Naelatut Thoyyibah, 0203514080 (2019) THE IMPLEMENTATION OF CHARACTER EDUCATION IN THE ENGLISH TEACHING LEARNING USING 2013 CURRICULUM (The Case at SMP 1 Kebonagung Demak in the Academic Year of 2018/2019). Masters thesis, Universitas Negeri Semarang.

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Abstract

Thoyyibah, Naelatut. 2019. The Implementation of Character Education in the English Teaching Learning using 2013 Curriculum (The Case at SMP 1 Kebonagung Demak in the Academic Year of 2018/2019). Thesis. English Language Education. Graduate Program. Semarang State University. Advisor I: Dr. Rudi Hartono, S.S, M.Pd., Advisor II: Dr. Dwi Anggani Linggar Bharati, M.Pd. Keywords: Character Education, English Teaching Learning, 2013 Curriculum Juvenile delinquency and the problem of moral deficiency of young generations has become a world apprehension nowadays. Character education is an essential part to a child’s education. Learning to be respectful, responsible, trustworthy, fair, caring, and to be a good citizen is just as important as learning the basic subject areas. In 2013 curriculum character education was a concept of education that should be integrated in all subjects at schools, including English. So, it was interesting to investigate how character education is implemented in English Teaching Learning classroom practice. The objectives of the study were to explain the intergration of character education in the English teaching learning using 2013 curriculum, to explain the teachers’ role in instilling Character Education in the English teaching learning using 2013 curriculum, and to explain the way to solve the problems that arise in applying Character Education in the English teaching learning using 2013 curriculum. This study applied a descriptive qualitative research method. Two English teachers taught in seventh and eighth grade of SMP N 1 Kebonagung Demak were chosen as the subject. The data were obtained by conducting a document study, observations and interviews and validated by using triangulations. The data were analyzed by transcribing, identifying, and classifying, interpreting, investigating and drawing inferences. There were some result of this study; the first, teachers had implemented some character values in the teaching learning process. From eleventh meeting in the classroom teaching learning process can be concluded that the teachers had integrated 14 of character values. The most frequent were religiousness, honesty, discipline, perseverance/hard work, independence, democracy, curiosity, achievement respect, responsibility, communicative competence of character values into their teaching learning process. The second result, the teachers’ role were very important in integrating character education because they were not only a mentor in the teaching learning process but also as facilitator and model that demonstrated and applied character virtues to the students based on the national values and culture. So, the teachers should increase their teaching methods and strategies to build some characters atmosphere in their class. Then the last result, the teachers usually gave warning and some advices to overcome their problems in applying character education in the teaching learning classroom.

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