Koeswandi, Tika Annisa Lestari (2014) MIDDLE SCHOOL READERS’ MEANING-MAKING ON JEFF KINNEY’S DIARY OF A WIMPY KID. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Abstrak: Penelitian ini berfokus pada investigasi dan analisis bagaimana pembaca sekolah menengah pertama (SMP) membuat makna pada novel Diary of A Wimpy Kid karya Jeff Kinney dan kategorisasi mereka sebagai pembaca. Penelitian ini melibatkan enam pembaca SMP yang menjadi anggota laman penggemar Wimpy Kid Indonesia. Untuk menjawab pertanyaan penelitian, studi ini menggunakan studi kasus deskriptif-kualitatif. Data diperoleh dari respon pembaca, kuisioner dan wawancara. Data disusun dan diidentifikasi berdasarkan prinsip pembuatan makna menurut Langer (1991) dan kategorisasi pembaca menurut Garrison dan Hynds (1991). Temuan menunjukan bahwa pertama, pembaca SMP membuat makna di setiap tingkatan dengan cara yang berbeda. Dari enam hanya tiga pembaca yang berhasil bertahan dan mengikuti tingkatan pertama sampai keempat. Berdasarkan hasil bagaimana pembaca membuat makna, temuan kedua menunjukan bahwa pembaca SMP berada di rangkaian pembaca mahir dan pembaca kurang mahir. Hal ini mengungkapkan bahwa pertama, pembaca mahir menggunakan cara membaca estetis yang didukung dengan kualitas membaca yang baik. Kedua, sebagai novel remaja yang membawa humor dan lelucon, Diary of A Wimpy Kid karya Jeff Kinney mampu menyediakan pembacaan yang aestetis karena novel ini mampu membangkitkan pengalaman emosional pembacanya. Terakhir, meskipun pembaca SMP adalah pembaca tersirat novel ini, mereka tidak menjamin mampu membuat response seperti yang diharapkan. Kata Kunci:Response Pembaca, Membaca Estetis, Proses Membuat Makna, Kategorisasi Pembaca Abstract: This study focuses on investigating and analyzing the way middle school readers make meaning on Jeff Kinney’s Diary of A Wimpy Kid and their readers’ categorization. This study involves six middle school readers who are members of a fan site named Wimpy Kid Indonesia. In order to answer the research questions, this study used descriptive-qualitative case study. The data were taken from written response, questionnaire and interview. The data were classified and identified based on Langer’s (1991) meaning-making process and Garrison and Hynds’ (1991) categorization of readers. The findings reveal that first, middle school readers mademeaning through each Langer’s (1991) stages with different ways. It was only half of readers who successfully survived and followed first stage until fourth stage. Second, it reveals the readers are in the continuum of proficient and less-proficient readers. Learning from the findings, there are three issues arrived in this study, first, it turns out that a proficient reader employs aesthetic reading which is supported by a good quality of reading. Second, as young adult novel which conveys humor and jokes, Jeff Kinney’s Diary of A Wimpy Kidoffers aesthetic reading since it evokes emotional experience of its readers. Last, even tough middle school readers are the implied readers of Jeff Kinney’s Diary of A Wimpy Kid, they do not guarantee to produce expected responses. Keywords:Reader Response, Aesthetic Reading, Making Meaning Process, Readers’Categorization
| Item Type: | Thesis (S1) |
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| Additional Information: | No.panggil: S ING KOE m-2014 Pembimbing: I.Bachrudin Musthafa II.Nia Natisah |
| Uncontrolled Keywords: | literature, novel, sastra, english, bahasa inggris, young reader |
| Subjects: | L Education > L Education (General) P Language and Literature > PE English P Language and Literature > PR English literature |
| Divisions: | Fakultas Pendidikan Bahasa dan Sastra > Jurusan Pendidikan Bahasa Inggris > Program Studi Bahasa dan Sastra Inggris (nonpendidikan) |
| Depositing User: | Mr. Tri Agung |
| Date Deposited: | 30 Jul 2015 04:16 |
| Last Modified: | 30 Jul 2015 04:16 |
| URI: | http://repository.upi.edu/id/eprint/15148 |
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