“I Teach Character in My Class”: Integrating Character Education in EFL Reading Classroom at Islamic Higher Education

Siti Nuraeni Muhtar, Dahlya Indra Nurwanti, R. Nadia R. P. Dalimunthe

Abstract


This article explores teacher's experiences and students' perceptions of character and values education at the university level. This is a case study of how teacher integrates character education in EFL Reading Comprehension subject at Islamic higher education context. The data from ten students and a teacher are collected through an online interview and questionnaires. The result showed the characters implied in EFL Reading Comprehension Subject are eleven characters include learning method, critical thinking, independence, creativity, courage/self-confidence, communicativeness, responsibility, honesty, religiousness, cooperation, tolerance. Those characters are positively responded by the students in their learning process in the classroom. Besides, the teacher also integrated those values in the teaching and learning process to instill students' character education.


Keywords


Character Education; Moral Values; English Subject; Islamic Education Department; Islamic University.

Full Text:

PDF

References


Tabrizi, E. A, Talib, A. M. A., & Yaacob, N. S. (2011). Relationship between creative thinking and anxiety among adolescent boys and girls in Tehran, Iran. International Journal of Humanities and Social Science (Vol. 1).

Alfares, N. (2017). Benefits and difficulties of learning in group work in EFL classes in Saudi Arabia. English Language Teaching, 10(7), 247. https://doi.org/10.5539/elt.v10n7p247

Anyanwu, R. (2003). Lessons on plagiarism: Issues for teachers and learners. International Education Journal (Vol. 4).

Apedoe, X. S., & Reeves, T. C. (2006). Inquiry-based learning and digital libraries in undergraduate science education. Journal of Science Education and Technology, 15(5–6), 321–330. https://doi.org/10.1007/s10956-006-9020-8

Badge, J. L., Cann, A. J., & Scott, J. (2007). To cheat or not to cheat? A trial of the JISC plagiarism detection service with biological sciences students. Assessment & Evaluation in Higher Education, 32(4), 433–439. https://doi.org/10.1080/02602930600898569

Berkowi, M. (2014). Character and citizenship. Retrieved January 22, 2019, from https://characterandcitizenship.org/about-us/key-players?id=8.

Burdett, J. (2003). Making groups work: University students’ perceptions. International Education Journal, 4.

Lee, B. (2013). The concept of creativity and linguistic creativity and its pedagogical implications in foreign language education. Journal of Korean Language Education, null (31), 141–168. https://doi.org/10.17313/jkorle.2013..31.141

Cheung, C. K., & Jhaveri, A. D. (2016). Developing students’ critical thinking skills through visual literacy in the new secondary school curriculum in Hong Kong. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2014.959470

Chowdhury, M. (2018). Emphasizing morals, values, ethics, and character education in science education and science teaching. Adum.Um.Edu.My.

Dobao, A. F. (2014). Attention to form in collaborative writing tasks: Comparing Pair and small group interaction. Canadian Modern Language Review, 70(2), 158–187. https://doi.org/10.3138/cmlr.1768

Gürler, İ. (2015). Correlation between self-confidence and speaking skill of English language teaching and English language and literature preparatory students. Curr Res Soc Sci (Vol. 1).

Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (2017). Preparing teacher-students for twenty-first-century learning practices (PREP 21): A framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching: Theory and Practice, 23(1), 25–41. https://doi.org/10.1080/13540602.2016.1203772

Huttunen, R., & Heikkinen, H. L. T. (2006). Pedagogy, culture and society teaching and the dialectic of recognition. https://doi.org/10.1080/14681360400200194

Hyland, F. (2001). Dealing with plagiarism when giving feedback. ELT Journal, 55(4), 375–381. https://doi.org/10.1093/elt/55.4.375

Jafarigohar, M., & Behrooznia, S. (2012). The effect of anxiety on reading comprehension among distance EFL learners. International Education Studies, 5(2). https://doi.org/10.5539/ies.v5n2p159

Jonassen, D. H., & Jonassen, D. H. (Eds.). (2003). Learning to solve problems with technology: A constructivist perspective (2nd ed). Upper Saddle River, N.J: Merrill.

König, J., Lammerding, S., Nold, G., Rohde, A., Strauß, S., & Tachtsoglou, S. (2016). Teachers’ professional knowledge for teaching English as a foreign language. Journal of Teacher Education, 67(4), 320–337. https://doi.org/10.1177/0022487116644956

Kuhn, D., Hemberger, L., Khait, V., Hemberger, L., & Khait, V. (2017). Argue with me. Routledge. https://doi.org/10.4324/9781315692722

Mulliner, E., & Tucker, M. (2017). Feedback on feedback practice: perceptions of students and academics. Assessment & Evaluation in Higher Education, 42(2), 266–288. https://doi.org/10.1080/02602938.2015.1103365

Nassaji, H., & Jun Tian. (2010). Collaborative and individual output tasks and their effects on learning English phrasal verbs. Language Teaching Research, 14(4), 397–419. https://doi.org/10.1177/1362168810375364

Olson, J. R., & Valeri-Gold, M. (1991). Cooperative learning and college developmental readers: An action research project to improve summary writing. Journal of College Reading and Learning, 24(1), 40–45. https://doi.org/10.1080/10790195.1991.10849979

Phillips, J., Smith, B., & Modaff, L. (n.d.). &Quot; Please don’t call on me: &Quot; Self-esteem, communication apprehension, and classroom participation.

Raihani. (2014). Creating a culture of religious tolerance in an Indonesian school. South East Asia Research, 22(4), 541–560. https://doi.org/10.5367/sear.2014.0234

Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, 42, 95–103. https://doi.org/10.1016/j.learninstruc.2016.01.004

Sanderse, W. (2013). The meaning of role modelling in moral and character education. Journal of Moral Education, 42(1), 28–42. https://doi.org/10.1080/03057240.2012.690727

Shehayeb, S., & Anouti, M. (2018). The impact of teacher’ practices and content of mathematics on Student’ anxiety in secondary and intermediate classes, 29. https://doi.org/10.4172/2167-1044.1000320

Sno~, C., & O’connor, C. (2013). Close reading and far-reaching classroom discussion: Fostering a vital connection.

Tagay, Ö., & Karakelle, S. (2014). Self-esteem and communication skills as predictors of psychological resilience for Turkish vocational school students.

Vatankhah, H., Daryabari, D., Ghadami, V., & Naderifar, N. (2013). The effectiveness of communication skills training on self-concept, self-esteem and assertiveness of female students in guidance school in Rasht. Procedia-Social and Behavioral Sciences, 84, 885–889. https://doi.org/10.1016/j.sbspro.2013.06.667

Weaver, R. R., & Qi, J. (2015). Classroom organization and participation: College students’ perceptions. Journal of Higher Education, 76(5), 570--601.

Yahaya, A., & Ramli, J. (2009). The relationship between self-concept and communication skills towards academic achievement among secondary school students in Johor Bahru.




DOI: https://doi.org/10.15575/jpi.v4i2.4001

DOI (PDF): https://doi.org/10.15575/jpi.v4i2.4001.g2375

Refbacks

  • There are currently no refbacks.



Editorial Office:

Faculty of Tarbiyah and Teacher Training

Jalan A.H. Nasution No. 105, Cibiru

Bandung, Jawa Barat, Indonesia, 40614

Phone: 022- 7802276

e-mail: journalof.islamiceducation@uinsgd.ac.id



 Creative Commons License

Jurnal Pendidikan Islam by http://journal.uinsgd.ac.id/index.php/jpi is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.