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Sula is influenced a lot by her mother, Hannah Peace and her grandmother, Eva Peace. Sula has a perception in her mind that a woman should be attractive.
Being attractive, she seduces many men around her. She is a woman who believes in non commitment relationship. She never commits long relationships with any
men. She just looks for pleasure from them. Watching her mother’s behaviors teaches Sula that lovemaking is pleasing. Her mother’s rejection brings many
negative influences. She becomes an insecure and rude woman. Sula is also an irresponsible woman because her mother never puts the good values in life as the
basic of one’s personality. Sula gets many influences from her grandmother. She becomes a spontaneous, independent, tough, rebellious, and stubborn woman.
B. SUGGESTIONS
There are two suggestions in this section. First ly, the suggestion is for future researchers. Secondly, the suggestion is for teaching reading for advanced
level by using literary works, in this case Sula .
1. Suggestions for the Next Researchers
Toni Morrison’s Sula has a lot of valuable aspects for daily life. By reading this novel, we have got some information about human characters, human
values, human feelings, human thoughts, human experiences, and human problem in the society.
One interesting aspect is the friendship between two women which dominates this novel. The writer suggests that the next researchers explore more
the importance of peer or friendship in the childhood period in shaping child’s
40
personality. The next researcher can use the psychological approach to support the study. The other suggestion is analysis of Post Traumatic Disorder Symptom
PTSD which is experienced by Plum and Shadrack. The stresses of combat could produce powerful and adverse effects on soldiers, the aftermath of war. The
analysis of this problem could be analyzed by using psychological approach. Another suggestion is the women study. The next researcher can analyze a
significant perception toward how Toni Morrison puts her concept and vision of marriage in Sula . It could be revealed by biographical approach. Another
interesting study of this novel which could be revealed by using socio-cultural approach is analysis of the society. The next researchers could criticize the racism
which happens in the Bottom society. Hopefully, the writer’s suggestions could be the consideration for the next researchers because Sula is a good reading.
2. Suggestion for Teaching Implementation
The writer would like to present some information about literature as the teaching material. In relation to this fact, Allen and Campbell mention two general
aims in teaching literature. First, literature increases all language skills because it will extend linguistic knowledge such as vocabulary usage and exact syntax.
Literature is the expression of any language 1972: 187. Therefore, literature can entirely help education. According to Bright and McGregor literature is an
essential part of education 1970: 53. In this case, literature has two functions. Firstly, it enriches knowledge because it makes our mind function optimally.
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Secondly, it also widens and deepens our experience, sets our morals and regards the matters of truth, goodness and beauty.
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. The writer suggests that Sula could be used as the topic text for reading task for
the university students. The reason of this suggestion is not only because the writer 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.
Reading activities are planned to develop many types of skills 1987: 19. The students can learn more on grammar, vocabularies, and also different style of
English. Sula uses Black English which the writer believes will be able to draw students’ attention because Black English is not commonly used. The language
can enrich the students’ knowledge on English styles.
Finnochiaro recommends 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, the writer chooses reading II for the university
students in semester two of English Department. The students should have enough vocabularies to understand the text. The students are divided into groups of three.
42
Gruoping is not only intended to make the students easierto share their opinions among other students but also to incxrease student’s participation in the class
room. since the novel uses Black English which is rather difficult, the writer chooses pages 30 to 32 because the language in those pages are undestandable.
This material will be given in the end of semester because of its level of difficulty. 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. Further, Williams states that this while -reading activity should begin with a general understanding of
the text, then move to paragraphs, sentences, and words 1986: 45.The last phase is post-reading activity. The aim of this last phase is to know how much the
students know and understand the material they read. To avoid boredom, the teachers can make groups of students to discuss the materials they just read. The
writer will give suggestions on how to do this teaching reading activity, step by step.
1. Teacher asks pre reading questions.10’
2. Teacher gives the text materials to students.
3. Teacher asks the students to read the passage. 20’
4. Teacher divides the students into groups. Each group consists of three
students. The students are hoped to share their opinions in the small group before class discussion.
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5. Teacher gives time to answer the while -reading questions in written
form. 6.
Teacher gives time to answer the post-reading questions in written form. 20’
7. Teacher gives time for the students to discuss the answer.
8. Teacher asks one student from each group to present the conclusion of
their discussion. 40’
BIBLIOGRAPHY
Abrams, M. H. A 1971. Glossary of Literary Terms. New York: Rinehart, and Winston Inc.
Bright, J. A. and Mc Gregor. 1973. Teaching English as a Second Language. London: Longman Group Ltd.
Finocchiaro, Mary. 1958. Teaching English as a Second Language. New York: Harper and Brothers.
Forster, E. M. 1974. Aspects of Novel. London: Edward Arnold Ltd. Guerin, L. Wilfred, Earle Labor, Lee Morgan, and R. Willingham. 1979. A
Handbook of Critical Approaches to Literature. New York: Harper and Row Publisher, Inc.
Hall, Calvin S and Lindzsey, Gardner. 1957. Theories of Personality. New York: John Wiley and Sons, Inc.
Hornby, A.S. 1992. Oxford Advanced Learner’s Dictionary of Current English. London: Oxford University Press
Horton, Paul B and Chester L. Hunt. 1987. Sociology. Jakarta: Erlangga. Huffman, Karen. 1997. Psychology in Action. USA: John Wiley and the Sons, Inc.
Hurlock, Elizabeth. 1974. Child Development. New York: Mc Graw Hill Book. Kalish, Richard A. 1973. The Psychology of Human Behaviour. California : A
division of Wadsworth Publishing Company, Inc. Light, Donald, Keller, Suzanne Calhoun, Craig. Sociology. New York: Alfred A.
Knopt.
Morrison, Tony. 1973. Sula . New York: Penguin Group. Murphy, M. J. 1972. Understanding Unseens: Introduction to English Poetry and
the English Novel for Overseas Student s. London: Ge orge Allen and
Unwin, Ltd. Mussen, H. 1990. Child Development and Personality. New York: West
Publishing Company Pikunas, Justin. 1969. Human Development: An Emergent Science. London: Mc
Graw Hill. Kogakusha, Ltd. Rice, F. Philip. 1993. The Adolescent: Development Relationship, and Culture.
United States of America: Allyn and Bacon. Rohrberger, Mary and Samuel H. Woods Jr. 1972. Reading and Writing about
Literature . New York, Inc.
Ross. James S. 1958. Basic Psychology. London : Gorge G Harrap Co, Ltd.
Schwartz, Barry. 1978. Psychology of Learning and Behaviour. New York : W. W. Norton and Company, Inc.
Stanton, Robert. 1965. An Introduction to Fiction. New York: Holt, Rinehart, and Winston Inc.
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A PPENDIX 1
THE SUM M ARY OF SULA
The Bottom is a mostly black community in Ohio, situated in the hills above the mostly white, wealthier community of Medallion. The Bottom first
became a community when a master gave it to his former slave. This gift was in fact a trick: the master gave the former slave a poor stretch of hilly land,
convincing the slave the land was worthwhile by claiming that because it was hilly, it was closer to heaven. The trick, though, led to the growth of a vibrant
community. Now the community faces a new threat; wealthy whites have taken a liking to the land, and would like to destroy much of the town in order to build a
golf course. Shadrack
, a resident of the Bottom, fought in WWI. He returns a shattered man, unable to accept the complexities of the world; he lives on the outskirts of
town, attempting to create order in his life. One of his methods involves compartmentalizing his fear of death in a ritual he invents and names National
Suicide Day. The town is at first wary of him and his ritual, then, over time, unthinkingly accepts him.
Meanwhile, the families of the children Nel
and Sula
are contrasted. Nel is the product of a family that believes deeply in social conventions; hers is a stable
home, though some might characterize it as rigid. Nel is uncertain of the conventional life her mother,
Helene , wants for her; these doubts are hammered
home when she meets Rochelle
, her grandmother and a former prostitute, the only unconventional woman in her family line. Sulas family is very different: she lives
47
with her grandmother, Eva
, and her mother, Hannah
, both of whom are seen by the town as eccentric and loose. Their house also serves as a home for three
informally adopted boys and a steady stream of borders. Despite their differences, Sula and Nel become fiercely attached to each
other during adolescence. However, a traumatic accident changes everything. One day, Sula playfully swings a neighborhood boy,
Chicken Little , around by his
hands. When she loses her grip, the boy falls into a nearby river and drowns. They never tell anyone about the accident even though they did not intend to harm the
boy. The two girls begin to grow apart. One day, in an accident, Sulas mothers dress catches fire and she dies of the burns.
After high school, Nel chooses to marry and settles into the conventional role of wife and mother. Sula follows a wildly divergent path and lives a life of fierce
independence and total disregard for social conventions. Shortly after Nels wedding, Sula leaves the Bottom for a period of 10 years. She has many affairs,
some with white men. However, she finds people following the same boring routines elsewhere, so she returns to the Bottom and to Nel.
Upon her return, the town regards Sula as the very personification of evil for her blatant disregard of social conventions. Their hatred in part rests upon
Sulas interracial relationships, but is crystallized when Sula has an affair with Nels husband,
Jude , who subsequently abandons Nel. Ironically, the communitys
labeling of Sula as evil actually improves their own lives. Her presence in the community gives them the impetus to live harmoniously with one another. Nel
breaks off her friendship with Sula. Just before Sula dies in 1940, they achieve a
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half-hearted reconciliation. With Sulas death, the harmony that had reigned in the town quickly dissolves.
In 1965, with the Bottom facing the prospect of the white golf course, Nel visits Eva in the nursing home. Eva accuses her of sharing the guilt for Chicken
Littles death. Her accusation forces Nel to confront the unfairness of her judgment against Sula. Nel admits to herself that she had blamed his death
entirely on Sula and set herself up as the good half of the relationship. Nel comes to realize that in the aftermath of Chicken Littles death she had too quickly
clung to social convention in an effort to define herself as good. Nel goes to the cemetery and mourns at Sulas grave, calling out Sulas name in sadness.
Sula is a novel about ambiguity. It questions and examines the terms
good and evil, often demonstrating that the two often resemble one another. The novel addresses the confusing mysteries of human emotions and
relationships, ultimately concluding that social conventions are inadequate as a foundation for living ones life. The novel tempts the reader to apply the
diametrically opposed terms of good and evil, right and wrong to the characters and their actions, and yet simultaneously shows why it is necessary to
resist such temptation. While exploring the ways in which people try to make meaning of lives filled with conflicts over race, gender, and simple idiosyncratic
points of views, Sula resists easy answers, demonstrating the ambiguity, beauty, and terror of life, in both its triumphs and horrors.
49
Taken from http:www.sparknotes.comlitsulasummary.html
Retrieved : on January 10, 2007. 11: 26
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APPENDIX 2
THE BIOGRAPHY OF TONI MORRISON
Biographical Timeline :
Taken from : http:www.millikwn.eduacicrowchronologymorrisonbio.html
1931 : Ø Feb 18. Morrison is born in Lorain, Ohio. Her birth name is Chloe
Anthony Wofford 1949
Ø Morrison graduates from Lorain High school with honors. She was one of the only black students in a predominantly white school.
Ø Morrison begins studying at Howard University. She takes part in the Howard University Players, who travel to the south and open
her eyes to the conditions of African-Americans there. Ø Morrison changes her first name to Toni, after frequent
mispronunciation of her true name. 1953
Ø Morrison graduates from Howard university with a bachelor of Arts in English, and a minor in classics.
1955 Ø Morrison graduates from Cornell University with a Master of Art
degree. Ø Texas Southern University offers Morrison a teaching position
1957 Ø Morrison takes a teaching position at Howard university. She
teaches many future civil rights leaders, including Stokely Carmichael, Andrew Young, and author Claude Brown.
1958
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Ø Morrison meets and marries Harold Morrison, a Jamaican architect.
1961 Ø Harold Ford, Morrison’s first son, is born
1964 Ø Harold and Toni Morrison divorce after having two sons.
Ø Random House textbooks in Syracuse, new York, appoints Toni as an associate editor
1970 Ø The Bluest Eye, Morrison’s first novel, is published. Based on a short
story she wrote in the mid-1960s, it is welcomed with great critical reviews but little commercial success
1971 Ø The State University of New York at Purchase makes Morrison an
associate professor of English 1973
Ø Sula, her second novel, is published. The novel centered on the friendship between two adult black women. It becomes an alternate selection for the
Book-of-the-Month club and has excerpts published Redbook. 1975
Ø Sula is nominated for the National Book Award for fiction and receives the Ohiona Book Award.
1976 Ø Morrison becomes a visiting lecturer at Yale university.
1977 Ø Song of Solomon, a novel focusing on black males, is published
Ø Song of Solomon win the National Book Critics Circle Award and the American academy and Institute of Arts and Letters Award.
Ø President Carter appoints Morrison to the National Council on the Arts. 1981
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Ø Tar Baby, a novel dealing primarily with blackwhite interactions, is published.
Ø March 30-Morrison’s picture appears on the cover of Newsweek. 1983
Ø Morrison leaves her editorial job at Random House 1984
Ø The State University of New York in Albany names Morrison the Albert Schweitzer Professor of Humanities
1986 Ø January 4- Dreaming Emmett, Morrison’s first play, premieres in Albany
at the Marketplace Theater. The play is written about the murder of Emmett Till, a black teenager killed by whites in Mississippi after being
accused of flirting with a white woman. 1987
Ø Beloved is published. The novel is written about Margareth Garner, a slave who escaped in 1851 with her children and, when recaptured, attempted to
kill her children rather than return them to a life of slavery. Ø Morrison becomes the first black woman writer to hold a named chair at
an Ivy League University, as she is named the Robert F. Goheen Professor in the Council of Humanities at P rinceton university.
Ø Beloved earns Morrison the New York State Governor’s Arts Award, the first Washington College Literary Award, a National Book Award
nomination, and a National Book critics Circle Award nomination 1988
Ø Morrison wins the Pulitzer Prize in fiction for Beloved. The same year, she is given the Robert F. Kennedy Award for the novel.
1992 Ø Jazz, Morrison’s novel about life in the 1920s, is published
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Ø Playing in the Dark: Whiteness and the Literary Imagination is published. This sis a critical work of how race plays into the readerwriter
relationship. 1993
Ø Morrison is given the Nobel Prize in literature and is the first black woman to receive it.
Ø Race-ing Justice , En-gendering Power, a collection of critical essays edited by Morrison, is published.
1998 Ø A film version of Beloved appears in theaters, starring Oprah Winfrey,
Thandie Newton and Danny Glover.
Bibliography of W orks and A wards
Novels :
§ The Bluest Eye, 1969 § Sula, 1973
§ Song of Solomon, 1977 § Tar Baby, 1981
§ Beloved, 1987 § Jazz, 1992
§ Paradise, 1998
Plays :
§ Dreaming Emmett, 1986
Other Works :
§ Playing in the Dark : Whiteness and Literary Imagination, 1992
Awards :
§ National Book Award nomination for Sula, 1975 § Ohiona Book Award for Sula, 1975
§ National Book Critics Circle Award for Song of Solomon, 1977
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§ American Academy and Institute of Arts and Letters Award for Song of Solomon, 1977
§ New York State Governor’s Arts Award for Beloved, 1987 § Washington College Literary Award for Beloved, 1987
§ National Book Award nomination for beloved, 1987 § National book Critics Circle Award nomination for beloved, 1987
§ Pulitzer Prize in fiction for beloved, 1988 § Robert F. Kennedy Award for beloved, 1988
§ Nobel Prize for Literature, 1993
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APPENDIX 3
LESSON PLAN FOR TEACHING READING II
Subje ct : Reading II
Meeting : 1 meeting
Topic : Reading literary text material is taken from the novel Sula ,
part 1 year 1921, pages 30-32
Semester : 2 of English Education Study program
Time Allocation : 2x 50’
I. General Instructional Objectives
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.
II. Specific Instructional Objectives
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.
match certain words with their definitions.
III. Teaching Aids
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1. Handout the material of reading passage
