\TSLA-3|ISBN: 978-602-17017-4-4\ 2014

"Developing Scientific Attitude and Responsibility in Writing the Final Thesis through GuidedWriting as a Model of Guidance" 99

10.Efrizal (Universitas Brawijaya)"The Effort of Improving Japanese Literature Ability of Japanese Literature Students of Facultyof Cultural Study UB in Reaching Monbukagakusho Scholarship" 105

11.EllyaRoza (UIN Sultan SyarifKasim, Indonesia) i"Extracting The Alkhlakul Karimah Value In Zapin Traditional Art As The Reinforcement

toward Curriculum 2013" .•.-.111

12.Eriza Nelfi dan lman Laili (Universitas Bung Hatta, Indonesia)"The Expression of Planting the Rice in The Paddy Processing in Minangkabau Society as Oneof the Pillars of Culture and Character of the Nation"118

13.Erizal Gani, Zulfikarni, dan Yasnur Asri (Universitas Negeri Padang, Indonesia)"Role Expression and Position of Bundo Kanduang in Minangkabau Novels Duringthe New Order"123

14.Ermanto dan Emidar (Universitas Negeri Padang, Indonesia)"Understanding the Lingual Form of Anger Expression Used by Chinese Ethnic in Padang asthe Effort to Build Mutual Understanding to Prevent Nation Disintegration" 129

15.Ernati (Universitas Bung Hatta, Indonesia)"English Teaching-Learning Process Realization and Question based as an Alternative EnglishTeaching Model to Build Students' Character at SMPN Padang" 136

16.Esy Maestro (Universitas Negeri Padang, Indonesia)"A Study on Behavioral Music and Musical Behavioral in Developing Character Educationthrough Music Education"141

17.Fadlillah (Universitas Andalas, Indonesia)"The Character Discourse of Minangkabau Culture (Matrilineal) in Gus Tf Sakai's Noveland Short Stories"148

18.Fatimah dan Hayati Syafri (STAIN Bukittinggi, Indonesia)"Character Building Achievement through EDP's Activity: Seeking and Inviting NativeSpeaker"155

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20.Gusdi Sastra (Universitas Andalas, Indonesia)"Character In The Prepubertal Age: A Reflection Of Japan's Basic Education System"168

21.Hajjah Djusmalinar (Universitas Prince of Songkla Kampus Pattani, Thailand)"Character of Malay Pattani Community in Literary Work",177

22.Hamzah (Universitas Negeri Padang, Indonesia)"The Structure of Interaction in The Paedagogical Discourse Produced in English Classes at

Senior High School"183

23.Haryadi (Universitas Muhammadiyah Palembang, Indonesia)"Building Students' Character through Main Character in the Novel of Koong by IwanSimatupang" 196

24.Hasanuddin WS and Novia Juita (Universitas Negeri Padang, Indonesia)"Local Wisdom in the Oral Tradition of the People's Belief on Prohibition Expression inCategories Human Life of Minangkabau Society in Luhak Nan Tigo Area",204

25.Hat Pujiati (Universitas Jember, Indonesia)"Human to Human Whispers from 'Pesantren' Chambers: Locality in Ideological Voices of theAuthors as a Communication in Human Civilization"212

26.Havid Ardi (Universitas Negeri Padang, Indonesia)"Character Building through Translation: Mission Impossible?"220

27.Hindun (UIN Syarif Hidayatullah Jakarta, Indonesia)

vii

"The Balance of Moral Knowing, Moral Feeling, and Moral Action in Language Learning" 227

28.I Gusti Ayu Agung Mas Triadnyani (Universitas Udayana. Indonesia)"The Phenomena of Violence towards Women and Children in Modern Indonesian Literatures" .. 231

29.Ika Mustika (STKIP Siliwangi, Indonesia)"Metacognitive Ability Empowerment as a Means of Developing Learners' Characters" ....237

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31.Iman Laili dan Eriza Nelfi (Universitas Bung Hatta, Indonesia)"Minangkabau Traditional Art As a Nation Character Building"246

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45.Nerosti Adnan (Universitas Negeri Padang, Indonesia)"Character Building through Traditional Dance as Developing Identity Belongings:A study of Indonesia-Malaysia",340

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48.Nursyahrifa and Hayati Syafri (STAIN Bukittinggi, Indonesia)"Exploding Students' Characters by Making Vocabulary Notebook in

viii

Proceeding of the Third International Seminar on Languages and ArtsPadang, October 17-18. 2014

USLA-31ISBN: JJ78-602-17017-4-4\ 2014

English Days Program (EDP)" 359

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Indonesia)"The Search of Equivalence in Translating Seven Character Traits ofDhyana Pura University"378

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Indonesia)"Traditional game Wara Gheri For Children Character Building Media in Ende" 399

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Yogyakarta, Indonesia)"Acceleration of Curriculum 2013 Implementation Model for High School French LanguageTeacher of Yogyakarta through Lesson Study"404

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60.Sufriati Tanjung (Universitas Negeri Yogyakarta, Indonesia). "The Translation of Cultural Aspects in Oberselzung I-D at German Language EducationStudy Program of FBS UNY"442

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67.Thera Widyastuti (Universitas Indonesia, Indonesia)

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"Realism in Short Story of Anton Paviovich Chekov"490

68.Wahyu Tri Atmojo (Universitas Negeri Medan, Indonesia)

"Implementation of Traditional Bataknese Ethnic Ornaments in Ceramic Craft"495

69.Widyatmike Gede Mulawarman (Universitas Mulawarman, Indonesia)

"Oral Literature "Traditional Ceremony Mak Jainu" as a Character Reflection of the TanjungBatu Village Society in Derawan Island Sub-Regency"501

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73.Yetty Morelent (Universitas Bung Hatta, Indonesia)"The Use of Kalo Nan Ampek in Communication the Representation of Character Education"524

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English Day Program (EDP)"52875.Yos Sudarman (Universitas Negeri Padang, Indonesia)

"Reconstructing Teachers' Perspective on Curriculum 2013 toward Objectives and Methodbased Learning Character of Education"531

76.Yulmiati (STRIP PGRI Sumatera Barat, Indonesia)"Lecturer's Perception About Politeness In Classroom Interaction"538

77.Zefki Okta Feri dan Rita Erlinda (STAIN Batusangkar, Indonesia)"Building Academic Honesty in Scientific Writing",,543

Proceeding of tlie Third Internationa! Seminar on Languages and Arts

Padang. October 17-18, 2014

Ninuk LustyantieState University of.Jakarta

lustvantie(5),yahoo.com

Abstract

In the process of life, we had made human beings as the subject of education. In that process, a personlearns and understands of the others' character, nature, feeling, and the way of thinking. Character is defined asa way of thinking and behaving that is typical of each individual to live and work together, both within thefamily, community, nation, and state that shows how a person behaves. The process of character formation ismainly directed to students. Fairy tale can be used as a tool or a bridge to achieve the mission and vision ofcharacter education. Before the society is familiar with writing, the fairy^ tales were used as media of socialvalues and very in teaching from one generation to another generation. In addition to being used to sharpen thestudents' fantasy and imagination, telling a fairy tale is a very effective method of delivering messages to thelearners. Moreover, the activities of storytelling are also the best tool in the process of refreshing the tenseatmosphere back to the pleasant atmosphere. Understanding and cultivation of character education through thefairy tale will be more easily applied by learners in daily life through the study of literature which is also

expected to establish a scientific attitude.

Keywords: fairy tale, character education, scientific attitude

A. INTRODUCTIONCurrently, there is a paradigm shift of education in Indonesia. Education is no longer just to teach

students to listen, read, write, speak, and pass the exam, and then get a good job. Schools must be able toeducate the students to be able to decide what is right and wrong. At the start of formal education from primaryschool to the university, the learner also needs to find a purpose in life. In the midst of rapid global growth thatis more complex and sophisticated, the principles of education to establish ethics, values, and character of

students need to be retained.The existence of character education is empirical evidence of theexistance of the efforts from

education reformers to make this nation better. Establishing an excellent individual who is able to provehim/herself as a human being with intellectual is the main goal of character education. One way to support itssuccess is by integrating character education teaching materials in the form of a fairy tale. Fairytale can be usedas a tool or a bridge to achieve the mission and vision of character education. Moreover, it can also be used tosharpen the students' fantasy and imagination, and telling a fairy tale is a very effective method of deliveringmessages to the learners. The activities of storytelling are also the best tool in the process of refreshing the tense

atmosphere back to the pleasant atmosphere.In general, the fairy tale is the old story whose truth is not known with certainty. Fairy tales are

originated from ancient folklore and have been retold for generations. In the French language learning,listening to a fairy tale is an important thing. "According to Ethno-archeologist, fairy tale is a behavior that

affects the lives of its people."In French fairy tale there is a set of values included in the process of scientific thinking. Essentially,

producing scientific work has a dimension of the process, the dimension of the result (product), and thedimensions of attitude development. In keeping with the spirit of the current character education, itsimplementation in teaching scientific writing is the implementation of the scientific attitude dimension. Thus,the integration of the characters values in literature courses can be implemented by actualizing the learningscientific writings as a whole, not just the domain of product alone, but also in the realm of process and developa scientific attitude of students. Along with the goal of character education, the fairy tale can be a media to

achieve that goal.

The Nature of Fairy TalesTelling the fairy tale is telling the stories which do not really happen. Most of these tales contained

good advice and education. Danandjaja stated that the fairy tale is the story of people who are considereduntrue, which is told primarily for entertainment, though many also contain the truth, the lesson (moral), or

even satire (2007: 23).According to Rifatneutia, the benefits to be gained from storytelling activities are:

1. Tale is a means of entertainment or a positive alternative than struggling all day in front of the

television.

353

\ISLA-3fISBN: 978-602-17017-4-4_____ \ 2014

THE ROLE OF FAIRY TALES IN BUILDING THE CHARACTERSAND SCIENTIFIC ATTITUDE

2.Tale contains moral messages that can be used to convey social values.3.The story-line, details, and figure which are told can help the storyteller sharpen the ability in

reasoning.4.Tales can be a tool to express thoughts and emotions.5.The story in a fairy tale can encourage listeners to develop imagination.6.Tale helps broaden horizons (Source: sahabatnestle.com).

Moreover, Karfini states that a fairy tale has many benefits that develop the intellect and imagination,the ability to speak as well as the power of socialization. Fairy tale is also a collection of short stories of oralliterature. Fairy tale is told primarily for entertainment, though there is also depicting the truth, the lesson(moral) or even satire (Danandjaya, 2002: 83).

Danandjaya classifies fairy tales into four groups, namely:a.animal tales,b.ordinary folktales,c.jokes and anecdotes), andd.formula tales.

Thus, a fairy tale is a creative imagination which wrapped supernatural elements. The creativeimagination element is present together with other elements to form a unified whole fairy tale. That is why fairytales should not only be considered as socio-cultural document.

The Ability to Read French Fairy taleIn learning French as a foreign language, reading is an activity that requires more attention. It is

because the shape of the letter in French is different from the letters in Indonesian. Therefore, teachers needspecific strategies that learners can understand the meaning of texts in French, while learners also need thespecific strategies to be able to understand the text in French. The extra work in reading that the teachers haveto do in teaching French is how to make students familiar with, know, and understand the letters of French andalso its meanings.

According to Somadayo (2011: 4), reading is an interactive activity for catching and understandingthe meaning that is contained in the written material. Furthermore, Darmiyati (2007: 22) states that reading is away to foster reasoning power. By reading habits, the students reasoning power became more built up. We canread without moving the eyes or without moving the finger while reading. Moreover, according to Nuriadi(2008) reading is an activity to find the information through written symbols then adapt it. From the somedefinitions of reading, we can conclude that reading is the complex ability. Reading is not solely the activitieswhich look at the written symbol. There are many abilities which have to do by a reader for being ableunderstand the material. Readers should have the efforts that the written symbols they see in the text can

-become the meaningful symbols.Furthermore, the French literary text in this study is a literary text written in French and is used in the

subject of French Literature, French Department, Faculty of Languages and Arts, State University of Jakarta.While the text that is used in French Literature classes ranging from medieval French literary texts until the20th century texts.

Character EducationAccording Musrifoh, the term character is congenital heart, soul, personality, behavior, attitude, trait,

temperament, and characteristic (2008: 56). Furthermore, he added that the character refers to a set of attitudes,behaviors, motivations, and skills. Character is derived from the Greek word which has meaning to mark andfocus on how to apply the value of kindness in the form of action or behavior, so that the cruel, greedy, andother bad behavior is called as a people who have bad character. Otherwise people who behave politely can becalled as good character people, so that people who good character often do things best.

According to Ramli, character education has the same essence and meaning with moral education(2003: 20). The goal is to establish a child's personal, for being a good human, citizen, and become a goodcitizen. The good criteria are good citizens of a nation. Furthermore, character education rests on the basichuman character that comes from moral values. Supanvoto (2004: 99) divides these moral values into threecategories, namely the moral values associated with religion, which is related to personality, and moral valuesrelated to social/human relationships with other human beings in a social environment.

From these statements, it can be concluded that in educational context, character education is a systemof cultivation of character values in formal educational environments starting from the elementary level tocollege which includes components of knowledge, awareness, or the willingness and action to implement thesevalues

Scientific attitude

354

Proceeding of the Third International Seminar on Languages and ArtsPadang. October 17-18, 2014

USLA-31ISBN: 978-602-17017-4-4\ 2014

Scientific attitude is an attitude which should exist in a researcher for the best process and result of

study. The scientific attitudes include:1.Objective is a attitude that stated all of the things which not mixed with the happy feeling or not. For

instance, a researcher found evidence of measurement of volume 0.0034 m3 objects, then he should

say also 0,0034m3, when it should be O,OO5m3. . .2.They do not hastily get conclusions when the data1 are not enough to support the conclusion. For

example: When a researcher, through observation, discovered a bird with a long and pointed beak, sohe did not immediately say all the birds beak is long and^taper, before the data are strong enough to

support such a conclusion.3.Open minded means willing to accept other people's views or ideas, although the idea is contrary to

his own discovery. Meanwhile, if the idea of someone else has sufficient data to support the idea, the

scientist is no doubt rejects his own invention.4.They do not confuse to determine whether it is a factor an opinion. For example: the height of peanuts

in pot A in (5) day is 2 cm, and in pot B 6.5 cm height. Other people say peanut plants in pot A is late

growth. This statement is an opinion not a fact.5.They are usually cautious. The cautious is demonstrated by scientists in the form of how work is based

on a full consideration of attitude, not sloppy, always work according to established procedures,including the attitudes of ^do not jump to conclusions". The deduction is done with great caution

based on the supporting facts that are truly accurate.6.They have attitude to always investigate or curiosity. For a scientist it, is taken for granted by people

in general. If they face a new problem that they have known, they will try to know the problem deeply;they usually like to ask questions about objects and events; they often use as many as possible sensesto investigate the problem; show passion and sincerity in completing the experiment.

7.They usually appreciate other people's work. They will not be admitted and looked at other people'swork as his work, accepts the scientific truths discovered by people or even other nations.

8.They are diligent people. They are not bored to conduct investigations, willing to repeat theexperiment whose results are dubious and will not stop doing these businesses if not yet completed,

(source:http://dva08webm35ter.blog.com/2012/04/2Q/karva-iimiah-riri-riri-macam-macam-sikap-ilmiah)

Semiotics in Language and LiteratureLanguages can be grouped into two parts, namely the form "and meaning of that language. Words,

phrases, clauses, sentences, and discourse are forms of the language. The forms of the language have a different

meaning. Different forms have different meanings.The development of knowledge, technology, arts, society, culture, and economic of society emerge

the changes of language and also symbols which also have an impact on the changes or the development of themeaning of the symbols of the language. Because the meaning of the symbols evolve the language. Languageusers need to learn the meaning of the symbols of language constantly.

Roland Barthes's semiology composes of some system of language levels. Generally, Barthes made intwo levels of language. The first level, language is as an object and a second-level, languages are calledmetalanguage. This language is a sign of a system that includes both markers and signs. The second signsystem is built by making the first level of the marker and sign as a new sign which then has its own new marker

in a new sign system at a higher level.The first sign system is called ^denotation", while the second level sign system is called connotation.

For giving a more spacious space for the meaning and plurality of the text, Roland Barthes tried to sort out themarkers in narrative discourse into some short and streak fragments which is called lexias, It is units of readingwith a short length varies. If a piece of text that will be isolated, will have some affects or have specificfunctions if they are compared with other texts around, it is called a leksia. However, a real leksia could beanything, sometimes just a one or two words, sometimes a group of words, sometimes a few sentences, even aparagraph, depending on their convenience (Barthes, 1985: 15). Dimensions are dependent on the density of

connotation that varies according to the text moments.

METHODSThe purpose of the study is to reveal the structure of the word on French fairy tale Le Petit Chaperon

Rouge so that a deep understanding of the signs that make up the character and scientific attitude ca acquired.The study was conducted using a qualitative approach with the use of content analysis method. As a qualitative

research, the data were from the text of French fairy tale "Le Petit Chaperon Rouge "Content analysis method was used to systematically analyze the text content/messages. Content

analysis includes the things that are related to the aspects of language such as syntax, references, andproposition. The syntactical aspects can be a sentence or group of words in the text which is associated with the

355

356

Le Petit Chaperon RougeII etaitune fois une petite fiile de Village, la plusjolie qu'on eut su voir ; sa mere en etait folle.

et-sa mere-grand plus folle encore. Cette bonne femme lui fit faire un petit chaperon rouge, qui lui seyaitsi bien, que partout on Tappelait le Petit Chaperon rouge.

Un jour sa mere, ayant cuit et fait des galettes, iui dit: Va voir comme se porte ta mere-grand,car on m'a dit qu'elle etait maiade, porte-lui une galette et ce petit pot de beurre. Le petit chaperonrouge paitit aussitot pour aller chez sa mere-grand, qui demeurait dans un autre Village. En passant dansun bois elle rencontra compere le Loup, qui eut bien envie de fa manger, mais il n'osa, a cause dequelques Bucherons qui etaient dans la Foret. II lui demanda oil elle allait; la pauvre enfant, qui ne savaitpas qu'ii est dangereux de s'arreter a ecouter un Loup, iui dit: Je vais voir ma Mere-grand, et lui potterune galette avec un petit pot de beurre que ma Mere lui envoie. - Demeure-t-elle bien loin ? Iui dit ieLoup. - Oh ! out, dit le petit chaperon rouge, c'est par dela le moulin que vous voyez tout la-bas, la-bas,a la premiere maison du Village. - Eh bien !, dit le Loup, je Taller voir aussi ; je m'y en vais par cechemin ici, et toi parce chemin-la, etnous verrons qui plus tot y sera. Le Loup se mit a courir de toutesa force par le chemin qui etait le plus court, et la petite fiile s'en alia par le chemin !e plus long,s'amusant a cueiltirdes noisettes, a courir apres des papillons, et a faire des bouquets des petites fleursqu'elle rencontrait. Le Loup ne flit pas longtemps a arriver a la maison de la Mere-grand ; if heurte : Toe.toe. Qui est la ? - C'est votre fiile le petit chaperon rouge (dit le Loup, en contrefaisant sa voix) quivous apporte une galette et un petit pot de beure que ma Mere vous envoie. La bonne Mere-grand^ quietait dans son lit a cause qu'elle se trouvait un peu mal, lui cria : Tire la chevillette, et la porte s'ouvrit.II se jeta sur fa bonne femme, et la devora en moins de rien ; car il y avait plus de trois jours qu'ii n'avaitmange. Ensuite il ferma la porte, et s'alla coucher dans le lit de la Mere-grand, en attendant le petitchaperon rouge, qui quefque temps apres vint heurter a la porte. Toe, toe. Qui est la ? . Le petitchaperon rouge, qui entendit la grosse voix du Loup, eut peur d'abord, mais croyant que sa Mere-grandetait enrhumee, repondit: C'est votre fiile ie petit chaperon rouge, qui vous apporte une galette et unpetit pot de beure que ma Mere vous envoie. Le Loup lui cria, en adoucissant un peu sa voix : Tire lachevillette, la bobinet-te cherra. Le petit chaperon rouge tira la cheviilette, et la porte s'ouvrit. Le Loup,la voyant entrer, lui dit en se cachant dans le lit sous la couverture : Mets la galette et le petit pot debeurre sur la huche, et vtens te coucher avec moi. Le petit chaperon rouge se deshabille, et va se mettredans ie lit, oil elle flit bien etonnee de voir comment sa Mere-grand etait faite en son deshabille. Elle luidit: Ma mere-grand que vous avez de grands bras ! - C'est pour mieux t'embrasser ma fiile. - Ma

mere-grand que vous avez de grandes jambes ! - C'est pour mieux courir mon enfant. - Ma mere-grandque vous aves de grandes oreilles ! - C'est pour mieux ecouter mon enfant. - Ma mere-grand que vousavez de grands yeux ! - C'est pour mieux voir mon enfant. - Ma mere-grand que vous avez de grandesdents ! - C'est pour te manger. Et en disant ces mots, ce m^chant Loup se jeta sur le petit chaperonrouge, et la mangea.

MORALITEOn voit ici que dejeunes enfants,

Surtout dejeunes fill es.Belles, bien fades, et gentilles.

Font tres mal d'ecouter toute sorte de gens,Et que ce n 'est pas chose etrange,S 'il en est tant que le loup mange.Je dis te loup, car tons les hupsNe sont pas de la meme sorte ;II en est d'une humeur accorte.

Sans bruit, sans f el et sans courroux,Qui prives, complalsants et doux,

Suivent les jeunes DemoisellesJusque dans les maisons, jusque dans les ntelles ;

lISLA-3 /Proceeding of the Third International Seminar on Languages and Arts2Q1 4, /Padang, October 17-18, 20H

references or ali the things about environment and cohesion between sentences in the text- According to Milesand Huberman, the data analysis technique is done by using words. Therefore, the analysis of the data in thisstudy form words and sentences with the interpretation of the word was analyzed lingually. The story structureis analyzed based on the actantial theory which is based the theory proposed by Greimas, while the meaningswhich illustrate the value of character education were analyzed based on the theory of Roland Barthes.

RESULTSThe following text Lepetit Chaperon Rouge fairy tale by Charles Perrault.

KebudayaanDanandjaja, James. 2007. Fo.klor Indonesia, limit Gosip, Dongeng, dan Iain-lain,

Jakarta: Grafiti.Darmiyati, Zuchdi, 2007. Stralegi Meningkatkan Kemampuan Membaca,

Yogyakarta: UNY Press, 2007

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.2030. Panduan Pembinaan Pendidikan Karakter. Jakarta: Kementerian Pendidikan danReferences

The Actantial Scheme of the Tale Le Petit Chaperon Rouge

Another finding of the story structure was analyzed from the point of meaning based on RolandBarthes' semiotic theory to obtain the values of the formation of character. Tliis story begins with the conditionof a sick grandmother so she asked the Red Riding Hood to visit her by carrying galette pastry and butter. On

the way in the woods, The Red Riding Hood meets the wolf.Furthermore, by using the theory of Roland Barthes we found leksia and code of reading that cover the

human relationship with himself, with the elderly and younger people. The meaning that can be obtained ishow a child loves and obeys the behest of their parents, but the parents are sloppy to encourage the kids to passthrough a dangerous forest. It was a bad deed. In addition, leksia and code of reading are found by theappearance of a wolve. Wolves in the 17th century was a symbol of an evil and greedy person so this figuregives the meaning that people should be careful and vigilant. These Icksia and reading code illustrate how thewolf is lying to the Red Riding Hood so this fairy tale can give meaning that in our life attitudes and behaviorsare necessaryjo act as it is, do not lie and do not contrive Thus, it will encourage and foster an honest

character. . •

CONCLUSIONThe findings of this study consisted of story structure which is based on the analysis of the actantial

structure consisting of six functions: Sender (Destinateur), Recipient (Destinataire), Subject (Sujet), Object(Objet), Helper (Adjuvant), opponents (Opposaril) and meaning die values of character education. Reading thetext of this French fairy tale and fantasy involving understanding, observing, and remembering is a complexand complicated process. The complex meaning in the reading process is influenced by many internal factorsand external reading factors Internal factors include intelligence (IQ), interest, attitude, aptitude, motivation,and reading goals, while external factors include the means of reading, reading text, environmental factors, or

socioeconomic background factors, customs, and traditions of reading.Character education can be interpreted as the value of education or moral education, whose aim is

develop the learner's abil ity to provide good-bad decision, maintaining what is good and realize the goodness ineveryday life with a vengeance. By reading the fairy tgles as the form of reading habits, and character will beformed, among others, to be diligent and scientific. Scientific attitudes include an objective, not in jumping toconclusion, be open, do not stir to mix fact with opinion, caution, and the attitude of high curiosity.

RECOMMENDATIONSAlthough the story in a collection of French fairy tale is largely inspired by the condition of French

society and culture in the 17th century but this fairy tale may be a part of each nation's culture phenomenon andits maintenance is evidenced by its presence until now even be applied in college to remind of the importanceof the formation of character. For the scientific attitude, from a fairy tale of this reason it can be recommendedthat further research be made or model of teaching materials both in high school and in college be developed.

The structure of a fairy taie is based on the theory of Greimas and was analyzed through actantialscheme consisting of sender, object, recipient, helper, and opponents. The following diagram is the actantial

scheme of Greimas in the fairytale entitles Lepetit Chaperon Rouge.•

Mais helas ! qui ne sail que ces Loups doucereux,De tons les Loups sont les plus dangereux.

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Musfiroh, Tadkiroatun. 2008. Pendidtkan Karakter Bangsa; Upoya Ke Luar dari Kemekul. Yogyakarta: UN Y.Nuriadi. 2008. TeknikJitu Menjadi Pembaca TerampH. Yogyakarta: Pustaka Pelajar.Ramli, T. 2003. Mengukuhkan Pendidikan Moral ^e^angsaan. Makng: Pustaka Media.Barthes, Roland. 1985. L 'Aventure Semiologique. Paris: Editions du SeuilSomadayo, Samsu. 2011. Sfraiegi dan Teknik Pembelajaran Membac^^ Yogyakarta: Graha limitSoeparwoto. 2004.Psikologi Perkembangan, Semarang: UNNES Pies

Proceeding of the Third International Seminar on Languages and ArtsPadaQg: October 17-18^ 2014

AbstractThis paper is aimed at discussing about the characters achieved by the students by making vocabularynotebook. Character building now days has been considered as a prominent thing in education. Good characterwill produce the more successful and more competent persons later on. For this reason, teachers are expected toexplode the students1 characters rather than transfer the knowledge only, in STAIN Bukittinggi, there is aprogram which promotes the students1 characters by following some activities. Making vocabulary notebook isone of the suitable activities in EDP that is useful in encouraging students' characters. This activity is done bydoing some steps, such as noting the unknown word, finding the meaning in the dictionary, making thepronunciation of the word and writing a sentence by using the word. In this activity, the students can be urgedto be inquisitive persons, because they tend to look dictionary when they find the unknown word. In spite of it,the students will be more talented because they are attracted to make a sentence and the pronunciation of theword. Moreover, they can explore their creativity to make fascinating vocabulary notebook. Furthermore, thisactivity also builds them as a conscientious and independent one by following these steps. Therefore, thosecharacters can be achieved by the students since they keep making vocabulary notebook as the lecturer asks

them.

Keywords: exploding character, making vocabulary notebook

A.INTRODUCTIONCharacter is not brought since the students unborn, but character is a process gotten by the students

especially in school. This thing becomes essential in order to produce the students who do not only great inacademic but also in character, because that has been.too long that the teacher is only concent to the content ofwhat they teach than try to focus to build certain characters that are use ful for the students in continuing theirfuture life. In this term, the role of the teacher in finding the right ways is important. Gough in lumpkin (2008:46) states, "The ultimate goal of good character development occurs when each person reaches the point wheiedoing "good" becomes automatic or habitual. It means that the positive characters can be developed by givingactivities for the students where they can also reach some good characters by following the activities. Characteris the realization of one's, positive development as a person—intellectually, socially, emotionally, andethically. To be a person of good character is to be the best person that one can be (Battistich, 2010). So, the

lesson or activity given by the teacher should balance the students' cognitive and affective skills.In exploding students' character, the teacher may give some activities for the students. In STAIN

Bukittinggi, the speaking lecturer creates a program called English Days Program (EDP) which gives fouractivities for the students. Making vocabulary notebook is one of the activities that are not.,only benefit for thestudents in mastering vocabularies but also building the good characters. They will get positive characters bydoing four steps in making vocabulary notebook. Vocabulary notebook is the note made by the students whenthey get difficulties to speak certain word in English. So, they can add the English words in their notebook.They ask to do some steps so that the habitual process can develop the good characters since they do it

effectively.Therefore, based on the explanation above, it can be interpreted that making vocabulary notebook canbe one way to create students to have some good characters within themselves. This way can be one of the bestchoices for the English teachers or lecturers in having their students to get involved in the activity where theycan keep steady in being brainy and having high moral standard. This relates to the function of education that is

not only to teach a lesson but also to prepare die students as an educated person.

B.DISCUSSION1. English Days Program (EDP)

Improvement students' speaking skill still becomes the problem faced by the speaking lecturer inSTAIN Bukittinggi. To cover this problem, lecturer tries to find a suitable way to encourage the students'willingness in applying what has been learned by them in the class. For this reason, the speaking lecturercreated a program called English Days Program (EDP) where the students get a chance to improve the qualityof their speaking skill. They are supported to practise their English among English students by giving some

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EXPLODING STUDENTS' CHARACTERS BY MAKING VOCABULARYNOTEBOOK IN ENGLISH DAYS PROGRAM (EDP)

Nursyahrifa and Hayati Syafri, S.S., M.Pd

STArN Bukittinggiriefapu lcher2099@gmaj 1 .com

hayati.syafri(a),gmail.coift

ISBN: 978-602-17017-4-4

activities^ such as speaking English, weekly motivation, seeking and inviting native speaker, and makingvocabulary notebook.;

Moreover, this program was created based on CLL and CLT approaches, namely CommunicativeLanguage Teaching (CLT) and Community Language Learning (CLL), where the CLT approach lays stress onthe ability to use the language and CLL chiefly pointed at reducing the students' anxiety to communicate in aforeign language. CLL is designed to reduce the studen^s'- anxiety in speaking foreign language; this methoduses a counseling approach in teaching language.

As proposes by Richard (2001:92), ^Community Language Learning represents the use ofCounseling- Learning theory to teach languages. Counseling is one person giving advices,assistance, and support to another who has a problem. CLL draws on the counseling metaphortoredefine the roles of the teacher (the counselor) and learners (the clients) in the languageclassroom".

In CLL. the teacher and the students become counselors and clients. The teacher may give some advises tosolve the students' problem in learning the target language and support them to be a spirit full one in practicingthe language.

Furthermore, Communicative Language Teaching (CLT) is an approach which is concerned oncommunicative competence, Richard and Rogers in Hadley (2001: 117) proposes some consideration of CLT:a. The communicative principle: Activities that involve communication promote language learning.b- The task principle: Activities that involve the completion of real-world task promote learning,c. The meaningfulness principles: Learners must be engaged in meaningful and authentic language use for

learning to take place.It means that, CLT focuses in encouraging the students to speak the language by promoting such activities forthe students which involve them to use the language rather than knowing the language only. In line with thestatement, Harmer (2009) highlights that, ^One of things that CLT centers around the essential belief that ifstudents are involve in mean ing-foe used communicative task, then language learning will take care of itself,and plentiful exposure to language in use and plenty of opportunities to use it are vitally important for astudents' development of knowledge and skill. In conclusion, both approaches are the basic concept of EnglishDays Program (EDP). This program is focused on increasing students' speaking skill by following severalactivities to promote the learners in becoming better in speaking skill and reducing their insecurity in using thelanguage.

2.Character EducationBefore coming to the definition of character education, the writers first will discuss about the definition

of character. Character is needed to differentiate someone with others. Character is'humans' personality whichmakes them unique. Everyone is good at something and has uniqueness, so it is important to maintain the goodcharacter in order to create the real human. As stated by King in Perrin (2011:2) "Intelligence is not enough.Intelligence plus character; that is the goal of true education". In other words, Aristotle in Sarros, et all (2005:3) believes, "Character helped explain a person's past actions and could predict future behavior. It means that,by building a good character for the students in school, the teachers have prepared the students in becoming a

. person who has good characters in the future. The students now will be somebody someday, so if the teacherscan develop some good characters on them, they will take part to create a better nation. As states by Battistich(2011: 3), "As they grow in character, young people grow in their capacity and commitment to do their bestwork, do the right thing, and lead lives of purpose. Effective character education involves creating the kinds ofclassroom and school environments that enable all students, without exception, to realize their potential toachieve these vital goals". Dealing with this statement, it needs a big thought for the lecturer in providing thelesson or activity to provide the opportunity for the students in increasing their strong characters and exploretheir selves in the right ways.

Furthermore, character education is the deliberate effort to teach virtue. Virtues are objectively goodhuman qualities. They are good for the individual (they help a person lead a fulfilling life) (Lickona, 2011). Itmeans that, by teaching the students with the given of character within their selves, it will encourage them tohave productive live to support their intelligence so that they can appreciate the value of education. In short, thebalancing between character and intelligence will help the students in developing good personality.

3.Making Vocabulary NotebookForeign language learners often get difficulties in producing the language because they are lack of

vocabularies. In solving this problem, the lecturer can ask the learners to make a vocabulary notebook as theirprivate dictionary. This activity is used to make improvement of the students' vocabulary in term to make themeasier in producing the language. In line with this statement, Fowie and Schmit in Walters (2009: 404)

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propose, "Vocabulary notebooks are frequently advocated as a way for students to take control of theirvocabulary learning with the added benefit of improvements in vocabulary learning. Moreover, Walters statesthat "A vocabulary notebook can best be regarded as a kind of personal dictionary; learners record the wordsthey encounter, along with their meanings and any other aspects of the word deemed important, such as part ofspeech, other word forms, collocates, synonyms, antonyms, and perhaps a context sentence (2009: 404). InEDP, the students have to prepare a vocabulary notebook which is called diary. They take the unknown wordswhen practice English in EDP to be the words that should be written down in their diary. Then, they have tofind the English of a word in the dictionary and make the pronunciation of a word on it. In last, they have tomake one sentence based on a word itself.

Fowle (2009: 381) represents some purposes of vocabulary notebook:a.Provide the learners with an area of language learning where they could be given a relatively high level of

independence that would build their confidence in their ability to act independently of the teacher.b.Help the learners to identify on a more personal level with what was being taught in the language

classroom, and felt that vocabulary notebooks could also assist in achieving this.c.Vocabulary notebooks were seen as one way of helping students to engage more meaningfully with the

new words that they were being exposed to in their language learning experiences.d.Vocabulary notebooks could complement other classroom activities aimed at increasing the learners'

lexical competence.

In conclude, based on the explanation that has been discussed above, making vocabulary notebook hassome purposes for the students. First, it will encourage the students to believe their own ability in doingconversation because they are asked to note the unknown word wherever they get difficulties, so they canreduce their anxiety to use English. Second, after knowing the meaning of the new vocabulary, they candirectly use it to practice their English. Then, this activity will train them to be more independent or active andhas a good capability in formulating vocabularies.

Furthermore, this activity is really benefited for the students in remembering the vocabulary in longterm memory because they do not only write the meaning of the word, but also make the pronunciation andsentence based on the word itself. Bromberg and Gale (1998:15) claim that, "keeping a vocabularynotebookcan be helpful to anyone who is conscientiously trying to improve his or her vocabulary". Moreover, Scmitftand Fellow in Walter (2009: 405) assume that, several benefits have been described to the use of vocabularynotebooks:a.enhancing vocabulary studyb.improving ability to use dictionaries and guess from contextc.keeping teachers informed about learners' progressd.enhancing iearner autonomy.

Therefore, this activity is helpful for the students in terms to make them easier to practice their English,memories new vocabularies, improve their capability in finding a new word in the dictionary, and give theinformation about their improvement in learning language. Inspite of it, this activity can be best choice for theteacher to teach the students to learn independently.

4. Character Achieved by Making Vocabulary NotebookExploding the students' character has become the aim of education in this modern world. This aim is

really challenging for the teachers and lecturers to lead the students in having some benefit characters. Becausethe purpose of this activity is not only concern to reduce the students' difficulties in speaking but also to buildthem as an effective citizen, the writer will discuss about the characters achieved by the students after doingthis activity. There are some characters will be gotten by the students by doing the steps in making vocabularynotebook.

a. InquisitiveCuriosity or inquisitive are the circumstances where the students have a high willing to know about

something. This character might be one of character that must be developed inside of the students. Rowson, etal (2012: 3) states, "Focused or exploratory inquisitiveness that motivates us to connect what we don't know towhat we do know". In other words, Kashdan (2012: 8) highlights, "Curiosity is not an only child; it is part of afamily of terms used by writers, scientists, and everyday people making conversation to capture the essence ofrecognizing, seeking out, and showing a preference for the new." It explains that, this character will support thestudents to be enthusiastic in learning and the enthusiastic will motivate the students to find what do not knowby them by asking questions, read more and learn more.

Furthermore, Rowson, et al (2012: 11) claims that the curiosity can come from drive, incongruity, gapand tactile. "Curiosity is a human drive, comparable to Hunger. Curiosity is evoked by incongruity between

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something (an event, object, etc.) and a person's existing world view, Curiosity arises when someone becomesaware of a gap between his or her existing set of information and some other desired information, curiosity'arises from physical engagement with things we believe we might change" These explanation define thatinquisitiveness grows the strong feelings inside the people to collect the information as much as possible tovanish their doubtful.

There are many ways in preparing the students to be curious. Rowse, et ai (2012: 4) claims that there aresix ways in cultivating the curiosity in school:a.Teaching for the development of competencies and dispositions like curiosity as a goal of learning, rather

than merely as a collateral benefit.b.Encouraging forms of mental attention, including mindfulness, that make us more curious about things

we previously hadn't noticed.c.Promoting focal awareness and vital engagement i.e. giving people a chance to learn something in

considerable depthd.Experimenting with keeping learning outcomes open to make learning more exploratory.e.Encouraging reflexive awareness of students' own natures and learning patterns.f.Remaining vigilant about the impact of screen-based technologies on different kinds of curiosity.

In EDP, making vocabulary notebook becomes the way to enhance the students' inquisitiveness inlearning. They asked to note the word they do not know in their private diary or notebook when they getdifficulties in expressing their idea while conversation. When they get difficulties in conversation, they tend toask the lecturer, other friends or finding in the dictionary to know the meaning of a new word so it cultivatestheir curiosity. This habitual process will reduce their fears to ask about something, attract them to read moreand learn more so they will be the active students.

b.CreativeCreative is when a person can think beyond of the common people thinking. Creativity is when

someone can produce their originality at something- As young persons, the students need to be creative. It isnot easy to get them show their power or imagination in learning. It is a hard task to push the students' willingto be creative, so this needs the role of the teachers in supplying the appropriate activity for them. Kames et aiin Fasko (2001: 320) suggests, "Educational programs should be organized flexibly to provide better services,such as enrichment programs, to students". It means that creating such a useful program for the students can beconsidered by the teacher in giving possibility to explore their creativity. Moreover, David and Rimm (2001:321) suggest, "stimulating creative thinking should be aimed at "strengthening attitudes conducive tocreativity". Students' attitude toward the learning process is also the main thing influenced their creativity. Ifthe teachers can keep the good attitude of the students in learning, it will arouse the students' creativity.

In another words, Tsai (2013: 4) claims, "The creative process is requiring synergistic interactionbetween intrinsic and extrinsic motivation. Teachers should develop a learning orientation that motivatesstudents to advance creative self-efficacy to engage in creative activities. Taken together, the feelings ofenhanced capacities or competencies are likely in turn to heighten creative effects and teachers can reap thebenefits of students" creativity by the careful use of a reward and evaluation system, providing ampleopportunities for free play with tasks, making intrinsic motivation as a conscious factor, focusing on theintrinsically enjoyable aspects of activities, and training students as active and independent learners". It can beconcluded that the creativity is needed the combining between the extrinsic and intrinsic motivation. Creativitydoes not only come from the inside of the students, but also the role of the teacher in promoting such activityfor the learners to take part in the situation where they get a chance to develop their skill. The teacher alsocarefully thinks about how to evaluate the students' effort in doing an activity.

Therefore, the writers put creative as a one of characters gotten in making vocabulary notebook activitybecause the students get a chance to build their creativity up by making attractive vocabulary notebook. Forexample, the teachers can ask them to decorate their diary as a fascinating one by drawing a picture and make itcolorful the way they are. In this term, they have a freedom to show their style, idea, thought in their own way.So, they are persuaded to explore themselves in a positive way. The lecturer also collects their diary every weekto know the development of the learner responsibility in Sternberg in Tsai (2013: 2) points out "if we want toencourage creativity, we need to promote the creativity habit".

c.ConscientiousBeing smart is good, but being conscientious one is the most important for the students. There are some

smart students who failed to get a good mark because of their laziness. Conscientious is a great effort that isdone to get a thing. Mccrae and costa in Boyce, et al (2010: 535) states, "Conscientious individuals appear to beorientated towards life situations that are beneficial for well-being". This is how someone works hard and getshigh energy to reach their goal.

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Many students are always think about the result or score gotten rather than think about the process^ Theyeven do cheating to get a good mark. Meanwhile, the process is really important than the result they got. Theprocess will teach them and build the strong character within themselves where they can appreciate what hasbeen done by them and really proud of the result they got. By doing some steps in this activity, they will learnthat it is not easy to get knowledge; they know that they have to be diligent or work hard in getting something.

They leant that satisfaction is not in the result but in their big effort to get knowledge.

d,IndependentBased on the benefit of making vocabulary notebook that has been explained before, independent also

becomes one of the character gotten by the students in following this activity. By making vocabulary notebook,the students will be leaded to manage their own learning. They rule the form of their vocabulary, the words thatshould be written, the sentence, the beautiful picture, colors and everything about their private vocabularynotebook. As states by Wenden in Fowle (2002: 380), "Vocabulary notebooks also provide opportunities fordeveloping self management strategies. Students are involved in the planning of their own learning from thevery beginning, when they are involved in making choices about the organization of their notebook, and theway entries are made. As well as this, learners are involved in setting goals for their own vocabularylearning/acquisition. The selection of items to include in the notebook also requires them to monitor theirpresent knowledge and to make choices and decisions about which words to include, depending on their ownperceived needs. Finally, they slowly manage to evaluate the quality and usefulness of their own entries, as

they refer back to them and compare them to others.Vocabulary notebook is a kind of independent learning where the students can be the center of their

learning, they can build their performance and confidence better, they will be more active rather than waitingfor the teacher explanation, and they have ability to solve their problem in learning. As proposes by Meyer, et al

(2008: 1) there are some benefit of independent learning:

a.Improved academic performanceb.Increased motivation and confidencec.Greater students' awareness of their limitations and their ability to manage them.

Indeed, those advantages above will be had by the learners since they keep making vocabulary notebook

as their independent learning.

e.TalentedHuman bom with their own talent and that talent must be developed to be better and better. The second

character reached by the students is talented.; In.making vocabulary notebook, they tend to make thepronunciation of a word and sentence based on a word itself. So, they can explore their skill in pronouncing theword well and in writing skill. Therefore, this activity is helpful for them to support their talent not only in

speaking, but also in pronunciation and writing process.

C. CONCLUSIONMaking vocabulary notebook is an activity which is done by the students to support their ability in

learning foreign language. In EDP, this activity consists of some steps that are useful to build certain charactersfor the students, for instance noting the unknown word, finding the meaning in the dictionary, making thepronunciation of the word, and writing a sentence by the word itself. This^paper is about the charactersachieved by the students by making vocabulary notebook. It can be concluded that there some good characters

gotten'by the students in doing this activity:1.Inquisitive: They will have high curiosity in learning something new.2.Conscientious: They will be more diligent and work hard in learning.3.Creative: They will explore their creativity in making attractive vocabulary notebook.

4.Independent: They have responsibility to manage their learning.5.Talented: They can improve their skill in pronunciation, writing, and lexical.

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Proceeding of the Third International Seminar on Languages and AitsPadang, October 17^18^ 2014