MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID.

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

MIDDLE SCHOOL READERS’ MEANING

-MAKING ON

JEFF KINNEY’S

DIARY OF A WIMPY KID

A RESEARCH PAPER

Submitted to the Department of English Education of the Faculty of Language and Arts

Education of the Indonesia University of Education in partial fulfillment of requirements for SarjanaSastra Degree

By:

TikaAnnisa Lestari Koeswandi 1002587

ENGLISH LANGUAGE AND LITERATURE STUDY PROGRAM DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

PAGE OF APPROVAL

TIKA ANNISA LESTARI KOESWANDI

MIDDLE SCHOOL READERS’ MEANING

-MAKING ON JEFF

KINNEY’S

DIARY OF A WIMPY KID

Approved by:

Main Supervisor

Dr. BachrudinMusthafa, M.A NIP. 197104242006042001

Co-Supervisor

NiaNafisah, S.S.,M.Pd. NIP. 195703101987031001

The Head of Department of English Education Faculty of Language and Arts Education

Indonesia University of Education

Prof. Dr. DidiSuherdi, M.Ed NIP.196211011987121001

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

MIDDLE SCHOOL READERS’ MEANING

-MAKING ON

JEFF KINNEY’S

DIARY OF A WIMPY KID

PEMBACA SEKOLAH MENENGAH PERTAMA MEMBUAT MAKNA PADA NOVEL DIARY OF A WIMPY KIDKARYA JEFF KINNEY

Universitas Pendidikan Indonesia

November 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

TABEL OF CONTENTS

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2.3Categories of Readers... Error! Bookmark not defined.

2.4 Reading Literary Works ... Error! Bookmark not defined.

2.5 Young Adult Literature ... Error! Bookmark not defined.

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

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4.1.3 The Meaning Behind Middle School Readers’ Meaning-Making and Their Categorization of Readers ... Error! Bookmark not defined.

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

4.3 Concluding Remarks ... Error! Bookmark not defined.

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5.3 Recommendations ... Error! Bookmark not defined.

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

LIST OF FIGURES

Figure 4.1 Frequency of Respondents’ Meaning-Making in Each Langer’s (1991)

Stage………...………...………...……….26

Figure 4.2 Six Middle School Readers’ Continuum of Readers’ Categorization (Adapted from

Garisson and Hynds’ Readers Categotization (1990))………..39

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

LIST OF TABEL

Tabel 3.1 Langer’s (1991) Being Out and Stepping IntoEnvisionment Stage……...21 Tabel 3.2 Garrison and Hynds’ (1991) evocative reading experience…..……….….23

Tabel 4.1 Garrison and Hynds’ (1991) readers’ categorization………..39

Tabel 4.2 Tabel 4.2 The Most Proficient and The Least-Proficient Readers’ Profile of

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Abstrak: Penelitian ini berfokus pada investigasi dan analisis bagaimana pembaca sekolah menengah pertama (SMP) membuat makna pada novel Diary of A Wimpy Kid karya Jeff Kinney dan kategorisasi mereka sebagai pembaca. Penelitian ini melibatkan enam pembaca SMP yang menjadi anggota laman penggemar Wimpy Kid Indonesia. Untuk menjawab pertanyaan penelitian, studi ini menggunakan studi kasus deskriptif-kualitatif. Data diperoleh dari respon pembaca, kuisioner dan wawancara. Data disusun dan diidentifikasi berdasarkan prinsip pembuatan makna menurut Langer (1991) dan kategorisasi pembaca menurut Garrison dan Hynds (1991). Temuan menunjukan bahwa pertama, pembaca SMP membuat makna di setiap tingkatan dengan cara yang berbeda. Dari enam hanya tiga pembaca yang berhasil bertahan dan mengikuti tingkatan pertama sampai keempat. Berdasarkan hasil bagaimana pembaca membuat makna, temuan kedua menunjukan bahwa pembaca SMP berada di rangkaian pembaca mahir dan pembaca kurang mahir. Hal ini mengungkapkan bahwa pertama, pembaca mahir menggunakan cara membaca estetis yang didukung dengan kualitas membaca yang baik. Kedua, sebagai novel remaja yang membawa humor dan lelucon, Diary of A Wimpy Kid karya Jeff Kinney mampu menyediakan pembacaan yang aestetis karena novel ini mampu membangkitkan pengalaman emosional pembacanya. Terakhir, meskipun pembaca SMP adalah pembaca tersirat novel ini, mereka tidak menjamin mampu membuat response seperti yang diharapkan.

Kata Kunci:Response Pembaca, Membaca Estetis, Proses Membuat Makna, Kategorisasi Pembaca

Abstract: This study focuses on investigating and analyzing the way middle school readers

make meaning on Jeff Kinney’s Diary of A Wimpy Kid and their readers’ categorization. This study involves six middle school readers who are members of a fan site named Wimpy Kid Indonesia. In order to answer the research questions, this study used descriptive-qualitative case study. The data were taken from written response, questionnaire and interview. The data

were classified and identified based on Langer’s (1991) meaning-making process and

Garrison and Hynds’ (1991) categorization of readers. The findings reveal that first, middle

school readers mademeaning through each Langer’s (1991) stages with different ways. It was only half of readers who successfully survived and followed first stage until fourth stage. Second, it reveals the readers are in the continuum of proficient and less-proficient readers. Learning from the findings, there are three issues arrived in this study, first, it turns out that a proficient reader employs aesthetic reading which is supported by a good quality of reading. Second, as young adult novel which conveys humor and jokes, Jeff Kinney’s Diary of A Wimpy Kidoffers aesthetic reading since it evokes emotional experience of its readers. Last,

even tough middle school readers are the implied readers of Jeff Kinney’s Diary of A Wimpy Kid, they do not guarantee to produce expected responses.

Keywords:Reader Response, Aesthetic Reading, Making Meaning Process,

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER I

INTRODUCTION

This chapter encompasses the introduction of the study which covers background of study, research questions, aims of study, scope of study, research methodology, significance of study, clarification of key terms and organization of study.

1.1 Background of Study

Diary of A Wimpy Kid written by Jeff Kinney is a young adult novel which has been getting attention from young adults lately. Presented with humor and jokes, this novel tells about the life of a middle school student at 21st century in America. In relation to a survey done by Clark and Foster (as cited in Clark and Rumbold, 2006, p.15) which reveals that ―when young adult readers were asked what types of material theywere reading outside class, magazine, website, text message, newspapers – fiction, comic, humor or jokes novel, emerged as the most popular reading choice.‖, Diary of A Wimpy Kid has carefully captured the criteria of popular young adult reading materials. It is proven by the nine series books and movies publication of adaption since 2007. Diary of A Wimpy Kid has also been nominated as the one of top ten Amazon‘s adolescence books best seller in 2012(Desk, 2012). In relation to this, Moore (2011) states that ―Diary of A Wimpy Kid is not only a hit series of young adult books and a hit movie with a sequel but also it is considered as a phenomenon.‖ (p.1). Interestingly, the phenomenon of Diary of A Wimpy Kid also occurs in Indonesia. It is proven by a presence of Bahasa Indonesia translated series of this novel and a presence of a fan site named Wimpy Kid Indonesia or @WimpyKidINAin twitter which has more than a thousand followers.

Seeing the fact that Wimpy Kid Indonesia has many readers, itimplies that the success of this novel cannot be separated from the readers. The readers of this novel may be in a variety of ages, however, middle school readers are the interesting readers. It is because middle school readers are what Iser(as cited in Schmid, 2013) called as the implied readers. This notion is supported by Booth who believes that implied readers are the intended group of readers of a text . Moreover, they are also categorized as young adult readers. They can be

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

considered as a special group of readers because they are in a stage between children and adult in which they start to think more critically than younger children do (Kiefer, 1997).

As young adults and implied readers of Jeff Kinney‘s Diary of A Wimpy Kid, some of the middle school readers at Wimpy Kid Indonesia read this novel in English version. Interestingly, they even do some group discussions around the jokes reflected on the novel.

Considering this situation, a question might appear on how middle school readers of Wimpy Kid Indonesia read English version of Jeff Kinney‘s Diary of A Wimpy Kid considering it uses foreign language and it conveys different humor and jokes. To answer such question, it is necessary to reveal the way they make meaning on the story. Thus, middle school readers‘ reading activity can be traced and the category of readers can be found. Futhermore, how middle school articulate their thought, idea and feelings on the text can also be revealed.

Research on stance of reading activity is mostly referred to as reader response approach. As one of the main reader response theorists, Rosenblatt (1987) believes that the text should not be treated as a primary focus, but the readers are. The reason is because it is not the text that can define meaning but meaning can be derived from transactional reading by involving a reader and the text. To figure out how transaction is carried out, Langer (1991) believes that it can be traced by examining how readers use envisionment in four stages—―being out and stepping into envisionment, being in and moving through envisionment,stepping back and rethinking what one knows, and stepping out and objectifying the experience”(p.226) and by involving what Garrison and Hynds (1991, p.259) called as ―readers‘ ability in evocating and reflecting on the text‖.

Considering the explanation above, the study is specifically designed firstly to portray how middle school readers make meaning on the story in Jeff Kinney‘s The Diary of A Wimpy Kid by using Langer‘s (1991) making meaning process. Second is to investigatewhat categories of reader they are by using categories of readers proposed by Garrison and Hynds (1991) and the meaning behind it. The previous studies related young adult readers have been conducted (See Wall (1996); Purcell-Gates (1991); Kriswanto (2012)). However, this study focuses on the specific readers of a fan site and their categorization of readers.

1.2 Research Questions

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MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

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1. How do middle school readers make meaning of Jeff Kinney‘s The Diary of A Wimpy Kid?

2. To what kinds of categories are they categorized?

3. What meaning can be derived from this?

1.3 Aim of Study

The aims of this study wereas follows:

1. To portray how middle school readers make meaning of Jeff Kinney‘s The Diary of A Wimpy Kid.

2. To investigate the categories of readersof middle school readers in Wimpy Kid Indonesia.

3. To figure out the meaning of these findings.

1.4 Scope of The Study

This study discusses the way middle school readers make meaning of Jeff Kinney‘s

The Diary of A Wimpy Kids through written responses, questionnaires and interviews. The readers are members of a fan group named Wimpy Kids Indonesia. The scope of the study is limited to the sentences of the readers found in the written responses, questionnaires and interview transcripts.

1.5 Research Methodology

This study uses the descriptive-qualitative case study research method. In terms of subject of the study, this study involves six middle school readers of Wimpy Kid Indonesia by using purposive sampling. To follow purposive sampling, this study study uses two criteria of selections. The selections are divided into age and region factors. In terms of collecting the data, this study uses written response, questionnaire, and interview. Meanwhile in analyzing the data, this study uses Langer‘s (1991) making meaning process and Garrison and Hynds‘ (1991) categorization of readers.

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

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1.6 Significance of Study

This study is significant in regard to identifying the way middle school students make meaning of a novel. It is expected to lead middle school students in articulating their feeling and thought on literary works. Furthermore, the result of study is also expected to give contribution and inputs for development of young adult literature in Indonesia in particular and for those who are interested in investigating reader response.

1.7 Clarification of Key Terms

In order to comprehend the notions underlying the title of this study paper, some terms are clarified as follows:

1. Reader response criticism maintains the interpretive activities of readers, rather than the author‘s intention or the text‘s structure. It is not a text but it is the reader who creates meaning towards the text in reading process. (Bleich, 1978)

2. Response is ―a spoken or written answer‖ or ―a reaction to something that has

happened or been said‖ (Wehmeier, 2005, p.1245). In line with this, this study specifies response as readers‘ response on Jeff Kinney‗s novel “The Diary of A

Wimpy Kid” as their understanding on content, their feeling, their reaction and their

comment on the story.

3. Young Adult Literature is created especially for young adults, hoping to give them more mature understanding of self and the world (Jenkins, 1999).

1.8 Organization of Study

This paper is organized into five chapters.

First chapter discusses the introduction. It provides the information on the background of study, research questions, aims of study, scope of study, research methodology, significance of study, clarification of key terms and organization of study.

Second chapter discusses the theoretical foundation. It consists of Reader Response Theory, Langer‘s Making Meaning (1991), Garrison and Hynds (1991) Readers‘ categorization, Reading Literary Work, Young Adult Literature, and Previous Studies.

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

The third chapter discusses the methodology of the study. It consists of reserach design, technique to collect the data, subject of the study, data analysis and synopsis.

The fourth chapter provides the report of the study. It discussed findings and discussion of the data.

The fifth chapter discusses conclusions and recomendations. This last chapter contains the interpretation toward the result of research in form of conclusions and recomendatios in accordance with this study.

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER III

METHODOLOGY

This chapter deals with methodological aspects of the study. It comprises research procedure that discusses the design of descriptive qualitative approach in brief. The steps taken in conducting this study are also included in stages of research and the way data is analyzed is comprised in data collection and analysis. A synopsis of the novel is also included.

3.1 Research Design

This study employs the descriptive-qualitative case study. According to Creswell (2007) descriptive-qualitativeis a method focused on text and image analysis rather than numbers. It aims to explain, analyze, and classify something through various interviews, questionnaires, observation and test. By considering the explanation above, this method is considered as the most suitable one to this study. It is because the aims of this study which

are to describe the way middle school readers make meaning on Jeff Kinney’s Diary of A Wimpy Kid and to classify their readers’ categorization. Thus, instead of focusing on numbers, this study focuses more on words.

There are several strategies used in descriptive-qualitative method such as narratives, phenomenologies, ethnographies, grounded theory studies, and case studies (Creswell, 2007). In line with this, case study is chosen as a strategy used in this study. It is becausethis study focuses on a group of people who is bounded by doing the same activity and having same interest. This notion is supported by Stake (1995) as cited in Creswell (2007) who says that case study is a strategy used in descriptive-qualitative method which allows the researcher to explore in depth a program, an event, an activity, a process, or one or more individuals. The cases are bounded by time and activity. In addition, the researchers allow to collect detailed information using a variety of data collection procedures in a period of time.

3.2 Technique of Collecting Data

In collecting the data, this study uses a procedure as follows: 1. Selecting a topic

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

In this stage, the first series of Jeff Kinney’s Diary of A Wimpy Kid was chosen because this novel got manyattention by teenages in Indonesia. This decision was supported by the previous studies which mostly focused on a set of short stories.

2. Formulating research problems

In this stage, several questions were made and treated as the guidance of the study. It was considered important because it guided the study to keep in the right track. Thus, the aims of this study could be answered.

3. Finding related studies

In this stage, the writer looked for any patterns and tendencies from previous related studies in certain period of time. It was helpful to understand more about the theoretical frameworks and also to place the strength and weaknesses of this study.

4. Collecting the data

The data were collected by using three instruments consisted of readers’ responses,

questionnaires, and interviews. Readers’ responses were the main instrument of this study. To

collect the data by using readers’ responses, the readers were given 10 questions which triggered them to have Langer’s (1991) meaning-making process and Garrison and Hynds’ (1991) categorization of reader. Meanwhile, questionnaires were treated as a supported instrument. Questionnaires were made to make sure that they have read the novel, to observe how far the readers knew about the novel, and to trace readers’ reading activities. In addition, interviews were held to clarify the readers’ answers.

5. Sampling

The respondents were six middle school members in fan group of this novel named

Wimpy Kid Indonesia. The six middle school membes were selected by doing purposive sampling. According to Kusniawati (2010) purposive sampling is a technique of sampling that is used for specific purpose. This kind of sample is suitable for a study which concerns in a single case or case study. In doing purposive sampling, there were several steps, first, the respondents were limited into members who have read the first book of Diary of A Wimpy Kids. Second, the respondents were selected into those who knew elements of the story such as the characters, the setting, or what issues were reflected in this novel. In order to support

this step, a questionnaire regarding reader’s comprehension towards elements of the story

was given. Third, the respondents wereselected by age factors because this study focused on middle school readers. Thus, readers who are 12-14 years old were selected. Fourth, the

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

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respondents were selectedbyregion factor. In this step, the respondents who live in West Java were chosen. This step was taken in order to have manageable and accessible data.

5. Analyzing the data

The collected data were firstly categorized based on Langer’s (1991) making-meaning categorization. The results of data analysis from the first step were then categorized based on Garrison and Hynd's (1991) categories of readers. In analyzing what meaning behind the findings, readers’ reading activitieswere also involved.

6. Drawing conclusion

Conclusions were made to summarize the result of the whole study and to make some

suggestions and inputs for the current situation concerned with middle school readers’

responses. Furthermore, the conclusion hopefully can be the hint for the future study dealing

with middle school readers’ making-meaning and categorization of readers. Thus, the strength of this study can be used and weakness or the gap existing in the study can be fulfilled.

3.3 Subjects of the study

This study involved six middle school readers of Wimpy Kid Indonesia. In selecting the respondents, this study used a purposive sampling method. In terms of presenting the name of the respondents, this study used pseudonym. In this context, pseudonym was used to

take care of respondents’ identity and their privacy.

3.4 Data Analysis

Basically, the data were categorized based on the two following principles: (1)

categorizing data based on Langer’s (1991) making-meaning categorization; (2) categorizing

data based on readers’ categorization proposed by Garisson and Hynds’ (1991). Firstly, the

readers’ responses were analyzed by categorizing the content of the response through four

stages of Langer’s (1991) making-meaning. Through this way, how readers build envisionment could be traced weather they used their prior knowledge, the text itself or experience in making meaning. Thus, the answer of the first research question could be revealed. Here is the example of data that were analyzed by Langer’s (1991) making-meaning on three respondents.

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

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Question Respondents Response Analysis

What do you feel or think before you read Jeff

Kinney’s Diary of A Wimpy Kid?

1. Davina Sebelum baca aku suka senyum-senyum sendiri dan ingin buru-buru membacanya karena penasaran dengan ceritanya.

(hasil wawancara) pas aku liat bukunya gitu kan Ka pas

pertama kali… aku lagi nyari -nyari buku buat baca kan aku suka baca Ka, nah habis gitu ada novel itu. Aku liat bukunya aneh gitu kan judulnya diary si bocah tengil, aku mikir gitu apa sih tengil aku jd penasaran.

Hehehe.. gak tau sih Ka, Cuma kalo menurut aku tengil itu kaya hmm.. kaya gak bisa diem gitu bikin onar mulu. Iya nyebelin gitu ka. Aku juga sempet mikir si ceritanya soal anak tengil yang suka buat onar tadi.

Davina: Before I read the novel, I often smiled by myself and I wanted to read it immediately because I was curious about the story. (Result of interview) when I saw the book for the first time, it was when I was looking for a book to read. Then I found that book. I saw this book sort of weird by looking from its title. I was thinking what

wimpy is, that’s what makes

me curious.

Hehehe.. I don’t know,

however in my opinion wimpy is a person who likes to wander around and makes trouble. Yes, It is kind of annoying. I also once thought that the story would describe about that wimpy kid who is a troublemaker.

In the response, Davina described that she did an action before she read the novel without making contact with the text. Since the first stage means that readers attempt to make contacts with the world of the text, the writer then did and interview to have deeper analysis.

After did an interview,

Davina’s response shows

that she makes an interaction with the text. This interaction can be seen in how she relates the text through its title. From the title, she infers that the story of the novel will describe about wimpy kid as reflected in the title. In addition, through the title she uses his prior knowledge that a wimpy kid must be a person who likes to wander around and makes trouble. To sum, Davina has used the surface features of the text (the title of the novel) and prior knowledge to begin to construct envisionment

What do you feel or think before you read Jeff

Kinney’s Diary of A Wimpy Kid?

2. Fahmi Lucu, penasaran.

(hasil wawancara) Aku mah sih mikirnya itu tuh lucu, novelnya. Itu gambarnya sama tulisanya lucu beda sama novel yang lain.

(tentang judulnya) Iya lucu gitu diari si bocah tengil kan.

In response of Fahmi, he describes that the novel is funny and makes him curious when he saw it at the first time. Since his response is too board then the writer decides to do an interview in order to have a deeper

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Kayanya mah si novelnya tentang kehidupan anak yang tengil. Anak tengil teh yang.. kurus lesu dan banyak ulah lah gitu.

Funny, curious.

(Result of Interview) I was thinking that it was funny, the novel. the picture and the font was so funny which makes it different than other novel. (about the title) Yes, the title is also funny. It seems that the novel will describe about

wimpy kid’s life. Wimpy kid

is a person who is skinny, weak, and trouble maker but funny.

analysis.

Due to the result of interview, Fahmi uses the surface features of the text to begin to construct envisionment. First, he uses the picture that is reflected on the novel and its font to speculate the story will be funny.

Second, he uses the title in speculating the story of the the title is Diary of a Wimpy Kid then the strory will also deals with a wimpy who is

skinny, weak, and trouble maker but funny.

What do you feel or think before you read Jeff

Kinney’s Diary of A Wimpy Kid?

3. Vicky Novel bergambar yang asik buat dibaca, jadi gak terlalu bosen.

A pictured-novel which is interesting to read, thus it is not quite boring.

Vicky uses surface feature in speculating the story. The surface feature that she chooses is the picture of the novel. These pictures are placed in the cover of the novel. She then speculates that because of the picture novel will be interested to be read.

The data were then analyzed through Garrison and Hynds’ (1991) readers’ categorization. The most proficient readers were readers who were able to make evocation and reflection by connecting their idea with the text. Meanwhile, the less-proficient readers were readers who were not able to make evocation and reflection because they could not connect their idea with the text. In addition, readers who were in the continuun of proficient and less-proficient readers were readers who were in inconsistance situation. Sometimes they were able to connect their idea with the text but at other times they were not. Through this way, the second research question could be answered.

In the end, the categorizations abovewere related with readers’ reading activities which were taken in the questionnaires. Through this way, the meaning behind their categorizations can be revealed. Thus, the third research question can be answered. Here is a sample of the analysis:

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

3.5 Synopsis

The first series of Jeff Kinney’s Diary of A Wimpy Kid was published in 2007 and by Abram Publisher. It tells about Greg Heffley, a twelve years old boy who lives in 21st century and starts to write diary. Mom is the reason behind his writing. He thinks that writing in a

diary is a bad idea but there’s nothing that he can do if mom has asked him to do it. From

September until June he writes anything about his family, friends and school’s life. The main problem that he faces is ‘cheese touch’. It is a piece of cheese which has been laid on the

school yard for almost more than three months. The cheese is getting uglier and stinkier which makes students start to avoid activity in the school yard. Once a student named Darren

touched the cheese and that was the day when this ‘cheese touch’ term created. From that day

Darren does not have any friend because people avoid him.

Greg declares that he is not quite popular in the school and neither does his innocent

best friend, Rowley. Realizing the ‘cheese touch’ phenomenon may make Greg becomes

more infamous, he and Rowley try their best effort to avoid it. They try to be more famous in school by sitting among famous girls in the class, joining drama club, and making a comic series. However, it is not Greg who is getting famous from what he has done but Rowley is. Their friendship is broken. Greg’s tragic life becomes complete when he also got bullied from his brothers named Rodrick and Manny. The worst thing is that his mother does not protect him. The story concludes with Rowley as the new owner of cheese touch. He is forced to eat the cheese by a couple of the guys who were arguing with him and Greg on the

Halloween’s night. Respondents

Stage 1

being out and stepping into envisionment

Evocative Reading Experience (Analysis)

Davina Title of the novel-prior

knowledge-speculation

Success in evocating reading experience by making a speculation with the title of the story and stick to the text.

Fahmi

Cover of the novel-title of the novel-prior

knowledge-speculation

Success in evocating reading experience by making a speculation with the title and cover of the story and stick to

the text.

Vicky Cover of the

novel-speculation

Do not success in evocating reading experience. Eventhough he has made a speculation with the cover of the story but he

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

3.6 Concluding Remarks

This chapter has discussed methodological steps taken in conducting this study. Research Procedure, Stage of Research, Data Collection and Analysis, Synopsis of the story have been included to this chapter. The next chapter will focus on findings and discussion.

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter draws conclusion of the discussion in the previous chapter. This collects the essence of result analysis and construes them in concluding remark for further researches concerning with middle school readers’ response. This section ends with recommendation for future studies.

5.1 Conclusions

This study was designed to investigate the way middle school readers made meaning

on Jeff Kinney’s Diary of A Wimpy Kid. Through this way, this study also investigated what

categories of readers they were and meaning behind the categorizations. Several findings have been figured out to answer the questions and the most prominent one is concluded below.

In terms of making meaning, this study formulated that six middle school readers of

Jeff Kinney’s Diary of A Wimpy Kid made meaning in each Langer’s (1991) stages with

different ways. However, only half of readers who successfully survived and followed first

stage until fourth stage of Langer’s (1991) making meaning process. The other half failed in

the last stage of Langer’s (1991) making meaning process which dealt with objectifying and

evaluating process.

Meanwhile, in terms of categories of readers, six middle school readers were in the continuum of proficient and less-proficient. There was only a reader who was categorized as the most proficient readers while four readers were in the middle of continuum and another reader was categorized as the least of proficient reader. What makes them in different categorization was the way they survived in both evocation and reflection. The most proficient reader succeeded to evocate and to reflect on the text by staying the text. On the other hand, the least proficient readers failed in both evocative and reflective because he left the text and slipped to his personal comment instead of going deeper to the text. Furthermore, this study reported that there were four readers who categorized as readers in the middle of continuum of proficient and less-proficient readers. This study revealed that they were in an

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

inconsistent situation. In evocating and reflecting on the text, their responses were in a form of inconsistent because at one time they survived but on the other times they failed.

By considering the explanation above, this study concludes that the six middle school readers of Wimpy Kid Indonesia have not been able to articulate their feeling, idea and thought on the story yet. However the six middle school readers are potential readers. Potential in this context means that they have the ability to make evaluation on the story and to categorize as proficient readers however, they still need to practice more to reflect on their reading. Since middle school readers are considered as a starting age of young adult readers, apparently they have a good chance to succeed in following first until last stage of Langer’s (1991) making meaning process by reading text more frequently. Thus, when they are getting

older, it is possible that they are able to fulfill all Langer’s (1991) making meaning stage and

Garrison and Hynds (1991) evocative and reflective reading transaction.

Learning from these findings, there are three issues relating to proficient reading. First, it turns out that a proficient reader employs an aesthetic reading strategy which is

supported by a good quality of reading. Second, Jeff Kinney’s Diary of A Wimpy Kid is a

young adult novel that can be read by using aesthetic reading strategybecause it evokes the emotional experience of middle school readers. Finally, middle school readers do not show expected response evethough they are the implied readers of Jeff Kinney’s Diary of A Wimpy Kid.

5.3 Recommendations

For a better future research, this study recommends two points. First, it is recommended to involve more elements, such as types of books and types of readers. It recommends to use books such as comic, fiction or science fiction or to involve elementary school readers, senior high school readers, and collage readers or comparing readers who are in a fan site and who are not concluded as a fan. It will enrich and expand the data useful for any further researcher on this topic.

Second, seeing the middle school readers have not been able to articulate their thought and feeling on reading, this study recommends to involve other related parties such as teachers in middle school in Indonesia especially West Java. It will be beneficial both for the

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

process and Garrison and Hynds’ (1991) readers’ categorization can focus on finding a good method to encourage students in articulating their idea, thought and feeling on texts.

The conclusions and recommendations have been drawn and provided above. Hopefully, this study will give beneficial impacts both for the present writer and future writers interested in related topic. The writer also hopes that any further studies can be conducted to fill in the gaps occurring in this study. Thus, a more real and expended contribution both for writer her/herself and middle school environment can be achieved.

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MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

REFERENCES

Applebee, A. N. (1973). Research in teaching of english. ERIC RCS Report: The Element of Response to Literary Work: What We have Learned, 255-271.

Bleich, D. (1978). Subjective criticism. Baltimore, Maryland: Johns Hopkins Up. Bressler, C. (2007). Literary criticism. New York, NY: Pearson Prentice Hall.

Clark, C., & Rumbold, K. (2006). Reading for pleasure: A reseach overview. London, England:National liteacy Trust.

Creswell, J. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed). Thousand Oaks, California: Sage.

Desk, B. N. (2012, December 13). Books new desk . Accessed November 4, 2013, from The american writer: www.broadwayworld.com

Garrison, B. M., & Hynds, S. (1991). Evocation and reflection in the reading transaction: A comparison of proficient and less proficient readers. Journal of Reading Behaviour, 259-280.

Iser, W. (1976). The act of reading: A theory of aesthetic response. London, England: The Johns Hopkins University Press.

Jenkins, E. (1999). Read like teen spirit. New York, NY: Vilage Voice.

Kiefer, B. (1997). Children's literature in the elementary school. New York, NY: McGraw-Hill.

Kinney, J. (2007). The diary of awimpy kid. New York, NY: Abram.

Kriswanto, A. (2012). Students response to "Iggy's House" (unpublished undergraduate thesis). Bandung, Indonesia: Universitas Pendidikan Indonesia.

Kusniawati, R. (2010, April 01). Metodologi penelitian. Accessed June 17, 2014, from Penarikan Sample: http://rinakusniawati.blogspot.com/2010/04/penarika-sample.html?m=1

Langer, J. A. (1991). Literary understanding and literature instruction. New York, NY: State University of New York.

Moore, M. R. (2011). Writing for digital media. Accessed May 10, 2014, from Efferent vs Aesthetic Reading: http://composing.org/digitalmedia/efferent-vs-aesthetic-reading/ Purcell-Gates, V. (1991). On the outside looking in: Astudy of remedial readers'

meaning-making while reading literature. Journal of Reading Behavior, 235-253.

Dinesen, Isak, & Trilin, Calvin, Reading Strategy and Literary Elements. (2001).Colombus, Ohio: The McGraw-Hill Inc.

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Rosenblatt, L. M. (1987). The reader, the text, the poem the transactional theory on literary work.Carbondale, Illinois:Southearn Illinois University Press.

Schmid, W. (2013, January 7). The living handbook of narratology. Accessed March 25, 2014, from Narratology: http://www.lhn.uni-hamburg.de/article/implied-reader Wall, G. (1996). An exploration responses of learning disabled ninth grade students.

Accessed July 14, 2014, from SSTA: http//www.ssta.sk.ca/research/instruction/gg-or.html

Wehmeier, S. (Ed.). (2005). Oxford advanced learner's dictionary. England: Oxford University Press.

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3.6 Concluding Remarks

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Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

This study was designed to investigate the way middle school readers made meaning

on Jeff Kinney’s Diary of A Wimpy Kid. Through this way, this study also investigated what categories of readers they were and meaning behind the categorizations. Several findings have been figured out to answer the questions and the most prominent one is concluded below.

In terms of making meaning, this study formulated that six middle school readers of

Jeff Kinney’s Diary of A Wimpy Kid made meaning in each Langer’s (1991) stages with different ways. However, only half of readers who successfully survived and followed first

stage until fourth stage of Langer’s (1991) making meaning process. The other half failed in

the last stage of Langer’s (1991) making meaning process which dealt with objectifying and evaluating process.

(3)

Tika Annisa Lestari Koeswandi, 2014

MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

inconsistent situation. In evocating and reflecting on the text, their responses were in a form of inconsistent because at one time they survived but on the other times they failed.

older, it is possible that they are able to fulfill all Langer’s (1991) making meaning stage and Garrison and Hynds (1991) evocative and reflective reading transaction.

Learning from these findings, there are three issues relating to proficient reading. First, it turns out that a proficient reader employs an aesthetic reading strategy which is

supported by a good quality of reading. Second, Jeff Kinney’s Diary of A Wimpy Kid is a young adult novel that can be read by using aesthetic reading strategybecause it evokes the emotional experience of middle school readers. Finally, middle school readers do not show expected response evethough they are the implied readers of Jeff Kinney’s Diary of A Wimpy Kid.