Based on the Tarigan’s idea, the writer concludes that short story is a proper and good source to develop both intellectual and personality of the students in an
attractive way.
4. Value
In this study, values are used as the focus in teaching learning process to teach English for the sixth grade of elementary school students. In designing the
materials the writer is still concerned about teaching English skills.
a. The Nature of Value
According to Lickona 1991: 38 values are two kinds: Moral and nonmoral. Moral values tell us what we ought to do. We must abide by them even
when we would rather not. Nonmoral values carry no obligation, they express what we want or like to do. Moral values can be further defined into two categories:
universal and nonuniversal. Universal moral values bind all persons everywhere because they affirm our fundamental human worth and dignity. We have a right and
even a duty to insist that all people behave in accordance with these universal moral values. Nonuniversal moral values by contrast do not carry a universal moral
obligation.
b. The Definition of Value
The definitions of value in this study come from some sources. Dawey 1976:56 states that value as functions of natural process involving organism and
environment. Values make a person capable of using intelligence to covert situations of difficulty and frustration into consummates experiences. It means that
everyone has their own values influenced by their experiences. So, values exist in
every human being through their whole life experiences and everyone has their own values as the main consideration to decide and to react about something which
happens in hisher life. Value plays a key role in guiding action, resolving conflicts, giving direction and coherence to life Kalven 1982:7. Kalven also states that
values are the heart of the process of human maturing Kalven 1982:10. Developing a human means develops their values as self-control. Rath and his
colleague define values as those individual beliefs, attitude, activities or feelings. It means that values are more concerned with self or mental view about ones’ life.
c. Values in Education
Education has two great goals: to help young people become intelligent and to help them become good people. It means that school has the responsibility to
help their students to not only have ‘good’ academic knowledge but also ‘good’ personality and behavior. According to Cornel, value also becomes the element of
education, which is properly called “values education”. Value education would be education in those aspects of life in which normative discourse plays the central
role. Taylor says that Value education would essentially be education about the rules of valid inference employed in the normative discourse Cornel Daniels,
1995: 19. Thus belief, attitude, norm, fears and probably feeling and emotion are meant to be included in value education. Based on the principle of value education,
the use of value in education means not to try to teach values at all. Instead, the teacher’s job is to help students learn how to “clarify” their own values Lickona,
1991: 10. Here Lickona underlined the idea that adults can directly instruct children in right and wrong. Even, trying to influence students’ “value position,” is
explicitly rejected.
Ten good reasons why school should be making a clearheaded and wholehearted commitment to promote values and develop good character according
to Lickona 1991: 12 are:
1. There is a clear and urgent need
