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Proceedings “Children’s Literature in Southeast Asia” ISBN 978-602-60295-0-8A Welcoming Note from the Conference ChairDear All,This year our conference, The 4 th Literary Studies Conference (LSC), bringschildren’s literature as the focus to discuss. Like the previous conferences, we regionallypay attention to Asia, more specific to Southeast Asia, since it aims to build networkamong universities and scholars in the region as well. In fact this topic leads all of us intothe awareness and reflection that the role and the position of children in our civilizationare absolutely significant. The era of children is critical due to the future our civilization;therefore, to provide a special arena for them means that we prove our big concern forthe future of our own lives. Certainly, by this perspective we do not split the two differentworlds and create a distinctive gap between the children world and the mature-peopleworld. The paradigm is that the children world is an important step to define the nextworld which identifies the qualities of human civilization in the next decade. Now thetime is here, and we all are invited to contribute to our bright future since it is in ourown hands.Thanks to God and to all of you, the presenters and participants. There are manyresponses coming from various places, such as the Philippines, Myanmar, South Korea,United States of America, and also Indonesia, to suggest good notions for the sake of ourfuture civilization. Many papers, covering articles and researches, complete theseproceedings, and all are highly qualified to present any notions and ideas dealing withour respect to the children’s significance against our context of living. We are reallyhappy that there are so many problems and interesting issues that could be uplifted dueto the condition of the literatures for children and young adults (LCYA). Not only are theacademicians here, in this conference, but also those practitioners are present to discuss.We are certain that this conference would give new insights for all of us, especially inconducting our ideal paradigm that literature for children and young adults is prominentto build a good myth for human civilization.As for your information, next year our conference’s topic will be about theexistence of migrants in coloring our world of literature. Thank you and enjoy theconference.Dr. Gabriel Fajar Sasmita Aji, M.Hum.The 4t hLiterary Studies Conference2 0 1 6 vii

Proceedings “Children’s Literature in Southeast Asia” ISBN 978-602-60295-0-8IntroductionLiterature for children and young adults (LCYA) is not the main focus in literary studies in Southeast Asia,including Indonesia, but LCYA is of great importance to us because children and young adults are our future.The contributions of LCYA are multifold. Here are some of the contributions. Above all, literature isthe source of knowledge on various subjects. Developing the habit of reading literature regularly from anearly age will enable children to cope with the rigors of academic edu cation later on more efficiently becauseeverything that they learn at this age will stay in their mind for a long run.In addition, reading literature regularly accelerates their ability to new words, expand the scope oftheir vocabulary learning and foster ways of using the words that they already know. All these enhance waysof learning and enable them to learn faster and better at school. Regular reading of LCYA helps them becomebetter language learners.M oreover, reading LCYA regularly stimulates children’s natural curiosity, the engine of intellectualachievement. Reading stories drives children to keep learning, keep trying, keep pushing forward – it’s thebasis of lifelong learning. Curiosity is a potent motivator to imagination. By reading the stories, childrenquickly learn to visualize the scenarios in the stories and impel them to move forward until they find theinformation that will fill in the gap in their imagination.As LCYA offers insights into different lifestyles, the insights are th e engines of soft skills which willdevelop them to be perfect adults who can solve life problems by relating the incidents in the stories to realevents in their lives. M ost importantly, the insights help accelerate their emotional development in the longrun.Last but not least, LCYA nurtures the mind. Literature creates empathy toward other peoplebecause it values humanity and celebrates human spirit and potential, offers insight into different but specificlifestyles while recognizing universality. It is helps develop children to become perfect humans. LCYA is,therefore, vital for human development.Considering the contributions of LCYA, this 4 th Literary Studies Conference (LSC) on the theme ofChildren Literature in Southeast Asia is a flagship of a true success which aims for human perfection. Thetheme includes all areas that are vital for children’s intellectual and emotional development in the long run,including: diversity in LCYA, language in LCYA, LCYA and language teaching, LCYA and translation, LCYA andoral tradition, LCYA and performance studies, the questions of authorship and readership in literature forchildren and young adults, LCYA and post-colonial imagination, LCYA and ecology, LCYA and psychology, andpeace education through LCYA.With regard to intellectual development, numerous studies deal with a wide variety of academicdisciplines that involve around local, universal, individual and collective topics. On local wisdom, oraltradition, folktales and cultural heritage and values are the topics in these studies: “Local Wisdom inLiterature Activities for Children,” “Indonesian Folktales for Thematic Teaching at Elementary School inIndonesia: A Literature Review,” “Rewriting Folktales: Children Literature Context, Adaptation , andPedagogical,” “Unmasking the Real Villain: Philippine National Identity as Represented in the SuperheroGraphic Literature Captain Barbell,” “ Learning From Their Own Book,” “Cinderellas in Indonesia: StoryVariants of Indonesian Folktales with the Theme of 'Kind and Unkind Girls',” and “Values in IndonesianChildren's Literature.”On universal wisdom, an increased interest in ecological questions across many academic disciplines has givenrise to ecocriticism, a thriving and contentious academic fie ld within literary studies. The studies that weredevoted to this global issue includes the following: “Of Place and Nature: Eco Literacy in Young AdultLiterature from Asia,” “Diving into Children’s Literature: A comparative analysis of children’s liter ature fromIndonesia, Philippines, and M alaysia and their representation of marine biodiversity issue,” “Students’Perspective on Ecological Issues In Krishan's "A Voice Of Tree,"” “Naturalness Issue in a Series of IndonesianIslamic Children Literature,” “Literacy on Health and Environment in Eight Novels Written by IndonesianChildren).”On individual issues, the studies deal with issues such as psychology (e.g. “Dr. Seuss, Theatre, andAlternative Literacy,” “Children's Autonomy in Enid Blyton's The Naughtiest Girl Again,” and “The Death ofWitches: Dark Humor in British Contemporary Children's Literary Works”), religion (e.g. “Catholic's Views onEvil as Seen in Tolkien's Trilogy The Lord of The Rings”) and society and cultures (e.g. “Social Agenda inChildren's Stories,” “Contemporary Theater of Cruelty: British Plays for Young People” and “Children'sLiterature for Children in M ulticultural Society”).Among all individual issues in this LCYA, gender study is a hot one. Several of the majormethodologies adopted in gender studies were inspired by feminist criticism focusing on gender politics (e.g.“Feminist Perspective in Barbara G. Walker’s Feminist Fairy Tales), identity and representation (e.g. “GenderThe 4t hLiterary Studies Conference2016 1

Proceedings “Children’s Literature in Southeast Asia” ISBN 978-602-60295-0-8Representation as Cultural Identity in Indonesia Children Literature”), power of eroticism (e.g.“The Roleof Young-Adults Fiction in M aintaining the Notion of Romantic Love and Sex”) and ecofeminism (e.g. “TheCalling of the Sea: An Ecofeminist Analysis of Contemporary Themes in Young Adult Novels in thePhilippines”). On the other hand, several studies were specifically dedicated to the study of feminine identitythrough an interdisciplinary approach and the intersection of gender with other categories of identity. Thesecategories include ideology (e.g. “Young Adult Heroism in The Buru Quartet”), ethnicity (“Javanese's WomenDepiction in Deryn M ansell's Tiger Stone”), sexuality (e.g. “Homotextuality in the Rainbow Boys Trilogy byAlex Sanchez”), sexual abuse (e.g. “Reading Child Sexual Abuse Theme s in American Young Adult Fiction toExplain How It M atters to Indonesians”), class (e.g. “Women's Space in Children's Literature”), nationality(e.g. “Anticipating the Nation: National Narratives of Change in the Fiction of Pramoedya Ananta Toer andRene O. Villanueva”) and religion (e.g. “ Destabilizing the Alterity of the M uslim Woman/Girl through IslamicFeminist Reading of I am M alaka (2013)” ).The most important contribution of the studies among individual issues in this LCYA might be that oflanguage learning. Literature is the most effective source of language learning and skill development.Therefore, several studies were devoted to reading improvement (e.g. “Logotherapeutic Reading of JaneEyre's Quest for Children's Freedom of Will,” “Teaching Reading through Children's Literature: The Impactand Process of Save the Children's Literacy Boost Program,” and “Reading through Complex Literature:Perspectives of Filipino and Indonesian Teachers in Reading Literature with Diverse and Sensitive Themes toPre-School and Elementary Students”), writing skill practice and improvement (e.g. “Teenage Dream: TheFantastic as a Tool for Writing”), translation(e.g. “Translation Technique Analysis on UtterencesEmbodying Implicatures Found in the Subtitles of a M ovie for Children and for Young Adults”), languageawareness-raising (e.g. “Promoting Children Literature to Foster Language Awareness”) and languageempowerment ( e.g. “Languaging Child Empowerment in Stories of Departure: A M ultimodal Discourse Analy sisof Selected Palanca-Winning Philippine Short Stories for Children in English”).With regard to emotional and mental development, the studies provide vital basis of life skills,thinking skills and soft skills. On life skills, some studies deal with a wide variety of experience to enrichchildren’s experience (e.g. “Student's Perception on Power Relation in Simple Plan's Song Entitled Perfect,”“The Child, Power, and Reimagination in Gremer Chan Reyes' Short Fiction Diversity” and “The SignificantRole of Readers in Reconstructing the Ideology in Eddy Supangkat's "Seri Petualangan Kancil"”) and widentheir restricted views (e.g. “Rene O. Villanueva, the Father of M odern Children's Literature in the Philippines,State of Young Adult Literature in the Philippines”).Other studies on life skills deal with thinking skills, some of which incorporated media literacy - theskills which are needed for life in the modern world. The studies regarding thinking skills include: “It's tooshort and simple!,” “Critical Reading of Children's Literature in Teacher Education Classroom,” “Higher OrderThinking (HOT) in Storytelling: An Innovative Learning M odel to Improve Speaking Skill of Grade SeventhStudents in Bandung,” and “Using Visual Literature in Enhancing Ch ildren's Narrative Creativity and M easuringCaregiver's Communicative Competence,” “Corpus Software Development for Students to Facilitate EnglishLearning for Elementary Level,” “Teaching Children Literature by Using M obile Device as One of TheirFavorites,” “The Effect of Disney M ovie in Creating Children Stereotype as Reflected in The Little M ermaid(1989) M ovie,” and “We Can Do It! - or Can We?" Subjectivity in Indonesian Films for Children.”A major concern in several studies focuses on soft skills which are an integral component foremotional and mental developments in the long run. Some studies were primarily devoted for attitudedevelopment (e.g. “Determining Factors influencing Grade Ten Students' Attitude towards Literature”) andcharacter building (e.g. “Character Building and English Language Learning Through Ivilo Edugame,”“Indonesian Visual Folklore Educational Game,” and “Developing Character Building Model for Children Basedon Local Wisdom Using Applications of Digital Fairy Tale to Incr ease Nation's Competitiveness”).The majority of studies, which were devoted to soft skills, aimed at peace education with anintention to foster an understanding of how peace education for children can work as part of a broaderconflict transformation process in the transformative approach. These studies involved around these sub topics: peace and conflict resolution (e.g. “Adapting Indonesian Local Value in Literature for Children andYoung Adult (LCYA) as A Form of Peace Education to Prevent Violence and Bullying Among Children andYouth), a cultivation of positive values (e.g. “The Use of Puppet Performances in Delivering Positive Valuesto Young Children: A Case Study of Alden Puppet M inistry”) and regional peace (e.g. “South East Asian StoryTelling & Early Childhood Education).One of the strategies to educate peace to children is to give a life lesson of conflicts in the past.Studies on post-colonial literature here involve around the effects of colonialism on cultures and societiesplay a vital role in peace education, especially in the colonized regions. The studies included the following:“Negotiating Native Americans Identity: N. Scott M omaday’s Political Strategy of 'Orality and Literacy,'”2 The4t hLiterary Studies Conference2016

Proceedings “Children’s Literature in Southeast Asia” ISBN 978-602-60295-0-8“Three Works of Stephen King as Coming-of-Age Novel,” “Sanctifying the Secular: Appropriating young adultfantasy as Catholic all

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