Diana Purwaningrum, 2201408121 (2012) Teachers Perceptions’ towards the Incorporation of Character Education into English Language Classrooms. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

English teachers must now be able to reconceptualise how they conceive the link between language teaching and systematic character education as the notion of comprehensive education mandated by Ministry of Education. To that extent, this final project is intended to find out teachers’ perceptions towards the incorporation of character education into English language classrooms. Furthermore, the second objective of writing this final project is to describe factors influencing teachers’ perceptions. The analysis is based on Berkowitz’s characteristic of character education and the factors influencing perceptions. In this research, the population was in-service English teachers in state senior high schools in Semarang. By applying the random sampling, 30 teachers were selected to fill in the questionnaire. Moreover, to corroborate with qualitative data, five teachers were interviewed by applying proportionate stratified random sampling. Results showed that teachers involved in the study were aware of the character education based on the perspective of putting academics into perspective, relationship building with students and colleagues, intrinsic motivation through classroom discussion, and modeling goodness. However, in relationship building it was indicated that parents’ involvement in the English classrooms was minimal. The intrinsic factors such as age, gender and teaching experience of teachers as well as personal expectations influence teachers’ perceptions towards the incorporation of certain traits into English language teaching. Traits like communicative, responsible, respect, and honest were highly ranked because they were perceived as important and relevant. It is suggested that teachers are aware of their on-going professional development so they will understand that, on the one side, they are not working solely in educating for character. On the other, teachers will have awareness that they have paramount role in nurturing students’ virtues or good characters. Furthermore, research that involves elementary and junior high school teachers’ perceptions as well as principal and school staffs to gain perspective of the impact of character education at the school level is recommended.

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