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R E T P A H
C 1 INTRODUCTION 1
.
1 Backgroundoft heStudy ... 1 w
e i v e R l a c it e r o e h T 2 .
1 ... 3 1
. 2 .
1 PsychologicalApproach... 3 t
c il f n o C f o s e ir o e h T 2 . 2 .
1 ... 4 t
c il f n o C f o s d n i K 3 . 2 .
1 ... 5 4
. 2 .
1 Theory o fConfilc tResoluiton... 6 k
r o w e m a r F l a c it e r o e h T 3 .
1 ... 01 y
d u t S e h t f o h c a o r p p A 4 .
1 ... 11 y
d u t S e h t f o s e r u d e c o r P 5 .
ii i x 2
R E T P A H
C DISCUSSION
2.1Jerry’sI nterpersona lConfilct ... 13 g
o D e h t d n a y r r e J n e e w t e b t c il f n o C n o it u l o s e R e h T 2 .
2 ... 22
y d a l d n a L e h t d n a y r r e J n e e w t e b t c il f n o C n o it u l o s e R e h T 3 .
2 ... 24
4 .
2 TheResoluitonConfilc tbetweenJ erryandPeter... 52
3 R E T P A H
C CONCLUSIONANDSUGGESTION 1
.
3 Conclusion ... 03 2
.
3 Suggesiton ... 23 1
. 2 .
3 Suggesitonf o rFutureResearchers ... 23 2
. 2 .
3 Suggesitonf o rTeachingLearningAcitvtiy ... 33 S
E C N E R E F E
R ... 53 S
E C I D N E P P
v i x
S E C I D N E P P A F O T S I L
e g a P 1
x i d n e p p
A :Summaryoft heZooStory..……… 3 7 2
x i d n e p p
A :TheBiographyo fEdwardAlbee.………. 3 9 3
x i d n e p p
A :LessonPlano fTeachingBasicReadingI …...……….. 4 1 4
x i d n e p p
A :TeachingMate iral……….. 4 4 5
x i d n e p p
1 R E T P A H
C 1
N O I T C U D O R T N I
r e t p a h c s i h
T deal swtih the background o fthe study ,theoreitca lreview ,
, k r o w e m a r f l a c it e r o e h
t approach o fthe study ,and method o fthe study .The
d n u o r g k c a
b o fthe study explain swhy the play The Zoo Story si chosen as the
t s e h t f o a t a d y r a m ir
p udy . The background o f the study also contain s the
. n o it a l u m r o f m e l b o r p e h t d n a y d u t s e h t f o s e v it c e j b
o Theoreitca lreview consist s
, h c a o r p p a l a c it ir c f o y r o e h t e h t f
o theory o fconfilct ,kind so fconfilct ,and t heory
. n o it u l o s e r t c il f n o c f
o Theoreitca lframework help sto focu son analyz ing the
e h T . y d u t s e h t f o t c e j b u
s approache so fthe study concerns wtih the ltierature
y a l p e h t g n i z y l a n a n i d e s u s e h c a o r p p
a . Then ,t he step sused in compleitng the
e h t n i d e n i a l p x e e r a y d u t
s procedures.
1. .1 Backgroundoft heStudy y
r o t S o o Z e h
T si t he Ameircan playw irgh tEdward Albe 'e sfris tplay .I t
.s k e e w e e r h t t s u j n i d e t e l p m o c d n a 8 5 9 1 n i n e tt ir w s a
w Thestoryi sabou thowa
l a rt n e C n i h c n e b a n o n a m r e h t o n a h ti w n o it a s r e v n o c a p u s tr a t s y r r e J d e m a n n a m
. e c n e l o i v f o t c a n a n i e t a p i c it r a p o t m i h s e c r o f y ll a u t n e v e d n a k r a P
y r o t S o o Z e h
T si an absurd play . According to Maritn Essiln in
z t e n a l e t s o
K (1964 )whocreates thet ermoft hearteoft heabsurd:
e h
T thearte o f the absurd show s the wo lrd a s an incomprehensible a
e
m ning represented on the stage .Thearte o fabsurd also reveal sthe t h g u o h t e w t a h w f o n o i s u ll i e h t d n a s n o it i d n o c n a m u h e h t f o y ti l a n o it a r ri
( e r u t c u rt s l a c i g o l t n e r a p p a s ti s a
x e n
A ampleaboutt heabsurdiitesoft hehumancondiitonsi sTheMytho f
s u h p y s i
S tha ti saritculated by the French phliosophe rAlber tCamu .s Alber t
s e t o n ) 5 5 9 1 ( s u m a
C tha tSisyphus i s t heabsurd hero who scornst hegods ,hate s
S . e fi l n i s n o i s s a p s a h d n a , h t a e
d isyphus’ passion sb irng him t o death and t hati s
e h t r o f d i a p e b t s u m t a h t n o i s s a p e h
t passion soft hi seatrh( p 9 .8 ). Camu s(1955 )
o s l
a deifnes thatt herei sj us tonewo lrdt ha thast wos on snamedhappines sandt he
d r u s b
a ( .p 09 .)
y r o t S o o Z e h
T presentst wocharacter st hataref romtwo dfiferen tclasses .
n i s r e t c a r a h c e h
T T eh Zoo Story, Jerry and Peter, also present two conrtasitng
f o y a w e h t w o h s s r e t c a r a h c o w t e s e h T . s a e d i ri e h t r o f t h g if y e h t w o h d n a s e l y t s e fi l
y ti C k r o Y w e N n i s e v il t n e r e f fi
d .Pete rlead sa setlted lfie and enjoy shi s itme ,
e b o t s a h y r r e J s a e r e h
w saitsifed wtih hi swretched condiiton i n asmal lrooming
. y ti C k r o Y w e N n i e s u o
h There were srtanger sto one anothe rand me ta tthe
k r a P l a rt n e
C .Jerry t ires t o havea conversaiton wtih Pete rand t hey surely have
m e l b o r p n o it a c i n u m m o
c s .In t hepark ,Jerry t ell ssome sto ire sabou this l fie ,hi s
, s e ir o t s e s o h t s ll e t y r r e J r e tf A . g o d e h t d n a , y d a l d n a l e h t ,t n e m tr a p
a Jerrysayst ha t
e
h want sthebench and hechallenge sPetert o ifghti n ordert o defend t hebench
h c i h w n
o Peteriss tiitng.J erryusest ha tcondiitont okillhimsel finordert oposse s
.r e t e P m o r f h c n e b e h t
s i y d u t s s i h t f o e s o p r u p e h
T to analyzeJerry’ sconfilct sand ifnd ou thow
s t c il f n o c s i h s e v l o s e r y r r e
J in Edward Albee’s p lay The Zoo Story .Fris to fall ,
t a h
d n o c e
S ,how the confilc tresolu itons ea r analyzed .In thi spa tr ,Jerry’ sconfilct s
o t g n i o g e r a h c i h
w abe nalyzeda retheinterpersonal confilcts.
e r o f e b d e t a t s d n u o r g k c a b e h t m o r
F ,the problem formulaiton of t hi s ifna l
: s w o ll o f s a d e t a r o b a l e e b n a c d e s s u c s i d e b l li w t a h t r e p a p
.
1 Wha tareJ erry’si nterpersona lconfilctsinAlbee’ sTheZooStory?
.
2 HowdoesJ errysolvehi sinterpersona lconfilcts?
2 .
1 Theore itcalReview
e s e h T . d e t n e s e r p e r a y d u t s e h t o t d e t a l e r s e ir o e h t e m o s , tr a p s i h t n I
e h t e v l o s o t d e s u s i t a h t n o it a m r o f n i e h t s s e c o r p o t l u f e s u e b l li w s e ir o e h t
tr a p s i h T . s m e l b o r
p ,then ,consist so ftheory o fciritca lapproach ,theo ire so f
, t c il f n o
c andtheoryo fconfilctr esoluiton.
1.2. .1 Psychologi lc a Approach r
e g r e b r h o
R a nd Wood s Jr . (1971) , state that , “to have a reasonable
e ll a c s i h c i h w , s n a e m a y o l p m e o t d e e n e w , t n e m g d u
j d “ciritca lapproach”( p .3) .
r e ti r w e h t y d u t s s i h t n
I onlyusest hepsychologica lapproach ,whichi sbeilevedt o
m e l b o r p e h t n i d e t a t s s n o it s e u q e h t r e w s n a o t e n o e l b a ti u s t s o m e h t e b
s a , n o it a l u m r o
f Rohrberge ra ndWoodsJ r (1971)s uggested,”
h c a o r p p a l a c i g o l o h c y s
P involve sthe effor t to locate and demonsrtate r o f y ti c a p a c , n o it a n i g a m i s ’ r e t c a r a h c a s a h c u s , s n r e tt a p t n e r r u c e r n i a tr e c
d e s s e r p x e e r a t a h t r o i v a h e b d n a t h g u o h t s i h f o y ti x e l p m o c e h t d n a , n o it a e r c
c a d n a , s t h g u o h t ,s d r o w c il o b m y s n
o t n o it i d d a n
I t hepsychologica lapproach,t hewrtie ruse ssometheo ire so f
y g o l o h c y s
p to analyze the character’ spersonaltiy in the story .Through thi s
, h c a o r p p
a thecharacter’ sbehavio rcanbeanalyzeddeeply.
t c il f n o C f o y r o e h T . 2 . 2 . 1
5 6 9 1 ( n o t n a t
S )ha sdescirbed two catego ire so fconfilct sand why those
n e p p a h n a c s t c il f n o
c in suchways .A confilcti sdivided i ntot wocatego ires;t hey
I . l a n r e t x e d n a l a n r e t n i e r
a nterna lconfilc ti sthe confilc tbetween two desrie s
r o s e ri s e d g n i s o p p o e h t e s u a c e b d e n e p p a h t c il f n o c e h t e r e H . r e t c a r a h c a n i h ti w
. m i h r o f e n o t s e b e h t e s o o h c o t s a h e h d n a d n i m n w o s ’ r e t c a r a h c a n i e r a s e u l a v
b d e n e p p a h t c il f n o c e h t s i t c il f n o c l a n r e t x
E etween a characte r and hi s
e b y a m e r e h t , r e v e w o H . t n e m n o ri v n
e a confilc to fcharacter sagains tfate and
d e n e p p a h t i ,s e d i s e B . fl e s m i h f o l a o g a d n a m i h n e e w t e b t s i x e t a h t s e c n a t s m u c ri c
s r e t c a r a h c e h t f o s n o i n i p o t n e r e f fi d e h t f o e s u a c e
b .(p 1 ). 6
n a m l o
H a d n Harmon ( 1986 )also statet ha taconfilc tcan happen i n many
s n o it a u ti
s .A confilc ti sasrtugglet ha tgrow sou toft hei nterplay oft heopposing
t s n i a g a e l g g u rt s e h t n i r u c c o y a m t c il f n o c t a h t e t a t s o s l a y e h T . t o l p e h t n i s u c o f
, e r u t a
n agains tanothe rperson ,thesociety ,and thesrtugglef o rmastery. Confilc t
s n i a g a n a m e k il , s e c r o f g n i s o p p o n e e w t e b t n e m u g r a n a e b y a
m tman ,managains t
a n a m , e r u t a
n gains tfate o rperhap san interna lone between the two opposing
y ti l a n o s r e p s ’ n a m f o s tr a
t c il f n o C f o s d n i K . 3 . 2 . 1
f n o
C ilcti ss omethingf amiila randunavoidablei nhumanl fie .Also ,people
. t c il f n o c a e s u a c y a m s e c n e r e f fi d e s o h t d n a s e c n e r e f fi d e v a h y e h t d n a e u q i n u e r a
l e h c r o W o t g n i d r o c c
A and Coope r(1979) ,a confilc talso occursi n t he form fo
)l a n r e t n i( l a n o s r e p a rt n i d n a ) l a n r e t x e ( l a n o s r e p r e t n
i .A in nrtapersona lconfilc ti s
e c i o h c a g n i k a m n e h w s e c n e ir e p x e l a u d i v i d n i n a t a h t t c il f n o c a s a d e n if e d
tl a e r o m r o o w t n e e w t e
b ernaitves which the resul tfrom a stiuaiton in which
a h e b t o n o d e l p o e
p vea sani ndividua lexpectst hemt o .Moreove ,rInrtapersonal si
, l a r o m s i y l s u o ir a v h c i h w , y ti l a n o s r e p f o s t c e p s a n e e w t e b t c il f n o c e h t
n o s r e p a n i h ti w l a u ti ri p s r o l a u t c e ll e t n i ,l a c i g o l o h c y s
p .
r u o f e r a e r e h t , r e v e w o
H kinds o f in rtapersona l confilct . They are
h c a o r p p
a -approach , avoidance-avoidance , approach-avoidance , and double
h c a o r p p
a -avoidance .Thef risti sapproach-approach.I toccur swhent hei ndividua l
. e n o n i a tt a y l n o n a c t u b s l a o g e v it i s o p o w t h c a o r p p a o t d e t a v it o m s
i Sincei tha s
l a o g e v it i s o p o w
t s ,individua linvolved in the confilc tw till g e a posiitve resul t
. l a o g e n o n i a tt a y l n o n a c e h s / e h h g u o h tl
a Then , the second i s avoidance
-y ll a u q e o w t n e e w t e b e s o o h c t s u m l a u d i v i d n i e h t n e h w s r u c c o t I . e c n a d i o v a
a e v a h o t tl u c if fi d s i tI . s l a o g e v it c a rt t a n
u goodresul tsincei thast wounatrtacitve
h c a o r p p a s i d ri h t e h T . s l a o
g -avoidance which only involve sone goal .Tha tone
s a h t i e c n i S . ti h ti w d e t a i c o s s a s e it il a u q e v it c a rt t a n u d n a e v it c a rt t a h t o b s a h l a o g
n a s e k a m t i ,s e it il a u q e v it c a rt t a n u d n a e v it c a rt t
a individuali nvolvedi nt heconfilc t
d i o v a r o t i h c a o r p p a o t s a
h ti .Thel asti sdoubleapproach-avoidance .Thi skindo f
t c il f n o
. s t c e p s a e v it a g e
n However , there are some factor s tha t make an individua l
s l a o g e h t d i o v a o t r o h c a o r p p a o t r e h t e h
w .Those factor sare how close i s
l a o g e h t o t l a u d i v i d n
i s ,the amoun to fthe goals ,the kind o fthe goals ,and the
l a o g e h t f o s s e n e v it c a rt t
a s.
s i t c il f n o c f o d n i k d n o c e s e h
T interpersona l o r external confilct .
t c il f n o c l a n o s r e p r e t n
I i sthe confilc tbetween a person and an externa lforce
) e s r e v i n u e h t , e r u t a n , y t e i c o s , n o s r e p r e h t o n a
( .I nterpersona lconfilc tbasically i sa
t a h t s e s n o p s e r t n e r e f fi d y b d e s u a c e l p o e p r e h t o h ti w t c il f n o
c ani ndividualw s. ant
o r e z e h t s i t s ri f e h T . t c il f n o c l a n o s r e p r e t n i f o s d n i k o w t e r a e r e h t ,r e v o e r o
M -sum
. t c il f n o
c Theze -ro sumconfilc thappen swhenani ndividua’l swinningi sal ossf o r
r e h t o n
a individual .Thesecond i st henon- oz -er sum confilct .Thi sconfilcti salso
ll a
c edamixed-moitvestiuaitonand t herearet wo i mpo trantt hingsi n t hi skindo f
e h T . s s o l s ’ r e h t o e h t t o n s i g n i n n i w r o n i a g s ’ n o s r e p e n o s i t s ri f e h T . t c il f n o c
. n o it it e p m o c d n a n o it a r e p o o c y l e m a n , s e v it o m o w t s e v l o v n i e n o d n o c e s
e il p m i e b n a c t i , e r o f e r e h
T d tha tthe individuals involved in the confilc tare
r e h t o h c a e o t l a i c if e n e b y ll a u t u
m (p . 460- 34 ). 6 Eventually , the confilct s
s i e v o b a n o it p ir c s e
d intended t o suppo trt het heo ire so fconfilct swhichhavebeen
e r o f e b d e n o it n e
m byStantonandHolmanandHarmon.
n o it u l o s e R t c il f n o C f o y r o e h T . 4 . 2 . 1
l a r e v e s e r a e r e h t t a h t d e t o n ) 0 0 0 2 ( e l g n a p S l e a h c i M d n a n e r r a W a r y M
s y a
w people approach thei r confilcts . Those approache s are avoiding ,
. e v it a r o b a ll o c d n a , e v it it e p m o c , g n i s i m o r p m o c , n o it a d o m m o c c
ti r e m n o d e s a b s t n e m u g r A
s r e h t o g n i u l a V
n i
W -winatttiude
g n ir a h s n o it a m r o f n I
s n i a g t n i o J
g n i d n a t s r e d n u d n a y h t a p m E
s t s e r e t n i t n i o J
d e r a h s r e w o P
n o it a d i m it n i d n a f f u l B
s r e h t o f o g n i u l a v e D
n i
W -loseatttiude
g n i d i h n o it a m r o f n I
s n i a g l a n o s r e P
fl e
S -focused
fl e
S -interests
s r e h t o r e v o r e w o P
n o it a i d e M . b
m o r f e c n a t s i s s a e m o s d e e n y a m s e it r a p e h t , e t a it i n i o t d r a h s i n o it a it o g e n f I
tr a p
a y externa lto dispute . Mediaiton i sa proces sin which a thrid patry i s
a h d n a , e m o c t u o e h t n i e k a t s o n s a h , l a it r a p m
i sno power t o i mpose a decision .
o h w , y tr a p d ri h t e h
T appear sa saneu rta lpatry ,mus tguidet heconfilcitngparite s
n o n a h g u o r h
t -adversa ira ldiscussion process .Ast het hrid patry ,amediato rmus t
. m e l b o r p e h t r o f w e i v f o t n i o p e v it c e j b o n a e v a
h Succes so fmediaitondepend son
t s s e n g n il li w ’ s t n a t u p s i d e h
t o accep tthe mediator’ srole a sa proces sexper tfo r
s e c n e r e f fi d g n i v l o s e
r p( . 27 - 37 ).
n o it a ti li c a F . c
s i n o it a ti li c a
F aconfilc tresolu iton process t ha trequries t hrid patry help .
e h
T thrid patry wli lhelp t o end t heconfilc twtih t he bes tpossiblesolution .The
s i y tr a p d ri h
t apersonwhos erve sa sani mparita lo rneurta ldiscussionl eader ,who
. 4 .
1 Approachoft heStudy
The focu s o f thi s study i s on Jerry’s interpersona lconfilct sand hi s
h c a o r p p
a to resolve hi sconfilcts .Thi sstudy use sciritca lapproach namely the
l a c i g o l o h c y s
p approach.Sincet hestudyi sdeailngwtih t heatttiudeo facharacter ,
t eh theory o fconfilc tand t het heory o fconfilctr esoluiton arer eferred .Sincet hi s
t r a p a s i h c i h w , r e t c a r a h c n i a m e h t f o t c il f n o c l a n o s r e p r e t n i e h t s e z y l a n a o s l a y d u t s
t c e p s a l a c i g o l o h c y s p f
o s ,the wrtie remploy sthe psychologica lapproach .Thi s
.f l e s ti t c il f n o c l a n o s r e p r e t n i s ’ r e t c a r a h c n i a m e h t d n a t s r e d n u o t d e il p p a h c a o r p p a
t c il f n o c l a n o s r e p r e t n i l a e v e r n a c r e ti r w e h t , h c a o r p p a t a h t m o r
F s faced by the
y r r e J d e m a n y a l p e h t f o r e t c a r a h c n i a
m . Jerry’ s interpersona l confilct s are
. n o it u l o s e r t c il f n o c d n a t c il f n o c f o s e ir o e h t e h t r e d n u d e z y l a n a
y d u t S e h t f o s e r u d e c o r P . 5 . 1
s i h c r a e s e r y r a r b il a , y d u t s e h t f o s e v it c e j b o e h t h s il p m o c c a o t r e d r o n I
a t a d y r a m ir p e h T . d e t a l e r s e ir o e h t t c e ll o c o t d e t c u d n o
c i s Edward Albee’ sp lay
d e lt it n
e The Zoo Story .Interne tand othe rbooks are also used a ssecondary y
d u t s s i h t f o s e c r u o
s .Moreove,r t herearesomestepst ha tneedt o bedonei n t he
. y d u t s s i h t g n it c u d n o c f o s s e c o r p
g n i d a e r s a w p e t s t s ri f e h
T thi s play comprehensively to ge t a deep
t c e j b u s e h t d n a y r o t s e h t t u o b a g n i d n a t s r e d n
u which wa sabou tto be analyzed .
e m o s g n i k a m , n e h
T note sabou tthi splay wa salso os impo tran tin thi sstudy
o t d e s u e r e w s e t o n e s o h t e s u a c e
b ifnd the signiifcan telemen to fthe story .The
s a w p e t s d n o c e
a w d E f o s e i d u t s e h t o t d e t a l e r e r a t a h
t rdAlbee’ sTheZooStory .Thet hrids tepwa s
s ’ y r r e J g n i v r e s b
o interpersona lconfilct sand hi sresoluiton o fhi sinterpersona l
h tr u o f e h T . n o it u l o s e r t c il f n o c d n a t c il f n o c t u o b a s e ir o e h t e m o s g n i s u s t c il f n o c
g n i z y l a n a n i s e ir o e h t e h t g n i y l p p a s i p e t
s Jerry’ sinterpersona lconfilct sand hi s
s t c il f n o c l a n o s r e p r e t n i s i h f o n o it u l o s e
r . Moreover , the wrtie r did draw a
n o i s u l c n o
c based on the discussion .The las tstep o fconducitng thi sstudy also
g n i n r a e l g n i h c a e t n i y a l p e h t f o n o it a t n e m e l p m i e h t d e t n e s e r
p - itac viite swhich
3 1
2 R E T P A H C
N O I S S U C S I D
. y d u t s e h t f o s g n i d n if e h t s t n e s e r p r e t p a h c s i h
T Thewrtierf ocuse smerely
r s ti d n a r e t c a r a h c f o t c il f n o c e h t n
o esolu iton .The wrtie ruse stwo theo ires to
n o s r e p r e t n i s ’ y r r e J s i t s ri f e h T . l a e v e r o t s t n a w r e ti r w e h t e u s s i e h t y fi r a l
c a l
.s t c il f n o c e h t f o n o it u l o s e r e h t s i d n o c e s e h t d n a s t c il f n o c
t c il f n o C l a n o s r e p r e t n I s ’ y r r e J . 1 . 2
, s e s u a c e h t g n ir e d i s n o C . e fi l y li a d r u o n i r a il i m a f g n i h t e m o s s i t c il f n o C
, e fi l n a m u h n i e l b a d i o v a n u e r a h c i h
w aconfilc toccursi nt hef ormofi nrtapersona l
lf n o
c ic t and interpersona lconfilct . Holman a nd Harmon (1986 )state tha t a
t c il f n o
c can happen i n many stiuaitons:A confilc ti sasrtugglet ha tgrow sou to f
y a m t c il f n o c t a h t e t a t s o s l a y e h T . t o l p e h t n i s u c o f g n i s o p p o e h t f o y a l p r e t n i e h t
h t n i r u c c
o e srtuggle agains tnature ,agains tanothe rperson ,the society ,and the
e k il , s e c r o f g n i s o p p o n e e w t e b t n e m u g r a n a e b y a m t c il f n o C . y r e t s a m r o f e l g g u rt s
s n i a g a n a
m tman ,managains tnature ,managainstf ateo rperhap sani nterna lone
n i s o p p o o w t e h t n e e w t e
b gpatr so fman’ spersonaltiy .(p 107).
l e h c r o W o t g n i d r o c c
A and Coope r(1979) ,a confilc talso occur sin the
)l a n r e t n i( l a n o s r e p a rt n i d n a ) l a n r e t x e ( l a n o s r e p r e t n i f o m r o
f : An inrtapersona l
h w s e c n e ir e p x e l a u d i v i d n i n a t a h t t c il f n o c a s a d e n if e d s i t c il f n o
c en making a
tl a e r o m r o o w t n e e w t e b e c i o h
c ernaitves .Moreove,r Inrtapersonal i s t heconfilc t
: Y R R E
J [Hi s eye s stli l closed , he shake s hi s head and speaks ; a n
o it a c il p p u s d n a y r c i m i m l u f n r o c s f o n o it a n i b m o
c ] Oh…my...God .[Hei s
d a e
d ] (p .48-4 9 .)
n i w s i h
T -lose resoluiton srtategy end sinto a ifna lresoluiton fo rJerry .
t a h t e c ir p e h t s i t a h t d n a h c n e b e h t s e s s o p o t r e d r o n i e fi l s i h d e c if ir c a s s a h y r r e J
, r e v e w o H . h c n e b e h t r o f y a p t s u m e
h event houghJ errydie sbu thewinst hegame .
d n a h c n e b s u o i c e r p s i h s e s o l r e t e
0 3
3 R E T P A H C
N O I S U L C N O
C S ANDSUGGESTIONS
e h t s n i a t n o c t r a p t s ri f e h T . s tr a p o w t o t n i d e d i v i d s i r e t p a h c s i h T
s ’ e e b l A f o s i s y l a n a e l o h w e h t f o n o i s u l c n o
c The Zoo Story .The second par t
. g n i h c a e t r o f s n o it a t n e m e l p m i d n a h c r a e s e r r e h tr u f r o f s n o it s e g g u s e h t s r e v o c
3. .1 Conclusion
t r o f g n i g n e ll a h c s i t
I he wrtie rto analyze Albee’ sThe Zoo Story a sthe
. r e p a p l a n if s i h t n i y d u t s e h t f o t c e j b
o Havinganalyzedt heplayTheZoo Storyby
e e b l A d r a w d
E , t hereader swil l ifnd agood example o faman ,Jerry ,who face s
x e l p m o
c interpersona lconfilct sin dfiferen tstiuaiton. tI also can be concluded
t a h
t Jerry ha sto face three interpersona lconfilcts unit lhi sdeath .In the fris t
t c il f n o
c ,Jerry has t o facet he dog t ha talway sattacks him when hecome shome
s i ti t u
b werid t hatt hedog neve rattack shim wheneve rhegoe sout .Then ,Jerry
m i h k c a tt a r e v e n l li w g o d e h t t a h t o s d n e ir f s ’ g o d e h t e b o t s e ir
t again but tha t
. y r r e J r o f d r a h o s s m e e
s Jerryhast iredsomewayst oendhi sconfilc twtiht hedog
t a h t e n o y l n o t u
b iss uccess .Jerryend shi sconfilc twtiht hedogbycompromising .
, g n i s i m o r p m o c y
B both Jerry and t he dog have setlted fo rparita lsaitsfaciton o f
s t s e r e t n
i ,and i tcanbeseen thati nt heend o ft heconfilc tJerryandt hedog have
a t s r e d n u d e t a e r
c nding .Jerry i ssaits ifed enough to have understanding and he
y r r e J d n a g o d e h T . n i a g
a regard each othe rand they ge tthei rown freedom
g n i d n a t s r e d n u r i e h t f o e s u a c e
b .
, n e h
T in the nex tconfilct ,Jerry ha sto face the landlady who alway s
r e n r o
c s Jerry and make shima she rsexua lobject .Jerry alwayst irest o avoid t he
y d a l d n a
l becauset hel andlady i svery annoying .Jerrydoe sno tneed t o ifgh th e;r
t e g o t r e h e v i e c e d o t s d e e n y l n o e
h awayf rom he.r When Jerryi si n rtoublewtih
y d a l d n a l e h
t Jerry ha sat irck to escapef romhe rby l ying thatt hey havehad sex
e r o f e
b . The landlady i seasy to be tircked and Jerry use shi st irck to avoid he.r
e h t h ti w t c il f n o c s i h s d n e y r r e
J landladybyavoiding .Thi ssrtategywork sbecause
n a c y r r e
J avoid t hel andladysexua ldesrieby using t hi ssrtategy .Jerry avoidst he
e h T . s y a d s u o i v e r p e h t r e h h ti w x e s d a h s a h e h t a h t r e h o t e il g n il l e t y b y d a l d n a l
s i y r r e J o s d n a s d r o w s ’ y r r e J s e v e il e b y d a l d n a
l safeuntlit henex tmeeitng.
.r e t e P d n a y r r e J n e e w t e b t c il f n o c e h t s i t s a l e h t n e h
T Fromt hestatr ,Jerry
p e e k o t r e t e P o t n o it a c i n u m m o c n e p o n a e k a m o t s e ir
t Peterwtihhimt ogetheri n
n o c e s u a c t a h t s d r o w s i h y b r e t e P s tr u h n e tf o y r r e J , r e v e w o H . k r a p e h
t filc t
s i h r a e h o t m i h h ti w y a t s o t r e t e P s e c r o f o s l a y r r e J . m e h t n e e w t e
b storyaboutt he
r e t e P h g u o h tl a o o
z feel sso anxious abou thi ssafety .Inciden ttha treally make s
o t m i h s k s a y r r e J n e h w s i r e t e P o t e s n e
s giveupthebenchand timake sPete rmad .
, o
S Jerry challenges Pete rto defend the bench by ifghitng and Jerry use stha t
. n a l p s i h h s il p m o c c a o t e c n a h
c To end the confilct ,Jerry commti ssuicide by
. y r r e J m o r f fl e s m i h d n e f e d o t s e s u r e t e P h c i h w e fi n k e h t n o f l e s m i h g n il a p m
i Jerry
s i t a h t t u b d a e d s
y r r e J s n a e m h c i h w n o it a it o g e n e v it u b ir t s i d g n i s u r e t e P h ti w t c il f n o c s i h s d n e y r r e J
r e t e P s e c r o f y r r e J t a h t n e e s e b n a c t i , y a l p e h t m o r F . h c a o r p p a e v it c u rt s n o c a s e s u
t s s i h f o l l a r a e h o
t o ire sthen he force sPete rto keep staying wtih him unit lhe
. e d i c i u s s ti m m o c
3. .2 Suggesitons
f e h t r o f e r a s n o it s e g g u s t s ri f e h T . s tr a p o w t f o s t s i s n o c t r a p s i h
T uture
e r u t u f r o F . n o it a t n e m e l p m i g n i h c a e t r o f e r a s e n o d n o c e s e h T . s r e h c r a e s e r
d e z y l a n a e b n a c t a h t s t c e p s a e h t g n i d r a g e r s n o it s e g g u s o w t e r a e r e h t ,s r e h c r a e s e r
e h t , n o it a t n e m e l p m i g n i h c a e t r o F . t c e j b u s e h t n o d e s a b y d u t s s i h t n i d e i d u t s d n a
f o e c n a tr o p m
i ltierature work wtihin Engilsh teaching and the example o fa
. d e d i v o r p e b l li w k r o w e r u t a r e ti l a n o d e s a b l a ir e t a m
. 1 . 2 .
3 Suggesitons forFutureResearche s r
t s ri
F , eTh ZooStorycontain ssomesymbolst ha tcanmean manyt hings in
s y a d a w o n y t e i c o s e h
t .Fo rexample,t herei samomenti nt heplaywhenJerrysay s
P o
t eter t ha the wants t hebench (p .41) . Thebench t hat i swanted by Jerry i sa
f d n a l o b m y
s u trhe rresearcher scan take the study o fsymbo la sthei rstudy fo r
l o b m y s f o y d u t s e h T . d e l a e v e r e b n a c t a h t s l o b m y s y n a m l li t s e r a e r e h
t migh tbe
.r e d a e r e h t r o f l u f e s u e b l li w t l u s e r e h t d n a g n i g n e ll a h c
, d n o c e
S the Zoo Story i sno tonly using i nterpersona lconfilc tamong t he
c il f n o c l a n o s r e p a rt n i o s l a t u b s r e t c a r a h
c t .Fo rexampleare i n rtapersona lconfilct s
. r e t e P y b r o y r r e J y b d e c a f e r a t a h
t tIi ss uggestedf ort hef uturer esearcherst o ifnd
n i s t c il f n o c l a n o s r e p a rt n i e s o h
rt n i s i h s e c a f n a m a f o y a w e h t d n a t s r e d n
u apersona lconfilct sand howt o ifndt he
. m e h t e v l o s e r o t y a
w
y n a m o s ll it s e r a e r e h t e s u a c e b d e i d u t s s i t a h t tr a p e lt ti l a y l n o s i y d u t s s i h T
. y a l p s i h t g n i d a e r y b n r a e l o t s g n i h
t The Zoo Story stli loffer smany interesitng
. y d u t s o t s c i p o t
.
3 22 . . SuggesitonforTeachingLearningAcitvtiy
g n i n r a e l d n a g n i h c a e t n i s k r o w y r a r e ti l f o e s u e h t s t s e g g u s n o it c e s s i h T
l ,) 1 1 0 2 ( b i h t a K o t g n i d r o c c A . h s il g n
E tieraturei sconsidereda sagoodi nsrtument
c it n e h t u a s i e r u t a r e ti L . s e s o p r u p g n i n r a e l e g a u g n a l r o
f and i tcan bei magined i n
, s n o it a s r e v n o c e v a h n a c s t n e d u t s , e r u t a r e ti l n I . l e v o n d n a a m a r
d expression so f
. s n o i s s e r p x e d e z il a u t x e t n o c d n a , s e s a r h p l a n o it c n u f , s g n il e e
f From ltierature
r e h tr u F . s d r o w e v it p ir c s e d h ti w n a m u h f o e r u t a n e n i g a m i o s l a n a c s t n e d u t
s more,
n k y r a l u b a c o
v owledgecan beexpanded t hroughltierary t ext stha tcontain forma l
r o f e s i c r e x e d o o g a s i s l e v o n d n a s e ir o t s t r o h s g n i d a e R . e g a u g n a l l a m r o f n i d n a
r u o y g n i g r a l n
e vocabularydomaino fknowledge.
e r o f e r e h
T , the wrtie rpresent sa suggesiton o fteaching B ca Rsi eading I
d e z it ir o ir p s i n o it a t n e m e l p m i g n i h c a e t e h T . ll i k
s fort hef tri ss emester fo Engilsh
y d u t S n o it a c u d
E Program. According to Paulston and Brude r(1976) ,intensive
’ s t n e d u t s s e s u c o f e u q i n h c e t g n i d a e
r attenitont hrough i nsrtuciton ont he ilnguisitc
e g a s s e m e h t e d o c e d o t m e h t e l b a n e h c i h w s e r u t a e
f (p .164) . In basic reading I ,
s t n e d u t
s are able to comprehend a ltierary work and student scan pracitce thei r
n i t n e u lf e r o m e b n a c y e h t t a h t o s l li k s g n i d a e
r speaking Engilsh and hopefully
n a c o s l a s t n e d u t
y a l p e h t m o r f e g a s s a p d e t c e l e s a e s u n a
c enitlted The Zoo Story a sone o fthe
s ll i k s g n i d a e r s t n e d u t s e h t e v o r p m i o t g n i d a e r r o f s e c r u o
s and comprehend
s n o it s e u q e h t g n ir e w s n a y b l a ir e t a
m throughl tierarywork .s
: e b l li w s e r u d e c o r p g n i h c a e t e h T
.
1 Thet eache rgreet sandaskss omes tudentss omequesitonsr elatedt onarraitve .
o t o s l a d n a e r u t a r e ti l t u o b a e c n e ir e p x e t s a p r i e h t e g a r u o c n e o t l u f e s u s i tI
. y ti s o ir u c r i e h t e s a e r c n i
s e v i g , s t n e d u t s r u o f r o e e r h t f o g n it s i s n o c p u o r g a s e k a m r e h c a e t e h T .
2 thet extt o
. g n i d a e r y b t x e t e h t n a c s o t s t n e d u t s e h t s k s a n e h t d n a , s t n e d u t s e h t
y b t x e t e h t s s u c s i d o t s t n e d u t s e h t r o f y ti n u tr o p p o n a s e v i g r e h c a e t e h T . 3
.s n o it s e u q e m o s g n ir e w s n a
.s t n e d u t s e h t h ti w r e h t e g o t s n o it s e u q e h t s e s s u c s i d r e h c a e t e h T . 4
h T .
S E C N E R E F E R
. A , s u m a
C (1991) .T mhe yth o fSisyphu sandothe ressays .Trans .JusitnO’B iren . .s
k o o B e g a t n i V : k r o Y w e N
, n a m l o
H H .&Harmon , .(W 1986) .A handbookt o ilterature .London :GoergoG . p
a r r a
H andCo .Ltd.
, b it a h
K M (. 2011). Englsih l anguaget eaching :ltieraturei n E / LFLE cS lassroom. (http://www.rianianilnguisitc .sorg/papers/Ltierature.pdf ,accesed on June
.) 1 1 0 2 , 6 2
, z t e n a l e t s o
K R .E .(1964) .O cn ontemporary ltierature .New York :The Hears t .
n o it a r o p r o C
. r e d u r B N . M d n a . B . C , n o t s l u a
P (1976) .Teaching Eng ilsh a sa secondlanguage :
teachingandprocedures .Boston :BrownandCompany.
, r e g r e b h o
R M . and Woods , S . H. , J.r (1971) . Reading and wriitng abou t ltierature .NewYorkCtiy :RandomHouse.
. R , n o t n a t
S (1965) .A in ntroduciton to ficiton .New York :Hotl ,Richard and .
n o t s n i W
. M , n e r r a
W & Spangle , . (M 2000). Collaboraitve approache s to resolving confilct .London :SagePubilcaiton ,sI nc.
S , l e h c r o
W . & Cooper , . (J 1979) .Understanding socia lpsychology .Homewood : s
s e r P y e s r o D e h
T .
e c r u o
S from et h Interne:t
( .s u o m y n o n
A n.d.) .Threeplay soft heabsurd :edward albee. (h ttp://wwwi.magi -l
m t h . 4 4 c s l c / k c u rt s n o o m / m o c . n o it a
1 x i d n e p p A
F O Y R A M M U
S THEZOOSTORY
r e t e P e li h
W w as reading a book on a bench in Cen rta lPark ,he w as
y b d e t p u r r e t n
i asrtange rnamed Jerrywho saidt ha thehad been t o t hezoo .Pete r
t a h t d i a s y r r e J n o it a s r e v n o c r i e h t n I . y r r e J f o e c n e s e r p e h t h ti w e l b a tr o f m o c n u s a w
o z e h t t a d e n e p p a h t a h w e e s d l u o w r e t e
P oi nt het elevisionorr ead tii nt hepapers .
l l e t d l u o w y r r e
J as toryabou twha thappened ta thezoot oPete.r
n o y l d i v i v e s u o h g n i m o o r s i h t u o b a d e b ir c s e d y r r e J , r e t e P h ti w k r a p e h t t A
e d a m e s u o h g n i m o o r s i h t u o b a n o it p ir c s e d s ’ y rr e J . e d i S t s e W r e p p U e h
t Peterf ee l
a s a w y r o t s s i h d n a y li m a f s i h t u o b a y r o t s d l o t y r r e J n e h T . e l b a tr o f m o c n u e r o m
e m a c e b e h s y ll a u t c a d n a r e h t a f s i h d n a y r r e J d e n o d n a b a r e h t o m s ’ y r r e J . y r o t s d a s
a h t r e t e P d l o t o s l a y r r e J . t u l s
a thi smothe rdead a tCh irstmas .Jerry completely
o
l s thi sparen twhenhisf athe rwa saccidentallycrashedbymoving ctiyomnibus .
d n u o f e h s t u b t n u a n a d a h l li t s , r e h t a f t s o l r e tf a e m it t a h t n i , y r r e J , r e v e w o H
n o d a e d d e p p o r
d thes tarist ohe rapa trmentont hea tfernoono fJerry’shighs choo l
n o it a u d a r
g .
Jerry admitted t ha thewa saquee rand healso t old abou thi srelaitonship
d l o t e h , e r o m r e h tr u F . ri a f f a e v o l y l n o s i h t a h t d n a n e e tf if e g a t a y o b k e e r G a h ti w
r e h t o n
a storybetween him, t helandlady ,and t hedog .Thel andlady alwayst ired
h ti w x e s d a h e h t a h t r e h d e d i o v a s y a w l a y r r e J t u b y r r e J h ti w r e t n u o c n e x e s e v a h o t
y r o t s e h T . m i h d e s a e l e r n e h t d n a m i h d e v e il e b y d a l d n a l e h T . y a d r e t s e y r e h
e h T . y p e e r c o s s a w g o d e h t d n a y r r e J n e e w t e
e s u o h g n i m o o r e h t r e t n e o t d e ir t e
h bu tneve rwhen hel eavedt her oominghouse .
o s l u f s s e c c u s n u s a w g n i y rt s i h t u b g o d e h t h ti w y l d n e ir f e b o t d e ir t d a h y r r e
J he
e h t d e n o s i o
p gd .o The dog did no tdie and from tha t momen t Jerry found
g n i d n a t s r e d n
u .The dog and Jerry regarded each other .The dog returned to
e g a b r a
g andJerrygainedf rees oltiarypassage.
d e k s a y r r e J , g o d e h t d n a m i h n e e w t e b y r o t s s i h g n il l e t d e h s i n if y r r e J r e tf A
t d i a s r e t e P . y r o t s s i h t u o b a t h g u o h t e h t a h w r e t e
P ha thedidno tunderstandandhe
e s l e y d o b e m o s t c e p x e t o n d i d e h t a h t d i a
s .Jerry then promised to tel lwha t
s t u b o o z e h t t a d e n e p p a
h uddenly playful ,Jerry itckled Peter’ s irbs .He poked
o t m i h d e k s a d n a r e t e
P giveup thebench hewa sstiitng on .Pete r rtied t o defend
s a w r e t e P t a h t m i h d e tl u s n i e h r e tf a y r r e J t h g if o t d e d i c e d e h n e h t d n a h c n e b e h t
r e t e P . d e h c t a m e b d l u o w g n it h g if e h t t a h t o s e fi n k s i h r e t e P e v a g y r r e J . k a e w
y r r e J y l n e d d u s d n a e fi n k e h t p u d e k c i
p impaled himsel font heknfie .FinallyJerry
d i a
s thati twa swha thappenedatt hezoo .Jerrycommitted suicideatt heCenrta l
3 x i d n e p p A
N A L P N O S S E
L FORTEACHINGBASICREADING I
t c e j b u
S :BasicReadingI r
e t s e m e
S : t1 s c
i p o
T :Jerry’ sStory n
o it a c o ll A e m i
T :2x50’
.
A BasicCompetence
.
1 To apply reading srtategie s(previewing ,predicitng ,skimming ,scanning ,
s s e u g , s e c n e r e f n i g n i k a m , s t n e r e f e r n u o n o r p g n i d n
if ingwordmeaningsf rom
t x e t n o
c )whenr eadingvairoust ype soft ext .s
.
2 Toen irchvocabulaire .s
.
3 To ifndt hemaini dea.
B .LearningObjec itve o t e l b a e r a s t n e d u t
S apply scanning ,skimming ,previewing ,and identfiying . o
t e l b a o s l a e r a s t n e d u t
S ifnd the meaning o fsome vocabulary found in the t
x e
t , ifndt hemaini deaoft het ext , ifnddetalii nformaitonoft het ext.
.
C TeachingLearningAcitviites : 1 PreAc itviite s
-Greet.
-The teache rask spre-reading quesiton srelated to the topic o fthe
. y d u t s
- Thet eache rdist irbutest her eadingpassage.
2 Whlis tAcitvi ites
- Theteache rdividest hes tudent si ntoseverals mal lgroups.
- Thet eache rletst hes tudentss cant her eadingpassage.
- Student s scan the reading passage . A tfe r the student s ifnish
o t n i a g a e c n o e g a s s a p g n i d a e r e h t n a c s s t n e d u t s e h t , g n i n n a c s
. e g a s s a p g n i d a e r e h t f o t n e t n o c e h t d n a t s r e d n u
- Student sanswert hequesiton sgivenbyt hel ectureri ngroup .s
- T t he eache rands tudent sdiscusst heanswer.
- Ones tudento feachgroupretellt hes torybyusingt hei rownword s
d n
a tel lw hattheygetf romr eadingt hepassage.
- Teache rask ssomestudentt ot ellt hemaini deaoft het ext.
- Teache rask sstudent sto deifne the unfamiila rword staken from
s d r o w e s o h t g n i s u s e c n e t n e s n w o d e ti r w d n a e g a s s a p e h
t .
- Student sdiscusst heunfamiila rword sandt hes entence .s
’ 0 7
3 P -ostReadingAcitvi ites
- Student sconcludewhatt heyhavel earntt oday.
- Student snotfiyt hei rdfi ifculitesi nt oday’sl earning.
- Teache rgive saconclusion.
- Teache rcloses themeeitng.
’ 0 1
.
D Materia landmedia
- Anexcerp ttakenf romAlbee’ sTheZooStory.
E .Evalua iton
4 x i d n e p p A
a e
T chingMaterial
e r
P - er adingQuesitons
.
1 nI you ropinion ,whati sl fie?
s a h e h t a h t u o y s ll e t e h d n a r e g n a rt s a t e e m u o y n e h w k n i h t u o y o d t a h W .
2 s ad
? e fi l n i s e c n e ir e p x
e Explain!
.
A Discusst hef ollowingques itonsi nagroupo f ifve!
1 .WhydoesJ erry ilveinaf our-storeybrownstoner ooming-house?
2 .Accordingt oJerry,t herearesomepeoplewho ilvei nt her ooming house .Who ?
y e h t e r a
3 .Wha tdoe sJerry have in hi srooming house? Desc irbe wha tJerry ha sin hi s !
e s u o h g n i m o o r
s i h s p a h r e p r o s t n e r a p s i h t u o b a m i h s k s a r e t e P n e h w t c a e r y r r e J s e o d w o H . 4
? d n e ir fl ri g
5 .Howdoe sJerryexpres shi sfeeilngtoward sthedeatho fhi sparent sandhi s r
e t s i s s ’ r e h t o
m ?
.
B Decidewhethert hes tatement sbelowaret rueorf alse!
) F / T ( .t s e W k r a P l a rt n e C n i s e v il y r r e J . 1
) F / T ( .s r e t h g u a d o w t d n a e fi w e n o s a h y r r e J . 2
.
3 Jerrys tli lha sparent .s( T/F)
y r r e J .
4 i sahomosexua.l( T/F)
y r r e J .
s
if
