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characters who comes from a low-rank society, a common people. Mark Twain uses some ways in delivering his criticism through Tom Canty. He uses there kind
of ways. First, he conveys his criticism on the nobles’ life in the 16
th
Century through Tom Canty’s poor life. Second, he conveys his criticism through Tom
Canty’s opinion and speech. Third, he conveys his criticism through Tom Canty’s adventure in the palace.
Mark Twain’s The Prince and the Pauper criticizes the English laws in the sixteenth century, both under the reign of Henry VIII, and the reign of Mary.
Many of the criticism are regarded to the final execution such as boiling to death, beheaded or hanged, that violate the humanity, and also the inappropriate usage of
authority that interfere in religion aspect also.
B. Suggestions
1. Suggestion for Future Researcher s
For other readers or researchers who conduct a study on the same novel, this study can be used as a reference. So, other researchers who will conduct a
literary study can use the result of this study as the consideration in the future works in literature. The future researcher can use the data of English culture
during 16
th
century if he or she is interested in exploring the novels which has strong influence from English culture. The future researcher can also use historical
approach to compare the real history to the story in the novel because Mark Twain wrote this novel based on the history of England.
2. Suggestion for the Teaching Reading II Using Literary Work
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A novel as one of literary work can be used as an instrument to teach a language since it has some benefits. First, learning a language through literary
works is apart of appreciating literature. Second, literature with its evidence of vocabulary usage and syntax will increase language skills, including linguistic
knowledge. Third, literature can help us to learn a culture as it is closely related to language. Rahmanto says that literature can be used in education as a means to
improve language skills and the culture knowledge, to develop thoughts and feelings, and to help personality development 16-25.
Teachers may also consider some criteria as what Lazar proposes. First, the teacher needs to know the students’ cultural background. A teacher needs to
pay attention to since it their cultural background will provide them with important insight and understanding of the students’ cultural differences.
Second, the teacher should consider the students’ linguistic proficiency. When the students get a text with a higher level of their linguistic proficiency, they
will get dressed, reluctant, annoyed, and feel difficult. Therefore, the teacher will also difficult in giving assignment to the students. Accordingly, the teacher should
choose a text considering their linguistic proficiency. Next, the teacher needs to know the students’ literary background. Some
students who accustomed to some kinds of literary works, will be easier to understand a literary works.
Fourth, the teacher is supposed to know the availability of the texts. A teacher needs to consider whether the amount of the books in the library is
sufficient for the students or not. Besides, how much effort students need to get the books becomes one of the considerations.
91
Next, the teacher also has to consider the length of the texts. Concerning the time limitation, a teacher also should estimates the length of the texts. When
the text is quite long, teacher will run out of the time. In contradictory, teacher needs to manage the time effectively.
The last, in implementing the text in the classroom, it would be better for a teacher to conceive how that can be exploited.
Some students might think that implementing literature in teaching and learning English is less practical if it is compared with other English subjects, such
as structure and writing. This is possible for us to make them realize that literature teaches us the human values in general, which they tell will not be able to get from
the other subjects, besides literature enables us to learn other skills, for example reading skill.
I would like to suggest Mark Twain’s novels, as he taught a lot about human values. He gave understanding on reality, and he asked us to appreciate
people as they are from certain social or education backgrounds. I choose reading skill since reading is the most important skill as what has
written by Paulston and Bruder, “reading is the most important skill for most students in the audio-lingual tradition of language teaching” 157. After all one
thing that is important in reading is keep reading without being worried about unfamiliar words. Students can catch the main idea although they may not know
the meaning of some words. Students should not be worry about all the words which they do not understand as long as they get the major outline of the reading
Paulston and Bruder 202. The important thing is keep them reading. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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The teacher has to select the appropriate novel which is acceptable for the students
The teacher should give enjoyable and comfortable environment so that the students can relax in teaching learning activities. If the students are really exciting
with the teaching learning activities, they will motivate themselves to learn. The teacher can encourage the students to express their ideas by their own
interpretation after they read the novel. The important thing is the students are able to comprehend the whole context of the passage. There are various ways of
teaching reading, and it is not only mastering vocabulary, but also interpreting the idea of the novel. Here, I use a novel as the subject of teaching reading. There are
various novels, such as simple novel with simple plot of the stories. In the reading implementation for the English teaching and learning, there
are some procedures a teacher needs to follow: 1.
The teacher chooses a certain part from the novel as the reading materials. 2.
The teacher gives the reading materials and handouts to the students. 3.
The teacher asks the students some pre-reading questions orally to arise their interests on the topic.
4. The teacher asks the students to read individually the reading materials and
gives the time limit to read. 5.
The teacher asks the students to answer the given comprehension questions based on the students’ understanding on the text.
6. The teacher and the students discuss the answers of comprehension
questions together. 7.
The teacher divides the class into some groups that consist of four students. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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8. The teacher asks the students to discuss the difficult words and unclear
things within their group 9.
The teacher and the students discuss the meaning of the difficult words Therefore, the students are able to develop their understanding skill
through reading, as it needs a creativity to build a mind of well understanding of certain passage or materials.
BIBLIOGRAPHY
Abrams, MH. A Glossary of Literary Terms. Forth Worth: Harcourt Brace
Jovanovich College Publisher, 1981. Baldick, Chris. The Concise Oxford Dictionary of Literary Terms. New York:
Oxford University Press, 1991. Black, Jeremy. A New History of England. London: Oxford University Press,
2000. Carter, George, M. A. Outlines of English History. London: The Educational
Supply Association Ltd., 1953. Chrimes, S.B. English Constitutional History. London: Oxford University Press,
1953. Henkle, Roger. B. Reading the Novel: An Understanding to Techniques of
Interpreting Fiction. New York: Harper Row Publisher, 1977. Kenney, William P. How to Read and Write about Fiction. New York: ARCO.,
1988. Lazar, Gillian. Literature and Language Teaching : A Guide for Teachers and
Trainers. New York: Cambridge University Press.1993 Lockyer, Roger. Tudor and Stuart Britain 1471 – 1714. London: Longmans, Green
and co. ltd., 1964. Morgan, Kenneth O. The Oxford Illustrated History of Britain. New York: Oxford
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Paulston, Christina and Mary Bruder. Teaching English as a Second Language. Boston: Brown and Co.1976.
Rahmanto, B. Metode Pengajaran Sastra. Yogyakarta: Kanisius. 1988. Robert, Edgard V. and Henry F. Jacobs. Fiction: An Introduction to Reading and
Writing. New York: Prentice Hall, 1989. Rohrberger, Mary and Samuel H. Woods, Jr. Reading and writing about literature.
New York: Random House, Inc., 1971. Stanton, Robert. An Introduction to Fiction. New York: Holt, Rinehart and
Winston, Inc., 1965. 94
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Twain, Mark. The Prince and the Pauper. New York: PF. Collier and Son Company, 1882.
Tregidgo, P.S. A Background to English. London: Longman Group Limited, 1962. Woodward, E.L. History of England. London: Methuen Co. Ltd., 1947.
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2007. http:vlib.iue.itcarrietextscarrie_booksgilbert16.html Christmon, Charlene, Mario Hunter, and Raquel Nash. Banquets and Feasts. 12
February 2007. http:www.springfield.k12.il.usschoolsspringfieldeliz Banquetsandfeasts.html
Christmon, Charlene, Mario Hunter, and Raquel Nash. Fashions: Women and Men. 12 February 2007. http:www.springfield.k12.il.usschools
springfieldelizfashionwm.html Contemporary Authors Online. The Gale Group. 1999. Samuel Langhorne
Clemens 1835-1910. 26 October 2006. http:people.brandeis. edu~teubertwainbio.html
Critic. 4 October 2006. http:en.wikipedia.orgwikiCritic Food in England Since 1066 – A Vegetarian Evolution?. History of Vegetarianism.
12 February 2007. http:www.ivu.orghistory renaissancevictorian.html
Greenberg. Mens and Womens Work Clothing: A Portfolio of Image. 12 February 2007. http:www.uvm.edu~hagscaworkindex.html
Halsall, Paul. Chapter VI: Of The Food And Diet Of The English. August 1998. 20 February 2007. http:www.fordham.eduhalsallmod1577harrison-
england.html Halsall, Paul. Chapter VIII: Of The Manner Of Building And Furniture Of Our
Houses. August 1998. 20 February 2007. http:www.fordham. eduhalsallmod1577harrison-england.html
Halsall, Paul. Chapter IX: Of Provision Made For The Poor. August 1998. 20 February 2007. http:www.fordham.eduhalsallmod1577harrison-
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King Henry VIII. 10 June 2007. http:en.wikipedia.orgwikiHenry_VIII_of_ England
Lady_Jane_Grey. 15 November 2006. http:en.wikipedia.orgwikiLady_Jane_ Grey
Mary Tudor I. 10 June 2007. http:en.wikipedia.orgwikiMary_I_of_England McCroskey, Kent. English Occupation. 10 June 2007. http:home.snu.edu~
dwilliamf97projectsirelandEnglishOccupation.html “Monarchy”. Microsoft Encarta Reference Library 2005. 1993-2004 Microsoft
Corporation. 3 March 2007. Nobility. 10 June 2007. http:en.wikipedia.orgwikiNobility
Poor in Elizabethan England. 20 February 2007. http:www.historylearningsite. co.ukpoor_in_elizabethan_england.html
Queen ‘Bloody’ Mary. English Bible History. 10 June 2007. http:www. greatsite.comtimeline-english-bible-historyqueen-mary-html
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031.0211a Twain’s children. Mark Twain Biography. 26 October 2006.
http:www.hannibal.nettwainbiography
ht m l
APPENDICES
Appendix A A.
Mark Twain’s Biography Samuel Langhorne Clemens
1835 - 1910
Mark Twain was born Samuel Langhorne Clemens on 30 November 1835, in Florida. Clemens was the sixth child of John Marshall Clemens, a lawyer, and
Jane Lampton Clemens. In 1839, the family moved to nearby Hannibal, Mo., where in this small river town Clemens spent his boyhood years. He married
Olivia Langdon on 2 February 1870 and had four children; Langdon, Olivia Susan, Clara, Jean Lampton.
As a writer, Mark Twain is known as one of Americas truly unique and defining personalities. His ability to tap into American culture and humor gave
him an invaluable insight in his writings and speeches. Known for his realism, memorable characters, bluntness and hatred of hypocrisy and oppression, Twain is
97 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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definitely one of the most recognizable figures in American history. He started his career as he worked as printers apprentice and typesetter to
Joseph Ament, who published the Missouri Courier in Hannibal, MO, in 1848 after his father’s death. In 1851, he worked as typesetter and contributing sketches
to his brother Orions Hannibal Journal. During the next two years, he continued at the Journal and became an editor. Even, some of his sketches got published in the
Philadelphia Saturday Evening Post in 1852. In 1857, Clemens headed to New Orleans. He met steamboat pilot Horace
Bixby who accepted him as an apprentice. Clemens spent the next two years as a cub pilot, and received his pilots license in 1859. Clemens also had an experience
as a secretary and government worker in Nevada when Abraham Lincoln was in charge as a USA President.
In 1863 he began signing his articles with the pseudonym Mark Twain, a Mississippi River phrase meaning two fathoms deep. In the next year, Twain
started to work for the Morning Call, a local paper, in San Fransico, as a reporter and was the Pacific correspondent for the Territorial Enterprise and stayed for four
year in San Francisco. Twain worked for a variety of publications over the next few years and met American writers Artemus Ward and Bret Harte, who would
encourage and help him in his writings. Then, in 1866 he took a job as a correspondent for the Sacramento Union.
In 1867, Twain lectured in New York City, and started the big part of his life. Twain wrote The Innocents Abroad 1869 taking from his own
experiences. The book was a great success, but a bigger personal success awaited PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Twain. In 1870, he married Olivia Livy Langdon and began their life in Buffalo, New York, before they moved to Hartford, Connecticut. After his marriage, his
life became more stable but still very active and continued his writing career. In the decade to come, Twain wrote his most well-known books and during
the next 20 years Twains family and fame would both grow. He wrote Roughing It 1872 that contains recounts of his early adventures as a miner and journalist;
The Gilded Age 1874 his first non-fiction book; The Adventures of Tom Sawyer 1876 celebrates boyhood in a small Mississippi River town; A Tramp
Abroad 1880 describes Twains adventures through Germany and the Alps; The Prince and the Pauper 1882, a childrens book; Life on the Mississippi 1883
Twains recollections of his experiences as a river boat pilot and his memories of a visit back to the area more than two decades later; A Connecticut Yankee in King
Arthurs Court 1889 a satirical look at feudal England. Many of Twains works were tied to his own experiences. He wrote Life
of the Mississippi, The Adventures of Tom Sawyer and his most famous book The Adventures of Huckleberry Finn 1884 that were tied to his experience of
his childhood in Hannibal. In the last years of his life after the death of his oldest daughter and his
wife, Mark Twain moved to Redding, Conn., and spent his time in a home he called Stormfield. However, the house would not bring Clemens luck. His
youngest daughter, Jean, suffered from epilepsy and she died of a seizure at Stormfield. He was decimated by the passing of Jean. He grieved by writing about
her passing, The Death of Jean”. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Twains health failed him after Jeans death. On 21 April 1910, he sank into a coma, his heart failed and he died in his bed. Samuel Clemens died at age
74 and was buried next to his wife and children at Woodlawn Cemetery, in Elmira, N.Y. At the same time of Twains death, Halleys Comet reappeared in the April
skies. Twain often said the he would go out with the comet.” Remarkably, his prediction came true. He was known and respected throughout the world as a
humorist during his life, and since his death, his reputation has only grown. Today, Mark Twain is known as a great writer as well as a humorist and American icon
http:www.hannibal.nettwainbiography
B. Plot Summary
