language, grooming, interpersonal relationship, team work, personality, etiquette, responsibility,
professionalism, building professionalism Silabus Administrasi Perkantoran, 2011. In line with
integrating character building in the teaching learning process as it was proposed by Latief,
2007; Koesoema 2007a and 2007b ; Marianti, 2007, the students were able to learn the character
if they were given an understanding of what character they needed to possess and what values
laid within.
3.1.4 Considering Learning Activities
Learning activities should be designed in order to encourage the students in developing their
speaking fluency. The needs analysis result showed that the students were still lack of fluency which
was caused by lacking of vocabularies, grammar, lack of ability to express ideas in particular
language. Besides, they also faced psychological handicap while learning English such as being shy,
reluctant and being afraid of making the mistakes. Therefore, the suitable way to overcome this
problem is by engaging the students in the communicative activities Richard and Renandya,
2010 Therefore, the group learning was preferred. Moreover, the group learning was assumed to
facilitate the students to develop their character and giving feedback one another.
3.2 The Presentation of the Learning Material
There were some elements comprising the presentation of learning material for students of
SMKN 1 Godean Grade X majoring at official administration. The presentation of the learning
material was developed by following the steps proposed by Latief, 2007; Koesoema 2007a and
2007b ; Marianti, 2007 which concerned about character building and steps given by Renandya
and Richard 2010.
3.2.1 Getting Ready
The first part was getting ready. Getting ready gave the students the idea of what they were going
to learn. It served for activating the students’ background knowledge before they learn further
learning material. In this part, the students were asked by some questions for them to answer the
questions should be simple aimed for building the students’ background knowledge only. Those
questions
managed to
raise the
students’ background knowledge and the learning material
which they were going to face. In this part the students were also given the opportunity to practice
the pronunciation and the acknowledging some of the vocabularies which they were able to employ
for communicating in the next step of learning. It was stated in the need analysis result that the
students found difficulties in vocabulary and pronunciation.
Vocabulary and
pronunciation practice were given so as to bridge their difficulties
in those two language aspect.
3.2.2 Moving Forward
This step was intended to facilitate the students in using the language for communication.
As this learning material was the integration between the character and language proficiency
building, this part will be started with the reading and writing first. As the principle proposed by
Koesoema 2007a and 2007b The reading contained some passages which gave the students
horizon on the character which they needed to possess. After that, the students were given the
chance to practice what they had learned in the productive skills namely writing and speaking act.
What happened was in line with the principle of character building. As the students were exposed to
understand what character they need to understand, they were asked to implement it. While practicing
the productive skills, writing and speaking the students needed to implement some traits which
they had learned. It had been stated in the need analysis that the students’ face the challenges in
communicating,
especially in
the oral
communication. Therefore, reading and writing served as the aid for giving the idea for the students
to produce language.
3.2.3 Act It Out
Similar as the previous step, this step was also aimed at developing the students’ proficiency
and character building. However, in this part, the students’ were asked to understand and produce the
language without any guidance given to them. In this part, the students were facilitated to implement
the character and the task aimed to develop the language proficiency. There were also some
activities implemented to build the students fluency and such as conversation, group work, ideas
exchange and problem solving. Those group work activity was intended for developing the students’
character.
3.2.4 Check Your Competence
This part asked the students to check their progress and how far they had achieved the learning
process as well as how far they have implemented the traits that they had learned. As Koesoma 2007
stated, feedback and reflection greatly contributed to the learners’ character building. In order to reach
the objective in this part, the students were given some of the task which they need to accomplish.
Those tasks actually functioned to sum up the learning material that the students had learned. In
this part, peer assessment was given to the students both in the aspect of academic skills and in the
aspect of characters that they need to acquire. As it
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was suggested by the principle of teaching character, after the students were given the chance
for implementing the character, they were expected to reflect so as to look back on what they had done.
Considering the feedback from their friends, they are expected to be able to do the self reflection
3.2.5 Let’s Make Reflection
Whereas in checking your competence the students were still given the task, in this part, the
students were no longer given task. What they needed to do was only reflecting on how far they
understood the learning material and how far they had implemented the character they had learned
before. This part was derived from the character building’s
teaching that
reflection greatly
contributed to the character building. The students were asked to reflect by themselves. They were
expected to see the good points they had made and the weaknesses they had made. After that, the
students were assigned to make the plan for improving themselves.
4. Conclusion
This paper addressed two questions namely 1 how to develop the learning material for the
students which incorporate the English language proficiency and the character development for the
students majoring at official admistration Grade X SMKN I Godean Sleman? 2
In order to develop learning material for the students of vocational school majoring at official
administration, the writer had conducted some steps namely a conducting need analysis b stating the
objective c deciding the subject content d deciding the learning activity. The presentation of
learning material which integrates the English language proficiency and character development
are a getting ready b moving forward c act it out d making reflection
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