Journal of Dyah S.
Ciptaningrum.
Hilda Nur Fadhlia.
MeganEnglish Jinabe.
Hameeda Kalatingal.
Zhao Yu Language Teaching Article received Article accepted Published Innovations and Materials : 17th August 2024 : 22nd September 2024 : 4th October 2024 (Jelti.
Vol.
October Instrument development for integrating character education in ELT materials: StudentsAo needs survey Dyah S.
Ciptaningrum1*.
Hilda Nur Fadhlia2.
Megan Jinabe3.
Hameeda Kalatingal .
Zhao Yu 5 English Language Education Department.
Faculty of Languages Arts and Cultures.
Universitas Negeri Yogyakarta.
Yogyakarta.
Indonesia (*Corresponding Autho.
dyah_ciptaningrum@uny.
UIN Sunan Kalijaga Yogyakarta.
Language Development Center haihildafadhlia@gmail.
Universitas Negeri Yogyakarta.
Language Education Sciences.
Faculty of Languages.
Arts, and Cultures 2023@student.
Department of Education.
Devaki Amma Memorial Teacher Education College.
Chelembra.
Malappuram.
Kerala.
India hameedakalathingal@gmail.
Translation and English Department.
School of Foreign Languages.
Qilu Normal University.
Jinan.
Shandong Province.
China.
1274716695@qq.
DOI: http://dx.
org/10.
26418/jeltim.
Abstract In addition to acquiring language skills.
English students need to develop characters to become responsible global citizens.
Learning materials play a crucial role in building studentsAo competencies, making it essential to integrate character education (CE) into English language teaching (ELT) materials.
This study aims to develop valid and reliable survey instruments to collect data on studentsAo needs for designing CE-integrated materials.
Using the MEASURE approach, the instrument framework is based on ELT and CE theories.
A pilot survey was conducted, and CronbachAos Alpha and Confirmatory Factor Analysis (CFA) were used to ensure reliability and validity.
The results confirm the instrumentAos suitability for larger-scale application to assess studentsAo needs for CE in classrooms.
Researchers and educators can use this tool to gain insights into student expectations and gaps in CE integration.
Future research is recommended to test the instrument at different educational levels and to develop complementary instruments capturing teachersAo perspectives to further enhance the integration of CE in ELT.
Keywords: character education.
emancipated curriculum.
English language instrument development.
Journal of English Language Teaching Innovations and Materials (Jelti.
, 6.
, 98-124 Copyright A 2024 by Authors, e-ISSN 2657-1617 Dyah S.
Ciptaningrum.
Hilda Nur Fadhlia.
Megan Jinabe.
Hameeda Kalatingal.
Zhao Yu How to cite this paper: Ciptaningrum.
Fadhlia.
Jinabe.
Kalatingal.
, & Yu.
Instrument development for integrating character education in ELT materials: StudentsAo needs survey.
Journal of English Language Teaching Innovations Materials (Jelti.
, 6.
, https://doi.
org/10.
26418/jeltim.
To link to this article: https://doi.
org/10.
26418/jeltim.
This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 4.
0 International License.
In the context of English as a Foreign Language (EFL).
English Language Teaching (ELT) offers profound benefits beyond linguistic proficiency.
enhances communication skills, providing access to global knowledge and fostering critical thinking (Bacon, 2.
ELT also promotes cultural awareness, empathy, and self-confidence, while equipping students with a competitive edge in the job market and enabling social mobility.
It is crucial in shaping not only the linguistic abilities of students, but also their overall development as responsible and ethical individuals.
By integrating Character Education (CE).
ELT contributes to the holistic development of students, preparing them to be responsible global citizens capable of navigating and contributing to an interconnected world.
Furthermore, learning materials have been a crucial factor in studentsAo success in building their competencies in English.
It is, then, timely to provide English language students with learning materials that not only integrate CE with English language knowledge and skills, but also provide opportunities for students to practice what they have learned in real life contexts.
This provides students opportunities to learn more deeply, related to language use in real-life scenarios (Yang, 2.
CE in ELT plays an important role in shaping not only language proficiency, but also ethical and moral values among learners.
Those aspects are represented in the studentsAo behavior quality improvement.
Character education can also boost studentsAo motivation towards their learning (Zurqoni et al.
, 2.
They could build a good rapport with the school citizens, especially teachers.
Therefore, they could maintain their personal focus on learning and improve their overall academic achievements.
Virtues and values embedded in studentsAo profiles have been criticized all around the world, especially in larger countries (Fernyndez Espinosa & Lypez Gonzylez, 2.
It has been a concern for both schools and homes to instill these virtues and values to the students, since academics is not the only thing they deal Students today are categorized as Generation Z with the most distinctive feature of being familiar with the use of digital technologies (Jayatissa, 2.
Their exposure to digital technologies may put them at risk on several fronts.
Journal of English Language Teaching Innovations and Materials (Jelti.
, 6.
, 98-124 Copyright A 2024 by Authors, e-ISSN 2657-1617 Dyah S.
Ciptaningrum.
Hilda Nur Fadhlia.
Megan Jinabe.
Hameeda Kalatingal.
Zhao Yu This AuZAy generation, then, needs character education to protect themselves from problems in adolescence, such as a bad work ethic, drug and alcohol abuse, sexual activity, violence, lying, cheating, stealing, and bullying.
Character Education as defined by Thomas Lickona (Lickona et al.
,2.
, an expert in CE, is an approach aimed at rising virtues to lead individuals in obtaining meaningful lives and giving positive contributions to society (Susanti.
To be specific.
CE is a set of positive traits that come from one's thoughts, heart, and body .
sychological and mental element.
, covering things like knowing goodness and being eager to do good deeds (Suherman, 2.
This idea is in line with the hope of the Indonesian government in implementing CE in the educational context.
Under the umbrella of its curriculum known as the Emancipated Curriculum (Kurikulum Merdek.
, a CE framework is rooted, which is popularly known by the term "Pancasila Student Profile".
"Pancasila Student Profile", or Profil Pelajar Pancasila, is a foundational principle in CE (Aditomo, 2.
Pancasila Student Profile strengthens Indonesian students' character to be competent lifelong learners and behave according to the values of Indonesian ideology: Pancasila.
They are also seen as a way of thinking, an ideology, and a foundation of morality for the Indonesian people to engage in local and global dynamics (Nurizka et al.
, 2.
Indonesian students are expected to have the competence to become democratic citizens who are productive in the 21st century, understand the national identity, and are able to participate in global development.
The "Pancasila student profile" is intended to make Indonesian students have six characteristics: .
faith, fear of God, and noble character, .
global diversity, .
cooperation, .
independence, .
critical thinking, and .
These characters prepare the students to become citizens who prioritize their nation's ideology and are ready for the challenges and changes (Nurizka et al.
, 2.
Cultivating character education is one of the ways to strengthen this ideology.
The Indonesian Character Education framework (Pancasila Students Profil.
can be both implemented during the process of teaching and learning in the classroom and arranged as projects out of the classroom, even though the implementation of these is designed separately from the intercurricular materials in the classroom (Kementrian Pendidikan dan Kebudayaan, 2.
During its implementation in the classroom.
CE is directed to achieve learning goals during the class.
Meanwhile, it is directed to complete the competence of Pancasila Students during the implementation of projects to strengthen the Pancasila Students' Profile.
However.
CE implementation in ELT needs a good strategy to create an effective implementation process.
CE should be integrated within the framework of the school-based instruction, school culture, and the community (Temiz, 2.
Unfortunately, teachers still have limited supportive and guiding examples for Journal of English Language Teaching Innovations and Materials (Jelti.
, 6.
, 98-124 Copyright A 2024 by Authors, e-ISSN 2657-1617 Dyah S.
Ciptaningrum.
Hilda Nur Fadhlia.
Megan Jinabe.
Hameeda Kalatingal.
Zhao Yu implementing Pancasila Values to instill CE in the teaching and learning process (Natalia et al.
, 2.
They have found that the government only provides socialization through the teacher's working group, with less clear technical instruction and learning resources in the classroom.
This adds to the teachersAo burden in the implementation of CE during the teaching and learning process.
Moreover.
CE is often neglected in the English teaching and learning process and rarely instilled in its materials (Aningsih et al.
, 2022.
Muthohar.
Learning materials have been a crucial factor in studentsAo success in building their competencies in English.
However, there are limited English language learning materials that focus on instilling character education (Purba et , 2.
that meets the specific learning needs of Generation Z in Indonesia.
Most available learning materials present the teaching of character through reading texts with character education virtues (Kusmana et al.
, 2.
It is then timely to provide English language students with learning materials that not only integrate the teaching of character with English language knowledge and skills, but also provide opportunities for students to practice what they have learned in real life contexts that are appropriate for the characteristics of Indonesia students To fill this gap, this study is conducted to investigate the studentsAo needs analysis by developing a survey instrument integrating Davidson.
Lickona.
Khmelkov .
and Pancasila Students Profile (Aditomo, 2.
to know studentsAo needs in CE.
A framework by Ciptaningrum .
is also applied to obtain the studentsAo needs in online materials development.
Therefore, to achieve the study's objectives, the research focuses on two primary questions: how to develop a set of survey instruments to assess the needs of EFL students in CE, and how to test the validity and reliability of these instruments.
Consequently, the study aims to create a comprehensive set of survey tools for analyzing the needs of EFL students in CE and to evaluate the effectiveness and reliability of these tools.
METHOD
This research follows some steps from the MEASURE approach for instrument development.
In developing the instrument to measure ELT studentsAo needs in Character Education (CE) implementation integrating Pancasila values, the researchers applied The MEASURE Approach presented by Kalkbrenner .
It is a quantitative approach which requires the researchers to obtain numerical data utilizing survey techniques.
To follow this method, the researchers followed seven stages of this MEASURE Approach.
First, the researchers made the purpose and rationale clear.
We defined the intention to create a needs analysis instrument to find the studentsAo needs on materials development in English Language Teaching (ELT) related to Pancasila StudentsAo Profile.
In the next step, the researchers determined an empirical Journal of English Language Teaching Innovations and Materials (Jelti.
, 6.
, 98-124 Copyright A 2024 by Authors, e-ISSN 2657-1617 Dyah S.
Ciptaningrum.
Hilda Nur Fadhlia.
Megan Jinabe.
Hameeda Kalatingal.
Zhao Yu framework to develop the instrument.
Character Education framework set by Lickona et al.
was used to create the instrument.
It was matched to the six dimensions of Pancasila StudentsAo Profile namely .
faith and piety to God Almighty and having noble character, .
global diversity, .
cooperation, .
independence, .
critical thinking, and .
In addition, online materials survey items developed by Ciptaningrum .
were added to measure the studentsAo preference on technology used during the teaching and learning process.
Third, we articulated a theoretical blueprint.
The survey item categorizations can be seen in Table 1.
Table 1.
Theoretical Blueprint of the Survey Items Content area Pancasila StudentsAo Profile Framework Online Materials Development Framework Dimensions Faith and Piety to God Almighty and Having a Noble Character Global Diversity Cooperation Independence Critical Thinking Creativity Familiarity Practicality Preference Frequency The fourth step was to synthesize content and scale development.
In this study, the researchers used four Likert scales to know the studentsAo agreement related to a statement.
The Likert scale consists of strongly disagree, disagree, agree, and strongly agree.
Next, in the fifth part, the researchers reviewed the instrument content.
They reviewed the instrument items together as they reviewed the content.
Sixth, recruiting the participants by spreading a questionnaire instrument to 326 participants to pilot the reliability and validity of the instrument.
A purposive sampling was applied to find the participants who were actively engaged in the Independence Curriculum.
The students coming from some senior high schools in Yogyakarta who were actively using the Independence Curriculum were required to join the research.
Seventh, evaluate the validity and reliability construct utilizing AMOS to do Confirmatory Factor Analysis (CFA).
The result of the study is analyzed using statistical description elaborated in the results and discussions part of the article.
FINDINGS AND DISCUSSIONS
As stated in the method section, this study aims to develop a set of survey instruments to analyze EFL students' needs in CE and test the survey instrument's validity and reliability.
Therefore, this section explores the result of Journal of English Language Teaching Innovations and Materials (Jelti.
, 6.
, 98-124 Copyright A 2024 by Authors, e-ISSN 2657-1617 Dyah S.
Ciptaningrum.
Hilda Nur Fadhlia.
Megan Jinabe.
Hameeda Kalatingal.
Zhao Yu this study in correlation with the existing theories under the umbrella of the study's goals.
Developing the Survey Instrument In developing the survey instrument, some grand theories were used as the basis of the design.
First and foremost is a CE theory articulated by Person et al.
and Davidson.
Lickona, and Khmelkov .
The researchers then adapted the existing survey items of the instrument proposed by Davidson et al.
The items are then adjusted in some dimensions to align with the framework of Pancasila StudentsAo Profile instilled in the Emancipated Curriculum.
This provides the novelty to the field compared to the similar previous research.
The current research instrument differs significantly from the one developed by Davidson.
Lickona, and Khmelkov .
While their instrument is grounded in general dimensions of character educationAinamely knowledge, cognitive, affective, and behavioral aspectsAithe newly developed instrument is rooted in a framework proposed by the Indonesian government.
This framework introduces a more complex structure that encompasses six distinct virtues:
religious values, nationalism, integrity, independence, mutual cooperation, and environmental care.
Davidson.
Lickona, and KhmelkovAos instrument .
primarily emphasizes a broad, universal approach to character education, focusing on the internalization of ethical knowledge, cognitive understanding, emotional responses, and outward behaviors that align with good character.
These dimensions are universally applicable across different cultural contexts and educational settings.
In contrast, the new instrument reflects the Indonesian governmentAos CE framework (Pancasila Student Profil.
, consisting of several aspects, namely .
beriman, bertakwa kepada Tuhan Yang Maha Esa, dan berakhlak mulia .
aith and piety to God Almighty and having noble characte.
, .
berkebinekaan global .
lobal diversit.
, .
bergotong royong .
, .
, .
bernalar kritis .
ritical thinkin.
, and .
(Aditomo, 2.
The framework is tailored to the specific cultural and national context of Indonesia.
It integrates not just the general aspects of character education but also incorporates virtues that are particularly relevant to the Indonesian society.
For example, religious values reflect the importance of spiritual and moral development, while nationalism fosters a sense of pride and responsibility towards the country.
Integrity and independence emphasize personal moral conduct and self-reliance, whereas mutual cooperation and environmental care highlight the importance of community and sustainability.
Journal of English Language Teaching Innovations and Materials (Jelti.
, 6.
, 98-124 Copyright A 2024 by Authors, e-ISSN 2657-1617 Dyah S.
Ciptaningrum.
Hilda Nur Fadhlia.
Megan Jinabe.
Hameeda Kalatingal.
Zhao Yu The inclusion of these six virtues provides a more nuanced and culturally specific approach to character education.
This complexity allows the instrument to address both the universal aspects of character development and the unique virtues that are prioritized within the Indonesian educational context.
Consequently, the current instrument offers a more holistic and context-sensitive tool for assessing character education, bridging both global principles and local The first dimension is strongly related to faith and religion.
The students are expected to have belief in God, to respect themselves, the people surrounding them, the nature, and the nation.
The virtue of global diversity indicates that the students ought to know and respect their culture, communicate with people across cultures, be responsible for the diversity experience, and have social The third virtue, cooperation, shows the aspects of collaboration, care, and sharing.
In the next dimension, called independence, the students should become habituated to know themselves, manage their motivation, set their goals, and evaluate the goals.
The last virtue represents the aspect of producing original ideas and work and having flexibility in thinking and finding alternative solutions to the problems that occur.
In addition, a dimension designed to capture the urgency of the study comprising six items is entitled Auneeds analysisAy dimension, in the beginning of the instrument.
Furthermore, to meet the current rapid technology development, the dimension of Auonline materialsAy is then placed as the last dimension of the instrument (Janschitz & Penker, 2.
The items for capturing studentsAo needs for online materials were adapted from a survey instrument published by Ciptaningrum .
This is necessary since the target group of learners for the learning materials that will be developed later is students of todayAos AuZAy generation who have their own characteristics in their learning preferences and their use of digital technologies.
After the survey instrument draft was developed from the empirical framework to meet the measurement's desired construct, the researchers synthesized its content through the item development process (Kalkbrenner.
The process required the researchers to match the content with the study's goals and ensure that the items align with the adopted grand theories.
There were some revisions in terms of editing and reducing some aspects and assembling them in order to avoid redundancy and make them cohesive.
The researchers also ensured the items had appropriate font style and size (Sullivan & Artino.
The survey items were also translated into Indonesian to make it easier for the participants to comprehend the meaning.
Furthermore, the researchers ensured that each item aimed to capture or answer only one point, briefly and to the point (Burton & Mazerolle, 2.
Journal of English Language Teaching Innovations and Materials (Jelti.
, 6.
, 98-124 Copyright A 2024 by Authors, e-ISSN 2657-1617 Dyah S.
Ciptaningrum.
Hilda Nur Fadhlia.
Megan Jinabe.
Hameeda Kalatingal.
Zhao Yu Furthermore, to accommodate the participantsAo responses, the instrument provided a Likert scale.
Point 1 represents "strongly disagree", point 2 represents "disagree", point 3 represents "agree", and point 4 means "strongly agree".
Next, the draft was triangulated and revised to ensure that the content fit the goals, targeted participants, and adhered to the grand theories (Elangovan & Sundaravel, 2.
The final survey instrument blueprint is presented in Table 2.
Table 2.
Developed Survey Instrument Blueprint
Dimension Indicator Numbers CNA01-CNA06
A01-A17
B01-B06
C01-C08
D01-D21
E01-E14
F01-F04
G01-G10
Number Amount of Items Source Macalister & Nation, 2020 Davidson et al.
, 2008
Ciptaningrum, 2017 Table 2 presents the blueprint of the survey instrument, which comprises needs analysis, six virtues of the Pancasila StudentsAo Profile, and online material.
Moreover, triangulation and revisions were conducted before the instrument was tested (Bazos et al.
, 2.
It is strongly essential to have expert judgment within the field of the research to make a firm instrument which is aligned with the intended goals (Elangovan & Sundaravel, 2.
Furthermore, the triangulation step determines whether items measured have the correct concept.
Testing the Survey Instrument To achieve the second goal, the researchers recruited participants to evaluate the validity and reliability of the survey instrument.
The researchers used Google Forms to distribute the survey to the students efficiently.
The participants were 326 of 10-11th grade students from six senior high schools in Yogyakarta that have implemented the Emancipated Curriculum (Kementrian Pendidikan.
Kebudayaan.
Riset, dan Teknologi, 2.
The researchers tested the instrumentAos internal consistency by using CronbachAos Alpha test with the help of SPSS 2.
3 statistical software .
e Barros Ahrens et al.
, 2020.
Surucu & Maslakci, 2.
The result is shown in Table 3.
The table indicates the result of the Confirmatory Factor Analysis (CFA) test of the survey instrument.
The researchers ran the test through the AMOS statistical software to seek the reliability of the items survey Journal of English Language Teaching Innovations and Materials (Jelti.
, 6.
, 98-124 Copyright A 2024 by Authors, e-ISSN 2657-1617 Dyah S.
Ciptaningrum.
Hilda Nur Fadhlia.
Megan Jinabe.
Hameeda Kalatingal.
Zhao Yu Table 3.
CronbachAos Alpha & CFA Test
Dimension CronbachAos Alpha
CFA
< 0.
< 0.
< 0.
< 0.
< 0.
< 0.
< 0.
CFA test could be done only if the reliability and validity of the instrument was confirmed.
Several options are available.
Cronbach's alpha test is one of these measurements .
e Barros Ahrens et al.
, 2020.
Surucu & Maslakci, 2.
CFA is a technique for evaluating the effectiveness of measurement models in which the number of components and their direct relationship are stated (Pett et al.
, 2.
This statistical approach is used to validate a measuring instrument's factor In most social science research, it validates and determines the reliability of any measurement (Rasool et al.
, 2.
In addition, it is one of the most effective methods for determining construct validity (Anita & Julia, 2.
The CronbachAos Alpha test provides scales greater than 0.
6 for all dimensions, meaning that those dimensions are valid.
Furthermore, the CFA results show a scale of less than 0.
05 for each dimension.
This indicates that most of the survey instrument items are reliable.
However, there are five out of eightysix items that are not reliable.
Those items are CAN01.
A13.
D17.
E05, and E06 which were then deleted Journal of English Language Teaching Innovations and Materials (Jelti.
, 6.
, 98-124 Copyright A 2024 by Authors, e-ISSN 2657-1617 Dyah S.
Ciptaningrum.
Hilda Nur Fadhlia.
Megan Jinabe.
Hameeda Kalatingal.
Zhao Yu Figure 1: CFA Goodness of Fit Index (GFI) Figure 1 illustrates the CFA Goodness of Fit Index (GFI) of the study.
GFI
evaluates how well the proposed model fits the actual covariance matrix.
The quantity of each latent variable's indicators has an impact on it.
According to Baharum et al.
, this statistic's values should fall between 0 and 1, with a value of more than 0.
90 suggesting a satisfactory match.
In its development.
Baharum et al.
in a more recent investigation found that the cut-off criteria should be NFI .
95 to pass a satisfactory standard.
It could be seen that the picture shows CMIN/df=2.
The score is less This is in line with the RMSE score which is 0.
The number is less In addition, the GFI.
TLI and TRFI, and NFI scores are more than 0.
Those scores indicate that the model of the data analysis result through the CFA test is a moderate fit model.
To conclude, the CFA test result indicates that more than 90% of the developed survey instrument items are reliable.
All in all, it is strongly believed that the proposed developed survey instrument to analyze EFL studentsAo needs in CE is valid and reliable.
Journal of English Language Teaching Innovations and Materials (Jelti.
, 6.
, 98-124 Copyright A 2024 by Authors, e-ISSN 2657-1617 Dyah S.
Ciptaningrum.
Hilda Nur Fadhlia.
Megan Jinabe.
Hameeda Kalatingal.
Zhao Yu
CONCLUSION AND SUGGESTION
This study performed efforts to satisfy the validity and reliability utilizing the MEASURE approach on its development process.
The findings indicate that through careful design and rigorous analysis, the instrument is suitable for application on a larger scale to examine the EFL studentsAo needs in CE implementation in the classrooms.
This instrument is valid for use in obtaining data from studentsAo perspectives.
It enables the users to gain studentsAo needs data in instilling character education in ELT Materials.
This instrument is suggested for use by the researchers and practitioners who are concerned with the ELT studentsAo development during the teaching and learning process.
This helps the researchers and practitioners to understand the studentsAo lacks and wants during the implementation of CE programs in the English language learning.
However, since the audience of the research was limited to the senior high school students, the future researchers may desire to test this instrument for implementation in different participants' levels such as in elementary school or junior high school.
Additionally, to make a holistic study, it is also recommended to future researchers to create an instrument related to ELT CE viewed from the teacher's point of view.
This will produce a comprehensive research product in this field of study.
REFERENCES