THE NARRATIVE LIFE OF SYLVIA PLATH AND HER FEMINIST THOUGHTS AS DESCRIBED IN THE BELL JAR

Penulis

  • Putri Agustina English Education

Kata Kunci:

Feminist Thought, Gynocriticism, Narrative Life.

Abstrak

The Bell Jar is the only one novel written by Sylvia Plath which becomes the object of this research. This novel is searing semi autobiographical with mental illness that portray Esther as the main character which presented as the reflection of Plath’s life. In addition, this research uses library research in order to find any information related to this research. Furthermore, descriptive qualitative method was utilized in analyzing the data. The main data were taken from the narration & dialogue which taken from Esther Greenwood as the main character in The Bell Jar novel. As the result of the research, the researchers presents the narrative life and feminist thoughts as seen in The Bell Jar novel. The Bell Jar novel  reflects the condition and the experiences of Plath’s life through Esther character. The narrative life of Plath can be seen through Esther character in the form of Sylvia Plath’s life as a researcherss, Plath’s love relationship and Plath’s family relationship. Meanwhile, the themes of Plath’s writing are seen through Esther character. Those are adolescence, confusing, depression, mental illness and suicide.

Referensi

Al Falaq, J. S., Suprayogi, S., Susanto, F. N., & Husna, A. U. (2021). Exploring The Potentials of Wattpad For Literature Class. Indonesian Journal of Learning Studies, 1(2), 12–19.

Amelia, D. (2016). Indonesian literature’s position in world literature. Teknosastik, 14(2), 1–5.

Amelia, D., & Dintasi, F. D. (2019). Ephebophilia suffered by the main character. Teknosastik, 15(2), 81–86.

Berlinda, M. (2015). Teachers’ Beliefs On The Use Of Authentic Materialis To Teach Listening. UNS (Sebelas Maret University).

Febriantini, W. A., Fitriati, R., & Oktaviani, L. (2021). AN ANALYSIS OF VERBAL AND NON-VERBAL COMMUNICATION IN AUTISTIC CHILDREN. Journal of Research on Language Education, 2(1), 53–56.

Handayani, E. T., & Aminatun, D. (2020). STUDENTS’POINT OF VIEW ON THE USE OF WHATSAPP GROUP TO ELEVATE WRITING ABILITY. Journal of English Language Teaching and Learning, 1(2), 31–37.

Kardiansyah, M. Y. (2019). English Drama in the Late of VictoriaKardiansyah, M. Y. (2019). English Drama in the Late of Victorian Period (1880-1901): Realism in Drama Genre Revival. Teknosastik, 15(2), 64–68.n Period (1880-1901): Realism in Drama Genre Revival. Teknosastik, 15(2), 64–68.

Kardiansyah, M. Y., & Salam, A. (2020a). Literary Translation Agents in the Space of Mediation: A Case Study on the Production of The Pilgrimage in the Land of Java.

Kardiansyah, M. Y., & Salam, A. (2020b). Literary Translation Agents in the Space of Mediation. International Joint Conference on Arts and Humanities (IJCAH 2020), 592–598.

Kardiansyah, M. Y., & Salam, A. (2021). Reassuring Feasibility of Using Bourdieusian Sociocultural Paradigm for Literary Translation Study. Ninth International Conference on Language and Arts (ICLA 2020), 135–139.

Kuswoyo, H. (n.d.). Advances in Language and Literary Studies Declarative Sentence Pattern In" Laskar Pelangi" And" The Rainbow Troo...

Kuswoyo, H. (2013). The Effectiveness of Song Technique in Teaching Paper Based TOEFL (PBT)’s Listening Comprehension Section. Advances in Language and Literary Studies, 4(2), 48–56.

Lennon, J. (2008). Irish Orientalism: a literary and intellectual history. Syracuse University Press.

Mandasari, B. (n.d.). FACTORS INFLUENCING TEACHERS’BELIEFS ON THE USE OF AUTHENTIC MATERIALS TO TEACH LISTENING.

Mandasari, B. (2016). An Analysis of Teachers’ Beliefs toward Authentic Materials in Teaching Listening. Teknosastik, 14(1), 19–25.

Mertania, Y., & Amelia, D. (2020). Black Skin White Mask: Hybrid Identity of the Main Character as Depicted in Tagore’s The Home and The World. Linguistics and Literature Journal, 1(1), 7–12.

Muliyah, P., & Aminatun, D. (2020). Teaching English for Specific Purposes in Vocational High School: Teachers’ Beliefs and Practices. Journal of English Teaching, 6(2), 122–133.

MULIYAH, P., AMINATUN, D., Hakim, L. N., & SEPTIANA, L. (2021). MONKEY STORIES: A NEW MEDIA FOR DIGILTAL ENGLISH LEARNING. The 1st International Conference on Language Linguistic Literature and Education (ICLLLE).

Oktaviani, L., & Desiarti, E. M. (2019). A lecturer’s and students’ perspective toward ethnic snake game in speaking class at Universitas Muhammadiyah Malang. Teknosastik, 15(2), 53–59.

Pranoto, B. E. (2021). Insights from Students’ Perspective of 9GAG Humorous Memes Used in EFL Classroom. Thirteenth Conference on Applied Linguistics (CONAPLIN 2020), 72–76.

Pustika, R. (2020). Future English teachers’ perspective towards the implementation of e-learning in Covid-19 pandemic era. Journal of English Language Teaching and Linguistics, 5(3), 383–391.

Putri, E., & Sari, F. M. (2020). INDONESIAN EFL STUDENTS’PERSPECTIVES TOWARDS LEARNING MANAGEMENT SYSTEM SOFTWARE. Journal of English Language Teaching and Learning, 1(1), 20–24.

Qodriani, L. U., & Wijana, I. D. P. (2020). “Drop your ‘Hello!’here!”: Investigating the Language Variation Used in Online Classroom for Tertiary Level in Indonesia. International Joint Conference on Arts and Humanities (IJCAH 2020), 617–623.

Rido, A., Kuswoyo, H., & Ayu, R. (2020). Interaction management strategies in English literature lectures in Indonesian university setting. Indonesian Journal of EFL and Linguistics, 5(2), 315–337.

Rido, A., Kuswoyo, H., & Nuansa, S. (2020). Questioning Strategies in English Literature Lectures in an Indonesian University. Lingua Cultura, 14(2), 241–253.

Rido, A., Kuswoyo, H., Suryaningsih, A. S., Nuansa, S., Ayu, R., & Arivia, R. P. (2021). Repair Strategies in English Literature Lectures in a University in Indonesia. TEKNOSASTIK, 19(1), 14–23.

Rido, A., & Sari, F. M. (2018). Characteristics of classroom interaction of English language teachers in Indonesia and Malaysia. International Journal of Language Education, 2(1), 40–50.

Sari, F. M. (2018). EFL STUDENTS’DILEMMA: FACTORS DETERMINING THEIR TALK IN THE LANGUAGE LEARNING PROCESS. Kolita.

Sari, F. M., Sukirlan, M., & Suka, R. G. (2013). IMPROVING STUDENTS’LISTENING ABILITY THROUGH DICTATION TECHNIQUE AT THE FIRST YEAR STUDENTS. U-JET, 2(3).

Suprayogi, S. (2021). PRELIMINARY STUDY ON MAPPING CURRENT DOCUMENTATION AND REVITALIZATION MEASURES FOR LAMPUNGIC LANGUAGE. The 1st International Conference on Language Linguistic Literature and Education (ICLLLE).

Suprayogi, S., & Novanti, E. A. (2021). EFL Learner’s Literary Competence Mapping through Reader-Response Writing Assessed using CCEA GCSE Mark Scheme. Celt: A Journal of Culture, English Language Teaching & Literature, 21(1), 1.

Tiono, N. I., & Sylvia, A. (2004). The types of communication strategies used by speaking class students with different communication apprehension levels in English Department of Petra Christian University, Surabaya. K@ Ta, 6(1), 30–46.

Tsauri, S. S. (2021). THE EFFECT OF DICTOGLOSS ON STUDENTS’LISTENING ACHIEVEMENT. Jurnal PAJAR(Pendidikan Dan Pengajaran), 5(2), 262–269.

Utami, A. R., Aminatun, D., & Fatriana, N. (2020). STUDENT WORKBOOK USE: DOES IT STILL MATTER TO THE EFFECTIVENESS OF STUDENTS’LEARNING? Journal of English Language Teaching and Learning, 1(1), 7–12.

Wahyudin, A. Y. (2015). The implementation of scientific method in teaching English as a foreign language at senior high school level. Universitas Pendidikan Indonesia.

Wahyudin, A. Y. (2018). Maximizing Outlining Practice in Teaching Writing for EFL Secondary Students: A Research Perspective. Universitas Teknokrat Indonesia, 45.

Unduhan

Diterbitkan

2021-09-28