ENGLISH LANGUAGE EDUCATION STUDY PROGRAM EDUCATION TEACHERS TRAINING AND EDUCATION
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A STUDY Y OF SYMBOLS IN ANDREA HIRATA’S THE RAINBOW TROOPS A THESIS
Presented d as Partial Fulfillment of the Requirements to O Obtain the Sarjana Pendidikan Degree in English Language Education
By Ernesa Novita Listyaningsih
Student Number: 071214001
ENGLISH LA ANGUAGE EDUCATION STUDY PROGRAM AM DEPARTMEN NT OF LANGUAGE AND ARTS EDUCATIO
ION FACULTY OF F TEACHERS TRAINING AND EDUCATIO
ION SANATA DHARMA UNIVERSITY SA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A STUDY Y OF SYMBOLS IN ANDREA HIRATA’S THE RAINBOW TROOPS A THESIS
Presented d as Partial Fulfillment of the Requirements to O Obtain the Sarjana Pendidikan Degree in English Language Education
By Ernesa Novita Listyaningsih
Student Number: 071214001
ENGLISH LA ANGUAGE EDUCATION STUDY PROGRAM AM DEPARTMEN NT OF LANGUAGE AND ARTS EDUCATIO
ION FACULTY OF F TEACHERS TRAINING AND EDUCATIO
ION SANATA DHARMA UNIVERSITY SA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A Thesis on
A STUDY Y OF SYMBOLS IN ANDREA HIRATA’S
THE RAINBOW TROOPS
By Ernesa Novita Listyaningsih
Student Number: 071214001 Approved by
Sponsor Date Henny Herawati, S.Pd., ., M.Hum.
12 Octo tober 2011
A STUDY
Def Chairperson : Caecilia Secretary : Made Fr Member : Henny H Member : Ch. Kris Member : Caecilia
A Thesis on
Y OF SYMBOLS IN ANDREA HIRATA’S
THE RAINBOW TROOPS
By Ernesa Novita Listyaningsih
Student Number: 071214001 efended before the Board of Examiners on 1 November 2011 and Declared Acceptable
Board of Examiners
ia Tutyandari, S.Pd., M.Pd. __________ Frida Yulia, S.Pd., M.Pd. __________
Herawati, S.Pd., M.Hum. __________ ristiyani, S.Pd., M.Pd. __________ ia Tutyandari, S.Pd., M.Pd. __________
Yogyakarta, 1 November 2011 Faculty of Teachers Training and E Sanata Dharma University Dean,
__________ __________ __________ __________ __________
Education
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATE
I honestly declare that th or parts of the other wor the references, as a scien
TEMENT OF WORK’S ORIGINALITY
this thesis, which I have written, does not contai ork of other people, except those cited in the quo entific paper should.
Yogyakarta, 12 October 2011 The Writer
Ernesa Novita Listyaningsih 071214001 ain the work otations and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMB BAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARY RYA ILMIAH UNTUK KEPENTINGAN AKADE DEMIS
Yang bertanda tangan di di bawah ini, saya mahasiswa Universitas Sanata a Dharma: Nama : E Ernesa Novita Listyaningsih Nomor Mahasiswa : 0 : 071214001 Demi pengembangan ilm lmu pengetahuan, saya memberikan kepada Perpu pustakaan Universitas Sanata Dhar arma karya ilmiah saya yang berjudul:
A STUDY Y OF SYMBOLS IN ANDREA HIRATA’S
THE RAINBOW TROOPS
beserta perangkat yang d diperlukan (bila ada). Dengan demikian saya m memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk m menyimpan, mengalihkan dalam ben entuk media lain, mengelolanya dalam bentuk k pangkalan data, mendistribusikan s secara terbatas, dan mempublikasikannya di in internet atau media lain untuk kepe pentingan akademis tanpa perlu meminta ijin n dari saya maupun memberikan ro royalti kepada saya selama tetap mencantumkan n nama saya sebagai penulis. Demikian pernyataan in ini saya buat dengan sebenarnya Dibuat di Yogyakarta Pada tanggal: 12 Oktobe ber 2011 Yang menyatakan, Ernesa Novita Listyanin ingsih PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI ABSTRACT
Listyaningsih, Ernesa Novita. 2011. A Study of Symbols in Andrea Hirata’s The Rainbow Troops . Yogyakarta: Sanata Dharma University.
Andrea Hirata’s The Rainbow Troops is a novel that tells about life struggle of ten fabulous students of SD Muhammadiyah Gantong, Belitong and their extraordinary teachers for education. This novel portrays certain life episodes of the narrator, Ikal. Symbols in the novel are not clearly seen. This happens because of the tendency of the author to connect it with reality. This also happens because everybody sees the novel as the biography of the writer instead of part of imaginative literature.
There are two research problems stated in this study: (1) What symbols are revealed in Andrea Hirata’s The Rainbow Troops? (2) What is the significance of the symbols on the theme conveyed in Andrea Hirata’s The Rainbow Troops?
To answer the research problems, the researcher applied a library study as the method of the study. The primary source of the study was the novel The
Rainbow Troops while the secondary sources were all journals, internet sources,
books and magazine which are related to the study. Furthermore, formalist approach was used as the approach of the study.
There are five major symbols found in the novel. The Rainbow Troops is a way for Mus to kindle the spirit of her students and to show her hope that these all students will give new life. While, Lintang stands for spirit or energy that guides and encourages people to be dare to dream. He also symbolizes an irony of life at the same time. The filicium tree, meanwhile, symbolizes the relation among God or Heaven, nature, and human. On the other hand, the Ferris wheel is a symbol of Ikal’s up and down feeling and emotion toward A Ling and also ups and downs of human life. Finally, the crocodile in the novel symbolizes symbolizes dangers, problems and obstacles in life. Symbols in the novel bring significance in conveying the theme of the novel. They support the unity of the theme. By the appearance of those all symbols, readers are allowed to feel the senses experienced by the writer. They are also able to understand the novel deeper and catch hidden message in the novel.
Keywords: symbols, theme, The Rainbow Troops PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Listyaningsih, Ernesa Novita. 2011. A Study of Symbols in Andrea Hirata’s The Rainbow Troops . Yogyakarta: Universitas Sanata Dharma.
Laskar Pelangi karya Andrea Hirata adalah sebuah novel yang bercerita
tentang perjuangan hidup sepuluh siswa hebat SD Muhammadiyah Gantong, Belitong dan guru mereka yang luar biasa dalam hal pendidikan. Novel ini melukiskan episode tertentu dari kehidupan sang narator, Ikal. Simbol dalam novel ini memang tidak jelas terlihat. Hal ini terjadi karena kecenderungan sang penulis untuk mengaitkan simbol tersebut dengan realita. Hal ini juga terjadi karena setiap orang melihat novel tersebut sebagai biografi penulis, bukan sebagai bagian dari sastra imajinatif.
Ada dua rumusan masalah yang dalam penelitian ini: (1) Simbol-simbol apakah yang muncul dalam novel Laskar Pelangi karya Andrea Hirata? (2) Bagaimana simbol-simbol tersebut memberikan pengaruhnya pada tema dalam novel Laskar Pelangi karya Andrea Hirata?
Untuk menjawab kedua rumusan masalah tersebut, peneliti menerapkan studi pustaka sebagai metode penelitian. Sumber utama penelitian ini adalah novel Laskar Pelangi sementara sumber sekundernya adalah semua jurnal, sumber internet, buku, dan majalah yang berkaitan dengan penelitian ini. Selanjutnya, pendekatan formalis digunakan sebagai pendekatan dalam penelitian ini.
Ada lima simbol utama yang ditemukan dalam novel ini. Laskar Pelangi adalah cara Bu Mus untuk mengobarkan semangat murid-muridnya sekaligus menunjukkan harapannya kepada para murid untuk memberikan hidup yang baru. Sementara itu, Lintang menunjukkan semangat atau energi yang membimbing dan mendorong orang-orang untuk berani bermimpi. Pada saat yang sama, ia juga menyimbolkan ironi dalam kehidupan. Pohon filicium menyimbolkan hubungan antara Tuhan, alam, dan manusia. Di sisi lain, roda bianglala menunjukkan gejolak perasaan dan emosi Ikal terhadap A Ling, sekaligus pasang surut dalam kehidupan manusia. Pada akhirnya, buaya dalam novel ini, menyimbolkan bahaya, permasalahan, dan rintangan dalam kehidupan. Simbol-simbol tersebut membawa arti penting dalam menyampaikan tema novel itu sendiri, mereka mendukung kesatuan tema novel tersebut. Lewat kehadirannya, pembaca diijinkan untuk merasakan perasaan yang dialami penulis. Pembaca pun mampu memahami novel tersebut secara lebih mendalam dan mampu menangkap pesan-pesan yang tersembunyi di dalam novel.
Kata kunci: simbol, tema, Laskar Pelangi PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First and foremost, I would like to send my deepest gratitude to Jesus Christ for the unlimited blessing, care, love, strength, and health given to me.
Thank you for loving and trusting me that I am able to finish these all.
Second, I am heartly thankful to my advisor Henny Herawati S.Pd., M.Hum. for willingly encouraging and guiding me, for answering my questions, and for giving me solutions. I also owe my gratitude to Antonius Jody S.Pd. and Leonie Irina Mutiara S.Pd. who gladly help me to check my work in order to make it as good as possible.
I would also thank all PBI’s lecturers for the guidance and for willingly share their knowledge with me. I am also grateful to PBI’s secretariat: Mbak Danik and Mbak Tari for helping me a lot during these years.
Then, I offer my greatest thanks to my late mother, Lies Anindayati and my dearest parents Drs. Dwi Prastowo Darminto, M.M., Akt., CPMA. and Eny Listyaningsih for loving, caring, and supporting me all the time. I send my love also to my only brother Laurentius Bagas Magista and my sisters Btari Bunga Ceisari, Sukarti, and Adianeva for always staying beside me.
I am grateful to Benedictus Geovani Suharrukmana for always stay when I am up and down, for the love and care given to me, for lots of supports I cannot count. I am indebted to many of my bestfriends. The gabrut team: Nidya Pudyastiwi, Rosa Galuh K., Agatha Wikandhita, Stefani Dwi Astuti, and Bella
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Mutiara, Widya Warasita, Kudus Martha Uli, and Lusia Ping. My deepest gratitude is also for my ex-4B friends: Desma Denny, Fransisca Ria, Reinha Angelika, Janu Arfian and also for all PBI students (class of 2007), my partner in struggle.
Lastly, I send my regards to all of those who supported me in everything during the completion of this thesis.
Yogyakarta, 12 October 2011 Ernesa Novita Listyaningsih
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page TITLE PAGE ……………………………………………………………………. i APPROVAL PAGES ……………………………………………………............. ii DEDICATION PAGE …………………………………………………………... iv MOTTO PAGE ………………………………………………………………….. v STATEMENT OF WORK’S ORIGINALITY …………………………………. vi
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI …………………….... vii
ABSTRACT …………………………………………………………………… viii
ABSTRAK ……………………………………………………………………….. ix
ACKNOWLEDGEMENTS ……………………………………………………... x TABLE OF CONTENTS ………………………………………………………. xii LIST OF FIGURES ………………………………………………………….... xiv LIST OF APPENDICES ……………………………………………………….. xv CHAPTER I.
INTRODUCTION A.
Background of the Study ..………………………….. 1 B. Problem Formulation ………………………………... 5 C. Objectives of the Study...……………………………. 6 D.
Benefits of the Study...…………………………….... 6 E. Definitions of Terms …………………………….…... 6
CHAPTER II. REVIEW OF RELATED LITERATURE A. Review of Related Theories .........................……….... 7 1. Theory of Symbols ...………….………………..... 7 2. Theory of Formalist Approach .………………… 13 B. Theoretical Framework …………………………….. 13 CHAPTER III. METHODOLOGY
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI B.
Approach of the Study ...…………………………... 16 C. Method of the Study ...…………………………….. 16
CHAPTER IV. ANALYSIS A. Symbols Presented in The Rainbow Troops ……….. 19 B. The Significance of Symbols in Conveying Theme... 39 CHAPTER V. CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS A. Conclusions ……………………………………...…. 42 B. Implications ……………………………………...…. 44 C. Suggestions …………………………………...……. 47 REFERENCES …………………………………………………………………. 49 APPENDICES …………………………………………………………………. 51
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LIST OF FIGURE
Figure Page
4.1: Ikal’s Feeling Represented by The Wheel …………………........................ 32
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Appendix Page A.
Summary of Andrea Hirata’s The Rainbow Troops………………….......... 50 B. Biography of Andrea Hirata……………………………………….............. 52 C. Pictures of Andrea Hirata’s The Rainbow Troops Quartet............................ 54 1.
Sources of Pictures of Andrea Hirata’s novel The Rainbow Troops........ 56 D. Pictures of Figures Behind the Success of The Rainbow Troops.................. 57 1.
Sources of Pictures of Figures Behind the Success of The Rainbow ...................................................................................................... 59
Troops E.
Pictures of Some Details Used in The Rainbow Troops ………………....... 60 1.
Sources of Pictures of Some Details Used in The Rainbow
Troops …….............................................................................................. 61
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I INTRODUCTION This chapter consists of five parts including background of the study,
problem formulation, objective of the study, benefits of the study, and definition of terms.
A. Background of the Study
There is no single definition to define what literature is. Wellek and Warren (1962) see literature as “an art” (p. 15). Meanwhile, Roberts and Jacobs (1987) state that technically, literature is “anything spoken or written” (p. 1).
However, literature is not the same as any writing made by a scientist or a doctor. What distinguishes literature from any other writing or utterance is that literature is both interesting and entertaining. It is created to catch emotions or imagination while the others are not.
Literature, still according to Roberts and Jacobs (1987), “has many things to offer” (p. 2). Literature is like a window to see the world. It adds knowledge about culture in different places that have never been visited. It also provides pictures about human dreams and struggle in different societies. It helps to see beauty in the world. Literature helps “to shape our judgements through the constant comparison of the good against the bad” (Roberts and Jacobs, 1987, p.
2). It helps to develop personality and to build self identity. In short, literature
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2). A work of literature can teach people about the nature of human more than a psychologist does (Wellek and Warren, 1956).
One form of literary work is prose. Roberts and Jacobs (1987) classify prose as a part of “imaginative literature” (p. 3). This means “ the truth of literature is true to life and human nature, not necessarily to the world of historical and scientific facts” (Roberts and Jacobs, 1987, p. 3). Novel and short story are the example of prose. Thus, they are also categorized as imaginative literature. In accordance with this, Andrea Hirata’s novel entitled The Rainbow Troops can also be classified as imaginative literature. Most readers believe that the novel is about the writer’s biography which tells about his childhood experience. However, it is reasonable to categorize it as imaginative literature. It does not mean that his writing is not truthful. It is just true to life and human nature. In this novel, Hirata does not write a textbook, nor a historical work and biographical work. He does not also write a news article which merely recounts facts. But rather, he writes a novel which tells about certain life episodes of his childhood experience in such a beautiful and dramatic way. His intention is not to convey information but to tell and entertain people through series of dramatic situations. If his intention is to recount facts, he will just write a biographical work. However, since his decision is to write a novel, it should always be remembered that novel is a part of imaginative literature.
The Rainbow Troops is a novel written by an Indonesian novelist, Andrea
Hirata. This novel has been sold for more than five million copies. It has also been
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
only in Indonesia but also worldwide. The Rainbow Troops portrays certain life episodes about the inspiring childhood experience of the narrator, Ikal, who is actually the writer himself. It tells about the struggle of ten students and their teachers in SD Muhammadiyah Gantong for better life and future through education; how a young teacher struggles for her students’ right for education against poverty and marginalization in the society and how ten extra ordinary students from the poorest community in the island learn and reach their dreams and how a fatherly man defends the oldest Islamic school in the island from being destructed.
The Rainbow Troops is amazing because: (1) this novel adapts a theme
which is considered different from other novelists, (2) the writer presents a story of everyday life of certain group of people in certain place which is never been exposed before, (3) the story flows simple and dynamic that makes readers cannot stop reading, and (4) the characters and the conflicts are presented smoothly and naturally.
The existence of symbols in this novel may not be recognized by most readers because of author’s tendency to connect the story with real events. This makes readers feel that the story is a reality without any imagination. It is also possible that symbols are often unnoticeable. Readers who merely believe in what is written in the story will not even realize the symbols. However, referring to the fact that a novel is a creation of an author, readers will be able to see more than what is written in the novel (Stanton, 1965).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
In everyday life, most objects always have meanings. They bring messages which are not only expressly stated but can also be inferred. It is found in daily conversations, religious rituals, traffic signs, letters, flags or even our clothes. It is for example, flag colored with red and white referred to certain country named Indonesia; the red color symbolizes bravery while the white color symbolizes purity. The letter “A” and “B”, if they are put together, mostly known as the symbol of blood type or police number of certain area named Yogyakarta. The word “chair” can be defined as a place to sit. Nevertheless, “chair” itself can also be inferred as a position in certain organizations or power of certain people which preside organization or community. In one hand, it can be said that “sun” can be seen as a big star which is the source of light and heat for the planets in the solar system. However, it is also possible to say that “sun” is a hope or guidance that brings good things. At the same time, some people see “sun” as something which causes drought, whitered trees, leaves and flowers. It causes fire, suffer, thirst and despair. This interpretation can be different from one to another. It is surely because of subjectivity and different attitude or experience in responding to certain object or event.
On that ground, in reading a literary text, though the words used by the author have their own meaning which have been compromised before by the society, the meaning intended by the author may still cause different perceptions from the readers. It is because of subjectivity from both the writer and the readers.
It is also possible that a reader may have different perception from another. If so,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
the core of reading a literary work. This subjectivity makes the writing itself beautiful, unique, and specific.
This study, which focuses on symbols in Andrea Hirata’s The Rainbow
Troops , is intended to appreciate the novel and to gain deeper understanding
toward the object of the study. As far as the researcher knows, there is no similar study that explore the symbols in the novel The Rainbow Troops. Thus, it will be very interesting, challenging and useful to study the novel and reveal the symbols in it. Studying symbols is challenging, like solving a mystery or play with a complex puzzle. However, as soon as the symbols are revealed, they will “add reality to the story by letting us perceive directly, through the senses, some idea or attitude which is part of the experience the author describes” (Stanton, 1965, p . 33).
B. Problem Formulation
According to the previous background of the study, the problem of this study can be formulated as: (1) what symbols are revealed in Andrea Hirata’s The
Rainbow Troops ? (2) what is the significance of the symbols on the theme
conveyed in Andrea Hirata’s The Rainbow Troops? C.
Objective of the Study
This study aims to reveal symbols in Andrea Hirata’s The Rainbow Troops and also to discover the significance of the symbols on the theme conveyed in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI D.
Benefits of the Study
Studying symbols in Andrea Hirata’s The Rainbow Troops gives much benefits for both the researcher and the readers of this study. The result of this study will add the readers’ understanding toward the story. It will also help readers to feel the sense and emotion of the writer which are not conveyed literally in the novel. Hence, those who read the result of this study are able to figure out the messages hidden in the novel. Furthermore, this study is hoped to be a useful reference for similar study of literature in the future.
E. Definition of Terms Here is the definition of term needed to facilitate this study. Symbol
In 1989, Luxemburg, Bal, and Weststeijn argued that symbol is something, which based on agreement, refers to certain idea or meaning. According to Wellek and Warren in the Theory of Literature (1956), symbol is a “specific literary movement” which brings “different contexts and purposes” (p. 188).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II REVIEW OF RELATED LITERATURE This chapter consists of two parts, namely: review of related theories and
theoretical framework. The review of related theories contains the theory of symbols and the theory of formalist approach. Meanwhile, the theoretical framework presents the relationship of the theories discussed in the research problem and how the theories function in answering research problem.
A. Review of Related Theory
This subchapter includes the theory of symbols and the theory of formalist approach. Here, the theory of symbols, in succession, reveals the basic theories of symbols.
1. Theory of Symbols
According to Wellek and Warren in the Theory of Literature (1956), symbol is “a specific literary movement” which “appears in widely different contexts and very different purposes” (p. 188). In literature, symbol is “an object which refers to another object but which demands attention also in its own right, as a presentation” (p. 189). Similarly, Roberts and Jacobs (1987) in Fiction: An
Introduction to Reading and Writing state that symbol is “...the thing may be
understood to mean something beyond itself, something bigger than itself” (p. 69).PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
to extend meaning” (p. 279). A symbol, according to Roberts and Jacobs (1987) connects “(1) a specific thing with (2) ideas, values, persons, or ways of life, in a direct relationship that otherwise would not be apparent” (p. 279). However, a symbol can also substitute “the elements being signified” (p. 279).
There are reasons why writers put certain details in the story as symbols instead of telling the readers straight out. According to Arp and Johnson (2009) in
Perrine’s Literature: Structure, Sound, and Sense , a talented writer says “as much
as possible as briefly as possible” (p. 284) while a successful story does not waste anything and that each word and detail are chosen effectively. Symbol is one of the ways in creating successful stories:
Three of many resources available to writers for achieving compression are symbol, allegory, and fantasy. To varying degrees, each of these techniques is a way to depart from the strict adherence to factual language and representation of the kind a journalist uses, for instance, in writing a newspaper story. By modifying, enhancing and at times even abandoning such a factual or realistic approach to storytelling, an author can increase the emotional force and resonance of a story, suggesting a much larger and richer meaning than might be achieved with a strictly realistic approach. But such narrative strategies also require close attention on the reader’s part. (p. 284)
Reaske and Knott (1988) explain that symbol is used when the writer “cannot convey” the meaning “in other ways”. They also state that the meaning of literary symbol is not “fixed” and depends on the “context” established by the writer (p. 224). Here, Kennedy and Gioia (1999) advise, “One advantage of a symbol is that it is so compact, and yet so fully laden” (p. 218).
Its function, according to Ogden and Richards (1923) is to “help us and hinder us in reflecting on things” (p. 9). While, in his book An Introduction to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
help writers give the ideas and emotions “vividness of reality” when they seem “invisible” and “intangible” (p. 31). In other words the purpose of symbols in literature is to enable readers to catch the writer’s meaning. He continues that based on how it is used, symbolism has three common effects which include: (1) emphasizing the significance of certain moment through a symbol that appears during that crucial moment; (2) warning the readers of “some constant element in the story’s world” through a symbol that is repeated several times; (3) defining and clarifying the theme of the story through a symbol that appears repeatedly in various contexts (p. 31).
Symbols, according to Roberts and Jacobs (1987), consist of two types. Symbols which are “generally or universally recognized, and authors referring to them rely on this common understanding” usually known as cultural or universal symbols. Meanwhile, “objects and descriptions” that “gain their symbolic meaning within the context of the specific work of fiction” and derived not from common historical, cultural, or religious ground may be called private, authorial, or contextual symbols (p. 280).
Roberts and Jacobs (1987) add that “a symbol is usually a person, thing, place, action, situation, or even thought” which has “its own reality and meaning and may function at the normal level of reality within a story” (p. 279). Similarly, Arp and Johnson (2009) describe symbol may be an object, a person, a situation, an action, or some other elements in the story that may bring other meaning besides its literal meaning. Meanwhile, Kennedy and Gioia (1999) explain that
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
are “inanimate objects”, characters which appear rarely “but are seen fleetingly and remain slightly mysterious”, “parts of a character’s body or an attribute”, and also “gesture with larger significance than usual” (p. 218).
Stanton (1965) reminds that symbols can be found in anything. Unfortunately, their existence is probably difficult to recognize. It is because symbols appear mostly as “plausible facts” and “express meanings for which no conventional symbols exist” (p. 32). Breaking symbols, according to Stanton (1965), “can be a pleasure in itself, like solving a complex puzzle” but as soon as it is broken, the symbol will “add reality to the story by letting us perceive directly, through the senses, some ideas or attitude which are part of the experience the author describes” (p. 33).
According to Kennedy and Gioia (1999) certain detail cannot be considered as a symbol if “it points clearly and unmistakably toward some one meaning” (p. 219). They also advise, “But an object, an act, or a character is surely symbolic...if, when we finish the story, we realize that it was that item...which led us to the author’s theme, the essential meaning” (p. 219). Stanton (1965) also suggests some clues to recognize certain details as symbols. First, if certain detail is truly symbol, it will “repeat or resemble certain other details” that makes the detail itself conspicuous (p. 32). Second, if certain details are obviously contrast to each other, it can also be a clue to symbolism. Third, symbols also appear through details which are linked together and forms certain pattern as long as “the facts of the story do not fully account for the pattern” (p. 32). Fourth, when
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
symbolism. Fifth, when details are made “unusual for no apparent reason” or when it is mentioned in the title, they may be considered as symbols (p. 32).
Likewise, Barnet, Berman, and Burto (1993) explain that writers help readers to feel the symbols used in the story “by emphasizing them—for instance, by describing them at some length, or by introducing them at times when they might not seem strictly necessary, or by calling attention to them repeatedly” (p. 70).
The clues above are just the initial step of interpreting symbols. The next step is to find what it symbolizes. Stanton (1965) has suggested some methods of interpreting symbols in literary works. It can be done by connecting the detail with its “familiar connotations” for example, “flowers suggest love, girls, and Nature” (p. 32). Unfortunately, using connotations as a method can be misleading because certain details may suggest more than one meaning. Another way of interpreting symbol is “to compare the detail to its context” (p. 32). However, comparing detail to its context is not enough. It is important for readers to see “how these contexts are related to one another” (p. 32). Those all methods can be used to interpret symbols in literary works. However, the best method of interpreting symbols, according to him is still “close attention and thought” (p. 32). In order to be able to recognize certain details as symbols and to find out the meanings, readers should be thorough. Those all methods must be supported by readers’ previous personal knowledge with the author’s works, and “knowledge about the plot, characters, and theme” (p. 32). Roberts and Jacobs (1987) also suggest, “in determining whether a particular object or person in a story is a
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
signficance” (p. 281). Here, readers can claim that certain object or person is symbolic as long as “its scope and sustained reference beyond itself” are shown (p. 281).
In interpreting symbols, Arp and Johnson (2009) suggest readers to be aware of some cautions including: (1) the story itself has to provide a clue that a detail should be taken symbolically; (2) the entire context of the story must support the meaning of a literary symbol; (3) the meaning of an item must be different from its literal meaning; (4) and a symbol may have more than one meaning.
In recognizing and writing about symbols in literature, Kennedy and Gioia (1999) remind “avoid far-fetched interpretations” (p. 242). They also remind that “not every image or event...is symbolic”(p. 242). In recognizing symbols, they suggest the readers not to look for symbols because the symbols will reveal themselves as readers read or reread the story:
An image that has acquired symbolic resonance in the course of a story will feel different to the reader. It has acquired enough associations to suggest something else. A genuine symbol has an emotional or intellectual power beyond its literal importance. You will recognize its power intuitively, even if you don’t initially understand why (p. 242). It is very much important to avoid “vagueness” and subjectivity in writing about symbolism (p. 242).
2. Theory of Formalist Approach
Formalism, according to Klarer, emphasises on the intrinsic aspects of a
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ignores historical, sociological, biographical, or psychological dimensions of literary discourse. It regards an artwork as an independent entity and privileges phonetic structures, rhythm, rhyme, meter, and sound as independent meaningful elements of literary discourse. Formalism tries to analyze structural elements of a text.
Formalism studies literary discourse without looking at the facts of the author’s life, the genre of the work, or its social surrounding. It concerns with demonstrating the harmonious involvement of all parts to the whole. The formalist approach puts the emphasis on the literary object itself and its esthetic meanings .
(Rohrberger and Woods, 1971).
Guerin (2011) suggests that the process of formalist analysis, in which reader should be alert to “form”, begin with close reading. In other words, there must be sensitivity and awareness to the words of the text and all their denotative and connotative values and implication.
In retrospect, we can say that what the author did was to make us see that internal relationships gradually reveal a form, a principle by which all subordinate patterns can be accomodated and accounted for. When allthe words, phrases, metaphors, images, and symbols are examined in terms of each other and of the whole, any literary text worth our efforts will display its own internal logic. When that logic has been established, the reader is close to identifying the overall form of the work (p. 74 – p. 75).
B. Theoretical Framework
The issues in this study are summarized in two research questions. The first issue is about symbols that exist in Andrea Hirata’s The Rainbow Troops while the second is about the significance of the symbols on the theme conveyed
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Since this study applies formalist approach, it will emphasize the intrinsic aspect and structural elements of the novel without looking at the author’s background or the social surrounding. Based on the previous research questions, the theory of symbol will be used as a guidance to reveal symbols in Andrea Hirata’s The Rainbow Troops as intended by the first question. The definition of symbols as suggested by Wellek and Warren, Odgen and Richard, and Arp and Johnson will be the basic of identifying symbols that exist in the novel. While, Stanton’s explanation about clues in determining symbols is referred to discover which object that can be considered as symbols in the novel. The theory of symbols as suggested by Robert and Jacobs, Kennedy and Gioia, Stanton, Arp and Johnson, and Barnet et al., helps to see how symbols are revealed or shown by the author.
The second question, meanwhile, is answered by the help of Stanton’s theory about functions and effects of symbols. It is to see what the significance of the existing symbols on the theme conveyed in the novel is.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III METHODOLOGY Research methodology is a way in achieving the objectives of the study. This chapter consists of four sub-chapters including the object of the study which
deals with the issue to be discussed, followed by the approach used in this study, and the last is the method containing the procedure in conducting the study.
A. Object of the Study
The object of this study is a novel written by Andrea Hirata entitled The
Rainbow Troops which was first published in 2005 by Bentang Pustaka. This
novel is the first novel of The Rainbow Troops Quartet before the other three books: Sang Pemimpi (The Dreamer), Edensor, and Maryamah Karpov. The novel was first written in Bahasa Indonesia entitled “Laskar Pelangi”. It has been translated into many languages and was translated into English by Angie Kilbane in 2009. Andrea Hirata’s The Rainbow Troops has been sold for more than five million copies and has been adapted into movie by Miles Production in 2008.
The Rainbow Troops consists of 470 pages. It is divided into 48 chapters.
The first 43 chapters are about their childhood memories while the rest 5 chapters are about twelve years later memories. It tells about life portrait of ten poor students of Muhammadiyah Elementary School and their beloved teacher, Ibu Muslimah. It inspirationally portrays the irony of life, chronic poverty and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Belitong. It interestingly shows the struggle of a young and strong teacher to fight for the rights of her students to an education and fascinatingly tells about an endless struggle of ten poor students in reaching their dream.
B. Approach of the Study
In this study, formalist approach is applied to analyze symbols in Andrea Hirata’s The Rainbow Troops. This approach is seen to be the most suitable approach of the study because it analyzes the text itself aside from its psychological, sociological, biographical, and historical elements. Rohrberger and Woods (1971) explain the following:
The extreme formalist critic examines the literary piece without reference to facts of the author’s life, without reference to the genre of the piece or to its place in the development of the genre or in literary history and without reference to its social milieu. A vigorous movement, the New Criticism was a revolt against the traditional scholarly approach to literature, which was concerned with the ideas, personality, and development of the author and with the conception and dissemination of ideas through literary pieces in historical context (p. 7).