Contoh Proposal FKIP Bahasa Inggris. oleh
CHAPTER I
Introduction
1.1.Background of the study
Human
being is god’s creature, since born he or she has given thought and
mind that they use in their interaction in their environment to each
other. The thought and mind appear the human’s emotion. The emotion is
coming to response anything which derives from outside.
The
emotion that owned by human being consists of two kinds. They are good
and bad emotion. Good emotion usually fulfills someone’s life dominating
with love, kindness etc. however, the people in bad emotion, his or her
life will be dominated by hatred. This emotion commonly makes the
people in trouble as well as in the big disappointment. Hatred in very
bad to be owned. To get the clear understanding on hatred, Oxford English language dictionary define:
Strong aversion detestation coupled with ill, either the simple emotion or emotional state of aversion abhorrence.
(Webster, 1974: 1144)
From
the quotation above can be said that hatred is the feeling of dislike
to someone because of one or some, reason. The reasons can be caused by disappointed, betrayed etc.
The quotation above shows that hatred is the feeling of dislike to
someone because of one or some reason. At least it can be said that
hatred is a response towards someone’s bad behavior or attitude. Dealing
with the analysis has taken hatred as the subject matter on this study.
The character’s behavior or attitude in the novel “Where there’s Smoke”
written by Sandra Brown shows the way and the cause of hatred. The
character’s behaviors are being interesting to discuss as it may give us
a good moral lesson in enduring the life.
1.2.Limitation of Problem
The
analysis is limited on the main character’s hatred. Specifically it is
focused on Jody’s hatred to Lara Mallory, Jody’s hatred to Key Tackett
and her husband, Randal Porter, and those will be discussed in chapter
four of the analysis.
1.3.Purpose of study
3.1. To analyze the min character’s hatred in the novel “Where there’s Smoke” by Sandra Brown’s.
3.2. To shows the affect of the hatred.
3.3. To prove the moral lesson that can be found in studying the main character’s hatred
CHAPTER II
BIOGRAPHY AND SYNOPSIS
2.1 Biography of Mike Krath
MIKE
KRATH was born in Fort Worth, Texas in 1956. He has traveled
extensively and has lived in more than five foreign countries.
Graduating from Cairo American College (1975), College of DuPage (1977),
University of Illinois (1979) and Texas A&M University (1984), but
having never been accepted to Harvard, Mr. Krath has written numerous
stories, with his most recent stories selected and published on a
British web site of short stories. ‘Rear Window of Opportunity’ was the
‘Winning Article of the Week’ at Zinos.com for the week of July 31,
2000. ‘Old Timer’ was among the top downloads at the British web site.
This is his second anthology of short stories. His first anthology,
‘America’s Most Wanted Short Stories,’ was co-written with wife, Miss
Veronica, and published in October 2000 by Xlibris.com.
2.2 Synopsis of High and Lifted Up by Mike Krath
It was a windy day.
The mailman barely made it to the front door. When the door opened,
Mrs. Pennington said, "hello", but, before she had a real chance to say
"thank you", the mail blew out of the mailman's hands, into the house
and the front door slammed in his face. Mrs. Pennington ran to pick up
the mail.
"Oh my," she said.
Tommy was watching the shutters open and then shut, open and then shut.
"Mom," he said, "may I go outside?"
"Be careful," she said. "It's so windy today."
Tommy crawled down from the window-seat and ran to the door. He opened
it with a bang. The wind blew fiercely and snatched the newly recovered
mail from Mrs. Pennington's hands and blew it even further into the
house.
"Oh my," she said again. Tommy ran outside and the door slammed shut.
Outside, yellow, gold, and red leaves were leaping from swaying trees,
landing on the roof, jumping off the roof, and then chasing one another
down the street in tiny whirlwinds of merriment.
Tommy watched in fascination.
"If I was a leaf, I would fly clear across the world," Tommy thought
and then ran out into the yard among the swirl of colors.
Mrs. Pennington came to the front porch.
"Tommy, I have your jacket. Please put it on."
However, there was no Tommy in the front yard.
"Tommy?"
Tommy was a leaf. He was blowing down the street with the rest of his play-mates.
A maple leaf came close-by, touched him and moved ahead. Tommy met him
shortly, brushed against him, and moved further ahead. They swirled
around and around, hit cars and poles, flew up into the air and then
down again.
< 2 >
"This is fun," Tommy thought.
The maple leaf blew in front of him. It was bright red with
well-defined veins. The sun-light shone through it giving it a
brilliance never before seen by a little boy's eyes.
"Where do you think we are going?" Tommy asked the leaf.
"Does it matter?" the leaf replied. "Have fun. Life is short."
"I beg to differ," an older leaf said suddenly coming beside them. "The
journey may be short, but the end is the beginning."
Tommy pondered this best a leaf could ponder.
"Where do we end up?"
"If the wind blows you in that direction," the old leaf said, "you will end up in the city dump."
"I don't want that," Tommy said.
"If you are blown in that direction, you will fly high into the air and see things that no leaf has seen before."
"Follow me to the city dump," the maple leaf said. "Most of my friends are there."
The wind blew Tommy and the maple leaf along. Tommy thought of his choices. He wanted to continue to play.
"Okay," Tommy said, "I will go with you to the dump."
The winds shifted and Tommy and the leaf were blown in the direction of the city dump.
The old leaf didn't follow. He was blown further down the block and suddenly lifted up high into the air.
"Hey," he called out, "the sights up here. They are spectacular. Come and see."
< 3 >
Tommy and the maple leaf ignored him.
"I see something. I see the dump." The old leaf cried out. "I see smoke. Come up here. I see fire."
"I see nothing," the maple leaf said.
Tommy saw the fence that surrounded the city dump. He was happy to be with his friend. They would have fun in the dump.
Suddenly, a car pulled up. It was Tommy's mom. Mrs. Pennington wasn't about to let her little boy run into the city dump.
"Not so fast," she said getting out of the car. "You are not allowed to play in there. Don't you see the smoke?"
Tommy watched the maple leaf blow against the wall and struggle to get
over. He ran over to get it but was unable to reach it.
Mrs. Pennington walked over and took the leaf. She put it in her pocket.
"There," she said, "it will be safe until we get home."
Tommy smiled, ran to the car and got in. He rolled down the back window
and looked up into the sky. He wondered where the old leaf had gone.
Perhaps one day he would see what the old leaf had seen - perhaps.
CHAPTER III
REVIEW OF RELATED LITERATURE
The
understanding of literary elements can be very helpful in analyzing
literary work, for example, novel, drama and poetry. Literary elements
can be classified into two categories. They are intrinsic and extrinsic
elements. The intrinsic element of a literary work includes elements
which establish a literary work inside. The elements are theme, plot,
setting, character and characterization, and figure of speech. (Semi,
1998:31). For that reason the analysis of any kind of literary work
needs a good knowledge about literary elements. Intrinsic element refers
to setting, plot, theme, character, and point of view. Extrinsic
element refers to social condition in a society and psychological
condition. In this thesis the writer employs one of literary works
especially drama to be analyzed. And he will employ several intrinsic
elements to analyze the drama, namely character, plot and conflict, and
one extrinsic element that is psychological condition.
3.1 Definition of Discourse and Analysis
Discourse (from Latin discursus, meaning "running to and from") generally refers to "written or spoken communication". The following are three more specific definitions:
§ In semantics and discourse analysis: A generalization of the concept of conversation to all modalities and contexts.
§ "The
totality of codified linguistic usages attached to a given type of
social practice. (E.g.: legal discourse, medical discourse, religious
discourse.)"
§ In the work of Michel Foucault, and social theorists inspired by him: "an entity of sequences of signs in that they are enouncements (enoncés)." Anenouncement (l'énoncé
- often translated as "statement") is not a unity of signs, but an
abstract matter that enables signs to assign specific repeatable
relations to objects, subjects and other enouncements. Thus, a discourse constitutes sequences of such relations to objects, subjects and other enouncements. A discursive formation is
defined as the regularities that produces such discourses. Foucault
used the concept of discursive formation in relation to his analysis of
large bodies of knowledge, such as political economy and natural
history.[4]
Discourse in the first sense is studied in corpus linguistics.
Analysis of discourse in the second and third senses is carried out
within a variety of traditions that investigate the relations between language, structure and agency, including sociology, feminist studies, anthropology, ethnography, cultural studies, literary theory, and the philosophy of science.
Within these fields, the notion of "discourse" is itself subject to
discourse, that is, debated on the basis of specialized knowledge.
Discourse can be observed in multimodal/multimedia forms of communication including
the use of spoken, written and signed language in contexts spanning
from oral history to instant message conversations to textbooks.
Discourses
being corpuses of texts or communication have internal relations to
themselves as well as external to other discourses. Thus, a discourse is
not locally isolated, rather interdiscourse and interdiscusivity takes part in the constitution of a discourse.
Then the definitions about analysis, Analysis is the process of breaking a complex topic or substance into smaller parts to gain a better understanding of it. The technique has been applied in the study of mathematics and logic since before Aristotle (384–322 B.C.), though analysis as a formal concept is a relatively recent development.
The word is a transcription of the ancient Greek ἀνάλυσις (analusis, "a breaking up", from ana- "up, throughout" and lysis "a loosening").
As a formal concept, the method has variously been ascribed to Alhazen, René Descartes (Discourse on the Method) and Galileo Galilei. It has also been ascribed to Isaac Newton, in the form of a practical method of physical discovery (which he did not name or formally describe).
After the definitions above, then the definition of Discourse Analysis is important to know.
Discourse analysis (DA), or discourse studies, is a general term for a number of approaches to analyzing written, spoken, signed language use or any significant semiotic event.
The objects of discourse analysis — discourse, writing, conversation, communicative event, etc.—are variously defined in terms of coherent sequences ofsentences, propositions, speech acts or turns-at-talk.
Contrary to much of traditional linguistics, discourse analysts not
only study language use 'beyond the sentence boundary', but also prefer
to analyze 'naturally occurring' language use, and not invented
examples. This is known as corpus linguistics; text linguistics is
related. The essential difference between discourse analysis and text
linguistics is that it aims at revealing socio-psychological
characteristics of a person/persons rather than text structure.[1]
Discourse analysis has been taken up in a variety of social science disciplines, including linguistics, sociology, anthropology, social work, cognitive psychology, social psychology, international relations, human geography, communication studies and translation studies,
each of which is subject to its own assumptions, dimensions of
analysis, and methodologies. Sociologist Harold Garfinkel was another
influence on the discipline.
3.2 Definition of Dialogs
Dialogue (sometimes spelled dialog in American English[1]) is a literary and theatrical form consisting of a written or spoken conversational exchange between two or more people.
Its chief historical origins as narrative, philosophical or didactic device are to be found in classical Greek and Indian literature, in particular in the ancient art of rhetoric.
Having
lost touch almost entirely in the 19th century with its underpinnings
in rhetoric, the notion of dialogue emerged transformed in the work of cultural critics such as Mikhail Bakhtin and Paulo Freire, theologians such as Martin Buber, as an existential palliative to counter atomization and social alienation in mass industrial society.
Literary mean Literature (from Latin litterae (plural); letter) is the art of written works, and is not bound to published sources (although, under circumstances unpublished sources can be exempt). The word literature literally means "acquaintance with letters" and the pars pro toto term "letters" is sometimes used to signify "literature," as in thefigures of speech "arts and letters" and "man of letters." The two major classifications of literature are poetry and prose.
"Literature" is differentiated from popular and ephemeral classes of writing. Terms such as "literary fiction" and "literary merit"
are used to distinguish individual works as art-literature rather than
vernacular writing, and some critics exclude works from being
"literary", for example, on grounds of weak or faulty style, use of slang, poor characterization and shallow or contrived construction. Others exclude all genres such as romance, crime and mystery, science fiction, horror and fantasy. Pop lyrics, which are not technically a written medium at all, have also been drawn into this controversy.
Conversation is a form of interactive, spontaneous communication between two or more people who are following rules of etiquette.
Conversation analysis is
a branch of sociology which studies the structure and organization of
human interaction, with a more specific focus on conversational
interaction.
CHAPTER IV
A Critical Discourse Analysis of Dialogs in High and Lifted Up
4.1 The Main Characters in High and Lifted Up
As
the writer explained in the previous chapter that character is the
central part of a story, because it determines whether the story will be
interesting or not. A good story is able to make the reader influenced
all at once, through his/her imagination, even it can influence the
reader’s psychology. High and Lifted Up
may be one of the stories that can make the writer interested in and
makes him try to analyze it through the main characters that are Tommy,
Mrs. Pennington, An old leaf and a Maple leaf.
4.1.1 Part 1
The
story begin when a woman named Mrs. Pennington came out of the house to
pick the letter from the mailman and then the letter blew up by the
wind. Then come out of the house that her child. That is showed by the
dialogs bellow;
"Mom," he said, "may I go outside?"
"Be careful," she said. "It's so windy today." (Line 5 and 6).
From the text above, the writer can see the relation between the woman
and the boy. From Tommy’s dialogs show that he asking permission from
her mother to go out of the house. And now the writers try to figure out
what kind of character of Tommy, he is good boy showing by the text
that he asked permission, if you are a good child you must asking
permission from your parent when you want to do something.
Mrs . Pennington show that she is a good mother by telling her child that day is windy day.
Then the curiosity begins when Tommy saw a leaf just fly in the front of him;
"If I was a leaf, I would fly clear across the world," Tommy thought
and then ran out into the yard among the swirl of colors. (Line 11)
Here,
Tommy was imagine that if he was a leaf, of course he will fly across
the world to find out that what is the interest thing in outside there.
It is usual for the young boy like Tommy; in fact the children have more
curiosity than the adult, they are still young and still have more
experience to explore them self and the outside things. That why they
are asking a lot of questions to their parent or the adult.
4.1.2. Part 2
"This is fun," Tommy thought.
The
maple leaf blew in front of him. It was bright red with well-defined
veins. The sun-light shone through it giving it a brilliance never
before seen by a little boy's eyes.
"Where do you think we are going?" Tommy asked the leaf.
"Does it matter?" the leaf replied. "Have fun. Life is short." (Tommy and Maple leaf, 17,18,19).
Here,
the dialogs when Maple leaf is blew up by the air in the front of
Tommy. Tommy Thought that was fun because the leaf can fly anywhere, so,
Tommy asked the leaf where that Maple will go. Then from the answer of
the Maple leaf the writer can see that if the Maple leaf is not take
long time to answer Tommy’s questions, the Maple just said that is does
not matter because this life is short. Here, from the answer of the
maple leaf there are some ideas to figure out what character of maple
leaf, it is too selfish, careless and not pay attention.
"I beg to differ," an older leaf said suddenly coming beside them. "The
journey may be short, but the end is the beginning." (Line 21)
See
the different between the maple leaf and an old leaf. Old leaf looked
more wise than the maple leaf it show by the word that tell if the old
leaf is not agree with maple leaf that said if this life is short and
does not matter to think where they are go. An old leaf said that the
journey may be short, but the end is the beginning. Means maybe the end
of their aim is the end of their journey but there will be an event that
begins after that end. For example if the dump is their purpose maybe
they are will arrive there in the end of their journey but actually
there also will be something beginning there after that, it is
impossible to stop something in your life if you are still alive,
because life is like a wheels.
"If the wind blows you in that direction," the old leaf said, "you will end up in the city dump."
"I don't want that," Tommy said.
"If you are blown in that direction, you will fly high into the air and see things that no leaf has seen before."
"Follow me to the city dump," the maple leaf said. "Most of my friends are there."
The wind blew Tommy and the maple leaf along. Tommy thought of his choices. He wanted to continue to play.(Line 24,25,26 and 27)
Line
24, an old leaf tell maple leaf and Tommy if they go that way they will
end up in a city dump, means they are will go to some place which full
with the garbage of the city. Then Tommy says he don’t want to go there
but when maple leaf ask him to continue, Tommy still agree and go with
the maple leaf, Tommy look like a boy with no consistent. After the
maple leaf asking him, so Tommy go along with that maple leaf again
although the old leaf called them to join with him in the air to see the
world but they just ignored him.
4.1.3 Part 3
Part three begin with old leaf that tries to tell maple leaf and Tommy about the smoke that seen in the city dump.
"I see something. I see the dump." The old leaf cried out. "I see smoke. Come up here. I see fire."
"I see nothing," the maple leaf said.
Tommy saw the fence that surrounded the city dump. He was happy to be with his friend. They would have fun in the dump. (Line 34,35 and 36)
An old leaf said that he saw a smoke in the city dump then tell he see a
fire, he try to warn them in order of they are stay away from the city
dump, in following sentences the maple leaf said if there is nothing
happen in city dump, its different with Tommy that is too much happy
with what would they do in city dump.
"Not so fast," she said getting out of the car. "You are not allowed to play in there. Don't you see the smoke?"
Tommy watched the maple leaf blow against the wall and struggle to get
over. He ran over to get it but was unable to reach it.
Mrs. Pennington walked over and took the leaf. She put it in her pocket.
"There," she said, "it will be safe until we get home." (Line 38, 39,40 and 41)
First,
there is Mrs. Pennington came with her car and get Tommy, she said not
so fast its means that she is run after Tommy because in the first when
she call Tommy, Tommy was not there. Next is Mrs. Pennington says again,
you are not allowed to play there, don’t you see the smoke. So, what
was the old leaf told was right, there is smoke in the city dump.
So,
now Tommy just can imagine how if he fly like an old leaf, and what
will he found if he listens to the old leaf. Maybe next time will be
right for him to go outsides and know about whole world.
Contoh Proposal FKIP Bahasa Inggris
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