Konflik Sosial Dalam Naskah Drama Berjudul Petang Di Taman Karya Iwan Simatupang Dan Satu Bangku Dua Laki-Laki Karya Triyono Kajian Intertekstual Dan Implementasinya Sebagai Bahan Ajar Sastra Di SMA

摘要

The purpose of this study is, (1) describe the structure of the build script Afternoon inudthe Park works Iwan Simatupang and The Bench Two Men Triyono work; (2) describeudsocial conflicts contained in the manuscript Afternoon in the Park works IwanudSimatupang and The Bench Two Men Triyono work; (3) describe the intertextualudrelationship in terms of social conflicts contained in the manuscript Afternoon in theudPark works Iwan Simatupang and The Bench Two Men Triyono work; and (4) describeudthe implementation of the results of the analysis of social conflict of the drama scriptudAfternoon in the Park Iwan Simatupang work with One Bench Two Men Triyono worksudusing textual studies as teaching materials in high school literature.udThis research is qualitative descriptive case study research strategy rooted (embadedudand case study). The object of this study is the social conflicts of the manuscriptudAfternoon in the Park works Iwan Simatupang and The Bench Two Men Triyono workudwith intertextual study. The data used in this study was the sentence and discourse in theudafternoon in the park plays works of Iwan Simatupang and The Bench Two men workudTriyono.Teknik data collection using techniques literature, see, and record. The dataudanalysis technique used is the analysis model flow (flow models of analysis), whichudincludes three main components, namely data reduction, data presentation, and drawingudconclusions.udResults of this study were (1) the structure of the drama contained in the manuscriptudAfternoon in the Park and The Bench Two men have aspects that are interrelated andudreinforce each other, these structures include the theme and mandate, characterization,udplot, setting / background; (2) social conflicts that can be analyzed in both these texts,udnamely personal and interpersonal conflicts, conflicts of interest, conflicts of realisticudand non-realistic, constructive and destructive conflict, conflict areas of life (economy,udbusiness, politics, religion, and family); (3) social conflict intertextual relationship bothudthese texts are personal, interpersonal, importance / interest, destructive, constructive,udand family; (4) the results of this study can also be implemented into the teaching ofudliterature in high school, especially class XII.