Indonesian Tesol Journal, 1.
, 1-88 .
e-ISSN: 2622-5441(Onlin.
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php/ITJ/index Content Analysis on Potential Character Inclusion in Listening I Course Syllabus and Materials Hidayah Nor UIN Antasari Banjarmasin.
Indonesia Abstract: The development of programs of study, learning and teaching resources, lesson plans and assessment of students, and even teacher education are all based on curriculum.
In addition, the integration of character education in the curriculum and learning process carried out from the planning, implementation, and evaluation of learning in all subjects and it can be adopted in making lesson planning .
yllabus, lesson plans and teaching Since character education has recently become an important issue in the Indonesian education system, this research examines the potential incorporation of the character education in Listening 1 course syllabus and materials by having content analysis.
The findings reveal that there are 18 characters of education that can be applied in the syllabus, they are Caring and Compassionate.
Creative.
Curious.
Democratic.
Discipline.
Empathy.
Honest.
Inclusion/Communicative.
Independent.
Love Peace.
Love Reading.
Love the Nation.
Nationalistic.
Religious.
Responsible.
Sportive and Respectful.
Tolerant, and Work hard.
Those characters are incorporated in the 10 topics (Meeting people for the first time.
Families.
Numbers.
LetAos eat.
Free time.
Gifts.
Part time jobs.
Celebration.
Invention, and Folktale.
and also included in Introduction.
Self Study.
Expansion.
Middle test and Final Test of Listening 1 course materials.
Keywords: Content Analysis.
Character Inclusion.
Listening 1 Course INTRODUCTION Curriculum is the foundation of the teaching-learning process.
The development of programs of study, learning and teaching resources, lesson plans and assessment of students, and even teacher education are all based on According to De Coninck .
, curriculum, more than ever before, is now viewed as being at the centre of daily life and the responsibility of society as a whole.
The phrase character education refers to almost anything that schools might try to provide outside of academics, especially when the purpose is to help children grow into good people and teach them in order to have a good character based on the purpose of education itself.
Character education has recently become an important issue in the Indonesian education system.
Some schools developed special programs called character education.
Every school, teacher, and staff has the freedom to manage and choose how character education has been taught to its Vol 1.
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Content Analysis on Potential Character Inclusion in Listening I Course .
In relation with the teaching of English as a Foreign Language in Indonesia particularly in English Education Department of Faculty of Tarbiyah and Teachers Training at UIN Antasari Banjarmasin, the teaching of listening focuses on equipping students with the skills and strategies in listening and familiarizing the students with spoken English and letting them hear different varieties and accents.
Listening is taught in a courses series beginning with Listening 1.
Listening 2, and Listening 3 at English Education Department of Faculty of Tarbiyah and Teachers Training at UIN Antasari Banjarmasin.
Listening 1 course focuses on employing strategic skills to recognize meaningful English sounds and their elements, and also to comprehend simple utterances with different varieties and accents of English.
It is very important to prepare the students to be able to produce language fluently and accurately from the materials that they have heard independently and also the lecturer should include the good characters in syllabus and teaching materials because it is very important to build the studentsAo characters even at the university level to teach the students to become better humans in the future.
This research focused on the analysis of potential character education inclusion in the Listening 1 syllabus and materials because the researchers thought that it is very important to include the character building in teaching and learning process and teach the students about the characters both implicitly and explicitly through the listening activities so that the students are not only getting the knowledge of listening skills but also can get the value of the characters for them.
Research Questions Based on the above background, the problems of this research are as Which character education is actually addressed in Listening 1 course Syllabus and teaching materials? To what extent does the Listening 1 course syllabus and teaching materials incorporated character education in its content? To what extent these characters are promoted in the classroom? Research Purposes Identifying the character education addressed in the Listening 1 course syllabus and teaching materials.
Investigating incorporation of the character education in Listening 1 course syllabus and teaching materials based on the listening topics.
Assessing the frequency of occurrence for each of these characters education in the classroom when the listening topics are taught to the students.
Research Significances It is hoped to add to the existing literature on the inclusion of character education in the activities of teaching Listening.
It is used as a stepping stone in improving the quality of the Listening syllabus and materials by giving beneficial suggestions related to how to include the Vol 1.
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52 | Hidayah Nor character education activities in the listening 1 course materials for the second semester students of English Education Department.
It is expected that the findings will help the English teachers and lecturers in selecting the materials and take this study into consideration about the appropriate Listening materials for their students.
LITERATURE REVIEW
Curriculum is a set plan and arrangement about purpose, content, and lesson materials and as a guidance to manage study activity in reaching the purpose of certain education.
This specific purpose covers the goal of national education with its specification, condition, and area potency, school and In addition, curriculum is also the compilation of a set of education to enable program adjustment with the requirement and potency in certain area.
Meanwhile, syllabus is a guidance to conduct teaching learning activity including classroom management as well as evaluation.
Syllabus consists of elements: indicators, concept, learning activity, media and evaluation.
Character education is an investment system of the character values of the school citizens which includes the components of knowledge, awareness or volition, and action to implement these values to the God, ourselves, others, environment, and nationality.
Character education in schools, all the components should be involved, such as the content of curriculum, learning and assessment, relationships quality, school management, the implementation of activity, infrastructure, financing, and all citizens working and school environment.
In accordance with Law No 20 in 2003 on National Education System in Article 3, which states that the national education serves to develop skills and form the character and civilization of the nation's dignity in the context of the intellectual life of the nation.
On the other hand, the research at Harvard University in the United States (Ali Ibrahim Akbar, 2.
, it turns out a person's success is 20 percent by the knowledge and technical skills .
ard skill.
, but 80 percent by the ability to manage ourselves and others .
oft skill.
This suggests that the quality of studentsAo character education is very important to be improved.
Character building is very important to be developed by the society and considered as an effective answer to the problems faced by Indonesians It does not place humanAos intelligence as the main target but it shapes students to be humanistic.
By giving character building in education particularly in teaching English, the students will not only have a good intelligence but also have their own character.
Building studentsAo character is not only the duty of the teachers .
but also all elements surrounding the students must support this program.
Therefore, for the school in applying character building should involve parents and also community as partners in educating students in order to have positive The difference between educated and uneducated people depends on how they treat other people.
Indonesian TESOL Journal Content Analysis on Potential Character Inclusion in Listening I Course .
The Definition of Character Education There are some definitions of character education, including:
Character education is a national movement creating schools that foster ethical, responsible, and caring young people by modeling and teaching good character through emphasis on universal values that we all share.
It is the intentional, proactive effort by schools, districts, and states to instill in their students important core, ethical values such as caring, honesty, fairness, responsibility, and respect for self and others (Character Education Partnershi.
Character education is teaching children about basic human values, including honesty, kindness, generosity, courage, freedom, equality, and respect.
The goal is to raise children to become morally responsible, self-disciplined (Association for Supervision and Curriculum Developmen.
Character education is the deliberate effort to develop good character based on core virtues that are good for the individual and good for society.
(Thomas Lickon.
Character education is any deliberate approach by which school personnel, often in conjunction with parents and community members, help children and youth become caring, principled, and responsible.
(National Commission on Character Educatio.
Character is a psychological construct.
That is, the outcome of effective character education is the psychological development of students.
Character education targets a particular subset of child development, which we call Character is the composite of those psychological characteristics that impact the childAos capacity and tendency to be an effective moral agent, i.
to be socially and personally responsible, ethical, and self-managed.
Character education then ought to be most effective if it relies predominantly on those social, education, and contextual processes that are known to significantly impact the psychological development of such characteristics.
Social skills and awareness .
, communications skills, active listening, relationship skills, assertiveness, social awarenes.
Personal improvement/Self-management and awareness .
, self-control, goal setting, relaxation techniques, self-awareness, emotional awarenes.
Problem-solving/Decision-making.
Implementing Character Building in Lesson Plan Integration of character education in the learning process carried out starting from the planning, implementation, and evaluation of learning in all Among the principles to be adopted in making lesson planning .
yllabus, lesson plans and teaching material.
, carry out the learning process, and evaluation are the principles of Contextual Teaching and Learning that had been introduced to teachers, including school teachers throughout Indonesia since 2002.
It is generally lesson plan composed as formulated in the syllabus, learning objectives, learning materials, teaching methods, learning steps, learning resources, and assessments that are developed in the lesson plan are basically chosen to create the learning process to achieve the Standard Competence and Vol 1.
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54 | Hidayah Nor Basic Competence.
Therefore, the teachers' lesson plans in creating a learning perspective on development of character need to be adapted into the following:
Additions / modification of the learning objectives so that learning does not only help learners reach Base Competence, but also to develop their character Additions / modification of learning activities so that there are learning activities that develop learnersAo character.
Additions / modifications indicators so that there are indicators of achievement related to student achievement in terms of character Additions / modification of existing assessment techniques so that the assessment techniques that can be developed / measure the development of The examples of Integrated Basic Character Values in Lesson plan In this section, the researchers presented several examples of integrated character values and the indicators reflect in the training or English language learning activities .
eaching material.
Politeness Indicators: Respond to and express politeness Teaching materials: Please open the door .
xpression of politenes.
Honesty Indicators: Request and give correct information Teaching Materials: Where is the post office? .
sking about directio.
Confidence Indicators: Reading aloud with correct pronunciation and intonation Teaching materials: Read the text aloud Social Care Indicators: Greet people who are already / not yet known Teaching materials: The expression greeting like "Hello," Good morning ".
Religiosity Indicators: Expressed his sympathy in writing on religious experience Teaching materials: The expression of sympathy and greeting text: AuHappy Fitri DayAy and AuMerry ChristmasAy Intelligence .
hink logically, critically and creativ.
Indicators: Doing a monologue in the form of descriptive Teaching materials: Tell your friends about the food you prefer most.
Cooperation Indicators: Having short conversation in pairs Teaching materials: Make a conversation and perform it in pairs Respect Indicator: Displaying written work to be appreciated / comment Teaching materials: Please put the result of your discussion on the wall and let your friends give their critical comments.
Democracy Indicator: Asking opinion Teaching materials: What do you think about? Indonesian TESOL Journal Content Analysis on Potential Character Inclusion in Listening I Course .
RESEARCH METHOD Since the study focuses on the analysis of the content document materials, it is designed as descriptive-qualitative content analysis.
Gay.
Borg and Gall .
define content analysis as Aua research technique for the objective, systematic, and quantitative description of the manifest content of Ay So, content analysis is a kind of study that needs document or written data, i.
printed forms or books as sources of data.
According to Best .
1:106-.
Authe analysis is concerned with the explanation of the status of some phenomenon at a particular time or its development over a period of time.
One of the purposes of content or documentary analysis is to evaluate bias, prejudice, propaganda in a textbook Ay Thus, when using documentary sources, it should be consider that data appearing in print are not necessarily trustworthy, so that the validity of its content needed to be questioned.
This research used content analysis to determine the potential inclusion of character education in the Listening 1 course syllabus and teaching materials.
All the topics of syllabus and materials of Listening 1 course are closely examined to identify the potential incorporation of the character education.
The analysis is conducted along the criteria of incorporation, distribution and balance of the various characters in these activities.
The unit of analysis is the topic and the category of analysis is the types of characters in each of the topics in the Listening 1 course syllabus and teaching materials.
To establish the validity of the list of activities used in the analysis, it is given to the experts in curriculum to ascertain its appropriateness for the purposes of the research.
The expert's feedback, which constituted of suggestions to rephrase, add or delete items, is used to modify the list prior to the analysis.
Intrarater reliability of the content analysis is also ascertained through test-retest.
Research Subject In this research, the subject of the data analysis is the syllabus and teaching materials.
It means the document is already available.
The researchers tried to find out whether the character building reflects in the syllabus and Then, the researchers gave recommended topics, materials and assignments that reflect character education, and insert some values in the character education proposed by the government in the syllabus and materials.
The Sources of Data The main sources of data in this research are the syllabus and teaching materials of Listening 1 course.
The syllabus consists of sixteen meetings including introduction, self-study, expansion, middle test and final test and the listening materials consist of ten topics they are meeting people for the first time, families, numbers, letAos eat, free time, gifts, part time jobs, celebration, invention, and folktales.
In this case, the researchers took the topics of the materials that reflect character building values.
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56 | Hidayah Nor The Data Collection The research has been done by the researchers as the main evaluator.
The data of this study are in the form of syllabus and teaching materials of Listening 1 All of the descriptions of the character building values based on Ministry of Education and Culture help the writer in collecting the data.
Then, the researchers made some indicators to identify the character education values in the syllabus and teaching materials that consist of key words, inference, writerAos tone, and theme.
The Data Analysis The researchers use the character buildings types based on National Education Department and there are 18 values of character building in national character and cultural education as the instruments, namely.
Religious Honest Tolerant Discipline Work hard Creative Independent Democratic Curious Nationalistic Love the Nation Sportive and Respectful Inclusion / Communicative Love Peace Love Reading Caring and Compassionate Empathy Responsible.
The researchers identified and categorized the materials in syllabus that are suitable with the list of 18 values of character education proposed by National Education Department.
If the topics in the syllabus do not contain the values, the researchers inserted some values that can be developed.
The researchers used components of data analysis by using flow model.
Analysis consists of three con-current flows of activity: data reduction, data display, and conclusion drawing / verification based on Miles and Huberman .
which were conducted during and after data collection.
FINDINGS AND DISCUSSION
This part deals with the result of the research based on some facts found in the data.
The researchers analyzed the potential character education inclusion in the Listening 1 syllabus and materials.
There are three research questions that should be answered in this part.
Indonesian TESOL Journal Content Analysis on Potential Character Inclusion in Listening I Course .
The character education addressed in the activities of the Listening 1 course syllabus and teaching materials.
After reviewing the syllabus of Listening 1 course, the researchers found that the character education did not include in the syllabus, thus the researchers decided to revise the syllabus and include some important character education that is appropriate based on the topics that will be taught to the students.
The table below showed the old version of Listening 1 course syllabus without the character inclusion in it, the syllabus just consisted of three important points, there are meeting, specific objectives, and topics, and for the addition column, the researchers added the character education for the topics that the students will learn.
In addition, the character education also include in introduction part, middle test, final test, expansion, and self-study activities because it is very important for the students as their enrichment and evaluation of listening skills.
Thus, the character inclusion focused on 10 topics of listening 1 course materials, they are: Meeting people for the first time.
Families.
Numbers.
LetAos eat.
Free time.
Gifts.
Part time jobs.
Celebration.
Invention, and Folktales.
Table 1.
The new Syllabus of Listening 1 course that already include character education Meeting Specific Objectives The students should be able to understand Listening I subject Topics Introduction Types of Listening and Pre Test The students should be able to comprehend the listening materials entitled Aumeeting peopleAy Meeting people (Unit .
Warming Up How about you? Around the world Getting to know you Where are you from? About you Real Stories Families (Unit .
Warming Up Families Photos Family Ties My Family The students should be able to comprehend the listening materials entitled AuFamiliesAy The students should be able to comprehend the listening materials entitled AuNumbersAy The students should be able to comprehend the listening materials entitled AuLetAos eatAy Numbers (Unit .
Warming Up On the Phone Team Scores Numbers, numbers What are you shopping for? About You LetAos eat (Unit .
Warming Up What would you Character Inclusion Discipline Democratic Curious Caring and Compassionate Tolerant Honest Work hard Creative Independent Curious Sportive and Respectful Caring and Compassionate Empathy Love Peace Honest Work hard Independent Sportive and Respectful Curious Nationalistic Love the Nation Vol 1.
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58 | Hidayah Nor The students should be able to comprehend the listening materials entitled AuFree TimeAy The students should be able to do self-study .
nit 1-.
and comprehend the supplementary listening This looks great! The food game A great recipe About you Free Time (Unit .
Warming Up How Often? WhatAos popular? My Free time Self-Study (Unit 1-.
Supplementary Materials Middle Test / Quiz (Unit 1-.
The students should be able to comprehend the listening materials entitled AuGiftsAy The students should be able to comprehend the listening materials entitled AuPart-time jobsAy The students should be able to comprehend the listening materials entitled AuCelebrationsAy The students should be able to comprehend the listening materials entitled AuInventionsAy The students should be able to comprehend the listening materials entitled AuFolktalesAy The students should be able to comprehend the expansion materials from unit 1-5 and unit 12-16 Indonesian TESOL Journal Gifts (Unit .
Warming Up Gift-giving Gifts and cultures Gift Exchange Part-time jobs (Unit .
Warming Up WhatAos the job? Job Interviews My Ideal job What do you want to About you Real stories Celebrations (Unit .
Warming Up Fireworks, food, and Celebration time Holiday memories Inventions (Unit .
Warming Up WhatAos the WhatAos it for? Thank you.
Mr.
Robot? Folktales (Unit .
Warming Up The farmer and his The stonecutter Once upon a timeA Expansion 1 Thailand Listening Task 1 Information Listening Task 2 Discipline Work hard Creative Independent Discipline Work hard Creative Independent Responsible Honest Responsible Independent Discipline Work Hard Sportive and Respectful Caring and Compassionate Empathy Discipline Work hard Creative Independent Responsible.
Religious Nationalistic Love the Nation Love Peace Creative Independent Curious Creative Nationalistic Love the Nation Love Reading Creative Curious Love Reading Inclusion/ Content Analysis on Potential Character Inclusion in Listening I Course .
The students should be able to do self-study .
nit 12-.
and comprehend the supplementary listening Food Expansion 3 Italy Listening Task 1 Information Listening Task 2 University Life Expansion 4 India Listening Task 1 Information Listening Task 2 A Festival Self-Study (Unit 12-.
Supplementary Materials Final Test / Quiz (Unit 12-.
Communicative Discipline Work hard Creative Independent Responsible Honest Responsible Independent Discipline Work Hard Based on the table above, the characters education inclusion for each topic of the listening 1 materials are based on the consideration of the researchers after reviewing the topics that will be taught to the students, the researchers have already discussed it with the expert of the Listening 1 course and made it suitable for the studentsAo need of character education in their teaching and learning process.
Thus, the numbers of the characters that are included are different with each topic, the maximum numbers are five characters, and the minimum ones are three characters.
The next is about the content of studentsAo books of Listening 1 course has been included character education principles.
The researchers have tried to arrange the textbooks based on the characters education inclusion of the syllabus and teach the characters to the students for every topic in the book that has been agreed before.
The figures below show the sample materials for each topic and the materials can be in audio or video formats, depends on the topics chosen.
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Meeting People for the First Time Figure 2.
Families Figure 4.
LetAos eat Figure 3.
Numbers Indonesian TESOL Journal Figure 5.
Free Time Content Analysis on Potential Character Inclusion in Listening I Course .
Figure 6.
Gifts Figure 7.
Part Time Jobs Figure 8.
Celebration Figure 9.
Invention Vol 1.
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Folktales Based on the syllabus and the sample materials for each topic of Listening 1 course, it can be concluded that the researchers attempted to include the character education for every activity in teaching and learning process.
While listening to the materials and answering the questions on their text books, the students are taught the characters education that should be owned in their daily The characters can be applied in the pre listening, while listening, or in post listening stages it depends on the lecturer and studentsAo needs.
Incorporation of the character education in Listening 1 course syllabus and teaching materials The second question of this research has been answered by the researchers after revising the syllabus and providing the materials for Listening 1 course that include the characters education appropriate with the topics given to the students.
Indonesian TESOL Journal Content Analysis on Potential Character Inclusion in Listening I Course .
Figure 11.
The Topics of Listening 1 course and the characters inclusion for each topic As it can be seen there are ten topics of listening 1 course: Meeting people for the first time.
Families.
Numbers.
LetAos eat.
Free time.
Gifts.
Part time jobs.
Celebration.
Invention, and Folktales, and there are also introduction, self-study, expansion, middle test and final test.
There are 68 characters education inclusion for those topics.
The incorporation of the characters are different each other based on the needs of the students and the maximum numbers of the characters for the topics are 5 characters in the topic Part Time Jobs.
Families.
Introduction, selfstudy, middle test and final test.
The minimum numbers are 3 characters in the topics LetsAo Eat.
Gifts, and Invention.
The frequency of occurrence for each of these characters education in the There are 18 characters education that can be included in the syllabus and teaching materials of Listening 1 course after analyzing and reviewing the syllabus by the researchers, the characters are as follow:
Caring and Compassionate Creative Curious Democratic Discipline Empathy Honest Inclusion/Communicative Vol 1.
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64 | Hidayah Nor Independent Love Peace Love Reading Love the Nation Nationalistic Religious Responsible Sportive and Respectful Tolerant Work hard Based on the theory of characters education that should be included in the teaching and learning process, there are 18 characters included in the syllabus and appropriate for the topics that have been already prepared for the second semester students of Listening 1 course.
For the next time or for the next courses of Listening or other skills, it might be included more characters for each topic of the lesson, so there might be six or more characters included in the topics.
The table below showed the frequency and the percentage of the characters inclusion in Listening 1 course syllabus and teaching materials.
Table 2.
Characters Inclusion based on the Frequency and Percentage Character Inclusion Caring and Compassionate Creative Curious Discipline Democratic Empathy Honest Inclusion/Communicate Independent Love Peace Love Reading Love the Nation Nationalistic Religious Responsible Sportive and Respectful Tolerant Work hard Frequency Percentage Based on the table above, it can be seen that the most frequent character involved is independent which has 9 frequencies and the percentages are 13.
for each character.
It happened because the researchers and the lecturers of Listening 1 course promoted the studentsAo independence in the classroom and it should be taught often to the students not only in listening skill but also for other skills such as speaking, reading, and writing.
Indonesian TESOL Journal Content Analysis on Potential Character Inclusion in Listening I Course .
The least characters that are included in the lesson are democratic, inclusion/communicate, religious and tolerant which have only once in every topic and the percentages are 1.
It happened due to those characters are already taught in other courses and other skills and the listening topics did not really need the characters applied in the classroom.
The finding of this research is in line with the previous study was conducted by Sutiah .
She investigated the development of teaching materials for Islamic subject based on character building with regard to contextual approach (CTL) in senior high school students grade X in Malang.
The result of her research findings showed that this teaching material was effective with the need and condition of the user.
She finally concluded that could improve learning achievement in some aspect or performance in the teaching and learning activity of Islamic education based on character education with contextual approach.
CONCLUSION
This research has been conducted for analyzing the potential inclusion of potential character education inclusion in the Listening 1 syllabus and materials and it reached three important points for the concluding remarks.
There are 18 characters education addressed in the Listening 1 course syllabus and teaching materials, they are Caring and Compassionate.
Creative.
Curious.
Democratic.
Discipline.
Empathy.
Honest.
Inclusion/Communicative.
Independent.
Love Peace.
Love Reading.
Love the Nation.
Nationalistic.
Religious.
Responsible.
Sportive and Respectful.
Tolerant, and Work hard.
The incorporation of the character education in Listening 1 course syllabus and teaching materials can be found in the 10 topics of Listening (Meeting people for the first time.
Families.
Numbers.
LetAos eat.
Free time.
Gifts.
Part time jobs.
Celebration.
Invention, and Folktale.
and also included in introduction, selfstudy, expansion, middle test and final test.
The maximum numbers of the characters for the topics are 5 characters in the topic Part Time Jobs.
Families.
Introduction, self-study, middle test and final test.
The minimum numbers are 3 characters in the topics LetsAo Eat.
Gifts, and Invention.
The most frequent character involved is independent which has 9 frequencies and the percentage is 13.
On the other hand, the least characters are democratic, inclusion/communicate, religious and tolerant which have only once in every topic and the percentages are 1.
ACKNOWLEDGMENTS
The author would like to express appreciations to Colleagues who always accompany me to discuss about my research, and UIN Antasari Banjarmasin particularly English Education Department team for their valuable comments and other help.
REFERENCES