PENDAHULUAN
Pembelajaran bahasa asing merupakan salah satu aplikasi ilmu linguistik. Seperti diketahui bahwa globalisasi serta kemajuan IPTEK mendorong kita untuk bisa seterbuka mungkin dengan dunia luar, yang menuntut komunikassi seluas-luasnya yang pada akhirnya mengharuskan adanya timbal balik dalam konteks kebahasaan dalam rangka mendapatkan suatu pengertian antara dua pihak yang berlainan bahasa untuk mencapaitujuan-tujuan tertentu sesuai kepentingannya.
Maka dibutuhkan adanya pengajaran bahasa asing yang dianggap sebagai bahasa utama, guna mengatasi hambatan komunikasi yang disebabkan oleh perbedaan bahasa.
Berikut akan dijelaskan salah satu aplikasi ilmu linguistik, yaitu pembelajaran bahasa asing, serta teori-teori yang mendasari teknik dan metodologinya.
PEMBAHASAN
A. Perkembangan Metodologi Pengajaran Bahasa Asing
Pengajaran Bahasa Menggunakan Pendekatan Komunikatif (Communicative Language Learning) pada saat ini merupakan pendekatan yang banyak dipergunakan oleh guru di banyak negara untuk mengajar bahasa kedua atau bahasa asing. Pendekatan ini disusun berdasarkan perkembangan fungsi-fungsi komunikasi dalam konteks sosial seperti yang diungkapkan Canale dan Swain (1980) serta Savignon (1991). Pada awalnya, pengajaran bahasa menggunakan pendekatan komunikatif muncul di Inggris pada akhir tahun 1960-an (Richard dan Rodgers, 1986).
Oleh karena pesatnya perkembangan ekonomi dan industri di negara-negara Eropa pada tahun 1960-an, banyak emigran dan para pekerja di luar negeri yang datang ke Eropa ( Savignon, 1991). Banyak industri di Eropa kekurangan tenaga kerja untuk menjalankan aktifitasnya. Keadaan ini menyebabkan pendatang harus mempelajari bahasa-bahasa utama di Eropa, seperti Perancis, Jerman dan Inggris. Dewan Eropa memutuskan bahwa perlu dipikirkan metode alternatif untuk mengajarkan bahasa-bahasa utama di Eropa tersebut kepada para pendatang.
Pada waktu itu, metode pengajaran bahasa asing yang dipergunakan di Eropa adalah penerjemahan tata bahasa (grammar-translation method). Mengingat para pendatang di negara-negara Eropa memerlukan bahasa sebagai alat komunikasi, maka penerapan metode penerjemahan-tata bahasa menjadi tidak tepat. Hal ini karena metode tersebut tidak dapat memenuhi kebutuhan agar para pekerja dari luar Eropa mampu mempergunakan bahasa untuk berinteraksi dengan penduduk setempat.
Pada tahun 1972, Wilkins, seorang ahli linguistik Inggris mengusulkan konsep fungsi atau komunikasi dalam pengajaran bahasa. Jan Van Ek (1979) dan L.G.Alexander (1980) memperkenalkan ‘Threshold Level’ (T-level) untuk memerinsi situasi-situasi dipergunakan suatu bahasa.
Para ahli linguistik terapan di Inggris, seperti Firth, Widdowson, Halliday, Candlin berpendapat bahwa tujuan pengajaran suatu bahasa harus untuk mengembangkan kemampuan komunukasi agar siswa mampu menguasai bahasa bukan hanya tata bahasanya saja, tetapi fungsi-fungsinya dalam konteks sosial.
Di Amerika Utara, ahli sosiolinguistik seperti Gumperz dan Hymes (1972) mendefinisikan penggunaan komunikasi bahasa sebagi bahasa dalam konteks sosial berdasarkan norma-norma sosiolinguistik yang sesuai, dan untuk mencapai kompetensi komunikasi, siswa harus terlibat dalam pengalaman berkomunikasi.
Howatt (1984) membedakan dua pandangan tentang pendekatan komunikatif dalam pengajaran bahasa sebagi berikut.
There is, in a sense. A ‘srong’ version of the communicative approach and ‘a weak’ version. The weak version, which has become more or less standars practice in the last ten years, stresses the importance of providing learners with opportunities to use their English for communicative purposes and, characteristically, attemps to intergrate such activities into a wider program af language teaching. The ‘strong’ version of communicative teaching, on the other hand, advances the claim that language is acquired though communication, so that it is not merely a question of activating an existing but inert knowledge of the language, but of stimulating the development of the language system itself.
B. Prinsip-Prinsip Pengajaran Bahasa Asing dengan Pendekatan Komunikatif
Pada prinsipnya, tujuan pengajaran bahasa menggunakan pendekatan komunikatif adalah mengembangkan kompetensi komunikasi dalam keterampilan yang terintegrasi (Yalden, 1987). Richards dan Rodgers (1986) menyatakan bahwa Hymes (1971) adalah orang pertama yang memperkenalkan istilah kompetensi komunikasi (communicative competence) sebagai argumentasi terhadap teori Chomsky tentang kompetensi yang memfokuskan pada bagaimana mengenali kemampuan abstrak yang dimiliki penutur bahasa sehingga memunngkinkannya menghasilkan serangkaian kalimat-kalimat benar secara tata bahasa. Hymes (1971) menolak pandangan ini karena menurutnya, seseorang memerlukan pengetahuan penyusunan kalimat bukan hanya melalui tata bahasa, tetapi juga melalui kesesuaian yang dikontrol oleh aturan-aturan sosiolinguistik.
Savignon (1991) mendefinikan kompetensi komunikasi sebagai kemampuan untuk menggunakan bahasa dalam konteks sosial yang sesuai. Untuk mencapai hal itu, seseorang harus terlibat dalam komunikasi sesungguhnya. Lebih lanjut, Savignon merevisi definisi kompetensi komunikasi pada tahun 1983, dan satu hal yang menarik yang dibuatnya adalah dimasukkannya aspek paralinguistik seperti bahasa tubuh, jarak bicara, serta ekspresi wajah ketika berkomunikasi.
Menurut definisi Canale dan Swain (1980), kompetensi komunikasi terdiri dari empat dimensi : kompetensi tata bahasa, kompetensi linguistik, kompetensi wacana, dan kompetensi strategi. Kompetensi tata bahasa merupakan pengetahuan linguistik. Kompetensi sosiolinguistik adalah kemampuan memahami konteks sosial dimana bahasa tersebut dipergunakan. Kompetensi wacana merupakan kemampuan menginterperstasikan bentuk-bentuk bahasa dalam komunikasi dalam artian hubungan bahasa tersebut dan bagaimana membentuk makna keseluruhan wacana atau teks. Kompetensi strategi adalah kemampuan memanipulasi interaksi dalam arti mengetahui kapan seseorang harus memulai, berhenti, menginterupsi / memotong pembicaraan, mengambil alih percakapan, melanjutkan percakapan, dan bagaimana mengendalikan percakapan. Keempat komponen tersebut tidak dapat dipisahkan karena saling berhubungan.
1. Teori tentang Bahasa dalam Pengajaran Bahasa dengan Pendekatan Komunikatif
Richards dan Rodgers (1989) yang mendukung penerapan pengajaran bahasa dengan pendekatan komunikatif melihat bahasan sebagai berikut :
a. Language is a system for the expression of meaning.
b. The primary function of language is for interaction and communication.
c. The structure of language reflects its functional and communicative uses.
d. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.
Firth, seorang ahli linguistik, menyampaikan bahwa adanya saling ketergantungan antara bahasa, budaya, dan masyarakat untuk membangun makna suatu bahasa. Dasar pemikirannya adalah bahwa bahasa mempunyai fungsi sebagai alat yang dipergunakan masyarakat untuk melakukan aktifitas keseharian di dalam masyarakat.
Halliday (1973) melihat bahasa sebagai suatu perilaku sosial. Halliday menjelaskan bahwa seorang pembicara memiliki potensi perilaku (can do) dan suatu kemampuan untuk mengubahnya menjadi potensi linguistik (can mean).oleh karena itu seseorang menyadari adanya potensi linguistik suatu sistem bahasa dalam konteks situasi.
Istilah situasi konteks ( context situation) pertama kali diperkenalkan oleh Bronislaw Malinowski tahun 1923 yang melakukan observasi terhadap bahasa sebuah suku di pulau Trobiand ketika melakukan percakapan yang menyertai aktifitas kesehariannya (Berns, 1990). Menurut Halliday, bahasa merupakan suatu realisasi makna pada sistem sosial atau budaya sehingga bahasa tidak dapat dipahami tanpa konteks.
Ketika seseorang berinteraksi untuk komunikasi, ia akan melalui suatu proses. Larsen-Freeman (1986) dan Yalden (1987) menyatakan bahwa terdapat 3 elemen yang muncul selama proses tersebut yaitu : ekspresi (expression), interprestasi (interpretation), dan negosiasi makna (negotiation of meaning).
Ekspresi muncul karena ketika seseorang berkomunikasi, ia menggunakan bahsa pada fungsi sosial. Interprestasi terjadi karena pihak-pihak yang berkomunikasi dapat memilih berbagi cara untuk mengekspresikan bahasa tergantung pada situasi yang dihadapinya. Negosiasi makna terjadi karena makna suatu bahasa akan menjadi jelas sesudah interaksi antara pembicara dan lawan bicara dimana lawan bicara akan memberikan respon pada pesan pembicara jika lawan pembicara memahami pesan tersebut.
Tujuan utama komunikasi adalah untuk membuat bahasa berfungsi dalam suatu konteks sosial. Wilkins (1979) menekankan bahwa pola-pola tata bahasa serta aturan-aturan bahas akan memiliki makna jika dipergunakan dalam komunikasi.
Halliday (1973) membedakan tiga fungsi bahasa yang disebutnya sebagai fungsi makro (macro-functions), yakni : interpersonal, ideational, dan textual. Fungsi interpersonal mengacu kapada potensi pembicara untuk membangun hubungan sosial dengan mempergunakan pengalaman-pengalaman tentang pengetahuan yang pernah diperolehnya selama hidup sebagai manusia. Fungsi ideational menunjukkan potensi makna untuk mengungkapkan pengalaman pembicara yang telah diperolehnya selama hidup. Fungsi textual merupakan realisasi fungsi interpersonal dan ideational untuk membentuk suatu ‘teks’ bahasa berdasarkan situasi yang sesuai.
Menurut Canale dan Swain (1980), penggunaan bahasa terdiri dari tiga komponen yaitu : tata bahasa, fungsi, dan wacana. Komponen tata bahasa mengacu kepada penggunaan aspek-aspek leksikal, morfologi (kajian tentang pembentukan kata), sintaksis (kajian tentang pembentukan kalimat), dan fonologi (kajian tentan sistem suara). Komponen fungsi mengacu kepada pemahaman konteks sosial dimana bahasa tersebut dipergunakan. Komponen wacana mengubah aspek-aspek linguistik menjadi berwarna.
Savignon (1991) mencatat bahwa perubahan konteks sosial tergantung pada siapa pihak yang berkomunikasi, informasi apa yang sedang dipertukarkan, dan apa tujuan komunikasi tersebut.
Berns (1990) menjelaskan bahwa kalimat-kalimat dalam suatu komunikasi akan bermakna jika terhubung antar satu dengan lainnya. Tiap kalimat tidak dapat diinterprestasikan sendiri-sendiri, tetapi kalimat-kalimat tersebut harus dihubungkan dengan kalimat-kalimat lainnya. Oleh karena itu, makna kalimat-kalimat dalam suatu teks atau percakapan merupakan keterhubungan dalam keseluruhan topik atau tema.
2. Teori Pembelajaran Berdasarkan Pendekatan Komunikatif
Khrasen (1989) berpendapat bahwa terdapatdua cara untuk mengembangkan kemampuan seseorang dalam penguasaan bahasa kedua, yaitu aquisition dan learning. Acquisition didefinisikan sebgai perkembangan bahasa secara alamiah yang sama halnya dengan proses penguasaan bahasa pertama. Learning didefinisikan sebagai perkembangan bahasa secara sengaja yang dilakukan pada suatu kondisi tertentu.
Richards dan Rodgers (1986) mendeskripsikan adanya tiga prinsip yang mendasari situasi belajar pada pengajaran bahasa dengan pendekatan komunikatif, yaitu :
1. Belajar bahasa harus melalui serangkaian kegiatan yang mengarah kepada komunikasi karena akan meningkatkan kemampuan siswa dalam menggunakan bahasa sasaran.
2. tugas yang dipergunakan dalam proses belajar harus mencakup praktik penggunaan bahasa sasaran karena dapat merangsang siswa untuk belajar.
3. Bahasa yang dipergunakan harus dalam kerangka situasi yang bermakna karena akan meningkatkan kemampuan siswa dalam menggunakan bahasa sasaran.
3. Peran Guru dan Siswa dalam Pembelajaran Berdasarkan Pendekatan Komunikatif
Menurut Brown (1994), peran guru dalam pengajaran komunikatif dapat dikatakan bahwa secara bergantian pada suatu saat ia menjadi seorang fasilitator, panganalisis kebutuhan, pengelila aktivitas kelas, penasehat, dan partnerdalam komunikasi.
Peran guru sebagai fasilitator mempunyai arti bahwa guru harus memfasilitasi siswa selama berlangsungnya proses komunikasi. Guru harus mendorong siswa terlibat aktif dalam pertukaran informasi karena hal ini dapat mempercepat praktik penggunaan bahasa sasaran untuk interaksi yang mempunyai makna.
Peran guru sebagai penganalisis kenutuhan mempunyai arti bahwa giri bertanggung jawab untuk menentukan materi kebahasaan ketika berlangsungnya aktivitas di kelas berdasarkan kebutuhan siswa. Analisis kebutuhan dapat dilakukan secara formal maupun informal. Analisis informal dapat dilakukan melalui dialog atau pembicaraan dengan siswa tentang persepsi mereka terhadap aktivitas belajar mengajar. Analisis formal dilakukan melalui pemberian kuisioner yang diisi siswa.
Peran lain guru adalah sebagai pengelola aktivitas di kelas dimana guru membangun suasana belajar yang memberikan kesempatan siswa untuk praktik komunikasi. Selam aktivitas kelas, guru harus mampu memonitor dan mempelajari situasi sehingga siswa dapat aktif terlibat dalam interaksi yang bermakna.
Guru juga berperan sebagai penasehat untuk siswa karena ia akan menjawab pertanyaan siswa serta memberikan umpan balik terhadap hasil yang telah dicapau siswa. Guru menjelas-ulangkan informasi yang tidak jelas yang mungkin terjadi selama berlangsungya kegiatan di kelas.
Guru berperan sebagai pertner komunikasi selama berlangsungnya kegiatan di kelas. Guru bukan figur utama dalam kegiatan di kelas. Guru tidak boleh mendominasi aktivitas. Keterlibatan guru semata hanya untuk merangsang partisipasi siswa dalam praktik komunikasi.
Menurut Brown (1994), siswa dalam pengajaran menggunakan pendekatan komunikatif merupakan pihak-pihak yang saling berkomunikasi antar satu dengan lainnya untuk melakukan ‘negosiasi makna’ melalui berbagai kegiatan komunikasi.
Tujuan utama pengajaran menggunakan pendekatan komunikatif adalah untuk mengembangkan kompetensi komunikasi, siswa harus pula diuji kemampuannya menggunakan alat uji yang bersifat komunikatif, yaitu :
1. Alat uji memiliki kesenjangan informasi (information gap), yang bererti bahwa alat uji mengandung tugas yang mengharuskan siswa menyelesaikan kesenjangan tersebut dengan mencari informasi yang sesuai.
2. Alat uji tersebut harus memiliki keterkaitan tugas (task dependency), yang memiliki makna bahwa antar satu bagian tugas dengan lainnya harus saling berhubungan.
3. Alat uji harus memiliki integrasi antara tugas pengujian (task tests) dan isi (content) yang mempunyai arti bahwa baik tugas maupun isi harus disampaikan dalam suatu wacana (konteks).
4. Alat uji harus mampu mengukur keseluruhan kemampuan berbahasa yang berarti bahwa tugas yang akan diujikan kepada siswa harus meliputi kemampuan linguistik, sosiolinguistik, strategi komunikasi, serta wacana.
PENUTUP
Demikian telah dijelaskan mengenai pembelajaran bahasa asing, serta teori-teori yang mendasari teknik dan metodologinya. Maka dapat kami simpulkan bahwa pendekatan komunikatif (communicative language teaching) adalah pendekatan yang banyak digunakan dalam pengajaran bahasa asing yang disusun berdasarkan perkembangan fungsi-fungsi komunikasi dalam konteks sosial. Sejalan dengan perkembangan ilmu linguistik, pengkajian terhadap pengajaran bahasa asing yang pada mulanya menekankan pada bahasa itu sendiri berkembang menjadi lebih kompleks, yaitu menekankan juga pada bagaimana menggunakan bahasa tersebut.
Sementara tujuan utama pengajaran bahasa asing menggunakan pendekatan komunikatif adalah membuat (menjadikan) komunikasi sebagai tujuan pengajaran bahasa disamping meningkatkan kompetensi berbahasa yang padu (terintegrasi) yang diperlukan dalam komunikasi. Kompetensi komunikasi adalah kemampuan untuk menggunakan bahasa dalam konteks sosial yang sesuai, yang terdiri dari empat dimensi : kompetensi tata bahasa, kompetensi linguistik, kompetensi wacana, dan kompetensi strategi.
Peran guru dalam pengajaran komunikatif dapat dikatakan bahwa secara bergantian pada suatu saat ia menjadi seorang fasilitator, penganalisis kebutuhan, pengelola aktivitas kelas, penasehat, dan partner dalam komunikasi. Dan karena tujuan utama pengajaran menggunakan pendekatan komunikatif adalah un tuk mengembangkan kompetensi komunikasi, siswa harus pula diuji kemampuannya menggunakan alat uji yang bersifat komunikatif seperti yang sudah dijelaskan diatas.
Jumat, 10 Desember 2010
hucleberry finn analysis
INTRODUCTION
Samuel Langhorne Clemens (Mark Twain’s real name) led a varied and interesting life, which he managed very succesfully to transform into literature. He was born in 1835 in Florida, Missouri, where his father owned a shop. The family moved four years later to Hannibal, a small town about thirty miles away, on the banks of Mississipi River, and Twain’s childhood here was reflected in his novel The Adventure of Tom Sawyer and The Adventures of Huckleberry Finn. He left school in 1847 and worked in news papers until 1857, when he trained as a steamboat pilot. When American Civil War broke out, in 1861, Twain moved away from the river to Nevada, where he tried his luck looking for silver. However two years later, disappointed with his lack of success and the image of the men around him, who were willing to do anything to gain wealth, he again began working as a journalist. He wrote his first humorous piece in 1863, and by 1865 had established his reputation all over the country, as both a humorous writer and a public speaker. He kept this popularity until his death in 1910, despite the poorer quality of some of his later works, which were written when growing debts forced him to work quickly to raise money.
The Adventures of Huckleberry Finn, like Twain’s earlier novel The Adventure of Tom Sawyer, is set in the shouthern states of the USA as Twain knew them during his youth in Hannibal. His experiences as a steamboat pilot are also used in his description of life on the Mississipi. The novels take place at time when slavery was normal in the south, with even small households usually having one or two slaves, and larger ones owning many. The way in which the rights of black people were completely ignored by white employers was viewed with anger by the northern states, and this was the cental issue in the Civil War between the north and the south. Twain himself had mixed feeling on the matter. He had grown up in the south, and so was used to the assumption of white superiority, but as he grew up he came to question it, and in later life worked vigorously against slavery. In the book his views on the matter are made clear in his treatment of the slave characters.
In The Adventure of Huckleberry Finn, Twain continues the story he started in Tom Sawyer, though the books can be read sparately. At the end of the earlier book, Huck and Tom have found some treasure hidden by robber, and so have become rich. Huck who previously had been living as a tramp, has been taken in by the Widow Douglas, and is living with her and her sister Miss Watson at the begining of Huckleberry Finn.
Tom Sawyer and Huckleberry Finn were probably Twain’s most popular and best-known works, and they were important novels of their time which cannot be dismissed as a children’s book. Huckleberry finn, in particular, the more realistic book, contains much of Twain’s growing dislike for what he saw as mankind’s greed and cruelty , and was a deep and personal comment on the state of American society.
SUMMARY
Huckleberry Finn (Huck Finn), the son of town drunk, lived with wWidow Douglas and her sister, Miss Watson. Huck father knew that he had $6000. He kept the money to Judge Tatcher. One day, his father came to his room and wanted the money. But, Huck didn’t give it to him.
Pap (Huck’s father) kidnapped Huck and brought him to the Illinois shore where there were no houses except an old log hut. Pap baeted him all the time. They lived in that old hut and Pap always locked the door at night. Huck decided to escape from his father. He made a trick, he made that he had been killed. He faked his death. So, his father and the widow didn’t try to look for him again. After that, he fled to Jackson’s Island by raft.
Huck lived in that island for several days. When he was exploring around the island, he saw an ashes of a camp-fire that was still smooking. He got his gun and searched who was with him in that island. He saw someone, it was Miss Watson’s slave, Jim. Jim told to him that he ran away from Miss Watson’s house. And then, they lived together in that island. One night, they saw a wooden house came down, something were lying on the floor in that house. It was a dead man who had been shot in the back. Jim didn’t want to told Huck who was that dead man.
One day, Huck Finn decided to look for some information in the town. He went to that town just after dark. He dressed up like a girl. He came to a woman house who had been lived there for two weeks, so she wouldn’t know him. The woman told Huck that everybody thought that the people who killed Huck finn was a runaway slave named Jim. And there was a reward for someone who caught Jim, $300. Huck went back to the Jackson’s Island, and told Jim that there were a lot of man was searching Jim. They decided to travel down the Mississippi river and up the Ohio river into the free states. Huck ran from civilization and Jim ran from slavery. On the river, they lived an easy life as they traveled during the night and hide during the day. Traveled down the river, they had many adventures.
Later they met two con artists who called themselves the Duke and the King. They had several adventures with the Duke and the King. Huck knew that they were a liars. Then, they were on the raft together.
The king and the duke made a show of drama on the stage in the village for 3 nights. They got some money from this, because they were lie to the people. They drew some posters and stuck them up over the village. They told that they were the world-famous actors. Everybody in the town village about this and rose up angrily. The duke and the king ran away from the village. But, they took $465 in those three nights.
They came to a little village, named Pikesville. However, since they were low on money, the Duke and King sold Jim as a runaway slave to Silas for forty dollars. Aunt Sally (Silas’s wife) was Tom Sawyer’s aunt. She reckoned that Huck was Tom, because she hadn’t met Tom for a long year. Tom was Huck Finn’s best friend and he would come there, so Huck stopped Tom on the way. Huck told Tom that he wanted to steal out Jim and Tom would help Huck to do it. Tom came to Silas farm and told to Aunt Sally that he was Sid Sawyer.
They made a trick to help Jim. They dig up the soil and Jim would get out from the hole. Tom sent an anonymous letter to Master Silas. In the letter, he said that the gang of Indians were going to steal Silas’s runaway slave that night. At night, Huck saw there was a crowd of fifteen farmers in the Uncle Silas’s house who had a gun. They did their trick, but, when they were through the hole, somebody knew it and shot them. Huck, Tom, and Jim ran fast until they were in the river. They were all glad, but Tom had a bullet in the calf of his leg.
Huck called a doctor and came back to Uncle Silas’s farm. He told that he and Tom were hunting the runaway slave and Tom was at the post office to see what he could hear. He wanted to get Tom, but Aunt Sally forbade him. Next day, Tom Sawyer came to Silas’s farm with Jim and the doctor. Tom and the doctor told them that Jim wasn’t a bad slave. He helped Tom.
Suddenly, Aunt Polly came to the house and told to Aunt Sally that Sid was Tom and Tom was Huck Finn. Aunt Polly told us that Miss Watson set him free in her will. Huck knew that the dead man who was shot in the back was Pap, Huck Finn’s father and he could get his money from Judge Tatcher.
INTRINSIC ELEMENT
1. Theme
Adventure, courage, friendship, strunggling.
2. Point of View
Huckleberry Finn is written in the first person with Huck narrating. The narrator, Huck Finn, is the protagonist and not simply the observer. Often, Twain uses the book and Huck’s character to voice his own ideas about society.
3. Plot
a. Exposition
Huckleberry Finn (Huck Finn) was a young boy who had taken by the widow Douglas. He lived with the widow and her sister’s, Miss Watson. Huck only had a father who liked drunk. He had $6000 from treasure hidden by robbers. He kept the money to Judge Tatcher. But, one day, his father came to his room and wanted his money. Huck Finn didn’t give the money to his father. Next day, Pap (Huck’s father) caught and brought him to the Illinois shore where there were no houses except an old hut. Pap locked him in the hut.
b. Rising Action
Huck Finn decided to escape from his father. He made a trick and went to Jackson Island. He went there by a raft. He met Jim, Miss Watson’s Slave at the island. They lived in the island until Huck knew that the people in the town wanted to looking for Jim in the Jackson Island. Huck and Jim decided to leave the island and get the adventure.
They met two man who acknowledged that they were a duke. Huck and Jim knew that they were a liar. But they didin’t tell about it to them. Then, they called the two men with Duke and King. The Duke and King sold Jim to Silas.
c. Climax
Huck wanted to help Jim to get his freedom. He went to Silas’s farm where Jim was there. But, he didn’t know that Silas was Tom Sawyer’s uncle. Aunt Sally reckoned that Huck was Tom Sawyer. Huck told to Tom that he wanted to help Jim. Tom wanted to help Huck. They made a trick to help Jim. They did the trick at night. Many people with their gun were in the Uncle Silas’s house. Huck, Tom, and Jim ran. Some people knew about it. They ran after them. They shot Huck, Tom, and Jim with their gun and Tom had a bullet in the calf of his leg.
d. Falling Action
When Huck got home, Huck told to Uncle Silas and Aunt Sally that he and Tom were hunting for the runaway slave and Tom was at the post office to see what he could hear. Uncle Silas went to find Tom, but he hadn’t found Tom. Huck was uneasy. He wanted to look for Tom, but he couldn’t.
e. Resolution
Tom came back with Jim to Aunt Sally’s house. Tom told that Jim was not a bad slave. He said that Miss Watson set Jim free in her will before she died. Suddenly, Aunt Polly, Aunt Sally’s sister came. She told to Aunt Sally that Sid was Tom, and Tom was Huck.
Jim was free. Huck knew that his father had died and he still had $6000 at Judge Tatcher.
4. Setting
a. Place
Widow Douglas House, the place where Huck live.
Judge Thatcher’s house, the place where Huck.
Ilinois shore , the place where Huck and his father spending many day.
Jackson Island, the place where Huck hiding and meets Jim.
Silas’s farm, a place where Jim prisoned by Uncle Silas.
Post office, the place where Tom Hiding from people who want to caught Jim.
Aunt Sally’s house, the place where Huck live for not along time.
5. Character
a. The Major Character
Huckleberry Finn
He is the main character of this novel. He loves adventure looks like his friend, Tom Sawyer. He lives at Widow Douglas’s house. Together with Jim, he does the adventure and gets many kinds of experiences.
Jim
He is Huckleberry Finn’s friend when they do adventure together. Before that, he is Miss Watson’s slave. He runs away from Miss Watson, because Miss Watson want to sell him and then he meets with Huck Finn in Jackson Island.
b. The Minor Character
Tom Sawyer
He is Huckleberry Finn’s friend. Same like Huck, he loves adventure too. He helps Huck to free Jim from Uncle Silas.
Widow Douglas
She is an old and kind person. She took Huck, who previously had been living as a tramp, to live together with her and Miss Watson, her sister.
Miss Watson
She is Widow Douglas’s sister. She is not a kind person looks like her sister, Widow Douglas. She has a slave, Jim. Before she died, she sets Jim Free.
Judge Thatcher
He is a kind person who kept Huckleberry Finn’s money, because Huck afraid that his money will be taken by his father.
Pap (Huck’s father)
He has a bad temperament and a town drunk. He always drinks alcohol and he wants Huck Finn’s money.
Duke Bridgewater
He is a liar. He is seventy years old. He has bald head and very grey beard. He sells Jim to Silas.
France King
He is about thirty years old. He sells Jim to Silas with the Duke. He is a liar.
Aunt Sally
She is Tom Sawyer’s aunt. At the first time she thought that Huck is Tom and Tom is Sid. She is kind women.
Uncle Silas
He is Aunt Sally’s husband. He is not a good person because he want to sell Jim.
6. Message
• Must faith with our friend;
•We must help other people who need our help;
QUESTIONS
1. How much money did Huck Finn have ?
Huck Finn has $ 6,000.
2. Who are the major character in this novel?
The major character are Huck Finn and Jim.
3. Who did sell Jim to Silas’s family?
The Duke and the King.
4. How much the duke and king sold Jim to Silas’s family?
They sold Jim $ 40.
5. Where did Huck hide and meet Jim?
In Jackson island.
6. With whom did Huck live before he went to adventure?
Huck live with widow Douglas before he went to adventure.
7. Who helped Huck to escape Jim?
Tom Sawyer.
8. Where did Huck save his money?
Judge Thatcher house.
9. Who is the author of The Adventure of Huckleberry Finn?
Mark Twain.
10. How much reward for someone who caught Jim?
The reward for someone who caught Jim was $ 300.
Samuel Langhorne Clemens (Mark Twain’s real name) led a varied and interesting life, which he managed very succesfully to transform into literature. He was born in 1835 in Florida, Missouri, where his father owned a shop. The family moved four years later to Hannibal, a small town about thirty miles away, on the banks of Mississipi River, and Twain’s childhood here was reflected in his novel The Adventure of Tom Sawyer and The Adventures of Huckleberry Finn. He left school in 1847 and worked in news papers until 1857, when he trained as a steamboat pilot. When American Civil War broke out, in 1861, Twain moved away from the river to Nevada, where he tried his luck looking for silver. However two years later, disappointed with his lack of success and the image of the men around him, who were willing to do anything to gain wealth, he again began working as a journalist. He wrote his first humorous piece in 1863, and by 1865 had established his reputation all over the country, as both a humorous writer and a public speaker. He kept this popularity until his death in 1910, despite the poorer quality of some of his later works, which were written when growing debts forced him to work quickly to raise money.
The Adventures of Huckleberry Finn, like Twain’s earlier novel The Adventure of Tom Sawyer, is set in the shouthern states of the USA as Twain knew them during his youth in Hannibal. His experiences as a steamboat pilot are also used in his description of life on the Mississipi. The novels take place at time when slavery was normal in the south, with even small households usually having one or two slaves, and larger ones owning many. The way in which the rights of black people were completely ignored by white employers was viewed with anger by the northern states, and this was the cental issue in the Civil War between the north and the south. Twain himself had mixed feeling on the matter. He had grown up in the south, and so was used to the assumption of white superiority, but as he grew up he came to question it, and in later life worked vigorously against slavery. In the book his views on the matter are made clear in his treatment of the slave characters.
In The Adventure of Huckleberry Finn, Twain continues the story he started in Tom Sawyer, though the books can be read sparately. At the end of the earlier book, Huck and Tom have found some treasure hidden by robber, and so have become rich. Huck who previously had been living as a tramp, has been taken in by the Widow Douglas, and is living with her and her sister Miss Watson at the begining of Huckleberry Finn.
Tom Sawyer and Huckleberry Finn were probably Twain’s most popular and best-known works, and they were important novels of their time which cannot be dismissed as a children’s book. Huckleberry finn, in particular, the more realistic book, contains much of Twain’s growing dislike for what he saw as mankind’s greed and cruelty , and was a deep and personal comment on the state of American society.
SUMMARY
Huckleberry Finn (Huck Finn), the son of town drunk, lived with wWidow Douglas and her sister, Miss Watson. Huck father knew that he had $6000. He kept the money to Judge Tatcher. One day, his father came to his room and wanted the money. But, Huck didn’t give it to him.
Pap (Huck’s father) kidnapped Huck and brought him to the Illinois shore where there were no houses except an old log hut. Pap baeted him all the time. They lived in that old hut and Pap always locked the door at night. Huck decided to escape from his father. He made a trick, he made that he had been killed. He faked his death. So, his father and the widow didn’t try to look for him again. After that, he fled to Jackson’s Island by raft.
Huck lived in that island for several days. When he was exploring around the island, he saw an ashes of a camp-fire that was still smooking. He got his gun and searched who was with him in that island. He saw someone, it was Miss Watson’s slave, Jim. Jim told to him that he ran away from Miss Watson’s house. And then, they lived together in that island. One night, they saw a wooden house came down, something were lying on the floor in that house. It was a dead man who had been shot in the back. Jim didn’t want to told Huck who was that dead man.
One day, Huck Finn decided to look for some information in the town. He went to that town just after dark. He dressed up like a girl. He came to a woman house who had been lived there for two weeks, so she wouldn’t know him. The woman told Huck that everybody thought that the people who killed Huck finn was a runaway slave named Jim. And there was a reward for someone who caught Jim, $300. Huck went back to the Jackson’s Island, and told Jim that there were a lot of man was searching Jim. They decided to travel down the Mississippi river and up the Ohio river into the free states. Huck ran from civilization and Jim ran from slavery. On the river, they lived an easy life as they traveled during the night and hide during the day. Traveled down the river, they had many adventures.
Later they met two con artists who called themselves the Duke and the King. They had several adventures with the Duke and the King. Huck knew that they were a liars. Then, they were on the raft together.
The king and the duke made a show of drama on the stage in the village for 3 nights. They got some money from this, because they were lie to the people. They drew some posters and stuck them up over the village. They told that they were the world-famous actors. Everybody in the town village about this and rose up angrily. The duke and the king ran away from the village. But, they took $465 in those three nights.
They came to a little village, named Pikesville. However, since they were low on money, the Duke and King sold Jim as a runaway slave to Silas for forty dollars. Aunt Sally (Silas’s wife) was Tom Sawyer’s aunt. She reckoned that Huck was Tom, because she hadn’t met Tom for a long year. Tom was Huck Finn’s best friend and he would come there, so Huck stopped Tom on the way. Huck told Tom that he wanted to steal out Jim and Tom would help Huck to do it. Tom came to Silas farm and told to Aunt Sally that he was Sid Sawyer.
They made a trick to help Jim. They dig up the soil and Jim would get out from the hole. Tom sent an anonymous letter to Master Silas. In the letter, he said that the gang of Indians were going to steal Silas’s runaway slave that night. At night, Huck saw there was a crowd of fifteen farmers in the Uncle Silas’s house who had a gun. They did their trick, but, when they were through the hole, somebody knew it and shot them. Huck, Tom, and Jim ran fast until they were in the river. They were all glad, but Tom had a bullet in the calf of his leg.
Huck called a doctor and came back to Uncle Silas’s farm. He told that he and Tom were hunting the runaway slave and Tom was at the post office to see what he could hear. He wanted to get Tom, but Aunt Sally forbade him. Next day, Tom Sawyer came to Silas’s farm with Jim and the doctor. Tom and the doctor told them that Jim wasn’t a bad slave. He helped Tom.
Suddenly, Aunt Polly came to the house and told to Aunt Sally that Sid was Tom and Tom was Huck Finn. Aunt Polly told us that Miss Watson set him free in her will. Huck knew that the dead man who was shot in the back was Pap, Huck Finn’s father and he could get his money from Judge Tatcher.
INTRINSIC ELEMENT
1. Theme
Adventure, courage, friendship, strunggling.
2. Point of View
Huckleberry Finn is written in the first person with Huck narrating. The narrator, Huck Finn, is the protagonist and not simply the observer. Often, Twain uses the book and Huck’s character to voice his own ideas about society.
3. Plot
a. Exposition
Huckleberry Finn (Huck Finn) was a young boy who had taken by the widow Douglas. He lived with the widow and her sister’s, Miss Watson. Huck only had a father who liked drunk. He had $6000 from treasure hidden by robbers. He kept the money to Judge Tatcher. But, one day, his father came to his room and wanted his money. Huck Finn didn’t give the money to his father. Next day, Pap (Huck’s father) caught and brought him to the Illinois shore where there were no houses except an old hut. Pap locked him in the hut.
b. Rising Action
Huck Finn decided to escape from his father. He made a trick and went to Jackson Island. He went there by a raft. He met Jim, Miss Watson’s Slave at the island. They lived in the island until Huck knew that the people in the town wanted to looking for Jim in the Jackson Island. Huck and Jim decided to leave the island and get the adventure.
They met two man who acknowledged that they were a duke. Huck and Jim knew that they were a liar. But they didin’t tell about it to them. Then, they called the two men with Duke and King. The Duke and King sold Jim to Silas.
c. Climax
Huck wanted to help Jim to get his freedom. He went to Silas’s farm where Jim was there. But, he didn’t know that Silas was Tom Sawyer’s uncle. Aunt Sally reckoned that Huck was Tom Sawyer. Huck told to Tom that he wanted to help Jim. Tom wanted to help Huck. They made a trick to help Jim. They did the trick at night. Many people with their gun were in the Uncle Silas’s house. Huck, Tom, and Jim ran. Some people knew about it. They ran after them. They shot Huck, Tom, and Jim with their gun and Tom had a bullet in the calf of his leg.
d. Falling Action
When Huck got home, Huck told to Uncle Silas and Aunt Sally that he and Tom were hunting for the runaway slave and Tom was at the post office to see what he could hear. Uncle Silas went to find Tom, but he hadn’t found Tom. Huck was uneasy. He wanted to look for Tom, but he couldn’t.
e. Resolution
Tom came back with Jim to Aunt Sally’s house. Tom told that Jim was not a bad slave. He said that Miss Watson set Jim free in her will before she died. Suddenly, Aunt Polly, Aunt Sally’s sister came. She told to Aunt Sally that Sid was Tom, and Tom was Huck.
Jim was free. Huck knew that his father had died and he still had $6000 at Judge Tatcher.
4. Setting
a. Place
Widow Douglas House, the place where Huck live.
Judge Thatcher’s house, the place where Huck.
Ilinois shore , the place where Huck and his father spending many day.
Jackson Island, the place where Huck hiding and meets Jim.
Silas’s farm, a place where Jim prisoned by Uncle Silas.
Post office, the place where Tom Hiding from people who want to caught Jim.
Aunt Sally’s house, the place where Huck live for not along time.
5. Character
a. The Major Character
Huckleberry Finn
He is the main character of this novel. He loves adventure looks like his friend, Tom Sawyer. He lives at Widow Douglas’s house. Together with Jim, he does the adventure and gets many kinds of experiences.
Jim
He is Huckleberry Finn’s friend when they do adventure together. Before that, he is Miss Watson’s slave. He runs away from Miss Watson, because Miss Watson want to sell him and then he meets with Huck Finn in Jackson Island.
b. The Minor Character
Tom Sawyer
He is Huckleberry Finn’s friend. Same like Huck, he loves adventure too. He helps Huck to free Jim from Uncle Silas.
Widow Douglas
She is an old and kind person. She took Huck, who previously had been living as a tramp, to live together with her and Miss Watson, her sister.
Miss Watson
She is Widow Douglas’s sister. She is not a kind person looks like her sister, Widow Douglas. She has a slave, Jim. Before she died, she sets Jim Free.
Judge Thatcher
He is a kind person who kept Huckleberry Finn’s money, because Huck afraid that his money will be taken by his father.
Pap (Huck’s father)
He has a bad temperament and a town drunk. He always drinks alcohol and he wants Huck Finn’s money.
Duke Bridgewater
He is a liar. He is seventy years old. He has bald head and very grey beard. He sells Jim to Silas.
France King
He is about thirty years old. He sells Jim to Silas with the Duke. He is a liar.
Aunt Sally
She is Tom Sawyer’s aunt. At the first time she thought that Huck is Tom and Tom is Sid. She is kind women.
Uncle Silas
He is Aunt Sally’s husband. He is not a good person because he want to sell Jim.
6. Message
• Must faith with our friend;
•We must help other people who need our help;
QUESTIONS
1. How much money did Huck Finn have ?
Huck Finn has $ 6,000.
2. Who are the major character in this novel?
The major character are Huck Finn and Jim.
3. Who did sell Jim to Silas’s family?
The Duke and the King.
4. How much the duke and king sold Jim to Silas’s family?
They sold Jim $ 40.
5. Where did Huck hide and meet Jim?
In Jackson island.
6. With whom did Huck live before he went to adventure?
Huck live with widow Douglas before he went to adventure.
7. Who helped Huck to escape Jim?
Tom Sawyer.
8. Where did Huck save his money?
Judge Thatcher house.
9. Who is the author of The Adventure of Huckleberry Finn?
Mark Twain.
10. How much reward for someone who caught Jim?
The reward for someone who caught Jim was $ 300.
INTRINSIC ELEMENT
1. Theme
Adventure, courage, friendship, strunggling.
2. Point of View
Huckleberry Finn is written in the first person with Huck narrating. The narrator, Huck Finn, is the protagonist and not simply the observer. Often, Twain uses the book and Huck’s character to voice his own ideas about society.
3. Plot
a. Exposition
Huckleberry Finn (Huck Finn) was a young boy who had taken by the widow Douglas. He lived with the widow and her sister’s, Miss Watson. Huck only had a father who liked drunk. He had $6000 from treasure hidden by robbers. He kept the money to Judge Tatcher. But, one day, his father came to his room and wanted his money. Huck Finn didn’t give the money to his father. Next day, Pap (Huck’s father) caught and brought him to the Illinois shore where there were no houses except an old hut. Pap locked him in the hut.
b. Rising Action
Huck Finn decided to escape from his father. He made a trick and went to Jackson Island. He went there by a raft. He met Jim, Miss Watson’s Slave at the island. They lived in the island until Huck knew that the people in the town wanted to looking for Jim in the Jackson Island. Huck and Jim decided to leave the island and get the adventure.
They met two man who acknowledged that they were a duke. Huck and Jim knew that they were a liar. But they didin’t tell about it to them. Then, they called the two men with Duke and King. The Duke and King sold Jim to Silas.
c. Climax
Huck wanted to help Jim to get his freedom. He went to Silas’s farm where Jim was there. But, he didn’t know that Silas was Tom Sawyer’s uncle. Aunt Sally reckoned that Huck was Tom Sawyer. Huck told to Tom that he wanted to help Jim. Tom wanted to help Huck. They made a trick to help Jim. They did the trick at night. Many people with their gun were in the Uncle Silas’s house. Huck, Tom, and Jim ran. Some people knew about it. They ran after them. They shot Huck, Tom, and Jim with their gun and Tom had a bullet in the calf of his leg.
d. Falling Action
When Huck got home, Huck told to Uncle Silas and Aunt Sally that he and Tom were hunting for the runaway slave and Tom was at the post office to see what he could hear. Uncle Silas went to find Tom, but he hadn’t found Tom. Huck was uneasy. He wanted to look for Tom, but he couldn’t.
e. Resolution
Tom came back with Jim to Aunt Sally’s house. Tom told that Jim was not a bad slave. He said that Miss Watson set Jim free in her will before she died. Suddenly, Aunt Polly, Aunt Sally’s sister came. She told to Aunt Sally that Sid was Tom, and Tom was Huck.
Jim was free. Huck knew that his father had died and he still had $6000 at Judge Tatcher.
4. Setting
a. Place
Widow Douglas House, the place where Huck live.
Judge Thatcher’s house, the place where Huck.
Ilinois shore , the place where Huck and his father spending many day.
Jackson Island, the place where Huck hiding and meets Jim.
Silas’s farm, a place where Jim prisoned by Uncle Silas.
Post office, the place where Tom Hiding from people who want to caught Jim.
Aunt Sally’s house, the place where Huck live for not along time.
5. Character
a. The Major Character
Huckleberry Finn
He is the main character of this novel. He loves adventure looks like his friend, Tom Sawyer. He lives at Widow Douglas’s house. Together with Jim, he does the adventure and gets many kinds of experiences.
Jim
He is Huckleberry Finn’s friend when they do adventure together. Before that, he is Miss Watson’s slave. He runs away from Miss Watson, because Miss Watson want to sell him and then he meets with Huck Finn in Jackson Island.
b. The Minor Character
Tom Sawyer
He is Huckleberry Finn’s friend. Same like Huck, he loves adventure too. He helps Huck to free Jim from Uncle Silas.
Widow Douglas
She is an old and kind person. She took Huck, who previously had been living as a tramp, to live together with her and Miss Watson, her sister.
Miss Watson
She is Widow Douglas’s sister. She is not a kind person looks like her sister, Widow Douglas. She has a slave, Jim. Before she died, she sets Jim Free.
Judge Thatcher
He is a kind person who kept Huckleberry Finn’s money, because Huck afraid that his money will be taken by his father.
Pap (Huck’s father)
He has a bad temperament and a town drunk. He always drinks alcohol and he wants Huck Finn’s money.
Duke Bridgewater
He is a liar. He is seventy years old. He has bald head and very grey beard. He sells Jim to Silas.
France King
He is about thirty years old. He sells Jim to Silas with the Duke. He is a liar.
Aunt Sally
She is Tom Sawyer’s aunt. At the first time she thought that Huck is Tom and Tom is Sid. She is kind women.
Uncle Silas
He is Aunt Sally’s husband. He is not a good person because he want to sell Jim.
6. Message
• Must faith with our friend;
•We must help other people who need our help;
QUESTIONS
1. How much money did Huck Finn have ?
Huck Finn has $ 6,000.
2. Who are the major character in this novel?
The major character are Huck Finn and Jim.
3. Who did sell Jim to Silas’s family?
The Duke and the King.
4. How much the duke and king sold Jim to Silas’s family?
They sold Jim $ 40.
5. Where did Huck hide and meet Jim?
In Jackson island.
6. With whom did Huck live before he went to adventure?
Huck live with widow Douglas before he went to adventure.
7. Who helped Huck to escape Jim?
Tom Sawyer.
8. Where did Huck save his money?
Judge Thatcher house.
9. Who is the author of The Adventure of Huckleberry Finn?
Mark Twain.
10. How much reward for someone who caught Jim?
The reward for someone who caught Jim was $ 300.
1. Theme
Adventure, courage, friendship, strunggling.
2. Point of View
Huckleberry Finn is written in the first person with Huck narrating. The narrator, Huck Finn, is the protagonist and not simply the observer. Often, Twain uses the book and Huck’s character to voice his own ideas about society.
3. Plot
a. Exposition
Huckleberry Finn (Huck Finn) was a young boy who had taken by the widow Douglas. He lived with the widow and her sister’s, Miss Watson. Huck only had a father who liked drunk. He had $6000 from treasure hidden by robbers. He kept the money to Judge Tatcher. But, one day, his father came to his room and wanted his money. Huck Finn didn’t give the money to his father. Next day, Pap (Huck’s father) caught and brought him to the Illinois shore where there were no houses except an old hut. Pap locked him in the hut.
b. Rising Action
Huck Finn decided to escape from his father. He made a trick and went to Jackson Island. He went there by a raft. He met Jim, Miss Watson’s Slave at the island. They lived in the island until Huck knew that the people in the town wanted to looking for Jim in the Jackson Island. Huck and Jim decided to leave the island and get the adventure.
They met two man who acknowledged that they were a duke. Huck and Jim knew that they were a liar. But they didin’t tell about it to them. Then, they called the two men with Duke and King. The Duke and King sold Jim to Silas.
c. Climax
Huck wanted to help Jim to get his freedom. He went to Silas’s farm where Jim was there. But, he didn’t know that Silas was Tom Sawyer’s uncle. Aunt Sally reckoned that Huck was Tom Sawyer. Huck told to Tom that he wanted to help Jim. Tom wanted to help Huck. They made a trick to help Jim. They did the trick at night. Many people with their gun were in the Uncle Silas’s house. Huck, Tom, and Jim ran. Some people knew about it. They ran after them. They shot Huck, Tom, and Jim with their gun and Tom had a bullet in the calf of his leg.
d. Falling Action
When Huck got home, Huck told to Uncle Silas and Aunt Sally that he and Tom were hunting for the runaway slave and Tom was at the post office to see what he could hear. Uncle Silas went to find Tom, but he hadn’t found Tom. Huck was uneasy. He wanted to look for Tom, but he couldn’t.
e. Resolution
Tom came back with Jim to Aunt Sally’s house. Tom told that Jim was not a bad slave. He said that Miss Watson set Jim free in her will before she died. Suddenly, Aunt Polly, Aunt Sally’s sister came. She told to Aunt Sally that Sid was Tom, and Tom was Huck.
Jim was free. Huck knew that his father had died and he still had $6000 at Judge Tatcher.
4. Setting
a. Place
Widow Douglas House, the place where Huck live.
Judge Thatcher’s house, the place where Huck.
Ilinois shore , the place where Huck and his father spending many day.
Jackson Island, the place where Huck hiding and meets Jim.
Silas’s farm, a place where Jim prisoned by Uncle Silas.
Post office, the place where Tom Hiding from people who want to caught Jim.
Aunt Sally’s house, the place where Huck live for not along time.
5. Character
a. The Major Character
Huckleberry Finn
He is the main character of this novel. He loves adventure looks like his friend, Tom Sawyer. He lives at Widow Douglas’s house. Together with Jim, he does the adventure and gets many kinds of experiences.
Jim
He is Huckleberry Finn’s friend when they do adventure together. Before that, he is Miss Watson’s slave. He runs away from Miss Watson, because Miss Watson want to sell him and then he meets with Huck Finn in Jackson Island.
b. The Minor Character
Tom Sawyer
He is Huckleberry Finn’s friend. Same like Huck, he loves adventure too. He helps Huck to free Jim from Uncle Silas.
Widow Douglas
She is an old and kind person. She took Huck, who previously had been living as a tramp, to live together with her and Miss Watson, her sister.
Miss Watson
She is Widow Douglas’s sister. She is not a kind person looks like her sister, Widow Douglas. She has a slave, Jim. Before she died, she sets Jim Free.
Judge Thatcher
He is a kind person who kept Huckleberry Finn’s money, because Huck afraid that his money will be taken by his father.
Pap (Huck’s father)
He has a bad temperament and a town drunk. He always drinks alcohol and he wants Huck Finn’s money.
Duke Bridgewater
He is a liar. He is seventy years old. He has bald head and very grey beard. He sells Jim to Silas.
France King
He is about thirty years old. He sells Jim to Silas with the Duke. He is a liar.
Aunt Sally
She is Tom Sawyer’s aunt. At the first time she thought that Huck is Tom and Tom is Sid. She is kind women.
Uncle Silas
He is Aunt Sally’s husband. He is not a good person because he want to sell Jim.
6. Message
• Must faith with our friend;
•We must help other people who need our help;
QUESTIONS
1. How much money did Huck Finn have ?
Huck Finn has $ 6,000.
2. Who are the major character in this novel?
The major character are Huck Finn and Jim.
3. Who did sell Jim to Silas’s family?
The Duke and the King.
4. How much the duke and king sold Jim to Silas’s family?
They sold Jim $ 40.
5. Where did Huck hide and meet Jim?
In Jackson island.
6. With whom did Huck live before he went to adventure?
Huck live with widow Douglas before he went to adventure.
7. Who helped Huck to escape Jim?
Tom Sawyer.
8. Where did Huck save his money?
Judge Thatcher house.
9. Who is the author of The Adventure of Huckleberry Finn?
Mark Twain.
10. How much reward for someone who caught Jim?
The reward for someone who caught Jim was $ 300.
BAB I
PENDAHULUAN
1.1 Latar Belakang
Empat belas Pebruari, Valentine Day atau hari kasih sayang, benarkah?
Di berbagai belahan dunia, orang beramai-ramai merayakan datangnya tanggal 14 Pebruari sebagai hari kasih sayang (Valentine Day). Di Indonesia pun para warganya turut serta menyambut gembira datangnya hari kasih sayang ini.
Berbagai cara dilakukan untuk memeriahkan hari kasih sayang ini. Dimulai dari saling berkirim kartu ucapan, bertukar coklat, memberi bunga, hingga seks untuk menunjukkan rasa sayang pada orang-orang tertentu yang dikasihi.
Hal ini menimbulkan kontroversi dari berbagai kalangan yang tidak menyetujui adanya valentine day (VD). Banyak yang beranggapan bahwa budaya Valentine Day (VD) tidak sesuai dengan budaya timur.
1.2 Rumusan Masalah.
Berikut ini adalah beberapa pertanyaan yang berkaitan dengan valentine day :
1. Apakah Valentine Day ?
2. Darimana asal mula adanya Valentine Day ?
3. Bagaimana Valentine Day dirayakan oleh masyarakat Indonesia ?
4. Seperti apa kontroversi yang ditimbulkan dengan adanya perayaan Valentine Day ?
BAB II
PEMBAHASAN
2.1 Sejarah Valentine Day (VD)
Asal mula Valentine day (VD) tercipta pada jman kerajaan Romawi. Menurut adat Romawi, 14 Pebruari adalah hari untuk menghormati Juno, ratu para dewa dewi Romawi. Dihari berikutnya, 15 Pebruari dimulailah perayaan “Feast of Lupercalia”.
Perayaan Lupercalia adalah rangkaian upacara pensucian di masa Romawi Kuno (13-18 Pebruari). Dua hari pertama, dipersembahakan untuk dewi cinta Juno Februata. Pada hari ini, para pemuda mengundi nama-nama gadis di dalam kotak. Lalu setiap pemuda mengambil nama secara acak dan gadis yang namanya keluar harus menjadi pasangannya selama setahun untuk senang-senang dan obyek hiburan. Selama upacara ini, kaum muda melecut orang dengan kulit binatang dan wanita berebut untuk dilecut karena lecutan itu dianggap akan membuat mereka menjadi lebih subur.
Di bawah pemerintahan Kaisar Claudius II, Romawi terlibat dalam peperangan. Ia yakin bahwa para pria Romawi enggan masuk tentara karena berat meninggalkan keluarga dan kekasihnya. Akhirnya ia memerintahkan untuk membatalkan semua pernikahan dan pertunangan di Romawi. Saint Valentine yang saat itu menjadi pendeta terkenal di Romawi menolak perintah ini.
Saint Valentine adalah seorang pendeta yang hidup di Roma pada abad ketiga. Ia tetap melaksanakan tugasnya sebagai pendeta, yaitu menikahkan para pasangan yang tengah jatuh cinta meskipun secara rahasia. Aksi ini diketahui kaisar yang segera memberinya peringatan, namun ia tak bergeming dan tetap memberkati pernikahan dalam sebuah kapel kecil yang hanya diterangi cahaya lilin, tanpa bunga, tanpa kidung pernikahan.
Hingga suatu malam, ia tertangkap basah memberkati pasangan. Pasangan itu berhasil melarikan diri, namun malang, ia tertangkap. Ia dijebloskan ke penjara dan divonis mati. Disaat ia dipenggal pada tanggal 14 Pebruari, ia menyempatkan diri menuliskan sebuah pesan untuk seorang putri penjaga penjara. Diakhir pesan itu, ia menuliskan “Dengan Cinta dari Valentinemu”.
Pesan itulah yang kemudian mengubah segalanya. Kini, setiap tanggal 14 Pebruari orang diberbagai belahan dunia merayakannya sebagai hari kasih sayang. Orang-orang yang merayakan hari itu mengingat Saint Valentine sebagai pejuang cinta, sementara kaisar Claudius dikenang sebagai seseorang yang berusaha mengenyahkan cinta.
2.2 Perayaan Valentine Day di Indonesia
Datangnya Valentine Day (VD) disambut meriah di berbagai belahan dunia. Berbagai cara dilakukan, dimulai dari hal yang terkecil hingga yang membutuhkan banyak biaya. Masing-masing orang merayakannya dengan cara-cara yang berbeda. Hal ini sudah dilakukan sejak puluhan tahun yang lalu. Seperti memberi kartu ucapan, memberikan coklat, hingga berpesta dan berfoya-foya.
Berdasarkan penelitian yang dilakukan kepada sebagian pihak, perayaan VD di Indonesia dimeriahkan oleh berbagai kalangan. Dari mulai anak-anak, remaja, hingga dewasa. Hampir sebagian orang yang di survei pernah merayakan VD.
Arvin, anak kelas 5 sekolah dasar ikut memeriahkan VD. Padahal sebenarnya dia sendiri tidak tahu apa itu hari kasih sayang atau Valentine Day. Arvin mengaku hanya meniru teman-temannya yang saling bertukar coklat valentine pada tanggal 14 Pebruari. Beberapa siswa-siswi sekolah dasar lainnya pun berbicara hal yang sama seperti Arvin.
Hal ini juga terjadi pada Novi, siswi kelas 2 sekolah menengah pertama, yang mengaku tidak tahu tentang asal usul VD. Novi hanya ikut beramai-ramai bersama teman-temannya merayakan hari kasih sayang ini.
Lain halnya dengan murid-murid sekolah menengah atas. Sebagian mengetahui tentang VD, dan sebagian lainnya hanya meniru orang lain. Mila Yunita, siswi kelas 1 sekolah menengah kejuruan mengatakan bahwa dia tidak mengetahui darimana awal mulanya VD. Mila hanya meniru apa yang dikatakan teman-temannya, dan dia tidak pernah lagi merayakan VD. Ilham yang telah mengetahui tentang VD hanya pernah merayakan hari kasih sayang tersebut pada saat dia masih sekolah di sekolah dasar.
Di kalangan mahasiswa, hal-hal mengenai VD sudah sangat diketahui sehingga bagi mahasiswa yang beragama Islam, tidak ada perayaan VD pada tanggal 14 Pebruari.
2.3 Kontroversi Valentine Day (VD) di Indonesia
Perayaaan Valentine Day (VD) di Indonesia membuat kontroversi yang tidak pernah surut karena banyak masyarakat masih saja meniru budaya barat yang bertentangan dengan budaya timur. Masyarakat Indonesia, khususnya para generasi penerus bangsa merayakan VD dengan cara-cara yang melanggar norma dan adat-adat budaya timur, seperti mabuk-mabukan, pesta narkoba, dan seks bebas. Hal ini sangat bertentangan dengan budaya Indonesia.
Bangsa Indonesia yang sebagian besar beragama Islam tentu saja mengecam adanya perayaan tersebut, apalagi dengan cara-cara yang dilarang keras oleh agama. Dari penelitian yang telah dilakukan, beberapa sekolah melarang murid-muridnya merayakan VD, dari menempelkan pengumuman tentang VD, menyebarkan brosur-brosur tentang VD, hingga melakukan razia kepada setiap murid setiap tanggal 14 Pebruari.
Dan secara umum, larangan tentang VD sudah disebarluaskan melalui berbagai media, baik media cetak maupun media elektronik. Di internet, berbagai situs telah membahas berbagai artikel mengenai asal-usul VD dalam berbagai versi, sebagai contoh dalam website www.undiknas.ac.id, yang membahas tentang sejarah atau asal mula VD.
Berbagai kontroversi juga telah disebarluaskan dalam berbagai situs, seperti dalam youngmuslimsindo.blogspot.com yang isinya tidak memperbolehkan adanya perayaan VD. Perayaan ini dinilai haram karena tidak ada dalam ajaran Islam hari Valentine Day (VD)
PENDAHULUAN
1.1 Latar Belakang
Empat belas Pebruari, Valentine Day atau hari kasih sayang, benarkah?
Di berbagai belahan dunia, orang beramai-ramai merayakan datangnya tanggal 14 Pebruari sebagai hari kasih sayang (Valentine Day). Di Indonesia pun para warganya turut serta menyambut gembira datangnya hari kasih sayang ini.
Berbagai cara dilakukan untuk memeriahkan hari kasih sayang ini. Dimulai dari saling berkirim kartu ucapan, bertukar coklat, memberi bunga, hingga seks untuk menunjukkan rasa sayang pada orang-orang tertentu yang dikasihi.
Hal ini menimbulkan kontroversi dari berbagai kalangan yang tidak menyetujui adanya valentine day (VD). Banyak yang beranggapan bahwa budaya Valentine Day (VD) tidak sesuai dengan budaya timur.
1.2 Rumusan Masalah.
Berikut ini adalah beberapa pertanyaan yang berkaitan dengan valentine day :
1. Apakah Valentine Day ?
2. Darimana asal mula adanya Valentine Day ?
3. Bagaimana Valentine Day dirayakan oleh masyarakat Indonesia ?
4. Seperti apa kontroversi yang ditimbulkan dengan adanya perayaan Valentine Day ?
BAB II
PEMBAHASAN
2.1 Sejarah Valentine Day (VD)
Asal mula Valentine day (VD) tercipta pada jman kerajaan Romawi. Menurut adat Romawi, 14 Pebruari adalah hari untuk menghormati Juno, ratu para dewa dewi Romawi. Dihari berikutnya, 15 Pebruari dimulailah perayaan “Feast of Lupercalia”.
Perayaan Lupercalia adalah rangkaian upacara pensucian di masa Romawi Kuno (13-18 Pebruari). Dua hari pertama, dipersembahakan untuk dewi cinta Juno Februata. Pada hari ini, para pemuda mengundi nama-nama gadis di dalam kotak. Lalu setiap pemuda mengambil nama secara acak dan gadis yang namanya keluar harus menjadi pasangannya selama setahun untuk senang-senang dan obyek hiburan. Selama upacara ini, kaum muda melecut orang dengan kulit binatang dan wanita berebut untuk dilecut karena lecutan itu dianggap akan membuat mereka menjadi lebih subur.
Di bawah pemerintahan Kaisar Claudius II, Romawi terlibat dalam peperangan. Ia yakin bahwa para pria Romawi enggan masuk tentara karena berat meninggalkan keluarga dan kekasihnya. Akhirnya ia memerintahkan untuk membatalkan semua pernikahan dan pertunangan di Romawi. Saint Valentine yang saat itu menjadi pendeta terkenal di Romawi menolak perintah ini.
Saint Valentine adalah seorang pendeta yang hidup di Roma pada abad ketiga. Ia tetap melaksanakan tugasnya sebagai pendeta, yaitu menikahkan para pasangan yang tengah jatuh cinta meskipun secara rahasia. Aksi ini diketahui kaisar yang segera memberinya peringatan, namun ia tak bergeming dan tetap memberkati pernikahan dalam sebuah kapel kecil yang hanya diterangi cahaya lilin, tanpa bunga, tanpa kidung pernikahan.
Hingga suatu malam, ia tertangkap basah memberkati pasangan. Pasangan itu berhasil melarikan diri, namun malang, ia tertangkap. Ia dijebloskan ke penjara dan divonis mati. Disaat ia dipenggal pada tanggal 14 Pebruari, ia menyempatkan diri menuliskan sebuah pesan untuk seorang putri penjaga penjara. Diakhir pesan itu, ia menuliskan “Dengan Cinta dari Valentinemu”.
Pesan itulah yang kemudian mengubah segalanya. Kini, setiap tanggal 14 Pebruari orang diberbagai belahan dunia merayakannya sebagai hari kasih sayang. Orang-orang yang merayakan hari itu mengingat Saint Valentine sebagai pejuang cinta, sementara kaisar Claudius dikenang sebagai seseorang yang berusaha mengenyahkan cinta.
2.2 Perayaan Valentine Day di Indonesia
Datangnya Valentine Day (VD) disambut meriah di berbagai belahan dunia. Berbagai cara dilakukan, dimulai dari hal yang terkecil hingga yang membutuhkan banyak biaya. Masing-masing orang merayakannya dengan cara-cara yang berbeda. Hal ini sudah dilakukan sejak puluhan tahun yang lalu. Seperti memberi kartu ucapan, memberikan coklat, hingga berpesta dan berfoya-foya.
Berdasarkan penelitian yang dilakukan kepada sebagian pihak, perayaan VD di Indonesia dimeriahkan oleh berbagai kalangan. Dari mulai anak-anak, remaja, hingga dewasa. Hampir sebagian orang yang di survei pernah merayakan VD.
Arvin, anak kelas 5 sekolah dasar ikut memeriahkan VD. Padahal sebenarnya dia sendiri tidak tahu apa itu hari kasih sayang atau Valentine Day. Arvin mengaku hanya meniru teman-temannya yang saling bertukar coklat valentine pada tanggal 14 Pebruari. Beberapa siswa-siswi sekolah dasar lainnya pun berbicara hal yang sama seperti Arvin.
Hal ini juga terjadi pada Novi, siswi kelas 2 sekolah menengah pertama, yang mengaku tidak tahu tentang asal usul VD. Novi hanya ikut beramai-ramai bersama teman-temannya merayakan hari kasih sayang ini.
Lain halnya dengan murid-murid sekolah menengah atas. Sebagian mengetahui tentang VD, dan sebagian lainnya hanya meniru orang lain. Mila Yunita, siswi kelas 1 sekolah menengah kejuruan mengatakan bahwa dia tidak mengetahui darimana awal mulanya VD. Mila hanya meniru apa yang dikatakan teman-temannya, dan dia tidak pernah lagi merayakan VD. Ilham yang telah mengetahui tentang VD hanya pernah merayakan hari kasih sayang tersebut pada saat dia masih sekolah di sekolah dasar.
Di kalangan mahasiswa, hal-hal mengenai VD sudah sangat diketahui sehingga bagi mahasiswa yang beragama Islam, tidak ada perayaan VD pada tanggal 14 Pebruari.
2.3 Kontroversi Valentine Day (VD) di Indonesia
Perayaaan Valentine Day (VD) di Indonesia membuat kontroversi yang tidak pernah surut karena banyak masyarakat masih saja meniru budaya barat yang bertentangan dengan budaya timur. Masyarakat Indonesia, khususnya para generasi penerus bangsa merayakan VD dengan cara-cara yang melanggar norma dan adat-adat budaya timur, seperti mabuk-mabukan, pesta narkoba, dan seks bebas. Hal ini sangat bertentangan dengan budaya Indonesia.
Bangsa Indonesia yang sebagian besar beragama Islam tentu saja mengecam adanya perayaan tersebut, apalagi dengan cara-cara yang dilarang keras oleh agama. Dari penelitian yang telah dilakukan, beberapa sekolah melarang murid-muridnya merayakan VD, dari menempelkan pengumuman tentang VD, menyebarkan brosur-brosur tentang VD, hingga melakukan razia kepada setiap murid setiap tanggal 14 Pebruari.
Dan secara umum, larangan tentang VD sudah disebarluaskan melalui berbagai media, baik media cetak maupun media elektronik. Di internet, berbagai situs telah membahas berbagai artikel mengenai asal-usul VD dalam berbagai versi, sebagai contoh dalam website www.undiknas.ac.id, yang membahas tentang sejarah atau asal mula VD.
Berbagai kontroversi juga telah disebarluaskan dalam berbagai situs, seperti dalam youngmuslimsindo.blogspot.com yang isinya tidak memperbolehkan adanya perayaan VD. Perayaan ini dinilai haram karena tidak ada dalam ajaran Islam hari Valentine Day (VD)
Sabtu, 13 November 2010
assignment of prose
Chapter seven
LITERATURE AND BIOGRAPHY
Biography is the most obvious factor in recognizing a work of art because of its contains of the whole work of art of its creator, the author, and personal world of the writer since it has been one of the oldest and best established methods of literary study. It’s based on three points of view that should be carefully distinguished.
Those three points of view are;
Biography has been in the main line of the actual productions of poetry;
Biography equals to the study of the man of genius, of his moral, intellectual and emotional development;
Biography is viewed as an affording materials for a systematic study of the psychological angel of the poet and of the poetic process.
Biography itself is such an ancient literary genre that belongs to the part of historiography. This historial study which the whole biographer often encounters problems of chronological presentation, of selection, of discretion or frankness. As likely found in the study of Shakespeare, the vast effort has yielded only a few results of literary profit. Now it seems easy to deal with the biographical approach, indeed it is even invited and demanded by the poet. We must conclude that the biographical interpretation and use of every work of art needs careful scrutiny and examination in each case, because the work of art is no longer being a document for biography anymore.
LITERATURE AND BIOGRAPHY
Biography is the most obvious factor in recognizing a work of art because of its contains of the whole work of art of its creator, the author, and personal world of the writer since it has been one of the oldest and best established methods of literary study. It’s based on three points of view that should be carefully distinguished.
Those three points of view are;
Biography has been in the main line of the actual productions of poetry;
Biography equals to the study of the man of genius, of his moral, intellectual and emotional development;
Biography is viewed as an affording materials for a systematic study of the psychological angel of the poet and of the poetic process.
Biography itself is such an ancient literary genre that belongs to the part of historiography. This historial study which the whole biographer often encounters problems of chronological presentation, of selection, of discretion or frankness. As likely found in the study of Shakespeare, the vast effort has yielded only a few results of literary profit. Now it seems easy to deal with the biographical approach, indeed it is even invited and demanded by the poet. We must conclude that the biographical interpretation and use of every work of art needs careful scrutiny and examination in each case, because the work of art is no longer being a document for biography anymore.
my assignment
INTRODUCTION TO LITERATURE
‘THE BOX’
OLEH RICH SMOLEN
PENDAHULUAN
Drama adalah sebuah cerita yang ditulis untuk diperankan dan dipentaskan dihadapan penonton. Drama diikuti beberapa struktur dasar, yaitu, konflik, permasalahan, klimaks, dan penyelesaian. Utamanya, terdapat dua jenis drama, yaitu, tragedi dan komedi.
Drama tragedi adalah pertunjukan yang menggambarkan situasi yang serius dan penting, dimana pada akhir cerita, tokoh utama tidak mengalami akhir yang bahagia. Sebaliknya, dalam drama jenis komedi, cerita dari tokoh utama berakhir bahagia.
Kami memilih drama ‘The Box’ karya Rich Smolen ini dikarenakan menurut kami, karya ini lebih mudah dipahami dibandingkan dengan karya-karya lain. ‘The Box’ merupakan sebuah karya kontemporer yang menceritakan tentang perebutan sebuah kotak yang pada kenyataannya hanyalah sebuah kotak biasa dan tidak berisi apapun tetapi menjadi berharga karena si pemilik menganggapnya sangat berharga dan istimewa.
Drama ini memiliki nilai moral yang tersirat dari sebuah peristiwa yang sederhana, sehingga walaupun singkat tetapi dapat memberikan pelajaran yang sangat berharga.
Melalui karya tulis ini, kami akan menjabarkan struktur-struktur dalam drama ‘The Box’ mencakup jenis, unsur intrinsik serta ekstrinsik. Diharapkan dengan adanya karya tulis ini, pembaca dapat lebih memahami drama ini secara lebih mendalam.
PEMBAHASAN
Konflik: perebutan sebuah kotak
Permasalahan: tiga peran atau karakter saling memperebutkan kotak tersebut.
Klimaks:
µ Seorang pemuda dan orang tua berkelahi memperebutkan sebuah kotak milik seorang lelaki
µ Si pemuda menyerang si orang tua untuk mendapatkan kotak milik si lelaki. Akhirnya si orang tua mati dibunuh oleh si pemuda secara tidak sengaja.
Penyelesaian
µ Si orang tua meninggal
µ Si pemuda melarikan diri
µ Si laki-laki kecewa dan melempar kotaknya
‘The Box’ adalah drama tragedi karena tokoh utama tidak mengalami akhir yang bahagia.
Setting
Panggung kosong kecuali untuk halte di panggung bawah sebelah kanan. Dinding panggung atas terdapat beberapa bingkai foto hitam dan putih. Sebuah tripod tergeletak di tanah di sebelah dinding.
Pencahayaan
Cahaya menghilang kecuali untuk lampu sorot merah hanya menyinari kepala si laki-laki dan kotaknya.
Kostum: tidak ada
Properti
µ Kotak atau kotak karton
µ Kamera
µ Tripod
Ø Percakapan para karakter di panggung adalah dengan monolog. Tidak ada soliloquy dan aside.
Ø Stage direction, seting dan peran karakter
µ Stage is bare, except for a bus stop sign downstage right. Upstage wall has a few black and white framed photos; a tripod is lying on the ground next to the wall. YOUNG MAN and MAN enter from upstage left and cross to the bus stop. There is a camera around YOUNG MAN'S neck.
µ His voice trails off as he looks for the bus.
µ MAN nods in absentminded agreement, still looking for bus. He stops suddenly and looks into audience.
µ MAN runs off stage
µ MAN returns with a large cardboard box
µ YOUNG MAN is obviously curious as to contents of box. He bends to look inside as MAN pulls box away. This action becomes more exaggerated through the next couple of lines
µ pause, clears throat
µ MAN gestures to box. YOUNG MAN starts to nod.
µ MAN gestures to his head. MAN nods, laughs at his own joke
µ YOUNG MAN points to cardboard box
µ MAN is serious for a moment, his eyes widen; then breaks out into laugh.
µ MAN gestures to head
µ pause, look of confusion
µ MAN who has been half-joking until now becomes serious, almost threatening
µ MAN turns box upside down
µ MAN looks for bus. YOUNG MAN walks upstage, sets up tripod. OLD MAN enters, downstage left. MAN sees OLD MAN and looks around in panic for a place to hide box. He finally hides it in plain view, center stage, and returns to bus stop. OLD MAN sees MAN and crosses to him, also waiting for bus.
µ FRIEND, apparently not in scene, sets up camera on tripod, upstage
µ Patronizing
µ still patronizing, but slightly annoyed
µ He pats his front pocket
µ YOUNG MAN enters scene from upstage
µ MAN hesitates, then moves towards box.
µ YOUNG MAN points to box. OLD MAN looks. YOUNG MAN strikes OLD MAN from behind; OLD MAN falls to ground, motionless. YOUNG MAN looks around, visibly anxious and upset after assaulting OLD MAN. YOUNG MAN runs over to MAN who has just picked up box. YOUNG MAN grabs box and pushes MAN away to the side.
µ YOUNG MAN throws box to MAN who catches it. YOUNG MAN runs to camera and tripod, grabs them, and runs off stage.
µ MAN (calling after YOUNG MAN)
µ MAN looks into box
µ MAN looks around
µ MAN crosses to OLD MAN, tries to revive him, but fails
µ MAN throws box down. Sound of something shattering in box. MAN kneels in front of box. Lights fade except for red down light, illuminating only MAN's head and box. MAN looks down at box, then looks up at source of light. Light fades.
PENUTUP
A. Kesimpulan Cerita
Yang dapat kami simpulkan dalam drama ini adalah tentang sebuah ambisi dari ‘Young Man’ dan ‘Old Man’ untuk memiliki sebuah kotak yang dimiliki oleh ‘Man’. Mereka melakukan segala daya dan upaya yang mereka bisa untuk membujuk ‘Man’ agar mau menyerahkan kotak itu, kotak yang bahkan telah diberi tahu oleh pemiliknya bahwa di dalamnya tak berisi apapun. Mereka hanya berpikir sesuatu yang orang anggap berharga pasti berharga pula untuk dirinya. ‘Young Man’ dan ‘Old Man’ hanya berorientasi bahwa sesuatu yang ada di dalam kotak itu pastilah sangat berharga dan mereka ingin memilikinya juga. ‘Man’ mengatakan tak ada apapun dalam kotak itu yang disalahartikan sebagai keengganannya memberitahu mereka benda berharga apa yang ia simpan dalam kotak itu. Hal ini menyebabkan keingintahuan mereka sangat besar dan mendorong mereka untuk bertindak kasar antara satu dengan yang lainnya. Mereka saling ejek, berteriak, dan memperdebatkan barang mereka masing-masing yang lebih pantas untuk ditukar dengan kotak milik ‘Man’. ‘Man’ tak habis pikir kenapa mereka memperebutkan kotak miliknya yang tak berisi apapun. Jika ia menyerahkan kotak itu kepada salah satu dari mereka, ‘Man berpikir mereka pasti akan kecewa karena yang akan mereka dapat adalah sebuah kotak kosong. Walaupun ‘Man’ telah berusaha menjelaskan dan melerai pertengkaran mereka sekuat yang ia mampu, hasilnya sama saja mereka terus bertengkar, sampai puncaknya ‘Young Man’ kehilangan kesabaran dan memukul ‘Old Man’ dari belakang hingga ia terjatuh tak bergerak, terkapar di tanah. ‘Young Man’ merebut kotak milik ‘Man’ membukanya menyadari bahwa kotak itu kosong. Ia melakukan pertengkaran dan pemukulan yang menyebabkan seseorang mungkin mati hanya untuk sebuah kotak kosong yang tak berharga baginya. Ia kabur mengambil semua barang-barang berharganya yang hendak ditukar dengan kotak tak berharga milik ‘Man’. Melihat kejadian mengerikan itu di depan matanya sendiri, membuat ‘Man’ berpikir ulang mengenai kotaknya, ia kini menganggap kotak yang selalu dibawanya, yang ia anggap sebagai barang yang penting dalam hidupnya, tak berharga lagi. Karena kotak kebanggaannya kotak yang sudah ia anggap kawan sendiri
sudah tak berharga lagi, kawan yang biasa menemaninya sudah tak ada lagi, ia merasakan kehampaan dan kesepian, sesuatu yang sangat ia benci dan hindari.
Pesan Moral
Pesan Moral yang dapat kami simpulkan setelah menganalisis drama ini adalah :
1. Jangan terlalu serakah jika menginginkan sesuatu,
2. Jadilah orang yang pandai menahan emosi,
3. Barang yang berharga bagi orang lain belum tentu berharga bagi kita,
4. Keingintahuan yang terlalu besar bisa menimbulkan hal-hal yang negatif bagi diri sendiri dan bahkan bagi orang lain.
‘THE BOX’
OLEH RICH SMOLEN
PENDAHULUAN
Drama adalah sebuah cerita yang ditulis untuk diperankan dan dipentaskan dihadapan penonton. Drama diikuti beberapa struktur dasar, yaitu, konflik, permasalahan, klimaks, dan penyelesaian. Utamanya, terdapat dua jenis drama, yaitu, tragedi dan komedi.
Drama tragedi adalah pertunjukan yang menggambarkan situasi yang serius dan penting, dimana pada akhir cerita, tokoh utama tidak mengalami akhir yang bahagia. Sebaliknya, dalam drama jenis komedi, cerita dari tokoh utama berakhir bahagia.
Kami memilih drama ‘The Box’ karya Rich Smolen ini dikarenakan menurut kami, karya ini lebih mudah dipahami dibandingkan dengan karya-karya lain. ‘The Box’ merupakan sebuah karya kontemporer yang menceritakan tentang perebutan sebuah kotak yang pada kenyataannya hanyalah sebuah kotak biasa dan tidak berisi apapun tetapi menjadi berharga karena si pemilik menganggapnya sangat berharga dan istimewa.
Drama ini memiliki nilai moral yang tersirat dari sebuah peristiwa yang sederhana, sehingga walaupun singkat tetapi dapat memberikan pelajaran yang sangat berharga.
Melalui karya tulis ini, kami akan menjabarkan struktur-struktur dalam drama ‘The Box’ mencakup jenis, unsur intrinsik serta ekstrinsik. Diharapkan dengan adanya karya tulis ini, pembaca dapat lebih memahami drama ini secara lebih mendalam.
PEMBAHASAN
Konflik: perebutan sebuah kotak
Permasalahan: tiga peran atau karakter saling memperebutkan kotak tersebut.
Klimaks:
µ Seorang pemuda dan orang tua berkelahi memperebutkan sebuah kotak milik seorang lelaki
µ Si pemuda menyerang si orang tua untuk mendapatkan kotak milik si lelaki. Akhirnya si orang tua mati dibunuh oleh si pemuda secara tidak sengaja.
Penyelesaian
µ Si orang tua meninggal
µ Si pemuda melarikan diri
µ Si laki-laki kecewa dan melempar kotaknya
‘The Box’ adalah drama tragedi karena tokoh utama tidak mengalami akhir yang bahagia.
Setting
Panggung kosong kecuali untuk halte di panggung bawah sebelah kanan. Dinding panggung atas terdapat beberapa bingkai foto hitam dan putih. Sebuah tripod tergeletak di tanah di sebelah dinding.
Pencahayaan
Cahaya menghilang kecuali untuk lampu sorot merah hanya menyinari kepala si laki-laki dan kotaknya.
Kostum: tidak ada
Properti
µ Kotak atau kotak karton
µ Kamera
µ Tripod
Ø Percakapan para karakter di panggung adalah dengan monolog. Tidak ada soliloquy dan aside.
Ø Stage direction, seting dan peran karakter
µ Stage is bare, except for a bus stop sign downstage right. Upstage wall has a few black and white framed photos; a tripod is lying on the ground next to the wall. YOUNG MAN and MAN enter from upstage left and cross to the bus stop. There is a camera around YOUNG MAN'S neck.
µ His voice trails off as he looks for the bus.
µ MAN nods in absentminded agreement, still looking for bus. He stops suddenly and looks into audience.
µ MAN runs off stage
µ MAN returns with a large cardboard box
µ YOUNG MAN is obviously curious as to contents of box. He bends to look inside as MAN pulls box away. This action becomes more exaggerated through the next couple of lines
µ pause, clears throat
µ MAN gestures to box. YOUNG MAN starts to nod.
µ MAN gestures to his head. MAN nods, laughs at his own joke
µ YOUNG MAN points to cardboard box
µ MAN is serious for a moment, his eyes widen; then breaks out into laugh.
µ MAN gestures to head
µ pause, look of confusion
µ MAN who has been half-joking until now becomes serious, almost threatening
µ MAN turns box upside down
µ MAN looks for bus. YOUNG MAN walks upstage, sets up tripod. OLD MAN enters, downstage left. MAN sees OLD MAN and looks around in panic for a place to hide box. He finally hides it in plain view, center stage, and returns to bus stop. OLD MAN sees MAN and crosses to him, also waiting for bus.
µ FRIEND, apparently not in scene, sets up camera on tripod, upstage
µ Patronizing
µ still patronizing, but slightly annoyed
µ He pats his front pocket
µ YOUNG MAN enters scene from upstage
µ MAN hesitates, then moves towards box.
µ YOUNG MAN points to box. OLD MAN looks. YOUNG MAN strikes OLD MAN from behind; OLD MAN falls to ground, motionless. YOUNG MAN looks around, visibly anxious and upset after assaulting OLD MAN. YOUNG MAN runs over to MAN who has just picked up box. YOUNG MAN grabs box and pushes MAN away to the side.
µ YOUNG MAN throws box to MAN who catches it. YOUNG MAN runs to camera and tripod, grabs them, and runs off stage.
µ MAN (calling after YOUNG MAN)
µ MAN looks into box
µ MAN looks around
µ MAN crosses to OLD MAN, tries to revive him, but fails
µ MAN throws box down. Sound of something shattering in box. MAN kneels in front of box. Lights fade except for red down light, illuminating only MAN's head and box. MAN looks down at box, then looks up at source of light. Light fades.
PENUTUP
A. Kesimpulan Cerita
Yang dapat kami simpulkan dalam drama ini adalah tentang sebuah ambisi dari ‘Young Man’ dan ‘Old Man’ untuk memiliki sebuah kotak yang dimiliki oleh ‘Man’. Mereka melakukan segala daya dan upaya yang mereka bisa untuk membujuk ‘Man’ agar mau menyerahkan kotak itu, kotak yang bahkan telah diberi tahu oleh pemiliknya bahwa di dalamnya tak berisi apapun. Mereka hanya berpikir sesuatu yang orang anggap berharga pasti berharga pula untuk dirinya. ‘Young Man’ dan ‘Old Man’ hanya berorientasi bahwa sesuatu yang ada di dalam kotak itu pastilah sangat berharga dan mereka ingin memilikinya juga. ‘Man’ mengatakan tak ada apapun dalam kotak itu yang disalahartikan sebagai keengganannya memberitahu mereka benda berharga apa yang ia simpan dalam kotak itu. Hal ini menyebabkan keingintahuan mereka sangat besar dan mendorong mereka untuk bertindak kasar antara satu dengan yang lainnya. Mereka saling ejek, berteriak, dan memperdebatkan barang mereka masing-masing yang lebih pantas untuk ditukar dengan kotak milik ‘Man’. ‘Man’ tak habis pikir kenapa mereka memperebutkan kotak miliknya yang tak berisi apapun. Jika ia menyerahkan kotak itu kepada salah satu dari mereka, ‘Man berpikir mereka pasti akan kecewa karena yang akan mereka dapat adalah sebuah kotak kosong. Walaupun ‘Man’ telah berusaha menjelaskan dan melerai pertengkaran mereka sekuat yang ia mampu, hasilnya sama saja mereka terus bertengkar, sampai puncaknya ‘Young Man’ kehilangan kesabaran dan memukul ‘Old Man’ dari belakang hingga ia terjatuh tak bergerak, terkapar di tanah. ‘Young Man’ merebut kotak milik ‘Man’ membukanya menyadari bahwa kotak itu kosong. Ia melakukan pertengkaran dan pemukulan yang menyebabkan seseorang mungkin mati hanya untuk sebuah kotak kosong yang tak berharga baginya. Ia kabur mengambil semua barang-barang berharganya yang hendak ditukar dengan kotak tak berharga milik ‘Man’. Melihat kejadian mengerikan itu di depan matanya sendiri, membuat ‘Man’ berpikir ulang mengenai kotaknya, ia kini menganggap kotak yang selalu dibawanya, yang ia anggap sebagai barang yang penting dalam hidupnya, tak berharga lagi. Karena kotak kebanggaannya kotak yang sudah ia anggap kawan sendiri
sudah tak berharga lagi, kawan yang biasa menemaninya sudah tak ada lagi, ia merasakan kehampaan dan kesepian, sesuatu yang sangat ia benci dan hindari.
Pesan Moral
Pesan Moral yang dapat kami simpulkan setelah menganalisis drama ini adalah :
1. Jangan terlalu serakah jika menginginkan sesuatu,
2. Jadilah orang yang pandai menahan emosi,
3. Barang yang berharga bagi orang lain belum tentu berharga bagi kita,
4. Keingintahuan yang terlalu besar bisa menimbulkan hal-hal yang negatif bagi diri sendiri dan bahkan bagi orang lain.
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