




































1 

 ELT FORUM 4 (1) (2015) 

 

Journal of English Language Teaching 
 

http://journal.unnes.ac.id/sju/index.php/elt 

 

 

THE INTEGRATION OF SECOND CORE COMPETENCE 

(KI 2) OF CURRICULUM 2013 IN ENGLISH CLASSES 

 

Yulia Anugrahwati  

 

English Department. Faculty of Languages and Arts. State University of Semarang 

 

Aticle Info 

________________ 
Article History: 

Received in Juni 2015 

Approved in Juli 2015 

Published in Agustus 

2015 

________________ 
Keywords: 

Character Education, 

Curriculum 2013, English 

Real teaching. 

____________________ 

Abstract 
___________________________________________________________________ 
This final project is based on a study which attempted to describe the integration of character education in a 

real teaching. The main purpose of the study was to describe how the teachers integrated and assessed (KI 2) or 

character education to their students in English classes. Three english teachers from two different school levels 

participated in this research. They taught their students in the class. From the teaching and learning process, 

the transcriptions which contained teachers’ acts and talks was provided. Then, both teachers’ acts and talks 

were displayed on a table. They were categorized based on 18 pillars of character education which is proposed 

by Kemendiknas. After both teachers’ acts and talks were categorized, the researcher explained what methods or 

strategies were used in integrating and assesing character education. After that, the researcher summarized all 

the findings from the data and conclude them. Results indicated that all the three teachers who became the 

source of data have already integrated character education in their class. The first teacher or teacher A 

integrated discipline and social care. Both discipline and social care are displayed twice on the transcription. 

The next teacher is teacher B. During her class, she integrated tolerance three times, respect of the achievement 

three times, social care four times, each democratic, communicative and discipline one time to all her students. 

The last teacher is teacher C. She did integrate curiosity once, religious for four times and both tolerance and 

democratic twice. Charater education has already integrated by all teacher in each class. There was no new 

strategy which was used by all the teachers in integrating character education. The strategies which were 

mostly used by the teachers were only in the form of advice. In addition, there was no strategy which was used 

by the teachers to assess character education. This could happen because the teachers did not do any single 

assessment to character education which they have transferred on that day. 

 

© 2015 Universitas Negeri Semarang 

 
 Correspondent Address:  

   B3 Building  FBS Unnes  

   Sekaran, Gunungpati, Semarang, 50229 

   E-mail: yulia_anugrahwati@yahoo.com 

 

ISSN 2252-6706 



 

Yulia Anugrahwati / Journal of English Language Teaching 4 (1) (2015) 

2 

INTRODUCTION 

 

Education in Indonesia has many 

problems till now. According to Senior Advisor 

to The Minister of National Education, Prof. Dr. 

Kacung Marijan, Indonesia experienced very 

complex educational problems. From those 

problems, he grouped them into three main 

problems. The Problems are low teacher’s 

quality, inadequate infrastructure, and 

curriculum which has not been standardized. 

The first problem is low teacher’s quality. 

Based on National Seminar on Global Education 

Perspective: Roots of The Change Education 

System in Indonesia, in Solo, Central Java, on 

2013 amongst 2.92 millions of new teachers, 

about 1.44 millions of them have not mastered 

the S-1 degree. That amount is equivalent to 49.3 

percent of the total teachers in Indonesia. And 

also, there are only 2.06 millions or about 70.5% 

of the teachers who are qualified for certification 

while the rest are not qualified.  

The next problem is inadequate 

infrastructure. Based on data from Ministry of 

National Education, Indonesia has 899,016 

primary school classrooms, but there are 293,098 

(32.6%) classrooms in a bad condition. In junior 

high schools, Indonesia has 298,268 classrooms 

but some of them which are in bad condition 

reach 125,320 (42%). Based on the region, East 

Nusa Tenggara (NTT) has 7,652 classrooms in 

bad condition, followed by 1,186 in Central 

Sulawesi, Lampung 911, West Java 23,415, 

Southeast Sulawesi 2,776, Banten 4,696, South 

Sulawesi 3,819, West Papua 576, Central Java 

22, 062, east Java 17,972 and West Sulawesi 898.                  

  

 The last problem relates to our education 

is about curriculum which has not been 

standardized. In fact, curriculum in Indonesia has 

already changed many times. Due to frequent 

change of curriculum, there was a public 

perception stated that "minister changes, 

curriculum also changes". This perception shows 

that curriculum which is used or implemented in 

Indonesia depends on the minister who is on 

duty. As the result, the curriculum which is 

implemented lasts only for couple years. This 

situation makes the curriculum ended before it 

can be evaluated.  

Once again, curriculum in Indonesia is 

changed. Mohammad Nuh, the former minister 

of education launched and implemented new 

curriculum on July, 15th 2013. This new 

curriculum is known as Curriculum 2013. 

Curriculum 2013 brings some changes to its 

content. One of them is putting character 

education into core competence. The government 

named character education into Second core 

competence (KI 2). In relation to that issue, the 

government insists every school level to optimize 

character education. The government insists the 

optimization of the character education based on 

the importance of character education itself and 

some social phenomena which appear recently, 

that is the moral degradation of Indonesian 

society. For example, pornography, students 

bullying, drugs, corruption etc. 

The reason why this research needs to be 

done are Curriculum 2013 has triggered a lot of 

public debates among experts and layman alike. 

Then, the classroom practices that integrate 

character education and subject matter needs to 

be documented to provide authentic information 

to the authority regarding the implementation of 

one aspect of the curriculum. The last reason is 

the documentation of the classroom practices will 

be useful for teacher training institution such as 

UNNES that trains student teachers. The results 

of this study may serve as useful input for 

preparing teachers to implement the new 

curriculum. 

Hopefully, This research is expected to be 

able to give information to the researcher herself 

and some intellectuals and also people in 

educational field dealing with curriculum 2013, 

core competences of curriculum 2013 and 

character education (KI 2). The researcher hopes 

that this research brings some advantages to the 

teachers, government and the researcher herself 

in the future. 

 

 

  



 

Yulia Anugrahwati / Journal of English Language Teaching 4 (1) (2015) 

3 

REVIEW OF RELATED LITERATURE 

 

Kelly (1999) stated that “Curriculum as, 

'All the learning which is planned and guided by 

the school, whether it is carried on in groups or 

individually, inside or outside the school.” Based 

on this definition, curricular activities cover some 

activities both inside and outside of the class.  

Based on RELC journal 44 (1), The term 

“curriculum is used here to refer to the overall 

plan or design for a course and how the content 

for a course is transformed into a blueprint for 

teaching and learning which enables the desired 

learning outcomes to be achieve.”  

Further, Null (2011:34) suggested that 

Curriculum, however, is a specific, tangible 

subject that is always tied to decision making 

within institutions, whether they are schools, 

churches, nonprofit agencies, or governmental 

programs. He also suggested that a curriculum 

forces us to think about ethics. Overview of this 

definition fits perfectly with the curriculum 2013 

which emphasizes on character education. 

Character education becomes second core 

competence and main point of this curriculum. 

The proof of the previous statement is reduction 

the sum and period of subject in all education 

levels and the integration of character education 

on each subject.   

Curriculum 2013 is a curriculum that 

prioritizes on the understanding, skills, and 

character education. Students are demanded to 

understand the materials, active in the 

discussions and presentations as well as have 

manners and discipline (Wikipedia.com).  

Etymologically, the word education is 

derived from educare (Latin) "bring up", which is 

related to educere "bring out", "bring forth what is 

within", "bring out potential" and ducere "to lead". 

Education in the largest sense is any act or 

experience that has a formative effect on the 

mind, character or physical ability of an 

individual. In its technical sense, education is the 

process by which society deliberately transmits its 

accumulated knowledge, skills and values from 

one generation to another.  

Webster defines education as the process of 

educating or teaching. Educate is further defined 

as "to develop the knowledge, skill, or character 

of..." Thus, from these definitions, we might 

assume that the purpose of education is to 

develop the knowledge, skill, or character of 

students.  

Ki Hajar Dewantara defines “education as 

an effort to advance the character, 

mind and body of children, in order to advance 

the perfection of life that    is alive and bring the 

child in harmony with nature and society”.  

Basically, “the English word ‘character’ is 

derived from the Greek charaktêr, which 

originally referred to a mark impressed upon a 

coin. Later and more generally, ‘character’ came 

to mean a distinctive mark by which one thing 

was distinguished from others, and then primarily 

to mean the assemblage of qualities that 

distinguish one individual from another” 

(Homiak, 2007). Besides, there is another 

definition stated by Thomas Lickona (1991: 52), 

Character is “A reliable inner disposition to respond 

to situations in a morally good way”. 

The Greek philosopher Aristotle on 

Lickona (1991:50) defined good character as the 

life of right conduct-right conduct in relation to 

other persons and in relation to oneself. 

Further, the definition of character 

education clearly explained in 

http://www.en.wikipedia.org/wiki/Character-

_education “Character education is an umbrella term 

loosely used to describe 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 other hand, Schwartz (2008) also stated 

Character education is a national movement 

encouraging schools to create environment that 

foster ethical responsible, and caring young 

people. 

In daily life, there are so many characters 

that we have to apply to be considered as a good 

human beings. On Buku Panduan Pelaksanaan 

Pendidikan Karakter which is published by 

Kemendiknas (2011), there are 18 values as the 

result of empirical study which is done by Pusat 

Kurikulum. Those values are sourced from 

religion, Pancasila, Culture, and the goal of 



 

Yulia Anugrahwati / Journal of English Language Teaching 4 (1) (2015) 

4 

national education.The values are (1) religiousity, 

(2) honesty, (3) tolerance, (4) discipline, (5) hard 

work, (6) creative, (7) independent, (8) democrat, 

(9) curiosity, (10) the national spirit, (11) 

nationalism, (12) respect for the achievements, 

(13) friendly/communicative, (14) pacifism, (15) 

love to read, (16) environmental care , (17) social 

care, (18) responsibility. 

 In other hand, Koesoema A proposes 

twelve pillars of complete and comprehensive 

character education. The pillars are Appreciation 

of the body, Transcendental, Academic 

excellence, Self-control, Bravery, Love of 

rigteousness, Skilled, Democratic, Appreciate to 

differences, Responsibility, Fairness, Moral 

integrity  

Further, the Good characters according to 

Josephson Institute of Ethics, can be categorized 

into six pillars of character education. They are 

Trustworthiness, Respect, Responsibility, 

Fairness, Caring and Citizenship                                                                                                  

Character education is integrated on real 

teaching is an introduction to values, a facility to 

gain awareness about values and internalize some 

values into student’s behavior through a learning 

process which take place inside or outside the 

classroom for all the subject.  

After understanding the core (KI) and 

basic competence (KD) of curriculum 2013 for 

English lesson, the next step is to integrate the 

Character Education (KI 2)  in English 

Classroom, which steps are explained as follows: 

1. Preparing the English syllabus which 

includes the Character education.  

2. Explaining the syllabus that has included the 

Character Education into the Lesson Plan  

3. Implementing the RPP in English Learning. 

The teacher is expected to create the 

materials which contain the character 

education. One of the techniques is to as the 

students begin with understanding the 

material and continue to observing values 

that can be generated from the materials. 

4. The last step is evaluation. The evaluation 

implemented by teacher must include (a) 

evaluation of the English materials 

understanding (cognitive aspect) (b) 

evaluation to understand the attitude and 

value to be developed from the English 

materials (effective aspect) 

 

RESEARCH METHODOLOGIES 

 

Descriptive-qualitative approach is used in 

this research to analyze character education is 

integrated on English class and display the whole 

result of the research itself regarding on 

answering the research problems.  

The object of this study is English teachers 

in MAN Babakan and MTs. This study is only 

concerned on teachers’ strategies in case 

integrating and assessing character education in 

English classes.  

In this final project, the researcher is an 

outsider who pay attention and record teaching 

and learning process. Based on the explanation 

above, I am an outsider who responsible to be the 

data collector, observer, analyzer, and reporter. 

As the data collector, I take the data from English 

teacher in a real teaching. I, myself record the 

teacher in teaching the students. As an observer, 

I just observe closely the teachers in doing their 

job. As an analyzer, I am in charge of analyzing 

some methods or strategies used by teachers in 

integrating and assessing character education. 

Then, I categorize the data based on the eighteen 

values from Kemendiknas which is the criteria of 

data analyzing. The last, I am responsible to be a 

reporter. It means that I need to composed and 

report the whole result of the research in the form 

of final project. 

The data is needed to compose this final 

project is categorized as naturally occurring data 

where it is not made up. It means that the data is 

not artificial. The data which is obtained is in the 

form of English teacher’s performance in 

integrating and assessing second core 

competence (KI2) of curriculum 2013 in English 

class.  

To obtain data of this study, the researcher 

uses video recording. I use video recording 

because the data is in the form of teacher’s 

performance in integrating and assesing second 

core competence (KI 2) of curriculum 2013. I use 

video recording because the data can display the 



 

Yulia Anugrahwati / Journal of English Language Teaching 4 (1) (2015) 

5 

whole process of integrating and assessing KI 2 of 

curriculum 2013 .  

In analyzing the data, the first step is 

making a transcript of the video. The process is 

called with transcribing. In this process, I specify 

every word which were said by the teacher on the 

video. Then, I specify teacher’s talk and act on 

each activity to find what character education 

which are addressed by the teacher. Here, I 

categorized the findings based on 18 pillars of 

character education which is proposed by 

Kemendiknas such as religiosity, honesty, 

tolerance, discipline, hard work, creative, 

independent, democrat, curiosity, the national 

spirit, nationalism, respect for the achievements, 

friendly/communicative, pacifism, love to read, 

environmental care, social care, and 

responsibility. Then, I explain what methods or 

strategies are done by teacher to addressing and 

assessing character education. In simple way, 

data display can be seen on the table below. 

 

Teacher’s talk or act Pillar of character Education Strategies 

   

   

   

 

The last step is conclusion or verification. 

Conclusion of a qualitative research may be able 

to answer the research problems which are 

formulated from the beginning, but maybe no. It 

may happen due to the problem and research 

problems in qualitative research are still tentative 

and will be developed after the research itself 

completed. In this stage, I summarize all the 

findings from the data and conclude them. 

 

FINDINGS AND DISCUSSIONS OF 

FINDINGS 

 

This chapter deals with two main points of 

analysis. They are research findings and 

discussions of the findings. The research findings 

describes what had happened in English classes 

and presents some facts which are related to the 

strategies in integrating and assessing Second 

Core Competence of Curriculum 2013 or 

character education which were done by the 

teachers. In addition, the discussion of the finding 

presents the description and interpretation of the 

finding in order to provide more comprehensive 

explanation. In this point of analysis, I will 

categorize all teacher’s acts and talks using 

eighteen pillars of character education including 

religiosity, honesty, tolerance, discipline, hard 

work, creative, independent, democrat, curiosity, 

the national spirit, nationalism, respect for the 

achievements, friendly/communicative, 

pacifism, love to read, environmental care, social 

care, and responsibility (Badan Pusat Pelatihan dan 

Pengembangan Kurikulum, 2010). 

 

FINDINGS AND DISCUSSIONS OF 

FINDINGS 

 

There are three teachers who become the 

participants of this research. For privacy reasons, 

they will be referred to as teachers A, B and C. 

These three teachers come from two different 

school levels. Teacher A is an English teacher in 

Madrasah Aliyah Negeri or Islamic Senior High 

School of Babakan, Lebaksiu. In addition, both 

teacher B and C are English teachers in Madrasah 

Tsanawiyah or Islamic Junior High School of 

Slawi. 



 

Yulia Anugrahwati / Journal of English Language Teaching 4 (1) (2015) 

6 

The transcriptions which are derived from 

the videos of teachers in teaching character 

education on English classes show that each 

teacher has already integrated character 

education in their classes. The transcriptions 

show that the first teacher or teacher A integrated 

character education for four times during sixty 

five minutes of his class. The character education 

which he integrated is classified into two pillars 

from eighteen pillars of character education. 

They are discipline and social care. Both discipline 

and social care are displayed twice on the 

transcription. The next teacher is teacher B. She 

taught her students for about an hour and fifty 

eight minutes. During her class, she integrated 

character education for eight times. She has 

integrated six pillars out of eighteen pillars of 

character education which is proposed by 

Kemendiknas. The characters which she 

integrated are tolerance, respect of the 

achievement, social care, democrat, 

communicative, and discipline. She incorporated 

tolerance three times, respect of the achievement 

three times, social care four times, each 

democrat, communicative and discipline one 

time to all her students. The last teacher is teacher 

C. She did teach her students for about thirty two 

minutes. She integrated character education for 

eight times out of eighteen pillar of character 

education which is proposed by Kemendiknas. 

She did integrate religiosity, curiosity, tolerance, 

and democrat. Teacher C integrated religiosity 

for four times and both tolerance and democrat 

twice. 

 

CONCLUSION 

  

Finally, from the analysis findings above, 

it could be summarized; the three teachers who 

became the participants and the data sources of 

this research had already integrated character 

education in their class. The first teacher or 

teacher A integrated two pillars of character 

education during sixty five minutes of his class. 

He integrated pillar discipline and social care. Both 

discipline and social care were displayed twice on 

the transcription. The second teacher is teacher B. 

She taught her students for about one hour and 

fifty eight minutes. During her class, she 

integrated pillar tolerance, respect of the 

achievement, social care, democratic, 

communicative, and discipline. She integrated 

tolerance three times, respect of the achievement 

three times, social care four times, each 

democratic, communicative and discipline one 

time to all her students. The last teacher is teacher 

C. She taught her students for about thirty two 

minutes. She integrated eight pillars out of 

eighteen pillar of character education proposed 

by Kemendiknas. She did integrate religiosity, 

curiosity, tolerance, and democrat. Teacher C 

integrated curiosity once, religious four times and 

both tolerance and democratic twice. 

Secondly, there was no new strategy which 

was used by all the teachers in integrating 

character education. The teachers mostly 

integrated character education by some actions 

they did in teaching and learning process which 

actually most of their students did not notice. 

They did not clearly say or give examples to what 

characters which become objectives or listed on 

the lesson plan. The strategies which were mostly 

used by the teachers were only in the form of 

advice. In addition, there was no strategy which 

was used by the teachers to assess character 

education. This could happen because the 

teachers did not do any single assessment to 

character education which they have transferred 

on that day. 

 

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