The Influence of Learning in Perfection on One's

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE INFLUENCE OF LEARNING IN PERFECTION ON ONE’S ACHIEVEMENT AS REFLECTED IN THE CHARACTER OF JONATHAN LIVINGSTON SEAGULL IN BACH’S JONATHAN LIVINGSTON SEAGULL

A Thesis

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

Yosafat Diaswikarta Student Number: 041214064

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2008 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE INFLUENCE OF LEARNING IN PERFECTION ON ONE’S ACHIEVEMENT AS REFLECTED IN THE CHARACTER OF JONATHAN LIVINGSTON SEAGULL IN BACH’S JONATHAN LIVINGSTON SEAGULL

A Thesis

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

Yosafat Diaswikarta Student Number: 041214064

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2008

i PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A Thesis On

THE INFLUENCE OF LEARNING IN PERFECTION ON ONE’S ACHIEVEMENT AS REFLECTED IN THE CHARACTER OF JONATHAN LIVINGSTON SEAGULL IN BACH’S JONATHAN LIVINGSTON SEAGULL

Yosafat Diaswikarta Student Number: 041214064

Approved by:

Date

Henny Herawati, S.Pd., M.Hum. 5 August 2008

Sponsor PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A Thesis On

THE INFLUENCE OF LEARNING IN PERFECTION ON ONE’S ACHIEVEMENT AS REFLECTED IN THE CHARACTER OF JONATHAN LIVINGSTON SEAGULL IN BACH’S JONATHAN LIVINGSTON SEAGULL

Yosafat Diaswikarta Student Number: 041214064

Defended before the Board of Examiners on 22 August 2008 and Declared Acceptable

Board of Examiners

Chairperson : A. Hardi Prasetyo, S.Pd., M.A. ______Secretary : Made Frida Yulia, S.Pd., M.Pd. ______Member : Henny Herawati, S.Pd., M.Hum. ______Member : Dr. A. Herujiyanto, M.A. ______Member : Drs. Y.B. Gunawan, M.A. ______

Yogyakarta, 22 August 2008 Faculty of Teachers Training and Education Sanata Dharma University Dean,

Drs. Tarsisius Sarkim, M.Ed., Ph.D. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that the thesis, which I wrote, does not contain the works or parts of the works of other people, except those cited in the quotations and the bibliography, as a scientific paper should.

Yogyakarta, 5 August 2008

The Writer

Yosafat Diaswikarta PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A man found an eagle's egg and put it in a nest of a barnyard hen. The eaglet hatched with the brood of chicks and grew up with them. All his life the eagle did what the barnyard chicks did, thinking he was a barnyard chicken.

He scratched the earth for worms and insects. He clucked and cackled. And he would thrash his wings and fly a few feet into the air. Years passed and the eagle grew very old.

One day he saw a magnificent bird above him in the cloudless sky. It glided in graceful majesty among the powerful wind currents, with scarcely a beat of its strong golden wings.

The old eagle looked up in awe. "Who's that?" he asked. "That's the eagle, the king of the birds," said his neighbor. "He belongs to the sky. We belong to the earth we're chickens." So the eagle lived and died a chicken, for that's what he thought he was.

(Anthony de Mello)

This thesis is dedicated to:

My savior Jesus Christ and Mother Mary

My beloved family and Father Kieser

and those who enlighten and give meaning in my life.

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma :

Nama : Yosafat Diaswikarta

Nomor Mahasiswa : 041214064

Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul : THE INFLUENCE OF LEARNING IN PERFECTION ON ONE’S ACHIEVEMENT AS REFLECTED IN THE CHARACTER OF JONATHAN LIVINGSTON SEAGULL IN BACH’S JONATHAN LIVINGSTON SEAGULL beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal : 4 September 2008-09-04

Yang menyatakan

(Yosafat Diaswikarta) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS

First of all, I would like to express my deepest gratitude to Jesus Christ and Mother Mary who always give me love, spirit, strength and blessing so that I can finish my thesis. I really thank Him for always being able to listen, help, and give me strength and patience in completing my thesis.

Secondly, I would like to express my deepest and greatest gratitude to my sponsor, Henny Herawati, S.Pd., M.Hum., for her patience and time in reading and correcting this thesis. I really thank her for the support, advice and guidance in helping me finish this thesis.

Thirdly, I would like to thank my beloved parents who always give me guidance and love during my life. I also really thank my Father Kieser and Mrs.

Sumini who have given me a lot of financial and spiritual supports especially

Father Kieser for always reminding me to finish my thesis as soon as possible.

Fourth, my special gratitude also goes to all the lecturers and staff teaching of the English Language Education Study Program for their guidance during my study. I also thank all the staff members of the library of Sanata Dharma

University and Ignatius College library for their best services.

Fifth, with lots of love, I would like to express my special gratitude to my lovely friends of two thousand and four academic year at PBI, Harris, Jony,

Poly, Weadha, Anas, Sinta, Hana, Flora, Dede, Mayora, Berta, Danti, Festi,

Retha, and Marcel for the cheerful moments of friendship during my study in

Sanata Dharma.

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Next, my sincere gratitude goes to all my friends in PAPERMOON

PUPPET THEATRE, Kak Ria and Iwan for the wonderful puppet performance projects and sharing of life and for encouraging and motivating me to work harder and solve my problems. My gratitude also goes to Kriwul for his inspiration and support.

Finally, my special thanks go to all my friends, whose names cannot be mentioned one by one, for the cheerful, funny, crazy, and beautiful moments we have shared together. May God bless all of them.

Yosafat Diaswikarta

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TABLE ON CONTENTS

Page TITLE PAGE ...... i APPROVAL PAGES ...... ii STATEMENT OF WORK’S ORIGINALITY...... iv ACKNOWLEDGEMENTS...... vi TABLE OF CONTENTS...... viii ABSTRACT...... xi ABSTRAK...... xii

CHAPTER 1 INTRODUCTION 1.1 Background of Study ...... 1 1.2 Problem Formulation ...... 3 1.3 Objectives of the Study...... 3 1.4 Benefits of the Study...... 3 1.5 Definition of Terms...... 4

CHAPTER 2 REVIEW OF RELATED LITERATURE 2.1 Review of Related Theories...... 6 2.1.1 Theory of Critical Approaches...... 6 2.1.1.1 Theory of Psychological Approach...... 7 2.1.1.2 Theory of Moral Philosophical Approach ...... 8 2.1.2 Theory of Learning ...... 9 2.1.3 Theory of Perfection ...... 10 2.1.3.1 Superiority of Mind ...... 11 2.1.3.2 Supremacy of Will and Free Will ...... 11 2.1.3.3 Man and Creator: His Perfection ...... 13 2.1.3.4 Man and Men: His Perfecting ...... 14 2.1.4 Theory of Need for Achievement ...... 16 2.2 Theoretical Framework ...... 18

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CHAPTER 3 METHODOLOGY 3.1 Subject of the Study ...... 19 3.2 Approach of the Study ...... 20 3.3 Method of the Study...... 21

CHAPTER 4 ANALYSIS 4.1 Perfection as Reflected in the Character of Jonathan Livingston Seagull...... 22 4.1.1 Perfection within Self...... 22 4.1.1.1 Perfection and Rationality...... 24 4.1.1.2 Perfection and Free Will ...... 25 4.1.2 Perfection within Self and the Other...... 27 4.1.3 Perfection within Self and Others ...... 28 4.2 The Influences of Learning in Perfection on One’s Achievement as Reflected in the Character of Jonathan Livingston Seagull...... 30 4.2.1 Influences on Jonathan’s Achievements on Earth...... 31 4.2.1.1 Jonathan’s Courage to Never Give Up ...... 32 4.2.1.2 Jonathan’s Strong Spirit ...... 33 4.2.1.3 Jonathan’s Innovative Ability ...... 36 4.2.2 Influences on Jonathan’s Achievement in Heaven ...... 39 4.2.3 Influences on Jonathan’s Achievement as an Instructor on Earth ...... 43

CHAPTER 5 CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions...... 47 5.2 Suggestions ...... 49 5.2.1 Suggestions for the Future Researchers ...... 50 5.2.2 Suggestions for Teaching Implementation ...... 50

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BIBLIOGRAPHY ...... 53 APPENDICES ...... 56 Appendix 1 Lesson Plan for Teaching Paragraph Writing...... 57 Appendix 2 Syllabus of Paragraph Writing ...... 60 Appendix 3 Teaching Material ...... 62 Appendix 4 Summary of Jonathan Livingston Seagull ...... 68 Appendix 5 Biography of Richard Bach...... 71

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ABSTRACT

Diaswikarta, Yosafat. (2008). The Influence of Learning in Perfection on One’s Achievement as reflected in the Character of Jonathan Livingston Seagull in Bach’s Jonathan Livingston Seagull. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This thesis discusses Richard Bach’s Novelette entitled Jonathan Livingston Seagull. The novelette tells a story about Jonathan’s life who wants to perfect himself in flying. Jonathan’s achievement of being perfect in flying is developed by his learning in perfection. There are two problems formula ted in this thesis. The first is what perfection is as reflected in the character of Jonathan Livingston Seagull. The second is how learning in perfection affects one’s achievement as reflected in the character of Jonathan Livingston Seagull. The data gathering method applied in this study was library research. The writer used two approaches in this study. The first was moral-philosophical approach to understand the moral issue of perfection and the second was psychological approach to understand some principles of modern psychology revealed in the character of Jonathan Livingston Seagull. The writer used two kinds of sources in this study. The novelette Jonathan Livingston Seagull was the primary source and the secondary sources were obtained from other books. They are theory of learning, theory of perfection and theory of need for achievement. The findings of the first analysis show that perfection becomes Jonathan’s higher purpose for life that is to be free, to be a creature of excellence and intelligence and skill. Moreover, Jonathan’s perfection meets its full completeness and actualization by practicing love to help others see the goodness in each other. In the second analysis, the writer finds that Jonathan’s learning in perfection makes him have strong spirit, innovative ability, courage to never give up, high desire to know and understand, and love to help others. Jonathan’s strong spirit pushes him to work harder and to strive to do anything to achieve his goal to fly at high speed as quickly as possible. His innovative ability empowers him to find out different ways to solve the obstacles and achieve how to fly at high speed and under control. The courage to never give up strengthens his motivation to face and overcome obstacles and failures to achieve his goal in flying longer in the air with less effort. Jonathan’s high desire to know and understand helps him know and understand who he really is, what and how he should achieve a perfect speed. Jonathan’s love to help others helps and gives feedbacks to Jonathan as well as his students in the process of achieving what they want. Finally, the writer gives some suggestions of possible future researches in the novelette Jonathan Livingston Seagull to the future researchers. The writer also suggests teachers to use the novelette Jonathan Livingston Seagull in teaching paragraph writing with the topic: writing narrative paragraphs.

xi PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK

Diaswikarta, Yosafat. (2008). The Influence of Learning in Perfection on One’s Achievement as reflected in the Character of Jonathan Livingston Seagull in Bach’s Jonathan Livingston Seagull. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Skripsi ini membahas sebuah novelette karya Richard Bach berjudul Jonathan Livingston Seagull. Novelette ini menceritakan kehidupan Jonathan yang ingin menyempurnakan dirinya dalam terbang. Pencapaian Jonathan untuk menjadi sempurna dalam terbang dipengaruhi oleh pembelajaranya dalam kesempurnaan. Ada dua rumusan permasalahan dalam skripsi ini yaitu apa itu kesempurnaan direfleksikan dalam karakter Jonathan, dan bagaimana belajar kesempurnaan mempengaruhi pencapaian seseorang direfleksikan dalam karakter Jonathan. Metode pengumpulan data yang digunakan dalam studi ini adalah studi pustaka. Penulis menggunakan dua pendekatan dalam studi ini yaitu pendekatan filsafat moral untuk mengerti nilai-nilai moral dari kesempurnaan, dan pendekatan psikologi untuk mengerti beberapa prinsip psikologi yang diungkapkan dalam karakter Jonathan. Penulis menggunakan dua sumber dalam studi ini. Novelette Jonathan Livingston Seagull adalah sumber utama dan sumber kedua didapatkan dari buku-buku lain yaitu teori pembelajaran, teori kesempurnaan dan teori kebutuhan akan pencapaian. Hasil analisa pertama menunjukkan kesempurnaan menjadi tujuan hidup yang lebih tinggi dari Jonathan yaitu menjadi bebas, menjadi makhluk yang unggul, cerdas, dan trampil. Selain itu, kesempurnaanya Jonathan menemui aktualisasi dan kelengkapan yang penuh dengan mempraktekkan cinta untuk menolong orang lain untuk melihat kebaikan satu sama lain. Hasil analisa kedua menunjukkan bahwa pembelajaran dalam kesempurnaan membuat Jonathan mempunyai semangat kuat, kemampuan inovasi, keberanian untuk tidak menyerah, hasrat untuk tahu dan mengerti, dan cinta untuk menolong orang lain. Semangat kuat mendorongnya bekerja lebih keras dan berjuang melakukan apapun untuk mencapai terbang pada kecepatan tinggi. Kemampuan inovasi membuatnya mampu mencari cara yang berbeda dalam mengatasi hambatan dan mencapai terbang pada kecepatan tinggi dan terkendali. Keberanian untuk tidak menyerah memotivasinya untuk menghadapi dan mengatasi hambatan dan kegagalan untuk mencapai terbang lebih lama di udara dengan sedikit usaha. Hasrat untuk tahu dan mengerti membuatnya tahu siapa dia sebenarnya dan apa dan bagaiman dia harus mencapai kecepatan sempurna. Cinta menolong orang lain membantu dan memberikan umpan balik kepada Jonathan dan muridnya dalam mencapai apa yang mereka inginkan. Akhinya, penulis memberikan beberapa saran untuk penelitian yang akan datang. Penulis juga memberikan saran-saran mengenai penerapan novelette ini dalam pengajaran Bahasa Inggris dalam mata kuliah paragraph writing dengan topik menulis narrative paragraphs.

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CHAPTER 1

INTRODUCTION

This chapter consists of six parts. They are the background of the study, problem formulation, objectives of the study, benefits of the study, and definition of the terms. The background of the study tells about why I chose literature, and the novelette as my topic of study. The problem formulation is in the next part presenting two problems followed by objectives of the study. Benefits of the study show the uses of this study for the students and readers. The last part is definition of terms that presents some specific terms needed to be clarified.

1.1 Background of the Study

Everyone who lives in this world wants to be happy and to reach what he

or she wants. In other words people have an intense need to achieve their goal of

life. According to David C. McClelland with his achievement motivation theory

states that achievement motivated people seek achievement, attainment of realistic

but challenging goals, and advancement in the job. There is a strong need for

feedback as to achievement and progress, and a need for a sense of

accomplishment (248). Therefore, in this globalization era today where people are

competing each other to reach their goals, achievement motivation is one of the

keys for people in achieving their goal successfully or not successfully.

Nowadays, with the globalization era and the condition of Indonesia that is in the crisis, people have to work much harder in order to achieve their goal of

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life. Of course all people want to achieve their goal of life successfully but this is not an easy process since people will find obstacles or even may fail to reach what they want. This reality of life is very interesting for the writer to reveal what and how aspects of life affect one’s achievement. Therefore, the writer chooses this study on literature because through literature people can learn and see a reflection of values of a society. According to Wellek and Warren’s Theory of Literature

(36), literature is a source of knowledge that is very important for everyone who wants to enrich his comprehension of the world and its society. As one of literary works, Jonathan Livingston Seagull, a fable that contains many aspects of human behavior as reflected in its characters of seagulls community are interesting to be analyzed. Jonathan’s passion to achieve what he wants in learning more about flying is a metaphor for human’s struggle in achieving his or her goal of life.

The story of Jonathan’s life in Jonathan Livingston Seagull, a novelette written by Richard Bach, is a good metaphor for exploring and describing about one’s achievement. Bach presents Jonathan as the main character who has achievement motivation to learn and seek for what he believes, for a higher purpose of life that is to be perfect in flying. It has made him come to transcendence in his life that differs him with the Flock believing eating is the only matter of life. Jonathan’s achievement of being perfect in flying is developed by his learning in perfection. Thus, this study aims to find out how and what the effects of learning in perfection on Jonathan’s successful achievement of being perfect in flying. Jonathan’s passion to perfect himself in flying becomes a good lesson and description of one’s achievement to be analyzed. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

1.2 Problem Formulation

Based on the novelette and the background, the writer formulated these problems as follows:

1. What is perfection as reflected in the character of Jonathan Livingston

Seagull?

2. How does learning in perfection affect one’s achievement as reflected in

the character of Jonathan Livingston Seagull?

1.3 Objectives of the Study

The objectives of this study are to answer the two problems above:

1. To find out what perfection is as reflected in the character of Jonathan

Livingston Seagull

2. To find out how learning in perfection affects one’s achievement as

reflected in the character of Jonathan Livingston Seagull.

1.4 Benefits of the Study

This study is expected to be beneficial for the readers and the students.

Through literary work, readers can learn and enrich their knowledge about values of life as reflected in its characters. This will stimulate and invite people’s emotional and intellectual involvement and response toward the novel (Roberts and Jacobs 2). As a result it influences human’s mind. Considering this aspect, hopefully, by learning the aspects of life of learning in perfection affecting one’s achievement, readers can understand the important points that can support a PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

successful achievement as reflected in Jonathan’s successful achievement of being perfect in flying.

For the students, this study hopefully contributes in encouraging them to take literature as a medium that can give pleasure and especially give understanding of values of life supporting their achievements. Furthermore, students can apply and practice the concept of learning in perfection in achieving their goal of life besides the opportunity to practice the skill to understand a literary work.

1.5 Definition of Terms

It is important to know the terms of learning, perfection, learning in perfection and need for achievement in this study because they are significant.

They are:

1. According to Hergenhahn’s definition: “Learning is a relatively permanent

change in behavioral potentiality that occurs as a result of experience or

practice” (2). In this study, the term of learning is used to analyze and describe

the process of Jonathan’s learning in achieving his being able to be perfect in

flying.

2. Human perfection is the completeness and actualization of human person who

finds in existence (Cronan 23-24). This term of perfection is used to explain

how perfection as the content of Jonathan’s learning process influencing his

achieving in being able to be perfect in flying. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

3. Based on the definitions of learning and perfection above, so learning in

perfection means a relatively permanent change in behavioral potentiality that

occurs as a result of experience or practice of completeness and actualization

of human person who finds in existence. In this study, this term of learning in

perfection is used to analyze how learning in perfection influences Jonathan’s

achievement of being perfect in flying.

4. According to Murray need for achievement is a desire or tendency to

overcome obstacles, to exercise power, to strive to do something difficult as

well and as quickly as possible (Beck 317). In this study, the term of need for

achievement is used to explain Jonathan’s achievement of being able to be

perfect in flying. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER 2

THEORETICAL REVIEW

This chapter covers two main parts. The first part is review of related theories that only contains the reviews of the most relevant theories for answering the problems stated in chapter 1 of this thesis. The second part is theoretical framework that explains the contribution of the theories and reviews in solving the problems of this study.

2.1 Review of Related Theories

2.1.1 Theory of Critical Approach

Critical approach is literary criticism that attempts to describe, study, analyze, justify, interpret, and evaluate a work of art. In other words, it attempts to formulate aesthetic and methodological principles on which the critic can evaluate a text. When analyzing a text, literary critics ask basic questions concerning the philosophical, psychological, functional, and descriptive nature of the text itself.

Literary critics involve themselves in either theoretical or practical criticism.

Theoretical criticism formulates the theories, principles, and tenets of the nature and value of art. Practical criticism applies the theories and tenets of theoretical criticism to a particular work. Using the theories and principles of theoretical criticism, the practical critic defines the standards of taste and explains, evaluates, or justifies a particular piece of literature (Bressler 4-5). In this study, the writer

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uses two critical approaches. They are psychological and moral-philosophical approaches.

2.1.1.1 Theory of Psychological Approach

Psychological approach involves the effort to locate and demonstrate certain recurrent patterns. Most frequently, psychological critics apply Freudian psychology to works. Freud’s exploration of the unconscious area of the human mind led him to the conclusion that it was this area that was the wellspring of man’s rich imagination, his capacity for creation, and the complexity of his thought and behavior, and that the contents of this region of the mind found expression in symbolic words, thoughts, and actions (Rohrberger and Woods 13-

14).

Freud divides the psyche into three parts: the id, the ego, and the superego.

The id is the irrational, instinctual, unknown, and unconscious part of the psyche.

The id wishes only to fulfill the urges of the pleasure principle. The id operates on impulse, wanting immediate satisfaction for all its instinctual desires (Bressler

150).

The second part of the psyche Freud calls the ego, the rational, logical waking part of the mind, although much of its activities remain in the unconscious. Whereas the id operates according to the pleasure principle, the ego operates in harmony with the reality principle. It is the ego’s job to regulate the instinctual desires of the id and to allow these desires to be released in some nondestructive way (Bressler 150). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

The third part of the psyche, the superego, acts as an internal censor, causing us to make moral judgments in light of social pressures. In contrast to the id, the superego operates according to the morality principle and serves primarily to protect society and us from the id. Representing all of society’s moral restrictions, the superego serves as a filtering agent, suppressing the desires and instincts forbidden by society and thrusting them back into the unconscious

(Bressler 151).

2.1.1.2 Theory of Moral Philosophical Approach

Many people, including some philosophers, when they read one of the great novels often have the feeling that it has something of ‘philosophical’ importance to communicate. It is not that, generally speaking, novels tell us how to live, how society should be organized or what is right or wrong, though a few purport to; but that they in some way deepen, broaden or challenge our sense of the ethical and its place in our lives. Therefore, there would be a close relationship between such works of literature and philosophical enquiry (Horton 70).

Moral philosophical approach is moral/philosophical critics believing that the larger purpose of literature is to teach morality and to probe philosophical issues. This approach does not view literature merely as "art" isolated from all moral implications; it recognizes that literature can affect readers, whether subtly or directly, and that the message of a work--and not just the decorous vehicle for that message--is important (Aouda Aljohani and Thamer Al-Ghamdi: www.ksu.edu.sa/colleges/art/eng/461-Eng/Handouts.htm). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

In addition, one should not understate the extent to which there has been some mutual influence between literature and philosophy. Just as some novelists have employed philosophical ideas in their novels, so some philosophers have used novels for philosophical purposes, including the use of fictional forms to express their philosophy (Horton 72).

Moreover, according to Martha Nussbaum in Bressler’s book, literary form is not separable from philosophical content, but is, itself, a part of content— an integral part, then, of the search for and the statement of truth (Horton 73).

2.1.2 Theory of Learning

Learning is indexed by a change in behavior, in other words, the results of learning must always be translated into observable behavior. After learning, learners are capable of doing something that they could not do before learning took place (Hergenhahn 2). In other words, in the learning process, the learners are capable to solve problems that they could not do before learning took place.

According to Gestalt theory, the learners think about all of the ingredients necessary to solve a problem and puts them together (cognitively) first one way and then another until the problem is solved (Hergenhahn 261). This behavioral change is relatively permanent; that is, it is neither transitory nor fixed. The change in behavior need not occur immediately following the learning experience.

Although there may be a potential to act differently, this potential to act may not be translated into behavior immediately. The change in behavior results from experience or practice. The experience or practice must be reinforced; that is, only PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

those responses that lead to reinforcement will be learned. Therefore, learning is a relatively permanent change in behavioral potentiality that occurs as a result of experience or practice (Hergenhahn 2).

2.1.3 Theory of Perfection

The most valuable item in the universe is man. He alone is the image of his Creator. Man alone has divinity for his destiny (Cronan 3). Moreover, the ideas of man as self positively are built from our bodily continuity, from our experience of sequential thinking, from our acceptance of responsibility for our decisions and actions, and from the consistency with which those we love and all those we relate to treat to us (O’Connell 94). Cronan said that man is a human being who is attracted to perfection to make the goodness of anything (21). In the

Thomistic system, perfection is the actual existent, and is in fact its term of measurement: something is perfect just as far as it actually is (Cronan 23-24).

Therefore, human perfection is the completeness and actualization of human person who finds in existence.

Since goodness is perfection and perfection is existential being, then to be existing is the primal perfection, the root constitution and explanation of the good, the ultimate significance of both concepts. Moreover, something created will have value commensurate with perfection: he will be perfect in so far as he is, and simply because he is, and so will be worth as much as he is; the more something is, the better it is (Cronan 24). How this perfection works within human person will be the main point in this specific section. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2.1.3.1 Superiority of Mind

Reason is the key to man. All the superiorities observable in the human person are traceable to the possession of that one root power which is his specific difference: rationality. By this he surpasses the rest of creation not only in his specific power, but because through it he elevates those lower powers which he has in common with lower creatures, complete the universe, and perfects himself

(Cronan 57).

Man’s unique superiority to other creatures is seen in his intellectual operation with regard to other existents. He can follow the universal dynamic order consciously, and further it by rational foresight, in himself, and through others, and thus not only possess a superior nature, but perfect his inferiors by the operation of his own natural superiority which sublimates them in a higher mode

(Cronan 61-62).

2.1.3.2 Supremacy of Will and Free Will

Man is attracted to unlimited goodness itself, he knows what it is that attracts him, and although he must move to it, he can consciously and freely move toward it in his choice of means. Therefore he alone has will and since it is not only natural and inescapable but also rational and aware so he has freedom to do his will (Cronan 66-67). He has command decision over his actions: he is master of himself and his powers of operation, having the power of choice to act or not

(Cronan 69). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

It is his rationality that gives man superiority of choice and dominance over himself, over his actions, and over the goods he may make use of, and it is in the operation of this free activity that man not only is constituted in a greater operative perfection, but achieves his own further perfecting, his further actuality; and then also, with the retroaction of values, he himself gains even greater perfection because the perfective use of his powers has perfected the universe more, by his free creation of further actualities in it. He is the master of the means of perfection themselves, a position of likeness to the omnipotent and free

Creator’s governance of Himself and all else (Cronan 71).

Allers suggest that the primal and double driving powers in humans are the will to power and the will to community. The goal of the first is self-preservation and complete realization of self and the goal of the latter is to further realization of self in others, called love. In addition, Allers insists that there is always present a consideration of value that “every being tends toward the good” (Aristotelian and

Thomistic axiom). It is because the drive potentials operate, and seek their completion in acts which will perfect personality and extend personal dignity

(Cronan 13).

The few best modern psychologists agree with the scholastic doctrine that the reasoning power which distinguishes the person is the guiding and governing factor in integrating the personality into the more perfect actualization of its innate potentials. Allers has put it well when he says that the innate and inescapable drive toward perfection or completion, which is at the same time, an inherent power-potential for it, is the very core energy of the whole fundamental PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

movement we call “life,” which, when completed in the realization of those perfectible energies, is “perfected” (Cronan 16).

2.1.3.3 Man and Creator: His Perfection

Man is not God, only his faint and imperfect image. It is not that man is a perfected and completed image, but is created “into the image,” that is, in some image, and with perfectible powers to improve that image. And yet however perfected he becomes man is always a very imperfect and incomplete image of the original, since it is the infinite God he is the image of (Cronan 97).

The image of God in man’s personal nature is a natural aptitude to know and love God, with consequent operative capacities to do this, including a rational recognition of the created functional aim of these abilities. The image grows in further and further immanent acts of intellect and will by which self-perfection remains most human, and yet in that same human imitation, becomes most divine when the object of those acts which perfect himself is identical with the object of divine intelligence and will, God Himself (Cronan 112). Therefore, man with his rationality surpasses other creatures and makes him the natural image of the

Creator’s nature. Because of that man alone is an image because of his intelligence alone, the image of God exists in his spiritual and rational principle, not in his body (Cronan 92-95).

Therefore, God is final and complete and true value, and man is of value in the measure he is God-like, in the measure his nature, and therefore his existence and powers and operation, are the copy of the divine nature. From the “traces” of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

divine perfection in creation, one can “trace back” the power and causality of

God. From an image, one can see reflected what kind of person He is, and if a creature so images, he can do so only in the degree he shares that nature in his own manner and proportion. Therefore the quality of the image will indicate the

“quantity” of that creature’s share in the original perfection and be a true measure of his value or dignity, which is existential perfection (Cronan 32).

In conclusion, we do not acquire love of God: it is in us, His participating images, and we perfect ourselves as we develop it in awareness, as we educate ourselves to it. So there is something common between him and God, some connaturality by which he naturally knows and loves Him who completely transcends man, because He is also immanent in him (Cronan 111).

2.1.3.4 Man and Men: His Perfecting

The full picture of what man is must include how he is. The portrait must reveal not only his essential nature and its image dignity, but his existential nature and the actual growing world of his value-potentials. This climb of man to completion can be shown only with the picture of the climate in which he operates and the ground over which he moves. Thus, the human person’s power-values are actualized only in the person-milieu in which he acts, the stimulant environment which is labeled “society.” In reciprocal actions, a human person “accumulates” perfections through others, and communicates to them the sharing in his own, or the stimulus to develop their own (Cronan 125). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

It has been seen that, by nature, man imitates God in his tendency and power to communicate the goodness of his being and to create under God, new being. Because of this, the moving energy of his communicative will demands a society through which he can communicate his own goodness to other persons in imitation of his Creator, and to fulfill the demands of his own inherent goodness which is essentially distributive; and secondly, the dynamic potentials within the individual person for free development need society because his will needs the social group for the materials of goodness he can choose and upon which he can then freely operate in achieving further goodness himself by incorporating them or their effects into himself. This reciprocal movement of will in the group is something without which the individual cannot achieve perfection his due human dignity. It is part of a personal nature to have an inner ontological urge to communicate the goodness of knowledge and of love. Only society can provide him with the conditions of existence and development he needs to satisfy this driving energy to communicate perfection, the stuff of his decisions, his choices, his desires, his love (Cronan 139).

Therefore, this dynamic character of the human person, the actual perfecting of the image, and the consequent completion of his full worth and dignity, can be seen only where it can be accomplished: in the acting communities of persons who must complete themselves with and through each other. Man’s perfected value by nature as the intelligent image of his God is the prime value- aim for group societal life, as human life in human societies is the necessary and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

surrounding instrumental milieu for the realization of each individual’s perfectible potentials (Cronan 129).

2.1.4 Theory of Need for Achievement

People always have their goals of life and they do everything to achieve them. The question is why they do everything to reach their dreams or their goals of life. In other words, what motive that supports one’s achievement. According to

McClelland achievement is a more generic term that can be applied to achieving the goals for any motive (249). McClelland defines motive of achievement as

“performing in terms standard of excellent or, simply, as desire to be successful”

(99). In addition, according to Murray need for achievement is a desire or tendency to overcome obstacles, to exercise power, to strive to do something difficult as well and as quickly as possible (Beck 317).

People tend to perform better only when an achievement incentive is present in the situation. It is one in which a person gets satisfaction from doing something better for its own sake, or to show that he or she is more capable of doing something. Therefore, what should be involved in the achievement motive is doing something better for its own sake, for the intrinsic satisfaction of doing something better (McClelland 228-229). In order to know whether they are doing better, they prefer situations in which they have personal responsibility for the outcome and that give them feedback on how well they are doing (McClelland

595). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

According to Raynor most performances in life are perceived as part of some overall framework and as steps on the way to a goal. He said that

Individuals high need for achievement ought to work harder at a task that they perceived as important for future success than at a task of lesser importance

(McClelland 500-501).

In addition, Atkinson achievement motivation model explains that success in an immediate step is necessary to earn the opportunity to move on the next step

(McClelland 501). It is called contingent paths. In accordance to that, Raynor explains that if on such paths the probability of success declines from step to step, subjects high in need for achievement work much harder than those low in need for achievement. Since subjects high in need for achievement believe their success is due to ability, they will continue to work harder even as the task gets more and more difficult. Therefore, the importance of the goal, like the contingent path variable, interacts with the achievement motive to influence what the subjects do

(McClelland 503).

Subjects high in need for achievement would prefer being personally responsible for a performance result, because only under such conditions could they feel satisfaction from doing something better (McClelland 246). Doing something better often implies doing it differently from before. It may involve finding a different, shorter, or more efficient path to a goal. It follows that individuals high in need for achievement should be more restless and avoid routine. They should be more innovative. They should be more likely to seek out information to find better ways of doing things (McClelland 249). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2.2 Theoretical Framework

The theory of moral-philosophical approach is used as a tool to describe and analyze perfection as the content of Jonathan’s learning process to reach his achievement of being perfect in flying. To get a deep understanding, the writer uses theory of perfection to analyze Jonathan’s ambition to be perfect in flying.

Therefore, this theory is used to help to figure out what kind of Jonathan’s perfection is in the novelette.

By knowing the content of Jonathan’s learning process to reach his achievement of being perfect in flying that is perfection, it gives the writer a strong base to begin to study and analyze what and how Jonathan learns to reach his being able to be perfect in flying as his achievement of his life. To do so, the writer uses theory of psychological approach to describe, analyze and interpret the influence of learning in perfection affects one’s achievement. In order to find the motive of learning and need for achievement that is to be perfect in flying, the writer also uses theory of learning and theory of need for achievement as a tool to analyze and answer the second research question of this study that is how learning in perfection affects one’s achievement as reflected in the character of Jonathan

Livingston Seagull. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER 3

METHODOLOGY

This chapter covers three main parts. The first part is the subject of the study. The second part is the approach of the study. Then the third part is the method of the study. The subject of the study describes the description of the work analyzed and what the work is generally about. The second part reveals the approach used in analyzing the subject of this study. In the last part, the way taken in analyzing the subject of this study is described.

3.1 Subject of the Study

The subject of this study is Jonathan Livingston Seagull, a fable in novelette, written by Richard Bach with photographs by Russell Munson. First published in 1970 by Avon Books and it became a favorite on American university campuses. By the end of 1972, over a million copies were in print and the book reached the top of the New York Times bestseller list where it remained for 38 weeks. Moreover, in 1973 Bach's Jonathan Livingston Seagull inspired the production of a motion picture of the same title (wikipedia).

Jonathan Livingston Seagull tells the readers about a seagull learning about perfection in order to be able to be perfect in flying as his achievement of life. The novelette begins with his passion for flight that makes him banished to a solitary life on the far cliffs; he is excluded from his flock. Here, the readers can see his change as he learns to solve his fear and doubt; to learn to rely on himself.

19 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Then, Jonathan is met by two seagulls who take him to a higher place where he meets other seagulls who love to fly. Here, the readers can see his learning process in achieving his being able to be perfect in flying with the help of his highly experienced teacher, Chiang. Jonathan’s learning process in perfection to achieve his being able to be perfect in flying becomes the interesting thing to know how learning in perfection influence one’s achievement.

3.2 Approach of the Study

The approaches used in analyzing this study were psychological approach and moral-philosophical approach. According to Lewis Leary’s A Study and

Research Guide, a psychological approach is an approach that applies principles of modern psychology to characters or situations within a literary work or to the person who wrote that work (57). The focus of this study is on some principles of modern psychology to character within a literary work. Therefore, I used psychological approach to examine the Jonathan character that showed some principles of modern psychology that is learning process and need for achievement.

On the other hand, a literary work is also known as a work that teaches morality and /or promotes philosophical issues. According to Guerin the basic position of literature is to teach morality and to probe philosophical issues. They would interpret literature within a content of the philosophical thought of a period or group (29). Since the novelette of Jonathan Livingston Seagull shows the issue of perfection as its moral issue, I used moral-philosophical approach to find how PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

perfection as the content of Jonathan’s learning process influencing his achieving in being able to be perfect in flying.

3.3 Method of the Study

This study was a library method with Jonathan Livingston Seagull, a novelette written by Richard Bach as the primary source. In addition, the secondary sources were taken from several books, such as Motivation Theories and Principles, Psychology of Learning, and Dignity of Human Person. I took several steps in order to answer the two problems formulated in chapter 1. The first step was that I read the primary source that is the novelette Jonathan

Livingston Seagull to get a better understanding of the story. This step helped me find out interesting topic to be revealed in this study. I decided to choose the influence of learning in perfection on one’s achievement as the topic of this study.

From this topic I formulated two problems to be discussed further.

The second step was finding and reading several theories from other books as the secondary sources. They are theory of learning, theory of perfection and theory of need for achievement. Theory of perfection was used to answer the first problem whereas the other theories were used to answer the second problem of this study. The third step was to answer the two problems by applying the theories presented in the previous step in the analysis of this study. Then, the last step was to conclude the analysis that was done in the previous step. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER 4

ANALYSIS

In this chapter, the writer discusses the answers to the problem formulation. This chapter is divided into two main parts. In the first part, the writer analyzes and describes what perfection is as reflected in the character of

Jonathan Livingston Seagull. In the second part, the writer analyzes the influences of learning in perfection on one’s achievement as reflected in the character of

Jonathan Livingston Seagull.

4.1 Perfection as Reflected in the Character of Jonathan Livingston Seagull

According to Cronan, the most valuable item in the universe is man. He alone is the image of his Creator (3). Man is born and lives as self and with others.

Therefore, the analysis of what perfection revealed in the novelette through the character of Jonathan Livingston Seagull is mainly focused on three sections.

They are perfection within self and others and with the Other.

4.1.1 Perfection within Self

According to James O’Connell, the ideas of the self positively are built from our bodily continuity, from our experience of sequential thinking, from our acceptance of responsibility for our decisions and actions, and from the consistency with which those we love and all those we relate to treat to us (94). It shows that actually there are three main things related to the self. They are the one

22 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

that is related to the body, the second one is related to mind and free will and the other one is related to others or the external world.

In this analysis and discussion, the writer does not include the body into account in analyzing what perfection is since it is not the body which gives the power to perfect oneself. Jonathan says, “Your whole body, from wingtip to wingtip is nothing more than your thought itself, in a form you can see. Break the chains of your thought, and you break the chains of your body” (Bach 76-77).

It shows that it is the mind which is responsible in deciding and governing the body to do an action as well as to perfect oneself. It is also supported by

Cronan’s perfection theory that states that it is not man’s body which is peculiarly responsible for his distinctive personal dignity nor for the perfecting process toward completion of his personal potentials, but it does not mean to minimize the role and importance of a person’s body. It is because man’s spiritual energies which deserve more attention, those rational values and powers which indicate the increasing perfection of man in society as a person, and which insure his personal perfection and happiness in an abiding way, since they are superior and more desirable. It is man’s mind and will which make out of a mob, a society, and of man, a person (131-132). Cronan also states that man’s unique superiority to other creatures is seen in his intellectual operation with regard to other existents (61).

Therefore, it is man’s mind giving intellectual ability to respond, to process, and finally to act. Moreover, it gives man rationality so that he has freedom and responsibility over his will and actions. The description of what perfection within PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

self in these aspects as reflected in the character of Jonathan Livingston Seagull is the main point in these specific sections.

4.1.1.1 Perfection and Rationality

Jonathan Livingston Seagull loves to fly and he is eager to achieve to be perfect in flying whereas the other seagulls do not bother to learn more than the simplest facts of flight—how to get from shore to food and back again. For most gulls, it is not flying that matters, but eating. For this gull, though, it was not eating that mattered, but flight (Bach 14). The question is why Jonathan wants to perfect himself in flying.

One day in the morning, his parents ask him, ”Why, Jon, why? Why is it so hard to be like the rest of the flock, Jon? Why can’t you leave low flying to the pelicans, the albatross? Why don’t you eat? Jon, you’re bone and feathers?” and then Jonathan answers, “I don’t mind being bone and feathers, Mum. I just want to know what I can do in the air and what I can’t, that’s all. I just want to know”

(Bach 14).

From that conversation, it shows that Jonathan has a reason why he wants to perfect himself in flying that is because he wants to know what he can and cannot do in the air. It denotes me that in perfection there is a reason as a manifestation of mind rationality that motivates someone to perfect himself.

Cronan says that all the superiorities observable in the human person are traceable to the possession of that one root power which is his specific difference: rationality. By this he completes the universe and perfects himself (57). Therefore, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

reason becomes the key in perfection. Jonathan’s reason of wanting to know of what he can and he cannot do in the air becomes the realistic standard of perfection. There is a process of learning to know and accept of what man can and cannot do. Thus, perfection works in the frame of rationality.

When Jonathan finally achieves a perfect speed in flying, Chiang who is the eldest teacher says, “It always works, when you know what you’re doing”

(Bach 59-60). It shows that knowing what we are doing is connected with the awareness of our mind works in controlling ourselves. Therefore, in perfection there is also awareness of doing something. It is also supported by Cronan’s theory that states that man with his rationality is given the power to think critically in its intellectual operation to follow the universal dynamic order consciously, and further it by rational foresight, in himself, and through others (62). Therefore, rationality in human’s mind empowers man to see what he can and cannot do consciously and perfect himself.

4.1.1.2 Perfection and Free Will

Jonathan Livingston Seagull’s passion to perfect himself in flying makes him banished to a solitary life on the far cliffs. He is excluded from his flock because he has violated the dignity and tradition of the Gull Family.

To be centred for shame meant that he would be cast out of gull society, banished to a solitary life on the Far Cliffs. “…one day, Jonathan Livingston Seagull, you shall learn that irresponsibility does not pay. Life is the unknown and the unknowable, except that we are put into this world to eat, to stay alive as long as we possibly can” (Bach 34-35). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

and then, Jonathan speaks back to the Council Flock. It can be seen as follows:

“Irresponsibility? My brothers!” he cried. ”Who is more responsible than a gull who finds and follows a meaning, a higher purpose for life? For a thousand years we have scrabbled after fish heads, but now we have a reason to live – to learn, to discover, to be free! Give me one chance, let me show you what I’ve found…” (Bach 35).

What I want to show here is that in perfection there is freedom to do will.

Jonathan knows what it is that attracts him that is to learn to perfect himself in flying, to discover, to be free. He is attracted to unlimited goodness of being perfect in flying since according to him it gives him a higher purpose for life that is to be free, to be a creature of excellence and intelligence and skill.

How much more there is now to living! Instead of our drab slogging forth and back to the fishing boats, there’s a reason to life! We can lift ourselves out of ignorance, we can find ourselves as creatures of excellence and intelligence and skill. We can be free! We can learn to fly! (Bach 27).

It shows that Jonathan can find himself as a creature of excellence and intelligence and skill because he has tried to dig out his potential in flying. He is attracted to learn to perfect his ability in flying because he is attracted in the unlimited goodness of being perfect in flying: excellence, intelligence and skill.

Because of that he can know of what he can and cannot do in the air. This happens because he has courage to decide to perfect himself. It shows that perfection works in the frame of power of choice to act or not. In other words, he is aware of his freedom to do his will; he is master of himself.

4.1.2 Perfection within Self and the Other

One day when Jonathan becomes an instructor and has six students who are curious and very eager to learn about the new idea of flight for reaching the high performance of flying that is to be perfect in flying, he says that there is a reason behind the matter of being perfect in flying.

“Each of us is in truth an idea of the Great Gull, an unlimited idea of freedom,” Jonathan would say in the evenings on the beach, “and precision flying is a step toward expressing our real nature. Everything that limits us we have to put aside” (Bach 76).

Each of us is in truth an idea of the Great Gull. It indicates that each of them actually has something that is related to their Great Gull, to their God.

According to Cronan, man is the image of God. What does it mean? In what proportion man is God-like since human being and the other creatures are imperfect. Only God is the only perfect.

Therefore man is imperfect but man can perfect himself since he is the image of God. The image of God means that there is nature of God living in man’s value. Since the image cannot be the real so man is always a very imperfect but with His nature living in man’s value, man can improve and perfect himself in its proportion and capacity as God-like. The question is what makes man is God- like or in what proportion man is the image of God.

According to Cronan, the image of God is placed in rationality and free will as the most divine of man’s value (112). In its proportion of man’s rationality and free will, man perfects himself toward the goodness of anything because goodness is perfection and perfection is His participating image in us. Therefore, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

the more we perfect ourselves by improving and searching the unlimited goodness, the more we participate in His perfection.

We do not acquire love of God: it is in us, His participating images, and we perfect ourselves as we develop it in awareness, as we educate ourselves to it. So there is something common between him and God, some connaturality by which he naturally knows and loves Him who completely transcends man, because He is also immanent in him (Cronan 111).

Jonathan’s learning in perfection in flying shows that he is aware of His participating images in his rationality and free will that give him freedom to be what he wants: to learn to perfect himself in flying. Therefore, like what Jonathan says that precision flying is a step toward expressing our real nature: an idea of the

Great Gull (Bach 76).

4.1.3 Perfection within Self and Others

In the novelette, after Jonathan achieves some level in flying, Chiang who is the eldest teacher says that the most powerful and the most fun of all in perfection is to know the meaning of kindness and of love.

“We can start working with time if you wish,” Chiang said, “till you can fly the past and the future. And then you will be ready to begin the most difficult, the most powerful, the most fun of all. You will be ready to begin to fly up and know the meaning of kindness and of love” (Bach 60).

Therefore, all Jonathan’s efforts to perfect himself in flying are directed to and for the sake of kindness and of love. Man’s rationality and free will in perfecting himself to the goodness of anything as the image of God find its full completeness and actualization by practicing and learning kindness and love to help others see the good in every one of them. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

“I don’t understand how you manage to love a mob of birds that has just tried to kill you.” “Oh, Fletch, you don’t love that! You don’t love hatred and evil, of course. You have to practice and see the real gull, the good in every one of them, and to help them see it in themselves. That’s what I mean by love. It’s fun, when you get the knack of it” (Bach 91).

Therefore, perfection meets its full completeness and actualization in loving others to help them see their real goodness as the image of God and by this sharing of perfection within self and others in reciprocal will complete and perfect oneself. This is also stated by Cronan that human person’s power-values are actualized only in the person-milieu in which he acts, the stimulant environment which is labeled “society.” In reciprocal actions, a human person “accumulates” perfections through others, and communicates to them the sharing in his own, or the stimulus to develop their own (125).

In conclusion, perfection needs others as its completeness and actualization through which he or she can share, learn, and communicate to perfect and find the unlimited goodness in each other. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

4.2 The Influences of Learning in Perfection on One’s Achievement as

Reflected in the Character of Jonathan Livingston Seagull

At the previous part, the writer has analyzed what perfection is as the content of Jonathan’s learning process to reach his achievement of being perfect in flying. Cronan states that man is attracted to perfection to make the goodness of anything (21). On the other hand, the motive of achievement is performing in terms standard of excellent (McClelland 99). Making the goodness of anything means that there is a motive to perform or to do something excellent. It shows that there is a correlation between perfection and achievement. Therefore, in this part, through the main character of Jonathan Livingston Seagull, the writer analyzes how and what the effects of learning in perfection influence one’s achievement.

According to Atkinson in McClelland’s book there are contingent paths in achievement motivation. It explains that success in an immediate step is necessary to earn the opportunity to move on the next step (501). Therefore, it can be said that there is a process of step by step in achieving something. In the novelette, the writer finds three main stages showing Jonathan’s learning process of successful achievements of being perfect in flying. They are his achievement process on earth, in heaven and his achievement on earth as an instructor. In those three main stages, the writer analyzes how and what the effects of learning in perfection influence one’s achievement as reflected in the character of Jonathan Livingston

Seagull. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

4.2.1 Influences on Jonathan’s Achievements on Earth

This part is the beginning of the story where the author explains why

Jonathan wants to learn and practice about flying. More than anything else,

Jonathan Livingston Seagull loves to fly. The reason is because he wants to know what he can and cannot do in the air (Bach 14). This kind of thinking motivates him to learn more about flying. It shows that his learning in perfection to know what he can and cannot do in the air makes him have higher achievements to know and learn more than the simplest flight.

Most gulls don’t bother to learn more than the simplest facts of flight— how to get from shore to food and back again. For most gulls, it is not flying that matters, but eating. For this gull, though, it was not eating that mattered, but flight. More than anything else, Jonathan Livingston Seagull loved to fly (Bach 14).

It shows that perfection that is to make the goodness of anything motivates

Jonathan to improve his ability in flying. To make the goodness of anything in

Jonathan’s case is to make an excellence in flying; to improve and make his ability in flying performed well. Because of that he loves to fly. He wants to learn more about flying. He has a higher goal in flying: to learn more about flying. He learns about flying at low speed, flying at high speed and other findings in flying.

His reason to know what he can and cannot do in the air becomes his motivation to perfect himself in flying. As Cronan states that reason becomes the key to man and it is the result of human’s rationality. By this, man perfects himself (57).

Jonathan’s learning in perfection to know what he can and cannot do in the air motivates and makes him have innovative ability, strong spirit, and courage to never give up in learning how to fly at low speed, at high speed and other findings PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

in flying as his successful higher achievements on earth. Those influences are explained below.

4.2.1.1 Jonathan’s Courage to Never Give Up

Jonathan’s passion to perfect himself in flying becomes his goal of life.

The reason why he wants to perfect himself in flying is because he wants to know what he can and cannot do in the air. This kind of thinking motivates him to learn more about flying. He begins with his curiosity about slow and low flying above the water.

He lowered his webbed feet, lifted his beak, and strained to hold a painful hard twisting curve through his wings. The curve meant that he would fly slowly, and now he slowed until the wind was a whisper in his face, until the ocean stood still beneath him. He narrowed his eyes in fierce concentration, held his breath, forced one single more inch of curve. Then his feathers ruffled, he stalled and fell (Bach 13).

Although he stalls and falls, but he does not give up to learn about slow and low flying. He still tries to make hundreds of low-level glides, experimenting

(Bach 14). Moreover, seagulls never falter, never stall. To stall in the air is for them disgrace and it is dishonour. Nevertheless, Jonathan is unashamed and stretches his wings again in that trembling hard curve—slowing, slowing and stalling once more (Bach 13). Finally he can stay in the air longer, with less effort by flying at altitudes less than half his wingspan above the water.

When he flew at altitudes less than half his wingspan above the water he could stay in the air longer, with less effort. His glides ended not with the usual feet-down splash into the sea, but with a long flat wake as he touched the surface with his feet tightly streamlined against his body (Bach 14). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

It shows that his reason to know what he can and cannot do in low flying motivates him to keep learning, experimenting and doing hundreds of low-level glides until finally he can know how to stay in the air longer with less effort.

Therefore, his learning in perfection to know what he can and cannot do in the air makes him have great courage to never give up in learning about low flying. His courage to never give up has helped and given him a great contribution in his achievement of knowing how to stay in the air longer with less effort.

Thereby, the courage to never give up is important in achievement because it can support and strengthen one’s motivation to face and to overcome difficult obstacles and or failures like what Jonathan has showed. Although he stalls and falls at the first learning, but he still tries hundreds of low-level glides until he finally can know how to fly longer in the air with less effort.

This is supported by Murray’s theory in Beck’s book that states that need for achievement is a desire or tendency to overcome obstacles, to exercise power, to strive to do something difficult as well and as quickly as possible (317).

Therefore, Jonathan’s courage to never give up has given a significant contribution and a good effect in the need for achievement since it strengthens one’s motivation to overcome obstacles like what Jonathan has showed.

4.2.1.2 Jonathan’s Strong Spirit

Jonathan’s passion to learn about low flying makes his parents dismay. His father says, “this flying business is all very well, but you can’t eat a glide, you know. Don’t you forget that the reason you fly is to eat” (Bach 15). Then, for the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

next few days Jonathan tries to behave like the other gulls, but then, he realizes that it is all so pointless. He thinks that deliberately dropping a hard-won anchovy to a hungry old gull chasing him, he can be spending all this time learning to fly.

Jonathan nodded obediently. For the next few days he tried to behave like the other gulls; he really tried, screeching and fighting with the flock around the piers and fishing boats, diving on scraps of fish and bread. But he couldn’t make it work. It’s all so pointless, he thought, deliberately dropping a hard-won anchovy to a hungry old gull chasing him. I could be spending all this time learning to fly. There’s so much to learn! It wasn’t long before Jonathan Gull was off by himself again, far out sea, hungry, happy, learning (Bach 15).

It shows that Jonathan’s learning in perfection makes Jonathan have strong spirit. Jonathan had tried to behave like the other gulls but he found that it was all so pointless and he decided to spend his time to learn to fly instead. It shows that

Jonathan is aware of what it is that attracts him and his decision to choose his choice to learn in flying instead of screeching and fighting with the flock to find and eat scraps of fish is a proof that his free will to perfect himself in learning more about flying makes him have strong spirit to achieve it.

Jonathan is attracted to learn more in flying because he wants to know what he can and cannot do in the air. He uses his rationality to see what he can and cannot do in the air and perfect himself. His rationality has given him an awareness to know what it is that attracts him and by this he has been given the power to follow his will as his choice of means. It is supported by Cronan’s theory. It can be seen as follows:

constituted in a greater operative perfection, but achieves his own further perfecting, his further actuality (71).

Therefore, his learning in perfection makes him have strong spirit to act to do his will and achieve it. It can be seen when Jonathan says that there is so much to learn. He is very eager to learn in flying. He is happy to learn in flying. That is the proof that his will to perfect himself; to know what he can and cannot do in the air makes him have strong spirit. The question is then how this effect influences one’s achievement. It can be seen from Jonathan’s learning process of successful achievement in flying at high speed.

After learning about low flying, he wants to know what he can and cannot do in flying at high speed. He learns about speed and in a week’s practice he learns more about speed than the fastest gull alive. He learns why seagulls do not make blazing steep power-dives (Bach 15). He learns how to do that. The author describes it vividly. It can be seen when he lost control at high speed many times but he did not give up and was eager to find the way how to control it at high speed. His strong spirit pushes him to do anything to achieve how to fly at high speed. Even the goal becomes more difficult but he still strives to achieve it. His strong spirit pushes him to work harder to achieve how to fly at high speed.

Ten times he tried, and all ten times, as he passed through seventy miles per hour, he burst into a churning mass of feathers, out of control, crashing down into the water. The key, he thought at last, dripping wet, must be to hold the wings still at high speeds—to flap up to fifty and then hold the wings still (Bach 20).

It denotes me that Jonathan’s strong spirit has led and pushed him to achieve how to fly at high speed. Finally at this stage he is able to find the way how to fly at high speed by holding the wings still at high speeds. It indicates that PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

the effect of having strong spirit will motivate someone to strive to do anything to achieve his goal as well and as quickly as possible like what Jonathan has showed; in a week’s practice he learns more about speed than the fastest gull alive.

4.2.1.3 Jonathan’s Innovative Ability

Jonathan’s strong spirit has pushed and motivated him to strive to find the way how to fly at high speed. Finally he finds the way to fly at high speed by flapping up to fifty and then holding the wings still. Jonathan set a world speed record for seagulls.

From two thousand feet he tried again, rolling into his dive, beak straight down, wings full out and stable from the moment he passed fifty miles per hour. It took tremendous strength, but it worked. In ten seconds he had blurred through ninety miles per hour. Jonathan had set a world speed record for seagulls! (Bach 20).

His successful achievement of knowing how to fly at high speed and of setting a world speed record is followed by another problem that is how to do a pullout at that speed in its vertical dive. In other words how to fly at high speed and to control it. When he begins his pullout by changing the angle of his wings, he snaps into the same terrible uncontrolled disaster.

The instant he began his pullout, the instant he changed the angle of his wings, he snapped into that same terrible uncontrolled disaster, and at ninety miles per hour it hit him like dynamite. Jonathan Seagull exploded in midair and smashed down into a brick-hard sea (Bach 20).

This failure in the beginning makes him want to end his learning in flying at high speed but his strong spirit coupled with his courage to never give up motivate and push him to get up to strive to find the way how to fly at high speed and under control. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

His wings were ragged bars of lead, but the weight of failure was even heavier on his back. He wished, feebly, that the weight could be just enough to drag him gently down to the bottom, and end it all. My father was right. I must forget this foolishness. I must fly home to the Flock and be content as I am, as a poor limited seagull. But no, he thought. I am done with the way I was, I am done with everything I learned. I am a seagull like every other seagull, and I will fly like one. So he climbed painfully to a hundred feet and flapped his wings harder, pressing for shore (Bach 21).

It is rationality which gives man intellectual operation to perfect himself

(Cronan 61). Jonathan’s rationality to know what he can and cannot do empowers him to make a reflection and evaluation of what he has done. It can be seen after his failure in doing his pullout in its vertical dive.

As he sank low in the water, a strange hollow voice sounded within him. There’s no way around it. I am a seagull. I am limited by my nature. If I were meant to learn so much about flying, I’d have charts for brains. If I were meant to fly at speed, I’d have a falcon’s short wings, and live on mice instead of fish (Bach 21).

Rationality empowers man to see what he can and cannot do and perfect himself like what Jonathan has showed. His rationality makes him be able to do an evaluation of what he has done in learning how to fly at high speed. By this he is able to think critically of why he can do that and cannot do that, of how to face the problems or obstacles and then how to find different ways in order to solve it.

It can be seen from Jonathan’s evaluation saying that he is limited by his nature since he does not have charts for brains and does not have a falcon’s short wings to fly at high speed. Because of his rationality, he finds the cause of why he cannot fly at high speed. It is because he does not have a falcon’s short wings, but at the same time it also makes him find the way of what he can do, of what he PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

should do in order to fly at high speed that is he should have a falcon’s short wings.

There in the night, a hundred feet in the air, Jonathan Livingston Seagull—blinked. His pain, his resolutions, vanished. Short wings. A falcon’s short wings! That’s the answer! What a fool I’ve been! All I need is a tiny little wing, all I need is to fold most of my wings and fly on just the tips alone! Short wings! (Bach 24).

It shows that learning in perfection makes him have innovative ability to find, to seek out, and to do different ways in order to solve the obstacles and to achieve what he wants. In the oxford advanced learner’s dictionary, innovative means introducing or using new ideas, techniques, etc. Therefore, someone who has innovative ability is the one who has the ability to find out new ideas or techniques in doing things. In other words he has the ability to find different ways of doing things. Having innovative ability in achievement means he or she has the ability to find new techniques and use them in order to achieve his or her goal.

Learning in perfection to know what he can and cannot do empowers

Jonathan to find a new technique how to fly at high speed that is to use short wings; to fold most of his wings and fly on just the tips alone. It is the proof that his learning in perfection makes Jonathan have innovative ability.

Having innovative ability is needed in achievement. It is also stated by

McClelland. He says that individuals high in need for achievement should be more restless and avoid routine. They should be more innovative. They should be more likely to seek out information to find better ways of doing things (249).

Therefore, innovative ability as the result of learning in perfection will help PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

someone find new techniques to achieve what he or she wants like what Jonathan has showed.

The wind was a monster roar at his head. Seventy miles per hour, ninety, a hundred and twenty and faster still. The wing-strain now at a hundred and forty miles per hour wasn’t nearly as hard as it had been before at seventy, and with the faintest twist of his wingtips he eased out of the dive and shot above the waves, a grey cannonball under the moon. He closed his eyes to slits against the wind and rejoiced. A hundred forty miles per hour! And under control! (Bach 25).

Jonathan’s innovative ability helps him learn and achieve how to fly at high speed and under control. Moreover, it also helps him find other findings in flying. He discovered the loop, the slow roll, the point roll, the inverted spin, the gull bunt, the pinwheel (Bach 27).

4.2.2 Influences on Jonathan’s Achievement in Heaven

One school is finished, and the time has come for another to begin (Bach

47). Jonathan flies to heaven to learn more about perfection and achieves a perfect speed in flying.

Learning in perfection means learning to perfect himself for the sake of the unlimited goodness of anything in which human’s rationality and free will as the image of God is realized and attracted. His perfection meets its full completeness and actualization into existence through others in which he can share, learn, and communicate to find the good in every one of themselves.

At this stage, the writer finds that Jonathan’s learning to perfect himself in flying makes him have a high desire to know and understand. The need to know PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

and understand helps Jonathan reach a perfect speed in flying as his achievement in heaven.

When he arrives in heaven, his feathers glows brilliant white and his wings are smooth and perfect as sheets of polished silver. With his new wings, Jonathan is more eager to learn about perfect speed. He finds that why though it is much faster than his old level-flight record but it is still a limit that will take great effort to crack. In heaven, he thinks that there should be no limits (Bach 51).

When he is out with his instructor, Jonathan thinks that why there are few gulls in heaven (Bach 53). Moreover, when the gulls that are not night-flying stand together on the sand, Jonathan asks Chiang whether there is such place as heaven (Bach 55).

All of those questions show that his learning to perfect himself in flying makes him have a high desire to know and understand about anything for the sake of satisfying his learning in flying. His question of why there are few gulls in heaven helps him know who he really is and he is pretty well a one-in-a-million bird that differs him with the flock believing eating is the only matter of life. It helps him know and understand that there is more to life than eating, or fighting, or power in the flock (Bach 54).

“Where is everybody, Sullivan?” he asked silently, quite at home now with the easy telepathy that these gulls used instead of screes and gracks. “Why are’t there more of us here? Why, where I came from there were…” “…thousands and thousands of gulls. I know.” Sullivan shook his head. “The only answer I can see, Jonathan, is that you are pretty well a one-in- a-million bird. Most of us came along ever so slowly (Bach 53).

The high desire to know and understand gives him an understanding that what he has done so far with his decision to learn in perfection in flying is PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

important to achieve what he wants since we choose our next world through what we learn in this perfection. Learn nothing, and the next world is the same as this one, all the same limitations and lead weights to overcome (Bach 54). It is true since someone who learns in perfection shows that he is aware of his ability in rationality and free will as the image of God that can empower him to improve and perfect himself to achieve what he or she wants.

Choosing the next world through what we learn in this perfection means that how man reaches what he or she wants is influenced by learning in using the intellectual operation of human mind: rationality as the image of God to know what it is that attracts him, to follow his free will, to respond and evaluate what he has done in order to solve obstacles and find a better ways in reaching what he or she wants. It is also supported by Gestalt theory that states that learning is a cognitive phenomenon. The learner thinks about all of the ingredients necessary to solve a problem and puts them together (cognitively) first one way and then another until the problem is solved (Hergenhahn and Olson 261). Therefore, learning in perfection that is the unlimited goodness of anything in which human’s rationality and free will as the image of God is realized and attracted will influence human’s process learning in solving obstacles and in achieving what he or she wants.

In addition, the quality of what he or she wants is also influenced by his or her intellectual operation: rationality in valuing the life. Most of the flock on earth believes that life is the unknown and the unknowable, except that we are put into this world to eat, to stay alive as long as we possible can (Bach 35). Eating is the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

only matter of life becomes their reason to live. Rationality coupled with free will also empower the flock to choose the way they live. Because of that there are few gulls in heaven since most of the gulls on earth shut their eyes toward perfection: to make the unlimited goodness of anything. They use their wings as means to the end of finding and fighting for food (Bach 53). Because of that their life is so short and meaningless. They do not realize that they can learn, discover, and be free. They do not realize that they are creatures of excellence and intelligence and skill (Bach 27). It becomes the reason why there are few gulls in heaven and why there are thousands of gulls on earth. It is because they do not want to learn about perfection in flying. Thus, Jonathan’s high desire to know and understand makes him know of what he is learning and how it has changed him so he becomes more confident and it guides him in achieving what he wants.

His other questions of why he feels there is a limit in speed whereas in heaven he thinks that there should be no limits, of whether there is such place as heaven also help him achieve a perfect speed in flying. Chiang answers that heaven is not a place and it is not a time. Heaven is being perfect.

You will begin to touch heaven, Jonathan, in the moment that you touch perfect speed. And that isn’t flying a thousand miles an hour, or a million, or flying at the speed of light. Because any number is a limit, and perfection doesn’t have limits. Perfect speed, my son, is being there (Bach 55).

Then, without warning, Chiang vanishes and appears at the water’s edge fifty feet away, and then he vanishes again and stands, in the same millisecond, at

Jonathan’s shoulder (Bach 55). Then, Jonathan asks again how to do that, whether he can teach him to do that. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Chiang spoke slowly and watched the younger gull ever so carefully. “To fly as fast as thought, to anywhere that is,” he said, “you must begin by knowing that you have already arrived…” The trick, according to Chiang, was for Jonathan to stop seeing himself as trapped inside a limited body that had a forty-two-inch wingspan and performance that could be plotted on a chart. The trick was to know that his true nature lived as perfect as unwritten number, everywhere at once across space and time (Bach 58-59).

The answers of his high desire to know and understand help him know what he should do and then guide him to solve obstacles and achieve his goal. It is also supported by Maslow that states that desire to know and understand is related to the satisfaction of the basic needs. It is related to the ability to satisfy all human needs. In other words, knowing and understanding are thought to be tools used in solving problems and overcoming obstacles (Hergenhan and Olson 480). His high desire to know and understand has helped him know and understand who he really is, what and how he should achieve a perfect speed as his achievement in heaven.

Then one day Jonathan, standing on the shore, closing his eyes, concentrating, all in a flash knew what Chiang had been telling him. “Why, that’s true! I am a perfect, unlimited gull!” He felt a great shock of joy. “Good!” said Chiang, and there was victory in his voice. Jonathan opened his eyes. He stood alone with the Elder on a totally different seashore— trees down to the water’s edge, twin yellow suns turning overhead (Bach 59).

4.2.3 Influences on Jonathan’s Achievement as an Instructor on Earth

Learning in perfection is directed to and for the sake of kindness and love.

Perfection meets its full completeness and actualization in loving others to help them see their real goodness as the image of God and by this sharing of perfection within self and others in reciprocal will complete and perfect oneself. As Cronan PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

states that there are two kinds of will. They are will to power and the will to community. The goal of the first is self-preservation and complete realization of self and the goal of the latter is to further realization of self in others, called love

(13). By this will to community, people actualize and complete their perfection each other.

Therefore, Jonathan’s learning in perfection meets its full completeness and actualization by becoming a successful teacher in helping his students learn in flying to achieve what they want. It does not mean that by learning in perfection it must make someone become a teacher but at this stage the writer finds that in achieving something it needs others to help and perfect each other. It can be seen from Jonathan’s knowing and understanding about perfection in helping and guiding his students achieve what they want in flying.

Every hour Jonathan was there at the side of each of his students, demonstrating, suggesting, pressuring, guiding. He flew with them through night and cloud and storm, for the sport of it, while the Flock huddled miserably on the ground (Bach 79).

Therefore, learning in perfection makes Jonathan love others. Love in here means to help others see the goodness of anything in every one of them.

Love to help each other is needed in achievement since in the process of achieving; of having a desire to overcome obstacles, to exercise power, to strive to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

do something difficult as well and as quickly as possible needs situations in which people have personal responsibility for the outcome and that give them feedback on how well they are doing (McClelland 595). In knowing how well they are doing it needs others to give them feedback and or comparison whether he or she is more capable of doing something. In other words, love to help each other will help and give them feedback in the process of achievement. This feedback can be in the form of anything. It can be a suggestion, a pressure, or a demonstration.

Therefore, love to help others will help and guide others achieve what they want like what Jonathan has showed in loving to help his students learn in flying.

Love to help others see the goodness in every one of them has helped Kirk

Maynard Gull to learn to fly. Maynard Gull cannot move his wings and asks

Jonathan to help him fly. Jonathan who has learned about perfection realized that each of them has the powerful ability to perfect themselves; to make the unlimited goodness of anything. They are rationality and free will. The problem is whether they realize and want to use them or not to achieve what they want. Jonathan says to Maynard that he has the freedom to be himself, his true self, here and now.

“Maynard Gull, you have the freedom to be yourself, your true self, here and now, and nothing can stand in your way. It is the Law of the Great Gull, the Law that Is.” “Are you saying I can fly?” “I say you are free.” (Bach 82)

Then, Maynard Gull spreads his wings, effortlessly, and lifts into the dark night air and says, “I can fly! Listen! I CAN FLY!” (Bach 83). It shows that

Maynard’s successful achievement to fly is because he has realized his true self as the image of God who has the powerful ability to perfect himself through PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

rationality and free will to be what he wants. Because of Jonathan’s help,

Maynard becomes to know his freedom. It becomes the proof that in achieving a goal it needs others as a medium to give them feedback and or comparison. Love to help each other will help and guide people achieve what they want. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER 5

CONCLUSION AND SUGGESTIONS

This chapter is divided into two main parts. The first part is the conclusions of the analysis. In the part of conclusion, the writer presents the answers of the two problems formulated in Chapter 1 briefly. The second part is the suggestions. In this part, the writer presents suggestions for the future researchers and suggestions for teachers to use literature in teaching English.

5.1 Conclusion

After analyzing and discussing the problem formulation in the previous chapter, the writer finds that perfection becomes Jonathan’s higher purpose for life: to be free, to be a creature of excellence and intelligence and skill. It happens because perfection is to make the unlimited goodness of anything in which human’s rationality and free will as the image of God is realized and attracted.

Making the unlimited goodness of anything means making an excellence.

Jonathan’s rationality empowers him to be a creature of intelligence and skill to know what he can and cannot do in the air. Jonathan’s free will gives him freedom to be what he wants; to follow what it is that attracts him that is to learn more about flying. Moreover, perfection meets its full completeness and actualization by practicing love to help others see the goodness in each other since by this sharing of love in reciprocal will accumulate the perfection in each of them.

47 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Therefore, learning in perfection means learning to use rationality and free will as the image of God to be free to make the unlimited goodness of anything; to make an excellence and learning to actualize it into existence by loving others in which they can share, learn, and communicate to accumulate the perfection in every one of themselves.

How learning in perfection affects one’s achievement as reflected in the character of Jonathan Livingston Seagull. From the analysis in the previous chapter, the writer finds that learning in perfection makes Jonathan have higher achievements because his learning in perfection to know what he can and cannot do in the air motivates him to know and learn more about flying. How and what the effects of learning in perfection influence Jonathan in reaching his higher achievements. The writer finds that his learning in perfection makes Jonathan have strong spirit, innovative ability, courage to never give up, high desire to know and understand, and love to help others.

Jonathan’s reason of wanting to know what he can and cannot do in slow and low flying makes him have courage to never give up since his reason to know what he can and cannot do in slow and low flying strengthens him to keep trying to make hundreds of low-level glides until he knows how to fly longer in the air with less effort although he stalls and falls many times. Thus, the courage to never give up strengthens Jonathan’s motivation to face and overcome obstacles and failures to achieve his goal in flying longer in the air with less effort.

Jonathan’s free will to perfect himself in learning about flying at high speed makes him have strong spirit to achieve it. His strong spirit pushes Jonathan PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

to work harder and to strive to do anything to achieve his goal to fly at high speed as quickly as possible.

Jonathan’s rationality to know what he can and cannot do empowers him to make an evaluation of what he has done. By this he is able to think critically of why he can do that and cannot do that. As a result it makes him have an innovative ability to find out different ways to solve the obstacles and achieve what he wants.

Jonathan’s passion to perfect himself in flying makes him have many questions about anything for the sake of satisfying his learning in flying. It shows that his learning in perfection makes him have a high desire to know and understand. It helps him know and understand who he really is, what and how he should achieve what he wants.

Thus, Jonathan’s learning in perfection makes him love to help others. Love to help others helps and gives feedbacks to Jonathan as well as his students in the process of achieving what they want.

5.2 Suggestions

There are two sections in this part. The first one describes the suggestions for the future researchers. The second one describes the suggestions for teaching PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

implementation by using the novelette. Several paragraphs of the novelette are used as the material.

5.2.1 Suggestions for the Future Researchers

The writer suggests the readers to read the novelette Jonathan Livingston

Seagull. From the story of Jonathan’s life in this novelette, the readers can see

Jonathan’s passion to achieve what he wants in learning more about flying. The writer finds that Jonathan’s higher achievements to learn more about flying is developed by his learning in perfection. Therefore, in this study the writer is attracted to analyze how and what the effects of learning in perfection on one’s achievement. There are still other aspects can be analyzed in this novelette. The future researchers can study the influence of self-sacrifice on Jonathan’s behavior.

Moreover, the future researchers can do a comparative study with its movie since in 1973 Bach's Jonathan Livingston Seagull inspired the production of a motion picture of the same title.

5.2.2 Suggestions for Teaching Implementation

Literature helps us grow, both personally and intellectually. It helps us connect ourselves to the broader cultural, philosophic, and religious world of which we are a part (Roberts and Jacobs 2). Therefore, using literature to teach

English is one of good ways to give and develop students’ knowledge and emotions. The students can learn many things about life. They can learn about culture. They can develop their perspectives in valuing life as reflected in the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

moral issues of the story and also in the ways of characters face, think, feel, respond and solve the conflicts revealed in the story. They can also learn and improve their ability in using language since in literature the students can find and read new vocabularies, improve their reading comprehension, learn descriptive language through the ways of the authors describe the characters, and setting, and learn how words and sentences are composed to make a story. Here the writer would like to suggest teachers to use the novelette of Jonathan Livingston Seagull in teaching paragraph writing.

Skill in writing is a basic necessity in the academic environment, and even the nonacademic student. Practice in writing is important for the students to learn to express and develop their ideas or feelings by putting together words and sentences in a grammatically acceptable form, correct language form of sentences, correct mechanics of punctuation, and organization of content (Paulston and

Bruder 204-205). Moreover, writing is also one of the ways to improve students’ vocabulary mastery.

The writer chooses Paragraph Writing for the university students in the second semester of English Language Education Study Program. The writer selects several paragraphs in the novelette of Jonathan Livingston Seagull to be used as the material in the building knowledge and modeling of the text of narrative. The objectives are to teach the students to be able to understand the typical features of narrative and are able to compose narrative paragraphs.

There are three phases of writing activity. The first is pre-activity. The aim of this activity is to build the students’ knowledge on the summary of text features PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

of narratives. The second is main-activities that are used to know whether they understand the typical features of narrative and whether they are able to compose narrative paragraphs. The last phase is post-activities that are used to evaluate the students’ writing.

The procedures of teaching narrative paragraphs using the novelette are as follows:

1. The teacher asks pre-questions about what narrative is, what the purpose

and generic structure of narrative are.

2. The teacher distributes the summary of text features of narratives and

worksheet to the students.

3. The teacher asks the students to read the summary of text features of

narratives and the example of narrative.

4. The teacher and students deconstruct the example of narrative by

identifying the text organization and the language features.

5. The teacher and the students discuss the moral lesson from the sample of

narrative given.

6. The teacher asks the students to write three or four paragraphs of an

imaginary narrative based on the picture given.

7. Using the peer-review form, the teacher asks the students to give

comments and suggestions to each other.

8. The teacher asks the students to revise their narrative paragraphs.

9. The teacher discusses several students’ narrative paragraphs.

10. The students submit their narrative paragraphs and their peer-review form. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

BIBLIOGRAPHY

Abrams, M.H. A Glossary of Literary Terms. Orlando: Harcourt Brace Javanovich, 1985.

Bach, Richard. Jonathan Livingston Seagull. London: Pan Books, 1973.

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Cronan, Edward P. The Dignity of the Human Person. New York: Philosophical Library, 1955.

Crowther, Jonathan, ed. Oxford Advanced Learner’s Dictionary: International New Students’ Edition. Oxford: Oxford University Press, 1995.

Derewianka, Beverly. Exploring How Texts Work. Laura Street Newtown: Primary English Teaching Association, 1990.

Guerin, Wilfred L. A Handbook of Critical Approaches to Literature. 5th ed. New York: Harper and Row, 2005.

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---. An Introduction to Theories of Personality (7th Ed). New Jersey: Pearson Prentice Hall, 2007.

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Horton, John and Andrea T. Baumeister. Literature and the Political Imagination. London: Routledge, 1996.

Leary, Lewis. 1976. American Literature: A Study and Research Guide. New York: St. Nartin’s Press, 1976.

McClelland, David C., et al. Human Motivation. Boston: Scott, Foresman, 1985.

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Murray, Edward J. Motivation and Emotion. New Jersey: Prentice Hall, 1964.

Paulston, Christina Bratt and Mary Newton Bruder. Teaching English as a Second Language: Techniques and Procedure. Cambridge: Winthrop, 1976.

Ransus, Fransiskus. “The Development of Human Self-Perfection in Mark Twain’s The Adventures of Huckleberry Finn.” Thesis. Yogyakarta: Sanata Dharma University, 2000.

Roberts, Edgar V., and Henry E. Jacobs. Fiction: An Introduction to Reading and Writing. New York: Prentice Hall, 1987.

Rohrberger, Mary and Samuel H. Woods, Jr. Reading and Writing about Literature. New York: Random House, 1971.

Sahakian, William S. Psychology of Learning: Systems, Models, and Theories. Chicago: Markham, 1970.

Sulistyaningsih, A. Eni. “Human Motive of Achievement in the Main Character in Relation to Social Acceptance of Emily Bronte’s Novel Wuthering Heights.” Thesis. Yogyakarta: Sanata Dharma University, 1998.

O’Connell, James. “The Month Magazine.” Who am I? Myself as self and Other 29 (1996): 94-101.

Welleck, Rene and Austin Warren. Theory of Literature. New York: Harcourt, Brace & World, 1956.

Sources from internet:

Aljohani, Aouda, and Thamer Al-Ghamdi. Literary Criticism: Map. Accessed December 12, 2007 at 07.37 p.m. http://www.ksu.edu.sa/colleges/art/eng/461-Eng/Handouts.htm

Kumar, Sangeeta. A Summary of Jonathan Livingston Seagull, a Novel by Richard Bach. Accessed on: July 16, 2008 at 11.25 a.m. http://freezoneamerica.com/Clearbird/study2004/manual/91seagull .htm PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

______. Jonathan Livingston Seagull. Accessed on: September 27, 2007 at 12.03 p.m. http://en.wikipedia.org/wiki/Jonathan_Livingston_Seagull.html

______. Richard Bach Biography. Accessed on: July 16, 2008 at 11.42 a.m. http://www.inner-growth.info/private/richard_bach_biography.htm

______. Peer Review: Narrative. Accessed on: July 10, 2008 at 10.32 p.m. http://www.readwritethink.org.htm PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

APPENDICES

56 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Appendix 1

LESSON PLAN FOR TEACHING PARAGRAPH WRITING

Subject : Paragraph Writing

Topic : Writing Narrative Paragraphs

Semester : II of English Language Education Study Program

Time Allocation : 2 x 50’

I. General Instructional Objectives

At the end of the course, the students are able to understand the typical

features of narrative and are able to compose narrative paragraphs.

II. Specific Instructional Objectives

At the end of the course, the students are able to:

1. Identify the typical features of narrative

2. Write three or four paragraphs of an imaginary narrative paragraphs

based on the picture given

3. Do peer-review groups in order to revise his or her narrative

III. Material and Media

Material : Several paragraphs of the novelette Jonathan Livingston

Seagull

Media : Handout and Dictionary PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

IV. Teaching Learning Activities

ACTIVITIES TIME ALLOCATION Pre-Activities

1. Teacher opens the class, states the topic, the activities 2’

and the objectives of today’s meeting.

2. Teacher and students discuss:

o What is narrative?

o What is the purpose of narrative? 5’

o What is the generic structure of narrative?

3. Teacher distributes the handouts and worksheets of text 1’ features of narrative to the students.

4. Students read the handouts. 3’ Main-Activities

☺ Identifying the typical features of narration

1. Students read the example of narrative. 2’

2. Teacher and students discuss and identify:

 Which part of the story that belongs to the

orientation, complication and resolution.

 Where the story takes place.

 When the story is taking place. 10’

 Who the characters are in the story.

 Linking words to do with time in the story.

 Action verbs in the story. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

 Tenses used in the story.

☺Finding the moral lesson through reading narrative

1. Teacher and students discuss the moral lesson in

narrative. 10’

☺Writing an imaginary narrative text

1. Students write three or four paragraphs of an

imaginary narrative based on the picture given. 25’

☺ Peer-review group

1. Using the peer-review form, students give comments 10’

and suggestions to each other.

2. Students revise their narrative paragraphs. 10’

Post-Activities

1. Teacher chooses several students to read his or her

narrative paragraphs and then ask the other students to 15’ give comments and or suggestion.

2. Teacher asks whether there are difficulties in writing 5’ narrative.

3. Students submit their narrative paragraphs and their 1’

peer-review form.

V. Source

www.readwritethink.org

Bach, Richard. 1972. Jonathan Livingston Seagull. London: Pan Books. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

APPENDIX 2

LESSON UNIT PLAN

KPE 154 PARAGRAPH WRITING

Effective from 20 August 2007

Credit 2 credits Time Allocation 2 x 50 minutes class meeting 2 x 120 independent work and structured tasks

Study Program English Language Education Study Program

Course Coordinator Drs. JB. Gunawan, M.A.

Lecturers Dr. Retno Muljani, M.Pd. Caecilia Tutyandari, S.,Pd., M.Pd.

Grading Policy Assesment Aspect Percentage Independent Tasks 20% Mid-test Results 50% Final test Results 30% Total 100%

1. Short Description of the Course: In this course, the focus of discussion is on the development of good paragraphs. The discussion covers topic sentences, controlling ideas, supporting sentences, coherence, and cohesion. The discussion also covers descriptive, narrative, and argumentative paragraphs.

2. Competence Standard (Goals of the course) On completing this course the students will be able to: 1. produce coherent, well-developed paragraphs. 2. compose descriptive, narrative and argumentative paragraphs.

3. References

Warriner, John E. 1977. Composition: Models and Exercises. New York: Harcourt, Brace, Jovanovich, Inc. Donald, Robert. et.al. 1987. Writing Clear Paragraph. Englewood Cliffs: Prentice Hall, Inc. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Swartz, Richard. 1987. Starting Points: A Guide to Basic Writing Skills. Englewood Cliffs: Prentice Hall, Inc. Arnaudet, Martin L., and Barrett, Mary Ellen. 1990. Paragraph Development: A Guide for Students of English. Englewood Cliffs: Prentice Hall, Inc. Howell, James F., Memering, Dean. 1986. Brief Handbook for Writers. Englewood Cliffs: Prentice Hall, Inc. Carson, Barbara R. 1982. A Basis for Composition. Columbus: Charles E. Merrill Publishing Co. Philips, Deborah. 1982. Longman Preparation Course for the Test of Written English (TWE). New York: Longman. Conlin, Mary Lou. 1990. Pattern Plus. Boston: Houghton Mifflin Company.

Other relevant books and relevant newspaper/magazine articles

(Syllabus of 2nd Semester of English Language Education Study Program) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

APPENDIX 3

TEACHING MATERIAL

Summary of Text Features

NARRATIVES (Recounts with a twist)

Purpose The basic purpose of Narratives is to entertain, i.e. to gain and hold the reader’s interest in a story. But Narratives may also seek to teach or inform, to embody the writer’s reflections on experience, and - perhaps most important - to nourish and extend the reader’s imagination.

Types There are many types of Narratives. They are typically imaginary but can be factual. They include fairy stories, mysteries, science fiction, choose-your-own- adventures, romances, horror stories, “heroes and villains” (e.g. TV cartoons), adventure stories, parables, fables and moral tales, myths and legends, historical narratives.

Text Organization The focus of the text is on a sequence of actions.

The Narrative usually begins with an orientation, where the writer attempts to sketch in or create the “possible world” of this particular story. The reader is introduced to the main character(s) and possible some minor characters. Some indication is generally given of where the action is located and when it is taking place. An “atmosphere” is usually established and there is often some foreshadowing of the action to follow, drawing readers into the story and making them want to become involved. The orientation may be brief (“Mr. Fox went out hunting one night”), or it may extend for several pages. The sort of details chosen for inclusion are those which will enhance the later development of the story (e.g. the personality of the main character(s), the type of situation, the relationship with other characters).

The story is pushed along by a series of events, during which we usually expect some sort of complication or problem to arise. It just wouldn’t be so interesting if something unexpected didn’t happen. Thus complication will involve the main character(s) and often serves to (temporarily) thwart them from reaching their goal. Narratives mirror the complications we face in life and tend to reassure us that they are resolvable. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

In a “satisfying” Narrative, a resolution of this complication is brought about. The complication may be resolved for better or for worse, but it is rarely left completely unresolved (although this is of course possible in certain types of Narrative which leave us wondering “How did it end?”).

There may in fact be a major complication in the Narrative which is not resolved until the end, with a number of minor complications along the way, which might be resolved in part or whole as they arise or later in the story. These are usually related to the major complication and serve to sustain the interest and suspense, leading to a crisis or climax.

Language Features  Specific, often individual participants with defined identities. Major participants are human, or sometimes animals with human characteristics.  Mainly action verbs (material processes), but also many verbs which refer to what the human participants said, or felt, or thought (verbal and mental processes).  Normally past tense.  Many linking words to do with time.  Dialogue often included, during which the tense may change to the present or future.  Descriptive language chosen to enhance and develop the story by creating images in the reader’s mind.  Can be written in the first person (I, we) or third person (he, she, they). (In choose-your-own-adventures, the reader is involved in the story as a major character and addressed as “you”).

Taken from Exploring How Texts Work PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A. Write the text organization and underline the words showing the language features of the narrative text below!

SAMPLE TEXT: NARRATIVE Text Organization Language Features It was morning, and the new sun sparkled gold across the ripples of a gentle sea. A mile from shore a fishing boat chummed the water, and the word When? for Breakfast Flock flashed through the air, till a crowd of a thousand seagulls Where? came to dodge and fight for bits of food. It was another busy day beginning. But Who? way off alone, out by himself beyond boat and shore, Jonathan Livingston Linking words to Seagull was practicing. do with time

A hundred feet in the sky he lowered his Action verbs webbed feet, lifted his beak, and strained to hold a painful hard twisting Tenses: curve through his wings. The curve meant that he would fly slowly, and now he slowed until the wind was a whisper in his face, until the ocean stood still beneath him. He narrowed his eyes in fierce concentration, held his breath, forced one...single...more...inch...of... curve... Then his feathers ruffled, he stalled and fell. Seagulls, as you know, never falter, never stall. To stall in the air is for them disgrace and it is dishonor. But Jonathan Livingston Seagull, unashamed, stretching his wings again in that trembling hard curve—slowing, slowing, and stalling once more—was no ordinary bird.

He didn't know why, for instance, but when he flew at altitudes less than half his wingspan above the water, he could stay in the air longer, with less effort. His glides ended not with the usual feet- down splash into the sea, but with a long flat wake as he touched the surface with his feet tightly streamlined against his body. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

B. As stated in the summary text features of narrative previously, narrative may also seek to teach the readers about something. In other words, the readers may find a moral lesson through reading narrative. Thus, with the help of the following questions, discuss what moral lesson you can get after reading the sample text of narrative previously.

1. Do you think Jonathan has courage to never give up and strong spirit in

learning to fly?

2. Do we need courage to never give up and strong spirit in achieving our

goal of life? Why?

3. Do you think by only having courage to never give up and strong spirit

will definitely guarantee us in achieving our goal of life? Why? PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

C. Compose three or four paragraphs of an imaginary narrative based on the picture below!

The picture is taken from www.readwritethink.org PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

D. Having written your narrative text now read and give feedback to your friend’s narrative text using this form below!

Narrative PQP Peer-Review Form

Your friend’s name:______Reviewer’s name :______

Focus What parts of the writing help you know that it’s a narrative? How can you tell that the writing is telling a story?

What details does the writer include?

Praise Questions What is good about the writing? What should not be changed? Why is it good?

Question As a reader, what do you not understand?

Polish What specific suggestions for improvement can you make?

Taken from www.readwritethink.org PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

APPENDIX 4

SUMMARY OF JONATHAN LIVINGSTON SEAGULL

The story begins with Jonathan as a lonesome seagull wants to get beyond the boring world of eating, mating and sleeping that most gulls live in, in order to survive. But he did not want to just survive, he wants to transcend all barriers and go beyond the limits of being a seagull. For most gulls all that really mattered was how to get to the shore and back with some food. But for Jonathan, all that mattered was flight. More than anything else, Jonathan Livingston Seagull loved to fly. This kind of thinking certainly did not make him the most popular bird. Other seagulls mocked his efforts and told him that he was just wasting his time. Even his parents questioned him as to why he could not be like all the other birds. When questioned, he would bow his head and reluctantly obey his parents. He tried to behave like the others, fighting and screeching with the rest of the flock, but it seemed all too pointless to him. But, this seagull, though a little timid at the beginning, possesses an inner curiosity and wonderment that finally gives him strength. Jonathan became very adept at low-level flying, stalling in the air and doing many other aero-dynamic maneuvers. As soon as the elders in his flock learned of these uncommon feats, they decided to shun him for violating the dignity and tradition of the Gull Family. They told him that, Life is the unknown and the unknowable, except that we are put into this world to eat, to stay alive as long as we possibly can. To this statement he responded, "Who is more responsible than a gull who finds and follows a meaning, a higher purpose for life? For a thousand years we have scrabbled after fish head, but now we have a reason to live - to learn, to discover, to be free! Give me one chance, let me show you what I've found." With this statement, Jonathan began to speak up for himself. He became bolder about sharing his discoveries. However, no gull had ever spoken back to the elders, as did Jonathan, so he was immediately banished. He spent countless days on his own. He was distressed not because of the abandonment by his flock, but because they refused to believe the glory of flight that awaited them; they refused to open their eyes and see. He was getting pretty used to being alone and adventuring to unknown places and reaching new heights and new speeds with flying. One day as he was flying, he was greeted by two gulls whose wings were as pure as starlight and who glowed with gentle friendliness. These gulls told him that they too were outcasts once; now they had come to take him higher, take him home. They told him that one school was finished, and that the time had come to go to another. As they ascended into the other world, his wings seemed to glow and his flying became effortless. Jonathan thought that he was certainly in heaven. He found great comfort in that these birds thought as he thought. For them, the most important thing in living was to reach out and touch perfection in that which they most loved to do, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

and that was to fly. They were magnificent birds all of them, and they spent hour after hour every day practicing flight, testing advanced aeronautics. One evening Jonathan heard that an Elder Gull would soon be moving on to the next world. He mustered up his courage and walked up to that gull to ask him something that was stirring deep inside of him. The following exchange was a turning point in Jonathan's life. From this moment on Chiang took Jonathan under his wing, so to speak. He became his mentor and his best friend. The Elder Gull taught him much about flight, but most importantly about going beyond his limits. He learned how to disappear and reappear in a different location and many other awe inspiring things. He told him that the gulls who scorn perfection for the sake of travel go nowhere, slowly. Those who put aside travel for the sake of perfection go anywhere instantly. Pretty soon all the gulls were in awe of Jonathan. But as he grew wiser, he also grew humbler, for such is the nature of wisdom. Everyone asked for him to teach them what he knew. Jonathan, in his humility told them that he had just arrived in this new world, and it was them that needed to teach him. After months of studying and learning with Chiang, it was time for the Elder to move on. Before leaving he reminded Jonathan to keep working on love. As the days went on Jonathan couldn't help but think about the past. He thought of all the gulls who were living and dying over breadcrumbs. Then he wondered whether there was a gull who was made an outcast for living his truth in the face of the other gulls. The more he practiced his kindness lessons, the more he wanted to go back to Earth. For in spite of his lonely past, Jonathan Seagull was born to be an instructor, and his own way of demonstrating love was to give something of the truth that he had seen to a gull who asked only a chance to see truth for himself. Since his meeting with Chiang, Jonathan began to believe in himself and the power of love more than he had ever known. As his spirit became stronger, his soul became kinder, and out of kindness he wanted to take back to others what he had learned. The others told Jonathan to stay and help the birds that were coming to their world instead. It would be too difficult to go back to the world where he was once deserted. He agreed for some time, but he couldn't help but remember his old life. He thought to himself how far ahead he would have been if Chiang had shown up the day he was outcast. He decided that he indeed needed to go back. Jonathan appeared just in time to witness the rejection of Fletcher Lynd Seagull by his flock. Fletcher flew away with anger in his eyes. Jonathan Seagull flew next to him and told him that by casting him out, they had only hurt themselves. He asked Fletcher to forgive them, for they knew not what they were doing. Soon, Jonathan had become to Fletcher, what Chiang was to him. He taught Fletcher how to go beyond limitations and to touch Heaven. As time went on other outcasts joined Jonathan. At night Jonathan would tell them that they were only as limited as they believed. He told them at their whole body was nothing but thought, and if they could break the chains of thought, they could PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

break the chains of their bodies too. All this sounded like science fiction to these gulls who could not believe it at first. One day Jonathan told them that it was time to go back to the others. They were ready now to help the other seagulls to see. They all refused to go, so Jonathan flew all alone into the sky. The gulls were concerned about their teacher going alone, so they soon joined him. Jonathan taught his students flying lessons right above the other flocks. But down below, the others were warned not to watch, for looking at an outcast would make one into an outcast too. Shortly the few students became more and more, and were coming from all places. Soon a sickly looking bird came and told Jonathan that he wanted nothing else but to fly. Unfortunately his wings were injured, so he could not. To this he was told by Jonathan, You have the freedom to be yourself, your true self, here and now, and nothing can stand in your way. Believing this he spread his wings and flew. He shouted with great glee as the others watched him in wonderment. Before long, thousands of birds flocked around and began to listen to what was being told by Jonathan. As he taught others, he inspired multitudes to come and join. He became like another messiah, only he told the gulls that he was no more divine than they were, except that he took the risk to learn. Soon, it was time for Jonathan to move on to the other world, but he left his work with Fletcher Seagull to continue. In this wonderful story of triumph and love, Jonathan Livingston Seagull was able to find his own inner strength through teaching others about the gifts that they had inside. He became enlightened in the process of enlightening others. In this delightful novel, the reader has flown into the world of the birds and shall come out transformed through a myriad of inspiration, wisdom and literary excellence.

(Summary by Sangeeta Kumar of San Diego, USA, taken from http://freezoneamerica.com/Clearbird/study2004/manual/91seagull.htm) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

APPENDIX 5

Biography of Richard Bach

Born in 1936 in Oak Park, Ill., son of Roland Robert and Ruth Helen (Shaw) Bach, the American Richard Bach is the great-great-great-great (how many more should I add?:) grand son of JS Bach the great composer we all know. He attended Long Beach State College (now California State University, Long Beach) in 1955. An airplane pilot, he got married with his first wife and had six children, then divorced and left his family in part because he didn't believe in marriage. One of his children, Jonathan, wrote a book about his relation with his father he never knew, Above the Clouds. Everything concerning airplane was his field, including motion picture stunt pilot, Air Force tactical fighter pilot, an aviation technical writer and flight instructor. He even got involved as a narrator & stunt pilot in the movie Nothing by Chance, based on his book. Though Aviation was his true passion, he always wanted to write; since high school, one of his gym teachers made him realize his potential. Since 1959 he had this idea of a bird learning to pass beyond the walls of limitations, Jonathan Livingston Seagull, which came through a "Cinerama on my wall". Almost all his books used airplanes as a way to pass the message. In Running From Safety, Mr. Bach shares with us his childhood: at age 8, he lost one of his brother: Bobby. From his book, we also know that he has a much older brother: Roy. R. Bach met his wife, Leslie Parrish through the shooting of the movie Jonathan Livingston Seagull in 1973, based on his book. It is said that he sued the production for changing the movie without his permission. In fact, those who saw the movie noticed that his name wasn't mentioned, only the copyrights for the title "Jonathan Livingston Seagull ". My only explanation would be that he didn't want to be part of this. And if I put together what Bach said in his book Bridge Across Forever and what I've read, Leslie was some sort of a moderator between the two parties to get an arrangement for the movie. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Then they went their way, far enough from Hollywood, somewhere between 1977 and 1981. Finally, they got married in 81. Since then, Richard Bach tried what he called the closest thing to flying: paragliding. Recently Leslie and Richard got divorced.

(http://www.inner-growth.info/private/richard_bach_biography.htm)