Bearded Translation: The Study of Indonesian Islamic Culture and

Its Role in Character Building

Umi Machmudah

and Abdul Wahab Rosyidi

Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia

Keywords: Barded translation, Indonesian Islamic Culture, Character Building.

Abstract: Bearded translation is one of Islamic culture that is survival taught in Islamic boarding school up to now

because beside it gives knowledge, it gives character values as well. The character value is important as today

phenomenon in the world shows moral degradation including in Indonesia where the teenagers do not reflect

themselves as educated teenagers. The main data was gotten from a deep interview of 10 students of grade III

in Al-Ishlahiyah Islamic Boarding School Malang and observations either in a class or out of a class, also

from students’ translated documents. Triangulation was done from questionnaires of character building

(Kemendiknas, 2010) in 65 students of An Nur 2 Islamic Boarding School who are also university students

of Sekolah Tinggi Kitab Kuning (STTK) of An Nur Bululawang, Malang. Studying bearded translation means

studying the cultural substances; truthful, aesthetics, ethic, and religious value as well as studying 18-character

items namely: religious, honest, tolerant, discipline, work hard, creative, independent, democratic, curious,

nationalistic, patriotism, respect of achievement, friendship, communicative, peaceful, like to read enthusiast,

socialistic, and responsible. Through bearded translation learning, youth can apply the character building.

1 INTRODUCTION

Bearded translation as a part of Islamic culture in

Indonesia emerged in the middle age and still

survives until now to be in salaf boarding schools not

in the rural and urban areas. Bearded translation is the

translation of Arabic content or message into

Javanese language by concerning on the

intralinguistic features such as vocabulary, grammar

(nahwu “syntax”, shorof “morphology”, balaghah

“rhetoric”), and also extra linguistic features (logic,

relevant sciences, and history of science) (Irhamni,

2017). Through this Islamic cultural learning,

students can gain its benefit in understanding

Javanese language principle and give positive impact

to the native (Genc and Bada, 2005).

Phenomenon in the world shows moral

degradation including in Indonesia where the

teenagers do not reflect themselves as the educated

teenagers as they fight, use drugs, and do other

immoral acts (Azzet, 2011). Then, in salaf boarding

school, students will get many kinds of religious

educations that are written in yellow book through

bearded translation activity. The yellow book is the

classic book that teaches Islam as a great tradition in

pesantren (Islamic boarding school) since centuries

ago, and the content of its teachings is implemented

in Islamic boarding school traditions (Bruinessen,

1999). This educational institution has an adequate

responsibility in constructing the characters of the

students (Zuhriy, 2011). Islamic boarding school has

owned a quite significant research tradition. The

books, masterpiece of the archipelago teachers have

spread out and become important references in

Arabian Peninsula. Through the yellow book, Islamic

boarding school has been a strong reference for

research with the fundamental of typical ontology,

epistemology, and axiology (Muqoyyidin, 2014).

One of the research materials is the role of language

that is contained in culture (Jiang, 2000)

Culture provides an important role in social

development to shape individuals with important

values and traditions (Ahmad Kafaafi, 2005). Islamic

boarding schools as educational institutions have a

central role in passing them on because the task of

education is to maintain the good values that exist and

passing them on from generation to generation (Farj,

2003). This research proved that in the Bearded

translation learning, Bloom’s cognitive values are

applied (Machmudah, 2016). It strengthens that in

addition to culture in the form of behavior, language

also contains a cognitive system feature. By

Machmudah, U. and Rosyidi, A.

Bearded Translation: The Study of Indonesian Islamic Culture and Its Role in Character Building.

DOI: 10.5220/0009916500740080

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 74-80

ISBN: 978-989-758-458-9

understanding the culture, someone will be helped in

getting the meaning of language (Eldin, 2015).

Moreover, it is possible when the Islamic culture

can implement the character building in the midst of

its learning process. Moreover, the ex-president of the

Indonesian Republic, Soekarno, repeatedly

emphasized that religion is an absolute feature in the

National and character building (Sumahamijaya et al.,

2003). It is supported by the research done by

(Thanasoulas, 2001) that said that cultural teaching

could be used as a way to build the caracter buiding.

A research done by (Jazuly, 2017), has not found

the certain method that can be used to build

students’character. Another research done by

(Ritchey, 2012) recomemend the further researcher to

use interview to get students’ perspective.

Meanwhile, in this reseacrh, the researcher used

bearded translation as the way in building students’

character and used deep interview to get students’

perspective in character.

The researcher analyzed the bearded translation

on two matters: 1) features that make the bearded

translation as an Islamic culture 2) the

implementation of character building on the bearded

translation learning process at Al-Ishlahiyah Woman

Salafiyah Boarding School Malang.

2 MATERIALS AND METHOD

This descriptive article is a research result with

qualitative approach and analysis. The main data

(character building on bearded translation learning)

were obtained through in-depth interviews with 10

students of class III diniyah (non-formal religious

studies) at Salafiyah Islamic Boarding School Al

Ishlahiyah Malang, which incidentally were female

students of Universitas Negeri Malang aged ranging

from 18- 23 years old. They are five people who never

went to boarding house school before and five

students who previously went to boarding house

school.

Observations were conducted both inside and

outside the class. Meanwhile, the documentation was

in the form of photographs of Kitab/ holy books

which have been interpreted. The triangulation of the

was carried out through a questionnaire on character

building (the version of Jakarta Center for Curriculum

Research and Development Agency, 2010) at 65 An-

Nur 2 Islamic Boarding School students who were

also students of the Sekolah Tinggi Kitab Kuning

(STKK) / Yellow Book Higher Education An-Nur

Bululawang Malang Regency.

3 FINDINGS AND DISCUSSIONS

3.1 Bearded Translation as Indonesian

Islamic Culture

The word culture or in the Indonesian language

known as kebudayaan derived from the word

“budhayah” Sanskrit language, the plural form of the

word “budhi”, which means sense. While the word

“budaya” is the plural form of “budi daya” which

means the power of the mind (Sulaeman, 1998). At

this point, there is a synergy between sense reason

and mind reason. Thus, the meaning arises that

culture is all creation, taste, intention, and the result

of creativity, taste, and intention. These three things

will form formally in the form of ideas, values,

norms, and regulations as told by JJ. Honigmann in

his book entitled "The World of Man" (Setiadi,

2011).There are six cultural features, one of which is

in the form of value. Value is a good thing that is

always desired, aspired and considered important by

all people as members of the community. Therefore,

something is said as valuable when it is useful and

precious (truthful value), having aesthetic value, good

(moral or esthetic value), or religious value (Setiadi,

2011).

Bearded translation is a culture because it

contains: 1) truthful values that are recognized by

intra-linguistic theories (nahwu and shorof), also

extra linguistics related to understanding the content

of the themes discussed, 2) aesthetic values because

the bearded translation is written in an angled

position. 3) an ethical value because the use of

Javanese language is intended to introduce manners

(gradations of language) for example when showing

the translation of the word "name" it will be different

when used for "Allah". The Essence of the Almighty

then uses the translation "asthma" (fine Javanese

meaning name), however, if it is intended for people

then using "jeneng/aran" (Javanese ngoko / rough

Javanese meaning name). In addition, 4) religious

value, because the learning of the books with the

bearded translation teaches religious values, both

tauhid, fiqh, tasawwuf etc.

Culture is a habit (Soekanto and Sulistyowati,

2013a) which means it is done over and over even

belongs to “super organic” (Koentjaraningrat, 2015).

The bearded translation is a habit carried out by

generations of students from generation to generation

even though the pesantren community has always

been alternated due to death and birth.

Culture has 7 features namely: 1) tools and

equipment of human life, 2) livelihood and economy

system, 3) social system, 4) language (both spoken

Bearded Translation: The Study of Indonesian Islamic Culture and Its Role in Character Building

and written), 5) arts, 6) knowledge system and 7)

religious (belief system) (Soekanto and Sulistyowati,

2013b).

Figure 1: The position of bearded translation as islamic

culture.

3.2 Bearded Translation and Its Role in

Character Building

3.2.1 Character Building

Republic Indonesian Constitutions Number 20 the

Year 2003 on National Education System (UU

Sisdiknas) formulated the function and objectives of

the national education, which should be utilized in

developing educational efforts in Indonesia. Article 3

UU Sisdiknas stated that, "National education has

functions to develop and form dignified national

character and civilization in order to educate the life

of the nation, aiming to develop the potential of

students to become believers and fear of God, noble,

healthy, knowledgeable, capable, creative,

independent and become a democratic and

responsible citizen.

Character is the way of thinking, behavior, or

personality of an individual formed from the results

of internalization of various virtues that are believed

and used as a basis for the way of seeing, thinking,

and acting (Pengembangan Pendidikan Budaya dan

Karakter Bangsa, Pedoman Sekolah. Kementerian

Pendidikan Nasional. Badan Penelitian dan

Pengembangan Pusat Kurikulum, 2010).Character

Building: the real efforts in helping an individual to

understand, care, and act with the core foundation of

ethical values (Lickona, 1991).

Character building is a plus character building

involving cognitive, feeling, and action aspects

(Azzet, 2011). Character building is conscious and

significant efforts from the teacher to teach values to

the students.

3.2.2 The Role of Bearded Translation on

Character Building in Salafiyah Putri Al

Ishlahiyah Malang Boarding School

Figure 2: The role of bearded translation in character

building.

Culture is significantly related to an individual’s

behavior or character. This happens because culture

is very influential on self-concept (understanding of

self and identity). Self-concept is formed from

cultural practices, where someone gets an objective,

real, and visible behavior in a particular culture

(Sarwono, 2014). In the Salafiyah Putri Al Ishlahiyah

Islamic Boarding School, through the bearded

learning (as part of an Islamic culture) with its

specific message through Javanese language by using

intra and extra-linguistics theories, is able to form

typical students’ characters. This is in line with

(Jiang, 2000) research, which stated that “Language

is a part of a culture and culture is a part of language.

Language is analogized as meat while culture is the

blood, both are inseparable. This is a description of

Chinese proverb in forming its culture” (Jiang, 2000).

The Main Data Obtained Were as Follow:

A. The result of interview

Table 1: The deep interview result of PPSP Al-Ishlahiyah

boarding school students.

No Character

Items

Implementation of

Character building

on the Bearded

Translation

Learning Process

Reasons

1 Religious Prayer at the

beginning, Prayer

in the end.

Tawassul to the

prophet

Finding the

blessings of

mushonnif (the

holy book author)

by praying for him

through reciting

Al-Fatihah

Because prayer

is the core of

worshipping

Students with

characters

Cultural

substantion

Intra and

extra

Arabic

linguistic

Messege

translatio

Bearded

Translation

Learning

ICRI 2018 - International Conference Recent Innovation

No Character

Items

Implementation of

Character building

on the Bearded

Translation

Learning Process

Reasons

2 Honest Interpreting the

book with the

meaning and

symbol of the word

position as read by

the teacher, not

reduced or added

By doing

something

appropriately,

it will

familiarize

honesty

3 Tolerant The reading is

repeated by the

teacher when it is

still unclear for the

students.

Tolerance

appears due to

the mutual

understanding

on others.

4 Discipline Students must

complete their

book as dictated by

their teacher with a

bearded translation

within the allotted

time the book must

be interpreted

completely (as a

Final test

requirement) if

they pass the

deadline, they will

get fined.

Discipline is

realized

because of the

habitual of

being on time

5 Hardworking In implementing

the bearded

translation 1)

writing a positional

sign for each lafaz

(Pronunciation), 2)

giving meaning to

each word, 3)

giving a diacritic if

the word is

unfamiliar to

students. All this is

done in a short

time.

Hardworking

because many

things has tobe

done in a very

short time

6 Creative The book, which is

interpreted by the,

is mostly between

the first row and

the next normally 7

mm (less than 1

cm), with

traditional Arabic

with a font size of

being creative

as it is

demanded to be

able to use

available

things

maximally

7 Independent Each student

interprets each of

their own books

The available

translation is

the students’

own writing

and cannot be

represented

8 Democratic When the students

are reading, the

others are listening

to what is being

read by their

friends.

Giving the best

opportunity for

others to do

their

obligations

No Character

Items

Implementation of

Character building

on the Bearded

Translation

Learning Process

Reasons

9 Curious In the use of

symbols from each

word position,

students are taught

to know the

meaning of each

symbol in addition

to their position

The more

variety of the

symbols given ,

the more the

students know

10 Spirit of

nationality

Even though the

students originated

from different

tribes and using

different

languages, they

learn bearded

translation through

the Javanese

Language.

The spirit of

nationality

needs

sacrifices

11 love of the

motherland

“Bearded

Translation” is a

legacy of teacher

Indonesia, the

preservation of this

work is an effort to

instill the love of

the motherland.

Through

students as the

generation, the

inheritance of

values is

getting more

real.

12 Appreciative

Achievements

 Tawassul to

the author of the

book before the

bearded translation

learning activities

 Giving

students the

opportunity to

reread the bearded

translation

With rewards,

it will raise the

spirit to imitate

the

achievement

13 Friendly Students’ habit

when they are left

behind in

interpreting, they

see their friends’

work or ask them.

asking

questions

frequently

during the

activities due to

being left

behind or

unfamiliar with

the vocabulary

items.

14 Communi-

cative

There is a certain

session where the

teacher gives time

to the students to

present

individually the

content of what is

being translated.

Learning

foreign

language or

Javanese needs

communication

practices.

15 Love of

Peaceful

Students never

response

negatively or even

fight when there

are different

opinions from the

other students.

Through

Javanese

language,

peacefulness is

increasingly

realized

Bearded Translation: The Study of Indonesian Islamic Culture and Its Role in Character Building

No Character

Items

Implementation of

Character building

on the Bearded

Translation

Learning Process

Reasons

16 Love of

reading

After the teacher

has done reading

the interpretation

of the bearded

translation, the

teacher asks all the

students to repeat it

together.

The fondness

can be realized

through

repetition

17 Social aware Repeated readings

3 times by

female/male

teacher as a form

of environmental

awareness (if there

are still students

left behind in

writing beards).

Awareness is

emerged

because of

difficulties

18 Responsible At the end of the

learning in one

semester, as the

requirement to

participate in the

final test, all

students are

required to

complete all the

meaning of the

whole book.

Responsibility

can be fostered

B. Discussion

Religious character in Islamic boarding school are

applied through prayers whether the teacher’s prayer

to the students or the reverse also the students’ prayer

to the author of the book. Abdurrahman Ma’sud said

that it is used as “blessing” based on the doctrine

special status of a religious leader (Ridin, 2004).

Because one of elements of culture is religion

(Soekanto & Sulistyowati, 2013). Honest character in

bearded translation activity is when the students have

to use the nahwu symbols as its rule appropriately

(Irhamni, 2011). Tolerant character can build the

component of cultural building that are universal that

covers language, knowledge system, social

organization, life tools system, and technology, job

system, religious system and art (Kontjaraningrat

2015). By understanding the universal culture

existence, someone will be being tolerant to the other

cultures. If we look to the cognitive aspect, yellow

book refers to two things, namely positioning human

being as the obedient man, and as wise human, as

social doer that save people and environment. The

two things are tied in the varied knowledge in yellow

book as nahwu, sharaf, fiqih, hadist, tafsir, akhlak,

aqidah, tasawuf ‘arudh, balaghah, and tauhid

(Mochtar, 2014). By applying some rules of the

bearded translation, someone has done discipline

things.

The bearded translation done in classical books

(al-Kutub al-Qadimah) doesn’t use period,

punctuation, no syakl, so it needs hardworking skill

(Nizar, 2013). Bearded translation uses pegon letters

that means “tidak bisa diucapkan”, in Javanese is ora

lumrah anggone ngucapakae, in English is unusual

being pronouncing (Kromoprawirto & Pigeud, 2006).

By using character of “period” (above, under, and in

the middle) and with the varied amount in certain

letters to differentiate the original Arabic letter with

the Arab “pegon” shows the creative character of the

writer. The letters are:

چ (cha) ،ڤ (pa) ،ڊ (dha) ،ۑ (nya) ،ڮ (ga)

ط ، (tha)،

ڠ (nga)

This varies, difficult and creative activities

demand “independence” from the students who did it

because it will be evaluated. Meanwhile, democratic

character can be proven in the use of Javanese culture

that build good attitude, behavior, and character with

language gradation (ngoko, madya, and kromo) as its

position (Pratiwi, 2017). This lesson is known as

“unggah ungguh” which is a rule in speaking based

on norms (Djarir, 2004). Curiosity is the indication of

knowledge. Meanwhile, knowledge system is one of

the elements of culture (Soekanto & Sulistyowati,

2013). The spirit of nationality that is emerged can be

seen from the phenomenon of the students from

varieties of regions who want to be in Islamic

boarding school in Java and want to study although

by carrying difficulties. It is needed an activation of

smart learning and ways of think-logic-intellectual

(Irhamni, 2011).

The bearded translation learning is the prove of

loving motherland character because it is the effort in

preventing the heritage of the previous figure or

religious leader in the first century of Islam

development in Indonesia (Adib, 2009).

The character of appreciating achievements is

proven by tawassul activities for the author of the

book in every beginning of the bearded translation

activity. This comes because culture affects self-

concept (comprehending his/her self and

indentations). Self-concept made of the culture

practice (Sarwono, 2014) and bearded translation is a

part of Indonesian Islamic culture.

Meanwhile, friendly character emerges on the

activity of ngabsahi (giving meanings) in bearded

translation activity where every student asks each

other whether about the meaning, the symbols of

nahwu also the writing that is not using

harakat/syakal (Fikri, 2014).

ICRI 2018 - International Conference Recent Innovation

Communicative character emerges when teacher

gives chance to one of the students to explain the

meaning of a text being translated using bearded

translation. Communication takes an important role in

giving information and culture in human life. In

addition, the material being communicated is the

translation of Arabic language in Javanese language,

while language is a part of culture (Sarwono, 2014).

The love of peaceful character can be proven

when Islam came in Indonesia peacefully, without

any war, as well as the lesson and the culture that is

brought. The lecture is done through education

(Ridin, 2004). By bearded translation activity,

students can apply the character of love of reading or

reading hobby because culture is built from the

individual who interact to motivation . In addition,

motivation emerges because of hobby. The character

of social awareness appears in students’ question and

answer activity during the bearded translation

activity. It shows that there is a social system as one

of culture elements that is being built (Soekanto &

Sulistyowati, 2013). Responsible character built from

the bearded translation preservation as Islamic culture

where the wisdom doer use it through rules, goals,

and certain ways, it is named as cultural principles

(Soekanto & Sulistyowati, 2013).

Besides the conclusion from the table above,

generally, all the research participants agreed that

through bearded translation, there is an effort of

character building. In other words, the bearded

translation learning influenced the coaching of

students’ character to become better.

C. Observation Results

Observation on the students who have never

learned bearded translation in general showed that

their behaviour is not as polite after learning the

bearded translation. The writing shows big and rough

handwriting. Likewise in terms of language, after a

few months of learning the translation of their

Bearded translation, besides being accustomed to fine

Javanese when communicating with caregivers,

teacher, even peers, however tawadlu’ habit also

emerged, politeness. Generally, students could be

able to adapt to the rules of the boarding school.

Figure 3 showed that in doing the activities of bearded

translation, students need to struggle because many

words have to be written in the narrow spaces and

they need to be patient in listening to the material

delivered by teacher fast as the material being

dictated are varied such as the meaning of the words

(represent the subject, verb, that is suitable for the

sentence structure), the pattern of the grammatical

sentence and the references (the subject and object).

D. Documentation (Photographs)

Figure 3: The student’s bearded translation

Triangulation of the Data. Triangulation through

questionnaire on the character building (Jakarta

Research and Development Center for Research and

Development, 2010) on 65 An Nur 2 Islamic

Boarding school students as well as the students of

Yellow Book College (STKK) An Nur Bululawang

Kabupaten Malang, then it is obtained the data of the

character building that is applied through learning

"Bearded Translation". These characters are as

follows:

Table 2: The Questionnaire Result of An Nur 2 Islamic

Boarding school students as well as the students of Yellow

Book College (STKK) An Nur Bululawang Kabupaten

Malang.

No Characters Item Applied in Bearded

Translation Learning

1 Religious √

2 Honest √

3 Tolerant √

4 Discipline √

5 Hardworking √

6 Creative √

7 Independent √

8 Democratic √

9 Curious √

10 Spirit of nationality √

11 Love of the motherland √

12 Appreciative to

Achievements

√

13 Friendly √

14 Communicative √

15 Love of Peaceful √

16 Love of reading √

17 Social awareness √

18 Responsible √

The research sample had a chance to give check

in the applied character items in bearded tranlation

learning. The distribution of students amount who

stated that there is a character building in the bearded

translation learning process were K1 (65), K2 (63),

Bearded Translation: The Study of Indonesian Islamic Culture and Its Role in Character Building

K3 (46), K4 (55), K5 (39), K6 (63), K7 (43), K8 (27),

K9 (29), K10 (8), K11 (30), K12 (19), K13 (19), K14

(13), K15 (34), K16 (18), K17 (24), and K18 (44).

There were answers with various statement but

similar in meaning.

The activities shown in the table above were

implemented simultaneously. Therefore, it has

become the students’ habit. This kind of habit

becomes the culture since it is practiced and own

jointly or in groups and obtained from the learning

process (Ihromi, 2016).

4 RESULT AND DISCUSSIONS

4.1 Study Results (Conclusion)

Learning bearded translation means studying cultural

substances namely the values of truth, aesthetic, ethic,

and religious. At the same time, it also learns 18

character items including being religious, honest,

tolerant, discipline, hardworking, creative,

independent, democratic, curious, spirit of

nationality, love of the motherland, appreciative to

achievement, friendly, communicative, love of peace,

love of reading, social awareness, and responsible.

4.2 Suggestions

When it is expected to obtain data on the role of

broader educated research participants, then the

future research can be conducted on the elementary

and secondary school student groups.

REFERENCES

Ahmad Kafaafi, ‘Alauddin wal aakhoruuun, 2005.

Mahaaraat Al Ittishool wa At Tafaa’ul fi Amaliyyatai

Al Ta’’liim wa At Ta’allum. Daarul Fikr, Qohiroh.

Azzet, A.M., 2011. Urgensi Pendidikan Karakterdi

Indonesia. Ar-Ruz Media, Jogjakarta.

Bruinessen, M. van, 1999. Kitab Kuning, Pesantren dan

Tarekat, Tradisi- Tradisi Islam di Indonesia. Mizan,

Bandung.

Eldin, Ahmad Abdel Tawwab Sharaf., 2015. Teaching

Culture in the Classroom to Arabic Language Students.

International Education Studies Volume 8/2.

Farj, H.A., 2003. At Tarbiyyah wa Qodhoya Al Mujtama’

Al Mu’aashir. alAbnaa,Wahbah Hasan, Qohiroh.

Genc, B., Bada, E., 2005. Culture in Language Learning

and Teaching 5.

Ihromi, T.O., 2016. Pokok- pokok Antropologi Budaya.

Yayasan Pustaka Obor Indonesia., Jakarta.

Irhamni, 2011. Kearifan Lokal Pendidikan Pesantren

Tradisional Di Jawa: Kajian Atas Praktek

penerjemahan Jenggotan.

Jazuly, A., 2017. Islamic Culture-Based Education Design

in Building Muhammadiyah Students’ Character.

Advance in Social Science,Education and Humanities

Research 109.

Jiang, W., 2000. The Relationship Between Culture And

Language 54.

Kementerian Pendidikan Nasional. 2010. Pengembangan

Pendidikan Budaya dan Karakter Bangsa, Pedoman

Sekolah. Badan Penelitian dan Pengembangan Pusat

Kurikulum. Jakarta.

Koentjaraningrat, 2015. Pengantar Ilmu Antropologi.

Rineka Cipta, Jakarta.

Lickona, T., 1991. Educating for Character. Bantam

Books, Newyork.

Machmudah, U., 2016. Tsaqafah Tarjamah Jenggot wa

Dauruhu fi Takwiin At Tafkiir An Naaqid Lada

Tholabah Ma’aahid Islaamiyyah fi Indonesia

(Diroosah Washfiyyah An Tahqiiq Majaali Idrookii li

Bloom).

Muqoyyidin, A.W., 2014. Kitab Kuning Dan Tradisi Riset

Pesantren Di Nusantara. Ibda’ Jurnal Kebudayaan

Islam. 12.

Pratiwi, R. M., 2017 Pembelajaran Unggah-Ungguhing

Bahasa Jawa Sebagai Pendidikan Karakter Pada

Siswa Kelas 5 Sd Muhammadiyah Pk Boyolali.

Published Bachelor thesis. Universitas Muhammadiah

Surakarta.

Ritchey, A.D., 2012. Goma Curriculum, A Character

Education Paradigm: Composing A Text For Shaping

Classroom Character Culture. Florida International

University, Florida.

Sarwono, S.W., 2014. Psikologi Lintas Budaya. PT Raja.

Grafindo Persada, Depok.

Setiadi, E.M. dk., 2011. Ilmu Sosial dan Budaya Dasar.

Kencana Prenada Media, Jakarta.

Soekanto, S., Sulistyowati, B., 2013a. Sosiologi Suatu

Pengantar. Raja Grafindo Persada, Jakarta.

Soekanto, S., Sulistyowati, B., 2013b. Sosiologi Suatu

Pengantar

. Raja Grafindo Persada, Jakarta.

Sulaeman, M.M., 1998. Ilmu Budaya Dasar Suatu

Pengantar. PT Eresco, Bandung.

Sumahamijaya, S., Yasben, D., Agus Dana, D., 2003.

Pendidikan Karakter Mandiri dan Kewiraswastaan:

Suatu Upaya bagi Keberhasilan Program Pendidikan

Berbasis Luas/ Broad Based Education dan Life Skill.

Angkasa, Bandung.

Thanasoulas, D., 2001. The Importance of Teaching

Culture in the Foreign Language Classroom.

Zuhriy, M.S.W., 2011. Budaya Pesantren Dan Pendidikan

Karakter Pada Pondok Pesantren Salaf Volume 19.

ICRI 2018 - International Conference Recent Innovation