be aware

play your words with your heart and mind
sing your words with your dream and reality

Selasa, 21 Agustus 2012

Freud’s Theory in Ronggeng Dukuh Paruk



The controversy of Freud’s psychoanalysis theory directs me to try to apply this theory to one of Indonesian popular novel, Ronggeng Dukuh Paruk. The story in this trilogy novel has many symbol of people unconscious mind which is part of Freud theory on psychoanalysis.
The theory which began in 1890s explains that human’s thought is divided into three bid parts which are id, ego, and superego. These three part of human thought always have an influence to what human do either consciously or un consciously. Take for example the id is what the mind wants, what it likes, and leads the mind to avoid pain. It’s clear that consciously, human has their own will and doesn’t want to get pain. While ego is part of the thought which is realistic and organized, and super ego is part of the thought which has moral compass, religion, and faith. According to Freud, human thought also divided into conscious, something that we realize, and the unconscious one which is something beyond the thought that we might don’t even know or remember.
Freud also argues that sexuality begins since human is in the childhood period. It begins with the oral, like baby is sucking, anal, when a baby poops, and genital which can be active in the certain age and stagnant when the human is still a child.
Since some parts of the story in this novel have a strong connection to the Freud’s interpretation I decided to apply Freudian psychoanalysis to this novel. The novel entitled Ronggeng Dukuh Paruk, which is written by Ahmad Tohari, is actually a trilogy of three novel, Ronggeng Dukuh Paruk, Lintang Kemungkus Dinihari, and Jentera Bianglala. This trilogy chronicled a woman life since she was a child until she become a woman who went crazy at the end.
The main character of this trilogy is Srintil, a girl who lived in a small village, Dukuh Paruk, whom was believed to be born as a ronggeng (erotic dancer). People in the village believed that a ronggeng is naturally born as the indang (spirit of ronggeng) lives her soul. As a ronggeng Srintil become a symbol of pride in Dukuh Paruk, no women were jealous to her, they even felt proud of their husband when he could sleep with the ronggeng. At that time, a guy, called Rasus, felt in love with Srintil. However, a ronggeng was not allowed to get married or even fall in love with anybody. The political issues at that time gave a big influence to the villagers, especially to Srintil who held a performance in a certain party campaign that caused her imprisoned. Srintil kept her love to Rasus, but Rasus who later became a soldier left her for his responsibility of profession. By the end of the story Srintil went insane as she was fooled by a guy from Jakarta, and she thought that the guy would marry her. Rasus came back at the end of the story, as somebody who still took care of her as he also loved Srintil.
In this essay I would like to analyze some part of the story which reflects certain things according to Freudian Psychoanalysis. The most important thing to support the analysis is the background of Rasus’s life. Tohari told the reader that Rasus was raised by his grandmother because his mother had died since he was little (p.32-33). Rasus was a boy who missed the touch of mother, and it leads him to create his own imagination of his mother. In the story Rasus was only fourteen when he began to imagine that his mother was like Srintil, a beautiful girl who was younger than him.
Just like Freud argues that sexuality begins since a human was a child, I could find that Rasus had something missing of his life since he was left by his mother when he was a baby. He missed the sexual relationship between himself and his mother, like the oral stage when a baby starts sucking for milk to his mother breast. As Freud states that there’s a sexual relationship between mother and her son, it’s clearly seen that Rasus missed one part of his life for losing his mother. Unconsciously, when he later grew up, Rasus did certain things that reflect the missing piece of his unconscious mind.
In the first book of the trilogy, there’s a part where Tohari narrates the way Rasus come to Srintil when she was going to take a bath (p.37).  Rasus come to such kind of river, which had such kind of bamboo shower between the stones where the water poured, where the villagers usually took a bath to see Srintil alone. Before he came to see Srintil he had already stolen a papaya to be given to Srintil. However, Srintil refused it and told Rasus that she wanted jeruk keprok (such kind of local oranges which has dark green yellowish rind). This part shows a strong image of Rasus who silently see Srintil, a ronggeng, in the bath, to fulfill his unconscious need of sexual relationship. The novel was originally written in Banyumas language where people called papaya as gandul which laterally means something hanging. The idea is clear that the papaya is symbol of man genital (inspired by Suzana Maria’s idea in the LTA class). The Freudian psychoanalysis could easily define that Rasus had an unconscious desire to Srintil. It absolutely has a connection to the Oedipus complex of Freud where he argues that there’s a certain sexual desire of a son to his mother. In this novel, clearly stated that Rasus also made his own imagery mother trough Srintil, a girl whom he loved, which is the real picture of an Oedipus complex.
The way Srintil refused the papaya by telling Rasus that she wanted some oranges also symbolize an unconscious will of Srintil. Srintil was still eleven (p.12) that means she was still too young to begin her sexual relationship. However, in this novel Srintil had begun to dance such an erotic dancing with anyone told her how to do so. It seems like Srintil sexuality had unconsciously began since she was very young. Srintil refusing the papaya show that she had not ready yet to have sex with anybody although she had already expressed the need of sex by dancing an erotic dancing and flirting to the boys. Tohari also mentioned that Srintil wanted some oranges, it is kind of the contradictory of the papaya. The shape orange was small and rounded, like a little girl breast which start to grow (p.39).
As Rasus once was refused, he kept on trying to get Srintil attention by giving her a keris (traditional Javanese knife). Keris is a symbol of a man, as it is a weapon to show a social rate among the traditional Javanese. Keris usually symbolizes something sacred for the Javanese. Rasus stole the keris from his own house by fooling his grandmother (p.40), just like the papaya which was also stolen. It indicates that Rasus actually didn’t have something to be given to Srintil, but he tried so hard to find anything to be given to Srintil. Rasus covered the keris with his clothes and came to a room where Srintil was taking a nap. He silently put the keris beside Srintil, between Srintil’s hands (p.41). He quietly entered the room and perfectly put the keris, which had a strange shape especially the keris’ handle which looks like the tip of man genital (p.42). It shows that Rasus had a big desire to Srintil, but he was still too young and not able to show it, moreover the desires was part of his unconscious mind which actually the manifest of his losing mother feeling (p.45).
The other side of Srintil and Rasus is the part when they had sex before the tradition of bukak klambu (a competition for any man to win a ronggeng virginity). Srintil actually didn’t want to go to sleep with the guy who won the competition as she wanted Rasus (p.77). So she went out of the house and asked Rasus to have sex with her in the back of the house. At the first Rasus didn’t say anything, but he still did it with Srintil. At that moment, Rasus kept thinking about his mother (p.77). Tohari told the readers that Rasus felt strange to have sex at that time. It is like somebody who really missed something he never felt before.
The indang ronggeng in Srintil soul (p.20) also part of the village dream. It shows that the village of Dukuh Paruk had a faith of supernatural power. The supernatural power belief was unconsciously directed the villagers to think about the same things. Just like the keris (p.41) which is believed as something sacred which might change the atmosphere while Srintil was dancing.
Those parts of Ronggeng Dukuh Paruk are likely showing human’s mind tendency to do certain things, including their desire. The things that might seem like a natural thing might actually reflect somebody unconscious side.

Sabtu, 03 Maret 2012

Do you have the "formula" ?

I wrote this story to share my experience which I got when I was doing my teaching practicum class in SMA 1 Salatiga. I was there since I had to complete my study as a pre-service teacher education at Satya Wacana Christian University. I taught English for the first grade of senior high school with descriptive text as one of the material I had to teach to my students. Before I conducted the teaching practicum I had pass a micro teaching class – it is kind of teaching preparation class – which was English as an international language (EIL) orientation. Beside I also took some classes, included teaching method and material development class, and seminars about EIL.

Driven by my study background, I grew to be an EIL ideology English teacher who thinks that English is an international language and it must be affected by many international issues. One of the issues which bother me is the teaching methodology. I have an opinion that my students should not learn grammar or structure traditionally as it develops only the declarative knowledge of the students. I wanted to teach English to my students, not the science of English. So my goal is to make students able to use English in communication either in speaking, writing, or even reading and listening.

And then in one part of material I taught my students about compound adjective. I didn’t directly stated that I was going to teach them about compound adjective, but I paid attention to some examples of adjective phrases they used in describing people or animals in the previous activity. After the activity I wrote some sentences my students made on the board. These are the sentence I wrote on the white board ; She has blue eyes and It (my student’s dog) eats meet. I wrote them on the board and told my students that these were ordinary sentences people used to describe people or animal. In the next I asked them whether they could change the sentence into other pattern with the same meaning. One of my students (Raka, pseudo name) said one phrases; blue eyed.

I felt like Raka had known compound adjective before, and then I asked him how he could call that phrases to make sure whether he knew the term of compound adjective. He couldn’t answer my question. I thought he forgot the term compound adjective and I just kept going on teaching. I put the phrases of blue eyed into a sentence She is a blue eyed and wrote it exactly under the sentence She has blue eyes. After that I asked my students the sane question for the second sentence, but nobody answer my question. I looked at my students’ face expression; some of them were trying to make some phrases though I didn’t get what the phrases were.

I finally decided to write It is an meat-eating dog exactly under the sentence It eats meat. I kept questioning my students about the differences between the two compound adjective phrases without telling them that these were compound adjective. Another student, Muti (pseudo name), told me that the difference was at the –ing and –ed suffix. To make sure my students understand this language function I asked some of them, especially who sat at the back rows and who didn’t really actively participated in answering my questions, to make any examples which were similar to the sentences on the board. They made these following phrases:
- black haired
- open minded
- well prepared
I paid attention to the phrase well prepared. I loved that phrases, since it showed that my student made a different phrase compare to the example: blue eyed which is a mixture of an adjective and a noun, but well prepared is a mixture of adjective and adjective. Most of my student participated actively by giving many examples of compound adjective.
Here I got a point that my students had their own procedural knowledge about compound adjective since they were able to make and put it into right sentences. I thought it was good for them to learn compound adjective or any other language function unconsciously. After I thought most of my student made their own phrase or sentence with a compound adjective, I told them that they had just made a compound adjective. Some of them looked surprise as they thought they had learned compound adjective before, but they didn’t understand this.
At the end of the lesson I asked them whether any question about the lesson. They were quite for a while; some of them asked me to give more examples. And at the last of the class one of my students, Azam (pseudo name), asked me whether there’s a “formula” to make a compound adjective.
I was surprised by this question. I thought he was one of my students who understood the lesson very well, why did he need any “formula” to make something he had understood? I didn’t really like giving my students such a traditional grammar lesson where I had to explain the structure of a sentence by telling my students which one was the verb or the noun. I wanted my students learned it unconsciously to develop their procedural knowledge since my goal is to make them able to use English, not understand the science of English. Moreover, based on my experience, students, who are good at the grammar declarative knowledge, is not that good at the procedural one or at least not creative in making sentences.
However, I still told my students about the “formula” of compound adjective with further explanation that language is not math. It may have such kind of structure, but it doesn’t mean that we have to follow the rules strictly. And told him about the phrases well cooked and blue eyed his friends made before. Azam’s questions lead me to explain the passive and active meaning of compound adjective.
I thought about many reasons why Azam asked for the “formula” of compound adjective. It brought a lot of question to my mind:
1. Are my students accustomed to learn English with grammar translation method?
2. How long do they learn English with grammar traditional teaching?
3. Why do they always look for a firm “formula” in making any phrases or sentences?
I’m know still in process of researching this case