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MULTILINGUALISM IN GERMANY: POTENTIAL AND CHALLENGES FOR SOCIETY AND INDIVIDUALS Susanne R. Borgwaldt
International Conference on Languages and Arts Proceeding of the 3rd ISLA 2014
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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After a general introduction, multilingualism in Germany will be discussed with respect to three main aspects: (a) demographics and development of multilingualism (b) the public view regarding multilingualism and (c) types of multilingualism. Keywords: challenge, demography, multilingual,

METACOGNITIVE ABILITY EMPOWERMENT AS A MEANS OF DEVELOPING LEARNERS’ CHARACTERS Ika Mustika
International Conference on Languages and Arts Proceeding of the 3rd ISLA 2014
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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The shifting of era to severe globalization may lead to the fading of one’s character especially learners as youth who are vunerable to this issue. School as formal education institution is a powerful means in the process of learners’ character formation in addition to family. School as the learners’ second home after family must be able to provide adequate practice of character education so that it can produce youth generation who have not only intellectual intelligence but also emotion and spiritual intelligences. Those three shall create a characterized youth of nation. In realization, it means implementing character education through the process of learning. In this case, it needs teacher’s ability to plan and conduct the learning process leading to the process of learners’ character formation.One of the ways that can be done is by empowering metacognitive ability. The empowerment of metacognitive ability may be conducted by teaching the learners to use metacognitive strategy. By empowering metacognitive ability, learners are expected to get used to always monitor, control, and evaluate their learning comprehension. This ability is essential to be mastered thus the learners can have responsibility of their own learning. Being responsible is a basic value which is universally recognized that learners should have. In conclusion, this basic value is the benchmark of the learners to behave and act in accordance with moral code. This is beneficial to live their lives in the future. Keywords: Metacogntive Ability, Character Development

Storytelling and Professional Learning Brenton Doecke
International Conference on Languages and Arts Proceeding of the 1st ISLA 2012
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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This paper begins by reflecting on the role that story-telling plays in our lives, drawing on a range of theoretical resources to affirm the value of storytelling as ‘the central function or instance of the human mind’ (to borrow the words of Fredric Jameson, 1981, p.13). The paper then moves on to ask why story-telling is not given the prominence it deserves in school education, and then considers ways in which classrooms might be reconceptualized as storytelling sites, in which teachers and their pupils come together to share their experiences by exchanging stories. The main focus of the paper, however, is on the heuristic value of storytelling as a form of professional learning and practitioner inquiry. This will include reflecting on the importance of autobiographical writing as a vehicle through which educators can develop a reflexive practice that is sensitive to the values and beliefs of the young people they teach. I will also be looking at how teachers can learn by writing stories about their day-to-day professional practice, drawing on my long-time collaboration with Douglas McClenaghan, an English teacher who works in a state school in Melbourne (Doecke and McClenaghan, 2011). To conclude the paper I will also consider the role that storytelling has played in a major project in which I have been engaged, namely the development of the Standards for Teachers of English Language and Literacy in Australia (STELLA), focusing on the teacher narratives published on the STELLA website (stella.org.au).A key aim of the paper is to show how teacher educators working in tertiary institutions and school teachers can develop collaborative research partnerships by focusing on the stories that teachers tell about their work.

STRATEGIES OF POLITENESS USED BY ENGLISH LECTURERS WHEN INTERACTING WITH THE STUDENTS IN LEARNING PROCESS AT UNIVERSITY LEVEL IN WEST SUMATERA Yelfiza Yelfiza
International Conference on Languages and Arts Proceeding of the 3rd ISLA 2014
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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This research studied types of strategies of politeness, which were used by the lecturers when they interacted with their students in learning process. Qualitative method with the techniques of recording was used to gather the data. Informants were the lecturers of English department who taught at odd semester 2013/2014 academic year. Sampling technique was purposive sampling. Instruments of the research were video and questionnaire. Data were analyzed through the some procedures, as providing the data and organizing them, exploring them by coding, using the code to gain a general description and deciding theme, presenting the findings, interpreting, and validating. Findings can be interpreted that the types of politeness used by the lecturers are categorized into two general kinds, positive and negative strategies. The positive strategies include making the students comforted, being consistent, being responsible, being industrious, being appreciative, and being aware. However, the negative strategies include being angry, being inconsistent, being irresponsible, being unaware, and being inappreciative. All kinds of positive strategies are suggested to be used when interacting with the students in learning process. Conversely, the negative strategies are suggested not to be used, with the exception, when the students break norms. Key words: strategies, politeness, interacting, learning, university

PEMANFAATAN BAHAN AJAR MEMBACA BERBASIS LOKAL UNTUK MENINGKATKAN KETERAMPILAN MEMBACA SISWA KELAS IV SEKOLAH DASAR DI PROVINSI BENGKULU Gumono Gumono
International Conference on Languages and Arts Proceeding of the 2nd ISLA 2013
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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The aim of this action research is improving students' reading comprehension skills, using local conditions based teaching materials. The comprehension in this research means understanding of the main ideas, facts, opinions, comparisons, and the opposition. Types of data in this research used is the learning process data and student learning outcomes data. Data collected by observation techniques, the study documents, and test. Key instrument of this research is the researcher himself, by making use of supporting instruments in the form of guidelines for observation, document analysis, and test items. Validity test of the data carried by persistent observation, triangulation, and peer review. Data were analyzed using qualitative data analysis techniques of interactive models and simple quantitative analysis. Action research conducted in two cycles. The results of this research is reading instruction using local conditions based reading materialscan: (a) (1) increasing students' schemata about reading, (2) improving the readiness of self and mental students to understand the content of reading, and (3) increasing the curiosity to the contents of reaing materials; (b) can lead students to determine the purpose of reading; (c). improving student proficiency suggests that information gained from reading and discussion group; and (d) improving students’ speaking skills through brainstorming and improving students’ writing skills through written information obtained from literature. Kata Kunci: pembelajaran, keterampilan membaca, bahan ajar berbasis lokal, sekolah dasar

NEURO-PSIKOLINGUISTIC APPROACH IN BUIDING STUDENTS’C CHARACTER IN THE PREPUBERTAL AGE: A REFLECTION OF JAPAN’S BASIC EDUCATION SYSTEM Gusdi Sastra
International Conference on Languages and Arts Proceeding of the 3rd ISLA 2014
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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This paper discusses the implementation of neuro-psycholinguistic in building students’ character in the prepubertal age in primary school. Psycholinguistic approach composed consists of three things, namely: comprehension, production, and bio-neurological. Reflecting the basic education learning system in Japan, it tries to explain how the Japanese government's role in building the students’ character, especially at primary school age. Various competences, cognitive, psychomotor, and affective domain, in prepubertal age are being discussed through neurolinguistic studies how Japan become a advanced country. It was built together by the three pillars to build students’ character, the government, schools, and parents. Based on psycholinguistic approach, it reveals that the Japanese character is built through a long process, especially in the prepubertal age, as this age is the rapid nerve cells in the brain work in the process of localization of various intelligence functions, especially the treatment to the children in the area of emotional intelligence of the right hemisphere of his brain, so it internalized into the character of each individual until adulthood. From the review of the theoretical and practical neuro-psycholinguistic approach to build the students’ character, proving that education plays an important role in the growth and development of children as the future generation. Indonesian language learning competence (especially "writing" used to be called the "composing" is expected to develop language skills so that students are characterized by 4 basic competencies, i.e. reading, writing, listening, and speaking. Through these basic competencies, it is expected that the students will have core competencies and soft skills such as hardskills that reflects the attitudes, skills, and knowledge students that are interlinked subjects to each student-student in the group. In addition, through the concept of "Liderlis" (see, hear, and write), "Firalis" (think, feel, and write), and "Menudas" (read - write - smart) will produce the students with good character, that are able to translate text and experience into values which will build the personality of the students. It require good cooperation between the government, teachers, and parents together in creating an educated and character of human being in Indonesia. Keywords: neurolinguistics, Japan’s character, prepubertal age, writing

CLOSING STRATEGIES CONVEYED BY THE ENGLISH TEACHERS Rachmawati Rachmawati; Nurul Fitri; Hustarna Hustarna
International Conference on Languages and Arts Proceeding of the 3rd ISLA 2014
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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The present research is inevitable at revealing the types of closing strategies and the reasons of realizing those closing strategies by the teachers at one of private English courses in the Jambi City. Two English teachers engage in the research who coach students at the advanced and conversation classes. The data of the research are utterances produced by the research subjects (teachers) all through the classroom interactions. The utterances are assembled by means of a tape recorder and a pen-cam as the supporting instrument. Every single word is recorded by these two instruments (a tape recorder and a pen cam) conversely not all of the utterances are regarded as the data (data reduction process). Besides the two instruments mentioned, note-taking is too utilized in an attempt to get rid of bias of the research. The results of this research highlights nine genuses of closing strategies uttered by the research subjects, namely positive comment (31 occurrences), excuse (12 occurrences), imperative to end (27 occurrences), blame (5 occurrences), goal (40 occurrences), summary (70 occurrences), an expression of thanks for the conversation (15 occurrences), plan (16 occurrences), and general wish (5 occurrences). Briefly, the cultural issue entirely have a consequence on the closing strategies realized by the research subjects. Keywords: closing utterances, politeness, strategies

Assessing Speaking Skill in English Language Teaching and Learning Supriusman Supriusman
International Conference on Languages and Arts Proceeding of the 1st ISLA 2012
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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The ability to assess speaking in English language teaching is very important for English teachers because as one of language productive skills, speaking cannot be assessed directly and objectively by unqualified and inexperienced English teachers. This is in line with the teachers and lecturers law No. 14, 2005 which states that one of main duties of professional teachers is assessment. Therefore, this paper seems to be useful to improve their knowledge and understanding in assessment to avoid and reduce their subjectivity in assessing this productive skill. This paper also describes how to assess speaking skill, definitions of assessment, speaking, measurement, evaluation and test, characteristics of assessment and measurement, the difference between traditional assessment and alternative assessment. Besides, several purposes of assessment are also described in the paper to improve teachers’ insight in this topic. Keywords: assessment, speaking, evaluation, measurement, and test

(TO ROAM) IN SEARCH OF EMPOWERING PEDAGOGICAL THEORIES FOR LANGUAGES LEARNING: LESSONS LEARNED Lesley Harbon
International Conference on Languages and Arts Proceeding of the 2nd ISLA 2013
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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William Blake, one of England's greatest poets, the B52s, one of America's top rock bands of the 80s and 90s, and perhaps even the Minangkabau people through their merantau, all acknowledge in their own ways, that to “roam” can be a way to new learning. Blake stated, “How sweet I roam’d from field to field”, expressing the enjoyment of a journey. The B-52s, an American New Wave band, formed in the mid-1970s, sang about the joys of roaming “without wings, without wheels”. The Minangkabau people of West Sumatra encourage/expect their young men and women to roam in search of new knowledge and experiences, merantau, before eventually bringing their learning back home. In fact even modern telecommunications terminology uses the term “roaming”. A belief in the power of “roaming” to seek new truths has been a characteristic of the human journey for a very long time. For more than three decades, I myself have been fortunate enough to have had opportunities to roam in my own search for answers to questions about empowering theories for education in general, and languages education in particular. It is my belief that through the teaching and learning of languages and cultures we can engage with multiculturalism, social justice and inclusion in schools which are in themselves contributing issues adding to the complexity and richness of our society. What I have learned while I roamed about different education systems is that there is generally a deep desire to make schools a better place. Education does this by dividing up the curriculum into subject areas. One such subject area is foreign language education. Yet empowering theories for languages education are not always in evidence and making schools and universities better places may well just be serendipitous, rather than a result of good planning. This paper examines why we want (and need) to empower the individuals in our schools and universities, what it might look like to empower language teachers and students through an intercultural orientation, and how dialogue and reflexivity are crucial as we continue to roam.

EXTRACTING THE ALKHLAKUL KARIMAH VALUE IN ZAPIN TRADITIONAL ART AS THE REINFORCEMENT TOWARD CURRICULUM 2013 Ellya Roza
International Conference on Languages and Arts Proceeding of the 3rd ISLA 2014
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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Zapin is one of the culture that derived from Arabic culture which was growing in the Indonesia through a process of Islamization. Zapin in Indonesia grow and develop accordance with the customs and conditions of local communities. Zapin is composed of three elements namely music, song and dance. Three elements are complementary each other and create harmony of movement and rhythm which are eyecatching and earcathing. In the Indonesia of the past, especially in the region of the Kingdom of Siak, Zapin is an palace art that is patented by the sultan for certain events such as welcoming guests and celebrations in the kingdom so that when Zapin displayed much rule that must be understood and practiced by zapiner, both musicians, singers and dancers. For example, not allowed to dance in pairs between men and women, wear clothes that are neat and cover the body as religion rule, polite, indicates a movement that glorifies and many other procedures. When reviewed and examined in depth the whole that rule, in essence teaches ethics and akhlakul karimah to the performers and audience of Zapin. Expiration of the kingdom in the Indonesia as the kingdom of Siak did not make Zapin faded, Zapin defended in the community because its content suitable with appoint teaching and attitude life of the Indonesia’s people who are prioritize the religiosity. It means the presence of Zapin as one of the traditional art form still exist for people now even the value contained in the Zapin never faded though modern art has become popular. Therefore, this paper tries to explore the existence of Zapin especially akhlakul karimah value contained in it, so Zapin become one of the traditional arts and empowering for the life of society and state even act as strengthening the curriculum in 2013 as the government declared today Kata kunci: Zapin, exploring, value, akhlakul karimah, curriculum 2013

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Sumatera barat

INDONESIA