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E.ISSN.2614-6061
P.ISSN.2527-4295 Vol.10 No.3 Edisi September 2022
Jurnal Education and development Institut Pendidikan Tapanuli Selatan Hal. 367
IMPLEMENTATION OF CHARACTER EDUCATION IN ENGLISH
LANGUAGE LEARNING FOR JUNIOR HIGH SCHOOL
by
:
Madya Giri Aditama1), Rhizki Amelia2), Hikmah Pravitasari3)
1,2English Language Education, Universitas Muhammadiyah Kendal Batang
3English Language Education, STKIP La Tansa Mashiro
1madya.aditama@gmail.com
2ameliarhizki28@gmail.com
3hikmahvee@gmail.com
Abstract
This study describes the implementation of character education in English language learning, including
planning, implementation, and assessment. This research is observational studies research with a qualitative
approach. The results obtained in this study are that character education in learning English at SMP Negeri 1
Limpung has been carried out both in planning, implementing, and assessing learning. At the learning planning
stage, the teacher has entered the character values that will be applied in learning in the syllabus and lesson
plans. The implementation character education through “Profil Pelajar Pancasila” which are noble character,
global diversity, independence, mutual cooperation, critical reasoning, and creativity were implemented in the
learning process. Assessment of english learning includes effective assessment.
Keywords:Character Education, English Language Learning
1. INTRODUCTION
Facing various challenges of the 21st century
national education system, firmly preparing the
nation's future with quality and competitiveness. One
of the most critical things in the 21st century is
strengthening character education and facing the era
of the industrial revolution 4.0 (Silfia, 2018). The
development of the nation's character is the most
crucial focal point that cannot be separated from
national development (Akhir, 2018). The
achievement of national character development is
marked by the formation of a nation that is strong,
virtuous, competitive, tolerant, cooperative,
energetic, ethical, educated, patriotic, and has the
science and technology perspective of Pancasila,
filled with faith and piety to God Almighty. Building
the nation's character is stated in the National policy
of the Minister of Education and Culture Number 54
of 2013 concerning the competence of graduates to
have attitudes, skills, and knowledge. The attitude
aspect is an aspect related to the student's character.
Behavior that reflects the actions of people
who have noble character, faith, knowledge, trust,
and responsibility in affective interactions with
relationships and the social and natural environment
within the scope of their existence. The Minister of
National Education explained that one way to
develop personality or character is through language.
Students competencies were built from the essence of
behavior with the right approach of the teacher
(Aditama et al., 2021).
The achievement of language learners is
closely related to willingness. Learning a language is
not just memorizing, creating, reading, or listening,
but its importance is more than just a hope to reach
the future. At the same time, the teacher hopes that
every student achieves graduate competence in terms
of knowledge, skills, especially attitudes or character.
The achievement of these students depends on the
ability of professional teachers, teacher appreciation
of students to create student behavior with character.
There are many deviations committed by the
Indonesian generation, from the school to university
level. Cases of irregularities that often occur in
students at school include cheating during exams or
exams, delinquency, brawls, violence, disrespectful
murder, irresponsibility, dishonesty, distrust,
promiscuity, sucking glue, motorcycle gangs,
bullying, using drugs. Drugs and liquor, truancy,
smoking, undisciplined. Cases of irregularities that
often occur in students such as conflicts, anarchist
demonstrations, free sex, drug use, cheating,
smoking, brawls between students. One of the
contributing factors is the student's internal self,
namely the student's character or students who still
need to be grown and developed(Suardi, S.,
Megawati, M., & Kanji, 2018).
The number of cases of deviant behavior
shows that in the school environment character
values must be improved. The character values that
are instilled are expected to build the attitudes of
students who have good character in school, family,
and community life. Researchers' observations on
student behavior during the learning process were
related to negative aspects of student attitudes, such
as not submitting assignments on time, being late for
class, making noise during learning, cheating and not
reading the worksheet instructions correctly while
learning. Their activities are beyond practical
instruction. If this situation is not addressed
E.ISSN.2614-6061
P.ISSN.2527-4295 Vol.10 No.3 Edisi September 2022
Jurnal Education and development Institut Pendidikan Tapanuli Selatan Hal. 368
immediately, there will be serious consequences due
to character deviations. However, they can have
implications for the school system and have a
negative impact on learning inputs, processes and
outputs (Kanji, H., Nursalam, N., Nawir, M., &
Suardi, 2019).
In addition, it can also have an impact on (a)
erosion of character, erosion of good behavior and
erosion of positive behavior, (b) unity and solidarity
(low frequency of brawls and law violations), (c)
many children who are only successful in the
cognitive field. So that (d) the country's
competitiveness is reduced. Overcoming this requires
character education (Suardi, S., Megawati, M., &
Kanji, 2018). The aim is to develop the character of
students through all levels of education.
Character education in schools can be done
through the learning process in every subject taught
by the teacher(Kanji, H., Nursalam, N., Nawir, M., &
Suardi, 2019), more specifically character education
in learning English. Characters that can be developed
include disciplined and responsible characters(Akhir,
2018), honest character, responsible character,
confident character, polite character, hard work
character, creative character, independent character,
conscientious character and careful character. In
learning English, the concept of character education
is an integral part of every aspect of learning, from
planning and implementation to evaluation. In the
implementation of the latest curriculum, the
application of character education is described in the
"Profil Pelajar Pancasila " or Pancasila Student
Profile. There are six elements in the Pancasila
Student Profile, namely: noble character, global
diversity, independence, mutual cooperation, critical
reasoning, and creativity. These six elements are seen
as a single unit that supports and sustains each
other.Istandy (2019) stated that character education is
a solutionthat can change character and reduce
students’ moraldegradation.
English, as an international language, is the
most demanded language to master. Learning English
is expected to be able to make students skilled in
communicating orally and in writing (spoken &
written). In learning activities, it is necessary to have
the ability of teachers to facilitate students'
understanding of the material being taught (Sutrisna,
G., & Artini, 2020). Regarding character-based
English learning, the teacher combines academic
material with character education.
Character education cannot be separated from
the understanding of character itself. Character is the
values of human behavior related to the Creator,
oneself, fellow human beings, the environment, and
nationality which are manifested in thoughts,
attitudes, feelings, words, and actions based on
religious norms, laws, etiquette, culture and customs
(Sari et al., 2022). Conceptually, character education
is an integrative education that does not only rely on
the development of students' cognitive competencies,
but also on inculcating ethical, moral, and spiritual
values (Rabiah, 2018).
2.RESEARCH METHOD
The type used in this research is
phenomenological research. It is a qualitative
research approach that seeks to understand and
describe the universal essence of a
phenomenon(Bliss, 2016). The approach investigates
the everyday experiences of human beings while
suspending the researchers’ preconceived
assumptions about the phenomenon. This study
describes the implementation of character education
in learning English in grade 11 SMP Negeri 1
Limpung. The selection of informants in this study
took into account the knowledge or in-depth
understanding of the informants on the object being
studied, which was determined by purposive
sampling. In addition, it has the nature of openness
and objectivity in revealing any phenomena related to
research. The selected informants are informants who
come from teachers of SMP Negeri 1 Limpung who
have relevance to the object of this research study.
This research covers the mechanism of planning,
implementing, and assessing the learning content of
English material in grade 11SMP Negeri 1 Limpung.
3. RESULT AND DISCUSSION
Education is a process of internalizing culture
into a person and society so as to make people and
society civilized(Rahayu, 2012). Education is not
only a means of transferring knowledge, but more
broadly, education is a means of civilizing and
distributing values (enculturation and socialization).
Children must get an education that touches the basic
dimensions of humanity. The human dimension
includes at least three of the most basic things,
namely:
a. Affective which is reflected in the quality of faith,
piety, noble character including noble character
and superior personality and aesthetic
competence;
b. Cognitive which is reflected in the capacity of
thinking and intellectual power to explore and
develop and master science and technology;
c. Psychomotor which is reflected in the ability to
develop technical skills, practical skills, and
kinesthetic competence.
In addition, character education can also be
interpreted as a behavior that must be carried out by
school residents to carry out character education.
Character education is further explained as
everything the teacher does, which is able to
influence the character of the students. As a school
member who is directly involved with students, the
role of the teacher in helping to shape the character of
students is very important.
The results of the research are related to the
planning, implementation, assessment, and
E.ISSN.2614-6061
P.ISSN.2527-4295 Vol.10 No.3 Edisi September 2022
Jurnal Education and development Institut Pendidikan Tapanuli Selatan Hal. 369
implementation of character education in learning
English material at SMP Negeri 1 Limpung.
Character education is the process of
inculcating the values of everyday life in the learning
process for students.Character education in learning
English at SMP Negeri 1 Limpung starts from the
classroom teacher who teaches lessons in grade 11.
Teachers have an important role in coaching.
The teacher plans the implementation of
character teaching in learning by compiling a
syllabus and lesson plans(Sutrisna & Dwijendra,
2021). The lesson plan used is a lesson plan sheet
which is always provided and updated before
teaching. Teachers carry out learning according to
student interests. The teacher uses a four-sheet
learning syllabus and lesson plans with registered
character values. Through the syllabus and lesson
plans made before learning, the teacher has
implemented a character education implementation
plan. The teacher includes the character values to be
achieved in the lesson plans and the syllabus in the
character education implementation plan. In contrast
to Azmi(2017), the planning stage of character
education includes extracurricular activities,
civilizing activities, and habituation. The teacher
chooses the character values to be achieved through
school thinking that is in line with the selection of
character values and the school's vision and mission.
Character values must be achieved by adapting
methods, materials, learning media, and strategies.
The planning for learning character values will be
carried out in accordance with the school's vision and
mission, school regulations, media, materials,
learning methods, and strategies.
Learning planning using character values,
namely the value of intelligence, the value of
honesty, the value of caring, the value of toughness
and discipline. There are four skills in learning
English: speaking skills, listening skills, reading
skills, and writing skills(Akhir, 2018). Of the four
English skills listed in the syllabus, the analysis of
the learning implementation plans that appear on the
character values are not the same.
The implementation of character education in
SMP Negeri 1 Limpung is the material of Religion.
Through school culture in the implementation of
character education. The performance of character
education is strongly influenced by the school's
cultural environment, such as discipline while
studying, which starts at 07.00. Implementation of
character education in SMP Negeri 1 Limpung.
Through the example of the teacher being on time for
class because there is already a regular distribution of
learning schedules that the teacher already knows.
Extracurricular activities are part of the character
development of students.
While Azmi (2017)explain the stages of
implementing character education include the
implementation of extracurricular activities,
civilizing activities, and the implementation of
habituation. Meanwhile(Saputri, 2013), the
performance of character education is carried out by
integrating the values of character education in
learning. This extracurricular activity integrates
character values and habituation through the creation
of a school culture with character. Character values at
SMP Negeri 1 Limpunghave been really updated in
the implementation of learning English language
content. Learning materials that always contain
character values. Learning activities in accordance
with the material being taught include character
values used in learning media. Learning activities are
based on lesson plans that are conditioned with class
situations. At SMP Negeri 1 Limpung, learning
includes listening, speaking, reading, and writing
skills.The inculcation of character education values
in learning is based on the six “Profil Pelajar
Pancasila” who are the targets and goals of each
student, namely:noble character, global diversity,
independence, mutual cooperation, critical reasoning,
and creativity.
The teacher evaluates or assesses character
education from questions and behavior, all of which
are to prove the value of character and questions that
are still related to learning materials on students'
abilities. Evaluation of character assessment is also
carried out through research. No student will pass the
learning material if the character education does not
pass. Graduation of character education affects
English lessons. The teacher includes practical
assessments in the lesson plans, which are always
communicated to the homeroom teacher, then
communicates to parents the results of the character
education carried out. In contrast to Kanji, H.,
Nursalam, N., Nawir, M., & Suardi (2019) which
assesses character education more broadly, namely
through learning inputs, processes and outputs.
4.CONCLUSION& SUGGESTIONS
The implementation of character education in
learning with English content at SMP Negeri 1
Limpung is carried out through planning,
implementation, and assessment. The activities of the
English teacher at SMP Negeri 1 Limpung in
learning planning add to the character values to be
achieved in the lesson plans. At the planning stage,
the teacher chooses character values that are adapted
to the methods, materials, media, strategies, and
learning situations.Strengthening the values of “Profil
Pelajar Pancasila” which are: noble character, global
diversity, independence, mutual cooperation, critical
reasoning, and creativity; can be implemented in
every parts of learning activity.
For the future of learning activities which
emphasize character education values should be done
by teacher to enrich students’ knowledge and good
behavior.
E.ISSN.2614-6061
P.ISSN.2527-4295 Vol.10 No.3 Edisi September 2022
Jurnal Education and development Institut Pendidikan Tapanuli Selatan Hal. 370
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