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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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 i

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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 x

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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 1

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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 PostPositivism 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 PostPositivism 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

SIKAP (Attitude)

SD SMP SMA-SMK 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

Mengamati + Menanya + Mencoba + Menalar + Menyaji + Mencipta

KETRAMPILAN (Skill)

Observing, Questioning, Experimenting, Associating, and Networking Nilai-nilai: 1. Membaca, menulis, menghitung, menggambar, mengarang 2. Menggunakan, mengurai, merangkai, memodifikasi, membuat, mencipta The values or characteristics: 1. Reading, writing, counting, drawing , writing, 2. Use, parse, compose, modify, making, creating

Mengetahui + Memahami + Menerapkan + Menganalisa + Mengevaluasi + Mencipta

PENGETAHUAN (Knowledge)

Knowing, Understanding, Applying, Analyzing, Evaluating, and Creating Nilai-nilai: 1. Ilmu pengetahuan, teknologi, seni, dan budaya 2. Manusia, bangsa, negara, tanah air, dan dunia

The values or characteristics: 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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11 Table 2.2 18 Characteristics in National Character Education (Puskurbuk, 2010) No 1

Characteristic Religius: (Religiosity)

Explanation 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:

Tindakan yang menunjukkan perilaku tertib dan patuh pada berbagai ketentuan dan peraturan.

(Dicipline) 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:

Berpikir dan melakukan sesuatu untuk menghasilkan cara atau hasil baru dari sesuatu yang telah dimiliki.

(Creativity) Generating ideas to produce something new or some new ways from what they already have. 7

Mandiri:

Sikap dan perilaku yang tidak mudah tergantung pada orang lain dalam menyelesaikan tugas-tugas.

(Independence) 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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Characteristic

Rasa Ingin Tahu: (Curiosity)

Explanation Placing others in equal rights and duties. 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:

Tindakan yang memperlihatkan rasa senang berbicara, bergaul, dan bekerja sama dengan orang lain.

(Friendship) Demonstrating willingness to be communicative, friendly and work with others.

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Cinta Damai:

Sikap perkataan, dan tindakan yang menyebabkan orang lain merasa senang dan aman atas kehadiran dirinya.

(Love of peace) Making others feel pleasant and safe of one’s existence. 15

Gemar Membaca:

Kebiasaan menyediakan waktu untuk membaca berbagai bacaan yang memberikan kebajikan bagi dirinya.

(Fondness of Reading) 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

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Characteristic (Environmental Awareness)

Explanation 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:

Sikap dan tindakan yang selalu ingin memberi bantuan pada orang lain dan masyarakat yang membutuhkan.

(Social Care) 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

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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.

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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,

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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.

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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

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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).

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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

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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

1

2

3

Core Competencies

Chapter

3.1 & 4.1

Chapter I

3.2 & 4.2

Chapter II

2.3 & 4.3

Chapter III

Learning materials Expressing the expression of greeting, sympathy, apology, and farewell Introducing myself and others. Introducing the name of the days, date, months, years, and time

Time Allocation (Total)

Time Allocation (Week)

Time Allocation (Learning)

12

12 / 4 = 3 weeks

First- Third week

4

4/4=1 weeks

Forth week

16

16 / 4 = 4 weeks

Fifth – Eighth week

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Core Competencies

Chapter

4

3.4 & 4.4 & 4.5

Chapter IV

5

3.5 & 4.6 &

Chapter V

6

3.11 & 4.14

Chapter VI

Learning materials Telling about our personal identity, family, and people Counting the things around and mentioning the public places Identifying the rhythm, meaning of the songs, and identifying the singular and plural nouns

Time Allocation (Total)

Time Allocation (Week)

Time Allocation (Learning)

8

8/4=2 weeks

Ninth – Tenth week

24

24 / 4 = 6 weeks

Eleventh – Sixteenth Week

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

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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 18 Characteristics in Character Education (numeric as symbol)

Chapter 1

2

Chapter I

2

Chapter II

4

3

4 1

5

6

7

8

9

10

11

2 2

12

13

14

7 1

2

2

2

4

15

16

17

1

9

18

Total 22 17

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23 18 Characteristics in Character Education (numeric as symbol)

Chapter Chapter

6

III Chapter IV

1

3

V Chapter VI 10

1

4

Chapter

Total

3

7

1

3

3

1

7

1

1

3

10

4

2

3

4

16

4

7

26

1

Total

4

2

22

2

19

15

1 3

1

14 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.

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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).

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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

25

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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.

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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

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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.

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REFERENCES

Amalia, S. D. (2014). Representation of national character building in Indonesia EFL textbook: a qualitative study. Retrieved November 8, 2016, from http://utic.pbi.uad.ac.id/proc/107-Syahara%20Dina%20A-Representations %20of%20National%20Character%20Building %20in%20Indonesian%20 EFL%20Textbooks.pdf Creswell, J. W. (2015). Educational research: planning, conducting, and evaluating quantitative and qualitative research. New Jersey: Pearson Education Inc. Fahmy, R., Bachtiar, N., Rahim, R., & Malik, M. (2015). Measuring students perceptions to personal character building in education: an Indonesian case in implementing new curriculum in high school. Social and Behavior Science, 211, 851-858. Frankel, J. R. & Wallen, N. E. (2006). How to design and evaluate research in education (8th ed.). Boston: McGraw Hill. Hadi, R. (2015). The integration of character values in the teaching of economics: a case selected high schools in Banjarmasin. International Education Studies, 8(7), 11-20. Jacob, G. M. & Farrell, T. S. C. (2001). Paradigm shift: understanding and implementing change in second language education. TESL-EJ, 5(1). Retrieved August 25, 2016, from http://www.zait.unibremen.de/wwwgast/tesl_ej/ej17/a1.html Kashdan, T. D. & Yuen, M. (2007). Whether highly curious thrive academically depends on perceptions about the school learning environment: a study of Hong Kong adolescences. Motivation and Emotion, 31(4), 260-270. Keke, S. S. (2011). The development of social responsibility through the process of self regulation training guide on student of ST. Vincentius Catholic junior high school Surabaya. Jurnal BK UNESA, 4(2), 350-360. Khamdiyah. (2013). Sistem boarding school dalam pendidikan karakter siswa kelas VII MTS Nurul Umah Kotagedhe, Yogyakarta. Retrieved April 13, 2016, from http://digilib.uinsuka.ac.id/9214/2/bab%20i,%20iv,%20daftar%20 pustaka.pdf Khattak, H. R., Yaqqob, S., & Basri, R. (2013). Communication skill modul. Retrieved May 28, 2016, from http://www.dphu.org/uploads/attachements/ books/books_1349_0.pdf 29

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Kemendikbud (2013). Kurikulum 2013 kompetensi dasar untuk SMP/MTS. Retrieved October 22, 2015, from http://www.pendidikandiy.go.id/file/mendiknas/kurikulum-2013-kompetensi-dasar-smp-ver-3-32013.pdf Puskurbuk (The Centre of Curriculum and Textbook). (2010). Development of cultural and national character building: a school guide. Jakarta: Ministry of Education and Culture of Republic of Indonesia. Kopertis (The Coordination for Private Universities). (2010). A welcome speech of minister of national education on a national education day 2010. Retrieved April 8, 2016, from: http://www.kopertis3.or.id/html/wpcontent/ uploads/ Nikuwati. (2015). Nilai-nilai pendidikan karakter (studi komparasi buku PAI KTSP 2006 dengan PAI dan budi pekerti kurikulum 2013 SMP kelas VII). Retrieved April 10, 2016, from http://digilib.uin-suka.ac.id/ 17022/1/11470072_bab-i_iv-atau-v_daftar-pustaka.pdf Pratiwi, T. L. (2014). A visual analysis of first semester english textbook for seventh grader: bahasa inggris: when english rings a bell. A sarjana pendidikan thesis. Yogyakarta: Sanata Dharma University. Prihantoro, C. R. 2015. The perspective of curriculum in Indonesia on environmental education. International Journal of Research Studies in Education, 4(1), 77-83. Rindawati, Ikhsanudin, & Wardah. (2014). An analysis on english textbook bahasa inggris: when English rings the bell. Jurnal Pendidikan dan Pembelajaran, 3(9), 1-13. Ritchie, J. & Lewis, J. (2003). Qualitative research practice: a guide for social science students and researchers. London: The SAGE Publications, Inc. Rodd, A. & Stall, S. (2004). Measuring students’ character in secondary education: the development of the principled thinking inventory. Journal of Research in Character Education, 2(2), 154-164. Sahiruddin. (2015). The implementation of the 2013 curriculum and the issues of english language teaching and learning in Indonesia. Retrieved April 9, 2016, from http://iafor.org/archives/offprints/acll2013-offprints/ acll2013_0362.pdf Schwartz, M. J. (2007). Moral education handbook (Vols. a-l). London: Preager. Traditya, A. V. (2015). Pronunciation variations of Indonesian president’s speech in APEC CEO SUMMIT 2014. A sarjana pendidikan final paper. Yogyakarta: Sanata Dharma University.

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Usaid. (2013). The importance of character education for the betterment of our nation. Retrived Aprl 8, 2016, from http://www.prestasiiief.org/index.php/english/feature/88-the-importance-of-charactereducation-for-the-betterment-of-our-nation.

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APPENDIX

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APPENDIX SAMPLES OF THE ACTIVITIES WHICH WERE ANALYZED IN THE TEXTBOOK

Figure 2.1 32

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Figure 2.2

33

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Figure 2.3

34