ANALYSIS OF CHARACTERIZATION IN NOVEL

SEKAYU BY NH.DINI
AND LEARNING IMPLEMENTATION PLAN WITH CONTEXTUAL
APPROACHES IN CLASS XI OF SMA

Rahayu Saraswati

English Education Departement

Faculty of Language and Art, Indraprasta PGRI University
Jl. Nangka 58 Tanjung Barat, Jakarta Selatan
sharazayu769@gmail.com

Abstract
The purpose of this study is to describe: (1) the intrinsic element of the novel
Sekayu, (2)characterization of the novel Sekayu by NH.Dini and (3) its Learning
Implementation Plan with contextual approaches in class XI of SMA. The data collection
collect is library study techniques. The results of this study concluded that the intrinsic
element of the novel Sekayu and how to implementation used contextual approach. The
method used in this research is descriptive method because this research produces
written data and in the form of words. The data collection technique used in this research
is a literature study conducted to find the most important sources of reference. Reference
sources or referred literature sources are books which are related to the research
conducted.

KD learning implementation plan 3.1: Understanding the structure and rules of

the novel text both through oral and written novel Sekayu uses a think-pair-share model
with steps (a) think: students read novels and questions related to material intrinsic
elements, aspects moral and sociological literature in the novel; (b) pair: students are
asked to pair up and discuss the results of their research on the moral aspects and
sociology of literature; (c) share: each group representative presents the results of the
discussion.

Keywords: literature, novels, contextual approaches and implementation of lesson plan

 ANALISIS TOKOH DAN PENOKOHAN NOVEL SEKAYU KARYA NH.DINI
DAN RENCANA PEMBELAJARANNYA DENGAN PENDEKATAN
KONTEKSTUAL DI SMA KELAS XI
Abstract
Tujuan dari penelitian ini adalah untuk menggambarkan: (1) elemen intrinsik dari
novel Sekayu, (2) karakterisasi novel Sekayu oleh NH.Dini dan (3) Rencana
Implementasi Pembelajarannya dengan pendekatan kontekstual di kelas XI SMA.
Pengumpulan data yang dikumpulkan adalah teknik studi pustaka. Hasil penelitian ini
menyimpulkan bahwa elemen intrinsik dari novel Sekayu dan bagaimana penerapannya
menggunakan pendekatan kontekstual. Metode yang digunakan dalam penelitian ini
adalah metode deskriptif karena penelitian ini menghasilkan data tertulis dan dalam
bentuk kata-kata. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah
studi literatur yang dilakukan untuk menemukan sumber referensi yang paling penting.
Sumber rujukan atau sumber literatur yang dirujuk adalah buku yang berkaitan dengan
penelitian yang dilakukan.
Rencana implementasi pembelajaran KD 3.1: Memahami struktur dan aturan teks
novel baik melalui novel lisan maupun tulisan Sekayu menggunakan model think-pair-
share dengan langkah-langkah (a) berpikir: siswa membaca novel dan pertanyaan yang
terkait dengan materi elemen intrinsik, aspek moral dan literatur sosiologis dalam novel;
(B) berpasangan: siswa diminta untuk berpasangan dan mendiskusikan hasil penelitian
mereka pada aspek moral dan sosiologi sastra; (c) bagikan: masing-masing perwakilan
kelompok mempresentasikan hasil diskusi.

INTRODUCTION
A. Background of the Research
Literary is a medium to express the thoughts of the author. Literary are
imaginative, aesthetic and pleasing to the reader. This is in line with the opinion of
Damono (1984: 1), that literary works are created by authors or writers to be enjoyed,
understood, and utilized by people in life. Literary convey understanding of life in its
own way. Daiches 1964 (via Budianta , 2003: 7 8), sees literature as a work that conveys
a type of knowledge that cannot be conveyed in any other way, namely a way that
provides unique enjoyment and knowledge enriches the reader's insight. One can
associate literary works with everyday life or real life. Speaking of literature, literature is
inseparable from learning Indonesian. Learning is a calling of the soul, which is
manifested in an intention within oneself, to reform and repair ignorance and lack of
understanding of something. Learning, then will be able to simplify the way of life and
the life of someone in the future. Through learning we can also make efforts to improve
ourselves that are useful for the common good.
In the teaching and learning process a learning approach is needed so that learning
objectives can be achieved. The learning approach is the starting point or point of view of
the learning process (Suryaman, 2012: 46). Learning approaches can make it easier for
teachers to deliver learning material. There are many learning approaches, one of which
is a contextual approach. Contextual approach is a learning concept that helps teachers
link material taught with real-world situations of students and encourages students to
make connections between their knowledge and its application in their lives as family and
community members (Raharjo, 2012; 153).
Associated with student learning in class XI high school contextual approaches
can help students in understanding literature learning. The contextual approach can be a
reference for literary learning because in the contextual approach, learners can link what
is learned with real life. Learners can understand the intrinsic elements in novel literary
works, especially in characters and characterizations. Through characters and
characterizations students are expected to be able to connect the work of novel literature
with the real life experienced by students. Learning literary works in high school can
make learning for students' lives. One of these literary works is a novel by Sekayu by
NH.Dini.
The author chose the novel Sekayu because it has many messages and messages
that can be taken by the reader. This novel tells the story of a character in his life, his
persistence to go forward with his family even without the head of the family. The novel
also tells about the role of a mother in fostering her children, the simplicity of her
character and family in her life. By understanding the characters in the novel Sekayu by
NH.Dini, students can associate these characters with the real world experienced by
students. The characters in the novel Sekayu by NH.Dini can be role models for students.
So the researchers chose the novel as learning material for high school class XI.
From the problems above, the researcher formulated the title of the research of the
character analysis and characterization of the novel Sekayu by NH. Early and its learning
plan with a contextual approach in XI high school.

B. DISCUSSION THEORITICAL REVIEW

The novel is a long prose essay that contains a series of stories of a person's life
with those around him by highlighting the character and nature of each actor in the story
being told. The novel consists of certain chapters and sub-chapters according to the story
of the story (Wikipedia). The novel is a form of literary work in the form of fiction prose
which reveals many problems of life. The novel is a fictional story that depicts characters,
movements, and figures of life, representative in a plot (Tarigan. 2012: 16). Novel is a
product of society. Novels are in the community because they are formed by community
members based on emotional or rational urges in society. Sumarjo, 1981 (via Santoso,
2010: 47). Based on these opinions, it can be concluded that the novel is a fiction that
presents human life that can change dynamically and meaningfully. Life itself is largely
about the life of social reality.
Figure is an individual who experiences an event or treatment in various events in
the story. Characters refer to people as story actors. Story figures occupy strategic
positions as readers and the delivery of messages, messages, messages, morals or
something that the author intends to convey by the reader. Based on the function of the
characters in the story, the characters can be divided into 2, namely the central character
and additional characters.

Contextual Approach
In the beginning, contextual approach was derived from the theory of behaviorism
and then continued with the theory of constructivism. According to Berns & Ericson
(2001:2) behaviorism is teaching and learning theory that was proposed by E.L
Thorndike who suggested that learning resulted from links formed between stimuli and
response through the application of rewards. It means that learners study behaviorism
theory that emphasized in the observable behavior produced by a learner in order to
response to the stimuli. The theory was applied in the form of conventional way that
emphasized in drill or memorization. Then, a new theory was born that is constructivism
in order to response to the behaviorism theory.
According to Berns & Ericson (2001:2) in constructivism , students could
construct their own knowledge by testing ideas based on the prior knowledge and
experience, applying these ideas to a new situation and integrating the new knowledge
gained with the pre-existing intellectual construct. In this case, constructivism as learning
theory emphasized in the role of students rather than the teacher. In order they can find
the solution from their problem that produce students’ critical thinking. This theory
consists of authentic learning activity that is conducted in group.
Contextual approach (Contextual Teaching and Learning / CTL) helps teachers
link material taught with real-world situations of students and encourages students to
make connections between the knowledge they have with their application in their lives
as family members and the community. With this concept, learning outcomes are
expected to be more meaningful for students. The learning process takes place naturally
in the form of activities students work and experience, not transferring knowledge from
the teacher to the students.

Components of Contextual Teaching and Learning

Contextual teaching and learning also consists of some components that must be
conducted as the part of its application. There are seven components of contextual
teaching and learning that are useful to gain success in applying it (Wijarwadi, 2008:27).
1. Constructivism
From the history of contextual teaching and learning, constructivism is a theory that
emphasizes the way how the students construct their own knowledge. It has five steps
of learning. They are activating knowledge, acquiring knowledge, understanding
knowledge, applying knowledge, and reflecting knowledge.
2. Inquiry
The principle shows how learning is conducted by including the process of discovery
that needs critical thinking. In this case, knowledge as the part of learning does not
get by considering a number of facts but also from stimulating learning that allows
the students to find their own material in the real context.
3. Questioning
Questioning is one of the parts in teaching learning process. The students’ ask
something because they want to know something that they do not know. They are
curious to get the answer of their problem. That’s why they ask to the teacher or
others.
4. Learning Community
Contextual teaching and learning is conducted in group because its purpose is wants
the students to have sharing and discussing section without the intimacy of others.
The other purpose is the students can help the others who need their help in positive
way.
5. Modeling
Modeling is derived from the word “model”. Model means example. The component
of modeling means the teacher gives example to the students if they find difficulties
in real way. For example the English teacher gives the example to pronounce certain
words.
6. Reflection
Reflection is the ways of thinking about what the students have learned and thinking
about what they have done in the past. In this case, the teacher can do about the
information that acquired in the action.

Literature Teaching
The teaching of Indonesian literature at various levels of education has so far been
considered less important. This causes subjects that are ideally attractive and of great
benefit to students to be presented merely to meet the demands of the curriculum. In fact,
if we examine in depth, the purpose of teaching literature in schools is intended to foster
the skills, love, and appreciation of students for Indonesian literature as part of the
cultural heritage. The role of literature for students is very important for the reason that
literature can improve intellectual abilities and emotional and social maturity, encourage
creativity to work in writing literature, and teach students the comfort, respect and pride
in using Indonesian as a language of unity.
Literature cannot be grouped into aspects of language skills because it is not a
similar field but literary learning is carried out in an integrated manner with language
learning, namely writing, reading, listening, and speaking skills. Teaching literature in the
form of developing literary writing, reading literature, listening to literature, and speaking
literature. The general objective of literary learning is the objective of organizing national
education which is to create an atmosphere and learning process so that students actively
develop their potential to have spiritual spiritual strength, self-control, and personality
and intelligence.
KTSP Learning
The emergence of Education Unit Level Curriculum (SBC), is a breath of fresh air
to develop contextual creativity for improving the quality of education. KTSP is indeed
designed to increase the creative participation of teachers and the learning process. The
teacher's creative participation can be translated into the teacher's efforts to create a
contextual learning atmosphere with a pleasant student social environment (Suryaman,
2012: 8). KTSP curriculum is the result of the teacher's translation of the curriculum (SK:
KD) which is outlined in the syllabus and Learning Implementation Plan (RPP) as a
written plan.

C. METHODOLOGY
The method used in this research is descriptive method because this research
produces written data and in the form of words. According to Nawawi (1998: 63), said
that the descriptive method is a problem-solving procedure that is investigated by
describing or describing the state of the subject and object of research at the present time
based on facts. Therefore, researchers used descriptive techniques to analyze figures and
characterizations in the novel Sekayu by Nh.Dini.

Data collection techniques used in literature study is conducted to find the most
important sources of reference. Reference sources or referred literature sources are books
which are related to the research conducted.

D. FINDING RESULT

The character or behavior which is told
The name of the figure
It's very interesting because the character
is told critically because it starts from the
time since she was a child, where she has
already abandoned her father then enters
adolescents when she goes to school and
until finally she is an adult.
Nh.dini, Maryam ,Mbak
blanjan ,Heratih ,Nugroho ,Utomo ,Teguh
,pak Modin,Nani ,Suroso, Iman
Susahri ,Maksah ,Yayuk ,Treksi ,Kiptiyah
,Harti ,Pak burhan ,Pak Patah ,Bu
dwijo ,Kang marjo,Idah,Pak Yanto ,Susi
Edi ,Mbak karto ,tomo ,atun pak purnomo
,Asminah,Marso.
CONCLUSION

In the teaching and learning process a learning approach is needed so that learning
objectives can be achieved. The learning approach is the starting point or point of view of
the learning process (Suryaman, 2012: 46). Learning approaches can make it easier for
teachers to deliver learning material. There are many learning approaches, one of which
is a contextual approach. Contextual approach is a learning concept that helps teachers
link material taught with real-world situations of students and encourages students to
make connections between their knowledge and its application in their lives as family and
community members (Raharjo, 2012; 153).

Associated with student learning in class XI high school contextual approaches

can help students in understanding literature learning. The contextual approach can be a
reference for literary learning because in the contextual approach, learners can link what
is learned with real life. Learners can understand the intrinsic elements in novel literary
works, especially in characters and characterizations. Through characters and
characterizations students are expected to be able to connect the work of novel literature
with the real life experienced by students.

Learning literary works in high school can make learning for students' lives. One of
these literary works is a novel by Sekayu by NH.Dini.

REFERENCES

Badrun, Ahmad. Pengantar Ilmu Dan Sastra. Surabaya: Usaha Nasional. 1993.

Dini, Nh. Sekayu. Jakarta: PT. Gramedia Pustaka Utama. 1979.

Muhajir, Neong. Metode Penelitian Kualitatif. Yogyakarta: Ruke Sarasin. 1998.

Subana. Dasar-Dasar Penelitian Ilmiah. Bandung: Pustaka Setia. 2005.