ART AND CULTURE OF MINANGKABAU

1. TRADITIONAL ARTS

1.1. DANCES
A.Tari Piring (Plate dance)

Plate Dance reflects the life of traditional Minangkabau community at the time of working in the ricefield. The dance begins with the initial work in the field and proceeds to the final process until harvested rice (paddy) is taken home. The dance also expresses happiness of the farmers as well as their thanks to the God for the very successful harvest. At the final stage of the dance is played on broken glasses by a young lady dancer, bare feet does not at all hurt. This fact should not interpreted as a magic work, as many people may think, but it religiously signals the acceptance of the dancer's pray by God.

B. Tari Payung

 Tari Payung (Umbrella Dance) describes the way of life of Minangkabau people who always protect each  other . It also  reflects this happy situation, and is accompanied with the song called 'babendi-bendi' (go by bendi) which may be sung vocally or instrumentally.

C. Welcome Dance

It is a tradition in Minangkabau to welcome honorable guests or to open a traditional event by presenting "Sirih Leaves" in a special container called a "Carano". It symbolizes a request to allow the ceremony to take place and asks a blessing form the guest as the activities begin. It is performed in a special dance called " Tari Pasambahan" or "Welcome Dance".

1.2. Traditional Music
       Dendang Saluang is one of the traditional musics / song of Minangkabau. It is  a combination of 'Saluang' (bamboo      flute) and Minangkabau classic songs. 'Saluang is usually played by male musicians, but the singer can be man or woman, sometimes accompanied with talempong ( a small kettle gong which gives its name to an ensemble of four or five talempong, produce a static texture consisting of interlocking rhythms ) . The songs are usually formulated in terms of poems or sonnets carrying special message intended to special listeners such as love message, one's economic situation, 

 

1.3. FOLK THEATER (RANDAI)
       Randai is a folk theater tradition of the Minangkabau ethnic group which incorporates music, singing, dance, drama and the silat martial art. Randai is usually performed for traditional ceremonies and festivals, and complex stories may span a number of nights. It is performed as a theatre-in-the-round to achieve an equality and unity between audience members and the performers. Randai performances are a synthesis of alternating martial arts dances, songs, and acted scenes. Stories are delivered by both the acting and the singing and are mostly based upon Minangkabau legends and folktales. Randai originated early in the 20th century out of fusion of local martial arts, story-telling and other performance traditions. Men originally played both the male and female characters in the story, but since the 1960s women have also participated. 

   

1.4. Silat (martial art / Self defense)  

        Silat  means to defend oneself or   refers to a family of martial arts native, the combative art of fighting and survival The word ‘pencak’ is more normally used in Indonesia, especially by the Javanese community. It is believed that the word pencak originates from the word panca or manca which originates from the pronouncement of the Minangkabau Malay which carries the meaning of a silat curriculum with five or seven langkah or steps (Mit, Jamal, 1986).

 1.5. Song
This is one of the songs from Minangkabau with the title " MINANGKABAU"

Minangkabau....ranah nan den cinto/
Pusako Bundo, nan dahulu nyo/
Rumah gadang, nan sambilan ruang/
Rangkiang balirik, di halaman nyo/
Bilo den kana, hati denai taibo/
Tabayang-bayang, diruang mato/

Translation:
Minangkabau....the land I loved
The land given by our descendant
Rumah gadang  with its nine room
And Rangkiang in the court yard
When I remember those, I am so missed it
It's a beautiful memories trapped in my eyes

Rumah gadang: Rumah gadang is a people of Minangkabau names for the great and unique architecture traditional house with a unique buffalo horn roof where they lives. Rangkiang: Rangkiang is a small house in front of court yard to saves the rice.

2. CULTURE    

2.1. TRADITIONAL EVENTS/ FESTIFALS   

A. TABUIK FESTIVAL

     Tabuik Festival is traditionally held every year in Pariaman during the first ten flf month. Originally, the festival symbolizes a myth of an incident that fell n: Muhammad's grandsons Hasan and Hosen. They were involved in a conflict against in Syofyan and King Yazid who wished to snatch the hereditary right of Caliph from the two brother’s family line. Then, the conflict broke into a war and Hasan and Hosen were killed in Karbela battlefield. 'Buraq' a mythical creature with beautiful lady's head was believed to have saved and brought the two brothers' souls to the heaven. In the festival-'Tabuik' or the effigies of 'Burag' which each with a carriage carried in procession, accompanied by drum beatings and dancing of supporters In the sunset, the 'Tabuik(s) are thrown into the sea as to symbolize the m 'buraq' had brought Hasan and Hosen's soul to the heaven.

 B. CLAN LEADER INAUGURATION    

 The  folk costume for clan leaders of Minangkabau, West SUmatra

C.Melewahkan Gala

Melewahkan Gala. In honour of and lift standing, the husband dubed by his uncle. For Example, Sutan Dirajo. Title become nickname and non its name. certain clan title differ from other tribe. Become clan  of Chaniago, Koto, Piliang have each title.

D.Balantuang Kaniang

Belantuang Kaniang. Event confront recently married eyebrow.  Valid as muhrim marked by wife and husband husk touch. Balantung Kaniang mean to confront the part of assumed by body is glory by easterner. Hence him there [is] expression mention Shame Smeared by in Eyebrow.

E.Manggaruak Nasi Kuniang

Fore both that pengantin is put down [by] rice turn yellow plowing under singgang intact chicken in it. Both this pengantin is led to each other taking hidden chicken flesh that. Later, then the parts of which is got each modeled to guests.

2.2. TRADITIONAL FOODS

Speaking about food, will drive us to  know more about the place where the food is processed. Therefore,  let's see the picture of traditional kitchen of Minangkabau where the food is made. Traditional kitchen of Minangkabau people
The staple ingredients of the Minangkabau diet are rice, fish, coconut, green leafy vegetables and chili. The usage of meat is mainly limited to special occasions, and beef and chicken are most commonly used.   Spiciness is a characteristic of Minangkabau food, and the most commonly used herbs and spices are chili, turmeric, ginger and galangal. Vegetables are consumed two or three times a day. Fruits are mainly seasonal, although fruits such as banana, papaya and citrus are continually available

Several traditional foods from Minangkabau

A.  RENDANG   

Rendang is one of the traditional foods from Minangkabau, West Sumatra, Indonesia. It looks  like a curry, made from beef (or occasionally chicken, ware buffalo, duck) slowly cooked in  coconut milk and spices for several hours until almost all the liquid is gone, allowing the meat to absorb the spicy condiments. The cooking process changes from boiling to frying as the liquid evaporates. The slow cooking process allows the meat to absorb all the spices and to become tender. The spices may include ginger, galangal, turmeric leaf, lemon grass and chillies. Chicken or duck rendang also contains tamarind and is usually not cooked for as long as beef rendang. So, It vey delicious and desrved to ba tasted

B. Lemang

Lemang is a traditional food, originating with the Minangkabau people of Indonesia which is cooked in a hollowed bamboo stick lined with banana leaf to prevent the rice from sticking to the bamboo. Usually prepared for festivities such as Hari Raya Aidilfitri and Hari Raya Haji, lemang is made of glutinous rice and coconut milk, with salt added for taste.

C. Samabal LAdo

Sambal Balado is Minangkabau style Sambal. red chili sauteed with oil, garlic, shallot, green tomato, salt and lemon or lime juice.

Effective Ways to Use Authentic Materials with ESL/EFL Students

This paper explains how authentic materials can be effectively used in the ESL classroom. Each pair of students is given a copy of the authentic material accompanied by a set of questions about the contents of the handout. Students work together with a partner to extract pertinent information that is necessary to answer the questions.

 

The Authentic Materials

 

Background

We have been using authentic materials for over 10 years and have found that they complement English classes by enlivening the class and creating a more positive attitude toward learning. We now have an extensive collection of materials that include menus, maps, newspaper inserts, store advertisements, travel brochures, catalogs, phone books, real estate pamphlets, and various pamphlets of sightseeing and tourist information. We have found that using sets of materials are particularly appealing. A set could include a map, a travel guide, a menu, and a store advertisement from the same town -- all of which are interwoven, immersing the student in a multidimensional English experience.

 

Choosing Authentic Materials

There are several important points to consider when choosing authentic materials. You should make sure that you have enough copies of the materials to be used so that each student or pair of students can have a copy to use. It is best not to use material with too many pages, unless the pages are clearly numbered for easy reference. If you plan to use the same materials in more than one class, it is important that they be hardy enough to withstand a lot of handling and they should be easily refolded and put back together. Materials with multiple pieces or pages that fall out or come apart should be avoided. Also, keep in mind that some materials are more easily dated than others. For example, last season's catalog does not have the same impact as a current one which is filled with items which the student could actually order. A menu, on the other hand, can be used as long as the prices remain contemporary. Students are generally uninterested in special events, for example an Expo, that have already past. Remember to choose material that is appropriate for the students' level. However, a certain amount of adjustment can be made depending on the type and level of questions used in the accompanying question handout.

 

Using Authentic Materials

When we first began using authentic materials, we handed out materials to each student and had them work individually. However, experience has shown that having students work in pairs is a better approach because they tend to be more enthusiastic and work harder. We give each pair the authentic material and a question handout. Interestingly, the student with the stronger command of English is not necessarily the one who is able to extract the most information from the material. Students of different abilities tend to complement one another and, as a result, do not get bogged down easily. Students tend to contribute individual strengths to the completion of the task. We usually tell students that question handouts will be collected since this keeps them more focused on the completion of the exercise. The teacher's personal anecdotes and other background information should be shared before the students begin concentrating on the material.After the authentic material has been distributed, we give a brief explanation and point out, for example, the importance of the table of contents in a pamphlet or the legend in a map. We point out small print and other parts of the material that are easily missed. We have found that pointing out Japanese words and products raises the level of interest in the material. This is a good time for the teacher to explain measures, abbreviations, and difficult words and expressions.
While the students are working on the assignment, we help them by answering questions and commenting on their work. This is also a good chance to give hints to those who are stuck on a particular question.
Once the allotted time is up, we collect the material along with the question handout and go over the difficult questions with the class. If the handouts are to be factored into the students' grades, it is a good idea to make sure they have a chance to work with various partners over the course of the semester.

 

Putting the Question Handout Together

For the authentic materials to be effective, the questions must be well constructed to (a) give the students the opportunity to practice English, (b) help the students gain confidence in their English ability, (c) expose the students to cultural differences and customs, and (d) help the students develop their ability to find pertinent information quickly.

 

Tour Questions

The first part of the question handout should contain easy multiple choice or fill-in factual questions. These questions give the students a 'tour' of the material and exposes them to a variety of question types. The students gain an overview of the material as they answer these initial easy questions and this makes them feel confident enough to tackle more difficult questions later.

 

Cultural and Personal Choice Questions

The second part of the handout should contain questions that can be used to bring attention to cultural differences in packaging, sizes, and pricing. Authentic materials often contain references to cultural events such as holidays, and questions can be used to bring these to the students' attention. Questions which require one word or written answers could be used at this stage. Furthermore, students are familiar enough with the material at this point to answer personal choice questions. These questions usually require the students to choose items from the material or a course of action based on personal preference. These often lead to lively discussion because students must agree on what answer to write.

 

Challenging Questions

The third part should have questions that are more challenging and time consuming. Because of the differences in abilities (and sometimes luck), the time it takes students to complete a question handout can vary considerably. The more challenging questions at the end of the handout tend to work as 'equalizers' and slow down faster students so slower students can catch up. Questions can involve reading the small print, be especially detailed, or involve deductive reasoning. When students are working on the challenging questions they often begin to compare their progress to that of their neighbors'. Deliberately misleading 'red herring' questions add to the competitiveness while developing the students' critical thinking.

 

Types of Questions and Sample Questions

Multiple Choice:

1. How many Navel Oranges can you buy for a dollar? a) 3 b) 4 c) 5
2. Which is the cheapest? a) orange juice b) grapefruit juice c) tomato juice

One Word Answer:

1. What country are the seedless grapes from? __________
2. On the back page it says Chilean Asian Pears for $1.00 each. What do you think "Asian pears" are called in Japanese? _________

Written Answer:

1. Why are the strawberries on the back page called California Strawberries?
2. How do you order coupons on the Internet for this store?

Lists:

1. You want to make sandwiches for your family. What would you buy?
1. Stone Ground Wheat Bread - 2 loaves - $4.00
2. _________________ - _______________ - $ ______
3. _________________ - _______________ - $ ______
4. _________________ - _______________ - $ ______
5. _________________ - _______________ - $ ______
2. You are having a party for five friends at your house. You can spend only 50 dollars. What would you buy for the party?
1. Cape Cod Potato Chips - 4 six ounce bags - $6.00
2. _________________ - _______________ - $ ______
3. _________________ - _______________ - $ ______
4. _________________ - _______________ - $ ______
5. _________________ - _______________ - $ ______

Factual:

1. How many large brown eggs can you buy for $1? _________
2. How much are two jars of Mayonnaise on page 7? $ _____

Analytical (multi-step):

1. How much do 10 ears of Florida Super Sweet Corn and 2 pounds (lb.) of Fresh Ground Round cost? $ ______
2. Which costs more, one lb. of Fresh Boneless Shark Steaks or one lb. of Whiting Fillets? ________

Personal Preference:

1. Look at the back page. What fruit would you like to eat? __________
2. What flowers do you want to give to your mother on Mother's Day?
________________________________ $ ______

Conversion:

1. How many ounces are there in a two liter bottle of Pepsi One? ____
2. How many grams of Florida Red Potatoes can you buy for five dollars? One pound is about 453 grams. _________

Red Herring:

1. One Florida Juice Orange costs $2.00.  True or False  (NOTE TO TEACHERS: The advertisement says one bag is $2.00.)
2. Which is cheaper, one lb. of Whiting Fillets or one lb. of Crunchy Clam Strip? ________

Obvious:

1. What is the name of this store? _____________________
2. What month is the Mother's Day Sale? ______________

Challenging:

1. Find something that is cheaper in Japan than in the USA. ________.
2. What can you buy in a glass jar that is usually sold in a plastic bottle in Japan? _________

 

Activities

There are other methods of using authentic materials. Some of these can be used as a supplement to the question handout, or on their own, for variety. Here are four examples of effective activities with brief explanations.

Word Search

The students search for parts of speech such as adjectives on a given page or search for certain categories of things. An advantage of this activity is that students do not need identical copies of the authentic material.

Crosswords

The teacher prepares a crossword puzzle using words from the handout. The questions for the handout can also be presented as crossword clues. Crossword generating programs found on the Internet make this easy.

Personalizing

The students write a list of purchases for an imaginary party using a supermarket handout, plan a trip using a travel brochure or plan a meal with a menu. The students could also be asked to fill out a mail order form with an imaginary order of purchases for family members, boyfriends, girlfriends, and themselves.

Pair Practice

The students ask and answer the printed questions on the handout and are encouraged to ask their own questions. The students can role play the parts of customer and clerk either following a sample conversation provided by the teacher or making up their own.

 

Internet

The Internet can be used to provide authentic material as well. The teacher can search for sites that focus on a specific topic, make questions, and post them online. These online lessons can be completed by the students on their own. Although the Internet has many advantages, it cannot replace the hands-on, three dimensional quality of real materials brought into the classroom by the teacher.

 

Conclusion

When used effectively, authentic materials help bring the real world into the classroom and significantly enliven the ESL class. Exposing the students to cultural features generates a deeper understanding of and interest in the topic. On one hand, the students develop their ability to zero in on relevant information, and on the other, they learn how to disregard what is not relevant. As students pool their individual strengths they gain confidence in being able to function in an English-speaking society.

Mentawai Island: The Ultimate Diversity Of The Hidden Paradise

Take a trip into the wild with an adventure to the Mentawai islands. Be surrounded by tropical rainforests and immerse yourself in the traditions of the local people. While the physical distance between the mainland and Mentawai is not great, this remains one of the most isolated places in Indonesia, and was only subject to outside influences at the start of the 20th century. A long way from the world of shopping malls and theme parks, this is where travellers come to get a truly off the beaten track adventure.

Located off the West coast of Sumatra, the Mentawai archipelago includes four municipalities, Sirebut, Sipora, North Pagai and South Pagai. Sirebut is the biggest of the islands and remains largely covered with tropical rainforest. From the moment you arrive on Sirbeut and see the white coral beaches, ancient rainforests and hear the cheeky black gibbons playing in the trees you’ll find it hard to resist falling in love with the place. This island is home to a rich array of bio-diversity which has earned it designation as a UNESCO biosphere reserve.

The remote location of these islands means that the Mentawai people have had very little contact with the outside world. The archipelogo is thought to have broken off from the rest of Sumara about 500,000 years ago and it is only since the 20th century that outside influences began to have an impact on the local people. Today, the Mentawai still abide by traditional practices and live largely off the land. Local people have a strong spiritual relationship with the forest with a belief system that emphasizes harmony with creation.

It is believed people first came to inhabit these islands at least several thousand years ago. Most anthropologists classify the Mentawai people as Protomalay which means they have a mostly Neotlithic culture but have not been effected by Buddhism, Islam or Hinduism.

Tatoos are an important symbol in Mentawai culture and reflect maturity, manhood and status. The art of this body painting has been inherited from ancient ancestors and the ink is made from natural fibres.

The biggest town on Sirebut is Muara Sirebut on the southeast coast. This is the major point of entry for tour groups from the mainland. From here, you can travel with a with a local guide and trek inland to some of the Mentawai villages. If your bahasa is good enough, chat to the locals and enjoy their hospitality.

The other big attraction for visitors to these islands is the world class surfing. With some of the best surfing conditions in the world, monster waves and swells that remain all year round, this is ranked by serious surfers as a must visit destination.