13th Asia Creative Writing Parallel Schedule

7/22/2019 13th Asia Creative Writing Parallel Schedule

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TIME SCHEDULE AND ABSTRACTS FOR PARALEL SESSIONS - ACWC 2014

FRIDAY, 21 MARCH 2014Session 1 - ROOM 1moderator: Wiwiet E S

1. Desi Tri CahyaningatiPoliteknik Perkapalan [email protected]

Exploring Indonesian Maritime Local Wisdom Through Plays

Script Writing

Desi Tr i Cahyaningati

Politeknik Perkapalan Negeri [email protected]

Abstract

This article describes the implementation of Indonesian localwisdom in Politeknik Perkapalan Negeri Surabaya (PPNS) studentsplays script writing. PPNS is a shipbuilding vocational institution thatcannot be separated from Indonesian Maritime History. ThereforeIndonesian maritime history which has rich local wisdom was chosen

to be explored in students plays script writing. The writer believedthat the theme of Indonesian maritime history could motivate studentsto develop their writing skill and simultaneously increased theirknowledge and interest on local culture.

To write the plays, students were asked to do literary study onIndonesian Maritime History. After discussing the local wisdom in thestory, they started exploring it in the plays writing. Their plays textwere evaluated in the form of portfolio to know the students progressin writing. Finally the written text of those plays were performed infront of the class in which students skills on speaking would also beexamined.

To know the impact of exploring local wisdom in their playswriting assignments, the students were asked to answer the

questionaires. Thus the findings show that PPNS students knowledgeand interests on local culture were increased. However students facedsome difficulties in translating some local words into English and thegrammar used but those problems could be overcomed during theportfolio teaching method.

Key Word: local wisdom, plays, maritime history, portfolio

2. Harri s Hermansyah SetiajidUniversitas Sanata Dharma

[email protected]

Experiencing and Researching in Creative Writing

Harri s Hermansyah SetiajidUniversitas Sanata Dharma [email protected]

Abstract

Creative writers commonly narrate what they undergo and experiencein their reachable and affordable vicinity and put them on papers.Nevertheless, there are times when they do research on certain event inorder to create a plausible story. This paper tries to compare the twomethods, experiencing and researching, which are taught in a creative

writing class. The students were asked to write a narrative-style writingbased on their own experience. It turned out that the result was

somewhat monotonous. They only narrated things such as theirexperience during holiday, their trial to approach someone they like,


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their culinary experience, and something like that. For the otherassignment, they were instructed to write events which they did notexperience, but which should be based on a research and should havehigh plausibility. The result was somewhat surprising: they narrated awar story, a survival story in a strange place, and many other beyond-

imagination stories.

Keywords: experiencing, researching, plausibility, reachable andaffordable vicinity

3. I ndah DamayantiUniversitas [email protected]

Literary Criticism and Its Function on Students Creative Writing

Development

I ndah Damayanti

Universitas [email protected]

Abstract

Literary criticism, sometimes called secondary text is interpretation

or commentary on a literary author such as poet, novelist, andplaywright on his or her literary works, what are usually called

primary text. Literary criticism is conducted to comment and judgethe qualities of literary works. In this paper literary criticism as writingform which explaining the literary works is having functions ondeveloping students creative writing ability will be discussed. Literarywriting does embody certain distinguishing characteristics: a self-

conscious; imaginative mode of writing which uses words not just toconvey information but as an art form. Similarly, the style of creativewriting focuses on writing from emotions and thoughts rather than justgiving information. It tends to be expressive, imaginative, and literary.Any writing that expresses emotions or free thinking falls into the

category of creative writing. The above correlated facts and somediscussion with students about their interest in criticising literary workslead the author a new notion that conducting literary criticism is able toovercome students obstacles in practicing creative writing.

Keywords: literary criticism, creative writing, interconnection,

secondary text

4 Much. KhoiriThe State University ofSurabayamuch_choiri @yahoo.com

Diary to Story: A Workable Technique for Fiction Writing

Much. KhoiriThe State University of Surabaya

much_choiri @yahoo.com

Fiction is not totally imaginative. It can be partly factual and partlyimaginative. Without imagination, fiction is dry; and without facts,

fiction sounds shallow and wild. In other words, fiction can be the finecombination of facts and imagination. Serving as the background side,daily facts (including what we experience personally) can be useful tocreate a piece of fiction. It is then a good news for those who likemaking a diary in their life. Diary can be a fruitful material for fiction

writing. Applying the elements of fiction makes fiction writingworkableand practical. This paper argues why diary is worth beingused to create a piece of fiction, and how we can pratically write our

fiction based on our own diary. Thus, this paper also recommends thataudience write their diary and project it as either a short story or a
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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novel.

Keywords: diary, fiction writing, short story, novel

FRIDAY, 21 MARCH 2014 - Session 1 - ROOM 2moderator: Nur Chakim

1. Hernani Siri kitSirikit School of Writing([email protected])

Fiction as a Way to Correct Misconception of Polygamy in Islam

Hernani Sir ikitSirikit School of Writing([email protected])

Abstract

Polygamy is the most misunderstood concept in Islam. Not only it ismisunderstood by non-Moslems, but even many Moslems havemisconceptions about it. Men misunderstand it simply as a privilegeto have more than one wife. Women misunderstand it as an oppression

and injustice to them. My paper presents how literary works maycorrect such misconception and prejudice. When religious andacademic reasoning is doubted, literature can goes in the way. Peoplelike to believe the stories and characters in literary works, becausethey assume literary works are reflections of real people, realhappenings, and real lives. The stories ofMy Husbands Mistress, TheSecond Woman, Tell me on a Sunday in a Park, are about wives whosehusbands have other women/wives. The Second Woman, particularly,tells about polygamy marriage from the second wifes point of view.Another story, I want my husband to marry again, tells about how acareer woman thinks that another wife for her husband will solve theirmarriage problems. My Husbands Mistresshas attracted scholars in

Europe to study it in relation to their research about women in Asiancountries. It has been published and analysed in SOAS Journal

Indonesia and the Malay World (Volume 33, Nr 95, 2005) by SarahHicks. The Second Womanis translated and published in an anthologyof Indonesian Woman Literary Works in German/Dutch by Monica

Arnez (Universitat Passau) in 2010. Positive responses from threewomen scholars in UK, Germany, and France, emphasize the

influence of literary works towards public opinion and perception.

Keywords: prejudice, misconception, polygamy in literary works,public perception

2 Dyah Eko HapsariUniversitas [email protected]@ub.ac.id

The Recreation of Native Indonesian Women Realities

by Chinese-Indonesian Writers in Selected Chinese-Indonesian

Short Stories

Dyah Eko HapsariUniversitas Brawijaya

[email protected]@ub.ac.id

Abstract

One of Indonesian local literatures, which its existence is
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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sometimes ignored, is Chinese-Indonesian literature. It has existedsince 1870s, prior to the emergence of modern Indonesian literature in1910s. Additionally, a huge number of Chinese-Indonesian writerswere also very productive in putting forth their ideas intoapproximately 3005 writings ranges from memoir to poetry. Ironically,

those facts have never been fully exposed in media since they belongto an ethnic minority, which usually undergoes racial discrimination in

Indonesia.Various issues are presented in Chinese-Indonesian short

stories. Women life usually comes as an intriguing topic to scrutinize.

The social background, which possibly inspires Chinese-Indonesianwriters, is the idea of how woman is considered having weaker

position in society. In seven Chinese-Indonesian short stories: CeritaNyai Soemirah Atawa Peruntungan Manusia 1-2 (1917),Kota MedanPenu Dengen Impian Atawa Nyai Tertabur Dengen Mas (1928),NjaiIsah (1928), Siti Kartini (1930), Kasopanan Timur (1932), R.A.Moerhia (1934), and Djeng Soepiah (1934), the depiction of womenlife in Dutch colonial era becomes the backbone of the stories. Whatmakes them interesting is the Chinese-Indonesian writers do notexpose the life of Chinese-Indonesian women; rather they depict thelife of native Indonesian women coming from Javanese or Sundanesecultural background. They re-created the realities about women ofother ethnicities based on their viewpoints as Chinese-Indonesian.Therefore, the objective of this study is to analyse the recreation ofnative Indonesian women realities by Chinese-Indonesian writers inselected Chinese-Indonesian short stories.

Keywords: Chinese-Indonesian, Chinese-Indonesian literature,recreation of reality, native Indonesian women

3. Widyastuti

English Literature, EnglishDepartment, State Universityof Surabaya

Local Personal Names Narrative to Cultivate A Positive

Personality

Widyastuti

English Literature, English Department, State University of [email protected]

Abstract

This study reconstructs the antagonis characters of the legend story inthe form of writing. Since every character manifests positive traits, so

this traits are cultivated from the personal names that are bestowed.

Formerly, Shakespeare argued What is in a name? to depict theconflict . This contains dispute whether a name is important or viceversa . To endorse that a name is important for the bearer, one way isrecognizing the meaning of a name bearer to act as self-reflection.References are applied to identify the meaning of the charactersnames. Besides, the idea of fundamental traits to accomplish thepersonal growth is proposed by Roy Posner. By imitating the genericstructure of a legend, the narrative of a personal name is produced.The names that will be selected are taken from three Legends fromJava Province. Then, each is developed based on the generic stuctureand language feature of legend.

Key words: Personal Names, References, Fundamental traits,Personal Growth, and A Legend


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4. Ali MustofaEnglish Literature, EnglishDepartment, State Universityof [email protected]

Society and History as the Sources of Creative Process of Authors

of Great Works of Literature: An Intertextuality Perspective

Ali MustofaEnglish Literature, English Department, State University of Surabaya

[email protected]

Abstract

Society and history are two important aspects the authors of great

works of world literature have always adopted for their sources ofinspirations. Society has been used to speak of their minds of the

structure of power relation, and history has been used to illustrate thetime and space where the issues take place imaginatively andcreatively. In a creative process, an author may adopt some referencesto his society and history of his time and simultaneously bring them upinto his creative works. Remembering the past and memories havealso been influencing in this case. The paper examines the creativeprocess of some great authors of world literary works who have beeninfluenced by their societies and histories in their works directly andindirectly. Intertextuality perspective will be used to uncover therelations of these two ideas. The discussion shows that most of greatauthors of great works of literature have been much indebted by thesocietys changing in his lifetime, as well as the historical perspectivethey have understood, in developing his theme and ideas of human lifespheres. The conclusion approves that society and history are twoimportant factors which shape the minds of the authors to generatenew ideas and concepts of creative process in writing works ofliterature. Society and history are two significant sites where theauthors will always look up to relate his memory and sentimentality to

speak of his mind of the world of existence.

Keywords: society, history, influence, intertextual, creative process,power relation

FRIDAY, 21 MARCH 2014 - Session 1 - ROOM 3moderator: Esti Kurniasih

1. Caecil ia TutyandariUniversitas Sanata [email protected]

Truly Almendo Pasari buUniversitas Sanata [email protected]

Implementing Project-Based Learning in Critical Reading and

Writing 1

Caecil ia TutyandariUniversitas Sanata Dharma

[email protected]

Truly Almendo Pasaribu

Universitas Sanata [email protected]

Abstract

Critical Reading and Writing I (CRW I) aims at sharpening thestudents ability to read and write critically. Lecturers of this subject

are challenged to create learning environment where studentsinternalize information by creating questions, finding evidence,

generating logical reasoning, sharing their information and helpingtheir classmates. Project-based learning (PBL) is considered an


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effective approach for this class because it engages students inintriguing, real and relevant intellectual inquiry and allows them tolearn from life situations (Barell, 2007). This study is carried out todescribe the implementation of PBL in CRW 1 and to elaborate thestudents attitude toward the project through their reflections and

creative learning outcomes. With this goal in mind, the paper will bedivided into four sections. Under the theoretical framework, this

paper elaborates a brief review of research and theories in ProjectBased Learning as well as Critical Reading and Writing. Followingthe theoretical framework is the elaboration of data collection.

Thirdly, this research explicates the findings and discussion abouthow this approach has been adapted for use in the classroom to help

the students master CRW 1 project pertaining to health issue. Fromobservations and document collection, this study will elaborate (1)the implementation of PBL in CRW 1 and (2) the students attitudetoward the project which reveals the benefits and also limitations ofthis approach. Finally, it concludes the major ideas and findings ofthe research.

Keywords: Project-Based Learning, Critical Reading and Writing,Creativity

2 Jumbuh Prabowo, S.Pd.,M.Pd.The lecturer of EnglishDepartmentTeachers Training andEducation Faculty

Sultan Ageng TirtayasaUniversity

Banten, Indonesia

Maintaining Teachers Personality Competence and Applying

Two Types of Correction (Teacher and Peer Correction) in

Improving Students Writing Skill

Jumbuh Prabowo, S.Pd., M.Pd.The lecturer of English Department

Teachers Training and Education FacultySultan Ageng Tirtayasa University

Banten, IndonesiaAbstract

Writing as a productive skill needs to be mastered bystudents. Through writing, students can express their thought, feeling,

and emotion. However, writing still causes some problems for EFLStudents. The problems come from external and internal factors.

These factors support each other to students in writing. As an internalfactor, personality competence should be possessed by a teacher. Ateacher should have good manner, attitude, and also behavior in order

to create a favorable, an interesting, and an enjoyable teachinglearning process. It is expected that psychologically students can get

peace in the process of learning. Dealing with external factor, it istime to apply two types of correction. They are peer and personalcorrection. In peer correction, the teacher orders students to exchangetheir writing in order to be corrected by other friends. This way isintended to build up their confidence and progress more quickly thanthose who can only learn directly from teachers. The second ispersonal correction. The teacher invites student to discuss personallythe text they have written. Then, he guides student to analyzemistakes or errors found in the text. By doing these activities, it isbelieved that student writing skill can improve quickly.

The aim of this research is to find out whether there is arelationship between maintaining teachers personality competence

and applying two types of correction in improving students writingskill. The research involves the second semester students of English


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department at Sultan Ageng Tirtayasa University.

Keywords: Personality, Peer Correction, Personal Correction

3. Uzlifatul Masruroh IsnawatiUniversitas Islam Lamongan

([email protected]

)

Developing GenreBased Material with Reference to Local

Culture Values for Teaching Writing at the Beginner Level

Uzlifatul Masruroh IsnawatiUniversitas Islam Lamongan

([email protected])

Abstract

This study aims at developing writing materials using local culture

values as the reference for the students of English Department,Faculty of Teacher Training and Education. Further, it identifies the

type of writing materials need to be developed for the beginner level.The major materials are taken from local literary work reference,such as poems, folklore, song, proverb, fable,and legend as thelearning resources. The data are gained through some research

instruments, such as checklists, rubrics and interview guides in orderto find the compatibility of existing materials and the developedmaterials with the criteria of Competence Based Curriculum. Thematerial focuses on literacy which provides students with specificstrategies to improve their use of language, not only for the subject ofEnglish but for all key learning areas and life itself. Meanwhile, theactivities assist students to improve their ability to communicateeffectively, inquire, share information, express ideas, and make senseof life. The materials cover both literary and factual text. The literarytext includes narrative, poetry, and drama. Factual text includesrecount, response, explanation, discussion, information report,exposition, andprocedure. The content materials are mainly based on

local culture values which is intendd to equip and enrich the studentsperspective with the local culture values respectively. Further, Dickand Carey design model of R & D (2001) is employed as the presentresearch procedures. The data obtained from the rubrics andchecklists are quantitatively analyzed by using percentage offrequency. The analyzed data by using percentage of frequency thenare described quantitatively. From the research result, new materialsare developed based on the requirements of competence basedcurriculum. Finally, an expert validation is required before thematerials being fieldtested and revised.

Keywords:genre-based writing, local culture values, beginner level

FRIDAY, 21 MARCH 2014 - Session 1 - Room 4moderator: Himmawan A N

1. Ida Puji LestariUniversitas [email protected]

Local Language in Global Communication

Ida Puji Lestari

Universitas [email protected]

Abstract

Local languages cannot be separated from global communicationbecause they used as signsto differentiate ethnics and races that are

existed in the world. In addition, they can enrich the communicationas language varieties used by people throughout the world. This
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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paper will explore Javanese as one example of local languages inglobal communication. Concerning with the study of creative writing,the writer makes a list of Javanese terms and asks each student towrite and create a short story in a paragraph related to the use ofJavanese terms. In this case, the writer uses descriptive qualitative

research in which the data taken by authorism of the researcher. Itmeans the writer select the sample by using some criteria. One

example of the criteria is some students who use Javanese languagein their daily life that represent their Javanese local culture. Thewriter chooses participants who are college students from English

Department of Cultural Studies Faculty of Universitas Brawijaya.They are asked to define those five Javanese terms in English

implicitely in their short paragraphs. In other words, they are asked toinclude the Javanese terms in their short stories without givingdefinition directly. Hopefully, this research can give a beneficialcontribution for developing diversity of local languages in the globalcommunication.

Keywords: local languages, global communication, qualitativeresearch, language varieties, Javanese.

2 Aisah and Siti Dr ivokaSulistyaningrum

Universitas Negeri [email protected]@yahoo.co.id

Students Essayson Indonesian Culture: Problems in Coherence

Aisah and Siti Dr ivoka Suli styaningrum

Universitas Negeri [email protected] [email protected]

Abstract

Essay writing is not merely an activity of sequencing words andphrases to form well-structured sentences and paragraphs. It involves

exploiting the knowledge. For example, to write about Indonesianculture, students need to have sufficient knowledge about it. Theywill need to select relevant ideas about the topic and organize themto create coherent essays. This study investigates coherence problemson students essays which describe Indonesian culture. It uses aqualitative method with content analysis. It employs three maincriteria to analyse the coherence of students essays, namelycohesion, unity, and flow of ideas. The study reveals that studentsessays exhibit coherence problems. The problems are mainly on thelast two criteria, unity and flow of ideas. While some problems oncohesion do occur, they are not as frequent as the other two.Students essays show that the ideas do not form unified thoughtbecause irrelevant sentences and paragraphs exist. In addition, theunity of the essay is distracted by the ambiguity of ideas andredundancy. The flow of ideas are also disrupted by the topic shifts

and jumps. This may be due to the students lack of knowledge aboutthe topic. The result of this study implies that to create coherenceessays on Indonesian culture, students need to improve their culturalknowledge. In addition, activities and exercises to focus on thecreating coherence essays should be incorporated and given ample

time allocation in the process of creating an essay.

Keywords: coherence, essay writing, cohesion, unity, flow of ideas

3. Doni Al faruqySebelas MaretUniversity

Teaching Creative Writing through Using 3 N(Ni teni, Ni roki , and Nambahi)


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Abstract

The importance of teaching creative writing is believed to enhancestudents creativity and imagination. In relation to the use of local

wisdom in classroom context, it is very important to teach creativewriting through using our local wisdoms. One of them is 3 N (Niteni,

Niroki, and Nambahi) which is very beneficial to shape their self andcultural identity. Firstly, teacher asks students to think critically abouttheir environment and cultural events around them (Niteni) by doing

some observations through reading the newspaper, book, or internetrelated to the current issues. Secondly, they must imitate or express

what they have observed about some events (Niroki). To imitatesome writing paragraphs are acceptable to stimulate the studentsideas in order to produce the original one. Thirdly, they can modify itthrough giving personal opinions and additional information whichbased on their own experience and understanding (Nambahi). Givingsome personal opinions can improve students creativity and alsotheir critical thinking in writing classroom. Lastly, the presenter willhighlight the benefits of teaching creative writing through using 3N,its pedagogical implications and rationale behind it.

Key Words: Creative Writing, 3 N (Niteni, Niroki, and Nambahi)

4. Antonius Heru ji yantoSanata Dharma UniversityYogyakarta, [email protected]

Promoting SarjanaPaper Writing Skill through Katresnanism

Based Approach: A Case Study in MMC and CCU

Class of PBI USD Yogyakarta

Antonius Heru ji yanto

Sanata Dharma University Yogyakarta, [email protected]

Abstract

The aim of this study is to optimize the indigenous wisdom named

Katresnanism based approach to promote undergraduate paperwriting skill as seen in both Mass Media Communication [MMC]

class and CCU [Cross Cultural Understanding] class of the EnglishLanguage Education Study Program of Sanata Dharma UniversityYogyakarta, Indonesia. In line with the objectives of these coursessuch as to understand cross cultural multidimensionality of outlook,utilizing interdisciplinary studies in juxtaposing customs of different

cultures [CCU class] and to better understand the nature of

journalism in general and creative-feature writing in particular[MMC class], the discussion deals with the quality of the studentscritical writing papers. Their papers were based on the result of thediscussion conducted in the spirit of nyengkuyung in small groups.The findings reveal whether or not they used their ideas to advanceand develop their thesis (Manlapaz, 3). The term nyengkuyung[altruistic collaboration], one of the cores of Katresnanism theorywould be, thus, to open the study.

Keywords: research paper, Katresnanism approach, writing skill,nyengkuyung


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FRIDAY, 21 MARCH 2014 - Session 1 - Room 5moderator: Rahayu Kuswardani

1. Dr . Phuong Thi Anh LEHo chi Minh city OpenUniversity, Vietnam

[email protected]

Inspiring Students to Develop Their Creativity

Abstract

Literature is often taught to EFL/ESL learners as it is believed to

bring about significant benefits to these learners. Literature inEFL/ESL classrooms can be valuable not only for its authenticity, butalso for the language skills, cultural understanding, emotionalintelligence and thinking skills that the learners can gain from thissubject (i.e. Khatib, Rezaei & Derakhshan, 2011; Rashid, Vethamani& Rahman, 2010). In Vietnamese tertiary institutions, canon Britishand American authors and their works are often taught to EFLstudents, especially to those who major in English. Despite thegreatness of these authors and their works, the learners often find thissubject daunting and even boring due to its challenges in terms oflanguage use, cultural and literary implications (Baurain, 2001).

This workshop reflects the presenters attempts in developing thelearners creativity to make the subject as enjoyable and manageableto the college learners. The strategies involve attention paid to the

learners interest in syllabus design and the use of guiding questionsand pictures in class in addition to a variety of assessment forms likestory-telling, dramatisation and creative writing. The results showthat these measures have received positive response from the learnersin two different groups of learners.

Key words: literature, EFL learners, motivation, creativity

2 Malli ka Vasugi GovindarajooUniversiti Putra Malaysia

[email protected]

Once upon an i-time

Abstract

Sue Monk Kidd, in The Secret Life of Bees (2002) wrote: Storieshave to be told or they die, and when they die, we can't rememberwho we are or why we're here. As long as mankind has had speech,there have always been stories and these have been passed from lipsto ears, mind to mind and heart to heart. Stories are a shared part ofour history and people from all over the world have been able toconnect and bond simply by sharing their stories and experiences

with each other. Stories are direct and provide an almost instant twoway communication between teller and listener. But stories evolve,grow and change and this is proof that they are alive. Storytellingtoday however looks a lot different. New forms of media havecreated new ways for stories to be told. Instead of gathering around acampfire enjoying spooky stories, young people gather around theshiny screen of their iPads to check out stories from their latestFacebook or news feed. Our students are getting their stories fromdifferent places and they experience their stories differently.Storytelling has evolved. So must we. In this workshop, you willexplore different storytelling techniques ranging from traditionalmethods using cultural resources, to mediums like social media,music and film that are innate to the younger generation.
mailto:[email protected]:[email protected]://www.goodreads.com/author/show/4711.Sue_Monk_Kiddhttp://www.goodreads.com/author/show/4711.Sue_Monk_Kiddhttp://www.goodreads.com/work/quotes/3275013http://www.goodreads.com/work/quotes/3275013http://www.goodreads.com/work/quotes/3275013http://www.goodreads.com/work/quotes/3275013http://www.goodreads.com/author/show/4711.Sue_Monk_Kiddmailto:[email protected]


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FRIDAY, 21 MARCH 2014 - Session 2 - Room 1moderator: Ayunita L

1. Yuniar Bestiana

English Department,Languages and Arts Faculty,State University of Surabaya

[email protected]

Lies Amin Lestari

English Department,Languages and Arts Faculty,State University of [email protected]

Using Modified Jeopardy! and Hop-Scotch to Improve English

Vocabulary Mastery of The Seventh Graders

Yuniar Bestiana

English Department, Languages and Arts Faculty, State University of

[email protected]

Lies Amin Lestari

English Department, Languages and Arts Faculty, State University of

[email protected]

Abstract

Vocabulary becomes the first and the foremost aspect of alanguage which should be mastered by every language learner. Thatis why, a good vocabulary instruction will result in satisfying

learning achievement. A preliminary observation done at someschools showed that the existing vocabulary lesson madestudents demotivated and as a result they could not achieve the

objective of the lesson. It is believed that the use of media in the formof language game can create a more motivating instruction whichleads students to be moresuccessful learners (Huyen & Nga, 2003). Inaddition, the use of games, including the traditional games can buildchildren positive characters such

as honesty, respect others, responsibility, team-work, andfriendship which are important for their future life (Seto Mulyadi,2010 in Yulianti, 2011), This study aimed to explore theeffectiveness of using modifiedJeopardy! andHop-scotch game, a

combination of a modern game and a traditional one, in helpingstudents learn vocabulary. In addition, this study also investigated theresponse of the students after being taught by using the game. Using

independent samples t-test analysis, the posttest scores of both groupswere compared to those of the pretest. The result showed that those in

the experimental group scored significantly higher than those in thecontrol group. This shows that the implementation ofthe modifiedJeopardy! andHop-scotchis

effective for improving students vocabulary mastery. Furthermore,data from the questionnaire shows that more than 80% of the students

give positive responses and agree that the game fulfills the fivecriteria of game design proposed by Hill, et al. (2013), i.e, enjoyable,engaging, educational, English promoting, and easy-to-use.

Keywords:vocabulary,Jeopardy!, Hop-scotch, seventh graders

2. Kurnia Khoirun NisaAl-Falaah School Bandar Seri

Begawan BruneiDarussalam

[email protected]

Strengthening Primary School Students Character of Melayu

Islam Beraja

(Malay Islamic Monarchy) through Autobiography Writing

Kurnia Khoirun NisaAl-Falaah School Bandar Seri Begawan Brunei Darussalam

[email protected]

Abstract
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://us-mg5.mail.yahoo.com/neo/launch?.rand=089ab4d8a7tkg#_ENREF_20https://us-mg5.mail.yahoo.com/neo/launch?.rand=089ab4d8a7tkg#_ENREF_20https://us-mg5.mail.yahoo.com/neo/launch?.rand=089ab4d8a7tkg#_ENREF_20mailto:[email protected]:[email protected]:[email protected]://us-mg5.mail.yahoo.com/neo/launch?.rand=089ab4d8a7tkg#_ENREF_20mailto:[email protected]:[email protected]:[email protected]:[email protected]


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Melayu Islam Beraja (Malay Islamic Monarchy) or MIB, a way oflife of the people in Brunei Darussalam, had been officiallyproclaimed by the present ruler, His Majesty Sultan Haji HassanalBolkiah Muizzaddin Waddaulah, on the 1

stJanuary 1984, the day of

Bruneis independence. Due to the challenge of the globalization, the

young generations nowadays are being highly encouraged to engagein preserving its values and traditions. A primary school that provides

early childhood education is the first place where students get alongwith the philosophy of MIB as theory and practices. English as oneof the subjects taught in the school also plays an important role to

have students understand and implement MIB. One of the ways isgiving the students a project to write autobiographies telling about

their personal experiences from when they started their school tillthey are in Primary 6. The English teacher recommends an age-appropriate autobiography that students enjoy reading. The teacherthen has the students discuss the exemplary autobiography so that thestudents are able to note the type of events and the amount of detailsthe author includes and attempt to identify the overall theme. Next,the teacher issues the guidelines and suggestions about what toincorporate in the students autobiography. The information theteacher requested on the timeline is intentionally related to the MIBvalues. Subsequently, the students start recalling what they havelearned about the concept of theme. With the teachers guide, thestudents follow the writing instructions and create their books ofautobiographies.

Key Words: primary school students, character, Melayu IslamBeraja, and autobiography writing

3. Erwin Joko SusantoSMA Negeri 2 Kota Mojokerto

[email protected]

Creative Writing in the Classroom:

Students Photo Illustration through Teachers Blogs slides

to Strengthen Students Writing Skills in Discussion Text

Erwin Joko SusantoSMA Negeri 2 Kota Mojokerto

[email protected]

Abstract

Differences such as leaning styles, interests, intelligence, ability orgeographical distance, and many others often limit studentscreativeness and professional learning. Therefore, media is animportant component in the teaching and learning process that shouldbe planned and organized by the teacher to overcome thosedifferences because as a learning tool, the media can also play a roleto support the use of learning methods in delivering learningmaterials more effectively and efficiently. Good media should look

creative and should build up the students life skill such as languagewriting and character achievement such as critical thinking, teamwork and creativity. This is why the development of science andtechnology must encourage the teachers media in achieving theeducation values. In addition to using inexpensive and simple

learning tool, teachers are required to use an instructional media suchas interactive online blog slides and posts which help performing the

students ideas in a strong persuasive manner. One of the learning

outcomes that meets the students English language skill performancewith the character building is the development of writing of


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discussion text linked to the students photo illustration. Here, bothteachers creativities in uploading the students facial expressions tohis blog slides and students learning motivation in writing his ideasmust be cultivated so that the impression feels more meaningful.However, the online media like blog slides containing photo and

linked to students discussion text writing performance cannot fullyreplace the role of teachers inside and outside the class.

Keywords:teaching, education, slides, linked, writing

FRIDAY, 21 MARCH 2014 - Session 2 - Room 2moderator: Arik Susanti

1. aksonogoro [email protected]

Fostering National Identity among Indonesian Students

through the Teaching of Creative Writing: The Biggest

Challenge for English Language Teachers in Indonesia

Ar ido L aksono

Diponegoro University

[email protected]

Abstract

The influx of modernization has shifted life style and popularculture products in Indonesia. Teenagers are surrounded by values,norms, and ways of life that offer new thoughts and spirit. Thosepackages of cultural invasion bombard and gradually replace thepure identity of Indonesian teenagers. This phenomenon must betaken seriously by scholars dedicating their lives for education. Theidea of education as the pillar of the nation should be elaboratedfurther as the effective instruments to preserve Indonesian nationalidentity. The article deals with the concept of using Creative

Writing course as a medium to disseminate Indonesian culture andliterature as the bastion against the invasion of foreign culture. Thediscussion involves Indonesian culture and identity, foreign cultureinvasion and the question of why Indonesian teenagers easily adaptother culture. Creative Writing is chosen as a medium to revivelocal wisdom and culture among teenagers since it offers students

with subjects that provoke students creativity. The materials givenvary in term of themes and literary genres. This gives a great

advantage for teachers to develop such an interesting teaching andlearning process. Students can have an intense discussion over suchmaterials written in English/Indonesian and compare those

materials with their local wisdom and culture. The materials unfoldstudents creative process and spark students eagerness to write.

At the end of the class, cultural understanding is achieved andnational identity is revived.

Keywords:creative writing, culture revival, culture invasion,national identity, popular culture

2. Fransiskus Ransus, S.S.,M.Hum.

Sekolah Tinggi Keguruan danIlmu Pendidikan (STKIP) Surya

[email protected]

Gadget-Assisted Creative Writing Inspired by The Local

Wisdom

Fransiskus Ransus, S.S., M .Hum.

Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) [email protected]


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This paper shares about a gadget-assisted creative writing (CW)program for the students of STKIP Surya. It tries to embedEnglish, to be an alternative language, in their routine texting,chatting, self-growth writing, and fictional writing, benefitted by

their habit of spending much time on gadget-assistedcommunications. Due to the students limited English background,

it begins with giving them rich language input to express greetings,wishes, and experiences, followed up with guided and semi-guidedpractices. Only then they begin manipulating the input for real

greeting, routine texting and chatting to maintain the local phaticitythat connects and ties them to the collective identity, harmony, and

hospitality, because through the writing they can express somelocal values i.e. care, empathy, and sympathy to others in English.The second part is self-growth writing. It is a self-reflection thatexplores personal strengths and weaknesses, optimizes thestrengths, and minimizes the weaknesses. Internalizing localwisdoms i.e. hardwork, determination, patience, humility,politeness, harmony, honesty, spirituality, etc stated in localproverbs and sayings is stressed out here to build strong charactersof the students. They should write daily reflections on how theyinternalize the wisdoms to enrich and improve their personalities.The last part is entirely a creative writing that will begin inSeptember 2014. The students will try to redefine local folklores oftheir ethnic groups by adding up more positive and humanisticaspects to the fairy tales and reducing their fatalitic aspects thathave oppressed the societies mentally. They will try to write shortnew versions of the local folktales. Hopefully it will encouragethem to get a stronger confidence and control over the fatalistic andmental oppression by the folklores.

Keywords: creative writing, gadget, texting, chatting, languageinput, phaticity, folklores

3. Oktafina Dewi KurniantiState University of [email protected]

Tableau Scripwriting and Performing:

Humanising Learners via Creative Processes

Oktafina Dewi Kurn iantiState University of [email protected]

AbstractSome researches indicate that writing for meaningful purposes

within students own socio-political contexts is essential (Atkinson,2003; Casanave, 2003). This article proposes Tableau as aninstructional activity related to students socio-political contexts in

the form of creative writing and reading. In general, Tableau askedstudents to transform the meaning of the text they have read into

poses of action as a visual version of the text. However, this articletries to modify the use of Tableau by asking students to write theirown script before they interpret their text into Tableau

performance. Therefore, students will get experience in doingcreative writing and reading. It also provides them with enjoyable

English learning. There are some steps in this instructional activity.At first, learners are asked to use their culture and social

phenomena as their idea for writing their script. Second, studentsinterpret the script, transform and demonstrate it into a tableau


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performance using their imagination. Third is evaluation. In thislast step, teacher lets the students to give comments on both thescript and the performance. Those processes pose critical thinkingas well as multiple intelligences. Learners are also engaged to be intouch with their local wisdom as the material for writing the script.

An example lesson plan is inserted in this article.

Keywords: tableau, creative writing, creative reading, localwisdom

4. Slamet SetiawanEnglish Department, StateUniversity of [email protected]

Childrens Creative Process in Writing: a scientific approach

perspective

Slamet [email protected]

Abstract

Children are able to express their creativity in many ways. One ofthem is writing. Nowadays many of them are able to produce their

works in various genres. Their works are qualified as they havebeen published and publicly marketed. This is an interestingphenomenon. When adults can do so; it is something natural andthere is no question about it. What about children? Children are notminiature of adults. They have their own specific world. Yet with

their much limitation, they can be so creative and productive. Thispaper is devoted to explore How do children develop their senseof creativity in writing? and Can creative writing skill betrained? This case study with self-report technique may providethe answers. It is indicated that observing phase predominates

childrens creativity that functions as a starter. The observationmay not only involve sense of sight but also all senses possible.Then covert questioning is emerged inherently with associatingstep. These two episodes are crucial. They are determinant factorsas to whether creativity in writing is visualized or not. Externalfactors such as supporting resources and parents acceleratechildrens engagement to the world of creative writing.

Key words: creative process, scientific approach, observing,questioning, associating

FRIDAY, 21 MARCH 2014 - Session 2 - Room 3moderator: Suvi Akhiriyah

1. Febriyanti Dwiratna Lestari,Rosiana Rizqy Wi jayanti

Sunan Kalijaga State IslamicUniversity, [email protected],

[email protected]

Providing Indonesian Children with Educational Video Based on

Playscript: A Creative Writing Class Project

Febri yanti Dwi ratna Lestari , Rosiana Rizqy Wij ayanti

Sunan Kalijaga State Islamic University, Yogyakarta

[email protected], [email protected]

Abstract

In recent years, Indonesian children are bombarded with millions of

videos available 24/7 on TV channels and even online on YouTube.Despite the fact that many benefits can be gained from the videos,


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parents must be very cautious with the content of the videos since alot of cartoons and animations these days contain violence,pornography, and other aspects leading to moral degradation. Inaddition to the problem related with content, it is also an unfortunatefact that over four-fifths of the videos watched by Indonesian

children are not produced by local artists and thus results in lack oflocal wisdom. Therefore, some efforts must be done to encounter all

of these issues. For English Literature students, they can contributethrough creative writing. In 2013, as part of Creative Writing classproject, a group of English Literature Department, Sunan Kalijaga

State Islamic University, students who are concerned with what localchildren are watching have produced a short educational video

adapted from their own playscript which presents children characterswhose sentences, though in English, are easy to understand. What ismore interesting, their work brings about local wisdom reflected inthe puppet characters characterizations and costumes, Jogjanesemusic as the backsound, childrens traditional games, Javaneseproverbs, and some other details. This paper will discuss further thelocal wisdom contained in their playscript and the process of makingthe video based on the script. Also, it will elaborate how the projectof playscript writing and video making by English Literature studentsfrom other regions in Indonesia can contribute to providing moreeducational videos for Indonesian children.

Keywords:children educational videos, local wisdom, playscript

2. Emma MaliaSTKIP Pasundan Cimahi, West

Java

[email protected]

Big Books in Action: Empowering Childrens Cultural Identity

in Early Literacy Learning

Emma MaliaSTKIP Pasundan Cimahi, West Java

[email protected]

AbstractThis paper will discuss roles of Big Books as media for children toempower them the awareness of their cultural identity in their stage

of early literacy learning. Children love stories. Stories in Big Books,deliberately, offer a fascinating experience of early readings. Bigbooks supply good literature with large print and colourfulillustrations for children to strive toward independent reading. BigBooks enable children to enrich oral language development through,

at least three ways (Lynch, 2008): (1) the modelled reading, (2) risk-

free participation by the children in subsequent readings anddiscussions, and (3) the meaningful teaching of skills within contextwhich are all positive for powerful learning experiences. The themesof many Big Books will fit easily into the current theme plans; othersmay suggest new topics to explore (Vacca et al., 2003). As BigBooks can be explored to relate the area of interests, we share thethemes into an exposure of childrens cultural identity with the resultof various conditions including: location, gender, race, history,nationality,language,ethnicity,aesthetics,and evenfood.The resultof this discussion has a conclusion: for teachers, it is an excellentstrategy to bring Big Books to the class for teaching reading inprimary education with learners who are developing new language

literacy (Nambiar, 1999) and for children, they have a betterunderstanding of the individual as a coherent whole subject into a
mailto:[email protected]:[email protected]:[email protected]:[email protected]://en.wikipedia.org/wiki/Location_%28geography%29http://en.wikipedia.org/wiki/Location_%28geography%29http://en.wikipedia.org/wiki/Genderhttp://en.wikipedia.org/wiki/Genderhttp://en.wikipedia.org/wiki/Race_%28classification_of_human_beings%29http://en.wikipedia.org/wiki/Race_%28classification_of_human_beings%29http://en.wikipedia.org/wiki/Historyhttp://en.wikipedia.org/wiki/Historyhttp://en.wikipedia.org/wiki/Nationalityhttp://en.wikipedia.org/wiki/Nationalityhttp://en.wikipedia.org/wiki/Languagehttp://en.wikipedia.org/wiki/Languagehttp://en.wikipedia.org/wiki/Languagehttp://en.wikipedia.org/wiki/Aestheticshttp://en.wikipedia.org/wiki/Aestheticshttp://en.wikipedia.org/wiki/Aestheticshttp://en.wikipedia.org/wiki/Foodhttp://en.wikipedia.org/wiki/Foodhttp://en.wikipedia.org/wiki/Foodhttp://en.wikipedia.org/wiki/Foodhttp://en.wikipedia.org/wiki/Aestheticshttp://en.wikipedia.org/wiki/Languagehttp://en.wikipedia.org/wiki/Nationalityhttp://en.wikipedia.org/wiki/Historyhttp://en.wikipedia.org/wiki/Race_%28classification_of_human_beings%29http://en.wikipedia.org/wiki/Genderhttp://en.wikipedia.org/wiki/Location_%28geography%29mailto:[email protected]:[email protected]


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collection of various cultural identifiers.

Keywords:Big Books, cultural identity, literacy learning

3. Wiwiet Eva SavitriEnglish Department,State University of [email protected]

Character Development in KKPK (Kecil-Kecil Punya Karya)

Wiwiet Eva SavitriUniversitas Negeri Surabaya

[email protected]

Abstract

Character building is now becoming one national educationgoal of Indonesia. Many efforts are taken to pursue the goal. In termsof creative writing, especially in making narrative, a way to reachthat goal is through characters development. Characters in anynarrative should be strongly developed and able to show andinfluence readers to imitate or to avoid similar deeds. Nowadays in

Indonesia there isKKPKwhich is various novelette written by young

children. Ideally KKPK should serve as a good assistance to buildnational characters since its readers are primarily children/elementaryschool students as well. From children to children books at a glanceseems to be safe for children because it will be free from

inappropriate content. Yet, it is questioned whether characterdevelopment in KKPK really helps to build readers character andintroduce local customs, values, and wisdom. This article will try toanalyzeKKPKfocusing on this issue.

Keywords: character development, character building, local values

4. Dian Rivia HimmawatiEnglish Department,

State University of [email protected]

Children' s Creativity in Using English Words in Their Novels

Dian Rivia HimmawatiUniversitas Negeri Surabaya

[email protected]

abstract

Nowdays writing creatively is not only dominated by adults. Writingnovels, short stories, poems and comics is getting popular for

children. Children under 12 also express their imagination and depicttheir experiences in creative writing. They are most inspired bychildren who were succesful to publish their work. Anthologies or

novels series such as KKPK (Kecil-Kecil Punya Karya), PCPK(Penulis Cilik Punya Karya),CCPK (Cilik-Cilik Punya Karya)enhance this popularity. Interestingly, the language choice they usein their work reflects the language in daily use. It is assumed that they

potray their daily language in their work. Futhermore, the wordscoming into their work are inserted by some English words. It simply

means that under 12 years old they have known those words and useit in certain contexts. Sometimes they draw on it to name the title ofher work/books. In this case, Using "English" is considered as the

cool thing to do or prestigious one for the kids in Indonesia. The useof English seems to attract the readers who are definitely kids with

the same range of age as the authors. So, analyzing the functions ofthe use of English special terms or words in Novel KKPK, PCPK,and CCPK is interesting to conduct from Discourse Analysis point of


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view. From this analysis, it can show if the kid authors trullyunderstand the use of English words or English terms in their work ornot and in what context English words or terms are employed in theirnovels. The use of English words reflect the children's creativity inwriting their novels when the children are succesful to use it in the

appropriate contexts.

Keywords: children's creativity, children's literature, contexts, novels

FRIDAY, 21 MARCH 2014 - Session 2 - Room 4moderator: Mamik T W

1. Ristiyanti H arsono Prasetij oUniversitas Kristen Satya

Wacana, [email protected]

Employing Javanese Wisdom in Creative Writing

Abstract

Indonesian children and young adults are in a crises of wisdom intheir conducts. Subjects pertaining to moral and wisdom have been

abolished from the curriculum. Parents are busy with their jobspursuing adopted modern life style which does not accommodatelocal wisdom. Teachers of English and other subjects should take a

proactive action to combat this. Creative writing can be an effectivetool in teaching students the traditional Javanese wisdom which is ofacceptable good value to the Javanese and other ethnics. This paperhas an (ambisious) objective to make teachers realize their importantrole to implant the Javanese wisdom through creeative writing withthe hope that the students can adopt and apply it in their dailyconducts.

Keywords: Javanese wisdom, creative writing

2. Riri n Kurnia Tri snawatiJenderal Soedirman [email protected]

Students Endings and their Meanings:A Case Study of Reading Scott O'Dells I sland of the Blue

Dolphins

Ririn Kurnia TrisnawatiJenderal Soedirman University

[email protected]

Abstract

Studying a literary work can be creatively done by involving thestudents as its readers. There are some ways to involve the readers

such as asking them to create interpretations, to elicit their comments,and to make an ending of that particular literary works. Making anending by involving the students can actively arouse studentscreativity in continuing the story based on their own version and theirown imagination. As proposed by Reader-Response Theory, makingan ending of a literary piece is believed to be one way of analyzingthe students interpretation, and it includes revealing thephenomenology of their reading process. This paper is going toaddress the students endings of Book Report Class at EnglishDepartment of Jenderal Soedirman University. Qualitativelyanalyzed, the students endings of Scott O'Dells Island of the BlueDolphins are collected and concluded. There were 40 studentsinvolved in this study, and their endings were analyzed to reveal thecreativity, imagination and thoughts students have to make such
mailto:[email protected]:[email protected]:[email protected]


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endings. As a result, there are three notions shown by the studentse.g. they create the open-ending, they create happy-ending, and,surprisingly many of them are interested to discuss the issue of racialdiscrimination and slavery within their ending. The latter even provesthat making ending is not only to provoke the students creativity and

imagination but also to derive their sensitivity of the more globalissues.

Keywords: creativity, ending, reader-response theory, sensitivity

3. Nur ChakimEnglish Department, StateUniversity of [email protected]

Syair Tanpo Waton: Translating and Reproductive Writing

Nur ChakimUniversitas Negeri [email protected]

Abstract

Thirty minutes before Javanese muslims perform the fiveprayers at mosques in Surabaya, NU mosques always sound off thelocal poem sung by Gus Nizam, the leader of pondok

pesantren Ahlus-Shofa Wal-Wafa (NOT by Gus Dur as assumed bypeople). This Javanese poem is sounded off as a piece of advice formuslims in order to become good muslims. Some of the moral valuesobtained from the poem are good muslims; must have clean heart andbrain, may not be deceived with the glamour of world, must bepatient, must perform their regular prayer to God, must comprehendan implement the Holy Quran and Hadist, always remember God by

dzikir day and night. Interestingly, many Javanese people do notunderstand the meaning of the poem although it is sounded five timesa day.

This writing is concerned with the translation of the poemsung by Gus Nizam. Since it is part of literary works, then literary

translation is implemented. Literary translation is the translation oftexts within the field of literature. Translation of literary works

(novels, short stories,plays,poems, etc.) is considered a literarypursuit in its own right. The figure of speech of the poem is alsoanalysed.

There are several steps done by students in analysing thepoem in the Translation Class. First, students translate the Syair

Tanpo Watonfrom Javanese into Indonesian to infer the moral values(local wisdom). Second, Students create/ reproduce similar poem inIndonesian with topics based on moral values in Syair Tanpo Waton.

Third, Students also translate the poems from Indonesian intoEnglish. Fourth, students paraphrase their poem to make it easily

understood.

Keywords: Translation, Syair Tanpo Waton, Reproductive Writing,Javanese into Indonesian, Indonesian into English.

4. I Gusti Agung Paramitha EkaPutriState University of [email protected]

Dont Sit on the Pillow:

An Exploration of Local Wisdom and Social Values in Balinese

Myths through Creative Writing

I Gusti Agung Paramitha Eka Putri

State University of [email protected]
http://en.wikipedia.org/wiki/Translationhttp://en.wikipedia.org/wiki/Literaturehttp://en.wikipedia.org/wiki/Literaturehttp://en.wikipedia.org/wiki/Novelhttp://en.wikipedia.org/wiki/Short_storyhttp://en.wikipedia.org/wiki/Theatrehttp://en.wikipedia.org/wiki/Poetrymailto:[email protected]:[email protected]:[email protected]://en.wikipedia.org/wiki/Poetryhttp://en.wikipedia.org/wiki/Theatrehttp://en.wikipedia.org/wiki/Short_storyhttp://en.wikipedia.org/wiki/Novelhttp://en.wikipedia.org/wiki/Literaturehttp://en.wikipedia.org/wiki/Literaturehttp://en.wikipedia.org/wiki/Translation


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Abstract

Traditional stories, such as legends and folktales, have beenmanifested into valuable materials in reading and writing class. But,one kind of traditional belief which is very familiar to Indonesianstudents i.e. myth has been neglected for so long. It is almost

impossible to see teachers use myths as creative writing topic in theclassroom since they are widely known as false beliefs that containsupernatural beings. In short, it is considered irrelevant to includemyths in the classroom. Myths, however, cover up local wisdoms aswell as precious life philosophies that teach people how to behave inthe society. For instance, Balinese myths which are shared mouth-to-mouth tell a lot of social norm along with consequences that mightoccur if they are ignored. Striving to write a short story aboutBalinese myths helps the students to claim English in a personalway. Furthermore, the short stories encompassing local wisdom andsocial values cultivated by the students will vary greatly from one toanother as they are given freedom in making up plot, characters, and

setting of their pieces of writing, and thus, the creative doors arewidely open. The main aims of the paper are (1) to show thatBalinese myths are story seeds which can be convincingly written in

English and (2) to discover the possibilities of exploring localwisdom as well as introducing life philosophies through creativewriting in English language teaching. At the end part of this paper, amodel of classroom application will be presented.

Keywords: Balinese myths, local wisdom, social values, creativewriting

FRIDAY, 21 MARCH 2014 - Session 2 - Room 5moderator: Hujuala Rika Ayu

1. Motikala Subba DewanTribhuvan University, [email protected]

Telling and Retelling Story: Pedagogical Implication in Creative

Writing

Abstract (for workshop)According to Albert Einstein, storytelling is "the supreme art of the

teacher to awaken joy in creative expression and knowledge." Sincestorytelling and retelling is an oral tradition, my paper will drawinsights on the role of narrating story for capturing studentsmotivation in the classroom. Moreover, the paper deals with the useof story for developing receptive and productive skills through

metaphors in light of the language functions. Examples will be drawnhow students can be encouraged to think beyond ordinary situation

and use linkers, connectives and other semantic markers for theirself-expression by showing cause and effect relationships.Storytelling, therefore, will contribute to creative writing by fosteringan atmosphere for the students to come with their inner version ofstories.

Key Words:oral tradition, peer sharing, adaptation, practice

2. I vy SultanaKing Khalid University

[email protected]

Local Culture in Short Stories: Read One, Write a New One

AbstractYou do not need to have a lot of material to write a completely new


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and original short story. Very often what you need is a keen eye forobservation. Observation of what you may ask. Observation of howpeople are going about their lives would be my answer. The wayspeople go about their lives constitute the culture of a given area, aplace, a locality. The idea of my workshop for you would be to

explore our local cultures. And then you would bind together ideaswe have explored and the observations we have managed to make

about our local cultures to weave a short story. As a take off for suchan activity we would read one of Ernest Hemingways short stories,Cat in the Rain (1925), carefully and would see if we can write a

completely new short story in response.

Keywords: original story, observation, local cultures, short story

SATURDAY, 22 MARCH 2014 -- SESSION 3 - Room 1moderator: Diana B D

1. Didit Widiatmoko Suwardikun

Telkom University, [email protected]

Visual Character of Indonesian Printed Advertisement 1970-1976

Didit Widiatmoko SuwardikunTelkom University, [email protected]

Abstract

Advertising as a reflection of the culture of a nation, Indonesianvisual character is reflected in the advertisements. Indonesiannational cultural identity that was formed after the proclamation ofindependence faced increasing challenges. 1970 is the beginning ofan opening of foreign investment which stimulates increased foreign

advertising business in Indonesia. The advertisers effort is to build aculture through the exchange of value and cultivate the myth tobecomes ideology of target audience. The impact of foreigninvestment is the entry of foreign values into the culture ofIndonesia. How does foreign culture infiltrate? Analyzed on 100printed advertisement samples which published during 1970-1976

using content analysis an then visual analysis of layout , typography ,race and clothing of advertising models, and then associated to

construction conditions of environmental that influenced. Comparedto visualization at the beginning of independence, the layout pattern,typography and the figures, they represented the increase of Western

types character. Indonesian advertisement visual character is atranslation of the design concept of visualization overseas advertising

agency that affiliated with Indonesian companies. An understandingof an infiltration pattern of foreign culture can be used to establish a

new identity of the Indonesian national culture.

Keywords : Advertisement, Foreign Investment, Indonesian VisualCharacter

2 SusiatiUniversitas Muhammadiyah

Surakarta

[email protected]

English-Javanese Slippery Language by

Javanese Community (English Learners): Forms,

Sounds, and Meanings (A Sociolinguistics Study)

SusiatiUniversitas Muhammadiyah Surakarta


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([email protected])

Abstract

Language can not be separated from the culture where the users arein. When people are learning a foreign language, they sometimes

relate it to their native one since language is arbitrary. The arbitrary isdynamic that people are free to combine or interfer one language to

another. In this paper writing, the writer means to raise a socialphenomenon of slippery language that Javanese phonemes are usedto utter English forms, but they have totally different meanings each

other. For example, blubuk-blubuk (Javanese) to sound blue book inEnglish. Blubuk-blubuk is Javanese which means a sound produced

when someone plunges into water and not gets out soon, and then hisor her mouth flow air through the water. While blue book is Englishwhich the meaning is a book in blue. Here the writer aims to find theEnglish form variety used and the Received Pronunciation made inJavanese sounds. Data are taken from expressions written on the backside of truck board and English-Javanese slippery languagecommunity website. The analysis results show that the English formsvary: words, phrases, and sentences. However, only onepronunciation made in the Javanese sounds are received, but theothers are not. Finally, the meanings of both languages are notequivalent at all each other.

Keywords: Slippery Language, English Form Variety, JavaneseSounds, Sociolinguistics

3. R. Chusnu Yul i Setyo.Universitas Islam [email protected]

E-learning Literacy Level and Digital Wisdom of

the Lamongan Digital-Immigrant English Teachers

R. Chusnu Yul i Setyoand HariyantoUniversitas Islam Lamongan

[email protected] [email protected]

Abstract

Since 1980s, the development of information and communicationtechnologies (ICTs), such as computers and the Internet, have beenchanging world rapidly and fundamentally. One of the fundamentalchanges is on education field, especially on the use of digitaltechnologies for learning and teaching-which is well known as e-learning. However, in fact, most of English teachers rarely use the

digital technologies in their classroom. Hence, this study presents theresults of a research, which examined the current level of e-learningliteracy of a group of digital immigrant teachers of English as a

foreign language (EFL), investigated factors affecting the use of e-learning in their class, investigated the influencing factors their low

or high level of e-learning literacy, and investigated the digitalwisdom done by English teachers. The participants of the researchwere the English teachers of Junior High School which is organized

in the forum of Musyawarah Guru Mata Pelajaran Bahasa Inggris(MGMP-BIG) in Lamongan, East Java. The selected participants

were for those who were born before 1980. These teachers, classifiedby Prensky as digital immigrant teachers, were invited to respond the

questionnaires and to answer the interview. The results of the studydescribed the real portrait of the e-learning literacy level of the
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English teachers and recommended the need of intensive e-learningtraining for English teachers.

Key words: E-learning Literacy, Digital Immigrant teachers, DigitalWisdom

4. Dwijani RatnadewiUniversitas Muhammadiyah

SurabayaE-mail address:[email protected]

Local-Culture-Based Instructional Writing

Dwijani Ratnadewi

Universitas Muhammadiyah SurabayaE-mail address: [email protected]

Abstract

Western stories like Snow White or Cinderella all use the Westernculture, based on where such story originated. Thus there iscoherence between the stories, language and culture and the readers

would easily accept it. When a local-culture-based story is created by

western person, then certainly the spirit of the story remains West

nuances. Like Alladin which was filmed by Walt Disney, we may

only see the clothes, house shapes, characters and locations that lookMiddle Eastern, but the culture and language of course remains theWest. What if a local person writes about his own local culture inEnglish ? In his research Nishida ( 2005) states that every member of

a community will bring their native-culture schemas when heinteracts. So when he writes he uses the existing schemas to create astory. Thomas (1983) mentions this situation as a sociopragmaticfailure. Some Western labels may be used but the use of the nativeprinciples, ground rules and value may not be avoided. When thestudents learn to write in Creative writing courses , then they maycreate local culture-based English story. The problem is that when the

essay is read by the owner of the language itself , it is not impossiblethat the English essay is poorly understood or poses a different

interpretation. From some of these cases it may be occasions whenwriting in English from a local author only for local readers. Forwider scope, perhaps the story should be modified through

proofreading by native speaker of English.

Keywords: culture, sociopragmatics, schemas, native

SATURDAY, 22 MARCH 2014 -- SESSION 3 - Room 2moderator: Retno Wulandari

1. Henny H erawatiSanata Dharma [email protected]

Voicing Local Culture through Creative Writing

Henny H erawatiSanata Dharma University

[email protected]

Abstract

Creative Writing is often regarded as being reserved for giftedwriters. For EFL students, moreover, Creative Writing gives a doublechallenge as they should express their creative ideas in English,which, for them, is a foreign language. Offered as an elective coursein the English Education Study Program of Sanata Dharma


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University, this course aims at nurturing students creativity andencouraging them to write their creative ideas in three major literarygenres in English. As the English language has become a globallanguage, it should now be seen as a means of communicating ourfeelings, thoughts, ideas, and more importantly, of voicing our local

culture and wisdom to the world.

This paper, hence, shares ideas to engage students in activities andprojects that encourage them to explore and express their localculture and identity through their creative writing. First, it will review

the theories and researches on teaching Creative Writing in Englishlanguage classroom. Then, this paper will describe the nature of

Creative Writing class in the context of this study. Next, it willelaborate the activities done in class and outside the class, includingjournal writing, hot-seat, 10-minute writing, as well as well as groupprojects such as class blog and literary magazine, to promotestudents articulation of their local culture in their creative work. Thispaper will also present some examples of students work that showtheir identity as Indonesians. Finally, it will reflect on the values andhurdles of teaching Creative Writing to voice our local culture.

Keywords: creative writing, local culture, identity.

2. Deny Efita Nur RakhmawatiUniversitas Islam Negeri SunanGunung Djati [email protected]/[email protected]

Representing Local Values through Cultural Places in

EFL Creative Writing Class

Deny Efita Nur RakhmawatiUniversitas Islam Negeri Sunan Gunung Djati Bandung

[email protected]/[email protected]

AbstractWestern cultures are getting dominant in Indonesia especially in itssome big areas. One of them is West Java which ironically has veryrich local cultures, called as Sundanese culture. In this area, there areso many cultural places with their local values that are gettingforgotten. This research, therefore, tries to represent the local valuesthrough West Java cultural places in creative writing class. It isintegrated into the English Department classes in Sunan GunungDjati State Islamic University in the year 2011. While carrying outthe research, qualitative research method is employed and the dataare mainly gathered from the students creative writings andinterviews. Their creative writings are based on their fieldobservation on a cultural place named Kampung Nagain West Java.The result of this research shows that the students give positiveresponse on this activity. It is good in developing the students

writing skills through collaborative activities and increasing theirimagination by describing the results of their observations. Moreover,visiting traditional cultural places are able to raise their awareness oflocal values, which can be a bridge to appreciate both Western andWest Java culture. At the end, it is hoped that this research might be

able to be applied in some other cultural places in Indonesia.

Keywords: creative writing, local values, cultural places, West Java3. Sri Herminingrum and Rediscovering the Forgotten Values of Local Wisdom:


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Muhammad Rozin

Faculty of Cultural Studies,Universitas [email protected]@ub.ac.id

A Case Study on the Students Perception towards the

Significance of

Cultural Identity

Sri H ermini ngrum andMuhammad RozinFaculty of Cultural Studies, Universitas Brawijaya

[email protected]/ [email protected]

Abstract

A lot of research findings showed that the values of local wisdomhad changed over time and tended to be exceedingly diminished.Modernization shifted the present cultural agents perception towardtheir own heritage. The values of local wisdom are not easy to trace.And when local wisdom is believed to have significant role to buildidentity; the todays existence of local wisdom becomes a crucialproblem for students. This research was done to map and to locatethe position of local wisdom in the perception of English Literature

Department students of Universitas Brawijaya. It was aimed to tracehow the students perceive the significance of local wisdom valuesand how far they internalize the values as part of their self-concept.

Through the study of questionnaire and field research, it wasrevealed that the massive bombardment of imported cultures due toglobalization played the major role in the diminishing values of localwisdom among the students. Apart from the controversies over thepedagogical foundation of creative writing, the important thing is

that the heart of the students creativity in their writing processshould not be neglected. Imagination will flourish if there is a bridgeto transmit social, political, moral, and even religious ideals of localwisdom to new generations of students. Therefore, building cultural

representation and identity through creative writing needs a sort ofmovement to open the students horizon first rediscovering thelocal wisdom values.

Keywords: local wisdom, creativity, imagination, rediscovering

4. Nur FauziahState University of Surabaya

[email protected]

Sawunggaling as Media

to Improve Students Creativity of Writing

Nur Fauzia

[email protected]

In modern era, folklore is seldom found. Even children are notinterested in it. Media offers animation movie and cartoon which areattracting children. This situation will give distance between folklorewith children. They will never know what folklore is. In the contrast,

Indonesia has many folklores which are spreading in thousandislands of Indonesia. It is pity that Indonesian do not recognize theirown culture even children who will be the next generation. Then it isneeded to campaign Indonesias culture. One of it is through folklorethat contents attractive story and local wisdom. This paper will reveal

folklore Sawunggaling which is famous from East Java.Sawunggaling is a hero who struggle for his family and also his

nation. There is much local wisdom that can be applied in human life.Furthermore, Sawunggaling can be used as media to improve


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students creativity to write a story in school. They will understandthe meaning of creativity and how to implement it to the writingwhich is folklore as the media. Then they will find other folklore andwrite a story which shows their creativity to reveal the local wisdomof folklore.

Key words: sawunggaling, story, local wisdom, student, creativity,

writing

SATURDAY, 22 MARCH 2014 -- SESSION 3 - Room 3moderator: Henny Dwi Iswati

1. Ar iya JatiDiponegoro [email protected]

A Practice in Electronic Creative Blank Verse Writing

Ar iya Jati

Diponegoro [email protected]

Abstract

This paper practically explains how to creatively write a blank versefrom an excerpt and transform the blank verse into a music notation.The practice is led by the individuality in between a prose and a

poem on the one hand and in between a poem and music. It isintended to relate the excerpt to the blank verse as well as the blankverse to

5/4 music accompaniment. The practice comes into two

stages, namely poetic scansion and musical transformation. Thepoetic scansion alters the excerpt into three quatrains in unrhymediambic pentameters, and the musical transformation alters the poeticmetrics into the musical measures in I-IV-V chord progression usinga music writing freeware. The practice results in the readability of thepoem and the playability of its music. In other words, the practice

amplifies the relation between the poetic metrics and the musicmeasures, so the blank verse is not only poetic, but also musical.

Keywords: excerpt, blank verse, poetic scansion, musicaltransformation, music notation

2 Sutr isno Sadji EvenddySultan Ageng Tirtayasa

[email protected]

Revitalizing Freewriting in Writing

Sutr isno Sadji Evenddy

Sultan Ageng Tirtayasa [email protected]

Abstract

Writing is a creative activity. We need it in a scientific and creativewriting. We know that there are some steps to product a good writing.An important step which should be done when we are writing isfreewriting. As considering this step, we cannot express our ideas aswell. In many writing activities, most of the learners always thinkrules before starting writing. As the result, they will not write

anything. It is believed that writing rules are strongly needed. But, indoing freewriting we should forget all about rules. Consequently wecan more explore our ideas . Freewriting is the step of writing toreveal the creativity and ideas in author's head. Also, freewriting is

used to get started on writing activities. Ideally, if we want to exploreour ideas maximally we should not think about grammar or writing


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rules at the first. Therefore, the writer would like to re-discuss brieflythe significance of freewriting in writing. In addition, to bringstudents ideas, the writer would like to encourage teachers andlecturers to provide opportunities and encourage their students to dofreewriting. Thus, this paper is referred to students especially for

teachers, and teacher educators who are teaching at school anduniversities.

Keywords:Revitalizing, creativity, freewriting, writing

3. Asih SantihastutiUniversity of Jember

[email protected]

Empowering Literature Class through Creative Writing Task:

Let students Write Their Own Version

Asih SantihastutiUniversity of Jember

[email protected]

Abstract

Teaching literature or bringing literature into English class can be aninteresting yet risky plan to execute, as reading a short story can be

boring and monotonous sometimes. Most likely, the main activitythat the teacher and students have beside reading is answering thequestions, discussing the unfamiliar words and/or the moral value/sonly. Consequently, students might fail to enjoy the work because

they are demanded to read a certain story which may possibly nottheir favorite theme. For this, a creative writing activity can be takeninto consideration to use in class. Letting the students express theirmind after reading the story by asking them rewrite the story withtheir own version could maintain students interest as well asfacilitate their writing skill. This paper attempts to highlight thesuccessful integration of creative writing task into literature class andhow it helps teacher maintain the students attention during the class.

That students creativity is being challenged in modifying the storywhich accordingly exploits their vocabulary richness to produce thenew version of their own is the outcome that the students can get forcarrying out this activity. Besides, it also shows how this simple ideacan considerably improve the atmosphere of the class with itseffortless procedures. In brief, it is a two in one solution which isquite productive and fun to be applied in literature/English class. Thepaper will be devided into sub topics deal with the background, therelated review of literatures, the procedures of the activity and theexpected results.

Keywords: creative writing, literature class, short story, studentsmotivation

4. Diana Budi DarmaState University of Surabaya

Reproduction Text

Embedded Domination in Its Interpretation

Kiyan Pishkar

Islamic Azad University,Jieroft Branch,[email protected]

and

Diana Budi DarmaState University of SurabayaFaculty of Language and Art
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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English DepartmentIndonesia

[email protected]

Abstract

Creative process in folktale has common themes that enable readersto comprehend similar interpretations. In the future, versions are

made to preserve the stories, which include written, objectified andtranslated treatments on the texts. From all these aspects, there is anelement which is less discussed, and that is domination. This term

was a key word for postcolonial concepts, especially Deconstruction.It was a great issue because of intensifying on the meanings rather

than aesthetic values. Results are identified based on popularities ofthe story not the creative process. As an example Timun Mas andThumbelina are folktales. One is originated from Java, Indonesia andlater is from Denmark. Both backgrounds are rarely known butbecome famous when it is translated into English. The media in thiscase English is an example of domination.

Keywords: reproduction, themes, domination

SATURDAY, 22 MARCH 2014 -- SESSION 3 - Roo

Documents

13th Asia Creative Writing Parallel Schedule