During the implementation of Curriculum 2006, there is a breakthrough to develop students‟ not only students‟ competence but also their character. It is
inspired by law No. 20 Year 2003 Chapter 3 that national education is intended to develop competence, character, and national civilization. Thus, government started to
develop character education integrated in the school subjects in 2010. Character education is not only law and government demand but also religion demand.
Kemendiknas 2011 describes that character education is carried out to 1 develop multicultural human life, intelligent, 2 develop intelligent national civilization and
be able to contribute to human life development, and 3 develop peaceful, creative, and independent citizen and able to socialize with other nations harmonically. The
more attempts to realize character education is executed in the Curriculum of 2013.
2.1.2.2.2 Curriculum of 2013
According to Kemendikbud 2012 Curriculum of 2013 is well known as outcomes-based curriculum Kurikulum Berbasis Kompetensi. Different from
Curriculum of 2006, Curriculum of 2013 gives more portions toward the process and character education. Besides, Curriculum of 2013 is structured by core competence
and basic competence. Core competence is the operation of graduate standard of competence, i.e. required quality of a learner after finishing an educational program
in the form of behavior, knowledge, and skill affective, cognitive, and psychomotor. It is structured as organizing element of basic competence which is
divided into vertical among grade in a program and horizontal among subject in a grade basic competence.
Based on Peraturan Menteri Pendidikan dan Kebudayaan No. 54 2013, the graduate standards of competences for junior high school students are categorized
into three aspects. Firstly, in terms of behavior dimension, a student should have faithful, noble, intelligent, confident, and responsible behavior in interacting
effectively in social and natural environment in society scope and the existence. Secondly, in knowledge dimension, a student should have factual, conceptual, and
procedural knowledge in science, technology, art, and culture with humanism, nationalism, and civilization concept related to real phenomena. Thirdly, in terms of
skill dimension, a student should have effective and creative thinking and behaving ability in abstract and concrete field based on what is learnt as school and other
typical resources. Values of character education are integrated in the core and basic competence
of Curriculum of 2013. It can be seen from one of the competences of 9
th
grade as follows Kemendikbud: 2013.
Table 2.1
Core and basic competence
Core Competence Basic Competence
2. Respecting
and comprehending
honesty, discipline, responsibility, care, politeness, confidence in interacting
effectively with social and natural environment in society scope and the
existence. 1.1 Respecting politeness and care in
communicating among individual with teacher and class schoolmates.
1.2
Respecting honesty,
discipline, confidence,
and responsibility
in communicating transactional expression
with teacher and class schoolmates. 1.3 Respecting responsibility, care,
cooperation,
and peace
in communication functional expression.
The learning scope for 7
th
and 8
th
grade it includes 1 texts label, list of goods, sign, notice, personal invitation, congratulating card, recount, announcement, narrative,
descriptive, and song, 2 text structure of interpersonal, transactional, and functional literacy, 3 listening, speaking, reading, and writing skill of interpersonal,
transactional, and functional literacy, 4 elements of literacy, 5 very short and simple phrase, and 6 modality with meaningful expression. Meanwhile, for 9
th
grade, the scope includes 1 texts factual report, scientific, procedure, narrative, and advertisement in interpersonal, transactional, and functional literacy, 2 text structure
of interpersonal, transactional, and functional literacy, 3 listening, speaking, reading, and writing skill of interpersonal, transactional, and functional literacy, 4 elements
of literacy, 5 very short and simple phrase, and 6 modality with meaningful expression.
To achieve the goal, Curriculum of 2013 is completed with the standard of process and standard of assessment. The standard of process in Curriculum of 2013
includes learning process planning, learning process implementation, learning achievement assessment, and learning achievement control. The standard of
assessment in Curriculum of 2013 is the criteria about mechanism, procedure, and instrument of students‟ achievement. The assessment can be obtained through
authentic assessment, self assessment, portfolio based assessment, assignment, mid- term semester examination, final semester examination
, competence level test UTK=Ujian Tingkat Kompetensi, competence level quality test UMTK= Ujian
Mutu Tingkat Kompetensi, national examination, and school examinati
on.
2.1.3 Successful English learners
