<p align="left">Studies of character building have been being discussed in all disciplines involved in language learning and teaching. It means that it has a central position in creating the good human being life generally and teacher, as a model of change, particularly. The main points of character building are its universal values such as trustworthiness, responsibility, respect, caring, fairness, and citizenship. The good teacher's character can be seen from the quality of his/her character personally or inter/intrapersonal. Discussing good charactered teachers and students are still becoming a current and serious issue and challenge in the educational context. Therefore, the purpose is to explore the character building through media and language education. In this case, the focus is on the theoretical review of the implementing of character values in English language learning and teaching in the classroom. The sub-themes are (1) teacher's role in internalizing of character values in English language learning and teaching, (2) internalizing of character values in learning and teaching media and materials, (3) internalizing of character values in learning and teaching processes. So, the integration of the character values in the learning and teaching system is very needed in order to produce the best teacher and students with having high knowledge and best behavior. Then, the character values are not taught but implemented in real action model explicitly and in learning and teaching media and materials implicitly. They are conducted by teachers and students inside and or outside the classroom simultaneously, continuously, and consistently. They are also supported by references from inspiring good character values people from various countries in the world. In another word, they have been successful and consistent with the character values</p>
Pedagogic competence is one of the competences that should be owned, comprehended, and mastered by teachers and lecturers to conducting professional job in Indonesian context and Bintan Regency particularly. It can be seen from their ability to help students to practice target language through pedagogical task. Therefore, the purpose is to explore the cognition, beliefs, and practice of state junior high school of English as a foreign language (EFL) teachers of pedagogical tasks in the classroom. The focus is on the cognition of the EFL teachers of pedagogical task in their classroom; the beliefs of EFL teachers of pedagogical task in the classroom; the practices of EFL teachers of pedagogical tasks in the classroom. The study is descriptive quantitative with survey method. The data will be collected through questionnaires for pedagogical task. The data will be analyzed with Likert scale through interpreting the data of cognition, beliefs, and practice of pedagogical task gathered from questionnaires. The findings showed that the teachers had good enough cognition, positive point of view and reasons to or not to use the pedagogical task in their EFL classroom. The teachers have had awareness of pedagogical task to try this in their teaching practice.
The outcome of learning English as a Foreign Language (EFL) in the classroom is the learners' ability to practice the target language or use language in their real life. The ability can be prepared and seen from their success of using target language (TL) in pedagogical tasks classroom. The purpose of the study is to analyze the students' perspectives on implementing pedagogical tasks in English classroom at the sixth-semester students of English Education Department of Teacher Training and Education Faculty of Maritime Raja Ali Haji University. The focuses are on (1) analyzing the students' understandings of conceptual pedagogical tasks in English classroom, and (2) predicting the effectiveness of implementation pedagogical tasks done by the lecturers in English classroom. The study is descriptive qualitative. The data were collected by asking the all students (66 students of class A and B) to fill in the questionnaires with Likert Scale to interpret the two focuses. The collected data were analyzed by calculating the students' responses based on the Ellis' framework for evaluating a task in [1]: (a) "student-based, which measures the degree to which students found the task useful and/or enjoyable; (b) learning-based evaluations, which attempt to measure the degree to which learning took place as a result of the task, (c) Retrospective evaluation can help teachers determine whether the materials can be used again, which activities work or not, and how the materials can be modified so as to increase task effectiveness in future lessons". The results showed that most of the students had positive perspectives toward both understandings conceptual task and pedagogical task, and teachers' implementing pedagogical tasks in their English classroom. And, The students' perceptions of their language acquisition on all subjects before and after implementing pedagogical are potential to be further researched.
Tujuan dari program layanan masyarakat (PKM) adalah untuk melatih semua guru bahasa Inggris SMP tentang kognisi, keyakinan, dan praktik tugas pedagogis di Kabupaten Bintan. Sebelum melakukan pelatihan, kognisi, keyakinan, dan praktik tugas pedagogis mereka akan dikumpulkan dengan meminta mereka mengisi formulir kuesioner. Setelah itu, pelatihan intensif tugas pedagogis akan dilakukan oleh dua dosen bahasa Inggris dan tiga mahasiswa Program Studi Pendidikan Bahasa Inggris dari FKIP, Universitas Maritim Raja Ali Haji.. Kemudian, mereka akan mendiskusikan dan mempraktekkan materi yang telah diberikan di kelas: rekan-rekan mereka berpura-pura sebagai siswa. Ketika mereka mendiskusikan dan mempraktekkan materi, para pelatih mengamati dengan daftar pengamatan dan terlibat dalam diskusi untuk memperkuat pemahaman mereka. Selanjutnya, mereka mengisi kuesioner yang sama untuk melihat kemajuan mereka. Data kemajuan mereka akan dianalisis untuk melihat mana yang telah dan tidak dipahami atau berjalan dengan baik. Berdasarkan data tersebut, mereka akan fokus kepada hal yang belum berjalan dengan baik dalam praktik mereka. Pelatih akan ambil bagian lagi dalam observasi dan diskusi dengan mereka. Akhirnya, mereka diminta lagi mengisi kuesioner yang sama untuk melihat kemajuan lengkap mereka. Hasil analisis data menunjukkan bahwa kognisi, keyakinan, dan pelaksanaan tugas pedagogis guru di kelas meningkat.
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