Posts filed under ‘Pendidikan Bahasa Inggris’

Contoh Skripsi Pendidikan Bahasa Inggris

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  1. The Expressions Of The Main Characters’ Love In Thomas Hardy’s Novel The Return Of The Native (Psychological Approach)
  2. An Analysis Of The Main Character’s Hatred Depicted In Sandra Brown’s Novel Where There’s Smoke
  3. The Influence The Of Main Characters’ Conflicts Toward Plot In Oscar Wilde’s “The Importance Of Being Earnest
  4. The Influence Of The Ability In Mastering Dialogue On The Achievement In Learning English To The Second Year Students At M.A.N.  Magelang
  5. A Comparative Study Between English And Indonesia Adverbs
  6. On Teaching English Using Games To The Eleventh Year Students Of Smk Brawijaya Kepung-Pare In 2006-2007
  7. An Error Analysis On The Use Of Simple Past Tense Among The Ninth Year Students Of Smpn 3 Pare  In 2006-2007
  8. Effects Of Pre-Questioning On The Reading Comprehension Achievement Of The Second Grade Students At Sman-2 Jekan Raya In Academic Year 2006/2007
  9. Student’s Learning Achievement With Traditional Assessment And Portfolio Assessment
  10. The Effect Of Using “Multi Media” Vcd As Media For Teaching Vocabulary To Kindergarten Students
  11. A Comparative Study On Diction And Sentence Structure Between Spoken News Broadcast By Cnn International And Written News Articles Issued By Time Magazine
  12. Word, Above Word And Grammatical Level Equivalence In The Translation Of Nokia 2300 Manual
  13. Teaching Procedure Written Text Of Cooking Recipe Using Sequence Pictures (An Action Research On The Seventh Degree Of Junior High School Students Of Smpn 1 Pecangaan, Jepara Regency In The Academic Year Of 2008/2009)
  14. Unveiling The Mystery Of Incest As The MirrorOf Soul Depression InThe God Of SmallThings” And Its Relevance To The Modern Society: A Psychological Approach
  15. Figures Of Speech Expressed In Norman Vincent Peale’s You Can If You Think You Can
  16. Common Strategic Competence Employed By Senior High School Debaters
  17. Lara Cameron’s Motivation In Achieving Power And Wealth In Sidney Sheldon’s The Stars Shine Down
  18. Dictation As A TestingTechnique In Measuring The Students’Listening Mastery (A Case Study Of The Fifth Grade StudentsOf Sd Negeri Wonorejo 01 Karanganyar Demak In The Academic Year Of 2006/2007
  19. CONTEXT OF SITUATION AND CONTEXT OF CULTURE IN WILLIAM SHAKESPEARES “SONNET XVIII”
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April 26, 2012 at 8:02 am Tinggalkan komentar

CONTEXT OF SITUATION AND CONTEXT OF CULTURE IN WILLIAM SHAKESPEARE’S “SONNET XVIII” (PBING-19)

CHAPTER I INTRODUCTION

1.1 General Background of the Study

Even though they come from different field, linguistics studies and literary studies are assumed to be connected in certain respects as intellectual disciplines. Linguistics, as the scientific study of language, necessarily “covers all aspects and uses of language, and all styles” (Hill, 1969: 196); or “an aspect of the study of language” (Halliday, 1985:4). This means that linguistics concerns with the way people use language and with how the various components of language function.

As we know, language is not only used in our everyday live, but it might also be presented in the form of a text. This text varies from just a short letter to a longer written forms presented in books and papers. Halliday (1985:11) proposed the definition of text as “an object in its own right; it may be a highly valued object, such as literature”. Literature, then, as defined by Rees (1973: 2) “is the written form of language, which expresses and communicates thoughts, feelings and attitudes towards life”. Literature comprises a number of particular uses and styles, forms and important. Those uses, styles and forms are also “a valuable part of the linguistics material in the study of a particular language”, as stated by
Robins (1980: 311).

Koesnosoebroto quotes Tzvetan Todorov (1988: 1) that “Literature is a kind of extension and application of certain properties of language”. He also says that the “literary work is a verbal work of art”. Robins (1980: 312) adds that literature, as work of art, is “the product of intuition”. He also gives an opposing idea that literature besides the work of art is also “the work of language” (1980:
313). As the work of language, it can be analyzed its interpretation within the scope of its elements and as a text of written language using certain theories of linguistics. The linguistics approach will deepen the appreciation of literary work itself, and also the artistic uses of language. The application of linguistics may expect to be able to penetrate into the component of language that great authors and poets have unconsciously seized on and molded into works of literary art.

Brown and Olmsted (1962: 139) divide literature into three forms: ‛poetry, fiction and drama”. Among other forms of literature, poetry is considered to have unique feature. It is assumed to be the most concentrated and condensed form of literature. It is called so since it is simpler, both in length and construction, but more sophisticated in style of language. The style of language of poetry is in the poet’s hand. It is usual that we sometimes meet the unusual language in unusual word constructions. But poets do things for a reason. If the structure of the poem is screwed up, it is generally because the poet is “trying to emphasize something” (Chatman, 1968: 18).

Many studies have done in the issue of poetry interpretation, whether based on literary interpretation or from its elements point of view, and on literary critics. In interpreting a poem, we need to consider how words mean or the sense of words since in poetry most words have more than one sense. The sense of a word is “the specific meaning it has in a given context” (Chatman, 1968: 3). Along with this, Halliday said that any text is “an instance of social meaning in a particular context of situation” (1985:11). In other words, a text is the product of its environment, a product of its context.

A text may have rhetorical, sociological and historical background of setting inside of it as found in drama and novel to support the understanding of the meaning and the message expressed by the writer. But some are not, as poetry. In poetry, the text itself is the primary source for such information. To determine the meaning within a given context, there is no way of making explicit one’s interpretation of the meaning of a text without the theory of linguistics, which is the theory of wording or grammar.

Taken generally, linguistics theories are created to explain and explore something about the nature of language, including how language is used in social context, and texts (including the Sonnet XVIII text) provide the data for such exploration. Linguistics therefore offers analytical tools that are appropriate to identifying and organizing texts in a systemic way as a step towards the process of interpretation.

Linguistics could be useful for the Sonnet XVIII interpreter by compensating for the interpreter’s lack of native familiarity with the language of the Sonnet XVIII. One who has an ability in a living language knows how to do hings with the resource of that language, how to communicate, how to accomplish certain tasks in concrete communicative contexts. Such a person also has an ability to recognize what others are doing in their use of the language. Linguistics offers to the interpreter a way acquiring explicitly at least in part what people once possessed implicitly by living in the social context of the language of the texts. This ability is not like the ability of a knowledgeable soccer fan who can recognize and talk about the rules, good or bad shoot, player’s performance, etc. It is instead like the knowledge of a well-trained soccer player who knows how to play the game from years of repetition, and who recognize moves not in order to talk about them but so as to be able to react, seemingly without effort. Linguistics offers the interpreter the opportunity to become an educated play-by-play commentator or analyst, describing and explaining what the producer of the text did by means of implicit knowledge and without explicit analysis. In the process, this text-oriented discipline has the potential to provide the interpreter with the resource to predict what aspects of the context are embedded in the texts, as well as the method for determining how to look for them.

Functional Grammar is one of the several theories in the current disciplines of linguistics that suits the purpose of Sonnet XVIII interpreter which conceive of text as social interaction, by systematically examining text in terms of the ways in which the language of the texts functions, and in the ways in which the functions relate to context. In other words, it is not only for increasing the interpreter’s understanding of the language of the text to be interpreted, but also for relating those texts into their context. Functional linguists view language as system of meaning potential in human interactions that are realized by various structures.

Martin, Matthiessen and Painter (1997: 3) states that “Functional Grammar is a method of analyzing text, not for correcting what is referred to as grammatical errors”. Rather, it provides us with tools for understanding why a text is the way it is, and it is also “a grammar that respects speaker’s rights about what they choose to say and in what forms they choose their style of language” (1997: 4). It is as Halliday said that the main purpose of writing the Introduction of Functional Grammar is “to provide a general grammar for purposes of analysis and interpretation” (1994: 1).

The unit assumed to be the most important in Functional Grammar is
“clause” (Thompson 1996: 21, Martin, Matthiessen and Painter, 1997: 5, Robins
1980: 282). Even if there is only one words builds one sentence, it is viewed as “one sentence constructed by single clause, single phrase and single word” (Robins, 1980: 283). The analysis of clauses within the Functional Grammar is realized in “three levels of functional perspective, Ideational, Interpersonal, and Textual” (Halliday 1994:34, Martin, Matthiessen and Painter 1997: 5, Thompson
1996: 32). All meanings expressed in the three levels of functional perspective are situated “in context of situation or Register, and context of culture or Genre” (Halliday 1985:12, Gerot and Wignell 1994: 10). The context of situation is embodied in those three metafunctions: “the ideational meaning reflects the field discourse, the tenor is expressed through the interpersonal, the mode of discourse is expressed through the textual” (Halliday 1985: 25). Then the context of situation creates the context of culture, “a broader background against which the text has to be interpreted” (Halliday, 1985:46).

The analysis of the Metafunction, Context of Situation and Context of Culture in William Shakespeare’s “Sonnet XVIII” is applied in the clauses of William Shakespeare’s “Sonnet XVIII”, based on the Functional Grammar introduced by Halliday. With this analysis, I would like to share ideas concerning the Sonnet XVIII interpretation. Hopefully, by interpreting poetry or other works from linguistic approach will improve our better understanding both in literature and linguistics.

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April 9, 2012 at 12:12 pm Tinggalkan komentar

Dictation As A Testing Technique In Measuring The Students’ Listening Mastery (A Case Study Of The Fifth Grade Students Of Sd Negeri ..(PBING-18)

CHAPTER I INTRODUCTION

1.1 General Background of the Study

Language is the most important thing for people as a means of communication. It is basically a means of both oral and written communication. People use language to express their ideas and wishes to others’ people such as when they need others help so that close relation among members of the group can be carried out (Ramelan, 1993: 8). Ramelan further states that “the use of language enables the members of a social group to cooperate with one another for their own benefit.”

It is important to learn English because it is an international language which is used in many countries over the world and widely used in many sectors such as information, trade, education, etc.

In Indonesia, English has an important role especially in education. Therefore, English is taught as the first foreign language in all levels of schools and language courses. In elementary school, English has been taught as a local content. Since The Basic Course Outlines of the 2004 Curriculum states that the objective of learning English at elementary school as a local content is to develop students’ communication ability in the context of school (2004: 7). It means that the students are expected to be able to make simple transactional and interpersonal conversation which is potentially needed to communicate in the context of school. Here, the teacher plays important role since he has to be able to set students
interest and motivation in learning English in order to develop students’ ability to
communicate using all the resources they have already acquired to interact with others about their needs and interest.

In this study, I will focus on teaching listening in elementary school considering that in learning language listening is the skill that children acquire first. Listening is important to support learning English especially in enriching vocabulary and gaining a large portion of their education. Therefore I consider that listening can be taught at elementary schools.

There is no doubt that elementary students face some difficulties in learning English because learning English as a second language is something new for them, and it is different from learning their native language. Some of the students think that English is difficult and some of them are curious and like to learn English. The way in encouraging children to become accustomed to learn English is by giving them listening material occasionally, in order to make the children familiar with the language by listening its word and sentences.

In fact, listening is seldom taught in primary school. Although it is the first skill which will be learned before the students have mastered the three other skills; speaking, reading, and writing. Rost (1991: 3) states that progress in listening will provide a basis for development of other language skills. In learning language, students use listening to begin the process of learning to comprehend and produce language. By listening to the language around them, they are demanded to get the knowledge of speaking and get an introduction to reading and writing.

Due to the importance of listening as explained above, the teachers have to develop students’ listening ability since it is the first stage they learned English. By developing students’ ability to listen well, the teachers develop their students’ ability to become more independent learners, as the students will be able to reproduce language accurately and refine their understanding of grammar and develop their own vocabulary. The better students improve their listening ability, the better they reach the achievement in listening. Teachers, therefore, should explore a new productive strategy in brightening listening classes in order to encourage students in learning listening skill. They should create interesting and entertaining materials to motivate the students’ active responds in doing listening exercise. After the teaching and learning process and all the materials are given to the students, there is an expectation that students will make a progress in their study. To know whether the students make some progress in their study, it is useful for teacher to conduct a test or an examination at the end of a program. So the students will be motivated to learn and master the materials which have been taught by the teacher.

In this research, I suggest to the teachers to choose appropriate testing techniques of listening in order to encourage students in learning English. The teachers should carefully select the testing techniques so that the students are not beyond the students’ level of proficiency. One of listening tests which is suitable for measuring students’ achievement in mastering listening material is dictation. I assume that dictation is close related to listening activity and the further application is that it can be used as a testing device as well. Dictation is one kind of testing techniques that can be prepared for any level. By using dictation, the teacher can realize the weakness of the students in comprehending the language as well as the weaknesses of the previous teaching method.

Since dictation is used to check the ability of the students in understanding the foreign language phenomenon, the teacher hopes that within a short time he can check whether the teaching aims have been satisfactorily fulfilled or not.

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Maret 13, 2012 at 2:56 pm Tinggalkan komentar

Lara Cameron’s Motivation In Achieving Power And Wealth In Sidney Sheldon’s The Stars Shine Down (PBING-17)

CHAPTER I
INTRODUCTION

1.1 Background of the Study

Nowadays, some people tend to read literature more than to scientific or religious books since they consider that literature will lead human to a better social or personal conduct. Moreover, literary book presents expression of feelings, while scientific or religious books are the most exact kind of reporting. In a very real sense, some people who have read good literature have lived more comfortable than people who cannot or will not read.

Rees (1973: 1-2) defines literature in a broad and a narrow sense. The former means anything that is written such as catalogues, textbooks, brochures, and so on. While the latter means writing that expresses and communicates thoughts, feelings, ideas, and attitudes towards life in serious, fuller and deeper sense of words such as novel, poetry, prose, fiction, essay, and autobiography.
Actually, literature has primary aim is giving pleasure, to entertain those who concern to it. Darma (1984: 55) says that literature is really an expression to explore the life problems, philosophy, and psychology. In other words, the author of literary work is usually considered as an expert in psychology, and philosophy who concern about life problems.

In psychological point of view, there is a relation between psychology and
literature that we called psychoanalysis. Felman, as quoted in Green and LeeBihan
(1996: 143), explains that we normally tend to see psychoanalysis as the active practice performed upon the passive text:
While literature is considered as a body of a language-to be interpreted- psychoanalysis is considered as a body of knowledge, whose competence is called upon interpret. Psychoanalysis, in other words, occupies the place of a subject, literature that of an object. (Felman, 1982: 5)

The main subject of psychoanalysis is the term “unconsciousness”. Psychoanalytic treatment demonstrates how these unconscious factors affect current relationship and patterns of behavior. Ernest R. Hilgrad (1962: 125) states that psychologist have made a distinction between the things we learn, our habits, and the things which make us to use these habits, that is our motives
The subjects of motivation can be found in the literary work. We can find how motivation is described individually or socially and how an individual reacts to his/her motives. However, some people may not recognize that they need certain motivation to reach goal related to power and wealth. Since they probably think that motivation only a piece of science which does not influence in one’s success.

Moreover, motivation appears from the person himself and it does not depend on the environment, so he needs encouragements to build his internal drive to be motivated. Floyd L. Ruch mentioned there are two effects of motivation on behavior. They are:
1. Motives determine the direction of behavior and their change within individual to its environment.
2. Motives make energy available for the activity required.

Because of the varieties of motivate existing in individual the terms of motivation in literary works are significant to be explored principally women’s motivation.
As we know God creates human men and women. They are born to this world with several differentiations in physique, thinking, and characteristic. Commonly men are always identified with his strength and women with her weakness. A lot of opinions on stereotypes say that women are weaker, more emotional, less able to learn and dependent through men who have everything to judge themselves as superior.
Obviously, women have been treated unfairly although that is only public opinion. Based on those differentiations women are motivated to surpass men’s authority. They tend to show that women can do anything better that men. Actually, it is not easy for women to be highly-motivated in the society because they are still norms, principles, and traditions that limit their activities. Now, women’s motivation has moved through the recognition of significant purposes. They are determined to get particular achievement, fulfill their inner drive, or reach higher status in society.

The Stars Shine Down written by Sidney Sheldon talks about a woman who was motivated to achieve power and wealth. The main character, Lara Cameron, had to struggle to change her life. She did hard work in many ways to change her life. Here, in this study, I intend to show Lara Cameron’s motivation in achieving power and wealth. I will discuss the problem in the next chapter.

April 5, 2011 at 9:06 am Tinggalkan komentar

Common Strategic Competence Employed By Senior High School Debaters (PBING-16)

CHAPTER I INTRODUCTION

1.1 Background of the Study

English debate is nowadays widely known among senior high school students especially in Semarang. This activity has been something popular for its image among both students and English teachers. They think of this activity as something outstanding. This thought may appear due to the fact that not many students of senior high school are able to do so. Only those who are at least capable in producing oral communication in English will be chosen as debater. Referring to this assumption, it is no wonder that the number of English debaters is not of great significance compared with the whole number of students in general.

The effort of facilitating this great potential has been done. It is proven that many competitions among high schools and vocational schools have been conducted recently. In fact, this effort gains so much attention and respect from several parties. They are students as the agent, teachers as the supporters, and frequently may collaborate with the government as the facilitator through Department of Education to present debate competitions. The question that may arise upon this notion is how it gains such great attention.

On the one hand, if we see this fact from the perspective of students’
cognitive aspect, we come into the answer that debate itself will stimulate the
students to have good understanding of what happens around them. It deals with how they cope with the current issues and how they position themselves as humans who have great faith in their own thought or idea upon the issues. This thought is not merely for the sake of their own, it is to be believed by others. In short, we can say that debate can be used as a tool to prepare students to cope with social life.

On the other hand, if we see this fact from the perspective of linguistic knowledge, debate can be used as a tool to train students to use the language practically. In relation to English language learning, it is actually the implementation of language in use; that is oral communication.

Those two elements mentioned above, as the answer of the question arises, carry a comprehensive concept. This concept constitutes the reason why debate necessarily affects one’s mindset and the need of debaters to convince the adjudicators that somehow their case is logical, reliable, convincing, and therefore undefeatable. To reach this point, a debater should have the competence that will ease them in carrying his massage through speech so that it becomes comprehensible and convincing to the adjudicators as the decision makers of the winning. Since it deals with the massage being conveyed and the language being employed, one way to overcome this is to have what so called communicative competence. As stated by Hymes (1972), communicative competence is the knowledge which enables someone to use a language effectively for real
communication which involves two or more speakers. These speakers interact
each other in the form of oral communication and stimulate each other to respond what each says.
Briefly, communicative competence is really needed in anytime and anywhere to present nearly perfect performance. Debate, in this case, is one of the examples where a speaker is supposed to be able to convey massages or cases comprehensively and to respond what other speakers say. This fact is exactly the main idea of what a debate is intended to be.

The component of communicative competence that relates to the way each speaker maintains and sustains his communication is what we call strategic competence or communicative strategy. This competence is deemed to be the last but practical choice if the speakers are lacking of linguistic competence. When they are in this very situation, communication breakdown is so much possible to occur.
Problem in oral communication, especially for those learning a foreign language, may coincide with the insufficient knowledge in that language. In relation to this, Willing once declared that communication to some degree is problematic since people communicating may fail to discover that they do not understand each other fully due to lack of common vocabulary or common background, or perhaps due to different attitudes (1992: 1). A debater may say “a…a… what is it?” during his speech when he forgets some massage or some lexical items to be delivered.

If breakdown occurs in debate and the debaters fails to compensate it, their
performance will be less convincing and finally it will influence the adjudicator’s
judgment about which team deserves the winning. Therefore, having good strategic competence is deemed to be crucial for them as merely debaters and as students basically whose background is academic institution.

From this long elaboration, we have seen the pedagogical idea implied in a debate that somehow becomes the major point of our discussion. Since I am engaged in a society dealing with debate namely English Debate Society (EDS) and engaged in educational program, it becomes a great importance for me to analyze some strategies employed by debaters during their speeches.
Being a judge, or usually called as adjudicator, in several English debate competitions also drives my curiosity upon how debaters maintain their speeches to give more assurance on their cases.

April 5, 2011 at 9:04 am Tinggalkan komentar

Figures Of Speech Expressed In Norman Vincent Peale’s You Can If You Think You Can (PBING-15)

CHAPTER I
INTRODUCTION

1.1 Background of the Study

In the real life actually we use figures of speech to express our ideas, thoughts, feelings and minds. Figures of speech is also related to the literature and human life. Figures of speech, manner of speaking or writing, gives to our sentiments and thoughts a greater force, more vivacity and agreeableness.

The study analyzes a book entitled You Can if You Think You Can, the writer finds some figures of speech which are expressed in this book. Figures of speech are not only used in speaking but also in writing. Besides, the figures of speech are also commonly known as rhetorical devices.

Figures of speech are terms used to describe the devices employed to add colour, decoration and imaginative expression to linguistic use. It distinguishes figurative or imaginative language from its usage in a literal manner.
Meanwhile in the Oxford Advanced Learner’s Dictionary tells about figures of speech, it says that figure of speech is a word or phrase is used for vivid or dramatic effect.

The writer also finds in http://www.home.comcast.net that a figure of speech is a change from the ordinary manner of expression, using words in other than their
literal sense to enhance the way a thought is expressed.

The figures of speech in the book You Can if You Think You Can makes the beautiful of writing because figures of speech are often used and crafted for emphasis, freshness of expression or clarity.

Figures of speech have many functions both oral and written communication, as explained in the Encyclopedia of Americana, that figures of speech serve variety of purposes. They are used to clarify meaning, to provide vivid example, to emphasize, to stimulate objects, to amuse or to ornament (Holman, 1997:195).

Figures of speech are also used in public speaking especially in persuasive speech. The goal of the speaker is to persuade the audience, and it is usually used for campaign speech, religion persuasion speech and a speech for promotion goods.

It is explained before that figures of speech are also used in writing, one of the literary works that use figures of speech is a book entitled You Can if You Think You Can written by Norman Vincent Peale. There are many sentences which are expressed the figures of speech found in the book.
Based on the background above, the book You Can if You Think You Can which is written by Norman Vincent Peale is going to be analyzed further on this research. The writer interests to analyze the expressions which are reflected the figures of speech.

April 5, 2011 at 9:03 am Tinggalkan komentar

Unveiling The Mystery Of Incest As The Mirror Of Soul Depression In “The God Of Small Things” And Its Relevance To The Modern Society (PBING-14)

CHAPTER I
INTRODUCTION

1.1 Background of the Study

Exultation can be reached through reading. This kind of activity is believed to be an effective way in avoiding listlessness. Many people love reading for looking for pleasure or just spending spare times. When reading foreign literature, the readers may also get supplementary knowledge about different culture. This activity can also stimulate people to learn English as well as to learn about themselves, people, lifestyle, and other societies.

Reading becomes my prominent activity for doing the analysis. As an English literature student I have read many literary works such as poetry, short story, novel, drama script, and so on. During my study, being deeply involved in literary works is considered to be one of the main tasks.

In a narrow sense, literature is defined as all things written; for example, text book, brochures, recipe, timetable, etc. In a broad sense, as stated in Encyclopedia Americana (1973:559), literature is ‘one of the great creative and universal means of communicating the emotional, spiritual, or intellectual concern of mankind’.

Hardjana (1985:10) in Kritik Sastra, Sebuah Pengantar states:

Sastra merupakan pengungkapan baku dari apa yang telah disaksikan orang dalam kehidupan, apa yang telah direnungkan, dan dirasakan orang mengenai segi-segi kehidupan yang paling menarik minat secara langsung lagi kuat pada hakikatnya adalah suatu pengungkapan kehidupan lewat bahasa.

Literature exists because it pleases us by imitating life or more precisely, by displaying the writer’s vision of life as it is or as the writers think it should be. Another function of literature is to expand or to refine our minds or quicken our sense of life (Koesnobroto, 1988).

As it is stated before, novel is one branch of literature. The theme about love, friendship, and life that are found in novels seems to be the outstanding points that attract the readers’ curiosity. The dictions used in novels are mostly denotative, containing little complexity and ambiguity. Therefore, novel is easier to read than poetry, play and other literary works. It is considered as a very crucial and enjoyable work to be analyzed

Talking about novel, I choose novel as the object of the study. In addition, I have read many novels during my study in English department. One of them is Arundhati Roy’s The God of Small Things. I am interested in its theme very much since it offers such magic, mystery, sadness, and love in explicit terms. It mostly tells about autobiographical story of an upper-caste family in Kerala, a part of India. Furthermore, the pictorial details of Kerala’s beauty and romanticism are also flowing freely through our senses. This novel also offers the exoticism, mysticism, and historical phenomenon in this city. Concerning those reasons, I will analyze The God of Small Things further in this paper.

In this project, I will unveil the topic about incest as found in the novel. This topic attracts me to analyze it further. Different opinions about this sexual relationship towards someone who is closely related has created a controversy that has not ended yet today. Many people think incest as a taboo phenomenon to be
raised. Kalibonso (2003) as quoted by Abdi (2003:109) states that ‘incest is always considered as a private family problem which the victim position is under pressured’. However, others claim that incest is a crime that the doer should be punished. The controversy has made incest one of interesting topics in novel. The author wrote about incest, committed by the characters, in a unique way. This phenomenon appeared differently compared to other sex deviation cases that finally enrich the incest itself. This is the main reason why I took incest as the focus of the analysis.

Furthermore, the result of this analysis is very crucial for me to compose the final project. As undergraduate (S1) student, I have to propose a final project in the end of my study. This final project is considered to be one of the requirements for getting the degree of Sarjana Sastra in English.

April 5, 2011 at 9:01 am Tinggalkan komentar

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