Fairy tales have long been used as learning materials for Indonesian as well as English subjects in secondary schools to instil and preserve local wisdom and culture in addition to enhancing students' linguistic competence. Based on classroom observation and interview, current practices in schools show that learning activities developed out these materials revolve around students' involvement in reading, comprehending, appreciating, and identifying moral stories of the tales, be it orally and or in written form. Through R & D procedure, involving several junior high school students in Yogyakarta Special Region (DIY) and Central Java (Jateng), a digital media called "SoON" (Story on Odyssey Naturally) was used to develop those tales into more interactive and cognitively engaging learning materials (Littleyoung, 2015). Learning activities involve students not only to find information, retell, and identify moral story but further to enhance their soft skills and creativity PEOPLE: International Journal of Social Sciences ISSN 2454-5899 423 through responding to the tales depending on students' creativity. During the tryout, it was observed that the students were occupied doing all activities. Their high enthusiasm was observed in the last activity in which they got space/freedom to express themselves/their dreams. From students' worksheet, it could be inferred that the resulting materials were also effective in exercising students' creativity, and were effective as a means of character education. Based on the findings, the researchers contended that more folklore materials need to be converted into more innovative and interactive digital materials which are effective model not only for their preservation but for richer educational values.

The purpose of this study was to identify the folklores carrying character values as teaching materials in English acquisition in Indonesia. This exploratory study was conducted in Central Java and Yogyakarta provinces, Indonesia by inviting 139 participants of Junior high school teachers, students, and experts. The data was collected through interview, documentation and observation, and analyzed descriptively using the  Miles, Huberman, & Saldaña' scheme, namely data collection, data condensation, data presentation and conclusion (2014). The result obtained 208 folklores categorized as fairytale, legend, and myth. By applying the Processability Theory (Pienemann, 2005), the researchers proposed some ideas in using the folklores which carry character values for supporting the English acquisition among junior high school students in Indonesia. Through an English integrated teaching and learning process, the students not only learnt the moral values from the folklores but also studied and acquired English as their foreign language. The students, who have been familiar with folklores from their hometown, possessed confidence in understanding the main idea of the story though it was written or told in English. They mostly learnt as well as acquired phrasal and lexical morphology of English.

The objectives of this study are (1) to describe the most frequently employed revision strategies used by university students in their research proposals, and (2) to describe the problems they face in revising their research proposals. This considers the revision strategies as part of the research proposals writing by examining how a focus on deletion, substitution, addition and reordering affects the revising processes ofwritten products. The method used in this study was a qualitative research fundamentally involved an in-depth interpretation of data. Four university students at PBI UST academic year of 2015/2016 involved in this study used different revision strategies: (a) revising by deletion, (b) revising by substitution, (c) revising by addition and (d) revising by reordering. An open ended interview technique was used to get information on problems the participants faced during writing and revising their research proposals. The processes of data analysis technique were (1) establish units of analysis of revision strategies, indicating how these units are similar to and different from each other, (2) match the responses given in interviews to written documents, (3) create a domain analysis, and (4) establish relationships and linkages between the domains (Manion & Morrison, 2000). The findings show that participants revised their research proposals by using a deletion strategy through which they focus on removing certain parts of the proposals being produced. Another revision strategy is substitution in which participants organize replacements of inappropriate parts of the proposals. The revision strategy called addition is used to refer to certain missing parts of proposals. The simultaneous use of reordering is also of paramount importance to mark the revised source materials in the writing activities. Emergent revision strategies were coined byparticipants namely revision by consultation, revision by rereading and reanalyzing, and revision by reviewing. Participants faced grammatical errors (grammatical difficulties), lack of vocabulary, incorrect use of dictions and sentences (a word-level and a sentence-level of difficulties) in the process of writing their research proposals.Keywords: revision strategies, deletion, substitution, addition, reordering

One of the foreign languages used in Indonesian schools is English. Before teaching it to the students, teachers should know the characteristics of the students and how to teach them both in spoken and written forms appropriately. It is provided by students to minimize the breakdown of communication in their daily life. In this paper, I would like to propose inventive media: E-INK (Enjoy writing texts using colourful ink) for writing recount texts to the eighth graders of junior high school consisting of three ways: Idyll, Nest and Key. Plomp’s model of Research and Development (1997) was used to develop this product by conducting a preliminary study, development and expert judgements in the evaluation stage. Three results of this research revealed that a) All of the E-INKs’ tasks and activities were suitable for basic competence and the students’ need. b) The E-INK afforded songs to develop the students’ ideas in creating recount texts. c) The writing template offered save and edit models pertaining to the students’ interest.   Keywords: E-INK: Idyll, Nest and Key, Writing: recount texts