seagull, he decides to go away from that place and spend his days practicing. Thus, the conflict resolution changes into lose-lose solution. Both parties cannot achieve
their goal. The second interpersonal conflict happens because the Council Flock does
not want to appreciate the truth that seagull can be free. They blame Jonathan as a rule breaker. Since Jonathan is a brave seagull, he dares to speak back to the
Council Flock. Jonathan tries to explain the reasons. Unfortunately, the Council Flock refuses to hear Jonathan’s explanation and puts him as the outcast of the gulls
in his flock. To end this conflict, the Flock and Jonathan gain a win-lose problem solution. There is only one party who achieves the goal. In this case, the flock can
achieve the goal to put Jonathan as the outcast but Jonathan cannot achieve his goal. The last is the conflict with Jonathan’s instructor, Sullivan. The conflict is
caused by disagreement of Sullivan about Jonathan’s plan to go back to the earth. He thinks that Jonathan will not be able to show heaven to seagulls on earth because
they cannot see the heaven. This is approach-approach conflict, where the parties can solve their conflict by defining the motivation to achieve the goal. Since
Jonathan is brave and stubborn, finally Jonathan decides to go back to the earth and leave Sullivan. This conflict ends with win-lose solution as their problem solving.
B. Suggestions
There are two sections in this part. The first part is the suggestion to the future researcher. The second one describes the suggestion for teaching implementation.
The researcher can take some paragraphs from this novelette as a teaching material.
a. Suggestions for the Future Researchers
The researcher suggests the future researcher to read this novelette, Jonathan Livingston Seagull. This novelette describes about Jonathan’s life. In this novelette,
the readers can see Jonathan’s spirit of life. He appreciates his life and working hard in his life to find the meaning of life. Here, Jonathan learns more than just simple
flying and eating. Jonathan’s desire in his life is to find something new of life. Jonathan believes that a seagull can do everything more than just fighting.
Jonathan’s desire to learn more about flying and eating are developed by his learning in speed.
Therefore, in this study the researcher is interested in analyzing how and what are the influences of Jonathan’s character in resolving his personal conflicts to
achieve his desire. For the future researchers, they can analyze Jonathan’s character in influencing his motivation in valuing his life.
b. Suggestions for Teaching Implementation
Teaching English through literature is one of the good ways to develop students’ character, knowledge and emotions. There are many moral issues that can
be learned by the students. They can appreciate their life, work hard to achieve their goal, and appreciate other people through their culture. They can deliver their
opinion about life as reflected in the moral issues in the story and develop their knowledge when they read the characters, the ways they solve the problems, their
responses to each character and how they think and feel.
Furthermore, the students can learn about the target language through a story. Since in a story, students can learn some new vocabularies, improve their reading
skill, and analyze the descriptive language used by the author in describing the character, and setting. They can dig out their ability in writing a story. Therefore,
this novelette, Jonathan Livingston Seagull is appropriate to be used in paragraph writing class.
The researcher chooses several paragraphs from the novelette, Jonathan Livingston Seagull, as a teaching material to build students understanding about
narrative text and as the example of the narrative text. This teaching material is applied for students of university in the second semester of English Language
Education Study Program. The objectives of paragraph writing are to teach student to be able to understand the linguistic features of narrative genre and compose a
good narrative paragraph with the learned narrative genres. There are three steps of writing activity. The first step is pre-activity. This is
aimed to encourage students’ knowledge about narrative text. The second step is main-activities. The aim is to measure the students’ understanding of the linguistic
features of narrative genre and their ability to compose the narrative paragraph. The last step is post-activities. The aim is to evaluate students’ writing.
Some activities for the writing narrative paragraph are: 1. The teacher opens the class.
2. The students are divided into group of four. 3. The teacher gives a puzzle in an envelope to each group. Each group will get a
different puzzle. 4. The students arrange the puzzle.
5. The students answer some questions about the narrative. 6. The students get some handouts from the teacher.
7. The students read the example of narrative text. 8. The teacher and students discuss and identify the linguistic features of narrative
story. 9. The teacher and students discuss the moral lesson in the narrative story.
10. The teacher asks the students to make an imaginary narrative text. It consists of three or four paragraphs.
11. The students exchange their work with their friend and give comments also suggestions to each other.
12. The teacher asks students whether there are difficulties in writing narrative story.
13. The students submit their narrative paragraphs.
59
REFERENCES
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Alder, R. B. and Neil T. 1990. Looking out Looking in Interpersonal Communication. New York: Holt Rinehart and Winston, Inc., Print
Bach, R. 1973. Jonathan Livingston Seagull. London: Pan Books Ltd., Print Beebe, S, Susan J. Beebe M. V. Redmond. 1996. Interpersonal Communication
Relating to Others. Boston: Simon and Schuster Company. Bone, M. and Secchiaroli, G. 1995. Environmental psychology: A Psycho-social
Introduction. London: Sage Publication Ltd., Print Drever, J. 1958. A Dictionary of Psychology. Harmonds Worth: Penguin Books
Ltd., Print Foster, E. M. 1974. Aspects of the Novel and Related Writing. London: Edward
Arnold, Publisher. Hall, J. O. and Klinger, E. R. 1958. Problem Solving in Our American Democracy.
New York: American Book Company. Henkle, R. B. 1977. Reading the Novel: An introduction to the Techniques of
Interpreting Fiction. New York: Harper and Row, Publisher. Holman, C. H. and William H. 1986. A Handbook to Literature. New York: the
Macmillan Company. Hudson, W. H. 1958. An Introduction to the study of Literature. New York: Harper
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Murphy, M. J. 1972. Understanding Unseen. London: Allen Unwin Ltd. Noiler, P. and Mary A. F. 1993. Communication in Family Relationships. New
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Rorhberger, M. and Woods, Jr, S. H. 1971. Reading and Writing about Literature. Oklahoma: Oklahoma State University Press.
Stanton, R. 1965. An Introduction to a Literature. New York: Holt, Rinehart and Winston, Inc.
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APPENDICES
APPENDIX 1 LESSON UNIT PLAN
English Language Education Study Program Sanata Dharma University
Revision 2 Effective from 19 January 2010
Course Outline
Course Code : KPE 154
Course Title : Paragraph Writing
Credit :
2 credits
Time Allocation : 2 x 50 minutes class meeting,
2 x 120 minutes independent w ork and structured tasks
Prerequisite : KPE 153 Basic Writing Skills
Lecturer : Christina Kristiyani, S.Pd., M.Pd.
Nugraha Krisdiyanta, S.Pd., M.Hum. Chosa Kastuhandani, S.Pd.
Mega Wulandari, S.Pd. A. Competence Standard
On completing the course, students are able to: a.
Compose a good paragraph, b.
Write well using different types of writing genre, c.
Deconstruct the generic and schematic structure of each genre, d.
Find the social purposes and linguistic features of texts, e.
Write texts with the learned genres.
B. Course Outline Week
