Integrative education revealed in the setting of Kuroyanagi`s Totto-Chan, The Little Girl at The Window.

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N A U J U T E S R E P N A A T A Y N R E P R A B M E L

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S T N E T N O C F O E L B A T E

G A P E L T I

T ...……… i

E G A P L A V O R P P

A ………. ii

E G A P E C N A T P E C C

A ……… i ii

N A A T A Y N R E P R A B M E

L ………. i v

Y T I L A N I G I R O F O T N E M E T A T

S ……… . v

E G A P O T T O

M ………. vi

E G A P N O I T A C I D E

D ……….. vii

S T N E M E G D E L W O N K C

A ……….… viii

S T N E T N O C F O E L B A

T ……….. x

T C A R T S B

A ………... . x ii K

A R T S B

A ………. . xi ii

: I R E T P A H

C INTRODUCTION

.

A Backgroundoft heStudy ………... 1 .

B ProblemFormulaiton ………... 6 .

C Objecitve soft heStudy ……… 6 .

D De ifniitono fTerms ……… . 8 I

I R E T P A H

C : THEORETICALREVIEW

.

A Reviewo fRelatedStudies ……… 9 .

B Reviewo fRelatedTheo ires ……… . 1 2 .

1 Theoryo fCharacte randCharacteirzaiton ……… . 1 2 .

2 Theoryo fSetitng ……… 15 .

3 TheoryofI ntegraitveEducaiton ……… . 1 6 .

4 Theoryo fSchoo l ……… 17 .

5 Tradiitona lTeaching ……….. 17 .

6 LtieratureandSociety ………. 8 1 .

7 LtieratureandSetitng ………. . 1 9 .

8 ConfucianismandEducaiton ………. . 20 .

C ReviewonHisto irca lBackground ……… 22 .

D Theoreitca lFramework ………. 25 Y

G O L O D O H T E M : I I I R E T P A H C

.

A Objec toft heStudy ……… 27 . .

B Approachoft heStudy ……… 28 .

C Methodoft heStudy ……… 0.. 3 S

I S Y L A N A : V I R E T P A H C

.

A TheCharacteirsitc so fTotto-chan ………... 1.. 3 .

B Analysi so fSetitng ………... 36 .... .

1 Setitngo fPlace ……….. 37 .. .

i x

.

3 Socia lSetitng,t heMainCharacte randEnvrionmen t…… …… 43 … l

o o h c S s u o i v e r P e h T

.i ……… . 43

o tt o T .i

i -chanandhe rFamliy ……….. 45 ri

v n E d n a n e u k a G e o m o T .i

ii onmen t……… . 48

.

C IntegraitveEducaitonDepicte dFromSocia lSetitng …………... ... 52 .. .

1 Famliy ………... 52 .

2 Schoo lSociety ………. 59 .

a ThePreviou sSchool ………... 59 .

b TomoeGakuen ………... 0 6 N

O I S U L C N O C : V R E T P A H

C ……… 74

Y H P A R G O I L B I

B ………. 77

S

: X I D N E P P

A Summaryo fTotto-chan ,TheL tilteGir latt heWindow … . …

…

… ……… 79

x ii A R T S B

A C T

A R O N A E L E A D N I

W .I ntegra itveEduca itonRevealedi ntheSetitngo f s

’i g a n a y o r u

K Totto-chan ,TheLtilteGir latt heWindow .Yogyakatra : a m r a h D a t a n a S , s r e tt e L f o y tl u c a F , s r e tt e L h s il g n E f o t n e m tr a p e

D Universtiy,

. 3 1 0 2

t a c u d e y r a t n e m e l e , l a r e n e g n

I ion aim s a t developing ch lidren into r

e t c a r a h c d e z i d r a d n a t

s -bu liding. f In act ,every chlid ha she/rhi sowni nnatenature s

i h /r e h d n

a own way t o develop . nI Kuroyanag’is novel ,Totto-chan ist he main e

v it a r g e t n i s e c n e ir e p x e o h w t c e j b u

s educaiton ,wheret heschoo lha sani mpo tran t e

l o

r ni faclitiaitng thestudent .s In TomoeGakuen ,To tto-chan a sa studen tdoe s t

p a d a t o

n to the schoo land the educaiton system; on the con rtary, the schoo l o

t s r e t a

c thes tudents’t alent sandi nterests. u

t s s i h

T dy raise sthree problem sto analyze the educaitona lissue in thi s l

e v o

n .Thef ris tproblemi sto study thecharacteirsitc so fTotto-chan .Thesecond e

h t y d u t s o t s i m e l b o r

p setitngdepictedint hi snovel .Thethrid si tos tudyhowt he a

r g e t n

i itveeducaitoni n1940ss hown speci ifcallythroughthes ocials etitng. ,

y d u t s e h t f o s e v it c e j b o e h t h c a e r o t r e d r o n

I thi sstudy employs ilbrary h

c r a e s e

r method to collec tthe data .The main data used i sKuroyanag’i snove l d

e lt

it Totto-chan, TheLtilteGir latt heWindow .In addiiton, thi sstudy also use s a

t a d g n it r o p p u s d e t a l e r r e h t

o .Fu trhermore, t he approach appiled i n t hist hesis i s o

i c o

s -cutlura l histo irca l approach to have more insighftu l ifnding s abou t e

t n

i graitveeducaitoni nt henovel.

e ti r w e h t , s i s y l a n a e h t g n it e l p m o c r e tf

A r ifnd sou ttha tthe integraitve g

n it t e s e h t m o r f n w o h s s i n o it a c u d

e t shat i seen from the main character ,he r d

n a s e c n e ir e p x

e socia lsetitngs(socieites) .Conrtary to t hegenera leducaiton wtih r

e t c a r a h c r e p o r p d e z i d r a d n a t

s -bu liding ,Totto-chan wtih he r own talent sand .

a n o s r e p l a r u tl u c d n a l a r u t a n n w o r e h o t n i y l e u q i n u s w o r g s t s e r e t n

i Int hepreviou s

, l o o h c

s Totto-chan wa sconsidered t o benaughty ,disobedien tand noisy i n class . g

n i v o m r e tf

A to TomoeGakuen ,shegrowsi n asystemtha tprovide saspacef o r .s

t s e r e t n i d n a s t n e l a t r e h p o l e v e d o t r e

h Integraitveeducaitonsystem i scombined t

o T h ti

w t -o chan’ sfamliy educaiton that appile sfreedom and love .Both these s

g n it t e s l a i c o

s ea r complementary fo rTo tto-chan’ semoitona land ni telilgence . o

tt o

T -chan does no tonly become rh e own sefl ,bu tshe grow si nto the bes to f .f

l e s r e

h Fu trhermore ,TomoeGakuen’s successi n educaitng Totto-chani mpile sa o

i c o s e h t o t e u q it ir

c -cutlura lhisto irca lo fJapanese naitona lidenttiy tha trarely b

o t n e r d li h c r o f e c a p s e d i v o r

p e the bes to f themselve sthrough integraitve n

o it a c u d

ii i x K A R T S B A A R O N A E L E A D N I

W .I ntegra itveEduca itonRevealedint heSetitngo f s ’i g a n a y o r u

K Totto-chan ,TheLtilteGir latt heWindow .Yogyakatra:J urusan a S s a tl u k a F , s ir g g n I a rt s a

S srta ,Universtia sSanataDharma,2013. n u n a u j u tr e b r a s a d h a l o k e s , m u m u a r a c e

S tuk membentuk anak menjad i

u k a lr e b r a d n a t s t u r u n e m s a ti l a u k r e b r e t k a r a

k . aNy tanya,s eitapanakmemiilkis fia t m

a l

a i yangdibawasejakl ahi rd aanc ar masing-masinguntukberkembang .Dalam l

e v o

n ini , Totto-chan adalah subjek utama yang mengalam i pendidikan teirntegrasi ,dimanas ekolahmemiilk iperanpenitnguntukmemfaslitiasisiswa .D i

o tt o T , n e u k a G e o m o

T -chan sebaga imu ird itdak beradaptas ikepada sekolah dan ; a y n i s a k u d e m e t s i

s sebailknyas ekolahmenampungbaka tdanminats iswa. e m i n i n a it il e n e

P ngkaij git a masalahuntukmenganailsai suedukas idalam o tt o T h o k o t i r a d k it s ir e t k a r a k i ti l e n e m k u t n u a m a tr e p n a h a l a s a m r e P . i n i l e v o n -g n it e s i ti l e n e m k u t n u a u d e k n a h a l a s a m r e P . n a h

c dalam novel . Permasalahan

i d i s a r g e t n ir e t n a k i d i d n e p a n a m i a g a b i ti l e n e m k u t n u a g it e

k tahun 1940an disoro t

g n it e s i u l a l e

m socials ecarakhusus.

e d o t e m n a k a n u g g n e m i n i n a it il e n e p , n a it il e n e p n a u j u t i a p a c n e m k u t n U h a l a d a n a k a n u g i d g n a y a m a t u a t a D . a t a d n a k l u p m u g n e m k u t n u a k a t s u p i d u t s l u d u jr e b i g a n a y o r u K a y r a k l e v o

n Totto-chan, The Ltilte Gir la tthe Window.

g n a y a y n n i a l g n u k u d n e p a t a d n a k a n u g g n e m i n i n a it il e n e p , a y n p a k g n e l e p i a g a b e S . n a ti a k r e

b Pendekatanyangd tierapkandalamsk irpsii n iadalahpendekatansosial -n e m s a u l h i b e l n a g n a d n a p n a k u m e n e m k u t n u h a r a j e s a y a d u

b gena ipendidikan

g e t n ir e

t ras idalamnoveli ni

n e m s il u n e p , s i s il a n a n a k i a s e l e y n e m h a l e t e

S emukan bahwa pendidikan

i s a r g e t n ir e

t muncul dar iseitng sosial melaluitokoh utama ,pengalamannya se tra g

n it e

s sosia l(keluarga dan sekolah) .Berbeda dengan pendidikan umum dengan r a d n a t

s rkaakte ryangbaik ,Totto-chandengan baka tdanminatnyat umbuhsecara k

i n

u dengan karakter alami dan berbudaya .D isekolah sebelumnya ,Totto-chan n a d h u t a p k a d it , l a k a n g n a y d ir u m i a g a b e s p a g g n a i

d irbu td ikelas .Setelahpindah

b m u t a i d , n e u k a G e o m o T e

k uhdalampendidikanyangmenyediakan r uanguntuk n a b m e g n e

m gkan mina t dan bakatnya . Sistem pendidikan teirntegrasi i ni i s a n i b m o k i

d k an dengan pendidikan keluarga yang menanamkan kebebasan dan .

a t n i

c Kedua seitng sosia ltersebu tsailng melengkap iperkembangan emos idan o tt o T n a i a d n a p e

k -chan .Totto-chan itdak hanya menjad idiirnya sendiir ,tetap i i d a j n e

m yang terbaik dar idiirnya. eK suksesan Tomoe Gakuen mendidik Totto -n

a h

c menyriatkan k iritk sosial-budaya sejarah terhadap identtia snasiona lJepang e b m e m g n a r a j g n a

y ri ruangbag ianakuntukmenjad idi irnyayangt erbaikmelalu i . i s a r g e t n ir e t n a k i d i d n e p

1 1 R E T P A H C

N O I T C U D O R T N I

a .BackgroundStudy s n a m u

H needt ounderstandlfieandothert hing saroundt hem .Ltieraturei s . s t h g i s f o s t o l m o r f s g n i h t e e s s u s p l e h t i d n a s g n i h t w o n k o t s y a w e h t f o e n

o I nAn

e r u t a r e ti L f o y d u t S e h t o t n o it c u d o r t n

I ,WliilamH. Hudsons tates:

u t a r e ti

L re i sa vtia lrecord o fwha tpeople have seen in lfie ,wha tthey s t c e p s a e s o h t t u o b a t l e f d n a t h g u o h t e v a h y e h t t a h w , ti f o d e c n e ir e p x e e v a h

d n a e t a i d e m m i t s o m e h t e v a h h c i h w t i f

o ne du irngi nterestf o ral loft hem (Hudson ,1958 :10).

n i g n i h t y r e v e d r o c e r o t e l o r t n a tr o p m i s d l o h e r u t a r e ti l t a h t s e t a t s n o s d u H . e fi

l Speciifcally ,a sstated i n An I ntroduciton t oLtieraryTheory, Terry Eagleton l

t a h t s n i a l p x

e tierature i sdeifnable, no taccording to whethe ri ti sfuncitona lo r it

a n i g a m

i‘ ve’ ,bu ton t heusing of languagei n peculia rways .Eagleton men iton s e

h t t u b , n o it c if r o t c a f t u o b a t o n s i e r u t a r e ti l t a h

t mixing o fboth and t hepurpose c

it e h t s e a t u o b a s i g n it ir w f

o (1996 :1). e

d i w a s i e r u t a r e ti

L objec.tI t ni cludest heautho ,rt hel tierarywork ,andt he .

m s i c it ir

c Each oft hemt ake s tisownpatrsi n ordert o understand t hemeaning o f n

o it a l e r e h t d n a k r o w e h

t among mthe si closely itght .Ltierary work i saproduc t s

’ r o h t u a e h t f

. s e c e i p n e tt ir

w Hudson quote sMatthew Arnold’ sdeifniiton o fltierature in hi s ,

k o o b

h c u m s ’ d l o n r A w e h tt a M o t g n i d r o c c a , e r u t a r e ti

L -discussed deifniiton,i sa s a e fi l f o n o it a t e r p r e t n i n a s i ti t a h t y l n o n a e m n a c s i h t t u b ; e fi l f o m s i c it ir c

fi

l e shape s tisel fin the mind o fthe interpreter .I ti swtih the ciritc o r e

r o f e r e h t ,r e t e r p r e t n

i ,t ha twehavef ristt odo(Hudson ,1958 :14). k

o o b s ’ n o s d u H n i n o it a t o u q s ’ d l o n r A w e h tt a M m o r

F , t he wrtie rbeileve s e

m o s s i k r o w y r a r e ti l e h t t a h

t thing wide rthan a wirtten mate iral which tell s s

n i a t n o c t I . g n i h t e m o

s thel fie tisel.fI tb irng sfeeilng ,rtuthandr elfecitons crapped k r o w y r a r e ti l e h t t a h t s e v e il e b o s l a r e ti r w e h T . e l y t s g n it ir w c it e h t s e a h ti

w i s

o t d e t a l e r y lt h g

it humantiy. Sincel tieraturer elatest ohumantiy, t hesubjec toft he l

a u s u s i k r o

w lyhumanandt hecricumstance .s s e c n e u lf n i g n it t e s e h t t a h t s d n if r e ti r w e h

T much on how the characte r s

d li u

b thecharacteirsitc.s Setitngcanbedivided i nto manykinds ,suchas :setitng f

o g n it t e s , e m it f

o place and setitng o fsociety o rsocia lsetitng .Thesetitng doe s k

l a t y l n o t o

n abou tphysica lappearance ,bu talsopsychologicalcondiiton ,beilefs , d

n i

m -set ,andothert hingst ha tcanno tbeseen w tiheyes .Thewrtie rbeilevest ha t r

u t a r e ti l f o e s o p r u p e h

t ei st o makereaders fee lwhatt hey canno tfee land think o

b

a ut t hewo lrd from othe rsigh,t t hereforetheemoiton broughti n l tierary work e

b t s u

m v ery srtong .The ltierary work can take ove rthe beile fo fthe readers ’ d

n i

m ht a tmakest he reader sfee lconnected when a srtong emoiton covers t hei r d

n i m .

3 ti

L erary work shave dfiferen tsensefrom onewrtiert o othe rwrtiers .The o

r g k c a

b und of l fie, t heproblem faced ,and t he l fie of t he wrtie rshape dfiferent s

k r o

w among the wrtier .The cutlure o fthe naiton laso in lfuence sthe wrtier’ s .

k r o

w An example come sfrom et h Afircan and Afircan-Ameircan wrtiers .They . e r u tl u c r i e h t y b d e s u a c s i t a h t s k r o w y r a r e ti l ri e h t n o s c it s ir e t c a r a h c t n e r e f fi d e v a h

y h w n o s a e r e h

T the works between Af ircan and Af ircan-Ameircan wrtier sshow c

it s ir e t c a r a h c t n e r e f fi

d si sbecause they come from dfiferent lcut . ure Afircan -n

a c ir e m

A cutlure i s much dfiferen tfrom Af ircan cutlure because somehow n

a c ir f A . e r u tl u c n a c ir e m A h ti w e r u tl u c s ti d e t a li m i s s a n a c ir f

A -Ameircan may

i w s e it ir a li m i s e v a

h th Afircancutlure ,bu ttii sdfiferent .Thework samongAsian , ,

n a c ir e m A , n a c ir f

A European and Ausrtailan wrtiers ea r deifntiely dfiferen t d

n e p e

d s oneachwrtier’scu tlure . s a s n o it a n n i s w o r g e r u tl u

C hertiage .Asiai soneoft heconitnent swhich si y

r e

v hir c o fcu tlure. Japani soneoft hecountire swith irchnes so fcutluret ha thas ti

l y n a

m erary work sforyears .Thedisplay fo thecutlurei scommonl y presented :

s k r o w e h t f o t s o m n

i patirarchy ,samurai ,wars ,and also abou tph liosophy and u

d

e caiton whichincludes thenaturalt hing shuman do,t ot hink .Japan’ scutlurei s .

m s i n a i c u f n o C y b d e c n e u lf n i y lt s o

m Confucianism i sa phliosophica lteaching e v it a v r e s n o c y l d e k r a m a s t n e s e r p e r g n i h c a e t n a i c u f n o C e h T . a n i h C m o r f t h g u o r b

e h t g n it c e lf e r y g o l o e d i l a c it il o

p interest sand professiona lrequriement so fthe .s

t a r c u a e r u b i a r u m a s t n e g r e m e

n i s t c e j b u s y n a m f o e n

O lfie i sabou tlearning da n knowi ng something . i

n a m u

H scompleted wtih specia lfeature ssuch a smind ,feeilng ,and intuiiton . Human ha sdesrie to understand wha thappen saround them ,analyze whateve r

, d e h c u o t , d r a e h , d e ll e m s , n e e s e b n a c t a h t s g n i h

t tasted ,and fel tby feeilngs ro n

a m u h s d a e l t I . tr a e

h cuirosit .y Human i sborn wtih desrie to know something .

e g d e l w o n k d e ll a c

d e l w o n k h c u m t e g o t y a w e l p m i s e n

O gei sby attending school .Themain m

i

a s o feducaiton ,a smarketed by the educaiton indusrty (such a sschoo land )

y ti s r e v i n

u , ea r caree r advancement , highe r pay , and empoweirng a college e

s b o j s ’ e t a u d a r

g arch .Tradiitonally, t hegoa loft he educaiton i ndusrty i susually s

t n e d u t s s e s u a c t I . s tr o p e r c i m e d a c a n o s e r o c s y b d e v e i h c

a to work passively i n .

n o it a c u d e l a m r o f

e h

T educaiton (and educaiton indusrty) in rtadiitona lmethod sbecame e

v it c e f f e n

i and bo irng . Tradiitona l schools jus tgive forma l educaiton while e

r o m d e e n n e r d li h

c thanacademicr ecord.I nf ac,tthemora lvaluesi nl fiesuch a s g

n i d n a t s r e d n u d n a m o d s i

w are equally impo tran t t o the forma l educaiton . T

. s e u l a v l a r o m d n a n o it a c u d e l a m r o f h t o b s e d i v o r p n o it a c u d e e v it a r g e t n

I hewrtie r

e v e il e

b st hat t hei ntegraitveeducaiton i s a good way t o substtiute ht e rtadiitona l s

e ri u q e r h c i h w s d o h t e

m students tobeacitveparitcipants inclass . s

’i g a n a y o r u K o k u s t e T n

I Totto-chan ,The Ltilte Gir la tthe Window ,the e

v it a r g e t n

i educaiton i sexpeirenced by al tiltegri lwho had abig cu irostiy abou t s

g n i h t y n a

5 d

l

o school ,which wa saschoo lwtih rtadiitonal t eaching’ smethod, s ee he ra sa H

. lr i g e lt ti l y t h g u a

n e rhomeroom teache ri sangry t o Totto-c nh a becauseTotto -n

a h

c tak se the whole atteniton of clas swtih her behavior .She i s expelled from e

s u a c e b l o o h c

s she is though ta sa werid studen.t T nhe ,she moves to a unique o

h c

s o lcalledTomoeGakuen ,whichgiv s re ceaitvemethodst of uflli lTotto-chan’s o

T n I . y ti s o ir u

c moeGakuen,t hemain aim o feducaiton i st o preparestudentsf o r e

r u t u

f improvement . Totto-chan expeirence s integraitve educaiton in Tomoe S

. n e u k a

G he studie slesson sabou tforma lsubject sand lfie that ea r equally t

n a tr o p m

i . In Tomoe Gakuen ,she i sno tconsidered a sa werid student .She s

r e h t o e h t e k il t n e d u t s d e u l a v s e m o c e

b .Thedfiferen taimo fTomoe’ss choo lgives s

u o ir a

v method sof educaiton to fuflli lthe students’ need a tmost .In addiiton , h

c a e r s t n e d u t s s p l e h n o it a c u d e e v it a r g e t n

i the goa lin the proces so fthe study. r

o f e r e h

T e ,in thi sstudy ,the character sparitculalry ,the main character ,Totto -t

a v ir p ( y li m a f e h t s a l l e w s a , s t n e r a p r e h , n a h

c e) ,Tomoe Gakuen (pubilc)social e

t n i e h t l a e v e r o t s i s y l a n a f o s u c o f e h t e m o c e b , g n it t e

s graitve educaiton in s

’i g a n a y o r u

K Totto-chan,t heLtilteGir latt heWindow. e u l a v e h t d n a , e v o b a s t c a f e h t ll a n o d e s a

B s oft hesociety ,cu tlureandt he s

i t a h t r e h t o h c a e o t d e t c e n n o c h c i h w l a c ir o t s i

h seenf romt hi snovel , tii sobviou s t

t a h

t he integraitve educaiton i s arleady exist in Japan when ti s educaiton n

a i c u f n o C o t d o o t s y l n o m m o

b. ProblemFormula iton

m e l b o r p e h t , c i p o t e h t d n a t s r e d n u o t r e d r o n

I s o f the topic can be :

s w o ll o f s a d e t a l u m r o f

.

1 Howi st hemaincharacte rdesc irbedi nt henovel? .

2 Howa eret h setitngdescirbedi nt henovel? .

3 Howi stheintegraitveeducaitonin1940si nt hi snove lreveale d u

o r h

t g hthes ocials etitng?

.

c Objecitvesoft heStudy i s s u c s i d e h

T on i smainly t o answert het hree main problem sstated i n the e

h t f o s e v it c e j b o e h T . e v o b a n o it a l u m r o f m e l b o r

p studyarer epresentedasf ollow. e

h t r e v o c s i d o t s i t s ri

F characteirsitc o fthe main character ,Totto-chan . o

tt o

T -chan i s the main characte r and she expeirence s both rtadiitona l and .

n o it a c u d e e v it a r g e t n

i She expeirence sthe rtadiitona lteaching in he rpreviou s .

n o it a c u d e e v it a r g e t n i d e il p p a t a h t l o o h c s a o t s e v o m e h s n e h t d n a l o o h c

s In t hi s

o tt o T , l e v o

n -chan’ seducaiton society atler sand i tb irng ssome effects to he r it

s ir e t c a r a h

c c s and mindset. That i swhy t o exploret he characteirsitc so fTotto -.

y r a s s e c e n s i n a h c

d n o c e

S si to examine the setitng ,especially in social setitng (society), d

o ir e p l a c ir o t s i h d n a e c a l

7 e

m o

s othe rcharacter stha tneeded to be explored in orde rto revea lthe socia l g

n it t e s .

d ri h

T si to explore the educaiton system in 1940 sin Japan and how the e

v it a r g e t n

i educaiton i sdepicted through the social setitng in thi snovel. The b

t n a tr o p m i s i g n it t e s l a i c o

s ecauset hemaincharacte rexpeirencest woeducaiton’ s .s

e it e i c o

s The exploraiton o ftwo educaiton socieite si sneeded to compared the n o it a c u d e e v it a r g e t n i e h t d n a m s i n a i c u f n o C o t d o o t s h c i h w m e t s y s l a n o it i d a rt

. n o it a c u d e n r e t s e W y b d e c n e u lf n i h c i h

w Thi sobjecitve explore sthe integraitve l

o o h c s d n a y li m a f e k il g n it t e s l a i c o s m o r f s t c i p e d n o it a c u d

e (both the previou s

) n e u k a G e o m o T d n a l o o h c

s . Thi spar talsodiscoversthef utureo fTotto-chanand .

s e t a m s s a l c r e h

u t h g u o r b s i s m e l b o r p e s e h t f o n o i s s u c s i d e h

T pint hist hesisf o rsubjecitve lt

s ri F . s n o s a e

r y,t hewrtie roft hist hesi sseest hei ntegraitveeducaitoni swo trhyt o d

e il p p a e

b i n al lschools in Indonesia .I ti s rionic tha tintegraitve educaiton i s d

e il p p

a in Japan since 1940 swhlie Indonesia stli luse s rtadiitona lteaching in s

i s e h t s i h t f o r e ti r w e h t , y l d n o c e S . a r e s 0 1 0 2 s i h t n i s l o o h c s c il b u

p noitce sthi s

. ti d a e r d n a w o n k s r e h c a e t w e f y l n o t u b n o it a c u d e f o e l p m a x e t c e f r e p a s a l e v o n

e h

T p irvateobjecitve oft hi sstudy ,besidest o answertheproblemformulaiton, i s e

v o r p o

t tha t the integraitve educaiton give s bette r resul t on chlidren’s t

n e m p o l e v e

d seen f romt hi sautobiographica lnoveland a sahopef orI ndonesia’ s m

e t s y s n o it a c u d

d .Deifni itono fTerms

f e d o t s d e e n r e ti r w e h t s m r e t e m o s e r a e r e h

T ine in orde r to avoid t

n e r e f fi d d n a n o i s u f n o

c understandingabou tcetraint ermsi nt hist hesi .s 1 .IntegraitveEducaiton

o t g n i d r o c c

A Kovailk and Olsen ni :II T The Model .Integrated Themaitc n

o it c u r t s n

I ,integraitveeducaiton i san educaiton whichbasesi t spracitce son t he . y ti l a e r f o e r u t a n t n e d n e p e d r e t n i e h t n o d n a r e n r a e l n a m u h e h t f o s c it s ir e t c a r a h c

d n a s k o o b t x e t g n i s u d n a " s t c e j b u s " o t n i d lr o w e h t g n i d i v i d y ll a i c if it r a f o d a e t s n I

ri v n e d e h c ir n e n a n i s t n e d u t s s e s r e m m i n o it a c u d e e v it a r g e t n i , k r o w t a e

s onmen t

g n i n r a e l r o f t x e t n o c c it s il o h a s e d i v o r p s i h T . e fi l f o s e it i x e l p m o c e h t s t c e lf e r t a h t

e v l o s o t d n a s n o it c e n n o c r e b m e m e r d n a e k a m o t y ti li b a r e t a e r g a o t s d a e l t a h t

s m e l b o r

p (1994 :11 .) .

2 Setitng

o t g n i d r o c c

A Stanton’ sinAnI ntroducitont oFiciton, setitngt ellst he itme , :

d e t o u q s i ti s a , y r o t s a f o n o it a u ti s d n a e c a l p

n i d lr o w e t a i d e m m i e h t ,s t n e v e s ti f o t n e m n o ri v n e e h t s i y r o t s a f o g n it t e S

n i é f a c a s a h c u s d n u o r g k c a b e l b i s i v e h t s i g n it t e s f o t r a P . r u c c o y e h t h c i h w

a i n r o fi l a C e h t ,s ir a

P Mountain ,par tofi tmay also bet he itmeo fyear,t he cilmateort hehisto irca lpeirod( 1965 :18 .)

9

I I R E T P A H C

W E I V E R L A C I T E R O E H T

.

a Reviewo fRelatedStudies o

tt o

T -chan ,TheLtilteGir latt he Window ist he fris tbook o fTotto-chan i

g a n a y o r u K o k u s t e T y b n e tt ir w s i h c i h w s e ir e

s .She wrtiesi ta sher chlidhood’ s f

o n o it c e lf e

r he r educaiton expeirence. Thi s nove l is a very popular l

e v o n l a c i h p a r g o i b o t u

a . tIi sapproved by commentst ha thaveairsen. Thi snove l s

w o h

s a good example o f schoo lwtih integraitve education tha tcovers the t

n e d u t

s s ’ exctiement ,especially about the main characte rwh lie in 1940’ sother e

c it c a r p s l o o h c

s rtadiitona lteaching. Thi snove lh s ti to 4.5 mliilon sale sin the d

n a r a e y t s ri

f si recommendedt ober ead.Thi snoveli sarleadyanalyzedbysome s

t n e d u t

s . Thewrtie roft hist hesi sstudiessomepointsf romt heset hesest ha tused a

s e h

t menove lasr elateds tudie .s .

1 The In lfuence o f the Seven Principle s o f Bushido on To tto-chan’ s s

’i g a n a y o r u K o k u s t e T n i , y ti l a n o s r e

P To tto-chan,t heLtilteGir latt heWindow it

r u m a y n a K s a ti s il e F y

b (2009)

c u d E h s il g n E f o t n e d u t s y b n e tt ir w s i s i s e h t s i h

T aiton Study Program o f o d i h s u B f o s e l p i c n ir p n e v e s e h t s t o o h s i tr u m a y n a K . y ti s r e v i n U a m r a h D a t a n a S

. y ti l a n o s r e p s ’ r e t c a r a h c n i a m e h t n i s w o h s t a h

t Using socio-cu tlura lhisto irca l e

h s , h c a o r p p

l e v o n s i h

t a sthe basic concep to feducaiton .Bushido p irnciple sare p irnciple s ,

m s i h d d u B y b d e c n e u lf n i e r a h c i h

w the reilgion tha t she beileve s wa s the e

c n e u lf n i g n i h t t s e g n o rt

s d thecutlureand society to Japan att ha t itme .She also a

c i g o l o h c y s p s e s

u lapproach to see the impac tdeepe ron the character ,Totto -ir

e t c a r a h c d n a r e t c a r a h c f o y r o e h t s e il p p a e h s , s i s e h t r e h n I . n a h

c zaiton o fthe

t n e m e l e c i s n ir t n

i s’ exploraiton. s

’i tr u m a y n a

K thesi s underilne s educaiton issue from this novel . The s

i e c n e r e f fi

d on t he kind o feducaiton .Kanyamu tr ipick sBushido p irnciple sou t ,

e c it c a r p n r e t s a e e h t o t d n a t s h c i h

w Confucian ,Shinto and Zen Buddhism ;wh lie c a r p n r e t s e w o t s d n a t s h c i h w n o it a c u d e e v it a r g e t n i n o s e t a rt n e c n o c s i s e h t s i h

t itce .

s i s e h t s i h t f o r e ti r w e h

T ha sagreemen tand disagreementr elatedt o Kanyamu tr’i s t

n i o

p . The wrtie r agree s wtih the concep t o f Bushido tha t i s explored by it

r u m a y n a

K ,bu tthe wrtie ro fthi sthesi s hestiates tha tBushido i sthe main e

h t f o e c n e u lf n

i educaitons ystemi nt hi snove.l

T tesuko Kuroyanag,i t hewrtie rof t hi snove lbeileves themain i n lfuence a

s i t a h t m e t s y s n o it a c u d e e h t f

o ppiled in Tomoe Gakuen comes from western e h t d n a r e d n u o f e h t , i h s a y a b o K . r M t a h t l e v o n e h t n i n e tt ir w s i t I . e c it c a r p

n e s s i , n e u k a G e o m o T f o r e t s a m d a e

h tt o Europet o r esearcheducaitonsystemf o r .

s r a e y o w

t Anotherr easoni sMr .Kobayash ibulidst hes choo la tferhecome sback H

. y d u t s s i h m o r

f i s educaiton system i sdfiferent f rom t he othe rJapanese schoo l h

c i h

1 1 .

2 TheIn lfuenceo fEnvironment i n Ch lid Developmen ta sSeen i n t heMain s

’i g a n a y o r u K o k u s t e T f o r e t c a r a h

C Totto-chan t heLtilte Gir lat t heWindow k

i n a d a m s i W i r T i t n a t s il u Y y

b (2008)

e v i n U a m r a h D a t a n a S f o t n e d u t s s ’ r e tt e L h s il g n E y b k r o w a s i s i h

T rstiy ,

e n i m a x e o t h c a o r p p a l a c i g o l o h c y s p s e s u k i n a m a d s i W . k i n a d a m s i W i r T i t n a t s il u Y

e h S . l e v o n s i h t f o r e t c a r a h c n i a m e h t y b d e c n e ir e p x e s i t a h t t n e m p o l e v e d d li h c e h t

t u o b a s k l a

t thecharacte rand thecharacteirsitc so fTo tto-chan ast hemain objec t n

o ichlddevelopmen to fhe rproblemf ormulaiton . t

s ’ k i n a d a m s i

W hesisi sdfiferentf rom t hist hesis:I ntegraitveEducaiton a s d

e l a e v e

R in t heSocia lSetitng o fKuroyanag’i sTo tto-chan, TheLtilteGir latt he w

o d n i

W .Wismadanik points to u psychologicali ssueo fchlid developmen twhlie r

e ti r w e h

t o fthi sthesis point sou ttheeducaiton issue .The wrtie ro fthi sthesi s n i a m e h t y b d e c n e u lf n i s i t n e m p o l e v e d d li h c f o a e d i s ’ k i n a d a m s i W h ti w s e e r g a

li m a f s a h c u s t n e m n o ri v n e s ’ r e t c a r a h

c y and school .The relaiton between thi s .

e c n e u lf n i l a t n e m n o ri v n e e h t n i s i s ’ k i n a d a m s i W d n a s i s e h t

s i s e h t s i h T . s y a w e m o s n i s e s e h t e s o h t m o r f t n e r e f fi d s i s i s e h t s i h

T ,

s ’i g a n a y o r u K f o g n it t e S l a i c o S e h t n i d e l a e v e R n o it a c u d E e v it a r g e t n

I To tto-chan ,

w o d n i W e h t t a l r i G e lt ti L e h

T , focuseson t hei ntegraitveeducaitonappiled i nt he , e m it f o g n it t e s e h t g n ir o l p x e y b l e v o n s i h t n i n e u k a G e o m o T f o m e t s y s n o it a c u d e

o i c o s f o e s u e h T . y t e i c o s d n a , e c a l

p -cutlura lhisto irca lfti sthe exploraiton o f c

i s n ir t n i e h t s a g n it t e

s elemen tin orde rto revea land prove the integraitve n

o it a c u d

s e i r o e h T d e t a l e R f o w e i v e R . b

.

1 Theoryo fCharacterandCharacteriza iton

s k l a t y lt s o m e r u t a r e ti l e c n i s e r u t a r e ti l n i e l o r t n a tr o p m i n a d l o h s r e t c a r a h C

abou thuman tiy .Characteri ss igniifcanti nl tierar yworks .Ther eader sneedt o e h t s e c u d o rt n i r o h t u a e h t , n o s a e r t a h t r o F . s k r o w y r a r e ti l f o r e t c a r a h c e h t w o n k

n i r o t c a f t n a c if i n g i s a s i r e t c a r a h c e c n i S . k r o w e h t f o g n i n n i g e b e h t n i s r e t c a r a h c

, y d u t s s i h

t tii si mpo trantt o ifndoutt hedeifniitono fcharacte,rt hebes tonei s statedi nGlossaryo fLtieraryTerms-SeventhEdiitonbyAbram .s

d e w o d n e , k r o w e v it a rr a n r o c it a m a r d n i d e t n e s e r p n o s r e p a s i r e t c a r a h C

e r a t a h t ,s e it il a u q l a n o it i s o p s i d d n a l a r o m h ti

w expressedi nwhatt heys ay s ’ r e t c a r a h c a n i d n u o r g e h T . n o it c a e h t . e .i y e h t t a h w , e u g o l a i d e h t . e .i

t c a s i h d n a h c e e p s s i h r o f e r u t a n l a r o m d n a t n e m a r e p m e

t ion sconsttiute s

n o it a v it o m s i

h (1999 :20).

o w y r a r e ti l e h t d n a t s r e d n u o t h g u o n e t o n s i r e t c a r a h

C rk sin orde r to

e h t f o s c it s ir e t c a r a h c e h t e n i m a x e o t s d e e n y d u t s s i h T . y d u t s s i h t e r o l p x e

e h T . n o it a z ir e t c a r a h c s ’ r o h t u a e h t m o r f n w o h s e r a s c it s ir e t c a r a h c e h T . r e t c a r a h c

e h t t a h w g n i b ir c s e d y b r e t c a r a h c e h t f o s c it s ir e t c a r a h c e h t s t n e s e r p r o h t u a

h

c aracter’ sacitonors implyt elilngther eade rwhatt heyare ilke . n

i y h p r u

M Understanding Unseen (1972 :161-173) states someways t he e

z ir e t c a r a h c r o h t u

3 1 .

1 Persona lDescirp iton

h t s a h c u s , s e h t o l c d n a e c n a r a e p p a s ’ n o s r e p a s e b ir c s e d r o h t u a e h

T e f ace ,

. g n i h t o l c y r a n i d r o a rt x e s ’ y a w a t s a c e h t d n a , s e y e , n i k s .

2 Character sa sSeenbyAnother t h g u o r h t m i h s e b ir c s e d r o h t u a e h

T heeye sandopinion so fanothe randt he r

o h t u a e h T . e g a m i d e t c e lf e r a s a t i t e g s r e d a e

r conveysto r eadersthrough f

o e c i o h c s i

h word sand phrases ,such a sunquie teyes ,dim smlie ,rare r

p p a n u , e c i o v r e h f o d n u o

s oachableaspect ,gazinga thimsteatlhliy. .

3 Speech

e h t n i s n o s r e p e h t f o e n o f o r e t c a r a h c e h t o t n i t h g i s n i n a s e v i g r o h t u a e h T

a r e v e n e h W . s y a s n o s r e p t a h t t a h w h g u o r h t k o o

b personspeaks ,wheneve r , n o i n i p o n a d r a w r o f s t u p e h r e v e n e h w , r e h t o n a h ti w n o it a s r e v n o c n i s i e h

e u l c e m o s g n i v i g s i e

h s tohi scharacte.r .

4 Pastl fie

t e fi l t s a p s ’ n o s r e p a t u o b a g n i h t e m o s n r a e l r e d a e r e h t g n it t e l y

B heauthor

e v i g n a

c acluet oeventst ha thavehelpedt os hapeaperson’ scharacter ,by r o n o it a s r e v n o c s i h h g u o r h t ,s t h g u o h t s ’ n o s r e p e h t h g u o h t ,t n e m m o c t c e ri d

. n o s r e p r e h t o n a f o m u i d e m e h t h g u o r h t

.

5 Conversaitono fOthers

e h t h g u o r h t r e t c a r a h c s ’ n o s r e p a o t s e u l c e v i g o s l a n a c r o h t u a e h T

r e v n o

c saiton so fothe rpeopleandt het hingst heys ayabou thim .Peopledo e h t o t e u l c a s a e v i g n e tf o y a s y e h t s g n i h t e h t d n a e l p o e p r e h t o t u o b a k l a t

.t u o b a n e k o p s n o s r e p e h t f o r e t c a r a h c .

6 Reacitons

tt e l y b r e t c a r a h c s ’ n o s r e p a o t e u l c a e v i g o s l a n a c r o h t u a e h

T ing the

s r e d a e

r knowhowt hatpersonr eactst ovairouss tiuaiton sandevent .s .

7 Driec tComments

. y lt c e ri d r e t c a r a h c s ’ n o s r e p a n o t n e m m o c r o e b ir c s e d n a c r o h t u a e h T .

8 Thoughts

n I . t u o b a g n i k n i h t s i n o s r e p a t a h w f o e g d e l w o n k t c e ri d s e v i g r o h t u a e h T

s i h

t respec thei sablet o dowhatr eaderscanno tdoi nr eall fie .Hecant el l s

r e d a e r e h

t wha tdfiferen tpeoplearet hinking. .

9 Manneirsm

s e i s a r c n y s o i d i r o , s ti b a h , s m s ir e n n a m s ’ n o s r e p a s e b ir c s e d r o h t u a e h T

. r e t c a r a h c s i h t u o b a g n i h t e m o s ll e t h c i h w

5 1 .

2 Theoryo fSetitng g

n it t e

S plays an impo tran trole in ltierature. Since setitng i sa par to f a s e k a t t i , y ti n a m u h o t d e t a l e r y lt h g it s i e r u t a r e ti l d n a t n e m e l e c i s n ir t n i y r a r e ti l

s c it s ir e t c a r a h c s ’ n a m u h f o t r a p e g u

h . According to Abram s in Glossary o f s

m r e T y r a r e ti

L - es venthediiton ,theoveral lsetitngo fanarraitveo rdramaitcwork e

r

a thegenerall ocale ,histo irca l itme ,andsocia lcricumstancesi nwhich ti saciton s

r u c c

o (1999 :284).

n i n o m r a H d n a n a m l o

H A Handbook o fLtierature , ils tsome element s h

c i h

w signfiyt hesetitng: .

a The actual geographica llocaiton , ti stopography ,scenery and such s

r o o d d n a s w o d n i w e h t f o n o it a c o l e h t s a t n e m e g n a r r a l a c i s y h

p inar oom.

.

b Theoccupaitonanddaliymanne ro filvingoft hecharacter .s .

c The itme /pe irod i nwhich t heaciton t akes place, f o rexampleepoch i n /

y r o t s i

h seasonoft heyea.r .

d Thegenera lenv rionmen toft hecharacter ,sf o rexampler eilgious ,moral , d

n a l a i c o s , l a t n e

m emoiton condiiton t hrough t he people i n t he narraitve e

v o

m (1986 :465). d

n a l g n a

L in Society in the Novel states tha tsociety i san animaiton o f l a i c o s f o y t e ir a v l a m r o f e h t e r u c s b o o t d e d n e t s a h h c i h w d lr o w e d i s t u o

s i e r e h t t a h t s n o it n e m o s l a d n a l g n a L , k o o b r e h n I . l e v o n e h t n i n o it a t n e s e r

p a

s e t a t s e h S . y t e i c o s f o m u i d e

f o p u o r g a r o , t c e j b o n a , n o it u ti t s n i n a , y rt n u o c a , y ti c a , e s u o h a s a d e s s e r p x e e b

m o c r i e h t d n a s n o it c a r e t n i d e n r e tt a p , s r e t c a r a h c h g u o r h t p i h s n o it a l e

r mon

r e h t o n a e n o f o s n o it a t c e p x

e (1984 :6). n

i s e t a t s e tt e n e

G Narra itve Discourse tha t socia l setitng refer s to d e b ir c s e d g n i e b s i h c i h w , e c a l p n i a tr e c a n i e fi l s ’ y t e i c o s e h t o t d e t a l e r g n i h t y r e v e

f o y a w e h t , y g o l o e d i , f e il e b , n o it i d a rt , s m o t s u c e h t s e d u l c n i t I . y r o t s e h t n i

e h t f o s u t a t s l a i c o s e h t s p a h r e p d n a , g n i v a h e b d n a g n i k n i h

t characte r(1980 :33 , .)

5 3

3 .TheoryofIntegra itveEduca iton , n e s l O d n a k il a v o K o t g n i d r o c c

A integraitve educaiton i san educaiton h

c i h

w base s ti spracitce son t hecharacteirsitc sof t he human l earne rand on t he o

d a e t s n I . y ti l a e r f o e r u t a n t n e d n e p e d r e t n

i faritifcially dividing the wo lrd into s e s r e m m i n o it a c u d e e v it a r g e t n i , k r o w t a e s d n a s k o o b t x e t g n i s u d n a " s t c e j b u s "

s i h T . e fi l f o s e it i x e l p m o c e h t s t c e lf e r t a h t t n e m n o ri v n e d e h c ir n e n a n i s t n e d u t s

r g a o t s d a e l t a h t g n i n r a e l r o f t x e t n o c c it s il o h a s e d i v o r

p eate rablitiy t omakeand .

) 1 1 : 4 9 9 1 ( s m e l b o r p e v l o s o t d n a s n o it c e n n o c r e b m e m e r

ir w e l c it r a n a m o r

F ttenbyDeanWalkeronE ircDiges t101 ,tii ss tatedtha t a single deifniiton o f integraitve educaiton i s elusive. Dean Walke r quote s

r e k a m e o h

S ’ swho b irngstogethe rseveral t hemest o create an eclecitcdeifniiton . r

e k a m e o h

S explain stha tintegraitve educaiton i san educaiton tha tcut sacros s t

c e j b u

s -matte r ilnes ,b irnging togethe rvairou saspect so fthe cur irculum into b

n o p u s u c o f o t n o it a i c o s s a l u f g n i n a e

7 1

, s g n il e e f , s t h g u o h t , y d o b s 'r e n r a e l e h t s e v l o v n i d n a , d lr o w l a e r t n e d n e p e d r e t n i

a e d i v o r p d n a e g d e l w o n k y fi n u t a h t s e c n e ir e p x e g n i n r a e l n i n o it i u t n i d n a , s e s n e s

y b d e n i a t b o e b d l u o c h c i h w t a h t n a h t g n i d n a t s r e d n u r e t a e r

g examining t he pa tr s

. y l e t a r a p e s

(wwws.cholarsbank.uoregon.edu/xmlu/ibtisrteam/handle/1794/3322/digest101.pdf )

2 1 0 2 y a M 5 0 n o d e s e c c a

4 .TheoryofSchool o

r

B wn and Preciou sstate in The Integrated Day in the Primary School a

e l n e r d li h c f o s e p y t ll a h ti w t i n u l a i c o s d e t a r g e t n i n a s i l o o h c s e h t t a h

t rning t o

.) 4 1 : 9 6 9 1 ( r e h t e g o t k r o w d n a e v il

y e h

T also explain t hat t here mus tbe a mutua lunderstanding and respec t s i h t f o r e ti r w e h t , n o it a n a l p x e r i e h t m o r F . t n e d u t s e h t d n a r e h c a e t e h t n e e w t e b

e il e b s i s e h

t vest eache rshouldhaveamutualr elaitonshipwtihmanyt ype so feach t

n e d u t

s tiw hcommunicaitonast hep irortiy(1969 :15). 5. Tradiitona lTeaching

N o t g n i d r o c c

A ovak , rtadiitona l teaching i s the condiiton where the y b d l e h e r a y ti li b i s n o p s e r d n a r e w o P . t n e m n o ri v n e g n i n r a e l e h t s l o rt n o c r e h c a e t

r e h c a e t e h T . r e h c a e t e h

t givesi nsrtuciton t o thestudent sand make sal ldecision . s

s e v y t p m e s a d e d r a g e r e r a s t n e d u t s e h

T el sto be iflled wtih knowledge by the v

e il e b r e h c a e t l a n o it i d a rt e h T . n o it a m r o f n i f o r o t a n i m e s s i d s a r e h c a e

t esi ncausing

r u c c o o t g n i n r a e

il i c a F s a s p a M t p e c n o C : e g d e l w o n K g n i s U d n a g n it a e r

C taitve Tools i n School s ,

s n o it a r o p r o C d n

a thewrtie rassumest ha t rtadiitona leducaiton i scentered t o t he t

n e d u t s e h t d n a r e h c a e

t ’sr oleast hepassiveparitcipant .s 6 .LtieratureandSociety

n

I Theoryo fLtierature ,Wellekand Warren statetha tltieraturei sasocia l d

e m s ti s a g n i s u , n o it u ti t s n

i ium language ,a socia lcreaiton. They explain tha t e

r u t a r e ti

l represents lfie .Lfie mean sthe socia lrealtiy ,even though the natura l f o s t c e j b o n e e b e v a h l a u d i v i d n i e h t f o d lr o w e v it c e j b u s r o r e n n i e h t d n a d lr o w

. s n o it a ti m i y r a r e ti

l Indeed ,ltierature ha susually irsen in close conneciton wtih s

n o it u ti t s n i l a i c o s r a l u c it r a

p (1956: 9 )4 .Eilzabeth Langland, i n he rbook, Society l

e v o N e h t n

i ,statestha tsocietyi sananimaitono foutsidewo lrdwhichhast ended b

o o

t scure the forma lva irety o fsocia lpresentaiton in the novel .In he rbook , t

a h t s n o it n e m o s l a d n a l g n a

L there is a medium o fsociety .She states tha tthe a , y ti c a , e s u o h a s a d e s s e r p x e e b n a c k r o w l a n o it c if a n i y t e i c o s f o m u i d e m

a , n o it u ti t s n i n a , y rt n u o

c n object ,o ra group o frelaitonship through characters , m

o c r i e h t d n a s n o it c a r e t n i d e n r e tt a

p monexpectaiton so foneanother(1984 :9 )6 . d

n a l g n a

L alsoexplainst ha tawrtie rofl tierarywork screate saworkbased s

s i h n i n o it i d n o c l a i c o s r o y ti l a e r e h t n

o ociety .Becausehei st hemembe roft he t

o n l li w e h , fl e s ti y t e i c o

s ifndanyd fiifcutlyingivingdetalii nformaiton aboutt he realtiyandt hes ocia lcondiiton(1984 :97- 89 ).

9 1 7 .LtieratureandSetitng

d n a n a m r o

H Halmon state in A Handbook t o Ltierature abou tsome n

i a t n o c s t n e m e l

e e d in setitng :The actua lgeographica llocaiton , ti stopography , f

o n o it a c o l e h t s a t n e m e g n a r r a l a c i s y h p h c u s d n a y r e n e c

s thewindow sand door s a

n

i room, t heoccupaiton and daliy manne ro f ilving oft hecharacter ,s t he itme/ ir

e

p od i n which t he aciton t akeplace, t he genera lenvrionmen tof t hecharacters e

v o m e v it a r r a n e h t n i e l p o e p e h t h g u o r h

t (1986 5: 4 ) .6 From tha tstatement , n

a m r o

H andHalmonexplaint hesetitngast heclosestthing neartot hecharacter . n

o it n e m o s l a y e h

T t hat setitng i sno tonly abou tphysica lenvrionmen tbu talso .

n o it i d n o c l a t n e m

k o o b r i e h t n i n o it n e m s d o o W d n a r e g r e b r h o

R Readingand Wriitngabou t e

r u t a r e ti

L thatt hesetitng neve rexist sby tisel fand i texplainst hecharacter sand t

i d n a n o it a u ti

s in lfuence sthe atmosphere (1971 :22) .Based on the statement r

e il r a e d e n o it n e

m ,i tcan be concluded tha tsetitng ha san impo tran trole in ti

e s u a c e b e r u t a r e ti

l si funcitoned to explain characters ,stiuaiton ,and in lfuence o

n o it c n u f e h T . y r o t s e h t f o e r e h p s o m t a e h

t fs etitngi sitgh ltyr elatedt ocharacter’ s m

e h t f o h c a e d n a t n e m p o l e v e

d ha sanimpo trantr olet obu lidas tory. x

e r e t c a r a h c a n e h

W peirence san event ,heexists pin aritcula rplace ,itme , y

t e i c o

s and othe renvrionmen tbackgrounds .Setitng helps readers make thing s n

e p p a

h e nd i mind .Setitng provides et h place , itme and envrionmen tand also f

o s g n il e e f s e k o v o r

p readers da n evokes atmosphere .Thevocabulary, t he ifgure s p

l e h o s l a e c n e t n e s e h t f o m h t y h r e h t d n a , h c e e p s f

e r e h p s o m t

a ath t t he wrtier i nputs i maginaiton t o t he reader’ smind .Atmosphere r

e t c a r a h c n o s d n e p e d o s l

a andaciton.I ns hor,ti tcanbes aidthatt heatmospherei s e

g , g n il e e f l a r e n e g , e v i s a v r e p e h

t nerated by a numbe ro ffactor splace , itme , d

n a e l y t s , n o it c a , y t e i c o

s envrionment. Byi maginingt hesetitng, a senseo fbeauty s

r e d a e r , s s e n il g u r

o usually bulid up cetrain associaiton .s (h ttp://wenku.baidu.com/view/bb6c02116c175f0e7cd137e4.html accesse d on 09

) 2 1 0 2 e n u J

d n a m s i n a i c u f n o C .

8 Educa iton

f o e m a n e h t m o r f n e k a t s i m s i n a i c u f n o C r o s n a i c u f n o C f o e m a n e h T

h ti w u L f o e t a t s e v it a n s i h t f e l e H . s u i c u f n o C s i e m a n d e z i n it a L s i H . g n o K r e t s a M

g t u o b a s a e d i s i h o t e v it p e c e d e r o m r e l u r a d n if o t e p o h

a ood government ,

k c u l y n a d n if t o n d i d e h , y l e t a n u tr o f n U . s a e r a c it il o p d n a l a i c o s e h t n i y ll a i c e p s e

. g n i h c a e t f o e fi l a r o f e lt t e s o t d e c r o f s a w e h d n

a Bel land Chaibong menitoned s

u i c u f n o C t a h

t had agrandson who wa salso hi sstuden twho committed himsefl i

c u f n o C g n i d a e r p s o

t usi dea sabou tgoodgovernmen.t Confucius ’grandson name r

o , s u i c n e M s

i bette rknowna sMaste rMen .Menciu smovedf romstatet ostatet o s

u i c u f n o C t u p o t s e it i n u tr o p p o d n

if poilitca lideal sinto pracitce (2003 :1). In r

o F m s i n a i c u f n o

C the Modern World ,Bel land Chaibong also menitoned tha t y c a r e ti l f o s l e v e l w o l h ti w s e it e i c o s n i e ti l e e h t o t y l e g r a l d a e r p s s f e il e b n a i c u f n o C

h ti w s e it e i c o s e v a h h c i h w s e ir t n u o c e h t f o e n o s i n a p a J , e s a c s i h t n I . y ti li b o m d n a

o m d n a y c a r e ti l f o s l e v e l w o

l blitiy .Japan borrowedheavliyf rom Chinawhen ti s y ll u f m s i n a i c u f n o C e c a r b m e t o n d i d y e h t t u b n a i c u f n o C y l p e e d y d a e rl a e r e w e ti l e

s e g a t s y lr a e e s e h t d n o y e b l l e w d e r u t a m d a h y t e i c o s l it n

9 7

X I D N E P P A

s ’i g a n a y o r u K o k u s t e T f o y r a m m u

S Totto-chan ,TheLtilteGir latt heWindow

o tt o

T -chan ,TheLtilteGri latt heWindowi soneo fTetsuko Kuroyanag’i s o k u s t e T , r o h t u a e h t f o s e c n e ir e p x e d o o h d li h c e h t s ll e t l e v o n s i h T . s k r o w

i g a n a y o r u

K o rbette rknown a sTotto-chan i n t hi sautobiographica lnovel .Totto -.t

n e d u t s y r a t n e m e l e n a s i n a h

c eS h iss evenyear sold .Herf atheri samusicianand he rmotheri sahousewfie .Herf amliyi san open-mindedt ype .Shei sr aised wtih

r e d n e g o n s i e r e h T . e v o l d n a m o d e e r

f roleappiled inhe rhouse .Totto-chan i sf ree o

d o

t ybo s ’o rg silr’ job .He rparent sareverysupporitvet oher .Totto-chan grow s .t

s i n a m u h d n a y l e v il

o tt o

T -chan i sa gri lwtih high cu irostiy .He rcu irostiy causes he rto be o

h c s s u o i v e r p r e h m o r f d e ll e p x

e ol ,before she goe sto Tomoe Gakuen .In the o

tt o T , l o o h c s s u o i v e r

p -chan si considered a sa naughty ,noisy and disobedien t d

li h

c .She i stold a sa rtouble-make rin clas sby he rhomeroom teacher. In he r s

, l o o h c s s u o i v e r

p he ilkesto stand att hewindow andcalled thesrtee tmusicians , s

e k il e h

s he rdeskverymuchandsheopenedi thundred so f itmef o rtakingal tilte s

k l a t e h s , g n i h

t to t he swallow on t heclassroom eavesand she draws things o tu .

tr i d n i s t e g k s e d r e h s e k a m t a h t ti m il r e p a p e h t m o r

0 8

g n i w o n k t u o h ti w r e h c a e t e h t y

b he rfautls .Tott -o chan usually stands in the e

h s s r o n a e m e d e m o s r o f r o d ir r o

c doesno tunderstand.

f

A te rbeingexpelled ,Mothert ak se Totto-chan t oTomoeGakuen .Mothe r s

e o

d nott el lTotto-chan abou tbeing expelled from t he school ,shej us tsayst ha t o

n k e h

s ws anew n ice schoo land Totto-chan will l ove ti .The way mothe rdoes o

tt o T l l e t t o

n -chanabou tbeingexpelledi sbrliilan .tI fMothert ell sTotto-chanand e

g ts angry because Totto-chan is expelled ,how wretch and nervou sTotto-chan ll

i

w havef elt int hef ris tdayin he rnewschool .Mothert ellsTotto-chanaboutt he h

t u

rt tha tshewa sbeing expelled i n he rfris tschoo lwhen Totto-chan celebrate s m

r e h t o M . y a d h tr i b h t e it n e w t r e

h a es k awisestep .Mothe rknowst ha tTotto-chan ll

i

w fee l rirtiated i fshe knows the rtuth .To tto-chan may lose he rcon ifdence . o

tt o

T -chani saveryl uckygilrt ober aisedi ns uchf amliy.

o tt o T s e k a t r e h t o

M -chan t o anew schoo lnamed TomoeGakuen .Tomoe ti

u q s i n e u k a

G e dfiferen tfrom othe rschool sin Japan a ttha t itme .Whlie other e v it a r g e t n i s e s u n e u k a G e o m o T , ) n r e t s a E ( m s i n a i c u f n o C o t d n a t s s l o o h c s

) n r e t s e W ( n o it a c u d

e in ti seducaiton system .Tomoe Gakuen i sunique .The old s

r a c d a o rl i a

r are used a sclassrooms .Nature becomes bes tfirend forthi sschool . .

r a e l c t u b e l p m i s , ll e w y r e v l o o h c s s i h t s e b ir c s e d i g a n a y o r u

K Theyardi sf ul lwtih

e e rt d n a s r e w o

lf s . A grea t and geniu s person tha t make s Tomoe Gakuen o

h w r e d n u o f e h t s i y r a n i d r o a rt x

e i salsot heheadmaste roft hiss chool ,Mr .Sosaku .i

h a s a y a b o K

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

1 8 s e o d e H . n e u k a G e o m o T n i n o it a c u d e e v it a r g e t n i s e il p p a i h s a y a b o K . r M e m o

s research on chlidren developmen tand educaiton i n two places ,Japan and n I .l o o h c s a n i r e h c a e t a s i e h , s r a e y o w t r o f e p o r u E o t t n e s s i e h e r o f e B . e p o r u E l e h , e p o r u

E earn seurhythmics in Dalcroze’ sschoo lin Pairs .Dalcroze i sthe n i m e t s y s n o it a c u d e t a e r g a s e g n a r r a i h s a y a b o K . r M . s c i m h t y h r u e f o r e d n u o f e m o s s e k a m e H . l o o h c s e h t n i n o it a c u d e e v it a r g e t n i g n it p a d a y b n e u k a G e o m o T l u r e h t e l p m a x e r o f , r e l p m i s e b o t s e l u

r e o f“something from the hli land

r o f e l p m i s d n a e u q i n u s i tI . l a e m h c n u l ’ s t n e d u t s r o f ” n a e c o e h t m o r f g n i h t e m o s r i e h t n i s d i k r i e h t r o f d o o f s u o it ir t u n h g i h a d n e s o t e g a s s e m e h t w o n k o t s t n e r a p y h o b r a c h ti w h c ir e b t s u m l li h e h t m o r f g n i h t e m o S . x o b h c n u

l drate ,v tiamin sand

d n a l d n a s e l b a t e g e v , e c ir e r a n a e c o e h t m o r f g n i h t e m o s f o s e l p m a x e e h T . s e ir o l a c e h t m o r f g n i h t e m o S . s l a m i n

a ocean mus t be irch wtih protein ,calcium and , h s if , ) d e e w a e s d e ir d ( i r o n e r a n a e c o m o r f g n i h t e m o s f o s e l p m a x e e h T . s n i m a ti v a r

c b ,squidandsomeothe rkindo fseaf ood .sHeb irngsl essonst o t hechlidren i n y e h t r e v e n e h w n e r d li h c e h t o t d r a w e r s e v i g s y a w l a e H . y a w n u f d n a e l p m i s y r e v a e v a h y e h t fi n e r d li h c l l a o t n e v i g s i s k l a w l o o h c s e h t e l p m a x e r o f , s l a o g e v e i h c a h s i n

if e t dall he ils toft askont heboard .

k l a w s t n e d u t s e h T . s t n e d u t s e h t r o f d r a w e r a t s u j t o n s i s k l a w l o o h c s e h T n a c y e h t e r e h w d n u o r g y s s a r g d n a d n o p a g n i s s a p , e l p m e t u s t u b n o h u K o t r e h t e g o t . e r e h t w o r g y l d li w t a h t s r e w o lf f o s d n i k e m o s d n a s l a m i n a l l a m s t e e

m Theyl earn

s k l a w l o o h c s r i e h t n i s g n i h t y n a

m -itme .They learn biology ,physics ,math ,and . e r u t a n e h t o t s t n e d u t s s g n ir b i h s a y a b o K . r M . e r e h n i s t c e j b u s e l b i s s o p r e h t o y n a e k il e r u t a n n i s e it i v it c a r e h t o e m o s s t s il i h s a y a b o K . r M , s k l a w l o o h c s e h t s e d i s e B

2 8

c ti

k hen ifeld,f armingl esson ,asumme rhoildayt irp andcamping .Mr .Kobayash i e

h t s i e r u t a n t a h t s e v e il e

b bes tplacef ors tudentst odoa ifeld-pracitce.

. e r o f e b t s e t d r a h y n a t u o h ti w d e t p e c c a e r a s t n e d u t s , n e u k a G e o m o T n I n e v

E disabledstudent sareacceptedverywellhere .Mr .Kobayash ialway saccepts m

o T n i o j o t s t n a w o h w e n o y r e v

e oe Gakuen .Psychologically ,disabled student s n

a h t t n e d if n o c s s e l e r

a thenorma lones .Mr .Kobayashit irest or educei tbygiving s

o t s e ir t i h s a y a b o K . r M . n o s s e l g n i m m i w s d e k a n

a e tthe chlidren’ smind tha t

i y d o b y r e v

e sbeautfiul ,no matte rhow fat ,thin ,small ,o rbig .Every chlid ha s y B . l u fi t u a e b e r a s e i d o b e h t f o l l a t u b , e k il t o n y a m y e h t t a h t tr a p y d o b n w o r i e h t

d n i m r e v e n s t n e d u t s e h t f o l l a , y ti v it c a f o d n i k s i h t g n i v i

g abou tthei rfirend’ s

.t c e f r e p s i y d o b y r e v e t a h t e v e il e b y e h t e s u a c e b y d o b t c e f r e p m i

e H . n e u k a G e o m o T n i m e t s y s n o it a c u d e c it s a t n a f a s e k a m i h s a y a b o K . r M

n i s t n e d u t s s i h s e h c a e t n e v e e H . fl e s m i h y b s e l u r d n a s t c e j b u s l o o h c s e h t s e g n a r r a

s u m e k il s n o s s e l e m o

s icand eurhythmics .Thet hing t ha tmakest hi sschoo lgrea t t a h t s d n a t s r e d n u i h s a y a b o K . r M . ll e w y r e v n e r d li h c s w o n k i h s a y a b o K . r M t a h t s i

. d o o g s i d li h c y r e v e t a h t s n a e m t I . e r u t a n d o o g e t a n n i ri e h t h ti w s e m o c d li h c y r e v e

o tt o T o t s y a s s y a w l a e

H -chan t ha tshei savery good gri.l I tgive sagreati mpac t o

tt o T o

t -chant ha tshebeileve sshei sagoodgilr .Mr .Kobayash iunderstandst ha t e

z il a e r e H . s c it s ir e t c a r a h c e s r e v i d h ti w s t n e d u t s s e c a f e

h s tha thehas na in lfuence

d o o g s i t i r e h t e h w , f e il e b s ’t n e d u t s n

o o rbad ,when he lose shi spaiten tand s t s u rt d n a s t n e m il p m o c s e v i g e h n e h w r o s t n e d u t s n o s e i c n a t c e p x e s i h g n ir e w o l

.s t n e d u t s e h t

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

x ii A R T S B

A C T

A R O N A E L E A D N I

W .I ntegra itveEduca itonRevealedi ntheSetitngo f s

’i g a n a y o r u

K Totto-chan ,TheLtilteGir latt heWindow .Yogyakatra : a m r a h D a t a n a S , s r e tt e L f o y tl u c a F , s r e tt e L h s il g n E f o t n e m tr a p e

D Universtiy,

. 3 1 0 2

t a c u d e y r a t n e m e l e , l a r e n e g n

I ion aim s a t developing ch lidren into r

e t c a r a h c d e z i d r a d n a t

s -bu liding. f In act ,every chlid ha she/rhi sowni nnatenature s

i h /r e h d n

a own way t o develop . nI Kuroyanag’is novel ,Totto-chan ist he main e

v it a r g e t n i s e c n e ir e p x e o h w t c e j b u

s educaiton ,wheret heschoo lha sani mpo tran t e

l o

r ni faclitiaitng thestudent .s In TomoeGakuen ,To tto-chan a sa studen tdoe s t

p a d a t o

n to the schoo land the educaiton system; on the con rtary, the schoo l o

t s r e t a

c thes tudents’t alent sandi nterests. u

t s s i h

T dy raise sthree problem sto analyze the educaitona lissue in thi s l

e v o

n .Thef ris tproblemi sto study thecharacteirsitc so fTotto-chan .Thesecond e

h t y d u t s o t s i m e l b o r

p setitngdepictedint hi snovel .Thethrid si tos tudyhowt he a

r g e t n

i itveeducaitoni n1940ss hown speci ifcallythroughthes ocials etitng. ,

y d u t s e h t f o s e v it c e j b o e h t h c a e r o t r e d r o n

I thi sstudy employs ilbrary h

c r a e s e

r method to collec tthe data .The main data used i sKuroyanag’i snove l d

e lt

it Totto-chan, TheLtilteGir latt heWindow .In addiiton, thi sstudy also use s a

t a d g n it r o p p u s d e t a l e r r e h t

o .Fu trhermore, t he approach appiled i n t hist hesis i s o

i c o

s -cutlura l histo irca l approach to have more insighftu l ifnding s abou t e

t n

i graitveeducaitoni nt henovel.

e ti r w e h t , s i s y l a n a e h t g n it e l p m o c r e tf

A r ifnd sou ttha tthe integraitve g

n it t e s e h t m o r f n w o h s s i n o it a c u d

e t shat i seen from the main character ,he r d

n a s e c n e ir e p x

e socia lsetitngs(socieites) .Conrtary to t hegenera leducaiton wtih r

e t c a r a h c r e p o r p d e z i d r a d n a t

s -bu liding ,Totto-chan wtih he r own talent sand .

a n o s r e p l a r u tl u c d n a l a r u t a n n w o r e h o t n i y l e u q i n u s w o r g s t s e r e t n

i Int hepreviou s

, l o o h c

s Totto-chan wa sconsidered t o benaughty ,disobedien tand noisy i n class . g

n i v o m r e tf

A to TomoeGakuen ,shegrowsi n asystemtha tprovide saspacef o r .s

t s e r e t n i d n a s t n e l a t r e h p o l e v e d o t r e

h Integraitveeducaitonsystem i scombined t

o T h ti

w t -o chan’ sfamliy educaiton that appile sfreedom and love .Both these s

g n it t e s l a i c o

s ea r complementary fo rTo tto-chan’ semoitona land ni telilgence . o

tt o

T -chan does no tonly become rh e own sefl ,bu tshe grow si nto the bes to f .f

l e s r e

h Fu trhermore ,TomoeGakuen’s successi n educaitng Totto-chani mpile sa o

i c o s e h t o t e u q it ir

c -cutlura lhisto irca lo fJapanese naitona lidenttiy tha trarely b

o t n e r d li h c r o f e c a p s e d i v o r

p e the bes to f themselve sthrough integraitve n

o it a c u d

ii i x

K A R T S B A A

R O N A E L E A D N I

W .I ntegra itveEduca itonRevealedint heSetitngo f s

’i g a n a y o r u

K Totto-chan ,TheLtilteGir latt heWindow .Yogyakatra:J urusan a

S s a tl u k a F , s ir g g n I a rt s a

S srta ,Universtia sSanataDharma,2013. n

u n a u j u tr e b r a s a d h a l o k e s , m u m u a r a c e

S tuk membentuk anak menjad i

u k a lr e b r a d n a t s t u r u n e m s a ti l a u k r e b r e t k a r a

k . aNy tanya,s eitapanakmemiilkis fia t m

a l

a i yangdibawasejakl ahi rd aanc ar masing-masinguntukberkembang .Dalam l

e v o

n ini , Totto-chan adalah subjek utama yang mengalam i pendidikan teirntegrasi ,dimanas ekolahmemiilk iperanpenitnguntukmemfaslitiasisiswa .D i

o tt o T , n e u k a G e o m o

T -chan sebaga imu ird itdak beradaptas ikepada sekolah dan ;

a y n i s a k u d e m e t s i

s sebailknyas ekolahmenampungbaka tdanminats iswa. e

m i n i n a it il e n e

P ngkaij git a masalahuntukmenganailsai suedukas idalam o tt o T h o k o t i r a d k it s ir e t k a r a k i ti l e n e m k u t n u a m a tr e p n a h a l a s a m r e P . i n i l e v o

n

-g n it e s i ti l e n e m k u t n u a u d e k n a h a l a s a m r e P . n a h

c dalam novel . Permasalahan

i d i s a r g e t n ir e t n a k i d i d n e p a n a m i a g a b i ti l e n e m k u t n u a g it e

k tahun 1940an disoro t

g n it e s i u l a l e

m socials ecarakhusus.

e d o t e m n a k a n u g g n e m i n i n a it il e n e p , n a it il e n e p n a u j u t i a p a c n e m k u t n U

h a l a d a n a k a n u g i d g n a y a m a t u a t a D . a t a d n a k l u p m u g n e m k u t n u a k a t s u p i d u t s

l u d u jr e b i g a n a y o r u K a y r a k l e v o

n Totto-chan, The Ltilte Gir la tthe Window. g n a y a y n n i a l g n u k u d n e p a t a d n a k a n u g g n e m i n i n a it il e n e p , a y n p a k g n e l e p i a g a b e S

. n a ti a k r e

b Pendekatanyangd tierapkandalamsk irpsii n iadalahpendekatansosial -n

e m s a u l h i b e l n a g n a d n a p n a k u m e n e m k u t n u h a r a j e s a y a d u

b gena ipendidikan

g e t n ir e

t ras idalamnoveli ni

n e m s il u n e p , s i s il a n a n a k i a s e l e y n e m h a l e t e

S emukan bahwa pendidikan

i s a r g e t n ir e

t muncul dar iseitng sosial melaluitokoh utama ,pengalamannya se tra g

n it e

s sosia l(keluarga dan sekolah) .Berbeda dengan pendidikan umum dengan r

a d n a t

s rkaakte ryangbaik ,Totto-chandengan baka tdanminatnyat umbuhsecara k

i n

u dengan karakter alami dan berbudaya .D isekolah sebelumnya ,Totto-chan n

a d h u t a p k a d it , l a k a n g n a y d ir u m i a g a b e s p a g g n a i

d irbu td ikelas .Setelahpindah

b m u t a i d , n e u k a G e o m o T e

k uhdalampendidikanyangmenyediakan r uanguntuk n

a b m e g n e

m gkan mina t dan bakatnya . Sistem pendidikan teirntegrasi i ni i

s a n i b m o k i

d k an dengan pendidikan keluarga yang menanamkan kebebasan dan .

a t n i

c Kedua seitng sosia ltersebu tsailng melengkap iperkembangan emos idan o

tt o T n a i a d n a p e

k -chan .Totto-chan itdak hanya menjad idiirnya sendiir ,tetap i i

d a j n e

m yang terbaik dar idiirnya. eK suksesan Tomoe Gakuen mendidik Totto -n

a h

c menyriatkan k iritk sosial-budaya sejarah terhadap identtia snasiona lJepang e

b m e m g n a r a j g n a

y ri ruangbag ianakuntukmenjad idi irnyayangt erbaikmelalu i .

i s a r g e t n ir e t n a k i d i d n e p

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI