Reading and Analyzing Short Stories as Appreciation of Language

and Literature in Humanizing Students in Understanding Cultural

Diversity

Zulfitriyani

, Meli Afrodita

Doctoral Program of Languange Education, State University of Jakarta, Indonesia

Magister Program of Language Education, State University of Jakarta, Indonesia

Keywords: Language and Literary Learning, Humanizing Students, Cultural Diversity

Abstract: In the literary genre there are various teaching materials that can be filled, interpreted, and inserted cultural

diversity that is implemented in attitudes and teachings that can reveal messages that humanize humans. So,

cultural diversity not only as art in literature in the form of just material having no empty soul is worthless.

Language and literature as a tool to humanize its meaning is that students have a position as honorable human

beings as human beings who are fully human beings. This modern era education is not only about printing

students like a machine so that teachers, students, and teaching materials must be creative in order to realize

the attitude of loving literature as an appreciation of cultural diversity. Teaching languages can be done

through literature, as well as cultural learning that encourages the desire to express these things in the form of

literary writing. This research is a qualitative research with descriptive methods whose results focus on

educators and students who are educated more sensitive and creative towards literature as cultural diversity so

that students are able to appreciate literary works and can even write a simple literary work on their own. In

addition, it will develop a positive response in people's thoughts and feelings, develop and foster positive

values in accordance with the implications of learning literature.

1 INTRODUCTION

The modern era is called the global era or the era of

high technology and all digitals, which is

characterized by the development of science, people

are treated like machines that have no heart, no sense

of humanity, and do not care about the surrounding

environment. Therefore, education must be packaged

with content with a perspective on humanism.

Education should not be interpreted as an activity or

teaching-learning activity in the classroom.

Education must refer to various processes and

activities that must be productive, creative, skill

developers, personality, integrity, to moral and

spiritual reinforcement. Education must be directed

and managed with clear objectives, namely being

able to develop positive values in students. Through

education, it must be able to bring forth figures who

have strong and tested character and personality, both

in the scientific field and in the field of humanity.

Humanizing education means being able to

produce students in the modern era who are able to

have a sense of "humanity", for example helping

others, empathizing, upholding honesty, sharing,

being loyal, taking valuable, persistent and tenacious

jobs, respecting others, tolerance, respecting others,

have patience, repay evil with kindness, always put

forward goodness rather than evil, always trying to

improve the quality of good deeds, inferiority, and

sincerity. Language diplomacy or language practice

can be used as a tool to dignify and humanize

students.

Hasanuddin (2012: 28) explained that in essence,

to obtain literary experience students must be familiar

with literary works and performances or literary

performances (short poetry reading instructions,

drama shows, both modern and traditional

performances). The teacher conducts activities that

take place using literary works as the object of his

activities, in the form of tales, legends, fables, saga,

short stories, novels, and drama texts. The main

Zulﬁtriyani, . and Afrodita, M.

Reading and Analyzing Short Stories as Appreciation of Language and Literature in Humanizing Students in Understanding Cultural Diversity.

DOI: 10.5220/0009003005390544

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 539-544

ISBN: 978-989-758-405-3

539

activities are involving students reading and listening

/ watching, then directing students to analyze the

form and content of literature guiding students to be

able to verbalize the results of the analysis verbally

(speaking: in the form of discussion, debate, peer

tutoring, simulation, role playing, etc.), in writing

(comments, reviews, features, articles, etc.), and

reminds students to be able to connect the literary

problem with real-life everyday life.

Learning which is language and practicing mean

to educate attitudes morals adolescents at junior and

senior level. Learning baout literature dose

experience portraits human. Behind the pleasure

gained after reading and studying the womb and

developing human potential. Literary learning if

managed properly is very potential to develop

cognitive, affective, and psychomotor aspects of

students. Cognitive aspects focused on the use of

literary texts to practice learning using language in

accordance with the rules of language. The affective

aspects of students are stimulated by the effect of

responding to literary works that are full of the values

of life and humanity. Therefore, literary learning is

learning that has an emphasis on increasing the nature

of humanity, the dimension of humanity, and

pancadaya which must be developed for each young

generation in literary appreciation learning they will

face.

In the view of literary sociology, literary works

were created by the author to be read, understood,

internalized, and utilized by the reader because

literary works reveal values that contain teachings,

demands, and example, and education. Literary

abilities include passive and productive activities.

Passivity here does not mean there is no meaningful

and measurable activity, passive is meant to be

conveyed by reading as it takes place in reading

ability. Productive is producing one's own work in the

form of poetry, short stories or drama scripts as a

result of active activities in producing literary works

in writing skills

The formulations in this paper are as follows.

a) What is the Learning Objective of Appreciating

Literature?

b) What are the levels of appreciation of literature?

c) What is the Focus of Learning Appreciating

Literature in KTSP?

d) How to Design Learning so Students Get Literary

Knowledge and Experience.

2 RESEARCH METHODOLOGY

This research is a qualitative research with

descriptive analytical method. The qualitative

approach is used for information relating to the

improvement or improvement of the learning

process.

3 RESULTS AND DISCUSSION

The provision of language teaching material

about dignity and humanity of students can use a

model that connects teachers, students, and the

environment so that mutual understanding and

agreement is built on something, for example

students must make interviews with teachers, friends,

and communities around the school about

"enthusiasm togetherness". With the theme "the spirit

of togetherness" can foster a sense of interethnic

unity, concern, and love for the motherland. Students

can be encouraged to develop their humanity.

The assignment of analyzing and appreciating

local literature containing cultural diversity can be

used as a strategy of negotiation or language

diplomacy to honor and humanize students, for

example the collapse of our Surau by A.A. Navis who

pointed out the background and richness of

Mingkabau culture, the Priyayi katya Umar who

expressed the nuances and ideology of Java, the

Anthology of Poetry written by D. Zawawi Imron

which highlighted Madura culture, Ceremony by

Korrie Latun which revealed the existence of Dayak

tribes, When the Night Increased by Putu Wijaya

which exposes the richness of Balinese culture, and

the Last Dim Sum by Clara Ng which describes life

on the surface of ethnic Chinese. Disclosure and

description of the richness of local culture that has

become a strand of Indonesian cultural wealth is the

capital to conduct language diplomacy that shows the

dignity of the nation. In language learning in the

classroom, to train students to convey messages and

thoughts with a humanistic perspective, it must be an

interaction between teacher and students. Interaction

is competitiveness in action, there is a reciprocal

relationship, there is two-way communication.

Interaction is of course dynamic, not static. In

language learning, verbal interaction is indeed the

most prominent and dominant. Disclosure of

thoughts and messages correctly and precisely,

according to the situation is a real example of the

practice of language diplomacy. Learners will be

humanized and dignified in interaction and

ICELS 2019 - International Conference on Education, Language, and Society

540

negotiation activities if the teacher designs tasks that

empower character and humanism to students. For

example, giving group assignments in the form of

interview analysis reports to small traders selling near

the campus. With a humanistic approach, teachers as

educators can design rules in class. For example,

rules should not be crossed, rules may not be late,

neat dress codes, rules for wearing shoes, or may not

activate cellphones, do not eat and drink in class, pray

before and after learning, and other rules that can

empower national character skills. In language

learning, we can apply the rules for "raw, good, and

right use zone" in the classroom if someone violates

them. It may be fine (for example IDR 1,000.00 per

violation and the results will be donated to foster

sister programs). The form of teaching the language

is the practice of language diplomacy that produces

students as a generation that is responsible, consistent,

and upholds the rules.

Students can also develop themselves in an

attempt to practice language by actively participating

in theater activities, arts units, sports, study groups,

and research groups to enhance the character of

nationalism and a sense of humanity. In addition, to

study the language, inter-class debating activities

were held, achievements of research findings by

participants in public, musical poetry reading

competition, use of computer technology in making

posters about jargon / political expressions that build

and educate nation, and so on. As a form of language

learning, it takes a humanistic benchmark in each

parallel class once a week to teach in elementary

schools, where the majority of students are children

from parents who are weak in economies. Students

are trained to be volunteers to help their younger

siblings learn good and correct Indonesian, learn to

write, and learn to read. The sensitivity of students to

empathize, feel apprehensive conditions, witness

firsthand the suffering of life, and find out that around

them there are economically disadvantaged

communities or groups that ultimately make students

want to respect life and life. Training to volunteer can

develop the character of nationality and multicultural

understanding of students. With the practice of

language or language diplomacy like that, students

are formed and grown to become human beings who

have a high degree of concern for humanitarian issues

so that in the future our nation will be known as a

nation that is virtuous, empathetic, and contributes to

the handling and handling of problems humanity both

locally and globally.

The dignity of the nation is also measured by

language as the saying goes, "Language shows the

nation." However, at this time, the younger

generation is not at all confident in using Indonesian.

It is fitting, as educators it must indeed be able to

master the language of business and science in an

international environment, such as English. However,

pride in using Indonesian in one's own country cannot

fade.

1. Purpose of Literature Appreciation Learning

The purpose of literary appreciation learning is

in line with literary functions that are entertaining and

educational. The entertaining function provides

pleasure, enjoyment and satisfaction is the aim of

learning literary appreciation as well. Many

educational functions provide information about one

thing. Giving a lot of knowledge, giving skills and

creativity, and providing moral education are also the

goals of literary learning.

In more detail, Gani (1988: 50) details the

purpose of literary appreciation learning, namely (1)

focuses students on the ownership of ideas and

greater attention to humanity in the form of

expressions that reflect human behavior; (2) bringing

students to patience and affirming a more open

attitude towards morals, beliefs, values of ownership

of guilt, and adultery from the public or students'

personalities; (3) inviting students to question issues

that are closely related to personal behavior; (4)

provide opportunities for students to clarify and

deepen the notions of beliefs, human relations and

human behavior (5) help students to know themselves

that enable them to be more intelligent towards

themselves and others in a smarter, more considerate

and proud manner who is full of sympathy.

2. Literary Appreciation Levels

Literary appreciation takes place at various

levels, from the low level to the highest level in

accordance with the essence of appreciation itself.

There are 3 levels of literary appreciation (Rusyana,

in Santosa, 2003: 8.25). the first level is that students

experience what is in literature. He was involved

emotionally, intellectually and intellectually. The

second step is that students try to explore the field of

meaning through the elements of the intrinsic

elements of karyasastra which are realities that occur

in real life and take advantage of what sasra's work

presents.

3. Focus on Learning Appreciation of Literature in

KTSP

If examined carefully and based on the theory of

literary appreciation learning, the focus of Sasra

appreciation learning in the content standards (SK /

KD) of Indonesian language subjects is three. The

first lesson in literary appreciation focused on the use

of literary texts as suggestions for practicing magical

skills.

Reading and Analyzing Short Stories as Appreciation of Language and Literature in Humanizing Students in Understanding Cultural

Diversity

541

The second focus is literary learning aimed at

measuring the ability of literature. The ability to write

to produce one's own work is the focus of third

literary learning.

a. Language Skills Write the Main Means of Literary

Learning

As previously stated the ability of written

language consisted of the ability to read and write.

The ability to read is the ability to recognize and

convey the symbol of language used by the author to

convey his ideas. While the ability to write is the

ability to use written language symbols to express

ideas that are in the head of the author.

1) Literature Reading Ability

The ability to gain literature is synonymous with

the ability to appreciate literature. The type of reading

in accordance with literary appreciation learning is to

read beautifully, read understanding, and read

literature. Reading the writing of literature is reading

to appreciate the contents of the literary work based

on intrinsic and extrinsic structures.

2) Literary Writing Ability

The ability to write literature is the ability to

produce literary writing, prose, poetry, and drama.

The ability of meunis prose in the class is aimed at

writing short stories because it is not possible to

condition students to write novels. Novel material can

only be written a synopsis of a novel that you want to

make.

4. Designing Learning So Students Get Literary

Knowledge and Experience

Based on basic competencies (and already)

mastered, now the teacher can design a teaching and

learning activity, where the results of the activity

students also gain experience and knowledge of

literature. In this way, the nature of the purpose of

literary appreciation learning remains within the

focus of teaching and learning activities.

In order for students to take part in literary

appreciation learning to gain literary experience,

teachers can design a learning activity by directly

using literary works as objects of their activities, in

the form of poetry, fairy tales, short stories, novels,

saga, poetry, and drama. The activities carried out in

the teaching and learning process are watching,

listening, reading, retelling, discussing (with

directional questions), explaining and writing down

the results of analysis (opinion, opinion, conclusions),

and connecting and utilizing the results of

understanding literature with and in everyday life

5. Designing Reading Learning and Analyzing

Fiction

Reading fiction activities (short stories and or

novels) is a primary activity. If the material is short

and or novels do not allow reading in the classroom,

the material should be given some time in advance so

students read it outside the classroom (at home, in the

library, etc.). examples of short stories and / or novels

that will be discussed are short stories and or novels

prepared by the teacher based on the signal as those

that have been "hinted" by the curriculum (especially

in KD) or which have already been read in the

textbook (really good) by teachers and students). It

would be better if the short stories and novels used

were more than those mentioned in the curriculum.

This will help the activity of assessing the work of

fiction (the issue of whether the short story language

is easy to understand or not, whether the characters

are easily identifiable, etc.) because we (teachers and

students) have a comparison by reading many short

stories and or novels.

In class, at the reading stage, the teacher can

together with students read short stories and or

fragments of novels. If the teacher is able to read

short stories and / or novels well as a performing art

in front of his students it is a very positive thing.

Students can also take turns reading stories and or

novels. Maybe before appearing reading and or the

novel, students are trained first so that the reading

results are able to involve students' emotions towards

the contents of the short story and / or the novel he

reads it.

After the reading process, the teacher can invite

students to explore the contents of fiction by asking

directed questions with discussion techniques. Guide

questions are prepared in advance by the teacher.

There are at least three types of questions that are able

to direct students to explore and understand the

contents of the literary works, namely (1) the types of

questions about the material created by literary works;

(2) the type of question menggalli knowledge and

experience of students about problems related to

material produced by literature (comparison); and (3)

types of analysis questions to invite students'

opinions about issues related to material produced by

analytical literature. Guide questions should be

developed contextually in the classroom. Don't get

hung up on the guide question. Questions must be

asked in a "conversation" situation and not in a "test"

environment

For this, please read the following "Lautan Susu

Coklat" short story by Renny Yaniar and note the

types of guiding questions from the three types of

questions at the end of the short story.

ICELS 2019 - International Conference on Education, Language, and Society

542

CHOCOLATE MILK SEA

Short Story: Renny Yaniar

Tio is one of the residents of the Kasih

Orphanage. Like other children who live in the

orphanage, Tio does not know family affection. He

doesn't know who and where his parents are.

There was a lot that Tio didn't know, but there were

many that she wanted to know. What he wants to

know the most now is the taste of chocolate milk.

Until he was eight years old, Tio had never tasted

chocolate milk.

"Mother, how do you taste chocolate milk?" Tio

asked Mrs. Swasti, the old mother of the orphanage

owner. Mrs. Swasti smiled even though her heart was

sad.

"If I had money, surely I could buy chocolate

milk for children," he thought.

"Chocolate milk tastes sweet and delicious. It smells

good. Ah, how do you explain it? "Said Mrs. Swasti

confused.

Ah, it's okay, ma'am. Hopefully we can taste

chocolate milk later, "said Tio.

He did not want to see a kind mother who was

troubled.

Mrs. Swasti was moved. He swept Tio's hair.

Tio wanted to know the taste of chocolate milk.

Warm chocolate milk in a big glass. Hmm ... Tio's

saliva almost fell. He had seen a child drink chocolate

milk in a restaurant. Tio saw it from behind the

window.

"Nana, please tell me how chocolate milk feels"

whispered Tio to his peers.

At that time Tio was in the classroom. The teacher is

teaching arts.

"What? You never drink chocolate milk? 'Asked

Nana.

Tio nodded earnestly.

"Hua ... ha ... very funny!" Nana muttered. The whole

class looked at him.

"What's wrong, Nana?" Asked the teacher

Nana kept laughing loudly. His tears almost dripped.

Suddenly Nana stopped her laughter and shouted,

"Tio wants to know how chocolate milk tastes!"

"Ha ... ha ... ha ...!" The other children laughed too.

Laughter filled the whole class.

Tio lowered his head. His face turned red with

embarrassment. He wondered, was it strange that he

asked about the taste of chocolate milk?

Tio didn't know that all of her friends often even had

chocolate milk every day.

When going home from school, Tio looked sad.

However, he returned cheerfully when Mrs. Swasti

provided a special meal. Hot rice and omelet! Wow,

apparently there was a day that donated a basket of

eggs to the orphanage.

When night fell, Tio prayed, "Lord, help me, I want to

know the taste of chocolate milk"

He fell asleep smiling.

A few moments later Tio felt he was on the boat.

He is in a sea of chocolate milk that is very broad.

Smoke billowed from the sea. It is obvious that

chocolate milk is warm enough.

On the boat was a female ship captain. He is

very gagh and beautiful. The captain of the ship

ordered his ship's men to lower the roped bucket.

Then they raise a bucket of chocolate milk.

The boat captain took a cup of chocolate milk from

the bucket. "Try. You have wanted it for a long time,

"said the beautiful boat captain.

"Thank you, Captain," said Tio.

He looked at the warm chocolate. He smelled the

aroma of chocolate milk. Hmm ... very good. Tio got

ready to drink it.

Suddenly a sea of chocolate milk roared and the

ship shook. The cup of chocolate milk in Tio's hand

spilled. He panicked. In that panic, he was

disappointed because he had not had time to drink

chocolate milk.

"Tio ... Tio ... wake up!" Said Rido, his friend at the

orphanage.

"Oops ... what's wrong?" Asked Tio.

"You're called Bu Swasti," said Rido.

"Uuuhh ... Rido. You bother me. I was just about to

drink chocolate milk, "complained Rido.

Tio immediately washed his face and brushed his

teeth. He immediately approached Mrs. Swasti.

"Tio, there are gifts for you and also for your friends

at this orphanage," said Mrs. Swasti.

"Prize?" Tio asked. He has never received a prize.

Mrs. Swasti pointed to the table. At the table

there were a few glasses of chocolate milk still hot.

Tio smiled broadly. Slowly he approached the table.

Then, he lifted the glass carefully, he did not want the

drink to spill. Tio tasted it. Ahhh ... Chocolate milk

turned out to be very delicious. Tio drank it little by

little. He wants to enjoy a very valuable drink.

Clap ... clap ... clap! Suddenly applause filled the

room. Tio stopped drinking.

"How does Tio feel?" Asked Mrs. Swasti.

"I wonder how? It's hard to explain, but it's delicious.

Thank you ma'am, said Tio happily.

Thank Nana and her mother. They sent for us, "said

Mrs. Swasti. Nana then appears from behind the door.

"Hi Tio!" Nana said with a shy smile.

Tio was still angry at Nana. However, he

remembered Mrs. Swasti saying that chocolate milk

was from Nana. Tio was rather disappointed.

Reading and Analyzing Short Stories as Appreciation of Language and Literature in Humanizing Students in Understanding Cultural

Diversity

543

"Thank you Nana. Why are you giving me chocolate

milk? "Tio asked.

"Tio, I'm sorry. I was really naughty yesterday. I

feel funny that you ask about the taste of chocolate

milk. I drink it every day and I just found out that

someone has never drunk it. I'm sorry? "Begged Nana.

Tio paused for a while.

"Of course. You gave me chocolate milk. thanks.

Now I know what it feels like, "said Tio in the end.

Nana felt relieved. Nana and her mother gave several

large cans of chocolate milk so that the orphanage

children could feel it.

No wonder how happy Mrs. Swasti saw Tio and

the other foster children happily enjoying chocolate

milk.

That day and the next day they will still enjoy the

delicious drink.

Table 1: Format for the Assessment of Ocean Milk

Chocolate Short Fiction

Element

Substa

nces

Morality

Score

Argu

menta

tion

figure

backgro

und

Plot

Theme

Instructi

Langua

ge style

Point of

view

Information

1. Rights and Obligations a. enough

2. Freedom and Responsibility b. well

3. Conscience c. very good

4. Values and Norms

6. Implications of linguistic practices that honor the

nation

Implications as linguistic practices that honor

the nation are goals in learning which will later be

useful with matters relating to the following matters.

1. Develop a positive response in human thoughts and

feelings, develop and develop positive human values,

such as helping, doing good, believing and observing

2. Teach moral messages to humans in order to act in

accordance with the expectations of society,

empathizing, honest, and responsible

3. Encourage people to build interactions not solely

for their own sake, but for the sake of mutual interests

4. Strengthening and fostering personal character,

identity, and national endurance that are positive,

resilient, and strong, in order to achieve the ideals of

the nation and state.

4 CONCLUSIONS

Teaching languages and literature can be used as a

tool to develop national character. Cultural diversity

which is the wealth of a nation are things that can be

used as examples in learning the language and

literature. For this reason, students must be offered a

reading of language and literature from the outset

which contains a plot and positive character that can

show the diversity of cultural values accompanied by

interesting illustrations of the local cultural treasures

that characterize Indonesia so that they can become

human beings who have character and become fully

human.

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