The Implementation of Character Education in English Classroom Learning Process: A Case Study (original) (raw)
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This chapter presents some theories that underline the study. The theoretical reviews cover the issues of character education and English language teaching and learning. A. Theoretical Review 1. Character Education Indonesian government has made the development of the character as one of the priorities of the national development program to support the realization of the ideals of character development as stipulated in Pancasila and the 1945 Constitution as well as to address current national issues. The spirit is implicitly affirmed in the National Long-Term Development Plan (RPJPN) for 2005-2025, in which the character education play role as a foundation for national development vision, i.e. to realize the noble, moral, ethical, cultured, and civilized society based on the philosophy of Pancasila. Thus, RPJPN is a solid platform to implement operationally national culture and character education as a priority program of the Ministry of National Education 2010-2014 which is outlined in the National Action Plan for Character Education (2010). National Action Plan for Character Education defines character education as the value education and moral education that aims to develop students' ability brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by Lumbung Pustaka UNY (UNY Repository) 11 to provide good-bad decisions, preserve what is good and realize the goodness in everyday life wholeheartedly (Puskur, 2010: 4). Meanwhile, Character Education Partnership (CEP), a leading organization of character education developed by Lickona, Schaps, and Lewis give more emphasis on important core ethical values to be cultivated in character education program. They defines character education as "...the intentional, proactive effort by schools, districts, and states to instill in their students important core ethical values such as caring, honesty, fairness, responsibility, and respect for self and others" (2008). Lickona defines character education as the deliberate effort to develop virtues that are good for the individual and good for society. In book, Educating for Character, Lickona asserts that "…When we think about the kind of character we want for our children, it's clear that we want them to be able to judge what is right, care deeply about what is right, and then do what they believe to be right-even in the face of pressure from without and temptation from within." (Lickona: 1991:67). What's especially useful about Lickona's model is that it is not merely to teach what is right and what is wrong. It describes a developmental process that involves knowledge, feelings, and action, and thereby provides an integrated foundation on which to structure a coherent and comprehensive character education effort. It tells us that we need to engage our students in activities that make them think critically about moral and ethical questions, inspire them to