International Seminar Language Maintenance and Shift II, July 5-6, 2012

International Seminar “Language Maintenance and Shift II”, July 5-6, 2012

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II


Editors’ Note This international seminar on Language Maintenance and Shift II is a continuation of the previous international seminar with the same theme conducted by the Master Program in Linguistics, Diponegoro University in July 2011. We do hope that the seminar with this theme can become a yearly program of the Master Program in Linguistics, Diponegoro University, as we see that this topic still needs our serious attention due to the inevitable impact of globalization on the life of indigenous languages. We would like to thank the seminar committee for putting together the seminar that gave rise to this collection of papers. Thanks also go to the head and secretary of the Master Program in Linguistics Diponegoro University, without whom the seminar would not have been possible. The table of contents lists all the papers presented at the seminar. The first five papers are those presented by invited keynote speakers. They are Prof. Dr. Hanna (Balai Bahasa Provinsi Sulawesi Tenggara, Indonesia), Prof. Dr. Bambang Kaswanti Purwo (Atma Jaya Catholic University, Indonesia), Dr. Sugiyono (Language Center, Indonesia), Peter Suwarno, Ph.D (Arizona State University), and Herudjati Purwoko, Ph.D (Diponegoro University). In terms of the topic areas, there are 33 papers on language maintenance, 24 papers on language learning, 19 paper on sociolinguistics, 15 paper on pragmatics, 8 papers on discourse analysis, 8 paper on morphology, 2 papers on syntax, 2 papers on translation, 1 papers on psycholinguistics, 1 papers on phonology, and 1 papers on semantics.

III


CONTENTS Editor’s note BAHASA DAERAH PADA ERA GLOBALISASI PELUANG DAN TANTANGANNYA Hanna

1

PENANGANAN BAHASA DAERAH: SEBUAH TANTANGAN Sugiyono

9

LINGUISTIC DOMAINS: KEYS TO THE MAINTENANCE OF JAVANESE Herudjati Purwoko

16

REVITALISASI BUDAYA NGA-DONGENG LEWAT TEKNOLOGI INFORMASI SEBAGAI UPAYA PELESTARIAN BUDAYA TUTUR (SASTRA LISAN) DIKALANGAN KELUARGA SUNDA MODERN Asih Prihandini & Denny Nugraha 28 MENGURAI DILEMA BAHASA KAILI DITENGAH ARUS GLOBALISASI Deni Karsana

33

THE IMPORTANCE OF POSITIVE LANGUAGE ATTITUDE IN MAINTAINING JAVANESE LANGUAGE Dwi Wulandari

39

LANGUAGE ATTRITION IN JAVA (SOME NOTES ON THE PROSSES OF JAVANESES LANGUAGE LOSS) Hendarto Supatra

44

PEMERTAHANAN BAHASA IBU DI DAERAH TERTINGGAL Hidayatul Astar

51

PERANAN BAHASA-BAHASA DAERAH DALAM PERKEMBANGAN BAHASA GAUL REMAJA INDONESIA I Dewa Putu Wijana

55

KARONESSE INTERFERENCE IN INDONESIAN AS THE REFLECTION OF KARONESSE MAINTENANCE Indah Arvianti

58

PERGESERAN BAHASA SUNDA DAN BAHASA CINA DI JAWA BARAT: ANALISIS KOMPARATIF M. Abdul Khak

62

KERAPUHAN PENGGUNAAN BAHASA JAWA PADA KELUARGA MUDA JAWA PERKOTAAN M. Suryadi

68

PANDANGAN WONG USING BANYUWANGI TERHADAP BAHASA USING: KAJIAN PEMERTAHANAN BAHASA M.Oktavia Vidiyanti

73

SASAK LANGUAGE AND TINDIH MAINTAINING Muhammad

78

IV

International Seminar “Language Maintenance and Shift II”, July 5-6, 2012 MAINTAINING JAVANESE LANGUAGE AND CULTURE TO SUPPORT CHARACTER EDUCATION IN GLOBALIZATION ERA Ngadiso

83

ON MONITORING LANGUAGE CHANGE WITH THE SUPPORT OF CORPUS PROCESSING Prihantoro

86

ASPEK SOSIAL BUDAYA, DAN KEPRIBADIAN INDIVIDU SEBAGAI JEMBATAN PEMERTAHANAN BAHASA IBU Rukni Setyawati

95

MAINTAINING INDIGENOUS LANGUAGE THROUGH UNDERSTANDING THE PHILOSOPHY AND CULTURE (THE PROBLEM IN MAINTAINING ‘FUKIEN (HOKKIEN)’ AND ‘HAKKA’ DIALECTS AS INDIGENOUS LANGUAGE AMONG OVERSEAS CHINESE SOCIETY IN MEDAN, NORTH SUMATERA) Swany Chiakrawati

101

THE DYING PHENOMENON OF JAVANESE LANGUAGE USE IN ITS SPEECH COMMUNITY Teguh Sarosa

105

PEMERTAHANAN BAHASA VS PERUBAHAN BAHASA PADA CAKAP KARO DI TANAH KARO, SUMATERA UTARA Yune Andryani Pinem

109

AM I A TROUBLE MAKER? FILLER WORDS IN SPONTANEOUS SPEECH; STRATEGIES OR INTERFERENCE (PRELIMINARY STUDY) Arapa Efendi

116

TEACHING RHETORICS THROUGH LANGUAGES IN ADVERTISEMENTS Isry Laila Syathroh

121

BUKA PINTU: BUHUN YANG TIDAK SELALU TERISTIMEWAKAN Juanda & Nungki Heriyati

124

THE FLOWS OF IDEAS OF ENGLISH ARGUMENTS BY INDONESIAN WRITERS FOUND IN THE OPINION FORUM OF THE JAKARTA POST: AN INDICATION OF LANGUAGE SHIFT Katharina Rustipa, Abbas Achmad Badib, Djoko Sutopo

130

REQUESTS IN JAVANESE: A CASE STUDY ON READERS FORUM OF PS MAGAZINE Mualimin

135

ENGLISH LANGUAGE LEARNING THROUGH THE CULTURE OF LEARNER’S INDIGENOUS LANGUAGE Lalu Ari Irawan

140

ENGLISH LEARNING STRATEGIES FOR TOURISM MANAGEMENT STUDENTS WITH MULTI CULTURAL BACKGROUND AT BANDUNG INSTITUTE OF TOURISM Naniek Kuswardhani and Retno Budi Wahyuni 146 SPEECH PLANNINGS IN THE STUDENTS' COVERSATION (A CASE STUDY OF FOURTH SEMESTER STUDENTS OF ENGLISH DEPARTMENT DIAN NUSWANTORO UNIVERSITY) Sri Mulatsih

V

151

International Seminar “Language Maintenance and Shift II”, July 5-6, 2012 BUILDING CROSS – CULTURAL COMPETENCE TO IMPROVE ENGLISH EFFECTIVE COMMUNICATION Sri Murtiningsih

156

CITATION AND TENSE FOR REVIEWING PREVIOUS RESEARCH IN THE INRODUCTION SECTION OF ENGLISH SCIENCE JOURNALS BY NON-NATIVE SPEAKERS. Suharno, Abbas A. Badib, and Joko Sutopo

160

CORPORAL PUNISHMENT IN SCHOOLS BASED ON THE STUDENT’S CULTURAL VALUES (A SURVEY OF CORPORAL PUNISHMENT IN SCHOOLS EXPERIENCED BY STUDENTS OF ENGLISH LANGUAGE AND LITERATURE DEPARTMENT, JENDERAL SOEDIRMAN UNIVERSITY) Syaifur Rochman 164 DECONSTRUCTION OF IDEOLOGICAL HEGEMONY OF LANGUAGE-CULTURE MAINTENANCE IN SUNDANESE MEDIA Retno Purwani Sari

169

KATA BERINFIKS DALAM BAHASA INDONESIA Prima Hariyanto

173

UNIVERSAL NASAL ASSIMILATIONS IN MONOMORPHEMIC AND POLYMORPHEMIC WORDS ACROSS LANGUAGES Surono

177

AMBANG KONTRAS AKUSTIK INTONASI KALIMAT DEKLARATIF-INTEROGATIF DALAM BAHASA SUNDA Yusup Irawan

184

ANALISIS PRAGMATIK TEKS HUMOR POLITIK PADA SITUS WWW.KETAWA.COM Ajeng Dianing Kartika

191

ANALYZING THE WORD CHOICE IN RELATION TO THE SEMANTIC ADJUSTMENT IN THE ENGLISH-INDONESIAN TRANSLATION OF DISNEY’S DONALD DUCK SERIAL COMIC BOOK Dahlya Indra Nurwanti

195

THE RHETORICAL STRUCTURE AND COMMUNICATIVE STRATEGIES OF THE STUDENTS’ REQUESTS IN THE WEB DISCUSSION FORUM Daniel Ginting

202

EMBODIED EXPERIENCES IN METAPHORS IN BAHASA INDONESIA Deli Nirmala

207

KOSAKATA WARNA DALAM BAHASA SUNDA KANEKES Hyunisa Rahmanadia

212

THE IMPLICATURE AND VIOLATIONS OF CONVERSATIONAL MAXIMS IN INDONESIAN ADVERTISEMENTS Muhamad Ahsanu

217

JAVANESE AFFECTIVE WORDS IN TERM OF ADDRESS Oktiva herry Chandra

225

VI

International Seminar “Language Maintenance and Shift II”, July 5-6, 2012 KONSEP WANGI DALAM JANGJAWOKAN MINYAK SEUNGIT: KAJIAN ANTROPOLINGUISTIK DI DESA JATISARI, KECAMATAN JATISARI, KABUPATEN CIANJUR Rizki Hidayatullah dan Septi Mustika Sari

233

MENDADAK “BAHASA INDONESIA”: DAYA ILOKUSIONER DALAM TUTURAN M. TABRANI IHWAL USULAN NAMA BAHASA PERSATUAN Syihabul Irfan

237

THE CHARACTERISTICS OF BANYUMASAN CONVERSATIONAL IMPLICATURES Chusni Hadiati

246

A RELEVANCE-THEORETIC ANALYSIS OF PARALLELISM IN MUSTOFA BISRI’S “SIAPA MENYURUH” Mytha Candria

250

FROM MARTO TO MARFELINO, A SHIFT IN NAMING IN GOTPUTUK VILLAGE Nurhayati

254

PEMERTAHANAN LOGAT BAHASA IBU DI WILAYAH KOTA KENDAL Yovita M. Hartarini

260

PERSON DIEXIS DALAM BODORAN SUNDA (STUDI KASUS PADA BODORAN SUNDA CANGEHGAR EPISODE “BASA CINA” DAN “ASAL-USUL”) Zubaedah Wiji Lestari & Muhamad Qushoy

269

POLA PILIHAN BAHASA DALAM JUAL BELI DI PASAR TRADISIONAL (STUDI KASUS DI PASAR WINONG, KABUPATEN PATI) Agus Sudono

275

CAMPUR KODE BAHASA BETAWI DAN BAHASA INDONESIA DALAM KOLOM “ALI ONCOM” PADA SURAT KABAR HARIAN POS KOTA: KAJIAN SOSIOLINGUISTIS Devina Christania & Pradipta Wulan Utami 280 JAVANESE CULTURE DEPICTED IN THE USE OF KINSHIP ADDRESS TERMS Evynurul Laily Zen

284

MEMANFAATKAN DATA-DATA BAHASA YANG HILANG DALAM REKAMAN HUMOR MAKING USE THE RECORDED LANGUAGE RELICS IN HUMOR PIECES Khristianto & Widya Nirmalawati

288

WACANA MOB PAPUA: KAJIAN EKOLINGUISTIK DIALEKTIKAL Maryanti E. Mokoagouw

296

KAJIAN BAHASA PERHUBUNGAN MASYARAKAT DI SEMPADAN MALAYSIATHAILAND: ANALISIS PILIHAN BAHASA Mohammed Azlan Mis, Mohammad Fadzeli Jaafar, Norsimah Mat Awal, Hayati Lateh

302

SALAM DALAM BEBERAPA BAHASA DI DUNIA Sonezza Ladyanna

305

INDUSTRI KREATIF, ANAK MUDA, DAN BASA SUNDA Taufik Mulyadin

311

ANALISIS DIALEK A DAN DIALEK O BAHASA LAMPUNG: KAJIAN FONOLOGI Veria Septianingtias

316

VII

International Seminar “Language Maintenance and Shift II”, July 5-6, 2012 INTEGRASI BAHASA CINA DIALEK HAKKA PADA REGISTER PENAMBANGAN TIMAH INKONVENSIONAL DI BANGKA Yuni Ferawaty

321

THE POTENTIAL LOSS OF SASAK SPEECH LEVEL: A SURVEY OF LANGUAGE USE AMONG SASAK YOUTHS IN WEST LOMBOK Sudirman Wilian

327

AFASIOLOGI: PERSPEKTIF LINGUISTIK Luita Aribowo

331

KONTRASTIF BAHASA MINANGKABAU DENGAN BAHASA INDONESIA DI TINJAU DARI SEGI PREPOSISI Yuliarni

336

LEXICAL MEANING AND ITS LOSS AND GAIN OF INFORMATION IN TRANSLATION Frans I Made Brata 346 PHONOLOGICAL PROCESS IN INDONESIAN SPEECH (CASE OF ASSIMILATION AND ELISION IN INDONESIAN) Agus Hari Wibowo 352 PATTERNS OF LANGUAGE CHOICE IN SEMARANG SOCIETY: A CASE STUDY ABOUT LANGUAGE SHIFT AND MAINTENANCE IN THE SUB DISTRICT OF SOUTH SEMARANG Aan Setyawan

358

PENGGUNAAN KOSA KATA DALAM BAHASA TEGAL Abadi Supriatin

364

PRESERVING AND MAINTAINING NATIVE TONGUE THROUGH CULTURAL EXPOSURE Agnes Widyaningrum

369

THE EFFECTIVENESS OF JAVANESE AS A COMPULSORY LOCAL CONTENT SUBJECT IN THE PRIMARY EDUCATION CURRICULUM TO MAINTENANCE THE JAVANESE LANGUAGE IN JAVA Andi Rizki Fauzi

375

THE IMPLICATION OF BEHAVIOURISM THEORY IN TEACHING GRAMMAR FOR ELEMENTARY STUDENTS Anggi Riris Pawesty

380

LANGUAGE CHOICE IN MULTILINGUAL COMMUNITIES Anik Widyastuti

383

INTRODUCING TRANSLATION ACTIVITY: AN IMPLEMENTATION OF LANGUAGE MANTAINENCE IN CLASSROOM Barans Irawan Palangan

387

USING CONSTRUCTIVIST METHOD TO TEACH HORTATORY EXPOSITION FOR GRADE 8 OF JUNIOR HIGH SCHOOL STUDENTS Bening Angga Dita

392

THE ROLE OF KYAI IN JAVANESE LANGUAGE MAINTENANCE Casiyah

397

VIII

International Seminar “Language Maintenance and Shift II”, July 5-6, 2012 LAGU DOLANAN ANAK ALTERNATIVE SONGS IN TEACHING JAVANESE LANGUAGE FOR CHILDREN Dewi Puspitasari

401

TEACHING ENGLISH AS A FOREIGN LANGUAGE IN VOCATIONAL HIGH SCHOOL USING CONSTRUCTIVISM APPROACH Didit Kurniadi

406

RAGAM BAHASA DALAM UPACARA PRA-NIKAH ADAT SUNDA “NGEUYEUK SEUREUH” Euis Kurniasih

411

POLITENESS STRATEGIES Fider Saputra T

416

LANGUAGE MAINTENANCE AND SHIFT Hamza Aabeed .Khalfalla.

420

PRESERVING INDIGENOUS LANGUAGES THORUGH A MORE INTEGRATED NATIONAL CULTURAL STRATEGY Hazairin Eko Prasetyo

423

NARRATIVE DISCOURSE: HYBRID CONSTRUCTION AND DOUBLED VOICE IN EUDORA WELTY’S THE OPTIMIST’S DAUGHTER I. M. Hendrarti

428

WOMAN REPRESENTATION AT BUMPER STICKERS ON THE BACKS OF DUMP TRUCKS Hetty Catur Ellyawati & Muhammad Arief Budiman

434

THE LETTER OF SECURITY COUNCIL ON “NO FLYING ZONE” IN THE POINT OF VIEW OF METHAPORIC ANALYSIS Ignatius Maryoto

437

TRANSITION THROUGH ACCULTURATION AMONG ENGLISH AND INDONESIAN LANGUAGE, AND HOW IS ABOUT OUR IDENTITY ? Ikha Adhi Wijaya

443

LOCAL LANGUAGE MAINTAINCE: CASE STUDY IN A. HADIWIDJAJA FAMILY Indriani Triandjojo

447

THE LEARNERS’ ATTITUDE TOWARD JAVANESE LANGUAGE SUBJECT AS ONE OF JAVANESE’S LANGUAGE MAINTENANCE EFFORT Izzati Gemi Seinsiani 452 INTRODUCING JAVANESE WEBLOGS ENHANCES PARTICIPATION TOWARDS JAVANESE DISCOURSE Johanes Sutomo

456

USE OF COHESIVE FEATURES IN ESL STUDENTS’ E-MAIL AND WORD-PROCESSED TEXTS: A COMPARATIVE STUDY Khairi Alarbi Zaglom 460

IX

International Seminar “Language Maintenance and Shift II”, July 5-6, 2012 SPEECH LEVEL PATTERN AND REFERENCE/ DEIXIS BASED ON SOCIAL STATUS CLASSIFICATION OF JAVANESE LANGUAGE USING (A STUDY ABOUT TRADITION AS INFLUENCE IN ISLAMIC ANCIENT BOARDING SCHOOL/PONDOK PESANTREN SALAFI LANGUAGE STYLE) Kharisma Puspita Sari 465 STRATEGIES OF CONSTRUCTING APPEALS IN OBAMA’S VICTORY SPEECH Luqman Hakim

470

DESIGNING WRITING TEST Machalla Megaiab Abdullah

474

PROSES ADAPTASI PENYERAPAN KOSAKATA BAHASA INGGRIS KE DALAM BAHASA INDONESIA : SEBUAH KAJIAN MORFOLOGI Maria Theresia Priyastuti

477

INFLECTIONAL MORPHEMES IN ENGLISH COMPARED WITH BAHASA INDONESIA AND BASA SUNDA Maria Yosephin Widarti Lestari

482

HOW TO PREVENT JAVANESE FROM LANGUAGE LOSS Mas Sulis Setiyono

487

‘NGURI – NGURI BUDAYA JAWA’ MELALUI PEMERTAHANAN PENGGUNAAN BAHASA JAWA DI MEDIA MASSA Meka Nitrit Kawasari

492

LANGUAGE CHOICE IN CODE-MIXING AND CODE-SWITCHING APPROACH, A CASE OF STUDY IN SOCIOLINGUISTICS REFERS TO THE EFFECTIVENESS OF USING MULTIPLE-LANGUAGE IN TEACHING METHOD Milad Ali Milad Addusamee

497

JAVANESE VS. ENGLISH: POSITIVE AND NEGATIVE CONSEQUENCES ON LEARNERS Nurul Adhalina

499

LINGKUNGAN SEBAGAI SARANA PEMBELAJARAN BAHASA INDONESIA Peni kustiati

504

KAJIAN SOSIOLINGUISTIK TERHADAP RAGAM BAHASA PERCAKAPAN PADA HARIAN SOLOPOS (KAJIAN ATAS RUBRIK “AH…TENANE”) Ratih Kusumaningsari

507

THE IMPLICATION OF FUNCTIONAL THEORY IN TEACHING READING A DESCRIPTIVE TEXT FOR MIDDLE AGE STUDENTS (FUNCTIONAL COMMUNICATION ACTIVITIES IN LANGUAGE TEACHING) Rayda Ary Ana

512

BAHASA BANJAR: ITS VARIETIES AND CHARACTERISTICS (A CONCEPTUAL DESCRIPTION OF BAHASA BANJAR IN SOCIOLINGUISTICS POIN OF VIEW) Rezqan Noor Farid

517

THE REAL ACTIONS OF YOUNG GENERATION IN MAINTAINING JAVANESE LANGUAGE IN THE GLOBALIZATION ERA Rika Rahma Anissa

522

X

International Seminar “Language Maintenance and Shift II”, July 5-6, 2012 THE PATTERNS OF CODE SWITCHING IN TEACHING AND LEARNING KITAB KUNING AND ITS IMPLICATIONS TO THE JAVANESE LANGUAGE MAINTENANCE Saidatun Nafisah

526

ENCOURAGING CHILDREN IN LEARNING ENGLISH COMMUNICATIVELY BY USING SOME FUN ACTIVITIES IN THE CLASSROOM Sari Kusumaningrum

531

DESIGNING SPEAKING TEST BETWEEN PERFORMANCE TEST AND IMITATIVE TEST FOR DEVELOPING VOCABULARY COMPETENCE Setiawan Bayu Nugroho

536

EMBODIMENT IN SECOND LANGUAGE LEARNING AND TEACHING Solegar Anggit Prasetyo

538

PEMERTAHANAN BAHASA BELANDA MELALUI UJIAN INTEGRASI Sri Sulihingtyas Drihartati

543

POLA PEMILIHAN BAHASA DI KALANGAN PENUTUR JAWA KOTA SEMARANG Suharyo

547

TWILIGHT AND INDONESIAN YOUNG ADULT FICTION TUILET’: A PARODY Tri Pramesti

551

MENULIS MENINGKATKAN KECERDASAN LINGUISTIK Umi Jaroh

556

LAGU WULELE SANGGULA MENUJU KEBERTAHANAN BAHASA IBU Uniawati

562

THE IMPLICATION ON TEACHING EFL (ENGLISH FOREIGN LANGUAGE) READING FUN TO VARIOUS LEVELS OF INDONESIAN STUDENTS Widyashanti Kunthara Anindita

567

ANALISIS KONTRASTIF MONOLINGUAL BAHASA INDONESIA Wiwik Wijayanti

571

CAMPUR KODE PADA RUBRIK GLANGGANG REMAJA: AITI MAJALAH PANJEBAR SEMANGAT Wuri Sayekti Sutarjo

574

PRESERVING AND PROTECTING JAVANESE LANGUAGES BY APPLYING CODE SWITCHING AND CODE MIXING IN TEACHING ENGLISH IN CLASSROOM (SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE ASSIGNMENT OF PRAGMATICS) Yessi Aprilia Waluyo

578

THE APPLICATION OF FUNCTIONAL APPROACH IN STANDAR KOMPETENSI LULUSAN (SKL) UJIAN NASIONAL SMP/MTsOF ENGLISH IN ACADEMIC YEAR 2011–2012 Yohana Ika Harnita Sari

583

XI


SCHEDULE OF THE INTERNATIONAL SEMINAR LANGUAGE MAINTENANCE AND SHIFT II TIME

NAME

07.30 - 08.20 WIB 08.20 - 08.45 WIB

TITLE

ROOM

REGISTRATION

LOBBY

OPENING

PAKOEBUWONO

PLENARY 1 08.45 - 10.45 WIB

Hanna

BAHASA DAERAH PADA ERA GLOBALISASI PELUANG DAN TANTANGANNYA

Sugiyono

PENANGANAN BAHASA DAERAH: SEBUAH TANTANGAN

10.45 - 11.00 WIB

COFFEE BREAK

PAKOEBUWONO

PAKOEBUWONO

PARALLEL 1 A Asih Prihandini, Deny Nugraha 11.00 - 12.30 WIB

Deni Karsana Dwi Wulandari Zubaedah Wiji Lestari & Muhamad Qushoy

REVITALISASI BUDAYA NGA-DONGENG LEWAT TEKNOLOGI INFORMASI SEBAGAI UPAYA PELESTARIAN BUDAYA TUTUR (SASTRA LISAN) DIKALANGAN KELUARGA SUNDA MODERN MENGURAI DILEMA BAHASA KAILI DITENGAH ARUS GLOBALISASI THE IMPORTANCE OF POSITIVE LANGUAGE ATTITUDE IN MAINTAINING JAVANESE LANGUAGE PERSON DEIXIS IN SUNDANESSE JOKES (THE ANALYSIS OF CANGEHGAR IN “BASA CINA” AND “ASAL-USUL” EPISODES)

ROOM A

PARALLEL 1 B I Dewa Putu Wijana 11.00 - 12.30 WIB

Indah Arvianti Hendarto Supatra M.Oktavia Vidiyanti

PERANAN BAHASA-BAHASA DAERAH DALAM PERKEMBANGAN BAHASA GAUL REMAJA INDONESIA KARONESSE INTERFERENCE IN INDONESIAN AS THE REFLECTION OF KARONESSE MAINTENANCE LANGUAGE ATTRITION IN JAVA (SOME NOTES ON THE PROSSES OF JAVANESES LANGUAGE LOSS) PANDANGAN WONG USING BANYUWANGI TERHADAP BAHASA USING: KAJIAN PEMERTAHANAN BAHASA

ROOM B

PARALLEL 1 C Muhammad 11.00 - 12.30 WIB

Ngadiso M. Suryadi Yune Andryani Pinem

SASAK LANGUAGE AND TINDIH MAINTAINING MAINTAINING JAVANESE LANGUAGE AND CULTURE TO SUPPORT CHARACTER EDUCATION IN GLOBALIZATION ERA KERAPUHAN PENGGUNAAN BAHASA JAWA PADA KELUARGA MUDA JAWA PERKOTAAN PEMERTAHANAN BAHASA VS PERUBAHAN BAHASA PADA CAKAP KARO DI TANAH KARO, SUMATERA UTARA

ROOM C

PARALLEL 1 D Rukni Setyawati

11.00 - 12.30 WIB

Swany Chiakrawati

Teguh Sarosa Prihantoro 12.30 - 13.30 WIB

ASPEK SOSIAL BUDAYA, DAN KEPRIBADIAN INDIVIDU SEBAGAI JEMBATAN PEMERTAHANAN BAHASA IBU MAINTAINING INDIGENOUS LANGUAGE THROUGH UNDERSTANDING THE PHILOSOPHY AND CULTURE (THE PROBLEM IN MAINTAINING ‘FUKIEN (HOKKIEN)’ AND ‘HAKKA’ DIALECTS AS INDIGENOUS LANGUAGE AMONG OVERSEAS CHINESE SOCIETY IN MEDAN, NORTH SUMATERA) THE DYING PHENOMENON OF JAVANESE LANGUAGE USE IN ITS SPEECH COMMUNITY ON MONITORING LANGUAGE CHANGE WITH THE SUPPORT OF CORPUS PROCESSING BREAK

xii

ROOM D

PAKOEBUWONO

International Seminar “Language Maintenance and Shift II”, July 5-6, 2012 TIME

13.30 - 14.30 WIB

NAME Aan Setyawan

PATTERNS OF LANGUAGE CHOICE IN SEMARANG SOCIETY; STUDY ABOUT LANGUAGE SHIFT AND MAINTENANCE

Abadi Supriatin

PENGGUNAAN KOSA KATA DALAM BAHASA TEGAL

Agnes Widyaningrum Andi Rizki Fauzi Anggi Riris Pawesty

13.30 - 14.30 WIB

13.30 - 14.30 WIB

LANGUAGE CHOICE IN MULTILINGUAL COMMUNITIES

Barans Irawan Palangan

INTRODUCING TRANSLATION ACTIVITY: AN IMPLEMENTATION OF LANGUAGE MANTAINENCE IN CLASSROOM USING CONSTRUCTIVIST METHOD TO TEACH HORTATORY EXPOSITION FOR GRADE 8 OF JUNIOR HIGH SCHOOL STUDENTS

Casiyah

THE ROLE OF KYAI IN JAVANESE LANGUAGE MAINTENANCE

Dewi Puspitasari

LAGU DOLANAN ANAK ALTERNATIVE SONGS IN TEACHING JAVANESE LANGUAGE FOR CHILDREN

Didit Kurniadi

TEACHING ENGLISH AS A FOREIGN LANGUAGE IN VOCATIONAL HIGH SCHOOL USING CONSTRUCTIVISM APPROACH

Euis Kurniasih

RAGAM BAHASA DALAM UPACARA PRA-NIKAH ADAT SUNDA “NGEUYEUK SEUREUH”

Fider Saputra T

LANGUAGE POLITENESS

Hamza Aabeed .K.

LANGUAGE MAINTENANCE AND SHIFT

Hazairin Eko Prasetyo I. Maria Hendrarti Hetty Catur Ellyawati, Muhammad Arief Budiman

13.30 - 14.30 WIB

Ignatius Maryoto Ikha Adhi Wijaya Indriani Triandjojo Izzati Gemi Seinsiani Johanes Sutomo

13.30 - 14.30 WIB

PRESERVING AND MAINTAINING NATIVE TONGUE THROUGH CULTURAL EXPOSURE THE EFFECTIVENESS OF JAVANESE AS A COMPULSORY LOCAL CONTENT SUBJECT IN THE PRIMARY EDUCATION CURRICULUM TO MAINTENANCE THE JAVANESE LANGUAGE IN JAVA THE IMPLICATION OF BEHAVIOURISM THEORY IN TEACHING GRAMMAR FOR ELEMENTARY STUDENTS

Anik Widyastuti

Bening Angga Dita

13.30 - 14.30 WIB

TITLE

Khairi Zaglom

Kharisma Puspita Sari

PRESERVING INDIGENOUS LANGUAGES THORUGH A MORE INTEGRATED NATIONAL CULTURAL STRATEGY NARRATIVE DISCOURSE: HYBRID CONSTRUCTION AND DOUBLED VOICE IN EUDORA WELTY’S THE OPTIMIST’S DAUGHTER

ROOM

ROOM A

ROOM A

ROOM B

ROOM C

WOMAN REPRESENTATION AT BUMPER STICKERS ON THE BACKS OF DUMP TRUCKS THE LETTER OF SECURITY COUNCIL ON “NO FLYING ZONE” IN THE POINT OF VIEW OF METHAPORIC ANALYSIS TRANSITION THROUGH ACCULTURATION AMONG ENGLISH AND INDONESIAN LANGUAGE, AND HOW IS ABOUT OUR IDENTITY ? LOCAL LANGUAGE MAINTAINCE: CASE STUDY IN A. HADIWIDJAJA FAMILY THE LEARNERS’ ATTITUDE TOWARD JAVANESE LANGUAGE SUBJECT AS ONE OF JAVANESE’S LANGUAGE MAINTENANCE EFFORT INTRODUCING JAVANESE WEBLOGS ENHANCES PARTICIPATION TOWARDS JAVANESE DISCOURSE USE OF COHESIVE FEATURES IN ESL STUDENTS’ E-MAIL AND WORD-PROCESSED TEXTS: A COMPARATIVE STUDY SPEECH LEVEL PATTERN AND REFERENCE/ DEIXIS BASED ON SOCIAL STATUS CLASSIFICATION OF JAVANESE LANGUAGE USING (A STUDY ABOUT TRADITION AS INFLUENCE IN ISLAMIC ANCIENT BOARDING SCHOOL/PONDOK PESANTREN SALAFI LANGUAGE STYLE)

xiii

ROOM D

ROOM A


13.30 - 14.30 WIB

NAME Luqman Hakim

STRATEGIES OF CONSTRUCTING APPEALS IN OBAMA’S VICTORY SPEECH

Machalla Megaiab Abdullah

DESIGNING WRITING TEST

Maria Theresia Priyastuti

PROSES ADAPTASI PENYERAPAN KOSAKATA BAHASA INGGRIS KE DALAM BAHASA INDONESIA : SEBUAH KAJIAN MORFOLOGI

Maria Yosephin Widarti Lestari

INFLECTIONAL MORPHEMES IN ENGLISH COMPARED WITH BAHASA INDONESIA AND BASA SUNDA

Mas Sulis Setiyono

HOW TO PREVENT JAVANESE FROM LANGUAGE LOSS

Meka Nitrit Kawasari 13.30 - 14.30 WIB

Milad Ali Milad Addusamee Nurul Adhalina

Solegar Anggit Prasetyo Sri Sulihingtyas Drihartati

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Suharyo

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Umi Jaroh

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Ratih Kusumaningsari

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13.30 - 14.30 WIB

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‘NGURI – NGURI BUDAYA JAWA’ MELALUI PEMERTAHANAN PENGGUNAAN BAHASA JAWA DI MEDIA MASSA LANGUAGE CHOICE IN CODE-MIXING AND CODE-SWITCHING APPROACH, A CASE OF STUDY IN SOCIOLINGUISTICS REFERS TO THE EFFECTIVENESS OF USING MULTIPLE-LANGUAGE IN TEACHING METHOD JAVANESE VS. ENGLISH: POSITIVE AND NEGATIVE CONSEQUENCES ON LEARNERS LINGKUNGAN SEBAGAI SARANA PEMBELAJARAN BAHASA INDONESIA KAJIAN SOSIOLINGUISTIK TERHADAP RAGAM BAHASA PERCAKAPAN PADA HARIAN SOLOPOS (KAJIAN ATAS RUBRIK “AH…TENANE”) THE IMPLICATION OF FUNCTIONAL THEORY IN TEACHING READING A DESCRIPTIVE TEXT FOR MIDDLE AGE STUDENTS (FUNCTIONAL COMMUNICATION ACTIVITIES IN LANGUAGE TEACHING) BAHASA BANJAR: ITS VARIETIES AND CHARACTERISTICS (A CONCEPTUAL DESCRIPTION OF BAHASA BANJAR IN SOCIOLINGUISTICS POIN OF VIEW) THE REAL ACTIONS OF YOUNG GENERATION IN MAINTAINING JAVANESE LANGUAGE IN THE GLOBALIZATION ERA THE PATTERNS OF CODE SWITCHING IN TEACHING AND LEARNING KITAB KUNING AND ITS IMPLICATIONS TO THE JAVANESE LANGUAGE MAINTENANCE ENCOURAGING CHILDREN IN LEARNING ENGLISH COMMUNICATIVELY BY USING SOME FUN ACTIVITIES IN THE CLASSROOM DESIGNING SPEAKING TEST BETWEEN PERFORMANCE TEST AND IMITATIVE TEST FOR DEVELOPING VOCABULARY COMPETENCE EMBODIMENT IN SECOND LANGUAGE LEARNING AND TEACHING

Peni kustiati

13.30 - 14.30 WIB

TITLE

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LAGU WULELE SANGGULA MENUJU KEBERTAHANAN BAHASA IBU THE IMPLICATION ON TEACHING EFL (ENGLISH FOREIGN LANGUAGE) READING FUN TO VARIOUS LEVELS OF INDONESIAN STUDENTS ANALISIS KONTRASTIF MONOLINGUAL BAHASA INDONESIA

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NAME Wuri Sayekti Sutarjo

13.30 - 14.30 WIB

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Yohana Ika Harnita Sari

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CAMPUR KODE PADA RUBRIK GLANGGANG REMAJA: AITI MAJALAH PANJEBAR SEMANGAT PRESERVING AND PROTECTING JAVANESE LANGUAGES BY APPLYING CODE SWITCHING AND CODE MIXING IN TEACHING ENGLISH IN CLASSROOM (SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE ASSIGNMENT OF PRAGMATICS) THE APPLICATION OF FUNCTIONAL APPROACH IN STANDAR KOMPETENSI LULUSAN (SKL) UJIAN NASIONAL SMP/MTsOF ENGLISH IN ACADEMIC YEAR 2011 – 2012

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BUKA PINTU: BUHUN YANG TIDAK SELALU TERISTIMEWAKAN THE FLOWS OF IDEAS OF ENGLISH ARGUMENTS BY INDONESIAN WRITERS FOUND IN THE OPINION FORUM OF THE JAKARTA POST: AN INDICATION OF LANGUAGE SHIFT PARALLEL 2 B

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Sonezza Ladyanna

SALAM DALAM BEBERAPA BAHASA DI DUNIA

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BUILDING CROSS – CULTURAL COMPETENCE TO IMPROVE ENGLISH EFFECTIVE COMMUNICATION

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PARALLEL 2 C Suharno, Abbas A. Badib, Joko Sutopo

14.30 - 16.00 WIB

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CITATION AND TENSE FOR REVIEWING PREVIOUS RESEARCH IN THE INRODUCTION SECTION OF ENGLISH SCIENCE JOURNALS BY NON-NATIVE SPEAKERS. CORPORAL PUNISHMENT IN SCHOOLS BASED ON THE STUDENT’S CULTURAL VALUES (A SURVEY OF CORPORAL PUNISHMENT IN SCHOOLS EXPERIENCED BY STUDENTS OF ENGLISH LANGUAGE AND LITERATURE DEPARTMENT, JENDERAL SOEDIRMAN UNIVERSITY)

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ANALYZING THE WORD CHOICE IN RELATION TO THE SEMANTIC ADJUSTMENT IN THE ENGLISH-INDONESIAN TRANSLATION OF DISNEY’S DONALD DUCK SERIAL COMIC BOOK

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ANALISIS PRAGMATIK TEKS HUMOR POLITIK PADA SITUS WWW.KETAWA.COM THE RHETORICAL STRUCTURE AND COMMUNICATIVE STRATEGIES OF THE STUDENTS’ REQUESTS IN THE WEB DISCUSSION FORUM THE IMPLICATURE AND VIOLATIONS OF CONVERSATIONAL MAXIMS IN INDONESIAN ADVERTISEMENTS PHONOLOGICAL PROCESS IN INDONESIAN SPEECH (CASE OF ASSIMILATION AND ELISION IN INDONESIAN) COFFEE BREAK

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Prima Hariyanto 16.30 - 18.00 WIB

Surono Yusup Irawan Maryanti E. Mokoagouw

TITLE PARALLEL 3A KATA BERINFIKS DALAM BAHASA INDONESIA UNIVERSAL NASAL ASSIMILATIONS IN MONOMORPHEMIC AND POLYMORPHEMIC WORDS ACROSS LANGUAGES AMBANG KONTRAS AKUSTIK INTONASI KALIMAT DEKLARATIFINTEROGATIF DALAM BAHASA SUNDA

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WACANA MOB PAPUA: KAJIAN EKOLINGUISTIK DIALEKTIKAL PARALLEL 3 B

16.30 - 18.00 WIB

Deli Nirmala

EMBODIED EXPERIENCES IN METAPHORS IN BAHASA INDONESIA

Hyunisa Rahmanadia

KOSAKATA WARNA DALAM BAHASA SUNDA KANEKES

Rizki Hidayatullah, Septi Mustika Sari Chusni Hadiati

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KONSEP WANGI DALAM JANGJAWOKAN MINYAK SEUNGIT: KAJIAN ANTROPOLINGUISTIK DI DESA JATISARI, KECAMATAN JATISARI, KABUPATEN CIANJUR THE CHARACTERISTICS OF BANYUMASAN CONVERSATIONAL IMPLICATURES PARALLEL 3 C

Oktiva herry Chandra 16.30 - 18.00 WIB

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PARALLEL 3D Syihabul Irfan 16.30 - 18.00 WIB

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18.00 - 19.00 WIB 19.00 - 21.00 WIB

MENDADAK “BAHASA INDONESIA”: DAYA ILOKUSIONER DALAM TUTURAN M. TABRANI IHWAL USULAN NAMA BAHASA PERSATUAN REQUESTS IN JAVANESE: A CASE STUDY ON READERS FORUM OF PS MAGAZINE PERGESERAN BAHASA SUNDA DAN BAHASA CINA DI JAWA BARAT: ANALISIS KOMPARATIF

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PEMERTAHANAN BAHASA IBU DI DAERAH TERTINGGAL PRAYING

PAKOEBUWONO

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PAKOEBUWONO

REGISTRATION

LOBBY

FRIDAY, JULY 6, 2012 07.30 - 08.00 WIB

PARALLEL 4A

Agus Sudono 08.00 - 09.30 WIB

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PARALLEL 4B

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Khristianto, Widya Nirmalawati Mohammed Azlan Mis, Mohammad Fadzeli Jaafar, Norsimah Mat Awal, Hayati Lateh Sri Mulatsih

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ROOM B

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08.00 - 09.30 WIB

Taufik Mulyadin Veria Septianingtias Yuni Ferawaty

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ROOM C

PARALLEL 4D 08.00 - 09.30 WIB

Yuliarni Frans I Made Brata Retno Purwani Sari

09.30 - 09.45 WIB 09.45 - 11.00 WIB 11.00 - 11.15 WIB

KONTRASTIF BAHASA MINANGKABAU DENGAN BAHASA INDONESIA DI TINJAU DARI SEGI PREPOSISI LEXICAL MEANING AND ITS LOSS AND GAIN OF INFORMATION IN TRANSLATION DECONSTRUCTION OF IDEOLOGICAL HEGEMONY OF LANGUAGE-CULTURE MAINTENANCE IN SUNDANESE MEDIA CEFFEE BREAK

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PLENARY 2 Herudjati Purwoko

LINGUISTIC DOMAINS: KEYS TO THE MAINTENANCE OF JAVANESE CLOSING

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International Seminar “Language Maintenance and Shift II” July 5-6, 2012 THE IMPLICATION ON TEACHING EFL (ENGLISH FOREIGN LANGUAGE) READING FUN TO VARIOUS LEVELS OF INDONESIAN STUDENTS Widyashanti Kunthara Anindita Universitas Diponegoro [email protected] Abstract For some students, EFL (English Foreign Language) reading is one of the most uninteresting subjects because it can make them bored easily. Kweldju (1996) found that students were not interested in reading although they thought some texts books were useful for their study. Meanwhile, English is a compulsory subject that must be studied by Indonesian students. If they get bad to comprehend EFL reading, it means that their English is still bad so that they cannot get the information from the reading text. The goal of the teaching EFL reading in Indonesia is to comprehend the reading texts on which Indonesian students must be able to read science-related texts written in English. This paper analyzes some strategies such as metacognitive and extensive reading to make students enjoyable when learning English reading. Key words: EFL reading, reading instruction, schema theory, text structure theory, metacognitive theory, intensive reading, extensive reading.

English has become a predominant language in this globalization era and as the result of the number of English learners has been increasing through all countries. One of the countries is Indonesia. Indonesian people consider English as a foreign language not second language or it is called EFL (English Foreign Language). While, in countries where English is used as a communication tool and is formally spoken, then it is called ESL (English Second Language). Regarding to the definition, the writer, hence, used EFL term in this paper. This article explores reading theories, strategies and practices in Indonesia. This article aims to give the information for teachers on the implication from the theories of how to teach EFL reading fun to various levels of Indonesian students so that they will be enjoyable to learn EFL reading. THEORIES UNDERLYING READING INSTRUCTION Reading instruction involves three elements that are the text, the reader, and the interaction of the text and the reader. It gives insights in how reading should be taught. Mealey and Nist (1989), these theories constitute the most prevalent theories such as: The Text Structure Theory Meyer (1975), this theory is related to the location of information in a text structure on which general information is located in the upper level of the structure and specific information is located in the lower level of the structure. This location of information can make easy in remembering the information. The Schema Theory According to Rumelhart (1980), a schema refers to a structure of data which represents generic concepts stored in memory. The concepts could be in the forms of objects, situations, sequence of events, actions, and sequences of actions. In other words, a schema represents a pre-existing structure in the reader’s mind which organizes his/her knowledge of the world. The Metacognitive Theory Carnine, et al (1990) stated that metacognition concerns learner’s knowledge and use of their own cognitive resources, which involve behaviors such as predicting, self-questioning, paraphrasing, summarizing, rereading to clarify meaning, and retelling. Jacobowitz (1990) found that skilled readers use metacognitive strategies in identifying and understanding main ideas. In sum, the text structure, schema, and metacognitive theories have provided us with a better understanding of how reading instruction should be based and done.

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International Seminar “Language Maintenance and Shift II” July 5-6, 2012 METACOGNITIVE READING STRATEGIES Strategies to reading can be classified as follows: planning, monitoring, and evaluating strategies (Israel, 2007). Planning strategies are used before reading; activating learners’ background knowledge to get prepared by helping them to know the topic of a text through discussion of titles, subheadings, photographs, identifying text structure, previewing, etc. Such activities are called “pre-reading strategies. Further, setting the purpose for reading can also be categorized as a planning strategy. Monitoring strategies occur during reading. Some examples of monitoring strategies are comprehension of vocabulary, self-questioning (reflecting on whether they understood what they have read so far), summarizing, and inferring the main idea of each paragraph. Evaluating strategies are used after reading. For example, after reading a text, learners may think about how to apply what they have read to other situations. They may identify with the author, a narrative, or main character, and may have a better perspective of the situation in the book than they did at first. In summary, metacognitive reading strategies are classified into three groups of planning (prereading), monitoring (during reading), and evaluating (post-reading) strategies. METACOGNITIVE TEACHING TECHNIQUES It is recommended that EFL teachers use diverse metacognitive reading techniques during classroom instruction. A picture walk is used for previewing texts, semantic mapping to organize ideas before, during, and after reading. Semantic maps, in Jackson, Tripp & Cox’s book (2011), are graphic organizers that help students identify important ideas and how those ideas fit together. While, graphic organizers are visual representations or illustrations that organize the information of a text. They visually showcase relationships among concepts and may also be referred to as web or concept maps. An interactive word wall provides visual aids that assist in illustrating word meanings and conceptually organize words to deepen understanding. These word walls usually include a visual representation of the word along with a vocabulary label. It will be described the implementation of interactive word walls at a middle school in central Texas: 1. Traditional science word wall Posting lists of words that are aligned with current instruction is a good beginning. 2. Student-generated illustration It contains an example of a student generated illustration depicting kinetic energy. Student generated material and visual supports (pictures drawn with black ink or pencil] or cartoons) are arranged to illustrate relationships among words and organize learning. The most effective word walls include photographs or the actual item (realia). 3. Interactive word-wall rubric This rubric outlines the steps needed to transform a traditional word wall, which is generally a list of words, into a powerful interactive teaching tool that involves students, organizes content, and better supports learning. 4. Hanging word wall Wall space and room arrangement often determine the configuration and placement of word walls. Word walls can be arranged on cupboard doors or classroom walls, or hung from the ceiling with wire and string. Maximum instructional potential and efficiency are achieved when interactive word-wall construction is aligned with lessons and students are allowed to participate in the process. 5. Completed word wall at end of unit As a result, walls are usually built over many days and are finished as a unit nears completion. Word walls support units and are changed or replaced as units change. They are covered during quizzes and summative tests. PEDAGOGICAL ACTIVITIES IN EFL READING INSTRUCTION Moorman and Blanton (1990) provided a conceptual framework based on three perspectives on reading activities which include independent student, instructional phase, and cognitive processing activities.

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International Seminar “Language Maintenance and Shift II” July 5-6, 2012 Figure 1. Independent and Instructional Reading Activities Adapted from Moorman & Blanton s (1990: 175) conceptual framework for information text reading activity Independent Student Plan

Monitor

Evaluate

Instructional Phases

Prereading

Reading

Postreading

As shown figure 1, Reading activities can be divided into three phases: pre-reading, duringreading, and post-reading. Student independent learning starts from planning, then monitoring whilst reading, and the evaluating activity concludes the learning process. Pre-reading can be done by many ways such as asking learners to browse subheadings and reading for the main ideas, asking learners to get comprehend some difficult words and how information is organized in the text, etc. Teachers should help students read effectively by involving them in an active participation. During reading activities, students integrate new information from the text with their prior knowledge. Then, in post-reading, students synthesize essential information from the text in order to gain an overall understanding of the text. EFL READING PRACTICE IN THE INDONESIAN CONTEXT The teaching of English at different levels of Indonesian students from kindergarten up to university is really different. English in kindergarten is just for learning and playing. While, in primary schools, English is targeted toward the development of ability to understand simple oral and written English discourse. As Huda (1999) suggests, the main issue is that young children like learning a foreign language in an informal way. Meanwhile, students of junior and high school are given better understanding of English before they study in university because at university level, Indonesian students are required to make academic paper and therefore they must be able to read science article or books written in English. The EFL reading instruction in Indonesia has been mainly focused on intensive reading which tends to be concentrated, less relaxed, and often dedicated to the achievement of a study goal. This intensive reading is normally conducted in the classroom, uses a relatively short text accompanied by tasks, and is conducted with the help and/or intervention of a teacher. Such a reading practice will be unable to promote learners language development. If students are expected to get maximum benefit from their reading, they need to be involved in both intensive and extensive reading. Extensive reading suggests reading at length, often for pleasure and in a leisurely way. It is conducted outside the classroom such as at the self-access centre and library where learners can get the reading materials and at home. The activities of extensive reading can be writing reports, and oral report of English literary books (novels, drama, poems). It does not lose its original function as a means of reading for enjoyment. A community journal belongs to extensive reading. Lie (1997) examined the use of a community journal (a version of the dialogue journal which is used as a means of communication between the teacher, the students, and among the students) to encourage students to read more extensively and to create a community of readers. In the journal, the teacher and students write about their thoughts, feelings, and ideas and respond to each other. This journal enabled the students to relate information gained from literature to personal experiences. Furthermore, through writing a community journal, the students read not for quizzes or tests, but read for the values that they can personally get from literature. Tupan (2004), one way to improve reading skills is to provide students with authentic materials, especially advertisement. It could be good reading material to train learners to think critically to reveal the hidden message. When teachers use advertisement in the reading classroom, they can do some activities such as discussing the claims or language styles and encouraging the learners to get the intended meaning 569

International Seminar “Language Maintenance and Shift II” July 5-6, 2012 of the advertisement. Advertisement, here, means it could be any kind of advertisement that can attract student’s attention. To summarize, the practice of English reading in various levels of Indonesian schools should not be predominantly oriented to intensive reading, but also in extensive reading. Lack of reading materials and unavailability of ideal learning facilities such as self access centre seem to be some of the obstacles in implementing extensive reading in Indonesia. However, Indonesian students can do other activities of extensive reading as mentioned above. PEDAGOGICAL IMPLICATIONS FOR TEACHERS AND CONCLUSION The teaching of English at different levels of Indonesian students from kindergarten up to university is really different. Hence, teaching language skills first to students like pre-reading (plan), reading (monitor), post-reading (evaluate). The key aspect to reading fluency is the expansion of vocabulary through the use of word play, puzzles, etc. For EFL teachers, it is essential to teach metacognitive strategies explicitly, provide diverse methods, and facilitate students’ learning to help them become independent practitioners. Lastly, the practice of English reading in various levels of Indonesian schools should not be predominantly oriented to intensive reading, but also in extensive reading. Though lack of reading materials and unavailability of ideal learning facilities such as self access centre seem to be some of the obstacles in implementing extensive reading in Indonesia, Indonesian students can do other activities of extensive such as writing reports, oral report of English literary books (novels, drama, poems), a community journal and advertisement to train learners to think critically to reveal the hidden message of the advertisement. For children, it can be done by giving the use of word play, puzzles and metacognitive techniques such as a picture walk, semantic mapping to help students memorizing English vocabularies in order they will get a reading fluency. References Carnine, D., Silbert, J., & Kameenui, E. J. 1990. Direct instruction reading. Colombus, Ohio: Merril. Huda, N. 1999. Language learning and teaching: Issues and trends. Malang: IKIP MALANG. Israel, S. E. (2007). Using metacognitive assessments to create individualized reading instruction. Newark, DE: International Reading Association. Jackson, Tripp & Cox. 2011. Interactive World Walls; Transforming Content Vocabulary Instructon.(http://gato-docs.its.txstate.edu/department-of-curriculum-and instruction/people/faculty/jackson/Interactive-Word-Walls-Science-Scope-J Jackson/Interactive%20Word%20Walls%20Science%20Scope.J.Jackson.pdf). Jacobowitz, T. 1990. AIM: A metacognitive strategy for constructing the main idea of text. Journal of Reading, 33(8): 620-623. Kweldju, S. 1996. English department students interest and strategies in reading their content area textbooks. TEFLIN Journal, 8(1): 104-117. Lie, A. 1997. The reading and writing connection: Community journal. In G. M. Jacobs, C. Davis, & W. A. Renandya (Eds.), Successful strategies for extensive reading (pp 161-170). Singapore: Regional Language Centre. Mealey, D. L., & Nist, S. L. 1989. Post secondary teacher directed comprehension strategies. Journal of Reading, 32(6): 484-493. Carnine, D., Silbert, J., & Kameenui, E. J. 1990. Direct instruction reading. Colombus, Ohio: Merril. Meyer, B. J. F. 1975. The organization of prose and its effects on memory. Amsterdam: North-Holland. Moorman, G. B., & Blanton, W. E. 1990. The information text reading activity (ITRA): Engaging students in meaningful learning. Journal of Reading, 34(3): 174-182. Rumelhart, D. E. 1980. Schemata: The building blocks of cognition. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 33-58). Hillsdale, N. J.: Lawrence Erlbaum Associates. Tupan, A. 2004, October. Improving learner s reading skill through advertisements. Paper presented at the 52nd TEFLIN Conference, Palembang.

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