Rahma Puji Rahayu, 2201416056 (2021) THE IMPLEMENTATION OF CHARACTER EDUCATION IN ENGLISH SUBJECT FOR EIGHTH GRADE STUDENTS OF SMP N 13 SEMARANG. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

The Indonesian Minister of Education stated that every level of education in Indonesia must carry out character education. We know that character education is a very important thing to implement, but at this time it appears that there is still low morale of students which we can see with various incidents such as cheating, being late in class, skipping lessons, and loss of respect for teacher. For this reason, this final project explores the implementation of character building in English subject of Eighth Grade students at SMP Negeri 13 Semarang. It aims to find out how character education is integrated with English language learning at school during the pandemic. Many studies discuss character education, one of which is the research conducted by Agustini, Tantra, and Wedhanti (2014) with the title “The Implementation of Character Values in English Language Instruction”. The researcher analyzed the lesson plans and the implementation to investigate how character values were inserted in the teaching of the four basic skills in English. This research used a qualitative survey design in which questionnaire, interview and observation were used to obtain the study results. Thirty-three students of SMP Negeri 13 Semarang were the participants of this study. The findigs of research on the implementation of character development in English subjects in the case of English class VIII students of SMP Negeri 13 Semarang have been good. This is evident from the preparation of the Learning Implementation Plan (RPP) for English subjects containing character values. The results showed that the implementation of character education in SMP Negeri 13 Semarang has been implemented by the teacher through planning. In learning planning, there is a character value contained in the RPP, namely the SK (Core competency) and Basic Competence (KD). There are several inhibiting factors experienced by teachers in learning English, namely the lack of awareness of students in obeying the rules, the lack of students’ motivation to learn English, and the lack of students' awareness of their duties and responsibilities. In implementing character education in the learning process is to exemplify time discipline, to set an example by obeying the rules, always checking student attendance. In addition, giving individual assignments is also often done by teachers to implement independent values, hard work, and responsibility, and the final activity of learning, which is to conclude the learning outcomes of these things to instill self-confidence.

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