Life Skills as Basic Competence to Build Student’s Character (Its Implementation in English Teaching/Learning Stages)  

Oleh:

Senowarsito ; Nugrahani, Dyah

Jenis: Article from Proceeding
Dalam koleksi: 58th TEFLIN International Conference: Language Teaching and Character Building, Semarang, 3rd-5th November 2011, page 1-14.
Topik: hard skills; soft skils; life skills; characters; learning stages
Fulltext: 133.SENOWARSITO & DYAH NUGRAHANI.pdf (407.07KB)

Isi artikel

In accordance with the national education system, the purpose of education is to create an all-inclusive human being, that leads the learners be able to adapt to the development of science, technology, and art, and have a professional attitude and spiritual, emotional, intellectual and social maturity. Those competencies can be accomplished if the learners have life skills. Whereas, life skills is the abilities for having adaptive and positive behavior that enables individuals to deal effectively with the demands and challenges of everyday life. If the adaptive and positive behavior is internalized as one’s attitude, it will be one’s positive character. If one has good life skills, s/he may have strong character. It should be developed learning model that can build the two components of life skills, i.e. hard skills and soft skills to students in teaching and learning process. Both must be integrated in each activity in learning and teaching process. Rationally, strengthening students' soft skills will lead to strengthening of their hard skills. The attitude of independence and responsibility will encourage self-motivation and develop creativity, and critical thinking skills. The implementation of life skills can be carried out in every stage in English teaching learning process. It can be implemented through manipulating the course content, making one accustomed, behavior improvement, and arranging class activities. Some activities that can develop student’s life skills in each learning/teaching stage are small group discussion, simulation, discovery learning, self-directed learning, cooperative learning, collaborative learning, contextual instruction, project-based learning, and problem-based learning. Those should be implemented in four stages of learning/teaching English consistently, and continuously in the form of reflective, interactive, cooperative, and collective activities

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