AN ANALYSIS OF EDUCATIONAL VALUES IN
THE NOVEL
“BUMI MANUSIA”
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partical Fulfillment of the Requirement for the Degree of Sarjana Pendidikan Islam (S. Pd. I.)
in English Department of Education Faculty
By:
Ariyanti 113 06 036
ENGLISH DEPARTMENT OF EDUCATION FACULTY STATE ISLAMIC STUDIES INSTITUTE (STAIN)
MINISTRY OF RELIGIOUS AFFAIRS
STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA
JL Stadion 03 Phone. 0298 323706 Salatiga 50721
Website : www.stainsalatigaac.id E -m ail: [email protected]
DECLARATION
In the name of Allah the Most Gracious the Most Merciful.
Hereby the writer fully declares that this graduating paper is made by the
writer herself, and does not contain materials written or have been published by
others or containing peoples ideas, except the information from the references.
The writer is capable account for this graduating paper if in the future this
graduating paper can be proved of containing others idea or infact the writer
imitates the other graduating paper.
Likewise, this declaration is made by the writer to be understood.
\
Salatiga, 21 * September 2010
MINISTRY OF RELIGIOUS AFFAIRS
STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA
JL Stadion 03 Phone. 0298 323706 Salatiga 50721
Website : www.stainsaiatiga.ac.id E -m ail: [email protected]
Ruwandi, S.Pd, M.A Salatiga.21111 September 2010
The Lecturer of Education Faculty State Islamic Studies Institute of Salatiga ATTENTIVE COUNSELOR’S NOTE
Case : ARIYANTI’s Graduating Paper
Dear
The Head of State Islamic
Studies Institute of Salatiga
A ssalam ualaikum , Wr. Wb.
After reading and correcting ARIYANTI’s Graduating Paper entitled “An Analysis of Educational Values of the Novel ‘B um i M anusiam, I have decided and would like to propose that if it could be accepted by education faculty, I hope
it would be examined as soon as possible.
MINISTRY OF RELIGIOUS AFFAIRS
STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA
J l Stadion 03 Phone. 0298 323706 Salatiga 50721
Website : www.stainsalatiea.ac.id E -m ail: [email protected] STATEMENT OF CERTIFICATION
AN ANALYSIS OF EDUCATIONAL VALUES IN THE NOVEL “BUMI MANUSIA”
(A GRADUATING PAPER) ARTY ANTI
NIM. 113 06 036
Has been brought to the board o f examiners in September, 2 5th 2010 M / Syawwal, 16 th 1431 H, and hereby considered to completely fullfillment o f the
requirement for the degree o f Sarjana Pendidikan (S.Pd) in The English and Educational Faculty.
September, 25th 2010 M
NIP. 196810171 199303 2 002
DEDICATION
This graduating paper is dedicated to:
1. My God Allah, thank’s for blessing me.
2. My beloved mother "Partinah” and father "Maryono" thank's for your trust,
pray and love.
3. My lovely younger brother Joko and my younger sister Tari, thank's for your
motivation.
4. My best friends Suni Fa'atun, Sri Mulat and Kiki who always keep on spirit
and smiling.
5. The big family of Mapala Mitapasa, thank's for your experience and
togetherness. In bad and good time, I would always remember and love you
all.
6. Mr. Evilson, thank's for your joke, song, poem, experiences that make me
overflow and increase my spirit to learn English.
7. The typing computer rental "KLIK", thank's for helping in printing and
finishing this graduating paper.
8. Mrs. T. Rahma Dewi, Hasan, Husna and so on in Smart House Course, thank's
for your cheerful and motivation.
9. The big family of TBI B's class in 2006.
ABSTRACT
Ariyanti, 2010 : An Analysis o f Educational Values o f the Novel "Bumi Manusia"
Life is more colourful than ever, when learning literature is applicated. In this case the writer would like to explain the advantages of reading a literary works especially novel. Reading novel not only to get a pleasure but we can take so many lessons and messages. The purposes of this graduating paper are to find out the educational values and the implication o f the novel “Bumi Manusia” in education.
The method that is used in this study is descriptive qualitative method, which focused on textual data analysis. Pramoedya Ananta Toer on his novel tells about three main characters: Minke, Annelies and Nyai Ontosoroh. He tells about motivation to get better education that have to get out from Javanese culture, family life and struggle o f love.
The result is many educational values can be learned by reader. Moreover, many educational values can be implicated in Indonesian education. The novel gives information, motivation to the reader.
ACKNOWLEDGEMENT
r
Assalaamu'alaikum wr. wb.
Alhamdulillahirobbil'alamin, in the name of Allah, the Beneficent, the
Merciful. Praise to Allah, Lord of the worlds. May the blessing of God be upon
the seal of the Prophet Muhammad saw, His Messager; upon his family, his
companions and his followers, with deeds till the judgement day.
Moreover, this graduating paper can not be achieved without the support,
guidance, advice, help and encouragement from individuals and institutions.
Therefore, the writer would like to express special gratitude to:
1. Mr. Dr. Imam Sutomo, M.Ag., as the head of State Islamic Studies Institute
(STAIN) of Salatiga.
2. Mr. Ruwandi, S.Pd., M. A., the head of English Department as consultant who
gives me support, guidance and useful advice.
3. All of the lecturers of TPBI who have given the knowledge.
4. My parents who always give me love and trust.
5. All of my friends and institutions who help me whenever, whereever and
whatever.
yVassalaamu 'alaikum wr. wb.
1
CHAPTER I
INTRODUCTION
A. The Background of Study
Language plays a great part in our life. Language and human beings
are two unseparated components. According to Edward, language is purely
human and non instinctive method of communicating ideas, emotions and
desires by means of a system of voluntary produced symbols (Edward, 1949:
p. 8). Whoever, whenever and whereever they are, language always helps
them to deliver their thinking and willing to others.
Language is a medium of literature. There are two kinds of literature:
informative literature and imaginative literature. Informative literature tells us
about facts, explanations, history, real great life figure, etc. While imaginative
tells us about thoughts and feeling. Its author expresses his ideas, his feelings,
his attitude, he may talks of things, people, etc. Literature is generally divided
into three groups such us prose, drama, and poetry. Literature tell us about
experience of life. It will widen your knowledge and visions to understand life
such as closer to other human beings with the same or different nationalities,
cultures, human values. Our life became more tolerant, critics, mature, wise
and humane. We are able to sympathize with others suffering. We are
inspirated their endurance, preseverance, and their remarkable motivations.
In other side, learning is generally regarded as “the acquisition and
development of memories and behavior, including skills, knowledge,
personality, all of which are needed to face to life problems, technology and
civilizations change.
According to A1 Ghozali the purposes of education are as follows:
1. The aim of learning science is only getting science.
2. The aim of education is behavior formation.
3. The aim is to get achieve happiness in the world and hereafter (Zainuddin,
1991: p. 42-45).
According to Sastrapratedja, the aim of education is not only to
develop personality and moral ethic that can be called by education value. The
change of social economy which supported by development of science and
technology causes change in the way of thinking, judging, respect of life and
reality. This change bring vagueness of values that is always in the process of
society and personal change. Therefore, educator has responsible to:
1. See the implication of ethical value in all process of change.
2. Help the development of value into self personality.
3. Help students to take attitude and decision in planning of meaningful life.
(Kaswardi, 1993: p. 3)
Jakop Sumadjo says that values have affective power, when it is only
derived by spoken. It will be more interesting and implanted in self
personality by literary work (Kaswardi, 1993: p. 148). Many people like to
read the kinds of literature, one of them is prose. Prose also has varieties such
as novel, short story, epic, novella, and novelette.
Novel is long story (a work about 50.000 words) that has much
information. Sometimes, it is about the experiences, thinking and knowledge
D. The Benefits of Study
The benefit of study can be divided into two parts of following:
1. Theoretically
The writer hopes the result of this study can contribute to the development
of educational values is taken from Bumi Manusia's novel.
Methodogically, the writer hopes this result gives information to the
readers about how to study deeper the values in novels.
2. Practically, the result of this study can be used:
a. To contribute the development of literary study, particularly among the
people who are interested in the literary study.
b. To remind readers the importance of educational values and also
implement it in daily activity.
E. The Definition of Key Terms
The meaning of the title consists of three key term are as follow:
1. Analysis
Analysis is the process of breaking a complex topic or subtance
into smaller parts to gain a better understanding of it. Analysis as a formal
concept is a relatively recent development (www.wikipedia.com).
2. Educational Values
Educational values is something (as a principle quality or entity)
intrinsically valuable or desirable into human being (A1 Attas, 1991: p. 8).
The aim of education is not only to develop science, skill and technology.
3. Novel
According to Oxford Leaner Pocket Dictionary, novel is long
written story (Manser, 1995: p. 281).
A novel is a long narrative in literary prose. The genre has
historical roots both in the fields of the medieval and early modem
romance. The latter supplied the present generic term in the late 18th
century (www.wikipedia.com).
4. Bumi Manusia
Bumi Manusia is the first novel of tetralogy novel written by
Pramoedya Ananta Toer. It was published firstly by Hasta Mitra in 1980.
On September 2005 in 10th edition, it was published again by Lentera
Dipantara. This novel brings the spirit of life. By struggle of life to looking
for problem solving. It’s possible to get better life.
F. The Review of Previous Researches
The first research is a graduating paper entitled “Educational Values of
Adam’s Story in The Holy Qur’an” written by Agus Najib. He concludes that
there are some educational values found in the study. The examples are
knowledge is better than only worship, sin is result of wrong way of thinking,
God gives someone knowledge to be taught, all God’s action contains hikmah,
God wants His creature to ask about something unclear, life is test, all humans
are responsible of earth and are dependent to it, God’s mercy is bigger than
The writer also review other thesis based on the research entitled
“Educational Values of the Novel “Ever After All This Time”. The values as
the follow: life is struggle, patient is beautiful, integrity, preserverance, and
optimistic are the keywords in enduring life, many hurdles of life building
human maturity, parents are children idol, language is the main factor success
in adjustment and teaching learning process in aboard, creative power are
needed in language learning, learning a language also means learning another
user of it, there is no reason to stop learning. (Zulaikhah, 2008: p.45).
Then, the other research is " Cinta The Moral Values in Novel Ketika
Bertasbih" by Widiastuti. There are the style of presenting the moral values in
the novel use explicit and implicit meaning. She divided moral values into
three parts such as self character building, human relation and religiosity.
(Widiastuti, 2008: p.58).
G. The Methodology of Research
This research includes library research, the writer will use descriptive
qualitative method. It uses depth analysis of problem (Sumanto, 1995: p .ll).
Moreover, it is a procedure to solve problems by drawing the recent subject or
object based on fact (Siswanto, 2010: p.56).This method as the following:
1. Research Object
The research object in this study is the Novel “Bumi Manusia”
written by Pramoedya Ananta Toer was published on January 2010 in 15th
2. Method o f Data Collection
The writer will use study document taken from library and
bookstore to collect the data. The writer uses the source of data divided
into two source.
a. Primary Data Sources
It is sources of data related to the object of the research. The primary
data source is esential source derived from book or the research object,
the novel “Bumi Manusia” is written by Pramoedya Ananta Toer. It
was published by Lentera Dipantara on January 2010 in 15th edition.
b. Secondary Data Sources
It is data sources that taken from many literary books and relevant
materials, to support and to complete the primary data sources such as
theory of education’s books, theory of values’ books, biography of the
author’s book, dictionary, constitution and so on (Moleong, 2008:
p.159).
3. Technique of Data Collection
In this research, the technique of data collection uses step are:
a. Reading the novel repeatly and carefuly.
b. Choosing important note in both primary and secondary data.
c. Writing down the important data.
d. Arranging the data into several parts based on the clasification.
The method of data analysis are descriptive analysis and the
interpretation of the text is content analysis.
The steps are:
a. Collecting references relevant to the analysis of the novel.
b. Describing synopsis of the novel.
c. Extracting educational values from the novel.
d. Extracting the implication of the novel in relation to education in
Indonesia.
e. Concluding the data analysis. (Moleong, 2008: p. 291-295).
H. The Outline of the Graduating Paper
As guidance for readers to understand the content of the graduating
paper, the writer organizes this outlines as following:
Chapter I start with introduction, which consists of the background of
study, the statements of problem, the objectives of study, the statements of
problem, the objectives of study, the benefits of study, the definition of key
terms, the review of previous researches, the methodology of research and the
outline of thesis.
Chapter II is certain element of the novel “Bumi Manusia”, which
presents the biography of the author, the short story of the novel, and data
presentation.
Chapter III is present theoritical review. It consists of education,
Chapter IV is analysis of the novel, which consist of educational
values of the novel and its implication for educational values in education, and
wisdom words.
Chapter V is closure that deals with conclusion and suggestion.
10
CHAPTER n
CERTAIN ELEMENT OF THE NOVEL
"BUMI MANUSIA”
A. Biography of the Author
Biography is an account of the series of events making up a person's
life (http://www.theffeedictionary.com/biography, on Monday, July 19, 2010
at 04.00 p.m).
The writer would like to explain about the biography of the author of
the novel “Bumi Manusia”. Pramoedya Ananta Toer (EYD: Pramudya Ananta
Tur). His name means "first in the fray". He was bom on February 6th, 1925 in
Blora town, Central Java island, Indonesia country or a part of the Dutch East
Indies as the past name. He was the eldest son in his family, his father was a
prominent headmaster, who was also active in Boedi Oetomo (the first
national organization in Indonesia) and his mother was a rice trader. His
maternal grandmother had taken the pilgrimage to Mecca. According to his
autobiographical collection of short stories "Cerita dari Blora", his name was
originally Pramoedya Ananta Mastoer. But he felt that the family name
Mastoer (his father's name) is too aristocratic. He escape prefix "Mas" and
kept Toer as his family name. He studied in the Radio Vocational School in
Surabaya, but had barely graduated from the school when Japan invaded
His wife's name is Muthmainah and his daughter’s name is Astuti
Ananta Toer, who published his father's novel in Lentera Dipantara publishing
house.
Pramoedya believed the Japanese and the Dutch were evils. He worked
as a typist for a Japanese newspaper in Jakarta. The Nationalist forces loyal to
Soekamo became Allies against Japan, one of them was Pramoedya and he did
as well. On August 17th, 1945 after the news of Allied victory over Japan
reached Indonesia, Soekamo proclaimed Indonesian Independence. This make
the Indonesian National Revolution against the forces of the British and
Dutch. In this war, Pramoedya joined a paramilitary group in Karawang,
Kranji (West Java). During this time he wrote short stories and books. While
imprisoned in Bukit Duri from 1947 to 1949 for his role in the Indonesian
Revolution, he wrote his first major novel The Fugitive.
In the first years of independence, Pramoedya wrote several works of
fiction dealing with the problems of the newly founded nation, as well as semi
autobiographical works based on wartime memoirs. He was soon able to live
in Netherlands as part of cultural exchange program. In the years that
followed, he took an interest in several other cultural exchanges, including
trips to the Soviet Union and the People's Republic of China, as well as
translations of Russian writers Maxim Gorky and Leo Tolstoy in Indonesia,
Pramoedya joined the left wing writers' group Lerka and wrote various
newspapers and literary journals. His writing style become more politically
who falls into the trap of corruption. This created fiction between him and the
government of Soekamo.
In the late 1950s, Pramoedya began teaching literary histoiy at the left
wing University Res Publica. As he prepared material, he began to realize that
the study of Indonesia language and literature had been distorted by the Dutch
colonial authorities. He sought out materials that had been ignored by colonial
educational institutions, and which had continued to be ignored after
independence. Moreover, when he spent time in China, he became greatly
sympathetic to the Indonesian Chinese over the persecutions they faced in
postcolonial Indonesia. Most notably, he published the history of the
Indonesian Chinese, called Hoakian di Indonesia (History of the Overseas
Chinese in Indonesia). He critized the government for being too Java-centric
and insensitive to the needs and desires of the other regions and people of
Indonesia. As a result, he was arrested by the Indonesian military and jailed at
Cipinang prison for nine months.
In 1956 there was Suharto's New Order, Pramoedya was imprisoned
because he is the head of People's Cultural Organization, as an enemy of the
"New Order" regime. He was imprisoned without trial, first in Nusa
Kambangan off the southern coast of Java, and then in the penal colony of
Buru in the eastern islands of the Indonesian archipelago. Not permitted
access to writing materials, he recited the story orally to others prisoners
before it was written down, and published in English (translated by Max Lane)
Indonesia causing one of the famous of Indonesia's literary works to be largely
unavailable to the country's people. Copies were scanned by Indonesians
aboard and distributed via the internet to people inside the country.
Pramoedya's novel named the Burn Quartet, a series of four historical fiction
novels chronicling the development of the nationalism and based in part on his
own experiences growing up. The English titles of the books in the quartet are
This Earth o f Mankind, Child o f All Nations, Footsteps, and House o f Glass.
Pramoedya was released from imprisonment in 1979, but remained
under house arrest in Jakarta until 1992. During the many years in which he
suffered imprisonment and house arrest, he became a cause celebre for
advocates of human rights and freedom of expression.
He was hospitalized on April 27, 2006, for complications brought on
by diabetes and heart disease. He was also heavy smoker of clove cigarettes
and had endured years of abuse while in detention. He died on April 30, 2006
at the age of 81. He leaves a wife, 8 children and 15 grandson (Rifai, 2010: p.
79).
From his cool hand appeared more than 50 literary's works and
translated in 42 languages. In other words, a half of his live in the prison: 3
years in the prison colony, 1 years in Old Order and 14 years in New Order
(on October 13, 1965 until July 1969, Nusa Kambangan islands on July 1969
until August 16, 1979, Magelang/Banyumanik on November until December
prison but he still got house prison, city prison and country prison until 1999
and one a week went to Kodim Eastern Jakarta for 2 years (Pramoedya, 2009).
Major Works of Pramoedya Ananta Toer (fiction, nonfiction and
translating works) are as follows:
1. Kranji Bekasi Jatuh (1947)
2. Perburuan (The Fugitive) (1950)
3. Keluarga Gerilya (1950)
4. Bukan Pasar Malam (1951)
5. Cerita dari Blora (1952)
6. Gulat di Jakarta (1953)
7. Korupsi (Corruption) (1954)
8. Midah - Si Manis Bergigi Emas (1954)
9. Cerita Calon Arang (The King, the Witch and the Priest) (1957)
10. Hoakian di Indonesia (1960)
11. Panggil Aku Kartini Saja I, II & III (1962)
12. The Burn Quartet
a. Bumi Manusia (This Earth of Mankind) (1980)
b. Anak Semua Bangsa (Child of All Nations) (1980)
c. Jejak Langkah (Footsteps) (1985)
d. Rumah Kaca (House of Glass) (1982)
13. Multatuli (1986)
14. Gadis Pantai (The Girl from the Coast) (1988)
16. Arus Balik (1995)
17. Arok Dedes (1999)
18. Mangir (1999)
19. Larasati (2000)
20. Kenang-kenangan pada Kawan (1947)
21. Jongos + Babu (1949)
22. Dia yang Menyerah (1950)
23. Tikus dan Manusia (1950)
24. Mari Mengarang (1955)
25. Kronik revolusi Indonesia (2007).(Rifai, 2010:p.79-86)
Awards of Pramoedya Ananta Toer in his life are as follows:
1. 1988 Freedom to Write Award from PEN American Centre, USA.
2. 1989 The Fund for Free Expression, New York, USA.
3. 1922 English PEN Centre Award, Great Britain.
4. 1992 Stichting Werthelm Award for Journalism, Literature, and Creative
Communication Arts.
5. 1995 Werthelm Award, "for his meritorious services to the struggle for
emancipation of Indonesian people" by The Werthelm Foundation, Leiden,
Netherland.
6. 1995 Ramon Magsaysay Award, "for Journalism, Literature, and Creative
Arts, in recognition of his illuminating with brilliant stories the historical
awakening and modem experience of the Indonesian people", by Ramon
7. 1996 UNESCO Madanjeet Singh Prize, "in recognition of his outstanding
contribution to the promotion of tolerance and non violence", by
UNESCO, Paris, France.
8. 1999 Doctor of Humane Letters, "in recognition of his remarkable
imagination and distinguished literary contributions, his example to all
who oppose tyranny, and his highly principled struggle for intellectual
freedom", by University of Michigan, Madison, USA.
9. 1999 Doctor Honoris Causa from the University of Michigan.
10. 1999 Chanceller's Distinguished Honor Award, "for his outstanding
literary achievements and for his contributions to ethnic tolerance and
global understanding", by University of California, Barkeley, USA.
11. 1999 Chevalier de l'Ordre des Arts et des Letters, from Le Ministre de la
Culture et de la Communication Republique Francaise, Paris, France.
12. 2000 Fukuoka Cultural Grand Prize, Japan.
13. 2000 New York Foundation for the Arts Award, New York, USA.
14. 2004 Norwegian Authors' Union Award for his contribution to world
literature and his continuous struggle for the right to freedom of
expression.
15. 2004 Centenario Pablo Neruda, Republica de Chile.
16. 2005 Global Intellectuals Poll by the Prospect.
Others
2. 1982 Honorary member for life by International P.E.N. Australia Centre,
Australia.
3. 1982 Member of P.E.N. Centre, Swedia.
4. 1987 Honorary member of P.E.N. American Centre, USA.
5. 1988 Deutschsweizeriches P.E.N. Zentrum, member, Switzerland.
6. 1992 International P.E.N. English Centre, Great Britain.
7. 1999 International P.E.N. Association of Writers Zentrum Deutschland
(Pramoedya, 2009).
B. The Short Story of the Novel
Bumi Manusia is opened by the story about Minke. Minke is the main
character in this novel. He was a Javanese minor royal and one of an
Indonesian Journalist active in the nationalist movement, Tirto Adhi Suijo. He
was the first native Javanese boy who attended an elite Dutch colonial high
school or HBS. Minke was a brilliant student, descendant of Javanese royalty,
and an acutely sensitive observer of the complex and dangerous world around
him.
One day, Robert Suurhof, his friend in HBS went to his boarding
school. Robert asked for accompanying him to go to Robert Mellema's house.
There, Minke met the beautiful Annelies and the treacherous Robert. Minke
was falling in love with Annelies. He also made relationship with Nyai
Ontosoroh, Annelies' and Robert Mellema's mother. It aroused the murderous
would get affection of his mother and younger sister, also would get the rich
of his family.
Unfortunately, Annelies loved Minke too. Nyai Ontosoroh invited him
to live with her family. Minke was confuse but finally he accepted the
invitation. Minke's life was disrupted when he was invited to live with highly
unconventional family. Here Minke met an extraordinary cast of characters
who would force him to confront the entrenched antagonisms of a society built
upon racial and gender oppression. The household was headed by Nyai
Ontosoroh, a native concubine who run the family's dairy business. While,
Annelies, her European daughter helped her to control their employees. She
loved his cows and horses, Nyai Ontosoroh told her "You have to give thanks
to everything that give you life, even though it is just a horse" (Pramoedya,
2009: p. 50).
Nyai Ontosoroh took Minke's first steps on the path that would lead
him to become an outspoken opponent of Dutch colonial rules. Minke and
Nyai were both proud, highly educated, and strong willing individuals. They
refused to accept the hierarchy that parcels out freedom and power according
to the amount of European blood running through one's veins. They often
discussed about their confrontations with injustice. Minke had regard great to
her as like as his mother.
Nyai Ontosoroh and Annelies hated Mr. Herman Mellema so much.
Even after his son from Dutch, Maurist Mellema asked him about his
husband of Mrs. Amelia Mellema Hammers and this couple had a son was
named Maurist Mellema, but Herman left them. He went to Java and bought
Nyai Ontosoroh from her father. Then, they had two children, Robert and
Annelies. Mr. Herman was so sad and shock because of his problem with
Maurist. He was a drunken man, had relationship with prostitute and rarely
back to home.
Nyai Ontosoroh realized that had to make her business successful and
get legal over her children. Actually, Nyai had regard to Mr. Herman because
he teached her about everything, such as: make up, writing, reading,
administration, trade and so on. But Mr. Herman changed into a loser.
When Nyai Ontosoroh discovered that Minke wanted to be a writer,
she told him to "Write always about humanity, humanity’s life, not humanity's
death. Yes, whether it's animals, ogres, gods, or ghosts, that you present,
there's nothing more difficult to understand than humanity. That's why there is
no end to the telling of stories on this earth.
In Nyai Ontosoroh's house, Minke studied and wrote about Nyai
Ontosoroh's family. He went to HBS school by pedicab. Darsam was the
driver, he always helped Nyai Ontosoroh's family, moreover he was “the right
hand” of Nyai Ontosoroh. In the class, Minke was more clever than others.
Magda Petters was his lovely teacher. She teached about art. There were many
bad news about him in HBS. Actually, it was spread by Robert Suurhof
because he was jealous with Minke. Robert Suurhof loved Annelies very
One day, Minke's father asked him to helps him in his inauguration to
be regent of B city. There he met Hebert de la Croix. Mr. Hebert had regard to
Minke's ability in Dutch language. He invited Minke to look his home and
introduced him to his daughters, Sarah and Miriam de la Croix. There, they
discussed about HBS, because Sarah and Miriam were alumnus of HBS.
Because of Mr. Hebert’s invitation, Minke’s father accepted Minke's
apologize. Actually, his father was angry with him. When Minke studied in
HBS, he never replaid letters from his family. Unfortunately, his mother never
be angry with him, she loved her son very much. After his assignment from
his father was finish, Minke came back to Wonokromo, Annelies' home.
In the station, Darsam and Annelies waited him. Darsam talked to
Minke that someone would kill him who Robert Mellema's delegate. It was
better for Minke came back to his boarding school while Annelies cried
because she did not know the problem. Darsam saved this secret. Minke said
good bye to Annelies and promise he would go to Wonokromo soon.
In the boarding school, Minke met again with the fat man who had
been following his since in the station. Jean Marais, Minke’s friend and Mr.
Telinga chased away the fat man because they think that he was the killer.
Minke was sick, but he back to Wonokromo bravely. He worried because
Annelies was sick too.
In Annelies house, dr. Martinet said to Minke that Annelies needed
Minke so much. Actually, Minke was her spirit of life. When Minke, Nyai
appeared, Darsam was angry and he chased the fat man that run away. Minke
chased Darsam to forbide Darsam chased the fat man. Meanwhile, Annelies
and Nyai Ontosoroh chased Minke. Finally, he arrived at Ah Tjong’s house,
and they saw Mr. Herman Mellema died because of alcohol.
In the court, Ah Tjong got punishment and went to a jail. Ah Tjong's
house was the place of prostitution. Mr. Herman and Robert Mellema lived
here, after that Mr. Herman died and Mr. Robert run away.
It was time to Minke graduate from HBS. Then he and Annelies would
celebrate their marriage. Minke's mother was very happy. Minke's friends
went to his marriage. Robert Suurhof gave a diamond ring to Annelies. But
Annelies asked Minke to return it to Robert Suurhof. She did not want to
accept it.
In the office, Nyai Ontosoroh got a letter from court. It was about
expropriation of Mr. Herman's rich and the right care of Annelies. Based on
Dutch constitution, Nyai Ontosoroh was not Annelies mother and Minke was
not Annelies husband, so they could do anything. Minke wrote about this
oppression toward native Javanese. This news spreaded through newspaper.
Many people read it and also Minke's friends did too. Jean Marais, Mr. and
Mrs. Telinga, dr. Martinet, Khommer, Herbert de la Croix and his daughter,
Magda Petters (in Holland) could do anything. Mr. Mauritis picked Annelies
up to Holland. May Marais cried loudly. Nyai Ontosoroh and Minke was so
sad too. In the outside of Nyai Ontosoroh’s house, many people were bloody
to safe Annelies. Annelies just kept silent, feels sad and got out with Mr.
C. Data Presentation
Data presentation in this novel consist of 14 subjects are as follows:
No Subject Sentences
1. Friendship a. "Pribumi juga baik," said Annelies.
(Pramoedya, 2009: p. 30)
b. Tamuku Islam," said Annelies to her
servant. "Katakan di belakang sana,
jangan sampai tercampur babi."
(Pramoedya, 2009: p. 35)
c. "Manusia yang wajar mesti punya
sahabat, persahabatan tanpa pamrih.
Tanpa sahabat hidup akan terlalu
sunyi," said Nyai. (Pramoedya, 2009:
p. 101).
2. Love a. "Apa peduli diri ini berbahagia atau
tidak? Kau yang kukuatirkan. Aku
ingin lihat kau berbahagia....," said
Nyai Ontosoroh to Annelies.
(Pramoedya, 2009: p. 109)
b. "Ciumanmu terasa panas pada pipiku
... mengapa aku senang di dekatmu,
dan merasa sunyi dan menderita jauh
dan memadamkan lilin masuk ke
ranjang. Kegelapan justru semakin
memperjelas wajahmu," said Annelies
to Minke. (Pramoedya, 2009: p. 109)
c. "Ann, papamu sangat menyayangi
aku,” said Nyai Ontosoroh to
Annelies.. (Pramoedya, 2009: p. 129)
d. "Jadi kau pulang juga akhirnya, Gus.
Syukur kau selamat begini,"
diangkatnya daguku, dipandangnya
wajahku, seperti aku seorang bocah
empat tahun. Dan suaranya yang lunak
menyayang, membikin aku jadi
terharu. Mataku sebak berkaca-kaca.
Inilah bundaku yang dulu juga,
bundaku sendiri,” said Minke.
(Pramoedya, 2009: p. 188)
3. Read and Write a. Aku (Minke) bakal pelajari keluarga
aneh dan seram ini. Dan bakal kutulis.
(Pramoedya, 2009: p. 106)
b. Ia (Nyai Ontosoroh) sedang membaca
buku. Ia berpaling padaku sambil
olehku berjudul Nyai Dasima.
(Pramoedya, 2009: p. 108)
c. Max Tollenaar adalah nama penaku.
(Pramoedya, 2009: p. 316)
d. “Sudah empat tulisan Max Tollenaar
kubaca waktu belakangan ini,” said
Robert Suurhof. (Pramoedya, 2009: p.
317)
e. “Tetapi yang kuperkenalkan bukan
Minke yang sudah dikenal itu, Minke
dari kualitas lain, seorang Minke yang
mahir menggunakan Belanda dalam
menyatakan perasaan dan pikiran,
seorang Minke yang menyumbangkan
sebuah karya. Dia telah mampu
menulis tanpa kesalahan dalam bahasa
yang bukan milik ibunya,” said Magda
Peters. (Pramoedya, 2009: p. 320)
4. Respect to Our Parents a. “Bunda, ampuni sahaya,” kataku
(Minke) mengembik, bersujud di
hadapannya dan mencium lututnya.
Tak tahulah aku mengapa tiba-tiba hati
diserang rindu begini pada bunda.”
5. Discipline a. Di malam hari aku (Minke) bekeija,
belajar atau menulis sambil menunggui
Annelies di kamarnya. (Pramoedya,
2009: p.351 )
b. “Tiga bulan lamanya aku hanya
belajar dan belajar, tidak menulis tidak
bekeija. Belajar dan belajar,” said
Minke. (Pramoedya, 2009: p.444 )
6. Be Clean a. “Uh, kau begini kotor, bau keringat.
Mandi, jangan lupa dengan air hangat,“
said Minke’s mother to Minke.
(Pramoedya, 2009: p. 190 )
b. Dalam dunia pelacuran yang terkutuk
ini dinamai "sipilis" Birma.
(Pramoedya, 2009: p. 255)
c. Pakaian dalamnya nampak telah lebih
seminggu tidak diganti, terlalu kotor.
(Pramoedya, 2009: p.258)
7. Long Life Learning a. Diri ini sekarang segan mengapung
pada permukaan. Maunya terus juga
tenggelam pada dasar persoalan dalam
setiap percakapan dan perbincangan.
b. “Bukan saja pandai juga baik hati. Dia
yang mengajari aku segala tentang
pertanian, perusahaan, pemeliharaan
hewan, pekeijaan kantor. Mula-mula
diajari aku bahasa Melayu, kemudian
membaca dan menulis, setelah itu juga
bahasa Belanda. Papamu bukan hanya
mengajar, dengan sabar juga menguji
semua yang telah diajarkannya. Ia
haruskan aku berbahasa Belanda
dengannya. Kemudian diajarinya aku
berurusan dengan bank, ahli-ahli
hukum, aturan dagang, semua yang
sekarang mulai kuajarkan juga
padamu,” said Nyai Ontosoroh to
Annelies. (Pramoedya, 2009: p. 111)
8. Hard Work a. “Berbahagialah dia yang makan dari
keringatnya sendiri bersuka karena
usahanya sendiri dan maju karena
pengalamannya sendiri,” said Nyai
Ontosoroh to Minke. (Pramoedya,
9. Help Each Other a. Mataku mengawasi seorang gendut
berkalung sarung sedang duduk di
bawah pohon asam di seberang jalan.
Mungkin dia calon pembunuhku, si
Gendut. "Biar aku lihat dari dekat.
Ayoh, Minke kau yang tahu orangnya.
Barang kali memang dia. Biar aku
kemplang kepalanya kalau perlu," said
Jean. (Pramoedya, 2009: p.275-276 )
10. A Good Appearance a. “Kau harus selalu kelihatan cantik,
Nyai. Muka yang kusut dan pakaian
berantakan juga pencerminan
perusahaan yang kusut-berantakan, tak
dapat dipercaya,” said Mr. Mellema.
(Pramoedya, 2009: p. 133)
b. Gadis secantik apa pun takkan menarik
kalau sakit. (Pramoedya, 2009: p. 239)
11. Self Confidence a. Dia punya keberanian mengajukan
pendapat. Dan dia sadar akan kekuatan
pribadinya. (Pramoedya, 2009: p. 102)
b. “Majikan adalah penghidupan mereka,
majikan penghidupan mereka adalah
kau.” Said Mr. Herman to Nyai
c. Tak mungkin kau seperti wanita
Belanda. Juga tidak perlu. Biar begitu
kau lebih cerdas dan lebih baik
daripada mereka semua. Barang tentu
dia melebih-lebihkan. Tapi aku senang
dan berbahagia. Setidak-tidaknya aku
takkan lebih rendah daripada mereka.
(Pramoedya, 2009: p. 136)
12. Responsible a. Tuan direktur sekolah memaafkan
ketidakhadiranku yang melewati batas
sertifikat dokter. Salam dari Tuan
Herbert de la Croix membuat lunak
sikapnya. Dalam beberapa hari aku
kejar ketinggalanku. (Pramoedya,
2009: p. 310)
13. Loving Literature a. “Suatu masyarakat paling primitif pun,
misalnya di jantung Afrika sana, tak
pernah duduk di bangku sekolah, tak
pernah melihat kitab dalam hidupnya,
tak kenal baca tulis, masih dapat
mencintai sastra, walau sastra lisan.
Apa tidak hebat kalau siswa HBS,
paling tidak nyaris 10 tahun duduk di
sastra dan bahasa?” said Magda Peters
to her students. (Pramoedya, 2009: p.
313)
14. Freedom a. Aku takkan menentukan bagaimana
harusnya macam menantuku kelak.
Kau yang menentukan, aku yang
menimbang-nimbang. (Pramoedya,
2009: p. 119)
b. Aku masih terpesona melihat seorang
wanita pribumi bukan saja bicara
Belanda, begitu baik, lebih karena
tidak mempunyai suatu komplek
terhadap tamu pria. (Pramoedya.
2009:p. 34)
Sentence above means Nyai Ontosoroh
30
CHAPTER III
THEORETICAL REVIEW AND LITERARY ELEMENTS
In this chapter the writer like to show definition of education, values,
educational values and relation between literature and educational values.
A. Education
Educational terminology is translation of term in pedagogy. This term
comes from ancient Greek, Paidos and agoo. Paidos means slaves and agoo
means guide, so pedagogie means a slave deliver a child of master to school.
In its developing, pedagogie means educate science (Jumali, M., 2008: p. 18).
Education is the art of teaching, because by teaching particular
knowledge, skill and experience; people will do creative work. To educate is
not only technical, methodical, and mechanical of passing skills to children,
but also it is an activities that have the dimension and element of art are
nuanced dedication, emotional, compassion in effort to build and shape the
personality. It is named art because of educational activities based on a sense
of humanity, sympathy and affection (Jumali, M., 2008: p. 21).
Based on RI Constitution of No. 20 year 2003 about the system of
National Education, section 3, we can know the aim of education in Indonesia.
It tell us that the aim of National Education are to develop the intellectual life
of Indonesian nation, namely Indonesians that believe in God, noble character,
knowledge, capable, creative, health, independent and responsible (Ujang,
According to Ki Hajar Dewantara tells slogan Ing Ngarso Sung
Tuladha, means if educators were in advance, he gave example to then-
students. Ing Madya Mangun Karsa means if educators were in the middle, he
gave encouragement, self developing and creativity in their students. Tut Wuri
Handayani means if educators were behind, he follows, directing students to
dare to walk in front of others and responsible.
In other words, an educator or leader should be parenting that
encourage, guide their student or people they lead (Jumali M., 2008: p. 141).
B. Values
Talking about values, it is the people process to take a decision toward
something based on good and bad view. Values usually contains the principle
of what is good to follow and what is bad to void.
Correct value is the value that produces a behavior and behaviors have
a positive impact both for the subject as well as other people. Value is the
quality of a favorable quality of other people and yourself, which is given as
many as received and accepted as a given. For example, we give love to other
people, so many affection given to us (Linda and Richard Eyre, 1997: p. xxiv-
xxv).
People have experiences, they grow and learn from them. Out of
experiences may come certain general guide to behavior. These guide tend to
living, they operate in very complex circumstance and usually involve more
than simple extremes if right and wrong, good or bad, true or false.
Value is an abstract reality. Value cannot be separated from our life, it
can be felt in ourselves as a supporting power or principle of life guidance.
Value can be showed from three realities such as: attitude, way of thinking,
and behavior. In addition, value are implanted to a person by socialization
through different sources such as family, environment, religion, education,
tradition, and so on. Value is supporting power in one's life. It is important to
change a person and society. When someone thinks his past life, he will see
how his values has been changed for some times. It means that they can and
will be changed. Of course, changing of better life (Kaswardi, 1993: p. 20-25).
Thus from two terms above, education and value, the writer can makes
a conclusion that educational values is set of process to get, develop and
improve habits, attitude and action in order can differentiate what is right and
what is wrong, what is good and what is bad.
Meanwhile, educational values are the results of valuing process of
comprehension and implementing of God and humanity values in life. So,
these values will guide human knowledge and creativity appropriately (Linda
and Richard Eyre, 1997).
Educational value divided into two group are as follows:
1. Values of being is a value that is within human beings involved into the
honesty, bravely, peace love, confidence, potention, discipline purely,
know boundaries, suitability and so on.
2. Values of giving is a value that need to be practiced or provided which
would then be accepted as given. Values of giving include: loyalty,
trustworthy, respect, love, affection, sensitive, not egoist, kind, friendly,
fair, humane (Linda and Richard Eyre, 1997).
C. Literary Elements of the Novel
In this chapter, the writer also analyze the literary elements of the
novel "Bumi Manusia" are as follows:
1. Character and Characterization
Characters are divided into two parts, they are major and minor
characters,
a. Major Character
The major character is the most important character in the story. In this
novel there are three major characters. There are Minke, Nyai
Ontosoroh and Annelies Mellema.
1) Minke
Minke is a student of H.B.S. and always at the top of his class. He
was bom on August 31st, 1880. At the time, he is eighteen years
old. He is Indonesian and live at boarding school in Surabaya. His
hobby is writing, but he does not like sport. He is a handsome man
thinks that if he want to be a smart students, he have to study about
Europe's knowledge. His dreams is study in Nederland and
becomes an engineer. And also he does not want to be a regent as
his father.
He already has his degree and want to continued in university of
Dutch. But, he still enjoys his hobby as a journalist. He refuses
follow Java culture. After graduated, he gets married with
Annelies.
As a husband, he is romantic husband and dedicate himself to
Annelies.
Minke is a clever and diligent students. It can be found in Bumi
Manusia's novel page 310.
Tak pernah aku tertinggal dibandingkan dengan yang lain-lain,
walaupun, ya, walaupun sesungguhnya aku tak banyak belajar
seperti yang lain. Tapi sekarang ini memang aku belajar sungguh,
mengejar ketinggalan.
2) Annelies Mellema
Annelies is Minke's wife. She is a beautiful and a humble girl that
has black hair, black eyes, white skin, like to wear black long dress
and lives in Boerderij Bultenzorg, the agriculture firm. She goes
out from E.L.S's school before in the 4th grade because of a
problem. She loves Minke so much, Minke is her soul mate so she
help her mother to control their firm and respect to her employer.
Beside that she loves her horses and cows. She loves her mother,
but she hate her father and her older brother. Minke says Annelies
is my weak doll. She shows it when Minke back to his home, she
got sick. As a wife, she is a lovely wife. She cannot be separated
with Minke.
Her mother teaches her how to be a good girl because she knows
that Annelies will be adult.
1 3) Nyai Ontosoroh
Nyai Ontosoroh is a beautiful woman. Nyai Ontosoroh is Annelies
and Robert Mellema's mother. She is the director of Boerderij
Buitenzorg. She is scabies of Mr. Herman Mellema. Actually, Nyai
Ontosoroh's name is Sanikem. Sanikem's parents sell her to Mr.
Herman Mellema. Nevertheless, Mr. Herman teach her many
knowledge, such as: trade, accounting, and about woman's
magazine. She is thirty years old.
She is strong and brave woman in facing problem of life, especially
when she know that Mr. Herman have wife and child in Dutch and
it is the beginning of the problem in her family. She is hard worker
and interest to learn new knowledge. She has to work for seven day
a week and she is a good student when Mr. Herman teach her.
She love her daughter so much. She want to gives Annelies life
and gives everything what Annelies want. Actually Annelies just
want to meet her soul mate, Minke. Nyai Ontosoroh is sure that
they will be a happy couple. She gives freedom to Annelies to fmd
her true love. She feels that an educated woman of Indonesia place
in high class of society,
b. Minor Character
1) Jean Marais
Jean is Minke s best friend and tries to find out solution to solve
Minke's problem because he is a good listener. He is a painter from
France. He has daughter, named May. He lost his left leg. He ever
becomes a soldier of Dutch. He fmd out his love in Aceh, an Aceh
girl. Unfortunately, she was killed by her brother.
2) Robert Suurhof
Robert is Minke's classmate in HBS. He is Indo person. He often
call Minke as phylogenic, be greedy.
He said: "Ahoi, si phylogenic, mata keranjang kita, buaya kita!
Bulan mana pula sedang kau rindukan?
Ahoi, the phylogenic, the greedier, our crocodile!
Who is beautiful girl are missed by you?"
Actually, he is jealous to Minke because he is falling in love to
Annelies. Even tough, Annelies is Minke's wife, Robert often make
love letter to her. He also spread bad news about Minke to people
Robert has many brother and sister. His parents are so sad when
they know that Robert rob a diamond ring. His family is not rich
family.
3) Darsam
He is patriotic. He obeys Nyai Ontosoroh. He becomes right hand
of Nyai Ontosoroh. He will sacrifices himself to Nyai Ontosoroh's
family.
4) Robert Mellema
Robert follows his father bad attitude. He is also jealous of Minke's
possession in Nyai Ontosoroh and Annelie's heart. He leave his
house and live at Ah Tjong's house.
5) Magda Petters
She is the teacher of Dutch language and literature in HBS. She is a
marvelous teacher. She always help Minke to solve his problems in
HBS. She has not married yet. Her skin foil of brown spot, she has
brown eyes, and she is from Nederland. On Saturday, she has
school sharing in every problem with students in HBS.
6) dr. Martinet
He is a doctor of Nyai Ontosoroh's family. He is very helpful. He
rescue Annelies when she was sick. He find out Annelie's personal.
He thinks that Annelies is so weak in physics, and psychic. He is
7) Herbert de la Croix
He is Sarah and Miriam de la Croix's father. He proud to Minke
because he is a clever and modem Javanese person.
8) Sarah de la Croix
She is a bright and educated girl. Sarah like to send a letter to
Minke. She will share about condition of Indonesia with him.
9) Miriam de la Croix
She is smart girl. She loves to send letters toward Minke. She like
to share about condition of Indonesia too. She tells about her idea
of Indonesian revolution to Minke. She tells Minke about
"Association Theory of Snouck Hurgronje, about Dutch
Government, etc".
10) Maiko
Maiko is Ah Tjong's slave. She is a prostitution that have syphilis
diseases. Robert Mellema has sexual intercourse with her. She is a
Chinese woman.
11) Ah Tjong
Ah Tjong is Nyai Ontosoroh's neighbor. He has prostitution in his
house. He is jailed because his alcohol makes Mr. Herman die.
12) Mr. and Mrs. Telinga
13) May Marais
She is an Indonesian France girl who is lost her mother at two
years old. She is a happy and nice girl. Minke often take her out to
see kite in the field. May calls Minke as uncle. Her school is in
Simpang.
14) Paiman
Paiman is Nyai Ontosoroh's older brother. He was bom in Paing,
so his name begin word Pai. He is three years older than Nyai
Ontosoroh.
15) Sastrotomo
He is Nyai Ontosoroh's father. He will do everything to be cashier
of sugar fabric. Moreover, he sells his daughter (Nyai Ontosoroh)
to Mr. Herman Mellema to get its job. He often go to Mr. Herman's
house to meet his daughter, but she hate her parents so much. He
can write and read, he also diligent.
16) Mr. Herman
His complete name is Mr. Herman Mellema. He is an
administrator. He is educated man, fit and kind. The death of his
caused by alcohol. He always go to church of Protestant every
week. But he become stress when his son from Nederland ask his
ritis
lellema's son in Nederland. Mr. Heinan
Ir, Mrs. Mellema. noth
Is his lovely son, Minke by give pernf car
nelk
pription about relationship o f one eV ^e:
plot, the series o f events are divi<ltlon
ig forth in the beginning), conflict (£ ^Set
i), and denouncement (the outcome <'
r, 1998: p. 45).
dim!
Kla]
^position is introduced when Minke6^’ i
srt Mellema's house. There Minke me
Isoroh. At the time, his life change r
IRo
Ont
when there are many people cn
I house. Robert Mellema want to kill I10*1
there, Robert Suurhof jealous w ith;
ce in HBS. ltM
pn Minke will drop out because o f itn
Mellema, 4 n n d ies and Nyai Ontosoroh's rich rob M Maurist use Dutch
. Minke and Nyai Ontosoroh do everything but it's useless.
Setting is the element o f fiction reveals the where and when occur
o f the eventfe. It refers to time and place in which the events o f plot,
a. Setting J>f Place
rland, where is Mrs. Herman Mellema and her son's live,
mg Perak, where is Minke sold his furniture and Jean Marais'
ing.
Time >
f time can be known that they life in the beginning o f 20th
The luthor use one narrator (third person omniscient). The narrator
written by using figure language old Indonesian, indirect and
understood. But it is the important part o f this novel and is not one oi the characters o f called not participant. '
5. Style
It is
not easy to
challenge.
6. Theme
The
get out from
i leme is about motivation to get better edubation, that have to
43
CHAPTER IV ANALYSIS OF THE NOVEL
In this chaj ter the writer will show the educational Values of the novel
"Bumi Manusia" an 1 its implication for education in Indonesia*.
A. The Education il Values 1
There a e the educational values o f Bumi Manhsia's novel are as
following:
1. Friendship
Frien iship is a relationship between two people'without lust.
Your friend is your needs answered. He is your field which you sow
with love an l reap thanksgiving. And he is your board and your fireside.
For you con e to him with your hunger, and you speak him for peace ....
For without vords, in friendship, all thoughts, all desihes, all expectations
are born am shared, with joy that is unclaimed .... And let there be no
purpose in fr endship save the deepening in the spirit ..l. And let your best
be your frien i .... Seek him always with hours to live.<For it is his to fill
your need, b t not your emptiness. And in the sweetness of friendship let
hidup ;akan terlalu sunyi," said life would be too lonely,” said
Nyai. (Pramoedya, 2009: p. Nyai.
101).
Base 1
friend o f ou
sconomy anc
2. Love
It is
affection andlai
A1 Hujurat:
upon such expressions the writer can ‘says that we need
life. Even tough our friend is different With us in religion,
so on, we must respect to her or him. I
any o f numbers o f emotions related to a sense o f strong
ittachment.
ij
C
(J
jI
jjfS
bl
aIp 'd)! o! j^ = l oi
"Men, ffe /*m|e created you from a male and a female, hnd made you into
W e c m see love o f the novel in the table b elo w .E
"Ciumaimu terasa panas pada
pipiku . . mengapa aku senang di
dekatmj, dan merasa sunyi dan
menderita jauh darimu? .... Aku
berganti pakaian tidur dan
memada|nkan lilin masuk ke
ranjang. Kegelapan justru
semakin memperjelas wajahmu,"
said Annelies to Minke.
(Pramoei ya, 2009: p. 109)
"Ann, papamu sangat
menyayangi aku,” said Nyai
Ontosoro i to Annelies..
(Pramoec ya, 2009: p. 129)
from you. I change clothes, sleep
4. "Jadi kau pulang juga akhirnya,
Gus. Syukur kau selamat begini,"
diangk atnya daguku,
dipandangnya wajahku, seperti
aku sdorang bocah empat tahun.
Dan suaranya yang lunak
menyakang, membikin aku jadi
terhan]. Mataku sebak
berkaca-kaca. Inilah bundaku yang dulu
juga, bundaku sendiri,” said
Minke (Pramoedya, 2009: p.
188).
“Eventually,! you go home, my
son. Thanks! for God, you are
fine," she lift my chin, watch my
face, I am like a child is four
is mark letters or numbers on a surface, especially with a pen
'cp i \ l £
are the first verse o f Qur’an, call man to learn and know the
by reading, writing and speaking. We can see “read and write”
in the table below.
n an
i se
is* is*
No Indonesian English
1. Aku (Minke) bakal pelajari I will learn t ie family was weird
kehu rga aneh dan seram ini. and creepy, ^ind will write it.
Dan bakal kutulis. (Pramoedya,
2009 p. 106)
2. la ( Myai Ontosoroh) sedang She was reading a book. She
mem iaca buku. Ia berpaling turned to n|e as he closed the
pada ai sambil menutup buku, book and rqad quickly to me, it
dan sekilas terbaca olehku is titled Nya Dasima.
berji dul Nyai Dasima. i
3.
Suujhof. (Pramoedya, 2009: p. Toll
dikeial itu, Minke dari kualitas
lain seorang Minke yang mahir
merjggunakan Belanda dalam
mer yatakan perasaan dan
piki an, seorang Minke yang
mer yumbangkan sebuah karya.
Dia telah mampu menulis tanpa
kesalahan dalam bahasa yang
bukhn milik ibunya,” said
uses Dutch in stating feeling and
thoughts, Minke who donate a
work. He has been able to write
without mistakes in language
that does t not belong to his
mother tongue,” said Magda
Peters. j
1
be
Baied on the data the writer analyzed that writing is a good habit,
a author. Before writing is reading. By reading we can
lr knowledge in many subjects. Writing is one o f ways to
•pinion. Our or others experience can make our writing is more
Dur Parents <
ect to our parents, especially our mother. ]
O' Ofr*£c. pAj LaJ 1 AS!>•
‘... and wd love enjoined upon man concerning his oarents. His mother
beareth hiik in weakness upon weakness and his weaning in two years.
Give thankd unto Me and unto thy parents. Unto Me is'journeying.'
The table below shows a list o f sentences o f the novel are related to
respect to otr parents.
pa tiba-tiba hati diserang
Based cyi such expressions above we must respect to our parents,
i
especially our pother are like Minke. Most parents try to do the best to
your future.
5. Discipline
It is a belkvior to do an assignment on time and based on the rule.
The table below (shows a list o f sentences o f the novel are related to
discipline.
No Ilndonesian English
1. Di malam hiri aku (Minke) bekerja, At night, I work, study, or i
belajar atau menulis sambil write while waiting Annelies
menunggui Annelies di kamarnya. in her bedroom. ) said Minke. [Pramoedya, 2009:
p .4 4 4 ) 1 Minke.
Based on such Expressions above as human being we lave to
discipline in our activitie^ wasting time is a bad habit.
6. Be Clean
Cleanness brings health o f our body, mind, and environment. It was
j
“For God loves
keep themselves
The
“ be clean”. : talle
tZio.se who turn to Him constantly and he loves those who
pure and clean” i
below shows a list o f sentences o f the novel are related to
No Indonesian English
1. “Uh, kiu begini kotor, bau “Uh, you ar^ so dirty and keringat. Mandi, jangan lupa smelled o f swt at. Take a bath,
dengan a r hangat,“ said Minke’s do not forget to use warm
mother o Minke. (Pramoedya, water,” said Mfnke’s mother to
2009: p.l J0) Minke.
2. Dalam lunia pelacuran yang In the world :o f prostitution
terkutuk ini dinamai "sipilis" which is named for Burma's
Birma. | Pramoedya, 2009: p. syphilis. (Maiko get Burma's
255) syphilis)
3. Pakaian <alamnya nampak telah His under wea/ has not been
lebih sei linggu tidak diganti, changed for a vVeek, too dirty.
terlalu kc or. (Pramoedya, 2009: “His” refers to Ffobert Mellema
p.258 )
Le m Then
world and th
7. Long Life
is no reason to stop learning. It brings1 advantages in the
hereafter. In Qur’an surah A1 Mujadalah: :11:
mg *
to high ranks those that have faith and knowledge among
>g\iizant o f all your actions.” 1
shows a list o f sentences o f the nbvel are related to
1
perusahaan, 1 pemeliharaan animal maintenance, office
hewan, pekerjaan kantor. Mula- work. I was thought Melayu
mula diajari alu bahasa Melayu, language early, then read and
t
write, and then also he Dutch 1 language. Your father was not kemudian membaca dan
menulis, setelan itu juga bahasa
Belanda. Papamu bukan hanya only teach with patience also
mengajar, dengan sabar juga tested all that has been thought. a Ii require that I speak Dutch menguji semui yang telah
diajarkannya. Ial haruskan aku with him. Then thou.ajit me
hukum, aturan dagang, semua
yang sekarang mulai kuajarkan
juga padamu,” said Nyai
