PROCEEDINGS The 1st Sriwijaya University Learning and Education International Conference (SULE-IC) 2014 held by FKIP Unsri in Collaboration with Communication Forum for Indonesian State FKIP Deans, 16—18 May, 2014 Held by: Faculty of Teacher Training and Education, Sriwijaya University and in Collaboration with Communication Forum for Indonesian State FKIP Deans Published by: Faculty of Teacher Training and Education, Sriwijaya University Palembang, South Sumatra, Indonesia, 2014

Chief Editor: Hartono Faculty of Teacher Training and Education, Sriwijaya University, 2014 The proceeding can be accessed at: http: //eprint. unsri.ac.id./

Process editing of all the articles in proceeding was conducted by the editor board of the 1st Sriwijaya University Learning and Education International Conference.

i

PROCEEDINGS The 1st Sriwijaya University Learning and Education International Conference (SULE-IC) 2014 held by FKIP Unsri in Collaboration with Communication Forum for Indonesian State FKIP Deans, 16—18 May, 2014

This Paper has been presented at The 1st Sriwijaya University Learning and Education International Conference “Improving the Quality of Education to Strengthen the Global Competitiveness: A Respond to the Current Curriculum”

Editor Board: 1. Hartono (Sriwijaya University, Indonesia) 2. Bruce Waldrip (Tasmania University) 3. Maarten Dolk (Utrecht University, The Netherland) 4. Mahzan B. Arshad (Universiti Pendidikan Sultan Idris, Malaysia) 5. Eran M. Williams (RELO, United Stated of America) 6. Nurhayati (Sriwijaya University, Indonesia) 7. Ratu Ilma Indra Putri (Sriwijaya University, Indonesia) 8. Ismail Petrus (Sriwijaya University, Indonesia) 9. MachdalenaVianty (Sriwijaya University, Indonesia) 10. Rita Hayati (Sriwijaya University, Indonesia) 11. Zainal A. Naning (Sriwijaya University, Indonesia)

Faculty of Teacher Training and Education Sriwijaya University Palembang, South Sumatra, Indonesia 2014 ii

Preface Assalaamu'alaikum Warahmatullaahi Wabarakatuh. First of all, we would like to say alhamdulillah, thank to Allah SWT, the most gracious and merciful, that the proceedings of the First Sriwijaya University Learning Education International Conference (SULE-IC) can successfully be completed. The conference was held on May 16-18, 2014 by the Faculty of Teacher Training and Education Sriwijaya University in collaboration with the Communication Forum (FORKOM) for Indonesian Deans of State Teacher Training and Education Faculties. lt is an honor for us to be entrusted by the Communication Forum to organize the meeting of FORKOM and the First Sriwijaya University Learning and Education International Conference (SULE-IC). The theme of the conference was "Improving the Quality of Education to Strengthen the Global Competitiveness: A Respond to the Current Curriculum". We are very happy and proud because we have seventh keynote speakers in their expertise and five invited speakers from five continents such as H. Alex Noerdin, Sofendi, M.A., Ph.D. from Indonesia; Prof. Dr. Maarten Dolk from the Netherlands; Prof. Dr. Bruce Waldrip from Australia; Prof. Dr. Mahzan B, Arshad from Malaysia; Mr. Eran M. Williams from the United State of America; Moses Phahlane from Republic of South Africa. We are also very happy since we have numerous participants from lndonesia, Oman, Shanghai, Malaysia, and Australia. Alhamdulillah, there were 131 papers related to language education, mathematics education, science education, early childhood and elementary education, vocational and technology education, and social studies that have been presented on the conference parallel sessions. We are very grateful to all editors who have been dedicated to editing the articles of the proceedings. The editors are: Hartono (Sriwijaya University), Maarten Dolk (Utrecht University), Bruce Waldrip (Tasmania University), Mahzan B, Arshad (University Pendidikan Sultan Idris), Mr. Eran M. Williams (RELO, United State of America), Nurhayati, (Sriwijaya University), Ratu Ilma Indra Putri (Sriwijaya University), Ismail Petrus (Sriwijaya University), Machdalena Vianty (Sriwijaya University), Rita Hayati (Sriwijaya University), Zainal A. Naning (Sriwijaya University). The proceedings contain as many as 131 articles. The authors of the articles came from several institutions. We hope that the proceedings would be useful not only for the authors but also the readers to get creative and innovative ideas that can improve the quality of education to strengthen the global competitiveness especially in Indonesia. Palembang, May 2014 Chairman of the Committee, Prof. Dr. Zulkardi, M.I.Kom., M.Sc.

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TABLE OF CONTENTS

Front Page Editor Board Preface Table of Contents

i ii iii iv

Keynote Speakers 1 2 3

4

Improving International Rankings through Enhanced Learning through Representational Reasoning Bruce Waldrip, Tasmania University-Australia Principles of Literacy Teaching in A Multiethnic Society Mahzan Arshad, Sultan Idris Education University-Malaysia Facts and Hopes About the Students’ English Mastery at Mathematics and Natural Sciences Department, Faculty of Teacher Training and Education, Sriwijaya University Palembang, Indonesia Sofendi, Faculty of Teacher Training and Education, Sriwijaya University-Indonesia Improving Mathematics and Science Education: a Dutch Example Maarten Dolk, Freudenthal Institute for Science and Mathematics Education, Utrecht University-Netherlands

A-1

1

A-2

9

A-3

18

A-4

24

B-1

30

B-2

43

B-3

51

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Language Education 1 2

3

4

Improving Students’ Descriptive Writing Skill by Using Peer Response Technique Amalia Hasanah, IAIN Raden Fatah Using High 5 Strategies to Improve Reading Comprehension Achievement and Reading Interest of the Eleventh Grade Students of SMA N 10 Palembang Desi Surayatika, Rita Inderawati, Dian Ekawati, Sriwijaya University The Application of Scaffolded Writing to Improve Students’ Attitude toward Exposition Writing and Writing Achievement Dian Kusumaningrum, State Senior High School 1 South Inderalaya Increasing X.1 Students’ Reading Skills in Narrative Text Through Teams-Games-Tournament (TGT) in Senior High School 1 Gelumbang Fitri Yetti Oktariza, State Senior High School 1 Gelumbang

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Investigated Students’ Perspectives toward the Uses of Computer-based Testing in Learning Grammar Utri Fitria, Anggun, Sriwijaya University Developing Students' Writing Ability by Using Effective Peer Response Model Indrawati, STAIN Syaikh Abdurrahman Siddik Language Planning: English Language Status and Acquisition in Indonesia Ismail Petrus, Faculty of Teacher Training and Education Sriwijaya University Improving Reading Comprehension through Think Aloud Strategy Ngaliah, State University of Jakarta Improving Students Writing Ability in Descriptive Text using Posters Strategy Nur Asiah, STKIP Muhammadiyah Pagar Alam Vocabulary in EFL Teaching Situation Saleh M. Abdo, Language Center, Middle East College-Sultanate of Oman Learning Cycle: an Alternative Model to TEFL in Indonesia With The 2013 Curriculum Ida Rosmalina, Department of Language Education and Arts, Sriwijaya University The Teachers’ Strategies in Teaching English to VisuallyImpaired Students in SLB Prof.Dr.Sri Soedewi Mascjun Sofwan, SH, MH Akhmad Habibi and Asih Jamila, University of Jambi Improving Reading Comprehension Achievement Using Foltales through Herringbone Technique Nurfisi Arriyani and Nurul Aryanti, Unversity of Tamansiswa and Polytechnic of Sriwijaya Designing an Innovative Bilingual Elementary School for Future Leaders of Indonesia Ni Nyoman Padmadewi, Ganesha Education University Learners’ Feedback on the Effectiveness of Teaching English has a Second and as a Foreign Language Using a Learning Management System (Comparison Between Swaziland and China) K. Ferreira-Meyers and Du Yongxin, University of SwazilandSwaziland and Shanghai Open University- Shanghai The Influence of English Learning Experience and language Learning Strategies toward English Proficiency of Sriwijaya University Students Ridha Ilma, Tridinanti University Understanding Indonesian Directive Intonation by Praat Software: Utilizing the Educational Technologies in Learning Susi Herti Afriani, IAIN Raden Fatah

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19 20

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24 25 26 27

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Increasing Students’ Competence in Translation and Social Awareness through Peer Group Correction in Teaching Learning Process Thathit Manon Andini, University of Muhammadiyah Malang The Role of Students’ Speech Behavior for the Progress of Language Lost of BASO Palembang Alus (BEBASO) Houtman and M. Zahir, University of PGRI Palembang The Effectiveness of Modified Reciprocal Teaching on Reading Comprehension Attainment : the Quasi-Experimental Study Welly Ardiansyah and Muwarni Ujihanti, Sriwijaya State Polytechnic Certified EFL Teachers’ Performances in Conducting Teaching/Learning Activities in Classrooms Margaretha Dinar Sitinjak, English at Faculty of Teacher Training and Education of Sriwijaya University Advertisement as a One of Media to Learn Language (A Case Study on "My Tea" Television Commercial Break and "Citra Grand City" Bilboard) Anita Trisiah, IAIN Raden Fattah Palembang The Use of Instagram to Promote Reading Interest and Build Student Characters Machdalena Vianty and Rasilia Palmi, English Education Study Program Sriwijaya University Technology Based Learning: A Strategy to Upgrade English Language Learners’ Proficiency Level Maria PS, English First Palembang Integrating ICT to EFL Classroom Septi Lelia, Merie Agustiani and Lina Maryani, Sriwijaya University and University of Baturaja Problem Based Learning in Teaching Writing through Learning Cycle Technique Teti Sobari, STKIP Siliwangi Bandung Nursing Care Reporting”: an Implemented Contextual Learning to Enhance Nursing Students’ Writing Skill and Attitudes toward English Yohanes Heri Pranoto, Health Science Higher Education Perdhaki Charitas Palembang Building Students’ Positive Characters Using Children Literature and Drama at Elementary School Yuyun Hendrety and Lingga Agustina Suganda, Department of English Education, University of Tridinanti Palembang and Politechnics of Sriwijaya Palembang Using Livemocha for Independent Language Learning: A Study of Students’ Perception Gita Andriani and Yorina An’guna Bansa, English Education Department of Sriwijaya University

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Authenticating Materials for Listening Comprehension: Reflecting Personal Experience Hariswan Putera Jaya, Department of English Education of Sriwijaya University The Influence of Mind Mapping Techniques and Verbal Ability to Poetry Writing Capability to the Eight Years Students of SMPN 43 Palembang Ida Rohana, State Junior High School 43 Palembang Technogeek Teachers’ Competence in Applying Scientific Approach through in House Training at SMP Pusri Palembang Rita Inderawati, Faculty of Teacher Training and Education, Sriwijaya University Vocational School: Valuable Type of Education for Competence Manpower Cita Hikmah Yanti, University of Bina Darma Palembang Self Assessment and Its Application in Indonesian Language Learning Instructions of Metacognitive Strategy-Base for Implementing Curriculum 2013 Ika Mustika, STKIP Siliwangi, Bandung Involving Students with Poetry Subadiyono Tjokropratama, Sriwijaya University Locus of Control and Academic Achievement of Junior High School Students in Palembang: Where do we go from here? Ida Rosmalina and Zainal A. Naning, Department of Language Education and Arts Sriwijaya University Bengkel Sastra Learning Model as an Innovative Effort to Develop Students’ Writting Creativity Sakdiah Wati, Refson, and Mustafa, Faculty of Teacher Training and Education of Muhammadiyah University Palembang The Correlation between the Theory and the Practice in writing Business Letters at the Management Department of the Faculty of Economics, UTP Palembang Rusman Roni, Tridinanti Palembang University The Demands of 21st Century Glocal Workforce vis a vis Secondary Vocational School 2013 Curriculum Schools and Industries’ Voices Akhyar Rido, School of Foreign Language (STBA) Teknokrat, Lampung Learning Literature Appreciative Perspective in Curriculum 2013: Case Studies of Learning Poetry in Secondary School Didi Suhendi,Indonesian Language and Literature Study Program Increasing the Competence of English Language Education in Global Contexts: from Communicative Competence to Intercultural Competence Indawan Syahri, Muhammadiyah University of Palembang

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50 51 52 53

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Establishing Rich Language Learning Environment at Schools: Preparing Children to Become Autonomous EFL Learners Luh Putu Artini, English Education Department Ganesha University of Education Oral Presentation in Teaching: Attract or Distract? Zaitun and Herwina Bahar, Muhammadiyah University of Jakarta Stories from the Frontlines: Female English Teachers and the National Standardized Exam Policy Nunung Fajaryani, Failasofah and Masbirorotni, Faculty of Education Jambi University The Teaching of Language Arts in ELT Ida Machdarifah, Hazairin University, Bengkulu Learning Folk Tale Batu Dara Muning through Cooperative Learning Model Type Jigsaw Martono, Faculty of Teaching and Training Education Tanjungpura University, Pontianak Grammar Conciousness Raising: Revisited Akhyar Burhan, Sriwijaya University The National Character Education Paradigm in the Indonesian Language Instructions of Cultural-Based Elementary School (The Analysis and Map of Basic and Standard Competences and Teachers’ Behaviour of Values in Developing and Implementing the Indonesian Language Instructions) Isah Cahyani and Yeti Mulyati, Education University of Indonesia The Analysis of Translation Methods and Meaning of Lampung Tourism Brochures Flora , Faculty of Teacher Training and Education, Lampung University Effectiveness VAK Model (Visualization Auditory Kinestetic) in Descriptive Learning Alfa Mitri Suhara, STKIP Siliwangi Bandung English Cultural Elements Found in High-School English Textbooks for TEFL in Palembang Annisa Astrid, Tarbiyah Faculty of IAIN Raden Fatah Palembang How Students Make Meaning in Literature Class: Students’ Ideological Stance in Their Written Responses Fiftinova, English Education Program Sriwijaya University Lampung Language Teaching in Multiethnic Areas (The Study of Contextual Learning) Eka Sofia Agustina, University of Lampung Syntactic Errors in the Theses Written by Undergraduate Students Agus Saripudin, Sriwijaya University

viii

B-42

378

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406

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488

Science Education 1

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The Difference of Learning Results between Students Taught with Experiment- and Demonstration-Based Problem Solving Methods in Class VII SMPN 5 City of Bengkulu Dedy Hamdani, Prisma Gita Azwar and Eko Swistoro Physics Eduation Study Program, Departement of Mathematics and Sciences Education , Faculty of Teacher Training and Educations, Bengkulu University Implementation of Education Improvement Model for Biology in Aceh Province Djufri, Mukhlis Hidayat, and Melvina, FKIP Unsyiah, Banda Aceh The Development of Instructional Animation-Media of the Electrochemical Cell with Based Powerpoint Effendi, Department of Chemistry Education Faculty of Teacher Training and Education of Sriwijaya University The Effect of Active Knowledge Sharing Strategies for Learning Outcomes Biology Subject of Eight Grade Students of SMP Negeri 5 Samarinda 2013/2014 Evie Palenewen, and Edy Jumadil, Biology Education FKIP Mulawarman University Analysis of Physics Teaching Material for Grade XI in the District of North Indralaya Based on Scientific Literacy Themes Feni Kurni, Zulherman, and Apit Fathurohman, Physics Education Study Program, Faculty of Teacher Training and Education, Sriwijaya University Characteristics of Multiple Representations-Based Mechanics Learning (PMPB-MR) Ismet, Physics Education, Sriwijaya University Increased Mastery of Conceptual and Procedural Knowledge through Problem Solving Application of Learning Strategies in Wave Subjects Iwan Setiawan and Eko Swistoro, Department of Physics Education, University Of Bengkulu Improving the Activity and the Students’ Chemistry Learning Output on the Twelfth Grade Science Class at SMAN 1 Indralaya Utara by Using BAJAPRETA Model K. Anom W, Jejem Mujamil Sufhiatna, F. Eka Safitri Chemistry Education of FKIP Universitas Sriwijaya Profile of Student Learning Styles and Media Needs ICTBased Learning Course in Modern Physics Ketang Wiyono, Physics Education, Sriwijaya University

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C-1

501

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509

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The Effects of the Instructional Strategies (Problem Solving, Direct Instruction) and Achievement Motivation on the Biology Learning Outcome of Grade Ten Students Lidia Susanti, Punadji Setyosari, I Wayan Ardhana and Dedi Kuswandi, State University ofMalang Effectiveness of Problem Solving Learning Model on Students’ Critical Thinking Skill Mariati Purnama Simanjuntak, Physics Education Study Program, Faculty of Mathematics and Science, State University of Medan The Socialization of Lesson Study Activities to Improve Biology Teacher Professionalism at SMAN 3 Unggulan Martapura OKU Timur Riyanto, Biology Education Department of Mathematics and Natural Science Faculty of Teacher Training and Education Sriwijaya University The Implementation of Scientific Approach in Science Education: Challenges and Opportunities Rodi Edi,Chemistry Education Department of Mathematics and Natural Science Faculty of Teacher Training and Education Sriwijaya University Development of Teaching Materials of Basic Chemistry Course in Subject Thermochemical with Topics Bio-Coal Briket Form Sanjaya, Faculty of Teacher Training and Education of Sriwijaya University The Effect of Articulation Learning Model by Using Mnemonic Method for the Results of Entomology Learning Outcomes of Fifth Grade College Students of Biology Educational Faculty of Teacher Training and Educational Mulawarman University 2012/2013 Learning Year Sonja V. T Lumowa, Department of Biology Education, Mulawarman University Analysis of Physics Education Department Students’ Misconceptions on other Influnces on Motion Syuhendri, Rosly Jaafar, and Razak Abdul Samad bin Yahya Sriwijaya University- Indonesia and Sultan Idris Education University-Malaysia Developing Pisa Model Instrumen for Integrated Natural Sciences Subject Physics Content to Asses Reasoning Grade IX Junior High School Tarida N Sinaga, Sardianto S, Waspodo,Sriwijaya University The Application of Learning Models Number Head Together to Improve Biology Learning Outcomes in Subject of Photosynthesis Vandalita Maria Magdalena Rambitan, Departement of Biology Education University of Mulawarman

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C-12

593

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C-15

615

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622

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631

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19

Effect of Learning Cycle 7E towards Science Process Skills of Eleventh Science Graders in State Senior High School 4 in Palembang Yuni Wijayanti, Hartono, and A. Rachman Ibrahim FKIP, Faculty of Teacher Training and Education of Sriwijaya University

C-19

655

D-1

662

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D-3

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702

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D-7

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735

Mathematics Education 1

2

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5 6 7

8

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Investigating Students’ Difficulties in Completing Mathematical Literacy Processes: A Case of Indonesian 15-Year-Old Students on Pisa-Like Math Problems Ahmad Wachidul Kohar, Zulkardi, and Darmawijoyo Magister of Mathematics Education, Sriwijaya University The Ability of Students to Use Mathematical Writings Communication Using PMRI Approach in SMP YSP Pusri Palembang Ahsani Takwim, Darmawijoyo, and Yusuf Hartono, Department of Mathematics Education, Sriwijaya University Student's Strategy in Answering Mathematical ProblemSolving Question at SMA Negeri 1 Indralaya Utara Asia Kurniasari and Cecil Hiltrimartin, Department of Mathematics Education Sriwijaya University Characteristics of Thinking Processes of Elementary School Students with High-Capability in Understanding Mathematics Problems Baiduri and Marhan Taufik, Mathematics Education Department, University of Muhammadiyah Malang Student Responses to Online Mathematical Problems I Ketut Kertayasa, Department of Mathematics Education Sriwijaya University Palembang Designing of the Intuitive Material in Real Analysis 1 Indaryanti and Purwoko, Department of Mathematics Education, Sriwijaya University Model Application of Learning in Science Teaching Children to Learn Math at the Students of SMP State 53 Palembang Marhamah Fajriyah Nasution, Faculty of Teacher Training and Education of Sriwijaya University Practice Cooperative Learning Type of Group Investigation at Lessons Mathematic in Class VIII SMPN 39 Palembang Nafsiah, Indaryanti, and Cecil Hiltrimartin, Department of Mathematics Education Sriwijaya University Values Designed by Teachers in Mathematics Teaching in Secondary School Nyimas Aisyah and Mohd. Uzi Dolla, Sriwijaya University and University of Sultan Idris Perak-Malaysia

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Implementation of Cooperative Learning Model Teams Games Tournament (TGT) on Learning Mathematics in SMPN 12 Palembang Rahayu Apriani, Indaryanti, Cecil Hiltrimartin, Mathematics Education of Sriwijaya University The Implementation of Contextual Mini Laboratory Approach to Improve the Mathematical Understanding of Students in Marginal School Palm Plantation Area Koto Gasibsubdistric, Siak Regency Sehatta Saragih, Faculty of Teacher Training and Education UR Pekanbaru-Riau Stage of Critical Thinking Abilities in Solving Mathematical Problems for Prospective Teachers Departement of Mathematics FMIPA UM Malang Slamet, Department of Mathematics FMIPA UM Malang Learning Mathematics for Social Program Students of Senior High School Somakim, Mathematics Education in Faculty of Teacher Training Sriwijaya University Electronic Games Improve the Student Response in Mathematical Learning Sundari, Department of Educational Technology, Jambi University A Study About Teaching Learning Mathematics Using Student-Centered Learning (SCL) Approach by High School Teachers in Palembang Trimurti Saleh, Faculty of Teacher Training and Education of Sriwijaya University Ethnomathematics in Shifting Cultivation of Adonara Society and Integration within Mathematics Curriculum of Primary Schools Wara Sabon Dominikus, Toto Nusantara, Subanji and Makbul Muksar, Department of Mathematics Education, University of Nusa Cendana and Department of Mathematics and Education, State University of Malang Implementation of Auditory Intellectually Repetition (AIR) Model in Mathematics Learning Student Class X SMAN 13 Palembang Yosi Tria Elfa, Faculty of Teacher Training and Education Sriwijaya University

D-10

743

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771

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Vocational and Technology Education 1

The Implementation of Landslide Mitigation Teaching Using Learning Cycle Model for Junior High School Students Agus Suyatna, Abdurahman and Agung Bayu Putranto, Faculty of Teacher Training and Education, University of Lampung

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Improving Accuracy of Educational Research Conclusions by Using Lisrel Awaluddin Tjalla, Department of Guidance and Counseling Faculty of Education, State University of Jakarta Partial Least Square Robust Regression Approach in Multiresponse Calibration Model Ismah and Iswan, Muhammadiyah University of Jakarta Smash Skill in Volleyball (A Correlation Study among Torso Flexibility, Arm Muscles Power, and Students’ Smash Skill in Volleyball of SMP Srijaya Negara Palembang) Sukirno, Physical Education in FKIP Sriwijaya University Sport Management in the Development of Achievement Meirizal Usra, FKIP Universitas Sriwijaya Palembang Curriculum Training 2013 Islamic Religious Education Teachers Nurlena Rifai, Yayah Nurmaliah, Siti Khodijah and Jejen Musfah, Faculty of Education and Teacher Training Syarif Hidayatullah State Islamic University Jakarta Met Cognition Role of Teachers in Improving the Quality of Education Theresia Laurens, Faculty of Teacher Training and Education, Pattimura University Supervision Model Development Learning in Primary School of Physical Education Hartati, Sriwijaya University How Well Does the 2013 Curriculum of Indonesia Role in Preparing Students as Education for Sustainaible Development (ESD)? Eny S. Rosyidatun, Department of Natural Science Education Syarif Hidayatullah State Islamic University Jakarta Physical Education Learning Model with Game Approach to Increase Physical Freshness Elementary School Students Iyakrus, Physical Education Sriwijaya University Development Learning Model of E-Learning Web-Based with Applications Cloud Computing and Moodle CMS(Course Management System) in Subjects Education Fine Arts in FPGSD Sriwijaya University Makmum Raharjo, Department of Science Education Sriwijaya University The Readiness of Certified Elementary School Teachers in Bandar Lampung for the Implementation of the 2013 Curriculum Rini Riswanti and Herpratiwi, FKIP University of Lampung A Case Study : Bad Impact of Playing Game Online for High School Students in SMA Negeri 5 Palembang Nelly Apriani, Education, Youth and Sports Department, Palembang City

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Infectious Disease Factors as Determinants Nutritional Status Marsiyem, Sriwijaya University Role of Physical Education and Sports Development in Motion Child Health Primary School Supriyono, LPMP SUM-SEL Learning Application Using Multimedia for 5th Graders Elementary School Student about “Photosynthesis in Plants” Diana Effendi, Information System, UNIKOM Bandung

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Social Studies 1

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Raden Soelaiman Hasanoesi, the Disseminator of Islam in Kaimana Papua: A Review of the Role of the Descents of Sultan Mahmud Badaruddin II in the Isolation Area Rosmaida Sinaga and Farida, History Education Study Program of the Teacher Training and Education Faculty, Cenderawasih University of Jayapura and History Education Study Program of the Teacher Training and Education Faculty, Sriwijaya University of Palembang Role of Human Resources in Developing Quality of Education Arie Supriati Gender Equality in Curriculum Implementation Ikhsan Othman Al-Haj, Faculty of Education and Human Development Sultan Idris Education University Malaysia Learning Problems Faced by Certified Educators in Geography Teacher High School West Lampung Regency of Lampung Province Buchori Asyik and Trisnaningsih, University of Lampung Packaging Effective and Efficient Materials and Learning Model for Improving Quality Process and Learning Result Dewi Koryati, Faculty of Teacher Training and Education Sriwijaya University Palembang Teaching Materials Model of Directive Politeness Act Primary Education which Has Powerful, Oriented, and Strategic Positive Politeness in with Javanese Cultural Background Harun Joko Prayitno, Muhammadiyah University Surakarta Teachers’ and Students’ Perception on Free Education Program Implemented at Public Senior High Schools in Palembang Bambang A. Loeneto, Faculty of Teacher Training and Education, Sriwijaya University Development of Lesson Plan that Integrate Pancasila Values And Its Influence Toward Students’ Motivation Academic Achievement and Values Internalization Umi Chotimah ,Department of Pancasila and Citizenship Education, Sriwijaya University

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Preservation Efforts through the Local Culture Model Study Documents1015 Isputaminingsih and Hudaidah, Department of History Education, Sriwijaya University Project Citizen Model for Effective Student Engagement and Democratic Citizenship in Civic Education Best Practices Muhammad Mona Adha and Hermi Yanzi,University of Lampung (UNILA) The Influence of Counseling Teachers’ Performance in Implementing Counseling Guidance and Emotional Intelligence to the Students’ Achievement of SMA III Musi Banyuasin Aisyah. AR, Teacher Training and Education of Sriwijaya University Lecturers’ Ethical Behaviors Rais Hidayat and Yuyun Elizabeth Patras, State University of Jakarta and Pakuan University The Implementation Gender Analysis Pathway (GAP) of Gender Oriented School at SMA in Kabupaten Penajam Paser Utara Widyatmike Gede Mulawarman, Faculty of Teacher Training and Education, Mulawarman University

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Early Childhood and Elementary Education 1

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Improving the Development of Qualified Preschool until 1st Grade Primary Education through the Involvement of Parents Avanti Vera Risti P, Early Childhood Program, Faculty of Teacher Training and Education, University of Ahmad Dahlan Improving Early Childhood Program Quality Involving Parents Empowerment Iyan Sofyan, Department of Early Chilhood Education of Ahmad Dahlan University, Yogyakarta Strengthening of Character Education through Learning Model "Berkat Anang" in Surakarta and Surrounding Muhroji, Fitri Puji Rahmawati and Ratnasari Diah Utami, PGSD FKIP UMS Multicultural Indonesian Learning in Primary School Muhammad Fuad and Edi Suyanto , Faculty of Teacher Training and Education, Universitas Lampung

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Teacher Professional Development 1

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Teacher Education in Indonesia (An Account on the Development and Programs to Improve the Professional Qualification and the Competence of Indonesia Teaching Personnel) Fahriany, Syarif Hidayatullah State Islamic University Jakarta Teacher Profession Education (PPG) for A Better Quality of Teachers in Indonesia Puspita Devi ,Budi Robintas and Hendri Firmansyah, Department of English Education, Sriwijaya University Application Three Models of Professional Development: Mentoring, Peer Coaching and Action Research at State Institute for Islamic Studies (IAIN) Raden Fatah Palembang Manalullaili, Dakwah and Communication Faculty, State Institute for Islamic Studies (IAIN) Review Activity of “in House Training” on Lesson Study Based Teacher Organization and Action Research Program Sardianto Markos Siahaan,Rahmi Susanti, Somakim, Faculty of Teacher Training and Education, Sriwijaya University The National Actions for Teachers’ Professional Development Program Universitas Terbuka Tuti Purwoningsih and Udan Kusmawan, FKIP Terbuka University

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PROCEEDINGS ISBN: 978-602-70378-0-9 BUILDING STUDENTS’ POSITIVE CHARACTERS USING CHILDREN LITERATURE AND DRAMA AT ELEMENTARY SCHOOL 1

Yuyun Hendrety1 and Lingga Agustina Suganda2 Department of English Education, University of Tridinanti Palembang 2 A part time English lecturer, Politechnics of Sriwijaya Palembang E-mail: [email protected] and [email protected] Abstract

Education, nowadays, puts much pressure on character building. Developing good character is first a parental responsibility, but the task must also be shared with schools and the broader community. Good character is developed over time through character education. The goals of character education are thus essentially the goals of raising good children: youth who understand, care about, and act upon the core ethical values that make for a productive, just, and democratic society. In addition, building good characters for young learners is very necessary since the basic and fundamental education is well built for the young. An early character education establishes a reinforcing system of positive influences that help youth to deal effectively with life and avoid becoming involved in negative behaviors. Based on the government regulation No. 17 in 2010, the main goal of education in the 2013 curriculum in Indonesia focuses on character education. Character education is given as integrated materials in the thematic subjects. During the implementation of 2013 curriculum at some schools, the writers observe that the materials for English which can also develop good characters still need variation. Therefore, the writers propose children literature and drama as a challenging strategy to build students’ good characters because they have contribution in building character education. When using drama as one of the genres in literature, the goals of teaching and learning process can be more than linguistic. Drama not only encourages children to speak but also gives them the chance to communicate, even with limited language, using nonverbal communication. Drama or dramatizing a text makes language more meaningful and memorable than drilling or mechanical repetition. In addition, teachers of English can work on ideas and issues than run through the curriculum. Important messages can be conveyed and explored through sketches and role plays. Drama can also be used to introduce the culture of the new language through stories and customs and with a context for different kinds of behaviour. Therefore, drama will provide the suitable atmosphere for students to build good characters during the teaching and learning process because drama is a means for developing language skills, encouraging social interaction and group participation and teaching children how to listen and respond appropriately. Discussing and differentiating good and bad characters of the story will teach students to always have and build good characters in their life, and avoid themselves to build and perform bad characters for their life. In addition, the process of practicing drama in the classroom will lead to the practice of building good characters among the students themselves. Keywords:Character education, young learners, children’s literature, drama.

INTRODUCTION Schools today face enormous challenges in educating all of the young people in their charge. In addition to provide youth with basic academic knowledge and skills, and promote their character development, schools have increasingly been called upon to play a primary role in helping to solve a variety of social problems among youth (Battistich, 2011). Education nowadays does not place cognitive as the first priority as the previous curriculum did. By the existence of 2013 curriculum, education puts much pressure on character building. Battistich (2011) mentions that the goals of character education are thus essentially the goals of raising This paper has been presented at Sriwijaya University Learning and Education-International Conference 2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.

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PROCEEDINGS ISBN: 978-602-70378-0-9 good children: youth who understand, care about, and act upon the core ethical values (such as diligence, compassion, integrity, and fairness) that make for a productive, just, and democratic society. Furthermore, research suggests that comprehensive, high quality character education, is not only effective at promoting the development of good character, but is a promising approach to the prevention of a wide range of contemporary problems. These include aggressive and antisocial behaviors, drug use, precocious sexual activity, criminal activities, academic under-achievement, and school failure (Battistich, 2011) 2013 Curriculum does not put English as a compulsary subject for elementary students. In this case, schools may or may not decide to use English as a local content subject. This idea is contrary to Cameron (2001) who stated that it has long been hypothesized that children learn a second language better than adults. This idea is often used to support early introduction of foreign language teaching. The critical period hypothesis is a special period for learning languages during childhood. In relation to the above statement, Moon (2005) said that when children start learning English at primary school, they will increase the overall time for English and in the long term achieve a higher level of proficiency than those starting later. Dealing with English learning process, Coltrane (2003) states that children’s early phase of language learning can create positive attitudes and a lifelong interest in the language if it is done appropriately. Curriculum and materials need to provide learning experiences which are motivating, suited to their cognitive and linguistic levels and take account of their special instincts and preffered ways of learning. Many people agree that young learners need an approach with characteristics, such as: activity based; based on here and now/ use of concrete materials, contextualized, focused on communication (meaning) rather than form, multi sensory, play and fun oriented, socially oriented, content/topic based or cross-curricular, with a strong oral emphasis initially especially with younger learners, and plenty of teacher support and scaffolding. In addition, Thi Cam Le (2005) stated that in the teaching and learning process where classroom is often the only source of English, materials play a crucial role in exposing learners to the language. In the process of teaching and learning, we cannot separete it with literary test. Literary text is a wide range of texts that tell a story to make a point, express a personal opinion or provide an enjoyable experience. There are some kinds of literary texts; they are all written works, such as novels, poems, plays or drama, short stories and other literature sources. Children’s literature can motivate the students’ interest to learn a new language. Bringing in children’s literature into English language class can create opportunities for the students to practice language in a more natural way (Rigg& Allen, 1989; cited in Liu:189). Drama offers an excellent opportunity for students to develop fluency in English. In accordance with the above statement, the writer considers drama as a motivating material at early learning phase. Zalta (2006) claims that drama provide meaningful and enjoyable language practise, encourage learners to explore the wonderful world and develop students’ intelligence by stimulating their imagination and creativity. During the implementation of 2013 curriculum at some schools, the writers observe that the materials for English, especially for building character education are not available yet. The materials are not attractive enough for young learners in which they just focus on vocabulary and grammar exercises. In order to support earlier character education at elementary school level, the writers would like to do some discussions on the basis of a problem formulated as “ How do children’s literature and drama build students’ character education?” The discussion of this paper is expected to be useful for This paper has been presented at Sriwijaya University Learning and Education-International Conference 2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.

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PROCEEDINGS ISBN: 978-602-70378-0-9 teachers of English in order to develop character education in the process of teaching English to young learners. DISSCUSSION English in the 2013 curriculum Based on the government regulation No. 17 in 2010, the main goal of education in the 2013 Curriculum in Indonesia focuses on character education. The education process is aimed at developing students’ competence in order to: (a) believe in God, have a good personality and atitude, (b) be knowledgable, crtitical, creative and innovative, (c) be healthy, self reliant and confident, and (d) be tolerable, democratic, responsible and have a social awareness. Character education is given as integrated materials in the thematic subjects starting from the first grade to the sixth. In the 2013 Curriculum, English is not listed as a compulsary subject for elementary school level, but English is still taught as one of the local contents as it was in the previous curriculum. Therefore, it is optional. In other words, the decision to put English as a local content subject in school depends on the regulation of the school itself (Nuh, 2013). As a local content subject, the writers assume that the English materials, objectives and the goals are not clearly stated in the 2013 curriculum. On the basis of the preliminary observation, the teaching and learning process done in most Engling classrooms are still dominated by vocabulary and grammar teaching, which have nothing to do with early character education. In this paper, the writers assume that schools need to improve their English teaching strategy by using children’s literature and drama as the alternative to support early character education in English language teaching. Therefore, children’s literature and drama may serve as the facilitator for character development. In relation to the above assumption, Coltrane (2003) states that early language learning can create a positive attitudes and lifelong interest in the language if it is done appropriately. So, the curriculum and materials need to provide learning experiences which are motivating, suited to their cognitive and linguistic levels and take account of their special instincts and preferred ways of learning. Many people agree that young learners need an experiential approach with characteristics, such as: activity based, based on here/now use of concrete materials, contextualized, focused on communication rather than form, multi-sensory, play and fun oriented, socially oriented, content/topic based or cross curricular, with a strong oral emphasis initially especially with younger learners, plenty of teacher support and scaffolding, content chosen on the basis of children’s cognitive level and some age-appropriate language awareness/noticing activities. Teaching Young Learners Teaching young learners is different from teaching adults. According to Klein (2005:12), young children tend to change their mood every other minute, and they find it extremely difficult to sit still. On the other hand, they show a greater motivation than adults to do things that appeal to them. In addition, Ashworth and Wakefield (2005:3) claim that all young children are highly motivated to learn language. Harmer (1985; cited in Sosiowati, 2003) says that young learners are curious, like to seek teacher approval, tend to be bored very easily, and do not like sitting and listening for a long time.However, the curiosity and sufficient notices and appreciation from their teacher will motivate them to do something. Furthermore, they require constant changes of activities; and they need to be involved in something active and appreciated by their teacher. This paper has been presented at Sriwijaya University Learning and Education-International Conference 2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.

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PROCEEDINGS ISBN: 978-602-70378-0-9 In order to support English language teaching in the classroom, teachers should have some competencies, especially the competencies to teach English to young learners. Linse (2006) mentions three characteristics of competent EYL teachers. The characteristics are as follow: (1) YL teachers need to have a very good language skills because they provide the main language input for children who may have limited exposure outside the classroom. They need good interaction skill in order to use the kind of activity based and interactive methods which seem most suitable for young learners. They also need a flexibility to be able to adjust their language to the children’s level. Knowledge of English so they can provide feedback, and a rich knowledge of the culture so as to get children interested, (2) YL teachers need a knowledge of how children learn foreign languages and appropriate teaching strategies for teaching English so as to create interest in learning English and (3) YL teachers need to have knowledge of children’s cognitive, linguistic and emotional development as these impacts on their foreign language learning. In addition, there is also a multitude of different ways in which character education is taught for the children. Some schools may have the character education traits included in the school rules and guidelines (Prestwich, 2004; cited in Tyra:4). The types of character education programs use different methods to teach children about different character traits to help them strive morally, socially, and academically, but one of the most important models of character education is the teacher (Tyra: 4). Character Education Character refers to a much broader constellation of attitudes, behaviors, motivations, and skills. It is more than simply avoiding involvement in socially undesirable behaviors. Character includes attitudes such as the desire to do one’s best and being concerned about the welfare of others; intellectual capacities such as critical thinking and moral reasoning; behaviors such as being honest and responsible, and standing up for moral principles in the face of injustice; interpersonal and emotional skills that enable us to interact effectively with others in a variety of circumstances; and the commitment to contribute to one’s community and society. Stated simply, character is the realization of one’s positive development as a person—intellectually, socially, emotionally, and ethically (Battistich, 2011). The social, ethical, and emotional development of young people is just as important as the academic development. As Theodore Roosevelt stated: “To educate a man in mind and not in morals is to educate a menace to society.” After all, we know that good workers, citizens, parents, and neighbors all have their roots in good character. Therefore, it is critical to create schools that simultaneously foster character development and promote learning. Further, Park (2009) mentions that recent research findings show that character strengths are related to academic success, life satisfaction, and well-being for children and youth. Character education deliberates the use of all dimensions of school life to foster optimal character development. The goals of character education are thus essentially the goals of raising good children: youth who understand, care about, and act upon the core ethical values (such as diligence, compassion, integrity, and fairness) that make for a productive, just, and democratic society. Effective character education involves creating the kinds of classroom and school environments that enable all students, without exception, to realize their potential to achieve these vital goals (Battitish, 2011). Building good characters for young learners is very necessary since the basic and fundamental education is well built for the young. Varying “age appropriate” strategies and practices are being successfully applied to all grade levels from teaching social and emotional skills in the earliest grades, to service learning and prejudice reduction in secondary schools. Therefore, it is important to set a This paper has been presented at Sriwijaya University Learning and Education-International Conference 2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.

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PROCEEDINGS ISBN: 978-602-70378-0-9 strong foundation during the earlier grades and to reinforce and build upon that foundation during the later grades. Below is the list of the ten essential Character Education traits, which South Carolina Department of Education put in their Character Education Toolkit (2009): o Respect: to show high regard for authority, other people, self, and country o Honesty: to always be fair and straightforward in conduct  Cooperation: to play together or work well with others to accomplish a common goal  Good Citizenship: to be actively engaged in demonstrating pride and responsibility in self, school, community, and country o Responsibility: to be held accountable for your own actions o Self-discipline: to demonstrate the ability to control yourself in all situations  Caring: to demonstrate concern through kindness and acceptance while meeting the needs of self and others  Kindness: to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs o Fairness: to play by the rules, to be open-minded to the viewpoints of others o Dependability: to be counted on or trusted. Through evaluation studies, the impact of character education can be seen through changes in school environment and student attitudes and behavior. For example, many character education schools are reporting reduced violence, discipline referrals and vandalism, and improved attendance and academic performance. Children’s Literature Literature can be a good way to teach character education because :literature lends itself to the teaching of specific moral dilemmas and the examining of specific character traits” (Prestwich, 2004:143; cited in Tyra,5). Otten (2002) states that children’s literature or reading stories leads directly to character development. Ordinarily fiction does not intend to teach something specific, such as, being honest pays dividends. There are many books that helped us to grow, that pushed us to rethink our views, perhaps even brought about a change in our standards. in other words, the books influenced our character and helped to make us the person we are today. Whether told in the books of young children or adults, stories give the reader the vicarious experience of living through the trials and thrills of characters in a book. With reflection, the reader can decide how he or she would have responded to the decisions the fictional character made. Each of those reflections and decisions gradually influences the thoughts and actions of the reader. The content of children’s literature can motivate the interest of students to learn a new language. Bringing in children’s literature into English language class can also create opportunities for language learners to practice language in purposeful ways, and the experiences of reading children’s literature encourages language learners to construct meaning and to engage in active reading (Rigg& Allen, 1989; cited in Liu:189). Among types of children’s literature, the picture book is the one that has been suggested and used often by teachers because both the pictures and the text work interdependently to tell a story, and the language-rich illustrations create a rich contextualization (Spangenberg-Urbschat&Prtichard, 1994; Hadaway, Vardell, & Young, 2002; cited in Liu, 191) This paper has been presented at Sriwijaya University Learning and Education-International Conference 2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.

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PROCEEDINGS ISBN: 978-602-70378-0-9 It is important to select books to support student learning from every genre of children’s literature (Popps, 2005:85). A literary genre is a specific kind of literature, such as biography, poetry, or historical fiction, and each genre has certain characteristics that distinguish it from the others. Moreover, there are certain characters that can be learn from each of the story. Fables are stories in which animals behave like humans. Their purpose is to illustrate human foibles or to teach a lesson. Representing human struggles and feelings is an essential part of good story telling. Human beings, in reading the fables and reflecting on them, can see that while human have the same characteristics that lead the animals into situations of unequality and injustice, they also have unique characteristic of reason that enables them to reflect on the lessons found in the fables, plan for the future and change their environment and behaviour (Clayton, 2008:198). The most famous of these are Aesop’s Fables (Aesop, 1990), a collection of stories that demonstrate the consequences of greed, impatience, vanity, or ignorance. In this study, the writers tend to use fables as the sort of children’s literature to build character education Drama as a learning method in ELT Why use drama activities? Zalta (2006) states that drama motivates children and builds confidence. It helps children to activate language and have fun. Using drama activities has clear advantages for language learning. It encourages children to speak and give them the chance to communicate, even with limited language, using nonverbal communication, such as body movements and facial expressions. In short, drama involves children at many level; through their bodies, minds, emotions, language and social interaction. Phillips (2000) suggests that dramatizing is a better word for this than drama. Dramatizing means that children become actively involved in a text. This personalization makes language more meaningful and memorable than drilling or mechanical repetition. Further, when using drama, language learning aims can be more than linguistic. Teachers of English can use topics from other subjects. For example, children can act out scenes from history. They can work on ideas and issues that run through the curriculum, such as respect for the environment and road safety. Important messages can be conveyed and explored through sketches and role plays. Drama can also be used to introduce the culture of the new language through stories and customs and with a context for working and different kinds of behaviour (Zalta, 2006). Doyon (2000) in Dailey (2009) mentions that teachers of English in Japan often struggle with the problem of passivity. Shyness, insecurity and low participation not only make lessons frustrating, but also negatively affect practice time and overall development. Passivity creates a downward spiral where insufficient speaking practice contributes to low speaking proficiency which, in turn, affects self confidence. Insecurity causes shyness and reluctence to speak up in class. On the basis of the problem faced by teachers of English in Japan, Dailey (2009) In his study, taught English through drama in order to stimulate participation and speaking practice to thirteen students at a small commercial business college at Fukuoka. In his study, he found that all 13 students volutarily joined this class expressing interest in drama and improving their Englsih speaking ability, they demonstrated more participation and confidence. The teacher’s acting or directing may have also contributed to the project success. Enthusiactic demonstations and passion for theather may have insprired students to overcome their inhibitions. Unachieved goal in which students continued to make mistakes. However, student appeared less afraid of making mistakes, less embarassed and began to enjoy learning. This paper has been presented at Sriwijaya University Learning and Education-International Conference 2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.

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PROCEEDINGS ISBN: 978-602-70378-0-9 Gaudard (1990; cited in Hu, 2011:5) claimed drama makes students inevitably immersed in a social milieu and create more experience for students learning how to get along with other people. The value of drama lies in the creative process and its effective opportunity for working with others. Hu (2011) claims that this kind of active cooperation makes every student feel responsible for their task; even some students will become confident and engaged when they take some roles in the activity. Students’ initiative will be explored through drama. They will concentrate more on their work instead of being distracted. The teacher’s role is just a timer or conductor who is responsible for giving some directions. Meanwhile, the process of practicing drama in the classroom will lead to the practice of building good characters for the students. Students will face a lot of opportunities to build good characters among their friends as well as their teachers. For example, drama can build the characters of (1) developing skills in listening, decision making, and citizenship, (2) understanding the importance of respecting others, (3) understanding that everybody is different and that it is natural to make mistakes, (4) identifying people (in this case can be the teachers as well as their friends) children can trust, (5) introducing responsibility, (6) developing social skills and facilitating cooperation by having children work in groups, and (7) enhancing self-esteem (Gower, 2001). Using Children’s Literature and Drama for Building students’ positive characters Zalta (2006) claims that in order to use children’s literature and drama in English language teaching at elementary level, the students need to transform the stories into a drama using the steps as follow: 1. First of all, the teacher should choose a simple story that students have been studying. 2. Then, to create a script for the story with as many parts as there are students in your class. Note that there are several students playing the same part. For instance, the teacher could have several students playing the role in the script. 3. After that, have students prepare costumes and props. 4. Finally, put on the play for other classes and/or parents In using children’s literature and drama in this paper, the writers would like to do some adaptation in order to develop the students’ character education. The steps are as follow: Reading comprehension At the beginning step, teacher will read on a short story with the genre of fable, such as “The Three Little Pigs”. The story will be read aloud and discussed in order that the students comprehend it. The discussion is also used by both teacher and students to explore and recognize some good and bad characters exposed in the story and the moral lessons as well. Preparing the drama First, teacher will create a simple script for students to act out. Next, students will practice the script. In this step, the students will have their roles based on the characters and do rehearsal. They will have to work cooperatively to prepare their drama. Here teacher will just observe and encourage the exploration of some positive characters through their involvement in the group activity. In this step the teacher has a very great opportunity to observe, explore, and encourage the occurance of character education among the students. The teacher will observe how the students behave among their friends as well as how the students behave towards him/her as the teacher. Here, the teacher will identify and classify the students’ characters in terms of the positive and negative ones appeared during the interaction in the classroom. In the process of classification, teacher merely divides the expected outcome in terms of the positive and negative characters. The positive characters This paper has been presented at Sriwijaya University Learning and Education-International Conference 2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.

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PROCEEDINGS ISBN: 978-602-70378-0-9 are characterized based on doing what is expected (e.g. responsible, self-reliant, confident, respectful, creative, etc). Meanwhile, the negative characters are characterized based on the existance of some unexpected characters. For example, the students works only when reminded, do not work at all, and even bother others. Finally, the teacher will encourage the students by giving rewards and reinforcement. The positive characters will be praised, while the negative characters will be reminded to be eliminated from the students way of behave. Here the role of teacher is very important as mentioned previously. Performing the drama In this final step, the students will perform their drama as a result of the combination of their language learning process and their positive character development through their involvement and cooperation during the second step. They can put on the play for other classes and/or parents in order to show their learning outcome. CONCLUSION AND SUGGESTION Character is vital force for positive development and societal well-being. Character strengths play important roles in positive youth development, not only preventing problems, but also enabling conditions that promote thriving and flourishing. Children sets of character strengths are happier, do better at school, are more popular among peers, and have fewer psychological and behavior problems. These strengths can be developed and strengthened by appropriate parenting, schooling, various youth development programs, and healthy communities. The above assumption may become a fundamental or the new paradigm in 2013 curriculum which places the importance on character education. In order to develop character education in EYL setting, the writers assume that there should be an interesting material and method than enable language practise and character development. In this paper, the writers assume that children’s literature and drama may serve to facilitate the ELT. The use of children’s literature and drama has significant place in the young learner classroom. The activities provide meaningful and enjoyable language practise as well as develop the atmosphere of character education. Finally, in order to optimize character education, it is suggested that schools and parents must work together in this direction in order to inculcate moral values in the young growing minds.Building good characters for young learners is very necessary since the basic and fundamental education is well built for the young. Teachers as well as parents want the students or the children to be able to judge what is right, care deeply about what is right, and then do what they believe to be right. REFERENCES Ashworth, M. & Wakefield, P. (2005). Teaching the world’s children - ESL for ages three to seven. English Teaching Forum, 43(1): 2--7. Washington DC, USA: United States Department of States. Battistich, V. (2011). Character Education, Prevention, and Positive Youth Development.University of Missouri, St. Louis.(Online), http://www.character.org/wpcontent/uploads/2011/12/White_Paper_Battistich.pdf. Cameron, Lynne. (2006). Teaching Languages to Young Learners. London: Cambridge University Press. Clayton, E. (2008). Aesop, Aristotle and Animals. The Role of Fables in Human Life. In Humanities (Online), 21(1): 17--200, http://www.nhinet.org/clayton 21-1.pdf This paper has been presented at Sriwijaya University Learning and Education-International Conference 2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.

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PROCEEDINGS ISBN: 978-602-70378-0-9 Coltrane, B. (2003). Working with Young English Language Learners: Some Considerations. (Online), http://www.cal.org/resouces/digest/0301coltrane.html. Dailey, I. M. (2009). Acting out: A One Year Drama Class to Increase Participation. The Language Teacher, 33(12): 7--11. Doyon, P. (2000). Shyness in the Japanese Classroom; why it is a problem, What it is, What causes it and What to do about it. The Language Teacher, 24(1): 11--16. Gower, M. (2001).Building Characters. Pennsylvania: The Pennsylvania State University. Hu, Y. (2011). Using Drama for ESL Teaching. Unpublished Graduate Thesis. Platteville: University of Wisconsin. Klein, K. (2005). Teaching young learners.In English Teaching Forum. 43(1): 12--17. Washington DC, USA: United States Department of States. Linse, C. T. (2006). Practical English Language Teaching: Young Learners. Boston, MA: McGraw Hill Inc. Liu, Wen-Yun. (2000). Read-aloud Activity: Using Children’s Book in the English Language Classroom. Moon, J. (2005). Teaching English to Young Learners; The Challenges and the Benefits. (Online), http://www.britishcouncil.org/ie2005w30-jayne-moon.pdf. Otten, E. H. (2002). Developing Character through Literature. A Teacher’s Resource Book. ERIC and Family Learning Asscociation, Indiana Department of Education. Bloomington, Indiana. Park, N. (2009). Strenghts of Character: Keys to Positive Youth Development. Summer.18(2): 42--47. Popps, M. S. (2005). Teaching Language and Literature in Elementary Classrooms. A Resourse Book for Professional Development. New Jersey: Lawrence Erlbaum Associates, Inc. Republika, (2013). Mendikbud: Bahasa Inggris SD Muatan Lokal, Tak Ada Instruksi Dihapus. (Online), http://www.republika.co.id/berita/pendidikan/eduaction/13/12/12/mxohs0-mendikbudbahasa-inggris-sd-muatan-lokal-tak-ada-instruksi-dihapus. Sosiowati, I. G. (2003).The Challenge of Teaching Young Learners. Paper presented at the TEFL Conference, Bali, Indonesia. Thi Cam Le, N. (2008). Learner Autonomy and EFL language Proficiency: A Vietnamese Perspective. English Teaching Forum, 43(3): 2--9. Tyra, C. (2002). Bringing Books to Life: Teaching Character Education through Children’s Literature. Zalta, G. (2006). Using Drama with Children. English Teaching Forum, 44(2): 24-27.

This paper has been presented at Sriwijaya University Learning and Education-International Conference 2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.

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