DIFFERENTIATION STEREOTYPES BETWEEN AMERICA AND INDONESIA PEOPLE

DIFFERENTIATION STEREOTYPES BETWEEN AMERICA AND INDONESIA PEOPLE

Country is a tract of land; a region; the territory of an independent nation; (as distinguished from any other region, and with a personal pronoun) the region of one's birth, permanent residence, or citizenship. “Country is a political division of a geographical entity, a sovereign territory, most commonly associated with the notions of state or nation and government”.(wikipedia.org ). Than Region is a geographical term that is used in various ways among the different branches of geography. In general, a region is a medium-scale area of land or water, smaller than the whole areas of interest (which could be, for example, the world, a nation, a river basin, mountain range, and so on), and larger than a specific site or location.

Each county is different with other; there are rules and characteristic themselves. If looked from location, clearly that each county is not same, the differentiation replace at the form of government ( Republic, Monarchy, King Dom, and United), the government system, and people, for example differentiation between Indonesia and America , the form of Indonesia government is republic, republic is a country which the government to leaded by a president. Than America government is united. United is a county which consist of kinds of country that with in there to lead by a president but each part of county at themselves has a president. Government system consisted of three forms there are semipresidentsiil, presidentsiil, and parlement system. The stereotypes between Indonesia and America people are very much, for example as dress, family life, food, habit, etc.

Indonesian people:

1. Family life.

Indonesia has very diverse life styles. There are many rich people, and at the same time there are poor people too. In big cities, like Jakarta, you will find big houses which may be more expensive than houses in Beverly Hills. (The land itself is so expensive, as if there is gold underneath.) In slum areas, you will see homeless people live on the street. In street intersection you will see beggars going from car to car begging for money.

1. Human habit.

The people terms to life more, they want to enjoy life without hard work, lazy. Indonesian people tend to spend their money to buy things that are actually not important for him. They are consumptive.

3. Dresses.

In general people wear clothes that are similar to western style. In many rural areas and on celebrations (special occasions) people wear traditional dress. But we don't wear it (traditional dress) on daily basis. Batik is considered a formal dress. Each regional area in Indonesia has its own traditional dress. Many men wear ties when they go to work. But, most of them do not wear tie, just regular shirt and pants. For informal occasions, people wear jeans. Women wear dress just like ordinary people in the west. Of course, even if it is hot, no bikinis (except in beaches).

2. Foods.

Most Indonesians eat rice as the main dish for breakfast, lunch, and dinner. In fact some Indonesians feel they don't eat a meal unless it is rice. There is a joke that says, even if you have eaten a loaf of bread, you are still hungry. It has to be rice! Other Indonesians are fine with bread or noodles. For those Indonesians who have been abroad, they got used having breakfast with bread.

Indonesians eat rice a lot. Lunch, for example, you'll see people with a plate full with rice and a piece of chicken, or fish, or eggs and "sambal" (chilies sauce). Indonesians like to eat hot (as in spicy) food. I mean really really really HOT. The writer would say it is hotter than Mexican food. Even we put chillie in pizza!!! (It's wierd to me. But then again, I am the wierd one ... I cannot eat spicy/hot food!) If you order food, make sure you say no chilly or no spicy. Otherwise, the default is HOT! There was a friend from Netherland who think that he can handle hot food. (The Dutch like spicy food too.) Boy, he was wrong. He spent two days in his hotel to recover the stomachache.

Each area in Indonesia has its own traditional food and custom. Here is a list of some of them.

• Sundanese ("orang Sunda") in West Java likes to eat fresh vegetables and sambal. There is a joke that says you can leave them in the garden and they will be fine. Sundanese like to drink tea without sugar. So do not be surprised when they offer you tea but not sweat. Ask for sugar.
• Javanese likes to eat sweet. Tea will be sweet.
• Padang (West Sumatra) likes to eat hot/spicy food. They are famous for their spicy food and fast delivery. The waiter can bring dozens of plates with various dishes with his two hands (like juggling) in one trip. You'll eat whatever you like and at the end of meal the waiter will calculate the price. You'll find "Rumah Makan Padang" (Padang restaurant) everywhere in Indonesia. We think that there must be a Padang restaurant on the moon.

Most of the above foods are available from restaurants. They are cheap compared to western standards. (I'll gather up some prices in the next update.)

We do have fast food like Mc Donalds, KFC, Wendy's, Pizza Hut, Burger King, Arby's. Other restaurants include various Italian restaurants, Tony Roma's, and others. You name it. Expensive restaurants are also available. Once, I went to a restaurant that serves Kobe steak. It costs US$100/plate! Whoa!

American people:

1. Family life.

Families are the bedrock of all societies. They can comprise anywhere from a small group to scores of individuals, and range from simple structures -- such as a married couple and one child under one roof -- to intricately complex, multigenerational combinations, living in one or more households. Invariably, as a society evolves, so does the family structure. With the modification of other factors -- for example, life expectancy, or attitudes towards adoption -- the impact on the family is telling.

The traditional structure of the American family -- mother, father and children -- continues to prevail for the most part as a new century unfolds. Yet, over the past several decades, U.S. society has witnessed an evolution in family structure and daily life in many respects, because of myriad factors, running the gamut from advancements in science to the composition of the workplace. Single parenthood, adoptive households, step-parenting, stay-at-home fathers, grandparents raising children are but a few of the newer tiles in the mosaic.

This issue of U.S. Society & Values seeks to define the broad tapestry constituting "family" at this moment, how the diverse elements play out on society at large, and the challenges being faced. It focuses on the composition of the American family, the changing roles and responsibilities of parents and grandparents, and the impact of an evolving workplace on family life. And we hear the voices of adults and children from varying perspectives and sets of circumstances.

2. Human habit.

Americans are notorious for their individualism, mobility, and frequent divorces. These characteristics are accentuated in the Far West. Americans also love their homes, have small families, feel that education is essential to democracy, are hospitable, and spend large amounts for recreation. On the Pacific Coast homeownership is more widespread, families are smaller, the percentage of college graduates is greater, people are more hospitable, and families spend more for recreation than in any other section. The western family is probably more American than is the family of any other region.

3. Dress.

In many regions of the world, people wear traditional costumes at festivals or holidays, and sometimes more regularly. Americans, however, do not have distinctive folk attire with a long tradition. Except for the varied and characteristic clothing of Native American peoples, dress in the United States has rarely been specific to a certain region or based on the careful preservation of decorative patterns and crafts. American dress is derived from the fabrics and fashions of the Europeans who began colonizing the country in the 17th century. Early settlers incorporated some of the forms worn by indigenous peoples, such as moccasins and garments made from animal skins (Benjamin Franklin is famous for flaunting a raccoon cap when he traveled to Europe), but in general, fashion in the United States adapted and modified European styles. Despite the number and variety of immigrants in the United States, American clothing has tended to be homogeneous, and attire from an immigrant’s homeland was often rapidly exchanged for American apparel.

American dress is distinctive because of its casualness. American style in the 20th century is recognizably more informal than in Europe, and for its fashion sources it is more dependent on what people on the streets are wearing. European fashions take their cues from the top of the fashion hierarchy, dictated by the world-famous haute couture (high fashion) houses of Paris, France, and recently those of Milan, Italy, and London, England. Paris designers, both today and in the past, have also dressed wealthy and fashionable Americans, who copied French styles. Although European designs remain a significant influence on American tastes, American fashions more often come from popular sources, such as the school and the street, as well as television and movies. In the last quarter of the 20th century, American designers often found inspiration in the imaginative attire worn by young people in cities and ballparks, and that worn by workers in factories and fields.

Blue jeans are probably the single most representative article of American clothing. They were originally invented by tailor Jacob Davis, who together with dry-goods salesman Levi Strauss patented the idea in 1873 as durable clothing for miners. Blue jeans (also known as dungarees) spread among workers of all kinds in the late 19th and early 20th centuries, especially among cowboys, farmers, loggers, and railroad workers. During the 1950s, actors Marlon Brando and James Dean made blue jeans fashionable by wearing them in movies, and jeans became part of the image of teenage rebelliousness. This fashion statement exploded in the 1960s and 1970s as Levi's became a fundamental part of the youth culture focused on civil rights and antiwar protests. By the late 1970s, almost everyone in the United States wore blue jeans, and youths around the world sought them. As designers began to create more sophisticated styles of blue jeans and to adjust their fit, jeans began to express the American emphasis on informality and the importance of subtlety of detail. By highlighting the right label and achieving the right look, blue jeans, despite their worker origins, ironically embodied the status consciousness of American fashion and the eagerness to approximate the latest fad.

American informality in dress is such a strong part of American culture that many workplaces have adopted the idea of “casual Friday,” a day when workers are encouraged to dress down from their usual professional attire. For many high-tech industries located along the West Coast, as well as among faculty at colleges and universities, this emphasis on casual attire is a daily occurrence, not just reserved for Fridays.

The fashion industry in the United States, along with its companion cosmetics industry, grew enormously in the second half of the 20th century and became a major source of competition for French fashion. Especially notable during the late 20th century was the incorporation of sports logos and styles, from athletic shoes to tennis shirts and baseball caps, into standard American wardrobes. American informality is enshrined in the wardrobes created by world-famous U.S. designers such as Calvin Klein, Liz Claiborne, and Ralph Lauren. Lauren especially adopted the American look, based in part on the tradition of the old West (cowboy hats, boots, and jeans) and in part on the clean-cut sportiness of suburban style (blazers, loafers, and khakis).

4. Foods.

The United States has rich and productive land that has provided Americans with plentiful resources for a healthy diet. Despite this, Americans did not begin to pay close attention to the variety and quality of the food they ate until the 20th century, when they became concerned about eating too much and becoming overweight. American food also grew more similar around the country as American malls and fast-food outlets tended to standardize eating patterns throughout the nation, especially among young people. Nevertheless, American food has become more complex as it draws from the diverse cuisines that immigrants have brought with them.

Historically, the rest of the world has envied the good, wholesome food available in the United States. In the 18th and 19th centuries, fertile soil and widespread land ownership made grains, meats, and vegetables widely available, and famine that was common elsewhere was unknown in the United States. Some immigrants, such as the Irish, moved to the United States to escape famine, while others saw the bounty of food as one of the advantages of immigration. By the late 19th century, America’s food surplus was beginning to feed the world. After World War I (1914-1918) and World War II, the United States distributed food in Europe to help countries severely damaged by the wars. Throughout the 20th century, American food exports have helped compensate for inadequate harvests in other parts of the world. Although hunger does exist in the United States, it results more from food being poorly distributed rather than from food being unavailable.

Traditional American cuisine has included conventional European foodstuffs such as wheat, dairy products, pork, beef, and poultry. It has also incorporated products that were either known only in the New World or that were grown there first and then introduced to Europe. Such foods include potatoes, corn, codfish, molasses, pumpkin and other squashes, sweet potatoes, and peanuts. American cuisine also varies by region. Southern cooking was often different from cooking in New England and its upper Midwest offshoots. Doughnuts, for example, were a New England staple, while Southerners preferred corn bread. The availability of foods also affected regional diets, such as the different kinds of fish eaten in New England and the Gulf Coast. For instance, Boston clam chowder and Louisiana gumbo are widely different versions of fish soup. Other variations often depended on the contributions of indigenous peoples. In the Southwest, for example, Mexican and Native Americans made hot peppers a staple and helped define the spicy hot barbecues and chili dishes of the area. In Louisiana, Cajun influence similarly created spicy dishes as a local variation of Southern cuisine, and African slaves throughout the South introduced foods such as okra and yams).

By the late 19th century, immigrants from Europe and Asia were introducing even more variations into the American diet. American cuisine began to reflect these foreign cuisines, not only in their original forms but in Americanized versions as well. Immigrants from Japan and Italy introduced a range of fresh vegetables that added important nutrients as well as variety to the protein-heavy American diet. Germans and Italians contributed new skills and refinements to the production of alcoholic beverages, especially beer and wine, which supplemented the more customary hard cider and indigenous corn-mash whiskeys. Some imports became distinctly American products, such as hot dogs, which are descended from German wurst, or sausage. Spaghetti and pizza from Italy, especially, grew increasingly more American and developed many regional spin-offs. Americans even adapted chow mein from China into a simple American dish. Not until the late 20th century did Americans rediscover these cuisines, and many others, paying far more attention to their original forms and cooking styles.

Until the early 20th century, the federal government did not regulate food for consumers, and food was sometimes dangerous and impure. During the Progressive period in the early 20th century, the federal government intervened to protect consumers against the worst kinds of food adulterations and diseases by passing legislation such as the Pure Food and Drug Acts. As a result, American food became safer. By the early 20th century, Americans began to consume convenient, packaged foods such as breads and cookies, preserved fruits, and pickles. By the mid-20th century, packaged products had expanded greatly to include canned soups, noodles, processed breakfast cereals, preserved meats, frozen vegetables, instant puddings, and gelatins. These prepackaged foods became staples used in recipes contained in popular cookbooks, while peanut butter sandwiches and packaged cupcakes became standard lunchbox fare. As a result, the American diet became noteworthy for its blandness rather than its flavors, and for its wholesomeness rather than its subtlety.

Americans were proud of their technology in food production and processing. They used fertilizers, hybridization (genetically combining two varieties), and other technologies to increase crop yields and consumer selection, making foods cheaper if not always better tasting. Additionally, by the 1950s, the refrigerator had replaced the old-fashioned icebox and the cold cellar as a place to store food. Refrigeration, because it allowed food to last longer, made the American kitchen a convenient place to maintain readily available food stocks. However, plentiful wholesome food, when combined with the sedentary 20th-century lifestyle and work habits, brought its own unpleasant consequences—overeating and excess weight. During the 1970s, 25 percent of Americans were overweight; by the 1990s that had increased to 35 percent.

America’s foods began to affect the rest of the world—not only raw staples such as wheat and corn, but a new American cuisine that spread throughout the world. American emphasis on convenience and rapid consumption is best represented in fast foods such as hamburgers, French fries, and soft drinks, which almost all Americans have eaten. By the 1960s and 1970s fast foods became one of America's strongest exports as franchises for McDonald’s and Burger King spread through Europe and other parts of the world, including the former Soviet Union and Communist China. Traditional meals cooked at home and consumed at a leisurely pace—common in the rest of the world and once common in the United States—gave way to quick lunches and dinners eaten on the run as other countries mimicked American cultural patterns.

By the late 20th century, Americans had become more conscious of their diets, eating more poultry, fish, and fresh fruits and vegetables and fewer eggs and less beef. They also began appreciating fresh ingredients and livelier flavors, and cooks began to rediscover many world cuisines in forms closer to their original. In California, chefs combined the fresh fruits and vegetables available year-round with ingredients and spices sometimes borrowed from immigrant kitchens to create an innovative cooking style that was lighter than traditional French, but more interesting and varied than typical American cuisine. Along with the state’s wines, California cuisine eventually took its place among the acknowledged forms of fine dining.

As Americans became more concerned about their diets, they also became more ecologically conscious. This consciousness often included an anti technology aspect that led some Americans to switch to a partially or wholly vegetarian diet, or to emphasize products produced organically (without chemical fertilizers and pesticides). Many considered these foods more wholesome and socially responsible because their production was less taxing to the environment. In the latter 20th century, Americans also worried about the effects of newly introduced genetically altered foods and irradiation processes for killing bacteria. They feared that these new processes made their food less natural and therefore harmful. These concerns and the emphasis on variety were by no means universal, since food habits in the late 20th century often reflected society’s ethnic and class differences. Not all Americans appreciated California cuisine or vegetarian food, and many recent immigrants, like their immigrant predecessors, often continued eating the foods they knew best.

At the end of the 20th century, American eating habits and food production were increasingly taking place outside the home. Many people relied on restaurants and on new types of fully prepared meals to help busy families in which both adults worked full-time. Another sign of the public’s changing food habits was the microwave oven, probably the most widely used new kitchen appliance, since it can quickly cook foods and reheat prepared foods and leftovers. Since Americans are generally cooking less of their own food, they are more aware than at any time since the early 20th century of the quality and health standards applied to food. Recent attention to cases in which children have died from contaminated and poorly prepared food has once again directed the public’s attention to the government's role in monitoring food safety.

In some ways, American food developments are contradictory. Americans are more aware of food quality despite, and maybe because of, their increasing dependence on convenience. They eat a more varied diet, drawing on the cuisines of immigrant groups (Thai, Vietnamese, Greek, Indian, Cuban, Mexican, and Ethiopian), but they also regularly eat fast foods found in every shopping mall and along every highway. They are more suspicious of technology, although they rely heavily on it for their daily meals. In many ways, these contradictions reflect the many influences on American life in the late 20th century—immigration, double-income households, genetic technologies, domestic and foreign travel—and food has become an even deeper expression of the complex culture of which it is part.

BIBLIOGRAPHY

www. indonesia.elga.net.id

Written : Agus Triyogo

THE IMPACT OF CULTURE IN WRITING NOVEL

INTRODUCTION

Literature is expression of culture which reflect exist revolution in the society, connecting between one people with other and old happened forward to the new happened that it is ware or unconsciousness. Literature must coherent, in create it, human can not separate themselves with surround and society because they have relation together. It is product from human creation, imagination, and inspiration, one of sample from it is novel.

Novel is a long prose narrative of imaginary people and events, which occur kinds of characteristic so pretend reflected fact in the human living. Based it, novel is reflect human life with their surround or society which involving kinds of conflict like individual and society conflict. individual conflict can reflected like person in facing kinds of problem in their life, for example in the novel The Count Of Monte Cristo by Alexander Dumps, there painted a young man, his name is Edmon Dantes who facing serious problem, he has betrayed by his friend because they jealous with Edmond charier, so they accuse him as Bonaparte, than he caught and jailed until long time, but he has not justice. society conflict can be reflected like conflict in religion, politic, and other germ, usually caused by differentiation opinion, they make a novel with aim to bring the reader to sink in the imagine world.

Write novel is very interesting and easy, we can tell all of inspiration, experience, history and actuality which has happened in the last time or thinking that it will be done in the future. Part of people write novel based of experience in their daily life, According to Nyoman Kutha Rana ( 2006 : 56 ) said that “experience divide of person experience, constructing from kinds of story or other people experience, and based at the power of imagination “. In write novel we use all of brine to get, found, and exiting inspiration which it relate with our need, According to (Rene Wellk and Austin warren 1962:81-82 in faruk 2006: 61) said that “Writing novel based experience include physiology approach, because connect directly with author”. Writing novel based of author imagination can said easy, because in write story at the novel without thinking too much, just exit all of idea from their brand. For example author create cartoon novel (fictive).

In a novel, the culture writer is very near or relation with religion, history,

In the writing novel usually the writer’s culture habit relation with religion, mitoses, and history, senses. It is never to be distinguishing each other, because part of the writer’s culture was planted and difficult to be erasing. For example relation with: (1). Religion, if the writer is monotheism they feel something from their heart, look at happened in their surround, so they tend to write novel which connect with religion. (2). Mitoses: something in our country still influence by traditional habit which they believed that after human died they will be goes, this culture is inherited from generation to generation, so the writer who still in central that culture tend to write novel which relation with culture or habit. (3). History: the writer sometime learns all of something that was happened in the last time, and hears from other people story. (4). Sense: the writer proves their feeling in the novel like love, patient, sadness, happiness.

But not writers using all of relation at above, sometime the writer try to a void themselves or hidden their culture in writing novel. The novels which have relation with the writer’s culture are sense, history which tends to the writer’s experiences; usually influence from writer’s culture is very hard. The relation between the writer’s culture and kinds of novel are very near and sometime in a novel did not to distinguish.

Write novel based construct from kinds of story from other people experience ( history ), in here author only listening story from other people which it was happened in last time or recently occur. It is using historical approach, because following mean and meaning of language which had written, understood at the moment written by author. Historical approach usually relevant in history traditional farm work .According ( Nyoman 2006 : 66 )said that the “problem which pointed object historical approach is : (1) Turned literature with them language as cause from process rising preview, (2) The function and aim of literature at the moment raised, (3) The author grade at the moment writing, (4) Literature as the vice at their traditional period” .

In this method the author must carefully in listening and combining story, so their novel coherent in content.

Write novel based of fact that occurs in society life culture, it is connecting with human and culture. Culture is the whole context in which, think, feel, and communicate with other, feeling influenced by surround, instinct influenced by carriage from those human born.” Human was free born, but in anywhere is bound” (Rousseau in Munandar 1986: 70), so in do something human is not free include in write a novel. Culture created in human based think and instinct so culture difference between human and each other. The result from literature used again by society. According ( faruk 2006 : 60 – 61) said that based philosophy sociological approach is connection hakiki between literature with social. Connections it is mean caused author: (1) literature created by author. (2) The author themselves is the member of society, (3) Author use rich which exists in society.

We directly feel kinds of happened in society, for example they written a novel politic, social, and culture. There much happened which have done by author, so they write novel based look at and have passed in the society.

Novel has kinds of characteristic in the content each other like style of language; it is caused by culture which difference between one novel with other. Culture is very near to relation with social life, culture has meaning as knowledge system idea which found in the human thinking, than object of culture is all of thing which created by human as human culture, for example language, norm, society organizations, clothing , habitual, social rule, and art. there are has relation between novel and culture, according Wark McKenzie (1997 : 2) said that 'culture' is: a wardrobe of signs people put out to each other, indicating where we are coming from and what we're about, so other people can size us up and decide what to do next. It is a way of marking out what makes us different. In other hand we can understand that culture is a sign which it can mark where some one came, saw from dresses, traditional language, habit, style of life.

The key of successful in writing novel is we must know kinds of approach method that used in write novel as biographies, sociologist, psychologist, Anthropologist, and histories, so that we can using one of there approach method in writing novels. And other hand, if we understand it, in writing novel we can get specific aim in finding our inspiration or gesture

In the novel, culture is very influence in the content a novel, so each novel difference with other, each writer has culture who it has to associate in them soul, so unconsciousness they replace it in the content a novel which include the style of the writer life, writer habitually, surround the writer live. These refer that it to be sign where the writer live and society.

Writing novels is nice activity in daily life, using all of brand to get ideas so created the best novels, and enjoy by reader. Novels cerate based experience and fact in society, these are method which used by author in writing novels, if we will write novels do not leaving these method so you create best novels.

From all of the images, relation, in the daily life at above, we can to conclude that impact of culture in writing novel is very strong, we can not to leave one of that parts like : place where the writers live, writers surround life or social life, writers habit, because that are relation which must occur and passed by human who they will to write a novels.

Based description at above, there are some problems in writing which it always to facing by writer in create a novel related sociological aspect which it is very important. Where in writing novel we can not to avoid or erase them because it has to associate in the human body since was born as think, instinct and other. Some of them as ( 1 ) the impact of culture in content of novel caused by the writer habit in their daily life, ( 2 ) Social Situation in the surround where the writer live, ( 3 ) Place where the writer live.

Based on the identification of the problem which it has describe and explained clearly at above, the writer in this study has limited investigation and focused on the material about the impact of culture in writing novel.

Based on the limitation of the problem, the writer can device to be formulated as : (1) what is novel ?, (2) what is culture ?, (3) what is literature ?, ( 4) are surroundings in the writer life influencing in writing novel?, (5) does writer habit influence in style of writing novel ?, (6) does novel reflect in human life ?, does foreign culture also influence at writer in writing novel ?

The objective of the study or research was to analysis the impact social condition in the writer life toward the content in the novel, there are : (1) to find out the impact of culture in writing novel, (2) Describe the problem impact culture which to connection in the writing novel.

The writer believes the study in this research will be significant in many way as : (1) To give motivation to the reader to read and study literary work, (2) To deceive that in writing novel the writer can not avoid culture in the written or meaning which include in that novel (3) To encourage other English student to analyze English literary work, (4) To give information and motivation to other researchers who want to analyze literary work.

DISCUSTION

In this discussion, the writer will discuss the definition of novel, culture, literature, influence of surroundings of writer life in writing novel, influence of writer habit in writing novel, novel reflection in human life, and influence of foreign culture in writing novel. The writer expects the readers in order to understand this study. The writer also wants and hopes the readers to have high knowledge about writing novel, and the writer of novel.

A. Literature

Literature is expression of culture which reflect exist revolution in the society, connecting between one people with other and old happened forward to the new happened that it is ware or unconsciousness., it’s must coherent, in create it human can’t separate themselves with surround and society, because they have relation together, it is product from human creation, imagination, and inspiration, one of sample from it, that is novel.

Many people think that reading and studying literary works is very needed, it can be said there are many advantages which can be achieved from the activity of studying and reading literature. A major theory work gives the reader some knowledge and deep comprehension about human world and life, it give some joyful psyches satisfaction, for it is kinds of intellectual and spiritual entertainment, it fulfill human need toward their beauty instinct. It help the reader to be cultured man who responses all the great things in his life (Sumarjo, 1994: 21). Not only that some novels allow us to escape from problem and responsibility of our everyday lives and top precept in the world of experiment that differ radically of our own world (Pickering and Hoper, 1981: 2)

A literature works do not just contain sympathy, and love, but also a conflict, a frustration, an emotion, and other. We can enrich our life by reading literary works because there are many kinds of literary experience in literature. Literature can usually be separated in three genera, namely prose, poetry, and drama. (Subhan, 2006:6). According to Webster (1982 : 2 ) in sudjiman in this book memahami cerita rekaan , novel is one of the form of literary that serves the description of life with the community problem in it. A novel as a kind of fiction is fact very interesting since it can portray the world phenomena that adopted from the writer is living experience. Novel is a fiction prose, tale, dealing with the adventure of feeling of imagination persons, so as a portray by the description of action and though, the varieties of human life and character.

Estin in his book sastra Indonesia Dan tradisi subcultural (1984:20 – 24). Said that novel is made up of two elements, intrinsic and extrinsic element. Intrinsic elements are theme, plot, character, and characterization, setting, and other. While extrinsic element are built by out side, word of background, socio cultural, literary work, such as psychology, history, and education

B. Culture

The simplest definition of culture is that it is composed of everything symbolic that we learn. It includes all our actions and beliefs that are not transmitted by genes, but are transmitted (and stored) by symbols. A symbol is something that stands for something else; we learn things by attaching meanings to the symbols we use to communicate. That applies to all six dimensions. List each of the dimensions and explain how they are stored and transmitted by symbols. Symbols are meaningless in themselves (intrinsically) unless they are given meaning by humans. Our values include whatever we think of as good versus bad, right versus wrong or beautiful versus ugly.

. Culture is very near to relation with society, all of the thing which replace in the society, decide by culture, so culture is knowledge system idea which found in the human thinking. According to faruk(2005: 66) said that

Kebudayaan sebagai organisasi, disiplin diri batiniah seseorang, yang merupakan suatu pencapaian suatu kesadaran yang lebih tinggi, yang dengan sokongannya, seseorang berhasil dalam memahami nilai historis dirinya sendiri yang berfungsi di dalam kehidupan, hak – hak dan kewajibanya.

Than the object of culture are all of things which created by human as human culture, for example language, life tools, society organization, religion, and art. The result from art is novel, there are has relation between novel and culture, where the content in a novel influenced by culture. Culture: The system of shared beliefs, values, customs, behaviors, and artifacts that the members of society use to cope with their world and with one another, and that are transmitted from generation to generation through learning,

Culture usually refers to patterns of human being activities and as mark of structure which give such activities importance. Cultures are proved in music or song, literature, painting, theater, film, or movie, and others. According to McNamara, Carter (1997: 3) said that “Culture is comprised of the assumptions, values, norms and tangible signs (artifacts) of organization members and their behaviors”. Members of an organization soon come to sense the particular culture of an organization. Culture is one of those terms that are difficult to express distinctly, but everyone knows it when they sense it. For example, the culture of a large, for-profit corporation is quite different than that of a hospital which is quite different than of a university. Culture can be open or closed to different behaviors and attitudes, so culture is a set of signs and rules for their use that signal how we might differ from another. And it is also a set of signs and rules about rubbing along, or not, depending on the particular cultural convention of that place and time.( McNamara, Carter 1997: 6).

C. Novel

In the daily life, we often read many books, one of them is novel. When reading novel sometime we unconsciously enter in the plot of story. We often do not notice life of the writer, and we just enjoy the story in the novel. In writing novel actually, there are many influence which we actually do not know it.

1. Definition of novel

Novel is a long prose narrative of imaginary people and events, which occurs kinds of characteristic so pretend reflected fact in the human living. A novel is today a long prose narrative set out in writing.(wikipedia). According subhah (2005 : 59 )said that novel tell so story , but unlike short story, it presents more than an episode. A novel is defined as a fictional story involving a plot which is revealed by actions of different characters. It is a type of a lengthy story. It contains a series of events of different genre such as romance, action, thriller, history, Goth and many more. It usually contains a lot of people and how the story affects their lives.(yahoo.com). According to Lubbock,Percy in the yahoo encyclopedia said that novel is an imaginary work in prose of a considerable length, which presents as real certain characters living in a given environment and describes their attitudes, fate, and adventures. Novels are usually written in the form of a story, basically a book which has been printed and bound. It contains a work of fiction which is extended, a novel is a work that comprises written narrative, prose or fiction which is usually in the form of a story, novel is usually longer than a tale or a piece of news. It is a story that contains at least 40, 000 words or more. It has a more complex plot than either a short story or a novella. There are kinds of problem in content a novel that are sad, happy, act, for example in the novel The Count Of Monte Cristo by Alexander Dumps, there painted a young man, his name is Edmon Dantes who facing serious problem, he has betrayed by his friend because they jealous with Edmond charier, so they accuse him as Bonaparte, than he caught and jailed until long time, but he has not justice.

Society conflict can be reflected like conflict in religion, politic, and other germ, usually caused by differentiation opinion, they make a novel with aim to bring the reader to sink in the imagine world. So if the readers feel not to bring in there, that novel not yet said success or fail.

2. Kinds of novel

Today the novel is still the dominant form of literary expression. The novel has staying power because it has the ability to cover a wide range of tastes and interests, currently the novel is a varied form practiced with skill by a large number of novelists and read more than any other literary form. According to McArthur, Tom (2005: 10) said that novel divide to be 13 types there are:

a. Realistic Novel

A type of novel that replace a strong emphasis on the truthful representation actual in the fiction. Generally, the realist is a believer in pragmatism, and the truth he seeks to find and express is a relativistic truth, associated with discernible consequences and verifiable by experience. Generally, too, the realist is a believer in democracy, and the materials he elects to describe are the common, the average, the everyday (Holman's Handbook to Literature). According to Abrams' Glossary of Literary said that “A type of novel characterized as the fictional attempt to give the effect of realism by representing complex characters with mixed motives who are rooted in a social class, operate in a highly developed social structure, interact with many other characters, and undergo plausible and everyday modes of experience”. Fictional attempts to give the effect of realism. This sort of novel is sometimes called a novel of manners. A realistic novel can be characterized by its complex characters with mixed motives that are rooted in social class and operate according to a highly developed social structure. The characters in a realistic novel interact with other characters and undergo plausible and everyday experiences.

b. Prose Romance

Romance refers to a style of heroic prose and verse narrative. This is a novel that it is often set in the historical past with a plot that emphasizes adventure and an atmosphere that is removed from reality. The characters in a prose romance are both sharply drawn as villains or heroes, masters, or victims; while the protagonist is solitary and isolated from society.

c. Novel of Incident

In a novel of incident the narrative focuses on what the protagonist will do next and how the story will turn out.

d. Novel of Character

Novels, short stories, and plays all share the literary attribute of characters. Characters are the persons in a dramatic or narrative work who are interpreted by the audience as having moral, dispositional, and emotional qualities. These qualities are expressed by what the characters say (the dialogue) and what they do (the action) and are grounds for their motives.

Characterization is done by showing and/or telling. Sometimes the author shows what the character does and says and then leaves the reader to infer and judge the character's motives and dispositional qualities. Other times the author tells by intervening and authoritatively describing (and often evaluating) the character's motives and dispositional qualities. According to Flint Thrall, William in the A Handbook to Literature said that there are two types of characters:

1.) Flat Characters (static, two-dimensional)

This type of character is built around a single idea or quality and is presented with little individualizing detail. Flat characters remain static throughout a work and can be adequately described in a single phrase or sentence.

2.) Round Characters (dynamic, three-dimensional)

This type of character is complex in temperament and motivation and is capable of change. Round characters are dynamic and often surprise the audience. Like a person in real life, a round character is difficult to describe in just a few phrases or sentences.

A novel of character focuses on the protagonist's motives for what he/she does and how he/she will turn out.

e. Epistolary Novel

An epistolary novel is a novel written as a series of documents. The usual form is letters, although diary entries, newspaper clippings and other documents are sometimes used. Recently, electronic "documents", such as blogs and e-mails have also come into use. The word epistolary comes from the word epistle, meaning a letter.(wikipedia). Within the genre of the epistolary novel one can distinguish three narrative types: monologist (giving the letters of only one character), dialogic (giving the letters of two characters), and polylogic (with three or more letter-writing characters). In addition, a crucial element in polylogic epistolary novels like Clarissa, and Dangerous Liaisons is the dramatic device of 'discrepant awareness': the simultaneous but separate correspondences of the heroines and the villains creating dramatic tension. Epistolary has two used there are :

1. Sometimes epistolary fiction is used to create like effect of letters within letters within letters. This can confuse the reader as to who is actually talking at any one time, and whose account is being told.

2. This style has been effective for mystery writers.

f. Picaresque Novel

The picaresque novel is a popular subgenre of prose fiction which is usually satirical and depicts in realistic and often humorous detail the adventures of a roguish hero of low social class who lives by his or her wits in a corrupt society. According to Encyclopedia, mns, said that “a picaresque novel generally consists of a series of incidents or episodes in the life of the principal character arranged in chronological order but not woven into a single, coherent plot” .This style of novel originated in Spain and flourished in Europe in the 17th and 18th centuries and continues to influence modern literature. A picaresque novel relates the adventures of an eccentric or disreputable hero in episodic form.

g. Historical Novel

A historical novel is a novel set in a period earlier than that of the writing. According to wikipedia said that a historical novel is a novel in which the story is set among historical events, or more generally, in which the time of the action predates the lifetime of the author. As such, the historical novel is distinguished from the alternate-history genre. Historical fiction may center on historical or on fictional characters, but usually represents an honest attempt based on considerable research (or at least serious reading) to tell a story set in the historical past as understood by the author's contemporaries. Those historical settings may not stand up to the enhanced knowledge of later historians. Many historical romances include contemporary attitudes, as, for example, the heroines often have far more education than was the norm in their time period

h. Regional Novel

A regional novel is a novel that is set against the background of a particular area, for example novel from sumatera is Malin Kundang, Jawa Barat is Terjadinya gunung tangkuban perahu, jawa tengah is story of occurred Borobudur temple in the king of Gunadarma period, and others.

This novel did not never lost in social life because it was be believed by society in there surround.

i. Non-fictional Novel

This type of novel depicts living people and recent events fictionalized in the form of a story. The nonfiction novel is a literary genre, In theory, the genre represents real events, while narrative these events with techniques of fiction. Though Capote, claimed that the nonfiction novel should be devoid of first-person narration (and ideally any mention of the novelist).

j. Bildungsroman

The Bildungsroman (the novel of personal development or of education) originated in Germany in the latter half of the 18^th century and has since become one of the major narrative genres in European and Anglo-American literature. It charts the protagonist’s actual or metaphorical journey from youth to maturity. Initially the aim of this journey is reconciliation between the desire for individuation (self-fulfillment) and the demands of socialization (adaptation to a given social reality). Bildungsroman denotes a novel of all-around self-development. Used generally, it encompasses a few similar genres. According to Hader,Suzanne (1996 : 168) said that My Bildungsroman definite to be four kinds there are :

1. A Bildungsroman is, most generally, the story of a single individual's growth and development within the context of a defined social order. The growth process, at its roots a quest story, has been described as both "an apprenticeship to life" and a "search for meaningful existence within society."

2. To spur the hero or heroine on to their journey, some form of loss or discontent must jar them at an early stage away from the home or family setting.

3. The process of maturity is long, arduous, and gradual, consisting of repeated clashes between the protagonist's needs and desires and the views and judgments enforced by an unbending social order.

4. Eventually, the spirit and values of the social order become manifest in the protagonist, who is then accommodated into society. The novel ends with an assessment by the protagonist of himself and his new place in that society.

Bildungsroman is the name affixed to those novels that concentrate on the development or education of a central character. (Gale Thomson in Literary Movements for Students).

German term indicates a novel of growth. This fictional autobiography is concerned with the development of the protagonist's mind, spirit, and character from childhood to adulthood.

k. Roman a these

French term refers to a social novel that has an argument, social, or political message.

l. Roman a clef

French term for a novel with a key; imaginary events with real people disguised as fictional characters. A roman a clef or roman a clef is a novel describing real-life behind a façade of fiction. Since its original use in the context of writings, the roman a clef technique is also used in the theatre and in movies, like The Great Dictator, which satirized Hitler and Nazi Germany. According to britanica encyclopedia said that Roman a clef is Real, as opposed to imaginary, human life provides so much ready-made material for the novelist that it is not surprising to find in many novels a mere thinly disguised and minimally reorganized representation of actuality. When, for the fullest appreciation of a work of fiction, it is necessary for the reader to consult the real-life personages and event

m. Roman-flue

French term for a narrative that has a common theme or range of characters that stretch across a number of novels. Roman- flue is A long novel, often in many volumes, chronicling the history of several generations of a family, community, or other group and often presenting an overall view of society during a particular epoch. According to Farlex in The Free Dictionary said that roman fleuve is a French novel in the form of a long chronicle of a family or other social group novel - an extended fictional work in prose; usually in the form of a story.

From the statement at above, we can know kinds of novel which consist of three-teen type, and we can learning about literature especially novel, so if we will write novel, we do not to face difficulty to decide what type novel which we want.

D. Influence of surroundings of writer life in writing novel

Place where the writer live, it is very big influence in writing novel, for example: I’m a writer, live in central java, in writing novel; I involve kinds of culture in my surround, pressing to trade, and norm. In giving characteristics to person, softer, polite in spoken style, this is has reference physical appearance at a novel which differs at other novels, primary custom at the writer live is very strong to influence the writer life. But place is less influence in writing novels if the writer move to other island ( transmigration ), they don’t use habit in that place because interaction less, and need so long time to can involve habit in the new place to the novel, but they want to use old culture where they have lived. Usually they move to get change at their novels from language style and literacy, it can’t use in fast time, need many time and experience to do it, and they are having any kinds of reasons to move beside that reason “Factors which relation with home town, locations aim, rings ,and personal factor (Bartends, 1978, in M. Munandar Soelaeman, (1982 : 183) “.

The impact of place are separated to be two, place which it has impact in writing novel is location place where the writer life are city and villages, there has different culture, These are have big impact culture at the each place.

1. Villages

Villages is a crow of people who live in out town and have association, according The Random House Dictionary (1968), village is: “a small community or group of house in a rural area usually smaller than a town and sometimes incorporated as a municipality”. it has meaning that small society is social in the region society villagest and it called rural community which have meaning sociaty who the mambers life together in the a location, each people feel themselves is part of the mamber, their life include the maters that responsibilty together. According undang - undang No. 5 Tahun 1979 said that pemerintahan desa is

suatu wilayah yang ditempati oleh sejumlah penduduk sebagai kesatuan masyarakat hukum, yang mempunyai organisasi pemerintahan terendah, langsung di bawah camat dan berhak menyelenggarakan rumah tangganya sendiri dalam ikatan negara kesatuan Republik Indonesia.

If the writer live in the villages they will more using / involve characteristic family, equality in the social life, as reflected in the daily life at the society in the content of a novel, for example villages society allways has characteristic which allways seem in the habit their daily life as

1. Simple
2. Jelouse : usually the villages society easy to jelouse at new somthing which came from out themselves and not yet to be understood, someone that to their commonity proved as foreignt.
3. Keep tradition rule / norm.
4. Relation or family
5. Polit.
6. Closed in the management money.
7. Not confident to citian
8. To respect to other people.
9. Always keep all of the promis.
10. Like to help other people.

Basad all of characteristic villages society at abouve the author in their written exit it in the characteristic actor novel and situation same in the daily life.

So the autor who live in the villages and involve all of activity and characteristict in their novel, they have a sighn themselves which differnce with other author who live in ther place.

2. City

City is a place without owner which it became competency and own every people. City is a open area nervouse and harmony occure thogether, free place all of them became habit decived. City is primarily used to designate an urban settlement with a large population. However, city may also indicate a special administrative, legal, or historical status.according Bintarto in the Pengertian, Arti dan Definisi Desa Dan Kota - Belajar Pelajaran Ilmu Sosiologi Geografi said that “Kota adalah suatu sistem jaringan kehidupan manusia dengan kepadatan penduduk yang tinggi, strata sosial ekonomi yang heterogen, dan corak kehidupan yang materialistic”

After we know the meaning of city, we can understand how many people that stays and life in there, the big hierarchy in social life, and other. With condition like that at the author surround life, it has hart effect in author soul in writing novel and giving characteristic of the actor seem like in social human life in the city. The conflict which it is appears at the content in a novel about competition, hart society, and not lost from economic problem.

So we can understand that place where the writer life is very important and influence in writing novel, all of characteristic, social life, and culture which they have and done ever day and every time in daily life can not to take or avoid in writing novel and it is always influence in the content a novel. And also If we read western and Eastern novels, we will feel difference from language style, in here approve that location where the writer life is very influence in writing and context a novels (structure language).

E. Influence of writer habit in writing novel.

Human is the prefect creature who create by God than others, human completed as think, instinct, sense, and wises so it can used to differencing, to choose something, its good or not, and as distinction than other creature. According soenarto (1932: 48) said that

manusia tercipta dari sinar bertunggalnya sinar tripursa suksma kawekas, Suksma Sejati, Roh Suci yang diberi busana sari empat macam unsure yaitu : Api, Air, Tanah, yang selanjutnya terbabar menjadi badan kasar dan halus. A dapun alat jasmani dianugerahi pancaindra, empat macam nafsu yaitu : lumawah, amarah, sufiah, mutmainah, dan angan – angan yang disebut : pangariwibowo, prabawa, dan kemayan.

Human have kinds of meaning based biologist, spiritual, and culture. Biologist human classified as homo sapiens who has brain, it has high ability. Spiritual human as religion creature, they have God and follow monoteisme. Culture human is social creature, they life in a associate (society) who have language to communication, to do relation than other people, than language is a system which used to do relation between human as symbol, and rules as manager themselves.

Human can not life alone without helping for other people so human called as social creature, they need relation in their life. As social creature in the society have organization, rule / norm, which as agreement, every human forbidden to done mistake, and in the rule of country, human has resemblance in the low to get prerogative.

Since they was born, human has characteristic, habitually, and wish, which it all bad or good depend of their parents learning, it will be carry until he old and dead. These are very influential in the content a novel if they are a author, it is appear in written a novel that is style of language, and toward at illustration story in the novel, they more focus using plot similar in their daily life, even the characteristic actor in the novel not long different from the author habit.

Usually in writing novel the author to appreciations all of them wish with emotion which it rise from soul, heart, and mind. Human Individual open big emotion influence deceive their habit, emotion can be prove as love which opposite with it are hates, jalousie, and broken heart , so they can prefect in appreciation in write novel.

"Emotion is a complex set of interactions among subjective and objective factors, mediated by neural/hormonal systems, which can:

(a) Give rise to affective experiences such as feelings of arousal, pleasure/displeasure;

(b) Generate cognitive processes such as emotionally relevant perceptual effects, appraisals, labeling processes;

(c) Activate widespread physiological adjustments to the arousing conditions; and

(d) Lead to behavior that is often, but not always, expressive, goal directed and adaptive" (Kleinginna and Kleinginna 1981 p. 355).

So if the writer can control all of them emotion, they can use them in writing novel and content, they will get the best story and good novel. The writer habit is very important and as sight to difference characteristic each novel.

F. Novel reflection in human life

The writer in write novel usually based experience at themselves and happened fact in the daily life that is directly the writer to facing them or the writer just write from other people story. Novel which bases at above usually reflection from human life. According to Nyoman Kutha Rana ( 2006 : 56 ) said that “experience divide of person experience, constructing from kinds of story / other people experience, and based at the power of imagination “.

G. Influence of foreign culture in writing novel

Reformers in the information technology has changed the biggest of culture in part of world society, the first who live in the city. World societies have ability to do transaction economic and getting information in the quick time, using television, internet, and others. Change of local culture and social caused revolution information which did not to avoid by city society. Foreign culture quickly to attack in the human daily activities, that are writer, student, and others, it come to be two forms there are positive and negative, usually negative culture will be quick to grow and develop than positive culture. The impact from foreign culture can be seen in the human habit who the imitation from western life and in the literature especially is novel.

In writing novel not only in own culture that influence the writer, but also in foreign culture influence the writer. Many writers of novel have experiences going to other country. The experience of writer is often written in the novel. Some times the writer got inspiration after they went to other country, the habit which has did by writer in there although in short time but it has strong influence in their written. They tends to imitation from western habit although it did not mach with the writer culture, Imitation is an advanced behavior whereby an individual observes and replicates another's.(wikipedia.org). Theories explain why cultures imitate the ideas or practices of other cultures. Some theories hold that all cultures imitate ideas from one or a few original cultures, or several cultural circles that overlap. Evolutionary diffusion theory holds that cultures are influenced by one another, but that similar ideas can be developed in isolation.

Human especially the writer often imitation to others people activities or habits, generally foreign culture, with the aim to got style in their novel characteristic or part of their family are from out county. According to Rizzolatti G., Craighero L., in their book, The mirror-neuron system said that “The results of brain imaging experiments using fMRI have shown that the human inferior frontal cortex and superior parietal lobule is active when the person performs an action and also when the person sees another individual performing an action”. From definition at about can be said that human brain have part which it work to imitation or mirroring anything.

In the literature world characteristic as writer style is needed by writer which used as symbolize or sign to make the writer major. According to fictionwriting.about.com said that style, to a fiction writer, is basically the way you write, as opposed to what you write about (though the two things are definitely linked). It results from things like word choice, tone, and syntax. It's the voice readers "hear" when they read your work. So the characteristic at a novel is necessary, with the aim to make people know and remind about the novel which it has to read. They made their characteristic in them novel using any kinds of method as imitation from foreign culture in their novel, for example if the writer has family in out country the impact which plant in their habit is very stronger. Usually that habit to bring and still use otherwise they was came back to their country, other sample the writer like watch Television about daily life western and movie film, so the writer in writing a novel they want to inspirited by kinds of known about western culture which they had gotten from the maters at above. It will appear at written of a novel and if we look the bibliography the writer.

CONCLUSION

From kinds of discussion at above we can conclude that culture is very important in writing novel and they do not to be distinguishing each others, which in writing novel culture is the important matter, and we can know definition from, literature, novel, culture from define at above.

Than novel has kinds of define as Novel is part of literature which have long story and in there reflect human living. A novel is defined as a fictional story involving a plot which is revealed by actions of different characters. It is a type of a lengthy story. It contains a series of events of different genre such as romance, action, thriller, history, Goth and many more. It usually contains a lot of people and how the story affects their lives.(yahoo). According to Lubbock,Percy in the yahoo encyclopedia said that novel is an imaginary work in prose of a considerable length, which presents as real certain characters living in a given environment and describes their attitudes, fate, and adventures. So the reader who has read a novel, they unconsciousness sink in that story. Novel is an invented prose narrative of considerable length and a certain complexity that deals imaginatively with human experience, usually through a connected sequence of events involving a group of persons in a specific setting.( yahoo, www.britannica.com).

From statement at above we get kinds define of a novel which it is very various, we can take a line that novel have kinds of type According to McArthur, Tom (2005: 10) said that novel divide to be 13 types there are: Realistic Novel, Prose Romance, Novel of Incident, Novel of Character, Epistolary Novel, Picaresque Novel, Historical Novel, . Regional Novel, Non-fictional Novel, Bildungsroman, Roman a these, Roman a clef, and Roman-flue. Each types of novel have characteristic alone and there save a kind of culture which difference each other and that is a style. The relation between the writer and culture is very near, they do not to be separated because in writing novel the writer themselves have a culture which got since they were born, and from childhood they always learned culture as basic in their life.

BIBLIOGRAPHY

Estin, Mursal, 1984, Sastera Indonesia dan Tradisi Subkurtural. Bandung : Angkasa.

Kutha Ratna, Nyoman, 2006, Teori, Metode, dan Teknik Penelitian Sastra. Yogyakarta:Pustaka Pelajar.

Pickering, James dan Hoper, 1981. Concise Companion to Literature. New York

Soeleman, Muandar, 1986, Ilmu Sosial Dasar. Bandung : Refika Aditama

Soenarto,1932, Sasongko Jati. Jakarta : Badan Penerbitan dan Perpustakaan Pangestu.

Wark McKenzie, 1997, Australia's Culture Wars of the 1990s, English: TheVirtual Republic

Subhah, Bustami, 2003. A Guide to Literary Criticism. Yogyakarta : LPPDMF.

Sumajo, Jacob, dan saini, KM, 1988. Apresiasi Kesusasteraan. Jakarta: Gramedia Pustaka.

UUD 1945 No. 5 Tahun 1979, Undang – Undang Dasar dan Amandenen. Surakarta : pustaka Mandiri : Macmillan Publishing. Co. inc.

Etika budaya, lppm.petra.ac.id

McArthur, Tom and M. H. Abrams, 2005 : 2. The Oxford Companion to the English Language and A Glossary of Literary Terms . literaryexplorer.blondelibrarian.net

McNamara, Carter, 1997, Field Guide to Leadership and Supervision. www.ciadvertising.org

Komikasi dan perpustakaan on line Indonesia, 2005 : 1. organisasi.org.

Rau,Petra, 2002 : 2. Bildungsroman. The Literary Encyclopedia. www.litencyc.com.

http://en.wikipedia.org/wiki/Novel

en.wikipedia.org/wiki/Romance.

en.wikipedia.org/wiki/Historical_novel.

Bildungsroman from Literary Movements for Students. ©2005-2006 Thomson Gale, a part of the Thomson Corporation. All rights reserved.

www.thefreedictionary.com/roman+fleuve.

Rizzolatti G., Craighero L., The mirror-neuron system, en.wikipedia.org

fictionwriting.about.com/od/crafttechnique/g/style.htm

www.nvcc.edu/home/ataormina/novels/history/define.htm

www.blurtit.com/q278166.html

Faruk, 2005, Pengantar Sosiologi Sastra. Yogyakarta : Pustaka pelajar.

The Analysis written of a Novel in daily life

Literature is expression of culture which reflect exist revolution in the society, connecting between one with other and old happened forward to the new happened, that is ware or unconsciousness. It is result from create, imagine, and inspiration in creation something or the result of imagination someone in expressing from their artistic soul like dancing, painting, and literature ( novel and poet ). Literature must coherent, in create literature human can’t separate themselves with surround and society, because they have relation together, for example content in a novel must same from title so the reader enjoy that story, than novel is reflect from human life with their surround or society which involving kinds of conflict like individual and society conflict. individual conflict can reflected like person in facing kinds of problem in their life, etc. society conflict can be reflected like conflict in religion, politic, and other germ, usually caused by differentiation opinion, they make a novel with aim to bring the reader to sink in the imagine world.

Beside it novel have relation with culture which can’t separated each other, because human to be subject in there, than novel is the result from create, imagination, and instinct, like dance art, painting art, and literature. Usually written novel involve human daily activity which to be point at inspiration in content a novel, in writing novel usually author use two methods, there are author experience and fact at society life.

The first method is author experience, it is very interesting because beside we write the story, we can remind all of the memories, which they had happened in the last time. ”According Nyoman Kutha Rana ( 2006 : 56 ) said that “experience divide of person experience, constructing from kinds of story / other people experience, and based at the power of imagination “. the statement at above, we can conclusion that it is include using biography approach, than it is systematic study about process creativity, as the member in society , the author themselves more success to printing society in a place where they live, the fact surround they done directly. If it connected with understanding in sociology, ” basely only small part from all of experience which can success to saved in human a wear, that is sedimentation old experiences include the matter as individual experience, collective, as intersubjective which at the moment will be appear again”. Bagar and Lukas ( 1973 : 85 – 86 ) in Nyoman Kutha Rana ( 2006 : 57 ).It is not anxious again if all of mind sometime lost and came back, “ because the brand human power beside limit, often remind kinds of matter in social life, so looks clear that “ human is a creature humanity, all of result from human activity, that is verbal or physic, who effort to understood secian like social activity , politic, and culture “.( faruk 2005 : 12 ).

write novel based person experience : example, when the author went to traveling to anywhere last year, there they found kinds of happened, which they can’t forgot in my mind, so it will be remembering me in next time. Using this method is more prefect in writing novel, we are gaining source from our mind directly without done experiment again in surround daily living or society. According (Rene Wellk and Austin warren 1962:81-82 in faruk 2006 : 61) said that “Writing novel based experience include physiology approach, because connect directly with author”. It is very clear if writing novel based person experience is easy because all source which will be write have in the author brand, so didn’t need experience.

Write novel based construct from kinds of story ( people experience ), in here author only listening story from other people which it was happened in last time or recently occur. It is using historical approach, because following mean and meaning of language which had written, understood at the moment written by author . Historical approach usually relevant in history traditional farm work .

According ( Nyoman 2006 : 66 )said that the problem which pointed object historical approach is :

1. turned literature with them language as cause from process rising preview.
2. the function and aim of literature at the moment raised.
3. the author grade at the moment writing.
4. Literature as the vice at their traditional period .

In this method the author must careful in listening and combining story, so their novel coherent in content.

Writing novel based of author imagination can said easy, because in write story at the novel without thinking too much, just exit all of idea in their brand. For example author create cartoon novel ( fictive ).

The second method is based of fact that occur in society life culture, it is connecting with human and culture. Culture is the whole context in which , think, feel, and communicate with other, feeling influenced by surround, instinct influenced by carriage from those human born.” Human was free born, but in anywhere is bound” (Rousseau in Munandar 1986 : 70), so in do something human is not free include in write a novel. Culture created in human based think and instinct so culture difference between human and each other. The result from literature used again by society.

According ( faruk 2006 : 60 – 61) said that based fisilofis sociological approach is connection hakiki between literature with social. connections it’s mean caused author:

a. literature created by author.

b. The author themselves is the member of society.

c. Author use rich which exists in society.

Author directly feels kinds of happened in society, for example they written a novel politic, social, and culture. There much happened which have done by author, so they write novel based look at and have passed in the society.

Writing novels is love activity in daily life, using all of brand to get ideas so created the best novels, and enjoy by reader. Novels cerate based experience and fact in society, These is method which used by author in writing novels, if we will write novels don’t leaving these method so you create best novels.

BIBLIOGRAPHY

Faruk, 2005, Pengantar Sosiologi Sastra. Yogyakarta : Pustaka pelajar.

Soeleman, Muandar, 1986, Ilmu Sosial Dasar. Bandung : Refika Aditama

Kutha Ratna, Nyoman, 2006, teori,metode, dan teknik penelitian sastra. Yogyakarta:Pustaka Pelajar.

written : Agus Triyogo

Dialect As An Indicator of Community Origin

God has created kinds of creature as human , animals, etc, from their creation human is the most prefect than others, because they have brand, instinct, and mind. Human life in associate to stay together, they can’t life alone without helping for other someone so human called as social creature. Human associate called society, in there create a communication method that called language, than the meaning of language is a system which used to do relation between human as symbol, and rules as manager them. Than it has kind of property.

Language is productive, this refer to ability of native speakers to understand and produce any number of sentence which they have never heard before .Language is recursion, its mean that people can create sentence in the sentence. Language is arbitrary, its mean that exists a relation between a word and its meaning is a matter of convention. Language is a system, its mean that language consisting of two subsystems there are meaning and sound. Lim Kiat Boey (1975 : 2 -3)

Language is very useful within communication between individuals, each word has meaning. It is part of culture because each world following a act. if someone say something to other people, he will respond that world directly, sample as a children and his father in a room, the door opened, than his father said the weather is very cold. the children without ordered has close the door. This indicate that language is part of culture which has exists in each human soul.

Language divide of two kinds, that are national and region language. National language is a language that used in every country which it as difference with others. Region language is a language which used by society at the part of a county . Than region language has variety of style and spell language that became daily speaker.

There is no hard and fast division between style, dialect, and language. One meld into the other. Style is relatively minor variation in usage. Dialect indicate more difference and language the most. It is virtually impossible to pin point exactly when a style switch graduates into dialect change. A working rule is that dialect signs regional variety of speech or one associated with a social group ( either class or ethnic group) whereas style only signals only a change in mood or intimacy “.( Eline Chacika, 1982 : 38).

for example Temanggung city has differentiation with Wonosobo city in the produce of sound, Temanggung using slow, clear spelling, intonation, and seem like Yogyakarta language origin, than Wonosobo using quick, loud, not clear intonation, and seem like Banyumas language origin. Sometime if occur speaking between Temanggung with Wonosobo people, Temanggung people have difficulty to understand at part of their speaking. It is caused from factor of place where they had lived, and distance between cities, which it very influences in their region language. In the region language found kinds of differentiation language style which called dialect, “Dialect is a regionally or socially distinctive variety of a language, identified by a particular set of words and grammatical structures.David Crystal ( 1985 : 92).” So clear that word and structure language has hard connection which can’t to be separated, if people just use word, its not clear, must using body language to order someone to do something as substitution structure language”.

Dialect is variations of a languages, this variant indicate similar one language with others in the region, Usually a dialect difference based vocabulary, structure, and phoneme. The actually of dialect is has differentiation phoneme and written, this is can found clearly different dialect between Jogja and Purwokerto, example in the national language using word ‘ Lapar ’, in java language to Jogja using Luweh / Ngeleh than Purwokerto “ Kencot’. From that words has same meaning, “ hungry”, but phoneme, and written is different, it approve that region language is variation.

Setiap ragam bahasa dipergunakan di suatu daerah tertentu, dan lambat laun terbentuk anasir kebahasaan yang berbeda – beda pula,seperti dalam lafal, tata bahasa, dan tata arti, dan setiap ragam mempergunakan salah satu bentuk khusus. Pada tingkat dialek, perbedaan tersebut pada garis besarnya dapat di bagi menjadi lima macam : (1) perbedaan fonetik, ( 2 ) perbedaan semantic,( 3 ) perbedaan onomasiologis, ( 4 ) perbedaan semasiologi, ( 5 ) perbedaan morfologis. Ayatroheadi (1979 : 3 – 4 )

Variation of Dialect we can meet at social class in the society, the most seem in speak dialect, and have stage style of language, it is at the java society specially central java and Jogjakarta. According K.M.Pety (1990 :27) said that “Though ‘dialect’ has most commonly been employed to refer to regional differentiation within a language, it has also in more recent years been used in reference to the social dimensions of linguistic difference”. There are difference of speak in the social class, this caused by royal palace / kingdom system which in last time has exists and has hard of rule.” Term dialect can also be used to describe differences in speech associated with various social group or classes. There are social dialect as well as regional ones. An intermediate problem is that of defining social group or social class. Ronald wardhaugh, (1992 : 46 ).

Dialect is variation region language which became mother language in their life. Each regions have kinds of dialect, so its difference between one region with others. There are grade in the class social so can identification clearly someone in the group of their social class looked from their spoke, its likes inherits from generation to generation, which can’t to change dialect with other language because it has to associate with their soul, so dialect never lost from region in part of country, and it is as symbol or indicator of community origin.

BIBIOGRAPHY

Boey, Lim Kiat.1975. An Introduction To Linguistics For The Language Teacher. Singapores : Singapores University Press.

Crystal, David. 1985.A Dictionary of Linguistic and Phonetics. New York : Basil Blackwell.

Chika, Eline. 1992. Language the Social Mirror. Massachustetts : Newbury House Pulisers.

Wardhaugh, Ronald. 1992. An Introduction to Sociolinguistic. Oxford : Blackwell Publisher.

Petyt, K.M. 1980. The Study of Dialect Written. Delhi : Andre Deutsch.

Ayatrohaedi. 1979. Dialektologi Written. Jakart : Pusat Peminaan dan Pengembangan Bahasa Depdikbud.

Written By :Agus Triyogo

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND

EDUCATION AHMAD DAHLAN UNIVERSITY

TECHNIQUES FOR ASKING IN THE CLASS

CHAPTER I

INTRODUCTION

A. Background of the Study

Students need teacher to motivate them in learning English. It means that teachers have important role in teaching learning process. According to banardib (1998:65), stated that a teacher is any person on purpose influences other to achieve adulthood related to this study the existence of a teacher is very important. In this case, teacher must be understood the student’s need, differences and wants. As the one who know the students well, the teachers have to try hard to conduct the good interaction in the class in other to make optimal motivation. The teacher do not feel that any method or style is better than any other method or style but the teacher must feel comfortable to be guest in many instructor’s classroom so that they experience many different teaching styles. It is very difficult to change their appropriate style but teachers hope will feel comfortable using many different teaching styles because they have a huge impact on their students especially student’s motivation to learn English. The teachers expect that there will be one that the most comfortable style uses to get the best interaction in the class.

Teaching is not an easy task to do, especially in teaching English. Every English teacher hopes that they expect to be able to manage the classroom well and employ various techniques of language teaching. More than anything else, they expect the students will enjoy learning English and the classroom will be more interesting. However, not all English teachers get difficulties in managing the classroom. Consequently, the class will be noisy and crowded. As good teachers, they have to prepare the lesson plan well and to think the best teaching strategy that will be applied in the class. “Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning” (Brown, 2007:7). Teacher must be able to develop their teaching styles because it can be increased the students motivation. They have also used the various techniques in teaching learning process.

Communication between the teacher and students as rule of process, which determine in teaching learning process, to motivate the students to learn, the teacher does not only give the subject material but also create an interaction or two ways traffic communication between the teacher and the students. Here, teachers have to explore the students’ ability or the skills of the students itself. Communication in the classroom involves more than one person. There must be someone to transmit a message, and someone to receive it. Besides giving the information and knowledge to the students, the teachers also use the best technique that can create good interaction in the class. Question and answer technique is appropriate to use to make a good interaction in the class. It is also can treat the whys of thinking in solving the problems. The teachers must be creative in applying this techniques as interesting as possible, in order to motivate them to be active participants. It is like what Brown (1980:101) said that motivation is keys to success in foreign language learning. So the teachers have to motivate them in teaching learning process to achieve the aim of the study that the students are mastering the subject material.

Teachers as a manager have to prepare or create their own teaching technique because it is depends on the teacher itself in showing their creativity of teaching process. There are so many techniques in the world of education but not all the techniques can be apply in one teaching learning process. As good teachers, they have able to choose the best techniques that appropriate to the student’s need and interest. By doing so, the student will be enjoyed the class because the class is interesting and full of motivation. In other hand, the classroom will not be passive and bored. If the teachers could create the classroom like what was told above it means that their technique was good and they are success in manage the class by using the technique.

To make the classroom more life and full of spirit, the teachers have to manage the classroom well by giving a good teaching technique. In this case, question and answer technique is appropriate to be applied. So in this paper we will be discuss more about classroom management, classroom interaction, teaching techniques, question answer as a technique and giving question to the students effectively.

B. Formulation of the Problems

Base on the background of the study above, the writer will formulate some problems as follows:

1. How to manage the classroom well?

2. How to create the good interaction in the classroom?

3. What is teaching techniques?

4. What is question and answer as a teaching technique?

5. How to ask question to the students effectively?

C. Objectives of the Study

Base on the formulation above the objectives of the study are as follows:

1. To describe how to manage the classroom well.

2. To describe how to create the good interaction in the classroom.

3. To explain what is teaching techniques.

4. To explain what is question and answer as a teaching technique.

5. To describe how to ask question to the student effectively.

D. Significance of the Study

There are some expected advantages that could be acquired from the study:

1. To the teachers, it can be an input for them to manage the classroom well, to make a good interaction in the classroom, to use teaching techniques that appropriate to the students’ need and interest and to ask question effectively.

2. To the students, it can interest them to study English, train them to be active participants, improve their skills especially in listening, thinking and speaking.

CHAPTER II

DISCUSSION

In this chapter the writer present theoretical which includes the classroom management, classroom interaction, teaching techniques, question and answer as a teaching technique, and giving questions to the students effectively.

A. Classroom Management

Teaching English is not merely explaining material in front of the class. However, English teachers are expected to be able to manage the classroom well. In other words, teachers should have classroom management skills. According to Eggen and Kauchack in Nurcahyani (1986:6) state that “the term classroom management refer to the combination of the teacher’s strategies and classroom organization factors that lead to productive learning environment”. This includes the establishment of routines school and classroom rules, and teacher responses to the students’ behavior and instruction that promotes a conductive climate to the student learning.

To manage the classroom successfully, English teachers need to carefully plan their classes, provide students with a pleasant supportive climate for learning, and create interest and a desire to learn English, establish control, and promote effective students learning. Consequently, the lesson planned should seem interesting, challenging, and valuable to the students. Here, a principal aspect of goal management is the maintaining of discipline and control. Orderliness is an essential thing in classroom management. In this case, the best discipline is self-discipline. If we can teach students to take over the responsibility for their own learning and to carry out this responsibility, we will have done much. Teachers should work to help students become self-disciplined.

Another aspect is good organization and administration of the classroom activities and materials. In well-managed class, students know what to do, have the material to work with, and keep on tasks. The classroom atmosphere is supportive and the materials of instruction are readily available. In addition, a key to effective classroom management is motivation. Students who are well motivated to learn usually do learn if lessons are reasonably well-managed. Here, teachers should persuade that learning well in their class is the important thing to do. Teachers have better chance to persuade them if they know students well. They can adopt the lesson to the students’ needs and interests. Then, the students think that they will find interesting and valuable from the lesson. In this case, English teachers should know how to motivate, communicate, and work effectively with students from culturally diverse backgrounds.

The aim of classroom management is to make students able to study well in order to attain teaching objective effectively and efficiently. Base on the definition above, it can be concluded that the class management is a teaching skill in managing the classroom life in order to get the effective and efficient teaching and learning process to gain teaching learning result.

B. Classroom Interaction

Teaching learning process in the classroom needs communication between teachers and students. Thoha (1993:163) says that communication is a process to send and receive news of information from a person to other person. It means that communication involves more than one person. To create good communications in the classroom the teacher must conduct the two ways traffic communication method. This method is a communication with the characteristic of feedback from the communicator (teacher) or from the communicants (students). In this case, the communicants is given time to react toward news or message which is received from communicator. So there will be mutual understanding between both sides (Wursanto, 1987:65). Students give opinion or question either requested to the teacher.

Surachmad (1986:20) says that two ways traffic communication is description of interaction between the communicator (teacher) and the communicants (students). So, the world interaction is derived from the word interact which mean “act on each other” for example, in a classroom activity, there is a student-teacher interaction in education setting. It is suitable to the statement of Brown (2001:165), “Interaction is the collaborative exchange of thoughts, feelings, or ideas between two or more people, resulting in a reciprocal effect on each other.”

Teachers can play many roles in the course of teaching. To make a good interaction they have to run their roles as good as possible. According to Brown (2001:167) explain that there are set of metaphors to describe a spectrum of possibilities of teacher roles to create an interactive classroom than others including teacher as controller, teacher as director, teacher as manager, teacher as facilitator and teacher as resource.

1. The teacher as controller

The teacher determines what the students do, when they should speak, and what language form they should use. The teacher must create a climate in which spontaneity can thrive, in which unrehearsed language can be performed, and in which the freedom of expression give over to the students make it impossible to predict everything that they will say and do. In the planning phase especially, a wise input to students, specify directions to be given, and gauge the timing of a technique. So, allowing for spontaneity of expression involves yielding certain elements of control to students, nevertheless, even in the most cooperative of interactive classroom, the teachers must maintain some control simply to organize the class hour.

2. The teacher as director

In some interactive classrooms, the teacher is like a director of a drama. As students engage in either rehearsed or spontaneous language performance, it is job for the teachers to keep the process flowing smoothly and efficiently. The ultimate motive of such direction must always be to enable students eventually to engage in the real-life drama of improvisation as each communicative event brings its own uniqueness.

3. The teacher as manager

As manager the teachers have to manage the lesson plans, modules, and courses. Besides they also structures the larger, longer segments of classroom time, managers of successful corporation, for example, retain control of certain larger objectives of the company, keep employees pointed toward goals, engage in on going evaluation and feedback, but give freedom to each person to work in his or her own individual areas of expertise a language class should not be markedly different.

4. The teacher as facilitator

The facilitating role requires that the teachers have to step away from the managerial or directive role and allow students, with their guidance and gentle prodding, to find their own pathways to success. A facilitator capitalizes on the principle of intrinsic motivation by allowing students to discover language through using it pragmatically, rather then by telling them about language.

5. The teacher as resource

The teachers are available for advice and counsel when the student seeks it. Sometime the teachers have to give a time allowing the students to proceed with their own linguistic development.

C. Teaching Techniques

“Teknik merupakan usaha pemenuhan metode pembelajaran di dalam kelas.” (Dardjowidjodjo, 2003:43). It is as an intelligence that used to fulfill the objective directly or implementation. Brown (2001:171), state that techniques (also commonly refer to by other terms): any of a wide variety of exercises, activities, or devices used in the language classroom for realizing lesson objectives. Nowadays, in linguistic teaching, language laboratory, cassette, type-recorder, closed circuit television, photography and the entire technique instrument are techniques.

Teaching technique is an implementation of method by teachers, it can be create by themselves base on students’ need and interest. They also can imitate the techniques from the books that written about many kinds of techniques in order to help the teacher making a good strategy in teaching process. In example, to improving the student’s skill in listening, the teachers are using tape-recorder as a media in teaching learning process – it is native speaker’s voice - : teachers use the question answer technique to improve the student’s skill in listening, thinking, and speaking. The teacher is hoped to be able to use the teaching techniques that suitable the student’s need and interest in order to make a good interaction in the class, so the goal of the study will be achieve.

D. Question and Answer as a Teaching Technique

In managing the classroom, to make a good interaction at the class, the teachers should be used a technique that effective to the students in increasing their skills and of course, the teachers have to smart in choosing the teaching technique because they have to use technique that appropriate to the students’ needs and interests. Question and answer can be used as a teaching technique in teaching learning process. This technique is oral exercise; it will form the main part of each lesson. The questions have been carefully graded to elicit particular types of response. In the firs lessons, questions should be asked fairly slowly and the students should be given ample time to answer. Once the class has become thoroughly familiar with the technique employed, the question may be asked at a brisk pace. In the past, teachers insisted on complete answers to all questions in the belief these enable students to practice using verb forms.

From Richard and Theodore (2001:170) can be sum up that in communicative language teaching, teachers used question and answer based on the dialog topic. Here, the students will be asked the questions related to the topic that was learned at the time, the teachers used wh or or questions. And using the questions and answers related to the students’ personal experiences but centered on the dialog theme. It can train them in the ways of thinking. According to Brown (2001: 167) explain that the functions of the questions:

- Teacher questions that give students the motivation an opportunity to produce language comfortably without having to risk initiating language themselves.

- Teacher questions that can serve to initiate a chain reaction of students’ interaction among themselves.

- Teacher questions that give the instructor immediate feedback about student comprehension.

- Teacher questions provide students with opportunities to find out what they think by hearing what they say.

Nevertheless there are the strong ness and weakness in using this technique. By using question and answer technique, the teachers can improve the students’ skills toward train the students to listen English words that given orally, to think critically in find out the correct answer, and to speak English bravely. It is good for students to achieve the goal of the study if they really appreciate to this technique, this technique can also make a good interaction between students and the teachers. However, there are the weakness of this technique: in answering the question, the students will get difficulties in given the correct answer in a good grammar, this technique would not effective if most of the students are passive or shy to speak up, un qualify questions would not achieve the aim of the lesson. So, here teachers are demanded to make a good questions that effective to the students.

E. Giving Question to the Students Effectively

Questions are motivational because through questions a teacher can engage students actively in lesson, challenging their thinking and posing problems for them to consider, capture students’ attention and provide a focus for the lesson, frequent and periodic questions can encourage active participation and provide opportunities in the lesson for continuous student involvement.

There are several kinds of question according to Alexander (1980:3-6):

a. Yes or no question

This type of question has objectives to train the student to the first word in each question and to use the same word in his answer.

Examples: 1. A: Is Nicolas Saputra an artist?

B: Yes, is / No, he is not.

2. A: Would you like to have dinner whit us tomorrow?

B: Yes, I would / No, I would not.

b. Question with ‘Who’

This type of question has objectives to train the student to supply the correct auxiliary verb in his answers.

Examples: 1. A: Who is in the library?

B: Miss Green is.

2. A: Who when to the library yesterday?

B: I did.

c. Double question joined by ‘Or’

This type of question has objectives to train the student to give complete and accurate answer.

Example: A. Did Inspector Bones go to the library or to the police station?

B. He went to the library.

d. Other question words

This type of question has objectives to elicit short or complete answer to general questions beginning with words like When, Where, Why, etc.

Examples: 1. A: What did he do?

B: He went to the library.

2. A: Why did he go to the library?

B: Because he wanted to borrow a book.

e. Mixed Questions

This type of question has objectives to elicit the correct response to a variety of questions. These questions have been recorded after each passage. The recorded questions should be played to the class after the preceding exercises have been completed. The tape-recorder may be turned off after each recorded question is heard. There is a three second pause after each question.

f. Asking question

This type of question has objectives to train the student to ask questions.

Example: Teacher: Ask me if he went out.

Student: Did he go out?

Teacher: Ask me when he went out.

Student: When did he go out?

Adapted from Kinsella and Bloom in Brown (2001:172) describe the categories of questions and typical classroom question words as follow:

1. Knowledge questions

This type of question has function to eliciting factual answers, testing recall and recognition of information. The common question words that used like: define, tell, list, identify, describe, select, name, point out, label, and reproduce. Who? What? Where? When? And answer “yes” or “no.”

2. Comprehension questions

This type of question has function to interpreting and extrapolating. The common question words that used like: state in your own words, explain, define, locate, select, indicate, summarize, outline, and match.

3. Application questions

This type of question has function to applying information heard or read to new situations. The common question words that used like: demonstrate how, use the data to solve, illustrate how, show how, apply, construct, and explain. What is _____ used for? What would result? What would happen?

4. Inference questions

This type of question has function to forming conclusions that are not directly stated in instructional materials. The common question words that used like: How? Why? What did _____ mean by? What does _____ believe? What conclusions can you draw from …?

5. Analysis questions

This type of question has function to breaking down into parts and relating parts to the whole. The common question words that used like: Distinguish, diagram, chart, plan, deduce, arrange, separate, outline, classify, contrast, compare, differentiate, categorize. What is the relationship between? What is the function of? What motive? What conclusions? What is the main idea?

6. Synthesis questions

This type of question has function to combining elements into a new pattern. The common question words that used like: Compose, combine, estimate, invent, choose, hypothesize, build, solve, design, and develop. What if? How would you test? What would you have done in this situation? What would happen if…? How can you improve…? How else would you…?

7. Evaluation questions

This type of question has function to making a judgment of good and bad, right or wrong, according to some set of criteria, and stating why. The common question words that used like: Evaluate, rate, defend, dispute, decide which, select, judge, grade, verify, and choose why. Which is best? Which is more important? Which do you think is more appropriate?

As a good teacher, we have to know what the effective questions for the student are. Effective questions are the questions that can improve students’ knowledge, students’ skills in grammar and thinking, and appropriate to students’ needs and interest.

CHAPTER III

CONCLUSION

Teaching is the process of transferring information that needs communication between teacher and the students so that teacher has to use various techniques that interesting to create a good communication in the process of transferring, in order to take the students’ interest in learning the subject material. There are several things that need attention by the teachers in teaching learning process.

1. Classroom management

To manage the classroom successfully, teacher should prepare the lesson plan carefully, provide the pleasant climate for learning, create interest classroom and motivate the students to have a big desire in learning. A good classroom management can create the effective and efficient teaching and learning process.

2. Classroom interaction

To create the communicative interaction in the classroom the teacher must use their roles effectively. Teacher as controller has to determine what the students do, when they should speak, and what language form they should use. Teacher as director must keep the process flowing smoothly and efficiently. Teacher as manager have to manage the lesson plans, modules, and courses. Teacher as facilitator capitalizes on the principle of intrinsic motivation by allowing students to discover language through using it pragmatically. Teacher as resource are available for advice and counsel when the student seeks it.

3. Teaching techniques

In managing the teaching learning process, teachers have to use some teaching techniques that effective to increase the students’ motivation in learning. Techniques for asking in the class are the teaching strategies that effective to the students in learning the subject material. But of course these techniques have the goodness and weakness; it is according to the teacher itself in applying these techniques, how they can give the questions to the student effectively.

In summary, teachers have to aware their function and roles in teaching learning process in order to make a good classroom management, interactive classroom and effective teaching techniques. Question and answer technique is teaching strategy that available for students in interactive learning to achieve the goal of the study.

BIBLIOGRAPHY

Alexander, L.G. 1980. Question and Answer: Graded Oral Comprehension Exercises. New Edition. Yogyakarta: Kanisius (anggota IKAPI).

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Borich, G. D. 1992. Effective Teaching Methods. New York: Prentice Hall. Inc.

Brown, H. Douglass. 1980. Principles of Language Learning and Teaching. Englewood Cliffs: prentice Hall. Inc.

----------------. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. Second Edition. San Francisco: Addison Wesley Longman, Inc.

Dardjowidjodjo, Seonjoyo. 2003. Rampai Bahasa, Pendidikan, dan Budaya: Kumpulan Essay. Jakarta: Yayasan Obor Indonesia.

Nurcahyani, Adri. 1998. English Classroom Setting of Elementary School in Yogyakarta Municipality (A Thesis). Yogyakarta: FPBS IKIP Yogyakarta.

Richards, Jack. C. and Theodore S. Rodgers. 2001. Approaches and Methods in Language Teaching. Second Edition. New York: Cambridge University Press.

Surachmad, Winarno. 1986. Interaksi dan Motivasi Belajar Mengajar Dasar dan Aplikasinya. Jakarta: Depdikbud.

Thoha, Miftah. 1993. Perilaku Organisasi Konsep Dasar dan Aplikasinya. Jakarta: Depdikbud.

Wursanto. 1987. Etika Komunikasi Kantor. Yogyakarta: Kanisius.