The Implementation of Teaching Prose

62 Ramsaran 1983 states that using literature to teach language not only contributes to a better linguistic understanding, a development of creative skills, and higher language proficiency, but also makes an important contribution to literary appreciation p. 42. According to Collie and Slater 1990, there are four main reasons, which lead a language teacher to use literature in the classroom. These are valuable authentic material, cultural enrichment, language enrichment and personal involvement p. 3. Moreover His manog lu 2005 adds that, ―the use of a novel is a beneficial technique for mastering not only linguistic system but also life in relation to the target language. In novel, characters reflect what people really perform in daily lives. Novels not only portray but also enlighten human lives. Using novel in language class offers educational benefits such as improves critical thinking skills and develops students‘ knowledge about different cultures. ‖ p. 63 The writer suggests that educational practitioners should use The Valkyries as the material for teaching. It is an interesting novel that can be used as the resource for stimulating language activities. The writer suggests this novel to be used as the media to attract students‘ attention in learning English. Through reading literary works, students broaden their horizons, become familiar with the other cultures, and learning how to view the world from different perspective. The result will be the possession of critical thinking and writing. His manog lu, 2005, p. 64 Hopefully, by using this novel, the students will be motivated to learn English.

3. The Implementation of Teaching Prose

It will take 3 x 50 minutes for one meeting. The following are the steps to implement The Valkyries in teaching Prose for PBI students in semester III: 63 a. The lecturer explains today‘s material b. The lecturer distributes the handouts on character and characterization c. The lecturer explains the material on the hand out d. First group presentation e. Questions and answers session f. Second group presentation g. Questions and answers session h. Third group presentation i. Questions and answers session j. Lecturer closes the presentation session and concludes it k. Lecturer asks the students to write what they have learned today and asks them to submit it l. Lecturer concludes today‘s material and activities The detail of these activities can be seen in the appendices: syllabus, lesson plan, and material. This material is applied to Prose students of English Education PBI Sanata Dharma University who are in the third semester. 64 REFERENCES Abrams, M. H. 1981. A glossary of literary terms 4 th ed.. New York: Holt, Rinehart and Winston, Inc. Audi, R. 1999. The Cambridge dictionary of philosophy 2 nd ed.. Cambridge: CUP. Chevalier, J., Gheerbrant, A. 1996. The Penguin dictionary of symbols . London: Clays Ltd St Ives Plc. Coelho, P. 1996. The Valkyries. London: Harper Collins Publisher. Collie, J. Slater, S. 1990. Literature in the language classroom: A r esource book of ideas and activities . Cambridge: CUP. Grabe, W. Stoller, F. 1997. Reading and vocabulary development in a second language: A case study . Second language vocabulary acquisition. J. Coady and T. Huckin. Eds. Cambridge: CUP. Hi mano lu, M. 2005. Teaching English through literature. Journal of language and linguistic studies. Vol.1, No.1, April 2005. Retrieved December 1, 2012 18:16, from http:www.jlls.orgIssuesVolume1 No.1murathismanoglu.pdf Huffman, K., Vernoy, M., Vernoy, J. 2000. Psychology in action 5 th ed.. New York: John Wiley and Sons, Inc. Hurlock, E. B. 1974. Personality development. New Delhi: Tata McGraw Hill International. Lombardi, E. 2010. Literature . Retrieved September 24, 2012 21:58, from http:classiclit.about.comodliterarytermsgaa_whatisliter.htm Maslow, A. H. 1954. Motivation and personality 3 rd ed.. New York: Harper and Row Publishers, Inc. McKean, Erin. 2005. The new Oxford American dictionary 2 nd ed. New York: Oxford University Press, Inc. Milligan, I. 1983. The novel in English: An introduction. London: Macmillan Press Ltd. 65 Moseley, A. 2001, April 17. Philosophy of love: An overview . United Kingdom: Internet encyclopedia of philosophy . Retrieved September 29, 2012 23:24, from http:www.iep.utm.eduloveH4 Murphy, M. J. 1972. Understanding unseen: Introduction in English poetry and the English novel for overseas students. London: George Allen and Unwin Ltd. Obeidat, M. 1997. Language vs. literature in English departments in the Arab world . English teaching forum . January-March, Vol.35, No.1. Retrieved December 1, 2012 12:35, from http:eca.state.gov forumvolsvol35no1p30.htm Quina, J. H., Jr. 1971. Theories of symbolism: A pluralistic approach to teaching literature . For annual meeting of the national council of teachers of English 61st . Las Vegas. November 25, 1971. pp. 1-19. Retrieved July 23, 2012 17:45, from http:www.eric.ed.govPDFSED092950.pdf Ramsaran, S. 1983. Poetry in the language classroom. ELT Journal 37. pp. 36- 43. Ranu. 2013. The Valkyries. El Espectador . Retrieve April 26, 2013 20:15, from http:sabethville.wordpress.com20130423book-report-a-novel- the-valkyries-posted-by-ranu Sage, H. 1987. Incorporating literature in ESL instruction . Upper Saddle River, NJ: Prentice-Hall, Inc. Stanton, R. 1965. An ntroduction to fiction . New York: Holt, Rinehart and Winston, Inc. Sternberg, R. J. 1986. A triangular theory of love . Psychological review 93. pp. 119-135 . Sternberg, R. J. 1987. Liking versus loving: A comparative evaluation of theories. Psychological bulletin 102. pp. 331 –345. Taylor, A. E. 1963. Plato: The man and his work 9 th ed.. Cleveland: The World Publishing Company. Worchel, S. Shebilske, W. L 1989. Psychology: Principles and applications. Englewood Cliffs, NJ: Prentice-Hall. 66 Yelland, H. L., Jones, S. C., Easton, K. S. W. 1953. A Handbook of literary terms. Sydney: Angus and Robertson. 67 APPENDICES 68 Appendix 1 SUMMARY of The Valkyries The story begins with the meeting between J. and Paulo on a restaurant located on the top floor of J.‘s hotel in Rio de Janeiro, Brazil. J. is Paulo‘s master. They spoke of work, magic, and women. Then, two days later, on their second meeting at the same restaurant, J. gave Paulo a task. J. explained nothing about the task and Paulo did not even bother to ask how or where because he knew that his master would not tell him. A week later, on their third meeting, at the airport, Paulo insisted to ask about the task. J. said that Paulo had to find Gene who lived somewhere in the California Desert, United States of America. J. also said this task is important for Paulo, ―It‘s for love. For victory. And for the glory of God.‖ Paulo went on the journey with Chris, his wife. They drove their car for hours to Mojave Desert. They did not know the exact location of Gene because their only clue was that Gene lived somewhere in the California Desert, USA. It was the Mojave Desert. Paulo‘s ‗contact‘ helped him to find Gene. Gene lived in a trailer out in the desert, several miles from Borrego Springs. Upon their meeting, Gene helped Paulo to do the task given by J. He taught Paulo about few things in order to complete the task. Gene did not taught Paulo directly because according to the Tradition, a master might not teach another master‘s disciple. Paulo was well aware about the rules. Therefore, Gene used Chris as a medium. Unfortunately, Gene could not help Paulo to complete the task. Gene could only prepare Paulo before he could go on to the next stage; conversing with the angel. Gene told Paulo that he had to find the Valkyries. The Valkyries were a group of women riding powerful motorcycles roaming around the desert preaching about the kingdom of heaven. It was a coincidence; Paulo met the Valkyries in a small dinner place in the desert. Valhalla, the leader of the Valkyries approached Paulo‘s table and asked him about the ring that he wore. It was not an ordinary ring, it was a ring from the Tradition with the shape of a serpent, a symbol of wisdom. Since that meeting, 69 Paulo and Chris went on the journey with the Valkyries. During Paulo and Chris‘s early arrival in Los Angeles, they decided that they will stay there for forty days whether Paulo could complete the task or not. During Paulo and Chris‘s journey with the Valkyries, Valhalla taught Paulo how to complete the task. She taught him how to converse with the angel. It was a long and difficult process. Paulo had to break a pact, truly accept forgiveness and love, and made a bet. This journey was a process; the most important point of the novel. In the end, Paulo was succeeded. He had done what had to be done in order to converse with the angel. It was during their last days in the Mojave Desert, Paulo was desperate. He wished for a miracle. Only God‘s hand could help him. He bet his faith. At last, a sign appeared. Firstly, in the form of a blue butterfly that flew towards Paulo. There were lots of white butterflies, but this one was blue. It was his angel responding. Paulo could now feel the presence of his angel. It took form of nature. In the final moment, Paulo could hear the voice of his angel and he could even speak to it. Paulo made it to converse with his angel. At the end of his journey, Paulo finally realized the purpose of the task given by his master. 70 Appendix 2 Biography of Paulo Coelho Paulo Coelho was born on August 20, 1946, in Rio de Janeiro, Brazil. He attended a Jesuit school. As a teenager, Coelho wanted to become a writer. Coelho concluded that a writer ―always wears glasses and never combs his hair‖ and has a ―duty and an obligation never to be understood by his own generation,‖ amongst other thin gs. At 16, Coelho‘s introversion and opposition to following a traditional path led to his parents committing him to a mental institution from which he escaped three times before being released at the age of 20. Coelho later remarked that ―It wasnt that they wanted to hurt me, but they didnt know what to do. They did not do that to destro y me; they did that to save me.‖ At his parents ‘ wishes, Coelho enrolled in law school and abandoned his dream of becoming a writer. One year later, he dropped out and lived life as a hippie, traveling through South America, North Africa, Mexico, and Europe and started drugs in the 1960s. Upon his return to Brazil, Coelho worked as a songwriter, composing lyrics for Elis Regina, Rita Lee, and Brazilian icon Raul Seixas. Composing with Raul led to Paulo being associated with Satanism and occultism, due to the content of some songs. In 1974, Coelho was arrested for ―subversive‖ activities by the ruling military government, who had taken power ten years earlier and viewed his lyrics as left-wing and dangerous. Coelho also worked as an actor, journalist, and theatre director before pursuing his writing career. In 1982 Coelho published his first book, Hell Archives, which failed to make any significant impact. In 1986 he contributed to the Practical Manual of Vampirism, although he later tried to take it off the shelves since he considered it ―of bad quality.‖ After making the pilgrimage to Santiago de Compostela in 1986, Coelho wrote The Pilgrimage. The following year, Coelho wrote The Alchemist and published it through a small Brazilian publishing house that made an initial print run of 900 copies and decided not to reprint. He subsequently found a bigger 71 publishing house, and with the publication of his next book Brida, The Alchemist became a Brazilian bestseller. The Alchemist has gone on to sell more than 65 million copies, becoming one of the best-selling books in history, and has been translated into more than 70 languages, the 71st being Maltese, winning the Guinness World Record for most translated book by a living author. ―The Alchemist,‖ easily known as his most successful story, is a story about a young shepherd who follows his spiritual journey to the Egyptian pyramids in search of a treasure. Since the publication of The Alchemist, Coelho has generally written one novel every two years including By the River Piedra I Sat Down and Wept, The Fifth Mountain, Veronika Decides to Die, The Devil and Miss Prym, Eleven Minutes, Like the Flowing River, The Valkyries and The Witch of Portobello. This dates back to The Pilgrimage: While trying to overcome his procrastination of launching his writing career, Coelho said, ―If I see a white feather today, that is a sign that God is giving me t hat I have to write a new book.‖ Coelho found a white feather in the window of a shop, and began writing that day. In total, Coelho has published 30 books. Three of them – The Pilgrimage, The Valkyries and ―Aleph‖ – are autobiographical, while the majority of the rest are fictional, although rooted in his life experiences. In total, Coelho has sold more than 100 million books in over 150 countries worldwide, and his works have been translated into 71 languages. He is the all-time bestselling Portuguese language author. Coelho has been married to his wife, the artist Christina Oiticica, since 1980. Together the couple spends half the year in Rio de Janeiro and the other half in a country house in the Pyrenees Mountains of France. In 1996, Coelho founded the Paulo Coelho Institute, which provides support to children and the elderly. He continues to write, following his own version of The Alchemists ―Language of the World. ‖ [Jorge Luis] Borges said there are only four stories to tell: a love story between two people, a love story between three people, the struggle for power and the voyage, ‖ Coelho has said. ―All of us writers rewrite these same stories ad infinitum. ‖ 72 Here are Paulo‘s achievements as a writer: Prizes and awards o Order of Honour of Ukraine Ukraine 2004, o Order of St. Sophia for contribution to revival of science and culture Ukraine 2004, o Nielsen Gold Book Award for The Alchemist UK 2004, o Ex Libris Award for Eleven Minutes Serbia 2004, o Golden Bestseller Prize from the largest circulation daily ―Vecernje Novosti‖ Serbia 2004, o Literary Latino for Eleven Minutes - The best book 2004 E.U.A. 2004, o Medalha de Oficial das Artes e Letras – medal France 2003, o Ville D’Orthez – Pyrénées Atlantique France 2002, o Planetary Conciousness Literature Prize France 2002, o Best F iction Corine International Award 2002 for The Alchemist Germany 2002, o Club of Budapest Planetary Arts Award 2002 as a recognition of his literary work Germany 2002, o Miembro de Honor Bolívia 2002, o Diploma Membro da Academia Brasileira de Letras Brazil 2002, o Membro titular Pen Club Brasil Brazil 2001, o Bambi 2001 Award Germany 2001, Ville de Tarbes France 2001, o XXIII Premio Internazionale F regene Italy 2001, o Guerrero de la Luz México 2001, o Tau Latin Special Acknowledment Latin America 2001, o Crystal Mirror Award Poland 2000, o Chevalier de lOrdre National de la Légion dHonneur France 1999, o Crystal Award ” World Economic F orum 1999, o Golden Medal of Galicia Spain 1999, o Libro de platina 300 mil ejemplares vendidos en la Argentina de ―El Alquimista ‖ Argentina 1999, 73 o Libro de oro 100 mil ejemplares vendidos en la Argentina de ―Verónica decide morrer ‖ Argentina 1999, o Libro de oro 100 mil ejemplares vendidos en la Argentina del ―Guerrero da luz ‖ Argentina 1999, o Buésped Distinguido de la Ciudad de Nuestra Señora de la Paz Bolivia 1999, o F inalist for the “ International IMPAC Literary Award ” Ireland, 2000 and 1997, o Comendador de Ordem do Rio Branco Brazil 1998, o Contribuition to the 17th Istanbul book Turkey 1998, o Comendador da Ordem do Rio Branco Brazil 1998, o F lutuat Nec Mergitur France 1998, o Human Rights Brazil 1998, o La medaille de la Ville de Paris France 1998, o F iera del libro per i ragazzi Bologna 1998, o Diploma Ordem F raternal do Cruzeiro do Sul Brazil 1998, o Participação na 43ª feira de livros de Porto Alegre Brazil 1997, o Protector de Honor Spain 1997, o Golden Book Yugoslavia 95, 96, 97, 98, 99, 2000 and 2004, o Super Grinzane Cavour Book Award Italy 1996, o F laiano International Award Italy 1996, o Knight of Arts and Letters France 1996, o Prêmio ABERP formador de opinião Brazil 1996, o Grand Prix Litteraire Elle France 1995, Guinness Book – O livro dos recordes Brazil 1995, 1996 Adapted from: Paulocoelhofanclub.com. Retrieved May 15, 2013, from: http:paulocoelhofanclub.comengpc_premios.htm 74 Appendix 3 SYLLABUS OF PROSE ENGLISH EDUCATION STUDY PROGRAM SANATA DHARMA UNIVERSITY PROSE Short Story and Novel – KPE 245 3CR3CH.SEM III This course is aimed to develop students‘ ability in appreciating process fiction by reading and analysing World short stories and novels. In this course, students will read at least five short stories, one novella as intermediary between the short story and the novel, and two novels. It is expected that students will be able to write critical analysis on the literary works read by using literary theories. Students will also give responses, such as in a form of reflective writings or art works that aim to encourage students to be more emphatic, sensitive, and mature. Moreover, students‘ ability to analyse the intrinsic and extrinsic aspects of novels, which include plot, character, setting, point of view, atmosphere, symbol, and theme will be developed.

A. COMPETENCE STANDARD