ENGLISH SONGS FOR SUSTAINABLE CHARACTER EDUCATION IN CLIL CLASSROOMS: INDONESIAN TEACHERS’ PERCEPTIONS OF PEDAGOGICAL SUITABILITY AND EFFECTIVENESS
DOI:
https://doi.org/10.21009/ishel.v2i1.58772Keywords:
CLIL, Character Education, Educational Music, Teacher Perceptions, Social Science InstructionAbstract
Music in Content and Language Integrated Learning (CLIL) effectively integrates English learning with character education. This study evaluated five original English songs Honesty, Trust, Responsibility, Patience, and Smile created to foster sustainable character values in Indonesian Social Science classrooms. The research assessed (1) the songs’ suitability as teaching materials, (2) teachers’ perceptions of embedded character values, and (3) the songs’ effectiveness in promoting character education and language engagement. Using a quantitative descriptive method, 145 teachers from primary and secondary schools across Java completed questionnaires. Data analysis showed teachers found the songs highly suitable for combining English learning and character education. They agreed the songs promoted honesty, trust, responsibility, patience, and friendliness, while boosting students’ moral awareness. The songs also improved classroom engagement, confidence in English, message retention, and positive social interaction. In conclusion, character-building English songs are valuable resources for enhancing language skills and sustainable character education in CLIL-based Social Science classes.
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