How consistent is teachers’ planning, implementation, and assessment in character education?

English Education Department, Universitas Pendidikan Ganesha, Bali, Indonesia

^* Corresponding author : budiartarahayu@gmail.com

Abstract

This descriptive case study aims at investigating how teachers planned, practiced, assessed students’ character development in the classroom. The study involved 29 students of Grade 5, a classroom, and an English teacher. The instruments include classroom observation, checklist, interview guide, field note, and video recording. The obtained data were analyzed by using analysis method by Miles and Huberman (1994). The result of the research shows that there were ten characters values detected in the lesson plans, however, only 55% consistently appeared in the teaching and learning process. Teachers were found to use performance rubrics and diary to keep record on students’ character development. The interview revealed that there was reluctance regarding role of teacher in term of assessing students’ characters. This fact implies that there should be intensive training and workshop for the teachers to improve the quality of the character education practices in elementary schools in Bali.