The research was starting from the researcher case
about new learning curriculum. This change requires teachers to adapt to the new curriculum quickly, so as to create students with good character. The researcher examines learning that implementation of P5 program, especially in English subjects. So that through the implementation of P5 teaching with good strategies, teachers can produce intelligent students with the
Pancasila student profile character. For this reason, the researcher wants to see the implementation of P5 program on English subject. The research questions are: 1) What is the English teachers’ preparation for implementing P5 program on English subject at SMAN 1 Grogol?, 2) How is the implementation of P5 program on English subject at SMAN 1 Grogol?, and 3) How are the students’ responses toward the implementation of P5 program on English subject at SMAN 1 Grogol?. The research objectives are: 1) To analyze the English teachers’ preparation for implementing P5 program on English subject at SMAN 1 Grogol, 2) To analyze the implementation of P5 program on English subject at SMAN 1 Grogol, and 3) To analyze the students’ responses toward the implementation of P5 program on English subject at SMAN 1 Grogol.
This research is qualitative descriptive study. The subjects of this research are the English teachers and students of SMA Negeri 1 Grogol. Data collection in this research was carried out in four ways, those are: documentation, observation, interview, questionnaire and using four instruments there are documentation review, observation checklist, interview guide, and partially open questionnaire. Data analysis was carried out according to theory Miles and Huberman, those are: data reduction, data display, and conclusion drawing.
The result of this research is explained into three parts:
1) The English teachers’ preparation for implementing P5
program on English Subject; a) There is a document in the form of a teaching module was written by the MGMP Team for all English teachers. b) The teaching module has the following three components, those are general information component, core component, and appendix. c) There are three activities in process of implementation of English learning, those are opening activities, core activities, and closing activities. 2) The implementation of P5 Program on English subject; a) English teachers are successful in implemented of P5 Program on English subject and in accordance with the teaching module. b) English teachers who are innovative and have strategic freedom in implementing English language learning according to different class characteristics through a differentiation approach model. c) Students can show the character of the Pancasila student profile through English learning activities from opening activities, core activities, until closing activities. 3) The students’ responses toward the implementation of P5 program on English subject; a) There are two responses those are students gives positive towards character dimensions during English learning, and students have succeeded in mastering the material that has been implemented. b) The dimensions most favored by students in classes X1, X2, and X4 are the faith, fear of God Almighty, and noble character.

Key words: Proyek Penguatan Profil Pelajar Pancasila, P5, Character, Merdeka curriculum, English Subject.