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CROSS CULTURAL COMMUNICATION AWARENESS IN TRANSLATION Havid Ardi
International Conference on Languages and Arts Proceedings of the 4th ISLA 2015
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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A translation is a bridge of communication among nations that have unique cultures and language. In fact, cultural differences lead to different ways of delivering ideas or message. Even, similar utterance might have different meaning depend on its contextual setting and the speaker. Therefore, translation process is not a simple activity of replacing words from a language into another language. This paper aims at introducing cross cultural communication awareness that must be owned to be a professional translator. Besides, this paper also aims at showing the use of pragmatic analysis in understanding and solving the problem of translation related to cultural differences. Firstly, some sources of (unidentified) translation problems related to specific feature of languages are raised and ways to analyze and solve the problems are proposed. Key words: cross cultural, cultural awareness, pragmatic, translation.

BUILDING STUDENTS’ CHARACTER THROUGH MAIN CHARACTERS IN THE NOVEL KOOONG BY IWAN SIMATUPANG Haryadi Haryadi
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 purpose of this paper to illustrate the main character in the novel Kooong by Iwan Simatupang to build the character of students. This is a qualitative study using content analysis method. Design research is asking questions, collecting data, and interpreting the data. This study uses two structural approach and the approach of psychoanalysis Sigmund Freud. Results of the study: (1) The structure of the novel Kooong: (a) the theme of human wanderings; (b) a flashback; (c) the background in Jakarta and Central Java; (d) the main character Mr. Sastro; and (d) third-person point of view with her style omniscient. (2) psychological disturbances: (a) the form of psychological disorders: depression and schizophrenia. (b) the causes of mental disorders: loss of turtledoves, children, and his wife. (c) due to mental disorders: a grumpy, left the village, and is considered crazy. (d) solution psychological disorders: submission to God and give a message to Mr. Headman and his friends throughout the village. Keywords: building character, learners, the main character, novel

ACCELERATION OF CURRICULUM 2013 IMPLEMENTATION MODEL FOR HIGH SCHOOL FRENCH LANGUAGE TEACHER OF YOGYAKARTA THROUGH LESSON STUDY Roswita L.Tobing; Dwiyanto Djoko Pranowo; Rohali Rohali
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 article is the result of research that aims to develop a model of the acceleration of the implementation of the curriculum 2013 at the high school French teacher of Yogyakarta. Curriculum 2013 is characterized by the emphasis on competence development attitude (character), skills, and cognition in a balanced way than the previous curriculum. Through Lesson Study attempted acceleration of understanding and competence of teachers in implementing the curriculum 2013 which has been announced by the government to be implemented in schools starting in June 2013. With workshops and modeling, high school French teachers dissect and understand the curriculum and develop lesson plans and teaching materials development which is ready to be applied from class X to class XII. The study was conducted by the Research and Development that begins with preresearch, followed by model development, testing product, and the final product is a complete learning tool with a final evaluation and learning for all semesters in high school level. The research was done in collaboration with teachers, members of French teacher assosiation (MGMP) in Yogyakarta. The results showed that through Lesson Study, the teachers' competence to implement the curriculum in the classroom is increasing. It is evident from the learning products produced jointly by teachers in the form of Lesson Plan (RPP) and the material and complete the evaluation. In addition, the emphasis on attitude competencies (development of character education can be customized by the teacher in teaching materials based on the syllabus of the curriculum 2013). Keywords: curriculum 2013, attitude, character, skills, cognition, Lesson Study, research and development

ETNOKOREOLOGI : PENGKAJIAN TARI ETNIS & KEGUNAANNYA DALAM PENDIDIKAN SENI Tati Narawati
International Conference on Languages and Arts Proceeding of the 2nd ISLA 2013
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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Istilah etnokoreologi (ethnochoreology) sebagai pengganti istilah yang di Barat lazim disebut sebagai etnologi tari (dance ethnology) atau antropologi tari (dance anthropology) mulai diperkenalkan di Indonesia sejak akhir abad ke-20. Istilah ini ternyata lebih tepat digunakan karena dalam pelaksanaan penelitiannya lebih bisa mencakup aspek-aspek tekstual dan kontekstual dengan pendekatan multidisiplin. Makalah ini mencoba mengaplikasikan teori etnokoreologi dengan mengurai praktis mengamati seni tari untuk selanjutnya diakomodasikan dalam praktis menyaji

UNDERSTANDING THE LINGUAL FORM OF ANGER EXPRESSION USED BY CHINESE ETHNIC IN PADANG AS THE EFFORT TO BUILD MUTUAL UNDERSTANDING TO PREVENT NATION DISINTEGRATION Ermanto Ermanto; Emidar Emidar
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 study is aimed to reveal the lingual forms of anger expression used by Chinese ethnic in Padang. The research is a qualitative study to examine the problems of humanity. This study uses descriptive linguistic research and synchronic linguistics. The research findings indicate that the form of angry expressions used by speakers of Chinese ethnic in Padang toward the partner are used lingual forms of (1) nouns, (2) verbs, (3) adjectives, and (4) the word archaic. In the Chinese ethnic community, the various forms of the word/phrase in the form of anger expression noun/noun to express the emotion of anger are as follows: (1) noun/noun of spirits; (2) noun/noun of animal; (3) noun/noun of part of the body; (4) noun/noun of negative behavior; (5) noun/noun of another. The form of the word/phrase in the form of anger expression verbs/verb used by the speakers of Chinese ethnic in Padang to express the emotion of anger toward the partners can be divided into (1) action verbs, (1) verbs of action, and (3) the verb (phrase) circumstances. The angry form of lingual adjective form used by the speakers of Chinese ethnic in Padang toward the partners can be divided into three subtypes word adjective as following: (1) Chinese ethnic’s form of angry in the form of subtype word adjective/adjective pemeri nature (negative); (2) Chinese ethnic’s form of angry in the form of subtype adjective/word mental attitude (negative); (3) Chinese ethnic form of praise in the form of the subtype adjective/adjective perception (negative). Keywords: anger expression, Chinese, mutual understanding,

CRITICAL AND EFFECTIVE READING TO BUILD THE CHARACTERS AS ACTIVE READERS Nina Suzanne
International Conference on Languages and Arts Proceeding of the 3rd ISLA 2014
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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Basically, everyone already has its own character. However, the character can also be formed through habit and experience. As it is explained by Lickona (2013:72), a good character consists of knowing, desiring, and doing the good─mind habit, heart habit, and action habit. Consciously or not, people have a variety of character instilled in him through activities done daily, such as reading habit. Good readers do not necessarily accept or reject what they read, but must be critically analyzed the reading through various critical reading techniques, namely making inference, distinguishing facts from opinion, identifying tone, purpose, and bias. In addition, active readers should apply different reading skills in each reading activity based on the purpose and reading texts chosen, so that the activity can take place more effectively and helpful. The reaction of readers to reading materials by selecting appropriate reading skills and is followed by careful analysis can encourage the formation of good character in him. Active readers are critical, sensitive, carefully, objective, flexible, responsible, prudent, effective, disciplined, and have a high curiosity towards reading. Key words: Active Readers, Character building, Critical and Effective Reading

Model Pembelajaran Menulis Kreatif Berbasis ICT Yasnur Asri
International Conference on Languages and Arts Proceeding of the 1st ISLA 2012
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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Makalah ini bertujuan menawarkan salah satu model pembelajaran menulis kreatif berbasis ICT. Model ini ditawarkan karena dalam pembelajaran menulis kreatif selama ini belum mampu membuat peserta didik mempunyai kompetensi dalam menulis. Belum terwujudnya kompetensi itu salah satu pemicunya adalah karena sebagian besar pendidik masih menganut paradigma pemebelajaran konvensional, yakni pembelajaran cenderung membuat suasana belajar menjadi pasif, dan peserta didik menjadi “lima-D”, yakni datang, duduk, dengar, dikte, dan diam. Suasana proses pembelajaran yang seperti itu berlangsung dalam suasana “lima-K”, yaitu proses pembelajaran yang penuh kelambanan, kemuraman, kesuraman, kemandulan, dan kemunduran. Suasana pembelajaran yang seperti ini perlu diatasi, dan salah satu usaha yang dapat dilakukan untuk mengatasinya adalah dengan mengembangkan model pembelajaran yang berbasis ICT. Sebab, dalam era global seperti sekarang ini, setuju atau tidak, mau atau tidak mau, kita harus berhubungan dengan teknologi khususnya teknologi informasi. Internet sebagai salah bentuk produk IT telah mengubah pola berkomunikasi antarmanusia dalam dunia maya. Melalui internet setiap orang dapat berkomunikasi, bahkan dunia pendidikan pun tidak luput untuk memanfaatkannya, sehingga pembelajaran di kelas pun menjadi kelas maya.

Reinterpretasi Karya Sastra Sebagai Upaya Peningkatan Pembelajaran Sastra di Sekolah Zulfadhli Zulfadhli
International Conference on Languages and Arts Proceeding of the 1st ISLA 2012
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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Pembelajaran sastra bertujuan untuk mengembangkan pikiran, wawasan, kreativitas, dan sikap kritis siswa dalam menyikapai berbagai persoalan yang ada. Di dalam karya sastra terungkap berbagai fenomena yang dapat dijadikan sebagai bahan kajian dalam proses pembelajaran sastra di kelas. Karya sastra merupakan karya imajinatif yang dapat mengungkapkan berbagai hal melalui media bahasa. Pembelajaran sastra di sekolah saat ini belum berjalan seperti yang diharapkan. Salah satu faktor penyebab terjadinya masalah dalam pembelajaran sastra adalah kurangnya kompetensi guru di bidang sastra. Guru sebagai model harus memperkaya dirinya dengan berbagai pengetahuan tentang sastra, baik dari segi teori, sejarah, maupun kritik sastra. Di dalam melaksanakan proses pembelajaran sastra di sekolah, guru dituntut untuk lebih aktif dan kretif dalam menyajikan materi. Berbagai upaya untuk menciptakan pembelajaran sastra yang kreatif barangkali telah dilaksanakan oleh para guru di sekolah, namun masih belum maksimal. Salah satu model pembelajaran sastra yang dapat dilakukan sebagai upaya untuk meningkatkan ‘gairah’ belajar sastra di sekolah adalah reinterpretasi karya sastra. Memaknai kembali karya sastra merupakan salah satu cara yang dapat dilakukan oleh guru untuk meningkatkan mutu pembelajaran sastra di sekolah. Banyak persoalan yang tersaji di dalam karya sastra yang mungkin belum tersentuh oleh guru untuk dibahas bersama siswa. Di dalam memahami dan menangkap pesan yang terdapat di dalam karya sastra sangat diperlukan kompetensi dan pengetahuan yang luas tentang sastra itu sendiri. Ketajaman guru dalam melihat dan mengamati berbagai fenomena yang muncul dalam karya sastra sangat diperlukan untuk memberi daya tarik pembelajaran sekaligus dapat menggiring siswa untuk berfikir lebih kreatif dan kritis dalam menyikapi berbagai persoalan kehidupan. Kata Kunci: reinterptrtasi, pembelajaran, sastra

THE CHALLENGES FACED BY ENGLISH TEACHERS IN TEACHING LISTENING SKILL AND ATTITUDE AT JUNIOR HIGH SCHOOL BASED ON CURRICULUM 2013 Aryuliva Adnan
International Conference on Languages and Arts Proceeding of the 3rd ISLA 2014
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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Curriculum 2013 has been socialized since the beginning of 2013 and it has been implemented since 2013/2014 academic year for the first year students of elementary, secondary and senior high school. One of the crucial factors stated in curriculum 2013 is attitude competence besides the other competences knowledge and skill. Including attitude in curriculum as the core competence will become a challenge for the English teachers, because the three core competences have to be integrated with language skills. Besides the other challenge is the in availability of listening materials (cassette or CD) for teaching listening skill in secondary level. Keywords: attitude competence, listening skill.

TEACHING LISTENING AT JUNIOR AND SENIOR HIGH SCHOOLS AS DEMANDED BY CURRICULUM 2013 Jufri Jufri
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 is aimed at discussing the way how to teach listening to the students of junior and senior schools as it is demanded by curriculum 2013 nowadays. Based on the syllabus of curriculum 2013 for both junior and senior high schools, most basic competences are concerning with listening and reading skills. For transactional and interpersonal texts, for instance, listening competences are dominant. As it is known, the four language skills – listening, speaking, reading and writing—are taught by using integrative model. For this purpose, the lesson might be started with listening or reading, and then integrated to speaking and writing. This condition makes most teachers find difficulties in applying this curriculum in the classroom. That is why; the teacher should really understand how to integrate these skills in EFL classes. In this paper, it is discussed the way how to teach listening skill and how it is integrated to speaking skill. In curriculum 2013 the teaching paradigm changes from teacher-centered teaching to student-centered model. For this reason, the students should be active, creative and have high fighting spirit in learning English. To do so, the teacher is required to apply scientific approach in which the students are active to seek information by themselves. For this case, there are three teaching models that are suitable to use, that is, problem-based learning, discovery-based learning and project-based learning. Finally, the teacher’s success in obtaining his/her instructional objectives will be much dependent on activities he/she selects and arranges in the classroom. Keywords: curriculum 2013, EFL, junior high school, senior high school, teaching listening,

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Location Kota padang, Sumatera barat INDONESIA

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Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota padang,

Sumatera barat

INDONESIA