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The Role of the English Teachers in Strengthening Character

Education at the Eighth Grade of SMP Negeri 1 Lahewa Timur in
2023/2024
Herni Trisna Lase1), Yasminar Amaerita Telaumbanua2), Afore Tahir Harefa3), Elwin
Piarawan Zebua4.)
1)2)3)4)
English Education Study Program, Faculty of Teacher Training and
Education,University of Nias, Indonesia

SUBMISSION TRACK A B S T R A C T
Submitted : 27 December 2024 The objective of this research is to analyze English teachers' roles
Accepted : 25 January 2025 in strengthening character education and its obstacles. Qualitative
Published : 26 January 2025
methods with an inductive approach were used, gathering data
KEYWORDS through interviews, observations, and field notes. There are two
English teachers and the eighth grade students participated in this
Qualitative research, research, which was conducted at SMP Negeri 1 Lahewa Timur.
Descriptive, Character The data analysis techniques used are data condensation, data
Education, English teachers’ display, and verification. Results reveal three teacher roles,
role. designing and implementing learning that integrates character
CORRESPONDENCE values, being role models, and inspirators. Religiousness, honesty,
tolerance, discipline, hard work, creativity, independence, curiosity,
Phone: 081377252746 national spirit, love for the country, respect for accomplishment,
friendliness, peace, love of reading, environmental and social care,
E-mail: [email protected] and responsibility are all examples of integrated character values.
Lesson plan analysis shows five main character value focuses:
religion, honesty, responsibility, hard work, discipline, and
environmental care. Obstacles include environmental factors,
family, social media, and time constraints. Due to time constraints,
one teacher was observed to only verbally communicate their role as
an inspirator without putting it into practice in the classroom,
according to the Theory of Planned Behavior.
Copyright © 2025 All right reserved This is an open-access article under the CC-BY-SA license

Introduction
Education is essential to human life because it is a process of learning that is
conducted both formally and informally with the goal of educating, supplying
knowledge, and developing each person's potential. One of the elements of education
that significantly contributes to raising the standard of education in Indonesia is
character education that defined as instruction in ethics, values, and character with the
goal of fostering in pupils the capacity to make morally right or wrong judgments,
uphold moral principles, and fully appreciate goodness in daily life (Susanti, 2021). The
role of teachers as the leaders of the teaching and learning process is fundamentally
inextricable from the implementation of character education because of the direct and
ongoing interactions that teachers have with students. As a result, teachers' roles as
educators include aiding and motivating, supervising and coaching, and disciplining
students to ensure compliance with school regulations as well as family and societal
norms (Veronika & Dafit, 2022). Therefore, in this instance, it is expected of instructors
to be able to integrate and apply character education values in the classroom.
The government has made it clear how crucial it is that character education be
taught in all schools, and the law now outlines this national policy. According to Law

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No. 20 of 2003's article 3, national education seeks to develop students' potential to

become human beings with faith and devotion to God Almighty, noble character, health,
knowledge, ability, creativity, independence, and the capacity to become democratic
and responsible citizens. It also aims to develop the nation's civilization and abilities in
order to educate its citizens. This makes it abundantly evident that the goal of character
education is to improve the nation's generation, which is why it is imperative that it be
applied, particularly in educational settings. Since schools are key locations for
enhancing the future generation of the country, character education is particularly
concerned with the school environment.
Character education is now a learning objective in national education units and
is incorporated into the syllabus's core competencies (KI). Character education in this
instance is not taught as a stand-alone subject; rather, it is implemented and carried out
through a variety of classroom activities, including learning activities in all subjects or
fields of study. This is significant because every subject has unique characteristics
(Nurafiati et al., 2021). As a result, it is crucial to identify English teachers who are
fulfilling their responsibilities in accordance with the curriculum in order to integrate
and reinforce character education, which is essential to implement because it influences
students' character. There is an urgent need to develop character education, which is
supported by Presidential Regulation No. 87 of 2017, whereas one of the objectives of
character education is to prepare students to be the country's future golden generation.
But in reality, currently not all students can practice character values well. Most
students still reflect an increasingly low level of decency, cheating on assignments,
lying, lack of discipline, and other attitudes that do not show the behavior of an
academic. Such examples, in some secondary schools in Nias, first there is a student of
SMP Negeri 1 Gunungsitoli was returned to his parents because repeatedly violating
school rules by drinking alcohol and smoking in class (Zonamerdekanews, 2023).
Second, there was a brawl by students from Bintang Laut private junior and senior high
school, and also Mitra Kasih Foundation in South Nias. In this clash, it is estimated that
there were as many as 200 students who resulted in persecution (Srikaninews, 2021).
Then, there was a case of a student at junior high school in Gunungsitoli who was
willing to steal for his girlfriend. The student is known to have stolen a Honda Beat
motorcycle to resell it to get money to meet and fulfill some needs for his girlfriend
(Wartanias, 2019). It is seen that character possessed by students of some secondary
schools are still very low and bad.
This is also supported by several earlier studies that indicate some pupils,
particularly those in lower classes, still exhibit a lack of discipline when it comes to
attending morning roll call. There are still a lot of students who don't do their
homework, arrive late to class and start class after the break, cheat, or conduct
assignments dishonestly. There are also still a lot of students that start fighting among
themselves. This shows that character education in schools is still not well implemented
(Utami, 2019). Furthermore, there are some theories states that character education is
very influential in shaping one's personality to be better and more positive. Because
character will be the primary evaluation that the outside world sees, character education
is crucial. Through it, students are expected to comprehend, realize, and practice values
and apply them to their daily lives. Understanding, caring, and acting morally are all
components of good character (Hidayat & Ahmad, 2022). Therefore, it is a tremendous
hope for the government, schools, and parents. It is also backed by a number of theories
that character education has a significant impact on the realization of a moral nation's
life.

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But in fact, researchers also states that there are many cases are created because
of moral imbalances towards individuals, especially in Indonesia and not infrequently
also carried out by students who are still underage. So, it is concluded that in this case
there is a gap between expectations and reality, namely the expectation that character
education should be able to make students have a good moral, have good ethics, and
apply all the values that are in character education. Based on the above phenomena,
previous research, current theories, and the findings of interviews with English teachers,
it seems that character education is still very low in the modern era. Therefore, it is
imperative that character education be strengthened in every school in order to prevent a
crisis in student character. Naturally, this is inextricably linked to the function of
educators in educational institutions. Therefore, the researchers are interested in
analyzing how English teachers at SMP Negeri 1 Lahewa Timur can improve character
education at the eighth grade.

Research Method
This study was conducted using an inductive technique and a descriptive
qualitative research design. To determine general ideas, laws, and conceptions, the
inductive approach looks at particular events or issues (Lase et al., 2023). Two English
teachers and eighth graders participated in this study, which was carried out at SMP
Negeri 1 Lahewa Timur. The information used in this study was gathered using a
variety of methods, including field notes, observations, and interviews. Following the
acquisition of the necessary data using a variety of methods and tools, the researchers
examined the data in light of the eighteen character values, the outcomes of their
interviews, and their observations of English teachers and students.
Researchers analyzed the data obtained using data analysis techniques from the
theory of Miles et al. (2014) in Islamuddin et al. (2023) ; Fikni et al. (2024) that there
are three techniques in analyzing qualitative research data consists of three steps, as
follows:

Data condensation
In this step researchers made a transcript of the interview results with the
English teachers which was written in detail on the transcript sheet, then condenses the
data with organizing and grouped the similarities and differences of the results of
interview of both English teachers to find out views and perception of both related to
strengthening character education at school, after that researchers analyzed the results of
observation namely the frequency of the number of indicators implemented by both
English teachers during four meetings based on indicators of 18 character values
according to the Ministry of Education (2010:9-10) in Kurniasih and Sani (2017).

Data display
This is a step to present the data in several forms of graphs and tables according
to the data obtained from the research results. In this case, researchers describe and
elaborate more deeply on each character values and the role of the English teachers.

Drawing conclusion and verifying

At this stage, researchers made conclusions based on the data results that have
been analyzed and interpreted, so that the research objectives can be achieved and the
problem formulation can be answered.

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Result and Discussion

There are some similarities and contrasts in the two English teachers' comments,
so, researchers examined and categorized the data that shown in Table 1 below.

Table 4.1 Similarities and Differences of English Teachers Responses

No Question Similarities Differences
1. 1 2 0
2. 2 1 1
3. 3 2 0
4. 4 1 3
5. 5 2 0
6. 6 2 2
7. 7 6 1
8. 8 2 1
9. 9 2 0
10. 10 4 0
Total 24 8

Based on the table above about the categorization of similarities and differences, it
is seen that both of English teachers have more similar responses than different
responses. It means that both of English teachers have quite a lot of similar views on the
background of implementation and strengthening of character education at SMP Negeri
1 Lahewa Timur.
Additionally, two responses were chosen for further consideration in line with the
study's goals about the contributions of English teachers to enhancing character
education and the challenges encountered during its execution. The table below
describes the many roles that English teachers play in enhancing character education, as
determined by the findings of the interviews that were done.
4.5
4
3.5
3
2.5
2 ET1
1.5 ET2
1
0.5
0
Integrating Character Being a good role As an inspirator
Values model
Chart 1. Roles of English Teachers in Strengthening Character Education

Through the chart above, it is seen that there was consistency in some answers
by the first English teacher and the second English teacher, although one point was
added by the second English teacher. Nonetheless, both English teachers concurred that
educators must use character values found in the curriculum, lesson plans, and learning
resources while creating and carrying out instructional activities in the classroom. In
order to help pupils develop positive personalities, English teachers indirectly taught,
mentored, and instilled character ideals in their students through classroom activities. In
this case, both English teachers have 4 total points in common as a response regarding

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roles in integrating character values. Therefore, both English teachers agreed that setting
a good example is one way that they may support character education.
In carrying out this role, both English teachers agreed that teachers need to show
good attitudes and behavior in accordance with character values, because this will be
emulated by students. In this case, both English teachers have 2 equal numbers of points
as a response regarding roles being a good role model. The third role in strengthening
character education was added by the second English teacher, that the English teachers
also need to acts as an inspirer for students. This can be done by the English teacher by
conveying illustrations or stories that are useful to support the formation of students'
characters. Additionally, according to the findings of the interviews with English
instructors, which are displayed in the chart below, there are a number of challenges that
English teachers have when attempting to improve character education.

2.5

1.5
ET2
1 ET 1

0.5

0
Environmental Family Social Media
Chart 2 Obstacles Faced by English Teachers in Strengthening Character Education

From Chart 4.2 above, it is seen that both of English teachers faced the same
obstacles in strengthening character education, although there is other obstacles
conveyed by the second English teacher. The first obstacle faced by both English
teachers is environmental factors. Environmental factors are very influential on student
character. If students live in a bad environment, then students will tend to follow to
behave badly. So this will hinder teachers in shaping and strengthening student
character for the better. The second obstacle is family; this clearly affects how the
character of students because character building is not only at school but the family is
also very influential. Therefore, the lack of assistance and supervision from parents will
also hinder the process of forming student character. The next obstacle was also
conveyed by the second English teacher, that another obstacle in strengthening character
education is social media. Despite its advantages and ease, social media might
negatively impact students' personalities.
Furthermore, researchers conducted telephone interviews with two English
teachers because this was done to get a more complete data of the topic of the research
and to double-check the information. This relates to the concept of data triangulation as
expressed by (Creswell & Creswell, 2018; Gay et a., 2012) about triangulating different
data sources to check the evidence from those sources so that qualitative researchers use
it to ensure trustworthiness or add validity to the research. There are some parallels and
contrasts in the two English teachers' comments, according to the findings of the
telephone interviews. The researcher classified and examined the data, and the results
are shown in Table 2 below.

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Table 2 Similarities and Differences of English Teachers Responses

No Question Similarities Differences
1. 1 1 0
2. 2 3 1
3. 3 1 2
4. 4 2 2
5. 5 2 2
Total 9 7

It is evident from the following table that the two English teachers at SMP
Negeri 1 Lahewa Timur share many opinions regarding the improvement of character
education. The telephone interview's findings indicate that both English teachers hold
nearly identical opinions about the significance of teachers' roles in enhancing character
education, as well as the roles they play, the challenges they face, the character values
they emphasize, and the efforts that can be made. Furthermore, in compliance with the
Republic of Indonesia's Number 87 of 2017 Regulation of the Minister of National
Education regarding Strengthening Character Education, observations were conducted
using indicators of 18 character values. The data that follows are the findings from the
observation of both English teachers over the course of four meetings, based on
indications that have been completed and those that have not.

Table 3. The Result of the First & Second English Teachers’ Observation

Amount
No Character Indicator Frequency Frequency
Values (ET1) (ET2) ET ET
1 2
1 Religious Praying before and after class. 4 4

Giving every learner the chance to 8 8

practice worship. 4 4

2 Honest Establishing locations for the

recovery of misplaced objects. 4 4
Financial statement and class 12 12
evaluation transparency on a regular 4 4
basis.
Ban on cheating. 4 4
3 Tolerance Delivering equal services to all
individuals, irrespective of their 4 4
economic level, social standing, race,
religion, or ethnicity 4 4
Providing services to students with 0 0
special needs.
4 Discipline Getting used to being on time. 4 4
8 8
Getting used to obeying the rules. 4 4
5 Hard work Creating a healthy competitive 4 4
atmosphere.
Putting up a display with
8 8
catchphrases or mottos about putting 4 4
in a lot of effort and research.
6 Creative Establishing educational scenarios
that encourage imaginative behavior 4 4 8 8

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and thought.
Tasks that test the creation of fresh,
authentic, and modified works are 4 4
assigned.
7 Independent Creating an environment in the
classroom where students can work 4 4 4 4
on their own.
8 Democratic Making class decisions together
through deliberation and consensus 0 0
0 0
Opening selection of class 0 0
stewardship.
9 Curiosity Creating a classroom atmosphere that 4 4
invites curiosity.
8 8
Communication or information media
4 4
10 The Spirit of Cooperating with classmates of
Nationality different ethnicities, ethnicities, 4 4
4 4
socio-economic status.
Discuss national holidays. 0 0
11 Love Showcasing images of the president
homeland and vice president, the national
insignia, the state flag, an Indonesian 4 0 4 0
map, and images of the daily life of
Indonesians.
12 Rewarding Giving appreciation gifts for students
achievement work 4 4 4 4
Displaying achievement awards signs 0 0
13 Friendly/ The teacher listens to the complaints 4 4
Communicat of students.
ive 8 8
In communicating, teachers do not 4 4
keep a distance from students.
14 Love peace Creating a peaceful classroom 4 4
atmosphere.
Gender-unbiased learning. 4 4 12 12
Kinship in an affectionate class. 4 4
15 Joy of Frequency of library visits 4 4
reading 4 4
Reading exchange 0 0
16 Environment Maintaining the classroom 4 4
al concern environment
8 8
Trash cans are available in the 4 4
classroom
17 Social Empathize with fellow classmate
concern Conducting social actions. 4 4 4 4

18 Responsibilit Regular implementation of picket

y duties. 4 4 4 4

Total 112 108

From Table 3. above, it is seen that there are 34 indicators of teacher success in
strengthening character education which include 18 character values. Thus, there are
136 frequency indicators for 4 meetings. However, it is known from the aforementioned
statistics that the first English teacher has conducted four meetings and has 112
frequencies of character education boosting indicators.

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This means that there were 6 indicators that none of which were carried out
during 4 meetings. Meanwhile, second English teacher only has 108 frequencies of
indicators have been carried out of 136 frequencies of indicators during 4 meetings.
Furthermore, the data in Table 3. were analyzed and classified by the researchers with
the results as in chart below.

120

100
80

60 Done
Undone
40

20
0
English teacher 1 English Teacher 2
Chart 3 Comparison Data on the Number of Indicators of Both English Teachers

The data collected during the four meetings indicated that both English teachers
had more frequencies of indicators that had been completed than the number of
frequencies of indicators that had not, according to Chart 3 above, which is based on
data analyzed using indicators of 18 character values. So, based on the chart it is
concluded that the first English teacher did more indicators in strengthening character
education than the second English teacher. Additionally, based on the Presidential
Regulation of the Indonesian Minister of National Education Number 87 of 2017 on
strengthening character education, it is determined that students at SMP Negeri 1
Lahewa Timur, particularly in the eighth grade, continue to fall short in exhibiting
attitudes and behaviors consistent with the 18 character values.
It is well recognized from the research findings that English teachers play a
critical role in enhancing character education. The first responsibility is to include
character values that have been incorporated into the lesson plan into the design and
execution of learning activities in the classroom (Veronica & Dafit, 2022). Teachers
implement the integrity of character education values by educating and guiding students
in developing themselves during the learning process. Furthermore, the second role is
being a good role model for students. Both of English teachers stated that what the
teacher does will be imitated by students, both in attitude and behavior, in dress, time
discipline, cleanliness and various other positive attitudes. Teachers are expected to set
a good example for students to follow so that they can be emulated and exemplified. As
Sari (2021) also reveals, teachers play a crucial role in bolstering character education by
advising students to follow school rules. Furthermore, according to the interview
results, the third function in enhancing character education is to serve as an inspiration
for students, namely by sharing stories or images that aid in the development of their
character (Siregar, 2021).
However, during the observation period the researcher did not find any concrete
evidence that the second English teacher carried out his role as an inspirer in the
classroom. This shows that there is a significant difference between the informants'
statements and their actions. Furthermore, this is in line with the Theory of Planned
Behavior, which acknowledges that sometimes there is a gap between intentions
(statements) and actual behavior. A person's intention to behave in a certain way is

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influenced by three main factors, namely attitude towards behavior, subjective norms,
and perceived behavioral control (Kupers et al., 2023;Yang et al., 2024), which attitudes
towards behavior can be distinguished cognitive attitudes and affective attitudes (e.g.
beliefs about differentiated instruction and feelings of competence), while subjective
norms refers to a person's perception of how others will perceive the behavior as well as
individuals' perceptions of the social pressures that influence their behavior, while
perceived behavioral control (a concept very similar to self-efficacy) involves beliefs
about internal and external factors that can facilitate or inhibit behavior so that this
shapes perceived behavioral control (Yang et a., 2024;Liu and Wang, 2024).
So, it is concluded that the second English teacher did not carry out this role
because it was caused by the perception of behavioral control, namely the perception of
obstacles or challenges in implementing the role of inspirer as stated by the second
English teacher himself in the results of the telephone interview, namely because of
limited time. This is supported by Saputra and Budimansyah (2021) that one of the
obstacles in integrating character education is limited time in the classroom. Therefore,
in this case the second English teacher has a theoretical understanding of his role, but
time constraints or time limitations become an obstacle in its implementation in the
classroom.
Furthermore, the Regulation of the Minister of National Education of the
Republic of Indonesia Number 87 of 2017 addressing enhancing character education
states that both English teachers shall incorporate the 18 character values. The first is
religious value, which aims to mold pupils into morally upright individuals who believe
in and are committed to God Almighty (Hayati et al., 2020). Therefore, to realize the
achievement of strengthening the character value, English teachers have several
indicators that must be done to achieve the strengthening of religious values. The value
of honesty follows, which is behavior based on an attempt to become a trustworthy
individual in both words and deeds. Honesty is the main capital in association and
education which honesty is an attitude or behavior that can be trusted by others as a
form of responsibility for what we do (Rismiati & Wakhudin, 2023). This is evidenced
by the actions of the English teacher who always criticized the condition of the class so
that it was arranged to be better and there was a rule or prohibition not to cheat in doing
the assignments that the English teacher had given (Bharati et al., 2019).
The next character value is tolerance, data from observations show that English
teachers provide opportunities for students who want to try to answer questions even
though the answers are still not correct (Thoyyibah et al., 2019). Because they are a role
model for children, English teachers have internalized discipline by being accustomed
to being punctual and according to school rules. This has helped to build this character
value (Priastuti et al., 2023). In the meantime, the character value of hard labor
demonstrates a sincere attempt to go beyond different learning challenges and finish
tasks as well as feasible. English teachers have provided opportunities for students to
answer questions quickly so that they get special daily scores (Syapal & Amin, 2022).
Creative, English teachers have asked students to find and create new
sentences/new ideas about suggestion according to the pattern or formula (Wijayanti,
2022). Furthermore, for the character values of independence, the several words that
were not understood using a dictionary, then write it in his book (Dewi, 2022).
Democracy whereas during the observations that have been made, the researcher did not
directly see the making of class decisions together or the election of class administrators
together or deliberation or consensus. According to Catyaningsih et al. (2022),
democratic attitudes can be acquired through the educational process received from

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schools because education in schools plays a role in producing good citizens who can be
actively and effectively involved in the life of a democratic society. This is not in line
with the role of the teacher, which should be that of the teacher.
For spirit of nationality, the English teachers still have not carried out
discussions about national holidays, but every time the flag ceremony is held, students
are invited to sing the national compulsory song together as the spirit of nationality
(Yati et al., 2020). Love for one's country is the next character value. According to the
researcher's findings, one of the classes had a picture of the president and vice president
as well as a state symbol on display. Researchers hasn't, however, observed any
conversation on the image between the pupils and the English teacher. This goes against
what teachers are supposed to do. According to Nursamsi & Jumardi (2022), teachers
should help students develop a love for their country by teaching them about mental
patriotism in the classroom. This will help them grow into nationalist, patriotic people.
Then the character value of appreciation for achievement, which has been
integrated well by English teachers, one of which is when English teachers asked
students to give applause and give thumbs up as appreciation to students who have
answered questions correctly (Yulianti & Nainupu, 2023). Communicative, but the
English teachers always allowed students to ask questions if they had any or if they had
any questions about any of the material (Jamaludin et al., 2021). Love of peace, the
researcher saw that English teachers had also internalized the indicators of this character
value as evidenced by the efforts of English teachers to advise students to always care
about others, not to cause commotion or chaos, so as to create a serene and peaceful
situation (Halim et al., 2020). Joy of reading, here English teachers have advised
students and suggested students to visit the library and read books to increase their
insight and knowledge (Kurniasih and Sani, 2017). Caring for the environment has
indicators of maintaining the classroom environment and the availability of trash bins in
the classroom. This is consistent with Ismail's (2021) assertion in Marlina et al. (2023)
that, in general, the school environment can serve as a starting point for the
development of environmental care character by keeping schools clean, which is a
successful tactic to raise public awareness of the environment and prevent damage.
Furthermore, social care as which in internalizing this character value, English
teachers always advise students to help each other when asking for help (Khaerunnisa
and Muqowim, 2020). The last character value is responsibility, which in strengthen it
the English teachers also always remind students to carry out their obligations at school
(Setiyono & Fawzia (2021). Interviews with the first English teacher said that
environmental factors are very influential on student character. If students live in a bad
environment, then students will follow to behave badly. This will hinder and affect
students in forming good character. Likewise with the second English teacher, who
stated that a bad environment certainly also has a bad influence on oneself (Siregar,
2021). As evidenced by the findings of observations in the field notes, the researcher
saw that several children rushed out of the classroom after school departure, displaying
an unruly and unruly demeanor. Even on the way home, the researcher has heard
students whistling (See appendix 8 students’ field notes of the research). It is evident
that environmental factors can hinder English teachers' efforts to strengthen character
education because they may contain values that are at odds with the goals of character
education. As a result, students from such backgrounds may exhibit tendencies that are
inconsistent with the values taught in character education classes.
The next obstacle is the family, as stated by both English teachers that the family
factor clearly affects how the character of students because character building is not

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only at school but the family is also a place where children are cared for, nurtured and
raised as well as the first and main place for children in learning and developing
character (Jhon et al., 20210). The third obstacle is the bad influence of social media. As
stated by the second English teacher that social media can be an obstacle for teachers in
strengthening student character, because social media can have a bad influence on
student personality. This is corroborated by Madyan and Baidawi (2021), who claim
that in addition to its beneficial effects, social media can also have detrimental effects
on students, including making them lazy and unruly, forgetting time, which leads to
neglected assignments, and instilling in them the tendency to cheat on other people's
work.
This is further supported by the findings of the researchers' observations of
eighth-grade class B pupils, who continued to exhibit attitudes and behaviors
inconsistent with character standards, such as students who often yawn in class when
learning is taking place (See appendix 8 the result of field notes for students class B
meeting 3), where this can be caused by excessive use of gadgets so that they lack sleep.
Even students' tardiness in coming to school can also be caused by this. During recess
after the English teacher leaves the classroom, there are also students who mimic the
language styles of social media that are disrespectful and non-academic such as the
sentences 'emang gue pikirin', and 'bodo amat gue' (See appendix 8 the result of field
notes for students class B meeting 3). So, the influence of social media and technology
also sometimes conflicts with the values taught at school.
Furthermore, according to the findings of the second English teacher's telephone
interviews, time limits seem to be another barrier to enhancing character education,
making it difficult to strike a balance between character development and academic
success. Researchers observed that when break time approaches, students lose focus on
the teacher in the classroom, which is consistent with the findings of their observations
(see appendix 8 students’ field notes of the research). This is certainly an obstacle for
the English teacher in carrying out his role as an inspirator to conveyed stories that
should contain character values to be integrated to students in the classroom (Aryawan
et al.,2022).
Conclusion
English teachers have carried out two roles in strengthening character education,
namely the role of integrating character values through learning activities and the role
being as good role model, while as an inspirer for students still not yet carried out. Not
only do English teachers play a crucial part in the classroom learning process, but they
also consistently uphold character education outside of the classroom. According to
Regulation of the Minister of National Education of the Republic of Indonesia Number
87 of 2017 concerning Strengthening Character Education, the character values instilled
in the role of the English teacher are: religious, honest, tolerant, disciplined,
hardworking, creative, independent, curious, national spirit, love for the country, respect
for achievement, friendly/communicative, peace-loving, fond of reading, environmental
care, social care, and responsibility, with the exception of the democratic character
value. Additionally, the results indicate that environmental influences, family, social
media, and time limits are some of the challenges that English teachers encounter in
enhancing character education, particularly in this school.

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