i
of the Requirements for the Degree of Sarjana Pendidikan Islam (S.PdI) In English Department of Education Faculty
By:
HERU SAPUTRA 113 07 064
ENGLISH DEPARTMENT OF EDUCATION FACULTY STATE INSTITUTE OF ISLAMIC STUDIES (STAIN)
v
W h oev er i s p er si st en t , h e w i l l f i n d
َﻣ ََ َو ﱠَ ْﻦ
W h oev er k n ock s, h e w i l l get i n
ْﻦ َﻣ َﺮ
ِﻔ َﻇ
َﺮ َـﺒ َﺻ
W h oev er i s p a t i en t , h e w i l l be l u ck y
ﺪ َﺼ َﺣ َع َر َز ْﻦ َﻣ
َ◌vi
1. My bel oved par ent ( Suhar yant o and Raudl at ul Fal ah) and si st er ( Rokhi s Fawazah) . No wor d can descr i be how I l ove havi ng you. Thanks f or ever yt hi ng.
2. My l i t t l e angel s: Anni sa ( al m) , Addi na, Aul i a, Ni sr i na. Your smi l es ar e my mot i vat i on t o r each my super hi gh dr eam.
3. “ Ar t ” of my l i f e. Thanks f or t he ar t .
4. Al l member s of “ Cr azy Comf or t Col or f ul Cool Cal m Coupl e C-Cl ass Voo Fun” , especi al l y Anas, Doni , Sahi d, Di ah, Ar un, Ar i en. I coul dn’ t i magi ne how my st udy wi t hout you al l was.
5. My f r i ends i n KAMMI Sal at i ga. Speci al t o: Akh Bashor and Akh Anas. Thanks f or your f r i endshi p i n happi ness and sadness.
6. My Fr i ends i n CEC, I TTAQO and RACANA STAI N Sal at i ga. Thanks f or gi vi ng me wor l d t o act ual i ze.
7. I ELSP Cohor t 8 Vi r gi ni a Gr ant ees. Thanks f or t r ansmi t t i ng your cr azy dr eams t o me guys!
8. My Fost er Par ent : Dani el and Mar gar et Br esl au. One of my dr eams i s vi si t i ng 601 Tur ner St r eet , Bl acksbur g, Vi r gi ni a.
9. My f r i ends who al ways suppor t me: Khoi r ul Wal i d, Pai j o ( Rent al Ber kah) , I bnu Si na, Ki ki , Mbak I i f , Hami d ( Abi Comp) , Bl i Kadek, and of cour se mbak Yul i Nur Ar yani .
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First of all, I would like to thanks Allah that with his blessing this graduating paper
can be completed.
Peace and salutation is always given to our beloved Prophet Muhammad, the most
inspiring human and the source of good values.
This paper cannot be completed without others’ guidance, help and support.
Therefore, I would like to express the deepest gratitude to:
1. Dr. Imam Sutomo, M.Ag, as the head of State Islamic Studies Institute of Salatiga.
2. Maslihatul Umami, MA as the head of English Department.
3. Ari Setiawan, S.Pd, MM. Thanks for your patience in guiding me during the writing process.
4. Dr. Zakiyuddin Baidhawy, M.Ag. Thanks for the inspirations.
5. All lecturers of English Department of STAIN Salatiga who give me many good values in life.
6. Hammam, M.Pd, Noor Malihah, M. Hum, and Yedi Efriyadi, M.Pd, who always motivate me.
viii be highly appreciated.
Salatiga, February 2nd 2012
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English Department. State Islamic studies Institute (STAIN) Salatiga.
The aims of the study are: (1) to describe the intrinsic literary elements of the novel “Ranah 3 Warna”, (2) to analyze the cultural background in the novel, (3) to find out the fundamental educational values of the novel.
To collect the data, the writer used library research. The writer also looked for other information that is relevant and appropriate with the research problem.
Based on the analysis of the novel “Ranah 3 Warna” the writer can make some conclusion that the intrinsic literary elements of the novel are consist of character and characterization, plot, setting, point of view, style and theme. The cultural background of the novel tells about Quebec which is considered as zero crime rate city. The education values are life is a struggle, education is human right, never give up, be patient but not passive, the power of dream, respect to parent, respect to teacher, be optimistic in life, be confident.
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TITLE... i
DECLARATION ... ii
ATTENTIVE CONSELOR NOTES ... iii
STATEMENT OF CERTIFICATION ... iv
MOTTO... v
DEDICATION... vi
ACKNOWLEDGENMENT ... vii
ABSTRACT ... ix
TABLE OF CONTENT ... x
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Statements of the Problem... 4
C. The Objectives of the Study ... 4
D. The benefits of the Study ... 5
E. Clarification of Key Terms ... 5
F. Review of Previous Research ... 8
G. Research Methodology ... ………... 9
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A. Education ... 13
B. value……….... 17
C. description of Educational Values ... 23
D. Literature………. 24
E. The Relationship Between Literature and Education 25 CHAPTER II ABOUT THE NOVEL“RANAH 3 WARNA” A. Synopsis of The Novel ... 26
B. Cultural Background of The Novel ... 31
C. The Biography of The Author ... 34
D. Literary Elements of The Novel ... 37
CHAPTER IV RESEARCH FINDING AND DISCUSSION A. Some Critics Says on Andrea Hirata`s Novel……... 51
B.Educational Values in The Novel “Ranah 3 Warna” 53 CHAPTER V CLOSURE A. Conclusion ... 63
B. Suggestion... 65
xii
Chase, Mary Ellen. 1965. Values in Literature. Boston, USA: Houghton Mifflin
Company
Daradjat, Zakiyah. 1977. Membina Nilai-nilai Moral Indonesia. Jakarta: Bulan
Bintang.
Deighton, Lee C. 1971. The Encyclopedia of Education Vol. 6. USA: The Macmillan
Company & The Free Press.
Earle, William James. 1992. Introduction to Philosophy. Singapore: Mc Graw-Hill
Inc.
Edwards, Paul. 1967. The Encyclopedia of Philosophy, Vol. 7 and 8. Great Britain:
Macmillan, INC.
Kaswardi, EM, K. 1993. Pendidikan Nilai Memasuki Tahun 2000. Jakarta: Grasindo.
Lado, Robert. 1964. Language Teaching A Scientific Aproach. New York: Mc. Graw
Hill Inc.
Linda. Eyre, Richard. 1997. Mengajarkan Nilai-Nilai Kepada Anak. Jakarta:
Gramedia
Hurlock, Elizabeth B. 1977. Child Development, Sixth Edition. Mc. Graw: Hill Book Company.
Indar, HM. Djumbernsyah. 1994. Filsafat Pendidikan. Surabaya: Karya Abditama.
Najib Agus. 2007. Educational Values of Adam`s Story in the Holly Qur`an. UN published thesis. STAIN Salatiga
Nawawi, Hadari. 1990. Metode Penelitian Bidang Sosial. Yogyakarta: Gadjah Mada University Press.
Potter, James L. 1967. Elements of Literature. USA: The Odyssey Press.
Soedarso. 1991. Sistem Membaca Cepat dan Efektif. Jakarta: Gramedia Pustaka
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Websters. 1981. Thir d New Inter national Dictionar y. USA: Merriam Webster Inc.
Widiastuti. 2008. The Moral Values in Novel ketika Cinta bertasbih. UN published
Thesis. STAIN Salatiga.
Zulaikhoh, Siti. 2008. Educational Values of The Novel” Even After All This Time”. UN published Thesis. STAIN Salatiga.
http://indonesiaproud.wordpress.com/2010/05/17/ahmad-fuadi-penulis-negeri-5-menara-penerima-8-beasiswa
CHAPTER I INTRODUCTION
A.Background of the Study
Human beings have two roles at once both as individual and social creatures. As individual creatures, human beings have a freedom to do what they want and to convey their idea and feeling, but they must be obliged to account for what has been done. As social creature in other hand, they need to interact and communicate with others and cannot live without others’ help. That is why human needs language as a culture code. Lado (1964:2) explains language as a part of the culture of people and the chief means by which the members of a society communicate. He adds that language therefore is both a component of culture and a central network through which the other components are expressed. Therefore, language cannot be separated from the culture of the society, because language is a symbol of a nation.
People use language to understand each other to get information and their needs. The way to communicate is by listening, speaking, reading and writing. Focusing in reading, people can get many information and values by it such as religious, economic, education, moral and politic. They also have many choices of materials to read, for example magazine, newspaper, novel, article and history
book. Reading is a complex activity which mobilizes a large of separated activities such as using understanding and imagination, notice and recall (Soedarso, 1991:4). While reading, our imagination will play to liven up the story in our mind as we are the main character. It will not happen when we are watching a movie, because we can see the event and just receive what we can see without imagining that. Besides gathering information, people also aim the reading for entertainment. The point is people want to get some advantages from their reading.
One of the reading sources is literature. It often represents human life, because the writers get ideas from their experiences and what they see on their daily existence. It also gives a lot of inspiration for the reader though sometimes implicitly. Besides that, it transforms real events into words which awaken the reader's imagination as they experience the events and finally they can take many things which they can implement in their real life.
dictionary also explained that literature stands related to man as science stand to nature. It means that literature and human have closed relationship.
Talking about novel, it can be one of the various texts of literary works. Novel has certain messages that are delivered by the author so that the reader gets the abstract experience from the story (Ariyani, 2010:2). As said by Robert Stanton, novel is a long story that present in detail the development of a character or a large complex social situation or a relationship involving many characters or a complicated event covering many years or a complex relationship among a few characters (Stanton, 1965:44). By reading a novel we do not only get a pleasure but we can take the messages as well. It will inspire us to find the solution in facing problem of life and to make a change in the way of our life without taking any risks, because we just take a part in the action of the story by using our imagination.
In this study the writer would like to discuss about the novel entitled “Ranah 3 Warna”. The story is very interesting. It shows us about the power of dream. This novel generally tells about Alif’s struggles. He comes from simple family and he is a boarding alumnus, but he has a big spirit to get the highest education abroad. This novel also shows the efforts and sacrifice. Even it is difficult, he wants to continue his study in a good university; He realizes that education is very important in his life to get the bright future.
pay the school fee for their children. The children prefer working to studying to fulfill their necessities. On the other hand education has an important role in human life. By education we can get better life in the future and wipe out the stupidity, illiteracy, poverty and the bad moral or behavior. There are many cases in our country, for example crimes because of faulty education background.
In this research the writer take the educational values from the novel Ranah 3 Warna. The writer hope that this research can help to the reader in solving their problem and the writer would like to emphasize the importance of education. So for such purpose the writer is interested in conducting a research entitled “An Analysis of Educational Values in Ranah 3 Warna Novel”
B.Statement of the Problem
In this research, the writer intends to focus on the following problem: 1. What are the literary elements of Ranah 3 Warna Novel?
2. How is the cultural background of the novel?
3. What are the fundamental education values of the novel? C.The Objective of the Study
Based on the statement of the problems above, the objectives of the study are as following:
1. To describe the intrinsic literary element of Ranah 3 Warna Novel. 2. To analyze the cultural background of the novel
D.The Benefits of the Study
The benefits expected by the writer in conducting this study are divided into two parts as follows:
1. Theoretically
The writer expects the results of this study can contribute toward the literary world and help the readers of Ranah 3 Warna novel to grasp education messages contained on the novel.
2. Practically
It is hoped that the findings of this study are beneficial to be used to: a. Develope literary study, particularly for STAIN Salatiga’s students. b. Develop the readers’ knowledge about education world.
c. Make the readers more interested to read beneficial books and find the positive values of the books which they can implement in their life.
d. Motivate the readers not to be afraid to dream and encourage them to try the best they can in achieving their dreams.
E.Clarification of Key Ter m
1. Analysis
In the Oxford Dictionary of Philosophy, Blackburn (1996) says that analysis is defined as the process of breaking a concept down into more simple parts, so that its logical structure is displayed.
2. Educational Values
Syam (1988: 5-6) adapts from Prof. Lodge’s book “Philosophy of Education” says that education is used sometimes in a wider, sometimes in the narrow sense. All experience is said to be the educative. The child educates his parents, the pupil educates his teachers, and the dog educates his master. Everything we say, think or do educates us, no less than what is said or done by other beings, animate or inanimate. In this wider sense, life is education and education is life. In the narrower sense, education is restricted to that function of the communication which consists in passing on its traditions, its background and its outlook, to the members of the rising generation. In the narrower sense, education becomes in practice identical with schooling, which is formal instruction under controlled condition.
About the values, Hurlock (1977: 386) says that every society has values to arrange their life which contain some principles, ideal or standards. Then, in more detail explanation said by Fraenkel (1980:10-13), the value is divided into two categories. The first is aesthetic which is referring to what people think of as something beautiful. The second is ethics which is referring to the study of how people act.
From the explanations above we can make a conclusion that educational values is something important people think or act relating to developing the learners’ potential.
3. Ranah 3 Warna
Ranah 3 Warna is the second novel of the trilogy novel written by Ahmad Fuadi, a journalist who became a novel writer. This novel was published on 23 January 2011 after the first novel “Negeri 5 Menara” was successful and became best seller in the market.
The novel tells about Alif’s life who fought hard to achieve his dreams to learn in a favorite university and even abroad. With the predicate as a boarding school graduate, many people considered it as a mission impossible. 4. Novel
The other definition of novel is a formed length prose that consists of story series about a certain person’s life with another person that shows characteristics of each person (Depdiknas, 2007:788).
Based on the explanations above, it can be concluded that a novel is a long story which tells about some persons with their characteristics.
F.Review of Previous Researches
In this research, the writer would like to analyze the educational value of the novel “Ranah 3 Warna Novel” by using library analysis. The writer would like to present other researches related with the study of educational values in “Ranah 3 Warna” which have very important contributions for this present research.
The first research is The Moral Values in Novel Ketika Cinta bertasbih. Widiastuti (2008) says in this research that the literary work can be one of the effective ways to study moral education, especially novel. Ketika Cinta Bertasbih is a novel which contains many moral educations such as struggling to survive, commitment, respect each other and admiring God’s creation.
The analysis about educational values in a novel also has been done in previous research. As the example is A Description of Educational Values as Seen in Andrea Hirata’s Novel “Sang Pemimpi” written by Ariyani (2010). In her research, she found that dreams will lead people to develop their life. She also said that education is very important for human’s life, so that educational values must be introduced to children early. Then, she added that reading literary works is not only for spending our leisure time, but also for learning many values which we can implement them in our life.
Besides the three researches above, there is a research which is also important for the writer as a reference entitled as “Educational values of Adam’s story in The Holly Quran”. Najib (2007) as the writer tries to analyze the educational values from Adam’s narrative in Holly Quran and its implication. He concluded that education values can be accomplished through reward, punishment, experience and religion. He also described that Quran is the first source for Moslem as guidance in life.
G.Research Methodology
In analyzing the novel “Ranah 3 Warna” the writer takes a certain procedures as following:
1. Research Object
2. Data Source
Data source is divided into primary and secondary source. a. Primary Source
It is a source of original data and a basis of research. The primary source is taken from the novel “Ranah 3 Warna”.
b. Secondary Source
It is a data source, which is used to support and complete the primary data. The data is taken from any kinds of books and relevant materials such as books of literature theories, value and education.
3. Type of Research
This is library research. Library research is a research which is conducted by collecting secondary data from books, regulations and academic writing (Nawawi, 1990: 30)
4. Technique of Data Collection
To collect the data, the writer uses library research and documentation. The writer also looks for other information that is relevant and appropriate with the research problem. In collecting the data, the writer does some following steps:
a. Reading and analyzing the novel Ranah 3 Warna
c. Writing down the important note in the novel Ranah 3 Warna and other books.
d. Arranging the data into several parts. e. Concluding the data
5. Data Analysis
In data analysis, the writer tries to analyze the novel in order to know the content of the novel and the messages written by the author. The technique of data analysis in this study is descriptive; and the interpretation of the text is content analysis. In conducting analysis, the writer uses some steps as follows: a. Describing synopsis of the novel Ranah 3 Warna.
b. Finding the cultural background of the novel. c. Extracting the educational values from the novel. d. Concluding based on data analysis.
H.Graduating Paper Outline
To make easier to the reader in understanding the whole content of the thesis, the writer organizes it into five chapters as following:
Chapter two presents theoretical review. It consists of description of education, value and education value
Chapter three presents synopsis of the novel, cultural background of the novel, the biography of the author and analysis literary elements of the novel..
Chapter four research finding and discussion, it consists some critics on the novel and educational values as seen on the novel.
In this chapter, the writer would like to discuss about education, value,
and the description of educational values.
A. Education
Poerbakawatja (1981:257) says that education in the broadest sense
means all actions and efforts of the older generation to transfer the knowledge,
experience and skills to the younger generations as an effort to prepare them
to fulfill their necessity in physical and spiritual as well. In this term, we can
say that the animals that train their children to be able to stand alone also
"educate" their children. But in humans there is one important factor that is the
sense of responsibility. In this connection, then education is a conscious
human attempt to bring the child who has not grown to be mature and able to
assume responsibility over all his actions morally. Education has an important
role in one’s life. It is arranged as a provision to the learner to perform certain
tasks in the community for livelihood.
Educational activity must take place in an environment. In educational
context, the environment can be all things that are beyond the child's
environment. Environment can be either tangible things, like plants, people,
circumstances, political, socio-economic, animals, cultures, beliefs and other
efforts undertaken by humans including education.
In the MPR decree Number II/MPR/1989, about GBHN (Outlines of state policy), it is states:
Pendidikan berlangsung seumur hidup dan dilaksanakan di dalam lingkungan rumah tangga, sekolah, masyarakat dan pemerintah.
(Education lasts a lifetime and implemented in household, school, community and government environment).
It is obvious that education in Indonesia embraces the concept of long-life education, which is departed from a view that education is an essential element over the person’s life. Thus, education is essentially a process of contemporary life and the process of preparation for the future as well.
From the description above, it can be concluded that the scope of education consists of informal, formal and non-formal education (Satmoko, 1989:7).
Formal education is kind of education which has a particular form or organization, as found in schools or universities. It can be says that formal education is the second education for children after informal education.
Non-formal education includes a variety of special business conducted in an organized way so that people who have no chance to follow education in school can master practical knowledge and basic skills which they need as productive citizens.
Emile Durkheim states about the definition of education related with some discussion above as quoted by Deighton (1971:319) as follow:
Education is the influence exercised by the adult generations on those that are not ready yet for social life. Its object is to arouse and to develop in the child a certain number of physical, intellectual and moral states which are demanded of him by both the political society as whole and the specific milieu for which he is specifically destined.
Human needs certain universal education including spiritual and physical education that can give satisfactory or use for humanity, society and public. This education must include ethics, moral, mental and emotion. The important education for human to grow up and develops appropriate with desire and ability, with aims that have fully human education can get smart of knowledge, confidence and safety.
1. Socialization
This is the process which changes the human being into a social person. By exposing the children to the standards and mores by which society is governed, education develops the child’s personality and helps him find his place in society.
2. To develop a cooperative spirit within student.
The educational system is given the charge of developing this cooperative spirit in the individuals who constitute the society (Deighton, 1971:319-320).
According to John S. Brubacher on his book “Modern Philosophies of Education as quoted by Indar (1994:86), educational aims perform three important functions all of which are normative:
1. Giving direction to the educative process.
2. Not only should give direction to education but should motivate it as well. 3. Aims have the function of providing a criterion for evaluating the educational
process.
On National Education Standards of Republic Indonesia Government Regulation No. 19 of 2005 Article 4 says that the purpose of education is:
Standar Nasional Pendidikan bertujuan menjamin mutu Pendidikan Nasional dalam rangka mencerdaskan kehidupan bangsa dan membentuk watak serta peradaban bangsa yang bermartabat.
From the explanation above, it is clear that the objective of education is to produce a competence human and responsible about the welfare of the people and fatherland. The organization of education is to give prosperity to the people by developing the knowledge and skills.
B. Value
Value means positive quality of anything whereby it is desirable, useful, interesting, good, and important. Only a few of the terms are available for the expression of positive values. Whether values are part of the intrinsic nature of things or simply a matter of how humans respond to things is controversial. (Earle, 1992:297).
According to Edwards (1967:229), value is the worth of a thing. Value (in the singular) is sometimes used as an abstract noun. In a narrower sense to cover only that to which such terms as “good” desirable or “worthwhile” are properly applied and in the wider sense to cover, in addition all kinds of rightness, obligation, virtue, beauty, truth and holiness.
From the explanations above it can be concluded in a short that value usually contains the principles of what is good to follow and what is bad to avoid. The sense of value of a person distinguishes which one is important and which one is not. Values are an idea or concept about what someone thinks is important in life.
According to Linda (1977:3), education values generally are divided into two groups:
1. Values of Being:
Values of being are a value that is in human beings and it developes into the behavior and the way human treats other (Linda, 1997:4). Values of being include:
a. Honesty
Honesty toward others, institutions, society, ourselves. Strength and confidence that comes from the deep because there is nothing to hide. b. Brave
Brave to try good thing though it is difficult. Brave to oppose majority that is moving to the false and also to say ‘no’ to an invitation to err. Brave to follow heart although it causes sufferin. Brave to be gracious and friendly.
c. Peaceability
rarely resolved through conflict, and that the obstinacy of a person indicates that he has a problem or feel insecure, and therefore expect your understanding. Willingness to understand other's feelings instead of reacting to them quickly. Emotional control.
d. Confidence and Potential
Individuality; Awareness of boundaries and the uniqueness of development. Rresponsibly for his own deeds. Overcoming the tendency to blame others when experiencing difficulties. Believing in self-ability. e. Self-Discipline and Moderation
Self-discipline in physical, mentality and financial. Knowing the margin of time talking and eating. Knowing the margin in of strength of body and mind. Consciousness of the dangers in embracing extreme views and impartially. The ability to balance spontaneity with self-discipline. f. Purity and pureness
Awareness to keep the value of chastity before and after marriage. Understanding the role of marriage and sexuality in it. Awareness about the consequences of long-term (and extended) that can be caused by immoral sexual life.
2. Values of Giving
The values of giving are values which are needed to be practiced or provided and then would be accepted as given (Linda, 1997:40).
a. Loyalty and Trustworthy
Loyality toward family, job, the State, the school, organizations and other institutions which become the responsibility. Ready to support, serve and help. Trusted and consistent in promises.
b. Respect
Respectful towad life, rights, parent, elders, nature, and beliefs. Civilized and polite behavior. Respectful to self and avoid detraction to self.
c. Love and Affection
Love and affaction to self which is more than just a loyal and respectful. Dear to friends neighbor who also love to hate us; and emphasizes the lifelong responsibility for saying to the family.
d. Sensitive and Not selfish
More care to others. Learn to feel togetherness and compassion toward others. Empathy, tolerance, and brotherhood. Sensitive to other’s needs and situations.
e. Kind and Friendly
f. Fair
Obedience to the law, fairness in work and games. The view of the natural consequences and the law of cause and effect. Appreciate the generous and forgiving attitude and understand that revenge is futile.
Values in literature are the same as value in life. For literature as its best is life. It is not just about life, it is life itself (Chase, 1965:1). It means that when we read a novel, if we are good readers, we look for the values. If we do not find them, then we can be very sure that we are reading is not worthy for us, that is silly or empty or unreal. In short, that is does not have values which we respect and admire and want to possess in our own minds and lives.
C. Descr iption of Educational value
Ulpa (2000) says that educational values in the simple definiton means the limit of everything which educate to maturity, including goodness and badness in order to be useful for humans’ life which is acquired from educational process
Educational process can be done not only in one place and one time. It also can be done by doing many things such as interacting, trying and even literary work.
Consciously or not, every human’s behavior are always based and colored by the values that stem from his life philosophy, and always tried to instill thus value system on others. That is why every educating activity are viewed as normative activities, namely an activity or process of instilling norms of life in accordance with and based on basic philosophy of life that he had.
As said by Havighurst and Neugarten quoted by Syam (1988:157) bellow:
People who think about education in broad terms, as a process of teaching children the concepts and attitudes of their society and teaching them how to behave in their social, civic, economic relations tend to think of the whole community as an educative agent.
communities which teach the concepts and attitudes in social life and teach how to behave in public life.
We can get educational values everywhere, not only in a formal institution. We can find it from experiences, friends, environment and soon. One of the sources of educational values which we can get is by reading a literary works as novel. Literature is a way of expressing ideas, the ideas and thoughts with the descriptions of experience. Psychological aspects of literature target are not only cognitive but also affective and co native. Cognitive aspects are also not confined to the mere thought, but the more sensory and power fantasies of a literary work trying to arouse awareness of vision, hearing, smelling, touching. In short literary works are to provide an imaginative experience for the readers. This is why the imagination of the experience presented a literary work is often "intoxicating" readers to spend reading it as soon as possible. (Kaswardi, 1993:147)
From the aspect of literary works above, it can be drawn the conclusion that literary works can be used as a mean to deliver the educational values, because literature is written with the intention of showing the values of life or at least questioning the values that suitable or not suitable to the needs of the times or the needs of human in general, so the reader not only get a pleasure but also they can catch the message inside the novel.
educational values which can be learned by the readers. A literary work is hoped having values which take the readers into the maturity, not only the way to pour the hidden ideas.
D. Liter atur e
Semi (1998:8) says that literature is the result of creative art with human and his life as the object and language as the medium. In other definition, it is said that literature is a term used to describe written or spoken material. Broadly speaking, "literature" is used to describe anything from creative writing to more technical or scientific works, but the term is most commonly used to refer to works of the creative imagination, including works of poetry, drama, fiction, and nonfiction (http://classiclit.about.com/od/literaryterms/g/aa_whatisliter.htm).
Literature represents a language or a people: culture and tradition. But, literature is more important than just a historical or cultural artifact. Literature introduces us to new worlds of experience. We learn about books and literature; we enjoy the comedies and the tragedies of poems, stories, and plays; and we may even grow and evolve through our literary journey with books.
Whatever critical paradigm we use to discuss and analyze literature, there is still an artistic quality to the works. Literature is important to us because it speaks to us, it is universal, and it affects us. Even when it is ugly, literature is beautiful.
E. The Relationship Between Liter atur e and Education
There is relationship between literature and education as said by Ratna (2005:447). Etimologically, literature means also as a tool to educate. In the deeper view, nearly all of literature works are mediums to transfer good ethics. This afectivity will be more clear if it is related to old literature. For old society, literary work is like law, custom, tradition and even doctrin. Understanding litarature work has same position with understanding advise, rule, prohobition and command and so on.
CHAPTER III
ABOUT THE NOVEL
“RANAH 3 WARNA”
A. Synopsis of The Novel
Alif was a Minangs who dreamed to become a professor like B.J. Habibi, but his parent wanted him to be a scholar like Hamka. Because of his obedience, he decided to learn in Islamic boarding school Al-Hikmah Gontor Ponorogo, but his goal to become a high educated person was more blazing. After graduating from there, he intended study in a university. No half-hearted, he wanted to continue his study on the aviation faculty of ITB (Institut Teknologi Bandung). He also aspired to study in America. In common view, it was impossible dream, but he never gave up and always tried to answer back what people thought about it (Fuadi, 2011:2).
Randai was Alif”s friend, but he became his rival in love and dream of life. He had entered university a year before Alif. Essentially, Randai was luckier than Alif, because his parents who worked as a merchant were able to provide tuition and other facilities he needed (Fuadi, 2011:4).
One day, Alif and Randai competed in fishing. Suddenly, Randai asked about his chances of continuing his study to favorite college such ITB, because he did not has high school diploma and he would take a standardization exam. Randai suggested Alif to study at IAIN or other Islamic University because Alif
graduated from Islamic boarding school. Actually Randai did not mean to hurt Alif, but it was. Before that, many people said that they doubted of his dreams. However, Alif still struggled and he was inspired by the Danish runner up football team in European championship. Many people underestimated them because it was only the luck to pass them on the final championship. At the end they became the champion. It raised Alif’s motivation to find his dream to study in university and also get opportunity to study in America. The motto from Kyai Rais, his master in the Islamic Boarding: “man jadda wajada” (person who does persistently will find what he wants) always encouraged him not to give up (Fuadi, 2011:4) .
A week before the standardization test, Alif even had to stay up late over night to learn subjects that might he found in the exam. With hard effort he could pass it with the average score 6.5. His struggle was not over; He had to try hard to enter the university and finally could get into UNPAD (Universitas Padjajaran) Bandung. Even though ITB was his first expectation, he believed that this was the God blessing which would bring him into many beautiful things in the future (Fuadi, 2011:30).
As a student, Alif had strong spirit in writing. Opportunely, he met Bang Togar, a well-known writer in UNPAD who had many experiences on writing in popular newspapers. With persistent effort, Alif was accepted to be Togar’s student and he learned many sciences about writing from Togar so that finally his article was published in the campus magazine. After knowing that Alif’s father had died, Bang Togar became more consistent to teach Alif in order to be a good writer (Fuadi, 2011:4).
Alif’s life was not simple; he hadto work hard to survive. Even, he must sell clothes supplied by Randai’s parent. In fact, he got ill due to exhaustion. From there he realized that the only man jadda wajada was not enough, it should (think over of man shobaro dzofiro (person who is patient will be lucky). Fortunately, writing skill helped him in earning his living to survive in Bandung (Fuadi, 2011:137-138).
One day, a cultural exchange scholarship to Canada was opened. This was a golden opportunity for Alif, because Canada was a country in American continent which he dreamed to study. But he was embarrassed when he knew that it was a scholarship about art where Randai and Raisa also applied. Moreover, Randai was very talented on it. That made Alif increasingly discouraged. And the situation became worse because Raisa in fact learned much about art from Randai before that (Fuadi, 2011:184).
ideas; he tried to promote himself in other ways. He said that he had an advantage because he was a writer. He argued that Indonesian team needed to show not only an art but also intellectual. All interviewers were agreed unless Mrs. Sonia who still could not agree to his argument. Alif was eventually let it go and be patient, Man Shobara dzafira was still in his mind (Fuadi, 2011:208).
Finally Alif was chosen to be one of the participants in that cultural exchange and so was Raisa, but not Randai. This was a good opportunity for Alif, because the way to find his dream was opened widely: studying abroad and getting closer to Raisa (Fuadi, 2011:209).
The time arrived; Alif and his 7 colleagues departed from Jakarta accompanied by Kak Marwan as the guide. The first place they visited was Jordan. There, they visited The Roman Theater. It was a famous theater from Roman relic. In addition, they also visit the al-Qola mountain, a hilltop where they could see the whole city in Amman. There was a little accident, Rusdi fell in to ravine and he should use a cane because of bone fracture. Thankfully, he was still able to continue the journey to Canada (Fuadi, 2011:246-249).
After arriving Canada, they met seven Canadian who would become their homologues. Alif got Franc as his homologue, and they will apprentice in a television station of Saint-Raymond, a small town in Quebec. It was interesting for Alif, because media was his world (Fuadi, 2011:4).
snowfall, discuss, relax and crack a joke together every day without feeling shy. (Fuadi, 2011:300)
Incidentally, that exchange program coincided with a referendum which would establish whether Quebec would still become Canada’s territory or separate. It would be very inspiring if he could interview the main figure of that moment: the leader of anti-separation and pro-separation. And finally with a long and persistent struggle he got an opportunity to interview Daniel Janvier, the anti-separation main figure. This made him and Franc became the most outstanding group of cultural exchange program (Fuadi, 2011:363).
The inauguration night came, during the next few days would be used by Alif and friends to say good bye and prepare their returning to Indonesia. Alif tried to write a loving letter for Raisa and gave it. When he arrived in front of door, he stopped because he heard Raisa talked about her ideal spouse. She said that she only wanted to be close with a man who seriously intended to marry her. Moreover, she wanted a man who had graduated and worked. Alif finally went back and keep the letter and he would give it to Raisa after graduation (Fuadi, 2011:438-443).
After ten years, Alif returned to Saint-Raymond with his wife to visit his foster parents and memorize cultural exchange moment as the most beautiful experiences in his life (Fuadi, 2011:469).
This table will show Alif’s life process in three different regions with their colorful sundries:
No Place Event
1 Bandung
Studying in UNPAD Trying to write
Surviving by trading until getting sick Writing as the solution of financial problem
2 Jordan
Visiting Indonesian Embassy Visiting Roman Relic
Visiting Jabal al-Qola’
3 Canada
Living 10 months in homestay Volunteering in local TV station
B. Cultural Background of the Novel
In this subchapter the writer would like to discuss about cultural background of the novel Ranah 3 Warna.
Literature is using imagination and creativity in one hand, and culture is using mind capability as intellectuality in other hand.
Literature comes from Latin litteratura means everything written: and culture comes from colere means human activity to process the nature. Culture process the nature through intellectuality power and literature through written power. Both culture and literature are paying attention to spiritual aspect and giving lesson to human mind. In addition, culture and literature are always related to positive things. It means, they are produced by human activity to increase their life (Ratna 2005:6).
Usually the literary work such novel describes about the current situation which occurs in a society or environment around the author's life. In accordance with the essence, each work of art represents a certain cultural dimensions. Literary works through the medium of metaphor language has a function to redisplay events of human life. Literary works build the world through words because the words have the energy; the goal is people can identify themselves in order to create a more meaningful life.
Kaswardi (1993:148-149) gives his explanation about the purpose of writing the literary work as viewed from the essence as follow:
affirmation of values. For example: a child should study hard, respect to the parents, helping each other, etc.
2. Capitalize the value
Everyone knows that kill was not good, every parents love their children, etc. Such knowledge does not have a powerful affective power if only a mere spoken but through the literary technique, it will be different. For example: the story of bawang merah bawang putih. When parents delivered this story to the children, they will more understand about what is good or not good to do in their life.
3. Questioned values.
Most of the important literature contain an alternative value given to the students who have critical thinking.
Based on the purposes above, this novel is written to capitalize good values and to motivate the readers to get what they dreams though it is not easy.
In this paper, the study about cultural background will be focused on Quebec, Canada where Alif as the main character had stayed there for ten months.
The writer tells about the situation of Quebec by presenting the following dialogue between Alif, Ferdinand and Mado:
“O ya, nanti kalian bisa datang dan pergi jam berapa saja. Pintu itu selalu terbuka, tidak pernah kami kunci,” kata Ferdinand yang baru duduk di meja makan.
Mado tersenyum, “disini tidak ada pencurian. Hampir semua rumah tidak dikunci setiap malam”(P:307).
(“You can come and go everytime. The door is always opened, it is never locked.” Said Ferdinand who is sitting in dining table.
“Why isn’t it locked?” I ask directly. “Why should it been locked?” He ask back
Mado smiles, “Here, there is no stealing. Mostly all of houses are not locked every day.”)
Quebec can be grouped as zero crime rates. After analyzing deeply, it is known that it is because most of people are prosperous.
It also can be said that people in Quebec are educated. They know good values and implement them in their daily life. As an example, they like honesty in their life. It is showed in referendum. As explained by Fuadi (2010:365) that if there is a candidate who tries to bribe by giving some money, he will lose absolutely. It means, the society know well that bribery is bad thing and the actor is not suitable to be the leader.
Alif and friends learn many things in Saint Raymond, because it is very developed city with educated society.
C. The Biography Of The Author
(http://indonesiaproud.wordpress.com/2010/05/17/ahmad-fuadi-penulis-negeri-5-menara-penerima-8-beasiswa/)
Fuadi obeyed his mother to learn Islamic studies and he leaved his home to study in Darussalam Islamic Boarding Gontor in 1988 until graduated in 1992. There, he met some teachers who taught him about life and hereafter as well. There, he got a motto “man jadda wajada”, and also a new law: science and foreign language is the windows of world.
By keeping man jadda wajada in heart, he could find his dream; he was accepted in International Relationship major in Padjajaran University (UNPAD) Bandung and graduated in 1997.
When he was university student, he represented Indonesia in Youth Exchange Program in Quebec, Canada (1995-1996). In the upper ends of his study, he got a chance to study one year in National University of Singapore in SIF Fellowship Program (1997).
After graduating from university, he knew that Tempo was active again after president Soeharto was deposed. Then, he was accepted as the journalist there (1998). His first journalistic class was taken by guidance from some senior journalist.
Since studying in University, they became correspondents for TEMPO and VOA journalists. They reported historic news like September 11th tragedy from Pentagon, White House and Capitol Hill.
In 2004, he got Chevening Scholarship to study in Royal Holloway, University of London in documentary film field. Now, he becomes a director of communication in The Nature Conservancy (2007-now).
Fuadi masters English, France and Arabic. He has gotten some awards such as Indonesian Culture Foundation Inc. award (2000-2001), Columbus School of Arts and sciences Award, The George Washington University (2000-2001), and The Ford Foundation Award (1999-2000).
Negeri 5 Menara is his first book from trilogy, followed by Ranah 3 Warna. His books are accepted well because of their inspiration. He uses some parts of royalty to build “Komunitas Menara”, a social organization based on voluntary which provide school, library, hospital and soup kitchen freely for under poverty liners.
Some other awards that he got are as the following: 1. Longlist Khatulistiwa Literary Award 2010
D. Literary Elements of The Novel Ranah 3 Warna
In this sub chapter the writer would like to discuss the literary elements of the novel Ranah 3 Warna. The literary elements of a novel are character, characterization, plot, setting, point of view, style and theme.
In understanding the meaning of a literary work as a whole, it is important to analyze the structure of the work. The literary elements of the novel Ranah 3 Warna are as the following:
1. Character and characterization
Potter (1967:1) states that character means any person who figures in a literary work not particularly a peculiar or eccentric one; sometimes a given character does not actually appear but is merely talked about.
Those are the major and minor characters of this novel: Major Character
a. Alif
Alif is the central figure in the story. He comes from Minang and he has graduated from Gontor Boarding school. He actually wants to be a professor, but because he obeys his parents who want him to be like Hamka, he studies in boarding. After graduation, he still has a will to continue his study in university and also learn many things in the USA. He is a fighter in his dreams; he never gives up although others underestimate him.
b. Randai
Randai comes from the same village with Alif because he is Alif”s friend since in childhood. He does not have to work hard to fund his study because he comes from a rich family. His parents are large scale merchant and they can suffice his needs until he graduated from the university. He is gifted in art. Actually he is a good person and likes to help others including Alif, but he becomes Alif rival in love.
c. Raisa
Minor Character a. Alif’s father
He is very good father, because he always takes care about Alif’s education. He always gives what Alif needs as possible as he can. Unfortunately, he died before Alif’s graduation from university.
b. Alif ‘s mother
She is a strong woman. She still tries to fund Alif’s education although she becomes a widow. She always motivates Alif to reach his best.
c. Bang Togar
Bang Togar is famous with his capability in writing, especially in filling column in newspapers. He is very preserving and rather rough. After doing some works, Alif finally becomes his student. He helps Alif to be a good writer and his work is published in university magazine.
d. Mang Udin
Mang Udin works as sole man in sidewalk near Alif’s campus. Although he has only one hand, he does not give up and always happy in his life. He always works without mourning over. That inspires Alif to praise what God has given to him and not to be lazy in his life even it is hard. e. dr. Rafzen
f. Randai’s father
He has helped Alif to supply some clothes in order to sell them in earning money.
g. Mrs. Sonia
She is one of the interviewers when Alif joins cultural exchange selection. She is the only one who still disagrees about Alif’s argument. She is known as non-compromise figure.
h. Kak Marwan
Kak marwan is the guide for Alif and friends in exchange program. He is very discipline and punctual.
i. Mr. Widodo
Mr. Widodo was the accountable person of the exchange program. He looks so rude but he is very kind. He made Alif frustated when he announced that Alif was not choosen in that program. But it was only a joke in Alif’s birthday.
j. Rusdi
k. Tyson
His true name was Rajab Sujai. Everybody calls him Tyson because his face resembles that boxing star. He continued his study in Jordan after graduating from Madani.
l. Kurdi
Kurdi is Alif’s friend in Madani who likes gossip about others. He also continues his study in Jordan.
m. Sebastien Trudeau
He was one of alumni of exchange program from Canada. He became a guide with Kak Marwan.
n. Robert
This tall guy is Alif’s competitor in getting the most outstanding participant in exchange program. He is confident and having strong will. o. Franc
Franc is Alif’s homologue. He is a good partner evidenced by his contribution in getting the best result.
p. Ferdinand
Ferdinand is Alif’s foster father who has a firm body like an army but not too tall. He always smiles and he has many experiences.
q. Madeleine
Characterization is the process of conveying information about characters in fiction. There are two method of characterization: the dramatic and analytic method. In the dramatic, we form our opinions of the characters from what they do and say, from the environment, from what other character think of them. In the analytic method, the author comments upon the characters, explaining their motives, their appearance and their thought.
In this novel the author uses the dramatic and analytic method as well. The following example will show the author in characterizing Rusdi as a funny person:
Awalnya kami yang sedang berbaris mengir dia perantau dari kampung yang tersesat masuk kamp. Tidak peduli dengan upacara yang sedang berlangsung, dia mencolek aku yang berdiri paling depan. “Kawan, boleh saya bertanya, dimana tempat orang latihan mau ke luar negeri, mau ke Kanada?” Tanya dia dengan suara keras. “Pak Raden” yang sudah siap berpidato tampak gusar. Matanya melotot dan kumis tebalnya tampak tinggi sebelah. Dia berjalan cepat ke arah orang baru ini, seakan mau menerkam. Mata kami mengikuti apa yang akan terjadi selanjutnya. Si pemilik koper kuning ini malah cuek saja, tak tau marabahaya mengancam. Bukannya takut, dia juga berjalan cepat kea rah “Pak Raden” dan mengulang pertanyaan yang sama, “Pak Kumis yang terhormat, tau dimana orang yang mau ke Kanada berkumpul?”. Kami terbahak-bahak menutup mulut mendengar dia menyebut “Pak Kumis”.
Dengan berlari kecil dia segera bergabung dengan barisan. Puncak hidungnya telah ditumbuhi butir-butir keringat. Sejak tadi aku telah berusaha menekan bibirku, tapi aku tidak kuasa menahan desakan tawa yang bocor keluar dari mulutku. Orang aneh yang lucu (P:220)
(At first, we thought he was a marched from the village who loss and enter the camp. No matter the ceremony is in progress, he nudged me standing at the front. "My friend, may I ask you? Where is the place for people who will practice to go abroad? Canada?”
quickly toward the new person, as if to pounce. Our eyes follow what will happen next. The owner of the yellow suitcase is even ignorant, he did not know about the dangerousness. Instead of fear, she walked quickly toward "Pak Raden" and repeated the same question, "The gentleman Mr. Moustache, do you know where are people who will go to Canada get together?” We burst out laughing to hear "Mr. Moustache"). (With the trot he soon joined the ranks. The top of his nose is covered speaks what may others do not have bravery to speak it to Mr. Widodo because he do not know who is in front of him. Besides that, the writer continues his describing about Rusdi by using analytic method; he says that Rusdi is a funny person.
2.Plot
Plot is a sequence of events that constitutes a whole unit which separate from the happenings that precede or follow it. A plot is based on a series of events that are partly the result of some continuing cause. So, it is formed by a casual sequence of events and begins when the continuing cause begins and that cause carries the sequence forward. (Potter: 1967:24)
a. Exposition
even abroad. Many people doubt of him because he graduated from Islamic boarding and he does not have senior high school certificate. Alif is inspired by Danish football who becomes the winner in Euro championship although they are not a favourite team.
In the short, he is accepted to study in UNPAD Bandung. He shares life with Randai. There, he meets Raisa and he falls in love with her. But he does not forget his dream to study in America
b. Conflict
The conflict begins when Alif has to finance his study by himself because his father dead. He has to trade clothes supplied by Randai’s parent. His life is so hard until he gets sick. Fortunately, his skill in writing helps him earn living.
c. Resolution
. The resolution is when Alif is accepted to join cultural exchange in Canada. It meets his dream to study in American continent.
3. Setting
Setting is divided into two parts, setting of place and setting of time. (Potter, 1967:27)
The settings of Ranah 3 Warna Novel both place and time will be detailed as follow:
a.Setting of place 1. Maninjau
Alif and his family live in this village before he moves to Bandung, Jordan and Canada (the three places are the starting of name “Ranah 3 Warna”)
2. IKIP Padang
It is the place where he takes UMPTN (Ujian Masuk Perguruan Tinggi) there.
3. Bandung
It is the city where Alif struggles as a university student. By hard work, he can pass the exam and he is accepted in UNPAD (Universitas Padjajaran). Bandung is the first Ranah 3 Warna.
4. Randai’s Boarding
At first, Alif does not have his own place. He stays with Randai. It is the cause of his meeting with Raisa who lives in front of Randai’s boarding. 5. Cibubur Preparation Camp
6. Jordan
Before arriving Canada, Alif and his group is drop in Jordan first. Jordan is the second place of Ranah 3 Warna after Bandung.
7. Indonesian Embassy in Jordan
After arriving at Jordan, Alif and friends are welcomed by Indonesian ambassador in Jordan.
8. Roman Theatre
It is the first tourism that they visit in Jordan. It is Roman relic which is an old theatre built in 2nd century by Antonius Pious.
9. Jabal al-Qala’a
Jabal al-Qala’a is the highest place in Jordan. An accident happens there; Rusdi falls to the ravine. Fortunately, he can continue the journey to Canada.
10.Canada
Canada is the third Ranah 3 Warna. It is the top of Alif’s dream told in this novel.
11.Montreal
It is the first city in Canada that Alif visits. 12.Family house
13.Saint Raymond Television Station.
It is the apprentice place for Alif during joining cultural exchange program. There, he can actualize his capability about journalism.
b.Setting of time
Setting of time in this novel is around 1992-1997. The writer gets the information from the statement:
Begitu ayah keluar kamar, aku serobot tabloid itu dengan tidak sabar. Aku langsung melahap semua berita dan melihat dengan cermat jadwal Piala Eropa 1992. Aku butuh pelarian dari kebosanan dan rutinitas belajarku (P:17).
Semakin hari semakin terasa semua headline Koran le soleil, TV dan radio dibanjiri berita dan polemik hangat seputar referendum. Pertanyaan besar semua orang: apakah referendum tanggal 30 Oktober 1995 ini memecah Kanada dan menghasilkan sebuah Negara baru? (P:321)
(As soon as my father leaved, I snatched tabloid impatiently. I immediately devoured all of the news and looked carefully at the European schedule. I needed an escape from boredom and routine of my study).
(I increasingly felt that all Le Soleil newspaper headline, television and radio news were flooded with warm of polemic surrounding the referendum. The big question of all was whether the referendum on October 30th, 1995 would break Canada or generate new state?)
Besides that, the writer also tells a little about his life in next eleven years, when he came back to Canada with his wife.
4. Point of view
Identifying the narrator can be done by identifying the point of view of a story. The point of view show the position from which the story is told (Potter, 1967:28). In the first point of view, the narrator is a participant in the story. In the third person point of view, a story told by a narrator who is not one of the story’s participants.
In this novel the author uses the first point of view because the novel is mostly based on the real story of the author himself. He uses the word “Aku” (means I) to tell the story.
The following example will show the author in using the first point of view:
Hampir setahun Aku di Bandung. Di tengah kekurangan uang, aku menikmati hidup di kota sejuk ini. Persahabatan dengan teman-teman di kampus sungguh menyenangkan. Aku tidak kesulitan dengan berbagai mata kuliah dan alhamdulillah nilaiku bagus. Bahkan nilai Agama Islamku A plus, satu-satunya di kelasku. Alasan dosenku, karena semua pertanyaan aku jawab dengan Bahasa Arab. (P:83)
5. Style
Style in literature is the author’s manner of using language. Even if two authors use the same plot, characters and setting, the story will be different, because their language will differ in complexity, rhythm, sentence length, subtlety, humor, concreteness and the number and kinds of images and metaphors. The particular mixture of such qualities in each story would constitute its style (Stanton, 1965:30).
This novel is written with the strong personification and realist. His word choice makes the readers feel that they are experiencing the story.
The following example will show the author in using the language in describing the situation in the story:
Rumahnya tegak di tengah rerimbunan pinus dan maple yang memerah kuning, di bibir danau kecil. Percik-percik kilatan matahari yang mengenai permukaan danau memantul ke dinding rumah kayu. Di depan rumah menjulang tiang kayu yang berukir dan berwarna-warni, tiang totem (P:340).
(His home is up in the middle of a group of pine and yellow flushed maple, in the edge of small lake. Splash-spark flash of sun on the lake surface bounces to the wall of wooden house. In front of house, carved wooden is towering and full color, pole from totem).
6. Theme
as an idea. It suggests a morality but offers no moral (Koesnosoebroto, 1988:76).
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Some Cr itics Say on Ahmad Fuadi’s novels.
In this sub chapter the writer would like to show some critics to the novels of Ahmad Fuadi as follows:
1. BJ Habibie
Novel yang berkisah tentang generasi muda bangsa ini penuh motivasi, bakat, semangat, dan optimisme untuk maju dan tidak kenal menyerah, merupakan pelajaran yang amat berharga bukan saja sebagai karya seni, tetapi juga tentang proses pendidikan dan pembudayaan untuk terciptanya sumberdaya insani yang handal. (http://negeri5menara.com/index.php/apa-kata-para-tokoh)
(This novel that tells about young generation is full of motivation, talent, passion and optimism to develop and never give up. It is a valuable lesson not only as the literary work but also educational and cultural process to make good human resource).
Habibie says that this novel gives not only art but also education and culture values to create better human resource. That novel is very inspiring and full of motivation.
2. Ahmad Syafii Maarif, The founder of Maarif Institute and the former chief of Muhammadiyah
“Novel yang berkisah tentang perjalanan rantau anak muda Minang pastilah mengasyikkan untuk diikuti, apalagi jika rantau itu telah menggapai ujung dunia. Filosofi “alam terkembang jadi guru” telah dibuktikan oleh penulis novel yang berasal dari kitaran Danau Maninjau yang elok itu.
(Novel about travelling of young minangs must be fun to be followed, especially if the shoreline has reached the end of the world. P hilosophy of “the nature blossoms to be teacher” is proved by the author of the novel who comes from around beautiful maninjau lake).
Ma’arif says that Fuadi can proof the Minangs philosophy “alam terkembang jadi guru” (nature blossoms to be a teacher).
3. Sar lito Wirawan Sar wono, Psychologist
Tidak ada yang kebetulan di dunia ini. Semua atas izin Allah dan usaha manusia. Buku ini buktinya. Sangat menggugah inspirasi. Ditulis dalam bahasa yang enak dibaca. Terkadang serius, lebih sering kocak. Kesimpulannya “man jadda wa jada”, artinya “yang penting usaha”. Maka Allah akan membukakan jendela-jendela dunia.
(No accidental in this world. All is with God permission and human effort. This book is the proof. It is inspiring book written in easy words
4. Ary Ginanjar Agustian – The writer of Best Seller book ESQ
“Kisah dalam buku ini menggelorakan semangat untuk mewujudkan impian sekaligus memberi keyakinan bahwa kesungguhan akan membuahkan keberhasilan. Bacaan yang tanpa disadari mengasah kecerdasan emosi dan spiritual.”
This novel inspires the reader to have spirit in conveying the dream comes true. This novel also gives conviction that the persistence will bring to success. It sharpens our emotional and spiritual quotient.
B. Educational Values as Seen in The Novel “Ranah 3 Warna”
In this sub chapter the writer would like to present the analysis of the educational values in the novel “Ranah 3 Warna”. The educational values of the novel are as follow:
1. Life is a struggle
Life is not easy, everybody lives with their own problems. But, God never gives some ordeals up to human’s capability as said in Holy Quran:
w
Allah does not charge a soul with more it can bear (Al-Baqoroh:286). The novel tells about a struggle as follows:
