Character Values and Their Internalization in Teaching and Learning English at Madrasah

Oct 15, 2026

Uploaded by dhado

Language functions not only to convey ideas and beliefs but also to communicate norms, values, and emotions, making character-value internalization essential in English teaching and learning. This qualitative study analyzes how such values are internalized without experimental intervention. Findings indicate at least six character values—independence, hardworking ethos, curiosity, democratic citizenship, communicative manner, and reading interest—performed by students. The English teacher internalizes these values in the teaching process even without explicit awareness.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Abstract

A. Introduction

Dinamika Ilmu P-ISSN: 1411-3031; E-ISSN: 2442-9651 2016, Vol. 16 No. 2 Character Values and Their Internalization in Teaching and Learning English at Madrasah Milad Islami Madrasah Aliyah Negeri 1 Samarinda [milad.man1smd@gmail.com](milad.man1smd@gmail.com) Abstract In addition to communicate intellectual- based concepts such as ideas, belief and thought, language is used to communicate norms, values and emotions. As the result, it is important to internalize the character values into the teaching and learning activity of English. The study describes the analysis of the internalization of character values. The research design was qualitative without any experimental settings involved. The results showed that there were at least six character values performed by the students in learning English, they were independence, hardworking ethos, curiosity, democratic citizenship, communicative manner, and reading interest. In addition, the character values were internalized by the English teacher into the process of teaching and learning even though she did not realize it. Keywords: character values, internalization, and character education A. Introduction The existence of a nation is more likely determined by its characters. The stronger its characters, the more civilized the nation will be. As the consequence, becoming a nation with strong and good characters are all people’s expectation. Since the conditions of national character seem to be decreasing, the scholars urge the character education to be taught and integrated formally in the teaching and learning process at schools (Asmani, 2012) . They believed that through character education a nation will find the best way to solve the problems. The best and systemic way to bring it into reality is through education (Kemdiknas, 2010) . As stated in the regulation of Ministry of National Education number 20/2003 about National Education System, the function of Indonesia education is developing the national characters and dignifying national civilization. Related to that, one main programs of Ministry of Education is to develop character education for the sake of increasing national education quality (Kemdiknas, 2010) . Character education in Indonesia’s educational system is not likely a brand new thing. There are two subjects that contribute to develop students’ moral and values, they are religion and civics education. In Islamic School like MAN 1 Samarinda there is also a subject that concerns about character, it is Aqidah Akhlaq (faith and moral) . It isone of religion group subjects besides Qur’an, Hadith, Arabic, and Tarikh (Islamic History) . It is not only discussed about the Islamic belief but also about values, morals, manners, and characters. In Islamic perspective, faith and characters are inseparable. One’s strong belief may affect one’s manners and vice versa. Unfortunately, those subjects may not significantly contribute in building students’ good character because they only emphasize to the knowledge of the values not about how to apply them in the daily life (Kemdiknas, 2010) . As the consequence, the students only know all about the values but they do not see the real example of how to implement them in their daily life. Because the result of character education through religion and civics education may have not yet satisfying, the government believed that it should involve all of the subjects. The implementation of it should also be modified in such a way that focus on the students’ cognitive, affective and psychomotor development that the character values are not only integrated in all core materials or topics of the lessons but also should facilitate the students to implement them into the learning activity. It seems that the main focus of our education so far is to increase the intelligence of the brain only or cognitive aspects. The ground thinking paradigm is that the success in a student's life is determined solely by one factor, n

FAQs

Why is internalizing character values important in English teaching and learning?

Because language is used to communicate norms, values, and emotions, internalizing character values supports meaningful learning beyond intellectual concepts.

What research approach does the study use to analyze character-value internalization?

A qualitative design is used, without experimental settings.

Which character values are identified as being performed by students during English learning?

The study reports at least six values: independence, hardworking ethos, curiosity, democratic citizenship, communicative manner, and reading interest.

Oct 15, 2026

Uploaded by dhado