LANGUAGE AND CIVILIZATION: PROCEEDING OF THE 2nd INTERNATIONAL SEMINAR ON LINGUISTICS - Repositori Universitas Andalas

ISBN 978-602-17140-3-4

2nd INTERNATIONAL SEMINAR ON LINGUISTICS

(ISOL-II)

ANDALAS UNIVERSITY
PADANG, WEST SUMATERA, INDONESIA
AUGUST 12-13, 2015

LANGUAGE AND CIVILIZATION

II

ISBN

978-60217140-3-4

Masyarakat
Linguistik
Indonesia

nd

PROCEEDING

THE 2 INTERNATIONAL SEMINAR ON LINGUISTICS
(ISOL-2)
PROGRAM STUDI LINGUISTIK PASCASARJANA FAKULTAS ILMU
BUDAYA UNIVERSITAS ANDALAS
DAN
MASYARAKAT LINGUISTIK INDONESIA
UNIVERSITAS ANDALAS
LANGUAGE AND CIVILIZATION
EDITOR

RINA MARNITA
HANDOKO
JENNIFER ZIRBES
DIANA FROST
DESAIN SAMPUL

HANDOKO
DITERBITKAN OLEH
Fakultas Ilmu Budaya Universitas Andalas Kampus Unand Limau Manis,
Padang – Sumatera Barat. Telp. (0751) 71227
ISBN
978-602-17140-3-4

FOREWORD
On behalf of Postgraduate Program on Linguistics, Faculty of Humanities and the Linguistics
Society of Indonesia (MLI) Unand Chapter, we are greatly honoured and pleased to welcome all
the keynote speakers and participants of the 2nd International Seminar on Linguistics (ISOL-2),
2015.
ISOL is a bineal international seminar held by the Linguistics Graduate Program of
Faculty of Humanity, Andalas University in colloboration with the Linguistic
Society of Indonesia (MLI), Unand Chapter. ISOL aims to provide a discussion platform
for linguists and language observers accross Indonesia. Its main objective is to enhance the
exchange of research and new approaches in language studies. The seminar is open to
interested people from outside of Indonesia.
The theme of the 2nd ISOL is Language and Civilization. Civilization is the process by which a
society or place reaches an advanced stage of social development and organization. It is also

defined as the society, culture, and way of life of a particular area. Over time, the word
civilization has come to imply something beyond organization. It refers to a particular shared
way of thinking about the world as well as a reflection on that world in art, literature, drama and
a host of other cultural happenings. Language is itself a social construct – a component of social
reality. Thus, like all social constructs and conventions, it can be changed.
A civilization is any complex state society which is characterized by urban development, social
stratification, symbolic communication forms and a perceived separation from and domination
over the natural environment. To advance civilization is to construct a new social reality which
emerges through language. In other words, social reality is the operational expression of words
and the meanings of them that society has agreed upon. Language is itself a social construct – a
component of social reality. Thus, like all social constructs and conventions, it can be changed.
This seminar aims at facilitating diverse dialogues among scientists, linguists and scholars from
different backgrounds about language as a social construct as well a tool to understand social
reality.
We would like to express our deep gratitude to the seminar key note speakers Prof. Dr. James T.
Collins from The Institute of Ethnic Studies, The National University Malaysia (UKM), Dr.
Suryadi, from the Southeast Asean Studies, Leiden University, the Netherland, and Tim
McKinnon, from Delaware University, USA, and Dr. Khatrina Soekamto, Chief of Linguistics
Society of Indonesia and Prof. Nadra. MS, the Director of Postgraduate Program of Linguistics,
Faculty of Humanities, Andalas University..

We are very grateful to the Mayor of Padang, Ir. H. Mahyeldi, S.P, for his great support to the
seminar and for welcoming all the seminar participants at his place in an opening ceremony.
Our gratitude also goes to the Rector of Andalas University, the Dean of Faculty of Humanities
and our sponsors AIFIS Jakarta, PT. Semen Indarung Padang, PT.Bank BNI and Bank
Mandiri.
Chairperson

Dr. Rina Marnita AS, MA

i

TABLE OF CONTENT
FORWARD ........................................................................................................................... i
TABLE OF CONTENT ........................................................................................................ ii
QUESTION AND ANSWER TECHNIQUE IN TEACHING ENGLISH:IS THIS
STILL FAVORED OR NOT?
Abdul Halim .......................................................................................................................... 1
ICT MEDIA IN ENGLISH TEACHING OF CHARACTER-COMPETENCE
DEVELOPMENT
Adzanil Prima Septy. ............................................................................................................ 7

LINGUISTIC SIGNS ON CHILD ABUSE ARTICLES IN THE JAKARTA POST
ONLINE NEWSPAPER
Amelia YuliAstuti ................................................................................................................. 14
INDONESIAN PHRASAL INTERFERENCE FOUND IN AGRICULTURAL
TECHNOLOGY FACULTY STUDENTS, ANDALAS UNIVERSITY IN
LEARNING ENGLISH
Al Maghvirah Chan .............................................................................................................. 22
POLITICAL LANGUAGE AND THE FUTURE OF INDONESIAN
CIVILIZATION
AnangSantoso ....................................................................................................................... 28
THE USE OF HONORIFIC PERSONAL PRONOMINAL DEICTIC IN THE
CAMPAIGN OF REGENTS ELECTION IN GOWA REGENCYSOUTH
SULAWESI PROVINCE
Asriani Abbas ........................................................................................................................ 34
THE IDEOLOGY IMPACTS ON EACH OF THE LEVELS OF CONTEXT IN
THE KABA:PUTINILAMTJAJODENGANDANG TUANKUGOMBANGALAM
Ayendi ................................................................................................................................... 40
VIOLATION OF MORAL VALUE IN THE IMPOLITENESS OF
INTERACTION FROM THE STUDENTS TO THEIR LECTURERS
Ayumi and Ike Revita ........................................................................................................... 46

A CLOSER LOOK ON POLITENESS STRATEGIES IN MALAYSIAN
ECONOMIC JOURNAL
BudiantoHamuddin and Faridah Noor Mohd Noor .............................................................. 52
SEMANTICASSOCIATION OF BUSINESSPERSON IN INDONESIAN
ONLINE PRESS
CondraAntoni, Hilda Widyastuti and Irene OssiWidyastuti ................................................. 64
SEMANTIC GENERALIZATION OF INDONESIAN WORDS AS SEEN ON
TELEVISION ADVERTISEMENTS
DiyahAyuRizqiani................................................................................................................. 76

ii

THE RELATIONSHIP BETWEEN HUMANS AND NATURE IN YUNI
NURMALIA’S ANAK BAKUMPAI TERAKHIR AND EDWARD ABBEY’S FIRE
ON THE MOUNTAIN : AN ECOLOGICAL COMPARATIVE ANALYSIS
Eva Najma and Donny Syofyan ............................................................................................ 84
GOOD AND TERIBBLE DAYS SYMBOLS IN PANANRANG MANUSCRIPT: A
CULTURAL LINGUISTICS APPROACH
FahmiGunawan ..................................................................................................................... 94
THINKING STYLES ON EFL LEARNERS’LANGUAGE LEARNING

STRATEGIES
Febria Sri Artika .................................................................................................................... 102
MOST COMMON MISPRONOUNCED WORDS OF SEGMENTAL
PHONEMES AND LETTER COMBINATIONS OF ENGLISH
FitraElia, JohariAfrizal, Khulaifiyah ..................................................................................... 108
WORD FORMATION ON TRANSGENDER SLANG WORDS IN THEIR
COMMUNITY IN PADANG
Fitrawati and Indah Shinta Masni Ari ................................................................................... 115
USE OF –LA IN SIMPLE SENTENCES: WITH REFERENCE TO TAMIL
ETHNIC IN MALAYSIA
Franklin Thambi Jose S. ........................................................................................................ 122
BIOACOUSTICS ANALYSES WITH SPEECH ANALYZER SPECTOGRAM
AS A TESTING METHOD FOR SPEECH ABILITY IMPROVEMENT: Case
study of Dyshartia Patients in Dr. Cipto Mangunkusumo and Dr. M. Jamil
Hospitals
Gusdi Sastra, Ike Revita, Hendra Permana, Yoffie Kharisma Dewi ..................................... 126
THE LANGUAGE OF SOCIAL ENGINEERING: FROM PERSUASION TO
DECEPTION
Handoko, Dwi Anggreini Waskito Putri, Gusdi Sastra, Ike Revita ...................................... 136
IMPROVING STUDENTS’ WRITING SKILL BY USING GRAPHIC

ORGANIZER
Herdi...................................................................................................................................... 143
PRAGMATIC FORCE BEHIND THE PROPER NAME OF BATU AKIK IN
PADANG
Herlin Triana and Ike Revita ................................................................................................. 155
LANGUAGE USE IN CLASS DISCUSSION: STUDY CASE OF
POSTGRADUATE STUDENTS ON LINGUISTICS
Ike Revita .............................................................................................................................. 161
THE VERSES OF LANGUAGE:EXPLORINGHUMAN LANGUAGEISSUES
INTHE VERSES OF GLORIOUS QUR’AN
Irwandi,NurAzmiAlwi, Albert .............................................................................................. 166
LANGUAGES AND CIVILIZATIONS:MALAY AND SOUTHEAST ASIA’S
MARITIME CIVILIZATION
James T. Collins .................................................................................................................... 172
iii

IMPLICATURES IN KOPISTARBUKBOOK BY ARHAM KENDARI
Joko Ariyanto, Betty Sailun, Afrizal ..................................................................................... 189
EMPOWERING
WEST

SUMATERA
RUBBER
FARMER
BY
STRENGHTHENING LOCAL ENTERPRENEURSHIP MODEL AND
REVITALIZATION OF LEXICALLY LOCAL WISDOMS
Josefino S, Ahmad Iqbal Baqi, and Fisla Wirda ................................................................... 195
GRAMMATICAL PROPERTIES OFSERIAL VERBWITH BAE AND KANAIIN
MINANGKABAUNESE: A Syntactic-Semantic Preliminary Study
Jufrizal ................................................................................................................................... 202
A CONTRASTIVE ANALYSESBETWEEN ENGLISH PREFIXES I{N}- AND
INDONESIAN PREFIXES ME{N}- : A GENERATIVE PHONOLOGY STUDY
KamsinahDarwis ................................................................................................................... 209
TEACHING AND LEARNING MALAY LANGUAGE AND MALAY
CULTURE USING COMPUTER: THE EXPERIENCE OF TEACHING
INTERNATIONAL STUDENTS IN UNIVERSITY MALAYSIA KELANTAN,
MALAYSIA
Khuzaiton Binti Zakaria and Thana Binti Abdullah ............................................................. 220
THE FRIDAY SERMON IN SOUTHEAST ASIA (INDONESIA, MALAYSIA,
SINGAPORE, AND BRUNEI): A STUDY OF THE FUNCTION OF

LANGUAGE
KundharuSaddhono, Muhammad Rohmadi, and ChafitUlya................................................ 225
GENETIC RELATIONSHIPSLANGUAGEMUNA, KAMBOWA, ANDBUSOAIN
SOUTHEAST
SULAWESI(LINGUISTIC
HISTORICALCOMPARATIVESTUDY)
LA INO, Akhmad Marhadi and La Ode Syukur ................................................................... 232
VAGUENESS MEANING IN KABHANTI’S MUNA LYRICS(Semantics Field in
Oral Tradition of Munanese in Shoutheast Sulawesi)
Lilik Rita Lindayani, WaKuasa, and Wa Ode SittiHafsah .................................................... 238
HOW CAN LITERATURE CIRCLES BE USED TO SUPPORT SPEAKING
AND LISTENING SKILLS?
Luli Sari Yustina ................................................................................................................... 246
IMPLEMENTING AN INTERCULTURAL VIRTUAL EXCHANGE
Mari Yamauchi...................................................................................................................... 255
GRAMMATICAL DEVELOPMENT AND SYLLABUS DESIGN
Melyann Melani .................................................................................................................... 260
WORD AND LEXEME IN INDONESIAN
Muhammad Yusdi ................................................................................................................. 266
LANGUAGE

LANGUAGE

AND

IDENTITY:

SOME

CASES

IN

MINANGKABAU

iv

Nadra ..................................................................................................................................... 271
CONNOTATION IN THE ADVERTISEMENTS OF MARIA SYAILENDRA
BEAUTY AND INTIMATE SKIN CARE IN KARTINI 2014
NeansyNurhandayani ............................................................................................................ 275
REDUPLICATED COMPOUND WORD IN KERINCI LANGUAGE, DIALECT
OF TANJUNG PAUH MUDIK BASED ON THE PARTS OF SPEECH
NelyArif ................................................................................................................................ 279
THE LANGUAGE USE OF SIGNS’ EFFECT TOWARD CIGARETTE
ADVERTISEMENT
Nidya Fitri ............................................................................................................................. 289
LIAISON AND ENCHAÎNEMENT IN FRENCH PHONOLOGICAL
SYSTEMAND IT’S PROBLEM FOR FRENCH LEARNERS
NorbertaNastitiUtami ............................................................................................................ 293
CHANGING OF MEANING IN TRANSLATION
Novalinda .............................................................................................................................. 298
PROMOTING MANDARIN CHINESE LEARNING FOR PRIMARY SCHOOL
STUDENTS THROUGHONLINE COMICS AND COLLABORATIVE
LEARNING
NuningCatur Sri Wilujeng..................................................................................................... 305
DRACULAIN THE INDONESIANCONSTELLATION
Nurhadi and Dian Swandayani.............................................................................................. 315
THE STUDENTS’ LIVED EXPERIENCE IN USING PECHA KUCHA
Patricia Angelina Lasut ......................................................................................................... 324
THE BEAUTY OF ROMANCE AND RELIGIOUS THOUGHTS IN HAMKA’S
NOVELS
Qaziah Fatihah Berhanuddin, Mohammad Affiq Kamarul Azlan and Irfan Saumi .............. 330
DEVELOPING THE SPIRITS OF ENTREPRENEURSHIP: SPEECH ACTS
ANALYSIS ONTEACHER TALKS AT ELEMENTARY LEVEL OF
EDUCATION
Ramadhani, Verinita, Lucy Suraiya, Laily Martin ................................................................ 338
THE VIOLENCE OF COOPERATIVE PRINCIPLE IN AUTISTIC
CHILDREN’S INTERACTION: A Case Study
Ratih Purwasih and Purwanti ................................................................................................ 347
THE DISCOURSE SMS SCAMS IN INDONESIA: AN ANALYSIS OF
PRAGMATICS
RetyaElsivia .......................................................................................................................... 355
THE LANGUAGE USE OF PROVINCIAL LEGISLATIVE CANDIDATE
CAMPAIGN IN YOGYAKARTA
Riani ...................................................................................................................................... 361

v

PRAGMATIC COMPETENCE OF ENGLISH DEPARTMENT STUDENTS IN
RESPONDING TO COMPLIMENT IN ENGLISH
Rina Marnita AS ................................................................................................................... 372
POSITIVE POLITENESS STRATEGIESIN EFL CLASSROOM
Rita Erlinda and Meiva Mutia Rahmi ................................................................................... 378
INSERTIONAL CODE MIXING IN JUSTALVIN SHOW ON METRO TV:A
Sociopragmatic Perspective
Robby Satria .......................................................................................................................... 384
AN ANALYSIS OF A SHORT CONVERSATION BETWEEN TWO
PARTICIPANTS IN A COMEDY MOVIE WALK OF SHAME:A PRAGMATICS
STUDY
SadamHusein......................................................................................................................... 391
ESTABLISHING AND OCCUPYING ‘NICHE’ IN THE INTRODUCTION
SECTION OF INDONESIAN RESEACH ARTICLES IN MULTIPLE
DISCIPLINES
Safnil Arsyad ......................................................................................................................... 395
POSTDISCOURSE e135: A CRITIQUE ON OTHER CRITICAL DISCOURSE
STUDIES
Sawirman............................................................................................................................... 406
FACEBOOK STATUS UPDATES OF THEROLLING BLACKOUTS: A
Sociopragmatic Study
ShallyAmna ........................................................................................................................... 417
CODE SWITCHING BY ENGLISH TEACHERS AT SENIOR HIGH SCHOOL 3
PADANGPANJANG IN ACADEMIC YEAR OF 2013/2014
SiskaOktawidyaWati ............................................................................................................. 433
SONG AS REFLECTION OF CULTURE BECPME THERAPY IN TEACHING
AND LEARNING OF MALAY LANGUAGE
Siti Khariah Mohd Zubir, En. Mohd. Ra’in Shaari, and Nor Hasimah Binti Ismail ............. 442
ACQUISITION
OF
CLAUSE
COMPLEXES
BY
INDONESIAN’
KINDERGARTEN STUDENTS WITH DIFFERENT MOTHERS’ SOCIAL
CLASS.
SitiNurhayati, AriefMuadz, Endah Christiana Nora GintinG, Sri Utari, Syarah
Aisha ..................................................................................................................................... 449
IMPERATIVE UTTERANCES OF FRENCH LANGUAGE IN THE TEXTBOOK
“CAMPUS 2”(AN ANALYSIS OF SOCIOPRAGMATICS)
SitiPerdiRahayu..................................................................................................................... 457
READING SKILLS LEARNING IMPROVEMENT OF COMPREHENSION
ECRITE IV LECTURE USING COOPERATIVE LEARNING MODEL OF
STAD IN FRENCH EDUCATION DEPARTMENT OF FBS UNY
Siti Sumiyati, Alice Armini, Siti Perdi Rahayu, Noberta Nastiti Utami, and Herman.......... 466

vi

FROM WATCHING FILM “ THE LIFE OF BUDDHA : THE EFFECTIVENESS
OF CONNECTING STRATEGY TO IMPROVE LITERARY APPRECIATION
IN ONE PRIVATE SENIOR HIGH SCHOOL IN SOUTH SUMATRA,
INDONESIA
SulaimanGiriviryaand Sutarno .............................................................................................. 473
REFLECTIONS ON INDONESIAN EFL STUDENTS’ WRITINGS: A
RHETORICAL POINT OF VIEW VIA SOCIOLINGUISTIC APPROACH
Syayid Sandi Sukandi ........................................................................................................... 485
LOAN WORDS IN JAPANESE LANGUAGE –THE FACT OF
GLOBALIZATION IN JAPANVera Yulianti ......................................................................................................................... 495
THE INDIGENOUS AKIT MALAY VARIATION IN RIAU PROVINCE
Yanti Riswara ........................................................................................................................ 500
EFL/ESLLEARNING PROCESS FOR LIMITED-ENGLISH-PROFICIENT
AND ANKYLOGLOSSIACHILD:A NEUROPSYCHOLINGUISTICS STUDY
YoffieKharismaDewi, GusdiSastra ....................................................................................... 507
PHONOLOGICAL ABILITIES OF SPEECH DELAYED CHILDREN (A Case
Study : Faruq’s Utterances)
Yulianita, Gusdi Sastra.......................................................................................................... 515

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2nd International Seminar on Lingustic

QUESTION AND ANSWER TECHNIQUE IN
TEACHING ENGLISH: IS THIS STILL FAVORED
OR NOT?
Abdul Halim
Faculty of Education and Teaching, IAIN Kendari
boneoge@yahoo.ca
ABSTRACT
This research discusses the students’ perception of the use of Question and answerin
teaching English.The cornerstone of this research was most of students tend to avoid
learning English and get bored easily throughout the learning process. This research
will provide different attempts to teaching as well as seek its effectiveness in its
implementation through revealing the students’ perception after being treated with
question and answer technique. To attain the objective of the research, the following
instruments were used: observation, questionnaires and interview. The triangulation of
these instruments revealed that question and answer technique could help them to learn
and in fact most of the students agree that they have gained strong confidence after
being treated with the technique. This means that the students have very high
perception. The intriguing factor which makes this old and simple technique works in
the class is the use of additional simple activities which have been implemented
throughout the process of teaching; such as the use of song, role-play, and games
helped the students digest the learned topic well. The discussion of such process of
teaching is presented in the discussion part of this research. The discussion of this
research is expected to provide some new ideas of doing other related researches in the
future.
Keywords: students’ perception, question and answer technique, teaching English
I. INTRODUCTION
This research discusses the perception of students of Fifth Semester of
Tharbiyyah Department of Institusi Agama Islam Negeri Kendari (IAIN Kendari) or
Islamic State Institution of Kendari about the use of question and answer technique.This
research was conducted at State Islamic Institution of Kendari. The cornerstone of this
research was most of students tend to avoid learning English and get bored easily
throughout the learning process. This research will provide different attempts to
teaching as well as seek its effectiveness in its implementation through revealing the
students’ perception after being treated with question and answer technique. Question
and answer technique according to Alipandie (1984) could help the target learner to
achieve the following skills: the situstion of class become active because students want
to think and convey their opinion; it is very positive to train students in order that their
brave to propose their opinion as oral; it occurs a divergence of opinin between students
and bringing the situation of class in instersting discussion; students will give full
attention to follow lesson; and teacher can control students’ comprehension in learning.
Some researchers have devoted their times to investigate the use of question
answer technique in teaching English. Most of the finding revealed that question answer
technique could help students improve their language competence to the higher level
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Andalas University, August 12-13, 2015

proficiency. For example, a study done by Hasriyani (2001)at the second year of SLTP
Negeri 5 Kendari. Hasriyani examined whether or not the use of Question and answer
Technique could improve students’ reading comprehension significantly, and the
finding of the research revelaed that there was significant effect of the students’ reading
comprehension after being treated with questionanswer technique. Other similar
investigation of the use of question answer technique was done at at the third year of
SMA Negeri 2 Kendari, by Ramli (2003). Ramli revelealed that question answer
technique could also improve students’ reading achievement significantly.
In response to the two previous study above in which they both use aswer
question technique for reading achievement and comprehension. This research wants to
investigate the extent of effectiveness of question answer technique in other language
related skills, particularly speaking. This is due to the notion that each language skills is
connected to each other. In fact, to learn language comprehensibly all language skills
need to be learned stimultaniously.
II. METHOD
The design of this research is descriptive qualitative. The use of this design in
this research is to uncover a phenomenological model in which reality is rooted in the
perceptions of the subjects. It usually takes place in naturally occuring situations, as
contrasted which exhibits control and manipulation of behaviors and settings
(Nunan,1992; p. 9). The subjects of the research were the third semester students of
Tharbiyyah Department at IAIN Kendari, and this class was taken purposively. The
number of the students in the class was 14. To attain the objective of the research, the
following instruments were used: observation, questionnaires and interview. These
instruments then weretriangulated to reveal whether or not question and answer
technique could help the students to learn effectively in the class.
Observattion sheet was the first instrumentused in this study. This aimed to
capture the data or other relevant information dealing with the use of question and
answer technique. This instrument will reveal the behaviors attached performed by the
lecturer and the students when question answer technique was applied in the teaching
and learning process. In addition to the use of observation sheet, the researcher involved
other volunteer to help with the videotaping. This video was made to maintain the
originality of the data of the students and the lecturer’s activity in the teaching and
learning process. This video, in fact, was used to revise some of the misinterpretation of
data which was done through observation sheet. In order to gain the perception of the
students, then questionaireswere used. This instrument helped the researcher to obtain
specific information about the use of question and answer technique in the class.
Finally, interview the subject was conducted to complete the data which has not been
revealed after observation and questionnaires have been administered(sugiyono, 2010).
In this research, the researcher used semi structure interview.
III. DISCUSSION
This research revealed some interesting findings which dispute some
conventional believes that question and answer technique did not encourage the target
learner to function the target language. This is because some students did not have good
range of language components, such as vocabulary, grammar, and clear pronunciation
which could not help the target learners to operate the existing basic knowledge that

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2nd International Seminar on Lingustic

they have in the acceptable day to day communication. However, this research
uncovered intriguing findings in which students found this technique worthwhile.
The finding from classroom observations disclosed that the lecturer had
designed some different activities for every meeting, such as relating the current lesson
with previous lesson; listing and pronouncing new words; explaining grammar of the
text studied; showing and commenting pictures; singing together; presenting drama;
discussing the given narrative text in pair work and group work; doing individual task;
providing feedback to both spoken and written production and so on. These activities
were always provided with some prompts to help the students to have prepared answers
and spontaneous answers. These activities help have helped and stimulated the students
to speak.
Questionnaire revealed85.71%, this indicates that students have very high and
positive perception about the use of question and answer technique.Meanwhile, the
interview shows very positive result and strengthened the result of the calculated
questionnaires; this could be seenfrom the students’ interview as follows:
No

Question

Interviewee’s perception

1

The use of Question and answer in - I use it throughout the learning process.
English class.
- I often used Question and answer when I
need information from my friend or my
lecture.

2

Student’s perception about Question - It is very good, because it can motivate us
answer used in English class.
to speak.
- It is important because it can make the
introvert students be more active in the
classroom.

3

Studentsenjoy the use of Question - I really enjoy it, becausethis technique
and answer technique in classroom.
spurred me to speak
- I do like it because Question and answer
technique can force us to word our ideas.

4

The students’ speaking ability - I agree because in class we must speak
improvedafter using Question and when Question is given to our pair or
answer technique.
group.
- Yes I do agree, because when lecturer
gives us a Question and we must answer
the question.

The positive finding of this research might happen because question and answer
technique have functioned beyond its nature in which it is an embedded activity in our
day to day conversation. This research employs the following activities along with the
use of question and answer technique: discussing the given narrative text in pair work
and group work; individual task;relating the current lesson with previous lesson; listing
and pronouncing new words; explaining grammar of the studied text; learning
vocabulary through games, such as playing with pictures, singing a song, and presenting
mini drama; and providing feedback to both spoken and written production.

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Andalas University, August 12-13, 2015

To begin with, pair work and group work might have been acknowledged by
language educators that they may give the students far more chances to speak English in
the classroom.Students participate in the lesson much more actively because they are
involved in talking to their friendsexchanging opinions, practicing new structures more
than listening to their teacher talking. According to Long and his colleagues who
investigated differences in the quantity andquality of student language in group work
versus teacher centered activities the language produced bystudents working in groups
is more varied and greater in quantity. Learners take the initiative to expressthemselves,
they are more spontaneous. Asking questions and responding they use more
languagefunctions (Lightbown and Spada, 1993, p.85).
In this research,h the lecturer spent at least one lesson a month devoted only to
speaking. If thetopics are adequate to the learners' interests they will be very effective
and give a lotof satisfaction both to the learner and the lecturer. This research believes
that communication is very essential in our day to day communication. Thatis why oral
practice in small groups and pairs is essential and it was done every meeting. In fact,
Krall (1989-1993, p.161) suggest that "Group work gives learnersexposure to a range of
language items and language functions". Krall maintains that Students use
andexperiment with the language items they already know in order to develop fluency;
they also use someitems pre-taught by the teacher or contributed by the members of the
group to express themselves morefully and improve the quality of their performance.
This research does not deny that the non English major students (PAI Students)
in this research are not fluent enough at the beginning of the class, and indeed not all
students speak fluently at the end of this research, but the use of question and answer
technique through pair or group work have helped the low achiever students to learn
from their pair good achiever students. Harmer (2007) states that there is a greater
chance that at least one member of thegroup will be able tosolve a problem when it
arises. In such a class the teacher is no longer a supervisorbut becomes a resource centre
and advisor for the students because "Most people learn a foreign language betterwith
others than on their own"(David, 1986, p.11). Besides practicing and consolidating the
language group work help to integrate the class. Learnerslearn how to cooperate with
one another, make compromise, negotiate, and respect individuals withdifferent abilities
and views which is important for the class atmosphere and relationship with theteacher.
Instead of sitting alone trying to understand something difficult they can help each
other.
This research revealed that integrating question and answer technique through
working in pairs and groups is less stressful and more effective for students, especially
introvertswho needn't perform in the front of the whole class. They feel more confident
working with the friendthey like and are more likely to accept his/her correction or
criticism. In this class there are not many high achiever students and these methods
prevent them from not beinglaughed at by the whole class if they say something wrong.
"It is generally easier to show that you do notknow, or do not understand something, in
a smaller group than in a large one"(David et al., 1986, p.8)
With regard to the
provision of new vocabulary during question and answer technique was applied,
students found this very helpful. This is because it was done through games such as
singing a song or finding the answer of untold information through asking question or
explaining thing even though the language is mixed with Bahasa Indonesia but these
activities help the students to word or sound the learned new vocabulary, compared to
introduce the vocabulary trough listing each words on the screen or board. Researchers

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2nd International Seminar on Lingustic

found sounding out new words slowly helps people memorize new words easier. This is
in line with The Seattle Times which revealed a research finding which measured brain
activity among 16 literate adults found the left hemisphere of the brain — “commonly
used by skilled readers to identify words in a fraction of a second” — lit up after the
adults learned words from instructors who sounded out the words slowly. In addition to
this benefit, learning new words through sounding them would help the students to
practice pronouncing the new learned words, and this also good for the lecturer as the
mispronounced words could be fixed immediately. These activities in some extent can
help students to learn different language skills at once and could make the learning time
efficient.
Moving on to the use question and answer technique through mini drama
presentation, students found this activity entertaining and encourage them to produce
the language. There are many reasons why this activity could bring question and answer
technique favorable for the students. Firstly, mini drama could entertain the students
and provide motivation to learn. It also provides students opportunities for different uses
of language as it embodies feelings which could provide rich experience of language for
the students.Secondly, according to Maley (2005) drama could help students to:
integrates language skills in a natural way; it integrates verbal and non verbal aspects of
communication, thus bringing together both mind and body, and restoring the balance
between physical and intellectual aspects of learning; It draws upon both cognitive and
affective domains, thus restoring the importance of feeling as well as thinking; it fosters
self-awareness (and awareness of others), self-esteem and confidence; and through this,
motivation is developed; and it encourages an open, exploratory style of learning where
creativity and the imagination are given scope to develop. This, in turn, promotes risktaking, which is an essential element in effective language learning. Thirdly, Fleming
(2006) stated that drama is inevitably learner-centered because it can only operate
through active cooperation. It is therefore a social activity and thus embodies much of
the theory that has emphasized the social and communal, as opposed to the purely
individual, aspects of learning. The use of drama techniques and activities in the
classroom provides exciting opportunities for foreign language learners to use the
language in concrete "situations".
Finally, the provision of continuous firm feedback to the class and particular
individual has created positive rapport between the students and the lecturer. This is
because the students did not feel that making mistakes is embarrassing, at the beginning
it was but after the lecturer kept explaining that mistakes is the source of learning and a
help will come immediately after major mistake has been made, the students felt secure
with this. Ramli (2003) in his research found out that appropriate feedback is essential
in encouraging the learners to learn how things are operated independently. This is due
to the notion that feedback leads the students keep revising the incorrect hypothesis that
they have developed and building it up with new one.
IV. CONCLUSION
Question and answer technique has been used by the lecture in teaching
speaking. This research revealed that question and answer technique could work well
and it is still favored by the students if it is well integrated with other activities in its
application. This research also revealed that lecturer should discuss the learned topics
with the students. This is due to the notion that if the students’ psychological needs are
metthey may perform to the best of their ability in order to experience positive feelings”
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Andalas University, August 12-13, 2015

(Rogers et al., 1999).The pedagogical implication of this research is that question and
answer technique should not be translated literally in our day to day teaching English.
Question and answer technique should be placed in a wider context and it needs to be
integratedwith other macro skills (reading, listening, writing and speaking) and micro
skills (pronunciation, grammar, and vocabulary). This is because speaking cannot be
placed apart from such skills. Question and answer, in fact, can work well if the
students have sufficient knowledge of such skills.
REFERENCES

Alipandie. (1984). Question and answer Technique. England: Person Education Limited
David, N et al. 1986. Communicative ideas, LanguageTeaching Publication.
Fleming, M. (2006). Drama and language teaching: The relevance of Wittgenstein’s
concept of language games. Humanizing language teaching Magazine, issue 4,
retrieved on 20 July 2010 from http://www. hltmag.co.uk/jul06/mart0l.htm.
Harmer, J. (2007). The preactice of English language teaching (4th ed). Harlow:
Longman.
Hasriyani. (2001). Theeffect of question and answer technique in teaching reading
comprehension at SMP Negeri 5 Kendari. Kendari. FKIP Unhalu. Unpublished
Thesis.
Krall, T. 1989 - 1993. Teacher development, English Teaching Forum.
Lightbown & Spada. 1993. How languages are learned, Oxford: Oxford University
Press.
Maley, A. and Duff, A., (2005) Drama Techniques: A resource book of communication
activities for languageteachers.Cambridge:Cambridge University Press.
Nunan, D. (1992). Research methods in language learning. Australia: Cambridge
University Press.
Ramli. (2003). The effect of question and answer technique in teaching reading ability
at SMA Negeri 2 Kendari. Kendari. FKIP Unhalu. Unpublished Thesis.
Rogers, S. & Renard, L. (1999). Relationship-driven teaching. Educational Leadership,
57(1), 34-37. Retrieved April 30, 2006 from ProQuest Education Journals
database. (Document ID: 44516616).
Scribner, H. 2015. The benefits of learning new words,adopted from:
http://newsok.com/the-benefits-of-learning-new-words/article/5426331,
retrieved on 9 June 2015 from The Seattle Times, Seattle.
Sugiono. (2010). Metode penelitian quantitative kualitative dan R&D. Bandung:
Alfabeta Bandung.

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2nd International Seminar on Lingustic

ICT MEDIA IN ENGLISH TEACHING OF
CHARACTER-COMPETENCE DEVELOPMENT
Adzanil Prima Septy
Bung Hatta University-Padang
adzanil.septy@gmail.com
085271129001 - 08153519000
ABSTRACT
The national education system has placed character building as an important
component for the national development. Consequently, all subjects stipulated in the curriculum
including English should incorporate lesson materials attempting to develop students’
characters-personality as good Indonesians. Related to the role of English, the teaching of
English is also supposed to develop students’ English proficiency. Integrating these
components; character and competence, is important for Indonesia to face the golden age in
2045 indicated by having a golden generation of competitive and high quality human resources.
In the context of current technology development, the role of ICT media in English
teaching-learning process is an undeniable fact, particularly in (influencing) managing fun and
enjoyable teaching and learning activities. However, according to several researches, the
implementation of the media in classroom contexts may still become problematic for teachers.
Students’ lack of English ability, for instance, may indicate failure to stimulate students’
motivation and interests as well as to improve their English proficiency in the teaching-learning
process.
This paper will particularly discuss the use of ICT media for teaching English. In
particular, this paper will discuss what teachers should consider to develop English lesson
materials containing such character-competence content and to organize them into relevant ICT
media of interesting audio and visual presentations.
Key Words: ICT Media, Character-Competence Content, English Lesson Materials, English
Teaching-Learning Process
I. INTRODUCTION
Every nation in the world has its education philosophy, system and purpose. In
Indonesia, education is a means to prepare students to develop good abilities and appropriate
characters in order to establish better Indonesia, as well as to uplift the national level of
prosperity. In this relation, as an attempt to develop competence, character education or
character building has also become a mainstream in the education system. Referring to the
national system of education, the education is aimed at raising students’ potential in developing
their faith observing the Oneness of God (monotheism), practicing noble characters, living
healthy, being knowledgeable, skillful, creative, and independent, in order that they become
democratic and responsible citizens for Indonesia (GOI, 2003, Decree No 20 Article 3). This
principle then becomes a core in recent 2013 curriculum system, that is, how subjects structured
in the national curriculum incorporates character content along with knowledge and skill in all
lesson materials (MOEC, 2013, Decree No. 54 Concerning Graduate Competence Standard).
As an international language, English is not just studied in schools developing students’
English proficiency of listening, speaking, reading, and writing, it is also a subject to reflect a
national identity and integrity in the global context. In this circumstance, students’ English
proficiency is also to reflect their character-personality as good Indonesia citizens in global and
interpersonal communication (MOEC, 2013:78-82, Decree No. 64 Concerning Content

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Andalas University, August 12-13, 2015
Standard). Consequently, there are 2 important components to integrate in students’ English
learning; they are achieving English proficiency and developing appropriate characters.
In spite of the important role of English, English language teaching often raises
problems. The problem seems to relate to unsatisfactory results of students English proficiency.
Several researches investigated unsatisfactory achievements of students’ English proficiency
(Aziez, 2011:1-4; Nitiasih et al, 2013:208). The results concluded problems in teaching and
learning processes managed in the classroom that failed to stimulate students’ learning interests
and motivation which then fail to attain the educational goals (competence and character
development). Besides, a classic opinion about it says that English is not a native language for
Indonesians. Considering English as a means of international relation, the quality of human
resources unable to compete in global competition become a serious concern. Therefore, there
are 2 issues to propose around the topics of English language teaching and learning in Indonesia
today; first, how to develop English teaching-learning materials relevant to current need of
competence-character content, and, second, how teaching-learning process of such charactercompetence content is presented interestingly and interactively.
As teaching and learning process is concerned, implementing ICT media is considered
to be the best practice in today era of technology development. In this relation, using ICT media
has become a new trend in English language teaching and learning process (Susikaran, 2013:
289-295; Sun, 2014:13-14). In spite of this, the implementation is not always easy. Teachers
tend to use traditional methods which seem uninteresting for the students’ learning motivation
(Septy, 2004; 2007; Nair et al, 2012:8-9). In other words, the teachers’ ability to design the
media often seems problematic.
This paper will particularly discuss the use of ICT media for teaching English. In
particular, this paper will discuss what teachers should consider to develop English lesson
materials containing such character-competence content and to organize them into relevant ICT
media of interesting audio and visual presentations. This discussion may also include
procedure/process that teachers can do to design ICT media to make interesting and motivating
classroom atmosphere of English language teaching and learning activities.
II. COMPETENCE-CHARACTER CONTENT OF ENGLISH MATERIALS
There are at least three categories of English lesson materials; local, national, and
international content. English lesson in primary schools, for example, could be categorized to
cover a local content. In this circumstance, English lesson material relates to local knowledge
and philosophy, so that the students of primary schools will understand their local wisdom. In
junior and senior secondary school, moreover, the English lesson material could contain
national and international content, in addition to the local content. By this way, the English
lesson materials do not only cover local knowledge; it particularly enriches the students of
junior and senior high schools with national and international perspectives. The students are
expected to be able to actualize their English competence as a means of international language
reflecting relevant characters of the local and national wisdom.
Language is a means of communication and, in particular, for social and personal
interactions. In this circumstance, a speaker reflects his/her personality. This indicates that a
combining competence-character content become important in English language teaching and
learning to develop. The national standard of education has also stipulated that students’
learning English also relates to such competence-character development (MOEC, 2013:78-82,
Decree No. 64 Concerning Content Standard).
To anticipate such competence-character content in English language teaching and
learning materials, current 2013 curriculum system seems to have incorporated developing

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2nd International Seminar on Lingustic
students’ characters into so called spiritual and social attitudes. This makes teaching/learning
English at present different from the past.
To design and develop the teaching-learning materials, the English language lessons
should not only contain linguistic materials such as sentence structures, vocabulary,
pronunciation, etc., it should also contain character materials (attitude and values) to which
students could refer to for their personality development. Therefore, a careful selection of
relevant themes and topics need to be applied to include the character content for the English
lesson materials.
There are a number of themes that could be considered in developing the lesson
materials (i.e. health, geography, sports/hobbies, environment, education, technology,
industry/economics, communication/international relation, transportation, culture/arts, religion,
politics/government, law/defenses/security, family/family planning, and friendships). Each
theme could be developed into many relevant topics containing important information or
general knowledge that teachers may write on. Then, how a theme is developed to become
several topics is illustrated in Figure 1.
As the character is concerned, the information provided under the topic needs to be
connected to value or attitude references. In this circumstance, the value and attitude referred to
as the spiritual attitude are using spiritual reference(s), i.e. Al Qur’an and/or Al Hadist for
Muslim, called basic competence 1 (KI-1) and social attitudes are using social phenomena as
the reference, called basic competence 2 (KI-2). To do so, a number of connecting
words/phrases could be used to connect the information such as “according to …”, “as
mentioned in .../by ....”, “in relation to ...”, “in connecting with ...”, “as said in ...”, “based on
...”, “as said by …”, “referring to ...”, etc. Excerpt 1 exemplifies how information of a topic
(knowledge (KI-3)) is connected with such KI-1 and/or KI-2 references.
Figure 1. Developing Theme to Topics

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Andalas University, August 12-13, 2015
Excerpt 1.
Theme: Communication
Topic: Interpersonal Communication
Interpersonal communication is the process by which people exchange
information, feelings, and meaning through verbal and non-verbal messages: it is
face-to-face communication.
It is not just about what is actually said - the language used - but how it is
said and the non-verbal messages sent through tone of voice, facial expressions,
gestures and body language.
There are several components in doing interpersonal communication.
They are sending of message, a small group of people, the receiving of message,
some effects, and immediate feedback so that the important press is a direct or
immediate feedback. It is the communication that includes face to face
communication or mediated communication, but it is personal.
As mentioned in Al Quran, Surah An-Nisa’ (verse 86) that means” And
when you are greeted with a greeting, greet [in return] with one better than it or
[at least] return it [in a like manner]. Indeed, Allah is ever, over all things, an
Accountant.” In this ayat, Allah has commanded us to respect each other
whenever someone is talking to us. Then, talk to human being well in order you
can get good information, especially to your interlocutor. At last, use
communication as good as possible.
Compared to other communications, like group communication and mass
communication, interpersonal communication is ex