Jurnal Pendidikan Sultan Agung.
Nomor 3.
Volume 1.
Tahun 2023
Jurnal Pendidikan Sultan Agung
JP-SA
Volume 3 Nomor 1.
Februari Tahun 2023 Hal.
12 Ae 25 Nomor E-ISSN: 2775-6335 SK No.
27756335/K.
4/SK.
ISSN/2021.
Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Sultan Agung Semarang Jl.
Kaligawe Raya KM.
4 Kecamatan Genuk Semarang 50112 Jawa Tengah Indonesia Alamat website: http://jurnal.
id/index.
jpsa/index ========================================================================= CHARACTER BUILDING IN TEACHING ENGLISH VOCABULARY FOR ELEMENTARY SCHOOL STUDENTS Rosi Kumala Sari.
Dwi Megista Putri.
Mona Afersa Pendidikan Bahasa Inggris.
Fakultas Pendidikan dan Ilmu Pendidikan Universitas Putra Indonesia YPTK Padang E-mail: rosikumalasari070582@gmail.
Abstrak Tujuan dari penelitian ini adalah untuk mendeskripsikan aktivitas program C-L-C (Central Learning and Characte.
dalam membangun karakter dan meningkatkan kosa kata Bahasa Inggris Siswa Sekolah Dasar.
Program C-L-C telah menciptakan kegiatan pembelajaran terpadu untuk membangun karakter siswa dan meningkatkan kosa kata bahasa Inggris untuk siswa sekolah dasar.
Desain penelitian ini adalah penelitian kualitatif deskriptif.
Peneliti menggambarkan kegiatan instruktur dan siswa bahasa Inggris dalam membangun karakter siswa dan meningkatkan kosa kata bahasa Inggris.
Sebanyak 23 siswa Sekolah Dasar telah mengikuti program C-L-C.
Teknik pengumpulan data adalah observasi, dokumentasi dan angket.
Temuan penelitian ini menunjukkan bahwa beberapa kegiatan yang dilakukan oleh instruktur bahasa Inggris pada program C-L-C untuk membangun karakter siswa dan meningkatkan kosa kata bahasa Inggris siswa adalah membaca teks, menulis, melukis, bermain, mengucapkan kosa kata baru, menceritakan kembali cerita, membahas nilai karakter dalam cerita dan menyiapkan buku karakter siswa.
Hasil dari penelitian ini, program C-L-C telah membangun karakter siswa pada disiplin, tanggung jawab, menghormati orang lain dan peduli terhadap lingkungan.
Selain itu C-L-C telah meningkatkan kosa kata bahasa Inggris siswa, hal ini dapat dilihat dari partisipasi siswa dalam proses pembelajaran dan rekapitulasi nilai tes bahasa Inggris siswa.
Hal ini menunjukkan 1 siswa kurang baik, 5 siswa cukup baik, 8 siswa baik dan 9 siswa sangat baik.
Dapat disimpulkan bahwa program C-L-C membangun karakter siswa dan meningkatkan kosa kata bahasa Inggris siswa.
Kata kunci: Character Building, pengajaran kosa kata bahasa Inggris Abstract The aim of this research was to describe the activity of C-L-C (Central Learning and Characte.
program in building character and improving English vocabulary of Elementary School Students.
C-L-C Program has created integrated learning activities to build studentsA character and improve English vocabulary for elementary school students.
The design of this study was a descriptive qualitative research.
The researcher described the activities of English instructor and students in building students Acharacter and improving English vocabulary.
There was 23 elementary School students had joined on C-L-C program.
The techniques for collecting the data were observation, documentation and questionnaire.
The finding of this study showed that some activities did by the English instructor on C-L-C program to build the studentsA character and improve the studentsA English vocabulary were reading a text, writing, painting, gaming, pronouncing the new vocabulary, retelling the story, discussing the character value in the story and preparing the studentsA charactersA book.
The result of this study, the C-L-C program had built studentsA character on discipline, responsibility, honor the other people and care to the environment.
Besides C-L-C had improved the studentsA English vocabulary.
It can be seen from the participation of students in learning process and the recapitulation of the studentsA English test score.
It showed that 1 student was Rosi Kumala Sari, dkk.
Character Building A (JP-SA Vol.
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poor, 5 students were satisfactory, 8 students were good and 9 students were very good.
It can be concluded that C-L-C programme built studentsA character and improved the studentsA English Keywords: Character Building, teaching English vocabulary INTRODUCTION The development of technology had effect to the Indonesia studentsA character positively and It changes many regulations of education filed.
The students can learn the lesson from handpone by using internet.
But using internet on studentsAhandpone also has negative effect on the studentsA character.
Some negative advertisement can appear suddenly.
It effect to the studentsA opinion, idea, behavior and character.
They are bombarded with negative influences through the media and other external sources.
Realizing to this condition.
Indonesian government has made great changes on national curriculum.
Curriculum emphasizes on character building.
previous curriculum, character building not explicitly stated.
But it is different for the new curriculum, character building explicitly stated.
It means that the teachers have to integrate the character building on teaching and learning process.
The studentsA characters must be developed by teachers besides knowledge and skill.
It means teachers have to improve students Acharacter, beside knowledge and skill.
Character building are hoped to be solution for negative effect of technology development.
Characters are a way of individual thinking and behaving in daily life community.
It can be seen on family, job circumstance, society, nation and state.
It isnAt inheritance.
It builds in daily thinks and actions (Brown, 2.
In other word the character can be form from the habitual of thinking and action of someone in daily life activity.
Each person has different character.
The background of some one's life will greatly affect a person's character.
According to Indonesia nation dictionary, character is a psychological, morals aspect or manners that distinguish one person to another (KBBI 2.
Every people have different character.
Good character is not someone owns.
It needs to be built for everyone.
In this case, character building becomes one solution to everyone.
Character building is some efforts done by someone, society, institution to change the bad humanAs behavior, moral, sense, think and acts in to good value.
According to Lickona in (Atmazaki.
Agustina.
Vivi Indriyani, 2.
, defines character building as earnest effort to understand the foundation of a person's core, care, and acts with a foundation of ethical values.
means character building can be interpreted as a genuine effort by human to be a positive personality by developing, encouraging, and empowering through example, studies .
istory and biographies of great thinker.
, as well as the practice of emulation effort to realize the wisdom.
Line with this Character building is defined as an effort to help the students promote their psychological aspects in order to have relation and ability to work with each person in many situations(AR, 2.
Building character is very importance for everyone.
Good character is not formed There are some phases in character building.
Firstly, the teachers should have sufficient knowledge about what morals are taught and trained among the students (Zubaeidi.
The teachers have to guide the students to know the meaning and aspect of character.
There are 6 pillars of character for elementary school students in Indonesia.
discipline, respect, responsibility, honesty, caring, and fairness.
For the first the teachers have to guide the students to understand the meaning of each word of character.
Then the teachers have to explain the aspects and examples of its characters.
Secondly, they have to be aware of the process of Jurnal Pendidikan Sultan Agung.
Nomor 3.
Volume 1.
Tahun 2023 character building.
They are transferring knowledge about characters, the feeling of character, and acting on the character (Zubaeidi, 2.
It means the teachers need to give knowledge first.
the students have feeling about character and supposed the students to act on some requirement of characters.
In acting the characters, the students need to be involved in the teaching and learning process, give an exemplary model in their behaviors, and encourages the students to be active in improving and implementing the character on daily life activity.
The character building is important in todayAs society.
It will be entrenchment to our generation .
faces many bad opportunities and dangers form development of high Character building should be integrated in education.
First, education is an effective process to develop character.
It is widely agreed that the character building should be started from the family, and then school and also social environment.
Education in the family is the fundamental education to develop a child with good character building.
Education in the school will also be developed to strengthen the good character building which child has from the family.
And in the social environment, child will have a chance to implement the good character building in daily life interaction.
Realizing the need to build character for generation.
Indonesian government has made great changes on national curriculum.
Curriculum emphasizes on character building.
It means that the teachers have to integrate the character education on teaching and learning process.
Character building should be integrated in education.
Education is an effective process to develop Educate and build character should be started from the family, and then school and also environment.
Parent and teachers have to collaborate to build the students character.
Teachers are important to build the habitual to know about right and wrong, but also able to feel the value of good and not good, and do it on the smallest circumstance from family to the wider community like school, citizen and others.
Then the parent can be controller, counselor and supervisor for the students in implementing character in their daily activities.
Besides, the care of community toward studentsA character is also needed, so the students can have the characters.
The intentional of character building.
C-L-C program attends and emphasizes to build studentsA character in teaching and learning English vocabulary.
The C-L-C program has planned, organized the materials, activities in teaching English vocabulary for elementary school The C-L-C focus on improving English Vocabulary of the elementary school students and integrated it with character building in teaching and learning activities in and out of the class.
Elementary school students are beginner in learning English.
As beginner, they are important to learn English vocabulary as basic skill in learning English.
Without knowing much vocabulary, the students are difficult to master in English language.
The students cannot understand the English words, sentences, instructions and the English text.
According to (Richards & Willy A.
Renandya, 2.
vocabulary is Aua core component of language proficiencyAy.
Since the important of vocabulary in learning English, so the first step of the students to master English is enrich of English vocabulary.
Line with this.
Priyono in (Cahyono & Widiati, 2.
stated that limited vocabulary is the main problem of IndonesianA students to master in English as foreign language.
It means the students have many difficulties in learning English as a foreign language without knowing much vocabulary.
Vocabulary consisted of much of English words that has specific meaning for each them.
Therefore, the students are difficult to understand what are students listening, reading, as perceptive process in learning English without knowing much about English vocabulary.
It means the students also difficult to master the English language in speaking and writing.
Line with this, in Oxford LearnerAs Dictionary, the word vocabulary is defined as : .
all the words that a person knows or uses, .
all the words in a particular language, .
the words that people use when talking about a particular subject, .
a Rosi Kumala Sari, dkk.
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list of words with their meanings, especially in a book for learning a foreign language (Hornby.
Based on the theory above it can be concluded that, mastering English vocabulary determined the students Asuccess in learning four skill of English.
listening, reading, speaking and writing.
It can be understood that vocabulary is basic for the students to improve their English.
There are some kinds of vocabulary.
According to (Morley, 2.
, words are categorized into noun, pronoun, article, verb, adjective, adverb, preposition, conjunction, and interjection in traditional grammar.
Then (Miller, 2.
stated that the vocabulary are divided into two They are lexical .
ontent word.
and grammatical .
unction word.
Content words consisted of noun, verb, adjective and adverb.
Meanwhile function words such as pronoun, preposition, articles, conjunction, auxiliary and interjection.
It indicated that, there are many kind of vocabulary.
It means the elementary school students as beginner have to know of kind vocabulary as basic knowledge for learning English.
Vocabulary is important element in learning English.
Without knowing much vocabulary, the students are difficult to master in English language.
The students cannot understand the English words, sentences, instructions and the English text.
As stated in (Richards & Willy A.
Renandya, 2.
, vocabulary is Aua core component of language proficiencyAy.
Since the important of vocabulary in learning English, so the first step of the students to master English is enrich of English vocabulary.
Line with this.
Priyono in (Cahyono & Widiati, 2.
, stated that limited vocabulary is the main problem of IndonesianA students to master in English as foreign language.
It means the students have many difficulties in learning English as a foreign language without knowing much vocabulary.
Therefore, the students are difficult to understand what are students listening, reading, as perceptive process in learning English.
It means the students also difficult to master the English language in speaking and writing.
It means vocabulary consist of much of English words that has specific meaning for each them.
Line with this, in Oxford LearnerAs Dictionary, the word vocabulary is defined as: .
all the words that a person knows or uses, .
all the words in a particular language, .
the words that people use when talking about a particular subject, .
a list of words with their meanings, especially in a book for learning a foreign language (Hornby, 2.
Based on the theory above it can be concluded that, mastering English vocabulary determined the students Asuccess in learning four skill of English.
reading, speaking and writing.
It can be understood that vocabulary is basic for the students to improve their English.
To be success in understanding the vocabulary, the students have to know about kind of There are some kinds of vocabulary.
In traditional grammar, words are categorized into word classess which are noun, pronoun, article, verb, adjective, adverb, preposition, conjunction, and interjectionn (Morley, 2.
In addition (Miller, 2.
stated that the vocabulary are divided into two function.
They are lexical .
ontent word.
and grammatical .
unction word.
Content words consisted of noun, verb, adjective and adverb.
Meanwhile function words such as pronoun, preposition, articles, conjunction, auxiliary and interjection.
indicated that, there are many kind of vocabulary.
It means the elementary school students as beginner have to know of kind vocabulary as basic knowledge for learning English.
Teaching vocabulary is important for elementary students as beginner in learning EFL.
Teaching EFL for young learner is different with adult.
Teaching vocabulary has to be interested for the students, so they can focus to learn it.
The teachers have to be creative in presenting the vocabulary so the students are not bored to learn English vocabulary.
Teaching vocabulary means teacher teaches new word to improve student knowledge of vocabulary.
Teaching vocabulary for young learners is not easy.
Teachers should consider many factors in presenting Jurnal Pendidikan Sultan Agung.
Nomor 3.
Volume 1.
Tahun 2023 appropriate media, strategies, or techniques.
Besides, the teachers also think the instruction in teaching vocabulary especially for young learner students, so they can understand it easily.
Some techniques of vocabulary teaching described by Allen as cited in (Budi Setiawan, 2.
are demonstration, visual aids, verbal explanation, word list.
In addition (Li, 2.
, stated that, many researchers believe that the use of pictures/visual images to teach new words to EFL learners helps English vocabulary acquisition.
Therefore using of the pictures can promote the learning of new words.
The students can visualize new words.
the words will be more easily understood and Building character for the elementary school students is not easy.
It likes paint on the stone.
needs long time and process.
There are some steps or process in building studentsA character.
There are some processes to build character for students.
They are are habituation, developing of learning materials, classroom activities and instructional media (Rahmi & Erlinda, 2.
The first process is habituation.
In the habituation, the teachers can guide of the students to do routine activities in or out of class.
For example the teacher can habituate the students in the discipline So in implementation the teachers have to keep come on time to the class.
Then, the teachers can be as a character models to the students.
Build the students character need model Lickona in (Atmazaki.
Agustina.
Vivi Indriyani, 2.
It means the teachers can build the studentsA character through their action.
Therefore the students can see, feel, and imitate the teachersA action.
The second process is developing learning material.
The role of teacherA in selecting the learning material is very in building character.
To build students Acharacter, the teachers have to integrate the character education in teaching learning process.
The teachers can use some teaching materials which contain character in teaching in the class.
Using text included character values in teaching is very essential in the character building process.
Text selection which contains character encourages the students to build their character.
The students can learn about character values from the text.
The teachers choose the text with titled Cleanliness to build the studentsA character in keep circumstance cleaning.
The third is through classroom activities.
The teachers should provide the activity to develop studentsA character.
In the classroom activities, the teacher design class activities.
The teacher plans, chooses the interest technique and strategy in teaching.
The teacher can use teaching model such as project based learning, problem based learning, and task based learning.
applying this model, the teachers need to use some teaching strategies such as collaborative learning, presentation, discussion, debate, and using technology.
The teacher has to think the appropriate strategy and technique.
The teachers have design the goal and objective of the learning activities in the classroom.
For example the teacher have goal to improve the students English vocabulary on cleanliness field.
Then, the teachers improve the studentsA character on keeping the clean of circumstances.
So the teachers have to think create the classroom activities, so the students can keep cleaning.
To let the studentsA interest to keep clean is by presenting video that have story of children do not care with the cleanliness.
After watching the video, the instructor asks them to discuss what are they see on video, effect of children do not care about Then the teacher let the students to create a poster to keep circumstance cleanliness.
The fourth is through instructional media.
Media is very useful in teaching and learning It is not only to integrate studentsA attention but also as a medium to teach.
There are many kinds of media can be used by the teacher such as visual media .
hart, photo.
, non-visual media .
oice recordin.
, and other.
For example, the elementary school students like to watch a It means the teachers have to find the appropriate video to motivate students involved actively in teaching learning process.
Based on the explanation above, the researcher would like Rosi Kumala Sari, dkk.
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to conduct a descriptive research with the title Au Character Building in teaching English vocabulary for Elementary School Students on C-L-C Program on 2021/2022 academic year in Gunung Pangilun District Au.
METHOD
The design of this study was a descriptive qualitative research.
According to (Gay, 2.
, defines that a descriptive study describe and determines way things are.
It means that this research has a purpose to illustrate the existed condition in the field.
Descriptive studies are concerned with the assessment attitudes, opinions, preferences, demographic, practices and Then, descriptive studies are focus on the collection and analysis of non-numerical data such as observation, interviews and more discursive sources of information.
Then, in the process of collecting data, the researcher is involved fully in the context of research and interacts with the participant.
By using this type, the researcher described the activities of English instructor and students in building students Acharacter and improving English vocabulary of the elementary school students has joined on CLC program at Gunung Pangilun district by collecting the data from some instruments.
The instruments for collecting the data were observation, documentation .
he studentsA English test score, studentsA character boo.
and parents Aquestionnaire.
This research takes place on C-L-C program at Gunung Pangilun district.
C-L-C program is an organization created by the public figure at Gunung pangilun in receptacle of the children from underprivileged family in learning tutor activity.
The emphasized of C-L-C program is building character besides learning tutor activity.
The subject of this research is 23 students of elementary school students had joined on C-L-C program.
The research was done on July until December 2021.
In order to collect the factual data, the researcher use some instruments.
documentation, and questionnaire.
In the observation process, the researcher acted solely as the The researcher comes into the class of C-L-C program to observe record and note the actions and utterance of the instructor-student in learning-teaching process.
Observation is used in this research to get the description about the implementation of character-building in teaching English vocabulary for the elementary school students.
The researcher takes the pictures, take a note and record of teaching and learning English vocabulary process.
Then, the researcher does The researcher documented the studentsA English exercises test score from the instructor and studentsA character book from the students.
StudentsA character book consisted of the recapitulation of studentsA character in daily life activity.
In filling the book are controlled by the studentsA parent.
The third is questionnaire for studentsA parent.
After collecting the factual data, the researcher analyzes the data.
According to (Moleong, 2.
, data analysis is an effort done by working with data, organizing data, sorting it into manageable units, searching and finding patterns, find what is important and what is learned, and decided what can be told to others.
In analyzing of qualitative data, the researcher need to do interactively and runs continuously at each stage.
In addition, (Prof.
, 2.
stated that the data analysis techniques include: reduction the data, presentation of the data, and verification of data.
he result of the research is supposed to have theoretical and practical significance.
Theoretically, the finding of this research is aimed to add current literature of English language teaching specially in teaching English vocabulary.
It will become of sources information in Jurnal Pendidikan Sultan Agung.
Nomor 3.
Volume 1.
Tahun 2023 preparing teaching English vocabulary for elementary school students.
Then, the English teaching practitioners need to integrate the teaching and learning activities to build the studentsA Then for practically, the research finding proved that the good planning, varieties activities and intensive control to studentsA progress on character and English vocabulary is very important to be done by the practitioners to build the studentsA character and improve the English vocabulary of the students.
RESULT AND DISCUSSION
After analyzing the data, the researcher found some specific data.
First, the instructor of C-LC has planned, organized and created the teaching materials before starting the learning process in the classroom.
Then the teaching materials were organized on the studentsA English book with title.
AuCommunicative English for BeginnerAy.
The instructor has selected appropriate materials with the studentsA need.
The book consisted 8 chapter.
Greeting.
Number.
Day and Date.
My favorite Food.
My Family.
My Pet.
My House, and My Friend.
After that, the instructor has integrated the character on each chapter on the studentsA book.
The students are motivated to learn it.
They were involved actively to participate in the learning activities.
According to Howard and Major in (Lucia, 2.
, explains good teaching material stimulate studentsA The teaching materials in the studentsA book have organized by the instructor to support the students do interacting with others.
Besides, the researcher had integrated building character in teaching activities.
Some characters had chosen on each chapter.
It can be seen on the table I below.
Then, the table above has been guidance for instructor in doing teaching vocabulary activities on each meeting.
Second, the instructor had organized the activities well in the classroom.
Well organized activities make the students enthusiast involved in teaching and learning process.
So the students were not bored.
It supported by Sheerin in (Ian McGrath, 2.
, the manageable and organized activities in the classroom help students understand the learning materials easier.
Then the consistently activity during classroom activity help the students get involved The students were active did the process, start from opening until closing the The students read, pronounced, wrote competitively the new vocabulary, painted beautifully the sketches, played game happily, discussed and found the moral value .
with the instructor did English exercises and filled in the studentsA character book at home.
The activities started by reading texts from the StudentsA English book.
The instructor read first and the students repeated.
Then they found the new word, some of students write it on the formatted white board.
Then the students imitated it in to their book.
It lines with this.
Allen in (Budi Setiawan, 2.
, write on list the new word is one technique in learning vocabulary.
Then the instructor guides the students to find the meaning by giving explanation.
The instructor give some clues to lets the students to know the meaning of new vocabulary.
According to (Li, 2.
, the clear explanation help the students understand the meaning of the vocabulary.
After that, the instructor asks them to paint the sketches of new vocabulary.
Then they also paint the sketches From painting they could memorize the meaning of new words.
It supported by (Harvey, 2.
When the students can visualize the new vocabulary, it make them understand easier the meaning of the words.
Then through a game the instructor asks them directly about the meaning of the new words.
The instructor lets them to play various games such as AuBoomAy in numbering.
AuriddlesAy for some noun around us.
They are looked happy and enthusiast.
They could answer communicatively.
After that, the instructor retells the story or texts, the students focus to listen the story.
It mean the instructor have created the variation activities in the class.
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Table 1.
The English materials and characters for the students on C-L-C Programme during 4 months on July-December 2021 No.
English Meeting Vocabulary Character Teaching Material Greeting Pronoun.
Possessive Pronoun.
Honor parent, and other some verbs, school utensil Numbers Numbers 1-20.
Numbers 20- Thanks for God, 50.
Numbers 50-100.
Care to environment Vocabulary about environment .
un, moon, mountain,A) Dates and Ordinal and Cardinal Thanks for God.
Days Numbers.
Name of days discipline.
Care for the My favorite Food The name of food, fruits, vegetables and drink, color I Love My Family.
My House, some vocabulary about Family , some verbs Things at home, color, shape Times, days, verb My Daily Activities My Friend.
Some verbs, adjectives My Pet Characters, adjectives Thanks for God.
Care for the Care to friends Care each other.
Responsible.
Discipline Discipline.
Care each other, responsible Discipline, responsible Care each other.
Responsible.
Responsible.
Discipline.
Care each other.
Related to this opinion.
Sheerin in (Ian McGrath, 2.
, says that balance and variety activities interest studentsA focus in learning.
Besides, the researcher also found the instructor showed the selected YouTube video to interest studentsA motivation in teaching English There are some titles of video showed to the students such as High Excellent SpiritAy, and AuThe Best PeopleAy.
Most of series of video has moral message.
It was supported by (Rahmi & Erlinda, 2.
says that media is very useful in teaching and learning process.
It is not only to integrate studentsA attention but also as a medium to teach.
In addition, teaching vocabulary has to be interested for the students, so they can focus to learn it.
The teachers have to be creative in presenting the vocabulary so the students are not bored to learn English vocabulary.
Teaching vocabulary means teacher teaches new words to improve student knowledge of vocabulary.
addition (Li, 2.
, stated that, many researchers believe that the use of pictures/visual images to teach new words to EFL learners helps English vocabulary acquisition.
The use of the picture can promote the learning of new words.
The students can visualize new words.
the words will be more easily understood and remembered.
Jurnal Pendidikan Sultan Agung.
Nomor 3.
Volume 1.
Tahun 2023 Table 2.
The series activities in teaching vocabulary for students on C-L-C Program.
Time ActivitiesA description Opening class.
Ice The instructor focus the studentsA attention by ice breaking.
Au sholeh, how do you sit?, say BasmallahAy.
Then the instructor call the studentsA name and ask their condition.
After that.
The instructor ask the students about their learning equipment such as the StudentsA English book, studentsA character book and pen, pencils and others.
Reading a text, or watching a video Write vocabulary on the white board and studentsA book Playing game Retelling and discussing of the story Find ing the good character on the story Remembering the students to fill in the studentsA book Closing the class In this session, the instructor asks the students open the book, and ask them for listening to the instructorAs Then, the instructor asks the students to repeat to reading English texts per one sentence.
Sometime the instructor shows a video to the studentAs related to the topic.
In writing the new vocabulary on the white board, the instructor usually create a competition by giving score to the students who are success, so the students are enthusiast to follow the competition.
The instructor repeats the new vocabulary trough a The game is variation.
The researcher found the instructor play some games such as painting word on the cards, arrange the words.
Boom pronouncing, finding treasure in the box, catching magic ball, debate, guessing The instructor let the students focus to listen about the The instructor let the students focus to find characters in the story and list them on the white board.
The instructor let the students focus to fill in studentsA charactersA book at home.
Class Activities The instructor lets students to remember the new words by guessing and then say hamdallah.
From the table above.
It can be seen that the instructor of C-L-C have planned, chosen and organized the teaching materials and classroom activities in building character of the elementary students has joined in C-L-C program.
Third, the instructor has done integrated process in teaching learning process.
Building character has been integrated with teaching English vocabulary.
It lines with the Attachment of Education and Culture Ministry Regulation No.
103, 2014, to develop and build the studentsA Moral values and building character of the students become the main focus in the education system, in the 2013 curriculum.
The teachers or instructor have to be integrated building character in teaching and learning process.
Teacher can build studentAs character during some activities in the teaching and learning process.
In addition.
Milson.
& Mehlig.
in (Sih, 2.
Character building should be integrated in the teaching and learning process.
The teachers could use various methods to integrate character values in teaching learning process.
According to (Suwaid, 2.
explains there are some steps in building character.
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memorizing, understanding, believing, convicting, and confirmation.
It means to build the students character, need some process and long times.
The first process could be started by giving definition, explanation, repetition in the class.
Next the teachers or an instructor has to make the students believing to what they are done.
It can be done by giving reward.
It make the students believe what they are done are right.
After that the teacher or the instructor has collaborated with the studentsA parent in habituating the studentsA character.
Collaboration both of teachers and parent in habituating the studentsA character could be a convicting and confirmation process for the students in building characters.
Then, convicting and confirmation process could be done by controlling and rewarding the students.
Line with this the C-L-C program have created the students character book to control the studentsA character at home.
The fill in process of character book are supervised by the parent at home.
Next, the teacher, instructor and parent have to be model for the students to build the studentsA character.
It cannot do by giving explanation and definition.
Some teachers teach character building through their action.
The teachers, instructors or parent not only speak but they have to prove by their action in daily life activity.
It supported by (Suwaid, 2.
, states that giving model by parent and teachers or instructor is one method for building students Building studentsA character needs an evaluation.
According to appendix of Minister of Education and Culture regulation No.
23 year 2016, the teacher can use observation, selfassessment, and peer assessment techniques in evaluating studentAs character in learning result.
In this research the instructor has created the studentsA character book for assessing the improvement of studentsA character.
Third, the researcher found some documentation of teaching vocabulary for Elementary School Students on C-L-C programme such as the recapitulation of the students English exercises test, and the recapitulation of the students character book.
They are recapitulated in detail on the tables below.
Table 3.
The studentsA mean score in every test on C-L-C programme No.
Zhr i Jurnal Pendidikan Sultan Agung.
Nomor 3.
Volume 1.
Tahun 2023 The meaning of color on the table : very good zone is Ou 80 : good zone is Ou 70 : satisfactory zone is Ou 60 : poor zone is O 50 From the tables, the improving of the studentsA vocabulary is 9 students are very good, 7 students are good, 5 students are satisfactory and 1 student is poor.
There are variations of studentsA mean.
It is affected because of the studentsA attendance.
Some students are seriously following the program of C-L-C and some of them not.
It affect to the vocabulary studentsA Then for recapitulation of students character during 4 months is represented on the table below.
Table 4.
Improving of studentsA character for 4 months in C-L-C programme No.
Character D ( Septembe.
C ( Octobe.
II i IV I II i Oo Oo Oo Oo Oo Oo R ( Novembe.
II i IV Oo Oo H (Augus.
II i IV Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Zhr Total Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Note:
: Honor parent and other people : Discipline : Care to other people : Responsible Rosi Kumala Sari, dkk.
Character Building A (JP-SA Vol.
3 No.
Feb 2.
Based on the recapitulation above, it can be seen the differences of the studentsA character change.
Some of them could habituate the character are various.
It can be seen the amount of students can change their character on the third week, and some of them cannot change more than 4 weeks.
In addition, most of students could not change their habituation after four week.
It means to build the students characters need long time and According to (Megawangi, 2.
, some steps to build characters are knowing, feeling, and action.
It means to build the studentsA character.
the students have to know the meaning of characters itself.
To make the students know the meaning of character, the instructor present the materials related to the characters.
Then the instructor makes students feeling by retelling the story on the text and discuss with the students in the classroom.
The teacher or instructor has to be story teller in retelling and discussing the story or the text Building s so the students get feeling about the character in the story.
And the last, for action the instructor has been a model for the students.
Besides, the instructor or teacher has to create some way how the students can habituate the character in their daily life activities.
In habituating the studentsA character, the instructor on C-L-C has created the studentsA charactersA book.
The instructor asks the students to fill the book by parentsA controlling.
Therefore the students can habituate their self to do the character at home.
It means the parents were involved actively to remember the students, fill the studentsA character book and supervise the studentsA character change at home.
On the last, the researcher created the questionnaires for the studentsA parent.
The questionnaire consisted of 7 questions.
The questions were written on the tble below.
Table 5.
The questionnaire for studentsA parent No.
Questions How do you fell, your children joined on C-L-C programme Do you have job beside as housewife out of home? Why Do you remember your children to habituate the character from C-L C What do you think about the characters created by C-L C programme? Do you find the character change of your children after habituating some activities from C-L C programme? How long time do you find your children character change? What is your problem when do you habituate the studentsA characters at Answers All parents are satisfied 10 % mother have job out of home Some of students said yes and some of them are not Most of the students are agree and support the C-l-C programme Some of students said yes and some of them are not There are varition of time Some of them forget to remember and control their children at home Based on the questionnaire, the researcher could describe the answers of the studentsA First, all of the studentsA parents are satisfied when the children could join on C-L C program, because their children can study English and character.
Second, the researcher found some of studentsA parent have job out of home both of father and mother, and some of them only father did job out of home.
Third, some of studentsA parents remember the students to do some activities and fill in the students Acharacter book.
The students had controlled by their parent.
Jurnal Pendidikan Sultan Agung.
Nomor 3.
Volume 1.
Tahun 2023 showed that they had good change in building the character.
Fourth, most parents were satisfied by the C-L-C program.
Fifth, most of the studentsA parent believes that the activities on the studentsA control book could change the studentsA character.
Sixth, some of the studentsA parent found the habituate character more than three week, meanwhile some of the students could not habituate during 4 weeks.
It means very students need different time to change or habituate the Seventh, the parent had problem in controlling their childrenAsA habituate and fill in the studentsA character book everyday on early time, but they could do it consistently after four
CONCLUSION
Based on the finding has been described, it can be concluded that:
The good planning material, classroom activities and appropriate English media are important to achieve the goal of teaching.
It helps the students to understand the material and improve their skills easier.
The integration of building character in teaching learning process has to be done to keep our generation from negative effect of technology development.
Building character of the students need parent, beside teacherAs involvement To build the studentsA character need long time, process and reward.
The studentsA parent, teacher or instructors have to understand the step in building studentsA character.
Based on the finding and conclusion above, the researcher would like to suggestions as follow:
The English in structures or teachers have to plan the teaching materials, media and classroom activities well.
The English in structures or teachers have to integrate the learning activities to improve the studentsA character as young Learner.
For further researcher.
It is suggested to conduct the same research about character building in teaching English in deeper especially about evaluation of character building.
ACKNOWLEDGMENT
AlhamdulillahirabbilAalamiin, the researcher addresses her great praise and thankfulness to Allah SWT who has given her opportunity, health, and willingness to finish this research.
Then, shalawat and blessing are sent upon the Prophet Muhammad SAW, the uswatun hasanah for all Then, the writer want to give highly acknowledge the following persons for their valuable contributions.
Firstly, my beloved parent, husband, children who have encouraged, supported, given the spirit and financial during my study.
Secondly, all of the lecturers of the English Section who have given knowledge and experiences to the writer.
Finally, any comments and contributions to the development for further research are really appreciated.
DAFTAR PUSTAKA
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