Developing Novel Appreciation Learning by using Ideological

Analysis

Mulyadi Eko Purnomo

Indoneisan Language Education Department, Universitas Sriwijaya, Palembang, Indonesia.

Keywords: Novel Appreciation, Literary Works Appreciation, Ideological Analysis.

Abstract: Ideological analysis can be conducted on literary works to find out their hidden ideological values. For this

purpose, critical analysis is required. Critical analysis of (non-literary) discourse has developed using critical

discourse analysis (CDA). CDA can also be used for literary works, including novels. With this analysis, the

ideology contained within the novel can be revealed and discovered. This process could be a beneficial asset

in reader character building. Therefore, CDA on literary works is adapted as a foundation in novel

appreciation learning for middle school students. By using CDA, students are guided and directed to find

ideologies hidden in the novel. Then, that ideology will inspire students about ideas, insights, and praxis from

it. Ideology-based novel appreciation learning possesses several steps that can be taken by students to find

ideology and then reflect it to develop its ideas, insights, and praxis.

1 INTRODUCTION

Critical discourse analysis (CDA) as epistemology in

ideological analysis has been carried out to analyze

texts, especially mass media and political texts such

as those conducted by van Dijk (2001), Eriyanto

(2000), Zen (2004), and Purnomo (2007). The

analysis seeked to find the ideology hidden within the

news and politics (political campaigns and political

speeches). Furthermore, the findings showed that

there was no neutral news, depending on the

construction of knowledge and events made by

journalists who were part of or at least influenced by

media owners or political authorities at that time.

In analyzing literary texts, CDA was applied by

Primana (2016) and Bangsawan (2017). The use of

CDA in Indonesian language lessons had been done

in, for example, the researches of Martinez (2012),

Amari (2015), and Jupriono (2011). In the ideological

analysis of literary texts, the analysts tried to discover

aspects of the strength and hegemony of individuals

in groups or between groups. Those possessing the

authority over others became the basis of the

ideological discovery for literary works. In Prima's

(2016) study, for instance, there was a finding of

interethnic imbalances: one ethnic saw themselves

superior to others, which allowed negative hegemony

of one ethnic over another.

How to use ideological analysis in literary

appreciation? Literary appreciation is part of the

literary work reading activity which has specific

goals. There are three levels of literary appreciation

namely understanding, enjoyment and appreciation.

Understanding is a level of literary appreciation that

focuses on understanding literary texts, both

languagically and literally. At this level, the reader

tries to identify the meaning contained in the literary

text, recognize the language as the medium of

expression of writers, understand the structure of the

literary text, and finally comprehend the theme and

message of the literary work. Then, the enjoyment

level focuses on the efforts of readers to be able to

enjoy the aesthetic value of literature. Aesthetic

values are found in structural and content aspects of

literary works. At this level, the readers

emotively/affectively feel what happens to the

characters of the story and also find the beauty or

majesty of the lessons that can be learned.

Furthermore, the appreciation level focuses on the

readers' efforts to appreciate and provide value to

literary works. At this level, the readers try to give an

honest assessment of the literary work they are

reading. When associated with levels of literary

appreciation, ideological analysis can be found at all

levels. In Understanding level, ideological analysis is

a part of an effort to understand the content or

substance of literary works. By understanding the

Eko Purnomo, M.

Developing Novel Appreciation Learning by using Ideological Analysis.

DOI: 10.5220/0009997000002499

In Proceedings of the 3rd Sriwijaya University International Conference on Learning and Education (SULE-IC 2018), pages 127-130

ISBN: 978-989-758-575-3

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

127

ideology carried by the work, the enjoyment of moral

lessons contained increases and ultimately can lead to

a high of assessment towards the literary work.

Therefore, it is very logical if ideological analysis is

used as a basis in literary appreciation activities.

How to teach literary appreciation to students?

Many approaches or methods was produced by

experts or teachers in literary learning. In general, the

approaches they used were taken from literary

appreciation methods. In other words, the techniques

of literary appreciation learning is identical or similar

to the literary appreciation practices. Literary

approach / appreciation such as structural, semiotic,

genetic, and reader response analysis, for example,

could also be used as the procedures of literary

appreciation learning (See, for example, Indrawati

(2005; 2007) that used the reader response model in

literary appreciation learning.)

Ideological analysis in novels was not only done

by literary researchers, but also by researchers in the

field of social sciences, especially communication or

political science. In literary research, ideological

analysis was based on the idea of Gramsci's

hegemony. Zamzuri (2017), for example analyzing

Putu Wijaya's Pabrik novel using this approach. In

addition, there were several studies that also analyzed

ideological aspect in novels even if they did not use

Gramsci's theory of hegemony, such as Asri (2013),

Hakim (2014), and Falah (2017). In the field of social

sciences, there were literary researches using the

ideological analysis, such as the research of Primana

(2016) and Bangsawan (2017).

Ideological analysis in novels can possibly be

used as a foundation for novel appreciation. With this

analysis, ideology shall be found in the analyzed

novels. It becomes one of methods in novel

appreciation because with this analysis the analyzer

might be able to find ideas that could inspire readers.

In this way, the analyzers will also find the value of

the novel. This could mean that the analyzers have

appreciated the novel.

How to train high school students to conduct

novel appreciation based on ideological analysis?

This paper seeks to discuss novel appreciation

learning based on ideological analysis. First, the basis

of psychology and the basis of pedagogy will be

discussed from the ideology-based novel appreciation

learning. Second, the basis of literature is discussed.

Third, the basis of methodology and syntax of novel

appreciation based on ideological analysis is

examined.

2 IDEOLOGICAL-ANALYSIS-

BASED LEARNING OF NOVEL

APPRECIATION

2.1 Psychological and Pedagogical

Background

As explained earlier, novel learning based on

ideological analysis is a literary learning that utilizes

ideological analysis of a novel using critical discourse

analysis (CDA). CDA is a critical analysis of a

particular text such as news, mass media, literary and

political texts.

Ideological analysis is a critical analysis to find

the hidden ideology of a text. To critically analyze a

novel requires the ability to pay attention on aspects

that are more profound than those expressed verbally.

In other words, critical analysis requires high-level

thinking skills.

Based on the abilities needed to carry out critical

analysis, which is high-level thinking skills, the

psychology background that underlies this analysis is

cognitive psychology. Cognitive psychology is a

branch of psychology that focuses on the attention of

its study towards cognitive aspects: perception,

attention, memory, cognition, and its application to

thinking, reasoning, problem solving, and learning

activities (Catling and Ling, 2011).

Thinking, reasoning, and problem solving

activities are highly important in critical analysis.

Thinking is an activity that seeks to find a connection

between one thing and another. In addition, thinking

also involves activities to abstract the facts from

observations into a broader concept. Then, reasoning

is logical thinking activities with certain patterns or

directions: from general to specific or from specific

to general. Problem solving is an activity utilizing

thinking and reasoning abilities to solve problems

logically. In critical analysis, problem solving skills

can be used to find ideology in a novel.

In line with the psychological background

(cognitive psychology), the pedagogical background

that underlies the ideology-based appreciation

learning of novels is cognitive pedagogy. Cognitive

pedagogy is a branch of pedagogy that sees

educational phenomena in terms of information

processing in the human brain. Cognitive pedagogy

describes the educational process that is influenced by

both genetic and environmental factors. This includes

looking for linkages between environmental factors,

socio-cultural and genetic factors. The educational

process involves the activities of collecting,

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processing, storing, and presenting information

(Siemienecka and Siemieniecki, 2016: 233-234).

In addition to using cognitive pedagogy as a

background, novel appreciation learning based on

ideological analysis also uses the humanistic

pedagogy background. Humanistic pedagogy is a

branch of pedagogy that views students as people

completely. This means that humanistic pedagogy

views humans not only from cognitive aspects, but

also includes affective aspects. Therefore, the

important affective aspect is the interest and

willingness of students. It becomes an important

matter when it is associated with critical analysis of

literary works, in which it is also full of humanistic

aspects. In addition, literary work is one form of art

that requires sensitivity on language use creatively

created by the author.

2.2 Literary Background

There are several points of thought from the literary

aspect that are used as the foundation for novel

appreciation learning based on ideological analysis.

First, literary works contain values that can inspire

creativity and strengthen the character education.

Literary works are said to be useful and entertaining.

It is useful because it contains values that can inspire

readers to behave positively. It is entertaining because

one function of art is indeed to provide entertainment

to the reader.

Second, literature holds an ideology within it.

This has been explained in the previous section. In the

sociological view of literature, literature is not created

from empty space. This means that literary works are

created and influenced by various natural or social

events as their background. Therefore, it can be

understood that literature is created as a response to

events that occur in society. In addition, literary

works are established because of the author's desire to

express his thoughts and opinions to the public.

Starting from this view, it is concluded that literary

works contain the views of the author about a certain

problem. It is at this point that the ideology hidden by

the author received an adequate explanation.

Third, there are three levels of literary

appreciation; understanding, feeling and assessing.

Understanding is the most basic level of appreciation

that aims to understand what is expressed by the

author. Feeling is a level where the reader /

appreciator is able to feel what is felt by the author or

what is felt by the characters in the novel. Assessing

is the highest level of appreciation where the reader is

able to find the excess or strength of the work and the

deficiency or weaknesses of the work. By

appreciating these three levels, ideological analysis

can be undergone. Thus, the ideology hidden in

literary works can be found.

2.3 Methodological Background

There are two things that form the fundamental

methodology in novel appreciation learning based on

ideological analysis: the critical discourse analysis

and the ideological analysis towards novels. Both

methods of analysis may overlap, but the process in

finding the ideology in the novel will be used as a step

in appreciation learning.

The critical discourse analysis method of literary

works generally uses CDA process, but it is applied

to objects of literary work. There are two important

steps in this regard: ideological identification and

ideological analysis. Ideological identification is

carried out by several steps (1) identification of ideas

through author expressions in the form of sentences,

paragraphs, discourses, conversational figures and (2)

identification of ideas through internal elements:

character, plot, setting, and message. On the other

hand, ideological analysis is carried out by several

steps (1) comparing ideas found from the author's

expression to find the dominant ideology, (2) finding

the interrelationships between internal elements, and

(3) drawing conclusions.

The ideological analysis method in novel is

conducted in several steps (1) identifying ideological

aspects within the literary works and (2) analyzing the

ideology found in ideological identification.

Identification of ideological aspects is undergone by

several steps (1) finding the dominant problem in the

novel: education, economy, social, political, gender,

or a combination thereof and (2) matching or looking

for compatibility between ideological aspects on the

subject with literary texts (text and novel internal

elements). Ideological analysis is also done by several

steps (1) comparing aspects of ideology found to see

its dominance and (2) drawing conclusions.

2.4 Syntax

Based on the backgrounds that have been stated

before, the syntax of novel appreciation learning is

based on ideological analysis. The syntax or learning

steps that must be done are as follow.

Phase 1: Identification of ideology

Step (1): find the main issue / theme / general novel

Step (2): look for the suitability between ideological

aspects of the theme and the text of the novel

Developing Novel Appreciation Learning by using Ideological Analysis

129

Step (3): look for suitability between ideological

aspects of the theme with the novel's internal

elements

Phase 2: Ideological analysis

Step (1): compare the results of ideological

identification to find out which one is dominant and

which is subordinate.

Step (2): draw conclusions from the comparison

results.

3 CONCLUSIONS AND

SUGGESTION

3.1 Conclusion

Firstly, the CDA applied to find the hidden ideologies

in literary works can be used for novel appreciation

learning. Secondly, the novel appreciation learning

that uses CDA is novel appreciation learning based

on ideological analysis. Thirdly, the novel

appreciation learning based on ideological analysis is

in the form of syntax or learning steps that are based

on a certain foundation of psychology, pedagogy,

literature, and methodology.

3.2 Suggestion

It is suggested to researchers to conduct

developmental research to expand the novel

appreciation learning based on ideological analysis

method so that they are tested for their validity,

practicality and effectiveness.

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