{"title":"Traditional Spirit in Contemporary Dance","authors":"Indrayuda Indrayuda","doi":"10.2991/ICLA-18.2019.1","DOIUrl":"https://doi.org/10.2991/ICLA-18.2019.1","url":null,"abstract":"","PeriodicalId":249218,"journal":{"name":"Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124331906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Authentic assessment is current assessment used in educational system of 2013 curriculum. It aims to evaluatestudents‟process and product of the learning. A guidance book of authentic assessment for writingskill at junior high school has been developed by the experts from UniversitasNegeri Padang. The guidance book needs to be evaluated based on the requirement of 2013 curriculum, the content or material and the authenticity of authentic assessment. The researcher used evaluation formats as the instrument of this study. The evaluation formats were developed by using theoretical based approach and were validated by two experts in language assessment and twelve English teachers at junior high school.In conclusion, the evaluationformatsbased on the requirement of 2013 curriculum consisted of nine indicators; valid, objective, fair, integrated, transparent, universal and continuous, systematic, criteria-referenced, and accountable; based on the content or material consisted of eight indicators; which is material should be related to goal of learning, assessment source, students‟ social situation, students‟ self-confidence, students‟ opportunity to use English, variety of material, students‟ easiness to learn, syllabus used; and based on the authenticity consisted of eight indicators; realistic, universal, engaged, applicative, various, transparent, student-centered, and trustworthy. Those indicators developed to evaluate the authentic assessment for writing skill at junior high school.
{"title":"Developing Instruments for Evaluating the Authentic Assessment for Writing Skill at Junior High School","authors":"Mega Enjela Sari, M. Zaim, Refnaldi Refnaldi","doi":"10.2991/icla-18.2019.33","DOIUrl":"https://doi.org/10.2991/icla-18.2019.33","url":null,"abstract":"Authentic assessment is current assessment used in educational system of 2013 curriculum. It aims to evaluatestudents‟process and product of the learning. A guidance book of authentic assessment for writingskill at junior high school has been developed by the experts from UniversitasNegeri Padang. The guidance book needs to be evaluated based on the requirement of 2013 curriculum, the content or material and the authenticity of authentic assessment. The researcher used evaluation formats as the instrument of this study. The evaluation formats were developed by using theoretical based approach and were validated by two experts in language assessment and twelve English teachers at junior high school.In conclusion, the evaluationformatsbased on the requirement of 2013 curriculum consisted of nine indicators; valid, objective, fair, integrated, transparent, universal and continuous, systematic, criteria-referenced, and accountable; based on the content or material consisted of eight indicators; which is material should be related to goal of learning, assessment source, students‟ social situation, students‟ self-confidence, students‟ opportunity to use English, variety of material, students‟ easiness to learn, syllabus used; and based on the authenticity consisted of eight indicators; realistic, universal, engaged, applicative, various, transparent, student-centered, and trustworthy. Those indicators developed to evaluate the authentic assessment for writing skill at junior high school.","PeriodicalId":249218,"journal":{"name":"Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018)","volume":"96 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124571248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There are few researches on forms of popular games among elementary school children because the commonly accepted concept in society is the preservation of old arts and traditional cultures. In fact, both of these concepts can conflict with one another. This study investigates popular games among children of elementary schools in West Sumatra as one of the elements of child culture as stated by Mars (2010) and Mintz (2009) and whether the traditional games in West Sumatra are still popular among children or already replaced with new types of games. By using a descriptive qualitative approach, it is found that there are at least 288 popular games among children in West Sumatera, of which only 25% come from traditional culture. However, what is called ‘traditional’ culture is indeed no longer purely local, but a game influenced by external elements. In other words, there has been a shift in the type of children's popular games. Thus, the concept of cultural preservation proclaimed by many parties is actually very loose because what is called traditional games is not independent of external influences. A number of cultures considered traditional are actually the result of enculturation or a mixture of local and external culture which later become a tradition.
{"title":"Popular Games among Elementary School Children as Child Culture and Tradition Games in West Sumatera","authors":"Ardipal Ardipal","doi":"10.2991/icla-18.2019.28","DOIUrl":"https://doi.org/10.2991/icla-18.2019.28","url":null,"abstract":"There are few researches on forms of popular games among elementary school children because the commonly accepted concept in society is the preservation of old arts and traditional cultures. In fact, both of these concepts can conflict with one another. This study investigates popular games among children of elementary schools in West Sumatra as one of the elements of child culture as stated by Mars (2010) and Mintz (2009) and whether the traditional games in West Sumatra are still popular among children or already replaced with new types of games. By using a descriptive qualitative approach, it is found that there are at least 288 popular games among children in West Sumatera, of which only 25% come from traditional culture. However, what is called ‘traditional’ culture is indeed no longer purely local, but a game influenced by external elements. In other words, there has been a shift in the type of children's popular games. Thus, the concept of cultural preservation proclaimed by many parties is actually very loose because what is called traditional games is not independent of external influences. A number of cultures considered traditional are actually the result of enculturation or a mixture of local and external culture which later become a tradition.","PeriodicalId":249218,"journal":{"name":"Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114314444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alek gulai manih wedding is the second level wedding at Solok, one of the cities in west Sumatera. This wedding is symbolized by slaughtering a buffalo and a long speech or pidato panjang. The cloth worn by the groom is called Marapulai indak babaju or Marapulai basanda kain barangkok. This cloth surely has unique characteristics and implied values derived from its uniqueness. This study employed qualitative approach which was undertaken at Solok. Furthermore, the data were collected through observation, interview and documentation. Testing the validity of the data was done through trustworthiness, transferability and confirmation.The findings showed that the philosophic meaning was still obeyed as the rules at Solok. Sarawa tapak itik, kain serong balapak/ sisamping, kabek pinggang patah sambilan, keris, salua, kain barangkok, kaduik barantai sagama are the parts of groom’s traditional wedding dress. While, bungo sangua, kupiah tatah ameh, baju kurung basiba hitam batabua ameh, salendang bajambua jo jalo, tanti, dukuh, galang mungu, galang daun, galang rago rago, and sarung balapak that were made by the old women are the parts of bride’s dress. All parts of wedding dress had very deep meanings. Keyword :The Symbolic Meaning, The Bridal Attire, Marriage
{"title":"The Symbolic Meaning of The Bridal Attire on Alek Gulai Manih Marriage in Solok","authors":"N. Hasanah, Agusti Efi, Daryusti Daryusti","doi":"10.2991/ICLA-18.2019.10","DOIUrl":"https://doi.org/10.2991/ICLA-18.2019.10","url":null,"abstract":"Alek gulai manih wedding is the second level wedding at Solok, one of the cities in west Sumatera. This wedding is symbolized by slaughtering a buffalo and a long speech or pidato panjang. The cloth worn by the groom is called Marapulai indak babaju or Marapulai basanda kain barangkok. This cloth surely has unique characteristics and implied values derived from its uniqueness. This study employed qualitative approach which was undertaken at Solok. Furthermore, the data were collected through observation, interview and documentation. Testing the validity of the data was done through trustworthiness, transferability and confirmation.The findings showed that the philosophic meaning was still obeyed as the rules at Solok. Sarawa tapak itik, kain serong balapak/ sisamping, kabek pinggang patah sambilan, keris, salua, kain barangkok, kaduik barantai sagama are the parts of groom’s traditional wedding dress. While, bungo sangua, kupiah tatah ameh, baju kurung basiba hitam batabua ameh, salendang bajambua jo jalo, tanti, dukuh, galang mungu, galang daun, galang rago rago, and sarung balapak that were made by the old women are the parts of bride’s dress. All parts of wedding dress had very deep meanings. Keyword :The Symbolic Meaning, The Bridal Attire, Marriage","PeriodicalId":249218,"journal":{"name":"Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114319179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to describe the students' skills of explaining tourism objects in French language, the competence level to interact, and the speaking error. The research data was collected by using the performance test of French speaking skills through video recordings of presentation of tourism objects. The subjects were 21 students of French education majoring in Francais du Tourisme courses. The research object was speaking skills and the ability to explain tourism objects in French. The respondent's skills in explaining tourism objects were at level 3 or equivalent to level B1 of The Common European Framework of Reference with indicators 1) savoir informer, 2) savoir expliquer, 3) clarte, 4) comprehensibilité, 5) lexicosemantique, 6) morphosyntaxique, and 7) prononciation. The ability to give information (savoir informer) and the French pronunciation ability were approaching the CEFR B2 level. The types of errors are errors in pronunciation, diction, sentences and misrepresentation. .
{"title":"The Ysu French Student Ability of Explaining Tourism Objects","authors":"Dwiyanto Djoko Pranowo","doi":"10.2991/ICLA-18.2019.45","DOIUrl":"https://doi.org/10.2991/ICLA-18.2019.45","url":null,"abstract":"This study aims to describe the students' skills of explaining tourism objects in French language, the competence level to interact, and the speaking error. The research data was collected by using the performance test of French speaking skills through video recordings of presentation of tourism objects. The subjects were 21 students of French education majoring in Francais du Tourisme courses. The research object was speaking skills and the ability to explain tourism objects in French. The respondent's skills in explaining tourism objects were at level 3 or equivalent to level B1 of The Common European Framework of Reference with indicators 1) savoir informer, 2) savoir expliquer, 3) clarte, 4) comprehensibilité, 5) lexicosemantique, 6) morphosyntaxique, and 7) prononciation. The ability to give information (savoir informer) and the French pronunciation ability were approaching the CEFR B2 level. The types of errors are errors in pronunciation, diction, sentences and misrepresentation. .","PeriodicalId":249218,"journal":{"name":"Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125929777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
West Sumatra is one of the regions that contribute many artists to the field of arts. One of the field of arts that gains so much attention is contemporary art. It is an art that is no longer bound to the rules of past works. Contemporary art has gained such a rapid growth that it intrigues many researchers to conduct studies on it. This present study attempts to investigate the factors that influence the development of contemporary art and how these factors determine the direction of its development. The study was conducted with descriptive qualitative methods. It involved interviews with several informants, and reading and comparing various related literatures. Based on the results, it can be concluded that contemporary art has undergone significant growth and development which are influenced by the social system such as the environment, the education in West Sumatra, the arts community and so on.
{"title":"West Sumatera’s Contemporary Painting in Sociology Studies","authors":"Nora Susanti, Budiwirman Budiwirman","doi":"10.2991/icla-18.2019.3","DOIUrl":"https://doi.org/10.2991/icla-18.2019.3","url":null,"abstract":"West Sumatra is one of the regions that contribute many artists to the field of arts. One of the field of arts that gains so much attention is contemporary art. It is an art that is no longer bound to the rules of past works. Contemporary art has gained such a rapid growth that it intrigues many researchers to conduct studies on it. This present study attempts to investigate the factors that influence the development of contemporary art and how these factors determine the direction of its development. The study was conducted with descriptive qualitative methods. It involved interviews with several informants, and reading and comparing various related literatures. Based on the results, it can be concluded that contemporary art has undergone significant growth and development which are influenced by the social system such as the environment, the education in West Sumatra, the arts community and so on.","PeriodicalId":249218,"journal":{"name":"Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126047170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of language in communication process is not limited to its function as a tool for delivering information, but also as an important tool for maintaining social relations. This can be realized with the use of the right language, one of which is by including the euphemism. This study aimed to describe the use of euphemism and its background in the headlines of Haluan February 2018 edition. The method used in this study is descriptive method. The results showed that the use of euphemism on research subjects was in the form of figurative expressions, flippancy, circumlocutions, abbreviations, one for one substitution, hyperbole, and jargon. The background of the use of euphemism was interpreted to: (1) avoid the use of some words that can cause panic and fear; (2) be nonoffensive, insulting, or demeaning to others; (3) decrease or to not mention something hurtful or tragic; (4) appear diplomatic or rhetorical; (5) replace taboo, vulgar, prohibited and negative words; (6) keep a secret; (7) respect others; (8) give critics politely.
{"title":"Euphemisms in the Headlines of Haluan Newspaper","authors":"S. Winita, Ermanto Ermanto","doi":"10.2991/ICLA-18.2019.82","DOIUrl":"https://doi.org/10.2991/ICLA-18.2019.82","url":null,"abstract":"The use of language in communication process is not limited to its function as a tool for delivering information, but also as an important tool for maintaining social relations. This can be realized with the use of the right language, one of which is by including the euphemism. This study aimed to describe the use of euphemism and its background in the headlines of Haluan February 2018 edition. The method used in this study is descriptive method. The results showed that the use of euphemism on research subjects was in the form of figurative expressions, flippancy, circumlocutions, abbreviations, one for one substitution, hyperbole, and jargon. The background of the use of euphemism was interpreted to: (1) avoid the use of some words that can cause panic and fear; (2) be nonoffensive, insulting, or demeaning to others; (3) decrease or to not mention something hurtful or tragic; (4) appear diplomatic or rhetorical; (5) replace taboo, vulgar, prohibited and negative words; (6) keep a secret; (7) respect others; (8) give critics politely.","PeriodicalId":249218,"journal":{"name":"Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127796581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this research was to describe some if the following. (1) The contribution of social field vocabulary mastery of producing/writing anecdote text of students of class X SMAN; (2) The contribution of humor reading interest of producing anecdote text of students of class X SMAN; (3) The contribution of social field vocabulary mastery and humor reading interest to skill together to producing anecdote text of students of class X SMAN. This research was a quantitative research using correlational method. The sampling technique is done by cluster sampling (area sampling). Data was analyzed used Pearson Product Moment Correlational test, multiple regression, t test, and F test. The results of the research are. 1) The social field vocabulary mastery contribute significant by 40,52%. 2) The humor reading interest contribute significant by 15,6%. 3) The social field vocabulary mastery and humor reading interest skill together contribute by 59,50.
{"title":"Contribution of Social Field Vocabulary Mastery and Humor Reading Interest to Skill of Producing Anecdote Text of Students","authors":"Rina Oktavani, Y. Asri, Abdurahman Abdurahman","doi":"10.2991/ICLA-18.2019.32","DOIUrl":"https://doi.org/10.2991/ICLA-18.2019.32","url":null,"abstract":"The purpose of this research was to describe some if the following. (1) The contribution of social field vocabulary mastery of producing/writing anecdote text of students of class X SMAN; (2) The contribution of humor reading interest of producing anecdote text of students of class X SMAN; (3) The contribution of social field vocabulary mastery and humor reading interest to skill together to producing anecdote text of students of class X SMAN. This research was a quantitative research using correlational method. The sampling technique is done by cluster sampling (area sampling). Data was analyzed used Pearson Product Moment Correlational test, multiple regression, t test, and F test. The results of the research are. 1) The social field vocabulary mastery contribute significant by 40,52%. 2) The humor reading interest contribute significant by 15,6%. 3) The social field vocabulary mastery and humor reading interest skill together contribute by 59,50.","PeriodicalId":249218,"journal":{"name":"Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018)","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127929881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Exclusion in Online News about \"Terrorism\" the Study Theory of Theo Van Leeuween","authors":"Mursida Mursida, Ermanto Ermanto","doi":"10.2991/icla-18.2019.80","DOIUrl":"https://doi.org/10.2991/icla-18.2019.80","url":null,"abstract":"","PeriodicalId":249218,"journal":{"name":"Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133213605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.2991/ICLA-18.2019.111
S. Syofiani, Hasanuddin Ws, S. Ramadhan, M. Zaim, Agustina Agustina
Nowadays, learning drama is less attractive and less favored by students and students, this is because the learning model designed by lecturers is still conceptual so it is not attractive to students. Especially if speaking of the industrial revolution 4.0 concerns that literature drama is no longer a subject favored by students. Even if it is examining a lot of the value of life that can be taken through the stories conveyed in the drama script. Related to literacy, there are not many students who want to read drama scripts, especially with advances in technology and communication lately. Students are no longer interested in print media or in the form of textbooks, because all information they can receive through technological media. Therefore, it is necessary to design a drama appreciation learning model that is able to generate student literacy through multimedia-assisted learning.Multimedia assisted learning utilizes technology in the drama appreciation learning process. Thus, learning becomes more interesting and varied so that it can foster literacy in reading among students.
{"title":"Drama Appreciation Learning Using Multimedia To Develop Student Literation","authors":"S. Syofiani, Hasanuddin Ws, S. Ramadhan, M. Zaim, Agustina Agustina","doi":"10.2991/ICLA-18.2019.111","DOIUrl":"https://doi.org/10.2991/ICLA-18.2019.111","url":null,"abstract":"Nowadays, learning drama is less attractive and less favored by students and students, this is because the learning model designed by lecturers is still conceptual so it is not attractive to students. Especially if speaking of the industrial revolution 4.0 concerns that literature drama is no longer a subject favored by students. Even if it is examining a lot of the value of life that can be taken through the stories conveyed in the drama script. Related to literacy, there are not many students who want to read drama scripts, especially with advances in technology and communication lately. Students are no longer interested in print media or in the form of textbooks, because all information they can receive through technological media. Therefore, it is necessary to design a drama appreciation learning model that is able to generate student literacy through multimedia-assisted learning.Multimedia assisted learning utilizes technology in the drama appreciation learning process. Thus, learning becomes more interesting and varied so that it can foster literacy in reading among students.","PeriodicalId":249218,"journal":{"name":"Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018)","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133722300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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