizing data, finding its patterns (Moleong, 2009:248). This can be informed that data analysis is processing data to get the research‟s finding. Analysis is the way of the writer to find the meaning from the data. The steps of analysis as listed below (Moleong, 2009:288 & 289)
1. Identification
Identifying the smallest part find from the data that it has a meaning. Then, the researcher has to relate the finding to the focus of research. 2. Coding
researcher made some codes in relation to this research. The codes are explained as the following:
a. T1 was represented as the first English teacher. b. T2 was represented as the second English teacher. c. O was represented as the observer
d. Ss was represented as the students
e. X and XI were represented as the students‟ grades f. 1 and 2 were represented as parallel class. g. MIA was represented as the science students. h. IPS was represented as the social students. i. Agama was represented as the religion students. 3. Constructing classification
Classification is process of selecting each unit which they have the similarities. For example, the researcher took the transcriptions which it indicated the character values inside of learning and teaching process. Then, the researcher selected the transcriptions which it was based on its character values.
4. Synthesizing
CHAPTER IV
FINDINGS AND DISCUSSIONS
A. Character values implemented at State Madrasah Aliyah Karanggede into English learning and teaching process
The researcher collected data from two English teachers. There were eight meetings in total which there were four meetings for each teacher. The first teacher taught tenth grade students and the researcher took three different classes. They were X.MIA_1, X.MIA_2 and X.Agama. Meanwhile, the second teacher taught eleventh grade students and the researcher took three different classes. This was because the researcher adapted with the teachers‟ schedules. They were XI.IPS_2,
XI.Agama, XI.IPS_1. The implemented character values were written in the following table. .
Table 4.1
Implemented Character Values in English Learning and Teaching Process
No Topics Skills Class Character values
1
Descriptive text
Reading and Writing
democratic, curiosity, respect,
communicative, social caring, and responsibility.
2
Announcement Reading and Listening
X.MIA_2 Religious, honest, discipline, hard work, independent,
curiosity, respect, and social caring
3
Narrative text Reading and Listening
X.Agama Religious, communicative, independent,
curiosity, social
caring, and
responsibility
4
Description Speaking X.MIA_2 Religious, tolerance, communicative, democratic,
responsibility
5
Passive voice Reading and Writing
XI.IPS_2 Religious, honest, creative,
XI_IPS.2 Religious, honest, tolerance,
XI_Agama Religious, honest, hard work, creative,
independent,
curiosity, social
caring, and
responsibility
From the table above, it could be concluded that there were nine character values applied at X.MIA_2. In another time, there were eight character values applied at X.MIA_2 which the theme was also different from the first meeting. Next, there were six character values applied at X.Agama. The last, there were eight character values applied at X.MIA_1. There were always different character values in each class of the first teacher.
Meanwhile, there were eight character values applied at XI.IPS_2. In another time and theme, there were eight character values applied at XI.IPS_2. Then, there were eight character values applied at XI.Agama. The last, there were seven character values applied at XI.IPS_1. The second teacher also taught the character values differently in each meeting.
B. Ways of teachers’ to implement character values at State Madrasah Aliyah Karanggede into English learning and teaching process
1. First meeting of the first teacher
values found from the observations. The data were discussed in the following table.
Table 4.2
Characters Values Which Applied at X.MIA_1 of the First Teacher
No
Character values
Implemented Character Values Descriptions
2
Coba diulangi? deskripsi
menggunakan verb?
The activity showed that the teacher taught the students implicitly to do task cooperatively with their group
pertemuan depan kita
akan melanjutkan
menggambarkan
binatang. Tugasnya
dirumah silahkan praktek
menggambarkan orang
boleh, tempat boleh,
hewan boleh. Nanti pak
istik yang menganalisa.
Silahkan dibuat sendiri description. Yesterday we discussed about simple present. Do you remember about present or v1?Ssiapa yang masih ingat kemarin v1
pembagiannya. Raise your hand? Hamidah? kalo to be pakai apa?
The activity showed that the teacher taught the students implicitly to give their opinions
apa bedanya description
dengan descriptive.
167 T1 : Modis. Justin kelihatan modis. Silahkan
dicari kata sifat. Please
get the adjectives from the bagaimana? Kita harus
bisa mencari bahasa yang
lebih sopan? Yaitu little fat yang lebih sopan lagi adalah over weight. Lebih sopan lagi little over weight. Nah seperti itu bahasa yang halus.
The activity showed that the teacher taught the students implicitly to be polite, appreciate, and respect to other
Harus tersenyum bertemu
sama siapapun, coba
kalau semua senyum tidak
akan ada permusuhan.
pasti itu. Lanjut.
daily life. the students implicitly to always care to their
pertemuan depan kita
akan melanjutkan
menggambarkan
binatang. Tugasnya
dirumah silahkan praktek
menggambarkan orang
boleh, tempat boleh,
hewan boleh. Nanti Pak
Istik yang menganalisa.
Silahkan dibuat sendiri
jangan ambil di internet,
di internet banyak tapi
buat sendiri. Digunakan
pikirannya sendiri untuk
menggambarkan.
The table above explained that there were nine character values applied by the first teacher into English learning and teaching process in the first meeting. They were religious, tolerance, independent, democratic, curiosity, respect, communicative, social caring and responsibility.
There were eighteen character values had been announced by Educational Ministry of Indonesia. It could be concluded that the first teacher did not apply all those character values. The teacher implemented character values which depended on the situation and chance in the learning and teaching process so that the teacher did not apply all those character values.
2. Second meeting of the first teacher
The researcher conducted the second observation at the same class from the first meeting but the researcher used different time and theme in the second meeting. In which the class was conducted at X.MIA_2. In this lesson, they were discussing about announcement. There was several character values found from the observations. The data were discussed in the following table.
Characters Values Which Applied at X.MIA2 of the First Teacher
No
Character values
Implemented Character Values Descriptions
1
Religious 005 T1 :
Assalamu”alaikum Wr.
Wb.
139 T1 : Let‟s close the class by saying hamdallah together.
141 T1 : Thank for your attention.
wasalamualaikum wr. wb.
bahwa sekolah di MAN
Karanggede gratis. Tapi
tidak boleh bohong, harus
jujur kepada orang tua
atau kepaada sipapun.
3
Discipline 001 T1 : Ok. Before the class begins, please submit the phone on the desk! silahkan kumpulkan hp nya di meja.
The activities showed that the teacher taught the students implicitly to always be discipline these all pieces to you one by one. Please get the Indonesian meaning if you get Indonesian meaning
please browse to other students after that please put it on your book and attach and then please sign it which one is opening, have questions. I will give you task at home to make written and spoken announcement. This task
should be done
individually.
The activity showed that the teacher taught the students implicitly to do their task Sekarang kita pelajari
dalam penggunaan
sehari2. Sekarang kita
akan membahas tentang
sesuatu yang aru (teacher ambil contoh-contoh satu
putra satu putri hasil dari
tugas tadi!
119 T1 : Ok thank you very much. Give applause!
The activities showed that the teacher taught the students implicitly to always appreciate others‟ works. students are you all?
015 T1 : Where are the two students?
017 T1 : Why are they going to hospital?
019 T1 : I hope she will get well soon.
students‟ conditions
and the teacher prayed for the student who they were sick.
The table above explained that there were eight character applied by the first teacher into English learning and teaching process. They were religious, honest, discipline, hard work, independent, curiosity, respect and social caring.
The teacher implemented the character values into English learning activities at the second meeting differently to the first meeting. The type of character values and amount of the character values were implemented differently from the second meeting to the first meeting.
3. Third meeting of the first teacher
The third datum was taken from the first teacher at X.Agama. In this lesson, they were discussing about narrative. There was several character values found from the observations. The data were discussed in the following table.
Table 4.4
Characters Values Which Applied at X.Agama of the First Teacher
No
values
The activities showed that the teacher taught the students implicitly to always start and ditunjuk setelah Muslikah
siapa yang baca.
075 T1 : Berjalan-jalan di hutan apa?
077 T1 : Selanjutnya yang kedua adalah
complication, apa itu complication?
079 T1 : Complication adalah masalah, apa
bedanya narrative dan recount?
stimulated the students implicitly to be curious
melanjtkan penelitian the process of teaching English jadi saya dan guru lainnya menjadi
subjek dari penelitiannya.
ayo welcome her! mother cook today?
009 T1 : So, all of you have had breakfast ya.
013 T1 : Anyway is there anyone sick today?
The teacher stimulated the students to care have questions, please find out narrative text at home and analyze the narrative text based on its generic structure, tense and moral values then write it down on your book.
The teacher gave the students a task at home so that the students were taught how to be responsible for their own task. This was because the teacher would not monitor them.
democratic, curiosity, respect, communicative, social caring and responsibility.
The first teacher did not apply all those character values into a single event or meeting because it would be too difficult to do. Therefore, the teacher implemented character values which depended on the target character values to be gained as it is mentioned in syllabus.
4. Fourth meeting of the first teacher
The last observation of the first teacher was conducted at X.MIA_1. In this lesson, they were discussing about speaking practice. There was several character values found from the observations. The data were discussed in the following table.
Table 4.5
Characters Values Which Applied at X.MIA_1 of the First Teacher
No
Character values
Implemented Character Values Descriptions
1
Religious 001 T1 :
Assalamu’alaikum Wr.
Wb.
145 T1 : Ok let‟s close our meeting today by saying
hamdallah together!
The activities showed that the teacher taught the students implicitly to always tolerant to other people by giving them chance to do what they should do.
dalam bentuk dialok dan
tulis poin poinnya
secara individu. Itu harus
dikumpulkan tepat waktu
minggu depan.
4
Democratic 030 T1 : Ok, before you start the dialogue. Setelah penampilannya nanti
silahkan perwakilan dari
kelompok mengomentari
penampilan kelompok
yang maju kedepan.
The activities showed that the teacher taught the students implicitly to convey their
harus saling menghargai
adalah orang terdekat kita
jadi kita harus saling
menghargai dan toleransi
terhadap pendapat
pendapat anggota
keluarga lain dan
menyangi serta menjaga
keluarga kita.
Please, be friendly to your
group and work
cooperatively.
The instructions showed that the teacher taught the students Semuanya harus sarapan
karena itu penting untuk
our health disamping
juga penting dalam
kesiapan kita mengikuti
proses belajar mengajar.
8
Respon- sibility
133 T1 : Well, if you don‟t have question. Please find out video about describing people in the form of dialogue and write the points of the dialogue individually. It should be submitted on time next week. Jadi, silahkan cari video tentang
mendiskripsikan orang
dalam bentuk dialok dan
tulis poin poinnya
secara individu. Itu harus
dikumpulkan tepat waktu
minggu depan.
