Research Article
DOES MULTICULTURALISM-BASED LITERARY APPRECIATION WITH CLIL APPROACHABLE TO REINFORCEMENT CHARACTER EDUCATION FOR STUDENT?
@INPROCEEDINGS{10.4108/eai.12-10-2019.2292202, author={Gallant Karunia Assidik and Firstya Evi Dianastiti}, title={ DOES MULTICULTURALISM-BASED LITERARY APPRECIATION WITH CLIL APPROACHABLE TO REINFORCEMENT CHARACTER EDUCATION FOR STUDENT?}, proceedings={Proceedings of the 1st International Conference on Language and Language Teaching, ICLLT 2019, 12 October, Magelang, Central Java, Indonesia}, publisher={EAI}, proceedings_a={ICLLT}, year={2020}, month={2}, keywords={literary appreciation; character education reinforcement; multiculturalism; content and language integrated learning (clil)}, doi={10.4108/eai.12-10-2019.2292202} }- Gallant Karunia Assidik
Firstya Evi Dianastiti
Year: 2020
DOES MULTICULTURALISM-BASED LITERARY APPRECIATION WITH CLIL APPROACHABLE TO REINFORCEMENT CHARACTER EDUCATION FOR STUDENT?
ICLLT
EAI
DOI: 10.4108/eai.12-10-2019.2292202
Abstract
Internalizing the understanding of the character and multicultural educations is a mandatory matter that must always be established in the learning process to prevent nation disintegration. As an alternative, literature appreciation can be conducted with the Content and Language Integrated Learning (CLIL) approach. In the CLIL approach, the theory of teaching material selection used in learning activities refers to the concept of 4C (content, communication, cognition, culture). Through the 4C concept, the variety of teaching materials and literary texts used will be better in grading and comply with the vision to internalize character education and multiculturalism to the learners. Based on its literary analysis, Komik AKU KPK, Tiga Pahlawan Tanpa Tanda Jasa, and Anak Indonesia Hebat contain the values of religious, multicultural, love, faith, responsibility, tolerance, hard work, independent, creative, curiosity, and social care character, that can be applied as a suitable basis for students life development.
