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Selasa, 15 November 2011

Literature

“ UNTITLED “

She is Rea. She is short with long black hair. She is smart and easy going. My best friend when I still in Senior High School until now. When we have graduated from Senior High School, we have different choise in our school. She choosed in Nurse education and I choosed in teacher training. But we still have a communication until now. Sometimes she told me how did she get her activity during in her study in a nurse.
One year ago, she has a boyfriend. The name is Catur. He was a students in one of the university in Semarang. They love each other. They have an enjoyed and happy with their relationship. Rea told me that she felt very comfort when she get love with him. They can understand each other.
One day, when I went to a tourism object in my town, I saw that Catur was going with a girl. But the girl was not Rea, his girlfriend. Catur seems very closed with that girl in this place. I didn’t know exactly, because as I knew that Catur still has Rea as his girlfriend. So I tried to talked with Catur at that place.
“Hei Catur, can I take your time for a few minutes? I want to talk.” I asked him.
“Yea. Sure. What is it?” He answered and he didn’t want to go away from that girl.
“Who’s the girl? Is she your new girl?” I asked again.
“Hei hei . . . who are you boy. I don’t know who you are. So please do not make my time so worst. Please go away from me! I’m sorry I can’t give you my time.this is my privacy” He answered me.
“Plaaaaaaaaaaak...” I slap with the flat of the hand with my angry. But my friend separated us.
“ow.. you don’t know me. Ok, my name is Agung. I’m Rea’s friend. Do you know her? Is she still your girl now? You have a trouble now. Why do you give her for this? You have hurt her. So it is not fair. You must response with Rea. I don’t care who is this girl, but I want you to tell Rea about this. You want it?” I tried to explained him.
“Ok ok . . . . I try to talk with Rea about this. I’m sorry that I make you angry.” He answered me.
After today I went to Rea’s home and told her everything I saw about Catur. And Rea got angry. Then Rea invited Catur to talked about this problem. Then they talked hardly in a place. Catur told her everything and Rea made a conclusion that She would their relationship enough for this time.
Then two of them separated and live from a new thing. Rea lived on fire with her new one. And there were her friends who very closed with Rea.

By Agung Marsudi

Analisis novel "THE LOST BOY"

Author(s) : David Pelzer
Country : USA
Language : English
Publisher : Health Communications, Inc.
Publication date: 1997
Preceded by : A Child Called "It"
Followed by : A Man Named Dave

1. PLOT/SUMMARY
The book continues after the ending of the previous book, A Child Called "It" with David Pelzer, 9 years old, running away from his home in Daly City, California. He ends up in a bar, getting cared for by some of the patrons. One of them calls the police, bringing David home to his abusive mother. David's teachers eventually contact the authorities, causing David to be put together with a social services worker named Ms. Gold. Before the trial of whether or not to permanently remove him from his mother's custody, David becomes confused about whether he may have deserved the treatment his mother gave him. Ms. Gold, on the other hand, assures him it had nothing to do with him, and that his mother is sick.
After the trial, he is put into a home for the mentally challenged under the care of a woman he calls Aunt Mary. He does not fit in with the other children, he is quite active and disruptive due to being cut off from normal household living and behavior for so long. He soon receives a visit from his mother and brother. His mother asks how David was doing, calling him "The Boy", shocking Aunt Mary. While Aunt Mary answered a short phone call, his mother swears to David that she will get him back. His brother brought back David's bike, which was mistreated and broken. He is so distraught by the bike's condition that he cried for hours. He decides to fix the bike on his own. One day, he decides to ride his bike and go down his old road. His family sees him riding on the road, and contacts his foster family. He is punished, but it is nothing compared to his former treatment.
Later in the book, David meets a person who he thinks is his friend, until he starts using him to do illegal things. One of those times is when they plan to set one of his teacher's classroom on fire. The fire gets out of control, and David tries to stop it. His "friend" later tells the teacher that it was all David. As a result he is removed from his foster home, and sent to Juvenile Hall. He eventually is released, and is placed in multiple foster homes across California.
In his sophomore year of high school, he is placed into a class for slow learners. He then decides that he is more interested in earning money than school, because he will be out of foster care in less than a year. When he is out of foster care, he enlists in the US Air Force. Surprisingly, his own mother knew the news and she congratulated him at his Air Force graduation. As he talked to his mother and began to cry, he then hopes that his mother will say the three special words that he has always wanted her to say. "I love you." This phrase was touching and poignant for David, as he has longed for these three words for years. He believes that he wanted to see his mother but that was also not a good idea. He soon realizes that the mother's love that he has always been searching for was in the arms of his foster mother, Alice. The story ends with him beginning his career in the army so he can learn how to treat others.


2. THEMES
Throughout this entire story David is seeking himself, a figure which elucidates him until the very end. He is essentially alone in his journey but is still able to find his way, all the while gaining important elements he was never given.
3. SETTING
The story takes place in the seventies in an American suburb
4. POINT OF VIEW
This story is told from a first person point of view. This means that it is told through the eyes of the narrator, who in our case is also the main character. The point of view is actually the only way the story would work since it was David's story and therefore only David could have told his thoughts, fears, and experiences.
5. CHARACTER IN THE STORY
David Pelzer - David is the main character and narrator as well as author of this story. This memoir meets him at age nine and leaves him when he is an adult; it follows more precisely the years between age twelve and eight-teen.
He is shy and describes his outer appearance as that of a geek.
Mother, Catherine Roerva Pelzer - Catherine is David’s mother and most often referred to simply as “Mother.”
She is a haggardly, putrid woman who is responsible for David’s torment. She takes great pride in dominating others.
Stephan Pelzer, Father - David’s father, he is the man who was David’s hero as a child. He undergoes a transformation into worn alcoholic. David spends much of his life looking up to then simply looking out for him.
He only wants peace in the household
Mark - He is the man who works at the pizza bar. He offers to make David a pizza when he sees him steal a quarter left on a pool table for a game. With the best of intentions, he phones the police to tell them that David is there.
Mr. Ziegler - David’s homeroom teacher, he is instrumental
Alice and Harold Turnbough - These characters are the main character's first and last foster parents.
Ron, Stan, Kevin and Russell Pelzer - These characters are the biological siblings of the main character.


The credibility of the content shouldn’t even be argued about because the book is an autobiography and reflects Dave Pelzer’s childhood and true incidents of his life.
The message of the book, I think, is that you should never let something this terrible happen to anyone close to you and you should never, under any circumstances, believe that you don’t exist. If you just imagine the thought “I don’t exist” you’ll remember that you actually do and that there’s always someone who loves and cares about you. Even if your parents don’t – there’s always someone who does.
I believe that if you get maltreated or know someone who is, you should always try to step in – for example by going to the police. It’s enough to leave an anonymously tip, you certainly don’t have to reveal yourself.
And okay, like some people say, you can’t save everyone – but only if you help saving one it has such great meaning to that special person.

Analyzed by Agung Marsudi
English Dept. Univet

The Elements and Function of Poetry


by George Santayana


If a critic, in despair of giving a serious definition of poetry, should be satisfied with saying that poetry is metrical discourse, he would no doubt be giving an inadequate account of the matter, yet not one of which he need be ashamed or which he should regard as superficial. Although a poem be not made by counting of syllables upon the fingers, yet "numbers" is the most poetical synonym we have for verse, and "measure" the most significant equivalent for beauty, for goodness, and perhaps even for truth. Those early and profound philosophers, the followers of Pythagoras, saw the essence of all things in number, and it was by weight, measure, and number, as we read in the Bible, that the Creator first brought Nature out of the void. Every human architect must do likewise with his edifice; he must mould his bricks or hew his stones into symmetrical solids and lay them over one another in regular strata, like a poet's lines.
Measure is a condition of perfection, for perfection requires that order should be pervasive, that not only the whole before us should have a form, but that every part in turn should have a form of its own, and that those parts should be coordinated among themselves as the whole is coordinated with the other parts of some greater cosmos. Leibnitz lighted in his speculations upon a conception of organic nature which may be false as a fact, but which is excellent as an ideal; he tells us that the difference between living and dead matter, between animals and machines, is that the former are composed of parts that are themselves organic, every portion of the body being itself a machine, and every portion of that machine still a machine, and so ad infinitum; whereas, in artificial bodies the organization is not in this manner infinitely deep. Fine Art, in this as in all things, imitates the method of Nature and makes its most beautiful works out of materials that are themselves beautiful. So that even if the difference between verse and prose consisted only in measure, that difference would already by analogous to that between jewels and clay.
The stuff of language is words, and the sensuous material of words is sound; if language therefore is to be made perfect, its materials must be made beautiful by being themselves subjected to a measure, and endowed with a form. It is true that language is a symbol for intelligence rather than a stimulus to sense, and accordingly the beauties of discourse which commonly attract attention are merely the beauties of the objects and ideas signified; yet the symbols have a sensible reality of their own, a euphony which appeals to our senses if we keep them open. The tongue will choose those forms of utterance which have a natural grace as mere sound and sensation; the memory will retain these catches, and they will pass and repass through the mind until they become types of instinctive speech and standards of pleasing expression.
The highest form of such euphony is song; the singing voice gives to the sounds it utters the thrill of tonality,--a thrill itself dependent, as we know, on the numerical proportions of the vibrations that it includes. But this kind of euphony and sensuous beauty, the deepest that sounds can have, we have almost wholly surrendered in our speech. Our intelligence has become complex, and language, to express our thoughts, must commonly be more rapid, copious, and abstract than is compatible with singing. Music at the same time has become complex also, and when united with words, at one time disfigures them in the elaboration of its melody, and at another overpowers them in the volume of its sound. So that the art of singing is now in the same plight as that of sculpture,--an abstract and conventional thing surviving by force of tradition and of an innate but now impotent impulse, which under simpler conditions would work itself out into the proper forms of those arts. The truest kind of euphony is thus denied to our poetry. If any verses are still set to music, they are commonly the worst only, chosen for the purpose by musicians of specialized sensibility and inferior intelligence, who seem to be attracted only by tawdry effects of rhetoric and sentiment.
When song is given up, there still remains in speech a certain sensuous quality, due to the nature and order of the vowels and consonants that compose the sounds. This kind of euphony is not neglected by the more dulcet poets, and is now so studied in some quarters that I have heard it maintained by a critic of relative authority that the beauty of poetry consists entirely in the frequent utterance of the sound of "j" and "sh", and in the consequent copious flow of saliva in the mouth. But even if saliva is not the whole essence of poetry, there is an unmistakable and fundamental diversity of effect in the various vocalization of different poets, which becomes all the more evident when we compare those who use different languages. One man's speech, or one nation's, is compact, crowded with consonants, rugged, broken with emphatic beats; another man's, or nation's, is open, tripping, rapid, and even. So Byron, mingling in his boyish fashion burlesque with exquisite sentiment, contrasts English with Italian speech:--
I love the language, that soft bastard Latin
Which melts like kisses from a female mouth
And sounds as if it should be writ on satin
With syllables which breathe of the sweet South,
And gentle liquids gliding all so pat in
That not a single accent seems uncouth,
Like our harsh Northern whistling, grunting guttural
Which we're obliged to hiss and split and sputter all.
And yet these contrasts, strong when we compare extreme cases, fade from our consciousness in the actual use of a mother-tongue. The function makes us unconscious of the instrument, all the more as it is an indispensable and almost invariable one. The sense of euphony accordingly attaches itself rather to another and more variable quality; the tune, or measure, or rhythm of speech. The elementary sounds are prescribed by the language we use, and the selection we may make among those sounds is limited; but he arrangement of words is still undetermined, and by casting our speech into the moulds of metre and rhyme we can give it a heightened power, apart from its significance. A tolerable definition of poetry, on its formal side, might be found in this: that poetry is speech in which the instrument counts as well as the meaning--poetry is speech for its own sake and for its own sweetness. As common windows are intended only to admit the light, but painted windows also to dye it, and to be an object of attention in themselves as well as a cause of visibility in other things, so, while the purest prose is a mere vehicle of thought, verse, like stained glass, arrests attention in its own intricacies, confuses it in its own glories, and is even at time allowed to darken and puzzle in the hope of casting over us a supernatural spell.
Long passages in Shelley's "The Revolt of Islam" and Keats' "Endymion" are poetical in this sense; the reader gather, probably, no definite meaning, but is conscious of a poetic medium, of speech euphonious and measured, and redolent of a kind of objectless passion which is little more than the sensation of the movement and sensuous richness of the lines. Such poetry is not great; it has, in fact, a tedious vacuity, and is unworthy of a mature mind; but it is poetical, and could be produced only by a legitimate child of the Muse. It belongs to an apprenticeship, but in this case the apprenticeship of genius. It bears that relation to great poems which scales and aimless warblings bear to great singing--they test the essential endowment and fineness of the organ which is to be employed in the art. Without this sensuous background and ingrained predisposition to beauty, no art can reach the deepest and most exquisite effect; and even without an intelligible superstructure these sensuous qualities suffice to give that thrill of exaltation, that suggestion of an ideal world, which we feel in the presence of any true beauty.
The sensuous beauty of words and their utterance in measure suffice, therefore, for poetry of one sort--where these are, there is something unmistakably poetical, although the whole of poetry, or the best of poetry, be not yet there. Indeed, in such works as "The Revolt of Islam" or "Endymion" there is already more than mere metre and sound; there is the colour and choice of words, the fanciful, rich, or exquisite juxtaposition of phrases. The vocabulary and the texture of the style are precious; affected, perhaps, but at any rate refined.
This quality, which is that almost exclusively exploited by the Symbolist, we may call euphuism--the choice of coloured words and rare and elliptical phrases. If great poet are like architects and sculptors, the euphuists are like goldsmiths and jewellers; their work is filigree in precious metals, encrusted with glowing stones. Now euphuism contributes not a little to the poetic effect of the tirades of Keats and Shelley; if we wish to see the power of versification without euphuism we may turn to the tirades of Pope, where metre and euphony are displayed alone, and we have the outline of skeleton or poetry without the filling
In spite of pride, in erring reason's spite,
One truth is clear, Whatever is, is right.
We should hesitate to say that such writing was truly poetical; so that some euphuism would seem to be necessary as well as metre, to the formal essence of poetry.
An example of this sort, however, takes us out of the merely verbal into the imaginative region; the reason that Pope is hardly poetical to us is not that he is inharmonious,--not a defect of euphony,--but that he is too intellectual and has an excess of mentality. It is easier for words to be poetical without any thought, when they are felt merely as sensuous and musical, than for them to remain so when they convey an abstract notion,--especially if that notion be a tart and frigid sophism, like that of the couplet just quoted. The pyrotechnics of the intellect then take the place of the glow of sense, and the artifice of thought chills the pleasure we might have taken in the grace of expression.
If poetry in its higher reaches is more philosophical than history, because it presents the memorable types of men and things apart from unmeaning circumstances, so in its primary substance and texture poetry is more philosophical than prose because it is nearer to our immediate experience. Poetry breaks up the trite conceptions designated by current words into the sensuous qualities out of which those conceptions were originally put together. We name what we conceive and believe in, not what we see; things, not images; souls, not voices and silhouettes. This naming, with the whole education of the senses which it accompanies, subserves the uses of life; in order to thread our way through the labyrinth of objects which assault us, we must make a great selection in our sensuous experience; half of what we see and hear we must pass over as insignificant, while we piece out the other half with such an ideal complement as is necessary to turn it into a fixed and well-ordered world. This labour of perception and understanding, this selling of the material meaning of experience is enshrined in our work-a-day language and ideas; ideas which are literally poetic in the sense that they are "made" (for every conception in an adult mind is a fiction), but which are at the same time prosaic because they are made economically, by abstraction, and for use.
When the child of poetic genius, who has learned this intellectual and utilitarian language in the cradle, goes afield and gathers for himself the aspects of Nature, he begins to encumber his mind with the many living impressions which the intellect rejected, and which the language of the intellect can hardly convey; he labours with his nameless burden of perception, and wastes himself in aimless impulses of emotion and revery, until finally the method of some art offers a vent to his inspiration, or to such part of it as can survive the test of time and the discipline of expression.
The poet retains by nature the innocence of the eye, or recovers it easily; he disintegrates the fictions of common perception into their sensuous elements, gathers these together again into chance groups as the accidents of his environment or the affinities of his temperament may conjoin them; and this wealth of sensation and this freedom of fancy, which make an extraordinary ferment in his ignorant heart, presently bubble over into some kind of utterance.
The fulness and sensuousness of such effusions bring them nearer to our actual perceptions than common discourse could come; yet they may easily seem remote, overloaded, and obscure to those accustomed to think entirely in symbols, and never to be interrupted in the algebraic rapidity of their thinking by a moments pause and examination of heart, nor ever to plunge for a moment into that torrent of sensation and imagery over which the bridge of prosaic associations habitually carries us safe and dry to some conventional act. How slight that bridge commonly is, how much an affair of trestles and wire, we can hardly conceive until we have trained ourselves to an extreme sharpness of introspection. But psychologists have discovered, what laymen generally will confess, that we hurry by the procession of our mental images as we do by the traffic of the street, intent on business, gladly forgetting the noise and movement of the scene, and looking only for the corner we would turn or the door we would enter. Yet in our alertest moment the depths of the soul are still dreaming; the real world stands drawn in bare outline against a background of chaos and unrest. Our logical thoughts dominate experience only as the parallels and meridians make a checkerboard of the sea. They guide our voyage without controlling the waves, which toss for ever in spite of our ability to ride over them to our chosen ends. Sanity is a madness put to good uses; waking life is a dream controlled.
Out of the neglected riches of this dream the poet fetches his wares. He dips into the chaos that underlies the rational shell of the world and brings up some superfluous image, some emotion dropped by the way, and reattaches it to the present object; he reinstates things unnecessary, he emphasizes things ignored, be paints in again into the landscape the tints which the intellect has allowed to fade from it. If he seems sometimes to obscure a fact, it is only because he is restoring an experience. We may observe this process in the simplest cases. When Ossian, mentioning the sun, says it is round as the shield of his fathers, the expression is poetical. Why? Because he has added to the word sun, in itself sufficient and unequivocal, other words, unnecessary for practical clearness, but serving to restore the individuality of his perception and its associations in his mind. There is no square sun with which the sun he is speaking of could be confused; to stop and call it round is a luxury, a halting in the sensation of the love of its form. And to go on to tell us, what is wholly impertinent, that the shield of his fathers was round also, is to invite us to follow the chance wanderings of his fancy, to give us a little glimpse of the stuffing of his own brain, or, we might almost say, to turn over the pattern of his embroidery and show us the loose threads hanging out on the wrong side. Such an escapade disturbs and interrupts the true vision of the object, and a great poet, rising to a perfect conception of the sun and forgetting himself, would have disdained to make it; but it has a romantic and pathological interest, it restores an experience, and is in that measure poetical. We have been made to halt at the sensation, and to penetrate for a moment into its background of dream.
But it is not only thoughts or images that the poet draws in this way from the store of his experience, to clothe the bare form of conventional objects: he often adds to these objects a more subtle ornament, drawn from the same source. For the first element which the intellect rejects in forming its ideas of things is the emotion which accompanies of perception; and this emotion is the first thing the poet restores. He stops at the image, because he stops to enjoy. He wanders into the by-paths of association because the by-paths are delightful. The love of beauty which made him give measure and cadence to his words, the love of harmony which made him rhyme them, reappear in his imagination and make him select there also the material that is itself beautiful, or capable of assuming beautiful forms. The link that binds together the ideas, sometimes so wide apart, which his wit assimilates, is most often the link of emotion; they have in common some element of beauty or of horror.
The poet's art is to a great extent the art of intensifying emotions by assembling the scattered object that naturally arouse them. He sees the affinities of things by seeing their common affinities with passion. As the guiding principle of practical thinking is some interest, so that only what is pertinent to that interest is selected by the attention; as the guiding principle of scientific thinking is some connection of things in time or space, or some identity of law; so in poetic thinking the guiding principle is often a mood or a quality of sentiment. By this union of disparate things having a common overtone of feeling, the feeling is itself evoked in all its strength; nay, it is often created for the first time, much as by a new mixture of old pigments Perugino could produce the unprecedented limpidity of his colour, or Titian the unprecedented glow of his. Poets can thus arouse sentiments finer than any which they have known, and in the act of composition become discoverers of new realms of delightfulness and grief. Expression is a misleading term which suggests that something previously known is rendered or imitated; whereas the expression is itself an original fact, the values of which are then referred to the thing expressed, much as the honours of the Chinese mandarin are attributed retroactively to his parents. So the charm which a poet, by his art of combining images and shades of emotion, casts over a scene or an action, is attached to the principal actor in it, who gets the benefit of the setting furnished him by a well-stocked mind.
The poet is himself subject to this illusion, and a great part of what is called poetry, although by no means the best part of it, consists in this sort of idealization by proxy. We dye the world of our own colour; by a pathetic fallacy, by a false projection of sentiment, we soak Nature with our own feeling, and then celebrate her tender sympathy with our moral being. This aberration, as we see in the case of Wordsworth, is not inconsistent with a high development of both the faculties which it confuses,--I mean vision and feeling. On the contrary, vision and feeling, when most abundant and original, most easily present themselves in this undivided form. There would be need of a force of intellect which poets rarely possess to rationalize their inspiration without diminishing its volume: and if, as is commonly the case, the energy of the dream and the passion in them is greater than that of the reason, and they cannot attain true propriety and supreme beauty in their works, they can, nevertheless, fill them with lovely images and a fine moral spirit.
The pouring forth of both perceptive and emotional elements in their mixed and indiscriminate form gives to this kind of imagination the directness and truth which sensuous poetry possesses on a lower level. The outer world bathed in the hues of human feeling, the inner world expressed in the forms of things,--that is the primitive condition of both before intelligence and the prosaic classification of objects have abstracted them and assigned them to their respective spheres. Such identifications, on which a certain kind of metaphysics prides itself also, are not discoveries of profound genius; they are exactly like the observation of Ossian that the sun is round and that the shield of his fathers was round too; they are disintegrations of conventional objects, so that the original associates of our perceptions reappear; then the thing and the emotion which chanced to be simultaneous are said to be one, and we return, unless a better principle of organization is substituted for the principle abandoned, to the chaos of a passive animal consciousness, where all is mixed together, projected together and felt as an unutterable whole.
The pathetic fallacy is a return to that early habit of thought by which our ancestors peopled the world with benevolent and malevolent spirits; what they felt in the presence of objects they took to be a part of the objects themselves. In returning to this natural confusion, poetry does us a service in that she recalls and consecrates those phases of our experience which, as useless to the understanding of material reality, we are in danger of forgetting altogether. Therein is her vitality, for she pierces to the quick and shakes us out of our servile speech and imaginative poverty; she reminds us of all we have felt, she invited us even to dream a little, to nurse the wonderful spontaneous creations which at every waking moment we are snuffing out in our brain. And the indulgence is no mere momentary pleasure; much of its exuberance clings afterward to our ideas; we see the more and feel the more for that exercise; we are capable of finding greater entertainment in the common aspect of Nature and life. When the veil of convention is once removed from our eyes by the poet, we are better able to dominate any particular experience and, as it were, to change its scale, now losing ourselves in its infinitesimal texture, now in its infinite ramifications.
If the function of poetry, however, did not go beyond this recovery of sensuous and imaginative freedom, at the expense of disrupting our useful habits of thought, we might be grateful to it for occasionally relieving our numbness, but we should have to admit that it was nothing but a relaxation; that spiritual discipline was not to be gained from it in any degree, but must be sought wholly in that intellectual system that builds the science of Nature with the categories of prose. So conceived, poetry would deserve the judgment passed by Plato on all the arts of flattery and entertainment; it might be crowned as delightful, but must be either banished altogether as meretricious or at least confined to a few forms and occasions where it might do little harm. The judgment of Plato has been generally condemned by philosophers, although it is eminently rational, and justified by the simplest principles of morals. It has been adopted instead, although unwittingly, by the practical and secular part of mankind, who look upon artists and poets as inefficient and brain-sick people under whose spell it would be a serious calamity to fall, although they may be called in on feast days as an ornament and luxury together with the cooks, hairdressers, and florists.
Several circumstances, however, might suggest to us the possibility that the greatest function of poetry may be still to find. Plato, while condemning Homer, was a kind of poet himself; his quarrel with the followers of the Muse was not a quarrel with the goddess; and the good people of Philistia, distrustful as they may be of profane art, pay undoubting honour to religion, which is a kind of poetry as much removed from their sphere as the midnight revels upon Mount Citheron, which, to be sure, were also religious in their inspiration. Why, we may ask, these apparent inconsistencies? Why do our practical men make room for religion in the background of their world? Why did Plato, after banishing the poets poetize the universe in his prose? Because the abstraction by which the world of science and of practice is drawn out of our experience is too violent to satisfy even the thoughtless and vulgar; the ideality of the machine we call Nature, the conventionality of the drama we call the world, are too glaring not to be somehow perceived by all. Each must sometime fall back upon the soul; he must challenge this apparition with the thought of death; he must ask himself for the mainspring and value of his life. He will then remember his stifled loves; he will feel that only his illusions have ever given him a sense of reality, only his passions the hope and the vision of peace. He will read himself through and almost gather a meaning from his experience; at least he will half believe that all he has been dealing with was a dream and a symbol, and raise his eyes toward the truth beyond.
This plastic memento of the mind, when we become aware of the artificiality and inadequacy of what common sense perceives, is the true moment of poetic opportunity,--an opportunity, we may hasten to confess, which is generally missed. The strain of attention, the concentration and focussing of thought on the unfamiliar immediacy of things, usually brings about nothing but confusion. We are dazed, we are filled with a sense of unutterable things, luminous yet indistinguishable, many yet one. Instead of rising to imagination, we sink into mysticism.
To accomplish a mystical disintegration is not the function of any art; if any art seems to accomplish it, the effect is only incidental, being involved, perhaps, in the process of constructing the proper object of that art, as we might cut down trees and dig them up by the roots to lay the foundations of a temple. For every art looks to the building up of something. And just because the world built up by common sense and natural science is an inadequate world (a skeleton which needs the filling of sensation before it can live), therefore the moment when we realize its inadequacy is the moment when the higher arts find their opportunity. When the world is shattered to bits they can come and "build it nearer to the heart's desire."
The great function of poetry, which we have not yet directly mentioned, is precisely this: to repair to the material of experience, seizing hold of the reality of sensation and fancy beneath the surface of conventional ideas, and then out of that living but indefinite material to build new structures, richer, finer, fitter to the primary tendencies of our nature, truer to the ultimate possibilities of the soul. Our descent into the elements of our being is then justified by our subsequent freer ascent toward its goal; we revert to sense only to find food for reason; we destroy conventions only to construct ideals.
Such analysis for the sake of creation is the essence of all great poetry. Science and common sense are themselves in their way poets of no mean order, since they take the material of experience and make out of it a clear, symmetrical, and beautiful world; the very propriety of this art, however, has made it common. Its figures have become mere rhetoric and its metaphors prose. Yet, even as it is , a scientific and mathematical vision has a higher beauty than the irrational poetry of sensation and impulse, which merely tickles the brain, like liquor, and plays upon our random, imaginative lusts. The imagination of a great poet, on the contrary, is as orderly as that of an astronomer, and as large; he has the naturalist's patience, the naturalist's love of detail and eye trained to see fine gradations and essential lines; he knows no hurry; he has no pose, no sense of originality; he finds his effects in his subject, and his subject in his inevitable world. Resembling the naturalist in all this, he differs from him in the balance of his interests; the poet has the concreter mind; his visible world wears all its colours and retains its indwelling passion and life. Instead of studying in experience its calculable elements, he studies its moral values, its beauty, the openings its offers to the soul: and the cosmos he constructs is accordingly an ideal theatre for the spirit in which its noblest potential drama is enacted and its destiny resolved.
This supreme function of poetry is only the consummation of the method by which words and imagery are transformed into verse. As verse breaks up the prosaic order of syllables and subjects them to recognizable and pleasing measure, so poetry breaks up the whole prosaic picture of experience to introduce into it a rhythm more congenial and intelligible to the mind. And in both these cases the operation is essentially the same as that by which, in an intermediate sphere, the images rejected by practical thought, and the emotions ignored by it, are so marshalled as to fill the mind with a truer and intenser consciousness of its memorable experience. The poetry of fancy, of observation, and of passion moves on this intermediate level; the poetry of mere sound and virtuosity is confined to the lower sphere; and the highest is reserved for the poetry of the creative reason. But one principle is present throughout, --the principle of Beauty,--the art of assimilating phenomena, whether word, images, emotions, or systems of ideas, to the deeper innate cravings of the mind.
Let us now dwell a little on this higher function of poetry and try to distinguish some of its phases.
The creation of characters is what many of us might at first be tempted to regard as the supreme triumph of the imagination. If we abstract, however, from our personal tastes and look at the matter in its human and logical relations, we shall see, I think, that the construction of characters is not the ultimate task of poetic fiction. A character can never be exhaustive of our materials: for it exists by its idiosyncrasy, by its contrast with other natures, by its development of one side, and one side only, of our native capacities. It is, therefore, not by characterization as such that the ultimate message can be rendered. The poet can put only a part of himself into any of his heroes, but the must put the whole into his noblest work. A character is accordingly only a fragmentary unity; fragmentary in respect to its origin, --since it is conceived by enlargement, so to speak, of a part of our own being to the exclusion of the rest,--and fragmentary in respect to the object it presents, since a character must live in an environment and be appreciated by contrast and by the sense of derivation. Not the character, but its effects and causes, is the truly interesting thing. Thus in master poets, like Homer and Dante, the characters, although well drawn, are subordinate to the total movement and meaning of the scene. There is indeed something pitiful, something comic, in any comprehended soul; souls, like other things, are only definable by their limitations. We feel instinctively that it would be insulting to speak of any man to his face as we should speak of him in his absence, even if what we say is in the way of praise: for absent he is a character understood, but present he is a force respected.
In the construction of ideal characters, then, the imagination is busy with material,--particular actions and thoughts,--which suggest their unification in persons; but the characters thus conceived can hardly be adequate to the profusion of our observations, nor exhaustive, when all personalities are taken together, of the interest of our lives. Characters are initially imbedded in life, as the gods themselves are originally imbedded in Nature. Poetry must, therefore, to render all reality, render also the background of its figures, and the events that condition their acts. We must place them in that indispensable environment which the landscape furnishes to the eye and the social medium to the emotions.
The visible landscape is not a proper object for poetry. Its elements, and especially the emotional stimulation which it gives, may be suggested or expressed in verse; but landscape is not thereby represented in its proper form: it appears only as an element and associate of moral unities. Painting, architecture, and gardening, with the art of stage setting, have the visible landscape for their object, and to those arts we may leave it. But there is a sort of landscape larger than the visible, which escapes the synthesis of the eye; it is present to that topographical sense by which we always live in the consciousness that there is a sea, that there are mountains, that the sky is above us, even when we do not see it, and that the tribes of men, with their different degrees of blamelessness, and scattered over the broad-backed earth. This cosmic landscape poetry alone can render, and it is no small part of the art to awaken the sense of it at the right moment, so that the object that occupies the centre of vision may be seen in its true lights, coloured by its wider associations, and dignified by its felt affinities to things permanent and great. As the Italian masters were wont not to paint their groups of saints about the Virgin without enlarging the canvas, so as to render a broad piece of sky, some mountains and rivers, and nearer, perhaps, some decorative pile; so the poet of larger mind envelops his characters in the atmosphere of Nature and history, and keeps us constantly aware of the world in which they move.
The distinction of a poet--the dignity and humanity of his thought--can be measured by nothing, perhaps, so well as by the diameter of the world in which he lives; if he is supreme, his vision, like Dante's, always stretches to the stars. And Virgil, a supreme poet sometimes unjustly belittled, shows us the same thing in another form; his landscape is the Roman universe, his theme the sacred springs of Roman greatness in piety, constancy, an law. He has not written a line in forgetfulness that he was a Roman; he loves country life and its labours because he sees in it the origin and bulwark of civic greatness; he honours tradition because it gives perspective and momentum to the history that ensues; he invokes the gods, because they are symbols of the physical and moral forces by which Rome struggled to dominion.
Almost every classic poet has the topographical sense; he swarms with proper names and allusions to history and fable; if an epithet is to be thrown in anywhere to fill up the measure of a line, he chooses instinctively an appellation of place or family; his wine is not read, but Samian; his gorges are not deep, but are the gorges of Haemus; his songs are not sweet, but Pierian. We may deride their practice as conventional, but they could far more justly deride ours as insignificant. Conventions do not arise without some reason, and genius will know how to rise above them by a fresh appreciation if their rightness, and will feel no temptation to overturn them in favour of personal whimsies. The ancients found poetry not so much in sensible accidents as in essential forms and noble associations; and this fact marks very clearly their superior education. They dominated the world as we no longer dominate it, and lives, as we are too distracted to live, in the presence if the rational and the important.
A physical and historical background, however, is of little moment to the poet in comparison with that other environment of his characters,--the dramatic situations in which they are involved. The substance of poetry is, after all, emotion; and if the intellectual emotion of comprehension and the mimetic one of impersonation are massive, they are not so intense as the appetites and other transitive emotions of life; the passions are the chief basis of all interests, even the most ideal, and the passions are seldom brought into play except by the contact of man with man. The various forms of love and hate are only possible in society, and to imagine occasions in which these feelings may manifest all their inward vitality is the poet's function,--one in which he follows the fancy of every child, who puffs himself out in his day-dreams into an endless variety of heroes and lovers. The thrilling adventures which he craves demand an appropriate theatre; the glorious emotions with which he bubbles over must at all hazards find or feign their correlative objects.
But the passions are naturally blind, and the poverty of the imagination, when left alone, is absolute. The passions may ferment as they will, they never can breed an idea out of their own energy. This idea must be furnished by the senses, by outward experience, else the hunger of the soul will gnaw its own emptiness for ever. Where the seed of sensation has once fallen, however, the growth, variations, and exuberance of fancy may be unlimited. Only we still observe (as in the child, in dreams, and in the poetry of ignorant or mystical poets) that the intensity of inwardly generated visions does not involve any real increase in their scope or dignity. The inexperienced mind remains a thin mind, no matter how much its vapours may be heated and blown about by natural passion. It was a capital error in Fichte and Schopenhauer to assign essential fertility to the will in the creation of ideas. They mistook, as human nature will do, even when at times it professes pessimism, an ideal for a reality: and because they saw how much the will clings to its objects, how it selects and magnifies them, they imagined that it could breed them out of itself. A man who thinks clearly will see that such self-determination of a will is inconceivable, since what has no external relation and no diversity of structure cannot of itself acquire diversity of functions. Such inconceivability, of course, need not seem a great objection to a man of impassioned inspiration; he may even claim a certain consistency in positing, on the strength of his preference, the inconceivable to be a truth.
The alleged fertility of the will is, however, disproved by experience, from which metaphysics must in the end draw its analogies and plausibility. The passions discover, they do not create, their occasions; a fact which is patent when we observe how they seize upon what objects they find, and how reversible, contingent, and transferable the emotions are in respect to their objects. A doll will be loved instead of a child, a child instead of a lover, God instead of everything. The differentiation of the passions, as far as consciousness is concerned, depends on the variety of the objects of experience,--that is, on the differentiation of the senses and of the environment which stimulates them.
When the "infinite" spirit enters the human body, it is determined to certain limited forms of life by the organs which it wears; and its blank potentiality becomes actual in thought and deed, according to the fortunes and relations of its organism. The ripeness of the passions may thus precede the information of the mind and lead to groping in by-paths without issue; a phenomenon which appears not only in the obscure individual whose abnormalities the world ignores, but also in the starved, half-educated genius that pours the whole fire of his soul into trivial arts or grotesque superstitions. The hysterical forms of music and religion are the refuge of an idealism that has lost its way; the waste and failures of life flow largely in those channels. The carnal temptations of youth are incidents of the same maladaptation, when passions assert themselves before the conventional order of society can allow them physical satisfaction, and long before philosophy or religion can hope to transform them into fuel for its own sacrificial flames.
Hence flows the greatest opportunity of fiction. We have, in a sense, an infinite will; but we have a limited experience, an experience sadly inadequate to exercise that will either in its purity or its strength. To give form to our capacities nothing is required by the appropriate occasion; this the poet, studying the world, will construct for us out of the materials of his observations. He will involve us in scenes which lie beyond the narrow lane of our daily ploddings; he will place us in the presence of important events, that we may feel our spirit rise momentarily to the height of his great argument. The possibilities of love or glory, of intrigue and perplexity, will be opened up before us; if he gives us a good plot we can readily furnish the characters, because each of them will be the realization of some stunted potential self of our own. It is by the "plot, then, that" the characters will be vivified, because it is by the plot that our own character will be expanded into its latent possibilities.
The description of an alien character can serve this purpose only very imperfectly; but the presentation of the circumstances in which that character manifests itself will make description unnecessary, since our instinct will supply all that is requisite for the impersonation. Thus it seems that Aristotle was justified in making the plot the chief element in fiction: for it is by virtue of the plot that the characters live, or, rather, that we live in them, and by virtue of the plot accordingly that our soul rises to that imaginative activity by which we tend at once to escape from the personal life and to realize its ideal. This idealization is, of course, partial and merely relative to the particular adventure in which we imagine ourselves engaged. But in some single direction our will finds self-expression, and understands itself; runs through the career which it ignorantly covered, and gathers the fruits and the lesson of that enterprise.
This is the essence of tragedy: the sense of the finished life, of the will fulfilled and enlightened: that purging of the mind so much debated upon, which relieves us of pent-up energies, transfers our feelings to a greater object, and thus justifies and entertains our dumb passions, detaching them at the same time for a moment from their accidental occasions in our earthly life. An episode, however lurid, is not a tragedy in this nobler sense, because it does not work itself out to the end; it pleases without satisfying, or shocks without enlightening. This enlightenment, I need hardly say, is not a matter of theory or of moral maxims; the enlightenment by which tragedy is made sublime is a glimpse into the ultimate destinies of our will. This discovery need not be an ethical gain--Macbeth and Othello attain it as much as Brutus and Hamlet--it may serve to accentuate despair, or cruelty, or indifference, or merely to fill the imagination for a moment without much affecting the permanent tone of the mind. But without such a glimpse of the goal of a passion the passion has not been adequately read, and the fiction has served to amuse us without really enlarging the frontiers of our ideal experience. Memory and emotion have been played upon, but imagination has not brought anything new to the light.
The dramatic situation, however, gives us the environment of a single passion, of life in one of its particular phases; and although a passion, like Romeo's love, may seem to devour the whole soul, and its fortunes may seem to be identical with those of the man, yet much of the man, and the best part of him, goes by the board in such a simplification. If Leonardo da Vinci, for example, had met in his youth with Romeo's fate, his end would have been no more ideally tragic than if he had died at eighteen of a fever; we should be touched rather by the pathos of what he had missed, than by the sublimity of what he had experienced. A passion like Romeo's, compared with the ideal scope of human thought and emotion, is a thin dream, a pathological crisis.
Accordingly Aristophanes, remembering the original religious and political functions of tragedy, blushes to see upon the boards a woman in love. And we should readily agree with him, but for two reasons,--one, that we abstract too much, in our demands upon art, from nobility of mind, and from the thought of totality and proportion; the other, that we have learned to look for a symbolic meaning in detached episodes, and to accept the incidental emotions they cause, because of their violence and our absorption in them, as in some sense sacramental and representative of the whole. Thus the picture of an unmeaning passion, of a crime without an issue, does not appear to our romantic apprehension as the sorry farce it is, but rather as a true tragedy. Some have lost even the capacity to conceive of a true tragedy, because they have no idea of a cosmic order, or general laws of life, or of an impersonal religion. They measure the profundity of feeling by its intensity, not by its justifying relations; and in the radical disintegration of their spirit, the more they are devoured the more they fancy themselves fed. But the majority of us retain some sense of a meaning in our joys and sorrows, and even if we cannot pierce to their ultimate object, we feel that what absorbs us here and now has a merely borrowed or deputed power; that it is a symbol and foretaste of all reality speaking to the whole soul. At the same time our intelligence is too confused to give us any picture of that reality, and our will too feeble to marshal our disorganized loves into a religion consistent with itself and harmonious with the comprehended universe. A rational ideal eludes us, and we are the more inclined to plunge into mysticism.
Nevertheless, the function of poetry, like that of science, can only be fulfilled by the conception of harmonies that become clearer as they grow richer. As the chance note that comes to be supported by a melody becomes in that melody determinate and necessary, and as the melody, when woven into a harmony, is explicated in that harmony and fixed beyond recall, so the single emotion, the fortuitous dream, launched by the poet into the world of recognizable and immortal forms, looks in that world for its ideal supports and affinities. It must find them or else be blown back among the ghosts. The highest ideality is the comprehension of the real. Poetry is not at its best when it depicts a further possible experience, but when it initiates us, by feigning something which as an experience is impossible, into the meaning of the experience which we have actually had.
The highest example of this kind of poetry is religion; and although disfigured and misunderstood by the simplicity of men who believe in it without being capable of that imaginative interpretation of life in which its truth consists, yet this religion is even then often beneficent, because it colours life harmoniously with the ideal. Religion may falsely represent the ideal as a reality, but we must remember that the ideal, if not so represented, would be despised by the majority of men, who cannot understand that the value of things is moral, and who therefore attribute to what is moral a natural existence, thinking thus to vindicate its importance and value. But value lies in meaning, not in substance; in the ideal which things approach, not in the energy which they embody.
The highest poetry, then, is not that of versifiers but that of the prophets, or of such poets as interpret verbally the visions which the prophets have rendered in action ad sentiment rather than in adequate words. That the intuitions of religion are poetical, and that in such intuitions poetry has its ultimate function, are truths of which both religion and poetry become more conscious the more they advance in refinement and profundity. A crude and superficial theology may confuse God with the thunder, the mountains, the heavenly bodies, or the whole universe; but when we pass from these easy identifications to a religion that has taken root in history and in the hearts of men, and has come to flower, we find its objects and its dogmas purely ideal, transparent expressions of moral experience and perfect counterparts of human needs. The evidence of history or of the senses is left far behind and never thought of ; the evidence of the heart, the value of the idea, are alone regarded.
Take, for instance, the doctrine of transubstantiation. A metaphor here is the basis of a dogma, because the dogma rises to the same subtle region as the metaphor, and gathers its sap from the same soil of emotion. Religion has here rediscovered its affinity with poetry, and in insisting on the truth of its mystery it unconsciously vindicates the ideality of its truth. Under the accidents of bread and wine lies, says the dogma, the substance of Christ's body, blood, and divinity. What is that but to treat facts as an appearance, and their ideal import as a reality? And to do this is the very essence of poetry, for which everything visible is a sacrament--and outward sign of what inward grace for which the soul is thirsting.
In this same manner, where poetry rises from its elementary and detached expressions in rhythm, euphuism, characterization, and story-telling, and comes to the consciousness of its highest function, that of portraying the ideals of experience and destiny, then the poet becomes aware that he is essentially a prophet, and either devotes himself, like Homer and Dante, to the loving expression of the religion that exists, or like Lucretius or Wordsworth, to the heralding of one which he believes to be possible. Such poets are aware of their highest mission; others, whatever the energy of their genius, have not conceived their ultimate function as poets. They have been willing to leave their world ugly as a whole, after stuffing it with a sufficient profusion of beauties. Their contemporaries, their fellow-countrymen of many generations, may not perceive this defect, because they are naturally even less able than the poet himself to understand the necessity of so large a harmony. If he is short-sighted, they are blind, and his poetic world may seem to them sublime in its significance, because it may suggest some partial lifting of their daily burdens and some partial idealization of their incoherent thoughts.
Such insensibility to the highest poetry is no more extraordinary than the corresponding indifference to the highest religion; nobility and excellence, however, are not dependent on the suffrage of half-baked men, but on the original disposition of the clay and the potter; I mean on the conditions of the art and the ideal capacities of human nature. Just as a note is better than a noise because, its beats being regular, the ear and brain can react with pleasure on that regularity, so all the stages of harmony are better than the confusion out of which they come, because the soul that perceives that harmony welcomes it as the fulfillment of her natural ends. The Pythagoreans were therefore right when they made number the essence of the knowable world, and Plato was right when he said harmony was the first condition of the highest good. The good man is a poet whose syllables are deeds and make a harmony in Nature. The poet is a rebuilder of the imagination, to make a harmony in that. And he is not a complete poet if his whole imagination is not attuned and his whole experience composed into a single symphony.
For his complete equipment, then, it is necessary, in the first place, that he sing; that his voice be pure and well pitched, and that his numbers flow; then, at a higher stage, his images must fit with one another; he must be euphuistic, colouring his thoughts with many reflected lights of memory and suggestion, so that their harmony may be rich and profound; again, at a higher stage, he must be sensuous and free, that is, he must build up his world with the primary elements of experience, not with the conventions of common sense or intelligence; he must draw the whole soul into his harmonies, even if in doing so he disintegrates the partial systematizations of experience made by abstract science in the categories of prose. But finally, this disintegration must not leave the poet weltering in a chaos of sense and passion; it must be merely the ploughing of the ground before a new harvest, the kneading of the clay before the modelling of a more perfect form. The expression of emotion should be rationalized by derivation from character and by reference to the real objects that arouse it--to Nature, to history, and to the universe of truth; the experience imagined should be conceived as a destiny, governed by principles, and issuing in the discipline and enlightenment of the will. In this way alone can poetry become an interpretation of life and not merely an irrelevant excursion into the realm of fancy, multiplying our images without purpose, and distracting us from our business without spiritual gain.
If we may then define poetry, not in the formal sense of giving the minimum of what may be called by that name, but in the ideal sense of determining the goal which it approaches and the achievement in which all its principles would be fulfilled, we may say that poetry is metrical and euphuistic discourse, expressing thought which is both sensuous and ideal.
Such is poetry as a literary form; but if we drop the limitation to verbal expression, and think of poetry as that subtle fire and inward light which seems at times to shine through the world and to touch the images in our minds with ineffable beauty, then poetry is a momentary harmony in the soul amid stagnation or conflict,--a glimpse of the divine and an incitation to a religious life.
Religion is poetry become the guide of life, poetry substituted for science or supervening upon it as an approach to the highest reality. Poetry is religion allowed to drift, left without points of application in conduct and without an expression in worship and dogma; it is religion without practical efficacy and without metaphysical illusion. The ground of this abstractness of poetry, however, is usually only its narrow scope; a poet who plays with an idea for half an hour, or constructs a character to which he gives no profound moral significance, forgets his own thought, or remembers it only as a fiction of his leisure, because he has not dug his well deep enough to tap the subterraneous springs of his own life. But when the poet enlarges this theatre and puts into his rhapsodies the true visions of his people and of his soul, his poetry is the consecration of his deepest convictions, and contains the whole truth of his religion. What the religion of the vulgar adds to the poet's is simply the inertia of their limited apprehension, which takes literally what he meant ideally, and degrades into a false extension of this world on its own level what in his mind was a true interpretation of it upon a moral plane.
This higher plane is the sphere of significant imagination, of relevant fiction, of idealism become the interpretation of the reality it leaves behind. Poetry raised to its highest power is then identical with religion grasped in its inmost truth; at their point of union both reach their utmost purity and beneficence, for then poetry loses its frivolity and ceases to demoralize, while religion surrenders its illusions and ceases to deceive.

COntoh Proposal Skripsi

CHAPTER I
INTRODUCTION

A. Background of the Research
English has been used by people in different countries and different languages as a means of communication. In order to educate Indonesian people have a good competence in using English as a means of communication, Indonesian government has included English as a foreign language which needs to be studied at schools or colleges.
For achieving a better competence in using English as a means of communication, English can be taught starting from elementary school level. This states that only by an early start could language mastery be assured. Besides, preadolescents can learn a foreign language without self-consciousness, they are free of the inhibition of the adult learner. Moreover, the early start instills respect for other people and fosters tolerance. Finally, the students who begin early will be much further along in high school and in college.
English is taught in elementary school level as a local content which its aim is to make the students having listening, speaking, reading and writing skills with emphasis on communicative competence through selected topics, that is the local community need such as industry and tourism in Central Java. This means that the implementation of teaching English for elementary school students which get English as a local content must be different from the implementation of teaching English for the students in the higher level of education such as in Junior High School or Senior High School which get English as a subject matter. Students in Yunior High School level able to work on concrete objects or events which are narrower to themselves and not on verbal statements. This means that students should be engaged in the activities which can give them opportunities to perform mental operations through concrete objects or here and now events when they are learning English.
One of the English skills which should be learnt by Yunior High School students is speaking. This skill takes a great importance because people who know a language are referred to as “speakers” of that language, as if speaking included all other kinds of knowing; and many if not most foreign language learners are primarily interested in learning to speak. In other words, someone’s knowledge about a language can be measured through his speaking.
Based on the pre-observation conducted in the first grade of SMP Negeri 1 Wonogiri, it was noticed that the students still have difficulties in improving their speaking skill. The fact is that the students often made mistakes in doing the speaking activity conducted by the teacher. It was also caused by some weaknesses of the teaching-learning process and the frequence of the teaching process. During the pre-observation, it was also noticed that there were some problems dealing with the teaching-learning process of speaking as follows:
1. The teaching of speaking is not communicative for students. The English teacher only play a dialogue or conversation and asked the students to repeat and write the utterances that speakers uttered without communicative activities which could give the students understanding about the content of the dialogue itself. As a result the students could not have the receptive skill and the productive skill as the skills in speaking.
2. The process activities were dominated by some talkative students, there were only little opportunities for unconfident students to practice their English or share their problems in the speaking activities. As an effect, the students’ abilities to memorize and pronounce new vocabularies as well as using sentence patterns were low.
3. The students were not enthusiastic and interested in joining the speaking activities. Only few students had great willingness to speak up voluntarily. Most of them were passive, because the method is bored.
These cases faced by the first grade of SMP Negeri 1 Wonogiri might occur because the teaching approach used by the teacher does not motivate students for engaging the students in the speaking activities. Moreover, the students are bored with the habitual teaching activities having described above. Therefore, the teacher has to be able to use her creativity to establish enjoyable and motivating classroom environment. One of the ways is by applying the teaching approach which can meet with the students’ needs as well as the aim of language teaching, especially here is for teaching speaking.
English as international language has realized people as a vital medium of communication. In international congress and gatherings, English is more often used than any other language.
Nowadays, Globalization era has been in our surrounding, we must be brave to face it. The role of foreign language has been important at the time, especially English language as international language. We are encountered with condition that force us to be more transparant in understanding what is taking place on the other side of the earth. We are competition with the fast growing technology, while the distance among the countries is practically gone. There is nearly boundless relationship between two countries, what is happening now at one place in this world will be heard and known in seconds by the other people in far away of place. It means that we are facing hard competition and we may not left behind.
The development technology right now, on the way. It can influence on human life at all sectors. Information technology has been used from education sector until business, many information of intellectual, practical, technical, and entertainment are promoted on electronic audio visual as on television, radio, and internet.
Television as one of a prove of modern technology has given many advantages for human life. By watching television people can know everything about news, entertainments, etc in far away of place. And television has become an effective medium to transfer knowledge, information, and culture, habit even life style.
Most people in our environment think that development technology has brought more negative effect than the positive one, such as – television, internet, and VCD/DVD player.
Based on the description above, the writer is interested in conducting a study on “The Use of English Movies to Improve Students’ Speaking Skill” (A Classroom Action Research Conducted in SMP 1 Wonogiri at the First Grade in 2010/2011 Academic Year).

B. The Problems Statement
Based on the background of the study, some problems can be identified, related to students’ Speaking skill. The problems are:
1. Why do students in the first grade of SMP 1 Wonogiri still have difficulty in speaking skill?
2. Can Film improve students’ speaking skill?
3. How does the film improve students’ speaking skill?

C. The Purpose of the Research
In order to reach the expected goal, it will be impossible for the writer to solve all the stated problems. So this research is purposed :
1. To know why the students in the first grade of SMP 1 Wonogiri still have difficulty in speaking skill.
2. To find the evidence if western film or movies can improve students’ skill.
3. To explain how the film improve students’ speaking skills.

D. Benefits of the Research
The result of the study is expected to be able to give some advantages for the students, the teacher and the researcher. The following are some advantages of this study:
1. For the students
This study is expected to be able to improve the students’ speaking skill in an enjoyable classroom environment.
2. For the teacher
This study is expected to give consideration or alternative for the English teacher in understanding the concept of teaching speaking through theories stated in this study.
3. For the researcher
This study is expected to give the researcher a valuable experience which can be used for doing a better action research in the future.

CHAPTER II
LITERATURE REVIEW

In this chapter, the writer presents the theories that underlie the research related to the case that the writer wants to analyze, namely the use of English Movies to improve students’ speaking skill. The theory covers the concept of English movies, speaking skill, and the relationship between English movies and speaking skill.

A. The Concept of English Movie
1. The Definition of English Movie
Movie is one of entertainment which can not be separated in our life now. It is also become a medium to describe about human life and all aspect of problem; it can be retell a story or event in the last time. By watching movie, we can know about habit, culture or language in the world. Many people spend their time in front of television just to watch movie, entertainment, news etc. The reality, movie has great influence on audiences’ life because movie is universal form for communication.
From http://www.thefreedictionary.com/ film. (030511) “Film is a form of entertainment that enacts a story by a sequence of image giving the illusion of continuous movement. “ While according to As Hornby (1995; 434) in Oxford Dictionary of Current English, said that: “Film is a story recorded as set of moving pictures to be shown on television or at the cinema “.
Based on the definitions, it can be concluded movie is a story etc recorded which is done by people and to be presented on television or at the cinema.
So, English movie is a story of western life (European or American) which has been presented on television or at the cinema and become entertainment.
English movie has important role to teach audiences how to pronounce the language or word correctly. By watching English movie are expected to students to imitate what the actors or actress said and increasing into their vocabulary and know how to pronounce correctly.
There are many benefits that can be achieved through watching movie. The first, watching is something enjoyable, moreover if we understand about it. by watching people can know the current things. English movie are very develop nowadays and known in Indonesia because of the effect of globalization era on information sector.
The second, watching English movie is very advantages for English students, not only as something enjoyable but also as motivation to learn English. Finally, the students can also learn a lot of things from watching English movie such as – pronunciation, vocabulary, style, intonation even western culture, habit etc.
2. Pronunciation
As human being, we always get in touch with other people such as- our parent, friends, teachers and any body else wherever and whenever even foreigners. But how we do it? Surely, we carry it out by speaking, what sort of tools do we use to speak? to answer this question, every body is bound to know it obviously that we use language to speak and in speaking, we need the way of word or language is usually spoken that is called pronunciation. Pronunciation is a sound of a word or language in which the society are usually used as tool of communication.
According to J.D.O.Connor in Better English Pronunciation said that: “In one sense there are as many different kinds of English as there are speakers of it ; no two people speak exactly alike- we can always differences between them-and the pronunciation of English varies a great deal in different geographical area.”
Based on the statement above, it can be concluded that the differences of English pronunciation can be caused by the habit where the people live or geographical area.
The fact that we always find when foreigners are speaking in English, they have different pronunciation, intonation and etc. the listeners can predict where they come from. We can know them how they speak, either Australian, British or American.
In communication, we must always pay attention the aspect of pronunciation: sound, stress, rhythm, and intonation. So, pronunciation is used to more clearly communication or conversation. A speaker knows how to pronounce the sound correctly. For incorrect pronunciation makes the listeners boring, unpleasant feeling, not interested. It might cause also loosing the listener’s attention.
3. Habit
As human being, we always find diversity of culture, habit, character, behavior and language. Diversity makes us know how to adapt and makes relationship with other people. The important thing in diversity how to respect each other and mutual understanding.
Everyone has difference habit; it is easy to makes social conflict. If there are not mutual understanding and tolerance each other, one of the ways to get mutual understanding by learning a habit in environment, such as - daily language which is used as tool of communication. Habit can be caused by environment, life style, etc. in this chapter there are many definition of habit. From http. : //www.bart leby.co m/61/habit is (a) A recurrent, often unconscious pattern of behavior that is acquired through frequent repetition, (b) An established disposition of mind or character. According to As Horn by (1995; 533) in Oxford Dictionary said that: “Habit is a thing that person does often and almost without thinking”
Based on the definitions, it can be concluded that habit is all activities that done repeatedly for a long time without thinking. According to J.D.O. Connor in Better English pronunciation said that: “Language starts with the ear. When a baby stars to talk he does it by hearing the sound his mother makes and imitating them“. So, it can be concluded that Language is habit:
a. Speaking is mouth-action: so, you must use your mouth.
b. Reading is mouth and eye-action: so, you must use your mouth.
c. Listening is ear-action: so, you must use your ear.
d. Writing is hand-action: so, must use your action.
Someone can speak depend on hearing, but just hearing, it is not enough, she or he must listen to it, and it is not for the meaning but for the sound of it. It means that language is habit. Make it habit, she or he will get it. If she or he wants to speak fluently she or he must has habit in speaking. Speaking is mouth-action, being fussy will make better in speaking.
It is also needed more practice and a great deal of patience in learning English as foreign language. Environment has important role to be success in learning language, because a good environment is not a luxury, but a necessity. It means that learning language needs a habit in environment. So, to success in learning language, we must live in area in which the language is used.

B. Speaking Skill
1. The Concept of Speaking
a. The Definition of Speaking
As everybody knows, language is a means of communication. For building a good communication, people must have a good speaking skill. To know about the notion of speaking itself, the following are the definition of speaking stated by some experts. According to O’Malley speaking is an example of a complex cognitive skill that can be differentiated into various hierarchical sub skills, some of which might require controlled processing while others could be processed automatically. It means that speaking skill is actually a complex skill which sometimes needs a control in processing it but sometimes it can exist automatically without control.
Another expert defines speaking in the usage sense as simply the physical embodiment of abstract systems which involve the manifestation either of the phonological system or of the grammatical system of the language or both. In the sense of use, he also defines speaking as part of reciprocal exchange in which both reception and production play a part. Those definitions show that actually speaking is the form of abstract systems involving both phonological and grammatical system of the language which is produced in a reciprocal exchange in which both reception and production play a part.
Based on the definitions above, it can be concluded that speaking is a complex cognitive skill which demands fluency, intelligibility, appropriateness, and accuracy in its process.
b. The Skills in Speaking
The skills in speaking can be divided into two skills; namely, productive skill and receptive skill which are creative process made by participants in an interaction. Productive skill is the skill in producing the language actively, while receptive skill is the skill to listen the language produced by the speaker with understanding.
c. The Kinds of Speaking
1). Impromptu Speaking
This kind of speaking is done on the spur of the moment with no opportunity for preparation. Furthermore, this is also natural and enjoyable. It will help the speakers to gain poise in speaking before a group. Moreover, it will help them to them to plan and share their ideas as they speak, a valuable skill in all speaking situation. Most important, it will help speakers to develop standards to use in evaluating more formal speeches, offering constructive criticism to each other, and will help them to improve their speaking skill. This type of speaking can be found all the time, most our conversations with friends, parents, teachers, employers, etc. People make these talks at work, home, school, parties, etc. These impromptu talks night include answering questions, giving opinions, or sharing our knowledge about many topics with people on daily basis.
2). Extemporaneous Speaking
In extemporaneous speaking, the speakers know beforehand about the subject on which they may be called on to speak. This kind of speaking can be the most effective of all types. It has most of the advantages of impromptu speaking without the possible disadvantages of being inadequately informed. Because speakers know the subject, they are not grouping for ideas. Because the speeches have been planned but they have not been memorized, speaking will seem spontaneous and natural. If audience reaction is not what speakers have anticipated, they may re-explain a point or adopt their speech as necessary.

2. The Concept of Teaching Speaking
A good speaking skill will be achieved through a successful speaking activity created in the teaching of speaking. To achieve a successful speaking activity in the teaching of speaking, teachers should know the types of classroom speaking performance, roles of teachers, problems in speaking activity, problem solutions in speaking activity, and the criteria of a successful speaking activity. The following are the detail explanation:
a. The Types of Classroom Speaking Performance
Brown states that there are six types of classroom speaking performance:
1). Imitative
In imitative types, learners spend their time to initiate speech, for example, they are practicing an intonation contour, trying to pinpoint a certain vowel sound, etc. Intonation of these kinds is carried out not the purpose of meaningful interaction, but for focusing on some particular element of language form. A type which can be concluded in these types and can be classified in the communicative language classroom is drilling. Drills offer students an opportunity to listen and to repeat certain string of language that may pose some linguistic difficulty – either phonological or grammatical.
2). Intensive
Intensive type is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated or it can be even form part of some pair work activity.
3). Responsive
Responsive is short replies to teacher or students initiated questions or comments which are usually sufficient and do not extend in dialogue.
4). Transactional (dialogue)
Transactional is extended form of responsive language. Transactional dialogue is not just limited to give the short respond but it can convey or exchange specific information.
5). Interpersonal (dialogue)
Interpersonal dialogue is designed for the purpose of maintaining social relationship than for the transmission of fact or information. This conversation involves some or all the following factors:
1. a causal register
2. colloquial language
3. emotionally charge language
4. slang
5. ellipsis
6. sarcasm
b. Teacher Roles
According to Byrne, the teachers also need to know their roles in teaching speaking. They have specific roles at different stages, as follows:
1) The presenting stage (when the teachers introduce something new to be learned), the teachers play a role as informant.
2) The practice stage (when the teachers allow the learners to work under their direction), the teachers have a role as conductor and monitor.
3) The production stage (when the teachers give the learners opportunity to work on their own).
Besides these three roles of each stage, there is another key role that cuts across them: namely, the teachers as motivator. The teachers must be able to motivate their students in order to arouse their interest and involve them in what they are doing. There are some factors which determine their ability to motivate their students, namely: their performance (the mastery of teaching skills, the selection and presentation of topics and activities, the teacher’s personality).


C. The Relationship Between English Movies And Speaking Skill.
Language is very important for human life. English language is one of the tools of communication in international community. Therefore, English is needed here because not only English is used to communicate in international community, but also the fact that this language is mostly needed in transferring the knowledge of modern technology, scientific publications, books, newspaper and magazine.
In learning a language especially in conversation, it is needed a good pronunciation. In the other word, a good pronunciation will influence on a good conversation.
Learning English needs some goods ways to understand more easily. There are many ways to study English; one of the ways is by watching English movie.
It is necessity to consider the role of watching English movie. By watching English movie, the student does not only get an entertainment, but also can learn English language. More than that, English movie is able to make the situation enjoyable, pleasurable, and interesting. Watching English movie will be an effective medium to encourage the students in learning English especially in conversation with right pronunciation.
Learning English by watching movies is learning by input. The first learning process is get lots of correct English sentences into our head. Then we can imitate them and we can make our own sentences. And isn't that why we are learning English to be able to make our own sentences? That is why watching movies is such a great way to learn English.
We can learn more about how getting correct sentences into our head improves our English in our introduction to input. Of course, there are important differences between movies and books. With books, we learn how native speakers write in English. With movies, we learn how they speak English.

CHAPTER III
RESEARCH METHODOLOGY

A. Research Method
1. The Definition of Action Research
The method used in this research is action research. There are various definitions of action research stated by some experts. Kemmis as quoted by Hopkins gives the definition of action research as follows:
Action research is a form of self-reflective inquiry undertaken by participators in a social situation (including education) in order to improve the rationality and justice of (a) their own social or educational practice, (b) their understanding of these practices and (c) the situation in which practices are carried out.
While in Mills’ point of view, action research is any systematic inquiry conducted by teacher researchers, principals, school counselors, or other stakeholders in teaching/learning environment to gather information about the ways how their particular schools operate, how they teach, and how well their students learn. Moreover, Nunan argues that action research has distinctive feature that is those affected by planned changes have the primary responsibility for deciding on courses of critically informed action which seem likely to lead to improvement, for evaluating the results of strategies tried out in practice.
Burns makes some characteristics of action research taken from some experts’ definition as follows:
1. action research is contextual, small-scale and localized. It identifies and investigates problems within a specific situation.
2. it is evaluating and reflective as it aims to bring about change and improvement in practice.
3. it is participatory as it provides for collaborative investigation by teams of colleagues, practitioners and researchers.
4. changes in practice are based on the collection of information or data which provides the impetus for changes.
Based on several definitions stated by some experts, it can be concluded that action research is any systematic inquiry undertaken by participators in a social situation (including education) which is directed towards greater understanding and improvement of practices where those practices are carried out.

2. The Model of Action Research
The model of classroom action research used in this study is based on the model developed by Kemmis and McTaggart (1988) who state that action research occurs through a dynamic and complementary process which consists of four fundamental steps in a spiraling process. They are as follow:
a. planning
Develop a plan of critically informed action to improve what is already happening.
b. action
Act to implement the plant.
c. observation
Observe the effects of the critically informed action in the context in which it occurs.
d. reflection
Reflect these effects as the basis for further planning.

The spiral model can be illustrated as follows:


















Figure 1. The Model of Action Research of Kemmis and Mc Taggart

3. The Procedure of Action Research
In this classroom action research, the action research is done collaboratively. The writer has a role as an observe researcher who implements the plan of the action research while her collaborative observers as the observer of the research. In this classroom action research, each procedure takes six steps that form one cycle. Those six steps are as follows:
a. identifying the problem
The writer identifies the problem before planning the action. The problem refers to students’ low speaking skill. It was known after the writer interviewed with the teacher and did observation in the teaching-learning process.
b. planning the action
The writer as the observe researcher prepares everything related to the action as follows:
1). Preparing materials, making lesson plan, and designing the steps in doing the action.
2). Preparing sheets for classroom observation.
3). Preparing teaching aids like the projector, computer, and movies.
4). Preparing a test.
c. implementing the action
The plan made is implemented in the teaching learning process. The activity of improving students’ speaking skill uses movie.
d. observing/ monitoring the action
The writer observes all the activities in teaching-learning process while her collaborative observer helps to observe the teaching-learning process conducted in the class.
e. reflecting the result of the observation
In conducting the evaluation process, the teacher gives pre-test before starting the action and at the end of cycle one, students are given post-test. The test is in the form of speaking test. In this test, the students are asked to answer the following questions orally in order to know how well their intelligibility, vocabulary adequacy and accuracy.
After giving the test, the writer analyzes the result of the test to know the students’ speaking skill. The teacher then makes an analysis based on the result of the test has been done by the students and her observation during the action being carried out to make a reflection about what she has being done so far. It is also claimed to find the weaknesses of the activities has been done.
In this action research, there is a standard to stop the cycle. The cycle is stopped when the indicator can be achieved. The indicators are the speaking activity which is conducted in the teaching-learning process can achieve the criteria of a successful speaking activity and there is a significant difference between the students’ speaking skill before and after the action.



B. Technique for Collecting Data
The techniques for collecting data used in this research are observational and non observational techniques. The following are the detail explanation of each technique :
1. Observational techniques
The observation is done by the researcher as the teacher and the collaborative observers. Students’ behavior and students’ activities are observed during speaking class. The observation is focused on the development of students’ speaking skill by using Task-Based Language Teaching. It is recorded on writing form called field notes. Besides, the researcher also uses researcher’s diary and photographs.
2. Non-observational techniques
The non-observational techniques which are used for collecting data are speaking tests, interview and students’ diary.

C. Technique for Analyzing Data
The data which are collected are analyzed by qualitative and quantitative ways. The qualitative data analyses are used to analyze the data that are taken during the teaching learning process. The writer uses the indicators that show the improvement of the students’ speaking skill.
The quantitative data analyses are used to analyze data from the result of the teaching learning process. It is done to compare the students’ speaking skill before and after the action or the result of pre-test and post-test.


REFFERENCES

http://www.scribd.com/doc/9639852/The-Role-of-Watching-English-Movie-in-Learning-English
http://www.thefreedictionary.com/ film.
http://www.antimoon.com/how/movies.htm
http://www2.elc.polyu.edu.hk/CILL/films.htm
http://ezinearticles.com/?A-Fun-Way-of-Learning-English---Watching-Movies&id=4929651
http://erhicedreamer.blogspot.com/2011/01/chapter-ii-review-of-related-literature.html
http. : //www.bart leby.co m/61/habit


Post by Agung Marsudi
EnglisH Department Univet

Senin, 14 November 2011

FEM.COM


FEM.COM
Komunitas Musik di Kampusku.Khususnya di PROGDI ku

Crazy

Tell me what's wrong with society
When everywhere I look I see
Young girls dying to be on TV
They won't stop till they've reached their dreams

Diet pills, surgery
Photo shop pictures in magazines
Telling them how they should be
It doesn't make sense to me

Is everybody going crazy
Is anybody gonna save me
Can anybody tell me what's going on
Tell me what's going on
If you open your eyes
You'll see that something is wrong

I guess things aren't not how they used to be
There's no more normal families
Parents act like enemies
Making kids feel like it's World War 3

No one cares, no one's there
I guess we're all just too damn busy
And money's our first priority
It doesn't make sense to me

Is everybody going crazy
Is anybody gonna save me
Can anybody tell me what's going on
Tell me what's going on
If you open your eyes
You'll see that something is wrong

Is everybody going crazy
Is everybody going crazy


Tell me what's wrong with society
When everywhere I look I see
Rich guys driving big SUV's
When kids are starving in the streets

No one cares
No one likes to share
I guess lifes not fair

Simple Plan

Is everybody going crazy
Is anybody gonna save me
Can anybody tell me what's going on
Tell me what's going on
If you open your eyes
You'll see that something, something is wrong

Is everybody going crazy
Is anybody gonna save me
Can anybody tell me what's going on
Tell me what's going on
If you open your eyes
You'll see that something, something is wrong

What The Hell




You say that I'm messing with your head
All 'cause I was making out with your friend
Love hurts whether it's right or wrong
I can't stop 'cause I'm having too much fun

You're on your knees
Begging, "Please
Stay with me"
But honestly
I just need to be
A little crazy

All my life I've been good,
But now...
I'm thinking, "what the hell?"
All I want is to mess around
And I don't really care about...

If you love me
If you hate me
You can't save me
Baby, baby
All my life I've been good
But now...
What the hell?

What?
What?
What?
What the hell?

So what if I go out on a million dates?
You never call or listen to me anyway
I'd rather rage than sit around and wait all day
Don't get me wrong, I just need some time to play

You're on your knees
Begging, "Please
Stay with me"
But honestly
I just need to be
A little crazy

All my life I've been good,
But now...
I'm thinking, "What the hell?"
All I want is to mess around
And I don't really care about...

If you love me
If you hate me
You can't save me
Baby, baby
All my life I've been good
But now...
What the hell?

La, la, la, la, la, la
Whoa, whoa
La, la, la, la, la, la
Whoa, whoa

You say that I'm messing with your head
Boy, I like messing in your bed
Yeah, I am messing with your head when
I'm messing with you in bed

All my life I've been good,
But now...
I'm thinking, "What the hell?"
All I want is to mess around
And I don't really care about
All my life I've been good,
But now...
I'm thinking, "What the hell?"
All I want is to mess around
And I don't really care about...

(If you love me)

If you love me
If you hate me
You can't save me
Baby, baby
(If you love me)
All my life I've been good
But now...
What the hell?

La, la, la, la, la, la
La, la, la, la, la, la

 
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