REPRESENTATIVE OF MORAL VALUE FROM SPEECH RM BTS IN UNICEF

FOR DEVELOPING STUDENTS CHARACTERISTIC

Research Project Proposal

By:
Dewanti Rahayu
41032122161014

PROGRAM STUDI BAHASA INGGRIS

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS ISLAM NUSANTARA BANDUNG
2020
 CHAPTER I
INTRODUCTION

A. Research Background
Character building that becomes one of the government's attention nowadays
should be welcomed and formulated systematic and comprehensive. Character building
should be developed within the framework of the national education system as a whole
normative references, formulated in a complete framework. Currently is the situation
where the Indonesian people in positions of changes to the top of world civilization. In
the process of change, character building is a necessity. Because, only the nation that has
a strong character who able to reach the top of world civilization. (Thomas Lickona,
2012:7).
Character development is included in the philosophy of Pancasila, where morals,
ethics and culture are prioritized and become important point. A serious problem faced
by the government today is finding ways of how character education is a priority for
students. That spirit is implicitly affirmed in the National Long -Term Development
Plan (RPJPN) 2005-2025, where the Government makes character development as one
of the priority programs of national development.
Tantra states that there are four reasons why character building should be
integrated in education. First, education is an effective process to develop character. It
is widely agreed that the character building should be started from the family, and then
school and also environment. Education in the family is the fundamental education to
develop a child with good character building. Education in the school will also be
developed to strengthen the good character building which child has from the family.
And in the environment, child will have a chance to implement the good character
building in daily life interaction.
Second, education is a long term process. It means that education is stated from
child till died. Character building should be learned from a child. Third, by educating
character building beliefs to avoid bad character. Education is not only to develop
intellectual quotient, but also develop emotional quotient, social quotient, adversity
quotient, ecological quotient, and spiritual quotient. Through education based on
character building the students will have opportunity to develop their potentials
become optimal. And the fourth is through education, the character building can be
thought to the teachers, students and all of people.
Therefore all of people can give influence to developing character then student
needs a real figures in representative or give example real action in good behaving in
the school or social environment. This study aims to analysis of speech from RM BTS
in UNICEF affects to the character development of student
B. Statements of The Problem
Character education is important to do especially by parents or people who are close
to students to show which behavior is commendable or not commendable. However, at
this time many parents are less active developing character there is why moral crises
occur everywhere. The appearance of other figures that students like can have a
 significant impact, the role of the teacher and parents is to ensure that these figures
provide examples of good behavior and teach about morality and humanity.

C. Limitation of The Problem

The research limit is only up to the analysis of speech RM BTS in UNICEF into Eighteen
values of character educations there are religious, honest, discipline, hard work, creative,
independent, democratic, curious, the spirit of nationality, love homeland, rewarding
achievement, friendly/communicative, peace loving, joy of reading, environment care,
social care, and responsibility.

D. Research Objectives

The research has some types of objective. The first is general objective, and the
second is specific objective.

1. General objective
− To analyze the advantages of speech RM BTS to representative moral value for
developing student characteristic

2. Specific objectives
− To identify of speech RM BTS in UNICEF for developing students characteristic.
− To describe of speech RM BTS in UNICEF for developing students characteristic.
− To evaluate how of speech RM BTS in UNICEF for developing students
characteristic.

E. Research Benefits

There are several benefits of this research as follows:

1. To The Teacher
The writer hopes using speech act will be a good references for teacher to developing
students characteristic with public figure who was give the real action and make
character education into learning material.
2. To The Students
The writer hopes that the result of the study able to help student in developing their
characters or find out the public figure who was give the real of morality action.
3. To Other Researchers
The result of the study will contribute in the education field and can be used to
develop further researcher.
F. Assumption (Qualitative)
This study deals with the assumption that the use of speech RM BTS in UNICEF
be a real action and give illustration for students in developing character. Students need
other figures who are closer to them than parents and teachers in giving examples of good
behavior.

G. Research Questions
In this study, the writer has research question as follow:
1) What are the advantages of speech RM BTS in UNICEF for developing students
characteristic?
2) How to implementation of speech RM BTS in UNICEF for developing students
characteristic?
3) What are supporting factors and inhibiting factors of the use speech RM BTS in
UNICEF for developing students characteristic?
 CHAPTER II
Review of Related Literature

This chapter presents the literature of the research. In this chapter, some theories
about pronunciation and minimal pairs presented based on several books and articles from
libraries or internet as references.
A. Theoretical Description
In this section, the writer will present some theoretical description that support the
study. They are as follows:
1. Character Building
The root of all bad attitudes is the loss of character. Characters have meaning
as a way of thinking and behaving that is typical each individual to live and work,
both within the family, community, nation and state.

UU number 20 of 2003 on National Education System in article 3 states:

"National Education serves to develop skills and shape the character and
civilization of dignity in the context of the intellectual life of the nation." (Sutarjo
Adisusilo 2012: 76). Character isn’t inherited. One builds its daily by the one thinks
and acts, thought by thought, action by action ( Helen G. Douglas 2011: 41).
According to Kamus Besar Bahasa Indonesia (KBBI) in 2008, the character is
a psychological traits, morals or manners that distinguish one person to another. It
is universally defined as the value of various characters living together based on a
pillar; peace, respect, cooperation, freedom, happiness, honesty, humility,
simplicity, tolerance, and unity (Mukhlas Samani dan Hariyanto 2011: 43)

According to Winton, character building is a conscious effort and earnest of a

teacher to teach values to their students. Lickona define character building as
earnest effort to understand the foundation of a person's core, care, and acts with a
foundation of ethical values. Meanwhile, according Scerenko character building
can be interpreted as a genuine effort by way of a positive personality developed,
encouraged, and empowered by example, studies (history and biographies of great
thinkers), as well as the practice of emulation (maximum effort to realize the
wisdom of nothing is observed and studied). (Mukhlas Samani dan Hariyanto 2011:
80)

The education process is based on the totality of the psychological character

that covers the full potential of the human individual (cognitive, affective,
psychomotor) and function in the context of the totality of sociocultural interaction
in the family, education and community units. (Pusat kurikulumdan perbukuan
2012: 9)
 Categorization value based on the consideration that the essence of the
behavior of a person's character embodies the function of the totality of
psychological cover the entire potential of an individual human being (cognitive,
affective, and psychomotor) and the function of the totality of socio-cultural in the
context of the interaction (in the family, the education unit, and the public) and
lasts a lifetime.

Configuring the characters in the context of the totality of the process of

psychological and socio-cultural can be grouped into: (1) if the liver; (2) if the
thought; (3) sports / kinesthetic; and (4) if the feeling and intention. The process
holistically and have a coherent and complementary relationship with each other,
and each is conceptually a group noble values that it contains a number of values.
(Pusat Kurrikulum dan Perbukuan 2011: 10)

In the simple terms, character building is a positive thing what teachers do and
affect the character of the students they teach. Such as an English teacher to teach
English to the students, indirectly behavior even said language teacher will be an
example for the students. Thus it is expected that the school and teachers
themselves pick the planning and learning process that will make students become
good personal character.

National education goals was the formulation of the quality of Indonesian

human being that must be developed by each educational unit. Therefore, the
formulation of national education goals into basic education in the development of
culture and national character.

Education culture and national character through education of values or

virtues that became the basis of cultural values and national character. Virtue which
is the attribute of a character is essentially the value. Therefore, education culture
and national character is essentially a development of the values derived from the
worldview or ideology of the Indonesian nation, religion, culture, and values
formulated in the national education goals.

Educational function of culture and national character are:

1. Development: the development potential of learners to be personally

well behaved; is for learners who have had an attitude and behavior that
reflects the culture and character of the nation.
 2. Improvements: strengthen national education gait to be responsible for
the development of potential learners more dignified; and

3. Filter: to filter their own national culture and the culture of other nations
that are inconsistent with the values of the culture and character of a
dignified nation.

Educational purposes culture and national character are:

1. Develop the potential of the heart / conscience / affective learners as
human beings and citizens who have cultural values and national
character;

2. Develop the habits and behavior of learners are commendable and in

line with universal values and cultural traditions of religious nation

3. Instill leadership and responsibility of learners as the next generation;

4. Develop the ability of learners to be human independent, creative,

insightful nationality; and

5. Develop the living environment of the school as a learning environment

that is safe, honest, full of creativity and friendship, and with a high
sense of nationality and full strength (dignity).

Value Description Value Education and Culture and National Character

1. Religious : Attitudes and behaviors are obedient in carrying out
the teachings of their religion, tolerant implementation of other religious
worship, and live in harmony with other faiths.
2. Honest : Behavior is based on an attempt to make himself as a
person who always believed in words, actions, and work.
3. Tolerance : Attitude and action that respects the differences of
religion, race, ethnicity, opinions, attitudes, and actions of others who
different from himself.
4. Discipline : Measures indicating orderly and submissive behavior
the various rule and regulations.
5. Hard Work : Behaviors that show painstaking efforts in
overcoming various barriers to learning and assignments, as well as
completing the task with the best.
6. Creative : Thinking and doing things to make way or the new
results from something that has been held.
7. Independent : Attitudes and behavior that is not depending themself
on others in completing tasks.
8. Democratic : Way of thinking, being, and acting the same
judge the rights and obligations of himself and others.
9. Curious : Attitudes and actions are always working to knowing
more profound and widespread than anything he learned, seen, and heard.
10. The spirit of Nationality : Way of thinking, acting, and insightful put
the interests of the nation above self-interest and group.
11. Love Homeland : Way of thinking, being, and doing the show loyalty,
caring, and high reward of language, physical environment, social,
cultural, economics, and politics.
12. Rewarding Achievement : Attitudes and actions that encourage him to
produce something useful for the community, and recognizes, and respects
other people's success.
13. Friendly/ Communicative : Action that shows a sense of happy talk,
associate and cooperate with others.
14. Peace-loving : Attitude, words, and actions that led to the others feel
happy and safe on the presence of himself.
15. Joy of Reading : Habits take time to read various reading gives virtue
for him.
16. Environmental Care : Attitudes and actions are always working to prevent
damage to the natural environment around it, and develop measures to
improve environmental damage that has occurred.
17. Social Care : Attitudes and actions have always wanted to
provide assistance in others and communities in need.
18. Responsibility : Attitudes and behavior of people to carry out tasks and
obligations, he should do, against oneself, society, the environment
(natural, social and cultural), country and God Almighty.
2. Speech Act
A. Pragmatics

a. Definition of Pragmatics
Pragmatics is the study which belief is what is communicated is more

than what is said. It has consequently more to do with the analysis of what

people mean by their utterances than what the words or phrases in those

utterances might mean by themselves (Yule, 1996: 3). Here, what Yule wants

to emphasize is that meaning that the speakers have is more than the words

they say. To understand speakers’ meaning, we might also pay attention to the

context. Thus, pragmatics also concerns with context. This is in line with

Leech (983: 6) who says that pragmatics is the study of meaning which is

related to the speech situations. More clearly, Yule (1996) continues that

pragmatics should also consider aspects of context such as who people are

talking to, when, where, and under what circumstances that will determine the

way they say and what they want to say.

We cannot simply judge the meaning through the words people say.

Beyond those words, there are some aspects of context that we need to be

aware of. In line with this, Richard and Schmidt (2002) echoes that pragmatics

is the study of the use of language in communication related to sentences and

the context and situations in which they are used.

In performing speech acts, there are three related acts as what Yule
(1996) suggests. They are locutionary, illocutionary, and perlocutionary.
Locutionary act is roughly equivalent to uttering certain utterance with certain
sense and reference, which again is roughly equivalent to maning in traditional
sense (Austin, 1962: 108). In line with this, Cutting (2002: 16) states that
locutionary is what issaid. Clearly same idea is also proposed by Yule (1996)
who states that locutionary act is the act of producing meaningful utterances.
From those utterances, then, we might also have some purpose such as
offering, inviting, requesting, and some other purposes. Those purposes are
then the dimension of illocutionary. More clearly, Austin (1962: 108) states
that utterances have certain conventional force which is called illocutionary
 act. Illocutionary act has five classification as Yule (1996) proposes. Those
classifications are as follows.

a) Declarations
According to Yule (1996), declarations are the kinds of speech acts that
change the world via words. Here, by the utterances the speakers produce,
they immediately change the world. Yule (1996) suggests the example
ofdeclaration as follows:
Priest : I now pronounce you husband and wife
b) Representatives
We sometimes state what we think and believe what is true. Representatives
are those kinds of speech acts that state what the speaker believes to be the
case or not (Yule, 1996: 53).
c) Expressives
When the speakers say something about what they feel, like “Nice!”, “I’m
sorry”, “It’s amazing!”, they actually are performing expressive speech
acts. According to Yule (1996), they may express pleasure, pain, likes,
dislikes, joy, or sorrow.
d) Directives
Directives are those kinds of speech acts that speakers use to get someone
else to do something (Yule,1996: 54). This is the speech acts classification
which can be used to perform a command, request, suggestion and soon.
e) Commissives
Commisives are those kinds of speech acts that can be used to commit what
we have planned to do in future time. Yule (1996) proposes some kinds of
expressions of commissives like promises, threats, refusals, and pledges.

B. PREVIOUS STUDY
There are some previous research talking about characters building:
1. “Model Pendidikan Karakter di Islamic Fullday School (Studi Dekriptif pada SD
Cendekia Leadhership School, Bandung) by Oci Melisa Depiyanti.”

2. “Developing Character Based English Materials For The Ninth Grade Students Of
Junior High School In SMP Negeri 1 Petang by I Made Suardana.”

3. “Developing Character Based Module for Natural Science Subject in 4 th Grade of

Elementary. By Mustika Andayani”
C. Conceptual Framework

In the previous chapter, the writer limited the identified problems of the study. This
study is intend to analyzed how do speech RM BTS in UNICEF help students for
developing characteristic. Character education is important be taught, because it can
training student how to representative moral value from their own character. The writer
made observations on social media related to the influence of speech RM BTS in
UNICEF on internet users, especially students who are in the range of age 17-23 years.
Then prepare the instrument and do the questioner. After that, the writer categorizes the
participants into two groups: student who are fans of BTS and students who are not fans
of BTS, then the writer conducts an interview with the representative of participants
from two groups
 CHAPTER III
RESEARCH METHODOLOGY

A. Research Design
This chapter aims to show the approach used in this research, which served as the
basis for getting the answer to the research question. Further to this, in this chapter the
methods of data collection are described in order to support the results of the research; the
instruments of data collection are field notes, text, and tests; describing how these
methods were carried out. In addition, this chapter deals with all of methods used in this
research. There are technique and procedures of collecting the data, data and source of
data, data analysis, and research schedule.

1. Technique and Procedures of Collecting the Data

Data collection is the process of making efforts to obtain the data in a study. Collecting
data in this study using several techniques, among others, as follows:

1. Observation
The writer makes observations on social media to see the characteristics,
interactions, social scope, whether it is in accordance with the conditions of
specified in the instrument or not.
2. Questioner
Prospective participants were given questions about personal, character, hobbies,
and some question about speech RM BTS in UNICEF to then be grouped into two
groups, namely groups of Student BTS fans or Student non BTS Fans
3. Interview
interview are carried out other than to see information data that still missing or
ambiguous. Then based on the interview answer the writer analyzes the pragmatic
element in the answer
2. Data and source of data

Since the writer refers to the education characters must not in formal institutions.
Therefore, the writer will conduct observation research in social media who has age of
range 17-23 year.
3. Data analysis

All the data obtained during this research were analyzed in order to meet the
objective. Thus, in this research the writer will need qualitative data. The writer will need
the data for the study is field notes analysis, answer sheet analysis of learners’ and the last
is assessing. Assessment is based on how correct the answer given by students, not based
on the count of right or wrong answer.
4. Research schedule
The writer would be carried out in March 2020. The allocation of time is
including the preparation, data collection, data analysis and report writing. The timetable
of the research can be seen as follows:
MONT
H March April May June
WEEK
Constructing the Collecting the Revising Reviewing
1 instrument for data chapter 4 the research
questioner paper
Constructing the Analyzing the Constructing Evaluating
instrument for data chapter 5 the research
2 interview collection paper
from
questioner
Collecting the Analyzing the Constructing Evaluating
data observation data chapter 5 the research
3 collection paper
from
interview
Analysis the data Constructing Revising Submitting
4
observation chapter 4 Chapter 5 the paper
 BIBLIOGRAPHY

Adisusilo, Sutarjo, Pembelajaran Nilai-Karakter Jakarta: PT Raja Grafindo

Persada, 2012

Baruhovich, T. 2000. Develop A Positive Attitude to Lead A Great Life. 5-6

Cutting, J. 2002. Pragmatics and Discourse. London: Routledge.

Lickona,Thomas Educating for Character Jakarta: Bumi Aksara, 2012

Melisa, Depiyanti Oci, Model Pendidikan Karakter di Islamic Fullday School.

Jurnal Tarbawi Vol.1 No.3 September, 2013