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Horizon of Expectation of Children's Ideal Future in 1946 Represented in Enid Blyton's Malory Towers

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Horizon of Expectation of Children's Ideal Future in 1946 Represented in Enid Blyton's Malory Towers RAINBOW Vol. 9 (2) 2020 Journal of Literature, Linguistics and Cultural Studies https://journal.unnes.ac.id/sju/index.php/rainbow Horizon of Expectation of Children’s Ideal Future in 1946 Represented in Enid Blyton’s Malory Towers Asma Azizah* , Prayudias Margawati** *, **English Department, Faculty of Languages and Arts, Universitas Negeri Semarang, Indonesia Article Info Abstract Article History: 1946 was a recovery year after Second World War ended and the early modern era. At Received the beginning of modern era, children were taught the basic attitude of well manners and 16 April 2020 respecting others. The social attitudes into children give adults more attention to children Approved as separate beings, innocent, and need of protection. Therefore, this study aimed to 29 October 2020 explain (1) what British expectation toward children’s future described on Enid Blyton’s Published Malory Towers (2) children’s characters in Enid Blyton’s Malory Towers formed by the 30 October 2020 participation of British role and (3) today’s perspective of British ideas in 1946. Qualitative descriptive study is employed with “horizon of Expectation” of reader Keywords: boarding response theory by Hans Robert Jauss is served to analyze the data. It is found that as school, children’s ideal illustrated in Malory Towers, British were expected their children to be kind, good- future, education, hearted, loved, trusted, and reliable child. In addition, parents, school, and friend’s role horizon of expectation are important to forming children’s character to teach some values such as discipline, responsible, politeness, caring, loyal and understanding, respectful, mental strength, steady and wise attitude to reach the ideal future. On other hand, in 1946, education aims to change the society to fit the ideas of the ruling government or to create the utopian society through education. Furthermore, there are some similarities and differences of British ideas in 1946 and today’s perspective of British education system and boarding school in which all the ideas have a good aim for children’s future.s. © 2020 Universitas Negeri Semarang Corresponding author: B3 Building, Kampus Sekaran Gunugpati Semarang 50229, Indonesia E-mail: [email protected] In 1946 and so on was recovery year after INTRODUCTION World War II. Britain’s economic condition runs into a big destruction. It was recovery and Second World War (1936-1945) has collapse, the industry was thriving, jobs were involved many major countries in the world. It plentiful, and wages were good. These years also was occurred because of a tendency or a fascist called as the wind of change by Great Britain. understanding that developed in Europe. It left a The education system after World War II lot of negative impacts for UK. British run into was being apprehensive. the headmaster of the catastrophic defeat in Europe and Asia. It was Ashurst Wood Council School, Mr.Wray growth destroyed their financial and economic the juvenile delinquency because of the poverty, independence, the real foundation of the imperial bad housing, insufficient clubs, absence of system. facilities for recreation, decay in the standards of p-ISSN: 2252-6323 e-ISSN: 2721-4540 176 conduct and of parental control, a weakening of was written in 1946. The novel prominently tells religious influence, greater temptations which about how children going to boarding school for beset the modern child, a lack of opportunity for their study program. They taught to well behave, amusement, the cinema and new housing estates. well mannered, obey the rules, gets some In addition, the lack of discipline in such achievements in academic and non-academic, homes was responsible for many of these crimes. and so on. Darrel Rivers as the main characters The desire for adventure and war stories of deeds in Blyton’s novel is one of students in Malory led them to stealing and destructive behaviour. Towers School, was imagining and thought a lot Gangster films and the tough of gangster idea also about her new school. She met new friends with become their influence. Besides that, the effect of different characteristics, heard many stories about the decline of religious training is another what happened in the school, and enjoying her concern. Sunday School attendance has declined life with friends. The schools, the teachers, the in the last twenty years. seniors, and also her friends teach her a lot of The big impact after the war, take them off things. She tried to resolve problems and learned to the early modern era. In the beginning of a lot from the mistakes she did. Thus, the modern era, and children were taught the basic problems she faced being a process for her to be attitude of well manners and respecting others. the good woman in the future. The shifting philosophical and social attitudes According to these two novels, they show into children, also the notion of childhood started that Hughes and Blyton have different topic in in Europe. Then, adults give more attention to their novel, Hughes mainly focuses on the children as separate beings, innocent, and need of bullying that happens in school, and the struggle protection by adults around them. against the bullying itself, while Blyton focuses on What happened to Literature in the early how children (especially for girl) could be good modern era? The writer reveals that they try to women in the future. However, these novels have come out from the era of romanticism and same setting of place and same study which is a realism. They much write any works based on struggling of children in the boarding school. social context. The writers see thoroughly Malory Towers shows the struggle of a girl to be a through the social phenomena at that time or the good woman in the future. In addition, Blyton background of the author itself relating to the also shows that the parents were expects that their story, or both. It is kind of the ideology of the children could be a proud one through values author when wrote it. taught in their school. First example is about Tom Brown’s School How the story illustrated the readers about Days. A novel written by Thomas Hughes (1857) British horizon of expectation of good life in that is the story about a life at an English boy’s era has already visible. Horizon of expectation is boarding school. The story set in the 1830s at Hans Robert Jauss’s reception theory (a version Rugby School. This novel is based on the author’s of reader response literary theory that emphasizes experiences. Hughes attended Rugby School each particular reader’s perception of interpreting from 1834-1842. The main character, Tom, is in making meaning from a literary text). The harassed by the school bully, flashman, but concept of his story is the intention to minimize overcomes his trials. Along his school career, he the gulf between the schools of literature and does very well academically and on the playing history which have previously relegated the fields. reader to play only a minor role in the While Hughes novel tells about a life of interpretation of literature. Briefly, it is the English boy at boarding school, Enid Blyton structure which a person decodes, comprehends, (another English writer) also wrote a novel which and appraises any text based on cultural codes tells about a life of English girl at her boarding and conventions particular to their time history. school. The title of the novel is Malory Towers. It These horizon means that readers can interpret p-ISSN: 2252-6323 e-ISSN: 2721-4540 177 and values a text differently from a previous non-data. Finally, the non-data will be generation which emphasize that readers is the eliminated. important element in the processing of texts. The following numbers are some steps of In relation between the literary work and data analysis based on Jauss’ theory: (1) the British horizon of expectation towards children’s researcher selected the data showing the future life, one of them in the field of education, representation of British expectation and British as the researcher have explained and as portrayed role in forming children’s’ character as reflected in the novel Malory Towers, therefore, the scope of in the novel, (2) then the researcher looking for this study has not yet been analyzed by other the ideas in 1946 -when the novel was written- parties. The researcher initiative tries to see it and today’s ideas, (3) and finally the researcher more deeply precisely in 1946 after the Second described the horizon of expectation of children’s ideal World War. future in 1946. METHODS RESULTS AND DISCUSSION The researcher of this study used British Expectation toward Children’s Future qualitative descriptive since the topic of this study Described on Malory Towers is about a social and human problem, as what Based on the analysis, the researcher find (Creswell, 2009) claims. The data in this final that as illustrated in Malory Towers, British were project are in the form of words such as sentences, expected their children to be kind, good-hearted, dialogues, and quotation. Furthermore, the data loved, trusted, and reliable child. It showed by the found in the object of the study must be headmaster’s words in the novel. interpreted and described by the researcher since “One day you will leave school and go out qualitative research is interpretative research. The into the world as young women. You should data should be relevant to the topic of the study take with your eager minds, kind hearts, and a will to help. You should take with you a good so that it can answer the statements of the study.
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