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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 E
G A P L A V O R P P
A ………. ii E
G A P E C N A T P E C C
A ……… i ii N
A A T A Y N R E P R A B M E
L ………. i v Y
T I L A N I G I R O F O T N E M E T A T
S ……… . v E
G A P O T T O
M ………. vi
E G A P N O I T A C I D E
D ……….. vii S
T N E M E G D E L W O N K C
A ……….… viii S
T N E T N O C F O E L B A
T ……….. x T
C A R T S B
A ………... . x ii
K A R T S B
A ………. . xi ii
: I R E T P A H
C INTRODUCTION .
A Backgroundoft heStudy ………... 1 .
B ProblemFormulaiton ………... 6 .
C Objecitve soft heStudy ……… 6 .
D De ifniitono fTerms ……… . 8
I I R E T P A H
C : THEORETICALREVIEW .
A Reviewo fRelatedStudies ……… 9 .
B Reviewo fRelatedTheo ires ……… . 1 2 .
1 Theoryo fCharacte randCharacteirzaiton ……… . 1 2 .
2 Theoryo fSetitng ……… 15
.
3 TheoryofI ntegraitveEducaiton ……… . 1 6 .
4 Theoryo fSchoo l ……… 17 .
5 Tradiitona lTeaching ……….. 17 .
6 LtieratureandSociety ………. 8 1 .
7 LtieratureandSetitng ………. . 1 9 .
8 ConfucianismandEducaiton ………. . 20 .
C ReviewonHisto irca lBackground ……… 22 .
D Theoreitca lFramework ………. 25
Y G O L O D O H T E M : I I I R E T P A H C
.
A Objec toft heStudy ……… 27 .
.
B Approachoft heStudy ……… 28
.
C Methodoft heStudy ……… 0.. 3
S I S Y L A N A : V I R E T P A H C
.
A TheCharacteirsitc so fTotto-chan ………... 1.. 3 .
B Analysi so fSetitng ………... 36 .... .
1 Setitngo fPlace ……….. 37 ..
.
i x
.
3 Socia lSetitng,t heMainCharacte randEnvrionmen t…… …… 43 … l
o o h c S s u o i v e r P e h T
.i ……… . 43
o tt o T .i
i -chanandhe rFamliy ……….. 45 ri
v n E d n a n e u k a G e o m o T .i
ii onmen t……… . 48
.
C IntegraitveEducaitonDepicte dFromSocia lSetitng …………... ... 52 .. .
1 Famliy ………... 52
.
2 Schoo lSociety ………. 59
.
a ThePreviou sSchool ………... 59 .
b TomoeGakuen ………... 0 6
N O I S U L C N O C : V R E T P A H
C ……… 74
Y H P A R G O I L B I
B ………. 77 S
: X I D N E P P
A Summaryo fTotto-chan ,TheL tilteGir latt heWindow … . …
…
… ……… 79
x ii
A R T S B
A C T
A R O N A E L E A D N I
W .I ntegra itveEduca itonRevealedi ntheSetitngo f s
’i g a n a y o r u
K Totto-chan ,TheLtilteGir latt heWindow .Yogyakatra : a m r a h D a t a n a S , s r e tt e L f o y tl u c a F , s r e tt e L h s il g n E f o t n e m tr a p e
D Universtiy,
. 3 1 0 2
t a c u d e y r a t n e m e l e , l a r e n e g n
I ion aim s a t developing ch lidren into r
e t c a r a h c d e z i d r a d n a t
s -bu liding. f In act ,every chlid ha she/rhi sowni nnatenature s
i h /r e h d n
a own way t o develop . nI Kuroyanag’is novel ,Totto-chan ist he main e
v it a r g e t n i s e c n e ir e p x e o h w t c e j b u
s educaiton ,wheret heschoo lha sani mpo tran t e
l o
r ni faclitiaitng thestudent .s In TomoeGakuen ,To tto-chan a sa studen tdoe s t
p a d a t o
n to the schoo land the educaiton system; on the con rtary, the schoo l o
t s r e t a
c thes tudents’t alent sandi nterests. u
t s s i h
T dy raise sthree problem sto analyze the educaitona lissue in thi s l
e v o
n .Thef ris tproblemi sto study thecharacteirsitc so fTotto-chan .Thesecond e
h t y d u t s o t s i m e l b o r
p setitngdepictedint hi snovel .Thethrid si tos tudyhowt he a
r g e t n
i itveeducaitoni n1940ss hown speci ifcallythroughthes ocials etitng. ,
y d u t s e h t f o s e v it c e j b o e h t h c a e r o t r e d r o n
I thi sstudy employs ilbrary
h c r a e s e
r method to collec tthe data .The main data used i sKuroyanag’i snove l d
e lt
it Totto-chan, TheLtilteGir latt heWindow .In addiiton, thi sstudy also use s a
t a d g n it r o p p u s d e t a l e r r e h t
o .Fu trhermore, t he approach appiled i n t hist hesis i s o
i c o
s -cutlura l histo irca l approach to have more insighftu l ifnding s abou t e
t n
i graitveeducaitoni nt henovel.
e ti r w e h t , s i s y l a n a e h t g n it e l p m o c r e tf
A r ifnd sou ttha tthe integraitve g
n it t e s e h t m o r f n w o h s s i n o it a c u d
e t shat i seen from the main character ,he r d
n a s e c n e ir e p x
e socia lsetitngs(socieites) .Conrtary to t hegenera leducaiton wtih r
e t c a r a h c r e p o r p d e z i d r a d n a t
s -bu liding ,Totto-chan wtih he r own talent sand .
a n o s r e p l a r u tl u c d n a l a r u t a n n w o r e h o t n i y l e u q i n u s w o r g s t s e r e t n
i Int hepreviou s
, l o o h c
s Totto-chan wa sconsidered t o benaughty ,disobedien tand noisy i n class . g
n i v o m r e tf
A to TomoeGakuen ,shegrowsi n asystemtha tprovide saspacef o r .s
t s e r e t n i d n a s t n e l a t r e h p o l e v e d o t r e
h Integraitveeducaitonsystem i scombined t
o T h ti
w t -o chan’ sfamliy educaiton that appile sfreedom and love .Both these s
g n it t e s l a i c o
s ea r complementary fo rTo tto-chan’ semoitona land ni telilgence . o
tt o
T -chan does no tonly become rh e own sefl ,bu tshe grow si nto the bes to f .f
l e s r e
h Fu trhermore ,TomoeGakuen’s successi n educaitng Totto-chani mpile sa o
i c o s e h t o t e u q it ir
c -cutlura lhisto irca lo fJapanese naitona lidenttiy tha trarely b
o t n e r d li h c r o f e c a p s e d i v o r
p e the bes to f themselve sthrough integraitve n
o it a c u d
ii i x K A R T S B A A R O N A E L E A D N I
W .I ntegra itveEduca itonRevealedint heSetitngo f s ’i g a n a y o r u
K Totto-chan ,TheLtilteGir latt heWindow .Yogyakatra:J urusan a S s a tl u k a F , s ir g g n I a rt s a
S srta ,Universtia sSanataDharma,2013. n u n a u j u tr e b r a s a d h a l o k e s , m u m u a r a c e
S tuk membentuk anak menjad i u k a lr e b r a d n a t s t u r u n e m s a ti l a u k r e b r e t k a r a
k . aNy tanya,s eitapanakmemiilkis fia t m
a l
a i yangdibawasejakl ahi rd aanc ar masing-masinguntukberkembang .Dalam l
e v o
n ini , Totto-chan adalah subjek utama yang mengalam i pendidikan teirntegrasi ,dimanas ekolahmemiilk iperanpenitnguntukmemfaslitiasisiswa .D i
o tt o T , n e u k a G e o m o
T -chan sebaga imu ird itdak beradaptas ikepada sekolah dan ; a y n i s a k u d e m e t s i
s sebailknyas ekolahmenampungbaka tdanminats iswa. e m i n i n a it il e n e
P ngkaij git a masalahuntukmenganailsai suedukas idalam o tt o T h o k o t i r a d k it s ir e t k a r a k i ti l e n e m k u t n u a m a tr e p n a h a l a s a m r e P . i n i l e v o n -g n it e s i ti l e n e m k u t n u a u d e k n a h a l a s a m r e P . n a h
c dalam novel . Permasalahan i d i s a r g e t n ir e t n a k i d i d n e p a n a m i a g a b i ti l e n e m k u t n u a g it e
k tahun 1940an disoro t g n it e s i u l a l e
m socials ecarakhusus.
e d o t e m n a k a n u g g n e m i n i n a it il e n e p , n a it il e n e p n a u j u t i a p a c n e m k u t n U h a l a d a n a k a n u g i d g n a y a m a t u a t a D . a t a d n a k l u p m u g n e m k u t n u a k a t s u p i d u t s l u d u jr e b i g a n a y o r u K a y r a k l e v o
n Totto-chan, The Ltilte Gir la tthe Window. g n a y a y n n i a l g n u k u d n e p a t a d n a k a n u g g n e m i n i n a it il e n e p , a y n p a k g n e l e p i a g a b e S . n a ti a k r e
b Pendekatanyangd tierapkandalamsk irpsii n iadalahpendekatansosial -n e m s a u l h i b e l n a g n a d n a p n a k u m e n e m k u t n u h a r a j e s a y a d u
b gena ipendidikan
g e t n ir e
t ras idalamnoveli ni
n e m s il u n e p , s i s il a n a n a k i a s e l e y n e m h a l e t e
S emukan bahwa pendidikan i s a r g e t n ir e
t muncul dar iseitng sosial melaluitokoh utama ,pengalamannya se tra g
n it e
s sosia l(keluarga dan sekolah) .Berbeda dengan pendidikan umum dengan r a d n a t
s rkaakte ryangbaik ,Totto-chandengan baka tdanminatnyat umbuhsecara k
i n
u dengan karakter alami dan berbudaya .D isekolah sebelumnya ,Totto-chan n a d h u t a p k a d it , l a k a n g n a y d ir u m i a g a b e s p a g g n a i
d irbu td ikelas .Setelahpindah b m u t a i d , n e u k a G e o m o T e
k uhdalampendidikanyangmenyediakan r uanguntuk n a b m e g n e
m gkan mina t dan bakatnya . Sistem pendidikan teirntegrasi i ni i s a n i b m o k i
d k an dengan pendidikan keluarga yang menanamkan kebebasan dan .
a t n i
c Kedua seitng sosia ltersebu tsailng melengkap iperkembangan emos idan o tt o T n a i a d n a p e
k -chan .Totto-chan itdak hanya menjad idiirnya sendiir ,tetap i i d a j n e
m yang terbaik dar idiirnya. eK suksesan Tomoe Gakuen mendidik Totto -n
a h
c menyriatkan k iritk sosial-budaya sejarah terhadap identtia snasiona lJepang e b m e m g n a r a j g n a
1 1 R E T P A H C
N O I T C U D O R T N I
a .BackgroundStudy
s n a m u
H needt ounderstandlfieandothert hing saroundt hem .Ltieraturei s
. s t h g i s f o s t o l m o r f s g n i h t e e s s u s p l e h t i d n a s g n i h t w o n k o t s y a w e h t f o e n
o I nAn
e r u t a r e ti L f o y d u t S e h t o t n o it c u d o r t n
I ,WliilamH. Hudsons tates:
u t a r e ti
L re i sa vtia lrecord o fwha tpeople have seen in lfie ,wha tthey s t c e p s a e s o h t t u o b a t l e f d n a t h g u o h t e v a h y e h t t a h w , ti f o d e c n e ir e p x e e v a h
d n a e t a i d e m m i t s o m e h t e v a h h c i h w t i f
o ne du irngi nterestf o ral loft hem (Hudson ,1958 :10).
n i g n i h t y r e v e d r o c e r o t e l o r t n a tr o p m i s d l o h e r u t a r e ti l t a h t s e t a t s n o s d u H
. e fi
l Speciifcally ,a sstated i n An I ntroduciton t oLtieraryTheory, Terry Eagleton
l t a h t s n i a l p x
e tierature i sdeifnable, no taccording to whethe ri ti sfuncitona lo r
it a n i g a m
i‘ ve’ ,bu ton t heusing of languagei n peculia rways .Eagleton men iton s
e h t t u b , n o it c if r o t c a f t u o b a t o n s i e r u t a r e ti l t a h
t mixing o fboth and t hepurpose
c it e h t s e a t u o b a s i g n it ir w f
o (1996 :1).
e d i w a s i e r u t a r e ti
L objec.tI t ni cludest heautho ,rt hel tierarywork ,andt he
. m s i c it ir
c Each oft hemt ake s tisownpatrsi n ordert o understand t hemeaning o f
n o it a l e r e h t d n a k r o w e h
t among mthe si closely itght .Ltierary work i saproduc t
s ’ r o h t u a e h t f
. s e c e i p n e tt ir
w Hudson quote sMatthew Arnold’ sdeifniiton o fltierature in hi s
, k o o b
h c u m s ’ d l o n r A w e h tt a M o t g n i d r o c c a , e r u t a r e ti
L -discussed deifniiton,i sa s a e fi l f o n o it a t e r p r e t n i n a s i ti t a h t y l n o n a e m n a c s i h t t u b ; e fi l f o m s i c it ir c
fi
l e shape s tisel fin the mind o fthe interpreter .I ti swtih the ciritc o r e
r o f e r e h t ,r e t e r p r e t n
i ,t ha twehavef ristt odo(Hudson ,1958 :14).
k o o b s ’ n o s d u H n i n o it a t o u q s ’ d l o n r A w e h tt a M m o r
F , t he wrtie rbeileve s
e m o s s i k r o w y r a r e ti l e h t t a h
t thing wide rthan a wirtten mate iral which tell s
s n i a t n o c t I . g n i h t e m o
s thel fie tisel.fI tb irng sfeeilng ,rtuthandr elfecitons crapped
k r o w y r a r e ti l e h t t a h t s e v e il e b o s l a r e ti r w e h T . e l y t s g n it ir w c it e h t s e a h ti
w i s
o t d e t a l e r y lt h g
it humantiy. Sincel tieraturer elatest ohumantiy, t hesubjec toft he
l a u s u s i k r o
w lyhumanandt hecricumstance .s
s e c n e u lf n i g n it t e s e h t t a h t s d n if r e ti r w e h
T much on how the characte r
s d li u
b thecharacteirsitc.s Setitngcanbedivided i nto manykinds ,suchas :setitng
f o g n it t e s , e m it f
o place and setitng o fsociety o rsocia lsetitng .Thesetitng doe s
k l a t y l n o t o
n abou tphysica lappearance ,bu talsopsychologicalcondiiton ,beilefs ,
d n i
m -set ,andothert hingst ha tcanno tbeseen w tiheyes .Thewrtie rbeilevest ha t
r u t a r e ti l f o e s o p r u p e h
t ei st o makereaders fee lwhatt hey canno tfee land think
o b
a ut t hewo lrd from othe rsigh,t t hereforetheemoiton broughti n l tierary work
e b t s u
m v ery srtong .The ltierary work can take ove rthe beile fo fthe readers ’
d n i
m ht a tmakest he reader sfee lconnected when a srtong emoiton covers t hei r
3 ti
L erary work shave dfiferen tsensefrom onewrtiert o othe rwrtiers .The
o r g k c a
b und of l fie, t heproblem faced ,and t he l fie of t he wrtie rshape dfiferent
s k r o
w among the wrtier .The cutlure o fthe naiton laso in lfuence sthe wrtier’ s
. k r o
w An example come sfrom et h Afircan and Afircan-Ameircan wrtiers .They
. e r u tl u c r i e h t y b d e s u a c s i t a h t s k r o w y r a r e ti l ri e h t n o s c it s ir e t c a r a h c t n e r e f fi d e v a h
y h w n o s a e r e h
T the works between Af ircan and Af ircan-Ameircan wrtier sshow
c it s ir e t c a r a h c t n e r e f fi
d si sbecause they come from dfiferent lcut . ure Afircan
-n a c ir e m
A cutlure i s much dfiferen tfrom Af ircan cutlure because somehow
n a c ir f A . e r u tl u c n a c ir e m A h ti w e r u tl u c s ti d e t a li m i s s a n a c ir f
A -Ameircan may
i w s e it ir a li m i s e v a
h th Afircancutlure ,bu ttii sdfiferent .Thework samongAsian ,
, n a c ir e m A , n a c ir f
A European and Ausrtailan wrtiers ea r deifntiely dfiferen t
d n e p e
d s oneachwrtier’scu tlure .
s a s n o it a n n i s w o r g e r u tl u
C hertiage .Asiai soneoft heconitnent swhich si
y r e
v hir c o fcu tlure. Japani soneoft hecountire swith irchnes so fcutluret ha thas
ti l y n a
m erary work sforyears .Thedisplay fo thecutlurei scommonl y presented
: s k r o w e h t f o t s o m n
i patirarchy ,samurai ,wars ,and also abou tph liosophy and
u d
e caiton whichincludes thenaturalt hing shuman do,t ot hink .Japan’ scutlurei s
. m s i n a i c u f n o C y b d e c n e u lf n i y lt s o
m Confucianism i sa phliosophica lteaching
e v it a v r e s n o c y l d e k r a m a s t n e s e r p e r g n i h c a e t n a i c u f n o C e h T . a n i h C m o r f t h g u o r b
e h t g n it c e lf e r y g o l o e d i l a c it il o
p interest sand professiona lrequriement so fthe
n i s t c e j b u s y n a m f o e n
O lfie i sabou tlearning da n knowi ng something .
i n a m u
H scompleted wtih specia lfeature ssuch a smind ,feeilng ,and intuiiton .
Human ha sdesrie to understand wha thappen saround them ,analyze whateve r
, d e h c u o t , d r a e h , d e ll e m s , n e e s e b n a c t a h t s g n i h
t tasted ,and fel tby feeilngs ro
n a m u h s d a e l t I . tr a e
h cuirosit .y Human i sborn wtih desrie to know something
. e g d e l w o n k d e ll a c
d e l w o n k h c u m t e g o t y a w e l p m i s e n
O gei sby attending school .Themain
m i
a s o feducaiton ,a smarketed by the educaiton indusrty (such a sschoo land
) y ti s r e v i n
u , ea r caree r advancement , highe r pay , and empoweirng a college
e s b o j s ’ e t a u d a r
g arch .Tradiitonally, t hegoa loft he educaiton i ndusrty i susually
s t n e d u t s s e s u a c t I . s tr o p e r c i m e d a c a n o s e r o c s y b d e v e i h c
a to work passively i n
. n o it a c u d e l a m r o f
e h
T educaiton (and educaiton indusrty) in rtadiitona lmethod sbecame
e v it c e f f e n
i and bo irng . Tradiitona l schools jus tgive forma l educaiton while
e r o m d e e n n e r d li h
c thanacademicr ecord.I nf ac,tthemora lvaluesi nl fiesuch a s
g n i d n a t s r e d n u d n a m o d s i
w are equally impo tran t t o the forma l educaiton .
T . s e u l a v l a r o m d n a n o it a c u d e l a m r o f h t o b s e d i v o r p n o it a c u d e e v it a r g e t n
I hewrtie r
e v e il e
b st hat t hei ntegraitveeducaiton i s a good way t o substtiute ht e rtadiitona l
s e ri u q e r h c i h w s d o h t e
m students tobeacitveparitcipants inclass .
s ’i g a n a y o r u K o k u s t e T n
I Totto-chan ,The Ltilte Gir la tthe Window ,the
e v it a r g e t n
i educaiton i sexpeirenced by al tiltegri lwho had abig cu irostiy abou t
s g n i h t y n a
5 d
l
o school ,which wa saschoo lwtih rtadiitonal t eaching’ smethod, s ee he ra sa
H . lr i g e lt ti l y t h g u a
n e rhomeroom teache ri sangry t o Totto-c nh a becauseTotto
-n a h
c tak se the whole atteniton of clas swtih her behavior .She i s expelled from
e s u a c e b l o o h c
s she is though ta sa werid studen.t T nhe ,she moves to a unique
o h c
s o lcalledTomoeGakuen ,whichgiv s re ceaitvemethodst of uflli lTotto-chan’s
o T n I . y ti s o ir u
c moeGakuen,t hemain aim o feducaiton i st o preparestudentsf o r
e r u t u
f improvement . Totto-chan expeirence s integraitve educaiton in Tomoe
S . n e u k a
G he studie slesson sabou tforma lsubject sand lfie that ea r equally
t n a tr o p m
i . In Tomoe Gakuen ,she i sno tconsidered a sa werid student .She
s r e h t o e h t e k il t n e d u t s d e u l a v s e m o c e
b .Thedfiferen taimo fTomoe’ss choo lgives
s u o ir a
v method sof educaiton to fuflli lthe students’ need a tmost .In addiiton ,
h c a e r s t n e d u t s s p l e h n o it a c u d e e v it a r g e t n
i the goa lin the proces so fthe study.
r o f e r e h
T e ,in thi sstudy ,the character sparitculalry ,the main character ,Totto
-t a v ir p ( y li m a f e h t s a l l e w s a , s t n e r a p r e h , n a h
c e) ,Tomoe Gakuen (pubilc)social
e t n i e h t l a e v e r o t s i s y l a n a f o s u c o f e h t e m o c e b , g n it t e
s graitve educaiton in
s ’i g a n a y o r u
K Totto-chan,t heLtilteGir latt heWindow.
e u l a v e h t d n a , e v o b a s t c a f e h t ll a n o d e s a
B s oft hesociety ,cu tlureandt he
s i t a h t r e h t o h c a e o t d e t c e n n o c h c i h w l a c ir o t s i
h seenf romt hi snovel , tii sobviou s
t t a h
t he integraitve educaiton i s arleady exist in Japan when ti s educaiton
n a i c u f n o C o t d o o t s y l n o m m o
b. ProblemFormula iton
m e l b o r p e h t , c i p o t e h t d n a t s r e d n u o t r e d r o n
I s o f the topic can be
: s w o ll o f s a d e t a l u m r o f
.
1 Howi st hemaincharacte rdesc irbedi nt henovel?
.
2 Howa eret h setitngdescirbedi nt henovel?
.
3 Howi stheintegraitveeducaitonin1940si nt hi snove lreveale d
u o r h
t g hthes ocials etitng?
.
c Objecitvesoft heStudy
i s s u c s i d e h
T on i smainly t o answert het hree main problem sstated i n the
e h t f o s e v it c e j b o e h T . e v o b a n o it a l u m r o f m e l b o r
p studyarer epresentedasf ollow.
e h t r e v o c s i d o t s i t s ri
F characteirsitc o fthe main character ,Totto-chan .
o tt o
T -chan i s the main characte r and she expeirence s both rtadiitona l and
. n o it a c u d e e v it a r g e t n
i She expeirence sthe rtadiitona lteaching in he rpreviou s
. n o it a c u d e e v it a r g e t n i d e il p p a t a h t l o o h c s a o t s e v o m e h s n e h t d n a l o o h c
s In t hi s
o tt o T , l e v o
n -chan’ seducaiton society atler sand i tb irng ssome effects to he r
it s ir e t c a r a h
c c s and mindset. That i swhy t o exploret he characteirsitc so fTotto
-. y r a s s e c e n s i n a h c
d n o c e
S si to examine the setitng ,especially in social setitng (society),
d o ir e p l a c ir o t s i h d n a e c a l
7 e
m o
s othe rcharacter stha tneeded to be explored in orde rto revea lthe socia l
g n it t e
s .
d ri h
T si to explore the educaiton system in 1940 sin Japan and how the
e v it a r g e t n
i educaiton i sdepicted through the social setitng in thi snovel. The
b t n a tr o p m i s i g n it t e s l a i c o
s ecauset hemaincharacte rexpeirencest woeducaiton’ s
.s e it e i c o
s The exploraiton o ftwo educaiton socieite si sneeded to compared the
n o it a c u d e e v it a r g e t n i e h t d n a m s i n a i c u f n o C o t d o o t s h c i h w m e t s y s l a n o it i d a rt
. n o it a c u d e n r e t s e W y b d e c n e u lf n i h c i h
w Thi sobjecitve explore sthe integraitve
l o o h c s d n a y li m a f e k il g n it t e s l a i c o s m o r f s t c i p e d n o it a c u d
e (both the previou s
) n e u k a G e o m o T d n a l o o h c
s . Thi spar talsodiscoversthef utureo fTotto-chanand
. s e t a m s s a l c r e h
u t h g u o r b s i s m e l b o r p e s e h t f o n o i s s u c s i d e h
T pint hist hesisf o rsubjecitve
lt s ri F . s n o s a e
r y,t hewrtie roft hist hesi sseest hei ntegraitveeducaitoni swo trhyt o
d e il p p a e
b i n al lschools in Indonesia .I ti s rionic tha tintegraitve educaiton i s
d e il p p
a in Japan since 1940 swhlie Indonesia stli luse s rtadiitona lteaching in
s i s e h t s i h t f o r e ti r w e h t , y l d n o c e S . a r e s 0 1 0 2 s i h t n i s l o o h c s c il b u
p noitce sthi s
. ti d a e r d n a w o n k s r e h c a e t w e f y l n o t u b n o it a c u d e f o e l p m a x e t c e f r e p a s a l e v o n
e h
T p irvateobjecitve oft hi sstudy ,besidest o answertheproblemformulaiton, i s
e v o r p o
t tha t the integraitve educaiton give s bette r resul t on chlidren’s
t n e m p o l e v e
d seen f romt hi sautobiographica lnoveland a sahopef orI ndonesia’ s
m e t s y s n o it a c u d
d .Deifni itono fTerms
f e d o t s d e e n r e ti r w e h t s m r e t e m o s e r a e r e h
T ine in orde r to avoid
t n e r e f fi d d n a n o i s u f n o
c understandingabou tcetraint ermsi nt hist hesi .s
1 .IntegraitveEducaiton
o t g n i d r o c c
A Kovailk and Olsen ni :II T The Model .Integrated Themaitc
n o it c u r t s n
I ,integraitveeducaiton i san educaiton whichbasesi t spracitce son t he
. y ti l a e r f o e r u t a n t n e d n e p e d r e t n i e h t n o d n a r e n r a e l n a m u h e h t f o s c it s ir e t c a r a h c
d n a s k o o b t x e t g n i s u d n a " s t c e j b u s " o t n i d lr o w e h t g n i d i v i d y ll a i c if it r a f o d a e t s n I
ri v n e d e h c ir n e n a n i s t n e d u t s s e s r e m m i n o it a c u d e e v it a r g e t n i , k r o w t a e
s onmen t
g n i n r a e l r o f t x e t n o c c it s il o h a s e d i v o r p s i h T . e fi l f o s e it i x e l p m o c e h t s t c e lf e r t a h t
e v l o s o t d n a s n o it c e n n o c r e b m e m e r d n a e k a m o t y ti li b a r e t a e r g a o t s d a e l t a h t
s m e l b o r
p (1994 :11 .)
.
2 Setitng
o t g n i d r o c c
A Stanton’ sinAnI ntroducitont oFiciton, setitngt ellst he itme ,
: d e t o u q s i ti s a , y r o t s a f o n o it a u ti s d n a e c a l p
n i d lr o w e t a i d e m m i e h t ,s t n e v e s ti f o t n e m n o ri v n e e h t s i y r o t s a f o g n it t e S
n i é f a c a s a h c u s d n u o r g k c a b e l b i s i v e h t s i g n it t e s f o t r a P . r u c c o y e h t h c i h w
a i n r o fi l a C e h t ,s ir a
9
I I R E T P A H C
W E I V E R L A C I T E R O E H T
.
a Reviewo fRelatedStudies
o tt o
T -chan ,TheLtilteGir latt he Window ist he fris tbook o fTotto-chan
i g a n a y o r u K o k u s t e T y b n e tt ir w s i h c i h w s e ir e
s .She wrtiesi ta sher chlidhood’ s
f o n o it c e lf e
r he r educaiton expeirence. Thi s nove l is a very popular
l e v o n l a c i h p a r g o i b o t u
a . tIi sapproved by commentst ha thaveairsen. Thi snove l
s w o h
s a good example o f schoo lwtih integraitve education tha tcovers the
t n e d u t
s s ’ exctiement ,especially about the main characte rwh lie in 1940’ sother
e c it c a r p s l o o h c
s rtadiitona lteaching. Thi snove lh s ti to 4.5 mliilon sale sin the
d n a r a e y t s ri
f si recommendedt ober ead.Thi snoveli sarleadyanalyzedbysome
s t n e d u t
s . Thewrtie roft hist hesi sstudiessomepointsf romt heset hesest ha tused
a s e h
t menove lasr elateds tudie .s
.
1 The In lfuence o f the Seven Principle s o f Bushido on To tto-chan’ s
s ’i g a n a y o r u K o k u s t e T n i , y ti l a n o s r e
P To tto-chan,t heLtilteGir latt heWindow
it r u m a y n a K s a ti s il e F y
b (2009)
c u d E h s il g n E f o t n e d u t s y b n e tt ir w s i s i s e h t s i h
T aiton Study Program o f
o d i h s u B f o s e l p i c n ir p n e v e s e h t s t o o h s i tr u m a y n a K . y ti s r e v i n U a m r a h D a t a n a S
. y ti l a n o s r e p s ’ r e t c a r a h c n i a m e h t n i s w o h s t a h
t Using socio-cu tlura lhisto irca l
e h s , h c a o r p p
l e v o n s i h
t a sthe basic concep to feducaiton .Bushido p irnciple sare p irnciple s
, m s i h d d u B y b d e c n e u lf n i e r a h c i h
w the reilgion tha t she beileve s wa s the
e c n e u lf n i g n i h t t s e g n o rt
s d thecutlureand society to Japan att ha t itme .She also
a c i g o l o h c y s p s e s
u lapproach to see the impac tdeepe ron the character ,Totto
-ir e t c a r a h c d n a r e t c a r a h c f o y r o e h t s e il p p a e h s , s i s e h t r e h n I . n a h
c zaiton o fthe
t n e m e l e c i s n ir t n
i s’ exploraiton.
s ’i tr u m a y n a
K thesi s underilne s educaiton issue from this novel . The
s i e c n e r e f fi
d on t he kind o feducaiton .Kanyamu tr ipick sBushido p irnciple sou t
, e c it c a r p n r e t s a e e h t o t d n a t s h c i h
w Confucian ,Shinto and Zen Buddhism ;wh lie
c a r p n r e t s e w o t s d n a t s h c i h w n o it a c u d e e v it a r g e t n i n o s e t a rt n e c n o c s i s e h t s i h
t itce .
s i s e h t s i h t f o r e ti r w e h
T ha sagreemen tand disagreementr elatedt o Kanyamu tr’i s
t n i o
p . The wrtie r agree s wtih the concep t o f Bushido tha t i s explored by
it r u m a y n a
K ,bu tthe wrtie ro fthi sthesi s hestiates tha tBushido i sthe main
e h t f o e c n e u lf n
i educaitons ystemi nt hi snove.l
T tesuko Kuroyanag,i t hewrtie rof t hi snove lbeileves themain i n lfuence
a s i t a h t m e t s y s n o it a c u d e e h t f
o ppiled in Tomoe Gakuen comes from western
e h t d n a r e d n u o f e h t , i h s a y a b o K . r M t a h t l e v o n e h t n i n e tt ir w s i t I . e c it c a r p
n e s s i , n e u k a G e o m o T f o r e t s a m d a e
h tt o Europet o r esearcheducaitonsystemf o r
. s r a e y o w
t Anotherr easoni sMr .Kobayash ibulidst hes choo la tferhecome sback
H . y d u t s s i h m o r
f i s educaiton system i sdfiferent f rom t he othe rJapanese schoo l
h c i h
1 1 .
2 TheIn lfuenceo fEnvironment i n Ch lid Developmen ta sSeen i n t heMain
s ’i g a n a y o r u K o k u s t e T f o r e t c a r a h
C Totto-chan t heLtilte Gir lat t heWindow
k i n a d a m s i W i r T i t n a t s il u Y y
b (2008)
e v i n U a m r a h D a t a n a S f o t n e d u t s s ’ r e tt e L h s il g n E y b k r o w a s i s i h
T rstiy ,
e n i m a x e o t h c a o r p p a l a c i g o l o h c y s p s e s u k i n a m a d s i W . k i n a d a m s i W i r T i t n a t s il u Y
e h S . l e v o n s i h t f o r e t c a r a h c n i a m e h t y b d e c n e ir e p x e s i t a h t t n e m p o l e v e d d li h c e h t
t u o b a s k l a
t thecharacte rand thecharacteirsitc so fTo tto-chan ast hemain objec t
n
o ichlddevelopmen to fhe rproblemf ormulaiton .
t s ’ k i n a d a m s i
W hesisi sdfiferentf rom t hist hesis:I ntegraitveEducaiton a s
d e l a e v e
R in t heSocia lSetitng o fKuroyanag’i sTo tto-chan, TheLtilteGir latt he
w o d n i
W .Wismadanik points to u psychologicali ssueo fchlid developmen twhlie
r e ti r w e h
t o fthi sthesis point sou ttheeducaiton issue .The wrtie ro fthi sthesi s
n i a m e h t y b d e c n e u lf n i s i t n e m p o l e v e d d li h c f o a e d i s ’ k i n a d a m s i W h ti w s e e r g a
li m a f s a h c u s t n e m n o ri v n e s ’ r e t c a r a h
c y and school .The relaiton between thi s
. e c n e u lf n i l a t n e m n o ri v n e e h t n i s i s ’ k i n a d a m s i W d n a s i s e h t
s i s e h t s i h T . s y a w e m o s n i s e s e h t e s o h t m o r f t n e r e f fi d s i s i s e h t s i h
T ,
s ’i g a n a y o r u K f o g n it t e S l a i c o S e h t n i d e l a e v e R n o it a c u d E e v it a r g e t n
I To tto-chan ,
w o d n i W e h t t a l r i G e lt ti L e h
T , focuseson t hei ntegraitveeducaitonappiled i nt he
, e m it f o g n it t e s e h t g n ir o l p x e y b l e v o n s i h t n i n e u k a G e o m o T f o m e t s y s n o it a c u d e
o i c o s f o e s u e h T . y t e i c o s d n a , e c a l
p -cutlura lhisto irca lfti sthe exploraiton o f
c i s n ir t n i e h t s a g n it t e
s elemen tin orde rto revea land prove the integraitve
n o it a c u d
s e i r o e h T d e t a l e R f o w e i v e R . b
.
1 Theoryo fCharacterandCharacteriza iton
s k l a t y lt s o m e r u t a r e ti l e c n i s e r u t a r e ti l n i e l o r t n a tr o p m i n a d l o h s r e t c a r a h C
abou thuman tiy .Characteri ss igniifcanti nl tierar yworks .Ther eader sneedt o
e h t s e c u d o rt n i r o h t u a e h t , n o s a e r t a h t r o F . s k r o w y r a r e ti l f o r e t c a r a h c e h t w o n k
n i r o t c a f t n a c if i n g i s a s i r e t c a r a h c e c n i S . k r o w e h t f o g n i n n i g e b e h t n i s r e t c a r a h c
, y d u t s s i h
t tii si mpo trantt o ifndoutt hedeifniitono fcharacte,rt hebes tonei s
statedi nGlossaryo fLtieraryTerms-SeventhEdiitonbyAbram .s
d e w o d n e , k r o w e v it a rr a n r o c it a m a r d n i d e t n e s e r p n o s r e p a s i r e t c a r a h C
e r a t a h t ,s e it il a u q l a n o it i s o p s i d d n a l a r o m h ti
w expressedi nwhatt heys ay s ’ r e t c a r a h c a n i d n u o r g e h T . n o it c a e h t . e .i y e h t t a h w , e u g o l a i d e h t . e .i
t c a s i h d n a h c e e p s s i h r o f e r u t a n l a r o m d n a t n e m a r e p m e
t ion sconsttiute s
n o it a v it o m s i
h (1999 :20).
o w y r a r e ti l e h t d n a t s r e d n u o t h g u o n e t o n s i r e t c a r a h
C rk sin orde r to
e h t f o s c it s ir e t c a r a h c e h t e n i m a x e o t s d e e n y d u t s s i h T . y d u t s s i h t e r o l p x e
e h T . n o it a z ir e t c a r a h c s ’ r o h t u a e h t m o r f n w o h s e r a s c it s ir e t c a r a h c e h T . r e t c a r a h c
e h t t a h w g n i b ir c s e d y b r e t c a r a h c e h t f o s c it s ir e t c a r a h c e h t s t n e s e r p r o h t u a
h
c aracter’ sacitonors implyt elilngther eade rwhatt heyare ilke .
n i y h p r u
M Understanding Unseen (1972 :161-173) states someways t he
e z ir e t c a r a h c r o h t u
3 1 .
1 Persona lDescirp iton
h t s a h c u s , s e h t o l c d n a e c n a r a e p p a s ’ n o s r e p a s e b ir c s e d r o h t u a e h
T e f ace ,
. g n i h t o l c y r a n i d r o a rt x e s ’ y a w a t s a c e h t d n a , s e y e , n i k s
.
2 Character sa sSeenbyAnother
t h g u o r h t m i h s e b ir c s e d r o h t u a e h
T heeye sandopinion so fanothe randt he
r o h t u a e h T . e g a m i d e t c e lf e r a s a t i t e g s r e d a e
r conveysto r eadersthrough
f o e c i o h c s i
h word sand phrases ,such a sunquie teyes ,dim smlie ,rare
r p p a n u , e c i o v r e h f o d n u o
s oachableaspect ,gazinga thimsteatlhliy.
.
3 Speech
e h t n i s n o s r e p e h t f o e n o f o r e t c a r a h c e h t o t n i t h g i s n i n a s e v i g r o h t u a e h T
a r e v e n e h W . s y a s n o s r e p t a h t t a h w h g u o r h t k o o
b personspeaks ,wheneve r
, n o i n i p o n a d r a w r o f s t u p e h r e v e n e h w , r e h t o n a h ti w n o it a s r e v n o c n i s i e h
e u l c e m o s g n i v i g s i e
h s tohi scharacte.r
.
4 Pastl fie
t e fi l t s a p s ’ n o s r e p a t u o b a g n i h t e m o s n r a e l r e d a e r e h t g n it t e l y
B heauthor
e v i g n a
c acluet oeventst ha thavehelpedt os hapeaperson’ scharacter ,by
r o n o it a s r e v n o c s i h h g u o r h t ,s t h g u o h t s ’ n o s r e p e h t h g u o h t ,t n e m m o c t c e ri d
.
5 Conversaitono fOthers
e h t h g u o r h t r e t c a r a h c s ’ n o s r e p a o t s e u l c e v i g o s l a n a c r o h t u a e h T
r e v n o
c saiton so fothe rpeopleandt het hingst heys ayabou thim .Peopledo
e h t o t e u l c a s a e v i g n e tf o y a s y e h t s g n i h t e h t d n a e l p o e p r e h t o t u o b a k l a t
.t u o b a n e k o p s n o s r e p e h t f o r e t c a r a h c
.
6 Reacitons
tt e l y b r e t c a r a h c s ’ n o s r e p a o t e u l c a e v i g o s l a n a c r o h t u a e h
T ing the
s r e d a e
r knowhowt hatpersonr eactst ovairouss tiuaiton sandevent .s
.
7 Driec tComments
. y lt c e ri d r e t c a r a h c s ’ n o s r e p a n o t n e m m o c r o e b ir c s e d n a c r o h t u a e h T
.
8 Thoughts
n I . t u o b a g n i k n i h t s i n o s r e p a t a h w f o e g d e l w o n k t c e ri d s e v i g r o h t u a e h T
s i h
t respec thei sablet o dowhatr eaderscanno tdoi nr eall fie .Hecant el l
s r e d a e r e h
t wha tdfiferen tpeoplearet hinking.
.
9 Manneirsm
s e i s a r c n y s o i d i r o , s ti b a h , s m s ir e n n a m s ’ n o s r e p a s e b ir c s e d r o h t u a e h T
5 1 .
2 Theoryo fSetitng
g n it t e
S plays an impo tran trole in ltierature. Since setitng i sa par to f
a s e k a t t i , y ti n a m u h o t d e t a l e r y lt h g it s i e r u t a r e ti l d n a t n e m e l e c i s n ir t n i y r a r e ti l
s c it s ir e t c a r a h c s ’ n a m u h f o t r a p e g u
h . According to Abram s in Glossary o f
s m r e T y r a r e ti
L - es venthediiton ,theoveral lsetitngo fanarraitveo rdramaitcwork
e r
a thegenerall ocale ,histo irca l itme ,andsocia lcricumstancesi nwhich ti saciton
s r u c c
o (1999 :284).
n i n o m r a H d n a n a m l o
H A Handbook o fLtierature , ils tsome element s
h c i h
w signfiyt hesetitng:
.
a The actual geographica llocaiton , ti stopography ,scenery and such
s r o o d d n a s w o d n i w e h t f o n o it a c o l e h t s a t n e m e g n a r r a l a c i s y h
p inar oom.
.
b Theoccupaitonanddaliymanne ro filvingoft hecharacter .s
.
c The itme /pe irod i nwhich t heaciton t akes place, f o rexampleepoch i n
/ y r o t s i
h seasonoft heyea.r
.
d Thegenera lenv rionmen toft hecharacter ,sf o rexampler eilgious ,moral ,
d n a l a i c o s , l a t n e
m emoiton condiiton t hrough t he people i n t he narraitve
e v o
m (1986 :465).
d n a l g n a
L in Society in the Novel states tha tsociety i san animaiton o f
l a i c o s f o y t e ir a v l a m r o f e h t e r u c s b o o t d e d n e t s a h h c i h w d lr o w e d i s t u o
s i e r e h t t a h t s n o it n e m o s l a d n a l g n a L , k o o b r e h n I . l e v o n e h t n i n o it a t n e s e r
p a
s e t a t s e h S . y t e i c o s f o m u i d e
f o p u o r g a r o , t c e j b o n a , n o it u ti t s n i n a , y rt n u o c a , y ti c a , e s u o h a s a d e s s e r p x e e b
m o c r i e h t d n a s n o it c a r e t n i d e n r e tt a p , s r e t c a r a h c h g u o r h t p i h s n o it a l e
r mon
r e h t o n a e n o f o s n o it a t c e p x
e (1984 :6).
n i s e t a t s e tt e n e
G Narra itve Discourse tha t socia l setitng refer s to
d e b ir c s e d g n i e b s i h c i h w , e c a l p n i a tr e c a n i e fi l s ’ y t e i c o s e h t o t d e t a l e r g n i h t y r e v e
f o y a w e h t , y g o l o e d i , f e il e b , n o it i d a rt , s m o t s u c e h t s e d u l c n i t I . y r o t s e h t n i
e h t f o s u t a t s l a i c o s e h t s p a h r e p d n a , g n i v a h e b d n a g n i k n i h
t characte r(1980 :33 ,
.) 5 3
3 .TheoryofIntegra itveEduca iton
, n e s l O d n a k il a v o K o t g n i d r o c c
A integraitve educaiton i san educaiton
h c i h
w base s ti spracitce son t hecharacteirsitc sof t he human l earne rand on t he
o d a e t s n I . y ti l a e r f o e r u t a n t n e d n e p e d r e t n
i faritifcially dividing the wo lrd into
s e s r e m m i n o it a c u d e e v it a r g e t n i , k r o w t a e s d n a s k o o b t x e t g n i s u d n a " s t c e j b u s "
s i h T . e fi l f o s e it i x e l p m o c e h t s t c e lf e r t a h t t n e m n o ri v n e d e h c ir n e n a n i s t n e d u t s
r g a o t s d a e l t a h t g n i n r a e l r o f t x e t n o c c it s il o h a s e d i v o r
p eate rablitiy t omakeand
. ) 1 1 : 4 9 9 1 ( s m e l b o r p e v l o s o t d n a s n o it c e n n o c r e b m e m e r
ir w e l c it r a n a m o r
F ttenbyDeanWalkeronE ircDiges t101 ,tii ss tatedtha t
a single deifniiton o f integraitve educaiton i s elusive. Dean Walke r quote s
r e k a m e o h
S ’ swho b irngstogethe rseveral t hemest o create an eclecitcdeifniiton .
r e k a m e o h
S explain stha tintegraitve educaiton i san educaiton tha tcut sacros s
t c e j b u
s -matte r ilnes ,b irnging togethe rvairou saspect so fthe cur irculum into
b n o p u s u c o f o t n o it a i c o s s a l u f g n i n a e
7 1
, s g n il e e f , s t h g u o h t , y d o b s 'r e n r a e l e h t s e v l o v n i d n a , d lr o w l a e r t n e d n e p e d r e t n i
a e d i v o r p d n a e g d e l w o n k y fi n u t a h t s e c n e ir e p x e g n i n r a e l n i n o it i u t n i d n a , s e s n e s
y b d e n i a t b o e b d l u o c h c i h w t a h t n a h t g n i d n a t s r e d n u r e t a e r
g examining t he pa tr s
. y l e t a r a p e s
(wwws.cholarsbank.uoregon.edu/xmlu /ibtisrteam/handle/1794/3322/digest101.pdf
) 2 1 0 2 y a M 5 0 n o d e s e c c a
4 .TheoryofSchool
o r
B wn and Preciou sstate in The Integrated Day in the Primary School
a e l n e r d li h c f o s e p y t ll a h ti w t i n u l a i c o s d e t a r g e t n i n a s i l o o h c s e h t t a h
t rning t o
.) 4 1 : 9 6 9 1 ( r e h t e g o t k r o w d n a e v il
y e h
T also explain t hat t here mus tbe a mutua lunderstanding and respec t
s i h t f o r e ti r w e h t , n o it a n a l p x e r i e h t m o r F . t n e d u t s e h t d n a r e h c a e t e h t n e e w t e b
e il e b s i s e h
t vest eache rshouldhaveamutualr elaitonshipwtihmanyt ype so feach
t n e d u t
s tiw hcommunicaitonast hep irortiy(1969 :15).
5. Tradiitona lTeaching
N o t g n i d r o c c
A ovak , rtadiitona l teaching i s the condiiton where the
y b d l e h e r a y ti li b i s n o p s e r d n a r e w o P . t n e m n o ri v n e g n i n r a e l e h t s l o rt n o c r e h c a e t
r e h c a e t e h T . r e h c a e t e h
t givesi nsrtuciton t o thestudent sand make sal ldecision .
s s e v y t p m e s a d e d r a g e r e r a s t n e d u t s e h
T el sto be iflled wtih knowledge by the
v e il e b r e h c a e t l a n o it i d a rt e h T . n o it a m r o f n i f o r o t a n i m e s s i d s a r e h c a e
t esi ncausing
r u c c o o t g n i n r a e
il i c a F s a s p a M t p e c n o C : e g d e l w o n K g n i s U d n a g n it a e r
C taitve Tools i n School s
, s n o it a r o p r o C d n
a thewrtie rassumest ha t rtadiitona leducaiton i scentered t o t he
t n e d u t s e h t d n a r e h c a e
t ’sr oleast hepassiveparitcipant .s
6 .LtieratureandSociety
n
I Theoryo fLtierature ,Wellekand Warren statetha tltieraturei sasocia l
d e m s ti s a g n i s u , n o it u ti t s n
i ium language ,a socia lcreaiton. They explain tha t
e r u t a r e ti
l represents lfie .Lfie mean sthe socia lrealtiy ,even though the natura l
f o s t c e j b o n e e b e v a h l a u d i v i d n i e h t f o d lr o w e v it c e j b u s r o r e n n i e h t d n a d lr o w
. s n o it a ti m i y r a r e ti
l Indeed ,ltierature ha susually irsen in close conneciton wtih
s n o it u ti t s n i l a i c o s r a l u c it r a
p (1956: 9 )4 .Eilzabeth Langland, i n he rbook, Society
l e v o N e h t n
i ,statestha tsocietyi sananimaitono foutsidewo lrdwhichhast ended
b o o
t scure the forma lva irety o fsocia lpresentaiton in the novel .In he rbook ,
t a h t s n o it n e m o s l a d n a l g n a
L there is a medium o fsociety .She states tha tthe
a , y ti c a , e s u o h a s a d e s s e r p x e e b n a c k r o w l a n o it c if a n i y t e i c o s f o m u i d e m
a , n o it u ti t s n i n a , y rt n u o
c n object ,o ra group o frelaitonship through characters ,
m o c r i e h t d n a s n o it c a r e t n i d e n r e tt a
p monexpectaiton so foneanother(1984 :9 )6 .
d n a l g n a
L alsoexplainst ha tawrtie rofl tierarywork screate saworkbased
s s i h n i n o it i d n o c l a i c o s r o y ti l a e r e h t n
o ociety .Becausehei st hemembe roft he
t o n l li w e h , fl e s ti y t e i c o
s ifndanyd fiifcutlyingivingdetalii nformaiton aboutt he
9 1 7 .LtieratureandSetitng
d n a n a m r o
H Halmon state in A Handbook t o Ltierature abou tsome
n i a t n o c s t n e m e l
e e d in setitng :The actua lgeographica llocaiton , ti stopography ,
f o n o it a c o l e h t s a t n e m e g n a r r a l a c i s y h p h c u s d n a y r e n e c
s thewindow sand door s
a n
i room, t heoccupaiton and daliy manne ro f ilving oft hecharacter ,s t he itme/
ir e
p od i n which t he aciton t akeplace, t he genera lenvrionmen tof t hecharacters
e v o m e v it a r r a n e h t n i e l p o e p e h t h g u o r h
t (1986 5: 4 ) .6 From tha tstatement ,
n a m r o
H andHalmonexplaint hesetitngast heclosestthing neartot hecharacter .
n o it n e m o s l a y e h
T t hat setitng i sno tonly abou tphysica lenvrionmen tbu talso
. n o it i d n o c l a t n e m
k o o b r i e h t n i n o it n e m s d o o W d n a r e g r e b r h o
R Readingand Wriitngabou t
e r u t a r e ti
L thatt hesetitng neve rexist sby tisel fand i texplainst hecharacter sand
t i d n a n o it a u ti
s in lfuence sthe atmosphere (1971 :22) .Based on the statement
r e il r a e d e n o it n e
m ,i tcan be concluded tha tsetitng ha san impo tran trole in
ti e s u a c e b e r u t a r e ti
l si funcitoned to explain characters ,stiuaiton ,and in lfuence
o n o it c n u f e h T . y r o t s e h t f o e r e h p s o m t a e h
t fs etitngi sitghltyr elatedt ocharacter’ s
m e h t f o h c a e d n a t n e m p o l e v e
d ha sanimpo trantr olet obu lidas tory.
x e r e t c a r a h c a n e h
W peirence san event ,heexists pin aritcula rplace ,itme ,
y t e i c o
s and othe renvrionmen tbackgrounds .Setitng helps readers make thing s
n e p p a
h e nd i mind .Setitng provides et h place , itme and envrionmen tand also
f o s g n il e e f s e k o v o r
p readers da n evokes atmosphere .Thevocabulary, t he ifgure s
p l e h o s l a e c n e t n e s e h t f o m h t y h r e h t d n a , h c e e p s f
e r e h p s o m t
a ath t t he wrtier i nputs i maginaiton t o t he reader’ smind .Atmosphere
r e t c a r a h c n o s d n e p e d o s l
a andaciton.I ns hor,ti tcanbes aidthatt heatmospherei s
e g , g n il e e f l a r e n e g , e v i s a v r e p e h
t nerated by a numbe ro ffactor splace , itme ,
d n a e l y t s , n o it c a , y t e i c o
s envrionment. Byi maginingt hesetitng, a senseo fbeauty
s r e d a e r , s s e n il g u r
o usually bulid up cetrain associaiton .s
(h ttp://wenku.baidu.com/view/bb6c02116c175f0e7cd137e4.html accesse d on 09
) 2 1 0 2 e n u J
d n a m s i n a i c u f n o C .
8 Educa iton
f o e m a n e h t m o r f n e k a t s i m s i n a i c u f n o C r o s n a i c u f n o C f o e m a n e h T
h ti w u L f o e t a t s e v it a n s i h t f e l e H . s u i c u f n o C s i e m a n d e z i n it a L s i H . g n o K r e t s a M
g t u o b a s a e d i s i h o t e v it p e c e d e r o m r e l u r a d n if o t e p o h
a ood government ,
k c u l y n a d n if t o n d i d e h , y l e t a n u tr o f n U . s a e r a c it il o p d n a l a i c o s e h t n i y ll a i c e p s e
. g n i h c a e t f o e fi l a r o f e lt t e s o t d e c r o f s a w e h d n
a Bel land Chaibong menitoned
s u i c u f n o C t a h
t had agrandson who wa salso hi sstuden twho committed himsefl
i c u f n o C g n i d a e r p s o
t usi dea sabou tgoodgovernmen.t Confucius ’grandson name
r o , s u i c n e M s
i bette rknowna sMaste rMen .Menciu smovedf romstatet ostatet o
s u i c u f n o C t u p o t s e it i n u tr o p p o d n
if poilitca lideal sinto pracitce (2003 :1). In
r o F m s i n a i c u f n o
C the Modern World ,Bel land Chaibong also menitoned tha t
y c a r e ti l f o s l e v e l w o l h ti w s e it e i c o s n i e ti l e e h t o t y l e g r a l d a e r p s s f e il e b n a i c u f n o C
h ti w s e it e i c o s e v a h h c i h w s e ir t n u o c e h t f o e n o s i n a p a J , e s a c s i h t n I . y ti li b o m d n a
o m d n a y c a r e ti l f o s l e v e l w o
l blitiy .Japan borrowedheavliyf rom Chinawhen ti s
y ll u f m s i n a i c u f n o C e c a r b m e t o n d i d y e h t t u b n a i c u f n o C y l p e e d y d a e rl a e r e w e ti l e
s e g a t s y lr a e e s e h t d n o y e b l l e w d e r u t a m d a h y t e i c o s l it n
1 2 a y ti n u tr o p p o y li m a f n o s e t a rt n e c n o c n a p a J t a h
t nd eltie mora l independence
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