58
1. Suggestions for the Future Researchers
Most of Anne Fine’s novels are talking about children and they have a lot of valuable aspects for daily life. By reading this novel, we will gain some
information about personality, human’s thoughts, and feelings, characters, experiences, values, and problems in the society.
Alias Madame Doubtfire is an interesting novel. The novel becomes more famous when Chris Columbus adapted the story into a movie. With a great
imagination, Columbus succeeded to transform Anne Fine’s imagination into the real one. There is another interesting aspect of this novel that can make the story
alive. It is the father, Daniel. I suggest that the next researchers explore more about Daniel who has unique characteristics. He does everything to see and meet
his children. One of them is by disguising himself to be a housekeeper. Helping by his brother who works as a make up artist, Daniel changes his appearance to be
an old woman. His brother’s magic hands can make the people tricked, especially his past wife.
Daniel has a unique side. He is a man with uncommon blessing. God blesses him with a great imagination, but sometimes his imagination can make
him uncontrolled. This phenomenon is very interesting to be analyzed. The future researchers can analyze whether Daniel’s personality gives good or bad influences
on the children. In order to analyze this phenomenon, psychological approach would be appropriate. To explore more about other characters in this novel, the
future researchers may also refer to my analysis. Hopefully, this suggestion could
59
be the consideration for the next researchers because Alias Madame Doubtfire is a good novel.
2. Suggestions of Using Literature for Teaching Learning Processes
a. The Role of Literature in Teaching English Some people tend to assume that literature is merely to give enjoyment
and satisfaction. However, it gives more that. Literature is also a source of knowledge.
Therefore, teachers may use it in teaching learning processes. In the field of language teaching, literature enables teacher and learners to
gain inspiration for teaching-learning activities. Teaching English using literature can increase the language mastery such as vocabulary usage and exact syntax. It
also enriches knowledge because it makes our mind function optimally and it also widens and deepens our experience, sets our morals and regards the matters of
truth, goodness and beauty.
Literature is the expression of any language. Therefore, literature can entirely help education. Novels can be one good means to motivate students to
read. If they are motivated, then we, as teachers, can help the students to improve the intention on reading habit. However, not all novels can make the students
interested in reading. I suggest that Alias Madame Doubtfire can be used as the text for reading task for the university students. The reason of this suggestion is
not only because I use this novel as the subject of the research, but because the novel itself is full of life values. The novel can arouse the students’ interest in
learning the novel.
60
b. The Implementation of Teaching Extensive Reading I Using Alias Madame Doubtfire
Reading activities are planned to develop the language mastery. The students can learn more on grammar, vocabulary, and also different style of
English. Alias Madame Doubtfire is using American English, which can enrich the students’ knowledge on English styles.
As the learning material “The Day of the Storm Is Not a Day for
Thatching” is chosen because the climax of the story happened in this chapter. In this chapter, Miranda and Daniel have a big quarreling in front of their three
children. Miranda is very angry knowing that Daniel disguises himself to be Madame Doubtfire. Seeing Miranda and Daniel fight, the children feel angry, sad,
disappointing and for the first time the children show their dislike. There are two types of reading lessons, namely intensive and extensive
reading. In intensive reading, the student’s attention is focused in linguistic features such as vocabulary and pronunciation. In extensive reading, the main
point is comprehension. Students are expected to get meaning primarily from the context. Here, the teacher may give them questions related to the text.
In this teaching implementation, I choose extensive reading I for the university students in semester three of English Department. There are three
phases of reading activity. The first one is pre-reading activity. The purpose of this activity is to arouse the students’ interest to the passage given. The second
phase is while-reading activity. The purpose of this phase is to know whether they understand the passage or not. To avoid boredom, the teachers can make groups of
61
students to discuss the materials they just read. Below are suggestions on how to do this teaching reading activity, step by step.
1. Teacher asks the students to answer pre reading questions.
Pre reading questions is important to be given in the beginning of a reading class. Pre reading question can help the students to get the description of the
class lesson or the story that will be given by the teacher and to build students interest.
2. Teacher gives the text materials to students.
After giving the pre reading questions, the teacher distribute the text materials that will be used in the class.
3. Teacher asks the students to read the passage.
Asking students to read the passage is the most important step, so it is also important for the teacher to remind the students to read more than once, based
on the time given. By reading the passage students know and understand the story line the text materials given. Teacher can explore the reading activity in
many ways, for example: asking the students to read aloud each student read one paragraph, for bigger class each student read one-two sentences, using
this method teacher can get many benefits, teacher can check students’ pronunciation and another benefit is to avoid boredom.
4. Teacher divides the students into groups the amount of the students depends
on the total amount of the students in reading class, small group is better. Teacher must be creative. Dividing the students into group is an effective way
to avoid students’ boredom. The students are hoped to share their opinions in
62
the small group before class discussion. There is a negative side of dividing the students into groups; students can discuss something outside the materials
given, so teacher must be active in controlling and watching the students. 5.
Teacher gives time to the students to answer the while-reading questions in written form.
In this phase teacher will know whether the students understand every paragraphs, sentences and words in the text materials given.
6. Teacher also gives time to the students to answer the post-reading questions in
written form. 7.
In the post reading questions teacher will know whether the students understand the whole text materials given. It can be done in groups. The
students discuss and find the answer in groups. 8.
Teacher asks one student from each group to present the result of their discussion.
This activity is good for the students. Students can learn to be more active in class and brave to utter their opinions. Students’ participation in class can
show that the students enjoy the lesson.
63
REFERENCES
Abrams, M. H. A 1971. Glossary of Literary Terms. New York: Rinehart, and Winston Inc.
Beebe, Steven A. 1996. Interpersonal Communication Relating Others. Boston: Allyn Bacon, Inc.
Berk, Laura E. 1989. Child Development. London: Allyn and Bacon. Corsini, Raymond J. 1994. Encyclopedia of Psychology. New York: John Willey
Sons. Dobos, David E., 1986, Family Portrait: A Study of Contemporary Life Style.
California: Wadsworth Publishing Company Belmont. Finocchiaro, Mary. 1958. Teaching English as a Second Language. New York:
Harper and Brothers. Fine, Anne. 1988. Alias Madame Doubtfire. Canada: Little Brown Company, Inc.
Forster, E. M. 1974. Aspects of Novel. London: Edward Arnold Ltd. Greeteman. 1990. When Divorce Happens: A Guide for Family and Friends.
Indiana: Ave Maria Press. Henkle, Roger B. 1997. Reading the Novel: An Introduction to the techniques of
Interpreting Fiction. New York: Harpen and Row. Hornby, A.S. 1992. Oxford Advanced Learner’s Dictionary of Current English.
London: Oxford University Press. Hurlock, Elizabeth. 1974. Child Development. New York: Mc Graw Hill Book.
Kennedy. 1999. Literature: An Introduction to Fiction, Poetry, and Drama. New York: Longman.
64
Kuper, Adam and Jessica. 1996. Social Science Encyclopedia. London: Routledge. Murphy, M. J. 1972. Understanding Unseens: Introduction to English Poetry and
the English Novel for Overseas Students. London: George Allen and Unwin, Ltd.
Parke and O’neil. 1996. Activities Handbook for the Teaching of Psychology. Washington: American Psychological Association.
Rohrberger, Mary and Samuel H. Woods Jr. 1972. Reading and Writing about Literature. New York, Inc.
Schwartz, Barry. 1978. Psychology of Learning and Behaviour. New York: W. W. Norton and Company, Inc.
The World Book Encyclopedia. 1971. The World Book Encyclopedia. Chicago: Field Enterprises Educational Corporation.
Whitehead. 1983. Marrying Well: Stages on the Journey of Christian Marriage. New York: Doubleday Co., Inc.
Young, James J. 1984. Divorcing, Believing, Belonging. New York: The Missionary Society of St. Paul the Apostle.
The Internet Sources:
http:en.wikipedia.orgwikiMrs . Doubtfire.
Accesed on January 10, 2007.
65
APPENDIX 1
THE SUMMARY OF ALIAS MADAME DOUBTFIRE
The story takes place in the city of San Francisco. Daniel Hilliard, an out- of-work voice actor with extraordinary imitative skills, whose interior decorator
spouse, Miranda wants a divorce. The breaking point is a birthday party Daniel throws for their twelve-year-old son Christopher behind Miranda’s back, because
she said he could not have a party due to his bad grades. It includes a petting zoo and twenty children running around the Hilliard’s household. Since Daniel has no
steady source of income as Miranda was the main breadwinner of the family, Miranda gets primary custody of their three children Lydia, Christopher, and
Natalie and Daniel has only limited visitation rights. The news is crushing to Daniel, who adores his children.
When Daniel learns Miranda intends to place a n advertisement for a housekeeper, he request to pick them up from school and spend time with them.
The children are receptive, but Miranda nixes the idea. Daniel sabotages the advertisement Miranda wrote so that he was the only one who could apply. He
calls Miranda a number of times, disguising his voice while pretending to be an unsuitable applicant. He finally presents the perfect applicant, a sixty-year-old
British woman with years of experience, giving the name “Mrs. Doubtfire” after
reading the news headline “Police Doubt Fire Was Accidental”. With the
cosmetics skills of his gay brother, his brother’s partner, and his own acting talent, Daniel goes to the Hilliard residence as Euphegenia Doubtfire. He takes
66
advantage of knowing his family’s passions, bringing up storytelling to his youngest daughter Natalie, and soccer to Chris, and is quickly offered the job.
As Mrs. Doubtfire, Daniel is able to see his children every day, giving him the opportunity to be the firm father figure that he was not before the divorce. He
has the children doing chores and homework, but still finds time to join them in their favorite activities; including reading stories, soccer, bike rides. The
difference shows in the three children and Miranda remarks one night that something about Mrs. Doubtfire is very familiar.
Daniel’s cover is blown when Christopher walks in on him standing at the toilet; he then explains the situation to the two elder children, explaining that
Natalie would not be able to keep such a big secret. Both children are happy to have their father back in their lives and so eagerly agree to keep up the pretense.
Daniel’s double life ends when two personalities are forced to come together. The CEO of the television studio where Daniel works as a shipping clerk
sees him clowning with toy dinosaurs and is impressed enough to schedule a dinner meeting to hear his ideas. Miranda then invites Mrs. Doubtfire to dinner
with her new boyfriend Stuart, and the Hilliards, at the same time and the same restaurant as his business dinner. Daniel cannot cancel on either, so he changes
clothes in the bathroom while going back and forth between his boss and his family. Intending to get revenge on Stuart, Daniel sneaks into the restaurant
kitchen and adds to Stuart’s prepared dish cayenne pepper, to which Stuart is allergic. Upon consuming his food, Stuart begins to choke, forcing a guilty Daniel,
under the Mrs. Doutfire guise, to perform abdominal thrusts on him to avert his
67
death. During a particularly rough thrust, Daniel’s mask is partially ripped off, revealing his true identity. Miranda is shocked to learn that her beloved
housekeeper is really her ex-husband. In family court, Daniel acts as his own attorney and confesses his need to
be with his children, but the judge finds Daniel’s behavior disturbing, and custody is awarded solely to Miranda. She and the children all miss Daniel, and one day
they see Aunt Euphegenia’s House, a new children’s TV show of which Daniel as Mrs. Doubtfire is the star. The evidence leads Miranda to renegotiate the
terms of custody with Daniel, and although there are lingering hard feelings between the two of them, they agree to stop arguing and work together for the
sake of their children and come to terms with an amicable joint custody arrangement. Miranda will not seek a housekeeper while she is at work in the
afternoons, instead arranging for the children to spend that time with Daniel. The film concludes with Miranda watching an episode of Aunt Euphegenia’s House
that features advice to children of divorced parents, saying that no matter what type of family living arrangement children have, love will maintain the bond.
Taken from http:en.wikipedia.orgwikiMrs
. Doubtfire
Retrieved: on January 10, 2007. 11: 26
68
APPENDIX 2
THE BIOGRAPHY OF ANNE FINE
Biographical Timeline :
Taken from http:en.wikipedia.orgwikiMrs. Doubtfire
Photograph of Anne Fine
Anne Fine born December 7, 1947 is a British author best known for her
childrens books, of which she has written more than 50. She was married to the philosopher Kit Fine. She also writes for adults six books to date - 1st April
2005. She was appointed the second Childrens Laureate, in succession to Quentin Blake, holding the position from 2001 to 2003. She was born in Leicester,
England, and currently lives in County Durham, England. She is a Fellow of the Royal Society of Literature and was awarded an OBE in 2003. She became
Childrens Laureate of the UK in 2005. Her books for older children include the award winning The Tulip Touch and
Goggle-Eyes, which was adapted for television by writer Deborah Moggach for
69
the BBC. Twentieth Century Fox filmed her novel Alias Madame Doubtfire as Mrs Doubtfire, starring Robin Williams. Her books for younger children include
Bills New Frock and How to Write Really Badly. Her work has been translated into twenty-five languages.
Bibliography
Books for older children
•
The Summer House Loon 1978 ISBN 0-7497-4492-8
•
The Other Darker Ned 1979 ISBN 0-7497-4493-6
•
The Stone Menagerie 1980 ISBN 0-7497-4603-3
•
Round Behind the Ice-house 1981 ISBN 0-14-037363-2
•
The Granny Project 1983 ISBN 0-7497-4832-X
•
Alias Madame Doubtfire 1987 ISBN 0-14-037355-1
•
Goggle-Eyes 1989 ISBN 0-14-034071-8
•
The Book of the Banshee 1991 ISBN 0-14-034704-6
•
Flour Babies 1992 ISBN 0-14-036147-2
•
Step by Wicked Step 1995 ISBN 0-14-036647-4
•
The Tulip Touch 1996 ISBN 0-14-037808-1
•
Very Different 2001 ISBN 0-7497-4370-0
•
Up on Cloud Nine 2002 ISBN 0-385-60372-X
•
Anne Fine: A Shame to Miss 3 2002 ISBN 0-552-54869-3
Books for middle children
•
Anneli the Art Hater 1986 ISBN 1-4052-0186-X
•
A Pack of Liars 1988 ISBN 0-14-032954-4
•
Crummy Mummy and Me 1988 ISBN 0-14-032876-9
•
Genie, Genie, Genie 1989-91 ISBN 1-4052-1202-0
•
The Country Pancake 1989 ISBN 1-4052-0062-6
•
Bills New Frock 1989 ISBN 1-4052-0060-X
•
The Chicken Gave It To Me 1992 ISBN 1-4052-0078-2
•
The Angel of Nitshill Road 1993 ISBN 1-4052-0184-3
•
How To Write Really Badly 1996 ISBN 1-4052-0061-8
•
Loudmouth Louis 1998 ISBN 0-14-130205-4
70
•
Charm School 1999 ISBN 0-440-86400-3
•
Telling Tales InterviewAutobiography 1999 ISBN 1-4052-0053-7
•
Bad Dreams 2000 ISBN 0-440-86424-0
•
A Shame to Miss 2 2002 ISBN 0-552-54868-5
•
The More the Merrier 2003 ISBN 0-440-86585-9
•
Frozen Billy 2004 ISBN 0-385-60769-5
Books for younger children
•
Scaredy-Cat 1985 ISBN 1-4052-0251-3
•
Stranger Danger? 1989 ISBN 0-14-130913-X
•
Only A Show 1990 ISBN 0-14-038843-5
•
The Worst Child I Ever Had 1991 ISBN 0-14-034799-2
•
Design A Pram 1991 ISBN 1-4052-0137-1
•
The Same Old Story Every Year 1992 ISBN 0-14-130275-5
•
The Haunting of Pip Parker 1992 ISBN 0-7445-8294-6
•
Press Play 1994 ISBN 1-4052-0185-1
•
The Diary of a Killer Cat 1994 ISBN 0-14-036931-7
•
Care of Henry 1996 ISBN 0-7445-8270-9
•
Jennifers Diary 1996 ISBN 0-14-038060-4
•
Countdown 1996 ISBN 0-7497-4672-6
•
Roll Over Roly 1999 ISBN 0-14-131504-0
•
Notso Hotso 2001 ISBN 0-241-14138-9
•
The Jamie and Angus Stories 2002 ISBN 0-7445-5965-0
•
Anne Fine: A Shame to Miss 1 2002 ISBN 0-552-54867-7
•
How to cross the road and not turn into a Pizza 2002 ISBN 0-7445-9001- 9
•
The Return of the Killer Cat 2003 ISBN 0-14-131719-1
•
Nag Club 2004 ISBN 0-7445-9796-X
Picture books
•
Poor Monty 1991 ISBN 1-4052-1097-4
•
Ruggles 2001 ISBN 0-86264-895-5
71
Books for adults
•
Taking the Devils Advice 1990 ISBN 0-670-83191-3
•
In Cold Domain 1994 ISBN 0-670-85609-6
•
The Killjoy 1994 ISBN 0-14-023842-5
•
Telling Liddy 1998 ISBN 0-593-04235-2
•
All Bones and Lies 2001 ISBN 0-593-04725-7
•
Raking the Ashes 2005 ISBN 0-593-05412-1
Prizes and awards
•
1984 Guardian Childrens Fiction Prize shortlist - The Granny Project
•
1987 Guardian Childrens Fiction Prize shortlist - Madame Doubtfire
•
1987 Whitbread Childrens Book Award shortlist - Madame Doubtfire
•
1990 Carnegie Medal - Goggle-Eyes
•
1990 Guardian Childrens Fiction Prize - Goggle-Eyes
•
1990 Nestlé Smarties Book Prize Gold Award6-8 years category - Bills New Frock
•
1990 Publishing News - Childrens Author of the Year Award
•
1991 British Book Awards - Childrens Author of the Year
•
1992 Carnegie Medal - Flour Babies
•
1993 Carnegie Medal shortlist - The Angel of Nitshill Road
•
1993 Publishing News - Childrens Author of the Year Award
•
1993 Whitbread Childrens Book Award - Flour Babies
•
1994 British Book Awards - Childrens Author of the Year
•
1996 Whitbread Childrens Book Award - The Tulip Touch
•
2001 Childrens Laureate
•
2002 Carnegie Medal shortlist - Up On Cloud Nine
•
2003 OBE
•
2004 Red House Childrens Book Award shortlist Younger Readers category - The More The Merrier
Taken from http:en.wikipedia.orgwikiMrs. Doubtfire
Retrieved: on January 10, 2007. 11: 26
72
APPENDIX 3 LESSON PLAN TEACHING EXTENSIVE READING I
Subject : Extensive Reading I
Meeting : 1 meeting
Topic : American English Text Semester
: Three of English Education Study program Time Allocation : 2x 50’
Material : Alias Madame Doubtfire, year 1988, pages 175-177
Evaluation Media
Topic Basic
Competence Indicator
Learner Experience
Task Form
Family
At the end of the course the students are
expected to be able to : 1.
improve reading abilities, especially
comprehension and speed.
2. apply reading
strategies when reading various
types of texts.
3. develop English
vocabulary. At the end of the
course, the students are able to:
1. write simple
responses to the ideas or issues
presented in the texts.
2. mention someone’s
characters. 3.
find the definition of the words
provide in the dictionary and
paraphrase the definition.
1. Responding to the
teacher’s greeting 2.
Answering the pre- reading questions
3. Receiving the text
4. Reading the
passage 5.
Working in a group of three
6. Answering the
questions given 7.
Reading their answer and discuss
the right answer together
-Reading the passage
individually -Working in
groups of three to discuss the
passage and answering the
questions 1.Reading the
passage 2-3 times
Handout 2.Making groups
of three 3.Working in
group to discuss the
answer of the questions
4.Discussing the right answer
together the material
of reading passage
73
APPENDIX 4 MATERIAL FOR TEACHING READING II
1. Pre-reading questions
Kategori