Character education in speaking II class in English Language Education Study Program of Sanata Dharma University.

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ABSTRACT
Setiawan, Yosua Beni. 2013. Character Education in Speaking II Class in
English Language Study Program of Sanata Dharma University. Yogyakarta:
English Language Education Study Program, Sanata Dharma University.
People of good characters are required to solve the complex national
problems. To build good character in people, character education is significantly
needed. Character education has been implemented in many schools and
universities such as in English Language Study Program of Sanata Dharma
University. In this research, there are two problems formulated. They are: 1) How
is teaching and learning activity conducted in Speaking II class? and 2) What
character education values are found in Speaking II class?
According to Burden and Byrd (2010), the effective lesson should consist
of three parts. Those parts should be integrated with Brown’s (2007) principles of
teaching speaking which lead to the success of speaking class. In the teaching

activities, character education values should be implanted to produce good
character students. There are six pillars of character values that should be
accomplished according to Josephson (2012).
This research is basic qualitative research. To answer the questions, the
researcher employed field notes, questionnaire, and interview to the students as
the implementation of survey research. The data from field notes are presented
descriptively. The data from questionnaire are presented in the table of
percentages. The last, the data from interview are presented in detail based on
each question.
The findings show that the lecturer conducts Speaking II class by
implementing parts of effective lesson and principles of teaching speaking. The
parts of effective lesson are introductory, developmental, and closing activities. In
addition, there are six principles of teaching speaking which are implemented in
Speaking II class. The principles are focusing on fluency and accuracy, providing
intrinsically motivating techniques, providing a good model for a student to
imitate, providing student opportunities to initiate oral communication, providing
appropriate feedback and correction, and monitoring student activity
continuously. Some modifications from the theories are applied to meet the goal
of the lesson. Further, five pillars of character values are found in Speaking II
class. Those five pillars of character values are respect, responsibility, caring,

fairness, and trustworthiness. The students of Speaking II class have shown that
they have good character. However, the gap between those who have good
character and those who do not have is slight, especially in respect and caring
values.
Keywords: Speaking Class, Character, Education, Values.

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ABSTRAK
Setiawan, Yosua Beni. 2013. Character Education in Speaking II Class in
English Language Study Program of Sanata Dharma University. Yogyakarta:
Program Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Dibutuhkan orang-orang berkarater baik untuk menyelesaikan

permasalahan nasional yang kompleks. Oleh karena itu pendidikan karakter
sangat diperlukan guna mencetak orang-orang yang mempunyai karakter baik.
Pendidikan karakter telah diterapkan di banyak sekolah dan universitas seperti
yang diterapkan di program Pendidikan Bahasa Inggris Universitas Sanata
Dharma. Dalam penelitian ini, ada dua pertanyaan yang dirumuskan, yakni: 1)
Bagaimana kegiatan belajar dan mengajar dilakukan di kelas Speaking II? dan 2)
Nilai pendidikan karakter apa saja yang ditemukan di kelas Speaking II?
Menurut Burden dan Byrd (2010), pembelajaran yang efektif harus terdiri
dari tiga bagian. Bagian-bagian tersebut harus dipadukan dengan prinsip-prinsip
mengajar Speaking yang dikemukakan oleh Brown (2007) agar pembelajaran di
kelas Speaking berhasil. Dalam pengajaran, nilai-nilai pendidikan karakter juga
harus ditanamkan untuk mencetak generasi yang mempunyai karakter yang baik.
Menurut Josephson (2012) ada enam pilar dari nilai-nilai pendidikan karakter
yang harus dipenuhi untuk menjadi pribadi yang berkarakter.
Penelitian ini merupakan penelitian kualitatif dasar. Untuk menjawab
pertanyaan, peneliti menggunakan catatan lapangan, angket, dan interview
sebagai penerapan dari penelitian survey.
Hasil penilitian menunjukkan bahwa dosen melakukan pengajaran di
kelas Speaking II dengan menerapkan bagian-bagian dari pembelajaran yang
efektif dan prinsip-prinsip pengajaran Speaking. Bagian-bagian pengajaran yang

efektif tersebut meliputi aktivitas pengantar, pengembangan, dan penutup.
Sedangkan prinsip-prinsip pengajaran Speaking antara lain meliputi fokus pada
kelancaran dan ketepatan berbahasa, memberikan teknik yang menumbuhan
motivasi, menjadi contoh berbahasa yang baik dan benar, memberikan
kesempatan kepada siswa untuk berbicara, memberikan koreksi dan umpan balik
yang pantas, dan yang terakhir, mengawasi aktifitas siswa secara berkelanjutan.
Beberapa perubahan dari apa yang disarankan oleh para ahli dilakukan guna
mencapai tujuan pembelajaran yang diinginkan. Selain itu, kelima pilar dari
nilai-nilai pendidikan karakter juga ditemukan ada di kelas Speaking II. Kelima
pillar itu antara lain penghargaan, tanggungjawab, kepedulian, keadilan, dan
dapat dipercaya. Para siswa di kelas Speaking II telah menunjukkan bahwa
mereka mempunyai karakter yang baik. Meskipun begitu, selisih persentase
antara yang berkarakter baik dan yang kurang baik sangat tipis, terutama pada
nilai penghargaan dan kepedulian.
Kata kunci: Speaking Class, Character, Education, Values.

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CHARACTER EDUCATION IN SPEAKING II CLASS
IN ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
OF SANATA DHARMA UNIVERSITY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Yosua Beni Setiawan
Student Number: 071214069

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013

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CHARACTER EDUCATION IN SPEAKING II CLASS
IN ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
OF SANATA DHARMA UNIVERSITY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Yosua Beni Setiawan
Student Number: 071214069

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
i

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TERPUJI

ii

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WAKTU TAK AKAN PERNAH
MENUNGGU,
JANGAN TUNDA SEGALA
SESUATU…

I dedicate this thesis to:
My Family,
…and everyone who loves me all the way I am.
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STATEMENT OF WORK’S ORIGINALITY

I declare that this thesis, which I have written, does not contain the work or parts

of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.

Yogyakarta, March 14th, 2013
The Writer,

Yosua Beni Setiawan
071214069

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ABSTRACT
Setiawan, Yosua Beni. 2013. Character Education in Speaking II Class in

English Language Study Program of Sanata Dharma University. Yogyakarta:
English Language Education Study Program, Sanata Dharma University.
People of good characters are required to solve the complex national
problems. To build good character in people, character education is significantly
needed. Character education has been implemented in many schools and
universities such as in English Language Study Program of Sanata Dharma
University. In this research, there are two problems formulated. They are: 1) How
is teaching and learning activity conducted in Speaking II class? and 2) What
character education values are found in Speaking II class?
According to Burden and Byrd (2010), the effective lesson should consist
of three parts. Those parts should be integrated with Brown’s (2007) principles of
teaching speaking which lead to the success of speaking class. In the teaching
activities, character education values should be implanted to produce good
character students. There are six pillars of character values that should be
accomplished according to Josephson (2012).
This research is basic qualitative research. To answer the questions, the
researcher employed field notes, questionnaire, and interview to the students as
the implementation of survey research. The data from field notes are presented
descriptively. The data from questionnaire are presented in the table of
percentages. The last, the data from interview are presented in detail based on
each question.
The findings show that the lecturer conducts Speaking II class by
implementing parts of effective lesson and principles of teaching speaking. The
parts of effective lesson are introductory, developmental, and closing activities. In
addition, there are six principles of teaching speaking which are implemented in
Speaking II class. The principles are focusing on fluency and accuracy, providing
intrinsically motivating techniques, providing a good model for a student to
imitate, providing student opportunities to initiate oral communication, providing
appropriate feedback and correction, and monitoring student activity
continuously. Some modifications from the theories are applied to meet the goal
of the lesson. Further, five pillars of character values are found in Speaking II
class. Those five pillars of character values are respect, responsibility, caring,
fairness, and trustworthiness. The students of Speaking II class have shown that
they have good character. However, the gap between those who have good
character and those who do not have is slight, especially in respect and caring
values.
Keywords: Speaking Class, Character, Education, Values.

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ABSTRAK
Setiawan, Yosua Beni. 2013. Character Education in Speaking II Class in
English Language Study Program of Sanata Dharma University. Yogyakarta:
Program Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Dibutuhkan orang-orang berkarater baik untuk menyelesaikan
permasalahan nasional yang kompleks. Oleh karena itu pendidikan karakter
sangat diperlukan guna mencetak orang-orang yang mempunyai karakter baik.
Pendidikan karakter telah diterapkan di banyak sekolah dan universitas seperti
yang diterapkan di program Pendidikan Bahasa Inggris Universitas Sanata
Dharma. Dalam penelitian ini, ada dua pertanyaan yang dirumuskan, yakni: 1)
Bagaimana kegiatan belajar dan mengajar dilakukan di kelas Speaking II? dan 2)
Nilai pendidikan karakter apa saja yang ditemukan di kelas Speaking II?
Menurut Burden dan Byrd (2010), pembelajaran yang efektif harus terdiri
dari tiga bagian. Bagian-bagian tersebut harus dipadukan dengan prinsip-prinsip
mengajar Speaking yang dikemukakan oleh Brown (2007) agar pembelajaran di
kelas Speaking berhasil. Dalam pengajaran, nilai-nilai pendidikan karakter juga
harus ditanamkan untuk mencetak generasi yang mempunyai karakter yang baik.
Menurut Josephson (2012) ada enam pilar dari nilai-nilai pendidikan karakter
yang harus dipenuhi untuk menjadi pribadi yang berkarakter.
Penelitian ini merupakan penelitian kualitatif dasar. Untuk menjawab
pertanyaan, peneliti menggunakan catatan lapangan, angket, dan interview
sebagai penerapan dari penelitian survey.
Hasil penilitian menunjukkan bahwa dosen melakukan pengajaran di
kelas Speaking II dengan menerapkan bagian-bagian dari pembelajaran yang
efektif dan prinsip-prinsip pengajaran Speaking. Bagian-bagian pengajaran yang
efektif tersebut meliputi aktivitas pengantar, pengembangan, dan penutup.
Sedangkan prinsip-prinsip pengajaran Speaking antara lain meliputi fokus pada
kelancaran dan ketepatan berbahasa, memberikan teknik yang menumbuhan
motivasi, menjadi contoh berbahasa yang baik dan benar, memberikan
kesempatan kepada siswa untuk berbicara, memberikan koreksi dan umpan balik
yang pantas, dan yang terakhir, mengawasi aktifitas siswa secara berkelanjutan.
Beberapa perubahan dari apa yang disarankan oleh para ahli dilakukan guna
mencapai tujuan pembelajaran yang diinginkan. Selain itu, kelima pilar dari
nilai-nilai pendidikan karakter juga ditemukan ada di kelas Speaking II. Kelima
pillar itu antara lain penghargaan, tanggungjawab, kepedulian, keadilan, dan
dapat dipercaya. Para siswa di kelas Speaking II telah menunjukkan bahwa
mereka mempunyai karakter yang baik. Meskipun begitu, selisih persentase
antara yang berkarakter baik dan yang kurang baik sangat tipis, terutama pada
nilai penghargaan dan kepedulian.
Kata kunci: Speaking Class, Character, Education, Values.

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

: Yosua Beni Setiawan

Nomor Mahasiswa

: 071214069

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
CHARACTER EDUCATION IN SPEAKING II CLASS
IN ENGLISH LANGUAGE STUDY PROGRAM
OF SANATA DHARMA UNIVERSITY
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikannya secara terbatas, dan mempublikasikannya di internet
atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya
atau member royalty kepada saya selama tetap mencantumkan nama saya sebagai
penulis.
Demikian pernyataan ini saya buat dengan sebenarnya,
Dibuat di Yogyakarta
Pada tanggal: 14 March 2013
Yang menyatakan

(Yosua Beni Setiawan)

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ACKNOWLEDGEMENTS
After the completion of this little piece of hard work, I would like to thank
God Almighty, Yesus Kristus, for His endless blessing and love, and for sending
me His angels and Holy Spirits to guide me to finish this thesis.
My deepest gratitude goes to my advisor Christina Kristiyani, S. Pd., M.
Pd. for her guidance and patience during the process of writing the thesis, her
willingness to spend her time reading my thesis, and her advice as well as her
encouragement so that I can submit this thesis in time. I would like to express my
gratitude to all of ELESP lecturers (especially C. Tutyandari, S. Pd., M. Pd.,
Drs. Barli Bram, M. Ed., Ph. D., Christina Lakhsmita Anandari, S. Pd., Ed.
M., Adesti Komalasari, S. Pd. M. A., and Maria Septiyani, S. Pd.) and
students of 2011 batch for supporting my thesis and being the participants.
My sincere gratitude is presented to my beloved family, Bapak Supomo,
Ibu Mariyani, Mbak Beti, Mas Woko, and thole Revan. Although we are not a
perfect family, I am lucky for being able to learn from that imperfection. All
happiness and sorrow that I experience and share in my family will only
strengthen me to face the real life.
My deepest love and gratitude are addressed to Chatarina Ikke Wahyu
Ristanti. The one who always loves me all the way I am, in good or bad time. I
would also like to thank Pancasona Aji, S. Sn. and all Cantus Firmus singers
who gave me lots of chances to explore my talent, experience wonderful
moments, and develop my personality. I would never forget to thank the people
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whose name I cannot mention one by one who had supported the completion of
this thesis. May all beings be happy.
Yosua Beni Setiawan

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TABLE OF CONTENTS
TITLE PAGE ....................................................................................................... i
APPROVAL PAGES ........................................................................................... ii
DEDICATION PAGE ........................................................................................ iv
STATEMENT OF WORK’S ORIGINALITY ..................................................... v
ABSTRACT ....................................................................................................... vi
ABSTRAK .......................................................................................................... vii
PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH ....................... viii
ACKNOWLEDGEMENTS ................................................................................ ix
TABLE OF CONTENTS .................................................................................... xi
LIST OF TABLES ............................................................................................. xv
LIST OF APPENDICES .................................................................................. xvi

CHAPTER I: INTRODUCTION ........................................................................ 1
A. Research Background .............................................................................. 1
B. Research Problems .................................................................................. 3
C. Problem Limitation ................................................................................. 3
D. Research Objectives ................................................................................ 4
E. Research Benefits .................................................................................... 4
F. Definition of Terms ................................................................................. 5

CHAPTER II: REVIEW OF RELATED LITERATURE .................................... 9
A. Theoretical Description ........................................................................... 9

1. Speaking II Class ................................................................................ 9
a. Parts of Effective Lesson .............................................................. 9
1) Introductory Activities ......................................................... 10
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2) Developmental Activities .................................................... 13
3) Closing Activities ................................................................ 15
b. Principles of Teaching Speaking ................................................ 16
1) Focus on Fluency and Accuracy ........................................... 17
2) Provide Intrinsically Motivating Techniques ........................ 17
3) Provide a Good Model for Student to Imitate ....................... 18
4) Provide Students Opportunities to Initiate Oral Communication
............................................................................................. 19
5) Provide Appropriate Feedback and Correction ..................... 19
6) Monitor Student Activity Continuously. ................................ 20
2. Character Education ......................................................................... 21
a. Character ................................................................................... 21
b. The Importance of Character Education ..................................... 24
c. Teacher’s Role In Character Education ...................................... 26
1) Teacher as Caregivers ........................................................... 26
2) Teacher as Moral Model ....................................................... 27
3) Teacher as Ethical Mentor..................................................... 28
3. Values .............................................................................................. 29
B. Theoretical Framework ......................................................................... 33

CHAPTER III: RESEARCH METHODOLOGY .............................................. 35
A. Research Method ...................................................................................... 35
B. Research Setting ....................................................................................... 37
C. Research Participants ................................................................................ 37
D. Research Instruments ................................................................................ 38
1. Observation......................................................................................... 39
2. Field Notes ......................................................................................... 39
3. Questionnaire ...................................................................................... 40
4. Interview............................................................................................. 41
E. Data Gathering Technique ........................................................................ 42
F. Data Analysis Technique .......................................................................... 44
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1. Data from Field Notes ......................................................................... 44
2. Data from Questionnaire ..................................................................... 45
3. Data from Interview ............................................................................ 45
G. Research Procedures ................................................................................. 46

CHAPTER IV: RESEARCH RESULT AND FINDINGS ................................. 49
A. Implementation of Teaching in Speaking II Class ..................................... 49
1. Parts of Effective Lesson......................................................................... 49
a. Introductory Activity ................................................................. 50
b. Developmental Activity ............................................................. 52
c. Closing Activity ......................................................................... 55
2. Principles of Teaching Speaking ............................................................. 56
a. Focus on Fluency and Accuracy ................................................. 57
b. Provide Intrinsically Motivating Techniques .............................. 58
c. Provide a Good Model For a Student to Imitate .......................... 59
d. Provide Student Opportunities to Initiate Oral Communication .. 60
e. Provide Appropriate Feedback and Correction ........................... 61
f. Monitor Student Activity Continuously ...................................... 62
B. Character Education Values in Speaking II Class ...................................... 63
1. Respect Value ....................................................................................... 63
2. Responsibility Value ............................................................................. 67
3. Caring Value ........................................................................................ 70
4. Fairness Value ...................................................................................... 73
5. Trustworthiness Value .......................................................................... 76

CHAPTER V: CONCLUSIONS AND RECOMENDATION ........................... 80
A. Conclusions .............................................................................................. 80
B. Recommendation ...................................................................................... 82

REFERENCES .................................................................................................. 84
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APPENDICES ................................................................................................... 87

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LIST OF TABLES
4. 1 The Result of Questionnaire on The Respect Value .................................... 67
4. 2 The Result of Questionnaire on The Responsibility Value .......................... 70
4. 3 The Result of Questionnaire on The Caring Value ...................................... 73
4. 4 The Result of Questionnaire on The Fairness Value ................................... 76
4. 5 The Result of Questionnaire on The Trustworthiness Value ....................... 79

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LIST OF APPENDICES
Appendix 1: Questionnaire................................................................................. 87
Appendix 2: Questionnaire Result Class A ......................................................... 89
Appendix 3: Questionnaire Result Class F ......................................................... 91
Appendix 4: Questionnaire Final Result ............................................................. 93
Appendix 5: Interview Question ........................................................................ 95
Appendix 6: Interview Result............................................................................. 96
Appendix 7: Field Notes Class A .................................................................... 105
Appendix 8: Field Notes Class F ...................................................................... 115

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CHAPTER I
INTRODUCTION

This chapter consists of six sections. Firstly, the research background
presents the researcher’s reason in choosing the topic of the research. Secondly,
problem formulation presents the problems in the research which the researcher
wants to discuss. Thirdly, problem limitation describes the focus and the scope of
the study. Fourthly, research objectives present the objectives of this research.
Fifthly, research benefits present the benefits of this research. Lastly definition of
terms explains some key terms used in this research.

A. Research Background
The success of a country is 45% determined by creativity and innovation
factor of the country. That is the result of research conducted by World Bank in
150 countries (Dirjen Pendidikan Dasar, 2011). Creativity and innovation factor
are closely related to the character of the nation. Only nations which have good
characters will create and invent many innovations (Dirjen Pendidikan Dasar,
2011). A nation’s character is an important pillar for the country because it
develops citizens to have good heart, mind, and action. It is clear that character of
a nation will determine the success of a country.
Character can be stated as how “good” a person is (McBrien & Brand,
1997, pp. 17-18). It means that a person with good character is the one who
performs and develops desirable personal quality in the society. According to

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Lickona (1991), character refers to “…the life of right conduct-right conduct in
relation to other persons and in relation to oneself” (as cited in Winataputra, 2010,
p. 7). From those definitions, it can be concluded that character is good
personality of a person to live a meaningful life for oneself and others. According
to Mocthar Lubis, as cited in Husaini (2010), Indonesian people have negative
characters which should be omitted. That is why character education is strongly
needed to bring Indonesia back to its glory. Character education is expected to be
a solution to current national problems. The success of character education in
schools and college will make better generation to boost the growth of the
country. For that reason the researcher is challenged to conduct research on
character education.
The research was conducted in Sanata Dharma University (SDU). This is a
Catholic university, more specifically a Jesuit University. The goal of Jesuit
University is based on the Jesuit Education. Fr. Pedro Arrupe states in Ignatian
Pedagody: A practical approach that the goal of Jesuit Education is “…forming
men and women for others.” It is match with the context of character education. It
can be seen that character education is no longer a new concept in Sanata Dharma.
The education in Sanata Dharma University emphasizes on the development of
young people. They are expected to be the agents of change for the country.
Starting from that expectation, Sanata Dharma University helps young people to
develop themselves to be the agents of change for the country (Adi, Dwiatmoko,
Istono, Nugraha, & Maryarsanto, 2010, p.12). The developments of young people
in Sanata Dharma are based on its vision to develop students who are cerdas dan

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humanis (intelligent and humanist). Sanata Dharma aims to produce not only
intelligent but also humane graduates; who have competence to solve the problem,
have compassion for other people, and have character to build the country.
The vision of Sanata Dharma University should be manifested in learning
processes in the university including in the English Language Education Study
Program (ELESP). One of the classes is Speaking II class, where the research was
conducted. The class was chosen because the students were new students (second
semester) so it is beneficial to know their prior characters and develop their good
characters. Because speaking is one of the productive skills, the students in
speaking class are active. There are many interactions among students occurs in
the class. The researcher is interested to know what values of character education
were developed in the class. The researcher also wants to know how the class was
conducted.

B. Problem Formulation
In this part, the researcher raises two questions to be discussed. Those are
as follows.
1. How is teaching and learning activity conducted in Speaking II class?
2. What character education values are found in Speaking II class?

C. Problem Limitation
This research aims at finding what character education values are present
in Speaking II class and how the class was conducted. The researcher chose two

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classes, class A and F, out of six classes of Speaking II class. The students of
Speaking II class A and F were the class of 2011. Each class consists of more or
less thirty (30) students. The total participants of this research will be more or less
sixty (60) students. This number of students is sufficient as the representatives of
batch 2011 students.
The research will focus on two main points. First, it will describe how the
class was conducted. It shows the method and technique used in class, interaction
between students and lecturer, and all activities in the class. Second, it will
identify character education values present in the class.

D. Research Objectives
This research aims to obtain information on how Speaking II class is
conducted. Another objective to achieve is, through the research, the researcher
and readers know the character education values found in the class. From those
objectives, it is expected that students show character education values as many as
they can in class.

E. Research Benefits
The researcher expects that the result of this research will be beneficial for
the following people:
1. Lecturer of Speaking II Class
This research portrays the activities in the class. It might be beneficial for
the lecturer to evaluate the class on a certain meeting. The class performance and

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class management can be reviewed for the better teaching in the future. Besides, it
can also evaluate whether the goal of a certain meeting is achieved. Moreover, the
lecturers are able to know what character education values are found in class. The
lecturer might not be aware that she has given moral value in her teaching, so this
research can be used as a reflection to provide deliberate moral values teaching.
2. Students of English Language Education Study Program
This research might also give benefits for the students. After reading the
results of this research, the students are able to know how good their class is in
performing character education values. It will be beneficial for them to know it
because they can gain and improve character education values. Besides, they can
also maintain or even develop character education values they consider high. It is
expected that they can be good-character men and women for/with others who
will boost the growth of the country.
3. Sanata Dharma University
This research will be beneficial for Sanata Dharma University. It gives
description on how the class is conducted and what character education values are
found in classrooms. The students’ characters will show the quality of Sanata
Dharma University and show whether the learning process has been on its track to
achieve the Sanata Dharma University’s vision.

F. Definition of Terms
There are several terms in this study that particularly need clear definition
to avoid misunderstanding and ambiguity.

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1. Speaking II Class
Speaking II class is one of the classes in English Language Education
Study Program in Sanata Dharma University. This class is conducted in the
second semester. There are six classes of Speaking II class; each of them consists
of more or less thirty (30) students. For 2011/2012 academic year, there were five
lecturers who are in charge to teach the students. Each class had two different
lecturers because it was a team teaching. The class aims to enhance the students’
fluency and ability to describe people, places, objects, processes, scenes, and
situations. The learning strategies used in this class are class/small group
discussion and individual assignments.
2. Character
According to Sumantri (2010), character can be defined as a positive
quality, reputation, and uniqueness of someone which make him or her attractive.
Poerwadarminta also gave a definition that character is someone’s nature,
disposition, and morals which differentiate one and another (as cited in Sumantri,
2010, p. 4). Character is a good quality of a person so that he or she knows the
good, desires the good, and does the good (Winataputra, 2010). In this research,
character is personality and disposition of students in English Language Education
Study Program (ELESP) of Sanata Dharma University which is shown through
behavior during the learning process in Speaking II class.
3. Character Education
Lickona as cited in Elkind and Sweet (2004) stated that:
Character education is the deliberate effort to help people understand, care
about, and acts upon core ethical values. When we think about the kind of

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character we want for our children, it is clear that we want them to be able
to judge what is right, care deeply about what is right, and then do what
they believe to be right, even in the face of pressure from without and
temptation from within.
In Winataputra (2010: 8), character education is “...the teaching of
children in a manner that will help them develop variously as moral, civic, good,
mannered, behaved, non bullying, healthy, critical, successful, traditional,
compliant and/or socially acceptable beings. ”
In this study, character education is the process and effort in implanting
good/ethical values of life to the students in ELESP of Sanata Dharma University
so that the students can perform good behavior and action in class and in the
society.
4. Values
According to Lickona (1991), there are two kinds of value: moral and nonmoral value. Moral values are broken down into universal and non-universal
moral values. Universal moral values bind all persons everywhere because they
affirm our fundamental human worth and dignity (p. 38). The example of
universal moral values, according to Lickona, are treating all people justly and
respecting their lives, liberty, and equality.
In this research, values are students’ belief which affirms fundamental
human worth and dignity, controls their behavior in the Speaking II class teaching
and learning process and decides what is wrong or right. The character education
values term in this research is the same as universal moral/ethical values which

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contain several basic values such as: trustworthiness, respect, responsibility,
fairness, caring, and citizenship.

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter consists of two main sections. They are theoretical
description and theoretical framework. The theoretical description presents some
important concepts related to the research. The concepts are: (1) speaking class,
(2) character education, and (3) values. In the theoretical framework, the theories
are summarized and combined to solve the research problems.

A. Theoretical Description
The theoretical description mainly discusses the theories related to the
study. They are theories about speaking class, character education, and values.
1. Speaking Class
In this section, two main theories, namely parts of effective lesson and
principles of teaching speaking, are presented. These theories aim at guiding the
implementation of learning and teaching process in Speaking II class. The
implementation of these theories in Speaking II class will determine the success of
learning and teaching process.
a. Parts of an Effective Lesson
To achieve the goal of a lesson, it is important to apply an effective lesson.
According to Burden and Byrd (2010), there are three parts of an effective lesson.
They are introductory, developmental, and closing activities. Those three parts of
effective lesson are suitable for every subject including speaking. Many experts

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recommend having those parts in each lesson to make the lesson effective. The
following is the discussion of those three parts of an effective lesson.
1) Introductory Activities
Burden and Byrd (2010) state the purpose of these activities are, “…to
introduce the content to the students, capture students’ attention and interest, and
set the stage for the developmental activities that follow” (p. 64). Introductory
activities are implemented at the beginning of a lesson. Serdyukov and Ryan
(2008) suggest types of activities which are often used at the beginning of a lesson
such as, “Relating the lesson to aspects of students’ lives, reviewing previous key
points from lessons and stating the objectives and their purpose, and finding out
what prior knowledge students retain…” (as cited in Burden & Byrd, 2010, p. 64).
The introductory activities help students understand what they will be
studying, get them ready for the lesson, enable them to relate the lesson with
previous lesson, and fit the lesson into a larger framework of the course content. It
is also important to tell students the objectives of the lessons and what students
should know by the end of the lesson because it will be positively related to
students’ achievement (Burden & Byrd, 2010). Burden and Byrd (2010) also
mention detailed activities to guide the teachers to implement introductory
activities. They are as follows.
a) Taking Attendance
Firstly, the teachers should take attendance at the beginning of the lesson.
However, it is suggested not to hold up the beginning of the class to take
attendance. The teachers should plan an opening activity for students to do while

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the teachers take attendance. Having an opening activity while taking attendance
will make the lesson effective.
b) Getting Attention
A lesson should not begin until the students pay attention to the teacher.
The teacher can give signal to get students’ attention by raising a hand, ringing a
chime or bell, standing in certain location, or making a statement. Teachers can
also make the students pay attention fully to them by removing all distractions.
Getting students’ attention is really important for a teacher to successfully deliver
the materials of the lesson.
c) Providing Daily Review
Teachers can start the lesson with a brief review of previously covered
materials, correction of homework, and review of prior knowledge that is relevant
to the day’s lesson. It is beneficial to refresh students’ memory of previous lesson
and give them a hint for topic the day’s lesson. Moreover, it helps students to link
topics from each meeting so that they are able to reach the goal at the end of the
course.
d) Establishing Set
It aims to get the students ready for the lesson. It also helps students to see
what the topic of a lesson in a way that is related to their own interest. For
example, teachers provide a short video showing a man who is looking for a
location of a coffee shop. He is asking how he could get to the coffee shop using a
map. The video is paused, and then teachers ask the students whether they have
been in such a situation. Further, teachers explain that they will learn how to give

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direction. This set induction activity helps create interest in the lesson in a way
that students can relate to their own lives.
e) Introducing Lesson Objectives
It is helpful to describe the purpose of the lesson and discuss the activity
and evaluation process because those procedures help teachers to reduce students’
anxiety about the lesson. Besides, introducing learning objective will also help
students to know what to achieve at the end of the lesson. Having the students
know the objectives of the lesson may gain the success of goal achievement.
f) Distributing and Collecting Materials
Handout, worksheet, and so forth can be distributed at the beginning of
class to focus students’ attention on important materials and avoid disruptions.
The distribution can be effectively done by passing handout, worksheet, and so
forth to the students in the first row and let them distribute to their classmates.
Besides saving time, this technique also saves energy because the teacher does not
need to walk around the class giving the handout to each student.
g) Giving Clear, Focused Directions
To give clear and focused directions, the teacher must carefully plan
them. Directions can be given at the beginning of a lesson or might be given for
activities throughout a lesson. After giving them direction, the teacher has to
check if the students understand the directions. Checking students’ understanding
about the direction will prevent them to ask the same question during class
activity which will make inefficient learning process.
2) Developmental Activities

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These activities address the content and are the vehicles for student
learning (Burden & Byrd, 2010). The vehicles for student learning are projected
by several instructional strategies to use including lectures, questions, practices,
group and discussion methods, and inquiry and discovery approaches. The
instructional strategies selected for a certain lesson must help students meet the
objectives of the lesson. Further, Burden and Byrd (2010) add that it is possible to
combine several instructional strategies in one lesson to take into account
students’ attention spans and to accommodate students’ different learning styles.
According to Burden and Byrd (2010), there are several things to be
concerned by teachers in the developmental activities. Things which contribute to
effective developmental activities are as follows.
a) Pacing the Lesson
Pace of the lesson is the speed at which the lesson proceeds. An effective
pace of the lesson is neither too slow nor too fast. To effectively pace a lesson, the
teacher should give directions without dwelling on them, distribute paper in a
timely and effective manner, and move from one activity to another smoothly and
without interruption.
b) Providing smooth transitions
Transitions are movement from one activity to another. A smooth
transition allows one activity to flow into another without any breaks in the
delivery of the lesson. Transitions that are not smooth create gaps in the delivery
of the lesson. The gaps in the delivery of the lesson may let the students lose the
link between class activities and their enthusiasm.

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c) Being Task Oriented
It has to be done concerning that all relevant materials be covered and
learned. Task oriented teachers are goal oriented teachers. They plan instructional
strategies and activities that support the goal very well. That is why it is important
to be task oriented teachers because they will direct the class to achieve the goal
of the lesson.
d) Ensuring Academic Learning Time
Academic learning time is the amount of time students are successfully
engaged in learning activities. Every student has different academic learning time
due to their competence and skill level. It is teachers’ responsibility to ensure that
all students are successfully engaged in the classroom task.
e) Being clear
Clarity refers to the precision of teachers’ communication to their students
regarding the desired behavior. Clarity in teaching helps students understand
better, work more accurately, and be more successful. Therefore, teachers have to
be clear in order to achieve the goal of the lesson.
f) Exhibiting enthusiasm
Enthusiasm is an expression of excitement and intensity. The enthusiastic
teachers show that they are committed to the students and the subject matter.
Being enthusiastic teachers will also affect the students to become enthusiastic
learners. This is the point for making students’ positive achievement. Having
students’ positive achievement means that the learning process is successful.

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3) Closing Activities
These activities are designed to provide a summary of the lesson’s content
and to allow students time to prepare to leave the classroom (Burden & Byrd,
2010, p. 65). It is important for teachers to stop and end the developmental
activities few minutes before the end of the class period to provide content closing
and procedural closing. Content closing is the summary of the main points in the
lesson, while procedural closing involves actions which help students to get ready
for the next subject or class at the appropriate time.
According to Burden and Byrd (2010), closing activity is the opportunity
for students to correlate the lesson with other lessons and to ask questions to
clarify a misunderstood point of a lesson (p. 200). Therefore, teachers should
consider these following points.
a) Providing Closure to Part of a Lesson
Closure refers to actions or statements that are designed to bring a lesson
presentation to an appropriate conclusion (Shostak, 2006, as cited in Burden &
Byrd, 2010, p. 200). The purposes of closure include drawing attention to the end
of a lesson, helping organize student learning, and finally reinforcing the major
points. Therefore, providing closure is very important in every meeting in the
class.
b) Summarizing the Lesson
Providing summary of the main points of a lesson helps students to get
better understanding and avoid misleading information about the lesson. This
activity can be done by asking encouraging questions to students, ask students to

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write on the whiteboard the key points of the lesson, or using game format to
summarize the lesson. In providing the summary, teachers have to make it simple
but unforgettable. Avoid giving too long explanation which will draw the activity
back to developmental activities.
c) Getting Ready to Leave
The teacher should complete all instructions and lesson summaries at the
end of class period. Reserving about one to four minutes before the bell rings for
the students to put away their books, pens, or other materials is significant. It has
to be done so the students are able to move to the next class efficiently.

b. Principles of Teaching Speaking
Speaking skill or oral communication is typified as an activity involving
two or more people as the participants are hearers and speakers having to react to
what they are and make their contributions at high speed (Johnson & Morrow,
1983, p. 70). Most people consider that mastering speaking skill is very important,
making the teaching of speaking important. Moreover, Nunan (1991) states that
success of learning a foreign language is measured in terms of the ability to carry
out a conversation in the language (p. 39). Moreover, someone who has mastered
a language is referred to as a speaker of a language (Ur, 1996). Because of the
importance of maste