M F O E C N E U L F N I E H
T R .KOBAYASHI’STEACHINGSTYLE O
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A TOTTO-CHAN :THELITTLEGIRLATTHEWINDOW
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N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
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T R .KOBAYASHI’STEACHINGSTYLE O
T T O T N
O -CHAN’SPERSONALITYDEVELOPMENT N
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P : 01 J uly2014 n
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Y ,
ii v T C A R T S B A . ) 4 1 0 2 ( . a ri M a i g g n A a i s a r G , a i n a
V The In lfuence o fMr .Kobayash ’i sTeaching
e l y t
S on Totto-chan’ sPersonaltiy Developmen ta sSeen i n Totto-chan :The Ltilte t
a l r i
G the Window.Yogyakatra : Teacher s Training and Educaiton Facutly , y d u t S n o it a c u d E e g a u g n a L h s il g n E , n o it a c u d E s tr A d n a e g a u g n a L f o t n e m tr a p e D . y ti s r e v i n U a m r a h D a t a n a S , m a r g o r P d e lt it n e l e v o n s ’i g a n a y o r u K o k u s t e T s e s s u c s i d y d u t s s i h
T Totto-chan :The
tt i
L leGir latt heWindow.Thenove ltellsaboutthel fieo fal tiltegri,lTotto-chan , d
n
a auniqueschoo lcalled TomoeGakuen .TomoeGakuen wa san exrtaordinary d i v o r p h c i h w l o o h c
s edfreedom in learning the lessonsI. t wa s run by Mr . , i h s a y a b o
K theheadmaste.r
e h t d n a t s r e d n u o t s i m e l b o r p t s ri f e h T . s m e l b o r p o w t n o s e s u c o f y d u t s s i h T n o it p ir c s e
d fo the main character ,Totto-chan, based on Tetsuko Kuroyanag’i s o
tt o
T -chan :TheLtilteGir latt heWindow .Thesecondproblem i st o ifndoutt he y a b o K . r M f o e c n e u lf n
i ash’i s teaching st yle on Totto-chan’ s personaltiy . l e v o n e h t n i t n e m p o l e v e d e h T . a t a d g n ir e h t a g r o f d o h t e m e h t s a h c r a e s e r y r a r b il s e il p p a y d u t s e h T s ’i g a n a y o r u K o k u s t e T s i y d u t s s i h t f o a t a d y r a m ir
p nove lenitltedTotto-chan :The
e h t t a l r i G e lt ti
L Window .Thesecondary source saresomebook saboutl tierature s i h c i h w e l c it r a e h t m o r f s e m o c o s l a e c r u o s y r a d n o c e s r e h t o e h T . y g o l o h c y s p d n a h T . s i s y l a n a e h t o t d e t a l e
r e theo ires o f characters , characteirzaiton and t o T e z y l a n a o t d e il p p a e r a y ti v it c a r e p y
h to’ scharacter .Meanwhlie, t het heory o f
s g n i h c a e
t tyleand personaltiy developmen tused t o ifnd outt hei n lfuenceo fMr . s ’i h s a y a b o
K teachings et yl onTotto-chan’ spersonaltiydevelopmen.t d n u o f y d u t s e h t f o s i s y l a n a e h
T tha tMr .Kobayash ’i steaching st e yl
o tt o T d e c n e u lf n
i -chan’ s personaltiy development . The fris t resul t wa s abou t o
tt o
T -chan’ scharacte rdescirpiton .Beforel earningi nTomoeGakuen ,Totto-chan s
i considered a san i mpulsive ,vivaciou sand cuirous l tilte gilr .Atferl earning i n , n e u k a G e o m o
T Totto-chan become sunsel ifsh ,responsible ,tough ,cu irous ,and . r M f o e c n e u lf n i e h t t u o b a s a w y d u t s e h t f o t l u s e r d n o c e s e h T . t n e d if n o c s ’i h s a y a b o
K teaching style on To tto-chan’ spersonaltiy development .The study o tt o T t a h t t u o s d n
if -chan’ spersonaltiydevelop sposiitvelyast hei n lfuenceo fMr . s ’i h s a y a b o
K teachings et . yl y d u t s s i h
T provides two suggesitons fo rfuture researchers who analyze o
tt o
T -chan :TheLtilteGir latt he Window .Thi sstudy also provide sasuggesiton h t n i d e d i v o r p e r a g n i h c a e t r o f l a ir e t a m d n a n a l p n o s s e l e h T . s r e h c a e t h s il g n E r o f e x i d n e p p a . y e
ii i v K A R T S B A . ) 4 1 0 2 ( . a ri M a i g g n A a i s a r G , a i n a
V The In lfuence o fMr .Kobayash ’i sTeaching
e l y t
S on Totto-chan’ sPersonaltiy Developmen ta sSeen i n Totto-chan :The Ltilte w o d n i W e h t t a l r i
G .Yogyakatra : Program Stud iPendidikan Bahasa Inggris , a s a h a B n a k i d i d n e P n a s u r u
J dan Seni ,Fakutla sKeguruan dan lImu Pendidikan , a m r a h D a t a n a S s a ti s r e v i n U . l u d u jr e b i g a n a y o r u K o k u s t e T a y r a k l e v o n h a u b e s s a h a b m e m i n i i s p i r k S o tt o
T -chan :TheLtilteGir latt heWindow .Noveli n ibercertiat entangkehidupan n a u p m e r e p k a n a g n a r o e
s bernamaTotto-chan dan sekolahunikbernamaTomoe n
e u k a
G . Tomoe Gakuen adalah sekolahlua rbiasa yang memberikan kebebasan a y n d i r u m a d a p e
k untuk belaja .r Sekolah tersebu tdikelola oleh P ak Kobayashi i a g a b e
s Kepalasekolah. i n i i s p i r k
S mengangkat dua permasalahan untuk djiawab. Permasalahan r e t k a r a k i s p ir k s e d i m a h a m e m h a l a d a a m a t r e
p isitk dar iTotto-chan berdasarkan l
e v o
n Totto-chan : The Ltilte Gir l a t the Window karya Tetsuko Kuroyanag.i k u t n u h a l a d a a u d e k n a h a l a s a m r e
P mengetahu ipengaruh dar icaramengajarP ak i h s a y a b o
K terhadapperkembangankarakte rTotto-chan .
m a l a d a m a t u r e b m u S . a k a t s u p n a it il e n e p n a k a n u g g n e m i n i i s p i r k S l u d u j n a g n e d i g a n a y o r u K o k u st e T a y r a k l e v o n h a l a d a i n i i s p i r k s a s il a n a g n e m o tt o
T -chan : The L tilte Gir l a t the Window. Buku- kbu u tentang sasrta dan .r e d n u k e s r e b m u s i d a j n e m i g o l o k i s
p Sumbe rsekunde rjuga berasa ldar iaritke l n a d i s a s i r e t k a r a k , r e t k a r a k i r o e T . a s il a n a n a g n e d t i a k r e t g n a y o tt o T i r a d k it s i r e t k a r a k a s il a n a g n e m k u t n u n a k a n u g i d s a ti v it k a r e p i
h -chan.
i r o e t , u ti a r a t n e m e
S c aa r mengaja rdan perkembangan kep irbadian digunakan k
u t n
u menemukan pengaruh strateg i mengaja r P ak Kobayash i terhadap o tt o T n a i d a b i r p e k n a g n a b m e k r e
p -chan.
a w h a b n a k u m e n e m i n i is p i r k s , a si l a n a l i s a h n a k r a s a d r e
B cara mengaja r
k a
P Kobayash iberpengaruh pada perkembangan kepribadian Totto-chan. Hasi l o tt o T i r a d k it s i r e t k a r a k i s p i r k s e d h a l a d a a m a t r e
p -chan .Sebelumbelaja rd iTomoe o tt o T , n e u k a
G -chan dianggap sebaga igadi syang impulsfi ,penuh antusiasm ,e . u h a t n i g n i a s a r i k il i m e m n a
d Setelah belaja rd iTomoe Gakuen ,Totto-chan i d a j n e
m gadi skeci lyang itdakegois ,bertanggungj awab, t angguh ,memiilk irasa .i r i d a y a c r e p n a d u h a t n i g n
i Hasi lkedua adalah pengaruh caramengaja rP ak a d a p i h s a y a b o
K perkembangan kepribadian Totto-chan. Skrips iin imenemukan o tt o T n a i d a b i r p e k a w h a
b -chanmengalam iperkembanganyangposiit.f a y n r i h k a a d a
P ,skrips iin imemberikan beberapa saran untuk peneilitan , a m a s g n a y l e v o n a d a p a y n t u j n a l e
s Totto-chan :The Ltilte Gir la tthe Window . e m a g u j i n i i s p i r k
S mbe irkan saran untuk para guru bahasa Inggris. RPP dan .i n i i s p i r k s m a l a d a i d e s r e t a g u j r a j a g n e m k u t n u i r e t a m
x i
S T N E M E G D E L W O N K C A
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I impossiblewtihoutt he
e l p o e p f o t o l a f o p l e
h .Therefore ,now Iwould ilket o expres smy grattiudet oal l r
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p s ,andmoitvaitont o ifnisht hist hesi .s
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r o i v a S y
m Jesu sChris,tfo rHi swonderfull ove ,blessing ,andguidance .Hegave d
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m He helped met o ifnd a way when I
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I de t o my beloved famliy who has given me
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t e ,suppor tand prayert o me .It hank my father ,Drs .R .V . .
K i d a il u
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y m o t s e o g e d u ti t a r g p e e d y
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k n a h t o s l a I . s i s e h t s i h t h ti w n o e v o m n a c I t a h t o s e
m BuNanik ,BuMarni ,Pak
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y d u t s y m g n ir u d e m g n i p l e h r o f y ti s r e v i n U a m r a h D a t a n a S n i s e e y o l p m e
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I ilket othankal lo fmyf irendsi nSanataDharmaUniverstiy. Ialso k
n a h
t Ichoel , Ntinot , Rina , Winda ,Angga ,Memey , Andre ,Damas , Via , ,
g n a li G , i d A , o e r d n A , t n e c n i
V Mas Risang ,Mike ,Andrew ,Yohana ,Mas ,
n e i v i V , a r e S , u k i C , u y h a
W Mas Agung ,and Antsa . Ithank them fo rbeing f o y li m a f g i b e h t k n a h t o s l a I . r e h t o h c a e g n it r o p p u s d n a s d n e ir f t a e r
g Cana ,
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g y specia lgrattiude goes t o BuSan it fo rbeing a , s r e t s i s e lt ti l t e e w s y m k n a h t o s l a I . e n i m f o d n e ir f t a e r g a o s l a d n a r e h t o
m Susan ,
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g Om Dodti ,TanteCicli ,Cindy ,andFlora fortheril ove ,advice , I
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.s i s e h t y m g n i h s i n if
ll a k n a h t o t e k il d l u o w I , y lt s a
L of t hegrea tpeople w ho have suppo tred
r a e y e g e ll o c s i h t t u o h g u o r h t e
m s whom Ihaveno tmen itonedye.t
i x
S T N E T N O C F O E L B A T E
G A P E L T I
T ... i S
E G A P L A V O R P P
A ... ii E
G A P N O I T A C I D E
D ... vi Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... v N
A A T A Y N R E
P PERSETUJUANPUBLIKASI ... iv T
C A R T S B
A ... ii....v K
A R T S B
A ... iiv i T
N E M E G D E L W O N K C
A S ... ix S
T N E T N O C F O E L B A
T ... ix
N O I T C U D O R T N I I R E T P A H
C ... 1 .
A Backgroundoft heStudy ... 1 .
B ProblemFormulaiton... 3 .
C Objecitve soft heStudy ... 3 .
D Benefti soft heStudy ... 3 .
E Deifniitono fTerms... 4
W E I V E R I I R E T P A H
C OFRELATEDLITERATURE ... 6 .... .
A Reviewo fRelatedTheoires... 6 .
1 Psychologica lApproach ... 6 .
2 Theoryo fCharacter... 7 .
3 Theoryo fCharacteirzaiton ... 8 .
4 TheoryofHyperacitvtiy... 11 .
5 TheoryofTeachingStyle... 12 .
6 TheoryofPersonaltiyDevelopment... 14 .
B Theoreitca lFramework ... 16
I I I R E T P A H
C METHODOLOGY ... 17 .... .
ii x .
B Approachoft heStudy ... 18 .
C Methodoft heStudy ... 19
S I S Y L A N A V I R E T P A H
C ... 12 .
A Totto-chan’ sCharacteirsitc sDescirpiton ... 12 .
1 T oo -tt chan’ sCharacteirsitc sBeforeLearningi nTomoeGakuen... 22 .
a Impulsive ... 22 .
b Energeitc... 24 .
c Cu irous ... 25 .
2 T to ot -chan’ sCharacteirsitc sA rtf Le earningi nTomoeGakuen ... 26 .
a Unselifsh... 26 .
b Responsible... 72 .
c Tough ... 82 .
d Cu irous ... 92 .
e Con ifdent ... 03 .
B Mr .Kobayash’i sTeachingStyleinTomoeGakuen ... 03 .
1 AcknowledgingW th Ca hlidrenDoo rS ya ... 32 .
2 GivingSpesi ifcFeedback ... 34 .
3 ModelilngAtttiudes ,Way so fApproachingProblems ,andBehaviour .... 35 .. .
4 Demonsrtaitngt heCorrec tWayt oD o Something... 36 .... .
5 Creaitngo rAddingChallenge... 37 .. .
6 AskingQuesitonst ha tProvokeChlidren’ sThinking ... 38 .
7 GivingAssistance( sucha sacueo rhin)tt oH e Clp hlidrenWorkont he Edgeo fTh Cei r urren tCompetence... 38 .
8 GivingDriecitonsf o rChlidren’ sAcitono rBehaviour ... 39
S N O I T S E G G U S D N A S N O I S U L C N O C V R E T P A H
C ... 1..4
.
A Conclusions... 2..4 .
B Suggesitons ... 43 .. .
ii i x .
2 Suggesitonf o rEngilshTeacher ... 54
S E C N E R E F E
R ... 46 S
E C I D N E P P
A ... 84 .
1 AppendixA ... 84 .
2 AppendixB ... 49 .
3 AppendixC ... 51 .
4 AppendixD ... 54 .
5 AppendixE... 60 .
1
I R E T P A H C
N O I T C U D O R T N I
t s i s n o c r e t p a h c s i h
T s o ffi ve secitons ,namely the background o fthe e h t f o s ti f e n e b e h t , y d u t s e h t f o s e v it c e j b o e h t , n o it a l u m r o f m e l b o r p e h t , y d u t s
t f o n o it i n if e d e h t d n a , y d u t
s erms. hT e background o fthe study give ssome it
a n a l p x
e o s n abou tthe knowledge o fthis study and why Totto-chan :The Ltilte w
o d n i W e h t t a l r i
G wa schosen a sa p irmary data. The problem formulaiton
t f o s t s i s n o
c w o basic quesitons to be answered a sthe focu so fthe study .T he h
t f o s e v it c e j b
o es tudystate themainpurposeo fw iritngt hes tudy. Thebenefti so f n
i a t n o c y d u t s e h
t the advantage so fthe study fo rthose who can obtain the s
ti f e n e
b .T dhe eifniitono fterm sist hel as tpar twhichprovides severalterm sused n
i thes tudyt oavoidanymisunderstanding.
.
A Backgroundoft heStudy a
c u d e y lr a
E it son i impo trant fo rmany kind so f chlidren in the wo lrd .I t r
e f f
o s oppo truniites rf o abette rl . fie Basedon theCambridgeAdvancedLearner’ s y
r a n o it c i
D ,schoo lcan be de ifned asa place where chlidren go to be educated . r
o t a c u d e e h
T s o rteacher shave an impo tran trole a tschool .They suppor tt he s
s e c o r p g n i n r a e l d n a g n i h c a e
t by implemenitng speci ifc educaiton . The f
o n o it a t s e fi n a
m educaitoni svairous . y
d o b y r e v
E h as thei rown speci ifc characte irsitc sby which he can be .s
l a u d i v i d n i r e h t o m o r f d e h s i u g n it s i
2
. r u o i v a h e b o s l a d n a e d u ti tt a , g n i k n i h t f
o Human beingi sautonomou sandunique . n
w o s i h s a h l a u d i v i d n i n a s a g n i e b n a m u h t a h t s n a e m t
I personaltiy .Personaltiy
p o l e v e d e b n a
c e dconsciouslyandunconciously.I tdepend son itmeandstiuaiton . s g n i e b n a m u h f o s s e n e u q i n u e h t g n i s s u c s i D . e u q i n u l a u d i v i d n i n a s e k a m t c a f s i h T
n o it c e lf e r e fi l h g u o r h
t mean sdiscussing the individual tisel.f To tto-chan i sthe c
n i a
m haracte rof Totto-chan :The Ltilte Gir la tthe Window who ha she rown s
s e n e u q i n
u a sachlid. o
tt o
T -chantalk saboutTetsukoKuroyanagi’ sexpeirenceint hemiddleo f I
I r a W d lr o
W .Thenovelmosltytell saboutal tilteg ri lnamelyTotto sa astuden t a
t
a n exrtaordinary schoo lcalled Tomoe Gakuen .Totto-chan wa sexpelled from i
l o o h c s r a l u g e r e h
t nt hef ris tgrade,f o rbeingadisrtacitont ot her es toft heclass . g
n i v il e h t s a w n e u k a G e o m o
T insttiu iton o fknowledgeforspecia lchlidren .The s
t n i o p g n i h c a e
t su ed a t Tomoe w ere much dfiferen t from the convenitona l .
s l o o h c
s InTomoe ,chlidrenhadfreedomtos tudywhatevers ubjectst hey ilke. n
I Totto-chan :TheLtilteGir latt heWindowther eaders wli lbei nformed n
i h c a e t g n it s e r e t n i n a o t d e t a l e r e g d e l w o n k t u o b
a g and learning process .Totto
-n a h
c in rtoduces a specia leducaiton by t he headmaster ,Sosaku Kobayash .i The l
e v o
n si wo trhtobediscussedbecauset heteachingpoints ea r dfiferentf romothe r l
o o h c
s s .The wrtie ri sinterested in the way Mr .Kobayashi thinks da n give s e
v it c e p s r e
p to the chlidren especially Totto-chan a sthe main cha ar cte rin the y
r o t
s .Thi sstudy discusse s the i n lfuence o fMr .Kobayash’i steaching points no o
tt o
h t t
a eWindow. Thiss tudyanalyzes Totto-chan’scharacters, andhowt heteaching
s t n i o
p inTomoeGakuenin lfuencethemaincharacter’ spersonaltiydevelopment .
.
B ProblemFormula iton
By having the background o f the study , there are some problem s .
d e t a l u m r o f
.
1 H ow are Totto-chan’s characteris sit c descirbed in Tetsuko Kuroyanag’i s o
tt o
T -chan :TheLtilteGri latt heWindow?
.
2 How d soe Mr . Kobayash’i s teaching style in lfuence Totto-chan’s t
n e m p o l e v e d y ti l a n o s r e
p ?
.
C Objecitve soft heStudy
a l u m r o f m e l b o r p e h t g n ir e d i s n o
C iton above, t hereare 2 objecitvesint hi s s
i e v it c e j b o t s ri f e h T . y d u t
s to ge t an understanding on the characteirsitc s f
o n o it p ir c s e
d To tto-chan in Tetsuko Kuroyanag’i sTotto-chan :TheLtilteGir la t w
o d n i W e h
t .The second objecitve i sto ifnd ou tthe w ay Mr .Kobayash’i s g
n i h c a e
t stylein lfuenceTotto-chan’spersonaltiydevelopment ni thenovel.
.
D Benefti soft heStudy
. y d u t s e h t n i s ti f e n e b e m o s e r a e r e h
T Thefris tbenefti i s i ntended fort he ir
w e h t , y d u t s s i h t g n it c u d n o c y b t a h t s d n if r e ti r w e h T . r e ti r
w te ri sen irche d w tih
e r e g d e l w o n k f o s d n i k y n a
m lated to educaiton .From the nove lthe wrtie r ifnd s r
e h c a e t a t a h
4
. m o o r s s a l c e h t n i e r e h p s o m t
a The impo tran tpar tin teaching chlidren i show to bu lid t hestudents’i nterest i n j oining t eaching and l earning acitvtiy .Second, t he
s i y d u t s e h t f o t if e n e
b fo rstudent so fFacutlyo fTeacher sTrainingandEducaiton , y
lr a l u c it r a
p English Educaiton Study Program sa prospecitve educators .This t
s p l e h y d u t
s hem to bet he guidancerelated t o students ’acitviites rfo increasing e
g d e l w o n k r i e h
t and creaitvtiyt oconduc taneffecitveteachingpoints. Thi sstudy n i s k r o w y r a r e ti l a f o n o it a t n e m e l p m i e h t t u o b a s e c n e r e f e r m e h t s e v i g o s l a
g n i h c a e
t -learning mate iral .s Th rid si a suggesiton fo rthe readers .The wrtie r s
e p o
h thi sstudycangivemoreperspecitves o n achlid’ spersonaltiydevelopmen t e
l d n a h o t w o h d n
a aspecia lchlidi nanappropriateway.
.
E De ifniitono fTerms s m r e t e m o
S wli lbedeifnedt oguidet her eadersi nunderstandingt hi s .
n o it a t e r p r e t n i s i m d i o v a o t s i s e h t
.
1 Character
) 0 2 : 1 8 9 1 ( s m a r b A o t g n i d r o c c
A acharacteri s“asho tr ,andusuallywitty , e
k
s tchi nproseo fadisitncitvet ypeo faperson.”Character sarei nterpretedbyt he h
t g n i e e s h g u o r h t r e d a e
r ei rmora lexpressed in the dialogue o racitons .In thi s y
d u t
s , Totto-chan i sa porrtaya lo fthe main characte rin Totto-chan :The Ltilte w
o d n i W e h t t a l r i
G .
.
2 PersonaltiyDevelopment
s p o l e v e d d n a s e g n a h c y ti l a n o s r e p y a w e h t s n a e m t n e m p o l e v e d y ti l a n o s r e P s a
s ’ e n o e m o s f o s e g n a h c e h t s i t n e m p o l e v e d y ti l a n o s r e p e h t t a h t s n a e m t I . e fi l
s c it s ir e t c a r a h
c to the worse o rthe bette rones. (Hu lrock ,1972). In thi sstudy , o
tt o
T -chan’ spersonaltiydevelopmen ti sgoing t o beanalyzed ast hei n lfuenceo f s
’i h s a y a b o K . r
M teachingstyle. .
3 Teaching s i g n i h c a e
T an interaciton between a t eache rand students in t he t eaching g
n i d r o c c A . s s e c o r p g n i n r a e l d n
a toBrown( 1980 ,)t eachingi saproces so fguiding . g n i n r a e l r o f n o it i d n o c e h t t e s o t , n r a e l o t s r e n r a e l g n il b a n e , g n it a ti li c a f d n a
Teachingi saproces so fgiving i nsrtuciton o rknowledgeo rskillt o somebodyi n .
d e w o ll o f d n a d o o t s r e d n u e b o t r e d r
o
.
4 Teaching Style g n i d r o c c
A to Mosston and Ashwo trh ( 91 9 ,)0 teaching style i sa plan o f e h t r o f r e n r a e l e h t d n a r e h c a e t e h t f o s n o i s i c e d c if i c e p s e h t s e n if e d t a h t n o it c a
s e v it c e j b o g n i h s il p m o c c a f o e s o p r u
p insubjec tmatte randbehavio .r Int hi sstudy , s
r e h c a e t t n e ll e c x
E theory si used t o catego irze t he i n lfuenceo fMr .Kobayash ’i s s
g n i h c a e
6 R E T P A H
C II
E R U T A R E T I L D E T A L E R F O W E I V E R
r e t p a h c s i h
T consists fo t swo ecitons .Those are a review o frelated
s e ir o e h
t ,and a er view oftheoreitcalf ramework. I n thereviewofr elated t heo ire s
e h
t wrtie r present s theory o f the psychologica l approach , character ,
, n o it a z ir e t c a r a h
c hyperacitvtiy ,teaching points ,and some reviews no personaltiy
t n e m p o l e v e
d . In thetheoreitcalframework, t hewrtie rclair ifest hef unciton oft he
. y d u t s e h t f o m e l b o r p e h t g n i z y l a n a n i s e ir o e h t
.
A Reviewo fRelatedTheories .
1 Psychologica lApproach y
d u t s s i h t n
I , thepsychologica lapproachi susedt o analyzet heproblems .
r o c c
A dingt o Rohberge randWood sthereare ifveapproachest ha tcan beused t o
, ) 1 7 9 1 ( l e v o n a e z y l a n
a namely, the formails t approach , the biograpicha l
o r p p
a ach,t hesociocutlural-histo irca lapproach, t hemythopoeicapproach ,andt he
. h c a o r p p a l a c i g o l o h c y s p
e h
T psychologica lapproach revealst he unconsciou saspect so fhuman i n
n o it c a e r a g n i v i
g fors omeacitons .Ther eacitontakenbyacharacte rgive shintst o
.l e v o n e h t n i r e t c a r a h c n i a m e h t t u o b a n o it p ir c s e d e h t l a e v e r o t r e ti r w e h t
r e g r e b r h o
R andWood ,s(1971 )alsos ayt hatt heproponent soft hi sapproachi nsis t
a e d i e h t n
i h t y B . g n i e
b sapproach,t hecharacter’st hough tandbehaviou rcanbe rtacedmore
. y l d n u o f o r p
.
2 Theoryo fCharacter
s l a u d i v i d n i “ e r a s r e t c a r a h c t a h t s e t a t s ) 7 1 : 5 6 9 1 ( n o t n a t
S whoappeari nt he
d n a y r o t
s refe rto the mixture o finterest ,emoiton sand mora lp irnciple sthat
a
m ke sup each ofi ndividual” .Meanwh , lie Abram sofferst heexplanaiton oft he
m r e
t “characters” “a s the ifgureo faperson o rpeoplepresented i n adramaitco r
r o ) e u g o l a i d e h t( y a s y e h t t a h w h g u o r h t r e d a e r e h t y b d e n i g a m i d n a k r o w e v it a r r a n
h t( o d y e h t t a h
w eacitons)i n t henovel”( 198 21 : 0 .) In othe rwords ,character sare
l p o e p e h
t ewhoexpeirencet hingst hroughoutt hes tory ,whoplayrole sandblessed
it o m e d n a l a r o m h ti
w ona lquailite sa sseeni nwhatt heydo o rsayso t hatt heyare
e u q i n
u o rdfiferen tfromoneanothe .r
, k o o b s i h n
I Aspec tof t heNovel ,Foste rdfiferenitate s lfa tcharacte rfrom e h t t a h t s n a e m h c i h w , c it s ir e t c a r a h c y d a e t s a s a h r e t c a r a h c t a lf A . r e t c a r a h c d n u o r
f o d n e e h t li t n u y r o t s e h t f o g n i n n i g e b e h t m o r f e g n a h c t o n s e o d c it s ir e t c a r a h
c the
g n i g n a h c s i r e t c a r a h c d n u o r a , e li h w n a e M . y r o t
s which mean stha tthere i sa
6 4 : 4 7 9 1 , r e t s o F ( y r o t s e h t f o d n e e h t t a c it s ir e t c a r a h c e h t f o e c n e r e f fi
d -5 1 .)
s e c n e ir e p x e e h T . e l b a t s n i r o e g n a h c e m o s e v a h n a c r e t c a r a h c a , y r o t s e h t g n ir u D
n e p p a h e r a t a h
t edt ot hecharacte rcanaffectt herit hought sandi dea .s
e b ir c s e
D d a sarepresentaiton o fhuman being ,character sclealry haveal l
l a u ti b a h r o d n i m f o y ti l a u q a s i ti a rt A . g n i e b n a m u h f o s ti a rt d a b e h t d n a d o o g e h t
p m i d e r e d i s n o c s i t I . r u o i v a h e b f o e d o
8
s ti a rt r i e h t g n i n i m r e t e d y lt s ri
f .Thus ,character smay beambiitou sorl azy ,serene
, e v it e r c e s r o n e p o , e t a r e d i s n o c n i r o l u ft h g u o h t , l u f r a e f r o e v i s e r g g a , s u o i x n a r o
fl e s r o t n e d if n o
c -doubitng ,kindo rcruel ,qutieo rnoisy ,visionaryo runderhanded ,
. n o o s d n a ’ s r e s o l‘ r o ’ s r e n n i w ‘
a n e e w t e b y ti n u e l o h w a s i tI . ” r e o d y r o t s “ s a d e n if e d e b n a c s r e t c a r a h C
h d n a r e t c a r a h
c i scharacte irzaiton ,because ti si commonwhenmenitoninganame
n g i s y lt c e ri d r e t c a r a h c n i a tr e c a f
o a s l the readersto hi scharacteirzaiton .Stanton
e r u t a r e ti l h s il g n E y n a n i f l e s ti m r e t r e t c a r a h c f o e s u e h t t a h t s e t a t s ) 7 1 : 5 6 9 1 (
t s e g g u
s s two dfiferen tdeifniitons ,frislty ast hecharacter soft he story presented ,
, n o it c a rt t a , r u o i v a h e b s a y l d n o c e s d n
a wliilng , emo iton , and mora l p irncipa l
.s r e t c a r a h c e h t y b d e s s e s s o p
e v o b a t n e m e t a t s e h t m o r
F ti canbes n ee tha tcharacte rcanno tbeseparated
t a h t s y a s ) 9 6 : 6 9 9 1 ( s u b o c a J s A . n o it a z ir e t c a r a h c m o r
f a characte ri sa person
e v it a r r a n c it a m a r d a n i d e t n e s e r
p work ,and characteirzaiton i sthe proces sby
.s r e d a e r e h t o t l a e r m e e s r e t c a r a h c t a h t s e k a m r e ti r w a h c i h w
.
3 Theoryo fCharacteriza iton a z ir e t c a r a h c f o s e ir o e h
T iton are used to ifnd ou tdescirpiton on T -oto
chan’ spersonaltiy before analyzing the las tproblem ,To tto-chan’s personaltiy
a p o l e v e d o t r e ti r w a y b d e s u d o h t e m e h t s i n o it a z ir e t c a r a h C . t n e m p o l e v e d
s ’ r e t c a r a h c e h t s w o h s t i , t s ri F . s t c e p s a e m o s s e d u l c n i d o h t e m e h T . r e t c a r a h c
e p p
s i t c e p s a t s a l e h t d n a , k a e p s r e t c a r a h c e h t s t e l t i , h tr u o F . t h g u o h t s ’ r e t c a r a h c
o it c a e r e h t g n it t e
g nf romother .s
a
B sed on Murphy (1972 )in Under tsanding Unseen :An Introduciton to st
n e d u t S s a e s r e v O r o f l e v o N h s il g n E e h t d n a y r t e o P h s il g n
E ,understanding the
m o r f d e n i a t b o s i l e v o n e h t n i n o s r e p a f o s e it il a n o s r e p e h t d n a s r e t c a r a h c
c a r a h c e h t s y a rt r o p r e ti r w e h t w o h g n it e r p r e t n
i teri nt henovel .Healsos tatessome
e l b a d n a t s r e d n u r e t c a r a h c s i h e k a m o t d e ir t s r o h t u a e m o s t a h t s y a
w andr ealt o hi s
r e d a e
r (pp . 167-173) . Below are some way s which Murphy propose s to
:l e v o n e h t n i s e it il a n o s r e p d n a s r e t c a r a h c e h t e z y l a n a d n a d n a t s r e d n u
.
a Persona lDescirpiton
r o h t u a e h
T can descirbe t he character by desc irbing theappearance sand
. s e h t o l
c In the persona l descirpiton , the autho r descirbe s characte r through
e p p
a arancess uchhi sbulid ,hisf ace ,hi shari ,o rhi sarms .
.
b Characte ra sSeenbyAnother
e t c a r a h
C rcan be descirbed drieclty and indrieclty .Ind rieclty mean sthe
r e t c a r a h
c i sdescirbed through the othe rcharacters ’poin to fview .The autho r
f o t n i o p ’ s r e t c a r a h c r e h t o e h t h g u o r h t r e t c a r a h c e h t t u o b a n o it p ir c s e d e h t s e v i g
.s n o i n i p o o s l a d n a w e i v
.
c Speech
h g u o r h t r e t c a r a h c e n o f o r e d a e r e h t o t e r u t c i p a e v i g o s l a n a c r o h t u a e h T
b l li w r e t c a r a h c e h T . g n i k a e p s s i
h ei denitifedbyhi sword so rphrase swhen hei s
0 1
.
d Pas tLfie
n o s r e p a n r a e l o t e c n a h c a r e d a e r e h t s e v i g r o h t u a e h
T ’ spas tlfie .By
s t n e v e e m o s t u o b a e u l c a s e v i g r o h t u a e h t , e fi l t s a p s ’ n o s r e p e h t g n i w o n k
p a
h pened which buli thi scharacter .Theperson’ spastl fiecanbeseent hroughhi s
m o r f t n e m m o c t c e ri d d n a n o it a s r e v n o c s ’ n o s r e p r e h t o n a h g u o r h t r o n o it a s r e v n o c
.r o h t u a e h t
.
e Conversaitono fOthers
o r h t n o it p ir c s e d s ’ r e t c a r a h c e h t t u o b a e u l c a s e v i g o s l a r o h t u a e h
T ugh
h t u o b a n o it a s r e v n o c e l p o e p r e h t
o im o rher .By seeing wha tothercharacter ssay
.s c it s ir e t c a r a h c r e h r o s i h w o n k l li w s r e d a e r e h t ,r e h r o m i h t u o b a
.f Reaciton
s t n e v e d n a s n o it a u ti s n i a tr e c o t n o s r e p a f o n o it c a e r e h
T i s also t he clue
r o h t u a e h t y b n e v i
g to the reader .How a person reacts to something o rsome
.s a h e h s c it s ir e t c a r a h c f o d n i k t a h w e n if e d l li w s m e l b o r p
.
g Driec tComment
s e v i g r o h t u a e h
T driec tdescirpiton sand comment saboutt hecharacter i n
a p e m o s n i d e t a t s y lr a e l c s i ti , y l n o m m o C . l e v o n e h
t ragraph sand t her eade rdoe s
e v a h t o
n toanalyzecarefullyaboutt hecharacter’ scharacteirsitc.
.
h Thought
s i e h t a h w h g u o r h t r e t c a r a h c e h t t u o b a s e u l c t c e ri d s e v i g r o h t u a e h T
. g n i h t e m o s t u o b a s k n i h t n o s r e p a t a h w w o n k o t e l b a e r a e w , l e v o n e h t n I . g n i k n i h t
i w o n k y
B ng wha ti sgoing on in hi smind we can analyze and know wha thi s
. e r a s c it s ir e t c a r a h c
.i Manneirsm
a y b s c it s ir e t c a r a h c s ’ r e t c a r a h c e h t s e b ir c s e d s e m it e m o s r o h t u a e h T
e u l c e h t e b l li w e s o h T . n e tt ir w s e i s a r c n y s o i d i r o , s ti b a h , m s ir e n n a m s ’ n o s r e
p s rf o
r e d a e r e h
t s toanalyzet hecharacter’ scharacteirsitc .s
d e z y l a n a s i m e l b o r p t s ri f e h
T b y using the theory o f characte r and
o tt o T f o n o it p ir c s e d s c it s ir e t c a r a h c e h t g n i z y l a n A . n o it a z ir e t c a r a h
c -chan in the
p l e h l e v o
n sthewrtiert o ifndou thow Totto-chan deal swtih t heconfilc tshehas .
f o s c it s ir e t c a r a h c e h
T Totto-chan can be idenit ifed by analyzing he rpersona l
, n o it p ir c s e
d he rdialogand i nteraciton wtih othe rpeople ,he raciton and r eaciton ,
.s e d u ti tt a r e h d n a , t h g u o h t r e h , s e s n o p s e r r e h
.
4 Theoryo fHyperacitvtiy d
n a n o s d i v a
D Neale say tha tchlidren o tfen behave impulsively o rac t
c i m e d a c a o t d n a n o it c ir f l a i c o s o t h t o b d a e l y a m t a h t n r e tt a p a , g n i k n i h t e r o f e b
i s n o g n i s u c o f y tl u c if fi d e v a h y e h T . ) 9 2 4 : 6 9 9 1 ( e r u li a
f ngle acitvtiy and o tfen
e t fi h
s rraitcally from one to anothe rtask wtihou t ifnishing those projects they
o i v a h e b e h t n i a t n i a m o t t o n d n e t n e r d li h c e s e h T . n i g e
b ur sexpected of t hem fo r
n a h t e r o
m a few minutes .They seem to have remarkably high energy levels ,
n i k ir t s h ti w s e it i v it c a g n i h c a o r p p
2 1
, s r e h c a e t ,r e e p s i h h ti w ” e l b u o rt n i “ y lt n e u q e r f o t ll a s i d li h c e v it c a r e p y h A
s a h e h t e y t u b , y a w y r e v e n i l a m r o n t s o m l a s m e e s e H . y ti n u m m o c d n a , y li m a f
a d y r e v e n i g n o l a g n it t e g s e it l u c if fi d e v i s a v r e p d n a e t a n i d r o n
i y wo lrd. The term
t s e g g u s y lr a e l c e v it c a r e p y
h s thedfi ifcutlyoft hech lidi nconcenrtaitngont het ask
n o n n i t n e m e v l o v n i s ’ d li h c e h t n o d n a e m it f o d o ir e p e t a ir p o r p p a n a r o
f -g -oal
. y ti v it c a r e v o d e t c e ri
d Thesechlidrens eemt ohaveparitcula rd fiifcutlyconrtolilng
.l o o h c s t a s a h c u s r o f l l a c t a h t s n o it a u ti s n i y ti v it c a r i e h
t When requried to be
. g n i k l a t r o g n i v o m p o t s o t e l b a n u r a e p p a y e h t ,t e i u
q Theory o fhyperacitvtiy are
. n o it a l u m r o f m e l b o r p t s ri f e h t g n ir e w s n a n i d e il p p
a The theory i sused a sthe
rt n
i oduciton t o ifnd ou tTotto-chan’ scharacteirsitc descirpiton before l earning i n
n e u k a G e o m o
T .
.
5 TeachingStyle s r e h c a e t t n e ll e c x
E theory are used to catego irze the in lfuence o fMr .
s ’i h s a y a b o
K teachingst ylein Totto-chanpersonaltiy development. I tblended t he
n w o s i h f o s m i a l c d n a s t h g ir h ti w l a u d i v i d n i n a s a d li h c e h t o t n o it n e tt a
m i a p m a k e d e r B d n a e l p p o C . s c it s ir e t c a r a h
c to i ntegrate t he schoo lwtih society ,
e m o s e r a e r e h T . e fi l f o s m e l b o r p l a u t c a e h t h ti w g n i n r a e l f o s e s s e c o r p e h t d n a
g n i h c a e
t s et fyl o excellen t teacher s according to Copple and Bredekamp in
A y ll a t n e m p o l e v e
D pp pr ro iatePracitce(2009 .) t
, t s ri
F eacher sacknowledge wha tchlidren do o rsay .They le tchlidren
s e m it e m o s , n o it n e tt a e v it i s o p n e r d li h c g n i v i g y b d e c it o n e v a h y e h t t a h t w o n k
g u o r h
t hcomments ,someitmest hrough j us tstiitngnearbyand observing. Second ,
teacher sencouragepersistenceand effor trathert han j us tpraising and evaluaitng
. e n o d s a h d li h c e h t t a h
w Thrid,t eacher sgivespeciifcf eedbackr athert hangenera l
.s t n e m m o
c Fou trh, t eacher smode latttiudes ,way so fapproaching problems ,and
o i v a h e
b u rtoward others ,showing chlidren rathe rthan jus ttelilng them. Fi tfh ,
teacher sdemonsrtate when they show the correc tway to do something .Thi s
t a h t e r u d e c o r p a h g u o r h t s e il p p a y ll a u s
u needst o bedonei n acetrainway. Sixth ,
teacher screateo raddchallengesot ha tat askgoe sabi tbeyond whatt hechlidren
e r e h w n e r d li h c t e e m o t e g n e ll a h c e c u d e r s r e h c a e t ,s e s a c r e h t o n I . o d y d a e rl a n a c
. e r a y e h
t Seventh,t eacher saskquesitonst ha tprovokechlidren’st hinking. Eighth ,
teacher sgiveassistance( such a sacueo rhin)tt o helpchlidren work on t heedge
. e c n e t e p m o c t n e r r u c r i e h t f
o Ninth, t eacher sprovide i nformaiton ,drieclty giving
. n o it a m r o f n i r e h t o d n a , s l e b a l l a b r e v , s t c a f n e r d li h
c T ne ht t , eacher sgivedrieciton s
o i v a h e b r o n o it c a s ’ n e r d li h c r o
f u .r
e v it i s o p , m r a w a p o l e v e d o t y ti r o ir p a t i s e k a m r e h c a e t t n e ll e c x e e h T
e l g n u o y o t t n a tr o p m i s i p i h s n o it a l e r e h T . d li h c h c a e h ti w p i h s n o it a l e
r arners’
G . s a e r a l l a n i t n e m p o l e v e d d n a g n i n r a e
l uidance i seffecitve when t eacher shelp
n e r d li h
c ot learnhowt omakebette rdesicionsi nt henex t itme .Excellentt eacher s
4 1
.
6 Theoryo fPersonaltiyDevelopmen t o lr u H n o d e s a
B c sk’ (1972)t heoryo fSchoolI n lfuence sonPersonaltiy,t he
d n a s ti a rt f o a e r a e h t n i h t o b y ti l a n o s r e p g n i p o l e v e d s ’ d li h c e h t s e c n e u lf n i l o o h c s fl e s f o n o it a m r o f e h t n
i -concep.t
fl e s l a e r e h
T -concepti st heconceptt heperson ha so fwho andwha thei s . t
I i samrirori mage ,determinedl argely by hi sroles ,hisr elaitonship wtih c if i c e p s e r a s ti a r T . e r a m i h o t n o it c a e r r i e h t s e v e il e b e h t a h w d n a , s r e h t o r o s n o it c a e r s a h c u s , s n r e tt a p e v it s u j d a r o r u o i v a h e b f o s e it il a u q , s m e l b o r p g n it e e m f o s y a w , s n o it a t s u r
f aggresiveanddefensivebehaviou ,r o i v a h e b g n i w a r d h ti w r o g n i o g t u o d n
a uri nt hepresenceo fothers( p .462 .)
r e h n a h t t n a tr o p m i e r o m s i y ti l a n o s r e p n w o s ’ r e h c a e t e h t , l o o h c s t A t c e ri d n i d n a t c e ri d e h t s l a e v e r o s l a k c o lr u H . ll i k s g n i h c a e t r o e g d e l w o n k p m
i o tranceoft het eache r(p .478) .Stated below i sacarefu lstudy of t hemajo r
.r e h c a e t f o e c n a tr o p m i e h t l a e v e r o t e c n e u lf n i f o s a e r a ,t s ri
F emoitona lcilmatei soneoft hei mpo trantt hings tosuppo trt eaching
tl a e h A . m o o r s s a l c e h t n i s e it i v it c a g n i n r a e
l hy emoitona lcilmatemakest hechlid
d e t a v it o m d n a y p p a h , e v it a r e p o o c , d e x a l e
r tostudy .Theemoitona lcilmatei sdue
.s li p u p r e h d n a s k r o w r e h d r a w o t e d u ti tt a s ’ r e h c a e t e h t o t y l n i a m , d n o c e
S thet eache raffects thechlid’ ssefl-concep tby he ratttiudet oward
u lf n i r e h , y lt c e ri d n I . y lt c e ri d r u o i v a h e b l o o h c s s i h d n a k r o w c i m e d a c a s i
h ence
.t n e m t s u j d a f o s n r e tt a p d e v o r p p a y ll a i c o s p o l e v e d o t m i h g n i p l e h m o r f s e m o c , d ri h
T the discipilne used in the schoo laffects the chlid’ satttiude and
a ir a ti r o h t u A . r u o i v a h e
b n discipilnemakest hechlid t ense ,nervou ,s r esenftul ,and
t c e p s e r f o k c a l , y ti li b i s n o p s e r f o k c a l o t s d a e l e n il p i c s i d e v i s s i m r e p ; c it s i n o g a t n a f o g n il e e f a d li h c e h t s e v i g e n il p i c s i d c it a r c o m e d ; m s ir t n e c o g e d n a , y ti r o h t u a r o f
fl e
s -wo trhand encourage shimt obehappy, r elaxed ,cooperaitve ,rtustwo trhyand
.r i a f
, h tr u o
F theschooli sa rtansmitte ro fcutlura lvalues . tI i smorei mpo tran t
g n i e e s n i e m o h e h t n a h
t thepicturethatt hechlid acceptst hecutlura lvalue sa sa
. e c n a t p e c c a l a i c o s r o f e c ir p
, h tf i
F the teacher’ s favourtie become s concetied , arrogant , and sefl
-. d e r e t n e
c N on favourtie s become resenftul , antagonisitc , rtoublesome ,
. m o d r y tr a m f o s g n il e e f y b d e u g a l p d n a , l o o h c s f o l a c it ir c r e p y h
, h t x i
S gradeplacemen tisi mpo tran twhetheri n a“slow”o r“fast”seciton
-n o it o m o r
p a tre hecrtie iraby which t hech lid assesse shi sacademicachievement .
o g e s i s s e c c u
S -bolste irng;f aliurei sego-de lfaitng.
, h t n e v e
S the chlid measure shi ssocia lachievemen tin term so fsocia l
s r e d a e l f o g n i d l o h e h t d n a e c n a t p e c c
a hipr oles .Themorevaluet heschoo lplace s
t n e m e v e i h c a f o a ir e ti r c e s e h t e c n e u lf n i e r o m e h t ,s t n e m e v e i h c a r a l u c ir r u c a rt x e n o
. t p e c n o c f l e s s ’ d li h c e h t n o e v a h
i n u m m o c a f o t r a p e r a y e h t n e h w t s e b p o l e v e d d n a n r a e l n e r d li h
C ty o f
p l l a h c i h w n i s r e n r a e
l aritcipants conside rand contirbute t o one anothe’r swell
-e l n i g n i e
b arning .Thet heory o fpersonaltiy developmen ti sappiled i n answeirng
o tt o
6 1
.
B TheoreitcalFramework
Thi sseciton clairifeshow t het heo ire sareappiled in t hi sstudy .Thereare
x i
s theo irest ha tsuppo trt heanalys fiso theproblems .Thet heo ire sare :theoryo f
h c a o r p p a l a c i g o l o h c y s
p ,character ,characte irzaiton ,hyperacitvtiy, teaching style ,
o l e v e d y ti l a n o s r e p d n
a pment.
c e h
T haracte rand characte irzaiton ea r appiled in answeirng the f rist
m e l b o r
p . Thiss tepi si mpo trantt ounderstandt herea ldescirpitono fTo tto-chan sa
n i a m e h
t characte rin the novel before analyzing the personaltiy development.
a r e p y h f o y r o e h
T citvtiy i sused a sthe introduciton to ifnd ou tTotto-chan’ s
. t n e m p o l e v e d y ti l a n o s r e
p The theo ire s on excellen t teacher s and personaltiy
t n e m p o l e v e
d are appiled in answeirng the second problem . The theory on
s r e h c a e t t n e ll e c x
e proposed by Copple and Bredeka mp i sused to ifnd ou tand
e z ir o g e t a
c teachings t yleinTomoeGakuenr evealedbyMr .Kobayash.i eTh oryo f
t n e m p o l e v e d y ti l a n o s r e
p si usedtos eehowMr .Kobayash’i steachings et yl affects
n
o Totto-chan’s personaltiy. The wrtie rused Tetsuko Kuroyanag’i sT oo -tt chan : w
o d n i W e h t t a l r i G e lt ti L e h
T a sthe main source o fdata to answer al lthe s
m e l b o r
p .
7 1
I I R E T P A H
C I
METHODOLOGY
h
T erearet hreesecitons in t hi schapter .Thef ris tseciton i sobjec toft he
fl e s ti l e v o n e h t s l a e v e r h c i h w , y d u t
s ast hef ocu soft hi sstudy .Thesecondseciton
o t d e s u s i h c i h w , h c a o r p p a e h t s n i a t n o
c discussthesubjec tofthestudy .Thet hrid
n o it c e
s discusse sthe method tha ti sused in the study. I texplain sthe step in
y d u t s e h t g n i z y l a n
a .
.
A Objec toft heStudy
s i y d u t s e h t f o t c e j b o e h
T Tetsuko Kuroyanag’is nove,l Totto-chan :The w
o d n i W e h t t a l r i G e lt ti
L . hT enovel si anEngilshversiono fMadogiwaNoTotto -n
a h
c ,t heJapaneseo irgina lediiton ,pubilshed i nJapan byKodanshaI nternaitona l
. d t
L ,copy irghti n 1981byTetsuko Kuroyanagi .TheEngilshversion copy irghti n
2 8 9
1 by Kodansha Internaitona l Ltd., aw s translated by Dorothy Birtton. tI
r e t p a h c 1 6 o t n i d e d i v i d s i d n a s e g a p 8 8 1 s n i a t n o
c swhich are rtanslated f rom t he
e s e n a p a
J text i nto Engilsh. eT h book i sa l ong-standing bes tselleri n Japan and
i v f o s t n i o p y n a m d e g n a h c s a h t I . d n a l g n E d n a A S U o t d e t u b ir t s i d n e e b s a
h ew
m e t s y s n o it a c u d e t u o b
a (seeAppendixAf orf u trheri nformaiton).
o tt o
T -chan : The Ltilte Gir l a t the Window inrtoduces to a specia l l
e v o n e h T . i h s a y a b o K u k a s o S t s il a n o it a c u d e e h t y b m e t s y s n o it a c u d
e tells su
e h t t u o b
a chlidhood expeirenceo fal tiltegir lnamedTotto-chani nhe rchlidhood .
n o s e s u c o f y d u t s s i h
8 1
. ti ri p s h g i h d n a y ti s o ir u c y t n e l p a h ti w d li h c d l o s r a e
y Shei skeent oknowalmos t
. r e h d n u o r a g n i h t y r e v
e Totto-chan si amemoi ro fTetsukoKuroyanagi,t heauthor
x i d n e p p A e e s
( B forf u trheri nformaiton) .Mosltyt hestoryt e llsu sabout aunique
. n e u k a G e o m o T d e ll a c l o o h c
s I i t slocated in southwes tTokyo ,a three-minute
. e n i L o k o y o T d n a n o it a t S a k o a g u y i J m o r f k l a
w Tomoe Gakuen wa s an
a rt x
e ordinarys choo lwhichprovide saf reedomi nlearning.
e o m o
T Gakuen wa srun by an excepitona lheadmaster ,Mr .Kobayashi ,
