CHARACTER EDUCATION IN ENGLISH LANGUAGE TEACHING WITH UTILIZATION OF LOCAL CULTURE (original) (raw)
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Inserting Local Culture in English Language Teaching to Promote Character Education
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This study attempts to critically analyze the practices of foreign language teaching particularly English which commonly pay less attention to the accompanying intercultural communication and also to propose an alternative solution to support and promote the character education in this country. It is commonly believed that the practices of the English language teaching are always accompanied by the insertion of foreign cultural values which are not always in harmony with our own values. In line with the national education goals, it seems that the most possible way to overcome this problem is by integrating the Indonesian local cultural values in the practices of the English language teaching to promote character education, which is commonly believed to play important roles in encouraging, improving, and maintaining the spirit of nationalism of our future generation.
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The cultural-based nation character education in the elementary school is aimed at implementing the education in its nature that is developing the human potential of students for their roles in the future. This national character education integratively combines the generic and specific potentials to solve and to face the problems of life. The value-based life-skills education in the elementary school is underlying the behaviour, characteristics, and attitude that is based on the succeed of students' future life. The giving of universal values such as honesty, respect, manners, hardworking, tolerance, and others become the core study for teachers' insights during their friendly interaction with students, for that reason, education in schools are so consciously designed and managed that the instructional process for students evoke the attitude and behaviour learning through the nation character education. Many inhibition factors that are faced by the school in implementing the education, internally in the school or externally especially in understanding and teacher's competence in developing nation character education. It is all because not only a simple thing to change teachers' paradigm in implementing the managing model of conventional learning that been rooted in their teaching attitude. The finding shows that (1) according to the analysis of Indonesian Language SK-KD, the national characters evoke in terms of loving to read, patriotism, respecting others, tolerance, friendship, caring for others, communicative, religious, honesty, discipline, creative, perseverance, confidence, curiosity, bravery, and critical; (2) the character values are not explicitly stated yet in the Lesson Plan for many kinds of elementary schools; (3) in the religion-and multicultural-based schools, the character implementation has been planned and accustomed in the class and school environment; (4) in the religion-and multicultural-based schools, teachers' behaviour in implementing the character values is routinely done, conditioned, and customization. The research was held in four elementary schools in Bandung that were set purposively, by considering the paradigm, the school vision and mission, including the conventional elementary school (Pasirkaliki), religion-based elementary school (Muhammadiyah), potential elementary school (Sukarasa), and Multicultural elementary school (Slamet Riyadi). The research was focused on the analysis of SK-KD, Lesson Plan, and learning observation as well as interviewing the teachers.
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Character building is an important component of 2013 Curriculum learning using textbooks as a learning source. This study aims to describe character values within the 2014 and 2017 revised editions of the 2013 Curriculum-based Indonesian Language Textbook for Year 10. The source of data for this research is the 2013 Curriculum Indonesian Language Textbook (BTBI) published by the Ministry of Education and Culture (Kemendikbud). Data in this study assume the forms of words, phrases, or sentences that indicate character values, collected by observation and note-taking and analyzed with a referential identity method. The 2014 and 2017 editions of BTBI carry the same character values, namely religiousness, nationalism, independence, gotong royong, and integrity. Differences in the character value content of both textbooks lie in the sub-values of each identified character value. According to the uncovered character sub-values, the dominant character in the 2014 edition of BTBI is independence. The 2017 edition contains three equivalent character values: religiousness, nationalism, and independence. Principles of Wasatiyyat Islam reflected in BTBI for Year 10 are values of tawassut (taking the middle way), tawazun (balance between the world and the hereafter), i'tidal (straightness and uprightness), tasamuh (tolerance), musawah (egalitarianism), shura (consultation), islah (reform), aulawiyah (prioritizing), tatawwur wa ibtikar (dynamism and innovation), and tahaddur (being civilized). These values represent the courteous, peaceful and gentle nature of the Indonesian nation.
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Character education is one of the aspects of the Indonesian educational system, which is essential for the students before they face real-world society. The strengthening of Character education has been designed in the 2013 Curriculum as one of the Indonesian government's efforts to create good quality human resources. This effort can be implemented in every subject, including English as the students’ foreign language. Children as young learners is an excellent start to be empowered not only through the knowledge of the language itself but also through inserting character values in the process of language learning. This study aims at sharing some theoretical concepts of implementing character education for young learners in the EFL class. By then, the teachers are expected to help young learners in building their positive characters.
Teaching Character Education to Primary School Students through Javanese Ethnolinguistics
Proceedings of the 9th International Conference for Science Educators and Teachers (ICSET 2017), 2017
Globalization as the most powerful phenomenon of the present time is widely contested for its positive and negative outcomes. To Indonesian context, particularly to the Javanese, it brings more negative impacts than the advantages causing the decrease of primary school students' character as seen from their disobedient to be the observance of their own indigenous culture and ethics. The purpose of this research is to find out the impact of Javanese ethno-linguistics intervention to the character of primary school students. This research used qualitative method. There were 60 lower primary school students (class IV) taken as the subject of the study. They were from four Elementary schools at Central Java. The research had been conducted for three months. The data were collected through observation, interview and documentation. The data were triangulated and analyzed by using Miles and Huberman techniques. The results showed that after giving ethno-linguistic treatment for three months teaching the students through Javanese song, Geguritan (Javanese poems), macapat (Javanese hymne) and geguritan competitions, and various Javanese literacy activities, the students show positive changes of their characters. They show more appreciation to others; they love their indigenous heritage, have good manners, use kromo alus (the most polite style), and become more obedient to their parents. These results are so much different from their characters before the treatment. It can be concluded that the ethno-linguistic approach can improve students' characters.
Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences
Character education is the focus of Indonesian education nowadays as people in Indonesia is experiencing a negative character shifting. In order to change negative character, character education should be taught to the young generation through the integration of the character education at school. This study aims to determine the ways of integrating the value of character education in the lesson plan and the process of Indonesian language learning in the high school. This study employed a case study method by implementing a qualitative approach. This research was carried out in State Senior High School (SMAN) 1 Surakarta, Indonesia. The technique of data collection comprised of observation, interviews, and documentation. The result of this study shows that SMAN 1 Surakarta infuses character education in Indonesian language learning. The character values, which are integrated to the lesson plan, are respect, discipline, care, courage, responsibility, justice, honesty, helping each oth...
Theory and Practice in Language Studies, 2017
Developing good characters may take quite a process of enculturation early at the primary schools. Character education may include local wisdom or local knowledge learnt through the Indonesia language curriculum. Bali’s local wisdom, which adheres in the Hindu philosophy, is potentially rich for the development of character education’s themes and sub-themes. The central themes and sub-themes fleshed out from the Hindu philosophy are coherently tied into a system of meaningful moral entity. Children may learn the moral characters contextually and meaningfully through the national language of Indonesia at schools. However, caution should be taken as the themes and the sub-themes are critically beyond the first and second graders’ cognitive and moral development stages.
Metathesis: Journal of English Language, Literature, and Teaching
This research is focused on content analysis of character education potrayed in English texbooks based on the Indonesia 2013 curriculum to find out the types of character education values in English textbooks and how educational character values were included into English textbooks for secondary schools. In fact, moral degradation among the youth in the modern era is becoming trends. Therefore, in this study, researchers want to focus on content analysis of character education potrayed in English texbooks based on the Indonesia 2013 curriculum based on 18 character values issued by Indonesian government. In this study, the researchers used a content analysis technique under the formula of qualitative research method. The result of the study showed that the total frequency of character value based on first semester that emerged in the textbook 1 gained 73 times or percentage (39%). The value of related to self was the most frequent value with 40 times. Then, it was followed by relate...