and the lack of each school. Therefore, the priority values can be determined previously through some consideration of what should be improve referring to the
need of each unit of education. It is based on the interest and the condition of each school.
2.8.1 Character Building Education in English Subject
Integrating character building education in all subjects is considered as the best way of implementing character education in the class. Teachers have responsibility to
attaching and connecting the material of study to the value which intended to be shaped. Of course, the method of teaching also should be well prepared to stimulating
students‟ consciousness toward the values. The form of integration is inserted in the syllabus, lesson plan and
material of study. In English subject, teacher is expected to be able to create those documents by inserting the value of character building education. In relation with the
purpose of teaching learning activity, Mulyana 2011:8 suggested to stimulate students to have and implement wisdom they have learned, therefore, the selection
and the presentation in teaching language and literature become a very crucial things. For example, in teaching English, teachers provide material of learning about
Indonesian folklore to teach local wisdom, and the other values such as honesty, braveness and responsibility, etc.
Since English curriculum uses Text-Based Curriculum like what I had elaborated previously, that the focus of language learning is manifested in a form of
text. Therefore, model texts have a very crucial role in the development of students
linguistic and literacy competence and their character. As a consequence, in providing material, teacher should be able to evaluate which text is suitable for students in term
of the organization and the content. As I referred to Rukmini 2010:7-8, she states that the instruments which
can help teacher evaluate the text are the educational laws of the republic of Indonesia. They are the educational laws number 202003 of which some chapters are
crucially related to the content evaluation of the text; chapter 1, 2, and 4. Based on the laws, she interprets that the content of the text is appropriate
if: 1
it can developed students‟ potencies in terms of their spiritual belief and religion, self control, personality, intelligence character, skill needed by
themselves, their society, their nation and country Indonesia. 2
it causes students to positively respond to any changes throughout any area. 3
It does not only developed students‟ potencies, responsibilities, democracy but form their characters as well as their nations‟ dignity in order to have self
personalities to become a good Indonesian nation. 4
it does not discriminates and give the highest appreciation of human rights, religious values, cultural values, and nation diversities.
5 it makes students aware that learning is a process of civilizing and benefiting
learners, and long life education. The application of all those to a text are among others in: presenting various places, cultures, happenings, events,
religions, etc. in Indonesia.
6 the text does not only contain imported stories from abroad; but from
Indonesia too. The letter is the priority with the purpose of maintaining students
‟ nationalism in this global era. 7
the last consideration related to the content is the students‟ interests. Besides the selection of learning material of learning that manifested in
the form of text, the use of learning method is also considered as an important thing in implementing character education. The process of learning activity should enable
to stimulating students‟ anxiety and at the same time, creating enjoyable and conducive atmosphere of teaching learning process. Co-creative strategy can be an
alternative to let students finding wisdom values from the learning process, having them, and implemented in their daily life.
2.9 Action Research
