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Applying Simulation-Based Activities in Interpretation Subject Yenni Rozimela
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 presents the merits and drawbacks of simulation- based activities applied in Interpretation subject. At the English Department of UNP, the Interpretation subject is aimed to develop students’ interpretation skills, which in turn enables the graduates to take hold of various job opportunities required these skills. Through interpretation activities, the students improve their language skills, especially listening and speaking. In addition, they are trained to develop some other-related communication skills such as interviewing people and presenting a paper in a seminar. In other words, the students develop their communication skills. To resemble the real events of interpretation, simulation-based activities are used in the class. They are talk-show, seminar, and drama. The students are given the roles in accordance with the activities. Here, the teaching and learning activities and the results obtained through the writer’s observation and field-notes will be presented. The problems the students face and the difficulties in carrying out the activities also need to be noted as they can be useful input for future improvement both for Interpretation and other related subjects. Keywords: Interpretation, Simulation, Seminar, Drama, Talk-Show

Makna Mendidik pada Kain Songket Silungkang Sumatera Barat Budiwirman Budiwirman
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 study aims to identify the symbolic significance of education in traditional clothing Silungkang West Sumatra. To identify the motif forms containing symbolic values education in songket Silungkang, and analyze the educational values inherent in Silungkang songket. To browse the educational symbolic values contained in this Songket, with the basic elements that should be found according to the formulation of the problem. Types of research used ethnographic methods associated with qualitative research. That is, qualitative researchers are as a human instrument, serves to adjust the focus of research, selecting informants as data sources, gathering data, assessing the quality of data, analyze data, interpret data and make conclusions on the findings, and techniques of data analysis performed by analysis of the meaning of an interactive model , model analysis has three main types of component analysis, namely data reduction, data and conclusion / verification. Each researcher collected data to move on to the data / information collected is sufficient to answer the research issues and conclusions. The results obtained by the symbolic value of education is contained in songket Silungkang used by indigenous stakeholders (the prince and Bundo Kanduang) in the customary phrase says: smart (knowledgeable), know (knowledge), good (quality), which means the smart way , that the indigenous stakeholders. Means that stakeholders must know the practice of indigenous knowledge possessed, and which either means he has the expertise and wisdom in leading the community. The conclusion of this study is the significance of education in the prince clothes and Bundo Kandung a role model for people in the area Silungkang. Keywords: Symbolic, Songket, Culture.

Revitalising Teaching of Cross-Cultural Understanding in Indonesia Context Ingrid Brita
International Conference on Languages and Arts Proceeding of the 1st ISLA 2012
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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Is Theory of Translation Needed to Build Students’ Translation Competence? Havid Ardi
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 article presents the importance theory of translation in translation training to build translation competence in revitalizing the teaching of translation. Firstly, the translation competence is defined. Then, six sub-competences of translation competence are described and materials given in the translation subject to build students’ competence are presented. This competence builds students’ awareness in detecting translation problem and finding the strategy to solve it. Some strategy applied by the translator in his translation (translation technique) are presented. These techniques are implemented to solve untranslatability. By introducing these techniques, the students improve their translation competence, especially in translating untranslatable words or expression. Students’ responses on the materials related the translation theory are also presented. This will be useful input for future improvement for the translation subject.Key words: translation theory, translation competence, problem-based solving

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.

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

Membangun Sinergi Guru dan Dosen Profesional, Berkarakter dalam Rangka Mencerdaskan Kehidupan Bangsa di Era Global Muhammad Rohmadi
International Conference on Languages and Arts Proceeding of the 1st ISLA 2012
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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Kuatnya arus pembelajaran berarti kuatnya guru dan dosen, kuatnya guru dan dosen berarti kuatnya pendidikan, dan kuatnya pendidikan berarti kuatnya bangsa Indonesia. Guru dan dosen adalah teladan bagi peserta didik dan mahasiswa di ranah pendidikan dasar, menengah, dan tinggi. Keteladanan guru dan dosen dapat dilihat dari berbagai aspek dalam pelaksanaan tugas pokok dan fungsi sebagai guru dan dosen profesional dalam bidang humaniora, khususnya bahasa dan sastra Indonesia. Dalam rangka mewujudkan penguasaan empat kompetensi yang wajib dimiliki guru, yaitu kompetensi pedagogik, profesional, sosial, dan kepribadiam harus dilakukan pembentukan karakter dan peningkatan kompetensi bagi guru dan dosen dalam bidangnya masing-masing. Dengan demikian akan tercetak guru dan dosen yang cerdas dan berkarakter kuat dalam bidang keahliannya. Salah satu solusi alternatif dalam pembentukan guru dan dosen berkarakter dapat dilakukan dengan meneladani karakter Rasulullah Muhammad saw. Karakter yang harus diteladani sebagai landasan pembentukan guru dan dosen berkarakter adalah: (1) sidiq yang berarti benar/jujur, (2) amanah, artinya dapat dipercaya, (3) tabliqh, artinya menyampaikan kebenaran, dan (4) fatanah, artinya cerdas. Merujuk pemikiran di atas, apabila guru dan dosen meneladani karakter-karekter Rasulullah tersebut dan mengimplementasikan secara benar dalam pembelajaran di kelas atau di luar kelas maka akan mampu membentuk guru dan dosen berkarakter secara bertahap. Dengan terbentuknya karakter guru dan dosen sesuai dengan teladan Rasulullah, inysallah akan terjadi peningkatan kualitas proses dan hasil dalam pendidikan di ranah pendidikan dasar, menengah, dan tinggi di seluruh wilayah Indonesia. Peningkatan kualitas pendidikan, dalam bidang bahasa dan sastra Indonesia secara tidak langsung akan menyiapkan calon-calon pemimpin bangsa yang cerdas dan berkarakter di masa yang akan datang. Kata kunci: guru, dosen, cerdas, karakter, dan rasulullah.

The Role of Literature in Teaching Critical Reading Kurnia Ningsih
International Conference on Languages and Arts Proceeding of the 1st ISLA 2012
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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Being an academic community, especially in tertiary level (college and Universities) students should have higher level of thinking. This level can be reached through critical reading that offers opportunities for students actively to comprehend, make inferences, consider ideas, learn to evaluate and give arguments toward what the text says. To develop critical reading does not simply deal with the strategy of teaching reading, but also the choice of materials. Literature (literary work) as a material for reading offers the chance to build critical reading and thinking skills since the text are creative and imaginative work. It deals with phenomena occures in daily life. The text is able to invite the readers to think creatively, read between the lines, as well as develop their imagination. It activates the cognitive and affective factors required by intellectual community. Thus this paper focuses on the role of literature in teaching critical reading that should be developed from the beginning.

Appraisals in Students’ Hortatory Exposition Essays Refnaldi Refnaldi
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 aims at describing how appraisals are used by the writer in using the language components for the purpose of developing discussion texts. The focus of the analysis is how the three appraisal sub-systems—attitude, engagement, and graduation—are taught to students. Attitude itself will be further divided into affect, judgment, and appreciation. Engagement is also classified into two, mono-gloss and hetero-gloss. Graduation is, furthermore, subcategorized into force (gradable) and focus (non-graded). Moreover, the functions performed by appraisals used are classified into three positioning, attitudinal positioning, dialogistic positioning, and intertextual positioning.

PREFERRED STRATEGIES USED BY PEKANBARU SENIOR HIGH SCHOOL STUDENTS’ TO LEARN INDIVIDUAL SKILLS Of ENGLISH Fakhri Ras
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 objective of this study is to investigate how Pekanbaru senior high school students learn various language skills (listening, speaking, reading, writing as well as vocabulary and structure). One of the definitions of language learning strategies is defined by Oxford (1990b). She states that language learning strategies are specific actions taken by the learners to make learning easier, faster, more enjoyable, more self-directed, more efficient, and more transferable in new situation. The needed data were collected by interviewing 10 selected students from five ethnic groups (Malay, Minangkabau, Javanese, Batak, and Chinese) at various senior high schools in Pekanbaru. The respondents were asked to answer the following question: If you are asked to increase the the four language skills (listening, speaking, reading, writing as well as vocabulary and structure), what do you do? Inter-rater reliability was used to judge the answers of related respondents in the interview by the qualified inter-raters-that are master’s degree in TEFL. The inter-raters modified the respondents’ responses in casual English into acceptable written English without changing the concept of the expression. The highest frequency has been acknowledged. There are 67 strategies identified as the most-preferred strategies employed by the respondents to increase the language skills as well as vocabulary and structure. The use of these strategies can be grouped into once-mentioned, twice-mentioned, and more than twice-mentioned. Examples of strategies mentioned more than twice for improving for improving speaking skills, preparing as much vocabulary as possible (four times); and for improving writing skill, the strategy of writing procedurally (three times). Suggestions for further study are those the successful learners, less successful learners, and gifted learners should also be taken into account as crucial factors to investigate in the near future. Key words: learning, language learning strategy, language skill

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Contact Name
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Contact Email
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Phone
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Journal Mail Official
-

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Location
Kota padang,

Sumatera barat

INDONESIA