Furthermore, Anggi with her style to always keep closer with her students gives freedom to the students whether to make a note or just listen along the learning
activity based on their preferred learning strategy. I
don’t force them. I always emphasize, „I‟m here your facilitator, I‟m the
source of information, sometimes when I say something whether you need it or not Anggi, A114.
Whether you want to write it or not, or you just want to listen to me and look at me… alright. The point is when I test you, you can make it. That‟s it. So,
up to them
to use auditory, audio-visual, and kinaesthetic Anggi, A115. Thus, during the Observation 1 and 4, the researcher never found she told the
students to make a note or listen to her. She totally freed the students to use any learning strategies.
In conclusion, regarding the learning strategies, two teachers focus on the media to facilitate while one teacher focuses on the students‟ freedom to maximize
students‟ preferred strategies. Lilin and Inu particularly, have strong beliefs about the importance of employing various media to facilitate various learning strategies.
Anggi adds that facilitating various learning strategies is best done by giving freedom and believing students that they are mature enough to decide what to do in
expanding their learning scope. These beliefs are in line with the theory of learning strategies proposed by Richards and Renandya 2002. It is stated that teachers
should tailor strategy to lead the real and communicative needs for the learners.
4.4.6 Character education
Based on law No. 20 Year 2003 Chapter 3, national education is intended to develop competence, character, and national civilization. Having learners with
proper character education is regarded as the side effects of instructional implementation. Thus, the government started to develop character education
integrated in the school subjects in 2010. After the rule of character education was issued, c
haracter education became an interesting issue in Indonesian education. This is due to the challenge to implement it in education nowadays in order to develop
qualified human resources. As how language skill is taught, all informants view that character education can be successfully developed when it is integrated in the
learning process through its content materials and activities.
To develop the students‟ discipline, I gave a penalty for every late assignment submission.
In terms of politeness, I asked them not to use a taboo term in their communication especially in the social media Lilin, A80-A85.
One of the characters I develop is discipline. I gave my students a kind of test to be taken home. They did it at home and assigned by their parents. I mean
to develop discipline and honesty through this activity. For the late submission, I reduced their mark Inu, A57-A58.
I think some characters can be integrated in the learning process, such as honesty, cooperation, care, and appreciative
Anggi, A117-118. Inu, specifically, highlights that the weakness of character education is that it
cannot be assessed objectively.
... we can only try our best to integrate it into the learning process. It
doesn‟t matter whether it is well implemented in their real life or not as long as we have tried our best.... Inu, A56.
Interestingly, Anggi proposes a technique to evaluate character education develop
ment. She evaluates students‟ character education development through homework or project. Through this technique, for example, she can evaluate honesty
value in case once she finds a similar homework or project among students or they make a plagiarism.
Character education indeed becomes a new breakthrough in Indonesian education. That‟s why it reveals various problems either the implementation or the
evaluation. Nevertheless, the informants in this study support character education program. They think it is best developed through integrating it with learning
materials instead of putting it in a separated occasion. The evaluation proposed indicates that character education is best assessed using qualitative technique that is
giving verbal feedback about certain value developed through a number of assignment and project.
4.4.7 Motivation
