Proceeding of International Conference on Cultures & Languages
The International Conference on Cultures & Languages (ICCL) provides an interdisciplinary forum for scholars, researchers, educators, practitioners, and cultural professionals to examine the dynamic relationships between language, culture, society, identity, knowledge, and technological transformation. The conference welcomes theoretical, empirical, comparative, and interdisciplinary studies that explore how languages and cultures evolve, interact, and contribute to addressing contemporary global challenges. Its scope encompasses research on language and linguistics, literature and cultural studies, language education and pedagogy, translation and interpreting, communication and media, cultural heritage and preservation, anthropology and society, intercultural communication, digital humanities and emerging technologies, globalization and cultural diversity, religious and cultural traditions, creative industries and the arts, multilingualism, migration and identity, indigenous and local knowledge, and language and culture in sustainable development. The conference also encourages innovative research connecting language and cultural studies with education, technology, social transformation, environmental sustainability, and global citizenship. Through interdisciplinary dialogue and international collaboration, ICCL seeks to advance new perspectives on how language and culture can foster mutual understanding, cultural resilience, inclusive knowledge production, and sustainable global communities.
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GLOCALIZATION OF LEARNING AND CREATION SOURCES FOR FICTION WRITING TEACHING MATERIALS: EXPLORING CREATIVITY IN A LOCAL CONTEXT
Sri Lestari;
Sumadi Sumadi
Vol. 2 No. 1 (2024): Proceeding of International Conference on Cultures & Language 2024 397-410
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DOI: 10.22515/vtbetp18
This research aims to explore the concept of glocalization in the context of fiction writing instruction in higher education and its impact on the creation of teaching materials relevant to the local context. The primary focus of this study is to understand how the glocalization approach can enrich students' fiction writing learning experiences and support the creation of teaching materials that align with the needs and unique cultural aspects of the local context. The research methodology employed is a qualitative approach with data collection techniques including interviews, classroom observations, and document analysis. Participants in this study include faculty members and students involved in the instruction and creation of fiction writing teaching materials in several creative writing programs at universities. The findings indicate that the glocalization approach in fiction writing instruction encourages the use of local readings, the application of local language, and exploration of themes relevant to the local culture. Moreover, this approach also enhances student engagement in the learning process and strengthens their cultural identity as writers. In the context of creating fiction writing teaching materials, glocalization provides rich inspiration and material for educators to develop engaging materials that cater to the needs and uniqueness of the local culture. This research contributes to understanding the importance of integrating local elements in fiction writing instruction approaches in higher education and highlights the significant role of glocalization in creating relevant and meaningful teaching materials.