Literature and Education. Literature and Language Literature and Language  Inseparable Literature and Language  Inseparable Literature is expressed.

Presentasi berjudul: "Literature and Education. Literature and Language Literature and Language  Inseparable Literature and Language  Inseparable Literature is expressed."— Transcript presentasi:

1 Literature and Education

2 Literature and Language Literature and Language  Inseparable Literature and Language  Inseparable Literature is expressed trough language Literature is expressed trough language Teaching language ≠ teaching literature Teaching language ≠ teaching literature The difference is the goal The difference is the goal Fundamentally, the teaching of literature has affective mission Fundamentally, the teaching of literature has affective mission

3 Affective Mission Affective: enrich students experience so that they are more sensitive to their surroundings Affective: enrich students experience so that they are more sensitive to their surroundings The goal is to embed, to grow, and to develop the sensitivity towards human’s problems, The goal is to embed, to grow, and to develop the sensitivity towards human’s problems, the introduction, and the respect of the system of value: individual or social context the introduction, and the respect of the system of value: individual or social context

4 Literary Unity Macro elements supporting the existence of literary work: (1) writer (2) work (3) reader Macro elements supporting the existence of literary work: (1) writer (2) work (3) reader Each has its own distinctive characteristics Each has its own distinctive characteristics –Writer’s uniqueness is represented in how the work is written –Reader’s uniqueness is represented in how he/she appreciate the work Ideal condition: how both are united in a work of art Ideal condition: how both are united in a work of art

5 Literary Appreciation Lit. appreciation is possible if those three elements are put into consideration. Lit. appreciation is possible if those three elements are put into consideration. Focus on writer  fall into extra literary appreciation Focus on writer  fall into extra literary appreciation Focus on the work  artificial interpretation Focus on the work  artificial interpretation Focus on the reader  individual interpretation Focus on the reader  individual interpretation Literature: autonomous & cultural reality Literature: autonomous & cultural reality

6 The Essence of Lit. Work Language : universal (for the using society) Language : universal (for the using society) Lit. language is special in terms of the creation process or its existence. Lit. language is special in terms of the creation process or its existence. Lit. language: personal and communal Lit. language: personal and communal It expresses universal theme through the writer’s subjective view. It expresses universal theme through the writer’s subjective view. The dichotomy of literature: opposing sides but dynamic tension The dichotomy of literature: opposing sides but dynamic tension The moving spirit / the activator  value The moving spirit / the activator  value

7 Literary Theme It covers three fields: religion, social, and personal It covers three fields: religion, social, and personal Literary education: developing students’ sensitivity towards the values of: (1) senses (2) intellect (3) affection (4) society (5) religion or the combination of all. Literary education: developing students’ sensitivity towards the values of: (1) senses (2) intellect (3) affection (4) society (5) religion or the combination of all. It offers ‘possibility’ (compared to other knowledge, e.g. chemistry) It offers ‘possibility’ (compared to other knowledge, e.g. chemistry) Reality in literature must be explored to get: “VALUES” Reality in literature must be explored to get: “VALUES”

8 The Knowledge of Literature Skills to develop: being sensitive, affective, intellectual, social, and religious. Skills to develop: being sensitive, affective, intellectual, social, and religious. Literature  new experiences Literature  new experiences Literature  providing comparative experiences in someone’s life Literature  providing comparative experiences in someone’s life The knowledge of literature  on cultural life of a society The knowledge of literature  on cultural life of a society Meaning: the nature of particular society as represented in a literary work one reads. Meaning: the nature of particular society as represented in a literary work one reads. The mission of literature  affective NOT cognitive The mission of literature  affective NOT cognitive

9 Exercise (1) Text 1 Ada seorang lelaki bernama Jonggi. Ia pernah bertahun-tahun menjadi korban sodomi abangnya sendiri. Yang menyedihkan, bukan hanya itu saja. Jonggi juga menjadi korban pencabulan dan pemerkosaan ibu kandungnya yang kesepian, saat ia kecil dan remaja. Ibu kandungnya yang sebenarnya juga memiliki selingkuhan di belakang suaminya hamil oleh Jonggi, tapi kemudian keguguran. Gilanya, Jonggi kemudian malah menikmati hubungan dengan ibunya sendiri. Ia menganggap itu sebagai persembahan bagi orang yang sangat dicintainya. Ada seorang lelaki bernama Jonggi. Ia pernah bertahun-tahun menjadi korban sodomi abangnya sendiri. Yang menyedihkan, bukan hanya itu saja. Jonggi juga menjadi korban pencabulan dan pemerkosaan ibu kandungnya yang kesepian, saat ia kecil dan remaja. Ibu kandungnya yang sebenarnya juga memiliki selingkuhan di belakang suaminya hamil oleh Jonggi, tapi kemudian keguguran. Gilanya, Jonggi kemudian malah menikmati hubungan dengan ibunya sendiri. Ia menganggap itu sebagai persembahan bagi orang yang sangat dicintainya. Text 2 Saya perempuan, tapi saya tidak lebih lemah dari laki-laki. Karena, saya tidak menghisap puting payudara ibu. Saya menghisap penis ayah. Dan saya tidak menyedot air susu ibu. Saya menyedot air mani ayah. Saya perempuan, tapi saya tidak lebih lemah dari laki-laki. Karena, saya tidak menghisap puting payudara ibu. Saya menghisap penis ayah. Dan saya tidak menyedot air susu ibu. Saya menyedot air mani ayah.

10 Exercise (2) Text 3 Dan betapa agungnya sikap Abdullah setiap kali dia mendekati cinta Dewangga. Dia seperti mau menyerahkan diri, teguh mengiringi supaya mereka sampai berbarengan, tak seorang pun boleh dikecewakan karena tak sampai ke puncak…. Dan betapa agungnya sikap Abdullah setiap kali dia mendekati cinta Dewangga. Dia seperti mau menyerahkan diri, teguh mengiringi supaya mereka sampai berbarengan, tak seorang pun boleh dikecewakan karena tak sampai ke puncak…. Text 4 Alas poor Romeo! He is already dead; stabbed with a white wench’s black eye; shot through the ear with a love-song; the very pin of his heart cleft with the blind bow-boy’s butt- shaft…. Alas poor Romeo! He is already dead; stabbed with a white wench’s black eye; shot through the ear with a love-song; the very pin of his heart cleft with the blind bow-boy’s butt- shaft…. (Romeo telah mati. Ditikam hitamnya mata gadis berkulit putih, dihujam telinganya oleh nyanyian cinta, setiap celah hatinya dipenuhi panah cupid….) (Romeo telah mati. Ditikam hitamnya mata gadis berkulit putih, dihujam telinganya oleh nyanyian cinta, setiap celah hatinya dipenuhi panah cupid….)

11 Lelaki itu telah mencambuk dada dan punggung perempuan itu, tetapi ia menemukan di selangkangannya sebuah liang yang harum birahi…. (Saman, 198) Lelaki itu telah mencambuk dada dan punggung perempuan itu, tetapi ia menemukan di selangkangannya sebuah liang yang harum birahi…. (Saman, 198) Ia adalah perempuan berpayudara besar yang dapat menjepit penis laki-laki di antara payudaranya saat dia sedang mengalami menstruasi (Staccato, 111) Ia adalah perempuan berpayudara besar yang dapat menjepit penis laki-laki di antara payudaranya saat dia sedang mengalami menstruasi (Staccato, 111)

12 Dari gaya bahasa: bahasa kasar, Dari gaya bahasa: bahasa kasar, Interpretasi harus: Interpretasi harus: Kata-kata jorok… Kata-kata jorok…