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    EEJ 9 (2) (2019) 254 - 266 English Education Journal http://journal.unnes.ac.id/sju/index.php/eej The Implementation of Character Education in the English Teaching Learning Using 2013 Curriculum Naelatut Thoyyibah   , Rudi Hartono & Dwi Anggani L. Bharati 1. MA Terpadu Yasin Kebonagung, Demak, Indonesia 2. Universitas Negeri Semarang Article Info Abstract Article History: The present study is caused by Juvenile delinquency and the problem of moral Recived 03 February deficiency of young generations nowadays. The character building is recently 2019 much needed in Indonesian education as a way to overcome those problems Accepted 20 May 2019  because strengthening personal and social of morality is one of the fundamental Published 20 June 2019 aims of life and moral education is one of important aspects of education. The Ministry of Education (MOE) of the Republic of Indonesia is implementing its Keywords: Character education, English Teaching Learning, 2013 Curriculum new curriculum named 2013 Curriculum. One of the ultimate goals of this new curriculum is to improve the moral and character of the students. This study was aimed to describe how the teachers implement character education in English teaching learning process at SMP N 1 Kebonagung Demak. The data were obtained by conducting a document study, observations and interviews. The subject of this research were two English teachers in SMP N 1 Kebonagung as purposive sampling who taught in the classroom observed to get the data about implementation of character education in learning process classroom. This study revealed that teachers had implemented some character values in the teaching learning process. The most frequent was religiousness, honesty, discipline, perseverance/hard work, independence, democracy, curiosity, achievement respect, responsibility, communicative competence of character values into their teaching learning process. Moreover, the implementation of character education gives teachers with several advantages and challenges in teaching process. © 2019 Universitas Negeri Semarang Correspondence Address: Jl.Kyai Haji Yasin Rt 01. Rw.05 Desa Kebonagung Kec. Kebonagung Kab. Demak, Indonesia E-mail: naylamstrong@yahoo.com  p-ISSN 2087-0108 e-ISSN 2502-4566  Naelatut Thoyyibah, Rudi Hartono, Dwi Anggani L. Bharati/ EEJ 9 (2) 2019 254 - 266 255 INTRODUCTION Juvenile delinquency and the problem of moral deficiency of young generations has  become a world apprehension. Nowadays, the characters of education have been included in the school curriculum, but there were still increased in the moral degradation such as students’ bullying, students’ brawl, drug use, sexual harassment and lying to other people  just for hiding mistakes. Those are the illustration from the situation in the society even though there are some children that have  been educated in the school with the good curriculum, so the character building is recently much needed in Indonesian education as a way to overcome those problems. Most teachers are still not able to integrate character education in their teaching learning because there is not a good model and specific design for character education then their understanding and concept about it is still not comprehensive. Based on the reasons discussed, the present study is conducted to find out and explain the implementation of character education in the English teaching learning using 2013 curriculum. Today, strengthening personal and social of morality is one of the fundamental aims of life and moral education is one of important aspects of education. There is no human that was born perfectly with the good  behavior. They will grow into good people when they are supported by some factors that have been developed in their environtment or institution, such as religious facility, educational environment, good families and government. Character education is anything that school might try to provide outside of academics, especially when the purpose is to help children grow into good people (Kohn, 1997) Character education must be internalized in the formal and informal condition. At times it has been integrated in small ways into many order pieces of the curriculum. Good character can not be established automatically, but it needs a long time and habituation. The long term process  by which positive personality traits are developed, encouraged, and reinforced through example study and practice. Goldberg (2003) added that character education refers to a teaching activity that helps students to find the universal value, core value, and moral education, so it can enable the students to think and act within a moral scope. He added that the content of character education should include knowledge and morals. The first is the education in the moral cognition; the students should be taught to recognize moral values and must be able to predict the sensibility the influence of moral  behaviour. The second is the education in moral emotion; students should be able to address the issues of individual preferences and the influence of moral character on future  behavior. The third is education in moral  behavior; the students should be taught to make moral judgements, identify between the models of corect and incorrect behavior. There are 18 character values to be developed (Kemendiknas, 2010). They are religiousness, honesty, discipline, tolerance, Hard work/persistence, Creativity, Independence, Democracy, Curiosity, Patriotism, Nationalism, Appreciation on Achievement, Friendliness/Communicative Competence, Peace loving, Literacy, Care for Environment, Social responsibility, Responsibility. Given the importance of character education above mentioned, our government of the Republic Indonesia sees the essence of character education to be re-birthed and re- implemented in education system within the country. The Ministry of Education (MOE) of the Republic of Indonesia is implementing its new curriculum named 2013 Curriculum. One or the ultimate goal of this new curriculum is to improve the moral and character of the students. Curriculum change in Indonesia has occurred in many times. Nowadays, The National Education Department has changed the previous curriculum-School Based  Naelatut Thoyyibah, Rudi Hartono, Dwi Anggani L. Bharati/ EEJ 9 (2) 2019 254 - 266 256 Curriculum (SBC) 2006-with the new one called 2013 Curriculum. The existence of 2013 curriculum becomes a great attention and leads to controversy for most people, because some people regard 2013 curriculum is not ready to implement. However, the curriculum change especially 2013 curriculum is purposed to reach better education system. The implementation of 2013 curriculum will be successful if all the components of education give their supports and contribution to it. The character values of 2013 curriculum will be conveyed through them. In the implementation of 2013 curriculum, there are three related dimensions. They cannot be separated. They are planning, teaching learning process, and learning evaluation. Their lesson plan can help the teacher in choosing the suitable materials, methods, strategies in their teaching learning and the evaluation procedures will be used to know the product of teaching learning process and students’achivement.  As one of schools in Demak which has implemented 2013 curriculum, SMP 1 Kebonagung Demak obviously supported the English teachers to implement the curriculum. The school has given some supports in many aspects, such as school regulation, teacher training, character as habituation, good facility and etc. Considering all the issues stated above, the writer will know how the implementation of 2013 curriculum by the English teachers SMP 1 Kebonagung Demak. Their integration of character education is starting from planning, the process of teaching learning, and evaluating. It become an obligatory subject and as one of the subjects that examined in the national examination. Learning English is necessary, especially for Indonesian students. SMP 1 Kebonagung Demak is one of the alternative schools that have integrated character values and fun learning through teaching and learning process. METHOD This study is a qualitative; a case study that was undertaken in order to describe how character education is implemented in SMP 1 Kebonagung Demak. The main object of this study is to explain the integration of character education in the English teaching learning process using 2013 curriculum. The research conducted in SMP Negeri 1 Kebonagung, Demak. I purposively selected SMP Negeri 1 Kebonagung has apply the 2013 curriculum for eighth semesters. There were two English teachers of SMP Negeri 1 Kebonagung that  became the participants in order to gain the data. I purposively selected them as the subject of the study. Furthermore, the researcher was an outsider researcher that had responsibility in the data observer, collector, analyzer, and reporter. The data which is obtained is in the form of transcript of video recording, observation note, interview transcript, teaching documents. RESULTS AND DISCUSSIONS This part presents and describes the findings related to the implementation of Character Education in the teaching learning process using 2013 curriculum. The study presents the findings in five parts, (1) the integration of character education in the English teaching learning using 2013 curriculum; (2) the teachers’ role in internalizing Character Education in the English teaching learning using 2013 curriculum The Integration of Character Education in the English Teaching Learning Using 2013 Curriculum This descriptive study was conducted in SMP N 1 Kebonagung Demak. There were two English teachers who become the participants of this research. For privacy reasons they will be referred to as the first teacher (T1) and the second teacher (T2). These two teachers come from different grade  Naelatut Thoyyibah, Rudi Hartono, Dwi Anggani L. Bharati/ EEJ 9 (2) 2019 254 - 266 257 class but still in same school. The first teacher (T1) taught in the seventh grade and the second teacher (T2) taught in the Eighth grade. The data were obtained from analyzing teacher’s lesson plan by using lesson plan analysis checklist, classroom observation by using observation checklist, and interview. In the finding above, the researcher has described (1) character values that were integrate in the lesson plans (2) the character values that were integrate in teaching learning process. The Integration of Character Values in the Syllabus and Lesson Plan Before doing class observation, the researcher analysed the syllabus and lesson plans from the two English teachers. Teachers in making lesson plans are always based on syllabus. The syllabus was generally used by teachers as a basis to make a lesson plan. Syllabus is generally used by teachers in planning of learning, carrying out learning and developing assessment systems for students. From the data ( see Appendix 1 ), it showed that the English teachers created the syllabus  based on the new model of syllabus stated in teacher’s guide on character education published by Ministry of National Education. Based on the data above it revealed that teachers integrated character education in their syllabus. They integrated it in the special column namely the character value beside the  basic competence (Kompetensi Dasar). In analysing the documents especially syllabus and lesson plans, I focused on certain  basic competences inserted certain characters that were taught by the teachers during my classroom teaching learning observation. In the basic competence (KD) 3.3 (knowledge aspect), and 4.3 (skill aspect) for teacher that taught in the seventh grade and the basic competence (KD) 3.3 as knowledge aspect, and 4.3 as skill aspect taught in the eighth grade. In the seventh grade the teacher taught the material about time and in the eighth grade learned about invites someone and prohibit expression. From the analysis of the lesson plans ( see Appendix 2 ) given by the teachers, the lesson plan, teaching material and media were adjusted to those basic competences. From those basic competences, it was written some expected character values in their syllabus, i.e. religiousness, discipline, independence, curiosity, honesty, perseverance, responsibility, confidence. The teaching and learning process is divided into three parts, namely: Pre-activity, Whilst-activity, and post activity. The teachers mentioned the character values in a special point in the lesson plan and “in the end of learning activities”. The researcher found some characters that were planned to be implemented by the teacher. The researcher took two samples of lesson plans from each teacher; therefore, the researcher got four lesson plans in total. The first lesson plan given by the first teacher (T1), the material was about the name of the days, months, name of time in the days, the time in numeral, dates, and years. In the syllabus and lesson plan the focus character values in first meeting are honesty, discipline, confidence, responsibility, and cooperation (  see appendix 2) and in the learning material the teacher developed some characters values which were religiousness, discipline, confidence, honesty, hard work, curiosity, the environmental care, nationalism. The second lesson plan from the first teacher (T1) contained the focus values of religiousness, honesty, confidence, discipline, responsibility, cooperation whereas in the learning material the teacher added some character values were discipline, confidence, honesty, hard work, curiosity, cooperation. The teaching material was about determined the name and the number of things, animals, and the building in the surrounding (  see appendix 2)  . The next lesson plan from the second teacher (T2) with the teaching material giving instructions, inviting someone, and prohibition included the focus values of honesty, discipline, responsibility whereas in the learning material the teacher developed some character values were religiousness, honesty,

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Sep 22, 2019

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