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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

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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iii


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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.

Thank you for everything that I would never have been able to pay.


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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

Dimiar Ariesinta

111214092


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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

Dimiar Ariesinta


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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.

Keywords: character education, 2013 Curriculum English Textbook, moral value


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ABSTRAK

Ariesinta, Dimiar. (2016). An Analysis of Character Education in the 2013

Curriculum English Textbook of the Seventh Grade Students. Yogyakarta: Sanata

Dharma University

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.

Kata kunci: character education, 2013 Curriculum English Textbook, moral value


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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

Dimiar Arisinta


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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

ABSTRACT .............................................................................................................. vii

ABSTRAK .................................................................................................................. viii

ACKNOWLEDGEMENTS ..................................................................................... ix

TABLE OF CONTENTS ......................................................................................... x

LIST OF TABLES ................................................................................................... xii

LIST OF FIGURES ................................................................................................. xiii

LIST OF APPENDIX .............................................................................................. xiv

CHAPTER I INTRODUCTION

A. Background of the Study ............................................................................... 1

B. Study Research Method ................................................................................. 7

CHAPTER IIDISCUSSION

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

CHAPTER IIICONCLUSION AND RECOMMENDATIONS

A. Conclusion ...................................................................................................... 25


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B. Recommendation ............................................................................................ 27

REFERENCES ......................................................................................................... 29

APPENDIX ............................................................................................................... 32


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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

2.5 The Final Result of Character Education in Seventh Grade

Textbook ....................................................................................... 22


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LIFT OF FIGURES

Figures Page

2.1 Responsibility ......................................................................... 15

2.2 Friendship ............................................................................... 17

2.3 Curiosity ................................................................................. 19


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LIST OF APENDICES

Appendix Page

Appendix Samples of the Activities which were Analyzed in the Textbook ...... 32


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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

Lickona, one of the leaders in the field of Character Education points that

getting a good score is not the major purpose of education, but promoting the

Character Education of the student is the significant matter (Schwartz, 2007,

p.157). She also says that the basic principle of the Character Education is

avoiding the moral dilemma. Moral dilemma is a situation in which student

should decide something without opposing their moral knowing, moral feeling,

and moral behavior (for examples: no-cheating at class, no-brawl, and politeness).

Jacobs and Farrell (2001) agrees that this outlook had emerged in Indonesians

students’ behavior since many decades ago through paradigm shift in the

education. Since the early 1980s, the term paradigm shift had been used as a

means of thinking about a change in education. Moreover, in twentieth century, a


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paradigm shifted across a wide variety of educational fields. They also agreed this

paradigm shift can be seen as part of a larger shift from Positivism to Post-

Positivism which created the education paradigm and influenced the students’

behavior nowadays. Longtime ago, education was in the Positivism Paradigm that

generated teacher as the center of the teaching and learning system. Then, the

learning system just focused on the product that the student produced (score,

achievement, and rank). However, now the student shall live in the Post-

Positivism Paradigm that students were given much freedom to take control the

learning-system, and also students were guided to feel the process-oriented

learning system rather than in product-oriented learning system (as cited in Jacob

and Farrell, 2001). This attitude had not changed yet because student still lived in

the positivism paradigm. Students’ behavior has not changed because many

students still struggle hard for getting good score in final national exam,

standardized test, quiz, instead of involving themselves in the process of learning.

People continuously tend to ask students about the quantity in educational matters

such as asking the score, rank, period of graduation, rather than asking whether

the students cheat in the exam. Moreover, parents also insist their child to be the

best by approaching the highest grade in class or school, instead of checking,

whether their children study hard and feel the process of the learning. This reason

makes the educational quality decreasing since people continue to insist the

quantity of education. It is also strengthened by Dardjowidjojo (2001) that

Indonesian students are not ready with the huge changes in education due to the

strong influences of paternalistic paradigm in their life many years ago (as cited in


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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).

There are some characteristics or values in the 2013 Curriculum which are

related to Character Education in which can build student’s personality.

Curriculum Center Ministry of Education (Minister of National Education, 2010)

also states that in order to take further and strengthen the implementation of

Character Education in Indonesia’s educational system, then it comprises 18

values of Character Education. The values are derived from: religion Pancasila

(national ideology), culture, and national education goals, namely: religiosity,

honest, tolerance, discipline, hard work, creativity, independence, democracy,

curiosity, sense of nationalism, patriotism, achievement orientation,


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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).

In this research, the researcher uses textbook as the main material in

school. The textbook probably can be an excellent choice to commence the 2013

Curriculum regulation to many students and teachers. Broadly explained it is also

needed by teacher to organize the learning system to be well-coordinated and

varied. Textbook also helps teachers not to spend much of time selecting,

adopting or even adapting English materials for students at class. Besides,

students require textbook to convey the material through the sub chapters or the

activities. It is also needed for the sake of the students to feel engaged with the

materials as it is part of their life experience (Sahiruddin, 2013, p.5). Thus, 2013

Curriculum Textbook is the concrete guidance for the students and teachers to

comprehend the 2013 Curriculum and also Character Education. The emerged of


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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.

Fahmy et al (2015) find out that young generation is chosen to be an agent

of change. It is started by the students’ character as the subject matter in 2013

Curriculum. Many schools have implemented the Character Education programs,

yet they have not determinated the impact of this program to the young students or

young generation (p.851-852). Therefore, the purpose of this research is to

evaluate the young generation through the Character Education starting from the

lowest grade in Junior High School. This research uses seventh grade students

because students in this age or grade have already passed their Primary School

where students will experience their adolescence (Khamdiyah, 2013, p.26-27).

She also adds that starting of age thirteen, the adolescences have some changes in

attitude, thought, feeling, and behavior pattern of the children. This period of life

is essential as seventh grade kids transform and begin the transition period. It is

the time when they find their identity, have the changeable emotion, and think

more logically and critically. Nikuwati (2015) argues that seventh grade of Junior

High School students may be so curious about many things around them


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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

Since the research was aimed to gain a topic about Character Education in

textbook, the researcher used document analysis. According to Traditya (2015),

document analysis is one of the data collection and analysis type of qualitative

research. This document analysis requires library research without observing the

certain phenomenon directly (p.6). Creswell (2015) also states that document

analysis represents “a good source” for text data in a qualitative study. He

explains that this data analysis will understand central phenomena through

textbook, essays, newspapers, novels, magazine articles, songs, pictures, textbook,

and public or private documents. The data source was taken from student textbook


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

researcher evaluated chapter one up to chapter six of the textbook.


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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

It has been introduced in the previous chapter that it is good to have this

kind of research in order to be aware of the new curriculum which always changes

depending on the nation’s situation. It has been explained in the beginning that in

the research background precisely contains a lot of theories in the description. As

we know that the focus of character education in 2013 Curriculum has been

emphasized in all 2013 Curriculum Textbooks as well as in English Student and

English Teacher Textbook (Revised Edition 2014). It was published by The

Ministry of Education in 2013, moreover; inside the textbook emphasizes lot of

standard requirements for the material which is called as the Competency

Standard of Graduate (Kemendikbud, 2013). According to Prihantoro (2015)

Competency Standard of Graduates is minimum standard of the student to

improve and to balance between the softskill and hardskill that include aspects of

competencies of attitude, skill, and knowledge (p.79). The 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


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


1. Science, technology, art, and culture

2. Humans, nation, state, and world


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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

dari dirinya.

Being tolerance to others with different faith, tribe, race,

opinions and actions.

4 Disiplin:

(Dicipline)

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)

Cara berfikir, bersikap, dan bertindak yang menilai sama hak

dan kewajiban dirinya dan orang lain.


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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

kelompoknya.

Preceding the interests of the nation above oneself and group

interests.

11 Cinta Tanah Air:

(Patriotism)

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

pada lingkungan alam di sekitarnya, dan mengembangkan


13


(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).

The successful of the Character Education depends on the students who

have applied some of the characteristics in their life. Based on the Table 2.2 the

researcher is able to see some good characteristics which are reflected from the


14

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

There were 18 characteristics or values which are embedded in the English

textbook (Revised Edition 2014). Moreover, there were 6 chapters and 109

activities which were analyzed by the 18 values of Character Education. In the

textbook, a single activity reflected more than one or two characteristic or values,

and here the researcher just used the most common characteristic which was more

reflected based on activity. For the example was the honesty, it had already been

pictured in the Chapter II, Activity 7, Page 32 in the textbook or page 32-34 in

this research.


15

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.

It was quite likely that the result of the characteristic in each activity could

be more than one or two characteristics which appeared exactly in this part.

However, there was no detailed explanation by this activity in this textbook which

made students had to bring their own identity while entering library. However,


16

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).

Next, another characteristic which was reflected on the Characteristic

Education Theory was communicative. The example of communicative

characteristic was represented on the Chapter III, Activity 8, Page 51 in the

textbook or Appendix page 33.


17

Figure 2.2 Friendship

As it was said before that communicative was about demonstrating willingness to

be opened, friendly, while work with others. When students did peer or group

learning discussion, it meant students might have a good communication to

others. It also happened that in order to solve the problems in particular work,

finish the task, have the relation with other company, office workers might be

communicative to others. In the activity which was provided in Figure 2.2 or

Appendix page 33, the students were supposed to listen the teacher, and be able to

pronounce the numbers correctly. The illustration above explained that there were

two activities in a single task which were listening to the teacher and repeating

what the teacher had said. Khattak, Yaqoob, & Basri (2013) argue that in

communicative characteristic there is two-way communications which are

designed by the teacher to the students as well (p.20). If the teacher could

establish the good communication to the students, so the students were able to

comprehend the material. Teacher exemplified how to pronounce the number


18

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.

Then, an activity which was captured by the researcher was curiosity. It

was embedded in the textbook in Chapter IV, Activity 15, Page 80 in the textbook

or Appendix page 34. Kasdan & Yuen (2007) define that curious students can be

the outstanding learners in schools because that curiosity gives them enthusiasm

for studying more. Having much curiosity, students will acquire the material,

challenge the information, and experience their own learning (p.1).


19

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

know the part of the letter such as: the reader’s identity, greeting, body,

conclusion, closing, and writer’s identity. Curiosity is demonstrating effort to

know more about what are being learned, seen, and heard (Kemendiknas, 2011).

Hence, Kasdan & Yuan (2015) also believe that highly curious students are

expected to show the greatest academic success in challenging school

environment that value academic learning (p.3). Hence, it was important to

provide the material that caused the students’ curiosity and enthusiasm. As

consequence, those characteristics would make student to figure out and study by

themselves (student-centered learning) without waiting the instruction from the

teacher. The curios characteristic could be found mostly in Chapter IV which talks


20

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.

C. The Analysis of Data which is Represented Character Education of the

Seventh Grade Textbook

Before the researcher presented the result, the researcher would give the

founding data by comparing the 2013 Curriculum syllabus with the 2013

Curriculum English Textbook (Revised Edition 2014).

Table 2.3 Combining Syllabus and Textbook

No Core

Competencies Chapter

Learning

materials

Time

Allocation

(Total)

Time

Allocation

(Week)

Time

Allocation

(Learning)

1 3.1 & 4.1 Chapter

I

Expressing the

expression of

greeting,

sympathy,

apology, and

farewell

12 12 / 4 = 3

weeks

First- Third

week

2 3.2 & 4.2 Chapter

II

Introducing

myself and

others.

4 4 / 4 = 1

weeks Forth week

3 2.3 & 4.3 Chapter

III

Introducing the

name of the days,

date, months,

years, and time

16 16 / 4 = 4

weeks

Fifth – Eighth

week


21

No Core

Competencies Chapter

Learning

materials

Time

Allocation

(Total)

Time

Allocation

(Week)

Time

Allocation

(Learning)

4 3.4 & 4.4 &

4.5

Chapter

IV

Telling about our

personal identity,

family, and

people

8 8 / 4 = 2

weeks

Ninth – Tenth

week

5 3.5 & 4.6 & Chapter

V

Counting the

things around and

mentioning the

public places

24 24 / 4 = 6

weeks

Eleventh –

Sixteenth

Week

6 3.11 & 4.14 Chapter

VI

Identifying the

rhythm, meaning

of the songs, and

identifying the

singular and

plural nouns

8 8 / 4 = 2

weeks

Seventeenth –

Eighteenth

week

After the researcher took the data from all activities in Chapter I to

Chapter VI, the researcher processed the data. The data that was obtained from

each activity then was classified according to the 18 values of Character

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

5 Chapter V 15


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

Chapter II 4 2 1 2 2 2 4 17


23

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

Chapter

III 6 1 3 1 3 3 1 4 22

Chapter

IV 3 4 1 7 2 2 19

Chapter

V 1 1 3 10 15

Chapter

VI 4 2 3 4 1 14

Total 10 7 1 16 4 7 26 3 1 15 6 1 9 109

Based on the Chapter I (Table 2.5), the researcher proved 9 activities

mostly tended to Peduli Sosial or Social Care. In Chapter II, there were two

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

this part, the researcher found that the students’ level of thinking was deemed

more deeply and critically through in every activity. Moreover, in Chapter IV up

to Chapter VI were proven that English Language Structure began to be taught.


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).


25

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.

The 2013 Curriculum English Student Textbook (Revised Edition 2014)

becomes the textbook which has been assessed by this research in its Character

Education. It uses 18 Characteristics Theory in Character Education. The Chapter

I up to Chapter VI represents the first semester of learning system in junior High

School. Hence, the researcher finds that starting from Chapter I up to Chapter III


26

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.

Those activities have been provided in the 2013 Curriculum Textbook, and

it has been arranged by the government in order to help the learning system more

systematically. The 2013 Curriculum Syllabus gives the whole data for all

learning system through the core competition, the aims, the material, time

allocation are quite complicated but structural, however, the syllabus help the

teacher to finish all the chapter or the material in the appropriate time.


27

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.

Third, this research will be beneficial to school as the education

institution where the students gain the knowledge. The government especially

Ministry of Education needs schools in order to regulate and apply the 2013


28

curriculum policy. Further, students will run out 7-8 hours of their time mostly in

school, so while break or in the class situation is easier to observe the students

about their characteristics and manner.


29

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APPENDIX


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APPENDIX

SAMPLES OF THE ACTIVITIES WHICH WERE ANALYZED IN

THE TEXTBOOK

Figure 2.1


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Figure 2.2


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Figure 2.3


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