PROMOTING CHARACTER EDUCATION: AN ANALYSIS OF MORAL VALUES EMBODIED IN CHILDREN’S BOOK EIGHT O’CLOCK TALES BY ENID BLYTON.

Promoting Character Education: An Analysis of Moral

Values Embodied in Children’s Book

Eight O’clock Tales

by Enid Blyton

A Research Paper

(Submitted to the English Education Department of the Faculty of Language and Arts Education of the Indonesia University of Education as Partial Fulfillment

Requirements for Sarjana Pendidikan degree)

By

Velentina Rizki Sutari 0900665

English Education Department

Faculty of Language and Arts Education

Indonesia University of Education

2014

TABLE OF CONTENTS

STATEMENT OF AUTHORIZATION ... i

PREFACE ... ii

ACKNOWLEDGEMENT ... iii

ABSTRACT ... v

TABLE OF CONTENTS ...vi

LIST OF TABLES ... ix

CHAPTER I INTRODUCTION ... 1

1.1. Background of Study ... 1

1.2. Research Question ... 3

1.3. Aim of the Study ... 3

1.4. Scope of the Study ... 3

1.5. Significance of the Study ... 3

1.6. Research Methodology ... 4

1.6.1. Data Collection ... 5

1.6.2. Data Analysis ... 5

1.7. Clarification of Terms ... 6

CHAPTERII

LITERATURE REVIEW ... 8

2.1. Children’s Literature ... 8

2.2. Character Education ... 12

2.2.1. Previous Studies ... 15

2.3. Moral Values ... 17

2.4. Moral Values Mentioned in 2013 Curriculum ... 19

2.4.1. Honesty ... 19

2.4.2. Discipline ... 20

2.4.3. Responsibility ... 20

2.4.4. Being Polite ... 20

2.4.5. Care ... 21

2.4.6. Teamwork ... 21

2.4.7. Peace (Care for the peace) ... 21

2.4.8. Being Confident to Interact with Families, Friends, Teachers, and Neighbors ... 22

2.4.9. Being Responsive and Proactive ... 22

2.4.10. Tolerance ... 22

2.4.11. Patriotism ... 23

CHAPTER III

RESEARCH METHODOLOGY ... 28

3.1. The Object of the Study ... 28

3.2. Research Question ... 28

3.3. Research Methodology ... 29

3.4. Research Procedures ... 29

3.5. Data Source ... 30

3.6. Data Presentation ... 30

CHAPTER IV FINDINGS AND DISCUSSION ... 42

4.1. Moral values embodied in the Children’s Book Eight O’clock Tales by Enid Blyton ... 42

4.1.1. Honesty ... 42

4.1.2. Discipline ... 44

4.1.3. Responsibility ... 46

4.1.4 Being Polite ... 50

4.1.5. Care ...52

4.1.6. Teamwork ... 54

4.1.7. Peace (Care for the peace) ... 54 4.1.8. Being confident to interact with families, friends, teacher, or

Neighbors ... 56

4.1.9. Being Responsive and Proactive ... 57

4.2. Discussion ... 59

CHAPTER V THE CONCLUSIONS AND SUGGESTIONS ... 64

5.1. The Conclusions ... 64

5.2. Suggestions ... 65

REFERENCES ... 66 APPENDIECES

CHAPTER I

INTRODUCTION

This chapter provides the nature of the present study. It covers the background of the study, the research question, the aim of the study, the significance of the study, the research methodology, the subject of research, the data analysis, the clarification of terms, and the organization of the paper.

1.1.

Background of the Study

The Macmillan English Dictionary defines literature as “stories, poems, and plays, especially those that are considered to have value as art and not just entertainment” (Macmillan Publisher Ltd. 2003). Children’s stories contain uses of language that are typically considered poetic. Many of children’s stories devices offer opportunities for foreign language learning (Cameron, 2001, p. 163). In line with Cameron,Collie, and Slater also suggest that “short stories are often an ideal way of introducing students to literature in the foreignlanguage classroom” (Collie & Slater, 1987 p. 167). Since English is taught in Indonesia as aforeign language, stories are believed to be useful as an educationalmaterial.This is confirmed by Cameron (2001, p. 160) who states “many of the text in books found in schools are not poetic, meaningful stories that will instantly capture

children’s imagination”.

Nodelman(2008, p. 157) states that “children’s literature is primarily

didactic literature”.The aim of literature is “to teach and to delight”(Peck and

Coyle, 2002, p. 152). Moreover Lazar also states that “literary texts have a powerful function in raising moral and ethical concernsin the classroom” (Lazar, 1993, p. 18).Thus, the idea of children’s literature as a didactic literature or

“literature of education” seems to be the root of the function or the aim of

literature in general (Nodelman, 2008).

Since children’s literature functions as didactic literature, it most likely

charactereducation in Indonesia becausemoral values are often associated with character education. Theodore Roosevelt once said that “to educate a person in the mind but not in morals is to educate a menace to society” (Roosevelt, (n.d.) cited in Lickona, 1991, p. 3). Ministry of Education and Culture, Muh. Nuh also stated

in National Education day 2010that “character education is the key to resolve the

entire crisis that this country has been suffering from” (Nuh, 2010).It shows how important moral values to be taught in education system. However, it should be noted that the values and attitude embodied in literary text given to the students should be acceptable since Cameron argues that “stories should be checked for

values and attitude because they may not be appropriate” (Cameron, 2001, p.

168).

Some people believe that young people lack of values, hence they should be taught through didactic literature (Stoodt, 1996, p. 218). However, it is not how the values are espoused but how they are presented in the stories (ibid.). Stoodt also suggests that the best written one is how the values and beliefs are presented implicitly (ibid.). In line with Stoodt, Susan Sharp (1992) states that

“It is the values and ideas we think children might miss if

we don’t assert them that lead us into didactic stories, however, in the works of the greatest writers, unresolved

issues can make the best stories” (Sharp in Stoodt, 1996, p. 218).

Based on the statement in 2013 Indonesia curriculum, “national education as one of national development sectors has a vision of realizing education system as a strong and dignified social institution in order to empower Indonesian people

to be qualified” (Kurikulum, 2013).This means, according to

Undang-UndangNomor 20 tahun 2003 about National Education System, educated man who has faith and fear of God;who is noble, healthy, knowledgeable, skilled, creative, independent, becomes a democratic and responsible citizen. Consequently, national education must be functioned as the main vehicle in optimally building Indonesian’s character. Therefore, “Eight O’clock Tales” (2008) by Enid Blyton is chosen to be the object of this study since it is deemed

that the stories featured in the book contain moral values that are in line with what is written in the Constitution.

1.2.

Research Question

This study tries to seek the answer to this question:What are the moral values embodied in Enid Blyton’sEight O’clock Tales short stories?

1.3.

Aimof the Study

Based on research question, the aim of the study is to find out the moral values embodied in Enid Blyton’s Eight O’clock Tales short stories.

1.4.

Scope of the Study

Thisstudy focuses on analyzing the moral values embodied in the short

stories of children’s book entitled “Eight O’clock Tales” by Enid Blyton.

1.5.

Significance of the Study

The proposed study is believed to have several significances for theoretical, practical, and professional benefits.

1) Theoretical benefit

The findings of the study can be used as contribution towards the study about moral values and its role for students’ character education development. 2) Practical benefit

The findings also can be useful for teachers, students, and the readers who are interested in children’s literature which most likely containsmoral values. For the students, Lazar (1993) states that literature should be used with students because:

– it is very motivating

– it is authentic material

– it is found in many syllabuses

– it helps students to understand another culture

– it is a stimulus for language acquisition

– it develops students’ interpretative abilities

– students enjoy it and it is fun

– it is highly valued and has a high status

– it expands students’ language awareness

– it encourages students to talk about their opinions and feelings (Lazar, 1993, p. 18)

For the teachers, it will enrichEnglish teaching material in any school level since the language used is quite simple and easy. Thus it is expected to be an alternative teaching material for the educators and practitioners. Moreover, the new curriculum in Indonesia necessitates the educators to include the values in every teaching material on the syllabus.

3) Professional benefit.

The findings of the study can improve the quality of the teacher-student relationship, give contribution towards the classroom environment, encourage the teacher and students to create and develop new ideas.

1.6.

Research Methodology

The study is descriptive in nature andemploysa textual analysis

framework. The study analyzes the moral values embodied in the children’s book

Eight O’clock Tales by Enid Blyton(2008) to promote character education in schools.This approach is preferred due to the textual form of the object of the study.

1.6.1. Data Collection

The primary data for the proposed study is in the form of short stories compilation in children’s book Eight O’Clock Tales(2008) written by Enid Blyton. The data are selected to answer the research question because the stories featured in the books are assumed to have moral values.This is related to character education that is being taken into account in the 2013 Indonesia curriculum. Consequently, the data are coupled with the secondary source i.e. 2013 curriculum.

1.6.2. Data Analysis

In conducting the research the following steps have been taken as follow:

1. Reading carefully throughout the children’s book multiple times in order to understand and to unearth the moral values embodied in Eight O’clock Tales by Enid Blyton (2008).

2. Highlighting the textual evidences related to the moral values necessitated by social attitudes competence in 2013 Indonesia curriculum.

3. Writing a brief note in the highlighted textual evidences in order to simply identify how these values are suitable for student’s character education.

4. Listing the textual evidences in the form of table based on the notes so that the moral values embodied in the children’s book and its relation to character education can be easily categorized for further analysis.

5. Analyzing the textual evidences as well as presenting the data framed within the related theories in order to answer the research questions.

6. Discussing the findings of the research so that the conclusion can be drawn.

1.7.

Clarification of Terms

The proposed study contains some terms that will cause misunderstanding. Those terms are explained below:

1) Didactic (literary text): a work dealing with a moral or religious or philosophical theme (Peck and Coyle, 2002).

2) Moral Values: honesty, responsibility, and justice are essential things required in this life (Lickona, 2012, p. 61).

3) Literature: stories, poems, and plays, especially those that are considered to have value as art and not just entertainment (Macmillan English Dictionary).

4) Values: the beliefs people have about what is right and wrong and what is most important in life, which control their behavior (Cambridge Advance Learner’s Dictionary).

5) Tale: a story, especially one which might be invented or difficult to believe (Cambridge Advance Learner’s Dictionary).

1.8.

Organization of Paper

This present study consists of five chapters as follows: CHAPTER I

This chapter contains background of the study, research questions, aims of the study, the scope of the study, significance of the study, research

methodology, and the organization of the paper. CHAPTER II

It consists of details on the theoretical frameworks employed in the study. CHAPTER III

This section contains the research methodology, describing the data used in the research and the methodology to be adopted.

CHAPTER IV

This chapter presents the result found in relation to both the research questions and existing knowledge.

CHAPTER V

This last chapter provides final reflection of the study and possible issue for further research.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology of the study. This includes the object of the study, research question, research methodology, technique of the data analysis, source of the data, and data presentation.

3.1

The Object of the Study

This study attempts to analyze moral values embodied in children‟s book.

The object used in this study is a children‟s book entitled Eight O’clock

Tales,written by Enid Blyton and published in 2008.

Eight O’clock Tales is a fantasy fiction in which the characters are mostly animals and toys. Since it is a fantasy fiction, all of the stories involve magic. It was first published in Great Britain in 1944. It features eleven short stories, they are; The Good Turn, The Boy Who Heard Too Much, The Skittle Policeman,

Tick-Tock Tea’s Party, The Runaway Donkey, The Surprise Party, The Enchanted

Doll, When the Toys Came Alive, The Brownie who Pulled Faces, All the Way to Toytown, and Poor Old Scarecrow!. Eight O’clock Tales is the last series of

O’clock Tales compilations.

This children‟s book is chosen because it is likely to have moral values embodied in the stories. It is, therefore, in line with theaim of this present study that focuses on finding out the moral values and categorizing them based on 2013 curriculum.

3.2

Research Question

This study tries to seek the answer of the following question:

1. What are the moral values embodied in children‟s book Eight O’clock Tales

3.3

Research Methodology

S

ince the data used in this present studyare in the form of text, qualitative study which employs descriptive textual analysis is chosen. According to Hancock (2002), a research based on qualitative method “focuses on description and interpretation that may lead to development of new concepts or theory” in order to help people understand the subject of the study. By using qualitative method which is supported by textual analysis, the collected data are identified in order to meet the aim of the study. Moreover, Maxwell (1996) states that qualitative study focuses on certain events not numbers, but more on words.

In addition, Alwasilahsuggests that there are four actions that the researchers should fulfill: (1) establishing familiarity with the respondents, (2) determining the sample, (3) collecting the data, and (4) analyzing the data (Alwasilah, 2000, p. 100).

Textual analysis used in this qualitative study is defined as a technique to gather the data (McKee, 2001). Textual analysis is used as the research technique

to identify the moral values embodied in the children‟s book Eight O’clock Tales

(2008) written by Enid Blyton. This technique is useful for researchers „who want to understand the ways in which, in particular cultures at particular times, people make sense of the world around them‟ (ibid.)

3.4

Research Procedures

In conducting the present study, the following steps have been taken as follow:

1. Reading carefully throughout the children‟s book multiple times in order to understand and to unearth the moral values embodied in

2. Highlighting the textual evidences related to the moral values necessitated by social attitudes competence in Indonesia 2013 curriculum.

3. Writing a brief note in the highlighted textual evidences in order to simply identify how these values are suitable for student‟s character education.

4. Listing the textual evidences in the form of table based on the notes so

that the moral values embodied in the children‟s book and their

relation to character education can be easily categorized for further analysis.

5. Analyzing the textual evidences as well as presenting the data framed within the related theories in order to answer the research questions. 6. Discussing the findings of the research so that the conclusion can be

drawn.

3.5

Data Source

The data in this present study are gathered from the children‟s book Eight

O’clock Tales written by Enid Blyton and published in 2008.

3.6

Data presentation

To achieve the goal of this present study, the data are divided into nine sections.These sections are related to the moral values based on what has been stated in social attitudes competence in 2013 curriculum. Those sections consist of the data presentation of moral values namely honesty, discipline, responsibility, being polite, care, teamwork, peace (care for peace), being confident to interact with families, friends, teachers, and neighbors, and being responsive and pro-active. The collected data are presented in the form of the tables as follow.

Table 3.1

Example of the moral value of Honesty No Short

Story

Character Textual Evidence

Analysis/Comment 1. Tick

Tock‟s Tea Party

Tick-Tock the brownie, he lives with his

enchanter

Wind-Whistle. He keeps his house neat and tidy for him. He cooks his meals, washes his clothes, and sometimes helps Wind-Whistle with his spells.

„I‟m going to the Blue Hills with the princess and her ladies,‟ he said. „She needs my help. Look after my house and see nothing goes wrong. And don’t meddle with any magic or you will be sorry!‟ said Wind-Whistle. (p. 47)

By six o‟clock Wind-Whistle and the ladies were gone and Tick-Tock was left alone.(p. 47)

„Why

shouldn‟t I give a tea-party and make all the cakes and things

appear!‟ he

shouted. I can

wear the

enchanter‟s magic clock, and then all the things I say will come true too. Oh how

lovely! Won‟t I

make everyone stare! My friends will think I’m an enchanter.‟ (p.

As it is seen on the textual evidence, Tick-Tock was dishonest for he pretends to be an enchanter. He could not do any magic, but the enchanter could. Tick-tock, in this case, had an idea to make a tea party and use the enchanter‟s clock in order to impress his friends. This is an act of cheating and deceiving. Lickona (1991) argues that “honesty is one of a form of respects. When a person does not do cheating, deceiving, or stealing, it means the person respects another person.” (Lickona, 1991, p. 74).

As Tick-Tock pretended to be an enchanter and could do the magic, thus the chaos and disharmony came out. The magic he did is no longer in an order as illustrated on the textual evidence. When honesty is not embedded in one‟s self then chaos and disharmony will control the situation as what Wijaya (2008) argues that “cheating is a form of dishonesty that often happens in life. When honesty is lost, then chaos and disharmony will take over the situation.” (Wijaya, 2008, cited in Emosdi, 2013).

47)

So the guests began eating – but, dear me, they couldn‟t eat nearly as fast as those cakes, jams, and butter appeared! Soon the tablecloth

was in a

dreadful mess, for the jam slid over the edge of the pot and dripped on the table, and the butter flopped down too, while the marmalade was in big blobs all around its dish. The cakes no longer fell on the dishes as they appeared out of the air, but bounced straight on to the table, scattering

crumbs all over the place.(p. 51)

Table 3.2

Example of the value of Discipline No Short

Story

Character Textual Evidence

Analysis/Comment 1. The Boy

Who Heard

Too

Harold, he has very sharp ears. He hears

His mother used to get angry with

him. „Something

will happen to

Discipline is one of forms of respects. “Discipline makes us follow not our heart‟s desire that leads to

Much many things he should not hear. He listens hard whenever he thinks

anyone is telling a secret.

you one day!’ she said. ‘And then you’ll be sorry you were such a nasty little listener!‟ Something did happen as you will see! Poor silly Harold! (p. 13)

„Oh, so it‟s you,

is it!‟ said Mother Two-Shoes, who knew very well what Harold was

like. „Listening

again, I suppose! I’ve just come to visit my poor old friend, Goody,

and I’ve no

secrets for you to hear, you nasty little boy. Come here!‟ (p. 15)

Harold rubbed his smarting ears. How long they seemed! The horrid old woman had pulled them quite out of shape!

His ears had been pulled out as long as a hare’s ears! (p. 16)

self-destruction, but the positivewishes” (Lickona, 1991, p. 75).

It can be learnt from the textual evidence that Harold does not have a self-discipline that causes him want to know other people‟s business. His uncontrolled desire causes him to have a negative impact, which is his ears grow up every time he listens to someone‟s business. The moral value of discipline is discovered in this story.

Table 3.3

Example of the moral value of Responsibility

No

Short Story

Character Textual

Evidence Analysis

1. The Good

Turn

Billy, he is a small boy. He used to see Mr.

Turnabout doing the good turns. He knows that Mr. Turnabout does not want to be thanked or rewarded but he wants people to pass the good turn instead.

Oh, Billy, but it would be dark down there and lonely,‟ said Wilfred, looking at his friend. „Wouldn’t you be frightened?‟ „Only a bit,’ said Billy. „Anyway, I‟ll try Wilfred….

Billy kept his word.

(p. 3)

Thomas Lickona (1991) mentions that responsibility is “an act of helping each other and not to ignore

somebody‟s problem.”

Moreover, he adds that “responsibility is also how we help others by keeping our commitment” (Lickona, 1991, p. 73). Based on the textual evidence, the character, Billy, kept his words to help his friend to find the marble even though he was afraid of the dark. Thus it can be concluded that Billy has the moral value of responsibility.

Table 3.4

Example of the moral value of Being Polite

No Short Story Character Textual Evidence

1. Tick-Tock‟s Tea Party

Tick-Tock the brownie, he lives with his enchanter Wind-Whistle. He keeps his house neat and tidy for him. He cooks his meals, washes his clothes, and sometimes helps Wind-Whistle with

One afternoon there came a knock at the door and Tick-Tock went to open it. Outside stood the princess of the Blue hills and two of her court, come to visit the enchanter and take his advice.

It was just tea-time and Tick-tock knew they would all stay tea – and oh, dear me – there were no cakes at all, hardly any jam, and just a pinch of tea!

his spells. „Pray come inside!‟ said Tick -Tock, bowing low, for he knew his manners very well.The princess came in, smelling very sweet and looking very lovely. Tick-tock gave her and the ladies-in-waiting some chairs in the drawing-room to tell Wind-Whistle of his royal visitor.

(p. 43)

Table 3.5

Example of moral value of Care No Short

Story

Characters Textual Evidence

Analysis 1. The

Runaway Donkey

Twiddle, a good-tempered gnome. He has a donkey named Kick-up.

Kick-up is a bad-tempered donkey. When he is angry, he kicks up his hind legs. He complains a lot to his master,

Twiddle, even though his master is very fond of him, and always tries to make him

comfortable.

„Have you

seen a fat, grey donkey wearing a sun-hat? He asked Gobbo, who was feeding his hens in the back garden. „he‟s run away.‟

„Good

riddance too!‟

said Gobbo, at once. „Let‟s hope he stays away.‟

„But I‟m

lonely without

him,‟ said

Twiddle.

„Poor old Twiddle’ said Gobbo. It’s a shame. Look, please will you accept three white hens from

me for a

present? They

The moral value of care is a part of responsibility values. “Caring about each other helps us to complete the act of responsibility over existing ethic-code all

over the world”

(Lickona, 1991, p. 75). In this story, Twiddle who lost his donkey is looking for him by asking his neighbors one by one. All the neighbors he asked about, every one of them is very pleased to hear that for the donkey has a very bad-temper But Twiddle is sad and lonely without his donkey.

The act of caring for each other is shown on the textual evidence.

will lay you lovely eggs for breakfast, and now that Kick-up is gone there is no one to grumble about their cackling.’ (p. 62-63)

gives him three white hens to accompany him and gives him eggs for breakfast. Lickona (1991) argues that caring about each other (meaning sacrificing of) helps us not to only know about what is our responsibility but also feel it” (Lickona, 1991, p. 75). Furthermore, he

also states that “think

other (care about each other) tends to be more open, this statement does not ask us to count how much we help others but to be always there when people need us” (Lickona, 1991, p. 73). If it is seen from the textual evidence, Twiddle‟s neighbor is always there to help him going through his problem. This is an act of caring about each other.

Table 3.6

Example of the moral value of Teamwork No Short

Story

Character Textual Evidence

Analysis/comment 1. The

Surprise party

Teddy Bear, a brown teddy bear.

He is

miserable. He is a foolish fellow. He

Then the yellow duck suddenly

thought of something. „Why,‟ she said, flapping her plush wings in

Merriam Webster

Dictionary defines teamwork as “the work done by people who work together as a team to do

something” (Merriam

-Webster, n.d.). Based on the textual evidence, in

thinks that nobody likes him.

delight, „I know! It‟s the teddy bear‟s birthday on Saturday. He came from the same shop as I did, and I quite remember him telling me one day when his birthday was. Couldn’t we give him a birthday party? That would be a wonderful surprise!‟

„I will make the teddy bear a fine blue

sash,‟ said the

French doll, who was very clever with her fingers. „He will like that to wear at his party.

„And I will

make some

chocolate buns on the little stove in the doll’s house,‟ said the sailor doll, who was really a very good cook.

‘I’ll make some toffee!

Cried the

clockwork mouse. (p. 73)

The toy went on with their plans for the

order to make a surprise party for Teddy Bear, his friends work together to make it come true. For instance, the French Doll says he would like to make the teddy bear a fine blue sash so the teddy bear could wear it on his party. Another example is that the sailor doll would like to make him some chocolate buns in the doll‟s house. These two examples indicate the teamwork value done by Teddy‟s friends so that his surprise party will come true and he will not be sad anymore.

party. They decided to build a big house of the pink and blue bricks, and to hold the party there.

Table 3.7

Example of moral value of Peace (Care for peace) No. Short

Story

Character Textual Evidence

Analysis/Comment 1. When

the Toys Came Alive

Peter and Gwen. They live in a big house and

have a

wonderful nursery full of marvelous toys.

„Oh it‟s dear old Monkey, that I used to cuddle each night!‟ shouted Gwen. „Pussy, Pussy, come and save us!‟

„Monkey, tell these toys to

untie me!‟

shouted Peter, struggling hard to get free. But the toys held him tightly. (p. 110)

„What do you want?‟ asked the rocking-horse with a snort.

„We’ve only just heard that

Gwen and

Peter are going to be punished unless a toy will speak for them and say that

Based on the passages, it can be seen that the characters, Gwen and Peter, are going to be punished for what they have done to the toys. Before executing the punishment, the judge asks the toys whether they have been kind to them or not. If there is no one that speaks for them, they will be punished.

Just in time, the two toys that have been taken care of by these children come and speak for them so that the children will be set free. Through this event, it can be said that the toys trying to speak for the children care about them. Moreover, this act can make a peace between the characters and the other toys. According to Merriam-Webster

Dictionary, peace is defined as “a state in which there is no war or fighting” (Merriam-Webster, n.d.). In

they have been kind,’ panted the monkey. ‘Well, we’ve come to speak for them.’(p. 111)

social attitudes competence, this value is integrated with the value of care. Hence, it can be said that the value of peace necessitated is the way „to treat something so that it stays in a good condition‟ (Macmillan, n.d.) meaning that it stays in a situation where „there is no

war or fighting‟ (Merriam

-webster, n.d.).

The toys who speak up for the characters keep the situation in a good condition. There will be no war or fighting happened between the characters and the other toys. Hence, peace can be created. From this story, the value of peace can be learnt.

Table 3.8

Example of moral value of Being Confident to Interact with Families, Friends, Teachers, or Neighbors

No Short Story

Character Textual Evidence

Analysis/Comment 1. The

Surprise Party

Teddy Bear, a brown teddy bear.

He is

miserable. He is a foolish fellow. He thinks that nobody likes him.

„I will run

away!‟ he said to himself. „Yes, I will! But first I’ll go back and tell the toys just what I think of them. I’ll tell

them how

horrid they are – how unkind – how selfish! I’ll go straight back now and tell

The teddy bear is always sad because he thinks that nobody likes him, including his friends. He never talks to his friends or do things. When he hears a whisper that his friends are going to hold a party without inviting him, he becomes more mourned and angry. He encourages himself to talk to his friends how nasty, horrid, and selfish they are. Even

them! (p.76) Back he went to the nursery, quite

determined to say some horrid tings. It was just

four o‟clock

when he arrived; the toys had finished getting ready for the party, and were standing in a line ready to sing the song that sailor doll had made up for them.

The bear

stamped into the nursery and glared round at the toys.

‘I’ve just come back to tell you what a lot of nast –„ he began

– but he couldn‟t

finish because at a sign from the sailor doll the toys opened their mouths and their breaks and began to sing very loudly. (p. 77) I know they toys are my friends, and I will be a friend to them. The teddy bear never forgot it. He is always planning lovely surprise for everyone, and he

though he is mistaken for what he thinks of his friends, he has already been able, at least, to talk to his friends about his feelings. As it is known that confidence in interacting with people is the ability to talk or to do things. And from this story, it can be learnt from the attitude of the character that he has that ability to, at least, talk to his friends. From this starting point, he finally makes friends as it is given in the textual evidence. This teaches the readers confidence.

never thinks of sulking in a corner now! (p. 81)

Table 3.9

Example of the moral value of Being Responsive and Proactive.

No Short Story Character Textual Evidence

1. The Surprise Party

Teddy Bear, a brown teddy bear. He is miserable. He is a foolish fellow. He thinks that nobody likes him.

As for the teddy himself, he was a foolish fellow. He thought that nobody liked him or wanted him. (p. 71)

And the toys thought that it was too bad that he wouldn‟t join in anything – so you see things got worse and worse, and soon teddy bear went moped in a corner all day and wouldn’t even answer when he was spoken to. (p. 70)

The toys laughed about it at first – and then, because they were kind-hearted, they began to worry about the teddy bear. They sent to the pixie who lived in the pansy bed under the nursery window and asked him for his advice.(p. 71)

‘I’ll tell you the best medicine for him’ he said at last. ‘Give him a great big surprise! That’s the best cure for anyone who’s moping’(p. 72)

Well the toys sat in a corner together and talked about it. What kind of surprise could they give the teddy bear?(p. 72)

REFERENCES

Anisa. (2013, July 7). PeresmianPeluncuranKurikulum 2013 di JawaBarat.LPMPJabar.Retrieved on October 11, 2013 from http://www.lpmpjabar.go.id/?q=node/853

Alwasilah, C. (2000). PokoknyaKualitatif. Bandung: Pustaka Jaya.

Arisi, R.O. (2013). Development: The Role of Social Studies Education: International Review of Social Sciences and Humanities Vol. 5, No. 1 (2013), pp. 247-254. Retrieved on October 11, 2013 from

Akuntono, I. (2014, January 4). PenerapanKurikulum 2013

HanyaSekadarFormalitas.Kompas.Retrieved on February 6, 2014 from http://edukasi.kompas.com/read/2014/01/02/1611598/Penerapan.Kurikulu m.2013.Hanya.Sekadar.Formalitas

Barone, M. D. (2011). Children’s Literature in the Classroom: Engaging Lifelong Readers. New York: The Guilford Press.

Beachum, F. D., Mccray, C. R., Yawn, C. D., &Obiakor, F. E. (2013). Support And Importance Of Character Education: Pre-Service Teacher

Perceptions. Education, 133(4), 470-480. Retrieved on October 1, 2013 from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=36e23ece-840c-4ec6-bbb4-aeb7818e4516%40sessionmgr14&vid=2&hid=1

Biskin, D. and Hoskisson, K. (2006). Moral Development Through Children’s Literature. The Elementary School Journal, Vol. 75, No. 3, Dec., 1974, p. 152-157. Retrieved on September 11, 2013

fromhttp://worldroom.tamu.edu/Workshops/CommOfRespect07/MoralDil emmas/Moral%20Dilemmas%20Through%20Literature.pdf

Blyton, E. (2008).Eight O’clock Tales.London: Egmont UK Limited.

Bressler, E. Charles. (2007). Literary Criticism: An Introduction to Theory and Practice, 4thed. New Jearsey: Pearson.

Bryan, L. (2005). Once Upon a Time: A Grimm Approachto Character Education. Journal.of Social Studies Research, Vol. 29, No. 1, 2005 p. 3-6.Retrieved on October, 1, 2013 from

http://e-resources.pnri.go.id/index.php?option=com_library&Itemid=53&key=7.

Cameron, Lynn. (2001). Teaching Languages to Young Learners. Cambridge. Cambridge University Press.

Care.(2013). InMacmillandictionary.com/.Retrieved October 1, 2013, from http://Macmillandictionary.com//care.Cambridge Advance Learner’s Dictionary

Collie, J. and Slater, S. (1987) .Literature in the Language Classroom. Cambridge: Cambridge University Press.

Court, D. &Rosental, E. (2006). Values Embodied in Children’s Literature used in Early Childhood Education in Israeli State Schools. Early Childhood Education Journal, Vol. 34, No. 6, June 2007p. 407-14. Retrieved on September 11, 2013

fromhttp://e-resources.pnri.go.id/index.php?option=com_library&Itemid=53&key=7

Cullinan, B. &Galda, L. (1994).Literature and the Child (3rd Ed.).Fort Worth, TX: Harcourt Brace.

Edgington, D. William.(2002). To Promote Character Education use Literature for Children and Adolescents. The Social Studies Volume 93, Issue 3, May-June 2007 p. 114-116. Retrieved on September 11, 2013 from http://e-resources.pnri.go.id/index.php?option=com_library&Itemid=53&key=7.

Emosda.(2013).

PenanamanNilai-NilaiKejujuranDalamMenyiapkanKarakterBangsa.Retrieved from http://www.unja.ac.id/fkip/index.php/kehidupan-kampus/opini-dan-artikel/117-penanaman-nilai-nilai-kejujuran.Accessed on September 11 2013.

Gates, S. P. et al. (2003). Fantasy Literature for Children and Young Adults.USA: Scarecrow Press, Inc.

Galda, L., et. al. (n.d.).Literature and the Child (8th Ed.)[Google Book Version]. Retrieved on February 6, 2014 from

http://books.google.co.id/books?id=p0rP14f24pYC&printsec=frontcover# v=onepage&q&f=false

Grenby, M. O. (2008). Children’s Literature. Edinburgh: Edinburgh University Press.

Good breeding. (2013). InMacmillandictionary.com/.Retrieved October 1, 2013, from http://Macmillandictionary.com//good breeding

Hancock, B. (2002).An Introduction to Qualitative Research (2nded). Nottingham: Trant Focus Group.

Honesty. (2013). In Merriam-Webster.com/.Retrieved October 1, 2013, from http://Merriam-Webster.com//dictionary//honesty

Honest. (2013). In Merriam-Webster.com/.Retrieved October 1, 2013, from http://Merriam-Webster.com//dictionary//honest

Huck, C. S. et al. (2004).Children’s Literature in the Elementary School (8thed.)[Amazon Book Version].Retrieved on October 1, 2013 from http://www.amazon.com/Childrens-Literature-Elementary-School-Charlotte/dp/0072562811/ref=pd_sim_sbs_b_2.

Hunt, P. (2005). Understanding Children’s Literature [Google Book Version]. Retrieved on February 6, 2014 from

http://books.google.co.id/books?id=4ikEPN7LKzsC&printsec=frontcover #v=onepage&q&f=false

Idhom, A. M. (2014, January 3). TahunIniSemuaSekolahTerapkanKurikulum 2013. Tempo.Retrieved on February 6, 2014 from

http://www.tempo.co/read/news/2014/01/03/079541985/Tahun-Ini-Semua-Sekolah-Terapkan-Kurikulum-2013

KementerianPendidikan Dan Kebudayaan Indonesia Desember(2012): “DokumenKurikulum 2013”

Lazar, G. (1993). Literatureand Language Teaching: A Guide for Teachers and Trainers. Cambridge: Cambridge University Press.

Leicester, M., Modgil, C., Modgil, S. (Eds.). (2000). Education, Culture, and Values (Vol. IV):Moral Education and Pluralism. London: Falmer Press.

Lickona, T. (1991).Educating for Character: How Our Schools Can Teach Respect and Responsibility (A. W. Juma, Trans.). Jakarta: PT BumiAksara. (Original Work Published 1991)

Lickona, T. (1991).Educating for Character: How Our Schools Can Teach Respect and Responsibility[Google Book Version] Retrieved on October 1, 2013 from

http://books.google.co.id/books?id=QBIrPLf2siQC&pg=PA23&hl=id&so urce=gbs_toc_r&cad=4#v=onepage&q&f=false

Lickona, T. (2004).Character Matters [Google Book Version]. Retrieved from http://books.google.co.id/books?id=DGgv8WaT370C&printsec=frontcove r&dq=thomas+lickona+character+matters&hl=en&sa=X&ei=CmxVUtnFJ 8mqrAek4YGQCw&redir_esc=y#v=onepage&q&f=false.

Lintner, T. (2011).Using “Exceptional” Children’s Literature to Promote

Character Education in Elementary Social StudiesClassrooms.The Social Studies Vol. 102, p. 200–203. Retrieved on October 1, 2013 from

http://www.tandfonline.com/doi/full/10.1080/00377996.2010.550955#tab Module.

Lynch-brown, C., and Tomlinson, C. M.(1998).Essential of Children’s Literature (3th ed.). Needham Heights, MA: Allyn& Bacon.Macmillan Publisher Ltd. 2003

ManfaatKurikulum 2013 MulaiTerasa. (2013, December 31). JPPN.Retrieved on February 6, 2014 from

http://www.jpnn.com/read/2013/12/31/208288/Manfaat-Kurikulum-2013-Mulai-Terasa-

McKee, A. (2003).Textual Analysis: A Beginner’s Guide. London: Sage Publications Ltd.

Mikkelsen, N. (2005).Powerful Magic: Learning FromChildren’s Responses toFantasy Literature. New York: Teachers College Press.

Munir, S. (2013, May, 4). IniPenjelasan M. NuhTentangKurikulum 2013. Kompas.Retrieved on October 11, 2013 from

http://edukasi.kompas.com/read/2013/05/04/21062649/Ini.Penjelasan.M.N uh.Tentang.Kurikulum.2013

Nashrillah, F. (2013, July 22).Para Guru MasihBingungKurikulum 2013.Tempo.Retrieved on October 11, 2013 from

http://www.tempo.co/read/news/2013/07/22/079498407/Para-Guru-Masih-Bingung-Kurikulum-2013

Noddings, N. (2002).Educating Moral People: A Caring Alternative to character Education.New York: Teachers College Press.

Nodelman, P. (2008). The Hidden Adult: Defining Children’s Literature. Baltimore: John Hopkins University Press.

Novia, D. R. M. (2013, December 11). Kurikulum 2013 MenekankanPraktik, BukanHafalan. Republika.Retrieved on February 6, 2014 from

http://www.republika.co.id/berita/pendidikan/eduaction/13/12/11/mxn1xq-kurikulum-2013-menekankan-praktik-bukan-hafalan

O’Sullivan, S. (2004). Books to Live By: Using Children’s Literature for Character Education. International Reading Association, 2004, p. 604-645.Retrieved on September 11, 2013 from

http://e-resources.pnri.go.id/index.php?option=com_library&Itemid=53&key=7.

Parker, L. K. (2004).Reading For Character:Principles Of Bibliotherapy Applied to Children’s Literature. FacultyPublications and Presentations.Paper 2 p. 1 – 8.Retrieved on October, 8 2013 from

Peck, J., and Coyle, Martin.(2002). Palgrave Key Concepts: Literary Terms and Criticism Third Edition. New York: Palgrave Macmillan.

Peace. (2013). In Merriam-Webster.com/.Retrieved October 1, 2013, from http://Merriam-Webster.com//dictionary//peace

Pillar, M, A.(1979).Using Children’s Literature to Foster Moral Development.The Reading Teacher, November 1979, p. 148-151. Retrieved on October 1, 2013 from

http://www.jstor.org/discover/10.2307/20194969?uid=3738224&uid=2129 &uid=2134&uid=2474745773&uid=2&uid=70&uid=3&uid=2474745763 &uid=60&sid=21102717112353

Polite.(2013). In Dictionary.cambridge.org/.Retrieved October 1, 2013, from http://dictionary.cambridge.org//dictionary//polite.

Politeness.(2013). In Merriam-Webster.com/.Retrieved October 1, 2013, from http://Merriam-Webster.com//dictionary//politeness

Proactive.(2013). In Merriam-Webster.com/.Retrieved October 1, 2013, from http://Merriam-Webster.com//dictionary//proactive

Responsible.(2013). In Macmillandictionary.com/.Retrieved October 1, 2013, from http://macmillandictionary.com//dictionary/responsible.

Responsive.(2013). In Merriam-Webster.com/.Retrieved October 1, 2013, from http://Merriam-Webster.com//dictionary//responsive

Siantar.(2013, July 17). Kurikulum 2013 Diimplementasikan di Simalungun. Metrosiantar.Retrieved on February 6, 2014 from

http://www.metrosiantar.com/2013/kurikulum-2013-diimplementasikan-di-simalungun/

Stoodt, Barbara. (1996). Children’s Literature: Discovery for a Lifetime[Google Book Version]. Retrieved on October 1, 2013 from

http://books.google.co.id/books?id=6ESvpGMd5DAC&pg=PA2&hl=id&s ource=gbs_toc_r&cad=4#v=onepage&q&f=false.

Suh, K. B. &Traiger, J. (1999).Teaching Values through Elementary Social Studies and Literature Curricula, School of Education Dowling College Oakdale Long Island, New York Vol. 19, No. 4, p. 723-726.Retrieved on October 1, 2013, from www.uni.edu/icss/164/sp10/article8.pdf.

Teamwork.(2013). In Merriam-Webster.com/.Retrieved October 1, 2013, from http://Merriam-Webster.com//dictionary//teamwork

Trianita, L. (2014, January 14). PolaBaruPelatihanKurikulum 2013, SepertiApa?.Tempo.Retrieved on February 6, 2014, from

http://www.tempo.co/read/news/2014/01/15/079544847/Pola-Baru-Pelatihan-Kurikulum-2013-Seperti-Apa

Waskita, F. (2013, May 2). KemendikbudPrioritaskanKurikulum 2013

UntukSekolahEks-RSBI.Tribunnews.Retrieved on October 11, 2013 from

http://www.tribunnews.com/nasional/2013/05/21/kemendikbud-prioritaskan-kurikulum-2013-untuk-sekolah-eks-rsbi

Yildirim, K. (2009). Values education experiences of Turkish class teachers: A phenomonological approach. EgitimArastirmalari-Eurasian Journal of Educational Research, 35, 165-184. Retrieved on October 11, 2013, from

Bryan, L. (2005). Once Upon a Time: A Grimm Approachto Character Education.

Journal.of Social Studies Research, Vol. 29, No. 1, 2005 p. 3-6.Retrieved

on October, 1, 2013 from

http://e-resources.pnri.go.id/index.php?option=com_library&Itemid=53&key=7.

Cameron, Lynn. (2001). Teaching Languages to Young Learners. Cambridge. Cambridge University Press.

Care.(2013). InMacmillandictionary.com/.Retrieved October 1, 2013, from http://Macmillandictionary.com//care.Cambridge Advance Learner’s Dictionary

Collie, J. and Slater, S. (1987) .Literature in the Language Classroom. Cambridge: Cambridge University Press.

Court, D. &Rosental, E. (2006). Values Embodied in Children’s Literature used in Early Childhood Education in Israeli State Schools. Early Childhood

Education Journal, Vol. 34, No. 6, June 2007p. 407-14. Retrieved on

September 11, 2013

fromhttp://e-resources.pnri.go.id/index.php?option=com_library&Itemid=53&key=7

Cullinan, B. &Galda, L. (1994).Literature and the Child (3rd Ed.).Fort Worth, TX: Harcourt Brace.

Edgington, D. William.(2002). To Promote Character Education use Literature for Children and Adolescents. The Social Studies Volume 93, Issue 3,

May-June 2007 p. 114-116. Retrieved on September 11, 2013 from

http://e-resources.pnri.go.id/index.php?option=com_library&Itemid=53&key=7.

Emosda.(2013).

PenanamanNilai-NilaiKejujuranDalamMenyiapkanKarakterBangsa.Retrieved from

http://www.unja.ac.id/fkip/index.php/kehidupan-kampus/opini-dan-artikel/117-penanaman-nilai-nilai-kejujuran.Accessed on September 11 2013.

Gates, S. P. et al. (2003). Fantasy Literature for Children and Young Adults.USA: Scarecrow Press, Inc.

Galda, L., et. al. (n.d.).Literature and the Child (8th Ed.)[Google Book Version]. Retrieved on February 6, 2014 from

http://books.google.co.id/books?id=p0rP14f24pYC&printsec=frontcover# v=onepage&q&f=false

Grenby, M. O. (2008). Children’s Literature. Edinburgh: Edinburgh University Press.

Good breeding. (2013). InMacmillandictionary.com/.Retrieved October 1, 2013, from http://Macmillandictionary.com//good breeding

Hancock, B. (2002).An Introduction to Qualitative Research (2nded). Nottingham: Trant Focus Group.

Honesty. (2013). In Merriam-Webster.com/.Retrieved October 1, 2013, from http://Merriam-Webster.com//dictionary//honesty

Honest. (2013). In Merriam-Webster.com/.Retrieved October 1, 2013, from http://Merriam-Webster.com//dictionary//honest

Huck, C. S. et al. (2004).Children’s Literature in the Elementary School

(8thed.)[Amazon Book Version].Retrieved on October 1, 2013 from

http://www.amazon.com/Childrens-Literature-Elementary-School-Charlotte/dp/0072562811/ref=pd_sim_sbs_b_2.

Hunt, P. (2005). Understanding Children’s Literature [Google Book Version]. Retrieved on February 6, 2014 from

http://books.google.co.id/books?id=4ikEPN7LKzsC&printsec=frontcover #v=onepage&q&f=false

Idhom, A. M. (2014, January 3). TahunIniSemuaSekolahTerapkanKurikulum 2013. Tempo.Retrieved on February 6, 2014 from

http://www.tempo.co/read/news/2014/01/03/079541985/Tahun-Ini-Semua-Sekolah-Terapkan-Kurikulum-2013

KementerianPendidikan Dan Kebudayaan Indonesia Desember(2012):

“DokumenKurikulum 2013”

Lazar, G. (1993). Literatureand Language Teaching: A Guide for Teachers and

Trainers. Cambridge: Cambridge University Press.

Leicester, M., Modgil, C., Modgil, S. (Eds.). (2000). Education, Culture, and Values (Vol. IV):Moral Education and Pluralism. London: Falmer Press.

Lickona, T. (1991).Educating for Character: How Our Schools Can Teach

Respect and Responsibility (A. W. Juma, Trans.). Jakarta: PT

BumiAksara. (Original Work Published 1991)

Lickona, T. (1991).Educating for Character: How Our Schools Can Teach

Respect and Responsibility[Google Book Version] Retrieved on October

1, 2013 from

http://books.google.co.id/books?id=QBIrPLf2siQC&pg=PA23&hl=id&so urce=gbs_toc_r&cad=4#v=onepage&q&f=false

Lickona, T. (2004).Character Matters [Google Book Version]. Retrieved from http://books.google.co.id/books?id=DGgv8WaT370C&printsec=frontcove r&dq=thomas+lickona+character+matters&hl=en&sa=X&ei=CmxVUtnFJ 8mqrAek4YGQCw&redir_esc=y#v=onepage&q&f=false.

Lintner, T. (2011).Using “Exceptional” Children’s Literature to Promote

Character Education in Elementary Social StudiesClassrooms.The Social

Studies Vol. 102, p. 200–203. Retrieved on October 1, 2013 from

http://www.tandfonline.com/doi/full/10.1080/00377996.2010.550955#tab Module.

Lynch-brown, C., and Tomlinson, C. M.(1998).Essential of Children’s Literature (3th ed.). Needham Heights, MA: Allyn& Bacon.Macmillan Publisher Ltd. 2003

ManfaatKurikulum 2013 MulaiTerasa. (2013, December 31). JPPN.Retrieved on February 6, 2014 from

http://www.jpnn.com/read/2013/12/31/208288/Manfaat-Kurikulum-2013-Mulai-Terasa-

McKee, A. (2003).Textual Analysis: A Beginner’s Guide. London: Sage Publications Ltd.

Mikkelsen, N. (2005).Powerful Magic: Learning FromChildren’s Responses

toFantasy Literature. New York: Teachers College Press.

Munir, S. (2013, May, 4). IniPenjelasan M. NuhTentangKurikulum 2013.

Kompas.Retrieved on October 11, 2013 from

http://edukasi.kompas.com/read/2013/05/04/21062649/Ini.Penjelasan.M.N uh.Tentang.Kurikulum.2013

Nashrillah, F. (2013, July 22).Para Guru MasihBingungKurikulum 2013.Tempo.Retrieved on October 11, 2013 from

http://www.tempo.co/read/news/2013/07/22/079498407/Para-Guru-Masih-Bingung-Kurikulum-2013

Noddings, N. (2002).Educating Moral People: A Caring Alternative to character

Education.New York: Teachers College Press.

Nodelman, P. (2008). The Hidden Adult: Defining Children’s Literature. Baltimore: John Hopkins University Press.

Novia, D. R. M. (2013, December 11). Kurikulum 2013 MenekankanPraktik, BukanHafalan. Republika.Retrieved on February 6, 2014 from

http://www.republika.co.id/berita/pendidikan/eduaction/13/12/11/mxn1xq-kurikulum-2013-menekankan-praktik-bukan-hafalan

O’Sullivan, S. (2004). Books to Live By: Using Children’s Literature for Character Education. International Reading Association, 2004, p.

604-645.Retrieved on September 11, 2013 from

http://e-resources.pnri.go.id/index.php?option=com_library&Itemid=53&key=7.

Parker, L. K. (2004).Reading For Character:Principles Of Bibliotherapy Applied to Children’s Literature. FacultyPublications and Presentations.Paper 2 p. 1 – 8.Retrieved on October, 8 2013 from

Peck, J., and Coyle, Martin.(2002). Palgrave Key Concepts: Literary Terms and

Criticism Third Edition. New York: Palgrave Macmillan.

Peace. (2013). In Merriam-Webster.com/.Retrieved October 1, 2013, from http://Merriam-Webster.com//dictionary//peace

Pillar, M, A.(1979).Using Children’s Literature to Foster Moral Development.The Reading Teacher, November 1979, p. 148-151. Retrieved on October 1,

2013 from

http://www.jstor.org/discover/10.2307/20194969?uid=3738224&uid=2129 &uid=2134&uid=2474745773&uid=2&uid=70&uid=3&uid=2474745763 &uid=60&sid=21102717112353

Polite.(2013). In Dictionary.cambridge.org/.Retrieved October 1, 2013, from http://dictionary.cambridge.org//dictionary//polite.

Politeness.(2013). In Merriam-Webster.com/.Retrieved October 1, 2013, from http://Merriam-Webster.com//dictionary//politeness

Proactive.(2013). In Merriam-Webster.com/.Retrieved October 1, 2013, from http://Merriam-Webster.com//dictionary//proactive

Responsible.(2013). In Macmillandictionary.com/.Retrieved October 1, 2013, from http://macmillandictionary.com//dictionary/responsible.

Responsive.(2013). In Merriam-Webster.com/.Retrieved October 1, 2013, from http://Merriam-Webster.com//dictionary//responsive

Siantar.(2013, July 17). Kurikulum 2013 Diimplementasikan di Simalungun.

Metrosiantar.Retrieved on February 6, 2014 from

http://www.metrosiantar.com/2013/kurikulum-2013-diimplementasikan-di-simalungun/

Stoodt, Barbara. (1996). Children’s Literature: Discovery for a Lifetime[Google Book Version]. Retrieved on October 1, 2013 from

http://books.google.co.id/books?id=6ESvpGMd5DAC&pg=PA2&hl=id&s ource=gbs_toc_r&cad=4#v=onepage&q&f=false.

Suh, K. B. &Traiger, J. (1999).Teaching Values through Elementary Social Studies and Literature Curricula, School of Education Dowling College

Oakdale Long Island, New York Vol. 19, No. 4, p. 723-726.Retrieved on

October 1, 2013, from www.uni.edu/icss/164/sp10/article8.pdf.

Teamwork.(2013). In Merriam-Webster.com/.Retrieved October 1, 2013, from http://Merriam-Webster.com//dictionary//teamwork

Trianita, L. (2014, January 14). PolaBaruPelatihanKurikulum 2013, SepertiApa?.Tempo.Retrieved on February 6, 2014, from

http://www.tempo.co/read/news/2014/01/15/079544847/Pola-Baru-Pelatihan-Kurikulum-2013-Seperti-Apa

Waskita, F. (2013, May 2). KemendikbudPrioritaskanKurikulum 2013

UntukSekolahEks-RSBI.Tribunnews.Retrieved on October 11, 2013 from

http://www.tribunnews.com/nasional/2013/05/21/kemendikbud-prioritaskan-kurikulum-2013-untuk-sekolah-eks-rsbi

Yildirim, K. (2009). Values education experiences of Turkish class teachers: A phenomonological approach. EgitimArastirmalari-Eurasian Journal of Educational Research, 35, 165-184. Retrieved on October 11, 2013, from