10 underlines the important meaning of the poems. The focus of this approach is
e xplicating literary work using the insight provided by the author’s life.
2. Theory of Explication
There are many ways to analyze a poem. One of them is explication. Explication has close relation to formalist approach since both of them
comprehend the form of literary works. Explicating, as stated by Kenedy and Gioia 609,
“explains the entire poem in detail, unravels any complexities to be found in it
”. The complexities can be found either in extrinsic element or in intrinsic element of the poem. In this study, the explication unfolds every detail of
the poems in terms of forms, rhetoric, figurative language and its vocabularies. Explicating a poem must be in a great detail. Abcarian, Klotz and
Richardson 39 state that an explication is essentially a demonstration of your thorough understanding of a work. Similar to opening a book, explicating a poem
needs an extensive reading of the poem to understand its meaning. Therefore, the writer must read the poem more than once. If necessary, reading aloud must be
done. The writer will find the soul of the poem as they read it again and again. There are some steps in explicating poems. The first step is reading the
poem straight through once. The explication should follow the structure of the poem itself. It starts with the first line and ends with the last. The second step is
making several general points about the poem’s structure and main purpose before starting to individual lines. The third step is explicating the poem.
11 However, according to http:uwp.aas.duke.edu wstudio, there are three
main tasks in explicating poem. The first is taking the poem apart into its smallest units and study them on their own terms. The second discusses about how those
units relate to each other. The third is making connections between these smaller units and the poem as a whole.
3. Theory of Education
The word “education” has been defined in the first chapter. However, there is no perfect definition of education. Every expert has his or her own definition.
For that reason, this study only presents some education theories which support the study.
Human life starts from baby, child, adult then old. Every stage is different one to another. The first stage, baby, she learns by imitating their environment. In
the second stage, child, human being starts to learn from their environment and needs encouragement from the people from their above stages. According to
Driyarkara, education is important in human life. It becomes the foundation of human life. Starting from the human being born, they need education. He states
that education starts at the beginning of someone’s life. Therefore, his ideas in education focused on the education for the young learner. Driyarkara 127 states
as follow. Mendidik
….ialah pemanusiaan manusia muda anak, dan ini berarti homonisasi dan humanisasi… berarti pengangkatan manusia muda sampai
sedemikian tingginya sehingga dia bisa menjalankan hidupnya sebagai manusia dan membudayakan diri.
12 To educate…is making the youth become a fully human being, by the means
of homonization and humanization….it means the promoting of the youth so that they can live as a human being and culture himself.
Education is important in building a full human being. Therefore, Driyarkara states two fundamental activities in education. They are hominisasi and
humanisasi. The main goal of those activities is creating a full human being. Driyarkara states that
“human life is established by education. Both educator and learner, determine their own life through activities in education
”. For the educator, to educate means determining an attitude for the learner. In contrary, it
is obvious that the learner accept the knowledge from the educator. Driyarkara states three principles in education. The first, to educate is an
influence from person who is responsible to the child so that they can grow into adult. Second, education is life unity of father, mother and son, where the process
of making human happens. In short, family plays an important role in c hild’s
education. Along with Driyarkara’s statement, UNESCO, as the international
organization which concerns with education, has its own statement on education. It regards human as the perfect creature. Human beings have free mind and
thinking. However th e people are still struggling to create the “perfect” human
being. They made their own limitation about education and also ways to educate people to be full human being.
In order to support the statements above, the writer put UNESCO’s statements on education. UNESCO is chosen since it is an international education
organization. It states some purposes in education. First, it states that human being PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13 is not an object of education. They have their own status in education. Human
being is creative, so education must encourage human being to be creative. Second, human being is inseparable from the society since they are social
creature. To conclude, UNESCO states that education must prepare human being for their society including its social structure.
Education is not an instant way to make a full human being. Education is a learning process. During the process, teachers and students are transferring
knowledge. It is not merely the teachers who transfer his ideas or knowledge to the students. It is both sides transferring knowledge one another. One of the
theories of learning came from experiential learning. Kolb 38 states that “learning is the process whereby knowledge is created through the transformation
of experience ”. The process emphasizes on the process of adaptation and learning
as opposed to content or outcomes. Thus, Kolb regards knowledge as a transformation process, being continuously created and recreated not as an
independent entity to be acquired or transmitted.
B. Biography of Rabindranath Tagore and His View of Education
