PROMOTING CHARACTER EDUCATION: AN ANALYSIS OF MORAL VALUES EMBODIED IN CHILDREN’S BOOK EIGHT O’CLOCK TALES BY ENID BLYTON.

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Promoting Character Education: An Analysis of Moral

Values Embodied in Children’s Book

Eight O’clock Tales

by Enid Blyton

A Research Paper

(Submitted to the English Education Department of the Faculty of Language and Arts Education of the Indonesia University of Education as Partial Fulfillment

Requirements for Sarjana Pendidikan degree)

By

Velentina Rizki Sutari

0900665

English Education Department

Faculty of Language and Arts Education

Indonesia University of Education

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CHAPTER I

INTRODUCTION

This chapter provides the nature of the present study. It covers the

background of the study, the research question, the aim of the study, the

significance of the study, the research methodology, the subject of research, the

data analysis, the clarification of terms, and the organization of the paper.

1.1. Background of the Study

The Macmillan English Dictionary defines literature as “stories, poems,

and plays, especially those that are considered to have value as art and not just

entertainment” (Macmillan Publisher Ltd. 2003). Children’s stories contain uses

of language that are typically considered poetic. Many of children’s stories

devices offer opportunities for foreign language learning (Cameron, 2001, p. 163).

In line with Cameron,Collie, and Slater also suggest that “short stories are often an

ideal way of introducing students to literature in the foreignlanguage classroom”

(Collie & Slater, 1987 p. 167). Since English is taught in Indonesia as aforeign

language, stories are believed to be useful as an educationalmaterial.This is

confirmed by Cameron (2001, p. 160) who states “many of the text in books

found in schools are not poetic, meaningful stories that will instantly capture

children’s imagination”.

Nodelman(2008, p. 157) states that “children’s literature is primarily

didactic literature”.The aim of literature is “to teach and to delight”(Peck and

Coyle, 2002, p. 152). Moreover Lazar also states that “literary texts have a

powerful function in raising moral and ethical concernsin the classroom” (Lazar,

1993, p. 18).Thus, the idea of children’s literature as a didactic literature or

“literature of education” seems to be the root of the function or the aim of

literature in general (Nodelman, 2008).

Since children’s literature functions as didactic literature, it most likely

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charactereducation in Indonesia becausemoral values are often associated with

character education. Theodore Roosevelt once said that “to educate a person in the

mind but not in morals is to educate a menace to society” (Roosevelt, (n.d.) cited

in Lickona, 1991, p. 3). Ministry of Education and Culture, Muh. Nuh also stated

in National Education day 2010that “character education is the key to resolve the

entire crisis that this country has been suffering from” (Nuh, 2010).It shows how

important moral values to be taught in education system. However, it should be

noted that the values and attitude embodied in literary text given to the students

should be acceptable since Cameron argues that “stories should be checked for

values and attitude because they may not be appropriate” (Cameron, 2001, p.

168).

Some people believe that young people lack of values, hence they should

be taught through didactic literature (Stoodt, 1996, p. 218). However, it is not how

the values are espoused but how they are presented in the stories (ibid.). Stoodt

also suggests that the best written one is how the values and beliefs are presented

implicitly (ibid.). In line with Stoodt, Susan Sharp (1992) states that

“It is the values and ideas we think children might miss if

we don’t assert them that lead us into didactic stories, however, in the works of the greatest writers, unresolved

issues can make the best stories” (Sharp in Stoodt, 1996, p. 218).

Based on the statement in 2013 Indonesia curriculum, “national education

as one of national development sectors has a vision of realizing education system

as a strong and dignified social institution in order to empower Indonesian people

to be qualified” (Kurikulum, 2013).This means, according to

Undang-UndangNomor 20 tahun 2003 about National Education System, educated man

who has faith and fear of God;who is noble, healthy, knowledgeable, skilled,

creative, independent, becomes a democratic and responsible citizen.

Consequently, national education must be functioned as the main vehicle in

optimally building Indonesian’s character. Therefore, “Eight O’clock Tales”

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that the stories featured in the book contain moral values that are in line with what

is written in the Constitution.

1.2. Research Question

This study tries to seek the answer to this question:What are the moral

values embodied in Enid Blyton’sEight O’clock Tales short stories?

1.3. Aimof the Study

Based on research question, the aim of the study is to find out the moral

values embodied in Enid Blyton’s Eight O’clock Tales short stories.

1.4. Scope of the Study

Thisstudy focuses on analyzing the moral values embodied in the short

stories of children’s book entitled “Eight O’clock Tales” by Enid Blyton.

1.5. Significance of the Study

The proposed study is believed to have several significances for

theoretical, practical, and professional benefits.

1) Theoretical benefit

The findings of the study can be used as contribution towards the study about

moral values and its role for students’ character education development.

2) Practical benefit

The findings also can be useful for teachers, students, and the readers who are

interested in children’s literature which most likely containsmoral values. For

the students, Lazar (1993) states that literature should be used with students

because:

– it is very motivating

– it is authentic material

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– it is found in many syllabuses

– it helps students to understand another culture

– it is a stimulus for language acquisition

– it develops students’ interpretative abilities

– students enjoy it and it is fun

– it is highly valued and has a high status

– it expands students’ language awareness

– it encourages students to talk about their opinions and feelings (Lazar, 1993, p. 18)

For the teachers, it will enrichEnglish teaching material in any school level

since the language used is quite simple and easy. Thus it is expected to be an

alternative teaching material for the educators and practitioners. Moreover, the

new curriculum in Indonesia necessitates the educators to include the values in

every teaching material on the syllabus.

3) Professional benefit.

The findings of the study can improve the quality of the teacher-student

relationship, give contribution towards the classroom environment, encourage

the teacher and students to create and develop new ideas.

1.6. Research Methodology

The study is descriptive in nature andemploysa textual analysis

framework. The study analyzes the moral values embodied in the children’s book

Eight O’clock Tales by Enid Blyton(2008) to promote character education in schools.This approach is preferred due to the textual form of the object of the

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1.6.1. Data Collection

The primary data for the proposed study is in the form of short

stories compilation in children’s book Eight O’Clock Tales(2008) written

by Enid Blyton. The data are selected to answer the research question

because the stories featured in the books are assumed to have moral

values.This is related to character education that is being taken into

account in the 2013 Indonesia curriculum. Consequently, the data are

coupled with the secondary source i.e. 2013 curriculum.

1.6.2. Data Analysis

In conducting the research the following steps have been taken as

follow:

1. Reading carefully throughout the children’s book multiple times in

order to understand and to unearth the moral values embodied in Eight O’clock Tales by Enid Blyton (2008).

2. Highlighting the textual evidences related to the moral values

necessitated by social attitudes competence in 2013 Indonesia

curriculum.

3. Writing a brief note in the highlighted textual evidences in order to

simply identify how these values are suitable for student’s

character education.

4. Listing the textual evidences in the form of table based on the notes

so that the moral values embodied in the children’s book and its

relation to character education can be easily categorized for further

analysis.

5. Analyzing the textual evidences as well as presenting the data

framed within the related theories in order to answer the research

questions.

6. Discussing the findings of the research so that the conclusion can

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1.7. Clarification of Terms

The proposed study contains some terms that will cause

misunderstanding. Those terms are explained below:

1) Didactic (literary text): a work dealing with a moral or religious or

philosophical theme (Peck and Coyle, 2002).

2) Moral Values: honesty, responsibility, and justice are essential

things required in this life (Lickona, 2012, p. 61).

3) Literature: stories, poems, and plays, especially those that are

considered to have value as art and not just entertainment

(Macmillan English Dictionary).

4) Values: the beliefs people have about what is right and wrong and

what is most important in life, which control their behavior

(Cambridge Advance Learner’s Dictionary).

5) Tale: a story, especially one which might be invented or difficult to

believe (Cambridge Advance Learner’s Dictionary).

1.8. Organization of Paper

This present study consists of five chapters as follows:

CHAPTER I

This chapter contains background of the study, research questions, aims of

the study, the scope of the study, significance of the study, research

methodology, and the organization of the paper.

CHAPTER II

It consists of details on the theoretical frameworks employed in the study.

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This section contains the research methodology, describing the data used in

the research and the methodology to be adopted.

CHAPTER IV

This chapter presents the result found in relation to both the research

questions and existing knowledge.

CHAPTER V

This last chapter provides final reflection of the study and possible issue for

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology of the study. This includes the

object of the study, research question, research methodology, technique of the

data analysis, source of the data, and data presentation.

3.1 The Object of the Study

This study attempts to analyze moral values embodied in children‟s book.

The object used in this study is a children‟s book entitled Eight O’clock

Tales,written by Enid Blyton and published in 2008.

Eight O’clock Tales is a fantasy fiction in which the characters are mostly animals and toys. Since it is a fantasy fiction, all of the stories involve magic. It

was first published in Great Britain in 1944. It features eleven short stories, they

are; The Good Turn, The Boy Who Heard Too Much, The Skittle Policeman,

Tick-Tock Tea’s Party, The Runaway Donkey, The Surprise Party, The Enchanted

Doll, When the Toys Came Alive, The Brownie who Pulled Faces, All the Way to

Toytown, and Poor Old Scarecrow!. Eight O’clock Tales is the last series of

O’clock Tales compilations.

This children‟s book is chosen because it is likely to have moral values embodied in the stories. It is, therefore, in line with theaim of this present study

that focuses on finding out the moral values and categorizing them based on 2013

curriculum.

3.2 Research Question

This study tries to seek the answer of the following question:

1. What are the moral values embodied in children‟s book Eight O’clock Tales

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3.3 Research Methodology

S

ince the data used in this present studyare in the form of text, qualitative

study which employs descriptive textual analysis is chosen. According to Hancock (2002), a research based on qualitative method “focuses on description and interpretation that may lead to development of new concepts or theory” in order to help people understand the subject of the study. By using qualitative

method which is supported by textual analysis, the collected data are identified in

order to meet the aim of the study. Moreover, Maxwell (1996) states that

qualitative study focuses on certain events not numbers, but more on words.

In addition, Alwasilahsuggests that there are four actions that the

researchers should fulfill: (1) establishing familiarity with the respondents, (2)

determining the sample, (3) collecting the data, and (4) analyzing the data

(Alwasilah, 2000, p. 100).

Textual analysis used in this qualitative study is defined as a technique to

gather the data (McKee, 2001). Textual analysis is used as the research technique

to identify the moral values embodied in the children‟s book Eight O’clock Tales

(2008) written by Enid Blyton. This technique is useful for researchers „who want

to understand the ways in which, in particular cultures at particular times, people make sense of the world around them‟ (ibid.)

3.4 Research Procedures

In conducting the present study, the following steps have been taken as

follow:

1. Reading carefully throughout the children‟s book multiple times in

order to understand and to unearth the moral values embodied in

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2. Highlighting the textual evidences related to the moral values

necessitated by social attitudes competence in Indonesia 2013

curriculum.

3. Writing a brief note in the highlighted textual evidences in order to simply identify how these values are suitable for student‟s character education.

4. Listing the textual evidences in the form of table based on the notes so

that the moral values embodied in the children‟s book and their

relation to character education can be easily categorized for further

analysis.

5. Analyzing the textual evidences as well as presenting the data framed

within the related theories in order to answer the research questions.

6. Discussing the findings of the research so that the conclusion can be

drawn.

3.5 Data Source

The data in this present study are gathered from the children‟s book Eight

O’clock Tales written by Enid Blyton and published in 2008.

3.6 Data presentation

To achieve the goal of this present study, the data are divided into nine

sections.These sections are related to the moral values based on what has been

stated in social attitudes competence in 2013 curriculum. Those sections consist of

the data presentation of moral values namely honesty, discipline, responsibility,

being polite, care, teamwork, peace (care for peace), being confident to interact

with families, friends, teachers, and neighbors, and being responsive and

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Table 3.1

Example of the moral value of Honesty

No Short Story

Character Textual Evidence left alone.(p. 47)

„Why then all the things I say will come true too. Oh how

lovely! Won‟t I

make everyone stare! My friends will think I’m an enchanter.‟ (p.

As it is seen on the textual evidence, Tick-Tock was dishonest for he pretends to be an enchanter. He could not do any magic, but the enchanter could. Tick-tock, in this case, had an idea to make a tea party and use the enchanter‟s clock in order to impress his friends. This is an act of cheating and deceiving. Lickona (1991) argues that “honesty is one of a form of respects. When a person does not do cheating, deceiving, or stealing, it means the person respects another person.” (Lickona, 1991, p. 74).

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47) appeared! Soon the tablecloth

was in a

dreadful mess, for the jam slid over the edge of the pot and dripped on the table, and the butter flopped down too, while the marmalade was in big blobs all around its dish. The cakes no longer fell on the dishes as they appeared out of the air,

Example of the value of Discipline

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Much many things Something did happen as you

again, I suppose! I’ve just come to

Harold rubbed his smarting ears. How long they seemed! The horrid old woman had pulled them

self-destruction, but the positivewishes” (Lickona, 1991, p. 75).

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Table 3.3

Example of the moral value of Responsibility

No

Short Story

Character Textual

Evidence Analysis

1. The Wilfred, looking at his friend. „Wouldn’t you be frightened?‟ „Only a bit,’ said Billy. „Anyway, I‟ll try Wilfred….

Billy kept his word.

(p. 3)

Thomas Lickona (1991) mentions that responsibility is “an act of helping each other and not to ignore

somebody‟s problem.”

Moreover, he adds that “responsibility is also how we help others by keeping our commitment” (Lickona, 1991, p. 73). Based on the textual evidence, the character, Billy, kept his words to help his friend to find the marble even though he was afraid of the dark. Thus it can be concluded that Billy has the moral value of responsibility.

Table 3.4

Example of the moral value of Being Polite

No Short Story Character Textual Evidence

1. Tick-Tock‟s Tea Party

Tick-Tock the brownie, he lives with his enchanter Wind-Whistle. He keeps his house neat and tidy for him. He cooks his meals, washes his clothes, and sometimes helps Wind-Whistle with

One afternoon there came a knock at the door and Tick-Tock went to open it. Outside stood the princess of the Blue hills and two of her court, come to visit the enchanter and take his advice.

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his spells. „Pray come inside!‟ said Tick -ladies-in-waiting some chairs in the drawing-room to tell Wind-Whistle of his royal visitor.

(p. 43)

Table 3.5

Example of moral value of Care

Characters Textual Evidence donkey wearing a sun-hat? He once. „Let‟s hope he stays away.‟

„But I‟m

lonely without

him,‟ said

The moral value of care is a part of responsibility values. “Caring about each other helps us to complete the act of responsibility over existing ethic-code all

over the world”

(Lickona, 1991, p. 75). In this story, Twiddle who lost his donkey is looking for him by asking his neighbors one by one. All the neighbors he asked about, every one of them is very pleased to hear that for the donkey has a very bad-temper the textual evidence.

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will lay you lovely eggs for breakfast, and now that Kick-up is gone there is no one to grumble about their cackling.’ (p. 62-63)

gives him three white hens to accompany him and gives him eggs for breakfast. Lickona (1991) argues that caring about each other (meaning sacrificing of) helps us not to only know about what is our responsibility but also feel it” (Lickona, 1991, the textual evidence, Twiddle‟s neighbor is always there to help

Example of the moral value of Teamwork

Character Textual Evidence

Merriam Webster

Dictionary defines teamwork as “the work done by people who work together as a team to do

something” (Merriam

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thinks that nobody likes him.

delight, „I know! It‟s the teddy bear‟s birthday on Saturday. He

French doll, who was very clever

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party. They decided to build a big house of the pink and blue bricks, and to hold the party there.

Table 3.7

Example of moral value of Peace (Care for peace)

No. Short Story

Character Textual Evidence night!‟ shouted Gwen. „Pussy, Pussy, come and save us!‟

„Monkey, tell these toys to

untie me!‟

shouted Peter, struggling hard to get free. But the toys held him tightly. (p. 110)

„What do you want?‟ asked the rocking-horse are going to be punished for what they have done to the Through this event, it can be said that the toys trying to

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they have been

social attitudes competence, this value is integrated with condition‟ (Macmillan, n.d.) meaning that it stays in a the other toys. Hence, peace can be created. From this story, the value of peace can be learnt.

Table 3.8

Example of moral value of Being Confident to Interact with Families,

Friends, Teachers, or Neighbors

Character Textual Evidence tell the toys just what I think of go straight back now and tell

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them! (p.76) Back he went to the nursery, quite

determined to say some horrid tings. It was just

four o‟clock

when he arrived; the toys had finished getting ready for the party, and were standing in a line ready to sing the toys opened their mouths and their breaks and began to sing very planning lovely surprise for everyone, and he

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never thinks of sulking in a corner now! (p. 81)

Table 3.9

Example of the moral value of Being Responsive and Proactive.

No Short Story Character Textual Evidence

1. The Surprise Party

Teddy Bear, a brown teddy bear. He is miserable. He is a foolish fellow. He thinks that nobody likes him.

As for the teddy himself, he was a foolish fellow. He thought that nobody liked him or wanted him. (p. 71)

And the toys thought that it was too bad that he wouldn‟t join in anything – so you see things got worse and worse, and soon teddy bear went moped in a corner all day and wouldn’t even answer when he was spoken to. (p. 70)

The toys laughed about it at first – and then, because they were kind-hearted, they began to worry about the teddy bear. They sent to the pixie who lived in the pansy bed under the nursery window and asked him for his advice.(p. 71)

‘I’ll tell you the best medicine for him’ he said at last. ‘Give him a great big surprise! That’s the best cure for anyone who’s moping’(p. 72)

Well the toys sat in a corner together and talked about it. What kind of surprise could they give the teddy bear?(p. 72)

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PROMOTING CHARACTER EDUCATION: AN ANALYSIS OF MORAL VALUES EMBODIED IN CHILDREN’S BOOK EIGHT O’CLOCK TALES BY ENID BLYTON.