Bu Mus` motivation in teaching in Muhammadiyah Gantong Primary School in Belitong, as seen in Andrea Hirata`S Rainbow Troops.

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ABSTRACT

Siregar, Benidictus Jananto Halomoan. 2015. Bu Mus’ motivation in teaching

in Muhammadiyah Gantong Primary School in Belitong, as seen in Andrea Hiratas’s The Rainbow Troops. Yogyakarta: English Education Study Program, Sanata Dharma University.

This study is about motivation. Bu Mus is a teacher in Muhammadiyah Gantong primary school. She is one of the characters in the Andrea Hirata’s The Rainbow Troops. Her motivation in teaching in a poor village is very important to

be discussed. Therefore, the aim of this study is to answer the questions that are stated before. The first one is to describe Bu Mus’ character in the novel. The second or the last is to find out Bu Mus’ motivation in teaching in a poor school, Muhamadiyah Gantong primary school in Belitong. Those two objectives are related one another. There are two problems to answer in this study. The first is “How is Bu Mus, one of the main characters, described in the novel? Second, “What are Bu Mus’ motivations in teaching in Muhamadiyah Gantong primary school in Belitong?”

This study is a library research. The primary data that is the object of this study is Andrea Hirata’s The Rainbow Troops. The secondary data are textbooks,

essays, journals, and articles related to the study. This study uses some methods and theory to answer the problem formulation. This study uses theory of character and characterization, and theory of motivation. The approach used is psychological approach.

Having analyzed the novel, the writer point out that Bu Mus is religious, loving, strong, determined, wise, helpful and brave person. Bu Mus’ motivation in teaching poor students in a poor village is very amazing. She has a big dream to be a teacher. She teaches a poor student in a poor village, although she can get a better job since she is still young. She really loves to teach.

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ABSTRAK

Siregar, Benidictus Jananto Halomoan. 2015. Bu Mus’ motivation in teaching

in Muhammadiyah Gantong Primary School in Belitong, as seen in Andrea Hiratas’s The Rainbow Troops. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Studi ini tentang motivasi. Bu Mus adalah guru di SD Muhammadiyah Gantong. Dia adalah salah satu tokoh di dalam novel karya Andrea Hirata The Rainbow Troops. Motivasinya untuk mengajar desa yang miskin sangatlah penting untuk didiskusikan. Oleh karena itu, tujuan dari studi ini adalah untuk menemukan karakter dari Bu Mus dan untuk menemukan motivasi dari Mus untuk mengajar di sekolah yang miskin, di SD Muhammadiyah Gantong di Belitong. Dua tujuan tersebut saling berhubungan satu sama lain. Ada dua pertanyaan dlam studi ini. Ynag pertama adalah, bagaimana Bu Mus dideskripsikan didalam novel. Yang kedua adalah,apakah motivasi dari Bu Mus mengajar di SD Muhammadiyah Gantong di Belitong.

Studi ini adalah sebuah studi pustaka. Data primer yang digunakan dalam studi ini adalah novel berjudul The Rainbow Troops karya Andrea Hirata. Data sekunder lainnya adalah buku- buku, esai, jurnal, dan artikel yang berhubungan. Studi ini menggunakan beberapa metode dan teori untuk menjawab permasalahan. Studi ini menggunakan teori karakter dan karakterisasi, dan teori motivasi. Pendekatan yang digunakan adalah pendekatan psikologi.

Setelah menganalisis novel, dapat ditarik kesimpulan bahwa Bu Mus adalah orang yang religious, penuh cinta, kuat, mempunyai kemauan yang keras, bijaksana, suka membantu dan berani. Motivasi Bu Mus untuk mengajar murid yang miskin sangatlah luar biasa. Dia mempunyai mimpi untuk menjadi seorang guru. Dia mengajar murid yang miskin di desa yang miskin, padahal dia bias mendapat pekerjaan yang lebih baik karena dia masih muda. Dia sangat senang mengajar.

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BU MUS’ MOTIVATION IN TEACHING IN

MUHAMMADIYAH GANTONG PRIMARY SCHOOL IN

BELITONG, AS SEEN IN

ANDREA HIRATA’S

THE RAINBOW TROOPS

A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Benidictus Jananto Halomoan Siregar Student Number: 081214091

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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A Sarjann Pendidikon Final Paper on

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I honestly declare that this thesis,Ivhich l have w五 tten,does not contain the work

or pa■s ofthe work ofthe othcr pcoplei except thosc cited in thc quotations and

the referenccs,as a scicntiflc papcr should.

Yogyakarta, 22 J arruary 201 5

The Writer

Benidictus Jananto Halomoan Siregar

081214091

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILⅣ

IIAH UNTUK KEPENTINGAN AKADEⅣ

IIS

Yangbertandatangan di bawah ini,saya,mahasiswa Sanata Dharlna: Nalna :]Benidictus Jananto Halomoan Sircgar

Nomor卜√ahasiswa :081214091

Dcllni pcngembangan ilmu pengetahuan,saya memberikan kepada PerpuStakaan Univcrsitas SanttaDharlnakarya ilmiah saya yangbttudul:

BU ⅣIUS'IⅥ

OTIVAT10N IN TEACHING IN

ⅣIUHAⅣ

IPIADIYAH

GANTONG PRIPIARY SCⅡ 00L AS SEEN IN ANDREA HIRATA'S

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beserta perangkat yang diperlukan. Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan

dalam bentuk media

lain,

mengelolanya dalam bentuk pangkalan data,

mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media

lain untuk kepentingan akademis tanpa perlu meminta izin dari saya ataupun

memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal:22 Januari 2015

Yang menyatakan,

Demlkian

Benidictus Jananto Halomoan Siregar

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ACKNOWLEDGEMENTS

First of all, I would like to thank Jesus Christ. Because of his blessing I can finish this final paper. He always gives me strength, courage and love so that I can keep moving forward. My deepest gratitude also goes to Mother Mary, who always hears my prayers.

My deepest gratitude also goes to Dr. Antonius Herujiyanto, M.A. as my major sponsor. His patience and support has encouraged me to finish this final paper. I would like to thank all of lecturers and secretary of the English Language Education Study program in Sanata Dharma University.

I would also like to thank my late father Sabam Siregar and my mother C.L. Yugiarti, who raised me with love and affection. I would also like to thank my brother and sister, who always share their love, laughter and care. I thank my big family for their support during my study in Sanata Dharma.

My special gratitude goes to “Power Rangers”, Sherly, Adam, Yosua, Frater and Yus, who always stand up for me whenever I need. Their jokes and laughters make my life more colorful. I would like to thank my friends in PBI 2008. I thank them for the togetherness and sharing during my study in Sanata Dharma University.

Finally, I would like to say thanks to all of my friends who helped me to finish this final paper. God bless them all.

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vii

ABSTRACT

Siregar, Benidictus Jananto Halomoan. 2015. Bu Mus’ motivation in teaching

in Muhammadiyah Gantong Primary School in Belitong, as seen in Andrea Hiratas’s The Rainbow Troops. Yogyakarta: English Education Study Program, Sanata Dharma University.

“How is Bu Mus, one of the main characters, described in the novel? Second,

“What are Bu Mus’ motivations in teaching in Muhamadiyah Gantong primary school in Belitong?”

This study is a library research. The primary data that is the object of this study is Andrea Hirata’s The Rainbow Troops. The secondary data are textbooks,

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viii

ABSTRAK

Siregar, Benidictus Jananto Halomoan. 2015. Bu Mus’ motivation in teaching

in Muhammadiyah Gantong Primary School in Belitong, as seen in Andrea Hiratas’s The Rainbow Troops. Yogyakarta: Pendidikan Bahasa Inggris,

Universitas Sanata Dharma.

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TABLE OF CONTENTS

Page

TITLE PAGE……….……… i

APPROVAL PAGE………... ii

STATEMENT OF WORK’S ORIGINALITY………. iv

PERNYATAAN PERSETUJUAN PUBLIKASI……….. v

ACKNOWLEDGMENTS……… vi

ABSTRACT………..vii

ABSTRAK……..………..………..viii

TABLE OF CONTENTS……….…..ix

LIST OF APPENDICES………..………....xi

CHAPTER I.INTRODUCTION………1

CHAPTER II.DISCUSSION A. REVIEW OF RELATED LITERATURE……….… 5

1. Theory of Character………..……….…….. 5

2. Methods of Characterization…..………. 6

3. Theory of Motivation………..……. 8

B. FINDINGS OF THE STUDY 1. Description of Bu Mus Character...………10

a. Religious………..11

b. Loving………..12

c. Strong………13 d. Determined...14

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e. Wise………....15

f. Helpful………15

g. Brave ………..16

2. Bu Mus’ Motivationin Teaching in Muhammadiyah Gantong….…..17

CHAPTER III. CONCLUSION AND SUGGESTION A. CONCLUSION………...19

B. SUGGESTION………...20

REFERENCES……….. 21

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LIST OF APPENDICES

Appendix 1 : Summary of The Rainbow Troops………. 23

Appendix 2 : The Biography of Andrea Hirata………. 25

Appendix 3 : Lesson Plan……….. 26

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CHAPTER I INTRODUCTION

This chapter presents the background of the study and the approach of the study. The background of the study discusses the personal reason of the writer in choosing the topic of the study. The approach of the study discusses the kind of approach that is used by the writer to analyze the topic of the study.

Literary works can inspire our life. It is because literary works often show us things that usually happen in the real life. Literary works also often give lessons of life for the readers. Those things can also be found in a novel as a kind of literary works.

A novel is a reflection of life. In a novel, the readers can find realities and valuable things of life that will give them more understanding about life and the problems of it. Messages are also the important things that the readers can get from a novel. The readers usually can find most of the messages of a novel from its main characters. It can be done by analyzing the motivation of the main characters and how the main characters are characterized.

According to Rohrberger and Woods (1972: 6-15), there are five kinds of approaches. They are formalist approach, biographical approach, sociocultural-historical approach, mythopoeic approach,and psychological approach. Psychological approach is needed to be applied to answer the problems formulated of this study that is related to psychological field.

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In this study, the writer analyses a novel entitled Rainbow Troops written by an Indonesian novelist, Andrea Hirata. This novel was translated from the original one into English version by Angie Kilbane. She is a translator and also a teacher from United States. Rainbow Troops is a very interisting novel and based on a true story. The writer also chose this novel because the story of the novel is very touching and inspiring. The novel tells a story about a boy named Ikaland his nine friends who fight for their education and dignity although their family were in poverty and they often faced other difficult situation. Bu Muslimah, their persistent young teacher, called them Rainbow Troops. Ikal and his nine friends studied at a school in the poverty-stricken Gantong village in Belitong, Indonesia, named Muhammadiyah primary school. The poverty of the native people in Belitong was an irony because at that time Belitong was the richest island in Indonesia, or maybe even in the world because their land contained an enormous amount of tin. At that time, a handful of tin was worth more than dozens of buckets of rice.

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Rainbow Troops members, even had to go to school at dawn because his house was very far from the school. But, their spirit was very high to get knowledge from school, so they happily did their duty to get the chalk. They studied diligently and make a great history for their school. However, they didn‟t give up and still had big dreams after graduating from primary school. But, there was a person that cannot be separated from their journey in reaching their dreams. She was their teacher, Bu Muslimah or usually called Bu Mus.

The writer considers Bu Mus as the most important character of this novel. By teaching in Muhammadiyah Gantong primary school, Bu Mus took a big part of the Rainbow Troops journey, especially in fighting for education and dignity. It is very interesting to analyze her motivations in teaching poor students from poor society in a poor school. Her motivations are also closely related to her character that will be discussed by the writer in this thesis.

There are twoquestions that will be addressed in this study, they are: 1. How is Bu Mus, one of the main characters, described in the novel?

2. What isBu Mus‟ motivation in teaching in Muhamadiyah Gantong primary school in Belitong?

The aim of the study is to answer the questions that are stated before. The first one is to describe Bu Mus‟ characters in the novel. The second or the last is to find out Bu Mus‟ motivation in teaching in a poor school, Muhamadiyah Gantong primary school in Belitong. Those two objectives are interrelated.

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The approach, which the writer used, was the psychological approach, considering that this study is aimed to get a deeper understanding about the character‟s motivation in teaching poor students.

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CHAPTER II DISCUSSION

This chapter covers the review of related literature and the findings of the study. The review of related literature is a sub-chapter in which the writer discusses the theories used in this study and its relevance in supporting the issue discussed in this study. The second part, the findings of the study, is meant to discuss the interpretation of the findings in this study that would be used in the conclusion of the study.

A. Review of Related Literature

This section presents theories and reviews which can be used in analyzing a literary work. The theories, which are used in this study are, theory of character, methods of characterization, and theory of motivation. All elaborations of theories in this study are as follows.

1. Theory of Character

Character is one of the most important elements in the novel. Abrams (1981) states that characters are person in a dramatic or narrative work, endowed with moral and depositional qualities that expresses in what they say – dialogue – and what they do – action. Stanton defines character into two. The first is major character, where the character dominates the whole the story and always presented to gain the story. The second is minor character, where the character is shown to

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help the main character (1965, pp. 17-18).). Milligan (1983) also defines characters into two kinds; they are major characters and secondary characters. Major characters are those who appear more often in the story. Secondary characters are those who appear less in the story (p. 195). In Literature:

Structure, Sound, and Sense, Perrine (1974) distinguishes the character into two

types.

a. Static Character

A static character does not undergo a change. This kind of character will have the same characteristics from the beginning to the end of the story (p.71). It concludes that the character in the story has the same behavior, thought, attitude in the whole story in the novel.

b. Dynamic Character

A dynamic character is a developing character. This kind of character will change in certain conditions and can be developed under some possibilities. Dynamic character undergoes a permanent change in some aspects of his or her character, personality or outlook. The changes may be in a large or small portion, and may be better or worse, which are important or basis (p.71).

2. Methods of Characterization

Greenville states that characterization is the way that the author presents the character(s) and this is the process that transforms real life people into characters in the fiction work (1980, p.82). According to Murphy (1972), there are

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nine ways that enable the author to present a character in a story understandably and lively for the readers ( pp.161-173).

First, through personal description. The author directly describes the characters‟ appearance and clothes (p.161), how the character looks like and what social class they belong to. The reader has the imagination of how the character appearance.

Second, character as seen by another. This way differs from personal description, which tells the readers directly about the character, the author can also describe him through the eyes and opinions of another (p.162). This way we need other character to see the other characters in the novel.

Third, the way for an author to present a character in the story is through speech. The author can give the readers insight about the character through what the character says, whenever he speaks, whenever he is in conversation with another, and whenever he puts toward an opinion (p.164). The dialogue in the novel can determine someone‟s character.

Fourth, past life. The author can give the readers a clue to events that have helped to shape a person‟s character by telling his past life. This can be shown by the direct comment of the author, through a person‟s thoughts, by his conversation or by a medium of another person (p.166). Every person has different past life, it makes the character of every person in the novel is unique.

Fifth, through conversation of others. The author can give the reader clues to a person‟s character through the conversation of other people and the things

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they say about him. Sometimes, people could not see how their character is, but others can.

Sixth, through reactions, the author can also give the reader a clue to a person‟s character by letting the reader know how that person reacts to various situations and events. There is conflict in the novel, it is also the way how to determine the character in the novel. Someone‟s reaction to the conflict can show their way of thinking and action.

Seventh, through direct comment. The author describes or comments on a person‟s character directly (p.170).

Eighth is thought. The author gives the readers direct knowledge of what the person is thinking about (p.171).

The last way is through manner. The author can describe a person‟s mannerism, habits or idiocies, which may also tell us something about his character.

3. Theory of Motivation

Kennedy and Gioia (1999) state that motivation as sufficient reason to behave as they do. Motivation leads human to take action. Motivation can push someone to do something that they want (p.60). According to McConnell (1977) motivation comes from the Latin word “motive” which mean “to move” is defined in many different ways, the most common one is a series of questions that why people think, feel, and behave as they do (p.259). Murray (1964) distinguishes motivation from the other factors that also influence behavior, such

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as the past experience of a person, the physical capabilities, and the environmental situation in which a person finds himself (p.7).

According to Franken (3),”motivation theorists start with the assumption that, for every behavior, there is a cause”. Their goal is to identify those causes. Higgins in Franken‟s Human Motivation (3) states that psychologist distinguish between approach causes and avoidan causes. In approach behavior, people do things because of something they want, desire, or need. This is often conceptualized in terms of a specific goal object. In avoidant behavior, people do things to avoid something.

According to Huffman (2000), motivation is a factor within an individual (such as needs, desires, and interests) that activates, maintains, and directs behavior toward a goal. It indicates that people are motivated to do something because they have a goal or purpose (p.392). Huffman, Vernoy and Vernoy (2000) also present two forms of motivation that affect achievement. They are intrinsic motivation and extrinsic motivation (p.401).

a. Intrinsic Motivation

Intrinsic motivation refers to a desire to perform an action for our own sake. It means that the motivation comes from someone‟s enjoyment; they do something for their pleasure without a real reward (certificate, statue, or money). b. Extrinsic Motivation

Extrinsic motivation is a desire to perform an action because of the external rewards or avoidance of punishment. Someone is motivated to do something because they want a reward, certificate, money, or status.

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B. Findings of the Study

This section presents the findings and the analysis of the study. This section is divided into two parts. The first discusses the description of Bu Mus‟ characters. The second part discusses Bu Mus‟ motivations in teaching in Muhamadiyah Gantong primary school in Belitong.

1. Description of Bu Mus’ Characters

This section discusses Bu Mus‟ characters in the novel. According to the theory of character(Milligan:1983), Bu Mus can be described as a major character of the novel. As stated by Milligan, major character is those who appear more often in the story. Bu Mus appears very often in the novel that makes her become a major character of the novel.

In a physical trait the author describes Bu Mus as a young woman. It is stated directly in the novel by the author in the very first part of the novel. There was an old man with a patient face, Bapak K.A. Harfan Efendy Noor, or Pak Harfan, the school principal, and a young woman wearing a jilbab, or headscarf, Ibu N.A. Muslimah Hafsari, or Bu Mus for short. Like my father they also were smiling (p. 1).

In the other part the author also describes Bu Mus as a young teacher with some addition of her background.

Today was Bu Mus‟ first day as a teacher, a moment she had been dreaming of for a very long time. She had just graduated a week before from Sekolah Kepandaian Putri (Vocational Girls‟ School), a junior high school in the capital of the regency, Tanjong Pandan. She was only fifteen years old (p. 5).

According to Perrine‟s (1974) theory that is stated before in this chapter,

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good and loving person, especially to her students. Her love to her students never lasts and even in a very difficult situation she never becomes a bad person.

According to Murphy (1972), there are nine ways that enable the author to present a character in a story understandably and lively for the readers ( pp.161-173). They are through personal description, as seen by another, speech, past life, conversation of others, reaction, direct comment, thought and mannerism.

a. Religious

Bu Mus is a very religious person. It can be easily seen from their appearance. She always wears jilbab or headscarf for Moslem women. She also often praises her God in many situations.

Bu Mus was awestruck, she just stared at Lintang as if he were a stunning

pearl in a clam. A moment later, a soft voice escaped her mouth, “Subhanallah, my goodness, Lintang, praise Allah‟s holliness, praise Allah‟s holliness...” (p. 55).

The text above shows that Bu Mus is a religious woman. It is analyzed by Murphy‟s method of characterization. It is derived from the speech of the character.

Bu Mus also often asks her students to pray to God no matter what

situation they face. There is no reason for her to leave her God.

Mujis news was horrifying, since whatever stood in the way of the dredges would surely be destroyed. But as usual, Bu Mus lifted our spirits. She asked us to pray so that nothing bad would happen to us. We soon forgot the threat of the dredges (p. 211).

The text above once again shows that Bu Mus is a religious person. Because even in bad situation she still believes in her god and also asks her

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students to pray with her. It is analyzed by using Murphy‟s methods of characterization. It is derived from the reactions.

b. Loving

Bu Mus is a loving person, especially to her students. She really loves her

students like her own children.

Bu Mus may have been a village, but she had progressive views. Maybe

she was also impressed with my sincere apology. After fulfilling the terms of my inspirational apology, I was allowed to hang the poster (p. 273). From the text above it can be concluded that Bu Mus really loves her students. When Ikal makes a mistake, she is not angry with him. She even allows Ikal to hang the poster of John Lennon after he delivers his apology to her. It is analyzed by using Murphy‟s method of characterization. It is derived from the reaction of Bu Mus.

Bu Mus teaches her students like she teaches her own children. She

teaches everything to them. Bu Mus even teaches them how to make toy houses from bamboo.

For us, Bu Mus and Pak Harfan were true patriots without medal of honor. They were our teachers, friends and spiritual guides. They taught us to make toy houses from bamboo, showed us the way to cleanse before prayer, taught us to pray before bed, pumped air back into our flattened bicycle tires, sucked poison from our legs if we were bitten by a snake, and from time to time made us orange juice with their bare hands. They were our unsung heroes, a prince and princess of kindness, and pure wells of knowledge in a forsaken, dry field (p. 49).

If Bu Mus does not really love them, she will not do all of those things. Actually she is only a primary school teacher but she does more than she needs to do. It is analyzed by using Murphy‟s methods of characterization. It is derived from the opinion of another.

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Bu Mus‟ love to her students also has no dicrimination. She loves all of

her students. She does not want to lose anyone of them.

I later heard that, after visiting us, Bu Mus rode her bike for dozens of kilometers, deep into the pepper plantations in the forest in order to find Kucai. She searched for her student among hundreds of underage boys and girls working as pepper pickers; not one among them had ever been to school (p. 350).

After the passing of Pak Harfan, some of students become very pesimistic about their study. Some of them even leave their school for work. Because of her love to the students is very deep, Bu Mus tries to find and persuade them to go back to the school. It is analyzed using Murphy‟s methods of characterization. It is derived from Bu Mus‟ reaction.

c. Strong

Bu Mus is not just a woman or a primary school teacher. She is an

extraordinary woman. She is a very strong woman.

Bu Mus asked anyone who would listen about Kucai, showing them his

photo. After two days in the plantation, sleeping in the houses of the residents, Bu Mus succeeded in finding our class president (p. 350).

After riding her bike for dozens of kilometers, deep into the pepper plantations in the forest, Bu Mus still has to spend two days in there in order to find her student, Kucai. Only a strong woman who can do that kind of effort. It is analyzed by using Murphy‟s method of characterization. It is derived from Bu Mus‟ reaction.

The strongest thing that belongs to Bu Mus is her heart. She never wants anybody to see her cry, even in the saddest situation.

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“Wipe away your tears,” Bu Mus said with resolution as she attempted to

hide her own. “Wipe them away immediately! Outside of this room, don‟t ever let anyone see you cry” (p. 358).

The text above shows that Bu Mus is a strong woman with a strong heart. It is analyzed by Murphy‟s methods of characterization. It is derived from the speech of Bu Mus.

d. Determined

Bu Mus‟ biggest dream is being a teacher. She will focus on that and do

anything to make it happen.

Upon graduating from SKP, she was offered a job with PN as the rice warehouse head secretary, a very promising position. She had even been proposed to by the son of a business owner. Midah, Aini, Izmi, and Nurul, her classmates, could not for the life of them understand why Bu Mus had turned down those two attractive offers (p. 46).

Bu Mus is a determined person. She will not take a job that is not her real

dream. She always try her best to catch her dream.

“I want to be a teacher,” said the fifteen years old girl. She didn‟t say the sentence defiantly or with gusto. She spoke calmly and slowly. But whoever was there when she spoke that sentence would know that Bu Mus dug every letter of each word from deep in her heart, and that the word „teacher‟ bubbled in her mind because she admired the noble profession of teaching (p. 46).

The text above shows that Bu Mus is a determined person. Being a teacher is her big dream. Bu Mus will give her best effort to make it happen. It is analyzed by using Murphy‟s methods of characterization. It is derived from the author‟s direct comment.

Bu Mus‟ dream is not just being a teacher. She wants to be a teacher who

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Her determined choice to become a teacher would later bring Bu Mus unimaginable hardships, no one else wanted to teach at our school because there was no payment. Being a teacher poor private school, especially in our village, was a moneyless profession, only embarked on by those, according to village joke, who weren‟t quite right in the head (p. 47). From the text above, it is obviously that Bu Mus is a determined person. It is analyzed by using Murphy‟s methods of characterization. It is derived from the direct comment of the author.

e. Wise

Bu Mus is a wise teacher. It can be seen from the way she teaches and

treats her students in the school.

Bu Mus was right, and we all agreed. Harun‟s exemplary behavior

deserved to be rewarded with an eight. An ironic thing was that on the contrary, we, who had a more normal way of thinking, never received eights in Ethics class (p. 136).

Harun is Bu Mus‟ special student. He is the same age as Bu Mus, but a bit

behind mentally. She knows she has to give Harun different treatment.

Bu Mus had made a wise decision in making Harun‟s report card. His

mother was as happy as a parent at her child‟s graduation ceremony. Harun grinned and waved his report card high in the air (p. 137).

From the way Bu Mus treats her students especially her special student, Harun, it can be seen that Bu Mus is a wise teacher. It is analyzed by using Murphy‟s methods of characterization. It is derived from the author‟s direct comment.

f. Helpful

Being a teacher in Muhammadiyah Gantong primary school is a moneyless profession. Eventhough Bu Mus can still help the school with her own money.

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Bu Mus fulfilled Mister Samadikun‟s trivial and finicky requirements:

calculator, compasses, and crayons. She was able to buy a few compasses and some crayons with money from her money from her sewing. And because calculators were very expensive, she bought an abacus instead. The important thing, however, was that we now had two trophies that would certainly impress Mister Samadikun (p. 335).

The text above obviously shows that Bu Mus is very helpful person. It is analyzed by using Murphy‟s methods of characterization. It is derived from Bu

Mus‟ reaction. g. Brave

Bu Mus is a brave person, especially when it deals with her school and her

students. Bu Mus challenges PN that wants to knock down Muhammadiyah Gantong primary school.

“Destroy this school if you want, just destroy it. But you‟ll have to do it over my dead body!” We instantly formed a human barrier in front of Bu

Mus. If PN wanted to knock down our school and Bu Mus, they‟d have to knock us down first (p. 358).

As seen from Bu Mus‟ speech, it can be concluded that Bu Mus is a very

brave woman. It is analyzed by using Murphy‟s methods of characterization.

Bu Mus sends a letter to PN in order to meet the head of PN. No one is

brave enough to do like that before.

In accordance with her letter, Bu Mus still insisted on meeting with the head of PN. This was very brave. Never before had anyone acted this way, not even the head of the government establishment whose building had been trampled by the dredges (p. 359).

With the text above, it is very obvious that Bu Mus is a brave person. She is like a fighter who has no fear to fight people who is in a stronger side. It is analyzed by using Murphy‟s methods of characterization. It is derived from the direct comment from the author.

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2. Bu Mus’ Motivations in Teaching in Muhamadiyah Gantong Primary School in Belitong

According to McConnell (1977) motivation comes from the Latin word “motive” which mean “to move” that is defined in many different ways, the most common one is a series of questions that why people think, feel, and behave as they do (p.259).

Huffman, Vernoy and Vernoy (2000) also present two forms of motivation that affect achievement. They are intrinsic motivation and extrinsic motivation (p.401). Intrinsic motivation refers to a desire to perform an action for our own sake. Bu Mus has intrinsic motivation because being a teacher is her desire. Being a teacher is her big dream.

Bu Mus‟ face was puffy from holding back tears. I understood how she felt, because her hope to teach was as great as our hope to go to school. Today was Bu Mus‟ first day as a teacher, a moment she had been dreaming of for a very long time. She had just graduated the week before from Sekolah Kepandaian Putri (Vocational Girls‟ School), a junior high school in the capital of the regency, Tanjong Pandan. She was only fifteen years old. Sadly, her fiery spirit to be a teacher was about to be doused by a bitter reality, the threat of her school closing because they were short by just one student (p. 5).

Bu Mus is a determined person. A person who has strong will to make her

dream come true. A person who will give her best effort to get what she wants. There are many difficulties faced by Bu Mus, but her desire is too big to give up.

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according to village joke, who weren‟t quite right in the head. Yet Bu Mus

and Pak Harfan filled their roles whole-heartedly. They taught every subject. After a day killing herself in class, Bu Mus received sewing orders and worked on lace food covers. She sewed until late into the night. And that was her livelihood. (p. 47).

Huffman, Vernoy and Vernoy (408) state that in intrinsic motivation, there is not a reward such as money, certificate, or status for someone‟s work, but the reward is his satisfaction in doing something well. Bu Mus is loving and helpful person. For her, helping others like she does to her school and her students is her satisfaction.

Bu Mus fulfilled Mister Samadikun‟s trivial and finicky requirements: calculator, compasses, and crayons. She was able to buy a few compasses and some crayons with money from her money from her sewing. And because calculators were very expensive, she bought an abacus instead. The important thing, however, was that we now had two trophies that would certainly impress Mister Samadikun (p. 335).

She gets satisfaction when she helps her students to fight for their education and dignity. She never thinks about the rewards for the help she gives because as a loving and helpful person, she really enjoys helping others.

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CHAPTER 3

CONCLUSION AND SUGGESTION

This chapter presents the conclusion which deals with the summary of the study and the suggestion for further researchers and also English lecturers.

A. Conclusion

This paper deals with the description of Bu Mus characters and her motivation in teaching in Muhammadiyah Gantong primary school in Belitong as seen in Andrea Hirata‟s Rainbow Troops.

Bu Mus can be described as a major character of the novel. Bu Mus

appears very often in the novel that makes her become a major character of the novel. In a physical trait the author describes Bu Mus as a young woman. It is stated directly in the novel by the author in the very first part of the novel. The writer also found eight characteristics of Bu Mus by using Murphy‟s method of characterization. The characteristics are religious, loving, strong, determined, wise, helpful, and brave.

Based on the motivation theory, Bu Mus‟ motivation in teaching in Muhammadiyah Gantong primary school in Belitong is categorized as intrinsic motivation. Bu Mus has intrinsic motivation because being a teacher is her desire. Being a teacher is her big dream. Huffman, Vernoy and Vernoy (408) state that in intrinsic motivation, there is not a reward such as money, certificate, or status for someone‟s work, but the reward is his satisfaction in doing something well.

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BuMus is loving and helpful person. For her, helping others like he does to her

school and her students is her satisfaction. She gets satisfaction when she helps her students fighting for their education and dignity. She never thinks about the rewards for the help she gives because as a loving and helpful person, she really enjoys helping others.

B. Suggestion

The writer wants to give two suggestions to the future researchers and English lectures. The first one is to the future researchers. This novel has an interesting story and characters. The future researchers may analyze about Lintang motivation in studying in Muhammadiyah Gantong primary school in Belitong. It is because Lintang is the important character of the novel and also has interisting characteristic.

The second one is to English lecturers. This novel is recommended to be used as a teaching material to teach Prose in English Education Study Program. It has so many topics that can be discussed, such as characterization, plot, symbol, and setting.

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REFERENCES

Abrams, M. H. (1981). A glossary of literature terms (3rd ed.). New York: Holt, Rinehart and Winston, Inc.

Franken, R. E. (2002). Human Motivation. Belmont: Thomson Learning, Inc. Hirata, A. (2009). The rainbow troops. Yogyakarta: Bentang Pustaka.

Huffman, K., Vernoy, M., & Vernoy, J. (2000). Psychology in action (5th ed.). New York: Jowhn Wiley & Sons, Inc.

Kennedy, X. J., & Gioia, D. (1999). Literature: An introduction to fiction, poetry

and drama. (7th ed.). New York: Longman

McConell, J. V. (1983). Understanding human behavior. New York: CBS College Publishing.

Milligan, I. (1983). The novel in english: An introduction. London: Sutton Publishing.

Murphy, M. J. (1972). Understanding unseen: An introduction to english poetry

and the english novel for overseas student. London: George Allan and

Unwin Ltd.

Murray, E. J. (1964). Motivation and emotion. Englewood Cliff: Prentice Hall. Perrine. (1974). Literature structure, sound, and sense: An introduction to poetry.

New York: Harcourt Brace and Wood, Inc.

Rohrberger, M. & Woods, Jr., S. H. (1971). Reading and writing about literature.

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APPENDIX 1

SUMMARY OF THE NOVEL

The novel tells a story about a boy named Ikal and his nine friends who fight for their education and dignity although their family are in poverty and they often face other difficult situation. Bu Muslimah, their persistent young teacher, called them Rainbow Troops. Ikal and his nine friends studied at a school in the poverty-stricken Gantong village in Belitong, Indonesia, named Muhammadiyah primary school. The poverty of the native people in Belitong was an irony because at that time Belitong was the richest island in Indonesia, or maybe even in the world because their land contained an enormous amount of tin. At that time, a handful of tin was worth more than dozens of buckets of rice.

Muhammadiyah primary school was a very poor school and only had two teachers for all subjects and grades. They were Pak Harfan and Bu Muslimah. However, Muhammadiyah primary school was the only school in the village that Ikal and his friends’ could enter, because it didn’t require any fees. Their parents could contribute whatever they could afford, whatever they could do so. They faced and passed everything that became the obstructions for them to go to school. They had to paddling their bicycle to get to the school. To get the chalk, they also had to go to the city, that farther from the school. Lintang, one of The Rainbow Troops member, even had to go to school at dawn because his house was very far from the school. But, their spirit was too high to get knowledge from school, so they happily did their duty to get the chalk. They studied diligently and make a great history for their school. However, they didn’t give up and still had big

(37)

dreams after graduating from primary school. But, there was a person that could not be separated from their journey in reaching their dreams, she was their teacher, Bu Muslimah or usually called Bu Mus.

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APPENDIX 2

THE BIOGRAPHY OF ANDREA HIRATA

Andrea Hirata is an Indonesian novelist. He was born in Belitong on October 24, 1982. He is the fourth child of the couple Seman Harunayah Said and N.A Masturah. He grew in such a poor family.

He finished his bachelor’s degree at economics in the University of

Indonesia. He also did his master’s degree at University of Paris and at Sheffield

Hallam University in Europe.

Andrea Hirata has released six novels so far. They are Laskar Pelangi (The Rainbow Troops), Sang Pemimpi, Edensor, Maryamah Karpov, Padang Bulan dan Cinta di Dalam Gelas, and Sebelas Patriot. His debut novel The Rainbow Troops reached five millions readers and made him the bestselling author in Indonesia. the same novel was also adapted for the bigscreen.

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APPENDIX 3 LESSON PLAN

Subject : Prose

Semester : IV

Time Allocation : 3 X 50 Minutes

Sources : Andrea Hirata’s The Rainbow Troop

Learning Methods : Lectures, group discussion, and presentation.

Competence Standard : On completing this course the students are able to appreciate original novels and put forward their own opinions concerning the context of them.

Topic : Novel analysis on character and characterization.

Topic Achievement indicators Learning activity Time Character and

characterization.

Students are able to: 1. Mention the

character in the novel.

2. Analyze the characterization in the novel.

1. Pre activities

 Lecturer greets the students

 Lecturer explains to the students about the topic to be discussed.

 Lecturer

5’

(40)

distributes the reading material to the students.

2. Whilst

 Lecturer explains the topic

 The students are divided into small groups.

 Students discuss character and character in the novel

 The students present their discussion.

3. Post activities

 Lecturer reviews the topic.

 Lecturer explains about what will the

5’

20’

10’

30’

40’

15’

(41)

students do next week.

 Lecturer closes the meeting.

5’

TOTAL TIME 150’

Evaluation:

Presentation : 20% Mid-term test : 25% Assignments : 10% Reflections : 10% Final project : 35%

(42)

APPENDIX 4 LEARNING MATERIAL

According to Murphy and wood, characterization is a process by which an author creates character, the device by which he makes us believe a character is the particular type of person he is. Murphy states that there are nine ways that enable the author to present a character in a story understandably and lively for the readers.

The first is through personal description. The author directly describes the

characters’ appearance and clothes, what the character looks like and what social

class they belong to. The reader has the imagination of how the character looks like.

Second character way is character as seen by another. This way is differ from personal description which tells the readers directly about the character, the author can also describe him through the eyes and opinions of another. It is clear that the character in the novel could be described through what other characters’ see or think.

The third way for an author to present a character in the story is through speech. The author can give the readers insight of the character through what the character says, whenever he speaks, whenever he is conversation with another, and whenever he puts toward an opinion. The dialogue in the novel can determine

someone’s character.

The fourth is past life. The author can give the readers a clue to events that

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shown by the direct comment of the author, through a person’s thoughts, by his conversation or by a medium of another person. Every people has different past life, it makes the character of every people in the novel is unique.

The fifth is through conversation of others. The author can give the reader

clues to a person’s character through the conversation of other people and the

things they say about him. Sometimes, people could not see how their character is, but others can.

The sixth is through reactions, the author can also give the reader a clue to

a person’s character by letting the reader know how that person reacts to various

situations and events. There is conflict in the novel, it is also the way how to

determine the character in the novel. Someone’s reaction to the conflict can show

their way of thinking and action.

The seventh is through direct comment. The author describes or comments

a person’s character directly. The eight is thought. The author gives the readers

direct knowledge of what the person is thinking about. The last way is through

manners. The author can describe a person’s mannerism, habits or idiocies, which

(1)

APPENDIX 2

THE BIOGRAPHY OF ANDREA HIRATA

Andrea Hirata is an Indonesian novelist. He was born in Belitong on October 24, 1982. He is the fourth child of the couple Seman Harunayah Said and N.A Masturah. He grew in such a poor family.

He finished his bachelor’s degree at economics in the University of

Indonesia. He also did his master’s degree at University of Paris and at Sheffield

Hallam University in Europe.

(2)

APPENDIX 3 LESSON PLAN

Subject : Prose

Semester : IV

Time Allocation : 3 X 50 Minutes

Sources : Andrea Hirata’s The Rainbow Troop

Learning Methods : Lectures, group discussion, and presentation.

Competence Standard : On completing this course the students are able to appreciate original novels and put forward their own opinions concerning the context of them.

Topic : Novel analysis on character and characterization.

Topic Achievement indicators Learning activity Time Character and

characterization.

Students are able to: 1. Mention the

character in the novel.

2. Analyze the characterization in the novel.

1. Pre activities  Lecturer greets the

students

 Lecturer explains to the students about the topic to be discussed.  Lecturer

5’

(3)

distributes the reading material to the students.

2. Whilst

 Lecturer explains the topic

 The students are divided into small groups.

 Students discuss character and character in the novel

 The students present their discussion.

3. Post activities  Lecturer reviews

the topic.

 Lecturer explains about what will the

5’

20’

10’

30’

40’

15’

(4)

students do next week.

 Lecturer closes the meeting.

5’

TOTAL TIME 150’

Evaluation:

Presentation : 20% Mid-term test : 25% Assignments : 10% Reflections : 10% Final project : 35%

(5)

APPENDIX 4 LEARNING MATERIAL

The first is through personal description. The author directly describes the characters’ appearance and clothes, what the character looks like and what social class they belong to. The reader has the imagination of how the character looks like.

The fourth is past life. The author can give the readers a clue to events that have helped to shape a person’s character by telling his past life. This can be

(6)

The fifth is through conversation of others. The author can give the reader clues to a person’s character through the conversation of other people and the things they say about him. Sometimes, people could not see how their character is, but others can.

The sixth is through reactions, the author can also give the reader a clue to a person’s character by letting the reader know how that person reacts to various situations and events. There is conflict in the novel, it is also the way how to determine the character in the novel. Someone’s reaction to the conflict can show their way of thinking and action.

The seventh is through direct comment. The author describes or comments a person’s character directly. The eight is thought. The author gives the readers direct knowledge of what the person is thinking about. The last way is through manners. The author can describe a person’s mannerism, habits or idiocies, which may also tells us something about his character.

Bu Mus` motivation in teaching in Muhammadiyah Gantong Primary School in Belitong, as seen in Andrea Hirata`S Rainbow Troops.

BU MUS’ MOTIVATION IN TEACHING IN

MUHAMMADIYAH GANTONG PRIMARY SCHOOL IN

BELITONG, AS SEEN IN

ANDREA HIRATA’S

THE RAINBOW TROOPS

BU MUS'MOTIVAT10N IN TEACHING IN

IMADIYAH GANTONG PRInkRY SCH00L IN

BELITONG,AS SEEN IN

ANDREA HIRATA'S rttEJレ

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lRθ

LA羹

NG,ASSこ

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILⅣ

IIAH UNTUK KEPENTINGAN AKADEⅣ

OTIVAT10N IN TEACHING IN

IPIADIYAH

GANTONG PRIPIARY SCⅡ 00L AS SEEN IN ANDREA HIRATA'S

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PS

lain,

ACKNOWLEDGEMENTS

APPENDIX 3

LESSON PLAN

APPENDIX 4

LEARNING MATERIAL

APPENDIX 3

LESSON PLAN

APPENDIX 4

LEARNING MATERIAL

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