SUMMARY OF NOVELS AND BOOK
Submitted to Fulfil One of Extensive Reading Subject’s Task
Resti Tantiawanti
082122063
6B
ENGLISH DEPARTMENT
FACULTY OF EDUCATIONAL SCIENCES AND TEACHERS’ TRAINING
SILIWANGI UNIVERSITY
2011
EMMA
By Jane Austen
Emma Woodhouse is a beautiful, high-spirited, intelligent, and slightly spoiled young woman of the age of twenty. Her mother died when she was very young, and she has been mistress of the house ever since, certainly since her older sister got married. While she is in many ways mature for her age, Emma makes some serious mistakes, mainly due to her conviction that she is always right and her lack of real world experience. Although she has vowed she will never ever marry, she delights in making matches for others. She seems unable to fall in love, until jealousy makes her realize that she has loved Mr Knightley all along.Emma Woodhouse is the beautiful and wealthy mistress of Hartfield, the most notable house in Highbury. She lives a lonely life with her father. Miss Taylor, her governess, has recently married Mr Weston, isolating Emma further. Mr Knightley is a close friend of Emma.He has known her all her life and is the older brother of her brother-in-law.
Emma makes friends with Harriet Smith, a young beautiful girl, but from a lower society than Emma. Harriet is attracted to Mr Martin, a local farmer and friend of Mr Knightley, but Emma feels this match is unworthy. So she pairs her friend with Mr Elton. However, her strategies backfire when Mr Elton proposes to her, and not Harriet. She says she will give up matchmaking, but soon.
George Knightley,about thirty-six years old. He is a close friend of Emma, and her only critic, though he cares deeply for her. Mr Knightley is the owner of the neighbouring estate of Donwell Abbey, which includes extensive grounds and a farm. He is the elder brother of Mr John Knightley—the husband of Emma's elder sister Isabella. Mr Knightley is very annoyed with Emma for persuading Harriet to turn down Mr Martin, thinking that the advantage is all on Harriet's side; he also warns Emma against matchmaking Harriet with Mr Elton, correctly guessing that Mr Elton has a much higher opinion of himself. He is suspicious of Frank Churchill and his motives; although his suspicion turns out to be based mainly on jealousy of the younger man, his instincts are proven correct by the revelation that Frank Churchill is not all that he seems.
Mr Frank Churchill, Mr Weston's son by his previous marriage, an amiable young man who manages to be liked by everyone except Mr Knightley, who considers him quite immature, although this partially results from his jealously of Frank's supposed 'pursuit' of Emma. After his mother's death he was raised by his wealthy aunt and uncle, whose last name he took. Frank enjoys dancing and music and living life to the fullest. Frank may be viewed as a careless but less villainous version of characters from other Austen novels, such as Mr Wickham from Pride and Prejudice or Willoughby from Sense and Sensibility.
Jane Fairfax, an orphan whose only family consists of an aunt, Miss Bates, and a grandmother, Mrs Bates. She is regarded as a very beautiful, clever, and elegant woman, with the best of manners, and is also very well-educated and exceptionally talented at singing and playing the piano; in fact, she is the sole person that Emma envies. She has little fortune, however, and seems destined to become a governess – a prospect she dislikes.
Harriet Smith, a young friend of Emma's, is a very pretty but unsophisticated girl who is too easily led by others, especially Emma; she has been educated at a nearby school. The illegitimate daughter of initially unknown parents, she is revealed in the last chapter to be the daughter of a fairly rich and decent tradesman, although not a "gentleman". Emma takes Harriet under her wing early in the novel, and she becomes the subject of some of Emma's misguided matchmaking attempts. Harriet initially rebuffs a marriage proposal from farmer Robert Martin because of Emma's belief that he is beneath her, despite Harriet's own doubtful origins. She then develops a passion for Mr Knightley, which is the catalyst for Emma realising her own feelings. Ultimately, Harriet and Mr Martin are wed, despite Emma's meddling.Philip Elton is a good-looking, well mannered and ambitious young vicar. Emma wants him to marry Harriet; he wants to marry Emma. Mr Elton displays his mercenary nature by quickly marrying another woman of means after Emma's rejection.Augusta Elton, formerly Miss Hawkins, is Mr Elton's moneyed but obnoxious wife. She is a boasting, domineering, pretentious woman who likes to be the centre of attention and is generally disliked by Emma and her circle. She patronizes Jane, which earns Jane the sympathy of others.
Mrs Anne Weston, formerly Miss Taylor, was Emma's governess for sixteen years and remains her closest friend and confidante after she marries Mr Weston in the opening chapter. She is a sensible woman who adores Emma. Mrs Weston acts as a surrogate mother to her former charge and, occasionally, as a voice of moderation and reason.Mr Weston, a recently wealthy man living in the vicinity of Hartfield. He marries Emma's former governess, Miss Taylor, and by his first marriage is father to Frank Churchill, who was adopted and raised by his late wife's brother and sister-in-law. Mr Weston is a sanguine, optimistic man, who enjoys socializing.Miss Bates, a friendly, garrulous spinster whose mother, Mrs Bates, is a friend of Mr Woodhouse. Her accomplished niece, Jane Fairfax, is the light of her life. One day, Emma humiliates her on a day out in the country, when she pointedly alludes to her tiresome prolixity. Afterward, Mr Knightley sternly rebukes Emma. Shamed, she tries to make amends.
Henry Woodhouse, Emma's father, is always concerned for his own health and comfort, and to the extent that it does not interfere with his own, the health and comfort of his friends. He assumes a great many things are hazardous to one's health, and is generally a difficult person to handle because he is always fussing about the trifling things which bother him and which he assumes must bother everyone else just the same, to the point of trying to convince his visitors to deny foods he thinks too rich. He laments that "poor Isabella" and especially "poor Miss Taylor" have married and been taken away from him, because since he is unhappy about their being gone, he assumes they must be miserable as well.Isabella Knightley is the elder sister of Emma and daughter of Henry. She is married to John Knightley, and spends much of her time at home caring for her five children (Henry, 'little' John, Bella, 'little' Emma, and George).John Knightley is Isabella's husband and George's younger brother. He is an old acquaintance of Jane Fairfax. He indulges his family's desires for visits and vacations, though he would prefer to stay at home, especially if the weather is less than perfect.
Although convinced that Ema will never marry anyone, Emma Woodhouse, a precocious twenty-year-old resident of the village of Highbury, imagines herself to be naturally gifted in conjuring love matches. After self-declared success at matchmaking between her governess and Mr. Weston, a village widower, Emma takes it upon herself to find an eligible match for her new friend, Harriet Smith. Though Harriet’s parentage is unknown, Emma is convinced that Harriet deserves to be a gentleman’s wife and sets her friend’s sights on Mr. Elton, the village vicar. Meanwhile, Emma persuades Harriet to reject the proposal of Robert Martin, a well-to-do farmer for whom Harriet clearly has feelings.
Harriet becomes infatuated with Mr. Elton under Emma’s encouragement, but Emma’s plans go awry when Elton makes it clear that his affection is for Emma, not Harriet. Emma realizes that her obsession with making a match for Harriet has blinded her to the true nature of the situation. Mr. Knightley, the brother of Emma’s brother-in-law and her treasured friend, watches Emma’s matchmaking efforts with a critical eye. He believes that Mr. Martin is a worthy young man whom Harriet would be lucky to marry. He and Emma quarrel over Emma’s meddling, and, as usual, Mr. Knightley proves to be the wiser of the pair. Elton, spurned by Emma and offended by her insinuation that Harriet is his equal, leaves for the town of Bath and marries a young woman there almost immediately.
Emma is left to comfort Harriet and to wonder about the character of a new visitor expected in Highbury,Mr. Weston’s son, Frank Churchill. Frank is set to visit his father in Highbury after having been raised by his aunt and uncle in London, who have also adopted him as their heir. Emma knows nothing about Frank, who has long been deterred from visiting his father by his aunt’s illnesses and complaints. Mr. Knightley is immediately suspicious of the young man, especially after Frank rushes back to London merely to have his hair cut. Emma, however, finds Frank delightful and notices that his charms are directed mainly toward her. Though she plans to discourage these charms, she finds herself flattered and engages in a flirtation with the young man. Emma greets Jane Fairfax, another addition to the Highbury set, with less enthusiasm. Jane is beautiful and accomplished, but Emma dislikes her because of her reserve and, the narrator insinuates, because she is jealous of Jane.
Suspicion, intrigue, and misunderstandings ensue. Mr. Knightley defends Jane, saying that she deserves compassion because, unlike Emma, she has no independent fortune and must soon leave home to work as a governess. Mrs. Weston suspects that the warmth of Mr. Knightley’s defense comes from romantic feelings, an implication Emma resists. Everyone assumes that Frank and Emma are forming an attachment, though Emma soon dismisses Frank as a potential suitor and imagines him as a match for Harriet. At a village ball, Knightley earns Emma’s approval by offering to dance with Harriet, who has just been humiliated by Mr. Elton and his new wife. The next day, Frank saves Harriet from Gypsy beggars. When Harriet tells Emma that she has fallen in love with a man above her social station, Emma believes that she means Frank. Knightley begins to suspect that Frank and Jane have a secret understanding, and he attempts to warn Emma. Emma laughs at Knightley’s suggestion and loses Knightley’s approval when she flirts with Frank and insults Miss Bates, a kindhearted spinster and Jane’s aunt, at a picnic. When Knightley reprimands Emma, she weeps.
News comes that Frank’s aunt has died, and this event paves the way for an unexpected revelation that slowly solves the mysteries. Frank and Jane have been secretly engaged; his attentions to Emma have been a screen to hide his true preference. With his aunt’s death and his uncle’s approval, Frank can now marry Jane, the woman he loves. Emma worries that Harriet will be crushed, but she soon discovers that it is Knightley, not Frank, who is the object of Harriet’s affection. Harriet believes that Knightley shares her feelings. Emma finds herself upset by Harriet’s revelation, and her distress forces her to realize that she is in love with Knightley. Emma expects Knightley to tell her he loves Harriet, but, to her delight, Knightley declares his love for Emma. Harriet is soon comforted by a second proposal from Robert Martin, which she accepts. The novel ends with the marriage of Harriet and Mr. Martin and that of Emma and Mr. Knightley, resolving the question of who loves whom after all.
TWO - GUN DEVIL
By Jackson Cole
From Alto on the west the marton,the railroad town north of Escondida Valley,rans a trail that winds and slithers around the mountainside like a tortured snake.To the north are overhanging cliffs.To the south is a sheer drop of hundreds of feet to where a rock-studded stream fams in the dwpths of the gorge below.The trail is narrow,with barely room for two vehicle to pass,and the turns are sharp,the lip of the canyon wall broken and crumbling.About two miles east of Alto,where the hills begin,another trail joins the Marton Trail,a trail that runs from El Paso on the Mexican Border.
Riding east by north on the El Paso Trail,Jim Hatfield pulled his great golden horse to a halt at the forks,hooked one leg over the saddle horn and rolled a cigarette with the slim fingers of his left hand.For some minutes he smoked thoughtfully and surveyed the forbidding terrain ahead.He pushed back his wide “J.B.” and rumpled his thick black hair.His rather wide mouth quirked at the corners as he spoke to his horse.
“A rather fitting gateway to the section we’re heading for,Goldy”,he remarked. ”One little slip on that snake track aheadand you’d starve to death before you hit bottom.Well,guess we’ll have to chance it.About twenty miles to go yet before we can put on the nosebag.Not even a scarp of chunck herebouts for an old grass burner like you.Nothing but rock,and that’s sort of hard to chew.So,let’s get going.”
He settled himself in the saddle once more and hooked his double cartridge belts a little higher around his lean waist.Broad shoulders swaying,he rode easily along the Marton Trail.
Soon the long slope to the south gave way to a perpendicular rock wall againts which the stream,far below,foamed and thundered.Hatfield,riding the out sideof the trail,glanced into the awful depths beneath his elbow and moved Goldy a little father in.The broken lip of the cliff was not good riding surface.Hatfield rode slowly.It had been a hard pull fromthe desert to the southwest and Goldy was entitled to take it easy for a spell.For a couple of miles the trail was almost of level.then it develoved a downward trend that increased in steepness as they bore farther and farther into the hills.They topped a rise and a long,fairly straight stretch came into view.About a mail distant,where the crowding north cliff bulged outward sharply,the trail seemed to leaf off into space.Hatfield knew the bulge must mark the site of a hairpin turn.A few minutes later,Hatfield lifted his head and turned in the saddle.From behind sounded a rumble of wheels.Another instant and the long lean heads of two big and powerful mules balged into view over the rise.Behind the ules rose a buckboard,careening and rocking.The team and the vehicle came charging down the slope at a dead run.
On came the buckboard,reeling and bouncing,sparks streaming from its grinding tires.On the seat a single occupant.The racing vehicle roared past and Hatfield exclaimed again.The occupant of the seat was a slender,white –faced girl.Hatfield saw that the end of a broken rein,whipping wildly about,was lashing the frenzied of-mule at every leap.Instanly the great golden horse shot forward,irons druming the ground,his gloriusblack mane tossing in the wind.He slugged his head above the bit and literally flashed down the long slant of the trail.As he estimated the distance toward the turn,Htfield’s mind worked at lighting speed.He had to either halt the runaway before it reached the turn or somehow get it around the sharp curve.
The mules,thought mad with fright,would continue to hug the cliff,and they would possibly make it around the bend.Horses would very likely to fall,but not the sure-footed mules.But when they went around,the buckboard would swerve outward,and as the mules took the turn,it would be shot from the trail like a stone from a catapult.The mules must be forced to the outer lip,but how could it be done.There was no room for Goldy to pass the buckboard on the inside,and where he on the outside of the team,it would be impossible to drug the mules close enough to the outer edge to save the vehicle ad its occupant.There was only one thing to do,and Hatfield knew he would be taking a frightful gamble with death.But there was no time to lose,the bulge was racing toward them like a living thing.
Behind the panic-striken mules,the buckboard was fairly flying,but steadly the great sorrel closed the distance.His straining nose came level with the rear wheels then drew up to the seat.For the instant Hatfield contemplated snatching the girl from the vehicle,but the risk was too great.Should the sudden shifting of his weight throw the sorrel of balance,they would be almost sure to go over the lip.He shot a glance at the bend,it was flowing toward them at a frightening rate.
Under the impact of his weight,the animal al but lost its footing.By a miracle of agility it recovered and with a maddened squeal dashed on,Hatfield swaying and slipping,his fingers groping for the bit ring and the cheek-piece.He got a finger into the ring,with his other hand he gripped the sout leather strap that was the cheek-piece.Now everything depended on the strap being able to withstand the strain.Agan the animal early fell,but again it recovered.Hatfield,dangling,his feet striking the surface of the trail one instant,flinging upward the next,kept swaying his body outward.And as he did so, the mule was forced to veer away from the cliff,dragging its teammate with it.
Nearer and nearer the ragged lip swerved the flying hoos.Hatfield felt himself swing dizzily in empty space.Beneath him, a housand feet and more,was the white water thundering over black rocks,a vision of terror.Then he was over the surface of the trail again,and directly ahead was the hairpin turn.He heared the clang and scrape of the mule’s slipping irons,the clashing and grinding of the buckboard againts the cliff as ir swung inward.Then as the mules ook the bend,it careened outward.Out and out,nearer and nearer the broken,crumbling lip.The mules floundered,recovered,floundered again,and recovered yet again.Their lean heads craned inward away from the horrible depths,their scrambling hoofs sent fragments of rock hurtling down ward.The inner side of the buckboard rose high in the air,until Hatfield was sure it would capsize.Then with a straight trail beyond the bend,crowding againts the haunches of the sobbing mules,whose gait quickly slacked to a shamble.Hatfield,his feet now on solid ground ran lightly beside them till he forced them to a halt.He was bruished and battered,his hands were bleeding and his breath came in great gasps.Still gripping the cheek-piece,he stepped back and stared at the girl on the buckboard seat.
At the good face they proceeded down the trail,the girl handling the now throughly subdued team with a deftness that won Hatfield’s approval.She wasa real little lady and pretty as a spotted pony,he decided.And John Hardin’s daughter ! Hatfield had a feeling that he might well have done himself a big favor by the afternoon’s work.The sunset was flaring scarlet and gold behind the western crags and the ominous gorge to the south was brimful of purple shadows when they sighted the town of Marton on the plain below.Another en minutes and they were clattering along the crooked main street.
The girl pulled the buckboard to a halt in front of the railroad station.Hatfield dismounted lithely and lifted her from the high seat.As he dropped her to the ground and straightened up,a hand seized him by the shoulder and flung him violently aside.Hatfield very nearly went off his feet,but not quite.He spun around to face his attacker,a man nearly as tall and broad as himself,but much older.He had fiery black eyes,a square,beefy face and a shock of bristling gray hair.
Before it had travelled six inches it was blocked.Fingers like rods of nickel steel coiled around his big wrist.He was whirled around,his arm was jammed up between his shoulder blades and he was held helpless,rising on his tiptoes to realive the agonizing strain on his muscles.Over Hardin’s shoulder,Hatfield saw three lean dark faced men leap forward,steel flickering in their hands.But before they could take a second step then halted,in strained,grotesque positions,they were starting into the unwavering black muzzle of a long gun that somehow,they never could agree just how,had happened in Hatfield’s left hand.And back of that yawning muzzle were the terrible eyes,now smoky-gray,of the man a stern old Lieutenant of the Rangers had named the Lone Wolf.
The fire in John Hardin’s black eyes died down and he looked decidely sheepish.Then a grin strecthed his wide mouth and changed the expression of his stubborn,badtempered old face.He stepped forward,ignoring Hatfield’s gun muzzle,and stretched out a big paw.Quivering with silent laughter,Hatfield gravely holstered his gun and shook hands.Hardin’s Mexican vaqueros,also looking sheepish,lowered their arms,surreptitously picked up their fallen knives and sheated them.Verna,her blue eyes still blazing glared in their direction.Trying to look unconcerned,and failing,they shuffled off.
He beckoned the three young Mexicans,who had paused a little ways off.They drew near,looking somewhat askance at Hatfield.But the Lone Wolf smiled at them,and they smiled back,a triffle shyly.Hatfield liked their looks and gravely introduced them to Goldy.Whereupon the big sorrel accompained them to the stable without objection.
After a throughly dazed Verna had departed,and an equally dazed Dudley had sunk into a chair,Hatfield briefly outlined what he had discovered on the cliff top,with a brief summary of what he had already told Hardin,to prepare Dudley for what was coming.Hardin and Dudley moved with speed to put Hatfield’s plan in operation.Dudley rode down the valley and talked convincingly to the various spread owners.As a result,the south end of the valley swarmed with punchers patrolling the wide mouth with ready rifle and sixgun.Meanwhile the Lazy D and Lucky Seven,working together,were rounding up a shipping herdworking slowly and selecting only the very best stock.The collected cows were enclosedin a temporary corral on an outlying pasture and were not guarded at night,every available man being openly assigned to petrol duty.
Jim Hatfield scouted the section about the cliff where the hoisting apparatus was hidden.A few hundred yards to the north,where the trail curved sharply around a bulge and was hidden from view by a belt of thicket on the east,he located a point where the cliff was comparatively low,not more than twenty feet.Strong wooden laffers wee constructed,slipped down from Hardin’s place under cover of darkness and concealed in the thicket.Four of Hardin’s vaqueros,men of proven courage and excellent shots,with Hardin’s himself,Hatfield,Dudley,Sam Lawson and four Lazy D cowboys,including Walt Vibart,made up the posse.After the herd in corral had gained sizeable proportions,the posse,well after dark ,rode to the cliffs,concealed their horses in the thicket and swarmed up the ladders.All night they lay hidden in the growth,to descend and return to the ranchhouse the following morning before it was light.Day after day the shipping herd in corral grew,and night after night nothing happened.
Jim Hatfield was in a very contented frame of mind as he rode north,two days laters.In beautiful Escondida Valley he was leaving sunshine and peace.He paused at the big white farmhouse,where Verna and Tom Dudley were spending a few days,to sa good buy to old John.Then he road on,tall and graceful atop his great golden horse,to where duty called and new adventure waited.Verna blue eyes were dreamy as she gazed after his departing form.
SMALL GROUP DECISION MAKING
Second Edition
By B.Aubrey Fisher
Understanding the nature of group process requires an understanding of the nature of “group” and “process.” Process involve the dynamic relationships of events in an ongoing,continuous sequence of time.Each ingredient of the process affects,and is affected by,every other ingredient as changes in the process evolve through time.Although many perspective have been used to defined “group,” this book utilities the perspective of interdefendence and interaction.A collection of individuals develops “groupness” over time so that the identify of a group exists apart from the separate identities of its individual members.
A group is conceived to be a system characterized by its structure (the pattern of relationships among components at any given point in time),its function (the regulatory,reccuring day-to-day relationships among through time),and its evolution (the continuous changes of structure and function over a long period).Rather than perceiving individual persons as the components of the group system,this book consider communicative behaviours as the units for defining,observing,and analyzing the group system.Thus,a group is a collection of individual persons whose communicative behaviours- specificcally acts,interacts,and double interacts – become interstructured and repetitive in the form of predictable patterns.The prototype group that embodies all the elements of group process and is minimally inhibited by external or environmental constraints is the leaderless group discussion.
Individual persons join groups as a result of social – comparison processes.Successful group decision making is thus a direct result of each person’s integration into group membership.Central to this integrative process are the mutual and reciprocal functionings of self-disclosure,interpersonal trust,and risk.
Communication,viewed as a process,contain both sructural and functional dimensions.Stuctural elements are consistent with a view of communication as transmitting and receiving messages on channels.Feedback responses,one structural element of communication,are unavoidable and occur continuosly during the give and take of group interaction.Effective feedback responses during group interaction depend upon the cohesiveness of the group membrs and the interpretations of those feedback responses by the persons who receive them.
Certain characteristic of the messages that constitute the group interaction are important to decision making.However,the timing of the messages may be more significant to effective group decision than the content of the messages.
Viewed structurally,group communication has been perceived as a network - the pattern of channels that link members of the group.Networks are distinguished from one another by relative centrality and distance among network positions.The most central position in a network has been linked with leaders and with deviants who are under extreme social pressure to conform.During the process of group decision making,several networks generally emerge from the group’s interactive patterns and reflect coalition formation and leadership at various stages in the group process.
Channel capacity - the structural restraints limiting the amount of information that can b processed efffectively –illustrates a potential reason underlying the group process of decision modification.Furthermore,the person who occupies the gatekeeping position in the network is responsible for receiving,transforming,and retransmitting information to other members of the group.The gatekeeper is often subjected to information overload,that is,to receiving more information than is humanly possible to process and relay to others.On the other hand,barriers and breakdowns of communication are considered as untenable concepts which are inconsistent with viewing communication as a process.
Perhaps the most pervasive element of social systems is the existence of leadership and a status hierarchy.In the LGD,roles fall into several hierarchical levels,typiclly two or three,proportional to the contribution of each member in aiding the group to achieve the group goals.In an LGD,each meber achieves a status level through communicative behaviors rather than through being given status by some authority outside the group.The leader’s status is based on a reciprocal influence of leader and followers – an interdependence among the communicating embers in the LGD.
Several perspective of viewing leadership have been popularly employed in the past.They include the traits,styles,situational,and functions approaches to group leadership.The functions perspective,unlike any of the others,focuses on the communicative behaviors of individual members and their relative contriburions to the group’s progress.This perspective deemphasizes leadership as defined by the person who occupies a given position in a network of roles.Because there have been so few studies of leadership utilizing the functions perspective,no comprehensive list of comunicative behavior associated with leadership yet exist.But a partial list of behaviors is available.
Employing the functions perspective,leadership is viewed as a process whereby a group leader achieves status gradually over time as a direct result of group interation patterns.That process,termed “leader emergence,” may generally be described as process of elimination in which each member is a contender for leadership,but each is eliminated,one by one,until a single person remains and is recognized as group leader.
A basic model of leader emergence hypothesize three stages off elimination.In stage 1,uninformed,low-participating members are eliminated.In stage 2,two or more contenders emerge by gaining lieutenants who support their leadership contention.Those contenders eliminated in stage 2 typically areoverly directive and use offensive verbalization so that as leader.Several variations from this basic model are possible in a paticular small group.
Behaviors associated with emergent leaders include being verbally active,demonstrating communicative skill,consistenly initiating themes,eeking opinions and information in early and intermediate stages of group development,stating opinions and attempting to persuade other members in intermediate and later stages of group development,and adopting an informed and objective argumentative stence.
The LGD also manufactures formal symbols of legitimacy in group interaction.Such symbols,which may be physical objects or member activity,are associated with a particular member and with the formal authority of leadership,although they may vary from group.Although stereotyped attitudes of sex roes remain prominent,our society’s attitudes are currently in a state of rapid change.Consequently,males and females who function as group leaders probably do not differ significantly from one another in terms of the communicative actions they use in leading.However,the group members or followers may perceive differences because of their previously held attitudes regarding sex-role stereotypes.
The right of dissent in our society is one of our most cherished privilileges,although conformity,inescapable and inevitable,is more often the rule.Conformity to behavioralstandars of a social system implies not only uniformity of behavior but uniformity based on conflict among alternatives and avoidance of unpleasant social pressures.Pressures toward conformityin the small group are extraordinarily severe,although a deviating member gains strength to resist such pressure by having publicly commited himself or herself to a deviant position or when another member agrees with that deviant position.
Many people in our society are ambivalent about conflict and deviance and often view the social system as functioning in a delicate balance of supportive forces.Thus,conflict may be seen as existing within one person,between two or more persons,within the same social system,or between social systems.Social conflict is also classified as affective or substantive-emotional or intellectual.
When a perfec or ideal social system is assumed,social conflict appears as a failure of the social system and as inherently destructive.Others who adopt a functionalist approach perceive social conflict and deviance as often performing desirable,constructive,and even essential functions instrumental to the effective operation of the social system.If conflict is destructive,it must be resolved or controlled.On the other hand,constructive conflict must be understood and managed in order to achieve its social benefits.The multifaceted nature of social conflict and deviance dictates the emphasis on interpersonal,substantive conflict serving constructive functions for the small group.
Social conflict and deviance perform many functions beneficial to the group process.Conflict furthers group cohesivness and increases productivity.Innovative deviant behavior is essential for progress as the group grows and changes through time.Groups manage deviant behavior through counteracting it with negative feedback loops or amplifying it through positive feedback cycles.
Realistically,social conflict and deviance are so common to the process of group development that they are considered normal within the group proces.A decision-making group invokes social conflict as members test ideas in a critical exchange of information and opinions.Coalitions form temporarily around conflicting ideas before typically merging as the group achieves consensus.And the leader,paradoxically enough,normally conforms to and deviates from group norms in the process of gaining and maintaining leadership status.
Verbal innovative deviance,an agreement on group goals but disaagreement on means to achieve the,is suggested as an insight into the ongoing process of social conflict in group interaction patterns.Verbal innovative deviance seems to account for a significant proportion of group interaction and appears in clusters or spurts of deviant behavior with normal periods of group flight behavior.Normally,only innovative deviant behaviors exert a significant impact on group interaction patternsand are generally distributed among all involved group members.
Different types of conflict occur during the process of group decision making.Social conflict may be interpersonal,confrontative or substantive,depending upon to the phase of groupdecision making in wjich it appears.Consequently,strategies for managing conflict and deviance during the group process vary considerably.Nevertheless,some general tactics for conflict management are possible.These strategies include confronting the conflict issue or deviant,avoiding compromise “solutions” and believing in the eventual positive functions of conflict.
Selasa, 20 September 2011
TUGAS MATA KULIAH PROSE
THE ANALYSIS OF NARNIA NOVEL BASED ON MORAL MESSAGE
Submitted to Fulfil One of Prose Subject’s Task
Resti Tantiawanti
0821220063
6B
ENGLISH DEPARTMENT
FACULTY OF EDUCATIONAL SCIENCES AND TEACHERS’ TRAINING
SILIWANGI UNIVERSITY
2011
CHAPTER I
INTRODUCTION
A. Background Of The Problem
English in the main foreign language in Indonesia that is thought from elementary school up to uneversity level. As an international language, English is widely used in the world. It is a medium in conduting seminars,conferences, business negotiation, and other communicative purposes. In addition, English means to master science, technology and culture. Therefore, learning English is very important.
There are four language skills in learning English,there are listening,speaking,reading and writing. One of them is reading. Reading, including reading literatery work is a form language activity.the activity of reading literary works can give some advantages,for instances, we will get new vocabularies, some imformation about life values, the knowledge about the culture of certain community and the identification of life problems that have not been experienced before. According to Aminuddin ( 1987: 63) that ; “ Manfaat membaca karya sastra sedikitnya akan meliputi :
(1) Dapat dijadikan pengisi waktu luang,
(2) Pemberian atau pemerolehan hiburan,
(3) Untuk mendapatkan informasi,
(4) Media pengembang dan pemerkaya pandangan kehidupan dan
(5) Memberikan pengetahuan nilai sosio – kultural dari zaman atau masa karya sastra itu dilahirkan.” It means that, the advantages of readingliterary work at least includes :
(1) Spending the free time
(2) Giving or getting entertainment
(3) Getting information
(4) The enrichment of the life values
(5) Giving the knowledge about the socio cultural values in specific period of time in which the literary work is created.
Some experts have their own opinions about definitions of literature but the formulations of their opinion have similarity each other. Before the writer clarifies futhermore about literature,it is important to know some definitions about literature.
Literature comes from a Latin word which means ‘letter’ or ‘writing’. A simple definition of literature is writing in prose and verse. There are two concepts of literature: the first.literature in general sense, and the second, literature in specific sense. Literaturein general sense is everything printed as a textualform. While literature in specific sense is any result of human efforts in expressing his esthetic. Sense is lingual form(artistic in nature). The artistic form of writing is a literary work that can suggest our emotion and thought.
Every author uses beautiful language for expressing his imagination to give measure to the readers. Joseph Mersand (1982:313) says that : “ Literature is good writing that has form, a point of view, andideas of lasting interest.” According to X.J Kennedy (1983:10) that “ Literature in kind of art, usually written, which offers pleasure and illumination.”. According to Ema Husnan (1988 : 4) that: “Kesusastraan adalah tulisan atau karangan yang indah bahasanya.” It means that writing or composition in beautiful language . from these definitions, the writer concludes that literature is an art which covers printed material or written form dealingwith special subject that offers pleasure.
A. Reseach Problem
The writer formulation the problem above as “ What is the moral message of the novel “ NARNIA “ by C. Lewis.
B. Purpose of the Study
The aim of the reseach are :
1. To get the description about novel, moral message , of the novel “ NARNIA “ written by C. Lewis.
2. To get knowledge and experience about the reseach.
C. Significance of The Studies
The writer limits the scope of the problem to focus on the discussion and to avoid the deviation. She restricts the problem of this reseach on novel “NARNIA” written by C.Lewis based on moral message.
CHAPTER II
CONCEPTUAL FRAMEWORK OR THEORITICAL BACKGROUND
A. Theoretical Studies
1. Description of Novel
Novel is latest of all the great types of literature. It comes from a Latin word which means ‘new’. It has own word with its mechanism and reality. While poetry and drama are earlier even from the ancient Greeks. A novel is a part of fiction. According to Joseph Mersand (1982:313) that: “Fiction means something that the writer uses his imagination.” In this reseach , the writer analysis a novel “ NARNIA” based on moral message.
2. Definitions of Novel
A novel is a book of long narrative in literary prose. The genre has historical roots both in the fields of the medieval and early modern romance and in the tradition of the novella. The latter supplied the present generic term in the late 18th century.
Further definition of the genre is historically difficult. The construction of the narrative, the plot, the way reality is created in the works of fiction, the fascination of the character study, and the use of language are usually discussed to show a novel's artistic merits. Most of these requirements were introduced in the 16th and 17th centuries in order to give fiction a justification outside the field of factual history. The individualism of the presentation makes the personal memoir and the autobiography the two closest relatives among the genres of modern histories.
The novel is only one of many possible prose narrative forms. It shares with other narratives, like the epic and the romance, two basic characteristics: a story and a story-teller. The epic tells a traditional story and is an amalgam of myth, history, and fiction. Its heroes are gods and goddesses and extraordinary men and women. The romance also tells stories of larger-than-life characters. It emphasizes adventure and often involves a quest for an ideal or the pursuit of an enemy. The events seem to project in symbolic form the primal desires, hopes, and terrors of the human mind and are, therefore, analogous to the materials of dream, myth, and ritual. Although this is true of some novels as well, what distinguishes the novel from the romance is its realistic treatment of life and manners. Its heroes are men and women like ourselves, and its chief interest, as Northrop Frye said, is "human character as it manifests itself in society."
A novel is a fictional piece of prose usually written in a narrative style. Novels tell stories, which are typically defined as a series of events described in a sequence. The novel has been a part of human culture for over a thousand years, although its origins are somewhat debated. Regardless of how it began, the novel has risen to prominence and remained one of the most popular and treasured examples of human culture and writing.
There have been stories and tales for thousands of years, but novels must combine a few unique characteristics in order to be defined as such. First, a novel is written down. rather than told through an oral account. Secondly, novels are meant to be fictional in form, differentiating them from myths, which are said to have their basis in reality or theology. Although some modern scholars argue differently, there is no truly established guideline for length, point-of-view, or even establishment of a moral or philosophical point in novels.
The term for the novel in most European languages is roman, which suggests its closeness to the medieval romance. The English name is derived from the Italian novella, meaning "a little new thing." Romances and novelle, short tales in prose, were predecessors of the novel, as were picaresque narratives. Picaro is Spanish for "rogue," and the typical picaresque story is of the escapades of a rascal who lives by his wits. The development of the realistic novel owes much to such works, which were written to deflate romantic or idealized fictional forms. Cervantes' Don Quixote (1605-15), the story of an engaging madman who tries to live by the ideals of chivalric romance, explores the role of illusion and reality in life and was the single most important progenitor of the modern novel.
The novel broke from those narrative predecessors that used timeless stories to mirror unchanging moral truths. It was a product of an intellectual milieu shaped by the great seventeenth-century philosophers, Descartes and Locke, who insisted upon the importance of individual experience. They believed that reality could be discovered by the individual through the senses. Thus, the novel emphasized specific, observed details. It individualized its characters by locating them precisely in time and space. And its subjects reflected the popular eighteenth-century concern with the social structures of everyday life.
The novel is often said to have emerged with the appearance of Daniel Defoe's Robinson Crusoe (1719) and Moll Flanders (1722). Both are picaresque stories, in that each is a sequence of episodes held together largely because they happen to one person. But the central character in both novels is so convincing and set in so solid and specific a world that Defoe is often credited with being the first writer of "realistic" fiction. The first "novel of character" or psychological novel is Samuel Richardson's Pamela (1740-41), an epistolary novel (or novel in which the narrative is conveyed entirely by an exchange of letters). It is a work characterized by the careful plotting of emotional states. Even more significant in this vein is Richardson's masterpiece Clarissa (1747-48). Defoe and Richardson were the first great writers in our literature who did not take their plots from mythology, history, legend, or previous literature. They established the novel's claim as an authentic account of the actual experience of individuals.
3. Definitions of Moral Message
a.Description of Moral Message
In this research,the writer only focuses on moral message of the novel “NARNIA” .Moral message is a lessson implied in a story or event.Emery, David (2008:1) says : “Moral is a lesson of ethical or practical significance expressed or implied in a story.The moral may be left to the hearers readers,or implicitly encapsulated maximally every story has moral message that the author wants to convey,either explicitly or implicitly.Explicit ways are the ways to convey the message directly by using the characters,characterizations,attitude,aspect,etc.While implicit messages are conveyed implicitly or indirectly so that the readers or viewer must decude by themselves about what the moral message in the story are.
From the explanation above,the writer concludes that moral message are value implied in a story which become lesson for the readers or viewer.
b.Types of Moral Message
According to Nugiantoro,Burhan (2007:323) Jenis ajaran moral itu sendiri dapat mencakup masalah yang boleh dikatakan bersifat tak terbatas.Ia dapat mencakup seluruh persoalan hidup dan kehidupan,seluruh persoalan yang menyangkut harkat dan martabat manusia.Secara garis besar persoalan hidup dan kehidupan manusia itu dapat dibedakan kedalam persoalan hubungan manusia dengan diri sendiri,hubungan manusia dengan manusia lain dalam lingkup sosial termasuk hubungannya dengan lingkungan alam,hubungan manusia dengan Tuhannya.
It means that the types of moral lesson can cover unlimited problems,including all of the life and living problems,all of the problem related to human dignity and prestige.Furthermore,Nurgiantoro,Burhan (2007:323) adds,
1. Bentuk penyampaian langsung yaitu penyampaian pesan moral secara langsung melalui penjelasan perwatakannya.
2. Bentuk penyampaian secara tidak langsung yaitu tidak ditampilkan dalam cerita adalah peristiwa konflik,sikap dan tingkah laku para tokoh dalam menghadapi peristiwa dan konflik itu,baik yang terlihat dalam tingkah laku verbal,fisik maupun yang hanya terjadi dalam pikiran dan perasaan.
It means that there are two forms of delivering moral message in a story : those are direct and indirect delivery .
1.The form of direct delivery is the direct delivery of characterization.
2.The form of indirect delivery is the delivery moral message which is not shown. in a story,convering events,conflicts and characters’attitude and behaviours in encountering the events and conflicts shown in their verbal or physical behaviours or only occuring in their though on feeling.
In addition,message in literary work is usually also called meaning.There are two kinds of message or meaning in a literary work.Those are content and intention meaning.According to http://www.indonbiu .com/2009/07/pengertian tema dan amanat.html /2010:/,” makna niatan adalah makna yang diniatkan oleh pengarang bagi karya sastra yang ditulisnya.Makna muatan ialah makna yang termuat dalam karya sastra tersebut.” It means that intention meaning is the meaning intended by an author for the literary work that he writes.Content meaning is the meaning contained in the literary works.
CHAPTER III
RESEACH METHODOLOGY
A. Method of Reseach
The writer uses a descriptive method in this reseach. According to Winarno Surakhmad (1998 : 139 ) that : “ pelaksanaan metode deskriptif tidak terbatas hanya sampai pada pengumpulan dan penyusunan data, tetapi meliputi analisa dan interpretasi tentang arti data itu. “ It means that the process of descriptive method consists of collecting, arranging, classifying, analysing and interpreting of the data.
1. Technique of Collecting Data
In collecting data, the writer uses library reseach by reading and studying the book and references as resources in her writing. The technique can help her to get the information related to the topic.
2. Technique of Analysing Data
In analysing data, the writer analysis the novel “Narnia “ written by C. Lewis based on moral message.
CHAPTER IV
RESEARCH FINDING
Moral Message of NARNIA
In this novel explained that The Lion, the Witch and the Wardrobe is the bearer of important moral lessons for children. It argues that the novel provides readers with guidance on putting moral principles into practice, and subserves readers to express the best they can be as well. Moral principles such as honesty and integrity, forgiveness, courage, and self-sacrifice, will be discussed as these are represented by various characters, human and animal, in the novel. Mr Tumnus and Edmund stand for the moralvalues of honesty and integrity, while Lucy and Peter represent forgiveness; Peter, Edmund and Mr Beaver are brave warriors with courage, while Aslan, Edmund as well as Lucy all promulgate the spirit of self-sacrifice. While The Lion,the Witch and the Wa rdrobe illustrates moral values, it should be noticed that those values are presented in an entertaining manner, especially with children’s needs in mind. The mysterious and wondrous world of Narnia and the engaging talking animals enhance the reading experience. The devices that increase the pleasure of reading will thus also be mentioned, though the focus is on the didactic messages of The Lion,the witch and the wardrobe .
All these experiences and enchantment attract readers’ attention, and children will be delighted to have the adventure along with the four children in the novel. However, as children’s literature, it is almost inevitable that The Lion,the Witch and the Wardrobe will educate and have effect on children in some respects. There are different moral values within the novel that will provide specific advice and guidance to children, and one of these is the moral principle of honesty and integrity.
Honesty and integrity are basic moral qualities for children or adults of all time.“honesty” is “the quality of being honest,” while “integrity” is defined as “the quality of being honest and having strong moral principles.”It is suggested through the definition that “honesty” is incorporated in “integrity,” for “integrity” includes strong moral principles besides “honesty.” Lewis promulgated these two moral principles – honesty and integrity through two different figures: one is the animal figure — the Faun; the other is the human character — Edmund.These two characters are similar in inspiring moral values, i.e. they stand in the wrong side at first but choose to be an honest person in the end. However, they differ in some respects as well: the Faun realizes his fault at the very beginning, while Edmund grows into a just person gradually. By using animals,Lewis could communicate very subtle shades of human personality without taxing his youngaudience’s level of comprehension or interest.”That is to say, because of children’s natural attraction to animals, the latter can stimulate the acquisition of moral values.Talking animals such as Mr Tumnus, Aslan and Mr Beaver are convincing examples to demonstrate that certain moral values such as honesty, self-sacrifice and courage are derived from entertainment.
Mr Tumnus is a kind-hearted Faun who chooses to be an honest and upright person in
the end after his inward struggling. When he comes across Lucy at the first time and finds out
that she is the “Daughter of Eve”,the Faun is determined to take Lucy home and wants to hand her over to the White Witch. However, Mr Tumnus feels so ashamed of himself that he dissolves into tears as he confesses:Lucy asked, “Mr Tumnus! Whatever is the matter?” for the faun’s brown eyes had filled with tears and then the tears began trickling down its cheeks, and soon they were running off the end of its nose; and at last it covered its face with its hands and began to howl.
The description of the Faun’s crying clearly demonstrates his remorse. At first, he just tellsLucy “it’s no good” “sorrowfully”,when Lucy requests to leave, but a moment later, his eyes fill with tears. The Faun begins to cry is because he feels a bit guilty now. Then his remorseful emotion reaches to the highest point, because the tears not only “trick down,”
but also “run off,” and the verb “howl” underlines the Faun’s agony. Hence, the description
cited above presents the readers a Faun with extreme suffering, which is due to Mr Tumnus’s
inward struggle of being an honest man.
The detailed description of Mr Tumnus’s weeping is implying that the Faun feels regretted for his vicious behaviour. Readers will feel sympathetic to him because Mr Tumnus
is forced to be a kidnapper for the White Witch. He is struggling, for he is afraid of the Witch,and knows exactly what will happen if he sets Lucy free: “And she’ll have my tail cut off, andmy horns sawn off, and my beard plucked out.And if she is extra and specially angryshe’ll turn me into stone” The White Witch’s heinous means of punishment ishighly threatening. Nevertheless, the Faun chooses to help Lucy without regard to his own
safety at last.There are two primary reasons why Mr Tumnus wants to set Lucy free. The first is that he has known Lucy now and makes friends with her, as he says in the novel, “Of course I can’t give you up to the Witch not now that I know you” .
The second part of the sentence “not now that I know you” suggests the reason of the Faun’s action. However,the second reason, which is the more important one, is that the Faun himself is kind-hearted and honest. His bursting into tears when Lucy wants to go home clearly demonstrates that Mr Tumnus cannot go against his well-meaning and honest nature.
meeting a secret by using Turkish Delight. However, Lucy notices the change of Edmund,
Behaviour shows the immaturity and amorality of Edmund as well as his gluttony. He is
credulous and lacks strong moral principles, thus he can make friends with anyone who gives
him what he wants. The moral values in this section prevent the occurrence of some personal problems, and constitute a source of inspiration in time of need. Just like Mr Tumnus and Edmund in the novel, they do not act with integrity at first, and they have either the menace or the temptation in front of them, which prevents them from making the right choice. However, they return back to the right track at last. Therefore, these two characters set good examples for children.
Forgiveness,besides honesty and integrity,forgiveness is an indispensable value for children as they growup.Forgiveness is like a “catalyst” that can promote reform.As is demonstrated in the novel,both Mr Tumnus and Edmund make mistakes at the beginning,but they transform into the upright men at last, which is primarily due to the forgiving action made by others. Bell mentions that unlike characters in other allegorical novels, the four children in The Lion,the Witch and the Wardrobe “are differentiated, delineated by particular traits and motivations.” Lewis emphasized hese particular traits by giving them the tittles: “King Peter the Magnificent,” “Queen Susan the Gentle,” “King Edmund the Just,” and “Queen Lucy the Valiant.” However, besides these general traits of the children, they possess much more virtues as well;and for Lucy, the most distinguished virtue is her generous forgiveness.Lucy sets an excellent example of forgiving people at the very beginning when she meets Mr Tumnus. When the Faun tells Lucy that he is a kidnapper for the White Witch, Lucy tries to console him by saying “rather slowly” former fault though it is “pretty bad,” because she believes that he will never help the Witch kidnap person again since he feels sorry for his vicious behaviour. Moreover, her “slow” speech and the repetition of “well” as well as the word “sure” all suggest that Lucy tries her best to comfort the Faun and wants to be truthful and sincere.
After Lucy finds out that she is actually the victim, she feels sure, though terrified as
well, that the Faun will set her free. She tries to convey her trust and understanding to Mr
Tumnus by saying,Furthermore, except for Lucy’s generous forgiveness, she regards the Faun as her best friend unfeignedly.Magnanimous behaviour is an excellent example suggesting how to deal with enemies or opponents. Besides the simple action of forgiving, it is more important to stand in the perspective of others and be a thoughtful and truthful friend.
Likewise, Lucy also forgives her brother Edmund for all his wrongdoings. When Lucy
tells her siblings about her fantastic experience in Narnia, they do not believe it and think
Lucy is telling a silly lie. Though the two elder ones hurt Lucy’s heart, they do it
unconsciously. However, Edmund is spiteful on this occasion. “He sneered and jeered at Lucy.Edmund’s action and the reason for his behaviour emphasize his malevolent personality. He does not care about other’s feelings, all Edmund wants is to spite and enjoy the successful mood of being a nasty person.Though Lucy feels hurt by Edmund’s vicious behaviour, she forgives him without hesitation. When Edmund tells his siblings that he only plays with Lucy and pretends that all her story is true, Lucy “gave Edmund one look and rushed out of the room” Lucy feels so inconsolable that she says nothing but gives Edmund a look and runs away.Edmund does let Lucy down this time, thus Lucy does not want to argue at all. Moreover, after Edmund is saved,Lucy forgives him unhesitatingly. Her generous action of forgiveness is a convincing examplethat demonstrates how children can put moral principles into practice. By managing to forgive,Lucy sets an excellent example for children.Besides Lucy, Peter also puts forgiveness into practice. As the eldest brother, Peter has the responsibility to sustain harmonious relationships among the siblings. However, when Peter knows that Edmund is lying about the adventure of Narnia, he is so irritated that he rebukes Edmund, saying, “Well, of all the poisonous little beasts.The sentence is not finished, but the implied message is that Peter is angry at Edmund’s malicious behaviour and feels disappointed for him as well. Thus, Peter fails to control his emotion and utters these serious words.
Courage describes many scenes of death. Lewis wanted to show that “real” life is full of difficulties and struggle, and only people with a strong will and courage can master all obstacles and achieve victory in the end.Courage as the quality of a confident character not to be afraid or intimidated easily but without being incautious or inconsiderate”.Therefore, the quality of courage not only contains valour but also includes wisdom and cautiousness. The distinguished warriors with courage in the novel arePeter, Edmund, and Mr Beaver.Peter is not a courageous man at first. His cowardice is introduced when Peter meets Aslan for the first time.
Edmund is another example of how a young boy can become a brave warrior in battle.
Different from Peter, Edmund exhibits his talent for fighting in his first but also the most
important battle. He is not only courageous but also intellective, as is shown in the novel:
Peter says The Witch was turning our troops into stone right and left. But nothing would stop him. He fought his way through three ogres to where she was just turning one of your leopards into a statue. And when he reached her he had the sense to being his sword smashing down on her wand instead of trying to go for her directly and simply getting a statue himself for his pains.Edmund is so brave, dauntless and wise to fight with the Witch that even Peter respects him greatly. Though fighting for the first time, Edmund has the sense to smash the witch’s wand first. He is courageous, as is demonstrated by the quotation cited above, he can fight his way straight to the White Witch and “nothing would stop him.” However, besides bravery, the most important thing for a warrior is to keep a cool head and to know what the best thing to do is. Edmund understands clearly and makes his courage and wisdom into practice. Though Edmund is “terribly wounded,” Peter’s army “would have been beaten” if Edmund had not smashed the Witch’s wand, because he wins over “some chance”for the army.Edmund thus represents an intelligent warrior with great valour in the novel, which can be an excellent example of inspiring children that how to be heroic and outsmart enemy.
Besides the two human characters that represent the brave warriors in the novel, Mr Beaver shows his extreme courage as well. Mr Beaver is not a valorous warrior per se, and he is rather cautious. When he meets the four children for the first time, he is afraid of being seen
by the Witch’s side, therefore, he always looks out at them “from behind a tree,” and then
“immediately draw back”.Likewise, the examples cited above indicate that Mr Beaver is risking his life to meet the four children as well.
Self-sacrifice,in comparison with the moral principles of honesty and integrity, forgiveness, and courage,self-sacrifice is the most important and significant, because it is the ultimate expression of the best a person can be. In this section, the examples of Aslan, Edmund and Lucy all demonstrate that how can a person exceed the limitation of self and achieve the supreme action of self-sacrifice. Aslan, who accepts death at the hand of the White Witch in order to save Edmund’s life, is the most distinguished example of self-sacrifice.As the lord of Narnia, Aslan is a mysterious figure at first, which not only arouses the curiosity of children in the novel, but the readers’ as well. King states that “Lewis’s most
amazing gift as a writer is his ability to make imaginative leaps forward when writing about a
subject so that he takes us beyond the merely obvious, the mundane, the everyday.Lewis’s description of Aslan is a convincing example to demonstrate King’s comments.
When Mr Beaver mentions Aslan the first time, all the children in the novel have different
feelings about the name.Furthermore, the old rhyme in the novel makes Aslan even more mysterious.Readers will feel enthusiastic and pleasant to find out who Aslan is along with the four children in the novel.Apart from Aslan’s mysterious and amazing power, his gracious act of self-sacrificefor Edmund arouses readers’ immense attraction and respect. In spite of Edmund’s past actions, Aslan is willing to die for the sake of saving Edmund’s life.The phrase “not… at all” emphasizes the disappointment of Lucy and Susan for Aslan’s non-resistance; it also reinforces the solemn action of Aslan’s self-sacrifice.
Furthermore, the comparison of different actions between Aslan and the rabble manifests
the significance of Aslan’s self-sacrifice. Aslan chooses to be silent and make no resistance at
all. Compared with Aslan’s tranquillity and peace, the rabble’s “shouting and cheering”
seems so dismissive and disdainful. Lewis even criticizes the rabble’s behaviour by plainly saying, “as if they had done something brave, though…one of those
The author’s attitude is emphasized by the italics, and readers will feel disgust of the intoxicated rabble.Aslan’s gentle behaviour denotes his willingness to give up his life, and his
benignity to Edmund is also revealed.Aslan is not obliged to save Edmund, therefore, his action of self-sacrifice is worthy of admiration. Differing from Jesus, who is the Son of God and is chosen by God to sacrifice his life to save humankind with his blood, Aslan is not -- he is only the King of Narnia. However,Aslan sacrifices his life not only to save Edmund, but also to save Narnia.From this respect, Aslan saves Narnia. Though he is resurrected afterwards, the action of self-sacrifice is more miserable than death. As is introduced above, Aslan endures physical as well as emotional suffering, which is beyond imagination. Therefore, Aslan is an excellent example of how to exceed the limitation in terms of sacrifice.Though it is Aslan that is killed “in a traitor’s stead” willingly and gets resurrected,Edmund also revives to some extent. The most important is that he has learned how to sacrifice. Although not knowing what Aslan has done for him, Edmund acts bravely and fearlessly in the battle of fighting against the White Witch. In order to prevent the soldiers from being turned into the statues by the witch, Edmund risks his life to break the witch’s wand courageously and successfully.
CHAPTER V
CONCLUSION AND RECOMENDATION
A. Conclusion
The writer’s conclusions of this reseach are as follow :
Four distinguished and important moral message in NARNIA.There are honesty and integrity, forgiveness, courage, and self-sacrifice.By using the devices of talking animals, fascinating images as well as enchantment, the narrator expresses didactic messages in an entertaining manner.Starting with moral qualities,NARNIA novel demonstrates how moral message are expressed in action.
B. Recomendation
1. Make a reading literary works activity as an enjoyed thing, for it will add our knowledge, vocabulary, and we can take some philosophy from it as well.
2. Based on the writer’s analysis that “Narnia” can be used as one of the alternative reading materials of literature for the university level.
3. Learning literary works is important for us especially for students. Therefore, we should give wide change for them develop their ability in appreciating literary works.
REFERENCES
Aminuddin (1995). Pengantar Apresiasi Karya Sastra. Bandung : C .V. Sinar Baru.
Anonym.(2010) Pengertian tema dan amanat.[online].available:http://www.indonbiu.com
Dewi Murni, et. Al. (1996). Appreciation Literary Works. Jakarta; UT Depdikbud.
Hawthorn, Jeremy. (1985). Studying the Novel and Introduction. London: Bedford Square.
Pickering, J.H. and Jeffery D.H. (1986). Literature. New York; Macmillan Publishing Company
Tarigan, Henry Guntur. (1984). Prinsip- Prinsip Dasar Sastra. Bandung, Angkasa.
Submitted to Fulfil One of Prose Subject’s Task
Resti Tantiawanti
0821220063
6B
ENGLISH DEPARTMENT
FACULTY OF EDUCATIONAL SCIENCES AND TEACHERS’ TRAINING
SILIWANGI UNIVERSITY
2011
CHAPTER I
INTRODUCTION
A. Background Of The Problem
English in the main foreign language in Indonesia that is thought from elementary school up to uneversity level. As an international language, English is widely used in the world. It is a medium in conduting seminars,conferences, business negotiation, and other communicative purposes. In addition, English means to master science, technology and culture. Therefore, learning English is very important.
There are four language skills in learning English,there are listening,speaking,reading and writing. One of them is reading. Reading, including reading literatery work is a form language activity.the activity of reading literary works can give some advantages,for instances, we will get new vocabularies, some imformation about life values, the knowledge about the culture of certain community and the identification of life problems that have not been experienced before. According to Aminuddin ( 1987: 63) that ; “ Manfaat membaca karya sastra sedikitnya akan meliputi :
(1) Dapat dijadikan pengisi waktu luang,
(2) Pemberian atau pemerolehan hiburan,
(3) Untuk mendapatkan informasi,
(4) Media pengembang dan pemerkaya pandangan kehidupan dan
(5) Memberikan pengetahuan nilai sosio – kultural dari zaman atau masa karya sastra itu dilahirkan.” It means that, the advantages of readingliterary work at least includes :
(1) Spending the free time
(2) Giving or getting entertainment
(3) Getting information
(4) The enrichment of the life values
(5) Giving the knowledge about the socio cultural values in specific period of time in which the literary work is created.
Some experts have their own opinions about definitions of literature but the formulations of their opinion have similarity each other. Before the writer clarifies futhermore about literature,it is important to know some definitions about literature.
Literature comes from a Latin word which means ‘letter’ or ‘writing’. A simple definition of literature is writing in prose and verse. There are two concepts of literature: the first.literature in general sense, and the second, literature in specific sense. Literaturein general sense is everything printed as a textualform. While literature in specific sense is any result of human efforts in expressing his esthetic. Sense is lingual form(artistic in nature). The artistic form of writing is a literary work that can suggest our emotion and thought.
Every author uses beautiful language for expressing his imagination to give measure to the readers. Joseph Mersand (1982:313) says that : “ Literature is good writing that has form, a point of view, andideas of lasting interest.” According to X.J Kennedy (1983:10) that “ Literature in kind of art, usually written, which offers pleasure and illumination.”. According to Ema Husnan (1988 : 4) that: “Kesusastraan adalah tulisan atau karangan yang indah bahasanya.” It means that writing or composition in beautiful language . from these definitions, the writer concludes that literature is an art which covers printed material or written form dealingwith special subject that offers pleasure.
A. Reseach Problem
The writer formulation the problem above as “ What is the moral message of the novel “ NARNIA “ by C. Lewis.
B. Purpose of the Study
The aim of the reseach are :
1. To get the description about novel, moral message , of the novel “ NARNIA “ written by C. Lewis.
2. To get knowledge and experience about the reseach.
C. Significance of The Studies
The writer limits the scope of the problem to focus on the discussion and to avoid the deviation. She restricts the problem of this reseach on novel “NARNIA” written by C.Lewis based on moral message.
CHAPTER II
CONCEPTUAL FRAMEWORK OR THEORITICAL BACKGROUND
A. Theoretical Studies
1. Description of Novel
Novel is latest of all the great types of literature. It comes from a Latin word which means ‘new’. It has own word with its mechanism and reality. While poetry and drama are earlier even from the ancient Greeks. A novel is a part of fiction. According to Joseph Mersand (1982:313) that: “Fiction means something that the writer uses his imagination.” In this reseach , the writer analysis a novel “ NARNIA” based on moral message.
2. Definitions of Novel
A novel is a book of long narrative in literary prose. The genre has historical roots both in the fields of the medieval and early modern romance and in the tradition of the novella. The latter supplied the present generic term in the late 18th century.
Further definition of the genre is historically difficult. The construction of the narrative, the plot, the way reality is created in the works of fiction, the fascination of the character study, and the use of language are usually discussed to show a novel's artistic merits. Most of these requirements were introduced in the 16th and 17th centuries in order to give fiction a justification outside the field of factual history. The individualism of the presentation makes the personal memoir and the autobiography the two closest relatives among the genres of modern histories.
The novel is only one of many possible prose narrative forms. It shares with other narratives, like the epic and the romance, two basic characteristics: a story and a story-teller. The epic tells a traditional story and is an amalgam of myth, history, and fiction. Its heroes are gods and goddesses and extraordinary men and women. The romance also tells stories of larger-than-life characters. It emphasizes adventure and often involves a quest for an ideal or the pursuit of an enemy. The events seem to project in symbolic form the primal desires, hopes, and terrors of the human mind and are, therefore, analogous to the materials of dream, myth, and ritual. Although this is true of some novels as well, what distinguishes the novel from the romance is its realistic treatment of life and manners. Its heroes are men and women like ourselves, and its chief interest, as Northrop Frye said, is "human character as it manifests itself in society."
A novel is a fictional piece of prose usually written in a narrative style. Novels tell stories, which are typically defined as a series of events described in a sequence. The novel has been a part of human culture for over a thousand years, although its origins are somewhat debated. Regardless of how it began, the novel has risen to prominence and remained one of the most popular and treasured examples of human culture and writing.
There have been stories and tales for thousands of years, but novels must combine a few unique characteristics in order to be defined as such. First, a novel is written down. rather than told through an oral account. Secondly, novels are meant to be fictional in form, differentiating them from myths, which are said to have their basis in reality or theology. Although some modern scholars argue differently, there is no truly established guideline for length, point-of-view, or even establishment of a moral or philosophical point in novels.
The term for the novel in most European languages is roman, which suggests its closeness to the medieval romance. The English name is derived from the Italian novella, meaning "a little new thing." Romances and novelle, short tales in prose, were predecessors of the novel, as were picaresque narratives. Picaro is Spanish for "rogue," and the typical picaresque story is of the escapades of a rascal who lives by his wits. The development of the realistic novel owes much to such works, which were written to deflate romantic or idealized fictional forms. Cervantes' Don Quixote (1605-15), the story of an engaging madman who tries to live by the ideals of chivalric romance, explores the role of illusion and reality in life and was the single most important progenitor of the modern novel.
The novel broke from those narrative predecessors that used timeless stories to mirror unchanging moral truths. It was a product of an intellectual milieu shaped by the great seventeenth-century philosophers, Descartes and Locke, who insisted upon the importance of individual experience. They believed that reality could be discovered by the individual through the senses. Thus, the novel emphasized specific, observed details. It individualized its characters by locating them precisely in time and space. And its subjects reflected the popular eighteenth-century concern with the social structures of everyday life.
The novel is often said to have emerged with the appearance of Daniel Defoe's Robinson Crusoe (1719) and Moll Flanders (1722). Both are picaresque stories, in that each is a sequence of episodes held together largely because they happen to one person. But the central character in both novels is so convincing and set in so solid and specific a world that Defoe is often credited with being the first writer of "realistic" fiction. The first "novel of character" or psychological novel is Samuel Richardson's Pamela (1740-41), an epistolary novel (or novel in which the narrative is conveyed entirely by an exchange of letters). It is a work characterized by the careful plotting of emotional states. Even more significant in this vein is Richardson's masterpiece Clarissa (1747-48). Defoe and Richardson were the first great writers in our literature who did not take their plots from mythology, history, legend, or previous literature. They established the novel's claim as an authentic account of the actual experience of individuals.
3. Definitions of Moral Message
a.Description of Moral Message
In this research,the writer only focuses on moral message of the novel “NARNIA” .Moral message is a lessson implied in a story or event.Emery, David (2008:1) says : “Moral is a lesson of ethical or practical significance expressed or implied in a story.The moral may be left to the hearers readers,or implicitly encapsulated maximally every story has moral message that the author wants to convey,either explicitly or implicitly.Explicit ways are the ways to convey the message directly by using the characters,characterizations,attitude,aspect,etc.While implicit messages are conveyed implicitly or indirectly so that the readers or viewer must decude by themselves about what the moral message in the story are.
From the explanation above,the writer concludes that moral message are value implied in a story which become lesson for the readers or viewer.
b.Types of Moral Message
According to Nugiantoro,Burhan (2007:323) Jenis ajaran moral itu sendiri dapat mencakup masalah yang boleh dikatakan bersifat tak terbatas.Ia dapat mencakup seluruh persoalan hidup dan kehidupan,seluruh persoalan yang menyangkut harkat dan martabat manusia.Secara garis besar persoalan hidup dan kehidupan manusia itu dapat dibedakan kedalam persoalan hubungan manusia dengan diri sendiri,hubungan manusia dengan manusia lain dalam lingkup sosial termasuk hubungannya dengan lingkungan alam,hubungan manusia dengan Tuhannya.
It means that the types of moral lesson can cover unlimited problems,including all of the life and living problems,all of the problem related to human dignity and prestige.Furthermore,Nurgiantoro,Burhan (2007:323) adds,
1. Bentuk penyampaian langsung yaitu penyampaian pesan moral secara langsung melalui penjelasan perwatakannya.
2. Bentuk penyampaian secara tidak langsung yaitu tidak ditampilkan dalam cerita adalah peristiwa konflik,sikap dan tingkah laku para tokoh dalam menghadapi peristiwa dan konflik itu,baik yang terlihat dalam tingkah laku verbal,fisik maupun yang hanya terjadi dalam pikiran dan perasaan.
It means that there are two forms of delivering moral message in a story : those are direct and indirect delivery .
1.The form of direct delivery is the direct delivery of characterization.
2.The form of indirect delivery is the delivery moral message which is not shown. in a story,convering events,conflicts and characters’attitude and behaviours in encountering the events and conflicts shown in their verbal or physical behaviours or only occuring in their though on feeling.
In addition,message in literary work is usually also called meaning.There are two kinds of message or meaning in a literary work.Those are content and intention meaning.According to http://www.indonbiu .com/2009/07/pengertian tema dan amanat.html /2010:/,” makna niatan adalah makna yang diniatkan oleh pengarang bagi karya sastra yang ditulisnya.Makna muatan ialah makna yang termuat dalam karya sastra tersebut.” It means that intention meaning is the meaning intended by an author for the literary work that he writes.Content meaning is the meaning contained in the literary works.
CHAPTER III
RESEACH METHODOLOGY
A. Method of Reseach
The writer uses a descriptive method in this reseach. According to Winarno Surakhmad (1998 : 139 ) that : “ pelaksanaan metode deskriptif tidak terbatas hanya sampai pada pengumpulan dan penyusunan data, tetapi meliputi analisa dan interpretasi tentang arti data itu. “ It means that the process of descriptive method consists of collecting, arranging, classifying, analysing and interpreting of the data.
1. Technique of Collecting Data
In collecting data, the writer uses library reseach by reading and studying the book and references as resources in her writing. The technique can help her to get the information related to the topic.
2. Technique of Analysing Data
In analysing data, the writer analysis the novel “Narnia “ written by C. Lewis based on moral message.
CHAPTER IV
RESEARCH FINDING
Moral Message of NARNIA
In this novel explained that The Lion, the Witch and the Wardrobe is the bearer of important moral lessons for children. It argues that the novel provides readers with guidance on putting moral principles into practice, and subserves readers to express the best they can be as well. Moral principles such as honesty and integrity, forgiveness, courage, and self-sacrifice, will be discussed as these are represented by various characters, human and animal, in the novel. Mr Tumnus and Edmund stand for the moralvalues of honesty and integrity, while Lucy and Peter represent forgiveness; Peter, Edmund and Mr Beaver are brave warriors with courage, while Aslan, Edmund as well as Lucy all promulgate the spirit of self-sacrifice. While The Lion,the Witch and the Wa rdrobe illustrates moral values, it should be noticed that those values are presented in an entertaining manner, especially with children’s needs in mind. The mysterious and wondrous world of Narnia and the engaging talking animals enhance the reading experience. The devices that increase the pleasure of reading will thus also be mentioned, though the focus is on the didactic messages of The Lion,the witch and the wardrobe .
All these experiences and enchantment attract readers’ attention, and children will be delighted to have the adventure along with the four children in the novel. However, as children’s literature, it is almost inevitable that The Lion,the Witch and the Wardrobe will educate and have effect on children in some respects. There are different moral values within the novel that will provide specific advice and guidance to children, and one of these is the moral principle of honesty and integrity.
Honesty and integrity are basic moral qualities for children or adults of all time.“honesty” is “the quality of being honest,” while “integrity” is defined as “the quality of being honest and having strong moral principles.”It is suggested through the definition that “honesty” is incorporated in “integrity,” for “integrity” includes strong moral principles besides “honesty.” Lewis promulgated these two moral principles – honesty and integrity through two different figures: one is the animal figure — the Faun; the other is the human character — Edmund.These two characters are similar in inspiring moral values, i.e. they stand in the wrong side at first but choose to be an honest person in the end. However, they differ in some respects as well: the Faun realizes his fault at the very beginning, while Edmund grows into a just person gradually. By using animals,Lewis could communicate very subtle shades of human personality without taxing his youngaudience’s level of comprehension or interest.”That is to say, because of children’s natural attraction to animals, the latter can stimulate the acquisition of moral values.Talking animals such as Mr Tumnus, Aslan and Mr Beaver are convincing examples to demonstrate that certain moral values such as honesty, self-sacrifice and courage are derived from entertainment.
Mr Tumnus is a kind-hearted Faun who chooses to be an honest and upright person in
the end after his inward struggling. When he comes across Lucy at the first time and finds out
that she is the “Daughter of Eve”,the Faun is determined to take Lucy home and wants to hand her over to the White Witch. However, Mr Tumnus feels so ashamed of himself that he dissolves into tears as he confesses:Lucy asked, “Mr Tumnus! Whatever is the matter?” for the faun’s brown eyes had filled with tears and then the tears began trickling down its cheeks, and soon they were running off the end of its nose; and at last it covered its face with its hands and began to howl.
The description of the Faun’s crying clearly demonstrates his remorse. At first, he just tellsLucy “it’s no good” “sorrowfully”,when Lucy requests to leave, but a moment later, his eyes fill with tears. The Faun begins to cry is because he feels a bit guilty now. Then his remorseful emotion reaches to the highest point, because the tears not only “trick down,”
but also “run off,” and the verb “howl” underlines the Faun’s agony. Hence, the description
cited above presents the readers a Faun with extreme suffering, which is due to Mr Tumnus’s
inward struggle of being an honest man.
The detailed description of Mr Tumnus’s weeping is implying that the Faun feels regretted for his vicious behaviour. Readers will feel sympathetic to him because Mr Tumnus
is forced to be a kidnapper for the White Witch. He is struggling, for he is afraid of the Witch,and knows exactly what will happen if he sets Lucy free: “And she’ll have my tail cut off, andmy horns sawn off, and my beard plucked out.And if she is extra and specially angryshe’ll turn me into stone” The White Witch’s heinous means of punishment ishighly threatening. Nevertheless, the Faun chooses to help Lucy without regard to his own
safety at last.There are two primary reasons why Mr Tumnus wants to set Lucy free. The first is that he has known Lucy now and makes friends with her, as he says in the novel, “Of course I can’t give you up to the Witch not now that I know you” .
The second part of the sentence “not now that I know you” suggests the reason of the Faun’s action. However,the second reason, which is the more important one, is that the Faun himself is kind-hearted and honest. His bursting into tears when Lucy wants to go home clearly demonstrates that Mr Tumnus cannot go against his well-meaning and honest nature.
meeting a secret by using Turkish Delight. However, Lucy notices the change of Edmund,
Behaviour shows the immaturity and amorality of Edmund as well as his gluttony. He is
credulous and lacks strong moral principles, thus he can make friends with anyone who gives
him what he wants. The moral values in this section prevent the occurrence of some personal problems, and constitute a source of inspiration in time of need. Just like Mr Tumnus and Edmund in the novel, they do not act with integrity at first, and they have either the menace or the temptation in front of them, which prevents them from making the right choice. However, they return back to the right track at last. Therefore, these two characters set good examples for children.
Forgiveness,besides honesty and integrity,forgiveness is an indispensable value for children as they growup.Forgiveness is like a “catalyst” that can promote reform.As is demonstrated in the novel,both Mr Tumnus and Edmund make mistakes at the beginning,but they transform into the upright men at last, which is primarily due to the forgiving action made by others. Bell mentions that unlike characters in other allegorical novels, the four children in The Lion,the Witch and the Wardrobe “are differentiated, delineated by particular traits and motivations.” Lewis emphasized hese particular traits by giving them the tittles: “King Peter the Magnificent,” “Queen Susan the Gentle,” “King Edmund the Just,” and “Queen Lucy the Valiant.” However, besides these general traits of the children, they possess much more virtues as well;and for Lucy, the most distinguished virtue is her generous forgiveness.Lucy sets an excellent example of forgiving people at the very beginning when she meets Mr Tumnus. When the Faun tells Lucy that he is a kidnapper for the White Witch, Lucy tries to console him by saying “rather slowly” former fault though it is “pretty bad,” because she believes that he will never help the Witch kidnap person again since he feels sorry for his vicious behaviour. Moreover, her “slow” speech and the repetition of “well” as well as the word “sure” all suggest that Lucy tries her best to comfort the Faun and wants to be truthful and sincere.
After Lucy finds out that she is actually the victim, she feels sure, though terrified as
well, that the Faun will set her free. She tries to convey her trust and understanding to Mr
Tumnus by saying,Furthermore, except for Lucy’s generous forgiveness, she regards the Faun as her best friend unfeignedly.Magnanimous behaviour is an excellent example suggesting how to deal with enemies or opponents. Besides the simple action of forgiving, it is more important to stand in the perspective of others and be a thoughtful and truthful friend.
Likewise, Lucy also forgives her brother Edmund for all his wrongdoings. When Lucy
tells her siblings about her fantastic experience in Narnia, they do not believe it and think
Lucy is telling a silly lie. Though the two elder ones hurt Lucy’s heart, they do it
unconsciously. However, Edmund is spiteful on this occasion. “He sneered and jeered at Lucy.Edmund’s action and the reason for his behaviour emphasize his malevolent personality. He does not care about other’s feelings, all Edmund wants is to spite and enjoy the successful mood of being a nasty person.Though Lucy feels hurt by Edmund’s vicious behaviour, she forgives him without hesitation. When Edmund tells his siblings that he only plays with Lucy and pretends that all her story is true, Lucy “gave Edmund one look and rushed out of the room” Lucy feels so inconsolable that she says nothing but gives Edmund a look and runs away.Edmund does let Lucy down this time, thus Lucy does not want to argue at all. Moreover, after Edmund is saved,Lucy forgives him unhesitatingly. Her generous action of forgiveness is a convincing examplethat demonstrates how children can put moral principles into practice. By managing to forgive,Lucy sets an excellent example for children.Besides Lucy, Peter also puts forgiveness into practice. As the eldest brother, Peter has the responsibility to sustain harmonious relationships among the siblings. However, when Peter knows that Edmund is lying about the adventure of Narnia, he is so irritated that he rebukes Edmund, saying, “Well, of all the poisonous little beasts.The sentence is not finished, but the implied message is that Peter is angry at Edmund’s malicious behaviour and feels disappointed for him as well. Thus, Peter fails to control his emotion and utters these serious words.
Courage describes many scenes of death. Lewis wanted to show that “real” life is full of difficulties and struggle, and only people with a strong will and courage can master all obstacles and achieve victory in the end.Courage as the quality of a confident character not to be afraid or intimidated easily but without being incautious or inconsiderate”.Therefore, the quality of courage not only contains valour but also includes wisdom and cautiousness. The distinguished warriors with courage in the novel arePeter, Edmund, and Mr Beaver.Peter is not a courageous man at first. His cowardice is introduced when Peter meets Aslan for the first time.
Edmund is another example of how a young boy can become a brave warrior in battle.
Different from Peter, Edmund exhibits his talent for fighting in his first but also the most
important battle. He is not only courageous but also intellective, as is shown in the novel:
Peter says The Witch was turning our troops into stone right and left. But nothing would stop him. He fought his way through three ogres to where she was just turning one of your leopards into a statue. And when he reached her he had the sense to being his sword smashing down on her wand instead of trying to go for her directly and simply getting a statue himself for his pains.Edmund is so brave, dauntless and wise to fight with the Witch that even Peter respects him greatly. Though fighting for the first time, Edmund has the sense to smash the witch’s wand first. He is courageous, as is demonstrated by the quotation cited above, he can fight his way straight to the White Witch and “nothing would stop him.” However, besides bravery, the most important thing for a warrior is to keep a cool head and to know what the best thing to do is. Edmund understands clearly and makes his courage and wisdom into practice. Though Edmund is “terribly wounded,” Peter’s army “would have been beaten” if Edmund had not smashed the Witch’s wand, because he wins over “some chance”for the army.Edmund thus represents an intelligent warrior with great valour in the novel, which can be an excellent example of inspiring children that how to be heroic and outsmart enemy.
Besides the two human characters that represent the brave warriors in the novel, Mr Beaver shows his extreme courage as well. Mr Beaver is not a valorous warrior per se, and he is rather cautious. When he meets the four children for the first time, he is afraid of being seen
by the Witch’s side, therefore, he always looks out at them “from behind a tree,” and then
“immediately draw back”.Likewise, the examples cited above indicate that Mr Beaver is risking his life to meet the four children as well.
Self-sacrifice,in comparison with the moral principles of honesty and integrity, forgiveness, and courage,self-sacrifice is the most important and significant, because it is the ultimate expression of the best a person can be. In this section, the examples of Aslan, Edmund and Lucy all demonstrate that how can a person exceed the limitation of self and achieve the supreme action of self-sacrifice. Aslan, who accepts death at the hand of the White Witch in order to save Edmund’s life, is the most distinguished example of self-sacrifice.As the lord of Narnia, Aslan is a mysterious figure at first, which not only arouses the curiosity of children in the novel, but the readers’ as well. King states that “Lewis’s most
amazing gift as a writer is his ability to make imaginative leaps forward when writing about a
subject so that he takes us beyond the merely obvious, the mundane, the everyday.Lewis’s description of Aslan is a convincing example to demonstrate King’s comments.
When Mr Beaver mentions Aslan the first time, all the children in the novel have different
feelings about the name.Furthermore, the old rhyme in the novel makes Aslan even more mysterious.Readers will feel enthusiastic and pleasant to find out who Aslan is along with the four children in the novel.Apart from Aslan’s mysterious and amazing power, his gracious act of self-sacrificefor Edmund arouses readers’ immense attraction and respect. In spite of Edmund’s past actions, Aslan is willing to die for the sake of saving Edmund’s life.The phrase “not… at all” emphasizes the disappointment of Lucy and Susan for Aslan’s non-resistance; it also reinforces the solemn action of Aslan’s self-sacrifice.
Furthermore, the comparison of different actions between Aslan and the rabble manifests
the significance of Aslan’s self-sacrifice. Aslan chooses to be silent and make no resistance at
all. Compared with Aslan’s tranquillity and peace, the rabble’s “shouting and cheering”
seems so dismissive and disdainful. Lewis even criticizes the rabble’s behaviour by plainly saying, “as if they had done something brave, though…one of those
The author’s attitude is emphasized by the italics, and readers will feel disgust of the intoxicated rabble.Aslan’s gentle behaviour denotes his willingness to give up his life, and his
benignity to Edmund is also revealed.Aslan is not obliged to save Edmund, therefore, his action of self-sacrifice is worthy of admiration. Differing from Jesus, who is the Son of God and is chosen by God to sacrifice his life to save humankind with his blood, Aslan is not -- he is only the King of Narnia. However,Aslan sacrifices his life not only to save Edmund, but also to save Narnia.From this respect, Aslan saves Narnia. Though he is resurrected afterwards, the action of self-sacrifice is more miserable than death. As is introduced above, Aslan endures physical as well as emotional suffering, which is beyond imagination. Therefore, Aslan is an excellent example of how to exceed the limitation in terms of sacrifice.Though it is Aslan that is killed “in a traitor’s stead” willingly and gets resurrected,Edmund also revives to some extent. The most important is that he has learned how to sacrifice. Although not knowing what Aslan has done for him, Edmund acts bravely and fearlessly in the battle of fighting against the White Witch. In order to prevent the soldiers from being turned into the statues by the witch, Edmund risks his life to break the witch’s wand courageously and successfully.
CHAPTER V
CONCLUSION AND RECOMENDATION
A. Conclusion
The writer’s conclusions of this reseach are as follow :
Four distinguished and important moral message in NARNIA.There are honesty and integrity, forgiveness, courage, and self-sacrifice.By using the devices of talking animals, fascinating images as well as enchantment, the narrator expresses didactic messages in an entertaining manner.Starting with moral qualities,NARNIA novel demonstrates how moral message are expressed in action.
B. Recomendation
1. Make a reading literary works activity as an enjoyed thing, for it will add our knowledge, vocabulary, and we can take some philosophy from it as well.
2. Based on the writer’s analysis that “Narnia” can be used as one of the alternative reading materials of literature for the university level.
3. Learning literary works is important for us especially for students. Therefore, we should give wide change for them develop their ability in appreciating literary works.
REFERENCES
Aminuddin (1995). Pengantar Apresiasi Karya Sastra. Bandung : C .V. Sinar Baru.
Anonym.(2010) Pengertian tema dan amanat.[online].available:http://www.indonbiu.com
Dewi Murni, et. Al. (1996). Appreciation Literary Works. Jakarta; UT Depdikbud.
Hawthorn, Jeremy. (1985). Studying the Novel and Introduction. London: Bedford Square.
Pickering, J.H. and Jeffery D.H. (1986). Literature. New York; Macmillan Publishing Company
Tarigan, Henry Guntur. (1984). Prinsip- Prinsip Dasar Sastra. Bandung, Angkasa.
TUGAS MATA KULIAH RESEARCH ON ELT
THE ANALYSIS OF USING CODE MIXING ON FACEBOOK STATUS
PROPOSAL PENELITIAN
Diajukan untuk Memenuhi Salah Satu TugasMata Kuliah Research on ELT pada Program Studi Pendidikan Bahasa Inggris
Oleh
RESTI TANTIAWANTI
082122063
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS SILIWANGI TASIKMALAYA 2011
KATA PENGANTAR
Penulis memanjatkan puji syukur ke hadirat Allah SWT,yang telah melimpahkan hidayah-Nya sehingga penulis dapat menyelesaikan proposal penelitian yang berjudul “The Analysis of Using Code Mixing on Facebook Status”
Proposal penelitian ini disusun untuk memenuhi salah satu syarat dalam penyusunan skripsi pada Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Siliwangi.
Penulis menyadari bahwa selama penyusunan proposal penelitian ini tidak terlepas dari bantuan berbagai pihak.Oleh karena itu,pada kesempatan ini penulis mengucapkan terimakasih kepada semua pihak yang telah membantu dalam penyusunan proposal ini,terutama kepada yang terhormat :
1. Ketua Program Studi Pendidikan Bahasa Inggris Universitas Siliwangi.
2. U.Komara,M.Pd.,selaku pembimbing I.
3. Melisa Sri,S.Pd.,selaku pembimbing II.
4. Seluruh Anggota Dewan Bimbingan Skripsi Program Studi Pendidikan Bahasa Inggris Universitas Siliwangi.
5. Para dosen Program Studi Pendidikan Bahasa Inggris.
6. Kedua orang tua yang telah banyak memberikan dorongan.
7. Kepada rekan-rekan yang telah banyak membantu.
Semoga Allah SWT,membalas segala amal baiknya.Amin.
Penulis menyadari bahwa proposal ini masih jauh dari sempurna.Dengan demikian,penulis sangat mengharapkan saran dan kritik yang membangun dalam perbaikan proposal ini selanjutnya.
Akhirnya penulis berharap proposal penelitian ini bermanfaat bagi penulis khususnya dan pembaca pada umumnya.
Tasikmalaya, Juli 2011
Penulis
DAFTAR ISI
KATA PENGATAR.......................................................................................
DAFTAR ISI...................................................................................................
A. Latar Belakang Masalah............................................................................
B. Rumusan Masalah.....................................................................................
D. Tujuan Penelitian......................................................................................
E. Kegunaan Penelitian..................................................................................
F. Landasan Teoritis.....................................................................................
1. Definisi Bilingualisme......................................................................
2. Kode Pilihan (Code Choice)............................................................
3. Definisi Pencampuran Kode (Code Mixing).................................
4. Definisi Facebook..............................................................................
5. Penelitian yang Relevan...................................................................
G. Kerangka Berpikir...................................................................................
H. Definisi Operasional................................................................................
I. Prosedur Penelitian.................................................................................
1. Metode Penelitian............................................................................
2. Teknik Pengumpulan Data...............................................................
3. Data dan Pengolahan Data...............................................................
4. Langkah-langkah Penelitian............................................................
5. Teknik Analisis Data......................................................................
6. Waktu dan Tempat Penelitian.........................................................
DAFTAR PUSTAKA
A. Latar Belakang Masalah
Bahasa merupakan alat komunikasi yang penting.Manusia menggunakannya untuk komunikasi dan interaksi dengan yang lain dalam kehidupan sehari-hari.Hidup dalam sebuah masyarakat bilingual atau multilingual memungkinkan orang- orang untuk berbicara dua atau lebih bahasa yang berbeda.Contohnya orang sunda menggunakan bahasa sunda sebagai bahasa pertama dan menggunakan bahasa indonesia sebagai bahasa kedua.Seseorang yang tinggal dalam masyarakat bilingual atau multilingual menggunakan bahasa yang berbeda dalam berbicara atau berkomunikasi.Penomena ini disebut sebagai kode mixing.Campur kode adalah sebuah pencampuran bahasa karena situasi.
Manusia menggunakan bahasa tidak hanya di dunia nyata saja.Di dunia maya pun manusia dapat berinteraksi dengan menggunakan bahasa.Contohnya,seperti yang terjadi dalam situs facebook di jejaring sosial.Di status facebook sering kita jumpai,facebookers menggunakan kode mixing untuk berkomunikasi dengan orang-orang yang ada dalam facebook tersebut.Contohnya ketika facebookers membuat statusnya di facebook : “...Don’t go anywhere,kang....aku akan kembali lagi !” sebuah kalimat “.Don’t go anywhere” adalah kalimat dalam bahasa Inggris,kata “kang” adalah sebuah bentuk sapaan dalam bahasa sunda yang digunakan untuk memanggil laki-laki yang umurnya lebih tua (sama artinya dengan kakak) dan sebuah kalimat “aku akan kembali lagi ” merupakan bahasa Indonesia.Jadi dalam status facebook seorang facebookers tersebut terjadi pencampuran antara tiga bahasa yaitu bahasa Inggris,bahasa Sunda dan bahasa Indonesia.
Berdasarkan penjelasan tersebut,penulis tertarik untuk melakukan penelitian dengan judul , “The Analysis of Using Code Mixing on Facebook Status”
B. Rumusan Masalah
Berdasarkan permasalahan yang diuraikan diatas, penulis merumuskan masalah yang akan diamati dalam penelitian ini sebagai berikut:
1. Bagaimana bentuk code mixing yang digunakan oleh facebookers dalam komunikasi mereka?
2. Apa alasan facebookers menggunakan code mixing dalam komunikasi mereka?
C. Tujuan Penelitian
Penelitian ini bertujuan untuk mengetahui :
1. Bagaimana bentuk code mixing yang digunakan oleh facebookers dalam komunikasi mereka.
2. Apa alasan facebookers menggunakan code mixing dalam komunikasi mereka.
D. Kegunaan Penelitian
Hasil penelitian yang dilakukan oleh penulis diharapkan dapat memberikan manfaat diantaranya :
1. Kegunaan Teoretis
Penelitian ini bermanfaat untuk memperkaya pengetahuan dan ide-ide yang berkontribusi untuk ilmu pendidikan, khususnya dalam menangani dan menganalisis kode pencampuran pada komunikasi.
2. Kegunaan Praktis
a) Pembaca dapat menentukan jenis kode pencampuran dalam komunikasi mereka pada status facebook.
b) Pembaca mengetahui alasan dari penggunaan Code Mixing yang digunakan oleh facebookers dalam komunikasi mereka di situs facebook.
c) Sebuah referensi dalam menganalisis penggunaan kode pencampuran dalam komunikasi, bagi peneliti selanjutnya.
E. Landasan Teoretis
Penulis berpegang pada beberapa studi yang berkaitan dengan masalah yang diinvestigasi.Penulis dengan hati-hati mengaitkan dengan isu-isu bilingulisme atau penggunaan dua bahasa dan multi bahasa atau penggunaan bahasa-bahasa. Menurut Chaer, Abdul dan Leonie Agustina (2001: 84), "Bilingualisme adalah penggunaan dua bahasa oleh seorang pembicara dalam interaksi dengan orang lain pada gilirannya." multi bahasa adalah penggunaan lebih dari dua bahasa oleh seorang pembicara dalam interaksi dengan lainnya.Sementara itu, menurut Spolsky, Bernard ( 1998: 54), “...bagaimana atau lebih bahasa terjalin dan terpisah tanpa terlebih dahulu dipaksa” Campur kode ini biasanya dilakukan oleh bilingualisme atau orang yang didefinisikan sebagai individu yang memiliki karakteristik atau kemampuan untuk berbicara sebuah bahasa.Penulis memfokuskan penelitian tentang fenomena bahasa dari kode pencampuran di situs jejaring sosial Facebook.
1. Definisi Bilingualisme
Dalam bidang sosiolinguistik, istilah bilingualisme adalah terjadinya kontak salah satu bahasa , karena interaksi dengan masyarakat yang lain.Sekarang banyak orang di seluruh dunia berbicara lebih dari satu bahasa.Itu telah diperkirakan bahwa setengah dari dunia ini adalah bilingualisme.Dalam banyak kasus, orang juga berbicara dalam tiga bahasa, bahasa ibu mereka, bahasa kedua mereka dan kadang-kadang dengan satu atau lebih bahasa asing, terutama di kota besar.
Bilingualisme berarti menggunakan dua bahasa,tidak memerlukan kecakapan yang sama.Kita perlu mengakui bahwa bilingualisme adalah fenomena kognitif dan linguistik yang kompleks, yang mungkin sangat luas antara individu-individu, dan bahkan dalam individu dengan respek atau rasa hormat untuk kompetensi mereka dalam bahasa. Menurut Spolsky, Bernard (1998: 45) bilingual adalah, "Seseorang yang memiliki kemampuan fungsional dalam bahasa kedua" Kemampuan ini mungkin beda dari satu bilingual ke yang lain.
Sementara itu, menurut Mackey seperti dikutip Chaer, Abdul dan Leonie Agustina (2004: 84) ". Bilingualisme adalah penggunaan bahasa oleh seorang penutur dalam pergaulannya dengan orang lain secara bergantian", Ini berarti bilingualisme adalah penggunaan dua bahasa yang digunakan oleh pembicara dalam masyarakat mereka dengan orang lain secara bergantian.
Terkait dengan masyarakat penutur, Hamers dan Blanc (1987: 6) mendefinisikan, "Bilingualism sebagai sebuah negara dari sebuah komunitas linguistik di mana dua kontak bahasa dengan hasil bahwa kode dapat digunakan dalam interaksi yang sama dan bahwa sejumlah dari individu-individu adalah bilingual "Singkatnya, bilingual dapat memilih bahasa apa yang akan mereka gunakan.Dalam baris ini, menurut Spolsky, Bernard 9 1998; 46)," Para bilingual memiliki sebuah repertoir dari aturan domain yang berhubungan dari pilihan bahasa.”Dengan kata lain , repertoir dari aturan domain terkait aturan pilihan bahasa.Dalam kata lain,bilingual dapat merubah pilihan bahasa mereka untuk menyesuaikan dengan situasi yang ada dan kondisi untuk berkomunikasi secara efektif.Ini membawa mereka ke alternatif dua bahasa dalam ucapan yang sama atau yang biasa disebut , code switching.Berdasarkan pada penjelasan di atas, penulis menyimpulkan bilingualisme merupakan kemampuan seseorang atau sebuah komunitas untuk berbicara menggunakan lebih dari satu bahasa dalam masyarakat merreka.
Bilingual dapat memilih bahasa mana yang akan mereka gunakan.
Ada tiga jenis bilingualisme tergantung pada mereka di mana dua bahasa dipelajari.Menurut Weinreich seperti dikutip Ping Liu (2003: 101) ada tiga tipe:
1)The Compounding Bilingualism
Ini adalah jenis bilingualisme yang benar-benar terintegrasi pengaturan hanya bisa muncul ketika keunggulan yang sama diberikan kepada bahasa masing-masing dalam keseimbangan masa anak-anak.Itu dapat menjadi bilingual.
2) The Coordinate Bilingualisme
Dalam Coordinate Bilingualisme, ada set paralel dari kata - pasangan konsep dan bahasa kedua terhubung ke struktur konseptual baru, meskipun ini tumpang tindih dengan situasipertama.Ini muncul ketika situasi belajar untuk bahasa kedua adalah
kurang idea.
3) The Subordinate Bilingualism
Subordinate Bilingualisme adalah kasus di mana bahasa kedua berkembang sehingga sepenuhnya parasit pada bahasa pertama.
Spolsky, Bernard (1998: 47) membagi bilingual berdasarkan kompetensi mereka, sebagai berikut:
(1) Balance Bilingual
Master pembicara kedua kompetensi baik (kedua bahasa).
(2) Compounds Bilingual
Pembicara tidak menguasai salah satu bahasa pembicara dengan baik.Itu hanya mendominasi salah satu dari mereka.
(3) Coordinate Bilingual
Dalam hal ini, pembicara tidak menguasai kedua bahasa dengan baik.
2. Kode Plihan (Code Choice)
Kode dapat didefinisikan sebagai istilah yang digunakan untuk berbicara tentang varian dalam hirarki bahasa .Itu mengacu tidak hanya pada bahasa itu sendiri (seperti bahasa Inggris, Indonesia, dll). Tetapi juga varian dari bahasa seperti dialek, sosiolek, dan varian bahasa .Menurut Wardaugh, Ronald (1986: 99) ". Sebuah kode adalah dialek bahasa tertentu atau memilih salah satu untuk digunakan pada setiap saat.Itu adalah sistem yang digunakan untuk komunikasi antara dua pihak atau lebih" Oleh karena itu, kode tidak hanya bahasa tetapi juga varian bahasa.
Di negara yang menggunakan lebih dari satu bahasa, orang harus dapat memilih bahasa mana yang akan mereka gunakan.Di negara multibahasa seperti Indonesia, kemampuan untuk pergeseran membentuk satu bahasa ke bahasa lain diterima sebagai cukup normal.Banyak bahasa ibu (bahasa lokal), Indonesia dan pemerintah Inggris. Itu menyarankan bahasa Indonesia sebagai bahasa nasional untuk digunakan dalam situasi formal.Orang yang menggunakan bahasa lokal mereka pada lingkungan tetangga.Beberapa dari mereka menggunakan bahasa Inggris untuk beberapa situasi mereka, seperti dalam bisnis dan pendidikan.Orang yang tinggal di sana memiliki berbagai pilihan di antara bahasa-bahas.Mereka memilih bahasa berdasarkan pada kesempatan tertentu.
3.Definisi Pencampuran Kode (Code Mixing)
Menurut Subyakto dan Nababan seperti dikutip oleh Afrianto, Irsyad (1992: 106), "Code mixing adalah penggunaan dua atau lebih bahasa atau dialek dalam situasi non formal antara orang-orang dekat" Dalam situasi informal ini, kita dapat mencampur kode bebas, terutama jika ada istilah yang tidak dapat dinyatakan dalam bahasa.Kode lain pencampuran terjadi baik dalam masyarakat dwibahasa atau multibahasa.Itu terjadi karena cenderung fasih untuk menggunakan lebih dari satu bahasa.
Kode pencampuran menurut Wardhaugh (1986: 104) memberikan contoh percakapan kode pencampuran antara Inggris Spanyol bilingual:
No van a bring it up in the meeting
Todos los Mexicanos were riled up
Estaba training para pelear
Selanjutnya,percakapan kode percakapan pencampuran ini sering digunakan oleh bilingual atau bahkan multilingual terutama sebagai penanda solidaritas.
Jenis Code Mixing
Kode pencampuran juga disebut intra-sentensial code switching atau intra sentensial code-alternation terjadi ketika pembicara menggunakan dua atau lebih bahasa di bawah tingkat klausal dalam satu situasi.Menurut Suwito seperti dikutip Afrianto, Irsyad (2010: 7). Campur Kode dibagi menjadi dua golongan , yaitu campur ke dalam(inner code-mixing) dan campur kode keluar (outer code-miing).Campur kode ke dalam, adalah campur kode dengan unsur – unsur yang bersumber dari bahasa asli atau serumpun,dan campur kode keluar adalah campur kode yang unsurnya bersumber dari bahasa Asing.
Ini berarti bahwa kode pencampuran dibagi menjadi dua kelompok, yaitu kode pencampuran ke dalam dan kode pencampuran keluar. Berdasarkan penjelasan diatas, penulis menyimpulkan bahwa ada dua jenis kode pencampuran. (1) kode pencampuran ke dalam, kode pencampuran yang berasal dari bahasa asli dengan segala variasinya, dan (2 ) kode pencampuran keluar, pencampuran kode yang berasal dari bahasa asing.
Bentuk Code Mixing
Sisipan-sisipan Kosakata bahasa Inggris adalah bervariasi.Pencampuran bahasa Inggris terjadi dalam beberapa bentuk. Menurut Suwito (1985:63),"Berdasarkan unsur bahasa, ada beberapa bentuk campur kode, diantaranya penyisipan kata, frasa, klausa, idiom,baster,dan pengulangan kata.”Itu artinya bahwa ada beberapa bentuk kode pencampuran berdasarkan bentuk elemen dari bahasa.Itu dalam bentuk kata, frase, klausa, idiom, baster dan pengulangan kata.
Dalam kasus ini, ada penjelasan tentang bentuk code mxing, sebagai berikut:
1) Kata-kata
Sebuah kata adalah suara atau kombinasi suara membentuk unit tata bahasa atau kosa kata dari kalimat berikut bahasa.Kalimat dibawah ini adalah contoh kode pencampuran dalam bentuk kata-kata.
Sebagai contoh: “I ingin membeli sepatu”
(Saya ingin membeli sepatu)
2) Frase
Sebuah Frase adalah kelompok kata yang membentuk bagian dari sebuah kalimat.Kalimat dibawah ini adalah contoh kode pencampuran dalam bentuk frase.
Sebagai contoh: “Aku harus pergi,see you”
(Saya harus pergi,sampai jumpa)
3) Klausa
Klausa adalah komponen dari kalimat, dengan subjek sendiri dan predikat.
Misalnya: “Kamu harus tahu bahwa health is important”
(Anda harus tahu bahwa kesehatan adalah penting)
4) Idiom
Sebuah idiom adalah frase atau kalimat yang maknanya tidak jelas melalui pengetahuan tentang makna individu dari kata-kata yang konstituen tetapi harus dipelajari secara keseluruhan.
Misalnya: “Saya sangat lelah fucked up”
(Aku sangat lelah kacau)
5) Baster
Sebuah baster berarti penggunaan bahasa yang tidak asli atau otentik.
Sebagai contoh: “Sudah waktunya kita menghindari backing-backingan”
6) Pengulangan kata
Reduplikasi adalah pengulangan kata yang sama.
Sebagai contoh: “Aku Bisa bahasa sunda little-little”
(Saya dapat berbicara sunda sedikit)
4.Definisi Facebook
Facebook adalah situs jejaring sosial yang dioperasikan dan pribadi dimiliki oleh facebookers.Pengguna dapat menambahkan teman dan mengirim pesan, dan update profil pribadi mereka untuk memberitahu teman-teman tentang diri mereka sendiri.
Facebook adalah buletin interaktif elektronik, anda membuat account (yang gratis).Anda memiliki akses ke sebuah ruang kerja di mana anda dapat menggunakan berbagai aplikasi perangkat lunak.Ilustrasi diatas menunjukkan halaman Facebook publik untuk Enrique Allen, yang ditemukan dengan melakukan pencarian google .
Sejarah Facebook
Diciptakan pada bulan Februari 2004, facebook adalah sebuah situs di jejaring sosial yang membantu orang berkomunikasi lebih efisien dengan teman-teman mereka, keluarga.Perusahaan mengembangkan teknologi yang memfasilitasi berbagi informasi melalui grafik sosial, masyarakat ,pemetaan digital dari dunia nyata hubungan sosial. Seseorang dapat mendaftar untuk Facebook dan berinteraksi dengan orang yang mereka kenal dalam lingkungan yang terpercaya.
Ini semua dimulai kembali pada tahun 2003, sebagai facemash.Mark Zuckerberg menciptakannya, bersama dengan bantuan dari teman-temannya dan teman sekamar Chris Hughes dan Dustin Moskovitz.Zuckerbergs berada di tahun kedua di Harvard ketika membukanya, sebagai cara untuk mendapatkan pikirannya. Situs ini awalnya hanya untuk Harvard, tetapi dengan cepat tumbuh ke perguruan tinggi lain, maka sekolah tinggi dan akhirnya untuk siapa saja lebih darin usia 13 tahun .Setelah usia itu awalnya dimulai,itu diteruskan ke admin Harvard sekolah dan itu cepat-cepat ditutup.Zuckerberg didakwa dan menghadapi pengusiran untuk melanggar privasi.
Kemudian,Harvard membatalkan tuduhan mereka terhadap Zuckerberg.Setelah tuduhan itu dijatuhkan, semester berikutnya ia menciptakan Facemash, dan membuka Facebook pada bulan Februari 2004.
Pada tahun 2005 ia menjatuhkan "" dari nama dan URL.Juga pada bulan September 2005, ia meluncurkan versi sekolah tinggi Facebook.Ketika ia pertama mulai versi sekolah tinggi, masing-masing sekolah tinggi harus diundang sebelum diizinkan untuk bergabung dengan jaringan . Tak lama setelah peluncuran versi SMA ia mulai memungkinkan perusahaan untuk memiliki jaringan mereka sendiri di Facebook juga.
Kini sekelompok operator.Satu tahun setelah mereka meluncurkan versi sekolah tinggi, mereka membukanya untuk umum bagi semua orang di atas usia 13 tahun.Pada bulan Agustus 2007, kode yang biasanya menciptakan halaman Facebook menunjukkan sebaliknya,banyak pertanyaan apakah data mereka di Facebook aman.
Pada bulan Februari 2009, Facebook mengubah kebijakan privasi mereka, menyebabkan gemuruh di sepanjang jalan.Mereka membuat, sehingga pengguna mereka sekali meng-upload data ke server mereka.Setelah itu pengguna menghapus pengguna account.Banyak dari mereka marah dengan ini, dan memasuki sebuah debat di internet.Sejarah Facebook adalah campuran dari kesulitan dan sukses .Mereka lebih awal telah melihat lebih dari bagian mereka dari masalah hukum dan mungkin akan ada selama mereka ada.Sekarang adalah nomor satu jaringan sosial dan twitter baik di belakang itu.Mereka memiliki lebih dari 175 juta pengguna aktif di seluruh dunia saat ini dan berkembang setiap hari.
5.Penelitian yang Relevan
Penelitian ini relevan dengan penelitian yang dilakukan oleh Hairul, Milah (2009) berjudul “The Analysis of Code Mixing Used by Indonesian Radio Announcers ”Ia menyimpulkan : "Terjadinya pencampuran kode bahasa Inggris yang digunakan oleh penyiar yang terpengaruh oleh faktor-faktor sosiolinguistik seperti untuk lebih dekat dengan pendengar, menjadi lebih modis, pekerjaan yang menuntut, peran hubungan, identitas pribadi, dan efek keadaan atau moderny.
F. Kerangka Berpikir
Istilah kode mengacu pada bahasa.Dalam masyarakat dwibahasa atau multibahasa, kode pencampuran adalah fenomena.Kode umum pencampuran dapat terjadi dalam berbagai bentuk baik lisan dan fenomena tertulis.Kode pencampuran juga terjadi di dalam obrolan dan status di jejaring sosial facebook.Penulis mendefinisikan kode pencampuran sebagai pencampuran dua atau lebih bahasa.
Pada penelitian ini, penulis ingin tahu bentuk-bentuk kata bahasa Inggris dimasukkan ke dalam bahasa Indonesia yang digunakan oleh facebookers dalam percakapan mereka. Kode pencampuran terjadi dalam jaringan sosial facebook tidak berbicara bahasa Indonesia saja.Itu melatih facebookers untuk mencampur bahasa. Bahasa dapat menjadi trend setter untuk facebookers.
G. Definisi Operasional
Pada bagian ini, penulis akan menjelaskan beberapa istilah yang digunakan dalam penelitian. Hal ini dilakukan untuk menghindari kesalahpahaman tentang permasalahan yang diteliti sebagai berikut :
1. Code Mixing
Campur kode dari dua atau lebih bahasa atau dialek dalam situasi nonformal dan digunakan oleh bilingual bahkan pada multilingual terutama sebagai solidaritas.
2. Facebook
Sebuah fasilitas sosial yang menghubungkan orang dengan teman dan rekan kerja lainnya, yang bekerja, belajar dan tinggal disekitar mereka.Tidak hanya di satu bidang, tetapi kita juga dapat memiliki hubungan di seluruh dunia dengan bahasa yang berbeda.
3. Facebooker
Orang yang memiliki account atau menggunakan situs jejaring sosial.
H.Prosedur Penelitian
1.Metode penelitian
Metode yang digunakan oleh penulis dalam penelitian ini adalah metode deskriptif kualitatif.Menurut Alwasilah,A Chaedar (2008:26),”Penelitian kualitatif adalah penelitian yang digunakan sebagai istilah pembungkus yang meliputi sejumlah strategi penelitian yang sama-sama diambil dari serangkaian asumsi yang saling berhubungan yang bersifat khas paradigma kualitatif.” Sementara menurut Suryabrata,Sumardi (2006:75), “Penelitian yang bermaksud membuat pecandraan (deskriptif) mengenai situasi-situasi atau kejadian-kejadian.”
Berdasarkan pernyataan diatas,penulis menyimpulkan bahwa penelitian ini menggunakan metode penelitian deskriptif kualitatif , untuk menggambarkan dan memperkenalkan kode pencampuran yang digunakan oleh facebookers di situs jejaring sosial facebook.
2.Teknik Pengumpulan Data
Untuk mengumpulkan data yang diperlukan dalam penelitian ini,penulis menggunakan observasi dan wawancara.
a) Observasi
Dalam obsevasi ini,penulis mengumpulkan data dengan menangkap layar yang berisi status yang dibuat oleh facebookers.
b) Wawancara
Penulis melakukan wawancara yang digunakan dalam teknik pengumpulan data dalam penelitian ini untuk mendapatkan informasi tentang alasan facebookers menggunakan kode pencampuran pada status facebook.
3.Data dan Sumber Data
a) Data Penelitian
Data dalam penelitian ini adalah mencetak dari status facebook yang ditulis facebookers.
b) Sumber Data Penelitian
Sumber data dalam penelitian ini adalah 7 orang yang memiliki akun facebook di jejaring sosial.
4. Langkah langkah Penelitian
Dalam penelitian ini, penulis mengambil langkah- langkah sebagai berikut :
1) Melakukan observasi dan mencetak status facebook yang ditulis facebookers.
2) Memberikan pengkodean teks bahasa Inggris.
3) Mengelompokkan kata-kata asing yang digunakan dalam komunikasi ketika facebookers membuat status.
4) Melakukan wawancara dengan facebookers yang telah dipilih sebagai sampel.
5) Membuat kesimpulan.
6) Menyusun laporan.
5.Teknik Analisis Data
Pengolahan dan teknik analisis data yang digunakan dalam penelitian ini adalah untuk melakukan penulisan langsung dan pengelompokan setelah mendapatkan status yang dibuat oleh facebookers, kemudian penulis melakukan coding sedini mungkin untuk mempertajam sensitivitas penulis dari data yang dikumpulkan dikategorisasikan begitu mudah.Menurut Suwito (1985:63),“Berdasarkan unsur bahasa ,ada beberapa bentuk campur kode,diantaranya penyisipan kata,frasa,klausa,idiom,baster dan pengulangan kata.”Setelah memperoleh data,penulis menganalisis hasil terjadinya code mixing berdasarkan bentuk-bentuknya,seperti:kata,frasa,klausa,idiom,baster dan reduplications.
6.Waktu dan Tempat Penelitian
Penulis akan melakukan penelitian pada bulan Agustus 2011 pada alamat akun facebook penulis :
http://www.facebook.com/?sk=if#!/profile.php?id=12308897467&ref=profile yang bernama Resti Tantiawanti.
DAFTAR PUSTAKA
Abdul Chaer,Leonie Agustina.(2004).Sosiolinguistik Perkenalan Awal. Jakarta:Rineka Cipta.
Hudson,Richard A.(1980).Sosiolinguistics.Cambridge University Press.
Rahardi,Kunjana.(2001).Sosiolinguistik Kode dan Alih Kode .Yogyakarta:Puataka Pelajar.
Sumarsono.(2002).Sosiolinguistik.Yogyakarta:Pustaka
Pelajar.Suwito.(1985).Sosiolinguistik Pengantar Awal.Surakarta:Henari Offset.
PROPOSAL PENELITIAN
Diajukan untuk Memenuhi Salah Satu TugasMata Kuliah Research on ELT pada Program Studi Pendidikan Bahasa Inggris
Oleh
RESTI TANTIAWANTI
082122063
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS SILIWANGI TASIKMALAYA 2011
KATA PENGANTAR
Penulis memanjatkan puji syukur ke hadirat Allah SWT,yang telah melimpahkan hidayah-Nya sehingga penulis dapat menyelesaikan proposal penelitian yang berjudul “The Analysis of Using Code Mixing on Facebook Status”
Proposal penelitian ini disusun untuk memenuhi salah satu syarat dalam penyusunan skripsi pada Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Siliwangi.
Penulis menyadari bahwa selama penyusunan proposal penelitian ini tidak terlepas dari bantuan berbagai pihak.Oleh karena itu,pada kesempatan ini penulis mengucapkan terimakasih kepada semua pihak yang telah membantu dalam penyusunan proposal ini,terutama kepada yang terhormat :
1. Ketua Program Studi Pendidikan Bahasa Inggris Universitas Siliwangi.
2. U.Komara,M.Pd.,selaku pembimbing I.
3. Melisa Sri,S.Pd.,selaku pembimbing II.
4. Seluruh Anggota Dewan Bimbingan Skripsi Program Studi Pendidikan Bahasa Inggris Universitas Siliwangi.
5. Para dosen Program Studi Pendidikan Bahasa Inggris.
6. Kedua orang tua yang telah banyak memberikan dorongan.
7. Kepada rekan-rekan yang telah banyak membantu.
Semoga Allah SWT,membalas segala amal baiknya.Amin.
Penulis menyadari bahwa proposal ini masih jauh dari sempurna.Dengan demikian,penulis sangat mengharapkan saran dan kritik yang membangun dalam perbaikan proposal ini selanjutnya.
Akhirnya penulis berharap proposal penelitian ini bermanfaat bagi penulis khususnya dan pembaca pada umumnya.
Tasikmalaya, Juli 2011
Penulis
DAFTAR ISI
KATA PENGATAR.......................................................................................
DAFTAR ISI...................................................................................................
A. Latar Belakang Masalah............................................................................
B. Rumusan Masalah.....................................................................................
D. Tujuan Penelitian......................................................................................
E. Kegunaan Penelitian..................................................................................
F. Landasan Teoritis.....................................................................................
1. Definisi Bilingualisme......................................................................
2. Kode Pilihan (Code Choice)............................................................
3. Definisi Pencampuran Kode (Code Mixing).................................
4. Definisi Facebook..............................................................................
5. Penelitian yang Relevan...................................................................
G. Kerangka Berpikir...................................................................................
H. Definisi Operasional................................................................................
I. Prosedur Penelitian.................................................................................
1. Metode Penelitian............................................................................
2. Teknik Pengumpulan Data...............................................................
3. Data dan Pengolahan Data...............................................................
4. Langkah-langkah Penelitian............................................................
5. Teknik Analisis Data......................................................................
6. Waktu dan Tempat Penelitian.........................................................
DAFTAR PUSTAKA
A. Latar Belakang Masalah
Bahasa merupakan alat komunikasi yang penting.Manusia menggunakannya untuk komunikasi dan interaksi dengan yang lain dalam kehidupan sehari-hari.Hidup dalam sebuah masyarakat bilingual atau multilingual memungkinkan orang- orang untuk berbicara dua atau lebih bahasa yang berbeda.Contohnya orang sunda menggunakan bahasa sunda sebagai bahasa pertama dan menggunakan bahasa indonesia sebagai bahasa kedua.Seseorang yang tinggal dalam masyarakat bilingual atau multilingual menggunakan bahasa yang berbeda dalam berbicara atau berkomunikasi.Penomena ini disebut sebagai kode mixing.Campur kode adalah sebuah pencampuran bahasa karena situasi.
Manusia menggunakan bahasa tidak hanya di dunia nyata saja.Di dunia maya pun manusia dapat berinteraksi dengan menggunakan bahasa.Contohnya,seperti yang terjadi dalam situs facebook di jejaring sosial.Di status facebook sering kita jumpai,facebookers menggunakan kode mixing untuk berkomunikasi dengan orang-orang yang ada dalam facebook tersebut.Contohnya ketika facebookers membuat statusnya di facebook : “...Don’t go anywhere,kang....aku akan kembali lagi !” sebuah kalimat “.Don’t go anywhere” adalah kalimat dalam bahasa Inggris,kata “kang” adalah sebuah bentuk sapaan dalam bahasa sunda yang digunakan untuk memanggil laki-laki yang umurnya lebih tua (sama artinya dengan kakak) dan sebuah kalimat “aku akan kembali lagi ” merupakan bahasa Indonesia.Jadi dalam status facebook seorang facebookers tersebut terjadi pencampuran antara tiga bahasa yaitu bahasa Inggris,bahasa Sunda dan bahasa Indonesia.
Berdasarkan penjelasan tersebut,penulis tertarik untuk melakukan penelitian dengan judul , “The Analysis of Using Code Mixing on Facebook Status”
B. Rumusan Masalah
Berdasarkan permasalahan yang diuraikan diatas, penulis merumuskan masalah yang akan diamati dalam penelitian ini sebagai berikut:
1. Bagaimana bentuk code mixing yang digunakan oleh facebookers dalam komunikasi mereka?
2. Apa alasan facebookers menggunakan code mixing dalam komunikasi mereka?
C. Tujuan Penelitian
Penelitian ini bertujuan untuk mengetahui :
1. Bagaimana bentuk code mixing yang digunakan oleh facebookers dalam komunikasi mereka.
2. Apa alasan facebookers menggunakan code mixing dalam komunikasi mereka.
D. Kegunaan Penelitian
Hasil penelitian yang dilakukan oleh penulis diharapkan dapat memberikan manfaat diantaranya :
1. Kegunaan Teoretis
Penelitian ini bermanfaat untuk memperkaya pengetahuan dan ide-ide yang berkontribusi untuk ilmu pendidikan, khususnya dalam menangani dan menganalisis kode pencampuran pada komunikasi.
2. Kegunaan Praktis
a) Pembaca dapat menentukan jenis kode pencampuran dalam komunikasi mereka pada status facebook.
b) Pembaca mengetahui alasan dari penggunaan Code Mixing yang digunakan oleh facebookers dalam komunikasi mereka di situs facebook.
c) Sebuah referensi dalam menganalisis penggunaan kode pencampuran dalam komunikasi, bagi peneliti selanjutnya.
E. Landasan Teoretis
Penulis berpegang pada beberapa studi yang berkaitan dengan masalah yang diinvestigasi.Penulis dengan hati-hati mengaitkan dengan isu-isu bilingulisme atau penggunaan dua bahasa dan multi bahasa atau penggunaan bahasa-bahasa. Menurut Chaer, Abdul dan Leonie Agustina (2001: 84), "Bilingualisme adalah penggunaan dua bahasa oleh seorang pembicara dalam interaksi dengan orang lain pada gilirannya." multi bahasa adalah penggunaan lebih dari dua bahasa oleh seorang pembicara dalam interaksi dengan lainnya.Sementara itu, menurut Spolsky, Bernard ( 1998: 54), “...bagaimana atau lebih bahasa terjalin dan terpisah tanpa terlebih dahulu dipaksa” Campur kode ini biasanya dilakukan oleh bilingualisme atau orang yang didefinisikan sebagai individu yang memiliki karakteristik atau kemampuan untuk berbicara sebuah bahasa.Penulis memfokuskan penelitian tentang fenomena bahasa dari kode pencampuran di situs jejaring sosial Facebook.
1. Definisi Bilingualisme
Dalam bidang sosiolinguistik, istilah bilingualisme adalah terjadinya kontak salah satu bahasa , karena interaksi dengan masyarakat yang lain.Sekarang banyak orang di seluruh dunia berbicara lebih dari satu bahasa.Itu telah diperkirakan bahwa setengah dari dunia ini adalah bilingualisme.Dalam banyak kasus, orang juga berbicara dalam tiga bahasa, bahasa ibu mereka, bahasa kedua mereka dan kadang-kadang dengan satu atau lebih bahasa asing, terutama di kota besar.
Bilingualisme berarti menggunakan dua bahasa,tidak memerlukan kecakapan yang sama.Kita perlu mengakui bahwa bilingualisme adalah fenomena kognitif dan linguistik yang kompleks, yang mungkin sangat luas antara individu-individu, dan bahkan dalam individu dengan respek atau rasa hormat untuk kompetensi mereka dalam bahasa. Menurut Spolsky, Bernard (1998: 45) bilingual adalah, "Seseorang yang memiliki kemampuan fungsional dalam bahasa kedua" Kemampuan ini mungkin beda dari satu bilingual ke yang lain.
Sementara itu, menurut Mackey seperti dikutip Chaer, Abdul dan Leonie Agustina (2004: 84) ". Bilingualisme adalah penggunaan bahasa oleh seorang penutur dalam pergaulannya dengan orang lain secara bergantian", Ini berarti bilingualisme adalah penggunaan dua bahasa yang digunakan oleh pembicara dalam masyarakat mereka dengan orang lain secara bergantian.
Terkait dengan masyarakat penutur, Hamers dan Blanc (1987: 6) mendefinisikan, "Bilingualism sebagai sebuah negara dari sebuah komunitas linguistik di mana dua kontak bahasa dengan hasil bahwa kode dapat digunakan dalam interaksi yang sama dan bahwa sejumlah dari individu-individu adalah bilingual "Singkatnya, bilingual dapat memilih bahasa apa yang akan mereka gunakan.Dalam baris ini, menurut Spolsky, Bernard 9 1998; 46)," Para bilingual memiliki sebuah repertoir dari aturan domain yang berhubungan dari pilihan bahasa.”Dengan kata lain , repertoir dari aturan domain terkait aturan pilihan bahasa.Dalam kata lain,bilingual dapat merubah pilihan bahasa mereka untuk menyesuaikan dengan situasi yang ada dan kondisi untuk berkomunikasi secara efektif.Ini membawa mereka ke alternatif dua bahasa dalam ucapan yang sama atau yang biasa disebut , code switching.Berdasarkan pada penjelasan di atas, penulis menyimpulkan bilingualisme merupakan kemampuan seseorang atau sebuah komunitas untuk berbicara menggunakan lebih dari satu bahasa dalam masyarakat merreka.
Bilingual dapat memilih bahasa mana yang akan mereka gunakan.
Ada tiga jenis bilingualisme tergantung pada mereka di mana dua bahasa dipelajari.Menurut Weinreich seperti dikutip Ping Liu (2003: 101) ada tiga tipe:
1)The Compounding Bilingualism
Ini adalah jenis bilingualisme yang benar-benar terintegrasi pengaturan hanya bisa muncul ketika keunggulan yang sama diberikan kepada bahasa masing-masing dalam keseimbangan masa anak-anak.Itu dapat menjadi bilingual.
2) The Coordinate Bilingualisme
Dalam Coordinate Bilingualisme, ada set paralel dari kata - pasangan konsep dan bahasa kedua terhubung ke struktur konseptual baru, meskipun ini tumpang tindih dengan situasipertama.Ini muncul ketika situasi belajar untuk bahasa kedua adalah
kurang idea.
3) The Subordinate Bilingualism
Subordinate Bilingualisme adalah kasus di mana bahasa kedua berkembang sehingga sepenuhnya parasit pada bahasa pertama.
Spolsky, Bernard (1998: 47) membagi bilingual berdasarkan kompetensi mereka, sebagai berikut:
(1) Balance Bilingual
Master pembicara kedua kompetensi baik (kedua bahasa).
(2) Compounds Bilingual
Pembicara tidak menguasai salah satu bahasa pembicara dengan baik.Itu hanya mendominasi salah satu dari mereka.
(3) Coordinate Bilingual
Dalam hal ini, pembicara tidak menguasai kedua bahasa dengan baik.
2. Kode Plihan (Code Choice)
Kode dapat didefinisikan sebagai istilah yang digunakan untuk berbicara tentang varian dalam hirarki bahasa .Itu mengacu tidak hanya pada bahasa itu sendiri (seperti bahasa Inggris, Indonesia, dll). Tetapi juga varian dari bahasa seperti dialek, sosiolek, dan varian bahasa .Menurut Wardaugh, Ronald (1986: 99) ". Sebuah kode adalah dialek bahasa tertentu atau memilih salah satu untuk digunakan pada setiap saat.Itu adalah sistem yang digunakan untuk komunikasi antara dua pihak atau lebih" Oleh karena itu, kode tidak hanya bahasa tetapi juga varian bahasa.
Di negara yang menggunakan lebih dari satu bahasa, orang harus dapat memilih bahasa mana yang akan mereka gunakan.Di negara multibahasa seperti Indonesia, kemampuan untuk pergeseran membentuk satu bahasa ke bahasa lain diterima sebagai cukup normal.Banyak bahasa ibu (bahasa lokal), Indonesia dan pemerintah Inggris. Itu menyarankan bahasa Indonesia sebagai bahasa nasional untuk digunakan dalam situasi formal.Orang yang menggunakan bahasa lokal mereka pada lingkungan tetangga.Beberapa dari mereka menggunakan bahasa Inggris untuk beberapa situasi mereka, seperti dalam bisnis dan pendidikan.Orang yang tinggal di sana memiliki berbagai pilihan di antara bahasa-bahas.Mereka memilih bahasa berdasarkan pada kesempatan tertentu.
3.Definisi Pencampuran Kode (Code Mixing)
Menurut Subyakto dan Nababan seperti dikutip oleh Afrianto, Irsyad (1992: 106), "Code mixing adalah penggunaan dua atau lebih bahasa atau dialek dalam situasi non formal antara orang-orang dekat" Dalam situasi informal ini, kita dapat mencampur kode bebas, terutama jika ada istilah yang tidak dapat dinyatakan dalam bahasa.Kode lain pencampuran terjadi baik dalam masyarakat dwibahasa atau multibahasa.Itu terjadi karena cenderung fasih untuk menggunakan lebih dari satu bahasa.
Kode pencampuran menurut Wardhaugh (1986: 104) memberikan contoh percakapan kode pencampuran antara Inggris Spanyol bilingual:
No van a bring it up in the meeting
Todos los Mexicanos were riled up
Estaba training para pelear
Selanjutnya,percakapan kode percakapan pencampuran ini sering digunakan oleh bilingual atau bahkan multilingual terutama sebagai penanda solidaritas.
Jenis Code Mixing
Kode pencampuran juga disebut intra-sentensial code switching atau intra sentensial code-alternation terjadi ketika pembicara menggunakan dua atau lebih bahasa di bawah tingkat klausal dalam satu situasi.Menurut Suwito seperti dikutip Afrianto, Irsyad (2010: 7). Campur Kode dibagi menjadi dua golongan , yaitu campur ke dalam(inner code-mixing) dan campur kode keluar (outer code-miing).Campur kode ke dalam, adalah campur kode dengan unsur – unsur yang bersumber dari bahasa asli atau serumpun,dan campur kode keluar adalah campur kode yang unsurnya bersumber dari bahasa Asing.
Ini berarti bahwa kode pencampuran dibagi menjadi dua kelompok, yaitu kode pencampuran ke dalam dan kode pencampuran keluar. Berdasarkan penjelasan diatas, penulis menyimpulkan bahwa ada dua jenis kode pencampuran. (1) kode pencampuran ke dalam, kode pencampuran yang berasal dari bahasa asli dengan segala variasinya, dan (2 ) kode pencampuran keluar, pencampuran kode yang berasal dari bahasa asing.
Bentuk Code Mixing
Sisipan-sisipan Kosakata bahasa Inggris adalah bervariasi.Pencampuran bahasa Inggris terjadi dalam beberapa bentuk. Menurut Suwito (1985:63),"Berdasarkan unsur bahasa, ada beberapa bentuk campur kode, diantaranya penyisipan kata, frasa, klausa, idiom,baster,dan pengulangan kata.”Itu artinya bahwa ada beberapa bentuk kode pencampuran berdasarkan bentuk elemen dari bahasa.Itu dalam bentuk kata, frase, klausa, idiom, baster dan pengulangan kata.
Dalam kasus ini, ada penjelasan tentang bentuk code mxing, sebagai berikut:
1) Kata-kata
Sebuah kata adalah suara atau kombinasi suara membentuk unit tata bahasa atau kosa kata dari kalimat berikut bahasa.Kalimat dibawah ini adalah contoh kode pencampuran dalam bentuk kata-kata.
Sebagai contoh: “I ingin membeli sepatu”
(Saya ingin membeli sepatu)
2) Frase
Sebuah Frase adalah kelompok kata yang membentuk bagian dari sebuah kalimat.Kalimat dibawah ini adalah contoh kode pencampuran dalam bentuk frase.
Sebagai contoh: “Aku harus pergi,see you”
(Saya harus pergi,sampai jumpa)
3) Klausa
Klausa adalah komponen dari kalimat, dengan subjek sendiri dan predikat.
Misalnya: “Kamu harus tahu bahwa health is important”
(Anda harus tahu bahwa kesehatan adalah penting)
4) Idiom
Sebuah idiom adalah frase atau kalimat yang maknanya tidak jelas melalui pengetahuan tentang makna individu dari kata-kata yang konstituen tetapi harus dipelajari secara keseluruhan.
Misalnya: “Saya sangat lelah fucked up”
(Aku sangat lelah kacau)
5) Baster
Sebuah baster berarti penggunaan bahasa yang tidak asli atau otentik.
Sebagai contoh: “Sudah waktunya kita menghindari backing-backingan”
6) Pengulangan kata
Reduplikasi adalah pengulangan kata yang sama.
Sebagai contoh: “Aku Bisa bahasa sunda little-little”
(Saya dapat berbicara sunda sedikit)
4.Definisi Facebook
Facebook adalah situs jejaring sosial yang dioperasikan dan pribadi dimiliki oleh facebookers.Pengguna dapat menambahkan teman dan mengirim pesan, dan update profil pribadi mereka untuk memberitahu teman-teman tentang diri mereka sendiri.
Facebook adalah buletin interaktif elektronik, anda membuat account (yang gratis).Anda memiliki akses ke sebuah ruang kerja di mana anda dapat menggunakan berbagai aplikasi perangkat lunak.Ilustrasi diatas menunjukkan halaman Facebook publik untuk Enrique Allen, yang ditemukan dengan melakukan pencarian google .
Sejarah Facebook
Diciptakan pada bulan Februari 2004, facebook adalah sebuah situs di jejaring sosial yang membantu orang berkomunikasi lebih efisien dengan teman-teman mereka, keluarga.Perusahaan mengembangkan teknologi yang memfasilitasi berbagi informasi melalui grafik sosial, masyarakat ,pemetaan digital dari dunia nyata hubungan sosial. Seseorang dapat mendaftar untuk Facebook dan berinteraksi dengan orang yang mereka kenal dalam lingkungan yang terpercaya.
Ini semua dimulai kembali pada tahun 2003, sebagai facemash.Mark Zuckerberg menciptakannya, bersama dengan bantuan dari teman-temannya dan teman sekamar Chris Hughes dan Dustin Moskovitz.Zuckerbergs berada di tahun kedua di Harvard ketika membukanya, sebagai cara untuk mendapatkan pikirannya. Situs ini awalnya hanya untuk Harvard, tetapi dengan cepat tumbuh ke perguruan tinggi lain, maka sekolah tinggi dan akhirnya untuk siapa saja lebih darin usia 13 tahun .Setelah usia itu awalnya dimulai,itu diteruskan ke admin Harvard sekolah dan itu cepat-cepat ditutup.Zuckerberg didakwa dan menghadapi pengusiran untuk melanggar privasi.
Kemudian,Harvard membatalkan tuduhan mereka terhadap Zuckerberg.Setelah tuduhan itu dijatuhkan, semester berikutnya ia menciptakan Facemash, dan membuka Facebook pada bulan Februari 2004.
Pada tahun 2005 ia menjatuhkan "" dari nama dan URL.Juga pada bulan September 2005, ia meluncurkan versi sekolah tinggi Facebook.Ketika ia pertama mulai versi sekolah tinggi, masing-masing sekolah tinggi harus diundang sebelum diizinkan untuk bergabung dengan jaringan . Tak lama setelah peluncuran versi SMA ia mulai memungkinkan perusahaan untuk memiliki jaringan mereka sendiri di Facebook juga.
Kini sekelompok operator.Satu tahun setelah mereka meluncurkan versi sekolah tinggi, mereka membukanya untuk umum bagi semua orang di atas usia 13 tahun.Pada bulan Agustus 2007, kode yang biasanya menciptakan halaman Facebook menunjukkan sebaliknya,banyak pertanyaan apakah data mereka di Facebook aman.
Pada bulan Februari 2009, Facebook mengubah kebijakan privasi mereka, menyebabkan gemuruh di sepanjang jalan.Mereka membuat, sehingga pengguna mereka sekali meng-upload data ke server mereka.Setelah itu pengguna menghapus pengguna account.Banyak dari mereka marah dengan ini, dan memasuki sebuah debat di internet.Sejarah Facebook adalah campuran dari kesulitan dan sukses .Mereka lebih awal telah melihat lebih dari bagian mereka dari masalah hukum dan mungkin akan ada selama mereka ada.Sekarang adalah nomor satu jaringan sosial dan twitter baik di belakang itu.Mereka memiliki lebih dari 175 juta pengguna aktif di seluruh dunia saat ini dan berkembang setiap hari.
5.Penelitian yang Relevan
Penelitian ini relevan dengan penelitian yang dilakukan oleh Hairul, Milah (2009) berjudul “The Analysis of Code Mixing Used by Indonesian Radio Announcers ”Ia menyimpulkan : "Terjadinya pencampuran kode bahasa Inggris yang digunakan oleh penyiar yang terpengaruh oleh faktor-faktor sosiolinguistik seperti untuk lebih dekat dengan pendengar, menjadi lebih modis, pekerjaan yang menuntut, peran hubungan, identitas pribadi, dan efek keadaan atau moderny.
F. Kerangka Berpikir
Istilah kode mengacu pada bahasa.Dalam masyarakat dwibahasa atau multibahasa, kode pencampuran adalah fenomena.Kode umum pencampuran dapat terjadi dalam berbagai bentuk baik lisan dan fenomena tertulis.Kode pencampuran juga terjadi di dalam obrolan dan status di jejaring sosial facebook.Penulis mendefinisikan kode pencampuran sebagai pencampuran dua atau lebih bahasa.
Pada penelitian ini, penulis ingin tahu bentuk-bentuk kata bahasa Inggris dimasukkan ke dalam bahasa Indonesia yang digunakan oleh facebookers dalam percakapan mereka. Kode pencampuran terjadi dalam jaringan sosial facebook tidak berbicara bahasa Indonesia saja.Itu melatih facebookers untuk mencampur bahasa. Bahasa dapat menjadi trend setter untuk facebookers.
G. Definisi Operasional
Pada bagian ini, penulis akan menjelaskan beberapa istilah yang digunakan dalam penelitian. Hal ini dilakukan untuk menghindari kesalahpahaman tentang permasalahan yang diteliti sebagai berikut :
1. Code Mixing
Campur kode dari dua atau lebih bahasa atau dialek dalam situasi nonformal dan digunakan oleh bilingual bahkan pada multilingual terutama sebagai solidaritas.
2. Facebook
Sebuah fasilitas sosial yang menghubungkan orang dengan teman dan rekan kerja lainnya, yang bekerja, belajar dan tinggal disekitar mereka.Tidak hanya di satu bidang, tetapi kita juga dapat memiliki hubungan di seluruh dunia dengan bahasa yang berbeda.
3. Facebooker
Orang yang memiliki account atau menggunakan situs jejaring sosial.
H.Prosedur Penelitian
1.Metode penelitian
Metode yang digunakan oleh penulis dalam penelitian ini adalah metode deskriptif kualitatif.Menurut Alwasilah,A Chaedar (2008:26),”Penelitian kualitatif adalah penelitian yang digunakan sebagai istilah pembungkus yang meliputi sejumlah strategi penelitian yang sama-sama diambil dari serangkaian asumsi yang saling berhubungan yang bersifat khas paradigma kualitatif.” Sementara menurut Suryabrata,Sumardi (2006:75), “Penelitian yang bermaksud membuat pecandraan (deskriptif) mengenai situasi-situasi atau kejadian-kejadian.”
Berdasarkan pernyataan diatas,penulis menyimpulkan bahwa penelitian ini menggunakan metode penelitian deskriptif kualitatif , untuk menggambarkan dan memperkenalkan kode pencampuran yang digunakan oleh facebookers di situs jejaring sosial facebook.
2.Teknik Pengumpulan Data
Untuk mengumpulkan data yang diperlukan dalam penelitian ini,penulis menggunakan observasi dan wawancara.
a) Observasi
Dalam obsevasi ini,penulis mengumpulkan data dengan menangkap layar yang berisi status yang dibuat oleh facebookers.
b) Wawancara
Penulis melakukan wawancara yang digunakan dalam teknik pengumpulan data dalam penelitian ini untuk mendapatkan informasi tentang alasan facebookers menggunakan kode pencampuran pada status facebook.
3.Data dan Sumber Data
a) Data Penelitian
Data dalam penelitian ini adalah mencetak dari status facebook yang ditulis facebookers.
b) Sumber Data Penelitian
Sumber data dalam penelitian ini adalah 7 orang yang memiliki akun facebook di jejaring sosial.
4. Langkah langkah Penelitian
Dalam penelitian ini, penulis mengambil langkah- langkah sebagai berikut :
1) Melakukan observasi dan mencetak status facebook yang ditulis facebookers.
2) Memberikan pengkodean teks bahasa Inggris.
3) Mengelompokkan kata-kata asing yang digunakan dalam komunikasi ketika facebookers membuat status.
4) Melakukan wawancara dengan facebookers yang telah dipilih sebagai sampel.
5) Membuat kesimpulan.
6) Menyusun laporan.
5.Teknik Analisis Data
Pengolahan dan teknik analisis data yang digunakan dalam penelitian ini adalah untuk melakukan penulisan langsung dan pengelompokan setelah mendapatkan status yang dibuat oleh facebookers, kemudian penulis melakukan coding sedini mungkin untuk mempertajam sensitivitas penulis dari data yang dikumpulkan dikategorisasikan begitu mudah.Menurut Suwito (1985:63),“Berdasarkan unsur bahasa ,ada beberapa bentuk campur kode,diantaranya penyisipan kata,frasa,klausa,idiom,baster dan pengulangan kata.”Setelah memperoleh data,penulis menganalisis hasil terjadinya code mixing berdasarkan bentuk-bentuknya,seperti:kata,frasa,klausa,idiom,baster dan reduplications.
6.Waktu dan Tempat Penelitian
Penulis akan melakukan penelitian pada bulan Agustus 2011 pada alamat akun facebook penulis :
http://www.facebook.com/?sk=if#!/profile.php?id=12308897467&ref=profile yang bernama Resti Tantiawanti.
DAFTAR PUSTAKA
Abdul Chaer,Leonie Agustina.(2004).Sosiolinguistik Perkenalan Awal. Jakarta:Rineka Cipta.
Hudson,Richard A.(1980).Sosiolinguistics.Cambridge University Press.
Rahardi,Kunjana.(2001).Sosiolinguistik Kode dan Alih Kode .Yogyakarta:Puataka Pelajar.
Sumarsono.(2002).Sosiolinguistik.Yogyakarta:Pustaka
Pelajar.Suwito.(1985).Sosiolinguistik Pengantar Awal.Surakarta:Henari Offset.
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