A SURVEY OF STUDENTS CHARACTER EDUCATION NEEDS IN LEARNING ENGLISHIN SD NEGERI 017 SAMARINDACHAPTER 1INTRODUCTION 1.1 Background Humanlife can not be separated from the sector of education. Education has veryimportant role for the improvement of human life. National education attemptsto build up the ability and create the character in order to educate thenation’s life. Intends to develop the capability of learners to become humanbeings who believe also pious to God Almighty, have a good morals,knowledgeable, capable, creative, independent, and turn into a democratic andresponsible citezen.
The direction of national education is to create ageneration of intellectual and have a good morals. Character formation can notbe removed from life skill. Amongteenagers often encountered criminal acts committed by students. For example,theft cases involving students, abuse of alcohol and drugs, skipping school,etc. Allvarious violations of the law is certainly a concern of us. There is need to reviseit so that the crime does not increase, especially among students. The things like that will not happen if everyindividual is embended in a positive character and moral.
The existence of astrong moral foundation and positive character, a person will think repeatedlyto do those negative things. That is the importance of character education,which is expected to create a person with good morals. Character educationshould be instilled since early childhood, elementary school and junior highschool because of these ages, children have gold age for the formation ofpersonality. Education itself is considered as the mosteffective media in developing the potential of students in the form of skillsand insights.
Therefore, education is continually built and developed so thatthe implementation process will produce the expected generation. The result of learning can be categorized intothree domains, namely the cognitive, psychomotor, and affective domains. Eachlearner has three domains. There are learners who have an advantage inthe cognitive domain, or knowledge, and some have an advantage in thepsychomotor realm or skill. However, both must be based on a good affectivedomain.
In affective domain, there are four important types of affectivecharacteristics. Theyare attitudes,self-concepts, interests, and moral values. 1.2 Problem of the studyConcerningto the background of the study, the researcher formulates the researchquestions as follow:1. Whatare the students of SMP Negeri 40 Samarinda needs in Interest?2.
Whatare the students of SMP Negeri 40 Samarinda needs in Attitude?3. Whatare the students of SMP Negeri 40 Samarinda needs in Moral Value?4. Whatare the students of SMP Negeri 40 Samarinda needs in Self-Concept? 1.3 Purpose of the studyRelatingto the problem of the study above, the purpose of the study are formulated asfollows :1. Tofind the students of SMP Negeri 40 Samarinda need in Interest2. Tofind the students of SMP Negeri 40 Samarinda need in Attitude3. Tofind the students of SMP Negeri 40 Samarinda need in Moral Value 4. Tofind the students of SMP Negeri 40 Samarinda need in Self-Concept 1.
4 Definition of Key Terms1. Survey is doing observation and investigation to school and collect thedata by use questionnaire for students. The purpose is to know what they thinkand feel directly2. Charactereducation is a national development creatingschools that encourage ethical, responsible and caring young people by modelingand showing great character.3.
Theneeds is the things that students needfor increasing their ability in English4. LearningEnglish is the students effort to masterEnglish Language CHAPTER 2REVIEW OF RELATED LITERATURE 2.1 The Need in Character Education Charactersthat are always associated with character education are often used for stateshow good a person is. In the other words, a person who shows the quality ofindividuals who match the desired of society can be expressed as having a goodcharacter and developing the quality of the character is often seen as aneducational goal. This component is part of the affective aspect of the national standard ofeducation.
According to Anderson (1980) there are two methods that can be used tomeasure affective sphere, the method are observation and self-reportmethod. The use of observational methods is based on theassumption that affective characteristics can be seen from the behaviors oractions shown, psychological reactions, or both. The self-report method assumesthat one who knows one’s affective state is himself. However, it demandshonesty in exposing the affective characteristics itself.
There are four important types of affectivecharacteristics. The four types of affective will be discussedin this paper are attitudes, self-concepts, interests, andvalues. 2.1.2. Needs in InterestAccording to Getzel (1966: 98), interest is anorganized tendency through experiences that encourage a person to acquirespecial objects, activities, understanding, and skills for the purpose ofattention or attainment. The important thing about interest is its intensity.
In general, interest includes affective characteristics that have highintensity. 2.1.3. Needs in AttitudeAccording to Fishbein and Ajzen (1975),attitude is a priority learned to respond positively or negatively to anobject, situation, concept, or person. The object of the school is the attitudeof students to the school, the attitude of the students to the subjects.This aspect of student attitude is importantto be improved (Popham, 1999: 204). Students’ attitudes toward English subjectsshould be more positive after students attend English lessons.
So, the attitudeof the students after the lesson should be more positive than before thelesson. This change is one indicator of teacher success in implementingteaching and learning process. To that end, teachers should make lesson plansincluding student learning experiences that make students’ attitudes toward thelessons more positive.Basedon the explanation above conculed thatt attitudes toward learning are believedto influence behaviors such as selecting and reading books, speaking in foreignlanguage, etc. If the students have positive attitude towards any subject, theycan accomoplish many things in that particular area. 2.1.
4. Needs inValuesAsKemendiknas (2010) stated in Panduan Karakter untuk SMP, the EducationAuthority has already mapped 6 character values for English subject for juniorhigh school. They are : · Respect for diversity · Cooperativeness · Confidence · Courtesy · Independence · Obedience 2.1.5.
Needs in Self-Concept Accordingto Fitts and Warren self-concept can be assessed through therir own experienceand observation. They believed that there are six domains that of children’s(age between seven to 14 years) needs in self-concept. The six domains includedphysical, personal, moral, family, social, and academic. 2.2 Previous Study TonjaMotley Locklear (2012) in his study, “A Descriptive, Survey Research Study ofThe Student Characteristics Influencing The Four Theoritical Sources ofMathematical Self-Efficiacy of College Freshman”. The freshman students wasdata collection sources and the instrument was questionnaire. KamaruddinS.
A (2012) in his study “Character Education and Students Social Behavior”. Theresults showed this program does not directly alter the character of thestudents, but it is expected to give a positive atmosphere in learning. CHAPTER 3METHODOLOGY4.1 Research DesignThis research design was a survey descriptivequantitative research method that doesn’t need a treatment. This researchdesign chosen to find the students need in character education on the fifthgrade of SD Negeri 017 Samarinda in academic year 2017/2018 from thequestionnaire survey.
Therefore, this study only makes an evaluation dataidentified the students need from questionnaire as the instrument. 4.2 Population and SampleA population is a complete set ofindividuals or subjects having some common observable characteristic.The population in this study is the studentsof fifth grade of SD Negeri 40 Samarinda in academic year 2017/2018 which isconsisted of 5 classes, they are class ‘A’, ‘B’, ‘C’, ‘D’ and ‘E’ with thetotal number of students is 150. Then the researcher took class ‘A’ as thesample of the study that consisted of 30 students.
The data identified in termof score obtain from questionnaire.The sample of this study was thefifth grade students who learn English subject at SD Negeri 017 Samarinda. Thesample was taken randomly (probability sampling). 4.3 InstrumentThecharacteristic of questionnaire is collecting the data through list thatarrange and give to get information from the data resource that are people.Thequestionnaire conducted by the researcher based on the expert in chapter II.The questionnaire divided into four types of affective characteristics : Interest, Attitude, Moral Value, and Self-Concept.
4.4 Data CollectionTehniqueTo collect the data, there are sometechniques used by the researcher as follows:1. Determiningthe population and sample in SMP Negeri 40 Samarinda2. Arrangingthe questionnaire before give to the sample3. Conductingtry out the questionnaire to 10 or 15% of the population in the first grade studentsof SMP Negeri 40 Samarinda4.
Collectingthe result of try out and piloting the result of try out questionnaire by usingpilot test5. Givingthe revised questionnaire to the 32 first grade student of SMP Negeri 40Samarinda randomly as the sample6. Analyzingthe result from questionnaire that student’s need in character education 4.
5 Data Analysis TechniqueIn this research, descriptivestatistic used to analyze the data with regard to research aims, to answer thedescription of mastery; the score to identify into the rate percentage. Thelabel is distributed into A, B, C, D, E. Rate percentage identified based onthe following formula: P = x 100% Where 😛 = PercentageFx = Frequency of students who choose A, B, C, D or EN = Number of students