57 third value is Jin, which means universal love. Mr. Kobayashi shows his love to
the students by creating such fun atmosphere for the students. Besides Mr. Kobayashi, there is Mother’s and Daddy’s love for Totto-chan. The fourth value is
Rei. It means politeness. This value is revealed from the bowing tradition that the Japanese have. Mother and Daddy teach Totto-chan to act politely in every
occasion. The fifth value is Makoto means honesty. Mr. Kobayashi always teaches his students to be honest in every problem the students have. It happens to
the parents too, especially, Totto-chan’s Mother. The sixth value is Meiyo. It means honor and glory. For the Japanese, someone’s name is very important to
carry. It is revealed when a homeroom teacher worries about what she has done to Takahashi in class is wrong. Eagerly, she wants to apologize to him. This value is
also revealed through Totto-chan’s action after hearing an awful chant for Tomoe. The last value is Chugo. It means loyalty. Through the son of Mr. Kobayashi,
Ryo-chan, this value is revealed. He has to serve his country by joining the military to go to the war. Besides Ryo-chan, Mr. Kobayashi shows his loyalty to
his job till Tomoe burned down because of the bomb. The seven principles of Bushido also manifest its meaning to Totto-chan.
The manifest of those principles is in the way Totto-chan shows her actualization as the process to develop her personality. Because of self-actualization is an on
going process, Totto-chan, still needs some help from all of people around her. There are some characteristics to show someone’s self-actualized. In this
novel, Totto-chan shows three characters of self-actualized person. First is about accepting self, other, and nature. As a young child, she shows her acceptance to
58 herself is by having good self confidence. It can be seen through her words and
action in every problem she has. Totto-chan shows her acceptance others through her friendship with Yasuaki-chan and the other friends. She is still playing with
Yasuaki even though she knows that Yasuaki has polio. She accepts the others for the way they are. Second character is spontaneity. Totto-chan is quite spontaneous
in showing her thoughts and expressions. She has a lot of fantasies for her future. Most of the time, her spontaneity brings her to some troubles. Third is sympathy
for humankind. She is a kind of children who really cares with all the things around her. She shows her sympathy to Mr. Kobayashi after knowing his problem.
Moreover, she shows her feeling to the wounded soldier that she visits once.
5.2 Suggestions for English Teaching Learning
At school, teachers have very important role in developing their students’ skills. To be able to attract students’ attention to the subject that the teacher gives
to them, it is better for the teacher to have a good preparation by creating some interesting activities. Those activities can help the students to grasp all of the
information. It is also important for the students to have some understanding about society, cultural values, or the history from the other countries.
To be able to achieve the objective, there is one way that can be used by teachers. It is through reading activities. By reading some books and articles
students can find the information they need. Moreover, students also can improve their English vocabulary. I prefer to use this novel as the Intensive Reading II
materials for the second semester students of English Education Program.
59 Intensive Reading II is one of the English Education compulsory courses.
Before taking Intensive Reading II, the students are expected already take Intensive Reading I course. Unlike Intensive Reading I, in Intensive Reading II,
the students are able to read short text from a literary work and to give their own opinions about a novel.
There are some steps in conducting teaching Intensive Reading II using Totto-chan: The Little Girl at the Window. First, the teacher introduces the topic
for today’s meeting and let the students guess. Second, the teacher gives some times for the students to read the text given. While the students are reading the
text, they are asking to find some difficult words. Third, based on the text, the students try to figure out the expression given true or false. After they are finished
with the true or false, they continue finding the meaning or synonym of the words given using dictionary. After the vocabularies, the students are given some
question related to the text in pairs. The last is the students together with the teacher discuss the answer and make a conclusion about the topic.
60
REFERENCES
Abrams, M. H. A Glossary of Literary Terms. New York: Holt, Rinehart and Winston, 1981.
Crow, L. D. and Crow, A. Readings In General Psychology. New York: Barnes and Noble, Inc., 1954.
Guerin, W. L., Labor, E. G., and Morgan, L. A Handbook of Critical Approaches to Literature. New York: Harper and Row Publishers, 1979.
Hornby, A. S. Oxford Advanced Learner’s Dictionary. Oxford: Oxford University Press, 1995.
Hudson, W. H. An Introduction to the Study of Literature. London: Bookbarn International, 1958.
Kennedy, X. J. and Gioia, D. Literature An Introduction to Fiction, Poetry and Drama. New York: Addison Wesley Longman, Inc., 1999.
Kuroyanagi, T. Totto-chan: The Little Girl At The Window. NewYork: Kondansha International, 1989.
Little, G. Approach to Literature: An Introduction to Critical Study of Contents and Method in Writing. Sidney: Science Press, 1981.
Maslow, A. The Farther Research of Human Nature. New York City: Phototype, Inc., 1971.
Milligan, I. The Novel in English: An Introduction. New York: Heinemann, 1983. Murphy, M. J. Understanding Unseen: An Introduction to English Poetry and
English Novel for Overseas Student. London: George Allen and Unwin Ltd., 1972.
Nitobé, I. Bushido: The Soul of Japan. Jakarta: Era Media Publisher, 2008. Petri, H. L. Motivation: Theory and Research. California: A Division of
Wadsworth, Inc., 1981. Rohrberger, M. and Woods, S. H. Reading and Writing about Literature. New
York: Random House, 1971. Stanton, R. An Introduction to Fiction. New York: Holt, Rinehart and Winston,
1965.
