Character education can be defined as a process of giving guidance tolearners to develop attitudes and behavior optimally. The first step inbuilding Character education must be start from the family environmentbecause the family is the primary and first source for the child to acquireand build character. Good or bad character of a child is very much neededby the family environment. The process of character education of childrenin the family can be done by parents by using several ways such asexemplary, habituation, advice and tips and motivation for children. Theattainment of the character education process within the family environment depends on the harmony between parent, child, the means used and the supportive environment. Pendidikan karakter dapat diartikan sebagai proses pemberian tuntunankepada peserta didik untuk mengembangkan sikap dan perilaku secaraoptimal. Pendidikan karakter pertama kali harus dilaksanakan di dalamlingkungan keluarga karena keluarga merupakan sumber utama danpertama bagi anak untuk memperoleh dan membentuk sertamengembangkan karakter. Baik atau buruknya karakter anak sangatdipengaruhi oleh lingkungan keluarga. Proses pendidikan karakter anakdalam keluarga dapat dilakukan oleh orang tua dengan menggunakanbeberapa cara antara lain keteladanan, pembiasaan, nasehat dan hukuman serta motivasi terhadap anak. Tercapainya proses pendidikan karakter di dalam lingkungan kelurga bergantung pada keserasian antara orang tua, anak, cara yang digunakan serta lingkungan yang mendukung terjadinya proses pendidikan.

This study examined the effect of Cooperative Integrated Reading and Composition (CIRC) and reading motivation on students’ reading ability. The design of the study was the factorial design of experimental research. The research was conducted on one state junior high school in Jepara Municipality under the Ministry of National Education. The independentvariable of this research was teaching strategies which were classified into two; those who used CIRC as the experimental group and those who used conventional teaching strategy as the control group; while reading motivation, as the moderator variable, was classified into high and low motivation. Students’ reading ability was considered as a dependent variable. This research used 68 students as respondents selected through simple random sampling. The research was analyzed by using multifactor analysis of variance (two-way ANOVA). The research reveals that teaching strategies differ significantly from one another in their effect on the students’ reading ability. The students with high motivation perform better in their reading ability than low-motivation students, regardless of the teaching strategy used. Nevertheless, there is no significant interactioneffect of teaching strategy and reading motivation on students’ reading ability. It means that the effect of teaching strategy on the students’ reading ability does not depend on the students’ reading motivation where F-test (3,326) is lower than (<) F-table 3,99. at 0,05 significance level.

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The objectives of this research are to analyze the type of violation and flouting the maxim of teacher-student interaction in the English teaching and learning process in MA Hasyim Asy’ari Bangsri and also find the most frequently produced between violation and flouting of the maxim. This research used the descriptive qualitative method. The data was obtained from the conversation between the teacher and students during the teaching and learning process and analyzed by categorizing utterances based on the violation and flouting maxim theory of the Cooperative Principle. The data were collected through the observation then analyzed by using the technique which is suggested by Miles and Huberman that consists of data reduction, data display, and drawing conclusion or data verification. The result of the research showed that there are four types of maxims that are violated by the teacher and students. These are the maxim of quantity 11 (50%), the maxim of quality 5 (22.73%), the maxim of relation 1 (4.54%), and the maxim of manner 5 (22.73%). The dominant violation was the maxim of quantity with 11 occurrences. Based on the findings, there are three types of flouting maxims in which the most of flouting maxim that is occurred was the maxim of relation. They are divided into 1 (14.29%) maxim of quantity, 2 (28.57%) maxim of quality, and 4 (57.14%) maxims of relation. In conclusion, the most produced between the violation and flouting was the violation of maxim with 22 (75.86%) of total occurrences. Meanwhile, the proportion of flouting maxim was 7 (24.14%).

The study aims to determine the extent of the implementation of the English Language Teaching 2013 Curriculum in Indonesia on aspects of planning stage, teaching and learning processes, and teaching assessments. It is a cross-sectional survey which uses quantitative and qualitative approaches. The data are gathered from questionnaire, observation, interview, and documentation. Thirty-four teachers from 12 schools of 91 secondary schools in Jepara Regency, Central Java, Indonesia are selected as the sample in this study. The results showed that the planning stage conducted by teachers was in accordance with the principles of the 2013 curriculum by taking into account the core competencies, basic competencies, graduate competency standards, materials and learning activities, the selection of learning strategies and assessment. The teaching and learning process of the 2013 curriculum in English subject was well implemented. The process was also based on the principles of applicable curriculum by promoting a scientific approach. In addition, in the assessment aspect, the teachers conducted the assessment by referring to graduate competency standards by using authentic approach that assesses the readiness, the process, and the learning outcomes of the students. This indicates that the curriculum has been applied well in schools with different national examination indexes and employment status.