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activity which is provided in the textbook. While learning the English textbook, students do not only get the knowledge but also the good characteristics which is
represented in textbook. For the example of the explanation, that the value of honesty educates students to be honest in everywhere they go and anything they
do, and it is more worthy rather than just having a truthful perception. There will be no students who do cheating in the class while exam, but students will realize
by themselves that cheating is an act which is forbidden Hadi, 2015, p.14.
B. The Analysis of Activities which are Represented in the Character
Education of the Seventh Grade Textbook
There were 18 characteristics or values which are embedded in the English textbook Revised Edition 2014. Moreover, there were 6 chapters and 109
activities which were analyzed by the 18 values of Character Education. In the textbook, a single activity reflected more than one or two characteristic or values,
and here the researcher just used the most common characteristic which was more reflected based on activity. For the example was the honesty, it had already been
pictured in the Chapter II, Activity 7, Page 32 in the textbook or page 32-34 in this research.
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Figure 2.1 Responsibility
It was a student’s identity card. It was required by the students to have access to
their school library. By filling and bringing this identity library card, students were also allowed to enter the library easily and borrowed some books. Then,
students were able to use all of the facilities inside the school library. While filling in
student’s school library card, students could not lie about their own identity because students have to follow any procedure and regulation from the school
library. Analyzing this activity which was reflected in the Appendix page 32 or page 32 in the textbook, students were encouraged to obey the regulations of the
school library in order to enter or have access to the school library. Therefore, this activity would refer to be responsibility or students had to deal with something
that had been entrusted to them. It was quite likely that the result of the characteristic in each activity could
be more than one or two characteristics which appeared exactly in this part. However, there was no detailed explanation by this activity in this textbook which
made students had to bring their own identity while entering library. However, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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teacher might add this information as said before about the use of school library card in teaching-learning situation as the value for those students. Hence, students
had to make the school library member card honestly, then filling in the identity library card truly, a
fter that bringing students’ own library card, in order to students had easily access to the library school. So, the characteristic which
appeared strongly in this activity was responsibility. In addition, based on the syllabus of 2013 Curriculum, student would begin to learn Chapter II only in the
fourth week. So, the introducing part will be taught after completing the three weeks Chapter I of the textbook. It had been represented through the Character
Education Theory number 18 in which responsibility had been fulfilled. According to Zubaedi 2011, by having a characteristic of responsibility, it makes
the seventh grade students as the youngest grader become more responsible in their attitude and behavior. This characteristic also makes students are able to be
entrusted to carry out a duty or obligations that should be done by themselves, society, environment natural, social, cultural, country, and God as cited in
Keke, 2014, p.352. Next, another characteristic which was reflected on the Characteristic
Education Theory was communicative. The example of communicative characteristic was represented on the Chapter III, Activity 8, Page 51 in the
textbook or Appendix page 33. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Figure 2.2 Friendship
As it was said before that communicative was about demonstrating willingness to be opened, friendly, while work with others.
When students did peer or group learning discussion, it meant students might have a good communication to
others. It also happened that in order to solve the problems in particular work, finish the task, have the relation with other company, office workers might be
communicative to others. In the activity which was provided in Figure 2.2 or Appendix page 33, the students were supposed to listen the teacher, and be able to
pronounce the numbers correctly. The illustration above explained that there were two activities in a single task which were listening to the teacher and repeating
what the teacher had said. Khattak, Yaqoob, Basri 2013 argue that in communicative characteristic there is two-way communications which are
designed by the teacher to the students as well p.20. If the teacher could establish the good communication to the students, so the students were able to
comprehend the material. Teacher exemplified how to pronounce the number PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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correctly, then; the students repeated the same number. After that, the teacher ga
ve comment to students’ pronunciation by checking whether their pronunciation was correct or incorrect. Those two-way communications were represented by the
Character Education Theory number 13 which was about friendship will be fulfilled. Based on the 2013 Curriculum syllabus, this part Chapter III was
started to be taught in the fifth week of the teaching and learning activity in classroom. Students would be introduced to the new knowledge and some new
vocabularies, that make the learning activity needs more time four weeks to accomplishing the Chapter III.
Then, an activity which was captured by the researcher was curiosity. It was embedded in the textbook in Chapter IV, Activity 15, Page 80 in the textbook
or Appendix page 34. Kasdan Yuen 2007 define that curious students can be the outstanding learners in schools because that curiosity gives them enthusiasm
for studying more. Having much curiosity, students will acquire the material, challenge the information, and experience their own learning p.1.
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Figure 2.3 Curiosity
Hence, this activity was an individual activity, which the student might explore this brief letter. The letter was the example of how to write a brief letter. Curious
student would figure out about the sentences and the language style of the letter. By studying this letter and having much eagerness, students were expected to
know the part of the letter such as: the reader’s identity, greeting, body, conclusion, closing, and writer’s identity. Curiosity is demonstrating effort to
know more about what are being learned, seen, and heard Kemendiknas, 2011. Hence, Kasdan Yuan 2015 also believe that highly curious students are
expected to show the greatest academic success in challenging school environment that value academic learning p.3. Hence, it was important to
provide the material that caused the students’ curiosity and enthusiasm. As
consequence, those characteristics would make student to figure out and study by themselves student-centered learning without waiting the instruction from the
teacher. The curios characteristic could be found mostly in Chapter IV which talks PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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about recognizing and identifying people around us. Based on the 2013 Curriculum syllabus, it would be taught in the ninth week. In this chapter the
students begin to learn the integrated-learning. It means those students are not only curios in figuring out the people around them but also trying to describe
them. Although the curios characteristic was represented by the Character Education Theory number 9 which was about curiosity would be fulfilled.
C. The Analysis of Data which is Represented Character Education of the
